Module 1: Research Methodology and Intellectual Property Rights (21RMI507)

St Joseph Engineering College Mangaluru (Autonomous Institution under VTU Belagavi)

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Module-1 Research Methodology and Literature Survey (8 hours)
Research Methodology: Meaning, objectives, types, significance of research. Research approaches,
method versus methodology, Research process, Criteria of good research Defining the research
problem: conditions, components, selection, necessity, techniques and illustrations.
Literature survey, Literature review: Introduction, process, databases (Google Scholar, Web of
Science, Scopus, Science Direct etc) and management tools. Author Metrics and Journal Metrics,
Identifying gap areas from literature review. Ethics in research and publications. Plagiarism:
Introduction, tools for detection, avoiding plagiarism. Illustrations.
1.1 Research Methodology
1.1.1 Meaning of Research
Research in common parlance refers to a search for knowledge. One can also define research as a
scientific and systematic search for pertinent information on a specific topic. In fact, research is an art
of scientific investigation. The Advanced Learner’s Dictionary of Current English lays down the
meaning of research as “a careful investigation or inquiry specially through search for new facts in any
branch of knowledge”. Redman and Mory define research as a “systematized effort to gain new
knowledge”. Some people consider research as a movement, a movement from the known to the
unknown. It is actually a voyage of discovery. We all possess the vital instinct of inquisitiveness for,
when the unknown confronts us, we wonder, and our inquisitiveness makes us probe and attain full and
fuller understanding of the unknown. This inquisitiveness is the mother of all knowledge and the
method, which man employs for obtaining the knowledge of whatever the unknown, can be termed as
Research is, thus, an original contribution to the existing stock of knowledge making for its
advancement. It is the pursuit of truth with the help of study, observation, comparison and experiment.
In short, the search for knowledge through objective and systematic method of finding solution to a
problem is research. The systematic approach concerning generalisation and the formulation of a theory
is also research. As such the term ‘research’ refers to the systematic method consisting of enunciating
the problem, formulating a hypothesis, collecting the facts or data, analysing the facts and reaching
certain conclusions either in the form of solutions(s) towards the concerned problem or in certain
generalisations for some theoretical formulation.
1.1.2 Objectives of Research
The purpose of research is to discover answers to questions through the application of scientific
procedures. The main aim of research is to find out the truth which is hidden and which has not been
discovered as yet. Though each research study has its own specific purpose, we may think of research
objectives as falling into a number of following broad groupings:
1. To gain familiarity with a phenomenon or to achieve new insights into it (studies with this object in
view are termed as exploratory or formulative research studies);
2. To portray accurately the characteristics of a particular individual, situation or a group (studies with
this object in view are known as descriptive research studies);
3. To determine the frequency with which something occurs or with which it is associated with
something else (studies with this object in view are known as diagnostic research studies);
4. To test a hypothesis of a causal relationship between variables (such studies are known as hypothesis-
testing research studies).
1.1.3 Types of Research
The basic types of research are as follows:
(i) Descriptive vs. Analytical: Descriptive research includes surveys and fact-finding enquiries of
different kinds. The major purpose of descriptive research is description of the state of affairs as it exists

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St Joseph Engineering College Mangaluru (Autonomous Institution under VTU Belagavi)
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at present. In descriptive research, the researcher seeks to measure such items as, for example, frequency
of shopping, preferences of people, or similar data. It also include attempts by researchers to discover
causes even when they cannot control the variables. The methods of research utilized in descriptive
research are survey methods of all kinds, including comparative and correlational methods. In analytical
research, on the other hand, the researcher has to use facts or information already available and analyse
these to make a critical evaluation of the material.
(ii). Applied vs. Fundamental: Research can either be applied (or action) research or fundamental (to
basic or pure) research. Applied research aims at finding a solution for an immediate problem facing a
society or an industrial/business organisation, whereas fundamental research is mainly concerned with
generalisations and with the formulation of a theory. “Gathering knowledge for knowledge’s sake is
termed ‘pure’ or ‘basic’ research”. Research concerning some natural phenomenon or relating to pure
mathematics are examples of fundamental research. Similarly, research studies, concerning human
behaviour carried on with a view to make generalisations about human behaviour, are also examples of
fundamental research, but research aimed at certain conclusions (say, a solution) facing a concrete social
or business problem is an example of applied research. Thus, the central aim of applied research is to
discover a solution for some pressing practical problem, whereas basic research is directed towards
finding information that has a broad base of applications and thus, adds to the already existing organized
body of scientific knowledge.
(iii) Quantitative vs. Qualitative: Quantitative research is based on the measurement of quantity or
amount. It is applicable to phenomena that can be expressed in terms of quantity. Qualitative research,
on the other hand, is concerned with qualitative phenomenon, i.e., phenomena relating to or involving
quality or kind. For instance, when we are interested in investigating the reasons for human behaviour
(i.e., why people think or do certain things), we quite often talk of ‘Motivation Research’, an important
type of qualitative research.
(iv). Conceptual vs. Empirical: Conceptual research is that related to some abstract idea(s) or theory.
It is generally used by philosophers and thinkers to develop new concepts or to reinterpret existing ones.
On the other hand, empirical research relies on experience or observation alone, often without due
regard for system and theory. It is data-based research, coming up with conclusions which are capable
of being verified by observation or experiment. We can also call it as experimental type of research.
(v) Some Other Types of Research: All other types of research are variations of one or more of the
above stated approaches, based on either the purpose of research, or the time required to accomplish
research, on the environment in which research is done, or on the basis of some other similar factor.
Form the point of view of time, we can think of research either as one-time research or longitudinal
research. In the former case the research is confined to a single time-period, whereas in the latter case
the research is carried on over several time-periods. Research can be field-setting research or laboratory
research or simulation research, depending upon the environment in which it is to be carried out.
Research can as well be understood as clinical or diagnostic research. Such research follows case-study
methods or in-depth approaches to reach the basic causal relations.. The research may be exploratory or
it may be formalized. The objective of exploratory research is the development of hypotheses rather
than their testing, whereas formalized research studies are those with substantial structure and with
specific hypotheses to be tested. Historical research is that which utilizes historical sources like
documents, remains, etc. to study events or ideas of the past, including the philosophy of persons and
groups at any remote point of time. Research can also be classified as conclusion-oriented and decision-
oriented. While doing conclusion-oriented research, a researcher is free to pick up a problem, redesign
the enquiry as he proceeds and is prepared to conceptualize as he wishes. Decision-oriented research is

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St Joseph Engineering College Mangaluru (Autonomous Institution under VTU Belagavi)
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always for the need of a decision maker and the researcher in this case is not free to embark upon
research according to his own inclination. Operations research is an example of decision-oriented
research since it is a scientific method of providing executive departments with a quantitative basis for
decisions regarding operations under their control.
1.1.4 Research Approaches
The above description of the types of research brings to light the fact that there are two basic approaches
to research, viz., quantitative approach and the qualitative approach. The former involves the
generation of data in quantitative form which can be subjected to rigorous quantitative analysis in a
formal and rigid fashion. This approach can be further sub-classified into inferential, experimental and
simulation approaches to research. The purpose of inferential approach to research is to form a data
base from which to infer characteristics or relationships of population. This usually means survey
research where a sample of population is studied (questioned or observed) to determine its
characteristics, and it is then inferred that the population has the same characteristics. Experimental
approach is characterised by much greater control over the research environment and in this case some
variables are manipulated to observe their effect on other variables. Simulation approach involves the
construction of an artificial environment within which relevant information and data can be generated.
This permits an observation of the dynamic behaviour of a system (or its sub-system) under controlled
conditions. The term ‘simulation’ in the context of business and social sciences applications refers to
“the operation of a numerical model that represents the structure of a dynamic process. Given the values
of initial conditions, parameters and exogenous variables, a simulation is run to represent the behaviour
of the process over time”. Simulation approach can also be useful in building models for understanding
future conditions.
Qualitative approach to research is concerned with subjective assessment of attitudes, opinions and
behaviour. Research in such a situation is a function of researcher’s insights and impressions. Such an
approach to research generates results either in non-quantitative form or in the form which are not
subjected to rigorous quantitative analysis. Generally, the techniques of focus group interviews,
projective techniques and depth interviews are used.
1.1.5 Significance of Research
The significance of research in engineering is multifaceted and critical for several reasons:
Innovation and Advancement: Research in engineering drives innovation by pushing the boundaries
of what is known and understood. It leads to the development of new technologies, methods, and
materials, thus advancing the field.
Problem Solving: Research enables engineers to address complex problems by exploring various
hypotheses, conducting experiments, and analyzing data. It provides solutions to real-world challenges,
from designing sustainable infrastructure to improving healthcare systems.
Knowledge Expansion: Through research, engineers expand the existing knowledge base in their
respective domains. This expanded knowledge forms the foundation for future advancements and
improvements in the field.
Quality Improvement: Continuous research leads to the refinement and enhancement of existing
technologies and processes. It helps in making products more efficient, durable, and cost-effective.
Competitive Edge: Industries and nations that invest in research gain a competitive edge in the global
marketplace. Cutting-edge research leads to the development of patents, which can be commercially
exploited for economic growth.

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St Joseph Engineering College Mangaluru (Autonomous Institution under VTU Belagavi)
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Interdisciplinary Collaboration: Research often involves collaboration between engineers, scientists,
and experts from diverse fields. This interdisciplinary approach fosters a holistic understanding and
facilitates breakthroughs that might not be possible within individual disciplines.
Professional Growth: Engaging in research activities enhances an engineer's critical thinking, problem-
solving, and analytical skills. It also offers opportunities for publications, presentations, and networking
within the academic and industrial communities.
Societal Impact: Research in engineering contributes to societal welfare by addressing pressing issues
such as environmental sustainability, energy conservation, healthcare advancements, and infrastructure
development.
Long-Term Benefits: The outcomes of research can have long-term effects, influencing future
generations and serving as a cornerstone for further scientific and technological developments.
Ethical Considerations: Research in engineering necessitates ethical considerations, ensuring that
technological advancements are used responsibly and do not pose risks to society or the environment.
In conclusion, research in engineering is pivotal as it fuels innovation, fosters development, and
addresses societal needs, playing a crucial role in shaping the present and future of the field.
1.1.6 Research Methods versus Research Methodology
Research methods may be understood as all those methods/techniques that are used for conduction of
research. Research methods or techniques, thus, refer to the methods the researchers use in performing
research operations. In other words, all those methods which are used by the researcher during the
course of studying his research problem are termed as research methods.
Since the object of research, particularly the applied research, it to arrive at a solution for a given
problem, the available data and the unknown aspects of the problem have to be related to each other to
make a solution possible. Keeping this in view, research methods can be put into the following three
groups:
1. In the first group we include those methods which are concerned with the collection of
data. These methods will be used where the data already available are not sufficient to
arrive at the required solution;
2. The second group consists of those statistical techniques which are used for establishing
relationships between the data and the unknowns;
3. The third group consists of those methods which are used to evaluate the accuracy of
the results obtained.
Research methods falling in the above stated last two groups are generally taken as the analytical tools
of research.
Research methodology is a way to systematically solve the research problem. It may be understood as a
science of studying how research is done scientifically. In it we study the various steps that are generally
adopted by a researcher in studying his research problem along with the logic behind them. It is
necessary for the researcher to know not only the research methods but also the methodology.

Research methodology has many dimensions and research methods do constitute a part of the research
methodology. The scope of research methodology is wider than that of research methods. Thus, when
we talk of research methodology we not only talk of the research methods but also consider the logic
behind the methods we use in the context of our research study and explain why we are using a particular

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St Joseph Engineering College Mangaluru (Autonomous Institution under VTU Belagavi)
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method or technique and why we are not using others so that research results are capable of being
evaluated either by the researcher himself or by others. Why a research study has been undertaken, how
the research problem has been defined, in what way and why the hypothesis has been formulated, what
data have been collected and what particular method has been adopted, why particular technique of
analysing data has been used and a host of similar other questions are usually answered when we talk
of research methodology concerning a research problem or study.
1.1.7 Research Process
Research process consists of series of actions or steps necessary to effectively carry out research and the
desired sequencing of these steps. The chart shown in Figure 1.1 well illustrates a research process.
The following order concerning various steps provides a useful procedural guideline regarding the
research process: (1) formulating the research problem; (2) extensive literature survey; (3) developing
the hypothesis; (4) preparing the research design; (5) determining sample design; (6) collecting the data;
(7) execution of the project; (8) analysis of data; (9) hypothesis testing; (10) generalisations and
interpretation, and (11) preparation of the report or presentation of the results, i.e., formal write-up of
conclusions reached.
A brief description of the above stated steps will be helpful.
1. Formulating the research problem: There are two types of research problems, viz., those which
relate to states of nature and those which relate to relationships between variables. At the very outset the
researcher must single out the problem he wants to study. The formulation of a general topic into a
specific research problem, constitutes the first step in a scientific enquiry. Essentially two steps are
involved in formulating the research problem, viz., understanding the problem thoroughly, and
rephrasing the same into meaningful terms from an analytical point of view.
2. Extensive literature survey: Once the problem is formulated, a brief summary of it should be written
down. At this juncture the researcher should undertake extensive literature survey connected with the
problem. For this purpose, the abstracting and indexing journals and published or unpublished
bibliographies are the first place to go to. Academic journals, conference proceedings, government
reports, books etc., must be tapped depending on the nature of the problem. In this process, it should be
remembered that one source will lead to another. The earlier studies, if any, which are similar to the
study in hand should be carefully studied. A good library will be a great help to the researcher at this
stage.
3. Development of working hypotheses: After extensive literature survey, researcher should state in
clear terms the working hypothesis or hypotheses. Working hypothesis is tentative assumption made in
order to draw out and test its logical or empirical consequences. As such the manner in which research
hypotheses are developed is particularly important since they provide the focal point for research. They
also affect the manner in which tests must be conducted in the analysis of data and indirectly the quality
of data which is required for the analysis.
4. Preparing the research design: The research problem having been formulated in clear cut terms,
the researcher will be required to prepare a research design, i.e., he will have to state the conceptual
structure within which research would be conducted. The preparation of such a design facilitates
research to be as efficient as possible yielding maximal information. In other words, the function of
research design is to provide for the collection of relevant evidence with minimal expenditure of effort,
time and money.
The preparation of the research design, appropriate for a particular research problem, involves usually
the consideration of the following:
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(i) the means of obtaining the information;
(ii) the availability and skills of the researcher and his staff (if any);
(iii) explanation of the way in which selected means of obtaining information will be organised
and the reasoning leading to the selection;
(iv) the time available for research; and
(v) the cost factor relating to research, i.e., the finance available for the purpose.
5. Determining sample design: The researcher must decide the way of selecting a sample or what is
popularly known as the sample design. In other words, a sample design is a definite plan determined
before any data are actually collected for obtaining a sample from a given population. Thus, the plan to
select 12 of a city’s 200 drugstores in a certain way constitutes a sample design. Samples can be either
probability samples or non-probability samples.
6. Collecting the data: In dealing with any real-life problem it is often found that data at hand are
inadequate, and hence, it becomes necessary to collect data that are appropriate. There are several ways
of collecting the appropriate data which differ considerably in context of money costs, time and other
resources at the disposal of the researcher.
Primary data can be collected either through experiment or through survey. If the researcher conducts
an experiment, he observes some quantitative measurements, or the data, with the help of which he
examines the truth contained in his hypothesis. But in the case of a survey, data can be collected by
observations, through personal interviews, telephonic interviews, by mailing questionnaires etc.
7. Execution of the project: Execution of the project is a very important step in the research process.
If the execution of the project proceeds on correct lines, the data to be collected would be adequate and
dependable. The researcher should see that the project is executed in a systematic manner and in time.
If the survey is to be conducted by means of structured questionnaires, data can be readily machine-
processed. In such a situation, questions as well as the possible answers may be coded. If the data are to
be collected through interviewers, arrangements should be made for proper selection and training of the
interviewers.
8. Analysis of data: After the data have been collected, the researcher turns to the task of analysing
them. The analysis of data requires a number of closely related operations such as establishment of
categories, the application of these categories to raw data through coding, tabulation and then drawing
statistical inferences
Tabulation is a part of the technical procedure wherein the classified data are put in the form of tables.
The mechanical devices can be made use of at this juncture. A great deal of data, especially in large
inquiries, is tabulated by computers. Computers not only save time but also make it possible to study
large number of variables affecting a problem simultaneously.
Analysis work after tabulation is generally based on the computation of various percentages,
coefficients, etc., by applying various well-defined statistical formulae. In the process of analysis,
relationships or differences supporting or conflicting with original or new hypotheses should be
subjected to tests of significance to determine with what validity data can be said to indicate any
conclusion(s).
9. Hypothesis-testing: After analysing the data as stated above, the researcher is in a position to test the
hypotheses, if any, he had formulated earlier. Do the facts support the hypotheses or they happen to be
contrary? This is the usual question which should be answered while testing hypotheses.

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Various tests, such as Chi square test, t-test, F-test, have been developed by statisticians for the purpose.
The hypotheses may be tested through the use of one or more of such tests, depending upon the nature
and object of research inquiry. Hypothesis-testing will result in either accepting the hypothesis or in
rejecting it. If the researcher had no hypotheses to start with, generalisations established on the basis of
data may be stated as hypotheses to be tested by subsequent researches in times to come.
10. Generalisations and interpretation: If a hypothesis is tested and upheld several times, it may be
possible for the researcher to arrive at generalisation, i.e., to build a theory. As a matter of fact, the real
value of research lies in its ability to arrive at certain generalisations. If the researcher had no hypothesis
to start with, he might seek to explain his findings on the basis of some theory. It is known as
interpretation. The process of interpretation may quite often trigger off new questions which in turn may
lead to further researches.
11. Preparation of the report or the thesis: Finally, the researcher has to prepare the report of what
has been done by him. Writing of report must be done with great care keeping in view the following:
1. The layout of the report should be as follows: (i) the preliminary pages; (ii) the main text, and (iii) the
end matter.

1.1.8 Criteria of Good Research

Whatever may be the types of research works and studies, one thing that is important is that they all
meet on the common ground of scientific method employed by them. One expects scientific research to
satisfy the following criteria.
1. The purpose of the research should be clearly defined and common concepts be used.
2. The research procedure used should be described in sufficient detail to permit another researcher to
repeat the research for further advancement, keeping the continuity of what has already been attained.
3. The procedural design of the research should be carefully planned to yield results that are as objective
as possible.
4. The researcher should report with complete frankness, flaws in procedural design and estimate their
effects upon the findings.
5. The analysis of data should be sufficiently adequate to reveal its significance and the methods of
analysis used should be appropriate. The validity and reliability of the data should be checked carefully.
6. Conclusions should be confined to those justified by the data of the research and limited to those for
which the data provide an adequate basis.
7. Greater confidence in research is warranted if the researcher is experienced, has a good reputation in
research and is a person of integrity.

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St Joseph Engineering College Mangaluru (Autonomous Institution under VTU Belagavi)
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Fig. 1.1 Research Process

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St Joseph Engineering College Mangaluru (Autonomous Institution under VTU Belagavi)
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1.1.9 Research Problem
Definition: A research problem, in general, refers to some difficulty which a researcher experiences in
the context of either a theoretical or practical situation and wants to obtain a solution for the same.
Conditions: Usually we say that a research problem does exist if the following conditions are met with:
(i) There must be an individual (or a group or an organisation), let us call it ‘I,’ to whom the problem
can be attributed. The individual or the organisation, as the case may be, occupies an environment, say
‘N’, which is defined by values of the uncontrolled variables, Yj.
(ii) There must be at least two courses of action, say C1 and C2, to be pursued. A course of action is
defined by one or more values of the controlled variables. For example, the number of items purchased
at a specified time is said to be one course of action.
(iii) There must be at least two possible outcomes, say O1 and O2, of the course of action, of which one
should be preferable to the other. In other words, this means that there must be at least one outcome that
the researcher wants, i.e., an objective.
(iv) The courses of action available must provide some chance of obtaining the objective, but they cannot
provide the same chance, otherwise the choice would not matter. Thus, if P (Oj | I, Cj, N) represents the
probability that an outcome Oj will occur, if I select Cj in N, then P(O1| I , C1, N) ≠ P(O1| I , C2 , N) .
In simple words, we can say that the choices must have unequal efficiencies for the desired outcomes.
Over and above these conditions, the individual or the organisation can be said to have the problem only
if ‘I’ does not know what course of action is best, i.e., ‘I’, must be in doubt about the solution. Thus, an
individual or a group of persons can be said to have a problem which can be technically described as a
research problem, if they (individual or the group), having one or more desired outcomes, are confronted
with two or more courses of action that have some but not equal efficiency for the desired objective(s)
and are in doubt about which course of action is best.
Components of Research Problem: (i) There must be an individual or a group which has some
difficulty or the problem.
(ii) There must be some objective(s) to be attained at. If one wants nothing, one cannot have a problem.
(iii) There must be alternative means (or the courses of action) for obtaining the objective(s) one wishes
to attain. This means that there must be at least two means available to a researcher for if he has no
choice of means, he cannot have a problem.
(iv) There must remain some doubt in the mind of a researcher with regard to the selection of
alternatives. This means that research must answer the question concerning the relative efficiency of the
possible alternatives.
(v) There must be some environment(s) to which the difficulty pertains.

Selection of Research Problem: The research problem undertaken for study must be carefully selected.
the following points may be observed by a researcher in selecting a research problem or a subject for
research:
(i) Subject which is overdone should not be normally chosen, for it will be a difficult task to throw any
new light in such a case.
(ii) Controversial subject should not become the choice of an average researcher.
(iii) Too narrow or too vague problems should be avoided.
(iv) The subject selected for research should be familiar and feasible so that the related research material
or sources of research are within one’s reach. Even then it is quite difficult to supply definitive ideas
concerning how a researcher should obtain ideas for his research.

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For this purpose, a researcher should contact an expert or a professor in the University who is already
engaged in research. He may as well read articles published in current literature available on the subject
and may think how the techniques and ideas discussed therein might be applied to the solution of other
problems. He may discuss with others what he has in mind concerning a problem. In this way he should
make all possible efforts in selecting a problem.
(v) The importance of the subject, the qualifications and the training of a researcher, the costs involved,
the time factor are few other criteria that must also be considered in selecting a problem. In other words,
before the final selection of a problem is done, a researcher must ask himself the following questions:
(a) Whether he is well equipped in terms of his background to carry out the research?
(b) Whether the study falls within the budget he can afford?
(c) Whether the necessary cooperation can be obtained from those who must participate in research
as subjects?
If the answers to all these questions are in the affirmative, one may become sure so far as the
practicability of the study is concerned.
(vi) The selection of a problem must be preceded by a preliminary study. This may not be necessary
when the problem requires the conduct of a research closely similar to one that has already been done.
But when the field of inquiry is relatively new and does not have available a set of well-developed
techniques, a brief feasibility study must always be undertaken.
Necessity of Defining a Research Problem: Quite often we all hear that a problem clearly stated is a
problem half solved. This statement signifies the need for defining a research problem. The problem to
be investigated must be defined unambiguously for that will help to discriminate relevant data from the
irrelevant ones. A proper definition of research problem will enable the researcher to be on the track
whereas an ill-defined problem may create hurdles. Questions like: What data are to be collected? What
characteristics of data are relevant and need to be studied? What relations are to be explored. What
techniques are to be used for the purpose? and similar other questions crop up in the mind of the
researcher who can well plan his strategy and find answers to all such questions only when the research
problem has been well defined. Thus, defining a research problem properly is a prerequisite for any
study and is a step of the highest importance. In fact, formulation of a problem is often more essential
than its solution. It is only on careful detailing the research problem that we can work out the research
design and can smoothly carry on all the consequential steps involved while doing research.

Techniques of Defining Research Problem: Defining a research problem properly and clearly is a
crucial part of a research study and must in no case be accomplished hurriedly. The technique for the
purpose involves the undertaking of the following steps generally one after the other: (i) statement of
the problem in a general way; (ii) understanding the nature of the problem; (iii) surveying the available
literature (iv) developing the ideas through discussions; and (v) rephrasing the research problem into a
working proposition.
A brief description of all these points will be helpful.
(i) Statement of the problem in a general way: First of all the problem should be stated in a broad
general way, keeping in view either some practical concern or some scientific or intellectual interest.
For this purpose, the researcher must immerse himself thoroughly in the subject matter concerning
which he wishes to pose a problem. Often, the guide puts forth the problem in general terms, and it is
then up to the researcher to narrow it down and phrase the problem in operational terms. The problem
stated in a broad general way may contain various ambiguities which must be resolved by cool thinking
and rethinking over the problem. At the same time the feasibility of a particular solution has to be
considered and the same should be kept in view while stating the problem.

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(ii) Understanding the nature of the problem: The next step in defining the problem is to understand
its origin and nature clearly. The best way of understanding the problem is to discuss it with those who
first raised it in order to find out how the problem originally came about and with what objectives in
view. If the researcher has stated the problem himself, he should consider once again all those points
that induced him to make a general statement concerning the problem. For a better understanding of the
nature of the problem involved, he can enter into discussion with those who have a good knowledge of
the problem concerned or similar other problems. The researcher should also keep in view the
environment within which the problem is to be studied and understood.
(iii) Surveying the available literature: All available literature concerning the problem at hand must
necessarily be surveyed and examined before a definition of the research problem is given. This means
that the researcher must be well-conversant with relevant theories in the field, reports and records as
also all other relevant literature. He must devote sufficient time in reviewing of research already
undertaken on related problems. This is done to find out what data and other materials, if any, are
available for operational purposes. “Knowing what data are available often serves to narrow the problem
itself as well as the technique that might be used.”. This would also help a researcher to know if there
are certain gaps in the theories, or whether the existing theories applicable to the problem under study
are inconsistent with each other, or whether the findings of the different studies do not follow a pattern
consistent with the theoretical expectations and so on. All this will enable a researcher to take new
strides in the field for furtherance of knowledge i.e., he can move up starting from the existing premise.
Studies on related problems are useful for indicating the type of difficulties that may be encountered in
the present study as also the possible analytical shortcomings. At times such studies may also suggest
useful and even new lines of approach to the present problem.
(iv) Developing the ideas through discussions: Discussion concerning a problem often produces useful
information. Various new ideas can be developed through such an exercise. Hence, a researcher must
discuss his problem with his colleagues and others who have enough experience in the same area or in
working on similar problems. This is quite often known as an experience survey. People with rich
experience are in a position to enlighten the researcher on different aspects of his proposed study and
their advice and comments are usually invaluable to the researcher. They help him sharpen his focus of
attention on specific aspects within the field. Discussions with such persons should not only be confined
to the formulation of the specific problem at hand, but should also be concerned with the general
approach to the given problem, techniques that might be used, possible solutions, etc.
(v) Rephrasing the research problem: Finally, the researcher must sit to rephrase the research problem
into a working proposition. Once the nature of the problem has been clearly understood, the environment
(within which the problem has got to be studied) has been defined, discussions over the problem have
taken place and the available literature has been surveyed and examined, rephrasing the problem into
analytical or operational terms is not a difficult task. Through rephrasing, the researcher puts the research
problem in as specific terms as possible so that it may become operationally viable and may help in the
development of working hypotheses.

AN ILLUSTRATION
The technique of defining a problem outlined above can be illustrated for better understanding by taking
an example as under:
Let us suppose that a research problem in a broad general way is as follows:
“Why is productivity in Japan so much higher than in India”?

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In this form the question has a number of ambiguities such as: What sort of productivity is being referred
to? With what industries the same is related? With what period of time the productivity is being talked
about? In view of all such ambiguities the given statement or the question is much too general to be
amenable to analysis. Rethinking and discussions about the problem may result in narrowing down the
question to:
“What factors were responsible for the higher labour productivity of Japan’s manufacturing industries
during the decade 1971 to 1980 relative to India’s manufacturing industries?”
This latter version of the problem is definitely an improvement over its earlier version for the various
ambiguities have been removed to the extent possible. Further rethinking and rephrasing might place
the problem on a still better operational basis as shown below:
“To what extent did labour productivity in 1971 to 1980 in Japan exceed that of India in respect of 15
selected manufacturing industries? What factors were responsible for the productivity differentials
between the two countries by industries?”
With this sort of formulation, the various terms involved such as ‘labour productivity’, ‘productivity
differentials’, etc. must be explained clearly. The researcher must also see that the necessary data are
available. In case the data for one or more industries selected are not available for the concerning time-
period, then the said industry or industries will have to be substituted by other industry or industries.
The suitability of the time-period must also be examined. Thus, all relevant factors must be considered
by a researcher before finally defining a research problem.

1.2 Literature Review (LR)

1.2.1 Introduction
Literature Review (LR) can be defined in many ways.
“Systematic and organized compilation and critical study of related body of knowledge is literature
survey”
“A literature review surveys books, scholarly articles, and any other source, relevant to a particular issue,
area of research, or theory, and by 80 doing Provides a description, summary, and critical evaluation of
these works in relation to the research problem being investigated.”
Types of Sources
• Primary sources: The original thesis or data collected and presented by a researcher. E.g.: research
papers in journals, patents, Ph D thesis etc.
• Secondary sources: The original data and studies of an original stud quoted or collected by another
author e.g. review papers.
• Tertiary sources: The primary and secondary data collected and presented by different
scientists/authors e.g. edited books, news, blogs, and other web resources.
Each and every source has its own merits and demerits. Choose the source wisely. The selection of a
type of source depend upon the subject, scope and level of the study.
Key Features of Literature Review
• Size (depending on the subject/ level of research): Size means what should be the length and
breadth of the content to be collected. It depends on the subject, type of research, scope of research
and level of research.
• Quality: Search/ refer the quality articles from quality sources/ journals/ publishers/ books. Wrong
methods can not lead to right research. Substandard articles, if you will refer, you can not expect a

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good research. Refer the good quality source. It is utmost important. Quality articles only can lead
to reproducible results.
• Versatility: Versatility means including all the types of resources not just one, Your LR must
contain a good mix of review, research, patents, books, hews, meta-analysis, regulatory guidelines,
historical articles/ studies, geographical distribution of compiled studies etc.
• Up-to-date: Referring to the current literature plays an important role in LS. References must be
recent developments in the field.
• Do not skip the historical or pioneer studies/ articles of the subject/topic Though in one hand we
are saying that only current references should be Cited. But we must not avoid the historical or
pioneer reference.
• Completeness: Complete the LR with respect to the scope of study (topics, subtopics, allied topics
etc) with due focus.
• Be critical: Include the studies which may not favour your tentative hypothesis also. You must be
self-critical. You planned or trying to hypothesize a thing. You are collecting the supporting
evidence. But you must not skip the things which are against your hypothesis or any other
contradictory/ controversial things. It will be an unbiased ground of LR.
• Discuss with the supervisor/ mentor/ team members/ collaborators for any doubt/ help. There
must be a good tune in between.
1.2.2 Literature Review Process
Step 1: Select a topic: Select a topic you can manage in the time frame you have to complete your
project. Establish your research questions and organize your literature into logical categories around the
subject/ topic areas of your questions. Your research questions must be specific enough to guide you to
the relevant literature.
Make sure you understand the concept of ‘broader’ and ‘narrower’ terms. The narrower your topic, the
easier it will be to limit the number of sources you need to read in order to get a good survey of the
literature.
Step 2: Identify the most relevant sources on your topic: Use a variety of resources - locate books,
journals, and documents that contain useful information and ideas on your topic. Internet sites, theses
& dissertations, conference papers, ePrints and government or industry reports can also be included.
Do not rely solely on electronic full-text material which is more easily available. Reference sources such
as dictionaries can assist in defining terminology, and encyclopedias may provide useful introductions
to your topic by experts in the field and will list key references.
Step 3: Search and refine: Search number of databases that provide full text access to articles, that
allow you to refine your search to ‘peer reviewed’ journals. These are scholarly journals which go
through a rigorous process of quality assessment by several researchers or subject specialists in the
academic community before they are accepted for publication.
Use the And, Or, Not operators, Wildcards and Logical Brackets when searching in the databases. For
instance, you can use And to narrow your search while the operator OR expands your search. Not, on
the other hand, helps to exclude irrelevant information from your search results.
Step 4: Read and Analyse: Read the literatures and analyse them finding the answers to possible
questions such as - Are there gaps in the literature? Where has significant research taken place, and
who has done it? Is there consensus or debate on this topic? Which methodological approaches work
best? etc.

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Step 5: Write the Literature Review: You can organize the review in many ways; for example, you
can center the review historically (how the topic has been dealt with over time); or center it on
the theoretical positions surrounding your topic (those for a position vs. those against, for example); or
you can focus on how each of your sources contributes to your understanding of your project.
Your literature review should include:
• an introduction which explains how your review is organized.
• a body which contains the headings and subheadings that provide a map to show the various
perspectives of your argument. In other words the body contains the evaluation of the materials
you want to include on your topic.
• a summary.

1.2.3 Literature Review Databases

Scopus
Scopus is the subscription based one of the largest databases covering various subjects. It covers all
types of peer reviewed resources like literature, scholarly article of journals, books, conference
proceedings etc.
Scopus is a multidisciplinary database and it covers sciences, technology, medical, biomedical, social
sciences, humanities. It is updated daily 60 million records from more than 21500 journals by more than
360 publishers.
Web of Science (WoS)
• Web of Science was previously known as Web of Knowledge. It is a Multidisciplinary database.
• WoS is s huge subscription-based scientific citation indexing service. It was originally produced
by the Institute for Scientific Information (ISI) and how it is maintained by Clarivate Analysis.
• It searches conference papers, patent data, datasets and data studies, books etc.
PubMed
• PubMed is a free database covering citations and abstracts from the fields d medical, biomedical,
health, Sciences (basic and applied — including pharmaceutical sciences), life sciences,
behavioural sciences, chemical sciences, and bioengineering.
• This free web resource is maintained by the National Centre for Biotechnology Information
(NCBI) in U.S. National Library of Medicine.
Other free databases
• Google Scholar : Easily and freely available with advanced filters.
• Directory of Open Access Journals: DOAJ (www.doaj.org)
• DOAB (Directory of Open Access Books)
• DOAR (Directory of Open Access Repository)
Indian Databases
Information and Library Network (INFLIBNET) Centre
Information and Library Network (INFLIBNET) Centre is an autonomous Inter-University Centre of
the University Grants Commission (UGC) of India. It helps in modernizing university libraries in India
and connecting the with high speed network. It provides quality learning and literature database for
students, teachers and researchers.
This centre provides a huge variety of databases.
• Information and Library network centre (founded by UGC)
• SHODHGANGOTRI
• SHODHGANGA
• eSHODHSINDHU

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• ICSSR DATA SERVICE
• INDCAT
• VIDWAN; EXPERT DATABASE
1.2.4 Literature Management Tools
Some functions that can be performed by literature management tools for research:
1. Create and store citations to efficiently generate an accurate bibliography: Integrate with
your word processing program to insert citations and change journal format; can use a variety of
styles and journal formats
2. Search the literature: good reference management tools for research will recommend articles
based on your library or written text; external search function
3. Organize and store PDFs: use folders and tags to organize the reference library; search for
documents by author name, keywords, text, notes; highlight passages and annotate PDF files
4. Foster collaboration: allows you to share your library with colleagues
5. Create mobility: can sync references across multiple devices.
Three Major Literature Management Tools are:
1. EndNote: The most powerful, and complex, of the commonly used reference management
software, EndNote is available in standalone (installed on your computer) and online versions. The
desktop version is priced at $249.50 ($115.95 for a student license); the online version is free but
lacks many features included in the desktop version.
2. Mendeley: Mendeley may be the most popular reference management tool in research. It comes
in free and premium (paid) versions and allows users to manage their references quickly and
effectively.
3. Zotero: Zotero is a free, open-sourced reference management tool for research that allows users
to collect, save, and cite references in one place.
1.2.5 Author Metrics
Author metrics are quantitative measures used to evaluate the scholarly impact, productivity, and
influence of individual researchers within the academic community. These metrics provide insights into
an author's publication output, citation impact, and collaboration patterns. Some commonly used author
metrics include:
h-index: The h-index is a popular author-level metric that combines both productivity and citation
impact. An author with an h-index of h has published h papers that have each been cited at least h times.
i10-index: This index, introduced by Google Scholar, reflects the number of an author's publications
that have received at least ten citations.
Citation Count: This metric simply counts the total number of citations an author's work has received.
It gives an indication of the overall impact or visibility of the author's research.
h-index Variants: There are variants of the h-index, such as the g-index (which considers highly cited
papers) and the m-index (which accounts for an author's productivity over time).
Collaboration Metrics: Metrics related to collaboration, such as co-authorship networks or the number
of co-authored publications, provide insights into an author's collaborative efforts within the scholarly
community.

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Altmetrics for Authors: Similar to journal-level altmetrics, these metrics track the online attention
received by an author's work through social media mentions, downloads, saves, and other online
activities.
Author metrics are used by researchers, academic institutions, and funding agencies for various
purposes, including evaluating researchers for tenure or promotion, assessing grant applications,
identifying potential collaborators, and understanding an individual's contribution to their field.
Evaluating an author's impact should involve a comprehensive assessment that considers qualitative
aspects of their work alongside quantitative metrics.
1.2.6 Journal Metrics
Journal metrics are quantitative measures used to assess the impact, influence, quality, and reach of
academic journals within the scholarly community. These metrics are essential tools for researchers,
publishers, and institutions to evaluate the significance and performance of scholarly publications. Some
commonly used journal metrics include:
Impact Factor (IF): Impact Factor is one of the most well-known metrics. It measures the average
number of citations received by articles published in a journal within a specific timeframe, typically
calculated annually. The higher the impact factor, the more influential the journal is considered within
its field.
CiteScore: Similar to the Impact Factor, CiteScore measures the average citations received per
document over a specific period, usually a year. It is calculated by Scopus and may provide a broader
view compared to Impact Factor, as it considers more document types.
Eigenfactor Score: This metric evaluates the overall importance of a journal in its field by considering
the number of incoming citations to the journal and the significance of the citing journals.
Article Influence Score: Introduced by Eigenfactor, it measures the average influence of a journal's
articles over a five-year period, providing a more long-term view of a journal's impact.
h-index of the journal: This metric assesses both the productivity and impact of the articles published
in a journal. A journal's h-index is determined by the number of articles it has published that have
received at least the same number of citations.
Altmetrics: These metrics take into account non-traditional indicators such as social media mentions,
downloads, and other online activity to measure the reach and influence of research beyond citations.
It's important to note that while journal metrics provide valuable insights, they should be used cautiously
and in conjunction with qualitative assessment, as they have limitations and may not fully represent the
quality or significance of individual articles within a journal. Moreover, different disciplines and fields
may have unique citation patterns, which can influence how these metrics are interpreted.
1.3 Identifying gap areas from literature review
1.3.1 Research gap
When you read papers or books on topics of your interest, you may realize there are some areas that
have significant scope for more research but they have not been tapped by other researchers. In other
words, no one has picked up or worked on these ideas. A research gap or a literature gap refers to such
unexplored or underexplored areas that have scope for further research.
1.3.2 Different ways to identify the research gaps
1. Look for inspiration in published literature

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Read books and articles on the topics that you like the most. This will not only help you understand the
depth of work done by researchers in your field but also provide an opportunity to ask questions that
can lead you to a research gap.
You can ask yourself questions like:
o What is the significance of this research to my work or the broader field?
o How can this article help me formulate my research questions?
o Does the author’s argument require more clarification?
o What issues or questions has the author not addressed?
o Is there a different perspective that I can consider?
o What other factors could have influenced the results?
o Are the methods or procedures used outdated or no longer considered valid in your field?
o Is there scope for you to test the findings using more a current approach?
While reading the research articles, one can find the research gaps in the directions or suggestions for
further research given by the article authors. Review papers help you to learn more about the
developments and trends in research over the years in the area of your liking. This will help you get
acquainted with the problems that have been researched upon in the past as well as trending queries on
those topics that you find interesting.
2. Seek help from your research advisor
Discuss the issues and problems in your field with your research advisor to generate ideas for research.
Articulating your ideas and knowing what others think and are working on may help you identify your
study area or even identify mistakes in your approach. If you think a question would be interesting to
work on, you can discuss it with your advisor and get their suggestions.

3. Use digital tools to seek out popular topics or most cited research papers
To familiarize yourself with the trending queries in your field, you can use digital tools as they can save
time and help you cast a wider net in your search for a research gap. Websites help to identify the most
cited papers in a field along with the emerging branches, influential contributors, publications, and
countries in that field can be immensely useful to know which topics are considered important. You can
also use Google Trends to learn more about the popular questions related to your research area. This
will ease your search for an untapped area in your research field.

4. Check the websites of influential journals

The websites of prominent journals often have a section called ‘key concepts’ where experts in an area
highlight the central ideas in that field. Reading through this section can help you gain a lot of insights
and generate new ideas as well. Moreover, you should also look through the reference section of these
papers as it can lead you to important resources on the topic.

5. Make a note of your queries

It is a good practice to note all the questions that cross your mind while reading any published literature.
If possible, you should map the question to the resource it is based on. You can use tables, charts,
pictures, or tools to maintain a record. This can help you in the long run when you are developing your
idea into a research problem or even when writing your manuscript.

6. Research each question

Once you have a list of questions that could be explored, you must conduct thorough research on them.
What does this mean? Read more about each doubt or query that you have. Find out if other researchers

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have had similar questions and whether they have found answers to them. This will help you avoid
duplication of work.

While you finalize an unprecedented research idea, make sure you consider the time frame available to
complete the project as well as other important aspects such as the availability of funds, equipment, and
infrastructure.
1.4 Ethics in research and publications
1.4.1 Introduction: Research Ethics is defined here to be the ethics of the planning, conduct, and
reporting of research. It is clear that research ethics should include: Protections of human and animal
subjects.
The application of basic ethical concepts to research activities, such as the design and implementation
of research, respect for society and others, the use of resources and research outputs, scientific
misconduct, and research regulation, is what research ethics is all about.

1.4.2 Importance of research ethics :Both researchers and participants gain from following ethical
norms and principles. To begin with, they aid in the promotion of research's broad goals, such as the
pursuit of knowledge and the desire to avoid errors. Second, ethics encourage qualities such as respect,
trust, and accountability, which are essential for successful collaboration. Third, they play a vital role in
holding researchers accountable to societies and communities, which increases public trust and support
for research.
For a variety of reasons, research ethics are critical. They foster research goals such as knowledge
expansion. They believe in ideals like mutual respect and fairness, which are essential for collaborative
work. Because scientific research relies on collaboration between researchers and groups, this is critical.
Ethics are the principles that guide us to make a positive impact through our decisions and actions.
Ethics play an important role not only in our personal lives but also in business. We are all encouraged
to make ethical choices and apply ethics in all areas of our lives.
1.4.3 Principles of research ethics
Undeniably, researchers face several ethical requirements. Every researcher must meet the set
institutional, federal and professional standards for conducting research that involves human
participants. The following are some of the general research ethics:
Honesty – researchers should honestly report data, research methods, and procedures, results, and
publication status. Never falsify, fabricate or misrepresent data.
Objectivity – always aim to avoid biases in experimental design, data analysis and interpretation,
personal decisions, expert testimony, peer review and all other aspects of research.
Integrity – do not act contrary to your promises and agreements. Do your research with sincerity and
endeavor for regularity of thought and action.
Carefulness – avoid negligence and making careless errors. Ensure that you carefully and critically
scrutinize your work as well as the work of your friends. It is always good to keep the records for every
research activity.
Respecting intellectual property – always respect copyrights, patents and any other type of intellectual
property. Never use unreleased data, methods or results without consent. Never plagiarize, and always
give credit where it is due.
Confidentiality – safeguard confidential information like personal information, military or trade
secrets, and patient records. Never disclose any of this information without the necessary permission.

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1.5 Plagiarism
1.5.1 Introduction
Plagiarism is academic / literary theft (intentionally or unintentionally). Plagiarism occurs when
someone uses other person’s language, ideas or any other type of text material, figure and graph which
do not belong to common original knowledge without its acknowledgement.
According to the Merriam – Webster online dictionary, to “plagiarize” means:
• “To steal and pass off (the ideas or words of another) as one’s own
• To use (another’s production) without crediting the source
• To commit literary theft
• To present as new and original an idea or product derived from an existing source”
Things to be done –
• You should not take or reproduce any theory, idea or any other study material of another person
without acknowledgement.
1.5.2 Plagiarism Detection Tools: Plagiarism detection tools are software applications designed to
identify instances of plagiarism or unoriginal content in written documents, research papers, essays,
articles, and other forms of textual content. These tools employ various techniques to compare the
submitted text against a vast database of existing content to find similarities or matches. Here are some
commonly used plagiarism detection tools and methods:
Turnitin: A widely used tool in educational institutions, Turnitin compares submitted papers against its
extensive database and provides a similarity report highlighting areas that match existing sources. It
detects similarities in text and provides an originality score.
Grammarly: While primarily known as a grammar-checking tool, Grammarly also includes a
plagiarism checker feature in its premium version. It scans text against a large database and flags
potential instances of plagiarism.
Copyscape: Mainly used for web content, Copyscape checks for plagiarism by scanning the internet for
duplicate content. It helps website owners and content creators identify unauthorized copies of their
content online.
Plagscan: This tool compares submitted documents against online sources and proprietary databases to
identify similarities and generate detailed reports highlighting potentially plagiarized content.
Quetext: Quetext is an online plagiarism detection tool that compares submitted text against a vast
database to identify matching content and provides a similarity report.
MOSS (Measure of Software Similarity): Primarily used in programming and computer science,
MOSS detects similarities in source code. It's often employed in academic settings to identify code
plagiarism.
Manual Google Search: While not a dedicated tool, using specific search techniques on search engines
like Google by enclosing phrases in quotation marks or using advanced search operators (such as "site:")
can help manually detect copied content from online sources.
These tools typically use algorithms like fingerprinting, string matching, natural language processing
(NLP), and other text comparison techniques to detect similarities between the submitted content and
existing texts. They generate reports highlighting matched sections and provide a percentage or score
indicating the degree of similarity.

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It's important to note that while these tools are helpful in identifying potential instances of plagiarism,
human judgment is crucial to interpret the results accurately. Not all matches signify plagiarism; some
may be legitimate citations or common phrases. Therefore, manual review and contextual analysis are
necessary to determine the nature of detected similarities.

1.5.3 Avoiding Plagiarism

Avoiding plagiarism involves properly crediting and acknowledging sources when using information,
ideas, or language from other works. Here are several key practices to help prevent plagiarism:
Cite Sources: Whenever you use someone else's ideas, words, or data, cite the source. This includes
direct quotes, paraphrases, summaries, and even ideas that are not common knowledge. Use the
appropriate citation style (APA, MLA, Chicago, etc.) recommended by your institution or publisher.
Understand Proper Paraphrasing: When paraphrasing, rephrase the original text in your own words
while retaining the meaning. Ensure that the structure and organization of the information are different
from the original.
Use Quotations: When directly quoting a source, use quotation marks and provide the correct citation.
This indicates that the exact words are from the original source.
Manage References and Notes: Keep thorough notes of all sources consulted during research. Record
bibliographic information (author, title, publication date, etc.) to properly cite them later.
Develop Your Own Ideas: Focus on developing original thoughts and ideas backed by evidence and
research. Combine information from various sources to create new insights and interpretations.
Give Credit for Common Knowledge: Information that is common knowledge or widely accepted
facts (e.g., historical dates, scientific principles) doesn't require citation. However, if in doubt, it's better
to cite the source.
Use Plagiarism Detection Tools: Before submitting your work, utilize plagiarism detection software
or online tools to check for unintentional similarities with existing content.
Seek Guidance: If you're unsure about proper citation practices or how to use sources correctly, consult
style guides, academic writing centers, or your instructors for guidance.
Plan Ahead and Manage Time: Procrastination can lead to rushed writing, increasing the likelihood
of accidental plagiarism. Start your assignments early to have enough time for research, writing, and
proper citation.
Review and Edit: Always review your work before submission. Check citations, references, and
quotations to ensure accuracy and completeness.
By following these practices and maintaining academic integrity, onecan effectively avoid plagiarism
and properly acknowledge the intellectual contributions of others while presenting his/her own original
work.
***

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Module-1 Research Methodology and Literature Survey (8 hours)

Research Methodology: Meaning, objectives, types, significance of research. Research
approaches, method versus methodology, Research process, Criteria of good research. Defining
the research problem: conditions, components, selection, necessity, techniques and illustrations.
Literature survey, Literature review: Introduction, process, databases (Google Scholar, Web
of Science, Scopus, Science Direct etc) and management tools. Author Metrics and Journal
Metrics, Identifying gap areas from literature review. Ethics in research and publications.
Plagiarism: Introduction, tools for detection, avoiding plagiarism. Illustrations.

Sample Multiple Choice Questions (01 Marks)

1. The research is always –
a. verifying the knowledge b. exploring new knowledge
c. filling the gap between knowledge d. all of these
2. The research which is exploring new facts through the study of the past is called
a. Philosophical research b. Historical research
c. Mythological research d. Content analysis
3. Which of the following is the first step in starting the research process?
a. Searching sources of information to locate the problem b. Survey of related literature
c. Searching for solutions to the problem d. Identification of the problem
4. Formulation of a Research Problem depends upon
(i) What is the objective behind the researcher’s choice?
(ii). What are the specific questions?
(iii). What is the conceptual model?
(iv). What negative factors to research upon?
(v). Reasons for unlimiting the study
(vi). Construction of the hypothesis
a. 1,3,5,6 b. 2,3,4,5
c. 1,2,3,6 d. 3,4,5,6
5. Choose the best answer. A literature review
a. Conducted after you have decided upon your research question
b. Helps in the formulation of your research aim and research question
c. Is the last thing to be written in your research report
d. Is not part of a research proposal

6. Which of the following is a literature management tool?

a. EndNote b. Turnitin c. Copyscape d. Viper

7. The impact factor is NOT

a. Author metric
b. Journal metric
c. Calculated in 2, 3 or 5 years basis
d. helpful in journal targeting

8. Which journal metric tracks citations of the last two years?

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a. CiteScore b. Impact Factor

c. H5 index d. Article Influence
9. Why are ethical issues important in research?
a. They will help me pass the assignment
b. They indicate what the researcher ought to do and how they should treat people
c. They help the researcher write up their research
d. They indicate that all people are very sensitive
10. There has been a steep rise in plagiarism due to
a. Increase in publication growth
b. Increase in enrolment for research work
c. Availability of digital documents
d. Use of computers in research

Short Answer Type Questions (02 Marks)

1. State any two objectives of Research.
2. Distinguish between qualitative and quantitative Research.
3. What do you mean by Research Methods and Research Methodology?
4. What do you understand by Sample Design in the Research Process?
5. List any 3 components of Research Design.
6. Give few examples of Tertiary Sources used in Literature Review.
7. What do you mean by Impact factor of journals?
8. Define h-index as author level metric.
9. List principles of Research ethics.
10. Name any 4 plagiarism detection tools.
Descriptive type Questions (8 or 10 marks)
1. What do you mean by Research? Explain its significance in Engineering.
2. Explain any 4 basic types of Research.
3. Briefly describe the different steps involved in a research process.
4. Discuss the criteria for good Research.
5. Describe fully the techniques of defining a research problem.
6. List and Explain the steps involved in the literature review process.
7. Discuss the different ways used to identify the research gaps.
8. Explain the importance and principles of Research Ethics.
9. What do you mean by Plagiarism? Explain at least 5 key practices to help prevent plagiarism.

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