Final Version (For MS Stuents and Supervisors)

Thesis and Research Report Preparation and Submission Handbook
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Thesis and Research Report Preparation and Submission
Handbook
Sr no. Contents Page no.
1 Introduction 3
1.1 Aims of dissertation 3
1.2 Dissertation requirements 4
1.3 Submission Arrangements 4
1.4 Assessment Arrangements 5
1.5 Further Reading 5
2 Dissertation preparation 7
2.1 Choosing a dissertation topic 7
2.2 Submitting dissertation topic suggestions 8
2.3 eeping on top of dissertation process 8
2.5 !or"ing #ith $our super%isor 1&
2.6 Structure for dissertations 13
3 Submission Format 20
3.1 'enera( information )&
3.2 *resentation )&
3.3 St$(e and (anguage )&
3.4 !ord (imit )1
3.5 'raphica( materia( )1
3.6 *roof reading ))
)
3.7 *(agiarism ))
3. +ib(iograph$ and referencing )3
3.! Appendices )3
3.10 *resentation con%entions for te,t and
formatting
)3
3.11 Dissertation chec"(ist )5
4 "ssessment Criteria 26
4.1 Content )-
4.2 Structure ).
4.3 *resentation 3&
"ppendi#
"ppendi
# 1
$esearc% Proposa& 'emp&ate
"ppendi
# 2
"P" $e(erencing )#amp&es
"ppendi
# 3
Dissertation P&anning Form
TABLE OF CONTENTS
1. Introduction
Students on all taught Masters Programs are required to submit a dissertation, on a topic
approved by the research committee of the department. Dissertations should contain an element
of original research which may be achieved through reflection and reading as well as through the
collection of primary or secondary data. They contribute a third of a programs assessment !
credits hours" and must be submitted in September at the end of the second year of study.
Students are free to consider a wide range of topics, sub#ect to approval on the basis of
supervisory e$pertise of staff delivering the program, the feasibility of the topic within the
timescale of the program, and the e$tent to which the topic supplements and e$tends %nowledge
gained from following
These guidelines have been produced to help you with the process of preparing and completing a
dissertation. The document sets out the initial ob#ectives and requirements of the dissertation,
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advises on dissertation preparation, outlines formatting and submission arrangements and details
the assessment criteria. &ou should use it as an aide memoire alongside the advice of your
supervisor.
1.1 Aims of the dissertation
The overall aims of dissertations are to'
Provide students with an opportunity to plan, manage and conduct a program of research
on a topic related to their program of studies
(nhance students %nowledge of a relevant body of literature and to develop powers of
critical reasoning.
)n some cases, allow students to see% new research findings which add to the e$isting
body of %nowledge on a particular sub#ect area. Thus, some dissertations involve primary
data collection although other dissertations review or reinterpretation of material already
available in the public domain.
Develop students %nowledge of, and competence in, an appropriate range of research
methods, including the development of a study hypothesis, an appreciation of the
research methodology and analytical techniques to be utili*ed, the underta%ing of a
specific research study, the synthesis and evaluation of findings, and a clear statement of
conclusions and recommendations.
Develop students writing, presentation and a bibliographic s%ill, which involves s%ills in
planning and management of a long document, since for most students, the dissertation is
the longest piece of wor% they have written.
(nable students to demonstrate their understanding of different theoretical perspectives
and to assess critically the relevance of their application to a relevant problem.
Provide the students with opportunity to demonstrate the capacity for independent, self+
managed learning.
1.2 Dissertations Requirements
MS students should submit a dissertation of ,-,... words in length. The margin to aim for is
plus or minus ,. per cent of this word limit. )f you fall outside this margin over ,/,...", your
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dissertation will not be mar%ed, at which point you will fail this part of your degree. )n terms of
it being too short, you should note that you must submit at least ,0,... words for it to be mar%ed
and counted for your degree. 1or the purposes of counting words, please note that 233
transcripts of interviews, notes, endnotes and references are counted, in other words, everything
included in your submission. )f you are worried that your wor% is too short, please D4 54T try
and 6pad it out with long and unnecessary appendices, interview schedules, maps and the li%e'
you ris% failure.
1.3 Submission arrangements
2ll students are required to submit two copies of the final dissertation by early September date
and details of where dissertations should be submitted will be circulated at a later date". Please
be warned well in advance that 7( D4 54T grant e$tensions for dissertations. The submission
of the dissertation mar%s the completion of your degree, and we need the time following the
deadline in order to mar%, second mar%, review and process your grades in time. 2ny student
who considers that his8her dissertation may be delayed due to 6unforeseen and 6unpreventable
circumstances should ma%e their case in writing, with evidence and with the support of their
dissertation supervisor.
&ou are required to submit two copies, at least one of which has to be hard bound subsequently
deposited in the library", and one of which can be soft bound.
i" 9ard bound dissertations should be sewn, with gold lettering on the spine
ii" Soft bound dissertations should have an acetate front cover, soft rear paper cover, a glued
spine and gold lettering.
)n all cases, the spine must be inscribed in gold lettering with the following information
The degree for which the dissertation is submitted abbreviated as M.Sc.":
The name of the candidate: and
The year of submission or resubmission".
Please note that writing on the spine with a gold pen is not acceptable.
The forenames" and surname8family name on the spine and title page must be the same as those
under which the candidate is currently registered, or was last registered, at the ;niversity. <ive
first forename in full, other forenames if any" as initials, then surname.
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1.4 Assessment arrangement
4nce submitted, dissertations are assessed and the mar%ing moderated by a minimum of two
internal e$aminers. 2 sample of dissertations is sent to the relevant e$ternal e$aminer, who
validates standards.
2 full e$planation of the assessment criteria for the dissertation is set out in Section =.
1.5 urther Reading
There is an e$tensive range of reading material associated with dissertation preparation and
research methods appropriate. 9ere are some generic te$ts'
2llan, <. and S%inner >. eds." ,??," Handbook for Research Students in the Social Sciences,
The 1almer Press, 3ondon.
@erry, A. ,??=" The Research project: how to write it, Aoutledge, 3ondon.
@la$ter, 3., 9ughes, >. and Tight, M. ,??!" How to Research, 4;P, @uc%ingham.
@ouma, <. and 3ing, A. 0..-" The Research Process, 4;P, 4$ford.
@ryman, 2. and @urgess, A. <. ,??=" Analysing Qualitatie !ata, Aoutledge, 3ondon.
@urns, A. @. 0..." "ntroduction to Research #ethods, Sage, 3ondon.
>oombes, 9. 0..," Research $sing "T, Palgrave, 5ew &or%.
>resswell, B. 7. ,??=" Research !esign: Quantitatie and Qualitatie Approaches, Sage,
3ondon.
Davies, M 0..C", !oing a Successful Research Project: $sing Qualitatie or Quantitatie
#ethods, Palgrave Macmillan, @asingsto%e
Denscombe, M. 0..," The %ood Research %uide, 4pen ;niversity Press, @uc%ingham.
May, T. ,??C" Social Research, 4;P, @uc%ingham.
McDueen, A. and Eaussen, >. 0..0" Research #ethods for Social Science, Pearson, 9arlow.
Moses B 7 and Enutsen T 3 0..C", &ays of 'nowing: co(peting #ethodologies in Social and
Political Research, Palgrave Macmillan, @asingsto%e
Pec% B and >oyle M, ,???" The Students %uide to &riting, Palgrave Macmillan
Pole, >. and 3ampard, A. 0..0" Practical Social "nestigation, Prentice 9all, 3ondon.
Aobson, >. 0..0" Real &orld Research, @lac%well, 4$ford.
Saunders, M., Thornhill, 2. and 3ewis, P. 0..C" Aesearch Methods for @usiness Students =th
edition". (sse$' Prentice+9all
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2. Dissertation preparation
This section offers guidelines on drafting thesis8research pro#ect reports. )t contains important
information relating to the initial process of preparation and the structure of the final
thesis8research pro#ect report. 7hile many of the points listed below apply to virtually all pieces
of research, a few will be of little relevance to your particular chosen area of study. This
emphasi*es the importance of consulting the supervisor as a means of gleaning advice related
specifically to the thesis8research pro#ect report. 5onetheless, many of the suggestions listed
offer a general insight into the rules and conventions of research. )t is essential, therefore, that the
students read and re+read" these carefully.
2.1 !hoosing a Dissertation topic
)t is important that the students begin the process of choosing a topic as soon as possible. There
are, of course, no hard+and+fast rules on how to choose a dissertation report topic. 9owever, a
sensible approach is to identify a broad area of study F for e$ample, related to one of courses
studiedF but then to narrow this down to a set of more focused research questions or hypotheses.
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)t is important that vague and over generali*ed topics are avoided and instead something tighter
and more focused, li%e 6)eading organi*ational change in public sector institutions in PakistanG
is chosen.
Secondly, the student must select a topic which interests his8her and will retain your enthusiasm
for many months, but also one which is manageable within the available time. This seems an
obvious point to ma%e, but one which nevertheless is often overloo%ed as students select topics
which they thin% will appeal to potential supervisors, but which are of little personal interest.
Such an approach is rarely successful since any topic must be of sufficient interest for the
students to spend a long time doing' the supervisor will not write itH
1or initial idea to select a topic, it is often useful to loo% through recent academic #ournal
publications to gain an idea of broad fields of contemporary research interest, which has the
benefit of guaranteeing that the research scholar will have a body of recent research and analysis
to form the basis of his8her literature review. )n addition, trade or practice #ournals contain stories
on areas of current professional interest, some of which may offer potential for more detailed
investigation.
2.2 Submitting Dissertation Report topic suggestions
The students are required to indicate their respective proposed dissertation topic, using the form
shown in 2ppendi$ I.
)t should be noted that'
Topic suggestions are indicative only, and used principally to inform the allocation of
supervisors.
)t is possible for the researcher to amend dissertation topics8titles, but a final, formal title
must be confirmed.
2t the initial stage, there is no need to agoni*e unduly about the precise title for the
thesis8research pro#ect report: the topic is of greater importance. 2gain, the final title,
when it has been agreed, needs to be concise.
2.3 "eeping on top of the dissertation process
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2.3.1 Planning ahead
Do remember that students own time and application is only one of the determining factors in the
planning process. &ou need to ta%e into account your supervisors time is also important while
estimating overall time needed, students may find email attachments an efficient way of sending
information to their supervisors. Data collection always ta%es longer than e$pected, as does, for
e$ample, the writing of a literature review, and even the completion of reference list, so be on the
safe side and double the first estimate.
4rgani*ing the wor% is of %ey importance. @uild up separate chapter+wise reference files of
material as the study develops including notes of all documents read, and photocopies of
particularly useful papers or diagrams, and notes of all meetings and discussions. (nsure that all
references are complete, using the 2P2 referencing style See 2ppendi$ 0". 2llow time for the
development of ideas and arguments through revision and redrafting and full discussions of each
section of study. Preparing summaries of each section as part of the drafts can help to achieve
this.
Aemember to ma%e bac%+up copies of wor% held on hard or portable dis%s. 5ever rely on hard
dis% only. 1ailure to ma%e bac%up copies may result in loss of wor%. There is no e$cuse for not
bac%ing+up the files. This can be done by using free web based services such as &ahooH
@riefcase, or a >D or DJD or ;S@ memory stic%. 5ote that any 6disasters of lost wor% will not
#ustify late submission. 3eave plenty of time to proof read wor%, format the layout, chase+up any
remaining references and print the final copies: these invariably ta%e much longer than e$pected.
2.3.2 The writing process
2 golden rule is to write down as much as possible from as early on as possible F and the tas%
will become easier. There are several good reasons for this advice. 1or some people, actually
getting thoughts and methods down on paper presents one of the biggest stumbling bloc%s. )f you
feel this way, ta%e comfort that this is a common feeling. 9owever, this must be overcome early
in the process. Duite often, it is difficult to spot the flaws in your reasoning until it is set out on
paper, so you are well advised to write up bits and pieces in draft as early as possible. (arly
sessions with your supervisor should be followed by a period where you get down on paper and
develop ideas that have been mentioned. 2nother reason for writing early on is that your
supervisor will want to see your reasoning is committed to paper: supervisions based on loose
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discussion can be a waste of time. Some supervisors claim that the most frequent advice they
give students is to Kgo away and write down everything you have #ust saidK. 4ne of the reasons
why you might be reluctant to do this is lac% of confidence. Many people who have not written
such an e$tended piece of wor% before are diffident about committing their critical thoughts and
methodology descriptions to paper. Try to rise above thisH 2 more positive reason for getting
down to it early is that you will be pleasantly surprised at how many words it ta%es to put down
your ideas. The daunting tas% of achieving word limit does not seem nearly so unattainable when
you reali*e how many thousands you have already written on literature review and a description
of methodology. 2llow at least two wee%s for this essential final edit, as returning to sections you
have written earlier allows you to see mista%es that pass you by at the time' you can greatly
improve your mar% by editing your wor% properly.
2.4 #or$ing with %our Super&isor
7or%ing with a supervisor is an important element of the dissertation process. Supervision is
provided under the general principle that the dissertation must be your own wor%. 2 dissertation
is worth ! credit hours.. The bul% of this wor% will be independent study. <uidance and
discussion during the supervisory process enables you to develop and present your study of an
approved topic effectively and within the norms of a dissertation genre. Supervision may ta%e the
form of a meeting, a computer+mediated discussion or a discussion by letter, fa$ or telephone.
2.4.1 The students role
The students must ensure that dissertation supervisors are %ept fully informed on progress and
difficulties, and are 6interviewed with prepared questions at supervisory meetings. The chapter
drafts should be submitted in advance of meetings giving sufficient time to allow for comment
and discussion before proceeding to the ne$t stage. The responsibility is on the researcher to
ma%e sure that the meetings with the supervisor are arranged and that student: attend at the times
agreed upon with mutual consultation. The students will not be 6chased by supervisors. The
responsibilities of the research scholar include'
Discussing with the supervisor the type of guidance and comment that they find helpful.
1&
Ta%ing the initiative in arranging consultations, raising questions, problems or difficulties
encountered.
Delivering type+written drafts several days before a discussion.
Eeeping appointments or informing the supervisor where this is not possible".
Maintaining a schedule of wor% as agreed with the supervisor.
The supervisor will almost certainly be supervising a variety of other pro#ects: therefore, the
researcher should not assume that he8she can immediately recall the last discussion he8she had
about a particular topic. Supervisions will vary from being group based, to being conducted on
an individual manner and always need to be prearranged. 5ever e$pect on+the+spot supervisions.
There will also be periods when the supervisor is not available, either because he8she is heavily
committed with other duties such as e$amining, or on leave for wor% or holiday reasons. )t has to
be ensured by the students that both of them are aware of each others periods of absence.
Supervisors cannot #udge how your wor% is going if the researcher #ust hands over a sub+section
that he8she has written up. 2 draft of the contents has to be anne$ed so that it is quite clear what
follows on from what. 2 note to show if and how the section in question is incomplete needs to
be added, to clarify. )t may not be possible for the supervisor to read entire dissertation as soon as
it is prepared. )t would be a good idea, therefore, to discuss this and establish which sections s8he
wishes to see. 2lso, supervisors are not to be e$pected to proof read or to correct
spelling8grammar. Students are advised to buy+in or otherwise arrange such services if needed.
(ven after the supervisor has read the entire thesis and the suggested changes have been carried,
this is no guarantee that it is of a pass standard: after all, the wor% is of the researcher and its
quality is dependent on his8her output. To a large e$tent, then, the dissertation has to be a self+
managed process. The role of the researcher is to organi*e the research program as a whole,
ta%ing advice from the supervisor and ta%ing the initiative in raising problems8difficulties. The
supervisors role is to give advice and help about the nature and standard of the wor%, and direct
the student to useful literature and appropriate methodology. @ut remember, the ultimate
responsibility lies with the researcher. Do 54T e$pect the supervisor to read drafts and re+drafts
of every piece of wor%, and above all, do 54T embarrass his8her in the latter stages by as%ing
whether you will be successful, 5ot least because he8she cannot tell you, or do not %now if you
are borderline". 7hen submitted, the dissertation is referred to, e$ternal e$aminer who will ma%e
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an independent #udgment of your wor% in its entirety. )t is important that you submit whole
chapters for feedbac% in good time for meetings with the supervisor, accompanied each time by
an updated outline, a running bibliography and any necessary appendices. The supervisor cannot
deal with smaller sections since it is impossible to see how these relate to the whole.
2.4.2 The role of the supervisor is to:
<ive guidance about the nature of the research and thesis8research pro#ect report.
<ive guidance on the standard of wor% e$pected, and on how to plan and manage your
time and the program of research involved
<ive guidance on search techniques and on necessary reading.
4versee the writing of an outline and the selection and submission of a title.
<ive guidance on the planning of empirical wor%.
Aespond to first drafts of chapters.
2gree completion dates for successive stages of the wor%, requesting draft chapters as
appropriate and returning written material with constructive criticism on the broad shape
and structure of the wor% but not on its detailed content".
Provide advice and guidance to help improve the quality of the wor%. Please remember
though, that dissertation preparation for a higher degree is underta%en within the general
principle that the dissertation must be the students own wor%. To reiterate, it is 54T your
supervisors #ob to write it for youH
)n sum, the supervisor will guide the researcher towards the production of the dissertation by
discussing each part of the process. 9e8she may advise on relevant areas of literature, help to
develop thoughts on the topic, give guidance on the development of chapters and on the
conventions of dissertation writing. The supervisor will not act as a proof+reader. They are
obliged to read the whole of the final draft submission: however, it is on the understanding that
the result of the final e$amination is not in any way pre+#udged. The #udgment of the eternal
e$aminer can not be predicted with accuracy.
2.4.4 Contact with the Dissertation Supervisor
1)
)t is e$pected to have at least four meetings with the allocated supervisor. 2lthough individual
instances will vary, however it is e$pected to have minimum of four substantive consultations of
appro$imately I. minutes with the supervisor. )t is the responsibility of the researcher to arrange
these before the supervision period ends+ )t is advisable to ma%e arrangements for subsequent
contact at the end of each meeting. )f it is not possible to meet the supervisor, the most
convenient way of proceeding for e$ample through email or by telephone" should be mutually
agreed upon.
2.5 Structure for thesis'research pro(ect reports
The dissertation is li%ely, in the ma#ority of cases, to be structured along the following lines,
although the supervisor will be able to give more detailed advice tailored to the specific nature of
the research topic. )t is helpful to have brief introductory and concluding paragraphs for each
chapter to introduce its content and draw findings together and lin% to the ne$t chapter for detail
guidance see 6Aules and style in writing for MPhil and P9D thesis".
ntroduction to the study, outlining' a" !ac"ground to the topic, in terms of %ey policy
and8or research questions, issues and debates: b" the shape and scope of the
thesis8research pro#ect report, outlining for the reader the broad purpose of the study: c"
an outline of the structure of the thesis8research pro#ect report.
2 literature review. This should provide an overview of a range of literature relevant to
the topic chosen, including relevant policy documents and technical reports as well as
other academic wor% detailing research findings in the chosen field of study. The purpose
is to identify gaps in the overall body of research and to outline the modest" ways in
which the chosen research can fill those gaps and e$pand the larger body of %nowledge. )t
is not simply a summary of everything written on a particular topic: rather, it is an
attempt to locate the chosen research within the broader array of %nowledge on a
particular sub#ect. This, in turn, will provide a detailed #ustification for, and e$planation
of, the research questions or hypotheses around which the particular wor% will be
structured.
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The #ethodolog$ describes the process employed to attempt to answer the research
questions or test the hypothesis, outlining both the broad research design and #ustifying
the particular methods and techniques selected.
2 results chapter, outlining the findings of research underta%en e.g. review of policy and
technical documents, interviews with %ey actors, questionnaire+based surveys, or analysis
of data collected from secondary sources". )n some cases it may be more appropriate to
manage this chapter with the subsequent one. The supervisor will provide specific advice
on this."
2n anal$sis and evaluation chapter, e$ploring the significance of the results, relating
them to the 6bigger picture issues outlined in the literature review and highlighting the
implications in the light of the research questions or hypotheses.
2 concluding chapter, relating findings presented in the previous chapters to the research
questions8hypotheses, and highlighting the implications of the wor% for policies,
practices, theories or techniques, and setting out the ways in a particular your research
has advanced or reinforced %nowledge of the chosen sub#ect area.
2 full !i!liograph$, covering all wor%s cited in the main te$t.
2ny other relevant reference materials, which may be presented in the appendices.
The following chec%list gives some tips on the scope and content of each of these sections.
2.5.1 !hapter 1) Introduction
2.5.1.1 *ac$ground
The dissertation should begin by outlining the bac%ground to the topic. This could include both
the broad policy conte$t where relevant", and details of other research studies which have
loo%ed at the area of study.
Aemember that this section should act as a general introduction to the study, and should therefore
be short and snappy, avoiding too much detail. 2 common problem with thesis8research pro#ect
reports in this section is too much conte$tual, bac%ground material, and insufficient analytical
detail or synthesis of source documents and interviews. This section should merely introduce the
topic, and leaving to flesh+out some of these ideas later+on in the wor%, particularly in the
literature review, which will involve a much more detailed e$ploration of %ey research issues and
questions, based on current findings.
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2.5.1.2 Shape and scope of the stud%
The second section of chapter , should build upon the bac%ground conte$t that has been
outlined, and e$plain in brief the purpose of the study and the broad questions and issues the
research study will be addressing. These can be e$plained in greater detail at the beginning of the
methods chapter, when, on the basis of the earlier literature review, you state the formal aims and
ob#ectives of the study are stated and outlined any research questions to be addressed or
hypotheses to be tested.
2.5.1.3 Structure
The third section in chapter , is normally an outline of the structure of the thesis8research pro#ect
report. The progression of chapters must be logical, with each building upon material covered in
the preceding chapter. This will help focus your mind on the material required for the final
report, and in planning the time. The precise structure adopted will be dependent on the
particular topic chosen, and should be devised in consultation with the supervisor.
2.5.2 !hapter 2) +iterature re&iew
The second chapter might be a literature review, although again the structure will vary according
to the precise topic selected and should be discussed at length with the supervisor. The literature
review is something which confuses many students. )n essence, the aims of a literature review
are two+fold. 1irst, it should bring the reader up to date on previous research findings in the field,
with particular reference to the chosen topic. This can point towards areas of general agreement
or disagreement" among researchers, highlighting what different studies say about the chosen
topic. Ta%e for e$ample the case of housing land, it may be the case that previous research has
yielded important findings on strategic housing land release even if some studies disagree", but
there have been recent changes in the policy conte$t or in the nature of household formation
which raise new and unanswered sets of questions which the present research will proceed to
e$plore. The central aim is to pull out the %ey ideas and findings from past research and 6locate
the present study within that broader body of %nowledge. Secondly, where your chosen topic is
related to particular policies, the literature review should consider relevant policy and8or
technical documents, in addition to the more 6academic literature. 2 literature review should
synthesi*e others wor%, highlighting the %ey themes to emerge from other studies and applying
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these to the research in hand. The literature review should not be treated as simply a summary or
prLcis of policy documents, #ournal articles and boo%s' it should not be, for e$ample, 6everything
) %now about housing land, or 6everything ) %now about transport policy. )nstead, the literature
review must be related to the tightly defined research questions or hypotheses which the present
study is intended to address. )n other words, it requires researchers own assessment of the %ey
findings of earlier wor% which relates to his8her topic. 2 literature review has to be
comprehensive, covering policy debates as well as theoretical and conceptual issues i.e.
academic literature". )t is also important that you concentrate on literature which is of direct
relevance to your wor%: s%ip+read the material of only marginal relevance. Aemember to give an
appropriate title to this chapter: do not title it simply M3iterature AeviewG.
)t is also vital that you avoid plagiarism, whether unintentional or deliberate is avoided. )f you
lift ideas, or quote a short passage from others wor% F which is, of course, perfectly acceptable F
you have to ac%nowledge the source by full and proper referencing. 2 useful starting point for
literature reviews is to read a small number of core te$ts, and then trace bac% the more detailed
articles cited. 1or e$ample, if the dissertation is on 6Merit+based selection in the Pa%istan >ivil
Service, the literature review might be designed by loo%ing at broad te$ts on 9AM and
recruitment and selection, before focusing+in upon more detailed and directly relevant" wor%
cited in these te$ts. Try to ma%e use of a full range of sources for literature review material.
2.%.3 Chapter 3: &ethodolog$
2.5.3.1 Research questions and'or h%potheses
@uilding on the %ey areas of interest, which have been identified in the literature review, the first
part of chapter I would normally contain a question or set of questions to be addressed by the
thesis8research pro#ect report, a particular issue to be e$plored, or a set of hypotheses to be
tested. )t is vital that research questions, hypotheses, issues or problems the present study
addresses are set out in detail. This could ta%e the form of either of the following'
Research ,uestions, e.g. in what ways are human resource development policies
contributing to the effective management of change in the case+study organi*ations. )f a
quantitative approach is adopted, the researcher may choose to construct hypotheses to be
tested, e.g. 6There is no relationship between donors and pro#ect managers views of the
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impact of development pro#ects. The veracity of this hypothesis would be tested,
probably by using appropriate quantitative methods.
9owever, it should be %ept in mind that it is not always possible to develop such research
hypotheses for certain topics: a detailed description of the research questions" may be more
appropriate. )n addition, it is vital that such hypotheses are devised which are not over+ambitious'
remember that the present study is limited in both time and in the length of the final
thesis8research pro#ect report.
2.5.3.2 Aims and ob(ecti&es
The second part of chapter I should show the aims and ob#ectives for the study' 2ims' these set
out the overall purpose of the study. They are broad statements which e$plain what the
researcher is trying to achieve to a non+e$pert reader who may not be familiar with the topic
area.
4b#ectives' these are the specific operational targets which will assist in meeting the broad aims
of the study. Since these ob#ectives are clearly set out, they will be used to #udge whether the
researcher has been able to achieve at the end of his8her thesis8research pro#ect report. )t is thus
unwise to be over+ambitious by setting ob#ectives which are not realistically achievable. 2t the
same time, devising clear ob#ectives at the outset of the research will ensure that the wor% is
sufficiently focused, and avoid the wor% being too generali*ed. Throughout the research study,
the ob#ectives should be constantly referred bac% to ensure that what the researcher is doing or
writing is relevant, and to ensure that it will help to meet those ob#ectives.
5ote that in outlining aims and ob#ectives needs to be built upon the conclusions of the literature
review, the purpose of which in essence is to e$plain and #ustify the focus of the research.
2.5.3.3 Research design
Thirdly, having generated relevant research questions and8or hypotheses, the researcher has to
e$plain clearly how he8she will go about answering or testing these. )n other words, he8she must
give details of the research methods to be used, outlining the overall research design, and in
relevant cases" specifying methods of data collection e.g. sources of published data that have
been used, semi+structured interviews which have been conducted". The choice of a particular
17
methodology, in light of the chosen research topic must be #ustified' it has to be demonstrated
why the methods selected are appropriate to answering a particular question, or investigating a
given hypothesis. 7hy, for e$ample, is a program of interviews useful in investigating your
topicN 7hy are particular data sources usefulN 7hy a series of policy documents have been
chosen to be collectedN 7hy have the particular case study areas been selectedN 2nd how have
you gone about investigating a particular case study has been investigatedN
-.a(ple one' the use of a case study approach. &ou should e$plain !riefl$'
why a case study approach is the most appropriate method to tac%le the research
questions.
why have you used one case study rather than two or more, or vice versa:
why you have used a particular case study or studies e.g. previous research might have
ignored certain places: a problem or issue might be especially apparent in that area: or the
area may be representative of the general pattern".
the ways in which you have collected information for these case studies, whether it be
interviews, collation of policy documents, or use of published data for that area it is not
sufficient simply to say that you will 6do a case study, without specifying the means by
which this will be conducted".
-.a(ple Two' the use of interviews. &ou should e$plain !riefl$'
7hy you have chosen to use interviews to address the research problem.
7ho you have interviewed, and why.
7hat questions were as%ed and whyN
The means by which you conducted interviews e.g. were they unstructured discussions,
structured face+to+face questionnaires, or postal questionnairesN".
9ow you have used the information collected e.g.quotes from interviewees etc."
2.5.4 !hapters 4 and 5) ie,dwor$'resu,ts and ana,%sis'e&a,uation'discussion
18
The dissertation should attempt to build upon the material covered in the literature review
through a program of fieldwor% or further des%+based analysis. This might ta%e the form, for
e$ample, of'
2 short program of structured, semi+structured or unstructured interviews e.g. face+to+
face, or by post".
The collation of data from published sources.
The collation of relevant policy documents both published and unpublished e.g.
development control files, local authority databases or internal committee reports F again
the list is endless".
2 structured questionnaire survey again, face+to+face, by telephone or by post".
7hile it is important that the formal published sources such as reports, boo%s and #ournal articles
are considered, summaries of these alone are insufficient as original research. The literature
reviewed must be complemented with additional material of the sorts outlined above, or by a
reinterpretation of the wor%. )n addition, a purely descriptive study which is then dutifully
described without interpretation, commentary or evaluation must be avoided. (ndeavour should
be made to develop themes and arguments on the basis of interviews, data assembled or
documents collected. The researcher wor% must go beyond mere description, to provide an
analysis of information collected, and to highlight the implications of the findings of the study.
7here a case study is underta%en, for e$ample, the researcher has to ensure that he8she
constantly refer to the bigger picture' what, if anything, does the e$perience of a case study area
or sub#ect say about the broader question the researcher is e$ploring through your researchN
)n writing a suitably analytical and interpretative piece of wor%, it is important that you refer
continuously to your initial ob#ectives and avoid being side+trac%ed on irrelevant detail, or
bogged+down by the superfluous details which surround any topic. 2t the same time, you must
also ta%e care to ensure that the information collected is not simply 6analy*ed for its own sa%e,
without identifying the implications for the study' this is one distinction between a dissertation
and pro#ect wor%. Throughout this stage of the wor%, you should constantly as% yourself what is
the implication of a given finding for your research question or hypothesis. 1or e$ample, if an
interviewee ma%es a particular comment, or if you note an interesting quote in a local authority
committee report, what are the implications of this for your dissertation topicN )t is important to
1.
avoid writing in an over+generali*ed way, neglecting to concentrate on tightly defined ob#ectives
for the research. )n some cases, you might opt to have two chapters devoted to 6results' a first one
describing your main findings and outlining the results of any fieldwor%: and a second discussing the
broader implications. 7hether you have one or two chapters is li%ely to depend upon the topic in
question. 2gain, you will need to discuss this with your supervisor.
2!! Chapter "# Conc$usions
The concluding chapter should not merely summari*e material already covered in previous
chapters.
)nstead, an attempt should be made to draw together the various messages emerge from the
review of the literature, and from the 6analysis chapters". 2gain, it is important not to be
descriptive, and to concentrate on the research questions posed at the outset of the study. )n
particular, an effort should be made to highlight the implications of the study for both a"
research and %nowledge of a particular topic area,
and where relevant" b" policy and practice.
% Submission Format
%& 'enera$ in(ormation
1our identical copies as per );@ rules" must be submitted in typewritten or printed form on
single+sided paper of international standard si*e 2= 0,. $ 0?Cmm". 5o other paper si*e is
acceptable for the main te$t of a thesis8research pro#ect report.
Paper of a larger si*e may be used for maps, plans, diagrams or other illustrations forming part of
the thesis if the supervisor agrees that this is required. 7here such large sheets are used, or non+
paper materials are submitted as part of a thesis8research pro#ect report, they must be placed in a
poc%et inside the bac% cover of the dissertation or, if substantial, in a separate volume or folder
bound and lettered' supplementary items cannot be accepted in any other form.
%2 Presentation
)&
Mar%s will be awarded for the degree of professionalism in the style and layout of the
thesis8research pro#ect report.
The overall structure must be clearly presented e.g. with an organi*ed hierarchy of fonts and
typefaces for chapter and section headings", with logical layout of chapters and paragraphs, and
with te$t and graphics integrated in an overall 6house style.
%%St)$e and Lan*ua*e
The aim should be to use simple prose, but with variety in the construction of sentences and an
e$pansive approach to the vocabulary employed. Sentences are best %ept short ma$imum of
around three lines", but their length should be varied to avoid monotony. Paragraphs should be of
reasonable length normally I+! sentences in length" and help to build up argument sensibly,
allowing the reader time to digest one idea or theme before introducing another. >onvention
requires the use of an i(personal style in the narrative past tense, but other tenses may be
necessary when, for instance, the writer states an e$isting or future condition. )t is important to
adopt a mode of writing which %eeps the reader interested, and this can be achieved more easily
if the active voice is used e.g. 6e$amination of the site revealed.... Try to adopt this mode of
writing right from the start since altering a whole draft can be lengthy and tiring. )t is also
important to use language which is neutral when matters of race and gender are involved.
Terminology is often used as verbal shorthand to convey comple$ ideas e.g. 6multiplier effect,
6regime approach" and terms employed must be used accurately in the sense by which they are
understood among those familiar with the sub#ect. The most frequently used abbreviations are +
i+e+ that is", e+g+ for e$ample", etc+ et cetera, other things of the same class", i*+ namely", cf+
compare with", no+ number", ibid. the same place", ide(. the same", sic sic passi(, thus,
typically used to denote an error in a quote", et al and others" F be sparing in the use of these in
the main te$t. 7here title abbreviations are used it is common practice to use the full term
followed in brac%ets by the abbreviation on the first occasion of use in the te$t, and thereafter use
the abbreviation only e.g. 4rgani*ational >hange and Development 4>D", 5ew Deal for
>ommunities 5D>", (nvironmental )mpact 2ssessment ()2". The punctuation between the
initial letters of well %nown organi*ations should be omitted in the te$t e.g. (;, ATP)
)1
%+ ,ord $imit
2 dissertation word limit is set for each program see above" which applies to the main te$t, with
up to a reasonable number of pages of additional material in appendices but only where this is
absolutely necessary". )f you e$ceed this, you are li%ely be penali*ed: an over+long dissertation is
usually one which is sloppily written, too vague, and strays from the specified aims and
ob#ectives. (qually, it is important that you do not struggle too much about word length' you do
not have to 6hit the word limit e$actly, and should not spend time in the unnecessary tas% of
endlessly counting words until you have written what you thin% is enough.
%! 'raphica$ materia$
Maps, statistical tables, figures, diagrams, graphs and photographs often provide a useful means
of summari*ing comple$ information. They can also add to the wor% in a presentational sense.
9owever, you should ta%e care to use these carefully in a manner appropriate to the topic. 1or
e$ample, thesis8research pro#ect reports are too often sprin%led hapha*ardly with too many
irrelevant photographs, which bear no relation to and are not mentioned in" the te$t. 2ny
graphical figures must be referred to in the main body of te$t and properly labeled. 2ll
illustrations must have a designation, number and title situated immediately above or below,
usually with the prefi$ of 1igure or Table in capital letters.
Statistical tables or graphs should normally be no greater than a single 2= si*e page and may be
reduced photographically. 2ll rows and columns should have unambiguous headings, and use
ruled lines sparingly. <raphs should only have as many grid lines as are needed for
comprehension of trends and relationships normally =8- being the ma$imum", and with legends
and descriptive notes normally standing clear of the grid lines.
Photographs and maps are normally incorporated directly into the te$t, with photographs clearly
e$pected to refer to material discussed in the te$t or as a supplement to a plan useful for the
reader to be shown the point from where photograph ta%en". Maps should normally be no bigger
than 2= si*e utili*ing photographic reduction" but may be of 2I si*e if properly folded. 3arger
maps8diagrams may need to be inserted in a special wallet at the bac% of the thesis8research
pro#ect report, but this is considerably more e$pensive and ought to be used carefully.
))
%" Proo( readin*
The final draft of the dissertation should be read, where possible, by another person in order to
eliminate errors of synta$ and grammar, and any typographical errors which are not pic%ed up by
standard word processor spell+chec%ers. Proof reading is time consuming, but e$tremely
important. )f the researcher cannot prevail upon a friend to do it, it is critical that he8she do it
him8herself. )n particular, the researcher should ta%e care to avoid long, rambling sentences,
pretentious and #argon+ridden prose, and bad grammar. 2void vague, voguish #argon li%e
6sustainability, 6partnership or 6sta%e+holder unless the researcher is sure of the precise
meaning of these. 5ote that it is not the supervisors role to proof+read final drafts.
%- P$a*iarism
The ;niversitys regulations covering plagiarism copying wor% from others without reference to
the source" is e$tremely restricted. )t is regarded as a serious malpractice, and may lead to severe
penalties for the wor% submitted as well as being recorded on the students record card. The most
common way in which plagiarism occurs is by the verbatim reproduction of another authors
wor% without ac%nowledgement, or the 6lifting of a concept from a specific source without
attribution. Aeports which contain long quotations or illustrations which are not the writers own
wor% cannot be published without the e$press consent of the copyright holder, although
thesis8research pro#ect reports are not generally perceived to be 6publication. 1ull and proper
referencing of sources is a vital safeguard against plagiarism.
%. Bib$io*raph) and re(erencin*
Aeferences must be consistent throughout the thesis8research pro#ect report. 2 complete
bibliography of all policy documents and literature consulted should be given and properly
referenced using the 2P2 referencing style see 2ppendi$ 0". 2ll wor% cited in the main te$t
should appear, fully referenced, in the bibliography: all wor%s in the bibliography should appear
in the main te$t. )t is vital that the proper referencing system is adopted: otherwise it will affect
evaluation adversely. )t is often helpful to %eep a file of all wor% to which the researcher refer
)3
over the course of his8her study: this can prove invaluable when he8she comes to compile the
final bibliography.
3.- Appendices
2ppendices, if necessary and if relevant, can also be included in the thesis8research pro#ect
report. 9owever, the use of appendices has to be #ustified and legitimate' they should not #ust be
a repository of disparate information which does not fit anywhere else: nor should they be used
to avoid e$ceeding the word limit. )nstead, appendices might usefully contain material such as
the list of interviewees canvassed: lists of documents collected, data sources consulted, tables of
data, correspondence, questionnaires, e$tracts from circulars or statutory regulations, and
summari*ed accounts of previous studies.
3.1. /resentation con&entions for te0t and formatting
There are a number of conventions to which the researcher must adhere when submitting his8her
completed thesis8research pro#ect report. These are listed below.
Title The title must be short, unambiguous and accurate, and finali*ed by the time of submission.
4n the outside cover of the bound copy the name of the author and year of submission must be
included in gold lettering see 6binding below".
Title page This should provide the statements as follows'
Title of the thesis8research pro#ect report
The following te$t' 6' dissertation su!#itted to the sla#ia (niversit$ of )ahawalpur
for the degree of *** in the +acult$ of &anage#ent Sciences
the year of submission not including the month".
the candidates name the same as the name under which he or she is currently registered,
or was last registered, at the ;niversity".
Table of /ontents 2 list of contents, giving all relevant sub+divisions of the dissertation
and a page number for each item.
)4
)ist of "llustrations The term 6illustration refers to all tables, maps, plans, graphs,
diagrams, photographs. The list of illustrations should provide number,
title, and page references.
Abstract 2ll thesis8research pro#ect reports must include an abstract. This
should be underta%en when the dissertation is otherwise complete. The
abstract should precede the introduction so that the reader8e$aminer
can quic%ly see what the te$t is about prior to more detailed reading.
Typically the abstract defines the problems the writer sets out to solve,
the main procedures adopted, and the principal results and
conclusions.
Acknowledge(ents 2ssistance given to the student in the preparation of their wor% must
be ac%nowledged, and would usually include the supervisor and any
%ey individuals other academics, individuals from the agencies under
study etc" who have helped. 2c%nowledgments should not normally
e$ceed one or two paragraphs.
!eclaration 2 declaration stating that' 65o portion of the wor% referred to in the
dissertation has been submitted in support of an application for another
degree or qualification of this or any other university or other institute
of learning.
Te.t Te$t should be formatted as double or ,.- spacing, with a minimum
font si*e of ,0 for the main te$t. Single+spacing should be used for
indented quotations of more than three lines, footnotes and references.
Pages may be single or double+sided. >hapter headings section
headings should be bold and capitali*ed: sub+section headings should
be bold.
Page si*es and (argins To allow for binding the margin at the binding edge of any page must
be not less than =.mm: other margins must be not less than ,-mm.
The required paper si*e is 2= ,?Cmm $ 0,.mm", although 2I
landscape format is acceptable for design studies. Paper should be
single+sided.
Page nu(bering Page numbering must consist of one single i.e. ,, 0, I" throughout the
thesis8research pro#ect report. Page numbers must be displayed on all
)5
pages e$cept the title page. The pagination sequence will include not
only the te$t of the dissertation but also the preliminary pages,
diagrams, tables, figures, illustrations, appendices, references etc.
Aoman numerals can be used for page numbering of the preliminary
pages.
!iagra(s and tables These should be clearly presented, properly sourced, and e$plained in
the te$t.
References Should be in 2P2 referencing style see 2ppendi$ 0". 2ll references
must be included in the bibliography, which should be arranged by
alphabetical order of author surname. 7here there is more than one
reference by the same author in the same year each should be
differentiated by a, b, c, etc e.g Bones 0..Ia, Bones0..Ib".
3.11 Dissertation !hec$,ist
&ou need to chec% your draft for what might be termed continuity errors. Aoughly spea%ing, this
means chec%ing that the whole te$t is consistent with itself from beginning to end. )f you have
changed some sections, there might be section headings to re+number, for e$ample. To help you
eliminate such errors, here is a chec%list'
2re the headings and sub+headings in the contents list the same as those in the te$tN
9ave you given lists of tables and figures as well as chapters in your contentsN
2re they all numbered consecutivelyN 2re all the cross+references to other sections of the
study correctN
Do all the references in the te$t have a corresponding entry in the bibliography, with the
same date as the reference in the te$tN
7here you refer to an article within an edited collection, have you included the full boo%
reference, with editors, as well as the chapter referenceN
2re all the references complete, i.e. have you included the publication date and place, as
well as the publisherOs nameN
Tables' chec% that their numbers and titles are correct, and that references to them in the
te$t are correct.
)-
1igures' as for tables
9ave you chec%ed all the calculations in your tablesN 9ave you got correct totals in the
tablesN
)s there enough labeling information in your tables and graphsN e.g. if you refer to
percentages, is it clear e$actly what they are percentages ofN Do you ma%e it clear
whether raw scores or percentages are being referred toN"
2re you consistent about abbreviationsN
+ Assessment criteria
Thesis8research pro#ect reports are #udged against a set of guiding criteria. The order in which the points
are set out below implies no particular weighting: all the criteria listed are potentially of equal
importance, though some may be more appropriate than others according to the particular topic covered
in any one thesis8research pro#ect report.
+& Content
4.1.1 ,elevance to the fields associated with the progra# of stud$
i" )s the dissertation relevant to the discipline of the program and policy development within this
specified fieldN Does the student demonstrate an appreciation of the relevance of the wor% for
policy development, or to deeper academic understanding of the disciplineN
ii" Does the wor% deal adequately with relevant theoretical and methodological issues, and where
appropriate, highlight the policy implications of the wor%, within the topic definedN Does it avoid
superfluous detailN
4.1.2 'i#s- o!.ectives and purpose of stud$
i" Does the writer spell out the aims and ob#ectives of the study clearlyN Do the ob#ectives
substantiate the achievement of the broader aimsN
ii" Do the research questions or hypotheses set out clearly the analytical path of the studyN
4.1.3 (se and "nowledge of literature
)7
i" 7here appropriate, does the literature review demonstrate a clear appreciation of broad
theoretical perspectives relevant to the topic, and the strengths and wea%nesses of these
perspectivesN
ii" 7here appropriate, does the literature review demonstrate a clear understanding of public
policies relevant to the topicN
iii" Does the literature review offer an adequate review of related research, and demonstrate an
understanding of the strengths and wea%nesses of other studiesN Does it suggest an
understanding of the remaining gaps in the research conducted on the chosen topicN
iv" )n a design study have comparable cases been identified and lessons drawn from themN
v" 9as the writer made use of an adequate range of sourcesN )s sufficient attention paid to
academic and theoretical arguments as well as technical reports and policy documentsN 2re there
relevant references which have been omittedN 2re sources ac%nowledgedN
vi" 2re references listed fully, and in the correct wayN
4.1.4 &ethods
i" Does the writer set out clearly the adopted research methodologiesN Do the research methods
used involve original research e.g. data collection by interviews, surveys or analysis of
secondary data".
ii" 2re the methods selected appropriate to the study topicN Do they flow logically from the
literature reviewN
iii" 2re the methods selected used effectivelyN
iv" 7here case studies are used, is #ustification offered for selectionN 2re case studies lin%ed to
broader topicsN
4.1.% +ieldwor"
i" To what e$tent are empirical data relevant to the aims8hypotheses and methods selected for the
studyN 2re there any gaps in data collectedN
ii" 7here relevant, is questionnaire design and analysis adequateN
iii" 7here interviews are used, has the student given consideration to structuring of questions,
transcription methods and range of interviewees selectedN
)8
iv" 9as the writer gone beyond the obvious, showing initiative or imagination in finding relevant
data in original placesN
v" Does the writer show an appreciation of data access difficultiesN
vi" )n a design study, is there a good appreciation of locality and conte$tN
4.1./ 0ualit$ of argu#ent
i" Does the wor% distinguish between 6facts and 6valuesN 9as the writer avoided imposing his
or her values upon the wor%, so far as possible, or is there a reasoned #ustification for these
valuesN
ii" )s there an appropriate balance between description and analysisN )s each piece of description
supported by an appropriate piece of analysis, demonstrating the meaning, significance, or
implications of the events or phenomena which have been describedN
iii" )s the line of argument presented clear and #ustified, or, conversely, does it tend to be
incoherent, unstructured and repetitiveN
iv" 2re conclusions drawn adequately supported by empirical evidence, by statistical
information, by appropriate quotations or by relevant e$amples or case studiesN Does the wor%
avoid assertion and unsubstantiated inferenceN 7here the available evidence does not enable
clear conclusions to be drawn, is there a clear appreciation of thisN
v" Does the wor% show an appreciation of the implications of arguments presented in one portion
of the thesis8research pro#ect report, for material covered elsewhereN Do arguments flow in a
logical fashion and avoid contradictionN
vi" To what e$tent is there an imbalance between refraction of other complementary analyses, on
one hand, and offering isolated interpretations insufficiently lin%ed to the wider body of
research", on the otherN
4.1.1 Conclusions
i" 2re empirical findings used to highlight policy or theoretical implicationsN
ii" 2re the conclusions reached at the end of the dissertation clearly related to the questions posed
at the beginningN
iii" Does the writer show an awareness of the limitations of the research and provide suggestions
for future researchN
).
4.2 Structure
)s the division into sections, parts, or chapters clear and logicalN Does it help the reader to
understand the method of enquiry or the structure of the argument which the writer has
adoptedN
Does each chapter contain a clear but brief" statement of its purpose in relation to the
aims for the study as a wholeN
Does each chapter end with a summary of the implications of material covered for the
study as a wholeN Does it lead logically into the ne$t chapterN
)s appropriate use made of appendices, so that material which is vital to the structure of
the dissertation is in the main te$t itself, and only contributory or supplementary material
relegated to the appendicesN
)s there a clearly e$plained, logical relationship between the argument presented, and any
diagrams, tables, maps, or other illustrationsN 2re the latter placed in the te$t at the right
points, so that their relationship to the argument is made as clear as possibleN
2re paragraphs structured in clear and logical fashionN 2re sentences structured concisely
to convey points clearlyN 2re vital points buried in over+long and poorly structured
sentences, inappropriately placed in footnotes, or otherwise lostN
4.3 /resentation
)s the dissertation written in comprehensible, plain (nglish, unencumbered by
pretentious, obscure language, and ill+understood #argonN
Does citation of other wor% seem to have been done mainly to help, or to impressN 9as
wor% been cited to help the reader follow the argument, to understand its intellectual
origins, and to chec% on points which may be of interestN
Does the dissertation loo% reasonably professional and presentableN 4r is it badly laid
out, grubby, messy or untidyN
9ave supporting photographs, charts, tables and maps been used in an effective wayN
3&
9ave both copies of the dissertation been carefully proof read, or are errors left,
apparently unnoticedN
)s the design study presented to a professional standardN
2PP(5D)P 0
31
"P" $)F)$)*CI*+
),"-P.)S
Introduction)
*ac$ground)
1%pothesis' Research 2uestion)
1. Research /roposa, Document S$etch
3)
+iterature Re&iew
Research 3ethodo,og%
!hapter 4ut,ine
5ime ,ine
1.1 Introduction)
2.1.1 Dissertation tit,e'
2ddress your thesis8research report title in brief: and #ust discuss your ob#ective in
short. )nclude what your motive isN )nclude structure of the proposal.
($plain what this document containsN Provide the time management chart as well.
)n short this part should include introduction of the proposal document and your
idea.
1.2 *ac$ground'
&ou need to discuss behavior of the firm in terms of strategic formulation and
implementation. )nclude your industry of interest. <ive short introduction of
strategic contents. )nclude mar%et %nowledge, competitive advantage.
)n short you need to include your research ob#ectives as well.
7hat you going to do and what attract your attention to do this wor%.
7hat elements and issues you will be included in your wor%.
Provide some supporting facts for your thesis8research pro#ect report: which
attracts you for selection of this topic.
)nclude some business statistics such as e$port or import ratios.
1.3 1%pothesis'Research 2uestion6s7)
7hat will be your hypothesisN 9ow you will utili*e your e$isting literature,
models and theories in the design of research and data collectionsN )n order to
identify relevant success factors you need to address number of questions. These
answers will enable you to draw a conclusion in your relevant industry.
&ou need to include strategic approaches: you going to adopt to do this wor%N
33
>reate those particular questions which will help you to develop conclusion for
your select topic.
This wor% should be done with proper references.
1.4 +iterature Re&iew)
The literature review shows that the number of theories can be applied in
assessing the success factors of particular industry and achieve sustainable
competitive advantage. This literature can be used as guideline to assess the
success factors for particular industry.
Discuss availability of data sources. 2rticles or other content you will need to
consider in order to find relevant success factors. Discuss your research model as
well.
&ou will consider'
o Si*e of industry, firm
o ($perience
o Motivation and education
9ow this literature is helpful for your area of studyN 2long what lines you will search
and e$amine this data. 9ow this data will be useful for your hypothesisN
)nclude relevant studies and articles or models in your appendi$
1.5 Research 3ethodo,og%'
@oth primary and secondary research needs to be carried out for the purpose of
the study. Primary research will play the most important role in completion of the
study.
Primary research normally includes interviews and documentation reviews.
7hat will be your patternN )n order to interviews: any particular limit you need to
followN These interviews should be ta%en from the e$isting and operating firms in
34
the specific industry worldwide. 9ow many interviews will be sufficient for the
purpose of studyN Do you need to interview all departments or any particular
personnel or >(4 will be sufficient.
Do you need to develop a questionnaireN 4pen ended or close endedN
2fter the required information is gathered, they will be transcribed and coded
accordingly to serve the purpose of the study. 2 detail research methodology will
accompany the final research thesis8research pro#ect report.
1.8 !hapter out,ine'
)nclude all chapter names and little details about them.
1.9 5ime +ine'
<antt chart must be included carrying your module delivery on particular day or month.
)nclude appendi$...

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Thesis and Research Report Preparation and Submission Handbook

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