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A Guide to Literature Review in the Social Sciences
Authors’ Name: Philip Kosi Afenu Deh, Department of Political Science, University
of Ghana, Legon.
Author’s Note:
Philip Kosi Afenu Deh is as a PhD student at the Department of Political Science,
University of Ghana, Legon.
Correspondence concerning this article should be addressed to Philip Kosi Afenu
Deh, Department of Political Science, University of Ghana, Legon.
Email: kosideh@gmail.com or pkadeh@st.ug.edu.gh
SEPTEMBER, 2017

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Table of Contents
Abstract.........................................................................................................................................................2
1. Introduction...........................................................................................................................................3
2. Meaning of Literature Review..............................................................................................................3
3. The Role and Purpose of Literature Review in Social Science.............................................................5
4. Social Sciences and Graduate Research Preparation ............................................................................7
5.0 The Literature Review Process .........................................................................................................8
5.1 Step 1. Select a Topic.......................................................................................................................9
5.2 Step 2. Search the Literature..........................................................................................................11
5.3 Step 3. Develop the Argument.......................................................................................................12
5.4 Step 4. Survey the Literature..........................................................................................................13
5.5 Step 5. Critique the Literature........................................................................................................14
5.6 Step 6. Write the Review ...............................................................................................................14
6.0 Conclusion ......................................................................................................................................16

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Abstract
Many most fresh researchers and even some experienced ones consider the task of literature review
as the most challenging task in the research process. However, this can be one of the most
interesting and simplest duties if well approached with the needed resources and skills. Literature
reviews are relevant prior to or after qualification in any academic endeavor either as partial
fulfillment of a study or as a key step in the research process. It therefore requires the desire,
attitude and commitment to develop the expertise for conducting compelling and successful
literature reviews. Though some may regard the exercise as a simple summary of the sources, it
requires special technical design to combine the summary and synthesis. It also requires topic
selection skills, improved literature search and retrieval talents as well as analysis and synthesizing
abilities. Proficient data collection and report writing abilities also enable the researcher to
complete the task within limited time.

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1. Introduction
This paper reviews literature on writing dissertation literature reviews in the natural and social
sciences. It is intended to guide graduate and undergraduate students conducting literature reviews
in the social sciences specifically political science. The paper gives detailed description of the
requisite steps to be followed when undertaking literature review during the research process from
the views of different scholars. It begins by presenting a clear understanding of the term literature
review. It then explains the purposes for conducting literature reviews and focuses on steps in the
literature review process – Selecting a topic, literature search, developing the argument, surveying
the literature, literature critique and writing the review.
2. Meaning of Literature Review
A literature review explores or surveys different relevant sources such as scholarly articles, books
and other sources on an issue, area of research, or theory and provides a description, summary,
and critical evaluation of works for analysis. It is also the description of relevant literature or
overview of prevailing theories and hypotheses, and methodologies and findings on a particular
field or topic (Emerald Group Publishing n.d., libguides.usc.edu, n.d.). Literature review on a
particular topic demonstrates to readers how the researcher fits into the larger field of study.
Cooper 1988) defines literature review as a study which seeks to describe, summarize, evaluate,
clarify and/or integrate the content of empirical, theoretical, critical, analytic, or methodological
studies or reports (Cooper, 1988). Hart (1998) and Cronin et al (2008) define it as an objective,

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thorough summary and critical analysis of the relevant available research and non-research
literature on the topic being studied.
Literature review brings the reader up-to-date with current literature on a topic and forms the basis
or justification for future research in the area. It also gathers information about a particular subject
from many sources and contains few if any, personal biases (Carnwell and Daly, 2001, Cronin, et
al., 2008). Good structuring is essential to enhance the flow and readability of the review (Colling,
2003).
Literature review is different from an academic research paper. While an academic research paper
develops a new argument, literature review serves as a foundation and support for new insight into
the argument or contribution. Literature reviews also serve as the theoretical foundation for the
academic research paper or the subject of the article. (Fink, 2005).
Brenda and Machi (2009) provide clearer definition of literature review as a written document that
presents a logically argued case founded on comprehensive understanding of the current state of
knowledge about a topic of study and establishes a convincing thesis (i.e a proposition or opinion)
to answer the research or study question.
A literature review hooks the rest of a research paper and describes the content and quality of
knowledge already available, and leads the reader to the significance of previous. Literature review
does not simply repeat the subject matter, but it synthesizes available material and offers an
excellent critique of theory (Okoli & Schabram, 2010).

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3. The Role and Purpose of Literature Review in Social Science
Boote and Beile (2005) identified that a literature review accomplishes the following objectives;
 It sets the broad context of the study and demarcates what is and what is not within the
scope and justifies those decisions.
 It also situates the existing literature in a scholarly and historical context.
 It helps to identify the existing research gaps by critically examining the research methods
used to better understand the claims warranted.
 It allows the author to summarize existing literature and synthesize it in a way that permits
a new viewpoint.
 It helps to improve theoretical and methodological approach.
Barry (1997) cautioned that, to be successful graduate candidates need to be “comprehensive and
up to date in reviewing the literature”. Nevertheless, dissertation committees find that most
literature reviews are poorly conceptualized and written. Such shortcomings in literature reviews
might stem from insufficient preparation for graduate research work (Alton-Lee 1998, Grant and
Gruae 1999, LeCompte, Klinger, Compbell and Menk 2003). Boote and Beile (2005) notified that
increased training in research methods alone cannot lead to better research. Instead, fresh and
experienced researchers must recognize the significance of literature reviews in graduate research
preparation and widen their understanding of what literature review requires.
Rowley and Slack (2004) have slightly different but nearly connecting views. They contend that
literature reviews are important in the following ways;
 It supports the identification of a research topic, question or hypothesis.

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 It helps to locate the literature to which the research will make a contribution, and
contextualizing the research within that literature.
 It inspires and builds understanding of theoretical concepts and terminology.
 It facilitates the compilation of bibliography or list of sources consulted.
 It helps to identify research methods that might be useful.
 It serves as a guide in analyzing and interpreting results.
Creswell (1994:37) suggests that literature review should meet three main criteria:
 To present the results of similar studies.
 To relate the present study to the ongoing debate in the literature.
 To provide a framework for comparing the results of a study to other studies.
To achieve the above criteria, Creswell (2002:86) recommended a five-step process:
 Identifying terms to use in your literature search.
 Locating literature.
 Reading and checking the relevance of the literature.
 Organizing literature you have selected
 mmm
From the above reasons offered, it must be stressed that literature review is so vital to the graduate
research preparation because it helps to identify or adjust a researchable topic and establish clear
boundaries of the research topic or modify the research question or hypothesis. Literature review
also describes the development of events or issues in the research area and integrates the new
study. Consequently, it exposes the researcher to applicable research methods and emerging issues

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and gaps in the study area. A critical and effective literature review builds the summary, synthesis
and analytical skills of the researcher and allows him/her to indicate his/her standpoint. The
researchers exposure to and knowledge on the strengths and weaknesses of theories, methods and
instruments during the literature review guides the researcher to improve on the choice of theories,
methods and instruments to be used.
4. Social Sciences and Graduate Research Preparation
Passmore (1980) identified that most people with doctorate degrees do not pursue research careers.
Most teach, become administer or lead. Nowadays, many have even become religious and political
leaders. Richardson (2003) admonished that anyone earning a doctorate degree ought tobe a
steward of the field of education with all the rights and responsibilities. In this case, I suggest that
persons earning doctoral degrees must be stewards of social and political sciences. One of our
responsibilities; whether we become researchers, teachers or administrators or leaders is to be
familiar with the literature in our fields. The best avenue for acquiring knowledge of the literature
is the dissertation literature review (Boote and Beile, 2005).
Barger and Duncan (1986) raised challenging questions about the assumption that doctoral
candidates should be expected to do creative and scholarly works. Other scholars supported that,
little attention is devoted to literature review topics (Galvan 2004, Lester 2002, Mauch 1998,
Nickson 1993, Ogden 1993, Pan 2003). Yet, most graduate students receive little or no formal
training on analyzing and synthesizing the research literature in their fields (Boote and Beile 2005).
It is also interesting to note that doctoral candidates felt their library skills were inadequate and

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yet, faculty supervisors expect such candidates to display proficient bibliographic skills despite
these advisors also have little knowledge on information retrieval (Zoporazhetz, 1987).
Labaree (2003) recaps that most doctoral candidates still have little formal training before starting
their doctorate programmes. Boote and Beile (2005) noted that literature reviews of most graduate
theses are less valued because they do not explicitly form part of doctoral curriculums. Although
librarians have offered numerous suggestions for improving the situation, little attention is paid to
the relevance of dissertation literature reviews in graduate research work especially in the social
and political sciences (Boote and Beile 2005, Libuti and Kopala 1995). The alarming effect of this
problem is that most graduate research candidates demonstrate deficient knowledge and skills to
complete thorough summaries of existing literature and cannot make sophisticated analysis and
synthesis of dissertation literature reviews. The overall effect of this problem is a decrease in the
annual graduate completion rates in the social and political sciences.
5.0 The Literature Review Process
Many writers have suggested similar or different stages involved in the literature review process.
For example, Ramdhani, Ramdhani and Amin (n.d) recommended four main stages; topic
selection, searching and selecting appropriate article, analyzing and synthesizing the literature, and
organizing and writing the review. Rowley and Slack (2004) on the other hand suggested six main
stages; supporting the identification of a topic, question or hypothesis; identifying the literature to
which the literature will make contribution and contextualizing the research within that literature,
building an understanding of theoretical concepts and terminology, facilitating the building of a

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bibliography or list of sources consulted, suggesting research methods that might be useful and
finally, analyzing and interpreting results.
Despite the brilliant suggestions offered by the scholars in the preceding paragraph, we shall focus
much attention on the six steps or stages offered by Brenda and Machi (2009) because Brenda and
Machi’s stages are clearer and straight forward. However, the contributions of other scholars shall
be integrated and duly acknowledged as we progress in this discussion. The six stages of the
literature review process offered by Brenda and Machi (2009) include;
1. Selecting a Topic
2. Searching the Literature
3. Developing the Argument
4. Surveying the Literature
5. Literature Critique
6. Write the Review
5.1 Step 1. Selecting a Topic
Brenda and Machi (2009) believe that successful research topics are identified from an interest in
a practical problem. For example, conflicts, poor academic facility, weak representation by
members of parliament etc. Out of the interest in a practical problem, the researcher develops ideas
to form a researchable topic. The topic must be stated as a well-defined question acceptable to a
specific academic discipline. The key words in the topic should help refine the focus of interest
and a viewpoint necessary to create a research topic.
Brenda and Machi (2009) suggested the following ways for developing a research interest and
locating a researchable topic;

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 Select an everyday problem of your interest for further concern. Make personal reflections
on the problem to ensure it really interests you. Look for professional publications which
provide reports on these experiences and identify opportunities for the discovery of issues
leading to a research topic.
 Ask for topic suggestions from knowledgeable experts in the academic discipline or
practitioners in the field of your interest and beyond.
 Read academic and professional journals or articles to uncover areas for further research.
You can pay attention to the ‘suggestions or recommendations for further study’ sections
of such journals, articles or successfully submitted theses.
 You can also search for media and professional association reports about current issues or
themes that attract your interest.
 Current national or local debates and development initiatives addressing your professional
discipline can also become your research interest.
 Seek for problems or issues from your field and search for how theories of social and
political science have implications for such social problems or issues.
Most of the above suggestions on locating one’s research interest correspond with those offered
by (Ramdhani, Ramdhani and Amin, n.d, Timmins and McCabe, 2005). Ramdhani, Ramdhani and
Amin, (n.d) however added that the researcher needs to visit the library and search for journal
articles published in the area. They further added that clear key words should be used by the
researcher to find article titles for specific topics or making good use of abstracts to select relevant
articles and save time. Cronin (2008) however cautioned that sufficient literature is also important,
mostly for academic reviews and assignments. This is because it enables the researcher to meet

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short and strict deadlines without needing extra literature. Note that too topics broad will result in
either too long or too shallow reviews. Advisedly, start with a narrow and focused topic and
broaden it as you progress, if necessary.
After identifying the research interest, you can now focus or modify the interest by narrowing it to
one clearly defined subject from an individual, group or organizational point of view (Brenda and
Machi, 2009). It is however important to respect the following rules:
 Know Your Librarian – Respect your university librarian as a friend, guide and coach.
 Be Purposeful – Know what you are looking for each time you enter the library and where
to get it. Set your work schedules with specific goals and outcomes and stick to them.
 Preparation Equals Efficiency – Organize, catalogue and document your work so that you
can easily refer to your reference materials. E.g. quotes and abstracts, further references to
explore, maps or list of tasks to be performed next.
5.2 Step 2. Searching the Literature
Literature search involves the process of making a quality search of the literature. It involves
reading and absorbing the information to select the literature that needs reviewing and refining
your topic based on the literature you selected. The first thing the researcher does here is to select
the materials to review based on the key ideas contained in the topic statement. If the topic is time
sensitive, he/she needs to look carefully at dates of publication before using the information. Note
that, the topic statement provides boundaries for the research (Brenda and Machi, 2009). You can
refine your preliminary topic because it is fluid and subject to change in the early part of the
literature review. Other writers suggested a systematic approach to generate a comprehensive,
relevant and beneficial reviews that are more specific to the topic or research question (Hek and
Langton, 2000, Cronin et al 2008, Newell and Burnard 2006).

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The second thing to do under literature search requires collecting and selecting data. This exercise
requires three separate responsibilities on the researcher: previewing, selecting and organizing
potential works for inclusion in the study based on their contribution to the research with respect
to dates or time and accuracy. It involves scanning, skimming and mapping of suitable works for
inclusion in the study. Use subject and author indexes as well as electronic databases to select and
retieve materials that fit into your study. (Younger 2004, Cronin et al 2008, Brenda and Machi
2009).
Rowley and Slack (2004) have provided a variety of tools to assist the researcher during the
literature search. These tools can be classified into three main groups:
 Library catalogues – helpful to locate books and subscribed articles kept in the library.
 Web based search engines – good for locating web pages using simple key words.
 Online databases – provide access to abstract and indexes or entire journals, papers,
conference proceedings and dissertations and other documents.
5.3 Step 3. Developing the Argument
Developing the argument involves the process of making a case for the thesis (proposition or
hypothesis) of your study. Building a case involves the gathering and providing facts in a logical
manner to verify the thesis (hypothesis) you have made about the research topic. For example, if
your hypothesis (thesis) states that participatory leadership is the most effective style for twenty-
first century organizations, data in your literature review must support and prove your conclusion
(Brenda and Machi 2009).
An argument is the logical presentation of proof that leads to and validates the conclusion. Two
kinds of arguments are used in literature reviews to make a case. The first type of argument is

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called argument of discovery. This discusses and explains what is known about the subject in
question. It involves the development of findings that present the up-to-date knowledge about your
research interest. That is, you need to provide documented data from your literature survey which
argues for your hypothesis. The second type of argument is called argument of advocacy. This
argument analyzes and critiques the knowledge gained from synthesis of the literatures and
develops arguments to answer the research question. The answer to this argument is the thesis
statement.
To develop a good argument, the researcher does not need violent and emotive words or
expressions to make his/her point. Instead, he/she rational and persuasive argument is the
trademark of the researcher. The researcher uses reasoned discussions or debates to convince and
present claims supported by sound proofs to validate the conclusion. Note that, if valid reasons are
presented logically to defend or justify the conclusion, the argument is sound but if the reasons are
not convincing to support the conclusion, then logic applied fails so the conclusion becomes
unsound.
5.4 Step 4. Surveying the Literature
Surveying the literature is the process of developing findings that provide a case to prove the
research hypothesis or thesis. The discovery argument tells the story and answers the question.
“what do we know about the subject of our study?”. The advocacy argument answers the question,
“based on what we know, what conclusion can we draw about the subject of study?” Simply,
literature survey gathers prior knowledge about the study. It begins by examining the information
gathered your literature search into findings. It then concludes by building the findings into a
storyline that fits and describes what is known about the topic. Though there are other details under

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this step, the information provided is adequate at the moment to guide the reader for a successful
literature survey.
5.5 Step 5. Critique the Literature
Literature critique involves the development of a well-founded argument which emerges from a
comprehensive scrutiny and assessment of the study. A literature critique interprets and up-to-date
understanding of about the research topic and explains how this knowledge answers the research
question. It asks the question, “what is the answer to the research question I have posed, based on
what is known about the topic?” If the discovery argument answers the research question clearly
and definitely, then the thesis for your literature review is found. However, graduate research
programmes demand the extension of the topic knowledge beyond what is known to uncover
contribution to knowledge, gaps, omissions, contradictions and debates about the research topic.
It is important to build a strong case for your research thesis. This means the case presented must
be able to withstand rebuttal against it. It must also be sound for a community of peers to
understand and give their consent to the case premises and thesis. The soundness and clarity of the
logic is the most essential part of the literature survey and literature critique. During the literature
survey and literature critique, the researcher should consistently work to build a correct, strong
and sound case to support the research thesis. The final step is writing the review.
5.6 Step 6. Write the Review
The process of writing progresses through two main stages:
 writing to understand
 writing to be understood

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Writing to Understand
Writing to understand is divided into specific tasks. Namely;
a. Exploratory Writing – This is the process of making an exploratory write-up to assess and
develop one’s understanding about the knowledge and content of the subject. It also
exposes gaps in one’s thinking or research documentation.
b. Developing an Outline – This involves the composition of an outline of the work. The
outline sequences and forms the framework of the literature review.
c. Preliminary Draft - It is the first detailed draft of the work. It is then edited for accuracy
and continuity.
Writing to be Understood
Writing to be understood is also divided into explicit tasks. Namely;
a. First Draft – This is obtained from the edited preliminary draft. It is considered as the first
effort at writing to be understood by an audience.
b. Second Draft – Edit the first draft for consistency and accuracy to obtain the 2nd
draft.
c. Third Draft – Repeat the task for second draft to refine the review.
d. Final Draft – Revisions of the 2nd
and 3rd
drafts produce the final draft. The researcher then
builds, organizes, refine and revise ideas into a clear logical review.
After the final draft of the review is obtained, the researcher then does the first writing and
goes through the following stages;
- Auditing: checking or proof reading for alignment and content to uncover errors, omissions
and to assess if the review meets the intended purpose.
- Editing: adjusting the content and flow of the review, its organization and grammar.

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It must be noted that writing, auditing and editing continue at the stage of the review to refine the
work until the entire work is completed.
6.0 Conclusion
This paper outlined simple guidelines for both graduate and undergraduate researchers who face
challenges in undertaking successful literature reviews. Despite it might not be detailed enough to
address the information needs of the preliminary research candidate, it is aimed at exposing
him/her to the rich available resources that can be explored during the research journey.

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