Rubric For Evaluating Written Report Or PresentationKINE 3350T.docx

Rubric For Evaluating Written Report Or Presentation
KINE 3350
Topic
(Weight)
Unacceptable
(0)
Marginal
(1)
Acceptable
(2)
Exceptional
(3)
Organization
&
Style
(2)
Sequence of information is difficult to follow. No apparent
structure or continuity.
Purpose of work is not clearly stated.
Work is hard to follow as there is very little continuity.
Purpose of work is stated, but does not assist in following work.
Information is presented in a logical manner, which is easily
followed.
Purpose of work is clearly stated assists the structure of work.
Information is presented in a logical, interesting way, which is
easy to follow.
Purpose is clearly stated and explains the structure of work.
Content
&

Knowledge
(3)
No grasp of information. Clearly no knowledge of subject
matter.
No questions are answered. No interpretation made.
Uncomfortable with content.
Only basic concepts are demonstrated and interpreted.
At ease with content and able to elaborate and explain to some
degree.
Demonstration of full knowledge of the subject with
explanations and elaboration.
Format
&
Aesthetics
(1)
Work is illegible, format changes throughout, e.g. font type,
size etc.
Figures and tables are sloppy and fail to provide intended
information.
Mostly consistent format.
Figures and tables are legible, but not convincing.
Format is generally consistent including heading styles and
captions.
Figures and tables are neatly done and provide intended
information.

Format is consistent throughout including heading styles and
captions.
Figures and tables are presented logically and reinforce the text.
Spelling
&
Grammar
(1)
Numerous spelling and grammatical errors.
Several spelling and grammatical errors.
Minor misspellings and/or grammatical errors.
Negligible misspellings and/or grammatical errors.
References
(2)
No referencing system used.
Inadequate list of references or references in text.
Inconsistent or illogical referencing system.
Minor inadequacies in references.
Consistent referencing system.
Reference section complete and comprehensive.
Consistent and logical referencing system.
OVERALL
Unacceptable
(F)
Marginal
(C)
Acceptable
(B)
Exceptional
(A)

POINTS REQUIRED
0–6
7–13
14–20
21–27
Assignment Submission Form
this form to your assignment. All
assignments must be submitted on the stipulated
submission date.
assignment type*
*If your module has only one Assignment, then please tick
‘Assignment 1’ box above
Program / Intake No. (Batch No.) :___BSc_21___
Pathway: ____BSc Business management Sri Lanka_____
Student Name: K.G.M Mihiran Wijekumara Student Number:
17208525
Module: Management Research Project (BMGT3004L)

Lecturer/Tutor: Dr. Sanjaya Dissanayake Grade (For Grader Use
Only):
DECLARATION: I hereby declare that the attached assignment
is my own work. I understand that if I
am suspected of plagiarism or another form of cheating, my
work will be referred to the Academic
Registrar/ or the Board of Examiners, which may result in me
being expelled from the program.
Signed: Date Submitted:
23/02/2019
Acknowledgment of Assignment Receipt
(Students are required to fill up this acknowledgment slip upon
submission of assignments)
Student Name: Student Number:
Program / Intake: __ BSc in Business Management(Sri
Lanka)__
Module: Management Research Project (BMGT3004L)
Lecturer: Dr. Sanjaya Dissanayake
Received by:

____________
Research Proposal Form
Student Name: K.G.M Mihiran Wijekumara Student Number:
17208525
Intake Number BSc 21 Module Title BMGT2004L
Proposed Project Title: An introduction of a recognition and
reward system & its impact on employee
turnover Global Leading Conferences (pvt.) ltd..
1) Subject Area of Research
The topic of study must relate directly to your programme of
study.
a) What is the module which your research will be based upon?
[×] Human Resource Management [ ] Managing Change.
b) Which specific topic from this module?
Topic - Performance Management & Reward Systems
c) Please indicate what is the research question in 30 words or

less.
How Does an introduction of a recognition and reward system
affect employee turnover
at Global Leading Conferences (pvt.) ltd.
d) What are your research objectives?
1. Outline the new recognition and reward system
2. Assess the impact of recognition and rewards on employee
turnover.
3. Review the implementation of a recognition and rewards
system within the
Organization.
2) Rationale for the Selection of the Project (100 words)
Why is this topic worth investigating?
As an employee of Global Leading Conferences (pvt.) ltd, I
have been witnessing the
company’s high employee turnover. High percentage of
employee turnover negatively impact

on the overall productivity of the organization. In this context,
there is a requirement for the
introduction of a motivational and reward system to cut-off this
issue.
After conducting this research, it is easier to provide
suggestions and recommendations as to
the ways a motivational and reward system helps to reduce
employee turnover and thereby
improve the overall productivity of the organization.
3. Preparation for Literature Review
Literature /Other Research Relevant to your Proposal (150
words)
(a) What academic literature is relevant to your proposed
research?
(1). Armstrong, M. (1999): Employee Reward. Second edition.
London: Institute of Personnel
and Development.
(2). Brown, D. (2001): Reward Strategies, London: CIPD.
(3). Marchingron, M. and Wilkinson, A. (2002): People
management and
Development: human resource management at work. Second
edition. London:
charted Institute of Personnel and Development.

(4). Beardwell, J. and Thompson, A. (eds.) (2014): Human
Resource Management: A
Contemporary Approach. Seventh edition.
(b) Have you identified other research that might inform your
proposed research? (For
example from professional bodies, government reports, etc.)
(1). Stredwick, J. (2000) ‘Aligning rewards to organizational
goals: a multinational’s
experience’, European Business Review, 12(1), pp.9-19.
Academic Search Complete,
EBSCOhost [online]. (Accessed: 05 March 2018)
Confirmation Certificate
Congratulations!
You have successfully completed the Library Plagiarism Quiz.

Student Name: K.G.M Mihiran Wijekumara
Student Number: 17208525
Date: 23/02/2019
THIS IS TO CERTIFY THAT (Manoj Mihiran) HAS
COMPLETED THE
PLAGIARISM QUIZ
Remember that the confirmation certificate is a statement by
you that
you understand plagiarism and know how to avoid it. If you
think that you
do not understand plagiarism and how to avoid it after working
through
this tutorial, you should confer with your module coordinator,
no matter

what score you have obtained on the test.
Please print out this page and attach a copy of the certificate to
the final page in all assignments
you submit on each module as part of your programme
(It is your responsibility to print the certificate, complete the
information, sign it, and keep a copy of it for
your records)
University College Dublin
UNIVERSITY COLLEGE DUBLIN
BSc22 – Sri Lanka
Management Research Project (BMGT3004L)
STUDY GUIDE 2020
Bachelor of Science

Copyright December 2015
Author: Richard Chua (2015), incorporating material previously
prepared
by Dr Teresa Brannick, Dr Linda Dowling-Hetherington and Dr
Orna O’Brien.
This manual was prepared for University College Dublin as a
comprehensive support for students completing the above
mentioned Degree programme.
© This publication may not be reproduced, in whole or in part
without permission from University College Dublin.
Module Coordinator: Prof. Ganga Karunathilaka
Mobile: +94 777314272
Email: [email protected]
Table of Contents
Page
Introduction 4
Module Description 4

Learning Outcomes 4
Programme Goals 5
Project Specification 6
Selecting a Topic 7
Identification of a Research Question and Research Objectives
7
Prior Learning 8
Module Coordinator 9
Online Resources 9
Teaching Arrangements 9
Required Submissions 11
Module Content
19
Introduction
This is a project-based module and is completed over one stage
of your programme. It is expected that you will begin work on
this module at the start of the stage and will dedicate sufficient
time to this project at a steady pace throughout the course of the
stage. This study guide provides you with a course outline
which details the project specification and the submission
requirements and guidance on writing both a project proposal
and literature review.

Textbook
The recommended textbook for this module is:
Anderson, V. (2013): Research Methods in HRM, London: CIPD
Learning Outcomes
On completion of this module you should be able to:
· Produce a comprehensive research proposal.
· Write a literature review on a selected management practice.
· Demonstrate a thorough knowledge and understanding of your
chosen area of management practice and to be able to identify
the implications of your chosen topic for the practicing
manager.
Programme Goals
Programme Goal
Learning Outcome
Module Title:
Workplace Practice
Management specific knowledge
Explain current theory/practice
X
(Assignment 2: Research proposal report )
Apply business models
X
(Assignment 2: Research proposal report)
Knowledge of qualitative and quantitative techniques
Business communication
Short business presentation (written / oral)

X
Research / analyze business case/problems & report
X
Locate Information sources to facilitate research
X
(Assignment 1: Project proposal; Assignment 2: Research
proposal report)
Personal development / reflective learning
Module related team activities
Explain essence of workplace practices to business managers
X
Global / multi-cultural / diversity perspectives
Identify factors & variables which impact on MNEs & firms
operations
X
Demonstrate an understanding of diverse business perspectives
X (Assignment 2: Research proposal report)
Devise and develop plans, strategies and organizational
structures that are appropriate for organizations operating in the
global marketplace

Strategic thinking
Identify Business opportunities & complete analysis &
resolution
Evaluate quantitative & qualitative data from differing
perspectives
Analyze Developments in key business sectors
Project Specification
The purpose of this module is to allow you to examine in detail
an aspect of management practice and to examine this practice
with reference to the academic literature in the area, i.e. with
reference to the existing body of knowledge on the selected
topic.
You will be required to prepare a project with the following
specification:
1. Human Resource Management Practice
a. Submission of a Project Proposal (300 words).
b. Through the preparation of a literature review regarding an
aspect of human resource management, e.g. recruitment,
selection, reward management,etc.
(4,000 words).
c. Outline two research methods of data collection which would
be appropriate to investigate this HR activity. Outline why they
are suitable from a research perspective (1,500 words)

2. The weighting assigned for each component is shown in table
below:
ASSESSMENT COMPONENTS
WEIGHTING
INDIVIDUAL (I)/GROUP(G)
Due dates
Project proposal
20%
I
22 March 2020
Research Proposal Report
80%
I
28 June 2020
Selecting a Topic
Selecting the topic for investigation is one of the most
important tasks you will faced with during this module. Careful
selection of a narrow, focused topic which will be possible to
research during the time available during the semester will
result in a stronger piece of work than a broader topic with a
wider scope. Start by considering an area that most interests
you. Before selecting a topic, please review Chapter 1 of the
textbook by Anderson entitled ‘Investigating and Researching
HR Issues’.
Identification of a Research Question and Research Objectives
Once you have selected a topic, the next step is to set out a
clearly defined research question – i.e. precisely what you are

setting out to address – and also four or five research objectives
– i.e. the issues you will need to address in order to answer your
research question. This research question and also your
research objectives should be included in the introduction to
your literature review in order to orient the reader to the precise
focus you have taken to your topic. The following is an
example:
Research Question:
What are the HRM implications of absenteeism in Company X?
Research Objectives:
· To identify the causes of the high level of absenteeism.
· To review the costs associated with absenteeism.
· To identify the absenteeism management policy in place
within Company X.
· To identify the difficulties created for frontline staff of
absenteeism.
Here is an overview of some suitable and unsuitable topics:
√ Suitable Topics
X Unsuitable Topics
Review a reward management programme at Bankco
Investigate staff motivation in a hospital in Sri Lanka
Assess the reliability of recruitment and selection methods at
PharmoBio
Investigate social habits of employees in Hong Kong
Evaluate the overseas performance management policy of
Retailco’s Subsidiary
Review the Singapore government policy on work visas during
the recession

Review the voice management systems of team workers at
AirlineFly
Compare the business strategy’s of Singapore’s big 5
Companies
Topic 1 provides an overview of some of the topics you have
studied on the programme to date which may be suitable for
your project.
The topics outlined here which are suitable are clear in focus.
They review a very specific area of the HRM theory. There is a
clear objective to the project to be completed. For the
unsuitable topic, it is clear the projects are far wider in scope.
There is no clear focus and the objective of the research is not
clear. Some projects do not even clearly relate to the HRM
discipline. It is important that you can link your intended area
to a specific topic from the module ‘Human Resource
Management’.
Prior Learning
It is expected that you will draw upon your learning and reading
material in other related modules during the course of this
module. These modules will have helped to provide you with a
good theoretical foundation on your selected topic and may be
helpful to you in shaping the content and structure of your
literature review and in identifying suitable academic literature
relevant to your chosen topic. You will be expected to use the
relevant material and recommended readings identified in these
modules and to source additional readings as appropriate, using
UCD online journals and databases and other suitable sources of
academic literature.
Module Coordinator

Contact details for the module coordinator will be provided at
the outset of the Stage. Generally, this module coordinator will
also act as your supervisor throughout the course of the Stage.
The role of the supervisor is to:
· Advise on topic refinement
· Comment on progress
· Offer guidance and direction in relation to the literature to be
reviewed and how best to structure your literature review
(where required).
Please note that the role of the supervisor is not to offer a
writing/editing service or to share the student’s responsibility
for the completion of this project.
Online Resources
BrightspaceBrightspace will be a key feature of this module.
Therefore, it is essential that you check this on at least a weekly
basis for updates and additional resources UCD Connect can
also be used to access the university’s online journals and
databases.
Teaching Arrangements
This is a project-based module and will be delivered almost
entirely through the use of Brightspace and through self-
directed autonomous student learning, with guidance provided
by an appointed supervisor. In addition, a number of class
contact hours have been scheduled (eight hours in total). These
will be scheduled as follows:
Date
Time
8th March, 2020
8.30 am to 12.30 pm
20th March, 2020
9.00 am to 1.00 pm

Timing
Agenda
Student Prior Preparation
Student Work
At the start of the Stage (3 hours)
Review of
Study Guide and Module Requirements
Read the Study Guide before coming to class
Formulate questions in relation to the process / tasks to be
completed
Within two months of the start of the Stage
(2 hours), plus Individual questions and answers session (1
hour)
Writing a Literature Review
Review the section in this study guide on writing a Literature
Review and listen to the audio clip on Brightspace (under Study
Skills button)
Bring questions to the session in relation to the Literature
Review
2 hours
Review of Research Methods
Group Questions and Answers Session
Ensure that a first draft of the final submission has been
completed by this stage.
Identify any remaining questions relating to the final
submission.

Required Submissions
Regardless of which topic you chose, you will be required to
make two submissions, as follows:
1. Submission 1 Research Project Proposal (300 words)
Due date: 22 March 2020
You are required to provide an outline of your proposed project
topic. This submission should include the following sections:
a. Identification and outline of the management practice that
will form the basis of your research
b. Rationale for choosing the particular topic
c. Preliminary identification of relevant academic literature you
may use
Please see the enclosed template in Appendix One. You are
required to use this for your Research Project Proposal. In
Appendix Two is a sample of a completed Research Project
Proposal.
2. Submission 2 Final Report
Due date: 28 June 2020
a. Literature Review (4,000 words)
b. Identification of two suitable data collection methods for a
researcher to use if they wished to research the topic. (1,500
words)
You are required to submit the following:
a. A literature review on your selected management practice.
Should you experience any difficulty in locating relevant
literature, please consult with the Module Coordinator. A
minimum of ten pieces of literature should be incorporated into

your literature review (these ‘pieces’ of literature can be either
textbook chapters or suitable journal articles). However, you
will inevitably read a larger number of pieces before deciding
those most appropriate for inclusion in your review. Please
refer to the guidance on writing a literature review later in this
course outline.
b. You are asked to outline two data collection methods which
would be suitable to investigate the topic you have selected.
You need to provide a rationale of why they are suitable.
You must submit all assessment to Brightspace using the
appropriate assignment submission links.
Three Important Documents to Review
Two important documents must be consulted before you
commence your studies on this module:
1. Grading Criteria
The following grading criteria will be used when grading the
assessment submitted for this module. Please review these
criteria carefully before embarking on this assessment
requirements for this module.
Table 3: UCD Grading System
Module Grades
Module Grade
Grade Point
Description
A+
4.2
Excellent
A
4.0

A-
3.8
B+
3.6
Very Good
B
3.4
B-
3.2
C+
3.0
Good
C
2.8
C-
2.6
D+
2.4
Acceptable
D
2.2
D-
2.0
FM+
0.0
Fail
FM
0.0

FM-
0.0
NM
0.0
No grade - work submitted did not merit a grade
ABS
0.0
No work was submitted by the student or the student was absent
from the assessment
Grade Descriptor
Grade
Additional criteria more relevant to module levels 3 and 4 in the
categories of analysis, synthesis and evaluation
A+
An exceptionally deep and systematic engagement with the
assessment task, with consistently impressive demonstration of
a comprehensive mastery of the subject matter and discerning
judgement, reflecting
· a deep and broad knowledge and highly-developed critical
insight, as well as effective synthesis of extensive reading
· a critical comprehensive and perceptive appreciation of the
relevant literature or theoretical, technical or professional
framework
· an exceptional ability to organise, analyse and succinctly
present arguments fluently and lucidly with a high level of
critical analysis, supported by very convincingly deployed
evidence, citation or quotation
· a highly-developed capacity for original, creative and logical
thinking
A

A deep and systematic engagement with the assessment task,
with consistently impressive demonstration of a comprehensive
mastery of the subject matter, reflecting
· a deep and broad knowledge and critical insight as well as
extensive reading
· a critical and comprehensive appreciation of the relevant
literature or theoretical, technical or professional framework
· an exceptional ability to organise, analyse and present
arguments fluently and lucidly with a high level of critical
analysis, amply supported by evidence, citation or quotation;
· a substantial capacity for original, creative and logical
thinking
B
A substantial engagement with the assessment task,
demonstrating
· a thorough familiarity with the relevant literature or
theoretical, technical or professional framework
· well-developed capacity to analyse issues, organise material,
present arguments clearly and cogently well supported by
· some original insights and capacity for creative and logical
thinking
C
An intellectually competent and factually sound answer with,
marked by
· evidence of a reasonable familiarity with the relevant
literature or theoretical, technical or professional framework
· good developed arguments, but more statements of ideas
· arguments or statements adequately but not well supported by
· some critical awareness and analytical qualities

· some evidence of capacity for original and logical thinking
D
An acceptable level of intellectual engagement with the as task
showing
· some familiarity with the relevant literature or theoretical,
technical or professional framework
· mostly statements of ideas, with limited development of
argument
· limited use of evidence, citation or quotation
· limited critical awareness displayed
· limited evidence of capacity for original and logical thinking
D-
The minimum acceptable level of intellectual engagement the
assessment task with
· the minimum acceptable appreciation of the relevant literature
or theoretical, technical or professional framework
· ideas largely expressed as statements, with little or no
developed or structured argument
· minimum acceptable use of evidence, citation or quotation
· little or no analysis or critical awareness displayed or is only
partially successful
· little or no demonstrated capacity for original and logical
thinking
FM
An unacceptable level of intellectual engagement with the
assessment task, with
· no appreciation of the relevant literature or theoretical,
technical or professional framework
· no developed or structured argument

· no use of evidence, citation or quotation
· no analysis or critical awareness displayed or is only partially
successful
no demonstrated capacity for original and logical thinking
2. Guidelines for the Presentation, Assignment Deadlines and
Submission of Assignments
This document provides a detailed outline of the rules and
regulations surrounding the presentation, submission and
marking of assignments. The guidelines provided must be
adhered at all times to avoid an unnecessary loss of marks.
Guidelines for the Late Submission of Coursework
This document provides a detailed outline of the rules and
regulations surrounding the presentation, submission and
marking of assignments. The guidelines provided must be
adhered at all times to avoid an unnecessary loss of marks.
Further details on
http://www.ucd.ie/governance/resources/policypage-
latesubmissionofcoursework/
3. A Briefing Document for Students on Academic Integrity and
Plagiarism
The University understands plagiarism to be the inclusion of
another person’s writings or ideas or works, in any formally
presented work (including essays, theses, examinations,
projects, laboratory reports, oral, poster or slide presentations)
which form part of the assessment requirements for a module or
programme of study, without due acknowledgement either
wholly or in part of the original source of the material through
appropriate citation. Plagiarism is a form of academic
dishonesty. In any assignment, plagiarism means that you have
presented information or ideas belonging to someone else

falsely as being your own original thoughts on a subject.
Students are strongly advised to ensure they are familiar with
the above document which can be found on Brightspace.
All assessment submitted must be the result of your own work.
The following statement must be included on the cover page of
all assignments submitted:
I declare that all materials included in this
essay/report/project/dissertation is the end result of my own
work and that due acknowledgement have been given in the
bibliography and references to ALL sources be they printed,
electronic or personal.
Tips on Successful Completion of the Project
Some of the factors which will contribute to the successful
completion of this project include:
· Careful choice of topic – choose a focused topic which will be
manageable within the timeframe available.
· Thorough understanding of the topic through reading of
academic literature.
· Ability to engage with the literature and the various arguments
and debates being presented by the different authors.
· Submission of project proposal and literature review by the
specified deadlines.
· Engagement with the Module Coordinator. This will help to
ensure that you remain ‘on track’ at all times.
· Ensure that you familiarise yourself with the Harvard Style of
Referencing and follow this style throughout.
Project Guidelines

· Marks will be deducted for careless punctuation, sentence
structure, spelling, grammar, referencing, poor structure/layout,
lack of headings etc.
· All submissions should be typed in 1.5 line spacing, 12 font
size and Arial font style.
· The project must be the result, solely of your own efforts. All
the sources from which data is drawn must be acknowledged in
the text and the sources fully cited in the bibliography.
Students should refer to the referencing guidelines previously
circulated.
MODULE CONTENT
Topic One
An Outline of the Research Process
Essential Reading:

- Chapter 1 ‘Investigating and Researching HR Issues’ and
Chapter 2 ‘First Stages Towards a HR Project’
Recommended Reading:
Bryman, A. & Bell, E. (2015): Business research methods.
Oxford: Oxford University Press - Chapter 1 Business Research
Design
Introduction
This section is designed to provide students with a brief
introduction to the concept of research in general and the nature
and conduct of research assignments in particular. Because the
concept of research is somewhat confusing it is important that
students read this study guide carefully: students are very often
unclear about what is meant by research and, secondly by what
is expected from a research project.
The proposal for research will identify an area of business for
research that interests you (Step 1). The next task is to refine
the topic and reduce it to a format appropriate for research. This
is done by the student informing him/herself of current
knowledge and thinking through a search and review of relevant
academic literature (Step 2), and using this to construct a
research question that will provide a focus for their own
research effort, and the basis of a planned programme of
research methods that will generate data to help answer the
research question (Step 3). The final part of the exercise is to
carry out the research, analyse the data generated and formulate
findings and conclusions of the research (Steps 4 and 5). You
are not required to complete Steps 4 and 5 for this module.
Indeed, as part of Step 3, you are only required to finalise a
research question.
Figure 1.1 A Map through the Research Process

1. Introduction/Proposal
2.Literature Review
3. Research Methodology
4. Research Findings

5. Conclusion
6. Have you outline a logical research design which will answer
the research question set out at the start of this process?
Remember the ‘TAE’ approach to academic writing. In the
research process, your Literature Review is T (Theory), the
findings chapter are A(Application) and the Conclusions
Chapter is E
(Evaluation of theory in light of its application).
For your project you do not actually complete any research. We
want you to show an understanding of the literature review
process and also how to select data collection tools which
would be suitable if you were to research the topic.
What is Research?
Over the past year you have read many course-related articles,
books and journals (i.e. literature), many of which present and
discuss the findings of research undertaken by their authors.
But what is the central focus or meaning of research?
Research is essentially concerned with the process through
which certain pieces of information are obtained that will
provide an answer to a particular question or that will add to

knowledge in a particular field. Primary Research refers to the
process in which the researcher (or student researcher) creates
information his or herself, whereas Secondary Research refers
to the process wherein the researcher draws on primary research
undertaken by other researchers. An example of primary
research is the design and conduct of a survey questionnaire by
the researcher, while an example of secondary research would
be using annual reports to ascertain the financial position of a
company. Primary research involves the researcher going into
the field and creating information. The researcher is
effectively, through the research process, creating information
that does not already exist. He/she is not using previous
research as a source of information but is instead creating
information from his/her own primary research. Primary
research does not need to be original: others may have
conducted similar work in the past.
The following is an example of the process through which
information and knowledge is created through primary research.
A number of researchers in the Industrial Relations and Human
Resources Group at UCD decided that they would like to find
out the extent of management-union partnership arrangements
among Irish firms. Therefore their research question was: "To
what extent are unions and management working on a
partnership basis in Irish firms?" The issue for this team of
academics was: "How will we find this information? What can
we do to get such information" They decided to send a standard
survey to the human resource manager in over a thousand
companies that asked questions on union-management relations
and decision-making in these companies. Therefore the
research approach (sometimes referred to as the Research
Design or Research Methodology), i.e. the method through
which they answered the research question) was a Survey.
When the questionnaires were returned to UCD the results were
recorded and, their research findings were published.

Why complete a research project and the Uses of Research
Why is research undertaken? Academic research is undertaken
for a number of reasons. The principal reason being that
research can create information and add to academic knowledge.
In addition to being interesting at an academic level, the outputs
of research may also be practically useful. For example, the
results of a study on poverty in inner cities will be practically
useful for policy-makers concerned with that issue.
From the student's perspective, this project can provide you
with first-hand experience of the research process. It enables
you to choose and explore an issue of particular interest to you.
It is not expected that you undertake or produce in-depth or
exhaustive projects on the scale of research conducted by
professional academics. Instead, the project is expected to be a
very modest exercise in which you will undertake a contained
and managed piece of research. This project is primarily a test
of your organisational and decision-making skills: your capacity
to identify a suitable topic and plan the research and to
implement that plan according to the timetable and requirements
laid down.
This project allows to you to look at the research on a topic in
depth and then to reflect on how it might be useful for a
practicing manager. You are asked to think about the theory
selected by the literature and think about it for a practicing
manager. You may like to localize this discussion to think about
this topic in a particular company or context and thus tailor the
considerations to management in this company or context.
General Principles of Academic Research
The most important principle in academic research is that it is
scientific. This means that the research is conducted according
to certain principles and rules. The purpose of this is to ensure
the reliability and quality of the research. This point is best
illustrated by an example which refers to the natural sciences. If

scientists in country X conducting research into the
effectiveness of anti-AIDS drugs rank drugs on the basis of
their "gut feeling" or the colour of the liquid, then it is obvious
that their conclusions will not be what is understood to be
"scientific." Instead they would be considered unreliable.
Similarly, research in the social sciences needs to be undertaken
in a scientific manner such that the results can be reliable and
so that another researcher undertaking similar research would
reach the same conclusion. For example, a person conducting
research into management control in his/her own organisation
who failed to set aside his/her own subjective biases in the
presentation of results will be likely to produce unreliable and
unscientific research.
This need for reliability and uniformity has led to the
establishment of a certain number of rules and principles
governing research in the social sciences. Another reason why
research in the social sciences is conducted according to
principles and rules is because in this way consistency and
usefulness of results across the academic community is
promoted: if academics in each country were to conduct
research according to markedly different rules and principles
then research would not be comparable between countries.
In brief, some of the general principles underlying academic
research are the following:
- it is scientific
- it is objective
- it is a planned process which has a number of separate stages
Steps Towards Completion of a Research Project
1. Choice of Topic
The topic that an academic or student chooses to research is,
first and foremost, the one that you find interesting. This is a

business programme of study so the topic should originate from
the modules on the programme you have studied to date.
How does one identify a topic? A useful approach to adopt is to
ask oneself: what questions or issues am I interested in that
could be answered through research? Topics are often suggested
by the existence of gaps or lacunae in the literature or by issues
raised in the literature. For example, while the UCD study on
workplace partnership was able to show the percentage of firms
with partnership arrangements in place, it did not provide in-
depth information as to the exact nature of such arrangements.
As interest in partnership has grown, the absence of this more
detailed information came to be seen as a gap in the literature
and therefore a subject or question worthy of research or about
which research could be very useful.
A consideration that can significantly determine the choice of
topic is the question of access to a possible research site. You
are not expected to conduct primary research in the field due to
the size of this project. Some of the considerations that might
influence you choice of topic might include the following:
· A practical interst problem at work – for example, why is ‘x’
happening in my organisation?
· Theory – for example, seeing how something that you have
read about in your course plays out in ‘real’ life?
· An existing piece of research that you might want to up-
date/test under a different set of circumstances – for example, is
‘x’ still the case or is ‘x’ the case in my organisation?
· Something from your own experience that you would like to
explore – for example, how has ‘x’ affected me as a worker or
is my experience of ‘x’ the same for my colleagues?
· Something that you would like to know more about – for
example, I have always been interested in ‘x’ and would like to
explore the area in more detail.

Developing your Topic
What do you want to know about your topic? Do you want to -
· Describing something – to find out the facts about a situation
(Descriptive)?
· Explore something – are you looking for patterns/new insights
(Exploratory)?
· Explain how or why (Analytical or Explanatory)?
· Forecast the likelihood of particular events (Predictive)?
1. Formulation of Research Proposal
Once you have chosen the general area and issue that you are
interested in, it is then necessary to formulate a research
proposal.
The research proposal will outline the issue or question for
research, justify the research and outline relevant academic
literature. It will answer the "what" and "why" questions, i.e.
"what are you interested in finding out?" and "why am I going
to research it?". Usually, a research proposal would also
contain some discussion of the research methodology that would
be used to provide information on "how" and the "what"
question will be answered. As no primary research is required in
this study, there is no discussion of methodology required.
B. Your Timetable
Research is a process that must be planned in advance and
which must be conducted in a number of distinct, step-by-step
stages. It is important that you demonstrate your ability to
manage the research process and the deadlines it requires.
Preparing a month by month plan is advisable. This allows you
to manage the research process in light of other commitments
which you might have on the programme or other personal and
professional commitments.

Topic Two
Selecting your Research Project
Recommended Reading
- Chapter 2 ‘First Stages Towards a HR Project’
Overview
This section deals with the practical issues of choosing an
appropriate topic for your project, and as with all important task
of developing a research proposal. The practicalities of
evaluating topics from your potential list of topics, in order to

choose the most appropriate will be dealt with, along with how
to formulate a good research question. The functional role of
the research proposal is detailed. The proposal acts as an
exercise in thought and also as a motivational device.
On completion of studying this topic:
· You should understand the importance of choosing a research
topic that lends itself to a doable project.
· You should be able to evaluate potential topics.
· You should be able to formulate a valid research question (and
hypothesis if appropriate).
Topic Overview
Below are some of the issues you might consider in selecting
your topic and preparing for your research proposal. Below is a
listing of suitable topics from you might like to review in order
to identify your topic. Very often a student will focus on one
particular aspect of one of these topics for their project.
Table 2.1 Possible Suitable Topics
Human Resource Management
1: HR Planning
HR Info Systems
HR and Law
2 Strategic HRM
Job Analysis/Design
Quality Work Life
3 – The Hiring Function
Recruitment & Selection
4 – HR Development
Appraisal, Training, Career Planning
5 Compensation & Benefits
6 Employee Health and Safety
7 - Managing Change
8 International HRM

A sample of a successful completed proposal is provided in
Appendix Two.
The Management Research Project is designed to introduce you
to the research process. In searching for a potential topic, you
might consider the following:
· Based on the modules you have completed to date, is there a
particular topic which you found particularly interesting?
Perhaps, you would like to research the topic or phenomenon in
your own organisation?
· It is not advisable to draw on two disciplines, e.g. to draw
upon both Organisational Behaviour and Human Resource
Management to research performance management. It is
advisable to decide which discipline you are interested in. For
example, using this example is it the theory of goal-setting and
motivation which you are interested in and if this is the case the
topic should be firmly located in the OB discipline. If you are
more interested in the implications of performance appraisal,
then the topic should be firmly grounded in the Human
Resource Management area. Good proposals tend to focus upon
a clear discipline, rather than confusing different disciplines for
a project.
· There may be a particular issue or problem, such as
absenteeism, cross-cultural communication or training, which
you would like to investigate further. If so, it is important to
look at the academic literature which might relate to this topic.
In considering the feasibility of topic, some of the questions
that you might ask yourself in preparation of a suitable proposal
are:

· Does this topic fit within the business discipline? If this topic
is not oriented towards the business discipline, it is not suitable
for this project. You should be able to relate your topic to one
of the modules on the programme.
· Is the topic of interest to you? The project is going to demand
a lot of work so try and pick a topic which is of genuine interest
to you.
· Whose perspective are you investigating? Generally, problems
or issues do not exist objectively. They are uniquely framed or
perceived by different people. For example, both employees
and management are likely to view workplace-related issues
differently.
· What are the different dimensions of the topic? Most issues
are fairly complex and the more you drill down into them, the
more you end up seeing more and more angles to the issue. It
will often only be possible for you to look at one dimension of
an issue.
· What resources are available to me? How feasible is your
topic in terms of resources such as time, access to academic
literature, etc.
· Will you be able to complete your project in the timeframe
allocated? This is important to ensure that the project can be
completed within the time allocated. If it will take you longer to
collect the required data and complete this topic, it is not
suitable for this project.
If you are able to address each of these above questions
comprehensively, you are now ready to start to prepare your
proposal for submission.

Topic 3
The Literature Review
Recommended Reading
- Chapter 3 ‘Finding and Reviewing HR Literature and
Information Sources’.
· You should be able to identify the features of academic
writing.
· You should know where to search for literature.
· You should be aware of the major journals in the field you
have selected.

· You should be familiar with the major electronic databases of
both full-text articles and abstracts.
· You should be familiar with how to search using the major
electronic databases.
· You should be able to evaluate the quality of internet based
information.
· You should know how to review and critically evaluate the
research literature.
· You should be able to organise the literature that you have
evaluated.
· You should understand that a literature search should be
conducted multiple times throughout the research process.
· You should be able to use the literature to refine your research
question.
· You should understand what constitutes plagiarism.
· Please also review the referencing guidelines for the
programme which are expected format for all references.
Critical Thinking
How can you ensure that you get the most from your reading?
Key terms to familiarise yourself with from readings above:
Systematic review, thematic review, narrative review,
plagiarism
A literature review presents
a summary of the academic literature on your chosen topic and
serves to
inform the research to be engaged in. It d
evelops knowledge of the chosen topic/research question and h
elps put shape on areas to be probed further in the course of the
research. All in all, it provides a framework upon which a
research programme can be designed (the research objective in
the form of a question; the methods to be employed in
undertaking the research).

A good literature review
· Goes beyond simply listing relevant literature
· Is a critical essay
· Assesses the range of literature available
· Is a critical summary of the literature
· Examines the background against which your own research is
set
· Relates different writings to each other, compares and
contrasts
· Does not take the literature at face value
· Shows an awareness of the theories and values that underpin
the research
Sample Structure of a Literature Review
· Introduction
· Topic/Research Question/Research Objectives
· Areas of literature to be reviewed, how you selected the
literature (why some areas are included and other areas are not
included)
· Begin by setting your topic within the broader business
context
· No need to make reference to or discuss the research site or
organisation at this stage.
· Conclusions
· Bibliography
The following is an extract from the guidelines provided by the

UCD Library on writing a literature review.
A literature review offers an overview of the relevant and
significant literature on a research area. It reviews the critical
points of current knowledge on a particular topic - ie. a survey
of articles, books, conference papers, theses etc. It is usually
limited to a particular timeframe, and should include a
description, summary and critical evaluation of the materials
presented.
A literature review is not a list describing or summarising one
piece of literature after another.
The purpose of a literature review is: to demonstrate your
ability to identify the relevant information and outline existing
knowledge; identify the "gap" in the research that your work
will address; produce a rationale or justification for your study.
Remember: There is no one single correct method to writing a
literature review.
For further information and guidance on Literature Reviews,
consult:
http://www.ucd.ie/library/elearning/litreview/story.html
Process of Preparing a Literature Review
1. Locate several books or articles which address your topic.
First review your study guide or textbook for one of the
modules completed to date. Sometimes it is helpful to review
the bibliography of the one of the first scholarly resources you
have located on the topic as it will help you locate further
material.
1. In preparing your literature review, remember there are two
aspects which you are attempting to complete:
1. Define your research question

1. Read and evaluate significant literature which is directly
relevant to your question.
1. Compare the articles and books to evaluate where they are
similar and where they diverge.
1. Form an argument/thesis which can be supported by the
material you have located.
1. Decide upon how to organize the material thematically and
how to plan the literature review.
1. Using headings, prepare the literature, comparing and
evaluating the different aspects of your research topic.
1. Write an introduction which introduces your research
question and provides the reader with an overview of the
organization of the literature review.
1. Write a conclusion that reconciles key similarities and
differences between the sources on the topic and which links
back to your research question.
Ultimately, the review should start with broader themes and
should ‘filter’ down to the more refined themes which are more
directly linked with your research question (see the figure
below).
Figure 3.1 The Literature Review Process
(Horn, 2009: 94)
It is your research question what defines what is relevant to
your literature review.
Your literature review will inform the research question and the
research question will inform the literature you select for your
review.
This is an iterative process.

A sample literature review is available in Appendix Three.
Topic 4
Analysing the literature
Recommended Reading
- Chapter 3 ‘Finding and Reviewing HR Literature and
Information Sources’.
Analysing the Literature
Generally after the literature review, a research project would
continue to outline the project research design and then its
findings. However, due to the size of this module, the final part
of this project is look at the implications of the theory you have
selected for management practitioners in the field.
At this point, you might select three or four key themes which
arose during the literature review and to discuss these critically
in light of what implications it has for a manager. What are the
practical issues with the themes? For example, if you were to
focus your research on performance management, what might be
practical issues of implementing a performance management
system? Might there be considerations in terms of the systemic
nature of performance management cycle and implementing
this? Perhaps there are practical limitations to aligning
individual performance goals with organizational goals? What
are the issues a line manager would encounter with these
issues?
In order to allow for a robust discussion of the implications for
the topic for management, you may like to focus the discussion

a particular company or a particular industry. This will allow
the discussion be grounded in particular context and avoid it
being too abstract.
Topic 5
Research Design – Getting Answers
Essential Reading:
- Chapter 1 ‘Investigating and Researching HR Issues’
Choice of Research Design and Methodologies
According to Anderson (2004; 253), methodology is ‘an
explanation of how the issue was investigated as well as a
description of procedures undertaken in order to gather, record
and analyse data’. You will need to select two data collection
tools and why you think they would help you investigate the
topic you selected. You will be asked to provide an explanation
of your tools and their selection. It is important that you
demonstrate an informed approach to this discussion and that
you demonstrate your understanding and reading of the material
which has informed your selection of research strategy. The
following chapters are designed to guide you through this
process and help you understand the different between research
design and data collection.
The headings which are generally expected in a research
methodology section for a major research project (not your
assignment) include the following.
· Research Question and Research Objectives
· Research Design Discussion
· Data Collection

· Managing Access
· Unit of Information
· Selecting your research participants (sampling)
· Response Rate
· Data Analysis
Research Strategy
Research strategies are determined by fundamental questions
regarding the nature of what exists which in turn guides the
collection of empirical evidence. Bryman and Bell (2011)
provide a good overview of the nature of knowledge and some
of the philosophical considerations. They outline some of the
epistemological (i.e. what is considered as knowledge and
ontological (i.e. what is the nature of social entities)
considerations. You are not expected to engage to any great
extent in these considerations but rather to be aware of them
and their influence over your research design.
In Chapter Two of Bryman and Bell, consideration is provided
to the research design of Research Methodologies. As
mentioned earlier, primary research refers to the process in
which the student undertakes his/her own research in the field,
thereby creating or generating new pieces of information or
knowledge. By contrast, secondary research consists of an
examination of primary or secondary research that has already
been conducted by others. Primary research leads to the
generation of primary data, while secondary research leads to
the collection of secondary data. The term research
methodology refers to the process or methods that are used to
gather data.
Criteria of Research
Generally, the criteria by which research is evaluated are
replicability (i.e. can others reproduce what you have done),
reliability (i.e. can the study be repeated) and are the results
valid (i.e. the integrity of the results).

Research Designs
Generally, there are 5 types of research design:
· Experimental Design
· Cross- Sectional (/Social Survey) Design
· Longitudinal Design
· Case Study Design
· Comparative Design
Please consult chapter 2 of the Bryman and Bell text which
outlines the rationale for the different designs and when they
may be suitable. In the social sciences, including the business
discipline, most research tends to be case study design. The
following chapter outlines the approach of case study designs. It
is important that you demonstrate a rationale for which research
design you have selected and why could be a suitable method to
use for exploring a project on the topic you suggest.

Note to Students
The following topics cover data collection and ethics. You are
not required to complete any primary research. For this project,
you are asked to select two data collection methods, describe
them briefly and to provide an insight into why these two
methods would be suitable to investigate the topic you have
selected.

Topic 6
Data Collection
Recommended:
Denscombe, M (2010): The Good Research Guide: For Small-
scale Social Research Projects, 4th edition,London: Open
University Press – Read Part II Methods of Social Research
On completion of studying this topic
· Understand the difference between qualitative and quantitative
research.
· To select a quantitative or qualitative approach for your own
research
· You should be aware of the major characteristics of qualitative
or quantitative methods of inquiry.
· You should be aware of the popular qualitative or quantitative
methods suitable which may be your dissertation.
Key Terms
Qualitative research, quantitative research, scales of
measurement, replicability, reliability, validity, linear research
path, sampling, sample size.
Qualitative Research
It is often argued that the qualitative method of inquiry is
unscientific, Harré (1997), notes that it is not always clear just
what is meant by such a criticism. Qualitative methods of data
collection and analysis may not lead to numerical results,
however as the following sections will demonstrate they are
nevertheless of great precision. Compared to quantitative
methods of inquiry, qualitative research has less agreement on

what constitutes the essentials due to the diversity of the field,
and the differing guiding qualitative paradigms. Therefore what
follows, focuses on methods and techniques that you can use for
your dissertation, for example ethnography, participant
observation, interviews (will be dealt with in the next section)
and focus groups.
Table 6.1 Qualitative Versus Quantitative Methods
Qualitative Methods
Quantitative Methods
Emphasis on understanding
Emphasis on testing and verification
Focus on understanding from the respondent’s / informant’s
point of view
Focus on facts and / or reasons for social events
Interpretation and rational approach
Logical and critical approach
Observation and measurements in natural settings
Controlled measurement
Subjective insider view and closeness to data
Objective ‘outsider view’ distant from data
Explorative orientation
Hypothetical-deductive; focus on hypothesis testing
Process oriented
Results oriented
Holistic perspective
Particularistic and analytical
Generalization by comparison of properties and contexts of
individual organism
Generalization by population membership
Ethnography and Participant Observation
There are a number of observation techniques, in quantitative
research a structured approach is taken, where categories to

observe are predefined, whereas qualitative researchers utilise a
more unstructured approach, and observations are made in a
natural open ended fashion without the use of pre-determined
categories. Participant observation is a very popular intense
research method used by qualitative researchers, however it is
usually beyond the scope of undergraduate research. Participant
observation involves social interaction between the researcher
and the participants, often referred to informants. This
approach in quite labour intensive.
Focus Groups are basically group interviews. Chapter 19 of the
Textbook by Byrman and Bell does a very good job at
describing the practical issues involved to carrying out a focus
group type study.
Quantitative Research
The long standing quantitative approach to inquiry emphasises
precise measuring of variables and testing hypotheses that are
usually linked to general casual explanations. Quantitative
researchers are usually concerned about issues of design,
measurement, and sampling, because their deductive approach
emphasises detailed planning prior to data collection and
analysis.
Data Collection
Depending on your overall approach to the research design,
different data collection methods are available to you to
suggest.. Be careful not to mix up a research design (e.g. a case
study) with the tools of data collection. There are generally two
parts of this section on data collection. First, you should give
some kind of overall description, providing the “big picture”.
The opening section of your research findings may also serve to
remind the reader of what you set out to achieve in this research
assignment (i.e. your research question and research

objectives.) Second, you should present and analyse. The
ensuing chapters provide an insight into these different tools –
you will most likely select one or two data collection tools. At
this stage, please acquaint yourself with the various tools
available before your select those most relevant to your
research. You will need to provide a rationale of why you have
selected particular tool, e.g. why pick semi-structured
interviewing over a survey.
As can be seen from the above examples, the choice of research
methodology is strongly influenced by a number of
considerations including:
· the nature of the information requested
· the possible sources of information
· the practicalities of obtaining the information and conducting
the research
methods used to collect secondary data

Topic 7:
Data Collection: The Case Study
Essential Reading
Oxford: Oxford University Press. Chapter 3 ‘Research Design’.
Eisenhardt, K. M. (1989): Building theories from case study
research. Academy of Management Review, 14 (4), 532-50
Voss, C., Tsikriktsis, N., & Frohlich, M. (2002): Case research
in operations management. International Journal of Operations
and Production Management, 22(2), 195-219.
Additional Reading
Yin, R.K. 2009. Case study research: Design and methods (4th
ed.). Thousand Oaks, CA: Sage.
Case studies are often used in applied areas such as
management. The case study consists of a detailed
investigation of people usually over a period of time within

their context. The aim of carrying out a case study is to provide
an analysis of the context and processes that illuminate the
theoretical issues under investigation (Hartley, 2004).
Therefore, if the aim of your research is a detailed and rich
understanding of contextual dynamic social processes then the
case study may be an appropriate method of inquiry.
· You should understand the benefits of case study research
· You should understand the difference between case study
research and the use of cases as anecdotal evidence.
· You should be able to decide if the case study method is
suitable for your dissertation.
Critical Thinking
· Decide if the case study method might be suitable for your
dissertation, and if so, how would you go about this type of
research?
Key Terms
Single case, multiple methods.
The Case Study
Many students will select a case study design. A case study is a
common methodological approach in the business and
humanities. A case study involves the researcher in studying
one or more particular "case". It is not expected, and indeed
not desirable, to conduct more than one case study for the
purposes of this dissertation.
Conducting a case study generally involves undertaking in-
depth research into a particular organisation, sector etc. Again,
the nature of case studies can best be illustrated by an example.
A number of years ago, a student was interested in exploring the

issue of the impact of enterprise partnership arrangements on
company performance and productivity. It was decided that
information in relation to this issue could be generated through
the conduct of a case study of one particular company that had a
partnership arrangement. The conduct of a case study involves
the researcher conducting in-depth research into a particular
organisation. In the partnership study, in order to examine the
impact of partnership on company performance the student
collected a lot of information about the company from
secondary sources such as company reports, union reports,
official company documents etc.
The student through interviews also obtained detailed
information on the operational changes introduced as a
consequence to the introduction of partnership. Having drawn
up a detailed profile of the organisation the student then
identified a list of performance indicators about which he
wished to obtain information on. For example, production costs
were one of the indicators about which he wanted to examine
the impact of partnership. By using secondary data on costs
provided by the company in combination with semi-structured
interviews with production managers and Advisors, the student
was able to explore the relationship between cost performance
and the partnership working arrangements.
When designing your research, you may decide to select a case
study approach. A key advantage of the case study approach is
that it allows explanation of complex social phenomena. It also
allows you to draw on the context of the case. If you select a
case study, it is important that you provide rich contextual
information on the research site,in order for the context of the
case to be understood. Another of its strengths is its ability to
deal with a variety of evidence, providing rich empirical
material and facilitating data cross-checking (Roche, 1997). It
is generally associated with finding answers to the ‘how’ and
‘why’ type of research questions. It provides more detailed,

accurate and ‘nuanced’ insights into your research topic. Case
study research is not a methodological choice but a choice of
what is to be studied (Stake, 2000). It is associated with the
interpretivist tradition and if selected, it should be discussed as
part of your research design in your methods chapter/progress
report. (It should not be discussed as part of the section on data
collection, as it is not a method of data collection in its own
right). The case study is defined by interest in an individual,
particular case, rather than the methods of inquiry that is
utilised. It is a methodology that explores a single phenomenon
(the case) in a particular context, using a number of methods to
obtain in-depth knowledge (Collis and Hussey, 2009). Yin
(2003) highlights three key characteristics of the case study:
1) The research does not commence with a set of research
questions about the limits within which the study is to take
place – this will resonate with many of you who took this
approach when you commenced your research last August with a
topic in mind, rather than the specific research question that you
have since identified.
2) The research study will use multiple methods to collect data
that may be qualitative and quantitative.
3) The research attempts to explore and understand certain
phenomena within a particular context.
Case Studies may also be categorised as:
- Unique or Typical
- Intrinsic/Comparative/Purposive Cases
- Single of Multiple Cases
The case study approach draws upon the concept of
triangulation, which triangulates the descriptions and
interpretations through the duration of the study. This reduces
the chance of researcher misperception by using multiple
perceptions to clarify meaning (Stake 2000). By triangulating
the findings of your research, it allows you establish the ‘facts’

of the case as one type of data verifies another. Triangulation
provides a more robust set of data, as a result.
For further resources on case studies, please consult the
following:
Bryman, A. and Bell, E. (2007): Business Research Methods,
2nd ed., Oxford University Press: Oxford
Campbell, D.T. (1975): ‘Degrees of freedom and case study’,
Comparative Political Studies, 8:178-93
Collis, J. And Hussey, R. (2009): Business Research: A
Practical Guide for Undergraduate and Postgraduate Students,
Basingstoke: Palgrave
Cooper, D, and Schindler, P. (1998): Business Research
Methods, 6th ed., London: McGraw Hill
Roche, W.K. (1997): ‘Selecting case studies in business
research’ in T. Brannick and W.K. Roche (eds.), Business
Research Methods: Strategies, Techniques and Sources, Dublin:
Oak Tree Press
Stake, R. (2000): ‘Qualitative Case Studies’ in N. Denzin and
Y. Lincoln (eds), The Sage Handbook of Qualitative Research,
Thousand Oaks: Sage
Yin, R. (1993): Applications of Case Study Research,
California: Sage
Yin, R. (1989): Case Study Research: design and methods,
London: Sage
Topic 8

Data Collection: The Survey
Recommended Reading
- Chapter 9 ‘Collecting and Recording Quantitative Data’.
The Survey
The survey method consists of the systematic gathering of
specific data from respondents. You might decide to select the
survey approach if you wish to collect data from many
respondents and you will not have time to discuss the topic with
them individually or if your research question warrants the use
of a larger sample size. The term survey generally stimulates a
picture of a detailed questionnaire that is completed by
individual respondents. In addition to the use of questionnaires,
personal interviews are also a survey method that can produce
the information required. As will be outlined below, the choice
of which survey method to use will be determined by the nature
of information one is looking for and who might be in a position
to provide it. Whether a questionnaire or interviews (or both)
are administered will also be significantly determined by
practical considerations, such as the amount of time and
resources the student has available.
Questionnaires
Choice of questionnaire or interviews will depend on the nature
of the research assignment and the type of information that is
being requested. This is best illustrated by reference to an
example. One research project was concerned with getting
information on the levels of commitment and views on work of
part-time workers in the ESB. The information required was
relatively basic: for example, the project was concerned with
establishing the nature of the individual worker's job; the
reasons why the worker chose to work part-time; and their
views on their prospects for promotion within the company. For

the findings to be of value it was necessary to get this
information from a large number of part-time workers: for
example, if the views of only four workers out of 150 were
sought, then it would be impossible to rely on the research
findings to draw conclusions about the complete body of part-
time workers. By contrast a postal survey that provided 80
responses (i.e. from over 50% of all the part-time workers)
would facilitate the making of statements and conclusions
regarding the whole body of part-time workers. The fact that
the information being sought was of a relatively simple nature
and the need for a large number of responses made the postal
questionnaire the appropriate methodological approach.
The purpose of questionnaire research is to obtain information
that cannot be easily observed or that is not available in written
or computerized form. Evidence from the questionnaire survey
is then used for one or more of the following purposes –
explanation, description or testing a hypothesis (Remenyi et al,
1998). Saunders et al (2007) note the various kinds of
questionnaires as shown in Figure 7 below.
Figure 8.1: Types of Questionnaire
Source: Saunders et al (2009:363)
The following aspects of the questionnaire survey need to be
considered:
· Purpose of the questionnaire
· Questionnaire design – type of question, structure, length etc.
· Pre testing the questionnaire
· Questionnaire administration – electronic, postal etc
· Sampling techniques – snowball, convenience etc
· Analysis of completed forms

Designing a survey
Designing a survey is a time consuming exercise but it is time
well spent. Students often expect that they can quickly design a
survey in an afternoon but designing a survey, piloting it and
redrafting it can take much longer. In the first instance, you
might like to look at the research you have reviewed for the
literature review and see if the survey instrument was used for
this research. If so, it is advisable to review the structure and
content of the survey and examine if some of the existing
questions may be suitable for your own study. Some articles
will include copies of the questions asked or on occasion, they
might include the entire survey. It is important to ask
permission from the author if it is decided to replicate some of
their survey.
Maylor and Blackmon (2005:188) suggest the following steps in
designing a survey, if you were doing a survey:
1. Decide what you want to ask – start with the research
question and objectives and see how you could break these
questions down further for the survey.
2. Decide what respondents you want to include and how you
want to ask them – you need to select your population sample.
Consider who will have the answers to the questions you are
asking. Consider where you have access to you and what you
likely response rate is i.e. how many respondents will actually
answer your survey.
3. Design your survey – Draw up a listing of your intended
questions and then organise them in the best order. You might
like to group them by theme, perhaps the themes that you used
to structure your literature review. Consider if you will use
open or close-ended questions. In deciding this, consider how
you will analyse the answers. If you decide to use open-ended
questions, how will you present these findings. Maylor and
Blackmon advise to bear in mind the principles of clarity,
simplicity, brevity and neutrality when designing the survey.

Make sure the survey is not too long as this can be a deterrent
to respondents. Consider if you will issue the survey in paper
format or online – both have advantages and disadvantages.
4. Pilot your survey – Once you have designed your survey, it is
important to pilot it so you can avoid any serious problems
when it is issued. Try out your questions – do people understand
your questions. How do they navigate the survey? Does it take
too long for them to complete the survey?
5. Revise your survey – revise your survey once you have
piloted it. If you have made major revisions, it may be
necessary to pilot it again.
6. Seek Advice: Maylor and Blackmon do not have this in their
process but I suggest that you ask the advice of your supervisor
before you issue the survey.
7. Administer your survey - once you have piloted it and your
Advisor has signed off on it, you can then issue it. Be sure to
allow contingency time for you to issue reminders in case the
response rate is very low.
There are different formats of questionnaire and modes of
administration to consider, including:
· Self-completion questionnaires
· Postal questionnaires
· Online questionnaires
According to Bryman and Bell (2015), some of the advantages
of self-completion questionnaires include:
· Cheaper to administer
· Quicker to administer
· Absence of interviewer effects
· Convenience for respondents
Some of the disadvantages to consider include:
· Cannot prompt the respondent
· Cannot probe the respondent
· Cannot ask many questions that are not salient to respondents

· Difficulty to ask other kinds of questions
· Cannot ask additional data.
· Possible lower response rates
Online questionnaires
A number of online questionnaire tools are available to help
researcher design ar survey (e.g. Surveymonkey or Qualtrics).
Wright (2005) outlines some of the advantages with such tools
include:
· Access to difficult to access populations
· Time efficient for researcher and respondent
· Cost: cheaper to administer
Some of the disadvantages include:
· Sampling. The characteristics are not often known by the
researcher of this online community
· Response rates: they can be lower if a response is sought via
email

Topic 9
Data Collection: The Interview
Essential Reading:
- Chapter 7 ‘Collecting and Recording Qualitative Data’.
· You should understand how to design and conduct a
qualitative interview as a means of data collection
· You should understand how to prepare for structured, semi-
structured, unstructured and telephone interviews
· You should be able to transcribe your data for qualitative
analysis
Key Terms
Semi-structured interviewing, structured interviewing
Interviews
Interviews are often used where the issues that the researcher is
concerned with are of a complex nature and where it may not be
possible to get the information required using a questionnaire.
Again this can best be illustrated by reference to an example.
Another past dissertation was concerned with examining and
exploring the impact of the Single European Market and
Economic and Monetary Union on collective bargaining in the
banking sector in Ireland. As is evident from this, the project
was concerned with complex and uncertain issues. Considering
the question of "where" and "from whom" the student might get
this information, the student decided to conduct interviews with
senior figures on management and on the union side that were
involved in bargaining in the banking sector. Because the
information required would only be in the possession of a small
number of people, it was not necessary to consider a postal
questionnaire; in addition, the complexity of the issues at hand

made the use of semi-structured interviews in which the student
could explore and probe issues with the interviewee seem
desirable.
There are three key types of interviews: structured,
unstructured, semi-structured. Please see below. For most
researchers in the business discipline, semi-structured
interviewing is most appropriate:
· Structured
· Interviewer has a list of questions & sticks to the script
· Does not deviate or make additional comments
· Often used in large-scale studies when more than one
interviewer is involved
· Typically used in market-research interviews
· Unstructured
· Interviewer’s approach is exploratory, not scripted
· Questions are intended to provoke conversation & draw out
interviewee’s views on topic
· Interviewer interjects own comments as appropriate
· Style is free-flowing rather than rigid
· Semi-structured
· Some scripted questions but deliberate flexibility to allow for
unexpected responses
· Seems to be popular in our area at the moment
The nature of the interview conducted will be determined by the
information being requested. The more complex the issue at
hand, the less the researcher will be able to structure the
direction of the interview: in discussing a complex issue the
interviewer may have to think of questions as the interview is
being conducted; by contrast where only very basic the most
common of which for our purposes is the semi-structured

interview. Here the interviewer has a list of questions to ask,
but allows for the possibility that the direction of the interview
and the nature of questions asked can change depending on the
responses given. This allows the interviewer to maintain a
flexible approach to the examination of difficult issues. By
contrast, when the information is of a basic nature a structured
interview in which the content and order of questions is
predetermined is preferable.
A researcher should prepare the interview questions having read
the literature review. This will generate questions about the
practices of the company in reality in comparison to what the
literature suggests they should be doing. It is recommended
that you have 8-10 questions in advance prepared if a researcher
is conducting a semi-structured interview. It is advisable to use
your research questions or the themes from your literature
review to group and generate the interview questions.
In preparation for interviews, there will be a number of items
required for a researcher to bring to the interview. These
include:
· Informed Consent Form for interviewee
· Information Sheet
· A reliable recording device
· Pen and paper (for notes during and after the interview)
· List of interview questions

Topic 10
Data Collection: Documents and Secondary Sources
Essential Reading:
- Chapter 6 ‘Finding and Using Documents and Organisational
Evidence’.
· You should be aware of how to use secondary sources
· You should be evaluate which sources are relevant to your
study
Key Terms
Primary research, secondary research, relevance
Conduct of Primary and Secondary Research
For this project, it is essential for you to collect primary
research. Primary sources are those sources which contain data
for the purposes of published research (Horn, 2009).
Documentary analysis is considered as primary research.
Denscombe (2010) gives good advice on how to manage
documentary evidence.
Conversely, secondary sources are those that contact data from
another study. It is the source of the data which determines its
categorisation. If a study collects data from respondents, for
example by interview or through surveys, it is a primary source.
It is a primary source even, if it also has some secondary

sources reported (Horn, 2009) The term primary or secondary
sources relates to data collection only, it does not refer to the
academic literature. As students with experience, you are likely
to have access to a range of secondary sources for your
research. Ensure that you appropriate draw upon secondary
sources and reference them appropriately.

Topic 11
Reporting Research Results
Essential Reading:
- Chapter 7 ‘Analysing Qualitative Data’ and Chapter 9
‘Analysing Quantitative Data’
On completion of studying this topic
· You should be aware of the issues in preparing and validating
data
· You should be able to structure your data analysis chapter
· You should have a sense of how to code your data
Key Terms
Reliability, replicability, validity, triangulation.
Reporting of Research Results/Findings
A research project is primarily an exercise in organisation and it
is important that it be well presented with distinctive and
clearly evident component parts. While the content and logic of
research are of paramount importance, the organisation and
style elements are critical to the acceptance of the research
assignment by readers.
Remember your project for this module requires no primary
research! This chapter helps you understand the process should
you even undertake a research project.
Whatever the subject matter of the research assignment, an
effective way to proceed is to answer the following four
questions in order:
1. What was the topic/problem?
Your answer is the Introduction / Literature Review.

2. How did you study the topic/problem?
Your answer is the Research Methodology.
3. What did you find?
Your answer is the Results.
4. What do these findings mean?
Your answer is the Analysis/Discussion.
5. What importance does your research have for theory and
practice?
Your answer is the Conclusion.
Discussion of Results/Findings
The following guidelines/principles will help to write a good
discussion or analysis of the project results:
1. Try to present the principles, relationships and
generalisations shown by the results. Remember in a good
discussion you discuss do not recapitulate the results.
2. Indicate any exceptions or lack of correlation, and define
unsettled issues. Provide tentative reasons for such unexpected
findings.
3.Show how your results and interpretations agree or contrast
with previously
published work.
4.Don’t be shy; discuss the theoretical implications of your
work, as well as
any possible practical applications.
5.State your conclusions as clearly as possible.
6.Summarise your evidence for each conclusion.
The primary purpose of the discussion or analysis of results is
to show the relationship among observed facts. All too often,
the significance of the results is not discussed or not discussed
adequately. If a reader of a research assignment finds
him/herself saying “so what” after reading the discussion, the
chances are that the author became so engrossed with the trees

(the data) that he didn’t really notice how much sunshine
(information) has appeared in the forest. The discussion should
end with a short summary or conclusion regarding the
significance of the findings/research. It is important to keep the
research objectives under active consideration at this stage.
If a researcher has numerical results to present they should be
given in tables and graphs and these should also be explained.
Only meaningful relationships should be presented, i.e.
information which supports or leads to the rejection of their
hypotheses. Variables which are important determinants of the
relationship being examined should be tabulated or graphed.
Variables which do not seem to affect the relationship need not
be presented. It is important, however, to describe even the
negative aspects of your research. It is good insurance to state
what you did not find. If statistics are used to describe the
results they should be meaningful. The results should be short,
without padding. The results section comprises the new
knowledge that you are contributing to the world. The earlier
submissions are designed to tell why and how they obtained the
results; this submission is designed to tell what they mean. The
results must be presented with crystal clarity. Avoid redundancy
in the results. The most common fault is the repetition in words
of what is already apparent to the reader from examination of
the data in the tables and graphs. Even worse is the actual
presentation, in the text, of all or any of the data shown in the
tables or figures. Do not say “it is clearly evident from Table 1
that profits have declined as a result of the increase in labour
costs”. Say instead “increased labour costs produced a decline
in profits (Table 1)”.
Usually, the discussion of results or the analysis of results, is
conducted as part of the narrative in which results are presented
and described. Sometimes, however, a topic might best be
handled by dividing up the sections reporting or describing the
results and discussing or analysing the results.

Topic 11:
Managing Ethics
Recommended Reading
Oxford: Oxford University Press. Chapter 6 Ethics in Business
Research
Saunders, M., Lewis, P. and Thornhill, A. (2012): Research
Methods for Business Students, Essex:Pearson – Chapter 6
Negotiating Access and Research Ethics
Additional Reading
· Code of Ethics -
http://aomonline.org/aom.asp?id=14&page_id=235
· UCD Code of Good Practice in Research -
http://www.ucd.ie/t4cms/REC%20Code%20of%20Good%20Prac
tice%20in%20Research%20271010.pdf
This section deals with the crucial issue of ethics in
management research in the planning, execution, and reporting
stages of research. Instead of seeing management science and
ethics as separate, a superior understanding recognises their
essential interdependence. The topic also, highlights the codes

of ethics laid down by a number of major professional bodies,
to act as a shared moral framework for making ethical
decisions.
· You should be aware of the major functions of ethics codes,
and why they play such a crucial role in management research.
· You should understand the interdependence of ethics and the
research process.
· You should be able to make the necessary ethical decisions
involved in the planning of your research project, in the status
and welfare of your participants, and in the interpretation of
your data.
· You should also be aware of the noteworthy issues involved in
ethics for qualitative research.
Critical Thinking:
· Why is there so much controversy around the issue of
informed consent?
· What exactly is involved in upholding the privacy principle?
· Outline the differences between anonymous participation and
keeping participation confidential.
Key terms:
Informed consent, deception, competent caring, debriefing,
privacy, confidentiality, anonymous, data protection, trust,
integrity.
Ethics concern the moral principles that decide how we believe
and act (Maylor and Blackmon, 2005). It is critical that, as a
researcher prepares their research that they demonstrate an
insight into the ethical considerations of the project. Ethics are
the conventions for conduct that are based on particular
principles or values, for example a responsibility to our
participants, honesty, integrity, data protection and
confidentiality. Bryman and Bell, (2011:128) cite Diner and

Crandell who suggested four main areas of ethical principles:
· Whether there is harm to participants
· Whether there is a lack of informed consent
· Whether there is an invasion of privacy
· Whether deception is involved
It is the role of the researcher to ensure that they ethically
complete ytheir reearch and to minimise the possibility of harm
to any research participants. It is important that they evaluate
the risk of harm to your participants. Most business and social
science research carries a low risk of harm, compared to clinical
research for example. In conducting research some of the times
when ethical issues come to the fore are:
· Accessing the research site (/s): ensure that access to provide
to the research site in a transparent fashion. You should inform
them of your intended research and its purposes (an information
sheet detailing the purpose and scope of the research can be
provided to the organisation and research participants).
· Designing your research: The design of your research should
be ensure that the data will be collected in an open and honest
fashion.
· Informed consent: All interview participants should provide
informed consent. This confirms their understanding of the
research and provides their consent. This can be provided to
interview participants using an Informed Consent Form and
Information Sheet. It is advisable to retain these until your final
degree grade is awarded. Survey respondents should be
informed of the purposes of the survey they will complete.
· Considerations around confidentiality: For example, it is
important that all data is retained confidentially and used for

the purposes of your project only. It is important that you do
not divulge the information or individual views of participants
to each other or to anyone else within the organisation. Some
research sites may request a letter of non-disclosure, which
confirms that UCD will only retain your project for academic
purposes and all information will be kept confidential. Your
Programme Manager/Learning Support Officer will be in a
position to provide you with this letter is necessary.
· Issues around anonymity: Some interview participants may
request to contribute to your study if they are kept anonymous.
In such instances, you need to carefully consider how your
findings will be reported to ensure the anonymity of this
participant. Equally, some research sites may grant access but
request that the company identity is anonymous. In this
scenario, you will have to consider how much background
information you can provide on the organisation without
divulging its identity (if you are not in a position to name the
organisation, you should ensure that your Advisor is aware of
who the organisation is).
· Data Storage: All data must be carefully stored. It is not
advisable to store data, for example on a work computer, where
it could be accessed by others.
· Represent findings correctly – don’t misrepresent your data.
Ensure that the findings are accurately represented and that the
conclusions you draw are specifically based on the findings you
have made.

Concluding Note from Module Coordinator
This module was designed to introduce you to the research
process. By completing a literature review and reviewing
possible data collection tools, we hope you are sensitized to
some of the foundation concepts of the research process.
Hopefully, if you have to complete a research project in the
future with your career. You have the fundamentals to
commence this process.
With best wishes for your future career!
Dr Orna O’Brien
UCD Module Coordinator

BIBLIOGRAPHY
The following is a list of some of the books you may wish to
consult when preparing your literature reviews:
Human Resource Management
Armstrong, M. (1996): Personnel Management Practice. Sixth
edition. London: Kogan Page.
Armstrong, M. (1999): Employee Reward. Second
edition.London: Institute of Personnel and Development.
Armstong, M. (1994): Performance Management. London:
Kogan Page.
Armstrong, M. & Murlis, H. (1994): Reward Management: A
Handbook of Remuneration Strategy and Practice. Third edition.
London: Kogan Page.
Bennison, M. and Casson, J. (1984): Manpower Planning,
Maidenhead: McGraw-Hill.
Bramham, J. (1994): Human Resource Planning, Second
Edition, London: Institute of Personnel and Development.
Bramham, J. (1990): Practical Manpower Planning. Fourth
edition. London: Institute of Personnel Management.
Beardwell, I. and Holden, L. (2001): Human Resource
Management. Third edition. London: Financial Times/Prentice
Hall.

Beer, M., Spector, B., Lawrence, P. R., Quinn Mills, D. and
Walton, R. E. (1984): Managing Human Assets, New York: Free
Press.
Bach, S. and Sisson, K. (eds.) (2000): Personnel Management:
A Comprehensive Guide to Theory and Practice. Third edition.
Oxford: Blackwell.
Beaumont, P. (1993): Human Resource Management: Key
Concepts and Skills. London: Sage.
Blyton, P. and Turnbull, P. (eds) (1992): Reassessing Human
Resource Management. London: Sage.
Bratton, J. and Gold, J. (1999): Human Resource Management.
Second edition. Basingstoke, Palgrave.
Brown, D. (2001): Reward Strategies, London: CIPD.
Dale, M. (1995): Successful Recruitment and Selection: A
Practical Guide for Managers, London: Kogan Page.
Fombrun, C., Tichy, N.M., & Devanna, M.A., (1984): Strategic
Human Resource Management. New York: Wiley.
Fischer, C. D., Schoenfeldt, L. and Shaw, J. B. (1996): Human
Resource Management, Boston: Houghton Mifflin.
Gratton, L., Hope Hailey, V., Stiles, P. and Truss, C. (1999):
Strategic human resource management: corporate rhetoric and
human reality, Oxford: Oxford University.
Gunnigle, P., Flood, P., Morley, M. and Turner, T. (1994):
Continuity and Change in Irish Employee Relations, Dublin:
Oak Tree.

Gunnigle, P., Heraty, N. and Morley, M. (1997): Personnel &
Human Resource Management: Theory and Practice in Ireland,
Dublin: Gill and Macmillan.
Gunnigle, P (2001): Human Resource Management: theory and
practice in Ireland. Second edition. Dublin: Gill & Macmillan.
Harrison, R. (1997): Employee Development, London: IPD.
Hendry, C. (1995): Human Resource Management: A Strategic
Approach, Oxford: Butterworth-Heinemann.
Kochan, T. A. and Barocci, T. A. (1985): Human Resource
Management and Industrial Relations, Boston: Little Brown.
Legge, K. (1995): HRM: Rhetorics and Realities, London:
Macmillan.
Lundy, O. and Cowling, A. (1996): Strategic Human Resource
Management, London: Routledge
Mabey, C. and Salaman, G. (1995): Strategic Human Resource
Management. Oxford: Blackwell.
Mabey, C., Salaman, G. and Storey, J. (1998): Strategic Human
Resource Management: A Reader. London: Sage/Open
University
Mabey, C. (1998): Human resource management: a strategic
introduction. Second edition. Oxford: Blackwell.
Mabey, C., Skinner, D. and Clark, T. (eds.) (1998):
Experiencing human resource management. London: Sage.
Mabey, C. and Mayon-White, B. (eds) (1993): Managing
Change. London: Chapman.

Marchington, M. and Wilkinson, A. (1996): Core Personnel and
Development. London: Institute of Personnel & Development.
Marchington, M. and Wilkinson, A. (2002): People management
and development: human resource management at work. Second
edition. London: Chartered Institute of Personnel and
Development.
Martin, M. and Jackson, T. (2002): Personnel Practice, London:
Chartered Institute of Personnel and Development.
Plumbley, P. (1991): Recruitment & Selection. Fifth edition.
London: Institute of Personnel Management.
Roche, W. K., Monks, K. and Walsh, J. (eds.) (1998): Human
Resource Strategies: Policy and Practice. Dublin: Oak Tree.
Salaman, G. (ed.) (1992): Human Resource Strategies. London:
Sage.
Sisson, K. (ed) (2000): Personnel Management: A
Comprehensive Guide to Theory & Practice in Britain. Third
edition. Oxford: Blackwell
Sisson, K. and Storey, J. (2000): The Realities of Human
Resource Management. Buckingham: Open University. (on
order)
Sparrow, P. and Hiltrop, J-M. (1994): European Human
Resource Management in Transition. Hertfordshire: Prentice
Hall.
Sparrow, P and Marchington, M. (eds) (1998): Human Resource
Management: The New Agenda, London: Financial
Times/Pitman.

Smith, I. (1992): ‘Reward Management and HRM’, in P. Blyton
and P. Turnbull. (eds), Reassessing Human Resource
Management, London: Sage.
Storey, J. (1995): Human Resource Management: A Critical
Text. London: Routledge.
Storey, J. and Sisson, K. (1993): Managing Human Resources
and Industrial Relations. Buckingham: Open University Press.
Storey, J. (ed.) (1999): New Perspectives on Human Resource
Management, London, International Thomson Business Press.
Stredwick, J. (2000): An Introduction to Human Resource
Management, Oxford: Butterworth-Heinemann.
Taylor, S. (1998): Employee Resourcing, London: Institute of
Personnel & Development.
Thomason, G. A. (1988): A Textbook of Human Resource
Management. Second edition. London: IPM
Thierry, H. (1992): ‘Pay and payment systems’, in J. F. Hartley
and G. M. Stephenson (eds.), Employment Relations. Oxford:
Blackwell.
Thornhill, A., Lewis, P. Millmore, M. and Saunders, M. (2000):
Managing Change: A Human Resource Strategy Approach.
London: Financial Times/Prentice Hall.
Torrington, D. and Hall, L. (1998): Human Resource
Management. UK: Prentice Hall.
Towers, B. (ed.) (1992): The Handbook of Human Resource
Management. Oxford: Blackwell.

Taylor, S. (1998): Employee Resourcing. London: Institute of
Personnel & Development.
Torrington, D, Hall, L, Haylor, I and Myers, J (1991): Employee
Resourcing. Wimbledon: Institute of Personnel Management.
Tyson, S. (1995): Human Resource Strategy, London: Pitman
Tyson, S. and Fell, A. (1986): Evaluating the Personnel
Function, London: Hutchinson.
Walker, J. W. (1992): Human Resource Strategy, New York:
McGraw-Hill.
Lance Berger & Dorothy Berger (2010): “The Talent
Management Handbook: Creating a Sustainable Competitive
Advantage by Selecting, Developing, and Promoting the Best
People”
Shaun Tyson and Phil Smith (2010), “Talent management”,
Wiley
Richard Swanson & Elwood Holton, (2009), “Foundations of
HRD”; McGraw-Hill
Jon M Werner & Randy DeSimone (2011), “Human resource
development”, American Psychological Association
David Mankin (2009), “Human resource development”, Oxford
University Press
Robert Craig (1996), “The ASTD Training & Development
Handbook”,
Wexley & Latham (2002), “Developing and training human

resources in organisations”, Pearson Co Ltd
Curtis , Hefley & Miller (2010), “People CMM: A framework
for human capital management”,; Pearson Co Ltd
APPENDIX ONE
A sample proposal is available in Appendix Two

Student Name:
Student Number:
Intake Number
Module Title
Proposed Project Title:
Please review the requirements of your study guide before you
complete this form. This form should be no longer than 3 pages
(or 300 words) in total when completed.
1. Subject Area of Research
The topic of study must relate directly to your programme of
study.
(a) What is the module which your research will be based upon?
[] Human Resource Management [ ]
Managing Change.
(b) Which specific topic from this module? (e.g. Topic 8 of
HRM
Recruitment & Selection)
____________________________________

(c) Please indicate what is the research question in 30 words or
less.
_____________________________________________________
___
(d) What are your research objectives?
(i) _ __________________________________________
(ii) _______________________________________
(iii) _______________________________________
2. Rationale for the Selection of the Project (100 words)
Why is this topic worth investigating?
3. Preparation for Literature Review
Literature /Other Research Relevant to your Proposal(150
words)
(a) What academic literature is relevant to your proposed
research?

1.
2.
3.
4.
5.
(b) Have you identified other research that might inform your
proposed research? (for example from professional bodies,
government reports, etc.)
APPENDIX TWO – SAMPLE COMPLETED PROPOSAL
Student Name:
Orna Ryan
Student Number:
97123456
Intake Number
1
Module Title
BMGT2004K
Proposed Project Title: A review of Performance Management
in UCD
Please review the requirements of your study guide before you
complete this form. This form should be no longer than 3 pages

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