The document outlines the Masters by Research Training Program at the University of Zambia's Department of Pharmacy. It discusses: 1) The structure and requirements of the MScRes degree, which involves a research proposal, dissertation, and thesis completed over 2 years of full-time study or 3-4 years part-time. 2) The scope of research areas covered by the department, including sources and chemistry of drugs, basic health sciences, pharmacology, dosage design, pharmaceutical health practice, and research and development. 3) The process of undertaking an MScRes degree, which involves conducting independent research under supervision, presenting findings, and engaging with other students and research groups.

1. 1
Masters by Research Training Program
Department of Pharmacy
School of Health Science
University of Zambia
The Successful MScRes Journey
The Successful PgDip Journey
Bachelor of
Science
(BSc / Equivalent)
(4-5years)
Bachelor of Science
degree qualifications or
Equivalents with
background training
from the following fields:
A. Basic Health Science fields with
relevant majors (Biology,
Chemistry, Human Biology,
Biomedical Science, Biochemistry,
Environmental health, Food
Science, Human Nutrition, Botany,
Microbiology, Pharmacology,
Plant Biotechnology, Medicinal &
Pharmaceutical Chemistry,
Natural products &
Pharmacognosy, and Zoology etc)
B. Health Professional fields
(Pharmacy, Pharmaceutical
Science, Biomedical Science,
Agricultural Science,
Physicotherapy, Occupational
Therapy Physiotherapy, Human
Medicine, Veterinary Medicine,
Nursing, Pharmaceutical
Technology, and Pharmaceutical
Engineering, etc)
C. Non-health Professional fields
(Higher Education, Computer
science, Chemical engineering,
etc)
Postgraduate Diploma
certification
(PgDip / Equivalent)
(1 year)
Postgraduate Diploma
qualifications or
Equivalents from the
following fields of training:
Anatomy, Physiology, Biochemistry,
Clinical Pharmacy, Community
Pharmacy, Compounding Pharmacy,
Environmental Health, Pharmacology,
Microbiology, Botany & Zoology,
Medical informatics,
Biopharmaceutics, Biological
Engineering, Biochemical Engineering,
Chemical engineering, Computer
Science, Occupational Health &
Safety, Public Health, Natural
products & Pharmacognosy,
Nutrition & Food, Pharmaceutical
drug design, Pharmaceutical
Engineering, Pharmaceutical
Medicine, Pharmaceutical
Technology, Pharmacosmetics,
Pharmaceutical Supply Chain
Management & Logistics,
Pharmaceutical Sciences,
Pharmacology, Pharmacoeconomics,
Pharmacoepidemiology, Veterinary
Technology, Veterinary Medicine,
Veterinary Preventive Medicine,
Veterinary Toxicology &
Pharmacology, Veterinary
Vaccinology, etc,
Master of Science by
Research
(MScRes / Equivalent)
PGY 1
(12 months)
Planning, Proposing and
Documentation of the
Following:
A. Identifying or selecting ‘Title /
Topic for a desired research study
line’:
B. Background of the Study:
C. Relevant Literature & Research
Lines Reviews on current state of
knowledge as related to proposed
research line:
D. Statement of the problem and
its key terms:
E. Objectives of the study:
F. Methodology used so far of the
study:
G. Questions of the study/
hypothesis (es):
H. Research Design:
I. Population and Sample:
J. Research Tools:
K. Procedures for data collection:
L. Results generated so far of the
study:
M. Statistical techniques for data
analysis:
N. Time schedule:
O. Cost estimates and budgeting:
P. References/ bibliography
MScRes
PgDip
Master of Science by
Research
(MScRes / Equivalent)
PGY 2
(6 months)
Writing, Editing and
concluding final of the
following for Dissertation:
A. The introduction:
B. Literature review:
C. The Methods section:
D. The Findings section:
E. The Discussion Section:
F. The Conclusion Section:
G. Final Dissertation Draft:
H. Presentation of the final
Dissertation for Submission:
I. Submission of the
Completed Dissertation:
Master of Science by
Research
(MScRes / Equivalent)
PGY 2
(6 months)
Verification, Modification
and Confirmation of the
following for Thesis:
A. Identifying or selecting ‘Title /
Topic for a desired research study
line’:
B. Background of the Study:
C. Relevant Literature & Research
Lines Reviews on current state of
knowledge as related to proposed
research line:
D. Statement of the problem and its
key terms:
E. Objectives of the study:
F. Methodology used so far of the
study:
G. Questions of the study/
hypothesis (es):
H. Research Design:
I. Population and Sample:
J. Research Tools:
K. Procedures for data collection:
L. Results generated so far of the
study:
M. Statistical techniques for data
analysis:
N. Time schedule:
O. Cost estimates and budgeting:
P. References/ bibliography
 Post-graduating Students
with MSc-R are required to
meet the HPCZ conditions
for Specialist Registration
Version 2016
 Research & Training
Students are required to
meet the UNZA conditions
for Postgraduate Training
Version 2016

2. 2
Content Page
MScRes Background 3
Scope 4
Doing a MScRes 6
Working with your supervisors 7
Professional development, networking and communication 7
The Successful MScRes Journey 9
Writing a Good MScRes Research Proposal 12
Generic Full-time Period for MScRes Training 16
The first year of a MScRes 18
The first Six months of second year of a MScRes 28
The last Six months of second year of a MScRes 33
Summary 39
References 41
Appendix 1 42

3. 3
In some Anglophone countries, the degree Master of Research is an advanced postgraduate research
degree in a specific academic discipline. At some universities, the conferred degree may be referred to as
the Master by Research of operational field or Master of Science by Research in a specific academic
discipline of Science or Social Sciences. The Master of Research degree is usually abbreviated as MRes or
that of Master of Arts by Research can be abbreviated as MARes or MA(Res), while the Master of Science
by Research is sometimes abbreviated as MSc(Res) or MScRes. For the purpose of the following training
programme outline, Master of Science by Research will be referred to since the departmental research
training lines will follow such study lines.
MScRes Background
 Master's of Research degrees are increasingly becoming popular with a number of the Russell
Group Universities; such as Imperial College London, University College London, University of
Manchester, Newcastle University, University of Liverpool, University of Southampton and
the University of London; as well as in universities with significant art and design departments,
such as the Faculty of Arts (University of Brighton) and University of the Arts London.
 In Australia, the MRes degree was first introduced at Macquarie University.
 In most cases, the degree is designed to prepare students for doctoral research (The University of
Warwick).
 For universities with significant strengths in Practice-led research, a research Master's degree
preparation provides an opportunity for understanding the nature and potential of research study
through, for example, art and design practice or science involving health care practice.
 This type of course is also useful if the student is considering a career in the commercial world
where research is a key focus but a PhD is not specifically required.
 Additionally, if the student is unsure whether a PhD is right or not, a Master's of Research degree
can give the useful experience of what studying for a doctorate might be like, whilst at the same
time allowing the student to earn a valuable Master's level qualification.
 In the field of Medicine, the Master of Research degree programme is especially useful to
clinicians who wish to develop academic research skills, progress to PhD study or to enter
competitive specialities, such as surgery or Public Health – being undertaken at UNZA in many
training fields such as mining, engineering etc
 Programme structure
 Research Master's degree programmes are different from taught Master's degrees by placing
particular emphasis on a large dissertation (typically between 35-40,000 words), or an
equivalent practice-led research project, in addition to fewer taught modules.
 Research Master's degrees programmes courses in countries like UK must guarantee that at
least 70% of the content is project based as it is "geared to those wishing to pursue a research
career afterwards."
 This will often include training in Research Methods, as well as instruction in Research Ethics
and professional practice issues such as writing proposals, making funding applications and
publishing.
 Award instead of Doctorate
 In addition to specified research Master's degree programmes, some universities also award
this degree to a doctoral candidate who has not completed the required period of study for
a doctorate, but has completed a sufficient dissertation and taught content to be acceptable
for an MRes - although in most cases a PhD candidate studying at most of the UK institutions
has been at the level of MPhil at British universities, in this usage, the MRes is similar to
a Master of Philosophy (MPhil) degree that is obtained instead of a PhD.
 However, the main difference between an MRes and an MPhil is that MRes sometimes (but
not always) has taught components (although the main focus is still on research) and
therefore might require a first year taught component during the doctoral studies.

4. 4
 Research undertaken for a Master of Research degree is typically shorter in duration to that
of an MPhil or PhD - around one year, as opposed to two or three, full-time.
 For humanities subjects, MPhil theses are typically 60,000 words (and PhDs 80-100,000),
while MRes or MA(Res) are usually around 35-40,000 by thesis, or lesser for courses with a
taught component (a mixture of smaller essays and a dissertation).
 Some universities require an oral viva in addition to a written thesis for successful completion
of an MRes degree.
Scope
 The programmes expose students to an advanced skillful knowledge of the principles and
mechanisms of cellular metabolism, systemic functions, drug therapy and toxicities in all types of
animals and their applications in animal health and production.
 Furthermore, the programmes will offer a wide range of research fields as determined by the
interests of the candidate and the supervisory team.
 Other techniques available for research may include spectrophotometric assays, cell culture
methods, high performance liquid chromatography (HPLC), rumen physiological methods, smooth
and skeletal muscle recordings as they are grouped under the following departmental sections:
 Sources & Chemistry of Drug (SCD)
 Basic Health Sciences (BHS)
 Pharmacology & Therapeutics (PTS)
 Dosage Design & Formulation (DDF)
 Pharmaceutical Basis of Health practice (PBH)
 Pharmaceutical Research & Development (PRD)
 The first five sections will be the primary sources of research ideas for the department of pharmacy while
the pharmaceutical research & Development unit will be the coordinating and harmonizing unit of various
research lines for the department.
 The MScRes degree program will provide some individual trainees with a solid foundation for PhD study
lines but in a broad range of pharmaceutical science subjects (those that may be admitted into the program
with a post graduate degree program after appropriate undergraduate-degree certification)
 The department is aiming to take a lead in the provision of advanced training by research in the
field of pharmacy training for Zambia.
 All the courses that will be offered from the department using the outlined training program will
be pursued, each using the following subject protocol outline:
 Overview:
 MSc programs that will be offered by Research Methods aim to provide advanced
training in research methods across the full range of all pharmaceutical-based science
fields.
 All the accepted training pathways will be provided with thorough and appropriate
theoretical and practical knowledge of how to construct effective research studies, of the
variety of data collection methods available to the social scientist and of the principal
methods of analysing social scientific data.
 The trainees will also be introduced to the professional and ethical frameworks within
which pharmaceutical science research is conducted, and to some of the ways in which
the results of such research outcomes are disseminated.
 All the intended course pathways will have undergone departmental screening process
for formal acceptance by the University authority.
 These programmes will provide extensive opportunities for interdisciplinary studies
especially among the human / animal health practitioners, pharmaceutical scientists /
technologists for the application of interdisciplinary research expertise for occupational
career development, and the pursuit of substantive areas of interest at various
postgraduate levels.

5. 5
 Subject Research Studies Pathways:
 Any subject research study pathway through the proposed departmental MSc program
will be suitable for all respective students with an interest in the pharmaceutical
dimensions of health science and technology.
 The department is the house or the main collaborative ground with outsiders for the
availability of research expertise in ranges of substantive and methodological approaches
and will be capable of offering supervision and training for students interested in all
identified sectional pathways of training.
 Distinctive features:
 All the trainee researchers will be supervised by academic staff with considerable
expertise in their chosen fields of study training.
 The staff members will be expected to be actively involved in disseminating research
outcomes via publications in academic and practitioner journals, books and presentations
to conferences.
 Academic staff members are expected to be involved in editing or reviewing for scholarly
publication journals as per research lines of interest.
 Admissions criteria:
 A good first degree (with merit points) or a recognised equivalent qualification.
 This course is suitable for graduates in health science (human & animals), as outlined in
the flow chart for training progress.
 Training Programs’ Structures:
 This is a two-year full-time or three – four year part-time programme series.
 The students will be required to complete all the formulated modules for each specified
study line comprising of core research modules and specialist pathway modules that are
relevant to the study field.
 In all modules each student will have the opportunity to engage with literature and
research relevant to respect study pathway.
 On successful completion of the taught component, individual trainees will be expected
to prepare each a dissertation of a maximum 20,000 words for each study line.
 Foe each study line for dissertation component, there will be requirement for
independent study.
 Each student will be allocated a supervisor in line with chosen dissertation topic for
developing a respective research proposal.
 Departmental Mapping:
 Each departmental section will be expected to initiate appropriate research lines
according to the respective research baselines as outlined in appendix 1.

6. 6
Doing a MScRes
 The background reasons for one to undertake MScRes training study line can be at variant.
However, the process is undertaken through the process of advanced training.
 As already stated, there are several varied reasons for advanced training to be taken and that may
depend on the following:
 Personal choices,
 Prevailing circumstances in terms of social, economical, political etc,
 Existing or arising opportunities for the process,
 Professional desire and responsibilities for improvement and advancement, etc,
 The following can be regarded as representative selection of common professional-development
topics and objectives for any process of advanced skillful knowledge learning through advanced
training process to be undertaken:
 Furthering and diversification of skilful knowledge base of an operational field higher
knowledge levels and to those other operational fields that may be lacking behind
respectively
 Training or mentoring in specialized practicing techniques that can be used in many different
subject areas of professional practice, such as training fields of clinical pharmacy
 Earning certification in a particular field level of professional knowledge advancement such as
pharmaceutical compounding and formulation principles
 Learning platform for new technological skills,
 Developing specialized skills to better understand and perform for the improvement of
professional applicability in practice.
 Acquiring leadership skills with advanced knowledge base,
 Earning additional formal certifications, such as specialist registration and recognition by the
national authority.
 Attending graduate school to earn an advanced degree, such as a master’s degree or
doctorate in pharmacy and other related fields of operations.
 In doing any MScRes, one can think of the ‘stages’ outlined above as the basic ‘roadmap’ for a
chosen program, but the actual ‘journey’ one is expected to undertake as a research student
involves a lot of other sites, including few optional destinations and at least one or more very
important fellow passengers in form of principle mentors.
 In carrying out research, unsurprisingly, one is expected to spend most of the time as a
researcher, meaning researching one’s chosen study line, that in practice have involved a wide
range of activities.
 As a classical example can be a student working away in the lab to monitor the process and
progress of the experiment, or sitting with a pile of books in the library, however any chosen
MRes can take much further beyond activities – as a researcher, such a student may find oneself
visiting archives or facilities to examine their data or look at rare source materials, or could even
have the opportunity to spend an extended period ‘in residence’ at a research centre or other
institution beyond university institute of research study line.
 Research is also far from being a solitary activity, by having regular discussions with respective
supervisor and perhaps working with other students from time to time - this is particularly likely if
the student is part of a larger laboratory or workshop group studying the same broad area, or
through the collaboration with other students whose projects are more individual, or working on
shorter projects of joint interest, or be part of teams organising events and presentations.
 As part of any initiated research study lines, the department will organize regular internal
presentation and discussion groups (Journal Club group) – this is regarded as a perfect way to get
to know other research students in the department and offer a discussion platform for interactive
and feedback process among and on each other’s work in progress.

7. 7
Working with your supervisor
 All MRes projects in the department will be expected to be completed with the guidance of at
least one academic supervisor – such will be regarded as the main point of contact and support
throughout each individual MScRes study line.
 Each individual research study line supervisor will be expected to be an expert in general sense of
research study line being proposed, but they will not have researched on the exact proposed
topic before, for highlighting the authenticity of the proposed research topic - as such, it’s better
to think of supervisors as mentors to the study line, rather than teachers or trainers.
 As MScRes students, one should be regarded as an independent and original scholar, pushing the
boundaries of one’s field of knowledge or profession beyond what is currently known (and
taught) about it.
 The supervisors are expected to know what’s involved in managing an advanced research project
over the period of three years (or more) – they are expected also to know how best to succeed,
but they’ll also know what can go wrong and how to spot the warning signs before it drive the
whole study line into insignificant and unoriginal research idea output.
 Perhaps most importantly, the supervisors will be those with the time and expertise to listen to
your ideas and help provide feedback and encouragement as you develop your thesis.
 Exact supervision arrangements will vary according to sections or departments and between
project study lines:
 In Science and Technology projects it’s common for supervisors to be the lead investigators
on a wide range of research projects, with responsibility for a laboratory or workshop that
includes several research students and other researchers.
 In Arts and other non-scientific research line subjects, supervisors’ research knowledge and
skills could be more separate from their students’ research study lines – as such supervisors
may supervise more than one research study line at a time, but each project study line must
principally be essentially separate from each other.
 However, in practice, it’s becoming increasingly common for research students to have two
(or more) supervisors as stated above - the first is usually responsible for guiding the
academic research through validation process while the second or co-supervisors are jointly
concerned with the administration of the MScRes in ensuring the completion of any necessary
training and staying on track with the project’s timetable.
 However all supervisors (principle and co-supervisors) of each research line are expected to
have regular meetings with respective research students to discuss work and check research
study progress.
 The supervisors are also expected to provide feedback on work during the study line and will
play an important role as moderators throughout reading the thesis, abstracts for
publications, final dissertation draft, helping in identifying and choosing an external examiner
and other academic and non-academic activities during the period of study line.
Professional development, networking and communication
 Traditionally, the most research training has been viewed as a training process, preparing
students for careers in academic research fields of operations - as such, often, it includes
opportunities to pick up additional skills and experiences that are an important part of a scholarly
CV (academics, in addition to researching and teaching students, they also do administrative roles
for an established academic unit such as sections / departments and ultimately as supervisors of
any research related fields of study lines.
 The modern research type is also viewed as a more flexible qualification - not all postgraduates
must end up working either in higher education sector or project researchers as many have
followed alternative careers that are either related to their subject of specialism or draw upon the
advanced research skills the training has developed and provided.

8. 8
 Research programs in majority have begun to reflect this as many now emphasise transferrable
skills or include specific training units designed to help students communicate and apply their
research beyond the university status for human resource development (consultancies, specialist
fields of respective professional operation etc.)
 While research process is quite involving and difficult, it is also uniquely challenging degree
certification training process, it requires at least one year of intense and hard work and dedication
considering that some undergraduates have undergone academic challenges.
 Research study is also something to be incredibly proud of a proportionately tiny number of
people go on to do the desired and various academic works after attaining this level of
qualifications due to some in-process challenges.
 Whatever one ends up doing after the MScRes qualification it will be the chance to have an
impressive qualification with unique title as more, non-academic careers and professions are
increasingly recognizing the unique skills and experience a MRes in general and MScRes
qualification can bring to professional board of knowledge for public benefits.
 What the above statements mean are that very few in the MScRes experiences are just about
researching and writing up each one a thesis as the likelihood is that the MRes qualifiers will also
do some or all of the following during the research training process:
 Teaching: MRes researchers will be given the opportunity to teach undergraduates under the
department and other related programs - this generally involves leading small group teaching
exercises, demonstrating methods and experiments and providing mentoring - such roles will
be undertaken through formal arrangements with the UNZA academic system.
 Conference presentation: As MRes students, the expected outcome will be at the cutting
edge of research field by doing original research and producing new result outcomes - this
means that the work will be of innovative interest to other scholars and that the results could
be worth presenting at academic conferences.
 Doing this is quite worthwhile as the result outcome will have developed
transferrable skills in public speaking and presenting, gain feedback on the results and
begin to be recognised as an expert in that unique field of new knowledge discovery.
 Conferences are also great places to network with other students and academics.
 Publication: As well as presenting the research, there will also be opportunities to publish
work in academic journals, books, or other media - this can be a challenging process in that
such new fields of knowledge may undergo intense scrutiny and be judged according to the
same high standards as any other scholar’s and will normally go through extensive peer
review processes - however, it’s highly rewarding for the new idea to be circulated for others
to read.
 Public engagement and communication: Academic work may be associated with the myth of
the ‘ivory tower’ – an insular community of experts focusing on obscure topics of little
interest outside the university - however, this may not be the case now because more and
more emphasis is being placed on the ‘impact’ of research and its wider benefits to the public
– with appropriate funding sources being aligned accordingly.
 MRes study-lines hosting universities are often involved in local events and initiatives to
communicate the benefits of their research, ranging from workshops in local schools to public
lectures and presentations for such public sector service fields as government ministries,
private sector units, non-government sector public associations etc
 Some PhD programmes include structured training in order to help students with activities
such as stated above.
 The supervisors may also be able to help by identifying suitable conferences and public
engagement opportunities, or by involving the respective research students in appropriate
university events and public engagement initiatives – such experiences will be an important
part of research trainees’ development as researchers enhance the knowledge gained.

9. 9
The Successful Journey
 More so than any other type of master degrees, each MRes are different in their own respective
contexts.
 One might be studying on the same programme, or in the same laboratory, as another student,
working in the same research field, having the same supervisor, individual MScRes study line is
completely unique, with its research aims, its own core findings and its own original contribution
to knowledge.
 With that said, there are a few components that are part of most experiences, for this training
outline, these components will be referred to as common stages of research lines that provide an
overview of each one for any PhD study research line.
 However, the exact natures of these components and the way they are being applied have
variations within each other or subject to subject (and even between countries) - however, they
form part of the vast majority of research experiences.
 Stage 1: Preparing a research proposal:
 Strictly speaking, each research line being proposed or thought through isn’t per say, part of
your study line, instead it’s normally part of the application process.
 When documented for others to read about, it is another way of thinking allowed for others
to hear your philosophical or scholarly thoughts.
 The research proposal sets out the aims and objectives for the study topic in thoughts - the
original topic being planned to be studied on and / or the questions that should be
formulated that is set out to be answered.
 This preparatory stage also explains why your work is worthwhile and why it fits with the
expertise and objectives of your university.
 Finally, a MScRes proposal explains how the plan to go about completing the research line
study - this may involve identifying the existing scholarly information when applicable, by
which research study work may be in dialogue with including the methods of research plan to
be used.
 All the above as stated will mean that, even though the proposal precedes the MScRes itself,
it plays a vital role in shaping the project and signposting the work that will be done over the
next two or more years.
 All the MRes proposals must follow the format with stage 1, research ideas, ultimately, the
proposals for different research topics will be the same but of different types
 However, some MScRes proposals for specific identified projects could more detailed than
others:
 Applying for a self-proposed MScRes (more common in Arts, Humanities and some Social
Science subjects) there will be needed to ‘sell’ the project as well as one’s ability to do it -
the university will want to know why this MRes is worth doing and why under the same
university.
 Applying for a pre-defined topic (more common in Science and Engineering subjects)
there is no need to persuade the university that their own project is worthwhile, but
there will be need to demonstrate an understanding of it, also have to make a case for
the suitability as a researcher and the benefits the research line could bring (particularly if
funding is at stake).
 Stage 2: Carrying out a literature review
 The literature review is normally the first thing a researcher will have to tackle after beginning
the MScRes and having an initial meeting with identified supervisor(s).
 Just as the MScRes degrees may not be restricted to research students, the literature review
doesn’t require one to study English Literature (However, for the Zambian status, English

10. 10
being the official language, it is a must that any prospective research student must
confidently be able to communicate in English both during the proposal stage through to the
dissertation writing up).
 It’s through such a survey of work in any field of research study lines (the current scholarly
‘literature’) that relates to the project or to the related topics.
 The supervisors will be expected to offer some advice and direction, after which a research
trainee must identify, examine and evaluate existing data and scholarly establishment.
 The aim will be to see how this work can inform the current proposed research, that is,
whether it includes findings each research trainee will need to take account of, presents
useful methodologies to incorporate or even reaches conclusions the research is planned to
challenge.
 Whereas the bulk of MScRes involves original research, the literature review is where trainee
demonstrates skills in scholarly establishments.
 Each respective trainee will show that, there is comprehension with the current state of
either operation or research field at an advanced level and therefore be able to offer a new
contribution to it through the proposed research study line.
 In most cases the literature review will actually form part of the final MScRes dissertation –
usually setting up the context for the project, before explaining and demonstrating the
drafted thesis.
 Stage 3: Conducting Research and Collecting Results
 Once the literature review has been conducted, transformation of the scholarly information
to the intended research conduction.
 This doesn’t mean ceasing to read other academic articles or consultation with other available
and related data, but instead to get looped within the field of intended research field while
remain connected in knowledge with other existing lines of research investigations.
 Stage 4: Producing an Original Thesis
 Once the individual MScRes candidacy has been approved and has gathered sufficient results,
the trainee will begin to finalise the thesis and get ready to write up study line dissertation.
 'Thesis' vs 'dissertation' - It’s quite common to use the terms ‘thesis’ and ‘dissertation’
interchangeably, but this isn’t strictly correct as being explained below:
 Trainee’s thesis can be regarded as personal argument – that is, it is the conclusion
arrived at through surveying existing scholarly information in the literature review and
combining with the current research data to produce an original research output.
 However, trainee’s dissertation, on the other hand is the written statement of the thesis -
this is where the research findings are laid out in a way that systematically demonstrates
and proves the current research line conclusion – putting it in a simple way, the
dissertation is submitted in the final stage, but it’s the thesis the submitted dissertation
will attempt to prove and will form the basis of the research output.
 What this also means is that the writing up of a dissertation generally follows the formulation
of the thesis (it’s fairly difficult to write up a research before knowing what is to be said).
 Researching, writing and presenting - Just as the thesis will take shape throughout the
research, its formulation therefore begins at research proposal stage so too will the draft and
re-draft material that will form part of the dissertation - this process itself is operationally
expected to contribute to the development of the trainee’s argument in form of thesis.
 And, once thesis begin to be formulated, its partial presentation can also begin, which is
basically outside the research framework.

11. 11
 Presentation of thesis points could be at academic conferences by giving papers or showing
‘posters’ of research data, or it can even mean publishing part of the research in academic
journals and other media.
 Both of these activities will raise trainee’s profile as a researcher and help prepare for an
academic career (if this is the intention of the research trainee).
 But presenting work will also feed back into the thesis that can be a benefit from the
feedback of other specialists and gain confidence in the research findings as they are
accepted for papers or articles publications or operational usages – such early write ups for
PhD study lines form original thesis component when the same information is used to write
up the dissertation for examination, leading to a successful research study line outcome
 Stage 5: Writing up the Dissertation
 Once the research has been conducted and settled upon the thesis that has been on-going
process, then the thesis contents must be documented and concluded based on the data
processing and compilation.
 Appropriately enough, this final part of a research line is often referred to as the ‘writing up
period - this is when the final dissertation that demonstrates thesis contents and
subsequently be submitted as the basis for required viva voce examination.
 The nature of this task can vary from research line to another:
 In some cases there could be already large amount of chapter drafts and other material -
‘Writing up’ therefore becomes a process of re-drafting and assembling the researched
field work into a final dissertation - this approach is common in Arts and Humanities
subjects where research students tend to work through stages of a project, writing as
they go.
 Alternatively, some research programs spend most of the allocated time in collecting and
analysing data such that ‘write up’ of the findings and conclusions so as to produce the
final dissertation – such an approach is more common in Science and Technology
subjects, where experiment design and data collection are much more resource intensive.
 Whatever process is adopted, the outcome is always quite persuasive and coherent
statement that may in turn be ready to be submitted for examination.
 The length of a research study dissertation – any research study dissertations vary in length
from subject to subject, but all are far longer than those for undergraduate or Masters
Degrees. Each university therefore will usually set an upper limit - typically between 50,000
and 70,000 words, with most research dissertations coming in at around 60,000.
 Stage 6: Defending MScRes at an organized Viva Voce
 Like any other postgraduate degrees, an individual research study document will not marked
as a piece of written work, but instead the written dissertation will be submitted for an oral
examination known as a viva voce (Latin for ‘living voice’).
 This is a formal procedure, during which each research trainee has to ‘defend’ documented
thesis in front of appointed examiners, each of whom will have read such submitted
dissertation thoroughly in advance.
 Each examinee at a viva voce for research study will follow the UNZA examination process
comprising of identified examiners.
 Usually, the supervisor(s) will help actively be involved to prepare for the viva and will offer
advice on choosing an external examiner - however, they will not normally be present during
the examination in terms of participating actively in the examination process while they may
be allowed to observe and listen.

12. 12
 The viva voce process - The primary aim of the viva is to establish that the research study line
is for each respective own work and that as a winding up research trainee has full
understanding of the thesis and its significance by conducting the following:
 Examiners will be asking question about the contents of the dissertation and the
underlying logic of research argument.
 Examiners will be asking question about the general subject knowledge-base or to
investigate the methodology that has been employed.
 Often the examiners will want to know how the research developed and why certain
decisions made and have been undertaken
 There is no standard of time length recommended on the oral examination of research-
studied dissertation but with logical approach.
 The majority of research study vivas is formulated to end in one of the following
outcomes:
 with the thesis being passed without corrections
 with the thesis being passed with minor corrections
 considered a pass with major corrections, rendering a repeat level
 a complete failure to meet the MScRes requirements and scaled to Postgraduate
diploma certification
Writing a Good Research study Proposal
MScRes proposal
 Research study proposal as already outlined above, is a proposed project that is designed to:
 Define a clear question and approach to answering it
 Highlight its originality and/or significance
 Explain how it adds to, develops (or challenges) existing literature in the field
 Persuade potential supervisors and/or funders of the importance of the work, and
why you are the right person to undertake it
 Research proposals may vary in length, so it is important to check with the department(s) for
which the application to check word limits and guidelines.
 Generally speaking, a proposal should be around 2,000 - 3,000 words which are written as part of
the application process.
 Hence, good research study proposals evolve as the work progresses.
 It is normal for students to refine their original proposal in light of detailed literature reviews,
further consideration of research approaches and comments received from the supervisors (and
other academic staff).
 It is useful to view the proposal as an initial outline rather than a summary of the ‘final product’.
Research Proposal
 Potential supervisors, admissions tutors and/or funders use research proposals to assess the
quality and originality of the research ideas, the skills in critical thinking and the feasibility of the
research project.
 Be reminded that research study programmes at UNZA have generally been designed to be
completed in two years (full time) or 4 years (part time) dependent on the type and context of
the stduy.
 Think very carefully about the scope of proposed research and be prepared to explain how it will
be completed within the prescribed timeframe.
 Research proposals are also used to assess the knowledge background of the researcher in terms
of expertise in the area in which the research is to be conducted, knowledge of the existing
literature (and how the project will enhance it) - moreover, they are used to assess and assign
appropriate supervision teams.

13. 13
 If the prospective researcher is interested in the work of a particular potential supervisor – and
especially if such interpersonal interest has been discussed – be sure to mention this in the
proposal.
 It is encouraged to strongly be identified with a prospective supervisor and get in touch with them
to discuss the proposal informally BEFORE making a formal application, to ensure it is of mutual
interest and to gain input on the design, scope and feasibility of your project.
 Remember, however, that it may not be possible to guarantee that the research line will be
supervised by a specific academic staff member.
 Crucially, it is also an opportunity for you to communicate your passion in the subject area and to
make a persuasive argument about what the project can accomplish.
 Although the proposal should include an outline, it should also be approached as a persuasive
essay – that is, as an opportunity to establish the attention of readers and convince them of the
importance of the project to be pursued.
Structuring a Research Proposal
 Please check carefully with each department to find out whether a specific template is provided
or required.
 In general, however, the following elements are crucial in a good research proposal:
 Title - This can change, but make sure to include important ‘key words’ that will relate your
proposal to relevant potential supervisors, funding schemes and so on. Make sure that your
title goes beyond simply describing the subject matter – it should give an indication of your
approach or key questions.
 Overview of the research - In this section, should provide a short overview of the research
and where it fits within the existing academic discourses, debates or literature, the section
should be as specific as possible in identifying influences or debates the research line is being
considered for - to sketch out the context into which the research idea work will fit.
 The section should be used to make links between the research and the existing strengths of
the department to which the research study line will be applicable.
 Visit appropriate websites to find out about existing research taking place in the department
and how your project can complement this.
 Be sure to establish a solid and convincing framework for the proposed research in this
section, that may include the following but not exclusively:
 research questions (usually, 1-3 should suffice) and the reason for asking them
 the major approach(es) you will take (conceptual, theoretical, empirical and normative, as
appropriate) and rationale
 significance of the research (in academic and, if appropriate, other fields)
 Positioning of the research - This section should discuss the texts which that are regarded as
most important to the project, demonstrate the understanding of the research issues, and
identify existing gaps (both theoretical and practical) that the research is intended to address.
 This section is intended to ‘sign-post’ and contextualize your research questions, not to
provide a detailed analysis of existing debates.
 This section should lay out, in clear terms, the way in which the research should be structured
and stating the specific methods applicable to the research study line.
 Research design should include (but is not limited to):
 The parameters of the research (i.e. the definition of the subject matter)
 A discussion of the overall approach (e.g. is it solely theoretical, or does it involve
primary/empirical research) and the rationale for adopting this approach
 Specific aims and objectives (e.g. ‘complete 20 interviews with members of group x’)
 A brief discussion of the timeline for achieving this

14. 14
 A well developed methodology section is crucial, particularly if the intention is to conduct
significant empirical research.
 Be sure to include specific techniques, not just the general approach to the research study,
that may include among other contents:
 kinds of resources consulted;
 methods for collecting and analyzing data;
 specific techniques (i.e. statistical analysis; semi-structured interviewing; participant
observation);
 brief rationale for adopting these methods
 etc
 References – The section should provide the reader with a good sense of the trainee grasp
on the literature and its contribution to the prospective research study line; be sure to
reference texts and resources that will play a large role in analytical process, remember that
this is not simply a bibliography listing ‘everything written on the subject’, but rather to
show critical reflection in the selection of appropriate texts.
Possible pitfalls
 Quite often, students that meet the minimum entrance criteria may fail to be accepted as
research study candidates as a result of weaknesses in the research proposal.
 To avoid this, keep the following advice in mind:
 Make sure that the research idea being thought through, question or problem is very
clearly stated, persuasive and addresses a demonstrable gap in the existing literature –
spend appropriate time into formulating the questions as part of the early stages of a
project because they can be as important as the projected results.
 Make sure to take preliminary findings to ensure that there are staff members or the
research line interested and comparable in your subject area and available to supervise
expertly the suggested study line.
 As mentioned above it is strongly advised that potential supervisors contacted or talked in
advance, and provide them with a polished version of the proposal for comment.
 Make sure that the proposal is well structured. Poorly formed or rambling proposals
indicate that the proposed project may suffer the same fate.
 Ensure that the scope of your project is reasonable, and remember that there are
significant limits to the size and complexity of a project that can be completed and
written up in three years.
 The proposals will be assessed not only for their intellectual ambition and significance,
but also for the likelihood that the respective candidates to complete each individual
project.
 Make sure that researcher’s passion for the subject matter shines through in the
structure and arguments presented within the proposal.
 Remember that there may not be an expert in the current field of research training but
associates to it – hence, up to each research trainee to make the project and subject
matter engaging to all would-be readers, including the identified research mentors /
supervisors.

15. 15
Personal Values for Research Study Achievements
 There’s more advice on the value of a research study and good reasons for taking up such a
study line that has been already stated than what can be expressed in section.
 But the following are some quick tips if research study line is to have required informative
message:
 Speak to experienced lecturers / tutors – to provide both expert and academic value of
research study qualification and related achievements
 Speak to current researching students – to provide experiential learning achievements in
taking up research study lines
 Take a look at advertised projects and programmes - as a way of getting a general sense
of what a research is like that can lead to know what different research studies tend to
have in common and what kinds of unique opportunity might be available for such a line
of training
 Search and Read any other advice articles – to give an overall picture from global
perspective on taking up research study lines

16. 16
Generic Full-time Period for MScRes Training
 There is generic period of 2-4 years masters training by research to complete the research study
lines that must be approved through UNZA system, have all taken up the generic period of two
years full-time and three to four years part-time.
 This period runs from the time the research proposal will have been approved through three
equivalent academic years.
 For the purpose of this section, generic full-time period will be used to demonstrate different
activities of research training activities as they may be undertaken at each stage of training.
 Generic form of research study training would take the following formatting:
Competencies (Research Skills and Techniques; Position the research in a broader context;
Management skills; Didactic, communication and presentation skills; Personal effectiveness;
 Research Skills and Techniques:
 Attending in-depth research study courses or advanced postgraduate diploma courses
 An (extended) literature study; literature reviews; literature discussion groups
 Specifying/writing your own research study proposal
 Specifying/writing a detailed research set-up, work plan and time schedule
 Participation in research study discussion groups / research cluster
 External research skills training, for example, in the use of specific equipment or a training in lab -
health and safety
 Writing scientific articles
 Review manuscripts that are submitted for publication in scientific peer-reviewed journals
 Position the research in a broader context:
 Active participation in the introductory research study workshop courses to accumulate some credit
points (mandatory)
 Conduct the 'Research in context' project (mandatory)
 Courses or workshops on 'from science to practice', 'achieving sustainable development', 'action
science'
 Activities on the science - policy interface
 Stakeholder participation
 Management skills:
 Courses on project and time management
 Courses on information literacy
 Member of Departmental Journal Club Students’ Research Group (DJCSG)
 Organising Research lines days, workshops, sessions at conferences and symposia
 Didactic, communication and presentation skills:
 Writing popular articles / newsletter articles
 Oral and poster presentations
 Courses on scientific or academic writing, presentation skills, communication with press, policy and
public, intercultural communication
 Didactic courses
 Teaching activities, for example supervising MSc students; giving lecture tutorals; developing short
courses
 Personal effectiveness:
 Doing a Research study competence assessment
 Courses to enhance personal effectiveness (for instance 'Effective behaviour in your professional
surroundings')
 Active participation in chair group research meetings and seminars
 Participation/networking in local, national and international (scientific) meetings, symposia,
congresses and workshops
 Research study courses career assessment, orientation and perspectives

17. 17
Table 1: Indications for Training Development Process
Research Activity Hardly
developed
Slightly
developed
Slightly
developed
Adequately
developed
Strongly
developed
Research Skills and Techniques
Recognise environmental or sustainability problems
Be informed of recent advances within current research field
Develop original research questions
Produce critical and independent ideas
Appropriately apply research methodologies and techniques
Critically evaluate research findings
Position your research in a broader context
Position the research in a broader multidisciplinary context
Actively participate in research journal club meetings
Apply the national code of conduct during research process
Openly discuss the integrity of fellow researchers
Ask for feedback on the integrity of the research
Adequately present research outcomes for academic uses etc
Management skills
Set SMART research goals
Set intermediate milestones
Effectively prioritise activities
Identify appropriate sources of relevant information
Use technology on database management, and information presentation
Effectively organise scientific meetings in your field
Didactic, communication and presentation skills
Write an appropriate clearly and style research purpose
Construction of coherent arguments and articulate ideas to others
Communicate on the research progress
Constructively defends research outcomes at seminars and the MScRes defence
Contribute to the public understanding of the research field
Teach, mentor and demonstrate to others with research parts
Personal effectiveness
Identify study line training needs in terms of strengths and weaknesses
Work independently and to be self-reliant
Ask for help on time and when appropriate
Be flexible and open to alternative problem approaches
Listen to evaluations by others about the research
Contribute effectively to group and teams work activities
Participate in network of people in journal club group
Promote your personal qualifications and skills, such as CVs

18. 18
The first year of MScRes:
 Each year would have been lined with specific sets of research activities with verification process
applied to the research line at the end of each scheduled year within the period of study line.
 The beginning of a research study is all about finding one’s feet as a researcher or getting a solid
grounding within the on-going scholarly study lines that may relevant aspects investigations to
the research idea as being formulated.
 At this stage, a prospective researcher is expected to have initial meetings with identified
supervisor(s) and discuss a plan of action based on the research idea being formulated or avail the
desire to pursue a philosophical research study line to the identified research unit of UNZA.
 The first step in this will almost certainly be carrying out self-driven literature review. With the
guidance of supervisor(s) surveying and evaluating the existing scholar study lines should be the
initiating stage. This will help in situating the research idea so as to identify raw ground for the
research idea (originality). The literature review will also provide a logical jumping off point for
the beginning of one’s own research and the gathering of results - this could involve designing
and initial stages of implementing experiments, or getting stuck into a pile of primary sources.
 The next step the prospective researcher may have to do is to relate the philosophical ideas to
the field of operation or data generation through the alternative undertaking of the following:
 Pre-testing: is a small-scale trial or testing of a particular research component, which can
research tool, questionnaire or other component that may be crucial to the research study
outcome
 Pilot study: is the process of carrying out a preliminary study or testing the whole
methodology of the study by going through the entire research procedure with a small
sample – this stage is also not economic to the total time period as required for research
study. However, part-time Research study line, this provision may yield expected result for
study outcome
 However, the first year will start with compulsory modular component that will be provided to
the students in a formal workshop learning setup with the following generic subject modules:
 Research Methods and Scientific Writing:
 Definitions, value and philosophy of research.
 Types of studies / research.
 Choice of research topics.
 Definition of background of study, statement of problem, research question, objectives
and hypotheses.
 Research design, sampling, sourcing, collation and analysis of data.
 Presentation and interpretation of results.
 Technical report writing.
 Critique of published papers.
 Presentation of research findings.
 Biometrics and Computer Applications:
 Definitions and value of biometry in scientific research.
 Variability and normal distribution.
 Probability, binomial and Poisson distributions.
 Populations and sampling. Testing differences between means.
 Students t – test. Chi – square. Correlation and Regression analysis.
 Analysis of variance.
 Other relevant statistics.
 Basics of computer appreciation.
 Software packages relevant to scientific and veterinary medical research and their use.
 Presentation of scientific reports

19. 19
 Research Project Proposal Seminar:
 Seminar on proposed M.Sc research project highlighting the following:
- background of the study,
- review of literature on current state of knowledge of the area of research,
- statement of problem,
- objectives of the study,
- proposed methodology and expected output/significance of the study
 Research Project Final Seminar
 Final Seminar on proposed M.Sc research project highlighting the following:
- background of the study,
- statement of problem,
- objectives of the study,
- methods used in carrying out the study and analysis of the data generated,
- results,
- discussion of the results and recommendations arising from the findings of the study
 Research Methodology (Methods &Techniques):
 An introduction
 Defining the Research Problem
 Defining the Research Design
 Identifying Sampling Design
 Measurement and Scaling Techniques
 Methods of Data Collection
 Processing and Analysis of Data
 Sampling Fundamentals
 Testing of Hypotheses I (Parametric or Standard Tests of Hypotheses)
 Chi-Square Test
 Analysis of Variance and Co-variance
 Testing of Hypotheses-II (Nonparametric or Distribution-free Tests)
 Multivariate Analysis Techniques
 Interpretation and Report Writing
 Research Project final outlook:
 Research project in the student’s area of study, leading to a Project Report that shall be
examined by an External Examiner should have the following outlook:
 Research Methodology and application of ICT in Research:
 In-depth research work aimed at acquiring full knowledge and presentations in scholarly
writing of the concepts, issues, trends in the definition and development of the study area
from African and Western perspectives.
 Major steps in research: selection of problem, literature, literature review, Design, Data
collection, analysis and interpretation, Conclusions.
 Study of various research designs, Historical, Case studies, Surveys, Descriptive, cross
sectional, Experimental etc.
 Analysis, surveys and synthesis of conceptual and philosophical foundations of different
disciplines. Identification of research problems and development of research questions
and or hypotheses.
 Detailed treatment of methods of collecting relevant research data and the format for
presenting research results (from designing the table of contents to referencing,
bibliography and appendix).
 Data analysis and result presentation in different disciplines using appropriate analytical
tools. Methods of project/dissertation writing.

20. 20
 Application of appropriate advanced ICT tools relevant in every discipline for data
gathering, analysis and result presentation.
 Essentials of spreadsheets, internet technology, and internet search engines.
 All registered Masters Degree students must attend a solution-based interactive
workshop to be organized by the Department of Postgraduate Studies for a practical
demonstration and application of the knowledge acquired from the course, conducted by
selected experts.
 Exit Learning Outcomes:
 After completing the research project modules, each student for each study line should
be able to:
 Gain knowledge in critical thinking and analysis
 Learn how to formulate research questions in a research study
 Acquire knowledge to collect, analyse and interpret a range of complex data;
 Gain knowledge on the range of appropriate qualitative and quantitative research
skills;
 Gain knowledge on the use and application of information technologies;
 Have knowledge skills to communicate and present ideas and findings in a variety of
ways, for example, in writing, and orally;
 Have knowledge with problem-solving in systematic ways, and work both individually
and in groups.
 Have knowledge to provide critical review of research papers and to synthesise
research outcome
 Method of Assessment on MScRes 1st
Year Workshop Learning Process Outcomes:
Student Evaluation: Points
Participation & discussion 20
Assignments 10
Research Project Simulation 10
Workshop Presentations 10
Proposal paper 25
Critique paper 25
 All being well, research study idea should be allowed to proceed with registration as a MScRes
research study line at the end of the first year.
 As part of verification process for allowing the proposed research ideas to proceed on, seminar
sessions on Proposed and Documented idea for research study line project topics are mandatory
for the research students to attend with the following highlights:
A. Identifying or selecting ‘Title / Topic for a desired research study line’:
 Selecting a suitable topic and stating it, is the first thing that a researcher does in the
beginning.
 Topic/Problem should be chosen with care.
 Selecting a suitable topic require a clear research question and current significance.
 Researcher gets research questions from many different places such as from existing theory,
previous research, practical experiences, personal interest etc.
 A vast reading is always helpful in generating a good research question.

21. 21
 It is always a good idea to generate all possible research questions and then choose the best
one.
 An appropriate topic/ title would be the first source for a reader to know about the nature
and contents of a research stud - It is therefore expected that the topic/title must have
complete correspondence with the contents of the proposed study line.
 Topic of a research study should have adequacy, relevancy and simplicity in terms of the
meaning to the study line proposal.
 Normally a research topic should satisfy the following criteria:
 state the key variables being included in the study,
 state relationship between variables,
 state population to which results would be applicable,
 avoid redundant words - use only acceptable scientific terms,
 besides, a topic should neither be too long to be over explicit nor too short to be over
implicit - It should be concise and to the point
 The best one can be selected looking into:
 your own interest,
 skills and ability,
 available time,
 financial support and equipment,
 most important is the significance of the selected problem
B. Background of the Study:
 Preparing background for the problem is important in highlighting the justification for
selection of a particular topic.
 Any future reader or research work moderator wants to know why the study is being
undertaken in general and specifically why it is intentionally being organized to be conducted
the way it is being proposed.
 This is what is meant by the rationale of the study – rationalize the research idea being
proposed
 The researcher is expected to make references with different sources for preparing
background for selected study.
 The analysis of the related studies may help in writing the rationale of the study.
 When one goes through the research lines conducted in a particular area, one may locate
several gaps there, one may find inconsistencies in the results reported and one may find
data from which some more information may be extracted, if these were reviewed in a
different way – such become the background for the problem.
C. Relevant Literature & Research Lines Reviews on current state of knowledge as related to
proposed research line:
 The review of the literature provides the background and context for the research problem -
It should establish the need for the research study line and indicate that the writer is
knowledgeable about the area such as “Wiersma, 1995, p.406”.
 Review of the writing of recognized authorities in the area and research studies previously
carried out would make the researcher familiar with what is already known and what still
remains to be done.
 Systematic review of related literature is expected to yield among other things, insight and
information needed.
 The review of related literature is expected to assist the researcher in several ways in
finalization of undertaken study.

22. 22
 Searching should contain only those studies or literature which is related to the problem
either as a whole or to some aspect (s) of the problem.
 The review of researches should be as concise as possible - It should include the surname of
the author followed by the year of publication in parenthesis, the objectives of the study, the
hypothesis (es) if there is any, the sample, its size, characteristics, sampling technique, and
the tools used along with their reliability and validity coefficients, etc.
 If the study is of experimental type, the details regarding the design, treatment, duration, etc.
must be included in the review.
 The statistical techniques used to analyzing the data, and the findings of the study should also
be presented in a way that they lead the reader know.
 One paragraph should lead to another in a systematic way than in a randomized manner.
 With each additional paragraph the reader should feel that he is clearer over the discussion
than he was before.
 The review of literature must have continuity in thoughts with the new proposed line of
research study.
D. Statement of the problem and its key terms:
 Once the background for undertaking the study has been put forth, the researcher should
write the statement of the problem generally in bold letters.
 Statement of the problem should come without any unnecessary introduction but with some
technical relevance to the background information, however in a reproducible, traceable and
justifiable way as follows:
 There should be a perceived difference or discrepancy between what exists and the ideal
or planned situation.
 Reasons for the difference should be unclear-so that it makes sense to develop a research
question.
 There should be provision of more than one possible answer to the question or solution
to the problem.
 A problem statements in a research proposal are derived or formulated to present unique
overviews of the problem under investigation, that the researcher has in his/her mind and in
systematic order:
 state the “ideal" state of affairs, an overview of the situation that has attracted
philosophical study interest
 brief explanation of the problem through illustrative presentations
 provide backups to problem assertions from universal and narrow it down to the specific
local situation of interest (global, regional, national community point of view)
 Provide a concise description of the nature of the problem- the discrepancy between
what is and what should be- its size, distribution and severity (who is affected, where,
since when, and what are the consequences for those affected and for the services,
 Provide a theoretical analysis of the major factors that may influence the problem and a
convincing argument that available knowledge is insufficient to solve it- justification.
 A brief description of any solutions that have been tried in the past, how well they have
worked and why further research is needed to generate an appropriate solution with
accompanying beneficial effects.
 A description of the type of information expected to result from the project and how this
information will be used to assist in solving the problem-significance of research findings.
 If necessary, a short list of definitions of crucial concepts used in the statement of the
problem.
E. Objectives of the study:

23. 23
 Research is an organized investigation of a problem in which there is an attempt to gain
solution to such a problem
 Writing the objectives of the study is very important for a right solution for the perceived
problem.
 Every study has certain objectives and they need to be presented after the statement of the
problem.
 The objectives should be stated in very clear-cut, concise, declarative statements summative
of the study line achievements, to give clear guidance to address the problem.
 They may be written in close association with statements of the problem
 Drafted objectives carry the characteristics of being SMART (Specific, Measurable, Attainable,
Realistic & Time-bound) and FLOMUR (Feasible, Logical, Observable, Measurable,
Unequivocal & Relevant)
 Objectives are drafted in two types – General objectives have broader spectrum and very
little in number while Specific objectives are short-termed with narrow spectrum and may be
many in number.
 Many issues should not be raised in one statement or question – the objective should be
objective in simple manner than in a complex way to avoid influence of possible confounding
factors
F. Proposed methodology and expected output/significance of the study:
 A good research methodology means providing an accurate, detailed account of the methods
and procedures that are intended to be used or were used in the study or the experiment.
 Includes specifics about participants, materials, design and methods required for the study.
 Good research methodology provides enough information for another person to follow
precisely in order to replicate the work and check the results.
 Well drafted methodology would follow a chronological order as outline below:
 Describing the samples/ participants as intended to be used or participates in the study.
 Describing the materials used or as intended to used or participate in the study.
 Explaining how the research materials are to be prepared or have been prepared for the
study
 Describing the research design
 Explaining how study measurement processes and calculations are performed for the
study data
 Stating which statistical tests is to be or has been used to analyze the data.
G. Questions of the study/ hypothesis(es):
 Research hypothesis (es) or questions gives elaborations and specific direction to the research
objectives of the study.
 Hypothesis is nothing but a statement that describes a relationship between variables.
 Hypothesis helps to translate the research problem and objective into a clear explanation or
prediction of the expected results or outcomes of the study and as prior statement to
literature review and conceptual framework
 Hypotheses / questions give direction to the data to be gathered.
 The hypotheses should be stated either in the present tense or in the future tense.
 One hypothesis should state only one relationship between two variables.
 Stating several relationships in one hypothesis confuses the reader.
 One should not state hypothesis in those cases where the collected data cannot be put to the
testing.
 They may be stated as:
 Research – Associative, Causal, Non-Directional, Directional, Complex, Simple

24. 24
 Null / Directional – Simple null, Complex null, Causal null, Associative null
 Testable hypothesis form – This predicts relationship between the independent variable
and the dependent variable that must be testable or measurable
H. Research Design:
 Design of the study refers to the research plan.
 Defines the study type, research question, hypotheses, variables, and data collection
methods.
 It specifies the various steps taken to answer the questions raised or test the hypotheses
formulated.
 The design of the study is important for survey type studies because the reader wishes to
know how the researcher has planned his study to obtain a representative set of data.
 Some examples of research designs include descriptive, correlational, and experimental.
 Another distinction can be made between quantitative and qualitative methods.
 In descriptive and evaluative surveys the design is the direct description of the plan of the
study to collect the desired data.
 On the other hand in the experimental type of studies the design should include the
description of the experimental design such as random design, block design, factorial design,
etc., stating the treatment and its duration.
I. Population and Sample:
 The first aspect of sampling is the ‘identification of the population’ for the study.
 The researcher should spell out the characteristics of the members of the population so that
the reader may understand the applicability of the findings of the study.
 Secondly, the researcher should write the sampling technique used for selecting the sample
with rationale.
 Thirdly, the researcher should write the size of the sample and rationale for selecting the size.
 Lastly, the researcher should spell out the characteristics of the sample so that these enable
the reader to form judgment as to the representative of the sample by considering the
following:
 Standard Deviation: it is a measure which describes how much individual measurements
differ on the average from the mean.
 Confidence Interval: it is a range of values which most likely encompasses the parameter
(measurement).
 Standard Error: Standard deviation of the estimator or the square root of the variance of
an estimator.
J. Research Tools:
 In research studies three types of instruments are used:
(i) Standardised instruments:
- The standardised instruments have reliability and validity established and data are
easily available to the researchers.
- The researcher should mention these in detail and also describe the sample on which
the instrument was standardised.
- These informations help the present researcher to find out the appropriateness of the
instrument for the present study.
(ii) Non-standardised but earlier used instruments:
- These instruments, while not considered as standradised have never the less been
used in previous studies in the problem, it is possible that the reliability and validity

25. 25
estimates previously obtained will be a characteristic to be assumed and so, no
matter how limited the study, some estimate should be obtained of the reliability of
every instrument constructed by the investigator.
- For validity, the logical estimates are often accepted without requiring a statistical
estimate.
(iii) Self-constructed Instrument:
- For the self constructed instrument, the researcher must report:
a) the purpose for which it was constructed,
b) the different aspects and total number of statements under each aspect,
c) the nature of the statements,
d) its reliability and validity coefficients
K. Procedures for data collection:
 In preparing research proposal, it is also important to make decision regarding planning and
executing the strategy of data collection.
 An insightful thinking reduces the problems and helps in overcoming the difficulties
successfully.
 Data collection starts from getting permission from concerned authorities and ends at getting
reliable and valid data from respondents.
 Various data collection techniques are employed for the following:
 to collect research data that should be realistic, practical, reliable and may other required
characteristics
 a means to collect data desired to attend to one’s inquisitive mind
 a means to collect data contents in a systematic way instead of haphazard way
 Through the use of the following methods, a reliable and consistent data can be collected:
 Using available information e.g. records or secondary data sources
 Observational Methods
 Interview schedules and questionnaires
 Focus group discussions
 Nominal group technique, Delphi techniques,
 Life histories, scales, essays, case studies, mapping, rapid appraisal techniques,
 Participatory research
 Q-sort methodology
 Sociometry
 Delphi Technique
L. Statistical techniques for data analysis:
 The data can be analysed qualitatively and quantitatively.
 The quantitative analysis should include details regarding the statistical technique used, the
rationale for choosing the statistical techniques and the level of significance.
 The details of all these should be written for each objective of the study separately.
 In the case of qualitative analysis, the description of the ‘base’ is necessary on which the
analysis is performed.
 There are various types of data analysis that may be used to interpret the data collected
during the study, but the following are exceptionally for every scientific researcher:
 Descriptive - The discipline of quantitatively describing the main features of a collection
of data.
 Exploratory - An approach to analyzing data sets to find previously unknown
relationships.

26. 26
 Inferential - Use a relatively small sample of data to say something about a bigger
population.
 Predictive - The various types of methods that analyze current and historical facts to
make predictions about future events. In essence, to use the data on some objects to
predict values for another object.
 Causal - To find out what happens to one variable when you change another.
 Mechanistic - Understand the exact changes in variables that lead to changes in other
variables for individual objects.
 Basically, the software one chooses for data analysis should allow to do the following:
 Select respondents and groups for analysis. Maybe certain respondents had bad or
missing data – these participants should be excluded or flagged so that they are not used
for the analysis.
 Pre-process data to filter outliers, generate aggregates and averages over time, sensors,
stimuli or respondent groups, etc.
 Compute descriptive statistics including measures of central tendency (mean, median)
and dispersion (standard deviation, variance, range, etc.) – such parameters can be used
later on for testing.
 Run statistical tests such as t-tests, ANOVAs, variance analyses, regressions and
correlations as well as non-parametric procedures (bootstrapping, Monte-Carlo
procedures).
 Plot data, for example histograms or scatter plots of the raw data distribution or
statistical results.
M. Time schedule:
 Researcher has to provide a time schedule budgeting the time and energy at his disposal.
 With this in mind, the research may divide the project process into a number of manageable
phases and assign time limit to each phase for its completion, but falling within the generic
period for the scheduled time
 These stages may cover:
 Preparatory work, including appointment of JPF
 Library work
 Construction of tools including their pre-testing
 Field work
 Data processing and analysis
 Preparation of report
N. Cost estimates and budgeting:
 The cost of the project is to be estimated in terms of total duration of the project and
facilities needed.
 It may contain the following items:
 Salary of Junior Project Fellow
 Travel expenses (TA/DA) of Principal Investigator and JRF
 Purchase of Books and tools
 Development/Adaptation of Research Tool
 Printing of tools & correspondence etc.
 Hiring charges
 Data Processing (Computer)
 Report writing, photocopying, binding etc.
 Contingency (stationery, postage, etc.)
O. References/ bibliography:

27. 27
 A list of reference is an integral part of the research report.
 It may be headed as ‘References’ or ‘Bibliography’.
 But bibliography is a comprehensive term which includes, in addition to referred literature,
some other related and very useful literature which readers may like to read which perhaps
the researcher has himself read but not referred to it in the text of the thesis.
 All the literature has been referred to in the text must appear in the reference list.
 In writing references / bibliography researcher must follow the guidelines given by American
Psychological Association (APA).
 In which the details required to cite the reference are: the name of the author(s) starting with
surname, year of publication, title of the book, edition, place of publication, name of the
publisher(s)(in case of books.
 When there is more than one author, the initial of the first author must be followed by ‘a
comma’.
 The wording of the title should appear exactly as it does on the title page of the book or first
page of the article.
 The name of the journal should either appear as it is or be abbreviated according to accepted
abbreviations.
 For better understanding regarding writing references in APA style, kindly go through the
references given under the title further reading and references in this unit.
References:
Books:
1. Project proposal writing- ISBN 952-5526-00-3, 2003, Yutta Fricke
2. A Comprehensive Guide to writing Research A Research Proposal, Parmijit Singh et al
3. Essentials Of Research Design And Methodology-ISBN 0-471-47053-8, Geoffrey Marczyk et al, (2005)
4. Epidemiology & Biostatistics for the USMLE-ISBN 0-8385-0244-X, Edward J. Hanrahan et al, 1994
5. Handbook of Health research methods, Investigation, measurement and analysis-ISBN–10: 0 335 21460 6, 2005, Ann Bowling
and Shah Ebrahim
6. Introduction to Operations Research-ISBN 0072321695, 2000, Frederick S. Hillier
7. Fundamentals of Research Methodology and Statistics-ISBN : 978-81-224-2418-8, 2006, Yogesh Kumar Singh
Journals - Identify the relevant journals from each list of journal sets as stated below:
1. Agri, Food & Aqua Journals
2. Biochemistry Journals
3. Chemical Engineering Journals
4. Chemistry Journals
5. Clinical Journals
6. Earth and Environmental Sciences Journals
7. Engineering Journals
8. General Sciences Journals
9. Genetics & Molecular biology Journals
10. Health care Journals
11. Immunology and Microbiology Journals
12. Informatics journals
13. Materials Science Journals
14. Medical journals
15. Natural-sourced Medicinal Products Journals
16. Neuroscience and psychology journals
17. Pharmaceutical Sciences journals
18. Veterinary Sciences journals

28. 28
First Six months of Second Year Research Study Line Modules (Optional)
 The first six months of second year of research study lines will be matched to the time period
from the stage of the proposal approval after the formal assessment and was allowed to proceed
into the next stage and upto the equivalent time of the academic year of UNZA.
 Within the defined time period, most of the core research components will have been undertaken
to successful completion.
 However, in some circumstances, the second year process for some study lines may have
variations depending on the research field, while maintaining the main focus on
gathering results from experiments, archival research, surveys or other field sources.
 As the research develops, so is the thesis or argument also being developed - at this stage of
research, one would be justified to start putting the researched points into perspective write-
up chapters or other pieces of document that will eventually form part of the final dissertation.
 The research student(s) is/are advised to continue having routine and regular meetings with
research line supervisor(s) to provide feedback progress on the research ideas and probably also
to regularly provide time slots for the supervisors to read and moderate any drafts that may be
part of the progress work produced by respective students.
 This stage of research study line will also be regarded as an important stage for research students
to develop as scholars.
 During the stage research, each research student should be well versed in current research and
will have begun to collect some important data or develop research-line insights.
 So, this part of research study-line is a perfect time to think about presenting the work done at
academic conferences (both local & international), gaining teaching experience (from regular
contacts with undergraduate students) or perhaps even selecting some material
for publication (topical research line publications) in identified academic journals (Pharmaceutical
journals etc).
 To put such inquisitive thinking into perspective, each individual prospective research study
student is required to document them into a systematic way by producing a research proposal –
this is a plan to facilitate implementation of research idea(s) to yield valid and reliable information
required to solve a particular problem or to contribute to the body of knowledge through the
following steps:
 Step 1: Formulation of Problem statement through problem selection, analysis, statement of
problem and justification in response to philosophical thinking.
 Step 2: Literature review to probe into the existing and available information that should
argument inquisitive or philosophical mind set
 Step 3: Formulation of Objectives to take into account of Hypotheses, if any, and clear,
concise, declarative statement (General and specific)
 Step 4: Research Methodology to include various sections of the research study (conceptual
framework, study design with justification, study setting with description, study population
with description, sample size with justified procedure, data collection techniques and
validated tools, plan for data collection, plan for field work activities, plan for data processing,
plan for data analysis, description of data quality control, plan for ethical consideration and
clearance)
 Step 5: Research study project management in terms of provision of descriptive work-plan,
plan for utilization or implementation potential study results outcomes, budget resources and
utilization

29. 29
 Step 6: Involves the finalization of research proposal through the production of proposal
summary, table of content and other sections or chapters of proposal document
 The steps as outlined above will be expected to be undertaken in a systematic way as follows:
 Relevant Scientific & basic information of study field:
 General introduction of scientific and basic knowledge information about the field of
study
 Integrate and apply previously acquired knowledge and skills for the study line
 Epidemiological scenario of study field within the context of the country
 etc
 Principle information of the study process:
 There is a clear statement of research aims
 There is an information sheet for participants, which sets out clearly what the research is
about etc
 The methodology is appropriate to the research question.
 The research should be carried out in an unbiased fashion
 From the beginning, the research should have appropriate and sufficient resources in
terms of people, time, transport, money etc. allocated to it.
 The people conducting the research should be trained in research and research methods
 Those involved in designing, conducting, analysing and supervising the research should
have a full understanding of the subject area.
 For this type study, it helps if the researcher has experience of working in the area of
study.
 When applicable, the information generated from the research must inform the policy-
making process.
 All research should be ethical and not harmful in any way to the participants.
 etc
 Relevant Clinical information of the study field:
 The study should provide a forum for exchanging and sharing information between basic
and clinical operational lines, the two types of information should be talking to each
other.
 To deliver an instructional programme in suitable form covering topics relevant to the
course theme, ranging from basic and scientific elements, to clinical scenarios
 To provide a series of relevant, timely case studies clinical data that would directly relate
to the study subject
 etc
 Relevant Modern & Advanced knowledge skills of the study field:
 Form Journal club group for the department
 Sourcing for online articles
 Run a critique analytical presentation of each article and discuss with other club members
 Generate points from each article presentation using an agreed format for points
allocation
 Identification of special and relevant case-studies for study field:
 Form Journal club group for the department
 Sourcing for online articles
 Run a critique analytical presentation of each article and discuss with other club members
 Generate points from each article presentation using an agreed format for points
allocation
 Management protocols as applied on case-studies for the study field:

30. 30
 Form Journal club group for the department
 Sourcing for online articles
 Run a critique analytical presentation of each article and discuss with other club members
 Generate points from each article presentation using an agreed format for points
allocation
 Residence training attachment relevant to the study field:
 Introduction to Residence Study Place:
 General introduction to the training site
 Common study fields of assessments
 Specific and Non-specific of practical site that are prevalent
 Major and minor site characteristics that are associated to the study
 Comparative techniques being followed at the residence site with those of the study
protocol
 Range or scope of operational activities that are applicable to the study protocol
 Establishment of both short and long term therapies comparable operational
activities
 Rights of animal patients to medications in terms of clinical research study
 etc
 Advanced Competence-based training:
 Operational activities in terms of types, patterns, categories,
 Identification of protocols residence site activities
 Operational levels in terms of the site activities being provided
 Design and provision process of operational activities at the residence site.
 etc
 Learning outcomes:
 These are comprehensively presented but each research line is expected to have its
appropriate set objectives:
 Comprehend with concepts of the study field and the relevant lines of science
 Demonstrate a basic and scientific knowledge pertaining to scientific procedures of
the study line
 Demonstrate the ability to apply scientific knowledge into practical operations
 Be able to apply the concepts of the study field into practice
 Be able to design and conduct experiments within the premises of the study field
 Be able to analyze and interpret data generated from the field of study or operation
 Be able to apply knowledge gained in designing or improving an operational system,
systems components or the process effectively and optimally
 Be able to apply comprehensively knowledge gained into the related field operations.
 Be able to identify, formulate, and solve any generic problem related to the field of
study
 Demonstrate professional and ethical responsibility
 Be able to express creative thought and critical assessment of field operational
processes from universal point of view
 Recognize the need for, and have an ability to engage in life-long learning
 Be able to comprehend with contemporary issues using knowledge gained from the
study field
 Use the knowledge, skills, competences gained from the study field in formal
operational setups.
 Be able to use techniques, skills and advanced knowledge gained from the study field
for better and improved practical operations of relevant fields

31. 31
 Be able to recognize and appreciate different operational field cultures to provide due
respect to other field operators
 Demonstrate ability to critically analyse technical journal articles
 Demonstrate ability to make professional presentations
 Evaluate literature to make professional judgements in the line of duty
 Apply the fundamental Principles of each individual research study line
 Comprehend with the Interface of study line and field operations
 Learn and relate basic and scientific procedures to the field operational procedures
 Be knowledgeable with advancements in technology related to the field of research
study
 As part of verification process for allowing the individual research study lines to proceed on,
seminar sessions on Progress Report of individual study lines are mandatory for the respective
research students to attend with the following highlights:
A. Identifying or selecting ‘Title / Topic for a desired research study line’:
 Verification and modification of the title
B. Background of the Study:
 Verification and modification of the background information
C. Relevant Literature & Research Lines Reviews on current state of knowledge as related to
proposed research line:
 Verification and modification of the literature
D. Statement of the problem and its key terms:
 Verification and modification of the problem statement for the research study line
E. Objectives of the study:
 Verification and modification of the objectives to the current stage of study line.
F. Methodology used so far of the study:
 Verification and modification of the proposed methodology
G. Questions of the study/ hypothesis(es):
 Verification and modification of the research questions and hypothesis
H. Research Design:
 Verification and modification of the research design
I. Results generated so far of the study:
 The results section of the research paper is where researcher reports the findings of the study
based upon the methodology [or methodologies] that has been applied to gather
information.
 The results section should simply state the findings of the research arranged in a logical
sequence without bias or interpretation.
 To highlight the importance and goodness of the result partially generated, the following
points contribute:
 that the results of a study do not prove anything than to confirm or reject the hypothesis
underpinning the study as proposed,
 that the results of a study are concise, using non-textual elements appropriately, such as
figures and tables (raw data that has been summarized)
 result data section that is total exclusion of excess information that is not critical to
answering the research question
 Partial results for the study line that will have been generated can be presented in an
organized way:
 Presentation of results in a synopsis format that is usually followed by an explanation of
key findings

32. 32
 Presentation of results in a segmented synopsis format that is usually followed by an
explanation of key findings per individual result statement, amalgamated into overall
picture of the generated data.
 In principle, the content of the results section should include the following elements:
 An introductory context for understanding the results by restating the research problem
underpinning the study.
 A summary of key findings arranged in a logical sequence that generally follows the
proposed methodology section.
 Inclusion of non-textual elements, such as, figures, charts, photos, maps, tables, etc. to
further illustrate key findings, if appropriate.
 A systematic description of partial results, highlighting for the reader observations that
are most relevant to the topic under investigation, taking into account that not all results
that emerge from the methodology used to gather the data may be relevant.
 Use of the present tense for partial or incomplete result data in all statements of results.
 The page length of the results section must be guided by the amount and types of
appropriate data to the research line objectivity with focus only on findings that are
important and related to addressing the research problem – this is complimented by avoiding
the following to be part of the results section:
 Discussing or interpreting your results
 Reporting background information or attempting to explain your findings as this part of
Introduction section
 Ignoring negative results as they project a counterview to the perceived and expected
research outcome which could be biased.
 Including raw data or intermediate calculations that distort the overall picture the
research data results.
 Be as factual and concise as possible in reporting your findings both for partial and
concluding research results.
 Presenting the same data or repeating the same information more than once.
 Confusing figures with tables as such result presentations speak louder than statements.
References:
Books:
1. Writing the Research Paper, a Handbook-ISBN-13: 978-0-495-79964-1, 2012, Anthony C. Winkler,
2. English for writing Research Papers-ISBN 978-1-4419-7921-6, 2011, Adrian Wallwork
3. Writing Scientific Research Articles Strategy and Steps-ISBN 978-1-4051-8619-3, 2007, Margaret Cargill & Patrick O’Connor
4. Writing and presenting Research-ISBN-10 1 4129 0292 4, 2006, Angela Thody
5. Essentials Of Research Design And Methodology-ISBN 0-471-47053-8, 2005, Geoffrey Marczyk et al,
6. Epidemiology & Biostatistics for the USMLE-ISBN 0-8385-0244-X, 1994, Edward J. Hanrahan et al,
7. Handbook of Health research methods, Investigation, measurement and analysis-ISBN–10: 0 335 21460 6, 2005, Ann Bowling
and Shah Ebrahim
8. Introduction to Operations Research-ISBN 0072321695, 2000, Frederick S. Hillier
9. Fundamentals of Research Methodology and Statistics-ISBN : 978-81-224-2418-8, 2006, Yogesh Kumar Singh
Journals - Identify the relevant journals from each list of journal sets as stated below:
1. Agri, Food & Aqua Journals
2. Biochemistry Journals
3. Chemical Engineering Journals
4. Chemistry Journals
5. Clinical Journals
6. Earth and Environmental Sciences Journals
7. Engineering Journals
8. General Sciences Journals
9. Genetics & Molecular biology Journals
10. Health care Journals
11. Immunology and Microbiology Journals
12. Informatics journals
13. Materials Science Journals
14. Medical journals