This document summarizes a workshop on proposal writing for doctoral research held in Kathmandu, Nepal. The workshop aimed to enhance the culture of inquiry. It covered defining research and the types of research problems. Key topics included developing an effective problem statement, general and specific research objectives, and guidelines for selecting a problem worthy of doctoral-level research. The workshop emphasized that a good research problem should have scope to be addressed within available resources and contribute new knowledge to a field of study.

1. Workshop/Seminar on “Proposal Writing for
Doctoral Research” to Enhance the Cultural of
Inquiry
Madan Bhandari Memorial College
Binayanagar, Kathmandu
December 25, 2013
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2. Day 1: Paper 1
1.Introduction to doctoral research
2.Writing statement of problem
By
C P Rijal, PhD in Leadership
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3. A few questions may be ringing in our minds…
Question 1: What is culture of inquiry?
Question 2: How can doctoral research contribute to
the promotion of culture of inquiry?
Question 3: So, what comes first in our minds when
we talk about conducting a doctoral research?
Question 4: Then, how can we commence it?
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4. First of all, what is research?
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5. Research Means
Systematic and objective investigation of a
subject or a problem in order to discover
relevant information.
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6. Investigation on a subject refers to …
Establishing a conceptual, or theoretical
understanding about something to be
promoted as part of disciplinary studies.
For example, development of a theory in
public health.
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7. Investigation on a problem refers to …
Assessing, diagnosing, exploring, or
evaluating various facets pertaining to a
management problem.
For example, what percentage of first
time Bhatbhateni Superstore visitors
revisit this place for shopping?
Why Boeing Airliners sales could not match
with its huge company costs… Top
management was quite concerned…
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8. Discovery of information means…
Establishing theoretical or conceptual
grounds for a disciplinary study, or
Investigating the problem solution or
decision alternative in a defined situation
or context.
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Frequent flying customer expectations on
flight experiences with Boeing Airliners…
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9. Key Types of Research
Basically, there are only two types of research --
a.Fundamental Research and
b.Applied Research
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10. Fundamental Research
Known as the basic or pure research; seeks to
expand the boundary of knowledge in the given
area, thus we also say academic research.
For example, development of research
methods, propagation of a new theory,
development of an academic discourse,
concept, model or theory.
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11. Applied Research
 Known as a decisional research; and attempts to
use existing knowledge for resolving the current
problem.
For example?
 What are the customer needs, expectations, and
problems associated to our offerings?
 How did the general public like the prevailing
governance system?
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12. repeat it again…
¤ A research may be considered as a
systematic and objective investigation that
involves systematic design, collection,
preparation, interpretation and reporting
of information needed to solve specific
problems or promote a domain of learning
for promoting knowledge.
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13. Let’s come to today’s business…
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14. 1.
2.
3.
What is a doctoral research?
Why is it needed?
Generally how long does it require
to complete it?
4. Can everybody get admission for it?
What are general requirements?
5. How is the overall process of
continuing research and award of
degree?
6. How is it linked to the promotion
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15. Have you ever thought over these questions…
1.What is a doctoral research?
2.Why do we require to undergo a doctoral research?
3.How to design and proceed it?
4.What are the expected outcomes of a doctoral
research?
5.What does a doctoral research scholar receive out
of this process?
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16.  Many scholars in their early stages may take it as a
means of scholastic decoration; but later they will
realize… it is NOT at all.
 PhD research in my understanding, is an endeavor
for grooming expertise, acculturating inquiry-based
practices and making the action more ethically
sound as a mandatory provisions for specialized
practitioners.
 It is a search of grounded reality-based quest
aimed at the promotion of critical analytical
thinking in knowledge building for learning and
decision-making.
 It is a tool to build intuition backed up by evidence.
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17. Getting Started with…
Step 1: Embark an area of self interest.
Step 2: Explore depth information environmental and
structural outsets to identify a missing link.
Step 3: Build an argument supporting the need of a
systematic inquiry.
Step 4: Establish a detailed definition of a problem or
issue to be taken into consideration of an inquiry.
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18. How to get there…
1. Consult with experts
Seek, inquire, read, identify and analyze their their
say on what type of research they recommend for,
or how they share about information deficiency on
your field of interest.
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19. How to get there…
2. Explore the environmental developments
Numerous macro environmental developments may
be undergoing or likely to happen in the area of
your interest; closely scan the environment, build
scenarios; and find a research link for you to be
there as a referred person in the days to come.
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20. How to get there…
3. Identify the limitations of earlier studies
Review a series of earlier conducted studies in the
area of your interest and identify their limitations;
a common limitation of similar studies may be a
missing link to drive you forward.
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21. How to get there…
4. Check out recommendations for further research
Review a series of earlier conducted study based
recommendations for further research and explore
if there is an interesting research idea for you.
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22. How to get there…
 A mix of above stated activities will help you
better analyze the gap for research.
 Gap analyses serves as the key to formulation of
statement of problem.
 Statement of problem governs the overall
research premise and procedures.
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23.  A research problem also ‘issue’ or ‘question’ that
indicates the need or desire to know something.
 Problem solving has three steps -1. Obtaining relevant information about the
problem and potential solutions – research
component
2. Examine alternative approaches and chose
among them – decision component
3. Determine how to implement the decision and
take action – action component
 These all three steps are interconnected.
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24. Research and Decision Problem
 Research problem and decision problem may be
closely related, especially in subject-matter or
problem-solving research.
 Decision problems (subject-matter) and action
problems usually go together; we make a decision
then act on it. There stands the need of applied
research.
 Disciplinary research however, may not lead to a
specific decision or action. Disciplinary problems
are of interest within the discipline and are
oriented to the generation of academic knowledge.
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25. Research Problem Identification
 This is the most critical and important part of all
research projects. The problem is the focus of both
basic and applied research. It serves as the reason
or justification for research.
 Problem identification and explanation affects the
quality, usefulness, effectiveness, and efficiency of
the research.
 A written problem description is the only credible
evidence to establish a clear understanding of the
issue to be investigated.
 Research problem builds on a reason why the
research is being, or has to be, undertaken.
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26. Researchable Problem vs. Problematic Situation
 A researchable problem is a very much specific
problem at which the objectives of the research
are directed.
 It can be understood by contrasting it with the
general problem, also called a problematic
situation.
 Problematic situations are very large in scope and
may have multiple dimensions. For example, world
food (or hunger), low incomes in developing countries,
high birth rates, low education levels, poor awareness on
girls’ education, restrictive trade policies, unemployment,
high stigma on HIV&AIDS, etc. are the broader
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problematic situations across the world today.

27.  Normally, the problematic situations are not
researchable within an individual research project.
 But, specific components of these situations are
researchable, when broken into distinct
components.
 The components must be -– confined in scope and complexity, and
– supported by a set of research objectives that can be
achieved with given resource constraints (time and
money).
Research from many individual projects can be
combined to address problematic situations.
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28. The Statement of Problem
 Research problems are always linked to a more
general set of problems, so it is useful to separate
the problem statement into two parts:
a. The general problem (or problematic situation),
b. The specific problem (or the researchable problem).
 Note that the specific problem is not
necessarily “small”, but rather it must be
precisely specified and capable of being
addressed with available resources.
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29.  The general problem statement provides the
background or setting for the researchable
problem.
 Usually, it helps to introduce the problem with very
general statements, then progressively narrow the
focus to more specific, precise issues.
 However, if the reader of the proposal is already
knowledgeable on the subject, the broad general
discussion can be reduced, meaning that the
problem definition should be tailored for the
expected audience.
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30.  For example, consider a situation where a student pursuing higher
education in a foreign country plans to conduct research about her
home country. The student’s research committee may not know
much about the her home country, so it is helpful to provide
descriptions of the economic, social, political and institutional
conditions of her home country.
 The general problem statement sets the stage for the specific,
researchable problem.
 The specific problem narrows the perspective to a set of issues on
which knowledge or information is needed.
 It must be clarified,
– what knowledge is needed
– the reasons the knowledge is needed
– by whom the knowledge is needed
– the potential purposes it could serve.
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31. Guidelines for Developing Effective Problem Statements
1.Transform the researchable problem making it sufficiently specific to
be addressed with available resources (time, research expertise, data,
tools, financial support)
2.The dimensions of the problem should be described in objective
(neutral) rather than subjective terms.
For example,
China has used dumping of its electronic goods in the US market.
Better:
China has provided export duty and income tax subsidy on Chinese
electronic products exported to the US markets.
3. The problem, in any case, must be described sufficiently so that
other people can comprehend it.
4. The researcher’s perception on problem may be intuitive, but
must be developed logically.
5. Problem explanation must provide the reason or justification
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for the research and its objectives.

32. Use of Data
 Data can affect one’s awareness of a problem and how
he/she perceives it.
 It is always beneficial to examine relevant data in the
process of developing the statement of problem.
 In this process, large amount of miscellaneous facts can be
reduced to useful information, which may be again
extensively reviewed in the next phase while performing
review of relevant literature.
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33. Objectives
• Objectives specify what the research project
proposes to accomplish (do, achieve, estimate,
determine, measure, evaluate, etc.)
• The objectives are usually best specified in general
and specific ones. Often the shortest part of the
proposal, but it is the centerpiece.
1) General objective states the main purpose of the
study. It should derive directly from the research
problem statement. One sentence is the best!
2) Specific objectives a set or list of actionable, subobjectives, each of which contributes to achieving the
general objective.
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34. General Objective
For example
The primary objective of the present study is to assess
the overall level of management readiness to
implement TQM process climate in Nepalese Class A
banks.
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35. Specific Objectives
To achieve the primary objective, this study specifically aims to -1. explore general banking situation in the country,
2. assess the level of leadership behavior permissible for enactment of
TQM process climate,
3. examine the level of employee competence to enact with TQM
process climate,
4. measure the level of customer consciousness for TQM process
climate,
5. identify the level of total participation required for TQM process
climate,
6. evaluate the level of shared commitment for transformation,
7. analyze the operating system standards’ compatibility for TQM
process climate,
8. observe the systems’ changes and their continuity for
transformation, and
transformation
9. Measure the level of customer focus required to enact TQM process
climate.
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36. Complexity levels of specific objectives in Onion Diagram
1. Assess
2. Explore
3. Evaluate
4. Examine
5. Compare
6. Estimate
7. Propagate
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37. Objectives OF Research
Lev
els
Nature of
objective
Objective description
1.
Assessment
To observe the situation and infer results
2.
Exploration
To uncover the reality facing a problem
3.
Evaluation
To measure the level of existence
4.
Examination To test the existence
5.
Comparison
6.
Estimation
To compare and contrast between given
variables
To project probable level of happening
7.
Propagation
To declare a concept, theory, system or model
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38. Developing Problem and Objective Statements
 There are no constant rules or procedures to
developing problem and objective statements. It
may depend on how much you know about the
subject of the research.
 If your knowledge of the subject is limited, you
may start with a broad consideration of the subject
– then narrow the focus by segmenting problem
areas into logical components (issues, research
questions, etc.)
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39.  If you know more about the research area and
already have good idea about the researchable
problem, then you may need to develop the
general dimensions or context of the problem (i.e.,
opposite from the previous example).
 Once the problem has been defined and general
objective is identified, the specific objectives are
set by considering important components.
 A logical and clearly written statement of problems
and objectives is often the most difficult part of
proposal writing, and hence it undergoes changes
as it is passed on to more serious readers.
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40. Select a Problem Worth Research
 Please remember, if you pick up something not
worth PhD research, your work is not worth doing
well no matter how well you do it.
 Simple curiosity may not be a good enough
reason to do doctoral research, i.e. research for
research sake.
 The fact that something that has NOT been done
before might tell you something.

41. According Mikijanis and Thomas (nd.)…
1. Do not use a problem in research as a trick for achieving
self-enlightenment.
2. Do not look at a problem whose sole purpose is to
compare two sets of data.
3. Finding a coefficient of correlation between two sets of
data to show a relationship between those data sets is not
acceptable as a problem for research
4. A problem that leads to a question that can be answered
with “yes” or “no” is not suitable for formal, scholarly
research. “Determining if stock options are beneficial for
employee morale,” is not a problem (actually it is a
proposed solution) and is not appropriate for research,
since this statement leads to a binary conclusion (either it
is beneficial or not).

42. So, what should be considered in a statement of
problem?
What is the overriding problem?
Retention; inability to adapt to change; poor working
conditions; inequities; lack of evaluation of a
program; conflict in ethics, values, morals, etc.
Where is the problem found?
Manufacturing; education; health administration;
government; society; corporate America…
What needs to be done to solve the problem?
Survey; interview; create a new model; determine
what experts believe; evaluate; meta-analyze,
conduct experiment; benchmark, etc.

43. A convincing statement of problem…
• In about 200 words or less, in about 1 or 2 paragraphs, you
need to convince the reader that this study MUST be done.
• You need to dig it out communicating convincingly with
evidence of seriousness that there exists a pressing
problem that needs closer attention. You also need to
convince the readers that this problem can be solved.
• You, as a researcher, will solve some part of this serious
problem in a unique and clever way, and frankly
communicate your limitations which opposed to solve it
fully.
• You have explain what specific methodology will be used to
solve the problem.
• You must be sure that the reader will agree with you after
reading that it is important that this study be done!

44. A convincing statement of problem…
 The problem statement will also have to hint as to the
nature of the study -- correlational; heuristic; Delphi;
evaluative; historical; create a model; experiment, etc.
 You will be judged on the degree to which you find the
answer to the problem you pose and thus, achieve your
purpose.
 Many researchers face difficulty in formulating a concise
problem statement. That is the purpose of this seminar.

45. Always it is better to ask yourself…
1. What is the overriding problem (in one sentence)?
2. What is the population and sample that are affected
by this problem?
3. What type of study will this be?
4. Will this study be qualitative or quantitative?
5. What type of methodology will be used?
6. What type of data will be collected?
7. What possible outcomes are expected?

46. A few social gaps…
1. Gap -- between rich and poor...
2. Women and minority -- unequal access to
opportunities and benefits.
3. Equality -- unequal access to employment, education
and health care facilities.
4. Geographical isolation -- (rural, regional, remote)limited access to facilities.
5. Sexuality -- discrimination in marrying, adopting
children, partner inheritance, etc.
6. Age -- unequal access to employment, entry bars.

47. According to Merriam (1988, as cited in Simon, nd.), there are
three basic types of research problems [CAVe]
1. Conceptual problem
• Two juxtaposed elements that are conceptually or
theoretically inconsistent.
• This is the way it should be – this is the way it is.
Example: Short-term economic and political interests can
limit the vision of a corporation and inhibit the
achievement of long term improvement.
Example: We would like the top undergrad students to be
teachers but the entry salary is not commensurate with the
salaries these students could earn.

48. Concept Problem
 The first mission of Surkhet Bulbule Taal is to protect and
preserve the public park for its natural beauty and delicate
ecosystems. The second mission is to provide an outdoor
recreational resource for the general public. Foot traffic,
vehicle traffic, tents, fires, boats, and facilities for the
public contribute to the degradation of the protected
natural elements of the public park. Both missions are
necessary but a balance based on science and public
interests demands is sometimes hard to negotiate.
 Thus, it is imperative to explore more systematically how
this place can be protected, whereby without
compromising the recreational interests of the general
public, and at the same time, maintaining a sustainable
protection of ecosystem.

49. 2. Action Problem
It arises when a conflict offers no clear choice of
alternative course of action. Undesirable outcome
due to apparent lack of choices.
Example:
Appointing university high-rank officials on the basis
of political consensus and recommendation would
have brought short-term, easy go but the
consequences are dangerous and have now started
showing adverse results.
Thus, it is quite important to explore more
systematically and establish a universal benchmark
for sustainable future of national higher education
in Nepal.

50. 3. Value Problem
A value problem arises when there is a conflict about
what people consider ethical, moral, worthwhile,
and/or desirable .
For example, the employees who believe their dress is
a matter of freedom of choice and companies requiring
a dress code.
Was it really a tactical decision to eliminate monarchy
system without erecting a substitute to the symbolic
meaning of national unity?
Why did the people come up with street protest for not
getting ‘Jatra Allowances’ in Nepal?

51. Depth exploration is required while framing
your problem statement…
1. What is wrong with society, or one of its institutions?
[National defense staff are quitting, overcrowding,
inequity, inadequate productivity, population fleeing
abroad, etc.]
2. What has failed in society? [Unfulfilled promises, underrepresentation]
3. What is missing in society?
4. What historical event is in need of re-examination?
5. What program is in need of study or evaluation?
6. What program needs to be developed?
7. What need is there to analyze a current theory based on
new events?

52. More examples of Problem Statement
Case 1
A more recent developmental research in Humla and
Mugu districts of Nepal found that in the case of
remote community catchments of these districts, 5
out 7 children under 5 years were affected by
malnutrition, where 3 of each of those 5 were in
severe status of malnutrition (Rijal, 2009).
Thus, it is a daunting task for all actors of
development to reach to the bottom of cause and
address the situation as soon as possible, otherwise
the communities will be unable to bear the
consequence.

53. Case 2
Anxiety, frustration, pressure and stress cause many doctoral
degree seeking learners to abandon doctoral programs.
Brown and Rudenstine (1992, as cited in Simon, 2011) found
that over 40% of those who begin the process never
graduate. Long, Convey, and Chwalek (1985) pointed out that
selecting and developing a dissertation topic is one of the of
important yet difficult steps in completing a doctoral degree.
This becomes even more difficult in a nontraditional, distance
learning doctoral program where face to face meetings
between mentors and mentees are infrequent. Thus, it has
become a more complicated issue for open universities to
address effectively how to promote doctoral dissertation
research in a more uninterrupted manner.
In order to offer appropriate assistance to distance doctoral
students it is imperative that a rigorous study be conducted
to determine how successful graduates of non-traditional
doctoral programs selected their topics, and what type of
support could be offered to those who are struggling.

54. Case 3
Emotional intelligence includes the ability to be aware
and in control of one’s own emotions, to be empathic
with others, to motivate oneself, and to be effective
in intrapersonal and interpersonal relationships
(Cooper, & Sawaf, 1997; Gardner 1993, & 1999;
Goleman, 1995, & 1998; Mayer, & Salovey, 1997;
Stein, & Book, 2000; & Weisinger 1998). When human
communication is involved, emotional intelligence is
involved (Rivera, 2000a, 2000b).
However, no one has yet established the exact
science so as to know the extent of effect of these
varying variables on one’s emotional intelligence.
Such a situation served as a missing link for the
present researcher. This study simply aims to
establish an interplay of different factor affecting in
one’s emotional intelligence.

55. Case 4
Nepal has been severely lacking a consistency of purpose to
promote quality in school education. For example, Koirala
(1996) explored that the nation spent a huge amount on
developing school infrastructure to leverage quality in the
1970s. But the studies in the 1980s revealed low outcomes
and policy makers realized teacher education as another
important dimension. Massive expenditure was shifted on it
throughout the decade. Surprisingly, nothing improved till
early 1990s, shares this scholar. Following this situation, a
hefty amount was further invested on curricular development
in the 1990s, again with no significant improvement. So, what
went wrong? Koirala (1996) shared -- simply the lack of
consistency of purpose.
Such a situation inspired as a missing link for the present
researcher – How the development of physical infrastructure,
human resources and curriculum can be coordinated together
to improve the quality of school education in the country like
Nepal?

56. Case 5
Bullying has been one of the most critical issues facing
our schools today. Beane (1999) found that one in
seven children is subjected to bullying behavior and
that it affects about five million elementary and junior
high school students. Bullies who once cornered their
victims on the playground are now tormenting them
online (Blaire, 2003). E-mail messages and Websites
have increasingly become vehicles to threaten, tease,
and humiliate other students. It means the young
learners are subjected to be victims of bullying at
anytime, and anywhere.
So, the question arises – How can we protect the
young learners from being bullied?

57. Case 6
Alternative education programs offer an option for disaffected and
disenfranchised students who would otherwise dropout or be pushed out
of school. For the past 30 years, a growing number of alternative
education programs across the United States have helped at-risk
students achieve academic success (Duke, & Griesdorn, 1999; Freeman,
2000; & Meyers, 2001). There has been extensive inquiry into a variety
of alternative education programs describing alternative education
programs by approach --i.e., type I, transformative; type II, punitive;
and, type III, therapeutic (Kellmayer, 1995; Lehr, & Lange, 2000, &
2003; & Raywid, 1994).
There, however, has been little formal inquiry into the leadership and
managerial practices that advance transitioning an alternative education
program from a marginally effective type III to a more effective type I
approach as presented by Raywid’s (1994) alternative school typology.
To confirm, challenge, or extend this typology in a natural and unique
setting, and provide a holistic understanding of this cultural system of
action to leaders involved in alternative education programs and policy it
is important that a case study be conducted.

58. Case 7
Leaders need a comprehensive understanding of economic theory and
its application to help foster positive economic outcomes. Davis and
Wessel (1998) observe that the leaders lacking depth understanding of
economics see only the results and cannot critically analyze economic
problems. And well-informed leaders make better decisions that can
enhance resource allocation contributing to efficiency, productivity, and
living standards. Case and Fair (1999) suggest economics be taught
using real world events and situations as the textbooks are dull and
abstract. Therefore, many educators have relied on supplemental
materials, including interactive simulations. One of the more promising
of the genre is Aplia. However, there is a lack of empirical evidence to
determine how effective such applications are with respect to
improving the students’ ability to solve economic problems and make
sound decisions. A quantitative quasi-experimental study using control
and experimental groups could help elucidate the efficacy of integrating
technology into the economic curricula. Participants of this study will
utilize Aplia software (experimental group) and a comparison will be
made between the knowledge gained in using this software and that
gained from traditional teaching methods (control group).

59. ROC is a universal trilogy of framing statement of
problem
1. Researchable that the problem can be answered
by collecting and analyzing data.
2. Original that can be a repetitive study with new
population/passage of time, or a completely new
journey.
3. Contributory that makes a difference for the
profession and also for the society.

60. References
Koirala, B. N. (1996). Schooling and Dalit of Nepal. unpublished doctoral dissertation.
University of Alberta, Canada.
Mikijanis, M., & Thomas, D. (nd.). The research question outline. available at
http://kancrn.kckps.k12.ku.us/guide/question.html. downloaded on December
21, 2013.
Raywid, M. A. (1994). Alternative schools: the state of the art. Educational Leadership.
52(1), 26-31.
Rijal, C. P. (2009). Final evaluation report of water sanitation and nutrition (WATSAN)
projects in Humla and Mugu districts of Nepal. Kathmandu: Social Welfare
Council.
Simon, M. K. (2011). Mothering and mentoring doctoral students while sailing the high
C’s. available at
http://dissertationrecipes.com/wp-content/uploads/2011/04/mentoringpractices.p
, 2013.
Simon, M. K. (nd.). The key to your dissertation or research project. available at
http://careered.libguides.com/loader.php?type=d&id=932232. downloaded on
December 21, 2013.

61. Thanks !