The process used to collect information and data for the purpose of making business decisions. The methodology may include publication Research, interviews, surveys and other research techniques, and could include both present and historical information.

1. RESEARCH
METHODOLOGY
PRESENTED BY:
SID G

2. Many authors use these terms interchangeably, but there is a
correct way of using them. As students of “Research
Methods”, we must know the difference. What is it?
Textbooks treat this differently but research “methods”
usually refers to specific activities designed to generate
data (e.g. questionnaires, interviews, focus groups,
observation) and research “methodology” is more about
your attitude to and your understanding of research and the
strategy you choose to answer research questions
Research methods versus research methodology

3.  “Any creative systematic activity
undertaken in order to increase the stock of knowledge,
including knowledge of man, culture and society, and the use of this
knowledge to devise new applications”
 “research is a process of steps used to collect and analyze information to
increase our understanding of a topic or issue". It consists of three steps:
pose a question, collect data to answer the question, and present an answer
to the question”

4. MEANING:
The process used to collect information
and data for the purpose of making
business decisions. The methodology
may include publication Research,
interviews, surveys and other research
techniques, and could include both
present and historical information.

5. Research Methodology refers
to
 A systematic study
 Defining a problem
 Formulating a Hypothesis
 Collecting and Analyzing data
 Deductions and Conclusions

6. Objectives of Research –
 To gain familiarity or achieve a new insight towards a
certain topic.
 To verify and test important facts
 To analyze an event, process or phenomenon
 To identify the cause and effect relationship
 To find solutions to scientific, non-scientific and social
problems
 To determine the frequency at which something occurs

7. What makes people do
research?
 Desire to get a research degree
 Desire to solve unsolved and challenging problems
 Desire to get intellectual joy of doing creative work
 Desire to be of service to the society
 Desire for innovation and recognition

8. Characteristics of Research
 A systematic approach is followed in research. Rules and
procedures are an integral part of research that set the objective
of a research process. Researchers need to practice ethics and
code of conduct while making observations or drawing
conclusions.
 Research is based on logical reasoning and involves both inductive
and deductive methods.
 The data or knowledge that is derived is in real time, actual
observations in the natural settings.
 There is an in-depth analysis of all the data collected from
research so that there are no anomalies associated with it.

9. CONDT….
 Research creates a path for generating new questions. More research
opportunity can be generated from existing research.
 Research is analytical in nature. It makes use of all the available data so that
there is no ambiguity in inference.
 Accuracy is one of the important character of research, the information that is
obtained while conducting the research should be accurate and true to its
nature. For example, research conducted in a controlled environment like a
laboratory. Here accuracy is measured of instruments used, calibrations, and
the final result of the experiment.

10. IMPORTANCE
OF RESEARCH

11. IMPORTANT FOR:
 GOVERNMENT
 BUSINESS
 STUDENT
 EDUCATION
 HUMAN
 MEDICAL and HEALTH CARE
 SOCIETY

12. The research is important for
the STUDENTS
1. Enhances the knowledge:
When you do research on any topic, you get to know
detailed information about that topic. The more the
knowledge of the topic, the more successful is the
research. So, in order to get good output, the
student needs to do maximum research.
2. Clarifies confusion:
The research helps in clarifying the complicated
facts and figures. If the student has any doubt on
the subject, the student must research and study on
it in detail so as to remove all sorts of confusion and
get the proper understanding of the content.

13. 3. To have a proper understanding of the subject:
To understand the subject, one needs to go in depth of the lines. The scanning
of the content will never do any good for the students.
In order to learn the subject and to know the unknown facts, research, detail
study and full analysis are the must.
4. To learn about the methods and issues:
Proper reading, the finding is the only way by which you can learn about the
methods and the current issues. Not just the current issues, rather the
previous past issues can also be learned in detail through the research. The
research includes various methods by which it can be done.
5. Understand the published work:
Research is done through the work already published. The experts and the
researchers had already done some of the research and the students are asked
to go through that published material to know the idea and the vision of those
researchers.
6. Learn to create a balance between the collaborative and individual work:
When the students do research, they get to learn how to create a balance
between the collaborative and the individual work. Individual work in which
the student has to do, while the collaborative work means that work which has
already been done by the previous researchers.
So, in this manner, the students get to know which points are to be taken into
the consideration and which points are to be ignored.

14. 7. To know the interest:
The students also get to know their area of interest. Sometimes, the students
aspire to become researchers only in their near future which is quite helpful.
So, through this, we come to know that the research not only helps with the
accomplishment of the work, but also helps in knowing what needs to be done
in their future.
8. To know how the original study originated:
Research is done to know the concept from the scratch. Like, if you wish to
know from where has the concept originated, then this could be done only
through the research work.
It can also be defined as an investigation because the student eventually ends
up with expanded research.
9. Understanding the rationale:
By engaging in the process of research, the students understand the concept in
an easier manner as the rationale of the topic is known in a better manner.
So, above are the reasons by which we come to know the benefits of the research
for the students.

15. SIGNIFICANCE
 Increased amounts of research make progress possible. Research
inculcates scientific and inductive thinking and it promotes the
development of logical habits of thinking and organization.
 The role of research in several fields of applied economics,
whether related to business or to the economy as a whole, has
greatly increased in modern times. The increasingly complex
nature of business and government has focused attention on the
use of research in solving operational problems.
 Research provides the basis for nearly all government policies in
our economic system. For instance, government’s budgets rest in
part on an analysis of the needs and desires of the people and on
the availability of revenues to meet these needs.
 The cost of needs has to be equated to probable revenues and this
is a field where research is most needed. Through research we can
devise alternative policies and can as well examine the
consequences of each of these alternatives.

16. CONTD…SIGNIFICANCE….
 Decision-making may not be a part of research, but research certainly
facilitates the decisions of the policy maker. Government has also to chalk
out programmes for dealing with all facets of the country’s existence and
most of these will be related directly or indirectly to economic conditions.
 Research has its special significance in solving various operational and
planning problems of business and industry. Operations research and
market research, along with motivational research, are considered crucial
and their results assist, in more than one way, in taking business decisions.
 Research is equally important for social scientists in studying social
relationships and in seeking answers to various social problems. It provides
the intellectual satisfaction of knowing a few things just for the sake of
knowledge and also has practical utility for the social scientist to know for
the sake of being able to do something better or in a more efficient
manner.

17. Standards for assessing the quality of
research
 Pose a significant, important question that can be investigated empirically
and that contributes to the knowledge base
 A well‐defined research topic and a clear hypothesis
 Test questions that are linked to relevant theory
 Apply methods that best address the research questions of interest
 Base research on clear chains of inferential reasoning supported and justified
by a complete coverage of the relevant literature
 Provide the necessary information to reproduce or replicate the study
 Ensure the study design, methods, and procedures are sufficiently transparent
and ensure an independent, balanced, and objective approach to the
research
 Provide sufficient description of the sample, the intervention, and any
comparison groups
 Use appropriate and reliable conceptualization and measurement of variables
 Evaluate alternative explanations for any findings

18. CONTD….QUALITY OF GOOD RESEARCH
 High quality data fit for their intended use and reliable, valid, relevant, and
accurate
 Findings of the study written in a way which brings clarity to important issues
 Tables and graphics which are clear, accurate and understandable with
appropriate labeling of data values, cut points and thresholds
 Include both statistical significance results and effect sizes when possible
 The conclusions and recommendations both logical and consistent with the
findings.
 Assess the possible impact of systematic bias
 Submit research to a peer-review process
 Adhere to quality standards for reporting (i.e., clear, cogent, complete)
 Is respectful to people with other perspectives.
 Provides adequate references.
 Attempts to honestly present all perspectives.

19. TYPES OF RESEARCH

20. TYPES OF RESEARCH
 BASIC Vs APPLIED
 FIXED Vs FLEXIBLE
 QUANTITATIVE Vs
QUALITATITVE
 EXPERIMENTAL Vs NON
EXPERIMENTAL
• EXPLORATORY
• DESCRIPTIVE
• HISTORICAL
 EXPOST FACTO
 CORRELATION
RESEARCH
 EVALUATION RESEARCH
 ACTION RESEARCH
 DIAGNOSTIC AND
PROGNOSTIC RESEARCH

21. BASIC Vs APPLIED RESEARCH
BASIS FOR COMPARISON BASIC RESEARCH APPLIED RESEARCH
Meaning Basic Research refers to
the study that is aimed at
expanding the existing
base of scientific
knowledge.
Applied Research is the
research that is designed
to solve specific practical
problems or answer
certain questions.
Nature Theoretical Practical
Utility Universal Limited
Concerned with Developing scientific
knowledge and
predictions
Development of
technology and technique
Goal To add some knowledge
to the existing one.
To find out solution for
the problem at hand.

22. FIXED Vs FLEXIBLEIn fixed designs, the
design of the study is
fixed before the main
stage of data collection
takes place. Fixed
designs are normally
theory driven; otherwise
it is impossible to know
in advance which
variables need to be
controlled and
measured. Often, these
variables are measured
quantitatively.
Flexible designs allow for
more freedom during the
data collection process.
One reason for using a
flexible research design
can be that the variable
of interest is not
quantitatively
measurable, such as
culture.

23. QUANTITATIVE Vs QUALITATITVEBASIS FOR COMPARISON QUALITATIVE RESEARCH
QUANTITATIVE
RESEARCH
Meaning Qualitative research is a
method of inquiry that
develops understanding
on human and social
sciences, to find the way
people think and feel.
Quantitative research is
a research method that
is used to generate
numerical data and hard
facts, by employing
statistical, logical and
mathematical
technique.
Nature Holistic Particularistic
Approach Subjective Objective
Research type Exploratory Conclusive
Reasoning Inductive Deductive
Sampling Purposive Random
Data Verbal Measurable

24. CONTD…QUALITATIVE VS QUANTITATIVE
Inquiry Process-oriented Result-oriented
Hypothesis Generated Tested
Elements of analysis Words, pictures and
objects
Numerical data
Objective To explore and discover
ideas used in the
ongoing processes.
To examine cause and
effect relationship
between variables.
Methods Non-structured
techniques like In-depth
interviews, group
discussions etc.
Structured techniques
such as surveys,
questionnaires and
observations.
Result Develops initial
understanding
Recommends final
course of action

25. EXPERIMENTAL Vs NON EXPERIMENTAL
EXPERIMENTAL
 Studies the cause and effect
between Independent variables
and Dependent variables
 Manipulates independent
variables
 Random
 Experiments invested cause and
effect between variables.
 You can find extraneous variables
and confounding variables in this
research
NON-EXPERIMENTAL
 There is no manipulation
of independent variable and the
group assignments aren't random.
 Because there is no manipulation
of the Independent variable it is
hard to cause and effect .
 Example from text book-
gender would not cause
difference in performance levels,
but two genders might differ in
performance levels

26. NON EXPERIMENTAL:
HISTORICAL
DESCRIPTIVE
EXPLORATORY

27. HISTORICAL
 Historical research involves studying, understanding and interpreting past
events. The purpose of historical research is to reach insights or
conclusions about past persons or occurrences.
 Historical research entails more than simply compiling and presenting
factual information; it also requires interpretation of the information.
 Typically, histories focuses on particular individuals, social issues and links
between the old and the new. Some historical research is aimed at
reinterpreting prior historical works by revising existing understandings
and replacing them with new one.

28. DESCRIPTIVE Descriptive research is defined as a research method that describes the
characteristics of the population or phenomenon that is being studied.
This methodology focuses more on the “what” of the research subject
Some distinctive characteristics of descriptive research are:
 Quantitative research: Descriptive research is a quantitative
research method that attempts to collect quantifiable information to be
used for statistical analysis of the population sample. It is an
popular market research tool that allows to collect and describe the
nature of the demographic segment.
 Uncontrolled variables: In descriptive research, none of the variables are
influenced in any way. This uses observational methods to conduct the
research. Hence, the nature of the variables or their behavior is not in the
hands of the researcher.
 Cross-sectional studies: Descriptive research is generally a cross-sectional
study where different sections belonging to the same group are studied.
 Basis for further research: The data collected and analyzed from
descriptive research can then be further researched using different
research techniques. The data also can help point towards the types of
research methods are to be used for the subsequent research

29. EXPLORATORY
 Exploratory research, as the name implies, intends merely to explore the
research questions and does not intend to offer final and conclusive
solutions to existing problems. This type of research is usually conducted
to study a problem that has not been clearly defined yet
 Conducted in order to determine the nature of the problem, exploratory
research is not intended to provide conclusive evidence, but helps us to
have a better understanding of the problem. When conducting exploratory
research, the researcher ought to be willing to change his/her direction as
a result of revelation of new data and new insights

30. CAUSAL RESEARCH
 Causal research, also known as explanatory research is
conducted in order to identify the extent and nature of
cause-and-effect relationships. Causal research can be
conducted in order to assess impacts of specific changes
on existing norms, various processes etc.

31. EXPOST FACTO
The ex-post facto research is a kind of research in which the researcher
predicts the possible causes behind an effect that has already occurred. For
example, if a child is delinquent (that is, one who indulges in criminal
activities), then in order to find the basic reason behind such delinquency,
the researcher would try to find out the various events that have occurred
and the many possibilities that could have contributed to the concerned
delinquent behavior. The expected possibilities may be lack of discipline at
school/ family history/ peer effect/ neighborhood or socialization

32. CORRELATION RESEARCH
Correlation research is a type of non-experimental research in which the
researcher measures two variables and assesses the statistical relationship
(i.e., the correlation) between them with little or no effort to control
extraneous variables.

33. EVALUATION RESEARCH
 Evaluation is a set of research methods and associated methodologies with
a distinctive purpose. They provide a means to judge actions and activities
in terms of values, criteria and standards. At the same time evaluation is
also a practice that seeks to enhance effectiveness in the public sphere
and policy making. In order to improve as well as judge, there is a need to
explain what happens and would have to be done differently for different
outcomes to be achieved.

34. ACTION RESEARCH
 Action research is either research initiated to solve an
immediate problem or a reflective process of
progressive problem solving led by individuals working
with others in teams or as part of a "community of
practice" to improve the way they address issues and
solve problems.

35. REASEARCH Vs SCIENTIFIC METHOD
•Research is what is being done.
•Scientific method is the (general) guide
to how the research should be done

36. CHARACTERSTICS OF SCIENTIFIC METHOD
1. Scientific research is public. Advances in science require freely available
information. Researchers cannot plead private knowledge, methods, or
data in arguing for the accuracy of their findings; scientific research infor-
mation must be freely communicated from one researcher to another.
Researchers therefore must take great care in their published reports to
include information on sampling methods, measurements, and data-
gathering procedures. This process of replication allows for correction and
verification of previous research findings.
2. Science is objective. Science tries to rule out eccentricities (weirdness) of
judgment by researchers. When a study is conducted, explicit rules and
procedures are developed and the researcher is bound to follow them.
Objectivity also requires that scientific research deal with facts rather
than interpretations of facts.

37. 3. Science is empirical. Researchers are concerned with a world that is
knowable and potentially measurable.
4.Science is systematic and cumulative. No single research study stands
alone, nor does it rise or fall by itself. A smart researchers always use
previous studies as building blocks for their own work. One of the first
steps in conducting research is to review the available scientific literature
on the topic so that the current study will draw on the heritage of past
research.
5. Science is predictive. Science is concerned with relating the present to
the future. In fact, scientists strive to develop theories because, among
other reasons, they are useful in predicting behavior.

38. RESEARCH
PROCESS

39. DEFINE THE PROBLEM
REVIEW PREVIOUS RESEARCH
DEVELOP HYPOTHESIS
DETERMINE RESEARCH DESIGN
DEFINE THE SAMPLE AND COLLECT DATA
ANALYZE DATA AND DRAW CONCLUSION
PREPARE REPORT
RESEARCH PROCESS

40. DEFINE THE PROBLEM
A research problem is a definite or clear expression [statement] about an
area of concern, a condition to be improved upon, a difficulty to be
eliminated, or a troubling question that exists in scholarly literature, in
theory, or within existing practice that points to a need for meaningful
understanding and deliberate investigation. A research problem does not
state how to do something, offer a vague or broad proposition, or present
a value question.
– Alan Byrman

41. Steps To Formulate Your Research Problem:
1. SPECIFY THE RESEARCH OBJECTIVES
2. REVIEW THE ENVIRONMENT OR CONTEXT OF THE RESEARCH PROBLEM
3. EXPLORE THE NATURE OF THE PROBLEM
4. DEFINE THE VARIABLE RELATIONSHIPS
5. THE CONSEQUENCES OF ALTERNATIVE COURSES OF ACTION

42. Example: Health Centre Case Study
A health centre receives complaints from users regarding the
quality of the services. A discrepancy exists between the numbers
of complaints currently being received in comparison to the
previous year. The number of complaints is now reaching a volume
that is unacceptable.
 How frequently does the problem occur?
Verbal and written complaints are being received on a daily basis.
 When does it generally occur?
It appears to have started following a reduction in staffing levels.
 Where does it generally occur?
The location is not relevant to this situation
 Who is most affected?
Obviously the users are, but so are the staff as they are becoming
quite agitated by the complaints and the workload they are
experiencing.

43. The problem can therefore
be summarized as:
Patient dissatisfaction, affecting both patients and staff,
which appears to have started following a reduction in
staff

44. Subsequent stages of the hierarchy take the marketer and his or her research
collaborator through various brainstorming and exploratory research exercises
to define the following:
Management question: the management dilemma restated in question format.
Research question(s):the hypothesis that best states the objective of the
research; the question(s) that focuses the researcher’s attention.
Investigative questions :questions the researcher must answer to
satisfactorily answer the research question; what the marketer feels he or she
needs to know to arrive at a conclusion about the management dilemma.
Management questions: the questions asked of the participants or the
observations that must be recorded. The definition of the management
question sets the research task.

45. RESEARCH
PROPOSAL

46. DEFINITION
The goal of a research proposal is to present and justify the need to study a
research problem and to present the practical ways in which the proposed
study should be conducted. The design elements and procedures for
conducting the research are governed by standards within the
predominant discipline in which the problem resides, so guidelines for
research proposals are more exacting and less formal than a general
project proposal. Research proposals contain extensive literature reviews.
They must provide persuasive evidence that a need exists for the
proposed study. In addition to providing a rationale, a proposal describes
detailed methodology for conducting the research consistent with
requirements of the professional or academic field and a statement on
anticipated outcomes and/or benefits derived from the study's
completion.

47. Purpose of a Research
Proposal
 Research proposal is intended to convince others that
you have a worthwhile research project and that you
have the competence and the work-plan to complete it.
 The purpose of a proposal is to sell your idea to the
funding agency. This means that the investigator must
convince the funding agency that: The problem is
significant and worthy of study
 The technical approach is novel and likely to yield
results
 The investigator and his/her research team is/are the
right group of individuals to carry out and accomplish
the work described in the research proposal.

48. ELEMENTS
 Background of the study
 Statement of the problem
 Objectives of the study
 Significance of the study
 Limitation of the study
 Definition of terms
 Methodology

49. Beginning the Proposal Process
As with writing a regular academic paper, research proposals are generally
organized the same way throughout most social science disciplines. Proposals
vary between ten and twenty-five pages in length. However, before you begin,
read the assignment carefully and, if anything seems unclear, ask your
professor whether there are any specific requirements for organizing and
writing the proposal.
A good place to begin is to ask yourself a series of questions:
 What do I want to study?
 Why is the topic important?
 How is it significant within the subject areas covered in my class?
 What problems will it help solve?
 How does it build upon [and hopefully go beyond] research already conducted
on the topic?
 What exactly should I plan to do, and can I get it done in the time available?
 In general, a compelling research proposal should document your knowledge of
the topic and demonstrate your enthusiasm for conducting the study. Approach
it with the intention of leaving your readers feeling like--"Wow, that's an
exciting idea and I can’t wait to see how it turns out!"

50. Introduction
 What is the central research problem?
 What is the topic of study related to that problem?
 What methods should be used to analyze the research
problem?
 Why is this important research, what is its significance,
and why should someone reading the proposal care
about the outcomes of the proposed study?

51. Background and Significance
 This section can be melded into your introduction or you
can create a separate section to help with the
organization and narrative flow of your proposal. This is
where you explain the context of your proposal and
describe in detail why it's important.

52. Literature Review
The "five C’s" of writing a literature review:
 Cite, so as to keep the primary focus on the literature pertinent to your
research problem.
 Compare the various arguments, theories, methodologies, and findings
expressed in the literature: what do the authors agree on? Who applies
similar approaches to analyzing the research problem?
 Contrast the various arguments, themes, methodologies, approaches, and
controversies expressed in the literature: what are the major areas of
disagreement, controversy, or debate?
 Critique the literature: Which arguments are more persuasive, and why?
Which approaches, findings, methodologies seem most reliable, valid, or
appropriate, and why? Pay attention to the verbs you use to describe what
an author says/does [e.g., asserts, demonstrates, argues, etc.].
 Connect the literature to your own area of research and investigation:
how does your own work draw upon, depart from, synthesize, or add a
new perspective to what has been said in the literature?

53. Research Design and Methods
 This section must be well-written and logically organized because you
are not actually doing the research, yet, your reader must have
confidence that it is worth pursuing. The reader will never have a study
outcome from which to evaluate whether your methodological choices
were the correct ones. Thus, the objective here is to convince the reader
that your overall research design and methods of analysis will correctly
address the problem and that the methods will provide the means to
effectively interpret the potential results. Your design and methods should
be unmistakably tied to the specific aims of your study.
Describe the overall research design by building upon and drawing examples
from your review of the literature. Consider not only methods that other
researchers have used but methods of data gathering that have not been
used but perhaps could be. Be specific about the methodological
approaches you plan to undertake to obtain information, the techniques
you would use to analyze the data, and the tests of external validity to
which you commit yourself [i.e., the trustworthiness by which you can
generalize from your study to other people, places, events, and/or
periods of time].

54. Preliminary Suppositions
and Implications
 The purpose of this section is to argue how and in what
ways you believe your research will refine, revise, or
extend existing knowledge in the subject area under
investigation. Depending on the aims and objectives of
your study, describe how the anticipated results will
impact future scholarly research, theory, practice,
forms of interventions, or policymaking. Note that such
discussions may have either substantive [a potential
new policy], theoretical [a potential new
understanding], or methodological [a potential new way
of analyzing] significance.

55. QUESTIONS:
 What might the results mean in regards to the theoretical framework that
underpins the study?
 What suggestions for subsequent research could arise from the potential
outcomes of the study?
 What will the results mean to practitioners in the natural settings of their
workplace?
 Will the results influence programs, methods, and/or forms of
intervention?
 How might the results contribute to the solution of social, economic, or
other types of problems?
 Will the results influence policy decisions?
 In what way do individuals or groups benefit should your study be pursued?
 What will be improved or changed as a result of the proposed research?
 How will the results of the study be implemented, and what innovations
will come about?

56. ConclusionThe conclusion reiterates the importance or significance of your proposal
and provides a brief summary of the entire study. This section should be
only one or two paragraphs long, emphasizing why the research problem is
worth investigating, why your research study is unique, and how it should
advance existing knowledge.
Someone reading this section should come away with an understanding of:
 Why the study should be done,
 The specific purpose of the study and the research questions it attempts
to answer,
 The decision to why the research design and methods used where chosen
over other options,
 The potential implications emerging from your proposed study of the
research problem, and
 A sense of how your study fits within the broader scholarship about the
research problem.

57. Citations
 As with any scholarly research paper, you must cite the sources you used
in composing your proposal. In a standard research proposal, this section
can take two forms, so consult with your professor about which one is
preferred.
 References -- lists only the literature that you actually used or cited in
your proposal.
 Bibliography -- lists everything you used or cited in your proposal, with
additional citations to any key sources relevant to understanding the
research problem.
 In either case, this section should testify to the fact that you did enough
preparatory work to make sure the project will complement and not
duplicate the efforts of other researchers. Start a new page and use the
heading "References" or "Bibliography" centered at the top of the page.
Cited works should always use a standard format that follows the writing
style advised by the discipline of your course [i.e., education=APA;
history=Chicago, etc] or that is preferred by your professor. This section
normally does not count towards the total page length of your research
proposal.

58. Evaluating Research
Proposals
• Evaluation involves assessing the
soundness and merit of the research
plan.
• The evaluators look for evidence of
clarity and quality of thought – which
reflects on the likely quality of the
research to be conducted.
• Planning the research and writing the
proposal is often the most difficult part
of the research process.

59. Typical Criteria for Evaluation
A. Is the investigator interested in the problem?
B. Is there a genuine lack of knowledge related to the problem?
C. Is the research needed by other people?
D. Are the objectives:
1. appropriate to the problem?
2. Attainable?
3. Observable or measureable?
4. Sufficiently specific?
59

60. Typical Criteria for Evaluation …cont.
E. Does the investigator have sufficient resources?
F. Does the proposal recognize appropriate constraints?
G. Is the research likely to be productive?
H. Is the expected value of the research greater than its cost?
I. Are results likely to be widely applicable?
60