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INSTRUCTORS MANUAL INSTRUCTORS MANUAL

INSTRUCTORS MANUAL for Business Research Methods 3rd Edition by Quinlan, Babin, Carr, Griffin, Zikmund

Instructor’s Manual Chapter One - Introducing Business Research Learning Objectives: At the end of this chapter the student should be able to: • Outline the model of the research process. • Outline and briefly explain each of the stages in the research process. • Outline and apply the model of the four frameworks approach to the research project. • Understand how research contributes to business success. • Know how to define business research

Research Skills: At the end of this chapter the student should be able to: • Differentiate between a research idea and a research statement or question. • Outline the steps in the research process. • Trace the elements of the research process in a given sample project.

Chapter Summary This chapter is the introductory chapter in the textbook. As such it provides some basic information on social research and business research. The two models around which the textbook is structured are introduced and explained in this chapter. The two models are the model of the research process and the model of the four frameworks approach to undertaking research. It would be useful to spend some time at this stage developing a thorough understanding of these models, as they are central to the learning experience provided by the textbook. The model of the research process is a simple and very useful way of helping students become familiar with each element of the research process. It is often simply the terminology, and the newness and perhaps the strangeness of the terminology that puts students off research from the start. If they can be encouraged to become familiar with the basic terminology very early on, they will be more confident in their approach to research methods, and in their approach to their own research project. The four frameworks approach to the research project is a model developed by Christina Quinlan specifically for students. It is invaluable in terms of providing For use with Business Research Methods 3e, Quinlan, Babin, Carr, Griffin and Zikmund ISBN 9781473791343 © 2024 Cengage Learning EMEA

researchers and student researchers with a framework with which they can quite easily develop appropriately focused research projects. The four frameworks approach to the research project is introduced and clearly explained in this first chapter. It is applied to every step of the research process throughout the textbook. Once again, it is a very simple model. It is worth spending a little time on this chapter in order to become familiar with this model and in order to become comfortable in applying the model to the process of developing a research project. The first framework in the four frameworks approach to the research project is the conceptual framework. The conceptual framework is contained in the properly articulated research statement or question. The research statement or question contains all of the key concepts in the research project. This conceptual framework for the research project is the framework on which the other three frameworks, the theoretical framework, the methodological framework and the analytical framework, rest. It is a good idea to provide some examples of research statements/questions and to explain how they are in fact conceptual frameworks. It is helpful to explain to students that the key concepts in the conceptual framework are the key words and phrases, the important words and phrases, the big words, in the research statement/question. This exercise demonstrates the simplicity and the utility of the four frameworks approach, and it gives students confidence in their already growing abilities in the field of research methods. There is an introduction to business research and business research is simply defined as the application of social science research methods in the process of examining business phenomena. Applied business research and basic business research are differentiated and defined. Applied business research, as the chapter explains, is conducted to address a specific business decision for a specific firm or organization. Basic business research (sometimes referred to as pure research) is conducted without a specific decision in mind, and it usually does not address the needs of a specific organization. It attempts to expand the limits of knowledge in general, and as such it is not aimed at solving a particular pragmatic problem. There is a discussion in the chapter of business research in the twenty-first century, a discussion of communication technologies and their use in business research, and there is a discussion of global business research. The ways through which a proposed research project can be said to be researchable, ‘the test of researchability’ is explained. This is a very simple very useful test for students to learn and use in order to determine whether or not their proposed research project is in fact researchable. A project is researchable if the researcher has the time needed to carry out the research, the money needed (if

any money is needed) to carry out the research, and access to the data necessary for the research. The chapter provides an introduction to the structure of a research project, the structure of a thesis. The student will find the simple and comprehensive guide provided extremely useful. The chapter provides a very brief introduction to the subject of ethics in research. This is useful. It is a simple and easy introduction to research ethics. The issues highlighted in the brief introduction, issues such as researcher integrity and the protection of research participants, can be used a good discussion points in seminars and they can be used as starting points in students’ reflections on business research generally and on the ethics of their own research or their proposed research. There is a brief introduction to research methodology and to data collection methods. These topics are covered in detail in Chapter Eight, while subsequent chapters focus on the data collection methods of observation, interviews and focus groups, and questionnaires and scales. One of the key strengths of this textbook is the breath of the range of methodologies and data collection methods it details, explains and illustrates. The sample research projects presented throughout the textbook provide imaginative, interesting and engaging examples of the application of the broadest range of methodologies and methods in business research projects. The hope is that these will encourage business students to devise and develop excellent research projects through the creative application of these methodologies and methods. The article at the end of Chapter One is a good example of the kind of sample research projects presented in every chapter of the textbook. This article explores an interesting outline of the use of a social media strategy in the marketing of a Bollywood movie. The journal article is a good example of a research project that has a well-structured and well-written literature review. The research was developed using an interesting research methodology, case study methodology, and the data collection methods used in the research project are clearly detailed, as are the data analysis methods used. The conclusions drawn from the research are clearly and simply outlined and explained. How theory influences research In the article examined here (Nanda, Pattnaik and Lu, 2018, ‘Innovation in social media strategy for movie success: A study of the Bollywood movie industry’, Management Decision, 56(1): 233–251), the authors develop an in-depth and comprehensive case study to examine the promotional strategies adopted through YouTube, Facebook and X (formally Twitter) throughout the life cycle of a Bollywood movie and its impact on the box office success of the movie. Social media is a key concept in this research. It is interesting to note how the authors use this key concept to facilitate the development of the structure for the entire research project. For use with Business Research Methods 3e, Quinlan, Babin, Carr, Griffin and Zikmund ISBN 9781473791343 © 2024 Cengage Learning EMEA

Answers to End of Chapter Questions 1. Detail the steps in the research process. ANS The Research Process Begin with an idea Refine that idea

State research question/statement state it in one sentence

specific aim and objectives

Complete writing-up of thesis/report

Select Methodology

Draw conclusions Analyse data

Literature Review

Gather data

Devise data collection methods

2. Outline and explain the use of the four frameworks approach in the research project. ANS The Four Frameworks Approach to the Research Project

The Conceptual Framework

The Theoretical Framework

The Methodological Framework

The Analytical Framework

The first framework in the four frameworks approach is the conceptual framework. The conceptual framework for the research project is contained in the one-sentence research question or statement which you, the researcher, develop from your reflection on your research idea and the literature published in the area of your research idea. Each key word in that one sentence is a key concept in your research. The second framework is the theoretical framework. The theoretical framework for the research project is contained in the literature review undertaken and written for the research project. The key concepts in the conceptual framework help to guide the researcher in their search for literature for the literature review, and they help guide the researcher in terms of the structure and the content of the literature review. The third framework is the methodological framework. This framework contains all of the information and detail relating to the research methodology and methods used in the research project. This framework contains all of the information and detail on the way in which the research was carried out. The researcher designs the research methodology for the research project based on the nature of the research. The information needed on the nature of the research is contained in the conceptual framework for the research project. The final framework is the analytical framework. This framework contains all of the analysis carried out for the research that is to be presented in the written account of the research project. The researcher is guided in the work of carrying out and presenting the data analysis for the research project by the conceptual framework and the theoretical framework constructed for the research project. The methodological framework constructed for the research project provides the means through which data for analysis are to be gathered. 3. When can a research project be deemed researchable? ANS In order to assess whether or not you could undertake and complete your research project, it is a good idea to apply ‘the test of research-ability’. In this simple test you examine whether or not you have the resources to complete the research project. The resources you need are: • The time needed to conduct the research: to design the project, carry out the field work, analyse the data, write up your findings, draw conclusions and make recommendations; • The money needed to conduct the research. In general with small-scale research projects if any money is needed it is the amount of money required for the fieldwork, for example, for posting questionnaires, for travelling to interviews and focus groups; For use with Business Research Methods 3e, Quinlan, Babin, Carr, Griffin and Zikmund ISBN 9781473791343 © 2024 Cengage Learning EMEA

•

Access to data. Many students underestimate the difficulties that researchers can encounter in accessing data, in attempting to access data, in securing access to data, and in maintaining access to data over the time period required to complete the fieldwork.

4. What is a key concept in research? ANS A key concept is a key idea, a key word, or a key phrase in the research. The first framework in the four frameworks approach is the conceptual framework. The conceptual framework for the research project is contained in the onesentence research question or statement which you, the researcher, develop from your reflection on your research idea and the literature published in the area of your research idea. Each key word in that one sentence is a key concept in your research. 5. What is a research diary? ANS It is the diary the researcher keeps of the research project. In the research diary the researcher records all of their ideas, insights and thoughts as well as other detail and information such as references and contact names, addresses and telephone numbers, and so on. 6. Define business research. ANS Business research can be defined as the application of social science research methods in the process of examining business phenomena. 7. What is a literature review? ANS A review of literature; always undertaken in order to embed the researcher and research project in the body of knowledge. Literature is research already carried out and published, in books, in journal articles, in conference reports, in government reports and in the reports of NGOs (Non Governmental Organisations). 8. What is a theoretical framework? ANS For use with Business Research Methods 3e, Quinlan, Babin, Carr, Griffin and Zikmund ISBN 9781473791343 © 2024 Cengage Learning EMEA

The theoretical framework is the second framework in the four frameworks approach to the research project. The theoretical framework is contained in the literature review undertaken and written for the research project. The key concepts in the conceptual framework help to guide the researcher towards an appropriate structure of the theoretical framework, the content of the literature review.

9. Discuss the value of business research, using a range of examples of business research projects to support your answer. ANS Business research can be simply defined as the application of social science research methods in the process of examining business phenomena. Business research is research undertaken in the field of business. Any aspect of business can be researched. Any experience of business can be researched. There are throughout this textbook very many examples of different research projects carried out in different businesses and on different aspects of business and different experiences of business. Research is conducted in order to create knowledge. Every research project is required to make a contribution to knowledge. This is the value of research. With every research project new knowledge is created or developed. In general, each research project produces a very small contribution to knowledge. It is through the accumulation of very small contributions to knowledge that the knowledge base develops, that the field of knowledge grows. Think about the revolution in information and communication technologies (ICTs). This revolution emerged and developed from very many different research projects. Think about the field of sales, and the field of marketing. Think about the very many research projects that have contributed to knowledge in this field. Think about the different issues in Human Resource Management (HRM). Think about the different research projects that have made substantial contributions to this field. If you very quickly flick through this textbook, you will find many examples of marketing and HRM research projects that have made substantial contributions to knowledge in their field. Look at Malika’s research project, the end of chapter case study in Chapter Seven. Think about the relevance and value of Malika’s research project. Through her research Malika will make a contribution to knowledge in the field of team management and to the development of the team of wait staff in the restaurant. She will improve the customer experience of the restaurant. In addition to all of this, she will learn how to carry out and complete a research project. She will herself, through the exercise of undertaking the research project, develop substantial research skills. For use with Business Research Methods 3e, Quinlan, Babin, Carr, Griffin and Zikmund ISBN 9781473791343 © 2024 Cengage Learning EMEA

10. Write a short reflective piece on research ethics. ANS This is an extract from the reflection on research ethics Malika engaged in for her research (see end of chapter case study, Chapter 7). This research project is an action research study designed to improve the performance of a team of wait staff at the Bon Viveur Restaurant. Permission to conduct the study has been granted by the owners of the restaurant, and a copy of the formal letter of permission is detailed in an appendix in the thesis. The key ethical issues in this study are the participation of the staff of the team and the restaurant’s customers in the study. It is important that all participants participate freely in the study. It is important too that all of the participants understand that they are free at any time to withdraw from the study, without explanation, and without consequence. The participants in the study will not be named or in any way identified in the written account of the research, the thesis. The name of the restaurant has been changed to ensure the anonymity of both the restaurant and the research participants. The research is important research. It will contribute to the development of the wait staff at the restaurant. The research will also contribute to the enhancement of the customer experience in the restaurant. The hope for the research ultimately is that it will contribute to knowledge in the field of restaurant teams and the management of restaurant teams.

Instructor’s Manual Chapter Two – Developing Research Skills Learning Objectives: At the end of this chapter the student should: • Recognise their existing level of research skills and identify areas for improvement • Create a conceptual framework, the first of the four frameworks • Develop a research statement or question for a research project and outline an appropriate aim and series of objectives for the project • Identify and source appropriate literature • Compile a list of references and properly use appendices. Research Skills: At the end of this chapter the student should, using the exercises on the companion website, be able to: • generate ideas for research projects • identify, source and use appropriate literature. Chapter Summary The chapter explains that it takes time to develop the skills of a good or competent researcher. The work of developing such skills involves reading textbooks on research methodologies and research methods as well as gaining experience in working on research projects. There are, the chapter states, five important and fundamental skills required by every researcher, and they are detailed in the chapter (Table 2.1). One of the most important of these skills is the ability to generate ideas for research projects. Throughout the book examples of good, useful and interesting research projects, some of them drawn from the media and some of them drawn from students examples, are presented. These examples are presented and discussed throughout the textbook to demonstrate to students that possibilities and ideas for good, useful and interesting research projects are everywhere. A mistake that many students make is in trying to develop their research project on the broad area of interest they have in relation to their research project. For example, a student might be interested in marketing computer games. This is the broad area within which they would like to conduct their research. This topic is too big to be or to become their research project. They must develop a researchable project within this broad area. So, for example, the student might decide to examine or explore the marketing of computer games on a particular

website, or the marketing of computer games of a particular company, or the marketing of a particular computer game. In this way, the student develops their research project within their broad area of interest. Their broad area of interest does not become their research project. It is essential that students undertake research projects that they will be able to complete to the standard required within the time available. The test of researchability, a simple test outlined in Chapter One and Chapter Two, will help students ensure that they will be able to conduct the research and complete it on time. This chapter demonstrates with the use of a number of examples how to develop a conceptual framework for a research project. The conceptual framework is the first framework in the four frameworks approach to the research project. The conceptual framework is contained in the research statement or question. It is called the conceptual framework because it contains all of the key concepts in the research project. The four frameworks approach to the research project, as explained in Chapter One, helps student researchers, and other researchers, to develop appropriately focused and well-integrated research projects. A focused, very well developed and articulated research statement or question will function well as a conceptual framework. This conceptual framework will guide and support the other three frameworks, the theoretical framework, the methodological framework and the analytical framework. Together, the four frameworks will guide the researcher through the work of constructing the research project. The four frameworks approach to the research project is new; it is an approach I myself developed from my teaching. Initially, it seems like a lot of information to take on board. However, if you take it step-by-step, and if you use the four frameworks approach in conjunction with the model of the research project set out at the start of every chapter, very quickly you will develop a thorough understanding of the approach and an appreciation of the value of it in teaching and learning about research. As stated, there are many examples in the chapter of conceptual frameworks and demonstrations of the ways in which conceptual frameworks are constructed. The importance of the inclusion of a statement of the research methodology to be used in the research project is highlighted throughout. The conceptual framework, in the form of the research statement/question is the key to communicating the research project to others, readers of the research project and examiners of the research project. A statement of the methodology to be used in the research project immediately brings the reader/examiner into the research, they immediately understand how the research was carried out and they will, consequently, have an appropriate expectation regarding the kind of knowledge produced by the research project.

Student often have difficulty outlining an appropriate aim for their research. This chapter explains how the research statement/question can be, very simply, restated as an aim. This exercise ensures that the research maintains its focus. If the researcher develops a new aim for the research, something other than the research statement/question, then the researcher is taking the research off in a new direction and they will consequently change the focus of the research or lose the focus of the research. In order to maintain the focus, it is a good idea to simply re-state the research statement/question as an aim. There is a substantial section in the chapter on the work of developing appropriate objectives from the aim of the research. As this is a task that many students struggle with, it would be helpful to spend some time on this. The chapter presents a number of examples of research aims, with appropriate objectives. The chapter demonstrates how the objectives emerge from the aim of the research. When you have explored with students the examples in the chapter, it would be a useful exercise to work through some more examples with them. In particular, students like to use the opportunity in lectures or in seminars to work on their own projects, to present their research statement/question to the lecturer and the class and to have the class then focus on attempting to develop an appropriate aim and objectives for their research statement/objective. It would be useful to work on two or three student examples with the class, if you have the time. The chapter introduces students to the different ways of doing research. A new model, the methodological pyramid (Figure 2.1), is presented which outlines the different fundamental philosophies in research, the different research methodologies and the different data gathering methods used in research. These are introduced to the students in this chapter, and they are explained in detail in Chapter Four. The chapter explains what data is and what kinds of things and materials can be used as data and the chapter introduces students to the different ways in which data can be gathered. The chapter explains what plagiarism is, and how it is a most serious offence. Some useful resources on plagiarism are given. As plagiarism is such a serious offence, and as very substantial steps are taken in academia to combat plagiarism, students would find it very help if you spent some time with them discussing this issue, explaining your own institutions stand on plagiarism, outlining the penalties imposed on students found guilty of plagiarism, and teaching them how they can avoid an accusation of plagiarism. The chapter explains the list of references, also known as the bibliography, for any research project is one of the most critical elements of the research project. A good list of references is a resource for any scholar interested in the topic of

the research. It helps demonstrate the scholarship of the project and the researcher. The chapter explains what references are and how they are compiled and what appendices are and how they are used. It is useful also to spend some time explaining these to students, encouraging students to engage in discussions about these, and providing students with examples of both references and appendices, in order to help them develop their knowledge and understanding of them. It can be easy to forget how little knowledge and understanding many students have of the basic elements of their programme of study, too often the basic elements are barely touched on or just simply glossed over in lectures or seminars. The research diary is the final element of the chapter. The research diary is a substantial aid to the research and the researcher. It is very important that you encourage students to keep a research diary and to begin to keep the research diary as soon as they begin to think about and work on their research project. The chapter explains the value of the research diary and the chapter presents some ideas on how the researcher might use the research diary. The end of chapter case study presents one student’s research idea and explains how the student developed their idea for their research project. Students can use this case study as a model for their own work in developing their research idea. The case study can be used in class as a teaching aid.. Answers to End of Chapter Questions 1. Differentiate between a research idea and a research question. A research idea is a broad idea of the area within which you would like to situate your research project. The research question is the precise topic or issue or phenomenon you intend to focus on in your research. 2. Create a conceptual framework for a research project. (example from Chapter Two) The idea is the marketing of computer games. The research statement might read something like this: ‘This research project is case study of the marketing of computer games by three computer games companies: the companies are Zenith Computer Games, Orbit Computer Games and Galaxy Computer Games’. The conceptual framework for the research project is contained in the research statement. This research statement is a simple statement of a research project. As a researcher, this is what you are aiming for, a simple clear statement of the

research. While it is clear and simple, the research statement contains all of the key concepts in the research project. The key concepts in this research project are ‘marketing’, ‘computer games’, ‘computer games companies’ and ‘marketing computer games’. These four concepts, key concepts, are the essential focus of this research project. The entire research project rests upon this conceptual framework. 3. Detail a strategy, using the four frameworks approach to research, to source appropriate literature. As explained in the question above, each of the subsequent three frameworks in the four frameworks approach to research rests on the first framework, the conceptual framework. The conceptual framework contains the key concepts in the research project. Using the example above, the key concepts in the research project are ‘marketing’, ‘computer games’, ‘computer games companies’ and ‘marketing computer games’. Therefore the strategy to source appropriate literature for the research project would involve key word searches, on the library databases and on the internet, for literature with these key concepts. When the literature has been sourced, the researcher must discern the value of each resource to the research project. 4. Detail, describe and explain some of the different approaches to research. There are different approaches to research, for example in this chapter we have seen examples of research projects to be developed using survey methodology and examples of research projects to be developed using case study methodology. Survey research facilitates the broad study of phenomena, the study of big populations and samples, and the study of populations and samples that are geographically scattered. Case study research facilitates the in-depth study of phenomena, the study of clearly bounded entities, such as incidents or events, or particular businesses or organisations. In Chapter One we briefly considered other ways of conducting research, among them experimental design, action research, grounded theory and image-based research. These are all different research methodologies and they are all different ways of conducting research. These methodologies and more and considered in detail throughout this textbook. 5. Initiate a research diary using a template in the companion website. 6. Evaluate the evidence presented in the research projects presented on the companion website. Critique the list of references outlined.

The following questions all relate to a practical exercise each student is asked to undertake. Each student is asked to record in their research diary their critical assessments of the theses they locate in the library. Each student is asked to record briefly in their research diary their reflections on these theses. The questions presented here are designed to help and direct students with these reflections. 7. Find copies of theses/dissertations in your library that report research projects which students in your university have carried out using case study and survey methodologies. Be critical in your examination of these projects. Critique the theses in terms of their overall quality. Critically examine the standard of the writing in the theses. Critically examine the lists of references in the theses. 8. Read the research statements or questions or hypotheses. As conceptual frameworks for the research projects how well do you think they work? 9. Read the research methodology chapters. What initial thoughts do you have about them? 10. What research methodology was used? 11. What was the population of the research? 12. Was a sample used, and if so what sampling method was used? 13. How is the sampling method described? Is enough detail given to allow the reader to critically evaluate the method used? 14. What data collection methods were used? 15. How are these presented in the thesis/dissertation? If would be helpful to keep a record in your research diary of your critical assessments of the theses. Record briefly in your research diary your reflections on these theses. . End of Chapter Case Study – Answers to questions What do you think of Clara’s idea proposed research? It’s very interesting. The idea is very well developed. The research statement is clear, and it contains a statement of the research methodology to be used in the research project. Clara has turned the research statement into the aim of the research project. The objectives Clara has developed clearly emerge from the aim of the research. The objectives are the steps Clara will carry out in order to accomplish the aim of the research.

Do you think she will get approval from her research supervisor for the study? Yes, I do think so.

Instructor's Manual Chapter Three – Understanding Research Ethics Learning Objectives: At the end of this chapter the student should be able to: • • • • • •

Define ethics and apply ethical principles to business research; Explain the importance of research ethics; Critique research from an ethical perspective; Engage in critical reflection on the ethics of their research; Consider, explain and resolve the ethical issues and dilemmas in their own research; Seek and secure formal ethical approval, where necessary, for their research project.

Research Skills: At the end of this chapter the student should, using the exercises on the companion website, be able to: • •

Provide an ethical reflection on a given project Critique a given ethical reflection

Chapter Summary The chapter explains that there are ethical issues in every aspect of the research process. Students are asked to consider, using the model of the research process presented at the start of Chapter One, the potential harms and risks that might arise from their research, from the manner in which they engage with their research, and from the standards that they set for their research. The concept of ethics is defined in the chapter and the simple definition provided is designed to be used to facilitate students to begin their reflection on ethics, their reflection on ethics in business, and their reflection on ethics in their research projects. Ethics in business research is considered, again a simple definition is presented. There is a discussion of YouTube videos of different people engaging in the Davos Debates on ethics. As the chapter explains, for five days in January every year global political, business and cultural leaders meet in Davos in Switzerland at the World Economic Forum. The YouTube videos show these people outlining very

briefly their understanding of ethics and business ethics. These YouTube videos are a useful way of engaging students in a debate on ethics and on ethics in business, and ethics in business research. The codes of ethics of a number of organisations, such as the American Marketing Association and The Institute of Chartered Accountants Scotland, are considered and explored. These codes of ethics make very useful case studies for students, and very many exercises can be designed around them. The recent global economic downturn and the ethical issues and dilemmas highlighted by it are considered. The issues as they were and are considered and dealt with in the USA and the UK are reflected upon. It would be interesting to discuss the different approaches taken in these two jurisdictions. It would be also useful to consider the consequences for Ireland of the ethical issues and dilemmas that arose for that country following the global economic downturn. The importance of ethics in research is really the core of this chapter. The chapter explains the importance of ethics in research, and the chapter explains how the researcher undertakes research ethically. The chapter encourages the student to begin to think as an ethical practitioner and the chapter names and explains the key terms and phrases in ethics in research. A sample informed consent form is presented in the chapter. The role and function of research ethics committees (REC's) are explained. Finally, the chapter contains a research ethics checklist of questions/prompts to aid and facilitate students in their ethical reflections. The case study in the chapter features the website of The Walt Disney Company and it uses this website as a good case study of ethics in business. Answers to End of Chapter Questions 1. Define Ethics Ethics can be defined as the moral principles governing the conduct of an individual, a group, or an organisation. 2. Name and briefly explain six key ethical issues. 1. Anonymity Anonymity is a guarantee that researchers make to participants, individual and/or organisations that they will not be identified at any time during the research and that they will not be identifiable in any way in any written account of the research, the report of the research or any subsequent publications.

2. Confidentiality Confidentiality refers to the guarantee that researchers often make to participants, individuals and/or organisations that their contribution to the research project will remain confidential. 3. Informed Consent Informed consent is consent given by a person to participate in research when that person has been informed of the possible, potential or likely consequences for them and for others following their participation. 4. Integrity of the researcher The integrity of the researcher is the degree to which the researcher can be trusted in and with the research process. 5. Power Without ongoing critical reflection it is possible for a researcher to slip into abuses of the power they have as researchers, and as researchers working with the support of prestigious academic institutions. . 6. The right to privacy of potential participants Everyone has a right to privacy. Potential participants and participants in research have a right to privacy. It is unethical to seek information from participants that is not relevant to the research being undertaken. It is unethical to use undue pressure to encourage people to participate in research. 3. What is meant by ethics in business research? Ethics in business research is the application of ethical principles and standards to business research. 4. What is meant by the term ethical reflection? To become an ethical practitioner requires a formal, open and acknowledged critical engagement with ethical standards and behaviours. 5. How do you become a reflexive practitioner?

Reflexivity is a conscious awareness of the contribution the researcher makes to the development of meaning in the research project, throughout the research process. The reflexive researcher is aware of their role in the creation of the knowledge that is generated through the research process that they themselves designed. 6. Name and explain two ethical concerns in each step of the research process. For the planning phases of the research process: •

Is the research useful?

Your research should be useful, it should be meaningful. It should be relevant to your course of study. •

Will the research make a contribution to knowledge?

You must be able to clearly establish that your research does make a contribution to knowledge, and you must be able to demonstrate how. For the literature review •

Have I engaged properly and thoroughly with the literature on this topic?

A critique of the referenceswill demonstrate whether you have or not. You should engage properly and thoroughly with the literature, in order to establish that your research is properly situated within the body of knowledge. •

Have I scrupulously avoided presenting a skewed perspective on the literature?

You should in the literature review present a balanced perspective, you must not display any bias towards any particular argument, or any bias against any particular argument. For the population and sample •

Is the population chosen for the research the appropriate population?

You must be able to clearly show that the population of the study is the population that can best provide the data required for the study.

•

Is the sampling method used the appropriate sampling method?

It is essential that the sampling method used to select the sample from the population be the appropriate sampling method. You would need to read about sampling theory, the difference between probability sampling and non-probability sampling, and the different sampling

methods, in order to respond fully to this question (sampling theory is covered in detail in Chapter 10 of the textbook). For the methodology •

Is the methodology the appropriate methodology for the research?

Every aspect of the research project must fit properly, the research methodology must fit with the other aspects and elements of the research project.

•

Do I know enough about the methodology I'm using to use it properly?

You must understand a methodology and how to use a methodology in order to properly use that methodology in a research project. For data gathering •

Are the data gathering techniques chosen for and/or designed for the research appropriate?

The data gathering methods/techniques must fit with the research methodology used in the research, and they must fit with the population of the study, and with the context of the study (the situation, place or setting where the study takes place). In other words, the data gathering methods must fit with all of the other aspects and elements of the research project. •

Will the data gathering methods chosen yield the data required for the research?

The data gathering methods used must be capable of producing the data required. For data management •

Do I have a plan for the management of data?

It is essential for the proper (and ethical) management of data that the researcher has a plan for the management of the data when gathering the data, when the data is gathering, and when analysing the data.

•

Do I have a plan for the appropriate disposal of data?

Data gathered for the research project should be properly disposed of, destroyed, when the research project has been completed, marked or graded, or otherwise