Masters Dissertation Supervision Logbook

MASTERS PROJECT
The guidelines are intended to help students of South West State University in the preparation
of the dissertation necessary to obtain their qualification. The project is on individual piece of
work and there is no intention to unduly restrict students in their approach.
GOAL
Developed and critically applied knowledge of Business and Management from a post
experience perspective.
Learning Outcomes of the Project
1. Select, critically discuss and apply an appropriate Research Methods) to their chosen
research topic.
2. Demonstrate an awareness of the context that impact upon the research topic.
3. Demonstrate a rigorous understanding of the theory and literature relevant to the

issues under investigation and link this to the research.
4. Conduct research and organize the findings into a comprehensive and explicit structure
that is critically assessed and which is linked to the conclusion drawn.
Research Methodologies
A degree of proficiency in the understanding, selection and execution of research

methodologies and methods must be evident. It is expected that these procedures will provide:
i) A defensible idea put forward in the project.
ii) Development and exploration of the ideas in applied conditions.
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SOUTH WEST STATE UNIVERSITY [BENCHMARK]
Masters degrees are awarded to students who have demonstrated:
i) A systematic understanding of knowledge and a critical awareness of current problems

and/or new insight in the forefront of the academic discipline, field of study or area of
professional practice.
ii) Originally in the application of knowledge, together with a practical understanding.
iii) Conceptual understanding that enables the student:
a) to evaluate critically current research and existing scholarship in the discipline;

and
b) to evaluate methodologies and develop critiques of them and, where

appropriate to propose new hypothesis.
Submission of Project Proposal
1. Student must submit in the required format a dissertation proposal (Format will be
provided via the University’s Project Proposal Format)
2. This proposal will help to make sure the student has viable research /project area and
will inform the allocation/appointment process of an appropriate supervisor.
3. The proposal will be assessed and is it worth 10% of the 12 credit hours (the remaining
90% for the completion of the project).
4. Submission date(s) for the proposal and the library/information sources exercise will be
advised to the students.
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WRITTEN PRESENTATION FORMAT GUIDE
An outline guide is provided here. Please refer to the Newcastle Business School Masters
Dissertations – Examples of Good Practice on the e-Learning Portal for student examples of
appropriate Masters Dissertation Cover Pages, Title Pages, Contents Lists and Abstracts.
Dissertation Length
The length of a dissertation should not exceed 15,000 words. The actual word count is to be
declared explicitly on the student declarations page. Summarising and compressing the
information in your dissertation is one of the skills that students are expected to acquire and
demonstrate as part of the dissertation process.
1. If the word length of the dissertation does not fall within + or - 10% of the maximum
15,000* word length (i.e. between 13,500 and 16,500 words), the dissertation will not
be marked and will be recorded on the system as a failed first submission. The student
will be offered one opportunity to resubmit and the maximum mark awarded will be
capped at 50%. If the resubmission fails, no further resubmission will be allowed.
*The word count will not include the title page, declarations page, abstract, contents
page, glossary, tables, appendices and end material.
2. A pass mark for the dissertation can be used to compensate a fail mark for the proposal.
Provided the dissertation is passed with a mark of 50% or more, when the composite
mark results in an overall mark of less than 50%, a mark of 50% will be awarded for the
module.
Referencing
It is the student’s responsibility to see to it that all ideas, opinions, conclusions, specific
wordings, quotations, conceptual structures and data taken directly or indirectly from the work
of others and used in the dissertation report are correctly and appropriately cited and
referenced.
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STRUCTURE AND COMPONENTS OF THE MASTERS DISSERTATION
The arrangement of the completed Dissertation is in three stages, preliminaries, the body of
work, and end material.
Preliminaries (to be arranged in the following order)
Covers
Front sheet/Title Page Declarations
Abstract
Acknowledgements Table of Contents
Glossary
The Body of Work
The End Material
References
Bibliography
Appendices
Back cover sheet
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A FORMATTING GUIDE – IN MORE DETAIL
Preliminaries
Front sheet/Title Page:

For instructions and pro forma see Appendix A to this guidebook
Declarations
See Appendix B for pro forma
Abstract:
In no less than 200 and no more than 300 words – see Appendix C
Acknowledgements: Optional
Table of Contents:
Formatted as per example Appendix D
Glossary:
If your dissertation contains unfamiliar abbreviations or technical terms it is helpful to Include a
glossary at this point – example Appendix E
Body of Work
Presented as a series of chapters beginning with an Introduction and ending with a Conclusion.
End Material
References:
Citations of specific works referred to directly in the text.
Bibliography:
List of additional material consulted, but not directly cited in the text.
NOTE THE DISTINCTION BETWEEN REFERENCES AND BIBLIOGRAPHY. YOU SHOULD NOT
DUPLICATE ALL THE SOURCES ALREADY INCLUDED UNDER REFERENCES.
Appendices:
Designed for the optional inclusion of charts, graphs, additional data, photographs, maps,
sample instruments, etc. (These must be bound in A4 format.) It is not appropriate to include
photocopies of journal articles or similar material.
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SUBMISSION OF THE MASTERS DISSERTATION
Students are required to submit TWO copies of their final Dissertation plus a copy on CD or
USB memory stick and a copy of their Supervision Logbook (pages 27 – 35).
The disk must contain the full dissertation with the main body on one Word document (not
PDF) and be an exact duplicate of the hard copy version.
Students are strongly recommended to have a third copy bound as a personal reference copy
for security.
Students will have the opportunity to submit two drafts of their dissertation to the Turnitin UK
service (in order to check they are correctly citing sources and to make sure they have not
plagiarised) prior to submission of the final version of their dissertation.
Masters dissertations must be thermally bound in standard Business School covers.

A pro forma for the cover/title-page for the dissertation is included in Appendix A of this
document.
The procedure is:
Collect the BLUE covers from the Postgraduate Office (University Graphics have a small supply
also). Dissertations may be bound for a small fee at either: the University Graphics, Trinity
Building or The Basement, University Library. Three days‟ notice may be required.
Submit two thermally bound copies to the Postgraduate Office by the due date.
NB Dissertations which have to be re-bound, due to student error (eg omitting pages), will be
subject to a second binding fee.
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MASTERS PROJECT SUPERVISION LOGBOOK –South West State University Sample
The Log Book is used by the student to record progress of work on the Dissertation and to
provide a record of the discussions you have with your Supervisor and agreed action points.
Contact and/or meetings with your Supervisor should be on a regular basis. Meetings are
important for you to obtain advice and guidance from your Supervisor.
Prior to each meeting, you should complete the first two sections of the form (page 52
onwards) the other parts should be completed at the end of the meeting by the student and
signed by both you and your Supervisor.
The Log Book will NOT be assessed. It is designed solely as a mechanism to progress your
PROJECT.
Please note – the effective and successful management of the Masters Project is ultimately the
student’s own responsibility and the ability to do so is part of the learning requirement of the
South West State University Masters Programmes.
Masters Project Supervisor
For all matters in connection with the process and research issues of your project
(eg subject related advice, methodologies, content and structure of dissertation) or remote
supervision please contact your personal Masters Project Supervisor.
Postgraduate Academic Facilitators
For all matters regarding late submission of your dissertation and deferment or clarification of
any aspect of the administrative arrangements you should see coordinator in the postgraduate
office.
Checklist for Students Designing and Conducting Primary Research
As the researcher YOU are responsible for abiding by the University Ethics Policy
The University Ethics Policy is based on promoting the interests and well being of others – the
ethical principle of “doing good” in the widest sense and the principle of „not doing harm‟.
Both principles must be applied to all entities directly or indirectly affected by the research.
As the researcher you can agree anonymity for research participants in the data analysis and
writing up and for the organisation in terms of using a pseudonym.
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However, all work completed for University programmes is owned by the University and
therefore confidential projects / dissertations should be the exception and agreed with the
supervisor in advance. Gaining informed consent from the organisation and individuals is
important in terms of the research.
There are details to support you in designing and conducting primary research within the
ethical framework, (these are available on the e-Learning Portal) these provide details on
questionnaires, interviews, focus groups, organisational access, informed consent etc.
Appendix 4c - Checklist for Students Designing & Conducting Primary Research
As the researcher YOU are responsible for abiding by the University Ethics Policy. The University
Ethics Policy is based on promoting the interests and well being of others - the ethical principle
of, doing good‟ in the widest sense and the principle of „not doing harm‟. Both principles must
be applied to all entities directly or indirectly affected by the research. As the researcher you
can agree anonymity for research participants in the data analysis and writing up and for the
organisation in terms of using a pseudonym however, all work completed for University
programmes is owned by the University and therefore confidential projects / dissertations
should be the exception and agreed with the supervisor in advance. Gaining informed consent
from the organisation and individuals is important in terms of the research. There are details to
support you in designing and conducting primary research within the ethical framework, (these
are available on Blackboard) these provide details on questionnaires, interviews, focus groups,
organisational access, informed consent etc.
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A checklist to enable compliance with the University Ethics Policy and the Policy for Informed
Consent in your research is as follows:
Action Completed
Please read as appropriate, the University:
 Ethics Policy
 Policy for Informed Consent
 Data Protection Guide
Consider ethical issues in your design of the research and if there are
issues, provide details on how you have dealt with them. Remember that
ethical issues arise in any primary research involving people
Discuss this with your lecturer/supervisor
Conduct the research in such a way that the Ethics Policy and the Policy
for Informed Consent are adhered to
In the research methodology/methods section or chapter include: details

of the ethical issues that arose and how these were handled. (If there
were no ethical issues because of the nature of the research, it is
necessary only to state that this was the case, with a very brief
justification)
In the write up of the data be clear about accuracy when presenting the
data, aware of the possible infringement of anonymity and
confidentiality, the disadvantaging of people or organisations and take
steps to avoid these
Include a declaration in the work that states: “I have read the University
Policy Statement on Ethics in Research and Consultancy and the Policy for
Informed Consent in Research and Consultancy and I declare that ethical
issues have been considered and taken into account in this research”.
This statement should be signed and dated.
NB. Students should note that, in marking the work, staff are required to report on whether the
research raised any ethical issues and whether they were handled appropriately.
If, having discussed ethical issues with your lecturer/supervisor, you or the lecturer/supervisor
are still unsure whether you have correctly identified the ethical issues or that the design of
your research will adequately take them into account, you should prepare a written statement
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of the issues and ask your lecturer/supervisor to refer the matter to SWSU faculty of
economics.
Staff Checklist of Ethical Issues (when considering the review and assessment
Please Tick
of work containing primary research)
The signed statement is included in the work;

“I have read the University Policy Statement on Ethics in Research and
Consultancy and the Policy for Informed Consent in Research and Consultancy
and I declare that ethical issues have been considered and taken into account
in this research”. This statement should be signed and dated
The student has considered Informed Consent – Organisational and Individual
where appropriate (verbal, written or implied)
The student has considered anonymity and any issues of organisational

confidentiality (where appropriate) in research design and writing up
The research does not involve children or vulnerable adults, unless with prior
approval and appropriate checks
The student has accurately reported findings based on issues above
Any Comments:
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You are the researcher; (staff/student) is your research:
Completely based on Does your research

secondary data which involve engagement
has been previously with people in primary
published, is desk based NO data collection? E.g.
and does not involve interview, focus group,
people in data questionnaire etc
collection?
YES
YES
You should not involve children or vulnerable adults in your research

(other than authorised exceptions with checks)
There are not normally ethical If researching in an NHS context, please discuss ethical approval with a
issues to address. However representative from your workplace and gain advice from your
you should remain ethically supervisor .
Read the policy on informed consent: .doc and gain consent from the
aware. organisation and people involved. Use implied, verbal or written consent
Please ensure that you have and complete, where appropriate, an informed consent form (available on
Blackboard)
not breached plagiarism or Read guidelines and address anonymity /confidentiality (where
copyright regulations and appropriate) in your research design and writing up:
have adequately referenced Read guidelines on accurate reporting (NBS guidelines)
Read guidelines on data protection:
your material.
Address these ethical issues in the work
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Ethical Considerations
Research Ethics in Postgraduate projects
Introduction
The University has an “Ethics in Research and Consultancy – Policy Statement” which can be
found at the Research Ethics and Governance Handbook and a series of pro-formas and
exemplars in the School Ethics Pages or from any relevant resources.
It is your responsibility as a student to abide by the policy.
Some students may be members of a professional body . Most professional bodies have a code
of conduct which their members are required to adhere to. While this is usually related to
professional conduct in a job situation, a breach of the code could arise from unethical
research. Again, it the responsibility of the individual student to check and adhere to their own
professional body requirements or requirements of the country of origin.
This document first gives some guidelines in relation to research ethics. These do not supersede
the Ethics Policy but seek to interpret it for the most likely research ethics issues that
postgraduate students are likely to come across. The guidelines, however, cannot be
comprehensive and in instances where a particular piece of research raises issues beyond the
scope of these guidelines there are alternative mechanisms for gaining advice which are
covered below in the “Procedures” section.
Second, this document sets down the procedures in relation to ethics in research that should be
followed in carrying out the postgraduate project.
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Guidelines
Human participants
The most likely situation in which research ethics becomes an issue is where the research
involves human participants. In this situation the issue of informed consent becomes central.
Human participants can engage in research in a number of ways:
By responding to questionnaires. Here consent can be assumed if the participant responds, but
the ethical issues that need to be covered are:
i) A clear statement should be made at the beginning of the questionnaire concerning the
purpose of the research, how the data will be used, and whether anonymity (not
revealing the identity of the individual) and confidentiality (not passing on the data
collected) will be ensured (which they normally should);
ii) It should be made clear that participants are not obliged to answer any question that
they do not wish to;
iii) Although following up non-respondents is good practice, no coercion should be applied
and no inducements offered beyond a copy of the results;
iv) It is good practice to estimate the time that it will normally take to complete the
questionnaire.
By taking part in an interview or focus group. In these cases individual consent should be gained
through the Informed Consent Form available in Appendix A. Such agreement must be based on
the following so that consent is informed:
i) A clear statement should be made when asking someone to participate in an interview

or focus group concerning the purpose of the research, the nature of the questions or
activity, how the data will be used, and whether anonymity and confidentiality will be
ensured (which they normally should). Anonymity and confidentiality are more difficult
with focus groups (though not necessarily in the writing-up of the research) so the likely
composition of the focus group should be made clear;
ii) It should be made clear that participants are not obliged to answer any question that
they do not wish to and may terminate the interview or leave the focus group at any
time;
iii) No coercion should be applied and no inducements offered beyond a copy of the
results;
iv) Where a tape recorder is to be used, participants should be assured of the opportunity
to record over any responses or parts of the activity;
v) It should be made clear whether participants will be offered transcripts of the interview
or focus group activity (which they normally should), in order to correct any errors;
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vi) It is good practice to estimate the time that it will normally take to complete the
interview or focus group activity.
The interview or focus group activity should then be conducted in line with the basis on which
consent is given. Any unforeseen ethical issues which arise during the data collection should be
considered immediately and appropriate action taken to handle or mitigate these issues.
By being observed. Here consent can be assumed only if the participant has agreed through the
Informed Consent Form available in Appendix A. Such agreement should be based on the
following so that consent is informed:
i) A clear statement (in writing if it is sufficiently complex) should be made when asking
someone to participate in an observation concerning the purpose of the research, the
nature of the activities that are to be observed, who else might be observed at the same
time, how the data will be used, and whether anonymity (not revealing the identity of
the individual) and confidentiality (not passing on the data collected) will be ensured
(which they normally should). Anonymity and confidentiality are more difficult where
group observation is involved (though not necessarily in the writing-up of the research)
so the likely composition of the group should be made clear;
ii) It should be made clear that participants may terminate the observation at any time;
iii) No coercion should be applied and no inducements offered beyond a copy of the
results;
iv) It is good practice to estimate the time that it will normally take to complete the
observation activity.
The observation activity should then be conducted in line with the basis on which consent is
given. Any unforeseen ethical issues which arise during the data collection should be
Required permissions
All primary research plans must be agreed with your supervisor. In some cases however
permission will also be required from the Faculty of Economics of South West State University.
This includes all cases in which:

- Research subjects are under 18 years old or otherwise vulnerable .
- Subjects are to be observed without their written consent
- Sensitive personal questions or issues form part of the research
- The research involves identifiable risk for the researcher and / or subjects
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Example
A female student planned a piece of research into attitudes towards the use of erotic
advertising, comparing Russian adverts with equivalent ones in the U.K. The first issue was
obtaining examples of advertising and although many of these came from magazines, some
were taken from a web-site. This raised the issue of internet access to potentially pornographic
sites, which had to be conducted by the student without using University equipment.
The empirical work then involved focus groups of male and female Russian and U.K. students
being asked to record and then discuss their reactions to the various advertisements. This
required careful planning to ensure that the individuals were informed of the nature of the
adverts in case anyone found them offensive. Consent was based on a verbal description of the
research and verbal consent. With hindsight, a written statement of the proposed research
would have been a better way of handling informed consent.
The research also raised a separate issue of the safety of researchers. Ensuring that a flat-mate
was in when the focus groups were conducted provided a degree of protection in the event of
anyone getting the wrong idea about the intentions of the researcher!
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Research in Organisations
Where research involves gaining access to an organisation (rather than just to individuals who
work in organisations) the issues related to questionnaires, interviews, focus groups or
observation may be pertinent if any of these methods are to be used inside the organisation
with individual participants. Each participant‟s informed consent should then be obtained as
outlined above. However, there is one additional issue that need to be covered.
Gaining access. In a similar way to gaining the informed consent of individuals, gaining access to
an organisation requires their informed consent. This requires the organisation to agree using
the Research Organisational Consent Form (in Appendix A)
Such agreement should be based on the following:
i) A clear statement should be made concerning the purpose of the research, the nature
of the activities that are to be conducted, how the data will be used, and whether
anonymity (not revealing the identity of any individuals involved in the research) and
confidentiality (not passing on the data collected) will be ensured (which they normally
should);
ii) It should be made clear whether the identity of the organisation is to be revealed in the
project (which it normally should), and to respect the right of the organisation to
demand anonymity if it so desires;
iii) It should be made clear that the organisation may terminate any part or all of the
research at any time;
iv) No coercion should be applied and no inducements offered beyond a copy of the
results;
v) It is good practice to estimate the time and resource requirements that the research will
take.
In making such statements there should be no exaggeration of the benefits of the research to
the organisation. The research should then be conducted in line with the basis on which
consent is given. Any unforeseen ethical issues which arise during the data collection should be
Writing-up the research
Ethical issues can also arise in writing up the research. These fall into three categories.
Accurate reporting. In writing up the research there should be no mis-reporting or selectivity.
The duty of the researcher is to conduct the analysis accurately and report the data and
findings honestly and accurately.
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Inadvertent infringement of anonymity and confidentiality. Having normally guaranteed
anonymity and confidentiality, it is important that such agreement is adhered to, to ensure
there is no inadvertent revealing of participants‟ identity.
Consideration if the findings may disadvantage participants, others or the organisation. If the
outcome of the research is such as to disadvantage or even harm someone, particular attention
needs to be given to the way the research is written up and its dissemination.
Example
In a series of interviews only one female participant was involved. Writing “she said” would
reveal her identity, but using the impersonal “Participant A said” preserves anonymity.
A piece of research indicated that a particular person was responsible for resisting change.
Another revealed that someone‟s management style was strongly criticised by subordinates.
The impact of reporting this could be quite serious for those individuals. While honesty in
reporting is required, anticipating the impact of such findings and devising a mechanism for
handling them (e.g. informing the individual before the results are generally available) is good
practice.
Data collection and storage
Researchers must ensure that all data collected during the course of their research (whether
paper or electronic) is stored securely. Data that involves “personal data”, as defined Russian
Data Protection Decree. This means any data that contains the name of an individual together
with any other data relating to that person.
In all cases where individuals might be identified form the research all research materials
must use a coding and not their actual names.
Intellectual property rights / ownership of results
The intellectual property rights and ownership of the results of your research belong to the
University and must be handed over if required.
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Procedures for Postgraduate projects
The procedures for complying with the Ethics Policy (and any requirements from professional
bodies that may apply), are as follows:
i. Read the Ethics Policy and consider the use of forms and advice in Appendix A, the
guidelines given above and any professional body requirements;
ii. Give consideration in the design of the research as to whether ethical issues do apply and if
so how to deal with them;
iii. Discuss these with your supervisor;
iv. Conduct the research in such a way that the Ethics Policy is adhered to;
v. In the write-up of the research include a section in the research methods section which
details the ethical issues that arose and how these were handled. (If there were no ethical
issues because of the nature of the research, it is necessary only to state that this was the
case, with a very brief justification.);
vi. Also give consideration in the write-up to the issues identified in the guidelines (accuracy,
possible infringement of anonymity and confidentiality, and the disadvantaging of people or
organisations) and ensure that these are handled appropriately;
vii. Include a declaration in the project that states: “I have read the University Policy Statement
on Ethics in Research and Consultancy and I declare that ethical issues have been
considered and taken into account in this research”. This statement should be signed.
If, having discussed ethical issues with your supervisor, you or the supervisor are still unsure
whether you have correctly identified the ethical issues or that the design of your research will
adequately take them into account, you should prepare a written statement of the issues and
ask your supervisor to refer the matter to the Faculty of Economics at South West State
University.
If, as a result of the conduct of the research, and despite the design, you believe there may
have been a breach of the ethics policy, or that ethical issues have arisen, particularly in
relation to the disadvantaging of individuals or organisations, you should refer the matter to
your supervisor. This is not a question of whether some penalty should be imposed, but the
University wishing to be informed so that it can take action to mitigate any harm.
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Appendix A to Research Ethics in Postgraduate projects
ETHICS IN RESEARCH - POLICY STATEMENT
1. Introduction
1.1 The purpose of this document is to clarify the obligations on staff and students who
undertake research activity, and to provide a framework for their consideration at the
Faculty of Economics at South West State University.
1.2 The University's mission is to serve our learning communities by delivering

internationally recognised and professionally relevant learning, research and enterprise.
Commensurate with this mission is a commitment to ethical standards in academic life.
Broadly defined, this means a systematic regard for the rights and interests of others in
the full range of professional relationships and endeavours that characterize academic
life.
1.3 All research is subject to ethical considerations concerning purpose, source of funding,
methods to be deployed and wider value and impact. It is important that risks in
carrying out a piece of research are clearly articulated and weighed against the potential
value of it so that all those involved proceed with informed consent. The mechanisms
for approving research activity are detailed below and all staff are required to be
compliant with this policy to ensure that the wellbeing of all involved in research is
protected.
1.4 The policy is intended for all those engaged in research activity as they are embodied in
different disciplines. It is designed primarily for academic staff, including those on
research contracts, but is also relevant to research degree students, taught
postgraduate and undergraduate students engaged in projects.
1.5 The policy is built upon ethical and good practice guidelines issued by Research Councils,
professional bodies, subject associations and external ethics committees.
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2. Ethical Principles and Dilemmas
2.1 It is not possible to define absolutely the boundaries of ethical principles, practice and
problems. What is advocated is a fundamental engagement with the ethical principles
and dilemmas detailed below as an essential part of the research process in whatever
discipline.
2.2 Regardless of the nature of their work, staff and students who undertake research
activity at SWSU are obliged to take into account the wider direct and indirect
anticipated consequences of their work.
2.3 The principles of beneficence and non-malfeasance are fundamental to all research
activity. Beneficence is the requirement to promote the interests and well being of
others. It is the ethical principle of „doing good‟ in the widest sense. Non-malfeasance
is the principle of „not doing harm‟. Both principles must be applied to all entities
directly or indirectly affected by the research. In practice these principles frequently
conflict, for example as in animal versus human welfare.
2.4 Ethical conduct in research demands respect for the rights of others who are directly or
indirectly affected by the work. In relation to human participants, both their physical
and personal autonomy should be respected. Their participation in the research should
be on the basis of fully informed consent, and their right to confidentiality, according to
prevailing standards, should be guaranteed. The respect for rights to confidentiality is
essential irrespective of any characteristic of the research environment or participants
and at all stages of the research process. Further guidance is available in the University
Research Ethics and Governance Handbook. Respect for equality and diversity in the
management, design and conduct of research activity is essential to maintaining good
academic practice.
2.5 Justice is the ethical principle of fair treatment of others, which requires researchers to
weigh up and make judgements about competing claims and interests of those directly
or indirectly involved in the research, regardless of the vested interests of researchers.
Researchers should address competing interests at every stage of the research,
including the decision of whether it should be carried out in the first place. Researchers
should consider the moral justification for differential treatment of research subjects,
including non-human entities. For example, potential risks to the future should be
weighed against technological progress in the present.
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2.6 Ethical principles will inevitably conflict, resulting in the requirement on the researchers
to balance qualitatively different values. In such cases, researchers are obliged to make
difficult judgements that cannot be derived from first principles, and should be prepared
to draw upon disinterested advice. Where such a conflict cannot be resolved at subject
level, or by advice to an external ethics committee or professional bodies‟ guidelines,
the matter should be referred to the University Ethics Committee. In all instances, the
University strives to promote a high standard of professional conduct amongst staff and
students.
2.7 Examples of ethical issues in research include:

 Academic subjects vary widely in the range and significance of the ethical
problems that arise in their work. Many academic subjects do not involve the
direct use of human participants or animals. Some can confine their
consideration of ethics in research to broad-based questions concerning its
purpose and value and its indirect effects. Even here, the ethical/legal issues will
be considerable.
 Where human subjects are involved in research, approval may be required from
external bodies (such as NHS Research Ethics Committees). In other cases,
routine use of human subjects in research (be they peers on taught courses,
people in the community or in organisations) occurs without external vetting.
This requires a careful and self-reflective approach to the ethical problems that
might arise. For example, in surveys, interviews and experiments, researchers
must consider the potential of placing human subjects/organisations at risk from
criminal or civil liability, damage to their social standing and to their emotional
well being.
 It is essential that the conduct of research takes into consideration issues such as
the health and safety of staff and research participants (undertaking risk
assessments as appropriate); that research data is stored in a way that is
compliant with the law of Russia or in the home country; that there are systems
for the identification and management of academic misconduct; and that
intellectual property is appropriately protected.
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3. University Framework for Considering Ethics in Research
3.1 Each member of staff, (and when appropriate students involved in research) is
responsible for abiding by the University‟s Policy on Ethics in Research and Consultancy.
Advice should be sought, in the first instance, from the Dean of School.
3.2 SWSU framework for the consideration of ethical issues in research comprises:
(a) formal consideration of ethical issues in research at the discipline level;

(b) monitoring at the level of the School Research Committee; and
(c) institutional oversight.
It is the responsibility of every Dean of School to ensure that appropriate consideration

is given to ethical issues arising in and from research activity for staff and students in all
disciplines within the School. The Dean of School will exercise this responsibility either
through the School Research Committee or by establishing an ethics sub-committee or
consultative group with the following brief:
 to ensure good practice and a climate of ongoing reflection with regard to ethical issues
in research and consultancy;
 to support academic staff and students in the consideration of ethical issues;
 to ensure good practice by the scrutiny of all research and consultancy activity at critical
points (which will be defined locally in accordance with the nature of the research
activity and the discipline and as outlined by professional bodies or the law of the home
country .
3.3 Each school research committee or ethics sub-committee will:
 include academic staff with a significant track record in research and teaching;
 meet as frequently as required, but at least three times per year, and maintain
appropriate records of the business conducted;
 will be aware of the legislation and the requirements it places on the University;
 undertake an annual audit to ensure that appropriate ethical standards are
maintained.
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3.4 The Dean of School (working with the Associate Dean for Research) is responsible for
assuring the University Ethics Committee that the School Research Committee or Ethics
Sub-group/Consultative Groups are operating effectively. The Dean of School will submit
an annual report to the University Ethics Committee at the end of each academic year in
a prescribed format to provide:
(a) a brief statement of the local arrangements for consideration of ethical issues in
research;
(b) a list of those activities where ethical consideration has been required; and
(c) an indication of the problems which have been referred directly to another
internal or external committee for their resolution.
(d) maintain records of all research projects (including dissertations) which involve
ethical issues.
3.5 The Dean of School can refer to the University Ethics Committee any matters which
cannot be satisfactorily resolved at School level.
3.6 The University Ethics Committee will submit the reports to the Research Committee at
the beginning of each academic year.
3.7 The University Ethics Committee is established as a sub-committee of the Research

Committee with the following terms of reference:
 to provide written Guidelines on ethical issues in research, for use by staff and
students of the University;
 to take a University overview of the Ethics Policy implementation and
 to recommend policy changes;
 to advise on any issues of an ethical nature referred to it by the Deans of the
Schools, and
 To receive relevant papers/information from external bodies for consideration.
3.8 Membership of the University Ethics Committee will comprise senior academic staff with
a proven track record in research appointed by School Research Committees. The
Committee will also have powers of co-option, to allow appropriate consultation with
relevant experts.
3.9 The University Ethics Committee will have three statutory meetings each year, but will
also be convened as other business requires.
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Appendix 4a – Ethical Consent Forms
RESEARCH ORGANISATION INFORMED CONSENT FORM
South West State University
Completion of this form is required whenever research is being undertaken by staff or students
within any organisation. This applies to research that is carried out on the premises, or is about
an organisation, or members of that organisation or its customers, as specifically targeted as
subjects of research.
The researcher must supply an explanation to inform the organisation of the purpose of the
study, who is carrying out the study, and who will eventually have access to the results. In
particular issues of anonymity and avenues of dissemination and publications of the findings
should be brought to the organisations‟ attention.
Researcher’s Name:____________________________________________
Student ID No. (if applicable):_____________________________________
Researcher’s Statement:
24
Any organisation manager or representative who is empowered to give consent may do so
here:
Name: ________________________________________________________
Position/Title: __________________________________________________
Organisation Name: _____________________________________________
Location: ______________________________________________________
Anonymity must be offered to the organisation if it does not wish to be identified in the
research report. Confidentiality is more complex and cannot extend to the markers of student
work or the reviewers of staff work, but can apply to the published outcomes. If confidentiality
is required, what form applies?
[ ] No confidentiality required
[ ] Masking of organisation name in research report
[ ] No publication of the research results without specific organisational consent
Signature: __________________________________ Date: ______________
This form can be signed via email if the accompanying email is attached with the signer’s
personal email address included. The form cannot be completed by phone, rather should be
handled via post.
25
Appendix 4b – Informed Consent Form for Research Participants
Informed Consent Form for research participants
Title of Study A Study About Risk Awareness on Online

Shopping In Malaysia
Person(s) conducting the research
Ungku Nuruddin Bin Ungku Abdul Rahman
Programme of study
Master of Management in the Organization
Address of the researcher for correspondence No 16, Jalan Bakawali 2C/9, Seksyen 10, Bukit
Sentosa 3 48300 Rawang Selangor
Telephone
0132018650
E-mail
kiddz2040@gmail.com
Description of the broad nature of the research
Description of the involvement expected of

participants including the broad nature of
questions to be answered or events to be
observed or activities to be undertaken, and the
expected time commitment
Information obtained in this study, including this consent form, will be kept strictly confidential (i.e. will
not be passed to others) and anonymous (i.e. individuals and organisations will not be identified unless
this is expressly excluded in the details given above).
Data obtained through this research may be reproduced and published in a variety of forms and for a
variety of audiences related to the broad nature of the research detailed above. It will not be used for
purposes other than those outlined above without your permission.
Participation is entirely voluntary and participants may withdraw at any time.
By signing this consent form, you are indicating that you fully understand the above information and
agree to participate in this study on the basis of the above information.
Participant’s signature Date
Student’s signature Date
Please keep one copy of this form for your own records.
26
The logbook is to record your progress through the Masters Dissertation.
A copy of the completed log sheets must be submitted along with your completed dissertation
and CD or USB memory stick.
It is evidence that you have met various criteria associated with the dissertation.
Student Name
Ungku Nuruddin Bin Ungku Abdul Rahman
Student ID Number
Masters Programme
Master of Management in the Organization
Email
kiddz2040@gmail.com
Supervisor : …………………………………………………………………………….. Room : ………………………………..
Email : …………………………………………………………………………………………………………………………………….
27
LOG OF FIRST MEETING
Date and time of meeting 24/09/2017 Duration 3 Hours 10am-1.00pm
First meeting
Dr. Zofrizal Ikmal

CONFIDENTIALITY:AGREEMENT OF SUPERVISOR:………………………………….DATE:………………………..
24/09/2017
NB Supervisor to confirm the dissertation contains commercially sensitive information. That is the only basis
upon which a dissertation may be regarded as confidential.
Any issues, concerns, problems that have arisen of which you wish to discuss:
Supervisor’s comments:
Agreed task or action plan for next meeting:
Date & time of next meeting 14/10/2017 9.00am
Student signature
28
Supervisor Signature
LOG OF MEETING/SUPERVISION
Date and time of meeting 14/10/2017 Duration 9.00am-12.00pm
Brief description of work done since last meeting:
In examining the context and quality of the research , the review has been undertaken to ensure conformity of
the following action
1) Place each work in the context of its contribution to the subject under review;
2) Describe the relationship of each work to the others under consideration;
3) Identify new ways to interpret, and shed light on any gaps in, previous research;
4) Resolve conflicts amongst seemingly contradictory previous studies;
5) Identify areas of prior scholarship to prevent duplication of effort;
6) Point the way forward for further research;
7) Place an original piece of research in the context of existing literature.
Further deliberation on the context to be done to align the research proposition and next course of action for
review
To revalidated on the research proposal writing and the instruments to support the design
proposition.
Supervisor’s comments
Writing a quality literature review is important for success in publication and graduate studies, but it is a
difficult task for many novice researchers and graduate students to achieve as noted by several scholars. For
instance, assert that "most literature reviews [in dissertations] are poorly conceptualized and written report
that many literature reviews of manuscripts for publications are underdeveloped and have problems with
unsupported claims. These problems seem to be common in various disciplines such as education and social
studies. The components that shall be address underlying the following context and principles :
29
1. The proposals submitted shall clearly state the objectives. The rest of the proposals either did not
clearly state the objectives or they included many general objectives that tended to obscure the
proposals.
2. Relevance hypotheses: Whether those hypothesis has been tested to support the research.
3. Appropriateness of Methods and Research Instruments: The student is proposed to employ the
design appropriate methods that reflects the right ingredients to ensure that the test is appropriately
address the research objectives and design.
1. To devise the research plan in substantiating the common deliverables for the research end to end
based on the procedural and process requirement.
2. To revalidate the research objectives and research questions based on the gaps identified from the
literature.
3. To examine the common error that appears in the research for assessment purposes.
Date & time of next meeting 15/11/2017
Student signature
Date and time of meeting 05/11 2017 Duration 10.am-1.00pm
30
The synthesis of the review revealed the problems in determining and designing the objectives of a proposal
that obscured the intended research. The earlier meeting has inclusively proposed to reexamine those outliers
that the factor for research design and development. Explanations s for the problems identified were analyze
in terms of knowledge of proposal writing, understanding of the concept and problem identification.
Defining the research design and objectives

Methodological development of the research based on the context and approach
Limitation of the previous research
The research design shall examine to the overall strategy to integrate the different components of the study in
a coherent and logical way, thereby, ensuring you will effectively address the research problem; it constitutes
the blueprint for the collection, measurement, and analysis of data. The length and complexity of describing
research designs in your paper can vary considerably, but any well- developed design will achieve the
following:
1. Identify the research problem clearly and justify its selection, particularly in relation to any valid alternative
designs that could have been used,
2. Review and synthesize previously published literature associated with the research problem,
3. Clearly and explicitly specify hypotheses [i.e., research questions] central to the problem,
4. Effectively describe the data which will be necessary for an adequate testing of the hypotheses
and explain how such data will be obtained, and
5. Describe the methods of analysis to be applied to the data in determining whether or not the hypotheses
are true or false.
The essentials of action research design follow a characteristic cycle whereby initially an exploratory stance is
adopted, where an understanding of a problem is developed and plans are made for some form of
intervention strategy. Then the intervention is carried out during which time, pertinent observations are
collected in various forms. The new interventional strategies are carried out, and this cyclic process repeats,
continuing until a sufficient understanding of (or a valid implementation solution for) the problem is achieved.
The protocol is iterative or cyclical in nature and is intended to foster deeper understanding of a given
situation, starting with conceptualizing and particularizing the problem and moving through several
interventions and evaluations.
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To enhance the purpose of a problem statement is to:

1. Introduce the research to the importance of the topic being studied. The research is oriented to the
significance of the study and the research questions, hypotheses, or assumptions to follow.
2. Place the topic into a particular context that defines the parameters of what is to be
investigated.
3. Provide the framework for reporting the results and indicates what is probably necessary to conduct the
study and explain how the findings will present this information.
Date & time of next meeting 18/11 2017 10.00am
Student signature
Date and time of meeting 18/11/2017 Duration 2.00pm-5.00pm
1. Clarity and precision [a well-written statement does not make sweeping generalizations and irresponsible
pronouncements],
2. Demonstrate a researchable topic or issue [i.e., feasibility of conducting the study is based upon access to
information that can be effectively acquired, gathered, interpreted, synthesized, and understood],
3. Identification of what would be studied, while avoiding the use of value-laden words and terms,
4. Identification of an overarching question or small set of questions accompanied by key factors or variables,
5. Identification of key concepts and terms,
6. Articulation of the study's boundaries or parameters or limitations,
7. Some generalizability in regards to applicability and bringing results into general use,
8. Conveyance of the study's importance, benefits, and justification [i.e., regardless of the type of research, it is
important to demonstrate that the research is not trivial],
9. Does not have unnecessary jargon or overly complex sentence constructions; and,
10. Conveyance of more than the mere gathering of descriptive data providing only a snapshot of the issue or
32
phenomenon under investigation.
1. Methodological design approach

2. Context development based on the research narrated.
A methodology does not set out to provide solutions - it is, therefore, not the same as a method. Instead, a
methodology offers the theoretical underpinning for understanding which method, set of methods, or best
practices can be applied to specific case, for example, to calculate a specific result.
Student is proposed to explore the methods based on the following grounds :
1. "the analysis of the principles of methods, rules, and postulates employed by a discipline";
2. "the systematic study of methods that are, can be, or have been applied within a discipline";
3. "the study or description of methods".
The methodology is the general research strategy that outlines the way in which research is to be undertaken
and, among other things, identifies the methods to be used in it. These methods, described in the
methodology, define the means or modes of data collection or, sometimes, how a specific result is to be
calculated. Methodology does not define specific methods, even though much attention is given to the nature
and kinds of processes to be followed in a particular procedure or to attain an objective.
1. Assessment on the research methodology design framework and sub attribute

2. Critical components in the research that essentials for design development
Date & time of next meeting 26/11/2017
Student signature
33
An exploratory design is conducted about a research problem when there are few or no earlier studies to refer
to or rely upon to predict an outcome. The focus is on gaining insights and familiarity for later investigation or
undertaken when research problems are in a preliminary stage of investigation. Exploratory designs are often
used to establish an understanding of how best to proceed in studying an issue or what methodology would
effectively apply to gathering information about the issue. The goals of exploratory research are intended to
produce the following possible insights:
Details as per previous research and methodological development has been reviewed to reflects the following
elements:
1. Familiarity with basic details, settings, and concerns.

2. Well grounded picture of the situation being developed.
3. Generation of new ideas and assumptions.
4. Development of tentative theories or hypotheses.
5. Determination about whether a study is feasible in the future.
6. Issues get refined for more systematic investigation and formulation of new research questions.
7. Direction for future research and techniques get developed.
Exploratory research generally utilizes small sample sizes and, thus, findings are typically not generalizable to
the population at large. The exploratory nature of the research inhibits an ability to make definitive
conclusions about the findings. They provide insight but not definitive conclusions. The research process
underpinning exploratory studies is flexible but often unstructured, leading to only tentative results that have
limited value to decision-makers. Design lacks rigorous standards applied to methods of data gathering and
analysis because one of the areas for exploration could be to determine what method or methodologies could
best fit the research problem.
34
1. Purpose of the longitudinal study to support the research
2. Structure design and development
Longitudinal data facilitate the analysis of the duration of a particular phenomenon. It enables survey
37researchers to get close to the kinds of causal explanations usually attainable only with experiments. The
design permits the measurement of differences or change in a variable from one period to another [i.e., the
description of patterns of change over time]. Longitudinal studies facilitate the prediction of future outcomes
based upon earlier factors. A longitudinal study follows the same sample over time and makes repeated
observations. For example, with longitudinal surveys, the same group of people is interviewed at regular
intervals, enabling researchers to track changes over time and to relate them to variables that might explain
why the changes occur. Longitudinal research designs describe patterns of change and help establish the
direction and magnitude of causal relationships. Measurements are taken on each variable over two or more
distinct time periods. This allows the researcher to measure change in variables over time. It is a type of
observational study sometimes referred to as a panel study.
1. The data collection method may change over time.

2. Maintaining the integrity of the original sample can be difficult over an extended period of time.
3. It can be difficult to show more than one variable at a time.
4. This design often needs qualitative research data to explain fluctuations in the results.
5. A longitudinal research design assumes present trends will continue unchanged.
6. It can take a long period of time to gather results.
7. There is a need to have a large sample size and accurate sampling to reach representativeness
Student signature
35
Date and time of meeting 03/12/2017 Duration 9.00am-11.am
The limitations of the study are those characteristics of design or methodology that impacted or influenced the
interpretation of the findings from your research. They are the constraints on generalizability, applications to
practice, and/or utility of findings that are the result of the ways in which you initially chose to design the study
and/or the method used to establish internal and external validity. Possible Methodological Limitations Sample
size -- the number of the units of analysis you use in your study is dictated by the type of research problem you
are investigating. Note that, if your sample size is too small, it will be difficult to find significant relationships
from the data, as statistical tests normally require a larger sample size to ensure a representative distribution
of the population and to be considered representative of groups of people to whom results will be generalized
or transferred. Note that sample size is less relevant in qualitative research. Lack of available and/or reliable
data -- a lack of data or of reliable data will likely require you to limit the scope of your analysis, the size of
your sample, or it can be a significant obstacle in finding a trend and a meaningful relationship. You need to
not only describe these limitations but to offer reasons why you believe data is missing or is unreliable.
However, don't just throw up your hands in frustration; use this as an opportunity to describe the need for
future research. Lack of prior research studies on the topic -- citing prior research studies forms the basis of
your literature review and helps lay a foundation for understanding the research problem you are
investigating. Depending on the currency or scope of your research topic, there may be little, if any, prior
research on your topic. Before assuming this to be true, though, consult with a librarian! In cases when a
librarian has confirmed that there is no prior research, you may be required to develop an entirely new
research typology [for example, using an exploratory rather than an explanatory research design]. Note again
that discovering a limitation can serve as an important opportunity to identify new gaps in the literature and to
describe the need for further research. Measure used to collect the data -- sometimes it is the case that, after
completing your interpretation of the findings, you discover that the way in which you gathered data inhibited
your ability to conduct a thorough analysis of the results. For example, you regret not including a specific
question in a survey that, in retrospect, could have helped address a particular issue that emerged later in the
study. Acknowledge the deficiency by stating a need for future researchers to revise the specific method for
gathering data.
Self-reported data -- whether you are relying on pre-existing data or you are conducting a qualitative research
study and gathering the data yourself, self-reported data is limited by the fact that it rarely can be
independently verified. In other words, you have to take what people say, whether in interviews, focus groups,
or on questionnaires, at face value. However, self-reported data can contain several potential sources of bias
that you should be alert to and note as limitations. These biases become apparent if they are incongruent with
data from other sources. These are: (1) selective memory [remembering or not remembering experiences or
events that occurred at some point in the past]; (2) telescoping [recalling events that occurred at one time as if
they occurred at another time]; (3) attribution [the act of attributing positive events and outcomes to one's
own agency but attributing negative events and outcomes to external forces]; and, (4) exaggeration [the act of
representing outcomes or embellishing events as more significant than is actually suggested from other d
36
1. Research data management
2. Research limitation
Information about the limitations of your study are generally placed either at the beginning of the discussion
section of your paper so the reader knows and understands the limitations before reading the rest of your
analysis of the findings, or, the limitations are outlined at the conclusion of the discussion section as an
acknowledgement of the need for further study. Statements about a study's limitations should not be buried in
the body [middle] of the discussion section unless a limitation is specific to something covered in that part of
the paper. If this is the case, though, the limitation should be reiterated at the conclusion of the section. If you
determine that your study is seriously flawed due to important limitations, such as, an inability to acquire
critical data, consider reframing it as an exploratory study intended to lay the groundwork for a more complete
research study in the future. Be sure, though, to specifically explain the ways that these flaws can be
successfully overcome in a new study. But, do not use this as an excuse for not developing a thorough research
paper! Review the tab in this guide for developing a research topic. If serious limitations exist, it generally
indicates a likelihood that your research problem is too narrowly defined or that the issue or event under
study is too recent and, thus, very little research has been written about it. If serious limitations do emerge,
consult with your professor about possible ways to overcome them or how to revise your study. When
discussing the limitations of your research, be sure to:
Describe each limitation in detailed but concise terms;

1. Explain why each limitation exists;
2. Provide the reasons why each limitation could not be overcome using the method(s) chosen to
acquire or gather the data [cite to other studies that had similar problems when possible];
3. Assess the impact of each limitation in relation to the overall findings and conclusions of your
study; and,
4. If appropriate, describe how these limitations could point to the need for further research.
Evaluating the authority, usefulness, and reliability of resources is a crucial step in developing a literature
review that effectively covers pertinent research as well as demonstrating to the reader that you know what
you're talking about. The process of evaluating scholarly materials also enhances your general skills and ability
to:
1. Seek out alternate points of view and differing perspectives,

2. Identify possible bias in the work of others,
3. Distinguish between fact, fiction, and opinion,
4. Develop and strengthen your ability to distinguish between relevant and irrelevant content,
5. Draw cogent, well thought out conclusions, and
6. Synthesize information, extracting meaning through a deliberate process of interpretation and
37
analysis.
Student signature
Date and time of meeting 10/12/2017 Duration 10.00am-2.00pm
Choosing a research problem that connects to current affairs is an excellent way to remain engaged in the
topic because it's happening now and a definitive outcome has yet to play itself out. However, you could
experience a number of problems if your topic focuses on a very recent issue or event, including
the following:
1. It can be difficult to find scholarly sources and, as a consequence, your study may be
considered less rigorous and valid because it does not cite research studies that provide in-depth analysis of
the topic.
2. Ironically, examination of a very recent event or issue may force you to draw upon historical precedents in
order to frame the research problem effectively. As a consequence, the scholarly sources supporting your
paper end up being more about the historical precedents than the current research problem.
3. The consequences or results of a current event or issue have yet to be determined and, therefore, any
conclusions or recommendations presented in your paper may be rendered less relevant as things unfold. A
current issue or event is rarely a static unit of analysis; it is more like a moving target. Given this, it can be
difficult to focus on a specific research problem related to the topic you've chosen to investigate because its
relevance or importance may diminish over time due to unforeseen circumstances, while at the same time,
new and significant topics may emerge instead.
38
1. Thesis development for academic writing
Although the accepted form of academic writing in the social sciences can vary considerable depending on the
methodological framework and the intended audience, most college-level research papers require careful
attention to the following stylistic elements:
I. The Big Picture

Unlike fiction or journalistic writing, the overall structure of academic writing is formal and logical. It must be
cohesive and possess a logically organized flow of ideas; this means that the various parts are connected to
form a unified whole. There should be narrative links between sentences and paragraphs so the reader is able
to follow your argument and all sources are properly cited. The introduction should include a description of
how the rest of the paper is organized.
II. The Tone

The overall tone refers to the attitude conveyed in a piece of writing. Throughout your paper, it is important
that you present the arguments of others fairly and with an appropriate narrative tone. When presenting a
position or argument that you disagree with, describe this argument accurately and without loaded or biased
language. In academic writing, the author is expected to investigate the research problem from an
authoritative point of view. You should, therefore, state the strengths of your arguments confidently, using
language that is neutral, not confrontational or dismissive.
III. Diction
Diction refers to the choice of words you use. Awareness of the words you use is important because words
that have almost the same denotation [dictionary definition] can have very different connotations [implied
meanings]. This is particularly true in academic writing because words and terminology can evolve a nuanced
meaning that describes a particular idea, concept, or phenomenon derived from the epistemological culture of
that discipline. Therefore, use concrete words [not general] that convey a specific meaning. If this cannot be
done without confusing the reader, then you need to explain what you mean within the context how that
word is used within a discipline.
IV. The Language

Clear use of language is essential in academic writing. Well-structured paragraphs and clear topic sentences
enable a reader to follow your line of thinking without difficulty. Your language should be concise, formal, and
express precisely what you want it to mean. Avoid vague expressions that are not specific and precise enough
for the reader to derive exact meaning ["they," "we," "people," "the organization," etc.], abbreviations like
'i.e.' ["in other words"], 'e.g.' ["for example"], and contractions, such as, "don't", "isn't", etc.
V. Academic Conventions
Citing sources in the body of your paper and providing a list of references as either footnotes or endnotes is a
39
very important aspect of academic writing. It is essential to always acknowledge the source of any ideas,
research findings, data, or quoted text that you have used in your paper as a defense against allegations of
plagiarism. The scholarly convention of citing sources is also important because it allows the reader to identify
the sources you used and independently verify your findings and conclusions.
VI. Evidence-Based Arguments

Assignments often ask you to express your own point of view about the research problem. However, what is
valued in academic writing is that opinions are based on a sound understanding of the pertinent body of
knowledge and academic debates that exist within, and increasing external to, your discipline. You need to
support your opinion with evidence from scholarly sources. It should be an objective stance presented as a
logical argument. The quality of your evidence will determine the strength of your argument. The challenge is
to convince the reader of the validity of your opinion through a well- documented, coherent, and logically
structured piece of writing. This is particularly important when proposing solutions to problems or
recommended courses of action.
VII. Thesis-Driven
Academic writing is "thesis-driven," meaning that the starting point is a particular perspective, idea, or "thesis"
applied to the chosen research problem, such as, establishing, proving, or disproving solutions to the questions
posed for the topic; simply describing a topic without the research questions does not qualify as academic
writing.
VIII. Complexity and Higher-Order Thinking

One of the main functions of academic writing is to describe complex ideas as clearly as possible. Often
referred to as higher-order thinking skills, these include cognitive processes that are used to comprehend,
solve problems, and express concepts or that describe abstract ideas that cannot beeasily acted out, pointed
to, or shown with images.
Date & time of next meeting 23/12/2017 2.00pm
Student signature
40
An indication that the timeliness of a research problem is too current would be if the only information you find
are press releases from news service organizations like Associated Press, articles from popular magazines and
newspapers, online sources like blogs, and other non-scholarly sources. Depending on the assignment, relying
on non-scholarly sources may be acceptable, but most often, professors require you to cite scholarly research
studies to support your analysis. However, the nature of scholarly research in the social sciences is that papers
submitted for publication frequently take more than a year between editorial review of a manuscript to when
the study is finally published. In response to this, many journal publishers provide online access to what is
termed "pre-prints." These are essentially online versions of the final draft of a manuscript and, thus, should
not be considered the authoritative copy of an article. Given these factors, it will often be difficult, or perhaps
impossible, to locate scholarly research studies about a current issue or a newly emerging event. The obvious
solution is to choose a different research problem to investigate. However, do not abandon the topic if it is of
particular interest to you because there are several strategies you can use to find scholarly or research-level
analysis.
1. Look for related literature that provides the opportunity to conduct a comparative analysis. For example,
only now are scholarly studies emerging that investigate the refugee crisis in Syria and its global impact.
However, by reviewing the research literature about past mass refugee crises, you can extrapolate key lessons
learned or identify new ways of understanding the central research problem associated with the current,
emerging event.
2. Locate opinions/statements of prominent authors and scholars. Leading researchers are often called upon
by mass media news organizations, editors of leading newspapers, and other print and online media outlets to
comment and provide insight about an issue or during and immediately after an event. For example, in the
immediate aftermath of Hurricane Katrina, many prominent experts on disaster management and recovery
were interviewed and asked to comment on how New Orleans should be rebuilt. Although these sources do
not constitute a body of scholarly research because they were not peer-reviewed or may not include
references to sources, the writings of leading scholars can be considered authoritative because they represent
the opinions and observations of experts who have gained in-depth knowledge of the topic as a result of
conducting prior research.
3. Identify research centers and special interest organizations that focus on studying current issue sand events.
Research centers and special interest organizations often lead the effort to study and publish in-depth reports
about a current issue or event. In the case of research centers, this is because their purpose is to bring
together scholars and practitioners who have interdisciplinary expertise in a particular area of study. Special
interest groups are often proactive in studying a particular topic because their mission is to influence policy or
to promote a specific social or economic agenda. Although written by experts, it is important to note that
some research institutes and special interest groups are privately funded and, therefore, you should pay
41
particular attention to the possibility of bias in their analysis or recommendations
Abductive reasoning refers to determining the most plausible explanation of something based on limited
information. In the case of examining very current research problems, the information is limited by the lack of
a coherent outcome that can be evaluated and its significance can be measured. Given this, investigations of
current research problems often require you to rely predominantly on the direct and uninterpreted analyses of
authoritative sources published in primary source materials. Studies of non- current research problems are
generally published in scholarly secondary sources. However, because there may be little, if any, prior scholarly
research of current issues or events, there is more freedom to apply adductive reasoning to explain possible
consequences, solutions, or outcomes. This is not to say that can you ignore related research or delve into idle
speculation; your conclusions must be grounded in reality and available evidence, even if that evidence is not
peer reviewed. However, the lens through which you interpret current research problems does not have to be
designed so rigidly around prior research because it simply may not exist. The opportunity to apply abductive
reasoning can be an especially engaging feature of current topic investigations that is generally not available to
you in studies that must build upon prior scholarly research
Date & time of next meeting
Student signature
42
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Masters Dissertation Supervision Logbook

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MASTERS PROJECT

Learning Outcomes of the Project

3. Demonstrate a rigorous understanding of the theory and literature relevant to the

A degree of proficiency in the understanding, selection and execution of research

i) A defensible idea put forward in the project.

ii) Development and exploration of the ideas in applied conditions.

Masters degrees are awarded to students who have demonstrated:

i) A systematic understanding of knowledge and a critical awareness of current problems

ii) Originally in the application of knowledge, together with a practical understanding.

iii) Conceptual understanding that enables the student:

a) to evaluate critically current research and existing scholarship in the discipline;

b) to evaluate methodologies and develop critiques of them and, where

Submission of Project Proposal

Preliminaries (to be arranged in the following order)

The Body of Work

The End Material

Front sheet/Title Page:

Masters dissertations must be thermally bound in standard Business School covers.

The procedure is:

Masters Project Supervisor

Postgraduate Academic Facilitators

Checklist for Students Designing and Conducting Primary Research

Appendix 4c - Checklist for Students Designing & Conducting Primary Research

Discuss this with your lecturer/supervisor

In the research methodology/methods section or chapter include: details

The signed statement is included in the work;

The student has considered anonymity and any issues of organisational

The student has accurately reported findings based on issues above

Completely based on Does your research

You should not involve children or vulnerable adults in your research

Research Ethics in Postgraduate projects

It is your responsibility as a student to abide by the policy.

i) A clear statement should be made when asking someone to participate in an interview

This includes all cases in which:

Such agreement should be based on the following:

Data collection and storage

Intellectual property rights / ownership of results

iii. Discuss these with your supervisor;

ETHICS IN RESEARCH - POLICY STATEMENT

1.2 The University's mission is to serve our learning communities by delivering

2.7 Examples of ethical issues in research include:

(a) formal consideration of ethical issues in research at the discipline level;

It is the responsibility of every Dean of School to ensure that appropriate consideration

 to support academic staff and students in the consideration of ethical issues;

3.3 Each school research committee or ethics sub-committee will:

3.7 The University Ethics Committee is established as a sub-committee of the Research

RESEARCH ORGANISATION INFORMED CONSENT FORM

South West State University

Student ID No. (if applicable):_____________________________________

Organisation Name: _____________________________________________

Signature: __________________________________ Date: ______________

Informed Consent Form for research participants

Title of Study A Study About Risk Awareness on Online

Description of the involvement expected of

Participation is entirely voluntary and participants may withdraw at any time.

Participant’s signature Date

Student’s signature Date

Supervisor : …………………………………………………………………………….. Room : ………………………………..

Date and time of meeting 24/09/2017 Duration 3 Hours 10am-1.00pm

Dr. Zofrizal Ikmal

Agreed task or action plan for next meeting:

Date & time of next meeting 14/10/2017 9.00am

Date and time of meeting 14/10/2017 Duration 9.00am-12.00pm

Signature: ____________________ Date: