dissertation supervision guideline

8/18/2019 Dissertation Supervision Guideline

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BINDURA UNIVERSITY OF SCIENCE EDUCATION

FACULTY OF COMMERCE

DISSERTATION RESEARCH GUIDELINES

for

BACHELOR OF BUSINESS STUDIES (HONOURS)

BACHELOR OF ACCOUNTANCY (HONOURS)BACHELOR OF SCIENCE (HONOURS) IN ECONOMICS

BACHELOR OF BUSINESS ADMINISTRATION IN POLICE AND SECURITY

STUDIES

BACHELOR OF COMMERCE (HONOURS) IN FINANCIAL INTELLIGENCE

BACHELOR OF COMMERCE (HONOURS) IN PURCHASING AND SUPPLY

PUBLISHED BY

BINDURA UNIVERSITY OF SCIENCE EDUCATION

P. BAG 2010

BINDURA

ZIMBABE

APRIL 2010


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TABLE OF CONTENTS

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2


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UNIT ONE [Preliminary pages]

RESEARCH PRESENTATION

1.0 INTRODUCTION

The purpose of this section is to highlight the specifications in the presentation of theresearch project in order to achieve uniformity and consistency. The section covers the

following aspects:-

• The Preliminary (front ) Pages

• The Research Report Tet

• Tet !ormatting

•

"ac# pages material• "inding

1.1 T$ Pr$"3"!&r4 P&5$%

$n the preliminary pages of the research project you present the following materials:-

• The Title page

• The %pproved !orm

• The Release !orm

• &edication

• The %'stract

• %c#nowledgements

• Ta'le of contents

• ist of Ta'les

• ist of !igures

The preliminary pages that precede the introduction should 'e num'ered in lower case

Roman numerals i.e. i ii iii iv etc while the 'ody of the research is num'ered in

%ra'ic numerals i.e. *2+ etc.

+


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*.*.* T$ T"#$ P&5$

The title page must 'e arranged as follows:-

• $nstitution granting degree.

• Title of the research project:- the title of the research project must 'e 'rief and should have *, words or less.

• The title of the research project is in capital letters (well centered): indicate

your full name starting with first name then middle name(s) and lastly

surname. The following statement should 'e written under your name wellcentered and systematically arranged:

% &$RT%T$/01T$ 3"4$TT& $0 P%RT$% !3!$40T /! TR53$R40T !/R T (insert name of degree) /! "$0&3R% 30$6R$T7 /!

8$08 &38%T$/0. !%83T7 /! 8/44R8. $ndicate month and year of

su'mission at the 'ottom (well-centered).

1.1.1 T$ R$$&%$ For3

This is a form that grants the university permission to produce copies for the project andalso reserves the authors9 pu'lication rights.

1.1.2 T$ S"5!$ Aro& For3

This serves as an official ac#nowledgement and acceptance of the research project as

satisfactory. $t is signed 'y the supervisor and the 8hairman of the &epartment.

1.1.* D$"'"o! (O#"o!&)

This serves as tri'ute or recognition to a specific individual or individuals.

1.1.6. T$ A7%#r&'#

The a'stract should follow the title page and 'egin on a new page. $t should 'e concise

'ut comprehensive ('etween 2, ; + words). The a'stract is used 'y potential readers

to determine at a glance the contents of the project. The a'stract should contain:

% clear statement of the pro'lem under investigation and the purpose of the

research< % description of the methods used in the study i.e. the design the sample si=e and

the sample composition< %n indication of where and how the data was o'tained<

% description of the data analysis techni>ue<

% summary of the findings conclusions and recommendations.

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1.1., A'8!o+$5$3$!#%

$n this section you ac#nowledge the person or persons to whom you are inde'ted for the

guidance and assistance in ma#ing your study successful. Present this section on a

separate page.

1.1.9 T&7$ of Co!#$!#%

Ta'le of contents should 'e sufficiently informative with page num'ers of all sections

and chapters indicated. The preliminaries are typed in lower case. These are typed as

follows:

Title Page i

Release !orm ii

%pproval !orm iii&edication iv

%'stract v%c#nowledgement vi

Ta'le of 8ontents vii

ist of Ta'le viiiist of !igures i

ist of %ppendices

%fter the preliminaries you then list 8hapter and 8hapter headings and su'heading givingthe page(s) where these are located in your research project.

!or typing you should ensure that:

8hapter num'ers and preliminaries9 page num'ers are typed in Roman numerals<

8hapter titles and 8hapter num'ers are typed in 3PPR 8%<

u'-headings of each chapter are typed in lower case and single spaced<

4argins are +.@cm on the left and 2.,cm at the right top and 'ottom sides

0um'ering of the pages should 'e at the centre 'ottom

References and %ppendices are presented in %ra'ic numerals and are typed in upper

case. pelling should follow that of the 3A. nglish &ictionary ; use the Bpell

CrammarD chec#er facility in the 4-Eord. nsure that typescripts are legi'le and that the fonts as well as format are consistent

throughout.

,


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1.1. L"%# of T&7$%

Type each ta'le on a separate sheet in case it covers half a page or more<

0um'er them consecutively using %ra'ic num'ers e.g. Ta'le ?.* Ta'le ?.2 etc in

the same order they are referred to in the tet. Type them at the top of the ta'le< Type ade>uate and self-eplanatory headings a'ove ta'les<

8apitali=e only the first letter of the first word of the heading and of column

headings in the ta'le ecept where otherwise necessary< Place ac#nowledgements of the source 'elow the ta'les e.g. ource: 4apiye and

4aunga (2F) where applica'le< Cive references for ta'les in full only in the references list at the end of the research

project and not as footnotes to the tet.

1.1.: L"%# of F"5-r$%

Provide these on separate sheets in case they cover half page or more< 0um'er the figures se>uentially in %ra'ic num'ers (e.g. !igure * !igure 2 !igure

+ etc) and refer to them in the tet in order of appearance. Type captions 'elowfigures<

8apitali=e only the first letter of captions ecept where otherwise necessary.

1.2 T$ R$%$&r' Pro;$'# T$/#

This refers to 8hapters *-, since these constitute your main report.

1.2.1 T$/# For3#"!5

This su'section concentrates on the presentation specifications of the research or

main 'ody. $t covers the following su'headings:

4argins

Ceneral Typing Rules

Tet spacing

yphenated words

"oo# titles

Pagination

1.2.1.1 M&r5"!%

%ll pages should have top 'ottom left and right hand margins with the followingspecifications:

- +.@cm on the left margin to allow 'inding< 2.,cm at the top and 'ottom<

2.,cm on the right hand.

F


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1.2.1.2 T4"!5 R-$%

%? pager is to 'e used<

Typing should 'e done on one side of the page only<

ine spacing should 'e *.,< %ll 8hapters should 'e num'ered in Roman numerals centred and typed

in capital letters< %ll chapter titles should 'e centered in capitals and two spaces 'elow

chapter num'er< !or all su'headings use a com'ination of capitals and lower case< u'-

heading should 'e highlighted ('old) and flushed against the left margin(do not underline them).

CHAPTER ONE

2 paces

INTRODUCTION

+ paces

$f su'headings are more than * line they should 'e single spaced.

ach chapter 'egins on a separate new page.

1.2.* T$/# S&'"!5

"egin + spaces 'elow the last line of the chapter title (as shown a'ove). % minimum of 2

lines must 'e used to divide paragraphs or when 'eginning a new su'-division.

1.2.< Fo!# T4$ &! %"=$

Times 0ew Roman should 'e used for font type and a font si=e *2pt throughout the

research report.

1.2.6 >-o#"o!%

ong >uotations should: "e indented<

"e single spaced<

"e in "loc# typed form i.e. ? spaces from left margin<

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To 'e enclosed in >uotation mar#s.

"egin + spaces 'elow general tet.

5uotations less than + lines are enclosed in >uotation mar#s and typed

within the general tet.

1.2., H4$!$ +or%

These should 'e #ept to a minimum of three per page.

Protruding words into right hand margins should 'e avoided. %void hyphenating last

word on the page.

1.2.9 Bo T"#$%

Titles of 'oo#s and periodicals should 'e underlined if used in tet.

1.2. P&5$ N-37$r"!5

The following specifications should 'e noted: %ll the preliminaries are num'ered in the lower case of the Roman

numerals centered at the 'ottom of the page< %ra'ic num'ering 'egins on 8hapter one and continues up to the end of

appendices< 0um'ering should 'e positioned at the 'ottom centre of each page< and

%ra'ic num'ering should 'e positioned at the 'ottom centre of each page.

1.* B&'8 P&5$ M$r"&%

This section refers to references and appendices.

1.*.1 R$f$r$!'$%

References should come immediately after last chapter of the research project i.e.

8hapter v< hould reflect wor#s consulted and appearing in the tet<

8ite references in alpha'etical order of authors and in order of year of pu'lication

start with papers 'y the same author 'eing arranged in the order of (*) single

author (2) two authors alpha'etically according to the name of second author and

(+) several authors chronologically with 2Fa and 2F' etc for papers pu'lishedin the same year.

References 'y one author ta#e precedence over references 'y the same plus

additional authors irrespective of the year of pu'lication. %void using %non or %nonymous where possi'le. Ehere no name of the author is

given use the name of the sponsoring or issuing organi=ation ministry and

department etc if it can 'e identified.

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NOTE? DO NOT NUMBER THE REFERENCES.

1.*.1.1 REFERENCE DETAILS

The following guidelines and eamples are designed to show the main elements thatshould 'e cited and the order in which they should appear in references for the main

classes of pu'lications most li#ely to need inclusion in the list of references.

@o-r!&%

H %uthors surname and the initials for forenames<

H 7ear of pu'lication followed 'y a period 1 full stop<

H Title of pu'lished paper<H 0ame of Iournal: spelt in full<

H 6olume and 1 or issue num'er in the 'rac#ets<

H !irst and last page num'ers (in full) for journals papers.

For $/&3$

8hitura T. &u'e T. and 8hari !. 2G. Jervice >uality and customer satisfaction: %case of the mo'ile telecommunication industry in Cweru Kim'a'we9: outhern %frican

Iournal of ducation cience and Technology 6olume 2 (2): @ -@@.

Boo8%

• %uthor9s or editor9s surnames and initials names of the sponsoring or

issuing organi=ation or corporate 'ody in the a'sence of a named individualor editor <

•

7ear of pu'lication followed 'y a period1full stop<• Title of the 'oo# ( to 'e underlined or in italics)<

• 0ame of pu'lisher and town in that order<

• Page num'er.

For $/&3$

4=umara 4. 2F. The Theory of 4oney and "an#ing in 4odern Times (dition if notthe first) 4ustang Tate pp , ff.

Pro'$$"!5% of 'o!f$r$!'$% +or8%o% 3o!o5r&%.

• %uthors9 surnames(s) and initials<

• 7ear of pu'lication followed 'y: $n LLLL

• Title of proceedings or wor#shop

• &ate of 8onference: Town 8ountry< 6olume (if any) Page num'ers.

For $/&3$

M


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/gunniyi 4. ". 2,. Relative ffects of a istory Philosophy and ociology of

cience 8ourse on Teachers9 3nderstanding of the 0ame of cience and $ndustrial

Practice< $n Proceedings of the #nowledge Production and igher ducation in the 2* st

8entury 8onference. +* %ugust ; 2 eptem'er 2,. "ergen Cermany pp ?, -,.

T$%"%• %uthor9s surname and initials<

• 7ear of su'mission followed 'y a full stop<

• Title of thesis<

• tate whether it9s an 4sc 4Phil Ph& or & Phil thesis<

• 0ame of the host institution or 8ountry.

For $/&3$

alawu 4. ". *MMG. The 0utritive 6alue of the leguminous 'rowse 8alliandra8alothyrsus and the role of condensed tannins in ruminant feeds. Ph& Thesis 3niversity

of %'erdeen. 3nited Aingdom.

R$or#%

• %uthor(s) or organi=ation9s name<

• 7ear of pu'lication<

• Title of the report<

• 0ame of pu'lisher (if availa'le) Town 8ountry and page num'ers of the

article (any which is availa'le).

For $/&3$

4upangwa I. !. 6hurumu#a . and &enhere . 2. %ssessment of the $mpact of

8yclone line on the !ood %griculture and 0atural Resource ector in Kim'a'we.30&P1E!P. 3%$& 1 !E0T and C/K arare Kim'a'we

&epartment of Research and pecialist ervices (&R) 2. ivestoc# and Pasture

Research in Kim'a'we %nnual report. Covernment Printers arare Kim'a'we pp *2-*,.

C"#"!5 Fro3 E$'#ro!"' So-r'$%

• %uthors or organisation9s name<

• 7ear of pu'lication<

• Title of the article<

• $nternet %ddress<• &ate of the Ee'site.

For $/&3$

Rule .8. and assila A. . 2+. $nnovative Teaching %pproaches to $mprovecience ducation. Retrieved from http:11www.iitapilastate.edu1reports1stafrica1rule.html

on *21F1?.

*

http://www.iitapilastate.edu/reports/stafrica/rule.htmlhttp://www.iitapilastate.edu/reports/stafrica/rule.html


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1.*.2 A$!"'$%

"eing an etension of the research document these should 'e page num'ered normally.

They include copies of research instruments used and other documents deemed necessary

for inclusion 'ut must 'e #ept to a minimum. $n addition to 'eing num'ered se>uentiallyeach appendi must 'e provided1given a title.

1.*.* B"!"!5

7ou must su'mit 2 loose 'ound copies for mar#ing. %fter ma#ing necessary corrections

(as suggested 'y mar#ers) you should then su'mit o!$ eecutive 'ound copy of the

dissertation. 7ou should also su'mit an electronic copy of your dissertation to your respective department.

1.*.*.1 T$ S"!$

• Title

• 0ame of tudent

• Programme

• 3niversity

• 7ear

1.*.*.2 T$ Coo-r

0avy 'lue with inscriptions on 'oth spine and cover.

1.< D"%%$r#"o! $!5#

The length of the dissertation should 'e around *2 words inclusive of the %ppendices.

**


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UNIT TO [CHAPTER ONE]

2.0 INTRODUCTION

This section of the research guidelines ma#es an effort to descri'e and eplain step 'ystep how to write C&#$r O!$ of your research project. 7ou should note that 8hapter

/ne is entitled B$ntroductionD in order to emphasise its relative function e.g.

C&#$r O!$

I!#ro-'#"o!

The 8hapter is 'ro#en down into the following su'headings:-

"ac#ground to the tudy<

tatement of the pro'lem<

Purpose of the tudy<

Research >uestion(s)<

tatement of the hypothesis

ignificance of the study<

%ssumptions<

&elimitations of the study< imitations<

&efinition of terms< and

ummary.

B&'85ro-! #o #$ S#-4

The purpose is to provide contet to the proposed study. $t should descri'e the situation in

which the pro'lem is encountered. The 'ac#ground places the research study into some

intelligi'le contet touching 'roadly on some of the issues related to it. Cenerally you

will rely on some information which led you to get to the source of the particular research pro'lem. !or eample you might want to touch on the commercial social

geographical educational or political contet of the pro'lem or the various dimensionsin which it manifests itself.

The researcher should identify the gap that must 'e filled 'y the present study. Ehere the 'ac#ground to the study depends on the literature this must 'e cited.

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S#$3$!# of #$ Pro7$3

This su'-section contains a 'rief and clear statement of the pro'lem to 'e solved.

Research is usually motivated 'y the need to handle a pro'lem. Pro'lem statement should

thus follow from the 'ac#ground specifying what is to 'e studied and the pro'lem. $t isimportant to demonstrate that the pro'lem is critical and warrants a study. /ne could also

discuss the potential conse>uences if the pro'lem is not addressed. ome of the

characteristics of a good research pro'lem statement are that it should 'e: Researcha'le i.e. it should 'e possi'le to investigate it empirically. $t should 'e

answered through the collection and analysis of (scientific) data< Precise i.e. that it should 'e written in clear unam'iguous language<

Resolved through research ; the researcher should ma#e sure that the pro'lem

chosen offers definite sources of information which when collected can answer the

#ey >uestions sufficiently< 8arefully fit into the 'roader contet of current theory and relevant research<

8learly and logically related to its su'-pro'lems1research >uestions or hypothesis.

P-ro%$ of #$ S#-4O7;$'#"$% of #$ %#-4

$t clarifies the aims or o'jectives of the study what the study see#s to accomplish./'jectives are a formal epression of the researcher9s intentions. Thus o'jectives have to

'e clear and 4%RT. 7ou may want to eplore to eplain or to infer or in some cases

you may want to replicate what is already #nown hence you must ma#e it clear. Theterms are further eplained as follows: To explore ; is just to find out more a'out an area which few or no people have

ventured into. ploratory studies are done in areas which are little understood andwhere the relationship among varia'les is un#nown or only a little is #nown

To describe ; that is to reveal patterns and trends of situations or events o'jects

phenomena or 'ehavior. "y descri'ing them the hope is that they will 'eunderstood 'etter and so answer the >uestion BwhyD.

To explain ; is to reveal the lin#ages among the elements constitution situations

even and phenomena. $t also attempts to answer the >uestion BwhyD.

R$%$&r' >-$%#"o!

Research >uestions are developed from the research pro'lem. Cood research >uestionsought to 'e amena'le to some more1less definitive answers. owever while the >uestion

must lend itself to some answer it must not 'e totally answered 'y a simple B7esD or

B0oD. $t must re>uire you to collect and process research evidence as part of the answer.Research >uestions must specify varia'les. Ehen research >uestions are addressed

individually they yield responses which can 'e reconstituted to ma#e up a complete

answer to the main research >uestion. The research >uestions must 'e precise.

*+


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OR

*?


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S#$3$!# of H4o#$%"%

ypotheses are tentative answers or BintelligentD or Bpro'a'le answersN to the research>uestions. % researcher who is not confident of statistical testing of hypothesis is advised

not to state hypothesis 'ut research >uestion instead. ypothesis can 'e written in null or

alternate (directional) form i.e. o and *. ypothesis should 'e simple and concise< itguides the whole dissertation and is often used as a reference point in the su'se>uent

chapters such that the researcher stays within the contet of the research

S"5!"f"'&!'$ of #$ S#-4

$n this section you should point out how the solution to the pro'lem or the answer to the

research >uestion can influence theory or practice. The research must show why it is

worth the time effort and epense involved in carrying out the research. 7ou must point

out and eplain the practical 'enefits that the study is li#ely to provide. 7ou shouldconsider who would 'enefit from the study and the specific ways these 'enefits would 'e

felt.

A%%-3#"o!%

%ssumptions are statements of what the research 'elieves to 'e the fact 'ut these cannot

'e verified. 7ou should remem'er that assumptions are not the o'ject of the research 'ut

strengthen the 'asis of your research. These assumptions li#e the significance of the

study have practical and theoretical implications. Eithout these assumptions your research cannot 'e carried out. !or you to 'e a'le to carry out the study you should hold

certain facts a'out the study as given. These are the assumptions that your study ma#es

which would influence your research findings.

D$"3"#"o!% of #$ %#-4

&elimitations refer to the 'oundaries of the study. These ena'le you to point out clearly

what is included in the study. % description of 'oth conceptual and practical (Physical)

'oundaries is needed. &elimitations answer the >uestions:

• Ehat are the concerns of this studyO

• Ehat are not its concernsO

•ow far does it go into the treatment of the given issues and where does itstopO

• ow wide is the field from which it sources its dataO

$n short delimitations point out what is included in the study such as the populations or

sample si=e and the varia'les etc

*,


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L"3"#"o!%

imitations are those conditions 'eyond the control of the researcher that may place

restrictions on the conclusions9 and their application to other situations. $t is not enough

just to state these limitations (wea#ness or constraints) without suggesting thecompensatory factors adopted to ensure that the research remains valid and relia'le.

imitations are wea#nesses that are inherent in the research which the researcher is givencredit for pointing out and serve to alert the reader1user of the research a'out what to ta#e

note of when interpreting and generali=ing the findings and conclusions of the study.

These limitations should 'e comprehensive hence you need to sufficiently clarify them to

the reader.

D$f"!"#"o! of #$r3%

7ou should identify all terms that need to 'e defined in order to avoid anymisinterpretations. These definitions help you to esta'lish the frame of reference with

which you as the researcher approach the pro'lem. The varia'les to 'e considered should 'e defined in operational terms that is they should either 'e o'serva'le or measura'le so

that they can 'e manipulated scientifically. These terms should 'e employed consistently

throughout the research project. &ictionary meanings do not serve ade>uately in definingterms of a research project.

S-33&r4

7ou should highlight the consistent parts of chapter one and the emerging issues. %s

statement lin#ing this chapter two may'e provided. $n most research projects you may

find that this section provides an opportunity to summarise how the rest of the researchhas to 'e organi=ed. Thus you need to 'riefly descri'e the focus and content of the

su'se>uent chapters of the research report.

*F


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UNIT THREE [CHAPTER TWO]

INTRODUCTION

This unit focuses on chapter two of your research project and it is written as follows:

CHAPTER TO

LITERATURE REVIE

INTRODUCTION

7ou must introduce the readers to the chapter on what it covers.

P-ro%$ of L"#$r-r$ R$"$+

iterature review refers to the wor#s that the researcher read to understand the topic andresearch issues. iterature review should show these two types of literature i.e.

T$or$#"'& L"#$r-r$

The theoretical literature indicates varia'les and relationships relevant to the proposed

study. Theories have three #ey functions: to eplain o'served facts predict outcomes of relationships and to summari=e #nowledge. Ehere theory is not availa'le the researcher

can present arguments or se>uence of events leading to the stated pro'lem.

E3"r"'& L"#$r-r$

Refers to the past studies that are similar to the present study. $t involves more than just

enumeration or summary of previous studies 'ut should also show how these studiesrelate or differ with the current study thus esta'lishing the #nowledge gap. The gap may

'e in terms of differences in approaches theoretical start points. There might also 'e

untested theories inade>uate evidence or apparent contradictions or inconclusive

evidence or just unsatisfactory methods.

Anowledge of related research ena'les you to define the frontiers of the research fields:

!or eample:Ram'anepasi (*M@M) Creen (*MM+) and 4upfurutsa (*MMM) discovered this much a'out

the research pro'lem under investigation the investigators Pandadyira and winayi

(2) added this much to our #nowledge. This research proposes to go 'eyond

Pandadyira and winayi9s wor# in the following mannerL

The review of related theory and research ena'les you to place your >uotations in

perspective. 7ou should review related literature for the purpose of finding a lin# 'etween your study and the accumulated 'ody of #nowledge in your field of interest.

*G


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tudies with no lin# to the eisting 'ody of #nowledge seldom ma#e significant

contri'utions to the field. uch studies tend to produce isolated 'its of information that

are of limited usefulness.

Reviewing related literature helps you to limit your pro'lem or research >uestions and

clarify and define the concepts of the study. % careful review of the literature can helpresearchers to revise their initial >uestions so that it can 'e investigated. $t also helps in

clarifying the concepts involved in the study and in translating these concepts into

operational definitions.

uccessful literature review often helps in the formation of hypothesis regarding the

relationships 'etween varia'les in one9s study. tudies in which hypothesis are tested are

usually useful than those without hypothesis or research >uestions.

% critical review of related literature often leads to an insight into the reasons for

contradictory results in an area. $n research contradictory findings or inconsistencies may

'e caused 'y the research design used for resolving the pro'lem or the type of instruments employed or the methodologies and analysis made. % comparison of the

procedures of these studies may eplain the inconsistent findings.

Thoroughly studying related research helps you learn which methodologies have proved

useful and which seem less promising. earching related literature avoids unintentionalreplication of previous studies.

7ou should not carry out an investigation where a very similar study was done 'efore. $f

you deli'erately want to replicate a previous study you should state the reason for thereplication. 7ou might want to investigate a different aspect of the pro'lem. !or

eample a study might have 'een carried out to esta'lish the major causes of high

'usiness failure in a certain industry. 7ou may replicate the study 'y focusing on small tomedium firms in a different industry.

The study of related literature places you in a 'etter position to interpret the significanceof your own results. "ecoming familiar with theory in the field and with previous

research prepares you for lin#ing the findings of your own research with the 'ody of

#nowledge in the field.

Ehen you reach this stage of reviewing related literature you should consult empirical

studies that have 'een done in the area of study. ome sources of literature review are

given 'elow:

So-r'$% of L"#$r-r$

• ummaries of thesis and dissertations

• Iournals

• "oo#s

• Primary documents e.g. circulars and reports

*@


19/30

• lectronic sources (online journals articles etc)

• ncyclopedia

• &ictionaries

&) C"#"!5 R$f$r$!'$% "! #$ T$/#

This section shows how literature sources should 'e referenced within the tet: for eample

i) 8ite references 'y author followed 'y year of pu'lication with a comma e.g. (%jusa

2?).een in the modern contet (8onrad *MM,) it is generally accepted that there are three

ways to improve the standard of living. &uring the decade particular attention has 'een

paid to the study of perception for eample (i'anda *MM+< Eood *MM+ and %'ler et al .*MM,).

ii) !or two authors cite them 'oth e.g. (Ahumalo and &hlomo 2,) and for more than

two authors cite the first mentioned author followed 'y et al. e.g. (4lam'o et al 2?).

C"#"o!% "! #$ #$/# %o- #&8$ #$ foo+"!5 for3%?

i) Lhave 'een reported 'y 4a=uru et al (2G:2*)

ii) LCad=irayi and 4utandwa (2:@F) found that L

iii) Lother results (Aatsuro and Runyowa 2,< 4utandwa 2F) haveindicated thatL

iv) L0garivhume and hateyi (2*:2*? 2+:*@?) found thatL

papers pu'lished 'y the same author in two different yearsQ

v) LTandi (2,a')Lor 4aya=i and 4aya=i (2Fa')

(two papers pu'lished 'y the same author in the same year)

a) To refer to personal communications relating to unpu'lished material personalcommunication etc use the form L(Runyowa 2F personal communication) 'ut do

not place such citations in list of references.

') econdary citations can ta#e the form: L0yaumwe (22) cited in "rown et al (2,:**M)

So3$ G$!$r& H"!#% o! L"#$r-r$

7ou should 'egin with the most recent pu'lication and wor# 'ac# to earlier

pu'lications

3se primary sources as far as possi'le Erite the 'i'liographical data of a source on a card (just one source per card)

7ou should first read the summari=ed sections of a report to determine whether it

is relevant to the research. #im through the source to find the relevant sections

and 'egin with summaries and >uotations of relevant material (indicate >uotationsand their pages clearly).

6ery important sentences or paragraphs should not 'e summari=ed 'ut >uoted

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%ll notes you have collected eventually have to 'e read through again 'efore

'eing incorporated in a well thought out well integrated and systematic report(interact with your literature and don9t just regurgitate of literature)

NB? For 4o-r "#$r-r$ r$"$+ #o 7$ r$$&!# "# 3-%# fo'-% o!?

The theory from which the research topic is derived tated hypotheses or research >uestions

tated pro'lem and su'-pro'lems

$dentifying the gap in research that is filled 'y the current research

Po"'4 o! A'&$3"' D"%o!$%#4 &! C$"!5

%ll materials which are not yours must 'e reviewed and referred. !ailure to do so

results into academic dishonesty. %cademic dishonesty and cheating is a serious offence.

7our should not present wor# and materials that are not original and documented 'yaccepted standards.

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UNIT FOUR [CHAPTER THREE]

INTRODUCTIONS

$n this chapter a clear and concise description of how the study was carried out is given.

This is a vivid description of all the activities and procedures underta#en during thecourse of the research. (iterature review should have assisted you in deciding on the

suita'le methodology for the study). The report on this chapter is generally written in the

past tense.

The various aspects of this chapter are as follows:

CHAPTER THREE

RESEARCH METHODOLOGY

• $ntroduction

• Research design

• u'jects(Population and ampling)

• Research $nstruments

• &ata 8ollection Procedures

• ummary

I!#ro-'#"o!

This section spells out in 'rief the main concerns and focus of the chapter ie what the

chapter is all a'out. These concerns are the research design research instruments datacollection procedures data presentation and analysis procedure and the chapter summary.

RESEARCH DESIGN

The term Jdesign9 and Jplan9 mean the same thing in research as 'oth refer to a

description of the format and theoretical structure under which the study will 'e carried

out. This also includes the discussion of steps to 'e ta#en in order to safeguard thevalidity or authenticity of the findings. The main concerns of this section are:

To identify the design e.g. descriptive survey eperimental design correlation

research design historical research design and case study approach. To descri'e the theoretical framewor# of the design so as to highlight its 'enefits

and limitations as used in the research.

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To justify the choice of the design vis a9 vis the contet in which the study will 'e

done.

SUB@ECTS

These are research participants you intend to use in the study. 7ou should descri'e thetarget population and sample to 'e used in the study. This entails thorough discussion of

the sampling procedures employed and their justification.

RESEARCH INSTRUMENTS

Research instruments are tools you would use for collecting data to find solutions to the pro'lem under investigation for eample >uestionnaires interviews schedules and

o'servation guides. Research instruments used should 'e clearly descri'ed so as to 'ring

out their strengths and wea#nesses as a way of justifying their selection and suita'ility tothe research. NB? the development of these instruments must 'e 'ased on the research

>uestions and o'jectives. 4easures ta#en to control the wea#nesses identified should 'espelt out so as to ensure the validity and relia'ility of these instruments and data to 'e

collected.

DATA COLLECTION PROCEDURES

These are steps ta#en in administering instruments and collection of data from su'jects

understudy.

uch steps include: 4a#ing appointments with research su'jects through telephones letters emails

etc.

&istri'ution and administration of instruments on the sample for eample 'yhand 'y mail or through research assistants.

Retrieval of instruments.

These steps should 'e clear orderly and justified. They are a deli'erate and well thoughtout strategy meant to enhance timely collection of data.

DATA PRESENTATION AND ANALYSIS PROCEDURES

The section gives 1 provides the overall products used to organi=e descri'e and analyse

collected data. The process entails suggesting the manner in which findings are to 'e:

Presented according to logical themes use of ta'les and graphs.

&escri'ed or discussed to reveal their meaning.

7ou should justify the choice of the presentation and analysis procedures.

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SUMMARY

$t gives a 'rief description of the emerging issues and concerns treated within the chapter.

NOTE!or those students who would prefer to use economic models and the testing of the

hypothesis for your research methodology please refer to the %ppendi.

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UNIT FIVE [CHAPTER FOUR]

INTRODUCTION

&ata presentation process will involve scanning and sifting the collected data organi=ingit and summari=ing it. ffective data presentation re>uires ta'les figures1tet. $t is

epected that your discussion and interpretation of findings will remain e>ually focused

through ensuring that all the results of the su'-pro'lems 1 su'->uestions 1 hypotheses arediscussed. The chapter is presented as follows:-

CHAPTER IV

DATA PRESENTATION ANALYSIS AND DISCUSSION

I!#ro-'#"o! (C&#$r)

The introduction for the chapter should descri'e 'riefly how the chapter unfolds.

D& Pr$%$!#"o! Pro'$%%

aving collected data from the field it is epected that the researcher at this stage of the

research process will:

S'&! &! %"f# & ; you should read the data to ensure it is complete accurate

consistent and relevant. 7ou should watch for trends which may emerge in the scanned

data. uch trends could assist you to organi=e data into meaningful chun#s. The answersto each su'-pro'lems 1 su'->uestions should contri'ute to the answering of the main

research >uestion.

Or5&!"%"!5 & ; you should ma#e sense of data 'y rearranging it into a managea'le

form. 7ou may compare responses from various respondents you can categorise the

responses. 7ou need to identify patterns of responses to a >uestion 1 theme. $t calls for

use of descriptive statistics li#e the mean or other inferences.

S-33&r"%$ #$ D& ; you should utili=e different ways of summari=ing large amounts

of data. 7ou may resort to use of ta'les graphs and statistical summaries.

I! &!%+$r"!5 #$ %-7ro7$3% %-7-$%#"o!%- you should ta#e each su'-pro'lem 1

su'->uestions separately and select data related to it. Please use the thematic approach i.e.themes derived from research >uestions.

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Pr$%$!#"!5 #$ D&

&ata presentation is effectively done using ta'les figures and tet. $t should 'e

structured around su'-themes. 6aria'les to 'e discussed under 'ac#ground of the

su'jects usually include socio-demographic data such as age se marital statusacademic and professional >ualifications (if necessary).

%fter presenting data on the 'ac#ground of the su'jects the researcher should move on todata presentation focusing on specific su'-pro'lems 1 >uestions of the study.

Themes1 u'-heading in this section should emerge from su'-pro'lems 1 su'->uestions.

NB? A% 3-' &% o%%"7$ 4o- %o- &o" -%"!5 "r$'# -$%#"o!% &% %-7$&"!5%.

U%$ of T&7$% &! F"5-r$%

Results reported ver'ally are usually enhanced 'y ta'les and figures. Ta'les are used to

show rows and columns of numerical data. !igures are used to ma#e a graphical or pictorial presentation of data. Ehen using ta'les and figures you must o'serve the

following: $n ta'les the title is placed at the top and in figures it should 'e placed 'elow the

illustration. !or uniformity %ra'ic numerals should 'e used to num'er ta'les and figures.

% ta'le or figure follows as closely as possi'le the first reference to it in the

report.

%fter studying each ta'le or figure the researcher should write a paragraph or two

eplaining what it contains and drawing the reader9s attention to note-worthyfindings.

owever there is need to avoid discussing every entry in the ta'le or figure. This style

of presentation is 'oring and defeats the purposes of using ta'les and figures.

D"%'-%%"o! I!#$rr$#"o!

The discussion of findings should focus on the results.

The discussion should tie together findings in relation to theory and review of

literature.

$f results support or contradict previous research findings on the topic this should

'e stated.

$f results differ from previous finding an eplanation why this occurred should 'eattempted.

$f the study was set up to test hypothesis the discussion section must report the

outcome of each hypothesis. The statistical test must also 'e appropriate.

nsure that all the results of the su'-pro'lem 1 >uestion are discussed.

$n terms of language 'e definite a'out the data and statistics 'ut 'e tentative a'out

interpretations and conclusions as shown 'y the following statements:

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$t would appear that most managers in the study were against gender

segregation. Results seem to suggest that training positively influences wor#er performance.

/n the other hand one should 'e more definite when reporting data and statistics

as shown 'y these statements.

The mean and standard deviation were * and 2., respectively. The co-efficient of correlation was .@.

The writing style should 'e precise simple and direct.

S-33&r4

The summary should highlight the major findings of the study.

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UNIT SI [CHAPTER FIVE]

INTRODUCTION

These are the summary the research conclusions and the recommendations. %fter

reading through this final chapter the reader 'ecomes informed of the research pro'lemtac#led the research methodology and its limitations major findings of the study and

their implications for practice. $t ta#es the following format

CHAPTER V

SUMMARY CONCLUSIONS AND RECOMMENDATIONS

ummary

8onclusions

Recommendations

S-33&r4

7ou should 'riefly summarise the major findings of the research and these are 'ased on

the data presented in chapter four.

Co!'-%"o!%

These are summed up answers to su'-pro'lems stated in chapter one. They however

should 'e drawn from the data reported in chapter ?. ence they are termed research

'ased conclusions. !or eample the conclusion of the research study on major causes of staff turnover in the hotel industry can 'e highlighted as:

The study found out that although 'oth sees of wor#ers are involved males tend

to 'e more affected than females. The reason given is that males tend to 'e moreintolerant to what they view as authoritarian leadership styles that their female

counterparts. % close association 'etween high staff turnover and poor wor#ers9 results on the

part of employees was also esta'lished. The poor results could 'e attri'uted to

insufficient training and long wor#ing hours. Ehile pro'lem of staff turnover was >uite prevalent it was also o'served that

nothing was 'eing done 'y head offices to address this issue.

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R$'o33$!"o!%

$n the recommendations section the researcher eamines his findings in the light of

suggested applications. The recommendations could read as follows:

$n the light of the a'ove conclusions it is recommended that head offices should launch

in-service wor#shops for wor#ers with a focus on leadership styles so that they 'ecomemore flei'le in their leadership.

Ehile wor#ers have very genuine reasons to move out it is recommended that head

office ma#es an effort to retain wor#ers. This can 'e achieved 'y LLLLLL

This study recommends that further research 'e conducted on LLLLL.in order to

esta'lish LLLLLLLLL

NB? This concluding chapter does not therefore focus on individual chapters 'ut

summari=es the study as a whole.

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APPENDI I

[This section is meant for those students who would want to use secondary data and

economic models]

*.0 M$#ooo54 of #$ %#-4

This section should 'e given ade>uate attention perhaps more than any other part

'ecause it is the one that tells us how you conducted your research.

Refers to the methods of collecting and analy=ing data descri'es the data types data

sources and data collection techni>ues for primary research and most importantly data

analysis techni>ues. The methodology should 'e eplicit of what is to 'e done and

how it is going to 'e done ma#ing it clear how the o'jectives are achieved. Thus it is

not sufficient to just collect data and report results without telling us how the data is

going to 'e manipulated such that the o'jectives can 'e achieved.

&ata analysis: econometric methodology*

%s science most economic projects should include a testa'le econometric

methodology thus you have to specify your econometric model i.e. static or dynamic linear or non-linear structural or reduced form.

7ou should present the features and assumptions of the model and show how

the model relates to the theoretical model and previous studies. 7ou should

also present specification of the parsimonious model to 'e estimated i.e. the

relationship 'etween dependant and independent varia'les.

/ne should 'e a'le to justify the varia'les that are included in the

parsimonious model and proies might have 'een used.

%ll concepts should 'e operationalised on the included varia'les e.g. to

identify factors that determine child mortality indicate how child mortality is

to 'e measured.

* This section is optional to all 'ut economic students

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&iscuss the method of estimation e.g. / C C44 4 Two-tage

least s>uares. The appropriate estimator may depend on the nature of the

varia'les and the relationship 'eing studied e.g. if the dependant varia'le is

categorical pro'it or logit estimators may 'e used.

$t is also important to discuss potential econometric pro'lems that might 'e encountered

and indicate how they may 'e resolved.

dissertation supervision guideline

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