SOLUTION MANUAL
Research Methods For Business
Students
8th Edition Mark Saunders, Philip
Lewis Chapters 1 - 14, Complete
3
© Pearson Education Limited 2019
, Contents
Chapters Pages
Introduction 5
1 Business and management research, reflective diaries and the purpose
of this book 15
2 Choosing a research topic and developing your research proposal 19
3 Critically reviewing the literature 23
4 Understanding research philosophy and approaches to theory development
27
5 Formulating the research design 32
6 Negotiating access and research ethics 36
7 Selecting samples 40
8 Utilising secondary data 44
9 Collecting data through observation 48
10 Collecting primary data using research interviews and research diaries54
11 Collecting primary data using questionnaires 59
12 Analysing data quantitatively 63
13 Analysing data qualitatively 68
14 Writing and presenting your project report 72
Appendix 75
1 Research project assignment 75
2 Group poster research project assignment 80
3 Research proposal assignment 84
4 Additional cases on the companion website 89
4
© Pearson Education Limited 2019
, INTRODUCTION
An overview of the instructors’ manual
This instructors’ manual provides commentary for the eighth edition of the textbook
Research Methods for Business Students. The commentary is on a chapter by chapter
basis and includes:
chapter learning outcomes;
summary of the content;
comments on likely student reactions and possible use of materials;
ideas for students’ preparatory work;
suggestions for delivery in the classroom;
ideas for students’ follow-up work.
In addition, we have included a copy of a research project assignment, a group
research project poster assignment and a copy of a dissertation proposal assignment
as appendices.
Research Methods for Business – an overview of the eighth edition
Pedagogic features
The over-riding purpose of Research Methods for Business Students is to help
undergraduate and postgraduate students and students on professional courses to
undertake research. Each chapter deals with a part of the research process and discusses
the ideas, techniques and methods using as little jargon as is possible. Tables, checklists
and diagrams are used to aid this discussion. Where new terms are introduced for the
first time, they are shown in bold, and a definition or explanation follows shortly
afterwards. They are also listed with a brief definition in the glossary. The application
of appropriate information technology is considered, in most instances as an integral
part of the text. Chapters have been cross-referenced as appropriate, and an index is
provided to help students find their way around the book.
Focus on student research boxes are included within the text of each chapter. These
are based on actual research projects, undertaken by students, in which points made in
the text are illustrated. In many instances, these worked examples illustrate possible
pitfalls students may come across while undertaking their research. Where a pitfall has
been illustrated, it will, it is hoped, help your students avoid making the same mistake.
Further illustrations are provided by focus on management research and research in
the news boxes.
5
© Pearson Education Limited 2019
,Focus on management research boxes discuss recent research in business and
management. These are normally derived from refereed academic journal articles, and
students are likely to be able to download the actual articles from online databases at
their university.
Focus on research in the news boxes provide topical news articles that illustrate
pertinent research-related issues. All these will help students to understand the
technique or idea and to assess its suitability or appropriateness to their research.
Boxed checklists provide students with further focussed guidance for their own
research.
6
© Pearson Education Limited 2019
, Saunders, Research Methods for Business Students, 8e, Instructor’s Manual
A summary of key points at the end of each chapter can be used by students before
and after reading the chapter to ensure that they have digested the main points.
Self-check questions enable students to check they have understood the chapter.
These can all be answered without recourse to other (external) resources. Answers are
provided to all the self- check questions at the end of each chapter.
Review and discuss questions follow the self-check questions. These suggest a
variety of activities students can undertake to help them further develop their
knowledge and understanding of the material in the chapter, often involving discussion
with a friend.
Self-test multiple choice questions and true/false questions for each chapter are
available on this book’s companion website.
All chapters include a section towards the end titled “Progressing your research project”
that can be undertaken as part of the student’s research project. These are presented in
sufficient detail to enable them to focus on the techniques that are most appropriate
to his or her research. By completing all these sections, the student will have also
completed his or her project report.
Each chapter is also accompanied by references, further reading and a case study.
Further reading is included for two distinct reasons:
to direct students to other work on the ideas contained within the chapter;
to direct students to further examples of research where the ideas contained in
the chapter have been used.
Case studies at the end of each chapter are all new to the eighth edition. They have been
drawn from a variety of business and management research scenarios and have been
based on the case study’s authors’ students’ experiences when undertaking a research
project. They have been written to highlight real issues that occur when undertaking
business and management research. To help focus students’ thoughts or discussion on
some of the pertinent issues, each case is followed by evaluative questions, answers to
which are provided on the Instructors’ Companion Web Site. A case study follows every
chapter. A further 75 case studies from earlier editions of the book are available on the
Students’ Companion Web Site; answers to these cases are provided on the
Instructors’ Companion Web Site. A complete list of these cases is provided in
Appendix 4.
Contents
Chapter 1 outlines the nature of research and, more specifically, of business and
management research. The basic versus applied research and relevance debates are
considered and advice offered regarding keeping a reflective diary or notebook. The
chapter concludes with an overview of the purpose and structure of the book.
7
© Pearson Education Limited 2019
, Saunders, Research Methods for Business Students, 8e, Instructor’s Manual
Chapter 2 is written to assist students in the generation of ideas, which will help them
to choose a suitable research topic, and offers advice on what makes a good research
topic. If your students have already been given a research topic, perhaps by an
organisation or tutor, they will need to refine it into one that is feasible and should still
therefore read this chapter. After their idea has been generated and refined, the
chapter discusses how to turn this idea into clear research question(s) and objectives.
(Research questions and objectives are referred to throughout the book.) Finally, the
chapter provides advice on how to write a research proposal.
8
© Pearson Education Limited 2019
, Saunders, Research Methods for Business Students, 8e, Instructor’s Manual
The importance of the critical literature review to students’ research is discussed in
Chapter 3. This chapter outlines what a critical review needs to include and the range
of secondary and primary literature sources available. The chapter explains the purpose
of reviewing the literature, discusses a range of search strategies and contains advice on
how to plan and undertake a search and to write the review. The processes of
identifying key words and searching using online databases and the Internet are
outlined. It also offers advice on how to record items and to evaluate their relevance as
well as discussing plagiarism.
Chapter 4 addresses the issue of understanding different research philosophies
including positivism, critical realism, interpretivism, post modernism and pragmatism.
Within this, the functionalist, interpretive, radical humanist and radical structuralist
paradigms are discussed. Deductive, inductive, abductive and retroductive approaches
to theory development are also considered. In this chapter, students are challenged to
think about their own values and how they view the world and the impact this will have
on the way they undertake their research.
These ideas are developed further in Chapter 5, which explores the process of research
design. As part of this, the methodological choice of quantitative, qualitative or mixed
methods is considered. A variety of research strategies are explored and longitudinal
and cross-sectional time horizons discussed. Consideration is given to the implications
of design choice for the credibility of students’ research findings and conclusions.
Chapter 6 explores issues related to gaining access and to research ethics. It offers
advice on how to gain physical and cognitive access both to organisations and to
individuals using both traditional and Internet-mediated strategies. Potential ethical
issues are discussed in relation to each stage of the research process and different data
collection methods. Issues of data protection and data management are also
introduced.
A range of the probability and non-probability sampling techniques available for use by
students in their research is explained in Chapter 7. The chapter considers why sampling
is necessary and looks at issues of sample size and likely response rates for both
probability and non-probability samples. Advice on how to relate the choice of sampling
techniques to the research topic is given, and the techniques for assessing the
representativeness of those who respond are discussed.
Chapters 8, 9, 10 and 11 are concerned with different methods of obtaining data. The
use of secondary data is discussed in Chapter 8, which introduces the variety of data
that are likely to be available and suggests ways in which they can be used. The
advantages and disadvantages of secondary data are discussed, and a range of
techniques for locating these data is suggested. Chapter 8 provides an indication of the
myriad of sources available via the Internet and also offers advice to students on how to
evaluate the suitability of secondary data for their research.
Chapter 9 is concerned with collecting data through observation. Three observation
9
© Pearson Education Limited 2019
, Saunders, Research Methods for Business Students, 8e, Instructor’s Manual
methods tare tpresented tand tdiscussed tin tthis tchapter: tparticipant tobservation,
tstructured tobservation tand tInternet-mediated tobservation. tThis tchapter talso
tdiscusses tthe tuse tof tvideography, taudio- trecording tand tstatic tvisual timages tin tthe
tcollection tof tobservational tdata. tThese tapproaches tare tconsidered tin tturn tto tallow
tpractical tadvice ton teach tto tbe toffered tand ttheir trespective tdata tquality tissues tto tbe
tdiscussed.
10
© Pearson Education Limited 2019
, Saunders, Research Methods for Business Students, 8e, Instructor’s Manual
Chapter t10 tis tconcerned twith tcollecting tprimary tdata tusing tresearch tinterviews tand
tresearch tdiaries. tTypes tof tresearch tinterview tare toutlined tand ttheir tappropriateness
tdiscussed. tAdvice ton thow tto tconduct tin-depth tand tsemi-structured tresearch
tinterviews tis toffered, tincluding tgroup tinterviews tand tfocus tgroups, ttelephone
tinterviews, tInternet-mediated tinterviews tand tvisual tinterviews. tAttention tis tgiven tto
tthe trespective tadvantages tand tdisadvantages tof tthese ttypes tof tresearch tinterview.
tThis tchapter talso tintroduces tresearch tdiaries tand tdiscusses tadvantages tand tissues
tassociated twith ttheir tuse.
Chapter t11 tis tthe tfinal tchapter tconcerned twith tcollecting tdata. tIt tintroduces tstudents tto
tthe tuse tof tboth tself-completed tand tinterviewer-completed tquestionnaires tand texplores
ttheir tadvantages tand tdisadvantages. tPractical tadvice tis toffered ton tthe tprocess tof
tdesigning, tpiloting tand tdelivering tInternet; tSMS, tpostal, tdelivery tand tcollection tand
ttelephone tand tface-to-face tquestionnaires tto tenhance ttheir tresponse trates. tParticular
tattention tis tagain tgiven tto tensuring tthat tthe tdata tcollected tare tboth treliable tand tvalid.
Analysis tof tdata tis tcovered tin tChapters t12 tand t13. tChapter t12 toutlines tand
tillustrates tthe tmain tissues tthat tstudents tneed tto tconsider twhen tpreparing tdata tfor
tquantitative tanalysis tand twhen tanalysing tthese tdata tby tcomputer. tDifferent ttypes tof
tdata tare tdefined, tand tadvice tis tgiven ton thow tt o tcategorise tand tcode ttext tand tvisual
tdata tand tcreate ta tdata tmatrix tand tto tcode tdata. tPractical tadvice tis talso toffered ton
tthe tanalysis tof tthese tdata tusing tcomputerised tanalysis tsoftware. tThe tmost
tappropriate tdiagrams tto texplore tand tillustrate tdata tare tdiscussed, tand tsuggestions tare
tmade tabout tthe tmost tappropriate tstatistics tto tuse, tto tdescribe tdata, tto texplore
trelationships tand tto texamine ttrends.
Chapter t13 toutlines tand tdiscusses tthe tmain tapproaches tavailable tto tstudents tto
tanalyse tdata tqualitatively tboth tmanually tand tusing tComputer-Aided tQualitative
tAnalysis tSoftware t(CAQDAS). tThe tnature tof tqualitative tdata tand tanalysis, tand tissues
tassociated twith ttranscription, tare tdiscussed. tA tnumber tof taids tthat twill thelp tstudents tto
tanalyse tthese tdata tand trecord ttheir tideas tabout tprogressing ttheir tresearch tare talso
tdiscussed. tThe tchapter tthen toutlines tand tbriefly tevaluates ta tnumber tof ttechniques tto
tanalyse tdata tqualitatively.
Chapter t14 thelps tstudents twith tthe tstructure, tcontent tand tstyle tof ttheir tfinal tproject
treport t(dissertation) tand tany tassociated toral tand tposter tpresentations. tDifferences
tbetween tconsultancy t(management) treports tand tproject treports t(dissertations) tare
toutlined. tAbove tall, tthe tchapter tencourages tstudents tto tsee twriting tas tan tintrinsic
tpart tof tthe tresearch tprocess tthat tshould tnot tbe tleft tuntil teverything telse tis
tcompleted. tThis tchapter talso tincludes tsections ton twriting ta treflective tessay tand
tmaking tpresentations.
In taddition, tthere tare tfour tappendices tincluding tguidance ton tauthor-date t(Harvard,
tAmerican tPsychological tAssociation) tand tnumeric t(Vancouver) tstyles tof treferencing
tand tguidelines tfor tnon-discriminatory tlanguage. tThe teighth tedition talso tincludes tan
textensive tglossary tof tover t700tresearch tmethods tterms.
11
© Pearson Education Limited 2019
, Saunders, Research Methods for Business Students, 8e, Instructor’s Manual
Using t Research t Methods t for t Business t Students
This tbook tis twritten twith ta tprogressive tlogic, twhich tmeans tthat tthe tterms tand tconcepts
tare tdefined twhen tthey tare tfirst tintroduced. tOne timplication tof tthis tis tthat tit tis tsensible
tfor tstudents tto tstart tat tthe tbeginning tand tto twork ttheir tway tthrough tthe ttext tand
tfocus ton tstudent tresearch tboxes, tfocus ton tmanagement tresearch tboxes, tfocus ton
tresearch tin tthe tnews tboxes, tself-check tquestions, treview tand tdiscuss tquestions, tcase
tstudies tand tcase tstudy tquestions. tThey tcan tdo tthis tin ta tvariety tof tways tdepending ton
tthe treasons tfor tusing tthis tbook. tHowever, tthis tapproach tmay tnot tnecessarily tbe
tsuitable, t and t you t may t wish t to t use t the t chapters t in t a t different t order t or t just t dip
t into t particular
12
© Pearson Education Limited 2019
Research Methods For Business
Students
8th Edition Mark Saunders, Philip
Lewis Chapters 1 - 14, Complete
3
© Pearson Education Limited 2019
, Contents
Chapters Pages
Introduction 5
1 Business and management research, reflective diaries and the purpose
of this book 15
2 Choosing a research topic and developing your research proposal 19
3 Critically reviewing the literature 23
4 Understanding research philosophy and approaches to theory development
27
5 Formulating the research design 32
6 Negotiating access and research ethics 36
7 Selecting samples 40
8 Utilising secondary data 44
9 Collecting data through observation 48
10 Collecting primary data using research interviews and research diaries54
11 Collecting primary data using questionnaires 59
12 Analysing data quantitatively 63
13 Analysing data qualitatively 68
14 Writing and presenting your project report 72
Appendix 75
1 Research project assignment 75
2 Group poster research project assignment 80
3 Research proposal assignment 84
4 Additional cases on the companion website 89
4
© Pearson Education Limited 2019
, INTRODUCTION
An overview of the instructors’ manual
This instructors’ manual provides commentary for the eighth edition of the textbook
Research Methods for Business Students. The commentary is on a chapter by chapter
basis and includes:
chapter learning outcomes;
summary of the content;
comments on likely student reactions and possible use of materials;
ideas for students’ preparatory work;
suggestions for delivery in the classroom;
ideas for students’ follow-up work.
In addition, we have included a copy of a research project assignment, a group
research project poster assignment and a copy of a dissertation proposal assignment
as appendices.
Research Methods for Business – an overview of the eighth edition
Pedagogic features
The over-riding purpose of Research Methods for Business Students is to help
undergraduate and postgraduate students and students on professional courses to
undertake research. Each chapter deals with a part of the research process and discusses
the ideas, techniques and methods using as little jargon as is possible. Tables, checklists
and diagrams are used to aid this discussion. Where new terms are introduced for the
first time, they are shown in bold, and a definition or explanation follows shortly
afterwards. They are also listed with a brief definition in the glossary. The application
of appropriate information technology is considered, in most instances as an integral
part of the text. Chapters have been cross-referenced as appropriate, and an index is
provided to help students find their way around the book.
Focus on student research boxes are included within the text of each chapter. These
are based on actual research projects, undertaken by students, in which points made in
the text are illustrated. In many instances, these worked examples illustrate possible
pitfalls students may come across while undertaking their research. Where a pitfall has
been illustrated, it will, it is hoped, help your students avoid making the same mistake.
Further illustrations are provided by focus on management research and research in
the news boxes.
5
© Pearson Education Limited 2019
,Focus on management research boxes discuss recent research in business and
management. These are normally derived from refereed academic journal articles, and
students are likely to be able to download the actual articles from online databases at
their university.
Focus on research in the news boxes provide topical news articles that illustrate
pertinent research-related issues. All these will help students to understand the
technique or idea and to assess its suitability or appropriateness to their research.
Boxed checklists provide students with further focussed guidance for their own
research.
6
© Pearson Education Limited 2019
, Saunders, Research Methods for Business Students, 8e, Instructor’s Manual
A summary of key points at the end of each chapter can be used by students before
and after reading the chapter to ensure that they have digested the main points.
Self-check questions enable students to check they have understood the chapter.
These can all be answered without recourse to other (external) resources. Answers are
provided to all the self- check questions at the end of each chapter.
Review and discuss questions follow the self-check questions. These suggest a
variety of activities students can undertake to help them further develop their
knowledge and understanding of the material in the chapter, often involving discussion
with a friend.
Self-test multiple choice questions and true/false questions for each chapter are
available on this book’s companion website.
All chapters include a section towards the end titled “Progressing your research project”
that can be undertaken as part of the student’s research project. These are presented in
sufficient detail to enable them to focus on the techniques that are most appropriate
to his or her research. By completing all these sections, the student will have also
completed his or her project report.
Each chapter is also accompanied by references, further reading and a case study.
Further reading is included for two distinct reasons:
to direct students to other work on the ideas contained within the chapter;
to direct students to further examples of research where the ideas contained in
the chapter have been used.
Case studies at the end of each chapter are all new to the eighth edition. They have been
drawn from a variety of business and management research scenarios and have been
based on the case study’s authors’ students’ experiences when undertaking a research
project. They have been written to highlight real issues that occur when undertaking
business and management research. To help focus students’ thoughts or discussion on
some of the pertinent issues, each case is followed by evaluative questions, answers to
which are provided on the Instructors’ Companion Web Site. A case study follows every
chapter. A further 75 case studies from earlier editions of the book are available on the
Students’ Companion Web Site; answers to these cases are provided on the
Instructors’ Companion Web Site. A complete list of these cases is provided in
Appendix 4.
Contents
Chapter 1 outlines the nature of research and, more specifically, of business and
management research. The basic versus applied research and relevance debates are
considered and advice offered regarding keeping a reflective diary or notebook. The
chapter concludes with an overview of the purpose and structure of the book.
7
© Pearson Education Limited 2019
, Saunders, Research Methods for Business Students, 8e, Instructor’s Manual
Chapter 2 is written to assist students in the generation of ideas, which will help them
to choose a suitable research topic, and offers advice on what makes a good research
topic. If your students have already been given a research topic, perhaps by an
organisation or tutor, they will need to refine it into one that is feasible and should still
therefore read this chapter. After their idea has been generated and refined, the
chapter discusses how to turn this idea into clear research question(s) and objectives.
(Research questions and objectives are referred to throughout the book.) Finally, the
chapter provides advice on how to write a research proposal.
8
© Pearson Education Limited 2019
, Saunders, Research Methods for Business Students, 8e, Instructor’s Manual
The importance of the critical literature review to students’ research is discussed in
Chapter 3. This chapter outlines what a critical review needs to include and the range
of secondary and primary literature sources available. The chapter explains the purpose
of reviewing the literature, discusses a range of search strategies and contains advice on
how to plan and undertake a search and to write the review. The processes of
identifying key words and searching using online databases and the Internet are
outlined. It also offers advice on how to record items and to evaluate their relevance as
well as discussing plagiarism.
Chapter 4 addresses the issue of understanding different research philosophies
including positivism, critical realism, interpretivism, post modernism and pragmatism.
Within this, the functionalist, interpretive, radical humanist and radical structuralist
paradigms are discussed. Deductive, inductive, abductive and retroductive approaches
to theory development are also considered. In this chapter, students are challenged to
think about their own values and how they view the world and the impact this will have
on the way they undertake their research.
These ideas are developed further in Chapter 5, which explores the process of research
design. As part of this, the methodological choice of quantitative, qualitative or mixed
methods is considered. A variety of research strategies are explored and longitudinal
and cross-sectional time horizons discussed. Consideration is given to the implications
of design choice for the credibility of students’ research findings and conclusions.
Chapter 6 explores issues related to gaining access and to research ethics. It offers
advice on how to gain physical and cognitive access both to organisations and to
individuals using both traditional and Internet-mediated strategies. Potential ethical
issues are discussed in relation to each stage of the research process and different data
collection methods. Issues of data protection and data management are also
introduced.
A range of the probability and non-probability sampling techniques available for use by
students in their research is explained in Chapter 7. The chapter considers why sampling
is necessary and looks at issues of sample size and likely response rates for both
probability and non-probability samples. Advice on how to relate the choice of sampling
techniques to the research topic is given, and the techniques for assessing the
representativeness of those who respond are discussed.
Chapters 8, 9, 10 and 11 are concerned with different methods of obtaining data. The
use of secondary data is discussed in Chapter 8, which introduces the variety of data
that are likely to be available and suggests ways in which they can be used. The
advantages and disadvantages of secondary data are discussed, and a range of
techniques for locating these data is suggested. Chapter 8 provides an indication of the
myriad of sources available via the Internet and also offers advice to students on how to
evaluate the suitability of secondary data for their research.
Chapter 9 is concerned with collecting data through observation. Three observation
9
© Pearson Education Limited 2019
, Saunders, Research Methods for Business Students, 8e, Instructor’s Manual
methods tare tpresented tand tdiscussed tin tthis tchapter: tparticipant tobservation,
tstructured tobservation tand tInternet-mediated tobservation. tThis tchapter talso
tdiscusses tthe tuse tof tvideography, taudio- trecording tand tstatic tvisual timages tin tthe
tcollection tof tobservational tdata. tThese tapproaches tare tconsidered tin tturn tto tallow
tpractical tadvice ton teach tto tbe toffered tand ttheir trespective tdata tquality tissues tto tbe
tdiscussed.
10
© Pearson Education Limited 2019
, Saunders, Research Methods for Business Students, 8e, Instructor’s Manual
Chapter t10 tis tconcerned twith tcollecting tprimary tdata tusing tresearch tinterviews tand
tresearch tdiaries. tTypes tof tresearch tinterview tare toutlined tand ttheir tappropriateness
tdiscussed. tAdvice ton thow tto tconduct tin-depth tand tsemi-structured tresearch
tinterviews tis toffered, tincluding tgroup tinterviews tand tfocus tgroups, ttelephone
tinterviews, tInternet-mediated tinterviews tand tvisual tinterviews. tAttention tis tgiven tto
tthe trespective tadvantages tand tdisadvantages tof tthese ttypes tof tresearch tinterview.
tThis tchapter talso tintroduces tresearch tdiaries tand tdiscusses tadvantages tand tissues
tassociated twith ttheir tuse.
Chapter t11 tis tthe tfinal tchapter tconcerned twith tcollecting tdata. tIt tintroduces tstudents tto
tthe tuse tof tboth tself-completed tand tinterviewer-completed tquestionnaires tand texplores
ttheir tadvantages tand tdisadvantages. tPractical tadvice tis toffered ton tthe tprocess tof
tdesigning, tpiloting tand tdelivering tInternet; tSMS, tpostal, tdelivery tand tcollection tand
ttelephone tand tface-to-face tquestionnaires tto tenhance ttheir tresponse trates. tParticular
tattention tis tagain tgiven tto tensuring tthat tthe tdata tcollected tare tboth treliable tand tvalid.
Analysis tof tdata tis tcovered tin tChapters t12 tand t13. tChapter t12 toutlines tand
tillustrates tthe tmain tissues tthat tstudents tneed tto tconsider twhen tpreparing tdata tfor
tquantitative tanalysis tand twhen tanalysing tthese tdata tby tcomputer. tDifferent ttypes tof
tdata tare tdefined, tand tadvice tis tgiven ton thow tt o tcategorise tand tcode ttext tand tvisual
tdata tand tcreate ta tdata tmatrix tand tto tcode tdata. tPractical tadvice tis talso toffered ton
tthe tanalysis tof tthese tdata tusing tcomputerised tanalysis tsoftware. tThe tmost
tappropriate tdiagrams tto texplore tand tillustrate tdata tare tdiscussed, tand tsuggestions tare
tmade tabout tthe tmost tappropriate tstatistics tto tuse, tto tdescribe tdata, tto texplore
trelationships tand tto texamine ttrends.
Chapter t13 toutlines tand tdiscusses tthe tmain tapproaches tavailable tto tstudents tto
tanalyse tdata tqualitatively tboth tmanually tand tusing tComputer-Aided tQualitative
tAnalysis tSoftware t(CAQDAS). tThe tnature tof tqualitative tdata tand tanalysis, tand tissues
tassociated twith ttranscription, tare tdiscussed. tA tnumber tof taids tthat twill thelp tstudents tto
tanalyse tthese tdata tand trecord ttheir tideas tabout tprogressing ttheir tresearch tare talso
tdiscussed. tThe tchapter tthen toutlines tand tbriefly tevaluates ta tnumber tof ttechniques tto
tanalyse tdata tqualitatively.
Chapter t14 thelps tstudents twith tthe tstructure, tcontent tand tstyle tof ttheir tfinal tproject
treport t(dissertation) tand tany tassociated toral tand tposter tpresentations. tDifferences
tbetween tconsultancy t(management) treports tand tproject treports t(dissertations) tare
toutlined. tAbove tall, tthe tchapter tencourages tstudents tto tsee twriting tas tan tintrinsic
tpart tof tthe tresearch tprocess tthat tshould tnot tbe tleft tuntil teverything telse tis
tcompleted. tThis tchapter talso tincludes tsections ton twriting ta treflective tessay tand
tmaking tpresentations.
In taddition, tthere tare tfour tappendices tincluding tguidance ton tauthor-date t(Harvard,
tAmerican tPsychological tAssociation) tand tnumeric t(Vancouver) tstyles tof treferencing
tand tguidelines tfor tnon-discriminatory tlanguage. tThe teighth tedition talso tincludes tan
textensive tglossary tof tover t700tresearch tmethods tterms.
11
© Pearson Education Limited 2019
, Saunders, Research Methods for Business Students, 8e, Instructor’s Manual
Using t Research t Methods t for t Business t Students
This tbook tis twritten twith ta tprogressive tlogic, twhich tmeans tthat tthe tterms tand tconcepts
tare tdefined twhen tthey tare tfirst tintroduced. tOne timplication tof tthis tis tthat tit tis tsensible
tfor tstudents tto tstart tat tthe tbeginning tand tto twork ttheir tway tthrough tthe ttext tand
tfocus ton tstudent tresearch tboxes, tfocus ton tmanagement tresearch tboxes, tfocus ton
tresearch tin tthe tnews tboxes, tself-check tquestions, treview tand tdiscuss tquestions, tcase
tstudies tand tcase tstudy tquestions. tThey tcan tdo tthis tin ta tvariety tof tways tdepending ton
tthe treasons tfor tusing tthis tbook. tHowever, tthis tapproach tmay tnot tnecessarily tbe
tsuitable, t and t you t may t wish t to t use t the t chapters t in t a t different t order t or t just t dip
t into t particular
12
© Pearson Education Limited 2019
