ovo 4.20 fashion management research project
duty13
FMAN3003week15-21.zipFMAN3003 week 15-2.pdf
FMAN3003 RESEARCH PROJECT
30 credits
Week 15 – introduction to the module
Salma Tallaa
WELCOME TO THE MODULE
IDEA
GENERATION RESEARCH ANALYSIS OUTCOMES
WHY DO THIS? AIM OF THE MODULE?
• Demonstrate your ability to retrieve and sift information
• Think critically and analytically
• Make informed decisions and communicate effectively.
• Provide opportunities for undertaking an independent research investigation in an
area YOU are interested in
• CAN BE related to one of the main study areas of the programme OR a
combination of areas
1/10/2024
WHAT DO I HAVE TO DO?
1/10/2024
PROJECT PLAN
(FORMATIVE)
RESEARCH PROJECT
6000-9000 WORDS
HAND IN WEEK 31
(100% OF MARKS)
WHAT DO I HAVE TO DO?
1/11/2024
• Try to think of an original idea, Fashion and textile related in a broad sense
• To come up with new knowledge in your research area
• To produce a tangible outcome:
• New framework
• New theory
• New piece of knowledge
RESEARCH PROJECT (100% MARKS)
◦ BRIEF IS ON Learning Zone WITHIN THE MODULE WORKBOOK
◦ DUE WEEK 31, Friday 3rd MAY
◦ 6000-9000 WORDS ON A TOPIC OF YOUR CHOICE (NEGOTIATED WITH TUTOR)
◦ SHOULD BRING NEW KNOWLEDGE WITHIN THE CHOSEN AREA
◦ YOU WILL ACHIEVE THIS THROUGH SETTING A CLEAR AIM AND OBJECTIVES
◦ THE AIM AND OBJECTIVES SHOULD BE SMART, IN CHRONOLOGICAL ORDER,
DETAILING HOW YOU WILL ACHIEVE THE AIM, THROUGH METHODOLOGICAL
RESEARCH AND CRITICAL ANALYSIS
◦ YOU WILL COMPLETE THIS THROUGH A COMBINATION OF PRIMARY RESEARCH
(QUESTIONNAIRES) AND SECONDARY RESEARCH
1/10/2024
What worries or what preconceived ideas do you have about your research project? - Discuss
WHO WILL HELP?
◦ The research is entirely student led BUT we are here to support you!
◦ To support you in this you will have:
◦ Seminar sessions- to provide information as you go through the stages
of your dissertation, smaller group activities to help you through the
stages
◦ Tutorial advice – you will have a supervisor who you will have small
group sessions from week 17 - providing guidance and support from
the tutor and your tutor group
◦ Support materials on Learning Zone and through the library to help you
are your dissertation journey
Library Learning Services: Workshops, Drop-ins & Tutorials
Workshops
1/11/2024
◦ Live, one-to-one chat for skills help across all subjects at all school levels through to tertiary
bridging/ access/ foundation/ pathways levels.
◦ 24/7 writing feedback focusing on language and structure and referencing help supported
by Citation Assist to prevent unintentional plagiarism
◦ Studiosity mobile app which you can use when you're out and about
https://studiosity.com/connect/users/sign_in
WHAT TO DO FIRST?
1/10/2024
• READ THROUGH THE MODULE WORKBOOK
• FAMILIARISE YOURSELF WITH THE BRIEF
• MAKE YOURSELF A CHART WITH KEY DATES
AND A WEEK BY WEEK PLAN - PRINT OUT OF
KEEP SOMEWHERE ACCESSIBLE
Idea Generation
◦ Where can we find
ideas for research
topics?
◦ (class discussion)
Idea Generation ◦ Has anyone thought of any ideas
yet?
◦ How did you come up with your
ideas?
◦ Past dissertation topics
◦ Speaking to other students
◦ Always interested in a particular topic
◦ Something I learnt on the course
sparked an idea
◦ In line with my career aspirations
◦ Article I read
◦ Based on proving or disproving a
theory I’m interested in
PREVIOUS STUDENT’S IDEAS:
◦ AN INVESTIGATION INTO CONSUMER BEHAVIOUR OF CHINESE CONSUMERS
TOWARDS CHINESE FAST FASHION BRANDS
◦ SUCCESSFUL SELLING STRATEGIES ON VINTED
◦ GYMSHARK – SECRETS TO THEIR GROWTH STRATEGY
◦ UNIFORMS AND THE PSYCHOLOGY BEHIND THEM
◦ DO SOCIAL MEDIA INFLUENCERS NEGATIVELY AFFECT CONSUMER SELF-PERCEPTION
◦ FASHION CLOTHING RENTAL, IS IT REALLY SUSTAINABLE?
◦ THE RISE OF THE LOUNGEWEAR MARKET AND OPPORTUNITIES POST COVID
◦ THE UK HIGH STREET – HAS IT HAD IT’S TIME?
1/10/2024
◦ What’s going on in the world - Political
headlines – how they are effecting retail and
brands?
◦ Sustainability
◦ Greenwashing
◦ Cost of living crisis
◦ Demise of the high street
◦ Metaverse
◦ Fashion magazines – Elle, Vogue, Grazia etc.
What are they writing about
◦ Drapers online – headlines and articles
◦ Business of Fashion – reports and articles
◦ Social media – new up & coming brands
◦ Linked in – articles
◦ Networking – contacts in business
◦ Your own interests
◦ Topics covered on the course you want to
explore in more depth
◦ McKinsey’s State of Fashion report offers the best
of our research and insights into the fashion
industry. View the archives for past reports from
2017-2023.
https://www.mckinsey.com/industries/retail/our-
insights/state-of-fashion-archive
◦ The state of Fashion 2024 report
https://www.mckinsey.com/industries/retail/our-
insights/state-of-fashion#/
1/11/2024
Here’s a list of topics from the Drapers Digital Forum
How could you take these titles and turn them into
a research topic with a tangible outcome?
1/11/2024
What research topic(s) could be inspired by this article?
What’s next for sustainability in 2024?
(drapersonline.com)
• 3D body scanning
• Digital fitting room
• Circular models in fashion retail
• Clothing longevity
• Circular Business Models Guide for Fashion
• Reuse and recycling sector
• Automatic-sorting for Circular Textiles
• Water-intensive alternatives to
conventional cotton
• Organic, regenerative, and recycled
cotton
• Next-gen manmade cellulosic fibres
• Collaboration in the fashion industry
• Partnerships in textile sustainability
• System change in the fashion industry
Pull out keywords:
• Circular design
• Textile sustainability
• Textiles 2030
• Carbon footprint reduction
• Water footprint reduction
• Eco-design requirements
• Extended Producer Responsibility (EPR)
• Product Environmental Footprints (PEF)
• Digital Product Passports (DPPs)
• Circular business models
• Product durability
• Overproduction in the fashion industry
• Unsold and surplus stock
• Maximizing Resources, Minimizing Waste strategy
1/10/2024
COME UP WITH
SOME IDEAS
THINK ABOUT WHAT INTERESTS YOU
WHAT TOPICS HAVE YOU ENJOYED LEARNING ABOUT
CONSIDER YOUR HOBBIES
WHAT ARE YOUR CAREER ASPIRATIONS?
NOW YOUR TURN TO GENERATE SOME IDEAS…!
1/10/2024
FMAN3003 week 16 - Copy (1)-1.pdf
FMAN3003 RESEARCH PROJECT WEEK 16 - UNDERSTANDING RESEARCH
PROJECT PLANNING
S AL M A TAL L AA
Content
❑ Nature of research
❑ Research process and terminology
❑ Setting the Aim and Objectives of your research
❑ Project structure
❑ Project planning
What is Research?
Systematic investigation to discover or establish facts, information, or knowledge.
“Research is about investigation;
learning about something new or
learning about something from the
past. It can often be likened to the
beginning of a journey of exploration.
It is about reading, visiting or perhaps
viewing but above all it is about
recording information.”
(Seivewright, 2012)
“The Scientific Method is the process by which
Scientists (researchers, such as yourself) Collectively
(working with others or on your own) AND over time (as
a continuing never ending process), endeavour to
Construct an accurate representation of the world (in
terms the physical world, the living world, human
beings and all of human creation)
We can define research as an activity of systematic enquiry
that seeks ANSWER a PROBLEM or QUESTION.
Why research?
Driving force behind progress, innovation, and informed decision-making
• To answer any particular questions relating to any subject and discover approaches to provide
theories to justify those answers.
• To motivate you as a creative person. You can explore a range of options for focusing on new
topics or ideas by gathering various references and looking into several areas of interest.
• It may be possible to investigate learning new information, skills, or technology.
• The foundation for launching new design or commercial concepts.
Knowledge
•Knowledge is built upon knowledge. This is a flaw in the logic of science.
•We have to acknowledge that ALL knowledge is built upon previous knowledge in some form or other.
This undermines the image of Rigid, Fixed, True, Unchanging Solidity of science.
•We are trying to understand the world around us using systems and constructs that we have devised.
We call this the Body of Knowledge
Knowledge
Knowledge
Knowledge
Knowledge
Knowledge
Body of
Knowledge
Research process
Research process
Data Collection
Data Collection is
used to describe
the observation,
measurement, and
recording of data or
information.
Data Analysis
Data Analysis refers to
arranging and organising
the data that has been
gathered so that we may
determine their relevance
and make generalisations
about them.
Write up
The last stage of the
study or investigation. Its
goal is to inform the
audience or readers of
the information it
contains.
Research Paradigms and Approaches
Research paradigms are sets of assumptions that guide research, shaping
how researchers view the world and make methodological choices.
• Objective reality.
• Quantifiable data.
• Deductive reasoning.
Example: Research on the impact of fast
fashion on environmental sustainability.
• Subjective reality.
• Emphasis on meanings.
• Inductive reasoning.
Example: Research on how Gen Z people feel
about fast fashion.
InterpretivismPositivism
Quantitative Research
Numerical data. Surveys, experiments
Qualitative Research
Non-numerical data. Interviews, case studies.
Paradigm
Approach
Research Methodology & Methods
Research methodology refers to the overall framework of the research process, guiding the entire study.
•Philosophical Approach: The underlying philosophy or paradigm (e.g., positivism, interpretivism). •Research Design: The overall plan or structure of the study. •Data Collection and Analysis: How data will be gathered and interpreted. •Ethical Considerations: Addressing moral and ethical aspects in research.
Research method is a specific technique or tool used to collect and analyse data within the chosen methodology. Examples: Survey, Interview, Experiments
Components:
Methodology: The overarching plan and guiding principles.
Method: The specific technique or tool used within that plan.
When you have built your aim and objectives, you can then start to design your research methods to achieve them …
The aim and objectives express the PURPOSE
and FOCUS of the research project.
• There is a single aim and around 5 or 6
objectives.
• These are often confused and conflated but they
have very different purposes.
• While the aim is the overall purpose written as a
single sentence, the objectives are the milestones
on the journey to achieve the aim.
Research Aim
The aim of the research relates to its purpose – what is the project trying to
achieve? What is it AIMing to achieve?
Some definitions are:
• What you are trying to achieve.
• The purpose of the research.
• A statement of intent.
• What you hope to achieve at the end of the project.
• This dissertation aims to identify how the use of technology could improve the
consumer experience of shopping in-store.
• This dissertation aims to identify the demand of real vs faux fur in the fashion
industry based on the cultural context.
Examples:
Research Objectives
The objectives are the major milestones along the
way, the steps you will take in order to achieve the
aim.
Some definitions are:
• The steps required to achieve the desired outcome.
• The checklist to ensure you have achieved the aim.
• To establish how retailers are connecting emotionally
with their consumers via ecommerce.
• To identify how flagship and pop-up stores can be an
advantage to help in-store and online sales for a brand.
See how the main aim can be broken into
a series of smaller sub-aims – these are
the objectives.
Express them in terms of what each one
will establish, or find out, rather than in
terms of how you will achieve it.Examples:
Research Objectives
Specific. Be precise about what you are going to achieve.
Measurable. How will you know when you have achieved
it? What will you measure to determine this?
Achievable. Ensure that is actually achievable.
Realistic. Ensure that the scope of the objective is realistic
and not too large or small.
Time bound. Map your plan out onto your Gantt chart to
ensure that you can achieve it within an appropriate time
period.
Choosing a topic
Start
reading
I feel my topic is
too narrow
I feel my topic is
too wide
I have more
ideas around my
topic
Keep
reading
I have more
specific ideas
around my topic
VS.
Either way, the key is to read!
Chapter 1
Introduction
Chapter 2
Literature
review
Chapter 3
Methodology
Chapter 4
Results
Chapter 5
Analysis &
Discussion
Chapter 6
Conclusion &
Outcomes
Introduce the
reader to your
topic, aims &
objectives,
overview of how
you will conduct
the research
and why it is
important
A critical review
of previous
research
comparing and
contrasting
viewpoints,
theories and
studies to
highlight gaps
in knowledge
Focuses on the
design of
primary
research
methods.
Demonstrates
how primary
research will
fill gaps in
knowledge
Presents the
findings /
results from
primary
research
normally as
charts / graphs
/ tables in
preparation for
analysis in the
next chapter.
Critical analysis
of primary
research
findings.
Developing
themes / new
insights.
Comparing and
contrasting with
secondary
findings.
Concludes the
project stating
whether the aim
was met or not.
Presents the new
information /
recommendation
s / framework /
new theory / or
outcome.
The basic outline structure for your dissertation
Word count
As a very rough guide your word count breakdown may look something like this:
INTRODUCTION 500
LITERATURE REVIEW 2000
METHODOLOGY 1500
RESEARCH RESULTS 1500
RESEARCH FINDINGS 2000
CONCLUSION 1000
RECOMMENDATIONS 500
Total 9000
Project Planning
Gantt Chart
• This chart is named after Henry Gantt (1861- 1919), who developed this chart around the years
1910-1915 (Morris, 1997).
Purpose of a Gantt Chart:
• Plan your time
• Understand what you have to do
• Understand the order in which it needs to be done
• Shows how many task you have to do at any point in time
• Shows at a glance what has been done and what still needs completing
• Acts like a critical path to follow week by week
• Allows you to plan and stick to timescales
Gantt Chart
Gantt Chart
CLaSS Time Management online workshop
Click here
Project Plan
You are to produce a project plan, which should be
around 2 pages. Your plan should consider all the
elements described above, along with:
• A justification for the project, showing its context.
• A clear statement of the aim and objectives.
• An initial idea about the methods you may use.
• A statement of who will find the work useful.
Week 21: Friday 23rd February, 23:59 pm
The Planning Worksheet (D) has been designed to
support the first steps on your planning journey by
helping you to identify:
The topic
The problem
The significance
The secondary data
The primary data
The collection methods
The boundaries
Reflection
Project Plan
Week 20 Tutorial
Do you have any questions/ concerns
about planning your project?
Discussion time!
FMAN3003 week 17-1.pdf
FMAN3003 RESEARCH PROJECT
Week 17 - Secondary Research and Literature Review
Salma Tallaa De Montfort University
Literature review
Chapter 1
Introduction
Chapter 2
Literature review
Chapter 3
Methodology
Chapter 4
Results
Chapter 5
Analysis & Discussion
Chapter 6
Conclusion & Outcomes
Literature review
literature search and review
This is a search designed to identify existing research and
information about your chosen topic
This is a written piece summarising and analysing the
literature you have found through your search.
Literature search Literature review
Synthesis: the combination of components or elements to form a connected whole.
What is literature review ?
the literature review is a work of Synthesis
• A literature review is a critical analysis of existing research which is relevant
to your topic, showing how it relates to your investigation.
• It explains and justifies how your investigation may help answer some of the
questions or gaps in this area of research.
Why write a literature review ?
• It can give you a general overview of a body of research with which you are not familiar.
• It can reveal what has already been done well, so that you do not waste time “reinventing the wheel.”
• It can give you new ideas you can use in your own research.
• It can help you determine where there are problems or flaws in existing research.
• It can enable you to place your research in a larger context, so that you can show what new conclusions
might result from your research.
• helpful in stimulating your own thinking. A broad review of existing literature might reveal new
theoretical hypotheses, research methods, or policy recommendations that you want to incorporate in
your own research.
• Its purpose is to help show how your final conclusions relate to the prior wisdom about your subject.
1. Picking your research question 2. Planning your literature search
3. Evaluating and recording your results 4. Reviewing your search plan
5. Synthesising your results
The literature review writing process
• Look for every resource related to your research area • Search systematically and comprehensively for resources • Save time
Developing a search strategy enables you to:
Literature search and
review process
Defining your research question
Decide on your topic
PHASE 2 PHASE 3
Analyse the question and
its themes
Identify keywords
PHASE 1
Step 1 - Picking
your research
question
Tip:
use mind
maps
'How does influencer marketing affect consumer
purchasing behaviour in the luxury fashion sector?
The impact of advertising on
fashion
PHASE 2 PHASE 3
(buying behaviour, brand
perception, shopping trends,
cultural values, media channels,
design, marketing strategies)
,etc.
influencer marketing
social media influencers
digital influencers
brand ambassadors
purchasing decisions
,etc.
PHASE 1
Step 1 - Picking
your research
question
Tip: Reading a general text or doing some browsing on the Internet can be a helpful way of clarifying your thoughts at this stage, and ensuring you focus on exactly what you want to research.
Tip:
use mind
maps
Planning your literature search
Step 2 -
Planning your
literature
search
consider where you will look, use a mixture of approaches:
• be systematic in looking at everything relevant in the library
• adopt a retrospective approach when looking at journal articles
• use citation searching to get useful leads if your topic crosses several disciplines
• be more targeted when you have a clear picture of what you need to find out.
In this stage, you should use sources of academic quality
you will almost certainly need to use both books and journal articles, but you may need to use other information sources related to your subject, such as government reports, or sources of statistical information.
SOLUTION
Peer-reviewed other academics have read the
source and checked it for
accuracy. Before publication in
an academic journal, for
example, an article is checked
by a panel of referees.
Academic books are checked
by editors and other reviewers.
Objective Written for academics
academic sources aim to
examine a topic fairly. This
does not mean that they
never take a side, but that the
source does not ignore
alternative positions on the
topic.
academic sources target
university lecturers, students,
and professionals interested
in the theoretical side of a
topic.
Identifying academic sources Step 2 -
Planning your
literature
search
RESULT
Good Middling Poor Academic Journals
Scholarly Conference Proceedings
Academic Books (eg, edited books)
Academic Databases (eg, SCOPUS, FAME)
Independent Research Associations (eg, Mintel)
Trade magazines
Middle Market Newspapers
Books
Wikipedia and other open Wiki’s
General search engines, such as Google
Tabloid Newspapers (eg, The Sun, Daily Mail)
‘Glossy’ Magazines
General Internet
Identifying academic sources Step 2 -
Planning your
literature
search
Two helpful ways of accessing scholarly material are: • Limiting your search to the academic (or scholarly or peer-reviewed) journal search options available on many of
the databases, and making sure you are using academic rather than trade journals. • Limiting your Internet search to sites which end in .ac or .edu.
• Once you have an initial set of search results, have a look at the material you have found. This will give you an overview of what you’ve found so far, helping you identify what kind of information is out there, and whether you’re finding the right kind of material.
• As you find materials, it is also important to record the outcomes of your search plan. This will save you time and effort when you need to re-run a search or locate references at the end of your project.
Evaluating and recording your results
Step 3 –
Evaluating and
recording your
results
It is essential that you reference all items as it:
• ensures good academic practice by acknowledging other people’s ideas • enables your tutor to see what sources you have used • gives more authority to your arguments • shows the scope and breadth of your research • avoids plagiarism
Evaluating and recording your results
Step 3 –
Evaluating and
recording your
results
Plagiarism (presenting someone else’s material as your own) is a serious academic offence and can result in a reduction of the mark awarded or a module failure.
Evaluating and recording your results
Step 3 –
Evaluating and
recording your
results
Referencing is important regardless of whether you are directly quoting or paraphrasing the original source. All sources you use, regardless of format, need to be referenced so ensure you reference images and diagrams as well as printed or online material.
Click here
• Once you have evaluated and recorded your initial results, you will need to review and revise your search plan in order to fill in gaps in the material you have found, and address any other issues you have noted.
• Literature searching is a cycle and for a typical project you will need to go through the process of evaluating and revising several times before you have found the right material.
Reviewing your search plan
Step 4 –
Reviewing your
search plan
some commonly encountered problems and potential ways in
which you might revise your search plan to cope with them.
• Using more precise terms (advertising rather than marketing)
• Adding in limits (television and advertising and UK)
• Concentrating on key authors and books
• Using database features like the help menu, or subject headings
Continue reviewing and revising your search plan and recording and evaluating your results until you are happy with the materials you have found. It is a
good idea to start this process early in your project, and then re-run your search as the project progresses to update yourself on newly published material.
Finding too much
Finding too little • Making the project (or just your keywords) more general.
• Searching for comparative or related information, e.g. looking at all children, rather
than a particular age group.
Step 4 –
Reviewing your
search plan
The literature review is a way of demonstrating two things:
• Literature search – the materials that you have found • Understanding and analysis – how you have put what you found into the context of your project.
The key elements of a literature review are providing: an overview and argument, reading critically, writing analytically, and identifying areas for further research.
Synthesising your results
Step 5 –
Synthesising
your results
Approach
One common way to approach a literature review is to start out broad and then become more specific. Think of it as an inverted triangle…
Broad issues
Studies which overlap with your research
Studies that are directly related to you investigation
More specific More recent
Step 5 –
Synthesising
your results
Providing an overview and an argument
• Start by discussing your research question and your initial thoughts.
• It is a good idea to provide an overall summary of the literature you have found, in particular highlighting any gaps in research and conflicts in theory.
• Make sure that you also state your own research perspective and the scope of your investigation, in particular what limits you established, and why you have chosen to approach the topic in a particular way
Step 5 –
Synthesising
your results
Reading critically
The literature you find will not be unbiased. Think and read critically. For each item you read, you might want
to consider:
• Has the author clearly defined the topic and question? Is it an effective analysis and account of the subject?
• Is there any bias evident (political, ideological, disciplinary?)
• How scholarly is the piece of work? Trade and professional journal articles and websites are often current
but not scholarly.
• Is the argument coherent, or does the piece contradict itself?
• Are there references to sources the author consulted? Have any sources or theories been ignored or
omitted?
• Is the item as relevant to the topic which you are investigating as it initially appeared?
Step 5 –
Synthesising
your results
Reading critically
Critical analysis is not asking yourself whether you agree with a viewpoint but more importantly, what does it
mean, who published it, how did they obtain it, what is it based on, what are its implications, how does it
relate to other findings?
You can ensure you are analysing critically by testing out your own views against those you are reading about:
What do you think about the topic? Then as you read each new study, does the evidence presented confirm
your view, modify your views, update your views, or does it provide a counter-argument that causes you to
question your view?
Step 5 –
Synthesising
your results
Writing analytically
• Try to summarise the arguments of different authors in relation to your own research question or topic.
Can you compare or contrast different authors or theories, or identify any emerging themes? You will need
to present an argument, or a series of points: do not just describe what different authors have written.
• Often you will find that your topic overlaps different subject disciplines, bringing in multiple perspectives
and different sets of literature. Pointing this out and discussing it emphasises the thoroughness of your
work.
Step 5 –
Synthesising
your results
For more guidance on writing there are a number of guides available from the Centre for Learning and Study Support,
which also offers group or individual study tutorials on writing. For more information see www.library.dmu.ac.uk/CLASS
or email [email protected].
Writing analytically
Step 5 –
Synthesising
your results
Writing analytically
Step 5 –
Synthesising
your results
Descriptive
Summarises what other people have found without
saying what these findings mean for your
investigation.
Usually a chronological list of who discovered
what, and when.
Analytical
Synthesises the work and succinctly passes
judgement on the relative merits of research
conducted in your field.
Reveals limitations or recognises the possibility of
taking research further, allowing you to formulate
and justify your aims for your investigation.
For example: "Green (1975) discovered …." "In 1978, Black conducted experiments and discovered that …." "Later Brown (1980) illustrated this in ……"
For example: There seems to be general agreement on x, (see White 1987, Brown 1980, Black 1978, Green 1975). However, Green (1975) sees x as a consequence of y, while Black(1978) puts x and y as …. While Green's work has some limitations in that it …., its main value lies in …."
Identifying areas for further research
• Relate the literature review to the bigger questions within the literature or subject.
• You should try and identify areas where not a lot of literature existed, as opportunities for gaps to be filled.
• Highlight the gap in the knowledge
Step 5 –
Synthesising
your results
Once you have completed your literature review, it is a good idea to use it as an opportunity to reflect on your own progress, both in terms of finding information and in
critical reading. These are very valuable graduate skills, and often you do not see how well you have worked until after the task is completed
Structuring a literature review
Introduction • Purpose of the review
• Key ideas
• Agenda for discussion
Main Body • An Analysis of the literature according to a number of theme or topics.
• Organised in sections or key themes.
Conclusion • The whole review in a nutshell
• Summarise the current state of the research as analysed in the main body.
• Highlight any gaps or problems with the existing research.
• Explain how your investigation is going to address these gaps or build on the existing research.
Step 5 –
Synthesising
your results
Common pitfalls
Gall, Brog, and Gall (1996) claims problems can happen when researcher:
• Does not clearly relate the findings of the lit review to the researcher’s own study.
• Does not sufficiently identify the best sources to review related to the researcher own topic.
• Uncritically accepts researcher’s findings and interpretations as valid, rather than examining critically all aspects of the
research design and analysis.
• Does not report the research procedures used in the literature review.
• Does not consider contrary findings and alternative interpretations in synthesising the literature review.
Activity
Create a mind map that represents your potential research question. Include main themes, sub-themes, and any initial
keywords that come to mind.
THANK YOU
FMAN3003 week 18-1.pdf
FMAN3003 RESEARCH PROJECT
Week 18 - Advanced Literature Review
Techniques
WE WILL:
• Define what we mean by AI and how it works
• Consider the benefits and limitations of AI tools
• Explore tools to help you with the literature review
BEFORE WE START
• AI tools are in development
• New tools are being introduced all the time, existing tools developed and adapted
• This is not prescriptive – choose what works for you
• Some tools are behind a paywall
• We are all still learning
• Remember: You are the researcher and the expert
WHAT IS
GENERATIVE AI?
Generative Artificial Intelligence (AI) can generate new content, such as images, text, or music, by learning patterns and structures from the data it is trained on.
Large Language Models (LLMs) like ChatGPT, are a type of generative AI specifically focused on generating human-like text responses based on the input they receive.
A conversational chatbot like ChatGPT can maintain context and remember the ongoing conversation, allowing you to refine the answers it provides without starting from scratch.
LIMITATIONS AND ETHICAL RISKS
Large Language Models (LLMs) have no concept of truth and can only give answers that are most plausible based on the data they are trained on.
Make stuff up
(hallucinations) May not always be accurate
Reproduces the biases of
its training data
Intellectual Property /
copyright issues / plagiarism
HOW CAN AI SUPPORT
THE LITERATURE REVIEW
PROCESS
Automated search
and retrieval Text mining
Automated
summarisation Literature gap
analysis
Collaboration and
networking
FINDING AND
SUMMARISING
ACADEMIC PAPERS
ELICIT
https://elicit.com
Tutorials from https://www.youtube.com/@elicit-research
MAKING
CONNECTIONS
UNDERSTANDING A PAPER
GRAPH • Each dot represents a paper
• Each line represents a citation relationship between the two papers
• Green dot are papers from your collection. Blue dots are for similar works or whatever explore option you’ve chosen
• Blue dots are sized base on the number of connections they have
TRY IT OUT: 15 MINUTES
Choose one of the systems below to try out
• Elicit https://elicit.com
Search for a topic and investigate different themes that you can follow within the articles
• Research Rabbit https://www.researchrabbit.ai
• Connected papers https://www.connectedpapers.com
Find a journal article you are familiar with
Create a visual graph
Consider the results critically / are the results helpful?
INTERROGATING
PAPERS
• Register for an account
• Upload a PDF
• Ask questions /prompts about the paper
CHATPDF
SAMPLE QUESTIONS/PROMPTS
Page number/s provided-so you can
double-check information was accurate by close reading the most relevant section
SAMPLE QUESTIONS/PROMPTS
Page number/s provided-so you can
double-check information was accurate by close reading the most relevant section
SAMPLE QUESTIONS/PROMPTS
TRY IT OUT: 15 MINUTES
Access ChatPDF https://www.chatpdf.com/
• Locate a journal article you are familiar with from your files or by doing a search (download as PDF)
• Upload the article and interrogating using a few questions
• Consider the answers given – Is there anything that’s left out/unexpected? Can you identify bias? Is there an attempt to over-simplify or modify the article’s points?
CORRECT & GIVE
FEEDBACK
CHATGPT
• Most chatbots can help with corrections and giving feedback and it is a good idea to try different ones.
• When using chatbots to help with your work, think of them as a study buddy who points out where you've gone wrong and gives hints on how to make it right.
HTTPS://CHAT.OPENAI.COM/
TRINKA
Like Grammarly, Trinka is an online grammar checker and language correction AI tool for academic and technical writing.
https://www.trinka.ai/
LIMITATIONS AND RISKS
Lack of contextual intelligence
Reproduces the potential biases of existing
knowledge
Can’t differentiate between good and bad
articles
Tools aren’t always free Works better with some disciplines and questions Copyright
GUIDING PRINCIPLES FOR USING AI
• AI is your research assistant, not your replacement.
Stay in control.
• Always acknowledge any AI support appropriately in your work.
Stay accountable.
• Consider the pros and cons, limitations and risks before utilizing AI tools.
Have an open, curious and ethical mindset.
• Make sure to understand and evaluate any AI outputs. Never copy blindly.
Foster your own understanding.
QUESTIONS
FMAN3003 week 19 - Copy-1.pdf
FMAN3003 RESEARCH PROJECT
Week 19- Introduction to Quantitative research
Salma Tallaa
Research
project
pyramid
Research Methodology & Methods
Research methodology refers to the overall framework of the research process, guiding the entire study. Studies can be Quantitative, Qualitative, or a mixture of both.
•Philosophical Approach: The underlying philosophy or paradigm (positivism, interpretivism, pragmatism, realism). •Research Design: The overall plan or structure of the study. •Data Collection and Analysis: How data will be gathered and interpreted. •Ethical Considerations: Addressing moral and ethical aspects in research.
Research method is a specific technique or tool used to collect and analyse data within the chosen methodology. Examples: Survey, Interview, Experiments
Components:
Methodology: The overarching plan and guiding principles. Method: The specific technique or tool used within that plan.
Research Paradigms and Approaches
Research paradigms are sets of assumptions that guide research, shaping how researchers view the world and make methodological choices.
• Objective reality. • Quantifiable data. • Deductive reasoning. Example: Research on the impact of fast fashion on environmental sustainability.
• Subjective reality. • Emphasis on meanings. • Inductive reasoning. Example: Research on how Gen Z people feel about fast fashion.
InterpretivismPositivism
Quantitative Research
Numerical data. Surveys, experiments
Qualitative Research
Non-numerical data. Interviews, case studies.
Paradigm
Approach
Quantitative research
• An empirical method for understanding phenomena by collecting and analysing
numerical data.
• Involves making measurements and analysing these mathematically and/or
statistically.
Quantitative Methodology and methods
• Methods underpinned by Positivism are Deductive: data is collected to prove/disprove a theory or hypothesis.
• Methods used – Experiments, observation, Survey.
• Data collection types- Questionnaires, polls, cohort, direct measurable, observation.
Quantitative methodology is underpinned by positivism and aim to find one truth using measurable outcomes.
Quantitative Data Examples
• I updated my phone 6 times in a quarter.
• My teenager grew by 3 inches last year.
• 83 people downloaded the latest mobile application.
• My aunt lost 18 pounds last year.
• 150 respondents were of the opinion that the new product feature will fail to be successful.
• There will be 30% increase in revenue with the inclusion of a new product.
• 500 people attended the seminar.
• 54% people prefer shopping online instead of going to the mall.
• She has 10 holidays in this year.
• Product X costs $1000.
Survey research
Survey research is a quantitative and qualitative method. It has 2 important characteristics that tend to identify it:
1. The variables of interest are measured using a self report 2. Considerable attention is paid to and importance placed upon the sampling process
Survey researchers ask their participants (who are called respondents in survey research) to report directly on their own thoughts, feelings, and behaviours. Hence the term self report – they are reporting on themselves or their own thoughts or perceptions.
Survey research be can questionnaires, interviews, and
sometimes even focus groups.
Advantages of surveys
• Real world data “straight from the horse’s mouth”
• Can collect quantitative and qualitative data.
• Cost and time
Disadvantages of surveys
• Low response rates.
• Contact with hard-to-reach population
• Depth and detail of data
Types of Survey using Questionnaires
Survey
Interview-
questionnaire
Self-completion
Survey
Closed: Yes / No
/ Prefer not to
say
Open:
Elaborative
(Narrative)
Attutide: Likert
scaling
Survey
• Postal
• Telephone
• Text/E-mail
• Face to Face
• Internet: Survey
Monkey
A variety of methods can be used to produce quantitative data.
Closed questions in self- completion questionnaires are the most likely source for project researcher engaged with small-scale social research.
Online self- completion questionnaires benefits:
• Save time
• Save money
• Allow wide geographic coverage.
• Environmentally friendly
Tools
Before doing your questionnaire
1. Identify your research aims and the goal of your questionnaire. ...
2. Define your target respondents (Sample) ...
3. How the information will be used?
4. Develop questions. ... (Develop or Design?)
5. Choose your question type. ...
6. Design question sequence and overall layout. ...
7. Run a pilot.
Sampling methods
Non-Probability Sampling: Quota Sampling: Researchers select participants based on pre-defined quotas, such as age, gender, or socioeconomic status. It's not random and may not represent the entire population.
Purposive Sampling (or Judgmental Sampling): Researchers select participants based on their knowledge of the population and the research objectives. It's subjective and used when specific characteristics are sought after.
Snowball Sampling: Initial participants recruit additional participants from their acquaintances or social network. It's used when the population is hard to reach or define, often in qualitative research.
Probability Sampling:
Random Sampling: Every member of the population has an equal chance of being selected. It ensures representativeness and reduces bias. Stratified Sampling: The population is divided into subgroups (strata) based on certain characteristics, and random samples are taken from each stratum to ensure representation from all groups.
How to achieve good response rates?
• Target appropriate people for the survey
• Follow up non-responses: reminder
• Make the topic of interest to respondents
• Show that the participation will make a difference: response impact
• Establish the legitimacy of the survey
• Keep things simple and easy
The success of a self-completion questionnaire depends on three things:
• Response rate (how many are returned) • Completion rate (how fully completed) • Validity of responses (how honest and accurate)
Question types
Before writing your questions, consider how you want to use the responses. This will help you to identify the most appropriate question formats to use
Open-ended questions
These types of questions allow respondents to answer in their own words. Open-ended questions are suitable for exploratory phases when there is not enough information to develop appropriate categories.
Examples of open-ended questions include:
• “Why did you leave your last paid job?”
• “How did that make you feel?
Closed-ended questions
These types of questions provide respondents with a range of the most likely answers to select from.
There are two types of closed-ended questions.
• Limited choice questions, allow respondents to choose only one response category. An example of this would be the question “Are you currently employed?”, with the response options “yes” and “no”.
• Multiple choice questions allow respondents to choose more than one response category. An example of this would be the question “Where do you do your food shopping?” with the response options of “Supermarket”, “Local market”, “Online”, and “Other”.
Likert scales
Likert scales are widely used to measure attitudes and opinions that are more complex than a simple “yes” or “no” response. A minimum of a 5-point Likert scale is recommended as one of the most reliable ways to measure degrees of opinions, perceptions, and behaviours. A question such as “How likely or not likely are you to recommend this course to a colleague?” may use a likelihood scale with the following response options:
• “Very unlikely” • “Unlikely” • “Neither likely nor not likely” • “Likely” • “Very likely”
Other scale examples include:
• Agreement with response options like “Strongly agree”, “Agree”, “Neither agree nor disagree”, “Disagree”, and “Strongly disagree” • Satisfaction with response options like “Highly satisfied”, “Satisfied”, “Neither satisfied nor dissatisfied”, “Dissatisfied”, and “Highly dissatisfied” • Frequency with response options like “Always”, “Often”, “Sometimes”, “Rarely”, and “Never” • Quality with response options like “Excellent”, “Often”, “Good”, “Fair”, “Poor”, and “Very poor”
General considerations of designing response categories
• avoid any overlap between categories
• avoid repetitive response categories
• find a balance in the number of categories
• include a “Don’t Know” or “Unsure” option at the end of all your response categories, where appropriate
• put response categories that are more socially desirable than others at the end of the list — this can help to reduce bias
Before distributing your questionnaire
Remember!
• A good questionnaire needs to be easy to answer and respectful
• Start your questionnaire with a clear introduction showing why this data will be collected and for what purpose.
• Only include the relevant questions. Grouping the questions into logical categories can make it easier to navigate through.
• Make it look attractive, e.g. use colour and images.
• Consider the timing of your questionnaire.
Pilot
• Test on small number of sample
• Change questions
• Rephrase questions •
Opportunity to alter (change) hypothesis
• Re-define methodology
pilot testing involves quantitatively testing a survey with a small sample of respondents — this type of testing is used to identify any potential issues with the format, filtering, and length of a survey
Activity: Designing a Survey for Course Feedback Develop a course evaluation survey for this course
1. Attendees will divide up into teams. 2. Teams will each select a topic area (one per team) for which
they will develop survey questions. They can be either open- ended, closed-ended questions or Likert scale. In total, the five questions should be designed to provide insight into different dimensions of your topic so that, in total, they provide useful feedback to the instructor.
Each team will select one topic area from the following options: (a) Instructor’s knowledge of subject matter. (b) Instructor’s teaching ability and organization. (c) Course content. (d) Course materials (binder, website, textbook, etc). (e) Classroom facilities
consider factors such as
clarity of language,
appropriateness of
response options, and
overall survey flow while
designing the questions.
Microsoft Forms Google Forms
Reporting quantitative results in your thesis
The results section is a completely objective report that:
➢ Tells about key outcomes/findings of the research study
➢ Presents the data and findings, ordered/analyzed in ways justified in the Methods section
➢ Uses past tense (usually)
➢ Describes the findings in a simple way with the help of data
➢ Presents the data using a clear text narrative, supported by tables, graphs and charts
What is the difference between results and discussion?
• Core of the research
• Presents only the statistical findings
• Is important in answering the research hypothesis or research questions
• Whilst meaningful relationships, variances, and tendencies are highlighted, their
interpretations and implications are not discussed here
• Stating the cause for particular results
• Discusses the meaning of the results
• States clearly what their significance is
• Links the findings to prior research (i.e., your literature review), as well as your
research objectives and research questions
Results Discussion
vs
Presentation of data
Present the research findings considering your
research questions
Include statistical analysis that has been
performed for analyzing the results
While presenting the outcomes you can mark
the key trends, the relationship between
data, etc.
Presentation of data
Tables and figures are often used to present details, while the narrative sections tend to be used to present general findings
Numerical data can usually be presented more effectively in tables or graphs than in the text
The order of presentation should be either chronological to correspond with the methods or from the most to the least important
Why use table and figures?
Help the reader understand the emerging trends and relationships in your findings
Refer to all charts, illustrations, and tables in your writing but avoid recurrence
Illustrations and tables are used to present multifaceted data
Provide descriptive labels and captions to all illustrations used so the reader can figure out what each of them is referring to
What to include in the results chapter?
As a general guide, your results chapter will typically include:
• Demographic data about your sample
• Reliability tests (if you used measurement scales)
• Descriptive statistics
• Inferential statistics (if your research objectives and questions require these)
• Hypothesis tests (if your research objectives and questions require these)
First step
• Identify which results will be presented in this section
Second step
• Start each paragraph by writing about the most important results and concluding the section with the least important results
The dissertation findings chapter should provide the context for understanding the results
Key considerations
Negative results should be added in the findings section because they validate the results and provide high neutrality levels
The length of the section is directly related to the total word count of your dissertation paper
The structure of the findings section is something you may have to be sure of primarily because it will provide the basis for your research work
One way to arrange the section is to present a result and then explain it; This can be done for all the results while the section is concluded with an overall synopsis
When writing your results chapter, consider the main variables of your study. Quantitative research involves at least one independent and dependent variable. In the results section, you should define the variables of your study clearly
Consider whether the variables in your study are continuous or categorical. In simple words, you need to determine the relationship between both the dependent and independent variables
Make your own tables and graphs rather than copying and pasting them from statistical analysis programmes like SPSS
Once you’re done writing, review your work to make sure that you have provided enough information to answer your research questions, but also that you didn’t include superfluous information
what to avoid in the thesis results chapter
Avoid using interpretive and subjective phrases and terms such as “implies, “suggests”, “confirms”, “reveals”, “validates” etc. These terms are more suitable for the discussion chapter, where you will be expected to provide your interpretation of the results in detail
Do not present the same data in both a Table and Figure - this is considered redundant and a waste of space and energy. Decide which format best shows the result and go with it
Do not report raw data values when they can be summarized as means, percentages, etc.
Only provide a brief explanation of findings in relation to the key themes, hypothesis, and research questions
Make sure you are not presenting results from other research studies in your findings
Observe whether or not your hypothesis is tested or research questions are answered
Illustrations and tables are used to present data, and they are labelled to help the readers understand what they relate to
Use software such as Excel, STATA, SPSS to analyse results and generate essential trends
Questions?
• Artino, Jr., A. R., & Gehlbach, H. (2012). AM Last Page: Avoiding Four Visual-Design Pitfalls in Survey Development. Academic Medicine, 87(10), 1452. Retrieved from
https://www.researchgate.net/profile/Hunter_Gehlbach/publication/231210670_AM_Last_Page_Avoiding_Four_Visual-
Design_Pitfalls_in_Survey_Development/links/5a835de6aca272d6501eb6a3/AM-Last-Page-Avoiding-Four-Visual-Design-Pitfalls-
in-Survey-Development.pdf • Dillman, D. A., Smyth, J. D., & Christian, L. M. (2014). Internet, Phone, Mail, and Mixed-Mode Surveys: The Tailored Design Method (4th
ed.). Hoboken, New Jersey: John Wiley & Sons, Inc. • Gehlbach, H., & Artino Jr., A. R. (2018). The survey checklist (manifesto). Academic Medicine, 93(3), 360-366. Retrieved from
https://journals.lww.com/academicmedicine/fulltext/2018/03000/The_Survey_Checklist__Manifesto_.18.aspx#pdf-link
• Gehlbach, H., & Brinkworth, M. E. (2011). Measure twice, cut down error: A process for enhancing the validity of survey scales. Review of General Psychology, 15(4), 380-387. Retrieved from
https://dash.harvard.edu/bitstream/handle/1/8138346/Gehlbach%20-%20Measure%20twice%208-31-
11.pdf?sequence=1&isAllowed=y • Krosnick, J. A., & Presser, S. (2010). Question and questionnaire design. In P. V. Marsden, & J. D. Wright (Eds.), Handbook of
Survey Research. Bingley, England: Emerald Group Publishing.
• Nielsen, T., Makransky, G., Vang, M. L., & Danmeyer, J. (2017). How specific is specific self-efficacy? A construct validity study using Raschmeasurement models. Studies in Educational Evaluation, 53, 87-97.
• Saris, W. E., Revilla, M., Krosnick, J. A., Schaeffer, E. M., & Shaeffer, E. M. (2010). Comparing questions with agree/disagree response options to questions with item-specific response options. Survey Research Methods, 4, 61-79.
• Schwarz, N. (1999). Self-reports: how the questions shape the answers. American Psychology, 54, 93-105.
• Swain, S. D., Weathers, D., & Niedrich, R. W. (2008). Assessing three sources of misreponse to reversed Likert items. Journal of Marketing Research, 45, 116-131.
• Weng, L. -J. (2004). Impact of the number of response categories and anchor labels on coefficient alpha and test-retest reliability. Educational and Psychological Measurement, 64, 956-972. Retrieved from
https://journals.sagepub.com/doi/pdf/10.1177/0013164404268674 • Wright, J. D. (1975). Does acquiescence bias the 'Index of Political Efficacy?'. The Public Opinion Quarterly, 39(2), 219-226.
FMAN3003 week 20 - Copy-1.pdf
FMAN3003
RESEARCH PROJECT Week 20- Introduction to Qualitative Research
Salma Tallaa
OVERVIEW
• Research paradigms and approaches • Qualitative research • Interviews • Observation • Focus group • Qualitative data analysis
2
Research Paradigms and Approaches Research paradigms are sets of assumptions that guide research, shaping how researchers view the world and make methodological choices.
• Objective reality. • Quantifiable data.
• Deductive reasoning. Example: Research on the impact of fast fashion on
environmental sustainability.
• Subjective reality. • Emphasis on meanings. • Inductive reasoning.
Example: Research on how Gen Z people feel about fast
fashion.
InterpretivismPositivism
Quantitative Research
Numerical data. Surveys, experiments
Qualitative Research
Non-numerical data. Interviews, case studies.
Paradigm
Approach
3
4
Qualitative Research 5
1
2
3
Qualitative research is a methodological approach used in social sciences, humanities, and various other fields to explore and understand complex phenomena.
Unlike quantitative research, which focuses on numerical data and statistical analysis, qualitative research delves into the richness and depth of human experiences, meanings, and contexts.
It seeks to uncover the intricacies of social interactions, beliefs, values, and cultural norms.
The purpose of qualitative research 6
• To gain insights into individuals' perspectives, behaviours, and motivations.
• To explore the subjective meanings people attach to their experiences.
• To investigate social and cultural phenomena within their natural settings.
• To generate theories and hypotheses for further exploration.
• To provide context and depth to quantitative findings.
• To give voice to marginalized or underrepresented groups.
• To inform policy-making, program development, and social interventions.
Interviews
Research interviews are a method of data collection that relies on people's responses to researchers' questions as the primary source of
data. Research interviews specifically concentrate on self-reports, encompassing individuals' verbal descriptions of their actions, beliefs,
and opinions.
7
Interviews
• Provides indirect information filtered
through the views of interviewees.
• Provides information in in a designated place
rather than the natural field setting.
• Researcher’s presence may bias responses.
• Not all people are equally articulated and
perceptive.
• Useful when participants cannot be
directly interviewed
• Participants can provide historical
information.
• Allow researcher control over the line
of question
Advantages Limitations
78
Interviews Structured Un-structured
Uses framed question Does not allow for
digression Deductive
Conversational/discussion Areas to be considered
rather than specific questions
Allows for digression Allow for new data to
emerge
Uses framed questions but allows for further
areas to emerge
Semi-structured
9
Before the interview • You must have ethical approval
• Be clear about the purpose of the interview, how the information will be used, and
how long the interview will take.
• Research your topic.
• Be prepared. Prepare your questions in advance.
• Provide participant information sheet and consent form.
10
During the interview • Be on time
• introduce yourself
• Take notes
• Pay attention to non-verbal cues.
• Use silence as a prompt, do not move on too quickly.
• Encourage more ideas
• Avoid too much summing up.
• Avoid double-barrelled questions.
• Avoid jargon
11
Recording
Full transcription or
Transcription of the
important section
only
After the interview
• Send a thank-you email or note.
• Familiarise yourself with the data – listen to the recordings and read your notes to
refamiliarise yourself with the key issues/themes before you start coding.
• Transcribe your recording
12
Observation • The action, task or process of closely watching or monitoring
something or someone. (Oxford dictionary)
• Observation allows the observer to view what users actually do in context. It may be either direct or indirect.
• Observational method involves an investigator viewing users when they are doing/working on something; and taking notes on the day of an activity that takes place.
13
Observation • Good for understanding human behaviour. • Good for understanding environment, process & systems. • See into a problem with fresh eyes .
Observational method involves an investigator viewing users when they are doing/working on something; and taking notes on the day
of an activity that takes place.
14
Focus group • Focus Group is used to collect data from a small group of people who
are often subject matter experts in the topic of research. • Discussion is initiated between the group members to discover their
thoughts. • This method is commonly used by businesses to gain insight into niche
markets and learn about their customers.
15
Focus group • Good for understanding human issues,
attitude, responses & cultural data.
• Create reaction and interaction between
participants, which can be revealing.
• Not to be used as a quick way of getting
interview data. It must be treated as a
separate method.
16
Data gathering:
Recording and transcribing
Make notes for body language
and non-verbal data.
Qualitative Data Analysis
Data analysis in qualitative research is defined as the process of systematically searching and arranging the qualitative data that the
researcher accumulates to increase the understanding of the phenomenon.
17
Qualitative Data Analysis 1. Familiarisation with the data through review, reading, listening etc. The value of ‘knowing’ the
data is immense! 2. Transcription of tape recorded material 3. Organisation and indexing of data for easy retrieval and identification 4. Anonymising of sensitive data 5. Coding (may be called indexing) 6. Identification of themes 7. Re-coding 8. Development of provisional categories 9. Exploration of relationships between categories 10. Refinement of themes and categories 11. Development of theory and incorporation of pre-existing knowledge 12. Testing of theory against the data 13. Report writing, including excerpts from original data if appropriate (eg, quotes from interviews)
(Lacey and Duff, 2009)
18
Qualitative Data Analysis steps 19
Become Familiar with
your data
Coding into themes
Searching for patterns and connections
Interpretation of the data
• Becoming familiar with your data. You need to read
and re-read the data, write down detailed notes
and impressions, and deciding which pieces of data
possess value.
• Coding into themes – this means to create
categories and subcategories. Each category is an
example of some thematic idea. The goal is to
group data associated with some thematic idea
which allows them to be examined together. The
list of build themes represents your first set of
codes.
• Searching for patterns and connections – looking
for the relative importance of data and identifying
relationships between data sets or themes.
• Interpretation of the data and drawing conclusions.
Coding 20
Coding is a personal evaluation and observation of your data. it is the first step of the analysis.
Codes are the building blocks of your later themes and categories.
Coding, like most analysis, is about reducing your data.
Code – label capturing key analytic idea of interest to RQ; can be descriptive or interpretative
Codes can represent • emotions • values • agreement • disagreement • Use of words or phrases • Existing known themes
Coding example 21
1 My son, Barry, went through a really
tough time about, probably started the end
of fifth grade and went into sixth grade.
2 When he was growing up young in
school he was a people-pleaser and
his teachers loved him to death.
3 Two boys in particular that he chose to
try to emulate, wouldn’t, were not very
good for him. 4 They were very critical of
him, they put him down all the time,
and he kind of just took that and really
kind of internalized it, I think, for a
long time. 5 In that time period, in the
fifth grade, early sixth grade, they really
just kind of shunned him all together, and
so his network as he knew it was gone.
1. Middle school hell
2. Teachers Pet
(favourite) 3. Bad influences
4. Tween angst
5. The lost boy
Johnny Saldana, 2016
Coding exercise 22
RQs: Why do people start smoking? Why do they stop? How do ex smokers perceive smoking now?
I think I started smoking when I was about 15. My older sister smoked and I really used to look up to her, and so did my older brother and lots of my new friends. I mean I had just moved to a new area and was making all these new friends and this was a way of getting to know people I guess, sneaking out of school for a fag. I remember skiving lessons and going and buying them – cos you had to be 16 in those days and nobody checked. Anyway I smoked for years and years and it was when I was in my mid 20s when I started to think about the impact on my heath and how much it cost and all that. I don’t think you really think about your health when you are a teenager – that is all way off in the future. So it was then I started to think I need to quit, I need to stop. I must have tried to quit a hundred times and I always failed. My boyfriends were always smokers and most of my friends and that made it harder. And I was in that phase of life of going out in the evenings loads. I couldn’t really manage it until I got to the point where I was ready to start a family. I did properly quit then. I didn’t want to smoke around kids. So I did finally quit, but still to this day one of my best friends smokes and I always smoke when I’m with her. Every time I am planning to see her I tell myself not to, and every time I do. I feel like I’ll never be a 100% non-smoker. It’s like it’s always part of my personality, it was part of who I was for so long and during those formative years when you are making your way in the grown up world. I still consider myself like a former smoker rather than a nonsmoker.
patterns 23
Patterns can be characterised by:
• similarity (things happen the same way)
• difference (they happen in predictably different ways)
• frequency (they happen often or seldom)
• sequence (they happen in a certain order)
• correspondence (they happen in relation to other activities or
events)
• causation (one appears to cause another) (p. 155)
Initial theme generation 24
• Themes come from codes not data • Themes indicate a general patterning of shared meaning • Not aiming to summarise what participants shared about a
topic, but to capture shared meaning across topics • Themes at this stage are provisional • Practically – compile list of codes developed in previous stage;
cluster codes together that relate to particular idea or concept • Is the theme relevant to my RQ? Does it capture multiple data
items? Can I identify a central organising concept? • Together themes provide rich, complex account of data and
your interpretation of it – jigsaw pieces in the jigsaw puzzle (B&C 2021)
Developing and reviewing themes 25
• Review candidate themes in relation to data • Active theme development - not just a review and check • You need to have complied all data extracts associated
with all the codes relevant to the developing analysis/candidate themes
• Check each theme against all coded data relevant to that theme (check fit between theme and coded data)
• Check themes against data set (check fit between theme and data set)
(B&C 2021)
Codes to Theory Model 26
(Johnny Saldana, 2016)
Activity 27
QDA Exercise data.xlsx
References 28
• Boyatzis, R. E. (1998). Transforming qualitative information: Thematic analysis and code development. Sage. • Guest, G., MacQueen, K. M., & Namey, E. E. (2012). Applied thematic analysis. Sage. • Joffe, H. (2011). Thematic analysis. In D. Harper & A. R. Thompson (Eds), Qualitative methods in mental health and psychotherapy: A guide for students and
practitioners (pp. 209-223). Wiley. • Joffe, H., & Yardley, L. (2004). Content and thematic analysis. In D. F. Marks & L. Yardley (Eds), Research methods for clinical and health psychology (pp. 56-68). Sage. • O’Connor, C., & Joffe, H. (2020). Intercoder reliability in qualitative research: Debates and practical guidelines. International Journal of Qualitative Methods. Advance
online publication. • Braun and Clarke (2006): Using thematic analysis in psychology, Qualitative Research in Psychology, 3, 77-101 • Braun and Clarke (2019) Reflecting on reflexive thematic analysis, Qualitative Research in Sport, Exercise and Health, doi.org/10.1080/2159676X.2019.1628806 • Braun and Clarke (2020) Can I use TA? Should I use TA? Should I not use TA? Comparing reflexive thematic analysis and other pattern-based qualitative analytic
approaches, Counselling and Psychotherapy Research, 21, 1, 37-47 • Braun and Clarke (2021) Thematic analysis, in Lyons, E and Coyle, A (Eds) Analysing Qualitative Data in Psychology, London: SAGE, pp. 128-147 • Brooks, McCluskey, Turley & King (2015) The Utility of Template Analysis in Qualitative Psychology Research, Qualitative Research in Psychology, 12:2, 202-
222, DOI: 10.1080/14780887.2014.955224 • Clarke and Braun (2013) Teaching thematic analysis, The Psychologist, 26, 2, 120-123 • Clarke and Braun (2018) Using thematic analysis in counselling and psychotherapy research: a critical reflection, Counselling and Psychotherapy Research, 18, 2, 107-
110 • King, N and Brooks, J (2018) Thematic Analysis in Organisational Research, in Cassell et al (eds) the SAGE Handbook of Qualitative Business and Management
Research Methods • Terry, G (2021) Doing thematic analysis, in Lyons, E and Coyle, A (Eds) Analysing Qualitative Data in Psychology, London: SAGE, pp. 148-161 • https://www.thematicanalysis.net/ • Joanna Brooks, Serena McCluskey, Emma Turley & NigelKing (2015) The Utility of Template Analysis in Qualitative Psychology Research, Qualitative Research in
Psychology, 12:2, 202-222, DOI: 10.1080/14780887.2014.955224
THANK YOU
FMAN3003 week 21 - Copy-1.pdf
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Case studies are good for describing, comparing, evaluating and understanding different aspects of a research problem.
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• TAKE MORE PLANNING TO BE EFFECTIVE
• CONSIDER HOW TO SET IT UP TO CONTROL THE
EXPERIMENT- WHAT ARE YOUR VARIABLES YOU WANT TO
CHANGE?
• E.G. HOW DOES LISTENING TO DIFFERENT TYPES OF
MUSIC MAKE PEOPLE SHOP ONLINE- DIFFERENT MUSIC
SAME WEBSITES.
• THINK ABOUT VARIATIONS IN PEOPLE- TIME OF DAY OF
EXPERIMENT, LOCATION, TEMPERATURE. IDEALLY
CONTROLLING WHAT YOU CAN.
• WORK WITH YOUR SUPERVISOR AND ETHICS IS KEY!
Good experimental design does not happen
by chance – it happens when it is planned.
You therefore have to demonstrate good
experimental design in your approach.
In social sciences, we often want to
see/measure the effect of a change in
some characteristic upon the response of
a group of people.
For example, you work for a retailer who wants to
see if the introduction of a new colour in a
garment range will be popular with customers.
Let’s design an experiment to see.
Information we already possess:
– How our usual ranges and colours
sell.
– Anecdotal evidence of how our
customers wear and enjoy our
garments.
– Who our customers are.
Key question.
Do we (the retailer) have
any other information?
Experiment Design
We create the garment in the new colour.
We go onto the high street and select a
number of volunteer participants and ask
them to try the garment on.
We offer the enticement that they can
keep the garment after the experiment.
We ask them to walk around for 5 minutes
and then complete a short questionnaire:
1. Do you like the new
colour?
2. Does the colour of the
garment make
you feel confident?
3. Would you purchase the
garment in this
new colour?
The results are overwhelming!
All participants like the new colour and all
of them say that they enjoy wearing it.
Proof: the new colour is a success and
makes the customers feel good about
themselves. You ring up head office and
tell them the roaring success story!
You go home a happy (but deluded)
worker.
Key question.
What are the weaknesses of
this experiment?
You are to design an experiment to where the retailer can capture
the information they desire, but offering enhanced reliability and
validity.
The boundaries are that:
• You can only occupy the participants for 5 minutes.
• You can only obtain feedback from them for 1 minute.
Things to specifically do:
• Express the problem as a hypothesis.
• Create a method for testing the hypothesis (the experiment).
• Create a method for evaluating the results (how they can
integrate the control group results).
FMAN3003 week 24-1.pdf
FMAN3003 Research project
Week 24 - Writing the report
Salma Tallaa
PROJECT STRUCTURE
PROJECT STRUCTURE
Title page Abstract- write this LAST!!! Acknowledgements- thank those who have helped you Contents Table Chapter 1. Introduction, aim and objectives, subject history, overview of methodology Chapter 2. Secondary research and/or literature review Chapter 3. Methodology Chapter 4. results Chapter 5. Analysis and discussion of the results Chapter 6. Conclusions and suggestions for further work References Appendices
INTRODUCTION 500
LITERATURE REVIEW 2000
METHODOLOGY 1500
RESEARCH RESULTS 1500
DISCUSSION 2000
CONCLUSION 1000
RECOMMENDATIONS 500
Total 9000
STRUCTURE: WHAT IS THE
PURPOSE ?
Chapter 1
Introduction
Chapter 2
Literature review
Chapter 3
Methodology
Chapter 4
Results
Chapter 5
Analysis & Discussion
Chapter 6
Conclusion & Outcomes
Introduce the reader to your topic, aims & objectives, overview of how you will conduct the research and why it is important
A critical review of previous research comparing and contrasting viewpoints, theories and studies to highlight gaps in knowledge
Focuses on the design of primary research methods. Demonstrates how primary research will fill gaps in knowledge
Presents the findings / results from primary research normally as charts / graphs / tables in preparation for analysis in the next chapter.
Critical analysis of primary research findings. Developing themes / new insights. Comparing and contrasting with secondary findings.
Concludes the project stating whether the aim was met or not. Presents the new information / recommendations / framework / new theory / or outcome.
Project Title
• The title is intended to grab attention.
• Bound to Transform
• To design, develop and evaluate a new form of female-to-male binder in response to
a brief.
• A STUDY TO ANALYSE AND DEVELOP AN EFFECTIVE, INTEGRATED COMPUTER
SOLUTION TO AID CRITICAL PATH MANAGEMENT AND COMMUNICATION FOR A UK
BASED FASHION SUPPLIER.
ABSTRACT
• This describes the (1) purpose, (2) process and (3) outcome of the whole project
and is in the present tense.
• It is a snapshot of what you were trying to achieve, what you did, and what you
found out.
• It is the summary that is shown on Learning Zone for each dissertation example.
• Should be around 300 words (about a single side)
• although it is the first thing in the dissertation, it
• should be the last page actually written.
• It should be written in the present tense, describing the
• dissertation.
• Do not put a page number on the Abstract.
ABSTRACT- CHECKLIST Despite the fact that an abstract is quite brief, it must do almost as much work as the dissertation that follows it but in
around 1 to 1 1/2 pages. Each section is typically a single sentence, although there is room for creativity. In particular, the
parts may be merged or spread among a set of sentences.
Motivation:
Why do we care about the problem and the results?
Problem statement:
What problem are you trying to solve? What is the scope of your work (a generalized approach, or for a specific situation)?
Be careful not to use too much jargon.
Approach:
How did you go about solving or making progress on the problem? What forms of data collection and analysis did you use?
Did you use pre-existing models? What important variables did you control, ignore, or measure?
Results:
What's the outcome? Avoid vague, hand-waving results such as "very", "small", or "significant.”
Conclusions:
What are the implications of your answer? Are your results general, potentially generalizable, or specific to a particular
case?
Acknowledgements
It is usual and polite to thank people associated with your project, typically: • Your supervisor
• Industry contacts
• Participants in interviews/focus groups etc
Additionally, you might want to extend your expression of gratitude to others who you
have supported you through your time here, such as friends and family. This is entirely
optional and not in the slightest bit compulsory.
Introduction
1.1 Preamble
1.2 Aim
1.3 Objectives of the work
1.4 Review of previous work
1.4.1 Other research in the area
1.4.2 Previous research outcomes
1.5 Plan of work
Literature review
The purpose of the literature review chapter:
• For the researcher to be as informed as possible about their specialism or area of
expertise.
• To ensure that the research is well grounded in the theory, methodology and
knowledge base of the subject.
• To ensure that their work is original and hasn’t been covered by someone else.
• To make clear to their readers how their research has made use of existing sources
of information – how these have been interpreted for the purposes of this research.
Literature review
Examiners are looking to see that you:
• Have researched widely into the background of the subject
• Select the right material and convey others its relevance to your research.
• Present previous research in a structured way that shows the development of
understanding of this issue.
Methodology
The purpose of the chapter: • Ensure ethical codes are adhered to, in spirit as well as letter.
• To inform the reader of the methodological principles that inform the research.
• To help the reader to grasp the thinking behind the research, so that they can form their own
conclusions about whether the design was fit for purpose or contained some flaws.
• To provide a clear outline of exactly how the research was conducted, with a rationale for why
particular methods were chosen.
• To enable others to make sense of the findings (in terms of the methods used).
• Where applicable, to enable others to test out the results through replicating the research
methods.
• To clarify how they chose their sample (Participants).
• To provide further details of the research methods, such as guidance notes given to participants.
Methodology Examiners are looking to see that you:
• Understand the methodological assumptions and philosophies relevant to your subject discipline.
• Understand the ethical considerations – and take these on board fully.
• Have thought through each aspect of your research carefully to see that it is fit for purpose
• Have designed your project to be internally consistent: the purpose, philosophy, methods and
conclusions are mutually supporting.
• Explain your methods fully, but briefly, with a clear rationale for why you chose them.
• Clarify how you chose the sample.
• Clarify precisely the materials, data sources that you used for the research.
RESULTS
The purpose of the chapter:
To inform the reader of the outcome of the research. This should be accurate and true.
Examiners are looking to see that you:
• Present data and findings clearly accurately, using the best graphics.
• Identify the key findings rather than presenting everything
• Demonstrate integrity in presenting true results rather than correcting the figures
to prove a particular point.
Discussion
The purpose of the chapter:
• To draw out the significance of the findings and what this means for understanding
the issue in the context of the field and/or the brief.
• Relate your findings to the literature.
• To evaluate the extent to which the results can be used as the basis for
generalisations.
• To evaluate the methodology (if relevant).
• To draw out lessons about the potential relevance of the research and where future
research might take the issue further.
Discussion
Examiners are looking to see that you:
• Describe your findings briefly, precisely and with integrity.
• Interpret your findings correctly, and in the light of the literature.
• Evaluate appropriately the significance or relevance of your findings and make that
clear to your reader interpret your own findings correctly.
• Evaluate your methods with a critical eye, demonstrating that you understand what
worked or did not work as expected, why this occurred, and what is likely to work
better (if relevant).
• Identify how future research could build on your methods or findings, or take them
in new directions.
Conclusion
• In the Conclusions section in your dissertation, make sure you really present conclusions.
• Ensure that they link directly to the aim and objectives in the introduction.
• Do not try to expand into new areas or present new information. Therefore, do not use any
citations in this sections.
• When you finish writing the main chapters, leave yourself time to stand back from your
dissertation so that you can get some perspective on it. Read the whole thing through again,
making notes before you start the conclusion.
Conclusion
There are some important things you need to do in the conclusion:
• You need to link it to the rest of your report.
• You need to highlight the significant elements from your report (from both parts).
• You need to draw out the main points you want to make about the topic - and make them at a
general level.
• You need to avoid introducing new material.
• It is so much more than merely a summary.
Writing Up
Writing Up
• Review two or three well organized and presented dissertations.
• It is a myth to consider that you start at chapter 1 and finish at chapter 6 – it is entirely iterative.
• Begin writing those parts of the dissertation that you are most comfortable with, then proceed
onto other parts.
• Aim to get the Introduction and Aim and Objectives done quickly.
• Dissertation-style writing is not designed to be entertaining, fun or hilarious. Therefore,
dissertation writing should be clear and unambiguous.
• Don’t suddenly try to use big or impressive words. If you are not in the habit of using them, you
may use them incorrectly and make yourself sound more of a muppet than an expert.
• Bear in mind that big words and grandiose phrases do not impress the reader or assessors.
HOW DO NUMBER CHAPTERS?
• 1.1 Preamble
• 1.2 Aim
• 1.3 Objectives of the work
• 1.4 Review of previous work
• 1.4.1 Other research in the area
• 1.4.2 Previous research outcomes
• 1.5 Plan of work
• 2.1……
• 3.1……
WHAT ABOUT IMAGES AND TABLES?
• Figure 1.1 A yellow table (Bloggs 2023)
• Table 2.3 Reusuable versus disposable product comparison…
• You DON’T need to reference yourself unless you are using previous work/ images
• Introduce EACH image or table BEFORE it appears in your work
• “Table 6.3 shows” or “as shown in figure 6.3”
WHAT TENSE?! Correct English grammar and spelling should always be used. You are writing about the project that you have already conducted and therefore
accounts should be written in the past tense, not in the present or future. Even if the subject is in the present, it will be in the past when the
project is written.
Sections/chapters covered Tense and example
What you are going to do.
The Introductory Sections
Abstract Introduction
Discussion of methodology
Present
“This dissertation explores the impact of ….”.
“The opinions of the consumer will be captured with a focus group ……”
What you did.
Secondary Research
and
Primary Research.
Secondary Research
Literature review Background research
Present
“Hills (2018) shows how the two ideas are ….”
Note. Use of the Present Tense when discussing previous work helps to create the impression that your work is ‘of the moment’ even though the work is old. It allows you to take these ideas and bring them into the modern debate.
The citation gives the actual date of the work.
Primary Research
Data collection Data analysis
Past Perfect
“The interviews with retailers had demonstrated that ….”
What you found out.
Discussion and Conclusions
Discussion of results Conclusions
Past Perfect
“The evidence presented has clearly shown that ….”
WHAT TO PUT IN MY APPENDICES?
• Participant consent and information forms- BLANK ones
NOT signed
• Transcripts
• Copy of survey
• Copy of interview, observation, focus group… questions
• Number appendices A, B, C….
• You can then refer to your Appendices for information
The Grammatical Person
The report should be written in the third person and not the first. This is actually a very
simple concept to grasp – write about the subject and not about you.
“The researcher” is another way of saying I !!!
Example- To identify the personal symptoms women face during the change that may
not already be published in medical books and sites, was vital, as this allowed the
researcher to gain an insight.
Corrected- To identify the personal symptoms women face during the change that
may not already be published in medical books and sites, it was vital to undertake
focus groups to gain valuable insight…..
Referencing and citations
Your work will make use of previous work undertaken in your field of research and
whether it is a formula, a fact, a model or just an idea, you will need to cite it and
provide a reference. There are many methods for implementing this and DMU uses the
Harvard System, specifically that described in www.CiteThemRightOnline.com .
Referencing and Citations
Referencing is essentially very straightforward and involves 2 parts: the citation and the reference.
• The citation is placed in your text and it shows who said it and when it was said, for example:
1. Jones (1992) has provided the evidence that these figures are incorrect.
2. This could also be written as Evidence suggests that these figures are incorrect (Jones, 1992).
• The reference is placed in the References section at the back of the dissertation and gives
full details of where the source can be located, for example:
Jones, R. (1992). Problems in Textile Manufacturing Automation, Textile Research Journal, August,
vol 13, number 5.
Sources and Guidance
Writing in an academic style: Writing in an academic style - Overview (dmu.ac.uk)
Using Evidence in Your Writing: Using Evidence in Your Writing - Overview (dmu.ac.uk)
Writing a Case Study: Writing a Case Study - Overview (dmu.ac.uk)
Critical Writing: Critical Writing - Overview (dmu.ac.uk)
Proof Reading for Grammar Toolkit: Proof Reading for Grammar Toolkit - Overview (dmu.ac.uk)
Submission
Week 31, Friday 3rd May 2024
100% Summative
6000 - 9000 words
Submit on Learning Zone >> Assignments >> Research Project Report
Assessment criteria and weightings
Assignment Component Weighting
(%)
Research Project
Presentation, style and structure 15
Depth of research and content 25
Strength of argument 25
Analysis and outcomes 25
Conclusions and recommendations for future work
10
Total 100%
ANY OTHER QUESTIONS YOU
CURRENTLY NEED HELP WITH?
FMAN3003 week 25-1.pdf
FMAN3003 Research project
Week 25 – Researcher skills and Module conclusion
Salma Tallaa
CONTENT
• Reflection on the module and lessons learned.
• Research skills importance.
• The characteristics of a good researcher
• Continuous Learning and Staying updated
• Discussion
In this module, you had the opportunity to:
• Follow a path that interests you personally and professionally to choose a research topic.
• Develop a research plan and choose an appropriate research methodology.
• Understand the nature of research and its terminology.
• Synthesize relevant literature on and around the topic and give critical judgment in describing existing
facts that identify gaps in the literature.
• Appraise, select, and use relevant data collection methods to:
o Avoid bias
o Achieve trustworthy and quality findings
o Consider impactful factors that lead to unworthy results
o Follow ethical processes.
In this module, you had the opportunity to:
• Present and compare the results from data collection to explain findings.
• Draw together all research to critically analyse and discuss both primary and secondary research,
discussing in-depth where this meets the aim and objectives of the project.
• Evaluate the outcomes and approach of the research, assessing the strengths and weaknesses of the
work and providing recommendations for further research.
Why research skills are important?
Research skills refer to the ability to search for, locate, extract, organise, evaluate and use or present information that is relevant to a particular topic.
1. Academic success • Effective learning: Effective research skills allow students to find relevant information, support their academic arguments with
evidence, and produce well-researched assignments.
• Critical Thinking: analysing and evaluating information critically enabling students to assess the validity of sources and make informed
judgments.
• Problem-Solving: Students with strong research skills can tackle complex questions or problems, approach challenges systematically
and break them down into manageable components.
• Information Literacy: Research skills contribute to information literacy, where students become capable of navigating various sources,
distinguishing between reliable and unreliable information, and ethically using and citing sources.
• Learning Mindset: Research skills cultivate a mindset of continuous learning. Students recognize the importance of staying curious,
seeking new knowledge, and adapting to evolving information and research methodologies.
2.Professional development • Critical thinking and problem solving.
• Confidence and credibility.
• Creativity and innovation.
• Knowledge and perspectives.
• Collaboration and communication.
• Establishing Professional Networks.
• Attention to details.
• Time management.
• Clearer career path.
3. Personal growth
• Fostering Continuous Learning and Adaptability
• Seeking Truth in Information
• Becoming an Independent Learner
• Making Informed Decisions
• Self-Efficacy and Goal Setting
4. Innovation and discovery • The ability to formulate and test hypotheses fosters a
culture of experimentation and exploration, driving the
innovation process forward.
• Numerous ground-breaking discoveries and
advancements have been made possible through the
application of research skills.
• By fostering creativity, critical thinking, and problem-
solving abilities, research skills empower individuals to
push the boundaries of knowledge and make
transformative contributions to society.
Dress sprayed onto model on Coperni catwalk at Paris Fashion Week
(Dazeen, 2022)
The characteristics of a good researcher
• Curiosity
• Analytical ability.
• Critical Thinking.
• Patience and Perseverance.
• Objectivity and Impartiality.
• Effective Communication.
• Adaptability.
• Problem-Solving Abilities.
Continuous Learning and Staying updated
In the fast-paced world of fashion management, trends,
technologies, and consumer preferences are constantly evolving.
To remain competitive and relevant, fashion managers must
commit to continuous learning and skill development. This ensures
they stay abreast of industry changes, innovative practices, and
emerging trends, enabling them to make informed decisions and
drive organizational success.
Methods for Staying Updated
• Attending Conferences and Workshops.
• Reading Scholarly Articles and Industry Publications.
• Networking and Professional Associations.
• Set Learning Goals.
• Allocate Time for Learning.
• Stay Curious and Open-Minded.
Discussion • What qualities do you believe are most important for success as a researcher in the field of
fashion management?
• What strategies do you find most effective for staying updated on industry trends and
developments in fashion management?
• How has your understanding of the qualities of a good researcher evolved throughout this
seminar, and how do you plan to apply these qualities in your dissertation research?
• What strategies do you find most effective for maintaining motivation and momentum
throughout the dissertation process, especially during challenging or demanding periods?
Any questions
