UiTM

APPLIED BUSINESS RESEARCH

(ABR/BER 794/796)
BUSINESS ECONOMICS RESEARCH
(BER747/777)

GUIDELINES

This set of guidelines for the course Applied Research (ABR/BER794/796 &
BER747/777) is divided into the following sections:

1)
2)
3)
4)

Introduction and Administration

Research Proposal
Research Report
Conclusion

SECTION ONE:
INTRODUCTION AND ADMINISTRATION
1.1

OVERVIEW

Central to all managerial activities is the ability to make informed business decisions. Often
the difference between making good decisions and committing blunders lies in how managers
go about the decision making process.

Hence managers are required to consistently study

and analyze issues to ensure that all decisions made are well grounded with facts and strong
rationale. In cultivating these habits, managers are required to be aware of and be involved in
some form of research activity as and when they make decisions at the work place.
Further, managers often interact with research consultants who are engaged by the
organization. It is therefore necessary for managers to discriminate between good and bad
studies undertaken by these consultants. Whenever the need arises managers are required to
undertake or participate in research to solve problems.

In addition, managers are also

required to evaluate the findings and value of studies published in professional journals and to
be able to adapt to the changing work environment.
It is for these and many other reasons that Applied Research (ABR/BER 796/BER 777) is a
compulsory activity and a REQUIRED experience for students prior to the award of the
MBA/MBE by the Arshad Ayub Graduate Business School, UiTM.

1.2

BUSINESS RESEARCH

Business Research is often described as a systematic and organized effort to investigate a

specific problem (or a few related problems) encountered in a work environment or a given
task or a given setting, that need solutions.

It is worth mentioning that Applied Research

(ABR/BER/BER) is NOT to generate a body of knowledge by trying to comprehend how certain

problems that occur in organization can be solved.

Such exercise is undertaken in Basic

Research. However research done with the intention of APPLYING the results of findings to
solve specific problems currently being experienced in the organization, or currently being
faced by a given task in a given environment that are constantly changing, is what ABR/BER is
all about.

In the running of the business enterprise, RESEARCH is primarily conducted to resolve

problematic issues in or interrelated among functional areas. These problematic issues could
be treated either from Macro or Micro perspectives or be strategically treated as effort for
enhancing efficiency and effectiveness of managing and creation of shareholders value. Thus
ABR/BER is designed to be a capstone achievement whereby potential MBA/MBE graduates are
required to undertake activities that exhibit the mastery of the knowledge acquired throughout
the time spent in pursuing MBA/MBE.

Integrated knowledge is of course what is best

expected, but thorough knowledge in specific areas of study, either applied to a given task or
environment is much encouraged.

All in all, the preference is definitely for knowledge

acquired in the classroom to be applied to current work challenges or to a focused area in

which MBA/MBE graduates are expected to play a role in future undertakings including as
employees, employers, entrepreneurs, intrapreneurs or technopreneurs.
1.3

CREDIT HOURS/CONTACT HOURS

ABR/BER/BER carries a 3 hours credit load with no classroom contact hours at all.
1.4

GROUP EFFORT

It is to be undertaken by a group of not more than 3 and not less than 2 students. This is to
enable students to realize that:
(i)

No one has a mastery of all the knowledge within an MBA/MBE curriculum. Hence
combined effort or teamwork would enable cross learning among participants.

(ii)

No one works alone in a work environment and each member of an organization

should be able to work together within a diverse workforce to achieve specific goals
which lead to the fulfilling of the Vision and Mission of an organization.

Hence, what is very pertinent is to realize the following implications.

Case 1

3 students/group x 3 credit Hours

: =

9 credit

Case 2

2 students/group x 3 credit Hours

: =

6 credit

This essentially means that each group is expected to spend at least 12 to 18 hours a week for
a period of not less than 120 to 150 days over two semesters. These hours are to be spent
independently undertaking literature review, developing the academic construct and research
methodology, developing research instruments, learning the appropriate measurement

methods, including the necessary statistical knowledge and the use of statistical packages
such as SPSS.
Since every member of the group is entitled to the 3 credit hours required for the award of the
degree and the resultant GPA and CGPA calculations, it is essential that every member fulfill
their individual responsibility and be accountable to the achievement of the group
performance. Therefore the spirit of one for all and all for one should be the motto adapted.
1.5

PHASES AND APPOINTMENT OF ADVISOR/ADVISORS

ABR/BER/BER is divided into two major phases (Chart 1.1). Phase 1 being the proposal stage
which must be completed one semester prior to the graduating semester.

The Faculty

reserves the right to reject any proposal deemed unacceptable. At this stage, early indication
of students capabilities to complete the project within the specific deadline will be determined.
The student group may at this point suggest/request/or name an advisor of their choice, but
the official appointment is subject to the expert judgment of the Program Coordinator.
Phase 2 of ABR/BER/BER consists of the actual data collection, analysis, and completion of the
final draft.

The final draft must be completed two to three weeks before the date of

presentation (VIVA).

Final drafts must be approved by the advisor and any rejection or

incomplete work at this stage would result in a DELAY in graduation for the respective group
of students.

Registration or continued registration will be required with additional fees

charged accordingly.
1.6

ROLES OF ADVISORS

Advisors can add value to the ABR/BER/BER process and contents when they uphold their
responsibilities through the following activities.
Table 1.1
o
o

o
o
o

Roles of Research Advisors

Act as an independent sounding board.

Encourage provocative and proactive
questions to stimulate explorative and
inquisitive learning.
Guide in the collation and interpretation
of data.
Operate as a catalyst in decision-making
and further action.
Impart energy and enthusiasm in the
project and provide continuous
encouragement.

o
o

Assist in the set up of strategic agenda.

Provide a platform for the process of
thinking and facilitating it.

Facilitate students to think out-of-thebox.

Help identify blind-spots.

o
o

Bestow a symbolic presence to help

students think and behave as to exhibit
concern and impart expert (MBAs
curriculum) knowledge.

Communicate constructive criticism on the

4

output.

Chart 1.1

APPLIED BUSINESS PROJECT FLOW CHART

DEADLINE
PHASE/SEMESTER

ACTIVITY

EMBA

MBA/MBE

Group Formation and Preliminary

discussion on research area

WEEK 1

Preliminary Literature Review

- Academic construct

PHASE 1

SEM. 2

SEM 3

Informal search/discussion with

potential advisor
Non
Approval
Submission
of ABP
proposal

WEEK 12

Approval of project and allocation of

advisor

WEEK 14

Registration of Graduate Project

Meet with advisor, data collection

and analysis

WEEK 1

PHASE 2
SEM 3

SEM 4

WEEK 10
Revised
draft

Submission of
final draft
Project
withdrawal
Feedback from advisor

Project presentation/VIVA

WEEK
12-14

Feedback from advisor

Minor
correction

WEEK 15
(Fully bound
3 copies)

Submission of
final project
report

1.7

ROLES OF EXAMINERS

The examiners role is first, to ensure that the scientific process of applied research is adhered
to with the principal focus on academic construct and methodology such that the results of
analysis is consistent with the objectives of the applied research. This role will be fulfilled
primarily during the VIVA/presentation/examination, (refer advisor/examiner examination
guideline) .Secondly, in line with the main purpose of ABR/BER/BER, the ability of the
candidates in translating the research findings to solve a specific business problem needs to be
critically assessed. Should the examiner require advance preview, a summary or a set of
power point presentation material could be submitted in order for examiners to be prepared
prior to the students presentation.

1.8

VIVA/PRESENTATION

The (students) group will be required to present their research and findings of the
ABR/BER/BER at a scheduled time whereby two examiners will be present for evaluation, in
the presence of their advisor.

Such dates are fixed and are not subject to change, unless

decided otherwise by the Program Coordinator.

1.9

ABR/BER EVALUATION

The primary advisor has the right to evaluate the research in his or her capacity as advisor.
The advisors evaluation carries 60% of the Final Grade for the group.

As a general rule,

every member of the group should obtain similar grade or equal marks. However, the advisor
has the authority to vary the grade according to his or her assessment of the contribution
from each group member on the entire project.
The other 40% of the Final Grade would consist of the average marks/evaluation assessed by
the 2 selected examiners. The grading format is in Specimen one.
6.2

GRADUATION REQUIREMENT

ABR/BER/BER is the capstone for the entire MBA/MBE program/curriculum and hence failure to
secure a B grade will lead to failure to obtain the Degree. Subject to the evaluation of the
Faculty, a group of students may apply for extension of time to complete the project, while the
Faculty also reserves the right to advise the students to continue for an additional semester to
ensure completion.

It is worthy to note that failure to secure a B grade will affect the

graduation
status of every member of the group, notwithstanding the CGPA required for the award of the
Degree.
6

SECTION TWO:
PROPOSAL GUIDELINES

1.

INTRODUCTION

Most institutes of higher learning have some required format for proposals to be submitted by
research students which are generally similar in context. The researcher has to draw up a plan
to investigate issues and solve some specific problems. Each proposal must provide some
explanation about the structure of the task, how it is conceptualized and the methods to be
used in carrying out the plan.
The Applied Research (ABR/BER 796/BER 777) course requires graduating students to submit
two main documents the project proposal and the final report. While writing the
former does not contribute to the overall grade of this course, its importance cannot be
underestimated. After all, one's research is only as a good as one's proposal. Besides,
the ABR/BER 796/BER 777 course treats the project proposal as a necessary prerequisite to
the final report.
A good proposal is direct and straight forward. It sells what the researcher(s) is proposing to
do and why she/he is proposing it. In other words, it must be compelling (that is, interesting),
manageable (able to be carried out), and significant (important for the stakeholders). This
handout, therefore, aims to facilitate and guide final year MBA/MBE students in writing up a
good project proposal. For this purpose, the guideline is arranged into four major sections
getting started, research process, ABP proposal format, and research expectations.
2.

GETTING STARTED

In essence, ABR/BER 795 will equip students with the basic skills of undertaking research, and
how research is used to support management decision making. It is also a capstone course
that requires students to apply at least one business decision making tool to synthesize the
research outcomes and to offer actionable managerial decisions. Therefore, it is always
advisable (although it is not necessary for MBA students) that candidates should begin the ABP
project by getting acquaintance with a business organization. For EMBA students, the
students workplace is a good place to start.

For most students, getting started is synonymous with numerous head scratching sessions
leading to the project title. In most cases, at least two or three topics are generated for
discussion among group members (made up of a minimum 2 persons and a maximum 3
persons).
This is definitely not a bad way of starting ABR/BER 795 project, as long as these ideas are not
generated out of nowhere or based on gut feeling. Ideas must come from a reliable source,
usually from a respected person in an industry, from observation over a certain period of time
or from undertaking desk research (Section 3 will elaborate more on this aspect). Table 2.1
provides a What, Why, and How Framework (source: Watson, 1994b:S80) to get you started.

Table 2.1 What, Why, and How Framework for Crafting Research
What?

What puzzles/intrigues me (my

company)!

What do I (my company) want to

know more about/understand better

What are my key research

questions?

Why?
Why is this of interest to others (member of my
group, my work environment, practitioners or
policy makers?)
Can the research be justified as a contribution to
problem solving process or solutions to my
current problems?

How conceptually?

What models/tools can I draw

on/develop to answer my research
questions?

How can these be brought together

into a basic business models/tools
to guide my investigation?

How practically?
What investigative styles and techniques shall I
use to apply my conceptual framework (both to
gather material and analyze it)?
How shall I gain and maintain access to
information sources?

(Academic Construct/Tools
Theoretical Framework)

(Methodology)

Research primarily conducted to resolve

problematic issues in, or INTERRELATED
among the areas of Accounting,
Finance, Operations, Management,
Marketing, HRM, etc.

Focus: Applied Research, i.e. research done with

the intension of applying the results of the findings
to solve specific problems currently being
experienced in the organization, or of public
interest preference is of micro as opposed to
macro perspective.

THE RESEARCH PROCESS

From the academic perspective, writing a research proposal should begin with an inquiry into
the need for a particular research topic leading to a research/project title (Chart 3.1 The
Research Process). This inquiry provides a starting point for the activities of identifying the key
issues leading to research problem definition, setting

of research objectives, specifying the

8

information and data requirements, developing a research plan, and designing the data
collection method.

Below is a checklist for a proposal:

1. It defines a question, problem, or issue [or a set of these] addressed by the project. This
is the "engine" that drives the inquiry into the topic.
2. It identifies the audience(s) the project will address.
3. It explains why the inquiry is significant for a particular audience or audiences.
4. It proposes a method or approach to start the inquiry. Several methods may be proposed,
if the project is large or complex.
5. It suggests relevant sources of information about the inquiry you are aware of or plan to
look for.

Chart 3.1 The Scientific Research Process

1
Recognize the Need
for Research

8
Prepare Research Report;
Communicate Findings
7
Process/Analyze Data
and Interpret Results

2
Define the Research
Problem and Objectives
Research
Process

6
Perform the Research
Data Collection

5
Design Method for
Collecting Data

3
Specify Information and
Data Requirements
4
Develop the
Research Plan

Step 1: Recognize the Need for Research

The process of observation or sensing of a problem or problems around you is what gets most
of the research, especially applied research, started. The next step for the manager is to
determine whether there is a real problem, and if so, how serious. At this point, a few sessions
of brainstorming with your group members would be useful. Similarly, paper/magazine/trade
news clippings on current business issues would be able to support your argument. It is also
9

advisable to keep in mind that this course (ABR/BER 795) is two-pronged in nature - to
enhance the employability of graduating MBAs and to lay foundation for career enhancement
and career change among graduating EMBAs. Thus, do choose problematic area/s that could
gear you towards your future career advancement.
Step 2: Define the Research Problem and Objectives
The problem identification stage calls for further preliminary data gathering.

Talking to

industry experts, in depth reading of specific magazines, trade news, and popular periodicals
or undertaking a simple survey are examples of this activity. Integration of the information
obtained through these informal and formal search exercises should help a researcher to
determine and strengthen the argument that a problem or problems do exist. Naturally,
understanding of the business tools/models learned throughout the MBA program would
facilitate the problem definition process.
Note that, the existence of a problem or problems does not necessarily mean that something
is seriously wrong with a current situation that needs to be rectified immediately. A problem
could simply indicate an interest in an issue where finding the right answers might help to
improve an existing situation. Hence, it is often advised to define a problem as any situation
where a GAP exists between the actual and the desired state of affairs. Be careful to ensure
that symptoms are not defined as a real problem.
Once a gap has been found, a problem statement is written out. Problem definition or
problem statement is a clear, precise, and succinct statement of the question or issue that is
to be investigated with the goal of finding an answer or solution (Sekaran, 2003, p. 70).
Based on the problem definition, a set of research objectives are then proposed. As a general
guideline, a good problem statement should spell out what is wrong with the current situation
and what are the information needed/variables to be studied in order to solve the current
situation. Appendix 1 provides two examples.

Step 3: Specify Information and Data Requirements/Literature Review

Once the problem has been identified and the objectives have been established, the next step
is to specify the information and data requirements, as well as, the sources for these data.
Secondary

data

include

information

from

books,

journals,

newspapers,

magazines,

government publications, previous academic works, financial, marketing and other reports,
annual reports. Table 3.1 provides a breakdown of secondary data sources and their
importance according to the stages in the research process. The UiTM library subscribes and
provides a comprehensive source of primary data for your convenience. Seek help from the
library staff if you are unfamiliar with data search.
10

Table 3.1 Breakdown of Secondary Sources

Information
Source
General Sources

What it does

Examples

Research
Process
Needed for Step 1
of the research
process

Provides an overview of a
topic and provides leads to
where more information
can be found

Daily newspapers,
popular periodicals
and magazines,
and trade books.

Secondary Sources

Provides a good knowledge

of the topic/area to be
studied and the business
tools available to solve the
problematic area.

Books on specific
subjects and
business models,
bank reports, KLSE

Needed for Step 2

of the research
process

Primary Sources

Provides a good knowledge

of past work in this area,
the variables/business
models used, past
methodologies, past
outcomes and managerial
implications

Journals, abstracts
and scholarly
books, bank
reports/prospectus,
Data of Companies
in KLSE

Needed for Step 3

onwards of the
research process

Due to the academic nature of the ABR/BER796/BER777 course, at this stage of the research
process, graduating candidates are expected to carry out and to document a relatively
comprehensive review of literature from secondary data sources in the chosen area of the
research problem. A substantial literature survey/review is important as it provides the
foundation for the academic construct or theoretical framework or business model of the
research. Be forewarned that students usually find this activity an exasperating and difficult
process. However, at the end of the day, it is a worthwhile effort as it provides you with a
deeper understanding of the way/s to go about addressing the GAP in your problem
statement. Furthermore, this process will equip you with richer research vocabularies to dazzle
current/future bosses!

Step 4: Develop the Research Plan

A big part of the research plan is the building up of a Theoretical Framework/Academic
Construct for the impending research work. In essence, this framework/construct is the end
product of the literature review as noted in step 3 above (Appendix 2 provides the examples).
Below are important notes on Theoretical Framework/Academic Construct:

11

i)

The theoretical framework is the foundation on which the entire research project is
based. It is logically developed, described, and elaborated network of associations

ii)

among the variables deemed relevant to the problem situation and identified through
preliminary investigations, observations, and literature survey (Sekaran, 2003).

iii)

The basis of Theoretical Framework or Academic Construct are the basic acceptable
foundations found in any specific areas of study or concepts that are common and
specific (in some cases) to the core area of study, be it marketing, accounting,
management, HRM and other related fundamental functional areas of management
including operations and technology.

iv)

Literature Survey provides a solid foundation for developing Theoretical Framework or

Academic construct.

v)

Among the essential elements of Theoretical Framework are:

a)

Variables considered relevant to the study should be clearly identified and

labeled in the discussion.

b)

The discussion should state how the variables are related and relationships
established.

c)

The resultant relationship must be shown as the expected outcomes.

d)

A clear explanation of why the relationship exists must be established based

on established theories, concepts, dimensions and elements drawn from
Literature Review.

e)

A schematic diagram of the Theoretical Framework MUST be provided and

clearly demonstrated such that any reader could easily comprehend the
theorized relationship.

Note****

Decision

making

tools in

Appendix 3

could

be

used

as the

Theoretical

Framework/Academic Construct.

For quick reference:

(i)
(ii)

http://www.valuebasedmanagement.net/
Have and Have and Frans Stevens, The Management Tools
and Practices that will Improve Your Business, Prentice
Hall, 2003, ISBN: 0-273-66201-5

12

Step 5: Design Method for Data Collection (Non-Finance)

Having identified the variables in a problem situation and developed the theoretical
framework, the next step is to design the research in a way that the requisite data can be
gathered and analyzed to arrive at a solution. It is therefore the description of the research
journey.
Note that, while it is a must that all candidates undertake secondary data collection, only
those groups with pure non-finance topics are required to undertake primary data collection.
(Pure finance topics refer to those topics that need a set of financial data over time for
analysis). Having said that, graduating students with pure non-finance topics, would spend a
considerable amount of time discussing the methodology for primary data collection in this
section.
For this ABR/BER796/BER777 course, the methodological areas that need to be addressed in
the proposal are:
1. Type of Research Design
2. Unit of Analysis
3. Population, Sampling frame, Sample Size
4. Sampling Method
5. Data Collection Method
6. Plan for Data Analysis (Brief)
1. TYPE OF RESEARCH DESIGN In general there are two types of research design
Exploratory and Conclusive. For the purpose of ABR/BER and due to the consultative
nature of this course, a conclusive research design is preferred. Likewise, no sophisticated
design is encouraged since the issue of PRECISION and CONFIDENCE is not essential.
Further, it is expected that Applied Business Research projects will stay clear of
experimental and quasi-experimental types of study.

Hence, by type, most ABR/BER

research works are confined to DESCRIPTIVE STUDY and CASE STUDY while only
occasionally a CORRELATIONAL STUDY may be attempted. A FIELD STUDY focusing on
the relationship between variables (e.g. interest rates and deposit patterns etc) which is
often done in a noncontrived setting, with no interference, is acceptable.

However LAB

EXPERIMENTATION designs are discouraged completely.

13

2. UNIT OF ANALYSIS refers to the source from where information is going to be extracted.
Individuals, groups, dyads, divisions, companies, industry, or countries are examples. In
all circumstances the unit of analysis must be clearly identified.

In addition, the time

horizon of the study horizontal or longitudinal should also be specified.

3. POPULATION, SAMPLING FRAME AND SAMPLE SIZE A research work needs to specify the
list/source from which a researcher will obtain the total number of the population. This is
called a sampling frame. To illustrate, if the unit of analysis is employees of COMPANY Z,
the sampling frame could be the payroll list. Similarly, if the units of analysis are banks in
Malaysia, the Association of Bankers or Bank Negara could be the sampling frames. As to
the sample size, specifying the exact number is tricky, as again it depends very much on
the research design. As far as consumer study is concerned a sample of 200 respondents
should be acceptable.
4. SAMPLING METHOD - Essentially there are two broad types of sampling probability
sampling and non-probability sampling. Within each type, there are various specific
methods.

Below are illustrations of the sampling methods (not exhaustive) which you

could choose from.

Simple Random Sampling
Systematic Sampling

students are expected to

Stratified Sampling

acquire knowledge on their

Cluster Sampling

own or with the advice of the

Convenience Sampling

appropriate advisors

Quota Sampling
Do note that the literature review should guide you in choosing the most appropriate research
design to address the problem statement and research objectives. In any case, it must

be

well defined and appropriately applied.

5. DATA COLLECTION METHOD - is an integral part of research design. Problems researched
with the use of appropriate methods greatly enhance the value of the research. Among them
are:
Interviews

face to face; telephone, electronic; structured or unstructured.

Questionnaires

personally administered; mail, electronically administered.

Observation

of individual events.

It must be noted that students engaging in non-pure finance topics and who are planning to
use a questionnaire as the research instrument, must be very, very familiar with the various
14

fundamentals of questionnaire design and the scales of measurement.

These include the

principles of wording, social desirability, length, and sequencing.

Even though, as suggested earlier, the issue of RELIABILITY and VALIDITY is not to be
emphasized, appropriate measurement scales must be observed.

The NOMINAL, ORDINAL,

INTERVAL, and /or RATIO scales must be appropriate and applicable to the types of data to be
collected for analysis.

As a measure of comfort, INTERNAL VALIDITY of the method

undertaken and the theoretical construct used is essential.

6. PLAN FOR DATA ANALYSIS - (At the proposal stage, only suggested possible methods of
analysis to be used are needed). The proposal should also indicate the Software Package to be
used for data analysis. Examples are: EXCELL

/ SPSS;

EXPERT SYSTEMS, STATISTICAL

NAVIGATOR
Step 5: Research Methodology (Finance and Economics)
Having identified the variables in a problem situation and developed the theoretical
framework, the next step is to design the research in a way that the requisite data can be
gathered and analyzed to arrive at a solution. It is therefore the description of the research
journey. Testable hypotheses which are developed from the theoretical framework will be
tested and that determines the relationship between the variables in study.
After the sections on literature review and theoretical framework have been securely identified
and noted, the next step in the research process is to identify the respective variables as well
as measure them. Secondary data sources, which are interpretations of primary data, can be
found in company records, government publications industry analysis and other centralized
and reliable sources including those from the Internet.
It is important to note that most databases provide bibliographic citations or records from
books or journals that enable researchers a faster way of gaining access to literature. There
are also certain databases that provide historical time series data that enable researchers
investigate and test hypotheses. Some relevant examples are provided in the table below.
Information

Sources

Stock Market Indices and Individual

Company Stock Prices and Financial
Data

Thomson Datastream Advance in UiTM PTAR 1.

Malaysian Economic Data including

Balance of Payment, Trade and other
Economic Fundamentals

http://www.bnm.gov.my

15

Economic Data on Population, and other

Malaysian Fundamentals

http://www.statistics.gov.my

World
Bank,
World
Indicators, Database

http://www.worldbank.org

Development

Bank for International Settlements,

Annual Reports and Press Release.

http://www.bis.org

International Monetary Fund, Surveys

and World Economic Outlook.

http://www.imf.org

CIA Factbook

https://www.cia.gov/cia/publications/factbook/index.html

US Census Bureau

http://www.census.gov/ipc/www/idbnew.html

Research design involves a series of rational decision-making steps to design the research so
that requisite data can be gathered and analyzed to arrive at a solution. This section also
provides the major skeletal framework for the research. The methodological areas that need
to be addressed in the proposal for this ABR/BER796/BER777 course are:
1. Data and Sample Statistics
a.

Data and Sources

Explanation of data used and sources where data are collected including IMF,
Statistics Department of various countries, Bank Negara Malaysia, UiTM
Library, and others must be referenced accordingly.

b.

Sample of Study
Sample of variables, time period, explanation of variables, formulas, expected
signs, etc.

c.

Statement of Hypothesis
A number of hypotheses relevant to the objectives set in the research plan
including null or alternative hypothesis.

2. Statistical Method of Analysis

a.

Types of Tests and Statistical Software applied

The types of statistical software used including SPSS, EViews, RATS, STRATA,
or other statistical packages that will be used must be introduced. The
different types of tests used in the study must be clearly explained including
time series models, ARCH/GARCH, GMM estimator, error correction and VAR,
maximum likelihood estimation, SUR, simultaneous equations models, panel
16

models, non-linear models and many others. One simple example is the
explanation of the regression equation in the simple/multiple regression
analysis which applies the variables in its model. Explanation should also be
provided for the relevant dependent and independent variables in the model.
b.

Descriptive Statistics
In order to have a feel for the data collected for analysis, it is important to first
check the data series for normality, stationarity, and other statistical problems
including heteroscedasticity, autocorrelation, and multicollinearity. A general
description of the data should provide the mean, standard deviation, max/min,
skewness and kurtosis of all the data series to be tested.

c.

Hypothesis Testing
Hypothesis testing is used when sample statistics are obtained to estimate the
overall population decision in examining data. The following steps are followed
in conducting hypothesis tests:
Step 1:

Statement of null and alternative hypotheses

Step 2:

Selection of the appropriate statistical test

Step 3:

Determination of the level of significance

Step 4:

Calculate the value of the test statistics

Step 5:

Make a decision to reject or not to reject the null

T-test, p values or other statistical values are used to determine if there is

significant relationship between IDV and DV. It also measures the probability
of error in the predictive value. The confidence interval accepted normally is
95%. The rule of thumb also states that if the t-statistics is > 2, it indicates
that a significant relationship exists between the independent and dependent
variables.
d.

Least Square Regression

LSR is used hand in hand with linear regression model for analysis. It is a way
of finding the fixed values required to complete the linear regression model. In
detail, it is a way of looking for the constant term a and the slope b in the
linear regression model. After the linear regression model is estimated, the
least square regression line is then sketched along a graph of data distribution
called scatter diagram. The process of obtaining these fixed values for linear
regression model is carried out using the least square regression method.

17

e.

Correlation Coefficient
Correlation coefficient, r, is the degree of association between independent
and dependent variables. The coefficient ranges from +1 to -1. It is
categorized into one of the following category listed for linear correlation
coefficient result:
r=1

Perfect positive linear correlation

0.75 < r < 1

Strong positive linear correlation

0 < r < 0.25

Weak positive linear correlation

r=0

no linear correlation

-0.25 < r < 0

weak negative linear correlation

-1 < r < -0.75 Strong negative linear correlation

r = -1
f.

Perfect negative linear correlation

Coefficient of Determination (R)

The coefficient of determination denoted by R measures the proportion of
variation in Y (dependent variable) that is explained by X (independent
variable). In other words, this value measures how well the independent
variables can explain the dependent variable in the regression model. The
coefficient ranges from 0 to 1.

A higher value of R provides a better

regression analysis result as compared to a lower value of R. This means that

if R value is high, it provides a more confident relationship between
independent and dependent variables.
g.

t-stats
T-statistic is used to determine if there is significant relationship between the
independent variable and the dependent variable. It also measures the
probable error in the predictive value. It is calculated by dividing the
coefficient by the standard error and the confidence interval used is normally
95%. It is used when we test one population correlation coefficient when both
variables are quantitative and when the sample is small.

h.

p -values
Statistical tests that report the extent to which the test statistic disagrees with
the null hypothesis when one wants to know what percentage of the sampling
distribution lies beyond the sample statistics; most statistical computer
programs report the results of statistical tests as probability values (p values).
18

The p value is the probability of observing a sample value as extreme as, or

more extreme than, the value actually observed, given that the null hypothesis
is true, i.e. the probability of Type I error. The p-value is compared with the
significance level (), and on this basis the null hypothesis is either rejected or
not rejected. If the p-value is less than the significance level, the null
hypothesis is rejected and vice versa.
i.

F-stats, F-Probability
The test statistic for ANOVA is the F ratio which compares the variance from
the last 2 sources i.e. the between-group variance/within-group variance. To
compute the F ratio, the sum of the squared deviations for the numerator and
denominator are divided by their respective degrees of freedom. By dividing,
we are computing the variance as an average or mean, thus the term mean
square. The degree of freedom for the numerator, the mean square between
groups, is one less than the number of groups (k-1). The degree of freedom
for the denominator, the mean square within groups, is the total number of
observations minus the number of groups (n-k). The higher the F-stats or the
lower the f-prob, the more significant the model in explaining changes in the
dependent variable.

CONTENT AND FORMAT OF ABR/BER PROPOSAL

Given the previous discussion, ABR/BER PROPOSAL should include:

Section 1

Introduction/scenario/objectives/significance/scope/limitations.

Section 2

Literature Review.

Section 3

Theoretical Framework/Academic Construct

Section 4

Research Design and Methodology

Section 5

A sample of any questionnaire to be used

A Gantt chart, depicting timeline for research implementation must accompany any proposal.
In terms of formatting as in the context of title page, font, spacing, margin and etc., THE
GUIDELINES ON THESIS FORMAT For Graduate Programs published by Institute of Graduate
Studies should be observed.
To further guide your proposal writing, do note that, to write:
B.

Section 1 Issues in Step 1 and Step 2 of the research process must be clearly dealt
with. A brief write-up of the company under study (if applicable) should also be
included.
19

C.

Section 2 Issues in Step 3 of the research must be addressed.

Only essential

information required towards the development of an Academic Construct or Theoretical

Framework needs to be identified and elaborated.

Authoritative sources must be

quoted diligently, especially those within a specific area of functional areas of

management.
D.

Section 3 Issues in Step 4. Essentially this section lays down the Theoretical
Framework/Academic construct and the ensuing research questions or hypotheses.
Theoretical Framework/Academic construct is a MUST as it highlights the focus of your
research as well as relates to the research plan (type of study).

E.

Section 4 - Issues in Step 5 of the research process. This section must provide
arguments for your choice of methodology.

5.

RESEARCH EXPECTATION

Keeping to deadlines is a must. From the academic perspective (see also Appendix 4 and 5),
the proposal must meet most of the following Scientific Investigation rules:
*1.

Purposiveness:
Definite aim or purpose, i.e. purposive focus.

*2.

Rigor:
A good theoretical base and a sound methodological design.

*3.

Testability:
Assuming, a researcher hypothesizes employees who are late for work are lazy and
lack commitment to task. A correlation analysis could substantiate this.

4.

Replicability:
Similar findings emerge on the basis of data collected by other organizations
employing the same methods.

5.

Precision and Confidence:

Not essential for ABP purposes.

*6.

Objectivity:
20

Conclusions drawn through the interpretation of the results of data analysis should be
objective; i.e. they should be based on the facts of the findings derived from actual
data, and not on the researchers own subjective or emotional values or imagination.
*7.

Generalizability
The scope of applicability of the research findings in one organizational setting. The
wider the range of applicability of the solutions generated by the research the more
useful the research is to the users.

8.

Parsimony
Simplicity in explaining the problems that occur, and in generating solutions for the
problems, is always preferred.

* Essential elements

6.

SUMMARY

The research proposal, as emphasized in the early part of this handbook, is the first document
that provides evidence to your seriousness in pursuing and completing the MBA/EMBA
program. An ill-conceived proposal dooms the project even if it somehow gets approved. A
high quality proposal, on the other hand, not only promises success for the project, but also
impresses your advisor, examiner, and eventually your potential /current organization.

21

SECTION THREE:
RESEARCH REPORT
3.1

INTRODUCTION

At the end of the ABR/BER endeavour, besides the bitter sweet memories of going through
this research experience, your final report will be what you are left with and what will be
referred to by others. Thus, all students should write with the aim of leaving good quality
academic work behind, as you exit the graduate school.
Naturally, the quality of the entire ABR/BER project is reflected in the written report. While
writing styles may differ from one person to another, it must be noted that clarity and good
organisation of thought are important. In essence, writing a good report is a demanding task.
Nonetheless, to be able to tell the audience something that you have discovered can be truly
exciting. This section provides a guideline for the structure of a research report.
3.2

CONTENT AND FORMAT OF ABR/BER REPORT WRITING

In almost any research work, the reporting is organised into FIVE basic chapters. Appendix 6
and 7 provide the ABR/BER format for Non-Finance and Finance students respectively. Note
that in terms of formatting as in the context of title page, font, spacing, margin and etc.,
THE GUIDELINES ON THESIS FORMAT For Graduate Programs published by the Institute of
Graduate Studies (IGS) should be observed.
3.3

CONCLUSION

While this ABR/BER handbook aims to provide sufficient guide for graduate students to
prepare

for

the

ABR/BER

project,

this

handbook

is

by

no

means

conclusive

and

comprehensive. This is where the guidance of your academic advisor must be sought and
observed. They will have the final say of your ABR/BER process and their opinion must be
respected and adhered to.

Appendix 1
Topic, Problem Statement and Research objectives
Topic 1: Return to dominant position: Strategy in hyper-competition
condition and sustaining competitive advantage: Case Study
Celcom (Malaysia) Berhad
Problem Statement
The aggressive market as reflected in the previous data has introduced a hypercompetition condition in the cellular industry in which the players are now launching
strategies for competitive advantage. This situation has indeed negatively affected
Celcoms market and revenue shares. The issue in question is how to survive in the
current market condition? Can the company re-juvenate lf and re-gain the market
share?
Research objectives
The objectives of this proposal, therefore, are as follows:
to verify a competitive position of a main player in the telecommunication
industry;
to identify specific competitive issues faced by a main player in the industry;
to formulate and recommend appropriate competitive strategy or strategies for
Celcom in strengthening its position as the market leader.

Topic 2: Achieving Competitive Position in Container Haulage Through

Differentiation: The Case of Kontena Nasional Berhad
Problem Statement
Today, the Malaysian container haulage industry is overcrowded. Customers
logistics expectations are rising in tandem with the intensifying competition within
their respective industries. ICT has become a necessity in logistics operations while
profits of major container haulage operators are declining. In such a situation,
container haulage operators must adopt competitive strategy either through cost
leadership, differentiation or focus strategy.
Research Objectives
In view of the above scenario, the objectives of this research are:

To
To
To
To
To

determine the state of competition within the Malaysian haulage industry.

examine the impact of changing environment on the haulage operators.
identify customer purchase criteria.
diagnose sources of competitive differentiation for haulage operators.
develop an appropriate differentiation strategy for a haulage operator.

23

Appendix 2

Theoretical Framework for Hyper-competition condition

Entrant

Incumbent
Builds or
inherits
entry barriers

Attacks soft
Market
segment

No response

Widens attack
to
adjacent
segments

Reinforces
barriers

Starts price
war

Attacks
entrants
home market

Restarts the
cycle
in adjacent
market

Source: Adapted from R.A. DAveni with Robert Gunther, Hypr-Competitive Rivalries: Competing in a Highly Dynamic Environment 1994, Free
Press, 1995 p.115

24

Appendix 2 - continuation

Academic Construct for Competitive Position

Firms value chain
S
u
p
p
o
r
t

Customers value chain

Firm infrastructure
Human resource management
Technology development
Procurement

Margin

Firm infrastructure

S
u
p
p
o
r
t

Human resource management

Technology
Procurement

Margin

Margin

Margin

Outbound Marketing Service

Inbound
logisticsOperations logistics & sales

Outbound Marketing Service

Inbound
logistics Operations logistics & sales

Primary

Primary
Information Flow

S
U
P
P
L
I
E
R
S

Cash Flow
Planning
&
Forecasting

Distribution
&
Logistics

Production
Procurement

25

Custome
r
Service

Performance
Measures

C
U
S
T
O
M
E
R
S

Appendix 3
BUSINESS MODELS/TOOL

Tools of Strategic Analysis

Gap analysis
SWOT analysis
PEST analysis
Goowth drivers
Fishbone technique
Porters five forces
Industry mindser
GE grid
BCG
Ansoff model
Motivator-Hygiene Factors
Competitor partfiling
Uncertainty grid
Ratios analysis
Sensitivity analysis
Profitability
Cost-benefit
Tools of Strategic Analysis
Shareholder value
Analysis (SVA)
Decision tree
Profit impact marketing strategy (PIMS)
Game theory
Business models and business modeling
BCG and finance and investment strategies
Attractiveness Implementation Difficulty
(AID) grid
Force-field analysis
Stakeholders analysis
Scenario building

Note: The listing is NOT EXHAUSTIVE

26

Appendix 4
POSSIBLE ABR/BER CHECK LIST
(Topical Areas of Research)

A.

Organic Business Development Projects

New Products
New Markets
Value-Creating
Distribution Channels
New Technologies.

B.

Projects Involving Strategic and Financial Planning.

C.

Restructuring Projects.

D.

Information Systems Projects.

E.

Management Buyout Projects.

F.

Alliance and Joint Venture Projects.

G.

Operational Projects
- operational expansion
- cost management and efficiency
- Activity Based Costing (ABC)
- Business Process Engineering

H.

Value Chain and Supply Chain.

I.

Any others focusing on your current environmental challenges as long

as the basic conceptual framework is based on any of the functional
areas of management and business operations, which form the entire
MBA/EMBA Curriculum.

27

Appendix 5

Ten ways to get your proposal turned down

1.

Dont follow the directions or guidelines given for your kind of

proposal. Omit information that is asked for. Ignore word
limits (wherever applicable).

2.

Ensure that the title has little relationship to the stated

objectives; and that neither title nor objectives link to the
proposed methods or techniques.

3.

Produce wooly, ill-defined objectives.

4.

Have the statement of the central problem or research focus

vague, or obscure it by other discussion.

5.

Leave the design and methodology implicit; let them guess.

6.

Have some mundane task, routine consultancy or poorly

conceptualized data trawl masquerade as a research project.

7.

Be unrealistic in what can be achieved with the time and

resources you have available.

8.

Be either very brief, or, preferably, long-winded and repetitive

in your proposal. Rely on weight rather than quality.

9.

Make it clear what the findings of your research are going to

be, and demonstrate how your ideological stance makes this
inevitable.

10. Dont worry about a theoretical or conceptual framework for

your research. You want to do a down-to-earth study so you
can forget all that fancy stuff.

28

Appendix 6
REPORT WRITING FORMAT NON FINANCE
ABSTRACT
CHAPTER ONE INTRODUCTION
1.1
1.2
1.3
1.4
1.5
1.6

Background of the industry/Study

Statement of the problem
Objective(s) of the research
Scope of the study
Significance of the study
Definition of terms (if any)

CHAPTER TWO - LITERATURE REVIEW

3.1.1
3.1.2
3.1.3
3.1.4
2.5

Background of the research area (Set the context of your research)

Concept and definition of key components of the research area
Individual sections on each component of the research area
Theoretical framework/academic construct
- Statement of the research question(s)/Statement of the hypotheses
Summarize to conclude

CHAPTER THREE RESEARCH DESIGN AND METHODOLOGY

3.1
3.2
3.3
3.4
3.5

The
The
The
The
The

research design
population and sample size
instrument for the research
fieldwork and data collection method
data analysis

CHAPTER FOUR - DATA ANALYSIS AND INTERPRETATION

4.1
4.2
4.3
4.4
4.5
4.6

Profile of respondents
Discussion of findings one/objective one/hypothesis one/research question one
Discussion of findings two/ objective one/hypothesis one/research question one
Discussion of findings three/ objective one/hypothesis one/research question one
Discussion of findings four/ objective one/hypothesis one/research question one
Discussion and synthesizing the findings and implications to the theoretical
framework/Academic construct

CHAPTER FIVE - RECOMMENDATIONS AND CONCLUSIONS

5.1
5.2

Summary of key findings

Application of these findings to the specific situation

Bibliography
Appendix
In terms of formatting as in the context of title page, font, spacing, margin and etc., THE
GUIDELINES ON THESIS FORMAT For Graduate Programs published by IGS should be
observed.

29

Appendix 7
REPORT WRITING FORMAT FINANCE
Chapter One: Introduction
1.1
Background of the Industry/Study
1.2
Problem Statement
1.3
Research Questions
1.4
Objectives of the Study
1.5
Scope of Study
1.6
Significance of Study
1.7
Definition of Terms
Chapter Two: Literature Review
2.1
Introduction
2.2
Individual sections on literature
Chapter Three Research Methodology
3.1
Data and Sample Statistics
3.1.1 Data and Sources of Data
3.1.2 Sample of Study
3.1.3 Theoretical Framework
3.1.4 Statement of Hypothesis
3.2
Statistical Method of Analysis
3.2.1 Types of Tests and Statistical Software
3.2.2 Simple/Multiple Linear Regression
3.2.3 Correlation Coefficient
3.2.4 Coefficient of Determination
3.2.5 Hypothesis Testing
Chapter Four: Empirical Findings
4.1
Introduction
4.1
Descriptive Statistics
4.3
Interpretation of Results
Chapter Five: Conclusion
5.1
Summary and Conclusion
5.2
Recommendation for Future Studies
5.3
Limitations of the Study
Bibliography
Appendix
In terms of formatting as in the context of title page, font, spacing, margin and etc., THE
GUIDELINES ON THESIS FORMAT For Graduate Programs published by IGS should be
observed.

30

Specimen 1
ABR/BER796/BER777
ORAL PRESENTATION EVALUATION
NOTES: FOCUS OF EXAMINERS
1.

To ensure that the scientific research procedures consistent to the research

processes are evidently clear.

2.

To ensure that the model/theoretical construct/academic construct/research

architecture used in the research process are consistent and applicable as
appropriate in addressing to the issues/problems/concerns/as stated in the
objectives of the ABR/BER. For example: Marketing Construct for Marketing Issues,
Operations for operational issues, Organizational Behaviour and Development for
Organizational issues, Accounting and Finance for issues and problems related to
Accounting and Financial Analysis, Strategic Tools for Strategic Planning and
decision making, and others where applicable.

3.

To ensure the focus of ABR/BER research type of research processes, i.e.: Social
Field Studies, reflect the Descriptive survey, Controlled Experiments, Field
Experiment, Sample Survey, or Case Study. By definition the focus of ABR/BER is on
Case Study appropriate to the area of study reflecting the breadth and depth of
various subject areas with preferences to the candidates current work
environments.

4.

Hence the importance of sampling techniques should be examined consistent with

the type of research definition.

5.

Although minimum compliance is necessary, the Issues of Reliability and Validity of

Outcomes are not the focus of ABR/BER. However the use of the appropriate
academic (field of concentration) construct/research architecture must be
emphasized.

6.

Report must also portray the timeliness of issues, concerns, and problems facing any
profession with the context of challenges to business operations in the country.

Given the above, evaluation of the respective presentation are governed by the following
criterion and values. Below are the proportion of the total marks contributed by the
Advisor, Examiner I and Examiner II.
60% - Advisor

Final Report

85%

20% - Examiner
I
20% - Examiner
II
5% - Advisor

Presentation

TOTAL MARKS

15%

5% - Examiner I

100%31

5% - Examiner II

ABR/BER796/BER777
APPLIED BUSINESS RESEARCH
ADVISOR/EXAMINERS FINAL REPORT EVALUATION

Please tick ()
Advisor
Examiner

Topic :

Students ID:
Name of Students:
1. ..

2. ..

3. ..

POINTS
ALLOCATED

EVALUATION CRITERIA

A.

POINTS
AWARDED

PROJECT ETHICS
(Advisors subjectivity and freedom)
i)
ii)
iii)

Time and Schedule Management

Commitment to Effort
Evidence of group cooperativeness among
group members.
Adherence to advice, and suggestions

iv)

4
4
4
2
14

B.

RESEARCH PROCESS AND ARCHITECTURE

i)

Relevance of concerns, problem statements

and issues to statement of objectives.
ii) Evidence of the norm of scientific inquiry
iii) Appropriateness of academic constructs
research framework, problems, issues as
identified by the research objectives.
iv) Type of study is clear and focus.
v) Appropriateness of method of analysis used.
vi) Appropriateness of the tools of analysis used.
vii) Accuracy of analysis.
(Note: The issue of Reliability and Validity need not be
overly emphasized)

3
5
5
4
4
4
5
30

NOTES:

1.
2.

Advisor/Examiner are expected to maintain academic integrity consistent with

academic and philosophical perspectives and respect among academic colleague.
ABR/BER Projects and research papers are meant for depository and references by
academic and non-academic.

32

Points
Allocated

Evaluation Criteria
C.

LITERATURE REVIEW

i)
ii)
iii)
iv)

Academic area of study is evident (i.e. Marketing,

Operations, Strategic issues, HRM, Accounting
and Finance, Management etc.)
Evidence of materials reviewed as reflected by
the choice of academic construct and method of
analysis adopted.
Relevance and consistency of literature review,
problem, issues and research framework.
Appropriate citations and references to
authorities concerned.

3
3
3
3
12

33

Points
Awarded

D.

FINAL REPORT
i)

Concerns, problems and issues are well

identified.

ii)

Impact of issues and problems (as reflected by

the manner the analysis was conducted) to
immediate mark environment.

iii)

Recommendations drawn from analysis are

feasible and action initiated.

iv)

Significance/contributory to the organization

and ability to operationalize

v)

Significance, Importance and limitations of

interpretations well articulated.

vi)

Adhere to standard project writing format

including footnotes and references.

vii) Overall adequacy and internal consistency well

established.

viii) Potential Application to practical environment.

ix)

Contribution of the research to the field of

study/or work environment.

x)

Evidence of comprehensive knowledge of

academic and practical experience related to the
research topic.

xi)

Evidence of skills and competencies required to

undertake research ABR/BER project
independently.

4
44
100

TOTAL

34

TITLE :

APPLIED BUSINESS RESEARCH

ABR/BER796/BER777
____________________________________________________________

Advisor/Examiner

____________________________________________________________
____________________________________________________________
Please rate the respective presentation according to the following criterion and value. Of the
total only 15% will be prorated for contribution to final grade and marks.
Points earned
Points
Assessment Criteria
allocated
Student 1
Student 2
Student 3
A. PRESENTERS/RESEARCHERS
(10 marks)
(i) Overall appearance and pleasantry
5
(i) Confidence, comfort, and control of the
environment and mannerism

B. RESEARCH PROCESS AND ARCHITECTURE

(15 marks)
(As evidence during 30 minutes
presentations)
(i) Identification and definitions of concerns,
problems, and objectives and limitations
dearly explained
(ii) Focus of area of study/academic
discipline appropriateness.

5
5

(iii) Research Architecture reflect the

scientific approach as scientific inquiry
procedures

C. APPROPRIATENESS OF LITERATURE
(15 marks)
(i)

Relevancy to area of research

concentration/academic area chosen.

(ii) Provide sufficient materials towards

project/research design and
architecture

(iii) Correctness of materials reviewed.

35

Points
allocated

Assessment Criteria
D. QUALITY OF THE PROJECT/RESEARCH
(35 marks)
(i)

Correctness of the topic reflecting

industry interest

(ii) Appropriateness of questions and

issues addressed

(iii) Theoretical framework/Academic

Construct/Tools of Strategic Analysis
Appropriateness and Rigorousness

(iv) Identification, Analysis, Presentation

and Interpretation of data
(v) Consistency of Findings to Project
objectives

(vi) Implications and contribution to field of

study/profession/organization

(vii) Appropriateness of recommendations

relative to findings (an opposed to
wishful thinking or recommendations)
E. PRESENTATION CLARITY
(i)

(25 marks)

Clarity of arguments and internal

consistency reflecting scientific inquiry

(ii) Language and grammar

(iii) Presentation style:

structured/organized/appeal

(iv) Responses/justifications to
questions/issues/raised by examiners.

F. Quality of Visual Aids used clarity, easily

interpretable, focus and appropriateness to
subject matter.

TOTAL

100
36

Points earned
Student 1
Student 2
Student 3

ADVISOR / EXAMINERS COMMENTS

A.

Serious Weaknesses 1. .
2. .
3. .

B.

Specific Strengths

1. .
2. .
3. .

Advisor

Examiner (1)

Examiner (2)

37