Business Research

Methods
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What is Research?
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Research is
The systematic investigation into and study of
materials, sources, etc., in order to establish facts and
reach new conclusions Oxford English dictionary
A process of finding out information and investigating
the unknown to solve a problem Maylor and Blackmon
(2005)
Something that people undertake in order to find out
things in a systematic way, thereby increasing
their knowledge Saunders et al (2007, p.5)

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Research is
Systematic investigation into a problem or
situation, where the intention is to identify
facts and/or opinions that will assist in solving
the problem or dealing with the situation
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Research is
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a process of enquiry and investigation; it is
systematic, methodical and ethical; research can
help solve practical problems and increase
knowledge.
The purpose of the research is to
Review or synthesize existing knowledge
Investigate existing situations or problems
Provide solutions to problems
Explore and analyze more general issues
Construct or create new procedures or systems
Explain new phenomenon
Generate new knowledge
or a combination of any of the above!
(Collis & Hussey, 2003)
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What is Business Research?
Business research is defined as the
systematic and objective process of
generating information for aid in making
business decisions.
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What is Business Research?
Business Research may be defined as the
systematic and objective process of gathering,
recording and analyzing data for aid in making
business decisions (Zikmund, Business Research Methods,
2002, p. 6)

Systematicness and Objectivity are its
distinguishing features of Business Research,
which is important tool for managers and
decision-makers in corporate and non-corporate
organizations

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When is Business Research Used?
Typically, business research methods are used
in situations of uncertainty, that is, when
decision-makers face two or more courses of
action and seek to select the best possible
alternative under the circumstances.
Business Research is hence aimed at
improving the quality of decision-making
which, in turn, benefits the organization and
helps ensure its continuity and efficiency
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Typical Users of Business Research
Methods
Businesses and Corporations
Public-Sector Agencies
Consulting Firms
Research Institutes
Non-Governmental Organizations
Non-Profit Organizations
Independent Researchers and Consultants

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So what's not Research?
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Research isnt information gathering:
Gathering information from resources such as books
or magazines isnt research.
No contribution to new knowledge.

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Research isnt the transportation of
facts:
Merely transporting facts from one resource to
another doesnt constitute research.
No contribution to new knowledge although this
might make existing knowledge more accessible
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Research Characteristics
Originates with a question or problem.
Requires clear articulation of a goal.
Follows a specific plan or procedure.
Often divides main problem into sub problems.
Guided by specific problem, question, or hypothesis.
Accepts certain critical assumptions.
Requires collection and interpretation of data.

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Types of Business
Research
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Types of Research
From the view point of
Application
Pure
Research
Applied
Research
Objectives
Exploratory
Research
Descriptive
Research
Correlation
Research
Explanatory
Research
Type of Information
Sought
Quantitative
Research
Qualitative
Research
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Application View Point Basic Research
Attempts to expand the limits of
knowledge.
Not directly involved in the solution to a
pragmatic problem.
To test theory or to discover more about a
concept.
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Basic Research Examples
Is executive success correlated with high
need for achievement?
Are members of highly cohesive work groups
more satisfied than members of less cohesive
work groups?
Do consumers experience cognitive
dissonance in low-involvement situations?
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Applied Research
Conducted when a decision must be made
about a specific real-life problem.

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Applied Research Examples
Should McDonalds add Italian pasta dinners
to its menu?
Business research told McDonalds it should
not?
Should Procter & Gamble add a high-priced
home teeth bleaching kit to its product line?

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Summarizing Applied
And Basic Research
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Applied research is research undertaken to
solve practical problems rather than to
acquire knowledge for knowledge sake.
Basic research is experimental and theoretical
work undertaken to acquire new knowledge
without looking for long-term benefits other than
the advancement of knowledge.

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Kind of Research Key Characteristics
Basic research Focuses on generating
fundamental knowledge
Applied research Focuses on real-world
questions and applications
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The Hallmarks of Good Research
Serves a purpose and is relevant
Clearly focussed and scoped
Scientific (depends on context)
Uses appropriate techniques & methods of data
collection
Findings are presented as objectively as possible
Conclusions are based on the findings
Sources of information and ideas are clearly
attributed
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Research and
Data Collection
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Research and Data Collection
Research and data collection are not
synonymous.
Data collection is:
Part of the research PROCESS
Provides answers to some of the questions
addressed by the research TOPIC
Helps us to draw conclusions about the research
QUESTION(S) we have investigated
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Primary and Secondary Data Sources
Primary
Questionnaires
Interviews
Observation
Participant observation
Informal conversations
Structured group
discussions


Secondary
Textbooks
Specialist books
Journal papers
Conference papers
Magazine articles
Government & industry
reports
Web pages
Acts of Parliament
Company reports
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Literature Reviews
Read general textbook to identify key
concepts, authorities
Carry out an author/subject search
Read a number of books, papers, journal
articles and synthesise key points
Write up what you have found out and explain
how it relates to YOUR project
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Research Methods
Surveys
Case Studies
Action Research
Scientific Experiments
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Surveys
A means of data
collection, usually in the
form of a questionnaire or
interview schedule, that
enables a large amount of
data to be gathered about
a particular subject


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When to Use Surveys
To explore a topic about which relatively little
is known
To replicate/test/extend findings of a piece of
research
To collect large amounts of data so that
statistical analysis can be carried out
To make generalisations based on quantifiable
findings


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Case Studies (1)
A strategy for doing research which
involves an empirical investigation of a
particular contemporary phenomenon
within its real life context using
multiple sources of evidence
(Robson, 1993, p.52)

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Case Study (2)
A case study can be conducted at any level
of analysis
An individual
Pairs, groups
Sections, departments, divisions within a company
An entire company or several companies in the
same or different sectors
Different industrial sectors
Entire nations
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Case Studies (3)
Use multiple methods of data collection
Observation
Questionnaires
Interviews
Document Analysis
Diary Method

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Action Research
A research method that
involves researcher(s)
and practitioner(s)
collaborating to
engender (produce) a
change/improve a
particular situation
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Plagiarism Just Dont Do IT!
Plagiarism involves:
Intentionally copying someone elses ideas or
words and not attributing them
Colluding with other students on work when
prohibited from doing so
Cutting and pasting text from the Internet and
passing it off as your own
Purchasing someone elses work and describing it
as your own
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Research Methodologies
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Terminology
Methods - The techniques and procedures
used to obtain data

Methodology - The theory of how research
should be undertaken


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Research Methodology
The term methodology refers to the overall approaches &
perspectives to the research process as a whole and is
concerned with the following main issues:
Why you collected certain data
What data you collected
Where you collected it
How you collected it
How you analyzed it
(Collis & Hussey, 2003, p.55).
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A research method refers only to the various specific tools or
ways data can be collected and analyzed, e.g. a
questionnaire; interview checklist; data analysis software etc.
Overview of Research Methodologies
Qualitative Research
Ethnography, Case Study, Grounded Theory,
Autobiography, Participatory Action Research,
Phenomenology (each grounded in a specific
discipline and philosophical assumptions)
Quantitative Research
Survey methods, Experiments
Mixed Methods
Draw from qualitative and quantitative methods

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Quantitative Approach
A quantitative approach is one in which the
investigator primarily uses post-positivist
claims for developing knowledge (i.e. cause
and effect thinking, reduction to specific
variables and hypotheses and questions, use
of measurement and observation, and the
test of theories). (Creswell, 2003, p.19)
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Qualitative Approach
A qualitative approach is one in which the
inquirer often makes knowledge claims
based primarily on constructivist
perspectives (i.e. the multiple meanings of
individual experiences, meanings socially
and historically constructed, with an intent
of developing a theory or pattern) or
advocacy/participatory perspectives (i.e.
political, issue-oriented, collaborative or
change oriented) or both. (Creswell, 2003,
p.18)
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Qualitative Approach
qualitative researchers study things in
their natural settings, attempting to make
sense of or interpret phenomenon in terms
of the meanings people bring to them. (Denzin
& Lincoln, 2000, p.3).

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Characteristics of Qualitative Research
Takes place in the natural setting
Uses multiple methods that are interpretive
Is emergent rather than tightly prefigured
Fundamentally interpretive (role of researcher as
interpreter)
Researcher views social phenomena holistically
Researcher systematically reflects on who he or she
is in the inquiry and is sensitive to him or her
personal biography and how it shapes the study
Researcher uses complex reasoning that is
multifaceted, iterative, and simultaneous
Researcher adopts and uses one or more strategies
of inquiry

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Useful Methods
Participant observation
Gains insight into understanding cultural patterns to
determine whats necessary and needed in tool
development (complementary to interviews)
Interviews/Focus groups with stakeholders
Explores how tools are used and could be used
in a novice programming course
Gains insight into the meaning of tools for
students for learning to program

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Choice of
Methodology & Methods
Depends on
Research Questions
Research Goals
Researcher Beliefs and Values
Researcher Skills
Time and Funds
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References
Creswell, J.W. (1998). Qualitative inquiry and research
design. Choosing among five traditions. Thousand Oaks,
CA: Sage.
Creswell, J.W. (2003). Research design. Qualitative,
quantitative and mixed methods approaches. Thousand
Oaks, CA: Sage.
Denzin, N.K. & Lincoln, Y. (2000). Introduction: The
discipline and practice of qualitative research. In N.K.
Denzin & Y. Lincoln (Eds.), Handbook of qualitative research
(2
nd
ed., pp.1-17). Thousand Oaks, CA: Sage.
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Different Types of Research
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Different Types of Research
Exploratory
Descriptive
Analytical
Predictive


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Exploratory Research
Exploratory research is undertaken when few
or no previous studies exist.
The aim is to look for patterns, hypotheses or
ideas that can be tested and will form the
basis for further research.
Typical research techniques would include
case studies, observation and reviews of
previous related studies and data.
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Descriptive Research
Descriptive research can be used to identify
and classify the elements or characteristics of
the subject, e.g. number of days lost because
of industrial action.
Quantitative techniques are most often used
to collect, analyze and summarize data.
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Analytical Research
Analytical research often extends the
descriptive approach to suggest or explain
why or how something is happening, e.g.
underlying causes of industrial action.
An important feature of this type of research
is in locating and identifying the different
factors (or variables) involved.
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Predictive Research
The aim of Predictive Research is to speculate
intelligently on future possibilities, based on
close analysis of available evidence of cause
and effect, e.g. predicting when and where
future industrial action might take place.
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Research Approaches
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Research Approaches
Research can be approached in the following
ways:
Quantitative/Qualitative
Applied/Basic
Deductive/Inductive
Many research projects combine a number of
approaches, e.g. may use both quantitative and
qualitative approaches
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Quantitative Research
The emphasis of Quantitative Research is on
collecting and analyzing numerical data; it
concentrates on measuring the scale, range,
frequency etc. of phenomena.
This type of research, although harder to
design initially, is usually highly detailed and
structured and results can be easily collated
(organized) and presented statistically.
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Qualitative Research
Qualitative Research is more subjective in
nature than Quantitative Research and
involves examining and reflecting on the less
tangible aspects of a research subject, e.g.
values, attitudes, perceptions.
Although this type of research can be easier to
start, it can be often difficult to interpret and
present the findings; the findings can also be
challenged more easily.
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BASIC/APPLIED RESEARCH
The primary aim of Basic Research is to
improve knowledge generally, without any
particular applied purpose in mind at the
outset.
Applied Research is designed from the start to
apply its findings to a particular problem or
situation.
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Deductive Research
General Ideas
Particular Situation
Deductive Research moves from general
ideas/theories to specific particular &
situations: the particular is deduced
from the general, e.g. broad theories
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Inductive Research
General Ideas
Particular Situation
Inductive Research moves from
particular situations to make or infer
broad general ideas/theories.
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Examples of Deductive/Inductive
Research in Action
Imagine you wanted to learn what the word
professional meant to a range of people.
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Deductive Approach (1)
It is clear that you would want to have a clear
theoretical position prior to collection of data.
You might therefore research the subject and
discover a number of definitions of
professional from, for example, a number of
professional associations.

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Deductive Approach (2)
You could then test this definition on a range of
people, using a questionnaire, structured
interviews or group discussion.
You could carefully select a sample of people on
the basis of age, gender, occupation etc.
The data gathered could then be collated
(organized) and the results analyzed and
presented.
This approach offers researchers a relatively easy
and systematic way of testing established ideas
on a range of people.

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Inductive Approach (1)
If you adopted this approach you might start
by talking to a range of people asking for their
ideas and definitions of professional.
From these discussions you could start to
assemble the common elements and then
start to compare these with definitions gained
from professional associations.
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Inductive Approach (2)
The data gathered could then be collated and
the results analyzed and presented.
This approach might lead you to arrive at a
new definition of the word or it might not!
This approach can be very time-consuming,
but the reward might be in terms of arriving at
a fresh way of looking at the subject.

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Stages of Research Process
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STAGES OF THE RESEARCH PROCESS (1)
Establish a general field of interest.
Undertake preliminary & background reading on
the subject to be researched to discover with
what is known already and to suggest the choice
of an appropriate research methodology.
Narrow your ideas to a workable topic or research
proposal and give it a title. Decide on the most
appropriate methods for gathering data, e.g.
questionnaire; observation; review of available
information etc.
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STAGES OF THE RESEARCH PROCESS (2)
Preparation of information gathering tools, e.g.
questionnaires, interview sheets etc (if relevant)
& then information gathering stage.
Collation(ordering), analyze and interpretation of
research data. There will undoubtedly be a need
to continue reading on the topic to make
connections with other current and related
research.
Write first draft of research project report.
Revision and re-write research; submit research.
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Establish a general field of interest
It is very important that the research subject
will be of real interest to you.
You will spend a lot of time on the research so
a strong interest in the chosen topic is vital.
A strong interest will carry you over the
difficulties, delays and irritations that most
researchers will experience.
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Background & Preparatory Reading (1)
It is essential to know what work has been
done previously in the topic area. There is no
point in you spending hours, weeks and
months to produce a research outcome that
someone else has already achieved!
It will help you therefore identify research
possibilities and to tailor or slant your
particular research project to gain new
insights or perspectives on the chosen topic.
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Background & Preparatory Reading (2)
This in turn will help you develop a research
methodology appropriate to the chosen
project.
It will help you to justify your choice of
research topic.
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A checklist for analyzing the literature and for
helping to determine your own research
approach (1)
What was the purpose of the previous study
and how does it differ from other studies I
have encountered and my own research
ideas?
How was the previous research conducted and
how does it differ from other studies and my
own proposed research?

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A checklist for analyzing the literature and for helping
to determine your own research approach (2)
What were the findings and how do they differ from
other studies, and what I expect to find?
What were the limitations and weaknesses of these
previous studies?
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By engaging actively with previous studies in this way,
you will strengthen your initial research proposal and
enhance your final project report by offering clear
justification for both the choice of research topic and
methodology.
Gather Information and Data
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Gather Information & Data
One-to-one interviews with key informants in an
organization (these might be face to face or by
telephone)
Focus groups: discussion & interviews
Participant observation in a relevant social
situation, e.g. supermarket
A questionnaire survey, e.g. of relevant people in
an organization, or of consumers, customers etc.
This can be done using printed or electronic
questionnaires.
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Interviews
Interviews can be grouped into three main
types:
1. Structured
2. Semi-structured
3. Unstructured
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Structured Interviews
Structured interviews involve the use of
questionnaires based on a predetermined and
identical set of questions.
The questions are usually read out by a researcher in
a neutral tone of voice to avoid influencing or
prompting a particular response from a participant.
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Semi-Structured Interviews
The interviewer will have a list of themes and
areas to be covered and there may be some
standardized questions, but the interviewer
may omit or add to some of these questions
or areas, depending on the situation and the
flow of the conversation.
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Unstructured Interviews
These are informal discussions where the
interviewer wants to explore in depth a
particular topic with another person in a
spontaneous way.
However, even in unstructured interviews it is
likely that the researcher would have a pre-
decided range of topics to cover in the
discussion.
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Focus Groups (1)
Focus groups are used to gather data, usually
in the forms of opinions, from a selected
group of people on a particular and pre-
determined topic, e.g. consumer topic;
political topic etc.

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Focus Groups (2)
Focus groups can be a useful way of finding out
what the main issues and concerns of any group
are.
This can help in questionnaire design or to
develop a future interview strategy.
They can be a useful way too, of bringing to the
surface issues that might not otherwise have
been discovered: the dynamics of a group can
often make people bolder in advancing their
opinions.
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PARTICIPANT OBSERVATION(1)
Participant observation is when a researcher
attempts to observe in some way in the group
being researched and to share in the experiences
being recorded and analyzed.
It can be used in association with other research
approaches or as the primary way of gathering
data.
It can be a good way of getting below the surface
of any situation and to help reveal or unravel
complex causal social processes.
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PARTICIPANT OBSERVATION(2)
The researcher can play an overt or covert role
and the role the researcher can adopt in this
situation has been summarized by Gill &
Johnson (1977):
Complete participant
Complete observer
Observer as participant
Participant as observer
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Complete Participant
The identity and purpose of researcher is not
revealed to other group members.
The researcher attempts to become a full
covert (hidden) member of the group
Example: study of leadership styles in action
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Complete Observer
The purpose of research activity not revealed
to those being observed.
The researcher does not take part in the
activities being observed
Example: a detached study of consumer
behavior in a supermarket
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Observer as Participant
The researchers role is known to others in the
group
Researchers participate in activities, but their
engagement with group activities may be
fairly superficial (artificial) or spasmodic, as
their role is to observe the real participants.
Example: Observing team-building exercises
(taking part, but only in a superficial way,
without real emotional involvement).
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Participant as Observer
The researchers role is known to all others in
the group
The researcher would engage fully in all the
activities and experience it totally themselves,
plus observe and talk to other participants
about their experiences.
Example: Attending and fully participating in
an assessment centre selection day and taking
an active part in all the activities
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Questionnaires (1)
Main points to remember when designing and using
questionnaires: (adapted from Saunders, Lewis &
Thornhill (2003), pp.315-6)
1. Questionnaires facilitate the collection of data by asking
all, or a sample of people, to respond to the same
questions. They can be in both printed and electronic
forms.
2. There are five types of questionnaire approaches:
1. On-line (electronic)
2. Postal (printed)
3. Delivery & collection (printed)
4. Telephone (electronic/printed)
5. Interview face to face/group (electronic or printed)
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Questionnaires (2)
3. You need to absolutely clear before you
design a questionnaire what it is you want to
learn and what data you need to obtain to
enlighten you in this search. You also need to
think ahead about how you are going to
collate (organize) the information you gather.
There is no point in designing a questionnaire
that produces a range of information you find
very difficult to collate in any meaningful
quantitative or qualitative way.
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Questionnaires (3)
4. The validity (the extent to which the data
accurately measures what they were
intended to measure) and reliability (the
extent to which the data collection method
will yield consistent findings if replicated by
others) of the data you collect depend on the
design of the questionnaire and the words
that you use.
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Questionnaires (4)
5. Questions can be open or closed:
Open questions: a question is posed, but space is
left for the respondents own answer (the
questions posed to you have all been open
questions)
e.g. Please tell me which brand you prefer, and
why in the space that follows
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Questionnaires (5)
Closed questions: where a limited number of
alternative responses to the set question are
provided. These can be in list, category, ranking,
scale/rating, grid or other quantitative form. They
can be precoded on a questionnaire to facilitate
analysis.
e.g. Please tick the box shown below with the brand
you prefer
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Questionnaires (6)
6. The order and flow of questions should be logical to
the respondent.
7. There can be a low rate of return with questionnaires,
so they need to be introduced carefully and
courteously to potential respondents. This
introduction can include the use of a covering letter;
offering a prize or other inducement can also improve
the rate of return of questionnaires.
8. All questionnaires should be piloted, if possible, with a
small group before the main research to assess their
value, validity and reliability.
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Questionnaires (7)
1. Explain the purpose of the questionnaire to all
participants
2. Keep your questions as simple as possible
3. Do not use jargon or specialist language (unless the
recipients really prefer and understand it)
4. Phrase each question so that only one meaning is possible
5. Avoid vague, descriptive words, such as large and small
6. Avoid asking negative questions as these are easy to
misinterpret
7. Only ask one question at a time
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Questionnaires (8)
8. Include relevant questions only
9. Include, if possible, questions which serve as cross-checks on the
answers to other questions
10. Avoid questions which require participants to perform calculations
11. Avoid leading or value-laden questions which imply what the
required answer might be
12. Avoid offensive questions or insensitive questions which could
cause embarrassment
13. Avoid asking difficult questions, e.g. where the respondent may
struggle to answer (people hate to look stupid by not knowing the
answer).
14. Keep your questionnaire as short as possible, but include all the
questions you need to cover your purposes
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Sample Size and Sampling
In a positivistic study, when seeking the views of a
group of fifty or less, Henry (1990) argues against any
form of sampling. He argues that you should distribute
questionnaires and collect data to the entire
population, if possible.
To elicit the views of larger groups, some form of
sampling is usually necessary to attempt to gather
opinions that are likely to be representative of the
whole group.
Sampling strategies are divided into two main groups:
probability and non-probability sampling.
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Probability Sampling
Where the researcher has a significant
measure of control over who is selected and
on the selection methods for choosing them.
Sampling methods allow for representative
cross-sections, or particular groups to be
identified or targeted.
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Probability Sampling Main Methods
Simple Random Sampling: (selection at random by the
researchers from a choice of subjects)
Systematic Sampling: (selecting by the researchers at
numbered intervals, e.g. every one person in five in the
target group)
Stratified Sampling: (sampling within particular
sections of the target groups, e.g. you target a specific
number of people based on the percentage of the total
group that share the same characteristics.
Cluster Sampling: (surveying a particular cluster of the
subject group)
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Non-Probability Sampling
Where the researcher has little initial control
over the choice of who is presented for
selection, or where controlled selection of
participants is not a critical factor.
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Non-Probability Sampling Main
Methods
Convenience Sampling: (sampling those most convenient; those
immediately available)
Voluntary Sampling:(the sample is self selecting; they come forward
voluntarily in response to an appeal)
Purposive Sampling: (enables you to use your judgement to choose
people that are presented or are available that best meet your
objectives or your target groups).
Snowball Sampling: (building up a sample through informants. You
start with one person who then suggests another & so on)
Event Sampling: (using the opportunity presented by a particular
event, e.g. a conference, to make contacts)
Time Sampling: (recognizing that different times or days of the
week or year may be significant and sampling at these times or
days.
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RESPONSE RATES (1)
As a general rule, a response rate of 30 per
cent or greater for a postal/externally sent
questionnaire is generally regarded as
reasonable.
However, a goal of 50 per cent or more
responses should be attempted in any
questionnaire that involved face-to-face
interviews.
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RESPONSE RATES (2)
There are techniques that can help improve response rates
to postal or electronic questionnaires:
Follow-up calls (especially telephone reminders and special delivery
letters)
Pre-contact with respondents (telling them about the questionnaire)
Type of postage (special delivery is superior to ordinary mail)
Rewards: prizes, or better still, cash incentives.
Personalizing the questionnaire: writing to the person by name, e.g.
Dear John etc.
Emphasizing Confidentiality: ensuring that all views to be published
remain anonymous, if appropriate
Appeals to the respondent: based on the social, personal or other
benefits that might flow from the participation of a respondent
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RESPONSE RATES (3)
Postal questionnaires should always include a stamped
return envelope and have a covering letter explaining
the purpose of the questionnaire and the use intended
for the findings in the future.
The researcher should include full contact details and
the offer to discuss the questionnaire with any
respondent who has doubts or queries about it.
The researcher should always offer to share the
research findings with any participant, if requested,
and this offer is best made in the covering letter.
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ETHICAL CONSIDERATIONS IN
RESEARCH
Ethical concerns may emerge at all stages of research.
Saunders, Lewis and Thornhill (2003, p. 131) summarize the main
issues to consider, although the ethical issues surrounding these
items are not always clear-cut:
The rights of privacy of individuals
Voluntary nature of participation and the rights of individuals to
withdraw partially or completely from the process
Consent and possible deception of participants
Maintenance of the confidentiality of data provided by individuals or
identifiable participants and their anonymity
Reactions of participants to the ways in which researchers seek to
collect data
Effects on participants of the way in which data is analysed and
reported
Behavior and objectivity of the researcher
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Checklist for Ethical Research
1. Will the research process harm participants or
those whom information is gathered?
2. Are the findings likely to cause harm to others
not involved in the research?
3. Are you violating accepted research practice in
conducting the research and data analysis, and
drawing conclusions?
4. Are you violating community or professional
standards of conduct?
(Kervin, 1992, p. 38)
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Bibliography
Blaxter, L. Hughes, C. & Tight, M. (1998) How to Research. Buckingham: Open University
Press.
Collis, J. & Hussey, R. (2003) Business Research: a practical guide for undergraduate and
postgraduate students, second edition. Basingstoke: Palgrave Macmillan.
Denscombe, M. (2002) Ground Rules for Good Research, Maidenhead: Open University
Press.
Gill, J. & Johnson, P. (1997) Research Methods for Manager (2
nd
edition), London: Paul
Chapman.
Henry, G.T. (1990) Practical Sampling, Newbury Park, CA, Sage.
Kervin, J.B. (1992) Methods for Business Research. NY: Harper Collins
Rosenthal, R. (1966) Experimenter Effects in Behavioural Research. N.Y. Appleton-Century-
Crofts.
Saunders, M, Lewis, P. & Thornhill, A. (2007) Research Methods for Business Students (4th
edition) Harlow: Prentice Hall.
Silverman, D. (1993) Interpreting Qualitative Data: Methods for Analysing Talk, Text and
Interaction. London: Sage.
Torrington, D. (1991) management Face to Face. London: Prentice
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