LECTURE 1: INTRODUCTION TO BUSINESS RESEARCH

SEARCH
 to inquire or to investigate
RESEARCH
 The search for knowledge and the search for the truth.
 A method of acquiring knowledge based on the scientific method of
inquiry to enrich the system of objective knowledge in the fields of
natural of social sciences
 Scientific investigation of phenomena which includes
o collection, presentation, analysis and interpretation of facts
that link man’s speculation with reality.

IMPORTANCE OF RESEARCH
 To discover new facts about known phenomena.
 To expand or verify existing knowledge
 To improve existing techniques and develop new instruments and
products.
 To reduce the burden of work.
 To solve problems.
 To provide basis for decision making

 Researchers must not simply set results and recommend actions.

The importance of research should be measured on the extent to
which they are being carried out (Katigbak, 2008)

GOALS IN CONDUCTING RESEARCH

 To Establish credibility on the profession
 To observe accountability for the profession
 To promote cost- effectiveness through documentation

RESEARCH EXAMPLES

In Art:
 When it deals with skills that require dexterity and proficiency
In Natural Science:
 When it pertains to an empirical inquiry of natural phenomenon
including biological life.
In Social Science:
 When it involves a study of human behavior and societies. It is
“social” research because its primary interest is human beings, the
context of his/her life and environment.

A PROBLEM EXISTS WHEN:

 There is an absence of information
  There are contradictory results.
 There is a fact that exists, and you intend to make your study
explain it.

SOURCES OF RESEARCH PROBLEM

 Personal experiences
 Professional experiences
 Professional trends, issues and concerns
 Societal trends, issues and concern
 Published or unpublished research
 Existing theory

CHARACTERISTICS OF A GOOD PROBLEM

 It should be of great interest to you and within your abilities.
 There should be enough information available for it to be completed.
 It should be useful for the concerned people in a particular field.
 It should not carry ethical or moral impediments.
 S–M–A–R–T

PURPOSE OF RESEARCH
 The researcher’s goal is to formulate more precise questions
that future research can answer. Exploratory research helps ensure
that a more rigorous, more conclusive future study will not begin
with an inadequate understanding of nature.
 This research presents a picture of the specific details of a situation,
social setting or relationship. The major purpose of descriptive
research is to describe characteristics of a population or
phenomenon, it seeks to determine the answer to who, what,
where, and how questions.
 The desire to know “why” to explain, is the purpose of explanatory
research. It builds an exploratory and descriptive research look for
causes and reasons.
>For example, researchers are interested in learning why some
children bully another child.

CHARACTERISTICS OF RESEARCH
 Empirical
o Any conclusion drawn is based upon hard evidence gathered
from Information collected from real life experience for
observation.
 Transparent
o Its aims, method, assumptions, arguments, data and
claims are stated explicitly and clearly. Results and their
supporting justifications are disclosed fully, taking care
to minimize the danger of his interpretations and made
widely available.
  Valid and Verifiable
o This implies that whatever one can conclude on the basic of
the findings is correct and can be certified by others
 Systematic
o The procedures adopted to undertake an investigation follow
a certain logical sequence. The different steps cannot be
taken in a haphazard way.
 Critical
o Critical scrutiny of the procedures used, and the methods
employed is an important research inquiry. The process of
investigation must be free from any drawbacks. To process
and the procedures used must be able to withstand critical
scrutiny.
 Controlled
o Control implies that, in exploring causality in relation to two
variables, the study is set up in a way that minimizes the
effects of other factors affecting the relationship.
 Rigorous
o These characteristics ensure that the procedures followed to
find answer to question are relevant, appropriate, and
justified. The degree of rigor varies between the physical
and social sciences and within the social sciences.

CHARACTERISTICS OF RESEARCHER
 Research-Oriented  Resourceful
 Efficient  Creative
 Scientific  Honest
 Effective  Economical
 Active  Reliance

LECTURE 2: CLASSIFICATION AND TYPES OF RESEARCH

CLASSIFICATION/ TYPES OF RESEARCH
 Quantitative research, the researcher is concerned with the use
of numbers and statistical analysis.
o The first aims to describe, predict and explain.
 Qualitative research focuses on gaining insights on and
understanding of an individual’s perception of events
o The second aims to explore and describe.
 There is also a third type called mixed-method research.

USE OF RESEARCH
 Basic Research
o Basic research advances fundamental knowledge about the
human world.
o It focuses on refuting or supporting theories that explain
how this world operates.
o What makes things happen, why social relations are a
certain way, and why society changes.
o Focus on using research to advance general knowledge.
 Applied Research
o Applied researchers try to solve problems or help
practitioners accomplish tasks.
o Applied research is frequently descriptive research and its
main strength is its immediate practical use.
o The main aim is to provide better technologies for humans
to enhance their standard of living.
o Use it to solve specific problems.

TYPES OF APPLIED RESEARCH

 Action Research
o Is a disciplined process of inquiry conducted by and for
those acting.
o The primary reason for engaging in action research is to
assist the action in improving or refining his action.
 Impact Assessment Research
o To estimate the consequence of a planned change. Such
o assessment is used for planning and making choices among
o alternative policies to make an impact assessment.
o Ex. To determine changes in housing if a major/new highway
is built.
 Evaluation Research
o The process of establishing value judgement based on
evidence about the achievement of the goals at a proper
time.

TIME DIMENSION IN RESEARCH

  Longitudinal Research
o This research captures features of people or another unit at
more than one time. It is usually more complex and costly
than cross-sectional research but is also more powerful,
especially when the research such as answer to questions
about change.
o Three types of longitudinal research are time series, panel
and cohort
 Cross- sectional Research
o Researchers observed at one point in time. It is usually the
simplest and at least costly alternative. Its disadvantage is
that it cannot capture the change process.
o It can be exploratory, descriptive, or explanatory, but is
most consistent in the descriptive approach.

QUANTITATIVE RESEARCH
 Quantitative research is a traditional, positivist, scientific method
which refers to a general set of order by disciplined procedures to
acquire information (de Belen, 2015).
 According to Cristobal & Cristobal (2013), quantitative research
utilizes a deductive reasoning to generate predictions that are
tested in the real world
 It is systematic. It means that the researcher progresses logically
through a series of steps according to a pre- specified plan of action
 Quantitative researchers gather empirical evidence – evidence that
is rooted in objective reality and gathered directly or indirectly
through the senses.
 Is a type of empirical investigation. It means that the research
focuses on verifiable observation. Most of this type of research is
expressed in numbers.

EXAMPLES OF EMPIRICAL EVIDENCE

 checking for the presence or absence of skin inflammation
 determining the anxiety level of a patient
 measuring the weight of the newborn infant

TYPES OF QUANTITATIVE RESEARCH

 Survey Research
o Survey research uses interviews, questionnaires, and
sampling to get a sense of behavior with intense precision. It
allows researchers to judge behavior and then present the
findings in an accurate way.
o Survey research can be conducted around one group
specifically or used to compare several groups
 Correlational Research
 o Tests for the relationship between two variables. Performing
correlational research is done to establish what the effect of
one on the other might be and how that affects the
relationship.
o The purpose is to use two or more variables to better
understand the conditions of events that we encounter; to
predict future conditions and events and correlation does
not always mean causation.
 Causal – Comparative Research
o It looks to uncover a cause-and-effect relationship. This
research is not conducted between two groups on each
other.
o They look solely for a statistical relationship between the
two variables it tries to identify, specifically, how the
different groups are affected by the same circumstance.
o Causal comparative involves comparison. The use of
statistical analysis is engaged to synthesize the data.
 Experimental Research
o Experimental research is guided specifically by a hypothesis.
Sometimes it can have several hypotheses. A hypothesis is
a statement to be proven or disproved.

QUANTITATIVE RESEARCH DESIGNS

 Experimental Designs
o This is concerned with cause-and-effect relationships in
which all experimental studies involve manipulation or
control of the independent variables (causes) and
measurement of dependent variables (effects).
o design utilizes the principles of research known as the
method of difference. This means that the effect of a single
variable applied to the situation can be assessed, and the
difference likewise is determined (Mill, cited in Sevilla 2003)

TYPES OF EXPERIMENTAL DESIGNS

 True Experimental  Quasi- experimental
Designs Designs
o Pretest-posttest o Non-Equivalent
control design o Time series
o Post-test only  Pre-experimental
control design Designs
o Solomon four- o One-shot case
group study
o One group pretest
o Posttest
  Non-Experimental Designs
o This research was conducted without manipulation of the
independent variable and random assignment of the
participants to the group.
o De Belen (2015) explained that non- experimental
research put forward a lot of alternative explanations for the
relationships of variables under study.

TYPES OF NON-EXPERIMENTAL DESIGNS

 Action studies  Needs assessment studies
 Comparative studies  Secondary analysis
 Developmental studies studies
 Methodological studies  Survey studies

QUALITATIVE RESEARCH
 Qualitative research is designed to reveal a target audience’s range
of behavior and the perceptions that drive it with reference to
specific topics or issues.
o The emphasis is on the complexity of humans and their
ability to shape and create their own experiences
 It uses in-depth studies of small groups of people to guide and
support the construction of hypotheses.
o Naturalistic investigation places heavy emphasis on
understanding human experience as if it lived, usually
through collections and analysis of data that are narrative
and subjective.
 It emphasizes the dynamic, holistic, and individual aspects of human
experience within the context of those who are experiencing them
 It is naturalistic in nature because it studies human behavior and the
reasons that govern it, (Sanchez, 2003).
 It deals with understanding human behavior in a natural setting
o The result of qualitative research is descriptive rather than
predictive.
 Qualitative research aims to gain insight, and explore the depth,
riches, and complexity inherent in the phenomenon.

FOCUS OF QUALITATIVE RESEARCH

1. Gaining insights on and an understanding of the individual’s
perception of events;
2. Concerned with in -depth descriptions of people on events and their
interpretation of experiences
3. Data are collected through unstructured interviews and participant
observations.
4. The research is to synthesize the patterns and the theories in data;
5. Not limited by existing theories but must be open to new ideas and
theories
LIMITATIONS
1. It is reductionist, it reduces human experience to just a few concepts
under investigation;
2. The subjective nature of the naturalistic inquiry sometimes causes
concerns about the nature of conclusions; and
3. Most naturalistic studies involve a relatively small group of people.

LECTURE 3: CONCEPTUALIZING A RESEARCH STUDY

CONCEPTUALIZING A RESEARCH STUDY
o Conceptualization is the process of refining the important concepts
and terms in the thesis/dissertation by giving them conceptual or
theoretical definitions

COMPONENTS OF CONCEPTUALIZATION
o Some of the methods for research formulation are brainstorming,
brain writing, nominal group techniques, focus, etc.
o Finding a research mentor and other collaborators;
o Considering methodology and study design;
o Assessing feasibility

THREE PHASES OF RESEARCH PROJECT

1. Conceptual phase, empirical phase and interpretative phase.
2. Conceptual phase is the process that determines which questions
are to be addressed by the research and how research procedures
are to be used as tools in finding the answers to these questions.
3. Conceptualization involves bringing together several considerations
to identify a good research idea, i.e. an answerable research
question that is worth answering.

CONCEPT MAPPING
 A structured approach that groups can use to map out organize their
ideas on any topic is called concept mapping
 This can be used by research teams to help them clarify and map
out the key research issues in an area, and to help them
operationalize the programs or interventions on the outcome
measures for the study.
 Some of methos for research formulation are brainstorming,
brainwriting, nominal group techniques, focus, etc.

RESEARCH TOPICS
Conceptualizing research topic according to Moyer, (2011) would include:
1. Finding your focus
 What aspects of your discipline interest you most?
  What have you observed that you have questions about?
 What articles have you read that have raised questions in
your mind?
2. What are the gaps in literature?
 By topic (What is not being looked at?)
 Methods (What is not being done?)
 Populations (What is not being studied?)
 Comparisons (What is not being compared?)

3. Where to start?
 Read
 Detailed literature searches
 Attend seminars conferences, and presentations
 Discuss subject area with peers
 Listen and ask questions
4. Refining research topics
 Discuss with fellow researchers
 Discuss with stakeholders
 Assess what is most critical to learn
 Assess research sources available
5. Questions to ask yourself
 Is this a good idea?
 Who cares?
 Can it be addressed using appropriate research methods?
 Will it stimulate interest from others and the sponsors?
 Is it feasible/practical/doable?
 Is it fundable?

WRITING THE RESEARCH TITLE

 Does the title describe what the study is all about? Give a clear
picture of the study's purpose and topic matter.
 Does the title contain a high specificity level?
 Is the title academically phrased and not verbose?
 Is the title within the 12-15 substantive word requirements of the
American Psychological Association (APA)?

INTRODUCTION & BACKGROUND

 An introduction answers the following:
o What is the problem?
o Why is it a problem?
o How it should be solved?
o Why it should be solved?
o What is the purpose of the study?

1. General Topic/ Background Information

 o You should care about this research; this research is
important “so what?”
2. Presentation of facts, statistics, legal bases and variables
o What’s already known about the topic?
3. Research Gap
o What’s not known about the topic; why important to learn
this new information?
4. Justification
o Research aim

PURPOSE OF BACKGROUND

Preliminary steps in completing the background study.

1. a review of the area being researched
2. current information surrounding the issue
3. previous studies on the issue
4. relevant history on the issue
5. effectively set forth the history and background information on the
problem.
The purpose is to help you prove the relevance of your research question
and to further develop your thesis

HOW TO WRITE THE BACKGROUND OF THE STUDY?

1. Conduct primary research at the beginning stages of formulating a
thesis when many issues are unclear
2. Read the information and develop a research question or thesis
statement that guides your research
3. Write a thesis statement or research question.
4. Complete your research using your thesis statement and research
questions as your guide
5. Create five separate sections that cover the key issues, major
findings and controversies surrounding your thesis
6. Conclude by identifying and further study what needs to be done in
the area or provide possible solutions to the issue that haven’t been
considered before
7. Revise and edit your background study

STATEMENT OF THE PROBLEM

 A research problem is considered a professional situation in need of
improvement, change or solution (Houser, 2012) considered
research problem to be the “why”.

STATING THE PROBLEM

 The problem statement is divided into the major or main problem
and the minor or sub-problems.
  The major or main problem is the verbalization of the specific
questions which the researcher wants to answer.
 It may be stated declaratively or interrogatively
 The problem statement is the researcher’s guide during the
research process.
 It is the verbalization and articulation as well as the analysis of the
questions the researcher wants the research to answer.

 Research questions are specific questions that the researcher wants

to know the intent of the study.
 Research questions direct the data to be collected for the study.

HYPOTHESIS
 A hypothesis is a statement that makes a specific prediction
between one or two variables in a population then tested.
 Is a tentative statement that something is true, which needs to be
proven through statistical information.
 In research, the researcher pursues a belief or concern that the idea
is true; however, for the purpose of objectivity, a scientific testing
process must be done.

NULL HYPOTHESIS (Ho)

 The null hypothesis is a statement about the population(s) being
examined that always states that there is no effect, no change, or
no relationship
 The null hypothesis in general, the null hypothesis says that nothing
happened.
 One characteristic of a good hypothesis is that it must make a
positive statement about the existence of a relationship or the
existence of a treatment effect.

FORMULATING THE HYPOTHESIS

1. One characteristic of a good hypothesis is that it must make a
positive statement about the existence of a relationship or the
existence of a treatment effect.
2. It is a statement that predicts the relationship between the
independent (causal) and dependent (outcome) variable
3. A hypothesis (plural, hypotheses) is a proposed explanation for a
phenomenon. Hypothesis consists of independent and dependent
variables.
 The independent variable is the variable that is producing
a change in the dependent variable – the cause.
 The dependent variable is the outcome you are interested
in studying – the effect.

CHARACTERISTICS OF GOOD RESEARCH HYPOTHESIS

 Logical
o A good hypothesis is usually founded on established
theories or developed from the results of previous research.
 Testable
o Possible to observe and measure all the variables involved.
o Hypothesis must involve real situations, real events, and
real individuals.
 Refutable
o A testable hypothesis must be refutable. It must be possible
to obtain research results that are contrary to the prediction.
 LECTURE 4: COMMUNICATION SKILLS
TYPES OF QUESTIONS BASED ON THE AMOUNT AND SPECIFICITY OF
INFORMATION DESIRED
 Open-end
o Allows free customer response
 Closed end
o Limits the customers’ response to one or two words
 Dichotomous
o Customer needs to select from two or more options

TYPES OF QUESTIONS BASED ON STRATEGIC PURPOSE

 Probing question o Used to shift the
o (expected topic when the
answer) conversation goes
 Evaluative question off course
o Uses open-end  Reactive question
and closed-end o Question based
question on the information
 Tactical question provided by the
other party

FACETS OF LISTENING
 Paraphrasing and o Listening carefully
repeating  Making no
o To confirm and assumptions
understood o Engaging with
 Monitoring nonverbals customers
o Facial expression  Visualizing
and actions o It should be quick
 Encouraging the buyer  Paying attention
to talk o focusing

TYPES OF LISTENING
 Social
o Informal mode of listening
  Serious
o sorting, interpreting, understanding, and responding
received messages

KEYS TO EFFECTIVE LISTENING

 Find areas of interest  Resist distractions
 Judge content not delivery  Exercise the mind
 Hold your fire until full  Capital on fact that
consideration thought is faster than
 Listen for ideas speech
 Be flexible  Keep an open mind
 Work at listening

NONVERBAL COMMUNICATION
 Facial expressions and eye movements
 Placement and movements of hands, arms, head, and legs
 Body posture and orientation
 Proxemics (the branch of knowledge that deals with the amount of
space that people feel it necessary to set between themselves and
others.)
 Variation in voice characteristics
o Speaking rate and pause duration, pitch or frequency, and
intensity and loudness
 Nonverbal clusters

PERSONAL SPACE AND INTERPERSONAL

Exhibit 4.4
COMMUNICATION
  Intimate Zone- 0 to 2 feet
 Personal Zone – 2 to 4 feet
 Social Zone- 4 to 12 feet
 Public Zone- Beyond 12 feet

Exhibit 4.8 COMMON NONVERBAL CLUSTERS

LECTURE 5: STRATEGIC PROSPECTING AND PREPARING
FOR SALES DIALOGUE
IMPORTANCE OF PROSPECTING
 Salespeople lose customers due to lack of prospecting
 Causes:
o Rise in competition
o Change in market conditions
o Dissatisfaction with the product, salesperson, or selling firm

STRATEGIC PROSPECTING PROCESS

 Designed to identify, qualify, and
prioritize sales opportunities
 May either represent:
o Potential new customers and
opportunities
o Additional business from existing
customers

Exhibit 5.1 PROSPECTING METHODS

Figure 5.2 DEVELOPING A STRATEGIC PROSPECTING PLAN

Exhibit 5.2 PERSONAL PROSPECTING LOG

INFORMATION GATHERED TO PREPARE A SALES DIALOGUE

 Basic Information about the prospect
 Information about the selling situation
 Sources of information

Exhibit 5.3 BASIC INFORMATION ABOUT THE PROSPECT

Exhibit 5.4 INFORMATION ABOUT THE SELLING SITUATION

 Type of purchase  Buying process

 Motivation for buying  Available budget
 Current Supplier  Competitors involved
 Buying center members
and roles

Exhibit 5.5 SOURCES OF INFORMATION

 Online searches  Annual reports
 Online and print  Trade and business press
directories  Profession organizations
 Prospect Website  Company databases
 Social Media  Contact with prospect