Issues
The process that you are likely to go through is explained in more detail in subsequent sections and it entails a planned approach to your work.
3.1 Choosing your issue
Your selection of topic is up to you but you should choose an area of research which:
· is relevant to international business activity
· interests you. You will need to sustain your interest in your chosen area throughout the whole semester. It might be useful to think of an issue which relates to you, your favorite subjects of study, your family, friends, interests, hobbies, the area / country in which you live or your career and placement intentions.
· offers the opportunity for discussion and debate. An approach which is descriptive and/ or one-sided is insufficient. For example, the title: ‘The Impact of Globalisation’ is likely to be generalist and highly descriptive and should be avoided at all costs. However, a title such as: ‘The introduction of the Euro has helped stabalise the Greek economy’ demands discussion and argument.
· permits academic research. Your arguments must be supported by extensive reference to secondary sources of data. Ensuring that sufficient material exists is not only a vital pre-requisite to choosing your topic but will also contribute to the successful completion of your piece of work. You will therefore need to access all relevant journal and newspaper indexes, abstracts etc. (see Section 4: Researching your topic)
· is both highly focused and specific. The more narrowly focused your research work the better. You may wish to choose an issue in relation to a specific company, area, market segment, product, etc. Remember, depth of research is very important in a highly focused piece of research work.
You may not choose a topic which:
· is identical to someone else’s but bear in mind there are many angles which can be taken within similar subject areas which will require an entirely different approach.
· is identical to a past student project. Careful records have been taken of past student undergraduate projects. If you choose a similar title, your paper will be scrutinised microscopically for evidence of plagiarism (see section 6.1 on plagiarism).
During the first few weeks of the unit, tutors will be available in seminars to discuss with you some of the many areas which could form the basis of your work. However, you should develop your own ideas and arguments. You are also expected to work individually. Although you are encouraged to share relevant research material with your fellow students, this is an individual piece of work and penalties will apply where there is evidence of collaboration or plagiarism.
3.2 Defining and refining your issue
As your issue (or hypothesis, as it is sometimes called) is the starting point for your investigatory process, the care which you take in choosing it is of paramount importance.
You are much more likely to choose the right issue if you think about it carefully and plan out the potential key aspects of the issue in a structured way both before and during your library visits.
Brainstorm your idea. Put the issue in the centre of a piece of paper and from that write down everything that you feel is relevant to or somehow connected with the issue. You may be surprised at the number of side issues there are in relation to your topic and this may be an indication that your choice of issue is too wide. Perhaps choosing just one of these side issues would give you a more focused title for your paper. You may also find that, having thought about your issue, the important aspects of it move outside of a definition of international and therefore your library search will reflect this. For example, you may need to make reference to European, global, management, cross border or business journals or magazines and relate the concepts within these to your specific international issue. This is why it is useful to think before you act.
Undoubtedly, once you have commenced initial research, you will define and refine your issue as you progress and this is quite normal in the early stages of the investigatory process. Indeed, it ensures that you end up with a clear focus for your investigation. For example, you may find as you learn more about your topic that you have missed the real problem or central debate. Therefore, redefining your issue will clarify and strengthen your arguments.
NB: The fact that you are likely to adjust your focus once research has begun means that you must start the research process straight away to give yourself time to redefine your issue if necessary.
3.3 Concepts and evidence
It may help when planning your paper to think about, firstly, any general concepts which may help to support your issue and give it academic credibility. Secondly you will need to think about where you will find evidence about your specific topic.
Concepts
A concept can be defined as a ‘general notion’ or a broadly accepted way of looking at things. Concepts imply a field of knowledge or understanding which has built up over the years. This field of knowledge can either be used to support argument or it can be challenged in the light of new evidence. Concepts are useful because they help to frame an issue in context; their inclusion gives a piece of research work credibility. They also provide a benchmark or basis of comparison against which you can try to prove or disprove your own hypothesis.
However, concepts are notoriously difficult to define. They are often referred to as ‘models’ acquired from academic books and journals; for example, Porters widely quoted model of industry competitiveness is one version of a ‘concept’. However, concepts can be acquired from a wide range of sources. They do not have to be diagrammatic and can be formed from the collation of past industry experience and opinion, experiences in different countries, or different industries. For example, managers responsible for the European operations of an International Organisation may learn valuable lessons from the expertise (concepts) developed in Home Country operations. This includes the utilisation and adaptation of concepts in relation to organization structure, the way individuals are recruited and motivated with the organisation, and the importance of regional culture.
The main purpose of education or training – and a unit such as this one – is to improve the array of concepts you can call upon to help solve problems, not just in your memory, but also in your knowledge of the sources you can turn to.
Evidence
Evidence is factual information relating to your issue. While concepts are generalities which may illuminate a particular issue and set it in context, the evidence is detail about the particular situation surrounding the issue itself. The evidence must be ‘best evidence’. For example, hearsay will be dangerous grounds on which to make judgements. The collection of up-to-date evidence may involve writing to organisations and it will certainly involve the collection of relevant newspaper and trade paper articles, journals, books and the internet for current facts. It goes without saying that all sources of information which are utilised should be fully referenced; to pass off other people’s ideas (concepts), theories and factual information as your own is intellectual theft, i.e. plagiarism (please see sections 6 on referencing and 6.1 on plagiarism).
3.4 Evaluation and analysis
Evaluation is the weighing up of the evidence or specific factual information in the light of the concepts, and vice versa, to assess the value of each. A new situation may lead you to challenge established concepts and propose new ones, or your facts may be supported by a weight of past conceptual evidence. Whatever the situation, a good analytical approach will always be a questioning approach. Do not satisfy yourself with the status quo as described to you in a journal or newspaper article and repeat it as law; look for the other point of view. Always question the extent to which the information you are reading is valid in all situations. For example, the writer might be biased depending upon their own standpoint or commercial interests. Also, make sure the information is applicable to your issue; if it is only partly applicable to your argument and has certain shortcomings, make sure this is pointed out.
The evaluation of your hypothesis will form the bulk of your marks in any academic piece of work. Spouting facts verbatim and pure description which does not draw any implications is of little use to anyone. Also, outlining concepts without drawing them into your own issue or making them relevant is equally useless.
3.5 Conclusions
Conclusions are the expression of opinion about the issue, based upon the evaluation of the concepts and evidence presented. The first step in the conclusion is to express an informed opinion about what the overall situation is in relation to the issue. This must be strictly limited to the implications already drawn. No new evidence can be introduced at this stage.
A second step is to express opinion about what could happen if the present overall situation were to continue. A third step is to consider what possible courses of action could be taken to resolve the problem or opportunity.
In brief:
1. What the overall situation is.
2. What could happen as a result.
3. What could be done about it (exploration of possible courses of action).
3.6 Your paper
The aim of your investigation is to examine a particular issue in detail in order to further understanding. Once you have done this, don’t forget that it is your paper which will have to convince others of your investigation’s thoroughness and expertise. More details are given in the section ‘writing up’ below.
Above is a broad outline of the process which all research follows. The next sections are designed to help you with specific aspects of completing your paper
Credit:ivythesis.typepad.com
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