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EMAS Dissertation Guide Version. 1.3

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Table of Contents

The Dissertation ............................................................ 6

The Dissertation ............................................................ 6

The Research Title or Topic .......................................... 6

Selection of the Topics, Problems, Research Questions and Objectives ............................................................... 7

Chapter 1: Introduction ............................................ 12

The problem statement ........................................ 12

The research questions ........................................ 13

The research objectives ....................................... 13

The significance of the study ................................ 14

The scope of study ............................................... 15

The limitations of the study ................................... 15

The definition of key terms ................................... 16

The organisation of the dissertation ..................... 16

Chapter 2: Literature review ..................................... 17

Chapter 3: Conceptual framework ........................... 20

Chapter 4: Research Methodology .......................... 23

Research Design .................................................. 23

Unit and Level of Analysis .................................... 24

Sample Size ......................................................... 25

Sampling Technique ............................................. 25

Measurement/Instrumentation .............................. 26

Data Collection ..................................................... 26

Data Analysis ....................................................... 27

Chapter 5: Results or findings .................................. 28

Chapter 6: Discussion and Conclusion .................... 29

References ............................................................... 29

Appendices .............................................................. 30

Caveat ..................................................................... 30

Format requirements ................................................ 30

References: .............................................................. 31

THE DISSERTATION COVER ................................. 35

EXAMINATION CERTIFICATE ................................ 36

THE DECLARATION ............................................... 37


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ACKNOWLEDGEMENT........................................... 38

THE ABSTRACT ...................................................... 39

CONTENTS PAGE FOR DISSERTATION .............. 42

LIST OF TABLES and CHARTS .............................. 44

LIST OF FIGURES OR CHARTS ............................ 45

CITING REFERENCES IN THE TEXT .................... 46

COMPLETE REFERENCE FORMAT ...................... 48

TABLES ................................................................... 50

CHARTS/FIGURES ................................................. 51

ASSESSMENT CRITERIA FOR EMAS RESEARCH PRESENTATION (30%)........................................... 52

PERSONAL NOTES ................................................ 56


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Copyright The Faculty of Administrative Science and Policy Studies retain all rights to this guide. No duplication or reproduction in any form is allowed without the expressed permission of the Dean.

Acknowledgement The contributions of Associate Professor Rozalli Hashim, Associate Professor Dr Nooraini Mohamed Ismail and Associate Professor Dr Jasmine Ahmad in reviewing this handbook is gratefully acknowledged.


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The Dissertation

What is a dissertation? It is an original and

independent research work by a student under the

supervision of a staff of the faculty or other

assigned persons (who have the academic

credentials) which meets the general requirements

in a given discipline of study. It is not a survey

but a serious study of a problem with adequate

conceptualisation of the proposed research.

The dissertation should be about 25,000-30,000

words (approx. 100 pages) long and written in

English following all the requirements stated in

this dissertation. The format and general rules on

the dissertation are provided in this dissertation

guide.

The Research Title or Topic

The candidate is expected to select a researchable

problem or issue that is of interest to him or her or

required under the terms of funding by the

sponsor. The final research title will be

determined in consultation with the supervisor

and through the defense of the proposal process.

This title will indicate the nature and scope of the

proposed research.

The research should display some originality. The

problem or issues dealt with must be new or

examined in a new context or uses a new

methodology or adopts a new perspective or a

combination of the foregoing. Pure replication of

Replication research is not encouraged. Replication merely adds to testing of an existing model.

Look around you and your workplace for problems and issues. Many ordinary issues can be a subject of rigorous study. View things with a critical eye. The research can be inductive or deductive; qualitative or quantitative or a mix of both. The methodology must serve the research questions and objectives. Do not be dogmatic about methodology. Mismatch between research design and research objective is a major flaw which may seriously devalue a dissertation.

Masters level dissertation research often involves broader analysis of the phenomenon. The derivation of the conceptual framework is far less rigorous than a PhD dissertation. The research must not be merely descriptive. It must involve analysis of interrelationships between important variables.


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past research is NOT ENCOURAGED but may

be allowed under special circumstances. The

candidates are expected to examine issues and

problems that are yet undefined, unresearched or

underresearched to add to the store of knowledge

in the field of administrative science and policy

studies. The research, whether exploratory or

confirmatory, must make a significant

contribution to the discipline.

The research can be quantitative or qualitative

(deductive or inductive) in nature. Although there

will be variations to the structure of the

dissertation, the general structure is substantially

the same.

The candidates are strongly advised to choose

from issues and topics that are examined in the

various courses in this programme. This will

ensure that students have some understanding of

the topic chosen. The candidates should also think

of their employers or organisation in selecting the

topics for their dissertation. Researching an issue

of importance to the employer will add value to

the dissertation and also signal to your employers

the value of the programme and you to the

organisation.

Selection of the Topics, Problems, Research Questions and Objectives

Many candidates have very preliminary or

tentative topics and issues in mind when

embarking on the dissertation They expect the

Given the vast store of knowledge on almost all areas of study, it will appear that everything of importance has been researched. But examine these premises critically and you will begin see endless questions about everything that we presume to be known. The approach to research i.e. quantitative or qualitative should be guided by your ability, training and preference for the methodology. The topic, problem, objectives and questions must be developed through critical and reasonably broad reading of related literature. Well founded proposals face less risks of repudiation by fieldwork and later by the examiners. Do not be driven by an important article or two. Propositions must be based on the basis of broader literature. Personal beliefs and biases may provide the motivation an inquiry but should not be the rationale for the proposed study.


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supervisors to help them to focus and to clarify

the research questions. The lack of focus is often

the result of lack of sufficiently broad reading in

the relevant or cognate areas.

Candidates should avoid being attracted to or

driven by an article or two. Wider reading and

interviews will establish whether the initial ideas

are important, major, central and current issues in

the area. When research is directed towards

important new issues, the dissertation will be

better accepted by the reviewers.

Therefore, some quick scanning or reading about

the topic is always helpful in the choice of topic.

Your supervisor may offer some guidance on the

topic.

One other avenue for research issues and topics is

to inquire about the lecturer’s research

programme/s. Candidates should inquire about

their lecturer’s research programme. Candidates

can seek to carry out some aspects of the

lecturer’s research programme. Often funding

may be available from the lecturer concerned.

Where to look for Research Ideas?

1. Journals

Journal articles whether conceptual, theoretical or

empirical usually will make suggestions for future

research. This is a good source to pick up on.

Beyond this, the very title of articles can spark

new and useful research ideas as it can widen the

knowledge horizon and trigger new questions.

Literature review based proposals may be distorted and render the proposal dangerously weak. It is a good practice to carry out selected preliminary interviews on the research issues to provide additional checks on the validity of the proposal and its assumptions. The central statements and assumptions of the proposals must be questioned, not accepted at face value.


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2. Workplace issues & challenges

As working students, you will be knowledgeable

about the issues at your workplace. It may, for

instance, touch on productivity, empowerment,

safety, quality, leadership, teamwork, work and

life balance etc.

3. Personal curiosity

As students, executives, parents etc. you have

questions that may be best settled through a

careful study. For example, are female drivers

more reckless in ther driving than male drivers? A

carefully designed study can offer scientific

examination of this claim. Is a participatory style

of management/leadership as effective as it is

believed to be? There are many propositions that

masquerade as principles and statements of fact.

Management is replete with these kinds of facts.

Question them and challenge them but do it

systematically and scientifically

4. Lecturer’s research programme

The lecturer’s normally have one or more research

programmes. These research programmes usually

have a number of specific research questions or

issues. For example, someone having e-

government as a research programme may want to

research how intranets affect productivity of

public employees, how e-services are viewed

internally by the agencies – pain or pleasure, how

information technology is used for inter-agency

interaction, how public participation is handled by

public managers, the promise of m-services etc.


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Candidates can seek to research one of these

issues.


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The Structure of the Dissertation

The Preface Section

This section includes the cover page, title page,

examination certificate, the abstract, the

acknowledgement, the table content, list of tables,

figures and appendices. The order of appearance

of these elements are provided in this dissertation

guide.

See page 35 onwards for specific information.


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Chapter 1: Introduction

The introductory chapter provides an overview of

the topic or subject under investigation. This

should be adequate and not extensive as this is

merely to set the stage for the presentation of the

problem to be examined. The candidate should

exercise good judgement in selecting and

organizing this section. A good introduction lays

the grounds for the discussion or description of

the problem to be studied. There should be a

logical and natural flow to the problem.

The problem statement

The candidate is required to concisely present the

problem that is the subject matter of his or her

dissertation. A problem is a condition or state that

is not satisfactory. This condition could related to

lack of knowledge of what is characterised as a

problem (conceptual clarity) or poor causal or

correlational evidence to support a policy/belief

(empirical evidence) or lack of adequate

knowledge of the relationships between variables

(theory) etc. The candidate must strive to present

the problem as compactly or concisely as possible

with key issues or aspects included and

highlighted. The writing must be focused on the

problem that the dissertation is intended to

examine. Extensive or elaborate problem

statements tend to become unfocused and begin to

raise many symptoms in the guise of the problem.

The ability to state the problem concisely and

Introductory chapters should not be too long. The introduction must lead readers to the problem. Clear, concise and compact introductions are more effective than wordy, lengthy and rambling pieces that are bulky. Research is a purposive activity. Problem resolution is at the heart of all research. Therefore the problem must be stated clearly and concisely. The research problem must be clearly outlined with suitable evidence. Not all problems are worthy of research at this level. You should be able to state and restate the problem without confusion. This is often the test clarity problem statement.


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compactly is a mark of good understanding of the

problem on the part of the candidate.

Is the problem defined within a perspective or

paradigm? It is good to explore and state clearly if

the problem is examined from a particular

standpoint. Most problems exist within an implicit

perspective or paradigm but it is rarely made

explicit. This level of problem definition speaks

of depth and rigor in the work. You should seek to

define the problem and also state the conceptual

lens i.e. perspective or paradigm used to establish

the problem.

The research questions

K. Ohmae (1982)1 provides a lucid account of

how the questions determine the scope of

intellectual analysis. The candidate should state

key research questions that are related to the

problem described in the foregoing section. These

questions should be broad, basic, substantial and

serious. The research in seeking to answer these

questions will make significant contribution to the

discipline.

The research objectives

The research objectives are the key drivers of the

research in that they provide specific direction,

guidance and a basis for evaluation. These

objectives should be clear and specific; including

1 Ohmae, K. (1982). The Mind of the Strategist. Chapter 1

Research questions should be stated. These questions should be central, important and searching questions. These questions will indicate the level, extent or depth of analysis required for answers. These questions are generally few in number. The research objectives should be linked to and driven by the research questions. They are specific and employ these verbs; examine, determine, ascertain, explore, compare etc. Some contribution to the field of study must be visible. In this section the candidates must outline how the study is significant. Significance of the study can be examined from a theoretical, policy, managerial or practical standpoint.


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in their statement the key concepts or constructs

of interest to the study.

The significance of the study

Under this section, the candidate must explain the

utility of the study and possible findings to other

parties. For instance, the candidate can state the

significance of the research from a public policy

standpoint. The research may assist in developing

better understanding of a problem which in turn

may benefit policy formulation and programme

development. Remember, understanding a

problem in all its complexities helps to direct

attention and solution to its amelioration. The

candidate can also explore the organisational or

managerial significance of the study. Many

studies are aimed at helping managers to be more

effective. How the study can help them should be

outlined. The study can also be examined from an

individual standpoint. The study may help self-

development of individuals. Lastly, the

significance can also be examined from the

theoretical, conceptual or disciplinary standpoint.

The study could test theories or develop theories

to explain a phenomenon of interest. New

explanatory, moderating or mediating factors tend

to add realism to otherwise simplistic models. It

also helps to contextualize models and theories. In

social science unlike natural sciences, there is

rarely a universally applicable theory. There is

always some contextual elements that makes it

useful for explaining a phenomenon.

It is important to identify a void in the research within the discipline. But not all voids are important to be researched. Just because there are no researches on a question does not automatically mean it must be studied.


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All or some of the above types of significance

could be relevant to a study and should be

outlined under this section. Do not be extremely

modest and shy away from stating the importance

of your study. If you feel that your study is not

that important, probably nobody else will. But at

the same time be realistic about claims of

significance. The claims can be easily assessed

against the outcome or product – the dissertation.

State what you can live with.

The scope of study

The candidate must outline the decisions about the

limits of the study in terms of the population and

sample. The issues pertaining to scope are directly

related to the value and generalisability of the

study and should be seriously considered and

stated. Title of the dissertation often will indicate

the scope of the study.

The limitations of the study

The candidate should state the decisions with

respect to research design, sample, sample size,

sampling technique, measurement and data

collection that may affect the generalisability of

the study. It is necessary and always a good policy

to acknowledge the limitation of the study in a

forthright way. Do not list all the personal

difficulties that you faced when carrying out the

study as very is the case.

The limitations of the study are those that emanate from the conceptual and methodological choices made i.e. population, sample, sampling technique, conceptual framework and analysis. Personal limitations are not required.


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The definition of key terms

It is customary to state and define the meaning of

key terms/concepts for the benefit of the readers.

Here, the candidate should state the definition of

key terms or terminologies without going into a

discussion of the merits of the meaning. If a term

is common knowledge then it need not be defined.

For example, gender, age, height etc.

The organisation of the dissertation

Even though there is a generally accepted

structure to a thesis, there are legitimate

differences in the structure and sequencing of

chapters. It is a good practice to outline here how

the dissertation chapters will be organised and

what each chapter will entail.

Provide a dictionary type explanation of the key terms or concepts used in the study. This definition does not constitute the definition and explanation of the variables study. A more extensive explanation will be provided in the Conceptual Framework chapter.


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Chapter 2: Literature review

This chapter represents the candidate’s review of

the related or relevant literature in the field of

study or other proximate fields. The candidate

should show his/her command of the field or topic

through the selection and review of the materials.

The materials should generally be of recent origin

(in the last 5 years) but historically important

works should not be overlooked.

The review should be organised under appropriate

sub-headings to facilitate better understanding of

the materials reviewed. It is a good practice to

tabulate the major or indicative works along the

concepts or issues that are the focus of the study.

This tabulation can act as a summary of the

literature and also to bring out key observations

that the study is intended to address.

The conventions and rules of recognizing sources

should be scrupulously followed to avoid charges

of plagiarism or academic dishonesty. These

charges are extremely serious and can lead to a

fail grade or expulsion of the candidate from the

programme in cases of blatant violation. So

always be truthful and honest. The house rules on

the citations must be followed to avoid tedious

reworking later on (see the most recent edition of

the ‘Guidelines on the EMAS Dissertation

Format’). All dissertations submitted will be

checked by the faculty using the Turnitin

software.

All relevant concepts involved in the study must form the general perimeter of the review. Specific literature is better than general one. The literature should also extend to other disciplines where the same concept is studied. Literature review is not a summary of the articles and other materials read. The candidate must review it i.e. what the research objectives, the theoretical framework are or perspective adopted, the sample, the methodology findings and what is the value of the study in relation to the issue under examination. Most of the literature should come from leading or flagship journals. When the topic is a local one, local journals must also be searched for relevant materials.


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The first thing to do when preparing for a

literature review is to search for the relevant

literature by using one or more online databases.

These databases are available through UiTM’s

library. When searching for materials always

think of the possible terms or labels under which

these materials may be cited in the databases. Use

the abstracts to screen out irrelevant materials and

develop a good bibliography of references. If you

are not sure how this can be done within the

online databases, please use the help function or

ask the librarian for help.

The next step will be to download (digitally or in

print) and read these materials very closely and

critically. When reading these materials, pay

particular attention to the problem, the objective,

the theory, the framework, the method, the

measure, the findings and the value of the

findings.

Write your review of the article in the form of a

paragraph. Who researched this, what is the

objective, what did they establish, how did they

establish it, what do the findings mean to the

understanding of the concept or the relationship

between concepts, were the findings convergent

or divergent with the rest and why are some of the

elements that go into a good review. A bad review

is one that merely states the article read in a

summary form. This could be easily done with the

aid of the abstract. It creates a literature review

which nothing more than a mere collection of

abstracts. This will definitely invite comments

from your examiners.


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Make sure you have the reference details for later

use. When the paragraphs representing the

reviews of various materials are eventually place

together, you can see a picture of the literature

emerging. These disconnected reviews must be

rewritten and organised under sub-headings if

necessary to form a well written and organised

review. You should also try to tabulate the

reviews in terms of the key objectives of this

research as a summary of the literature.

The process of reviewing and developing the

literature goes on until the study is completed.

New materials coming in the journal must be

included where relevant. This will ensure that you

are up to date with your readings.

---------------------------

Note: There is special software that allows you to

capture all references details. Any use of the

author’s (the detail of the materials has been

entered into the Endnote programme) name in the

dissertation automatically cause the relevant

citation to be added as endnote.


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Chapter 3: Conceptual framework

The conceptual framework chapter presents the

concepts and constructs that the study examines

and their inter-relationships. The definition and

the relationship between the concepts/constructs

must be clearly and persuasively stated. Where

the conceptual framework is firmly established

and informed by strong underpinning theories,

hypotheses (directional or non-directional) can be

stated for empirical testing.

It is important to locate your conceptual

framework within the framework of a perspective

or theory or multiple perspectives or theories.

This reveals the larger assumptive framework or

perspective or paradigm within which the

proposed conceptual framework becomes valid or

defensible or meaningful.

This section is highly important to studies which

are deductive in nature. A theory or model is

developed and tested as part of the research. More

inductive and often qualitative approaches may

not require a strong or clear framework in the

beginning. One may be developed at the end of

the study. But many qualitative scientists argue

that a conceptual framework is always needed to

guide a qualitative study as well. Specific

guidance on this will be provided by the

supervisor.

The candidate must make clear the theoretical, conceptual or research framework used. Both deductive and inductive studies require the framework to be made clear. The candidate should be asked to diagram this framework as it articulates pictorially what the research is all about. In doing this, the candidate must identify the constructs, define them, and explain their interconnections by using the literature. The nature of variables should also be made clear. This chapter should also state the hypotheses that will be tested in the study. Even for more qualitative studies, the propositions can be put forth which can be confirmed or disconfirm through the data collection and analysis. The candidate should be expected to be clear about and justify the nature of moderating and intervening variables.


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Fig. 1: A Deductive Model of HRM-Organisational

Outcomes

In developing the conceptual framework the

candidate must select the literature that forms the

basis of the concept and the inter-connections to

establish the value and validity of the framework

adopted. In the conceptual framework (CF) you

must first establish the conceptual definition of the

concepts included in the CF. These definitions will

become the basis of the operational definition in

Chapter 4 when dealing with issues of

measurement of the concept.

The second task will be to use the literature

reviewed to show that all the connections (arrows

in the CF diagram) are supported by evidence

culled from the literature, theories and logic.

Invariably, you will be required to determine the

role of the various concepts/variables in the CF.

i.e. independent (exogenous) variable, dependent

(endogenous/outcome/criterion) variable and

moderating variable or intervening (mediating)

variable. The evidence from literature must

support the various role of a particular variable.

HR Systems

HR Policies

HR Practices

Job

satisfactionQuality

Organisational

Commitment

Competency

Productivity

Innovation

Sales

Profit per

employee

Market share

HR Practices Personnel

Outcomes

Organisational

Outcomes

Financial

Outcomes


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In developing the CF, the candidate must always

be mindful of the objective of the study. The CF is

the conceptual design to reach the objectives of the

study. Hence, the CF must serve the objective of

the study. But the CF shows how the study is

delimited by the concepts used and the extent of

inter-relationships examined. The CF demarcates

the boundaries of the study i.e. what is included

and what is not.

It may appear that the literature review is being

duplicated. Actually, the purpose of this section is

not the same as literature review. In this section,

you only use selected literature from the collection

reviewed. Secondly, the purpose is not to examine

the details of the study but to use it as a

scaffolding to construct your conceptual

framework. You are using the literature as

evidence of the connections that you have

outlined.


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Chapter 4: Research Methodology

This chapter is extremely important as it outlines

the operational aspects of the research. This

chapter explains the “how” question while the

earlier chapters focus on the “what and why”

questions. This involves the design, fieldwork,

measurement, observation, data collection

analysis and the like. Careful attention must be

paid to the issues of research design, sampling

technique, sample, measurement, data collection

and analysis in relation to the objectives of the

study.

The choices made by the candidate must be

explained and justified. Arbitrary decisions are

not scientific, scholarly or rigorous and therefore

invite comments. Candidate should pay particular

attention to issues of validity, reliability, response

bias, triangulation etc.

Research Design

The candidate must explain clearly the research

design adopted and the reasons for this decision.

The research design and approach must be one

that will serve the research questions and

objectives. There is no such thing as the best

research design. There are only suitable or

appropriate designs. In making the choices, the

candidate must examine the designs used in

earlier studies and can contribute by utilising

different designs to demonstrate absence of design

bias or adopt similar designs to maintain

Although the research design is fashioned by the many methodological choices made by the candidate, all these choices must be within the confines of a general design adopted for the study. The design itself can constitute a new contribution to the field if it provides a more rigorous test than has been the case in the field.

This is the operational planning of the research. Two criteria must be kept in mind namely, internal and external validity. The former deals with validity of the relationships posited. The latter deals with generalisability of the results (see Kerlinger, 1984).


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comparability. Most studies tend to employ a

cross-sectional or correlational design. These

designs can only test the existence of co-variation

between variables which is the first criterion of

causality. These designs cannot demonstrate time

order or temporal sequence of changes in the

antecedent and outcome variables. No statistical

technique can provide proof of causality. This can

only be achieved by research design.

Experimental, quasi-experimental and factorial

designs offer many unique advantages which are

not exploited by management researchers.

Unit and Level of Analysis

The unit of analysis must be stated very clearly.

Normally, there is no confusion about the unit but

occasionally there is confusion about the unit of

analysis. The unit of analysis refers to the unit to

which the findings are applicable to. The units of

analysis could be humans (managers,

technologist, K-workers etc.) or non-humans

(automobiles, pets, houses etc.).

In making the determination of the unit of

analysis, the appropriateness of the concept for

the level/unit of analysis must be carefully

considered. Some concepts are only amenable to

certain levels of analysis. Any attempt to extend

the level of analysis beyond its original meaning

must be extensively discussed and explained in

both the literature review section (looking studies

that have use the concept the same way as in the

The candidate is required to be clear about the level or unit of analysis. Is it human or non-human? What level of analysis is carried out i.e. individual, groups, community or national? Beware that some concepts are by definition only appropriate for certain levels of analysis. For example the concept of E-procurement is applicable for an organisation unit. E-buying or E-purchase refers to buying or consumption units.


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study) and more importantly in the conceptual

framework chapter..

Sample Size

The sample size planned for or needed for the

study must be established in a scientific manner.

The larger the sample size relative to the

population, the lower the sampling error. Hence,

the findings can be generalised to the population

less risks of error. Generally, the sampling error

method, power analysis and other rule of thumb

based on data analytic technique are used to

determine the sample size needed. Complex

multivariate techniques would require a relatively

larger sample size than simpler techniques (see

Tabachnick & Fidel, 2002; Hair et al. 2006;

Segaran, U., 2004)

In the case of qualitative studies, the sample size

may range from 1 to a few. The sample sizes must

also be explained. See Yin, R (1990) and Miles &

Huberman (1994) for a closer examination of this

question.

Sampling Technique

The procedure used to select the required sample

has important implications for the external

validity of the study. The population, the sampling

frame and the sampling technique must be

explicitly stated.

It is always a good practice to use more than one basis to establish the minimum sample size for a study. Generally, sampling error should be used to establish the minimum sample size and power analysis used to determine the maximum sample size. The planned sample size must also take into account how the data will be collected and the response rate typically associated with the method. While random sampling is preferred, appropriate technique must be adopted after considering the purpose of the study. The candidate must provide for ways to test for response or non-response bias and means to generate high response rate.


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Measurement/Instrumentation

This is a key aspect of the research method

chapter. Every variable involved in the study must

be explained in this section. The empirical

indicators of the construct must be stated clearly.

The validity and reliability of the instrument (if it

is an established measure) must be stated by

referring to relevant literature. The scaling of the

response and the type of data generated should be

made crystal clear for data analysis purposes. Any

adaptation to the original measures must be

clearly explained and the changes outlined.

Where the measurement is developed specifically

for the study, the procedures involved in its pre-

testing and evidence of its reliability and validity

must be demonstrated. For help in developing

new measure see Churchill (1979) or Dunn et al.

(2000)

Pilot study MUST be carried out before the full

survey to ascertain the reliability, validity and also

the clarity of the instruments used in the study.

Data Collection

This section should state how the data was

collected from the respondents. Interviews, mailed

questionnaires, observations or a combination

may be used to reach and obtain the data from the

respondents. Issues including when the research

was done and what season, day or month are

pertinent factors to state. It is always a good

The instruments must be assessed for the reliability and validity (if they are existing instruments). Candidates proposing to develop new instrument must pre-test the measures for reliability and validity. Face validity is not enough for masters and Phd thesis. Construct, content, predictive and nomological validity are more acceptable forms of validity (see Campbell & Stanley, 1979). For scale development procedures see Peterson (1982) and Dunn et al. (2002). All candidates must carry out pilot study to refine the instruments even if they are well established ones. Where the questionnaire is in one language and it is administered in another, the procedure of translation and back translation must be carried out. A template for questionnaire development and also for addressing the data analysis is attached for use by the supervisors to see the decisions clearly and identify possible problems.


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practice to explain the data collection procedures

in detail rather than a summary of the processes.

The response and non-response bias i.e. who

responded and who did not and are there

significant differences as a result, should be

planned and tested to provide evidence of the

presence or absence of such bias.

Data Analysis

This section should make clear how the data was

analysed to aid in the determination of the

research objectives. In quantitative studies, the

statistics to be used must be stated and also what

tests were carried out to test the hypotheses.

In the case of qualitative studies, the tools and

method involved in analysis of the textual data

must be stated. The candidate must use any of the

computer programmes available (e.g InVivo,

HyperQual etc) to process that data.

.

The specific tools for the analysis of the data to meet the research objectives must be clearly outlined. In the case of qualitative data analysis, computer programmes that can aid in data analysis must be used for analysis (e.g. Nudist, Invivo, HyperQual etc.). Candidates are expected to be well versed with the basics of qualitative data analysis. Miles and Huberman (1994), Analysing Qualitative Data is a good introductory text for beginners. More focused texts on the specific type of qualitative method used is required to become comfortable in the analysis.


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Chapter 5: Results or findings

This chapter provides the results of the study. It is

customary to start with the profile of the

respondents followed by a profile of the data and

assumptions for data analysis.

Following the profile, this chapter must show

evidence of testing the goodness of measures.

This is typically done via a exploratory and/or

confirmatory factor analysis and a reliability test.

Once the items and their factors (variables) are

confirmed, assumptions testing must be done on

the variables computed from the multiple items. A

description of the variables via means, standard

deviation and inter-variable correlations is in

order. Following this the tests are determined by

the objectives and hypotheses.

The results are generally more effectively

organised by the objectives and hypotheses testing

carried out. There should be a summary at the end

of the chapter to recapitulate the findings for

effective closure. Do not discuss the findings at

this stage. You can do that in the following

discussion chapter.

Where additional data is available for analysis,

Post Hoc analysis can be carried out. But care

must be taken to ensure that it does not distract

from the focus of the dissertation. This section

must be clearly labeled and it should be just

processing that same data using a different

technique.

The candidate must provide a profile of the sample involved in the study. Where the multivariate statistical analysis is used, all the assumptions must be tested and the summary include in the chapter with the details provided as appendix. The goodness of measures must be tested. Studies involving multiple constructs and using multiple items scales must provide evidence of discriminant and convergent validity (correlations, factor analysis). For those adopting qualitative approaches, reliability and validity must be established following the methods and standards established within these approaches (see Miles & Huberman, 1994). Reliability of measures must be established and any inductive deletion of items must be explicitly stated.


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Chapter 6: Discussion and Conclusion

This chapter is immensely important but often

poorly developed. There is a tendency to rush

through this section in the haste to complete the

dissertation. Time and patience is needed to

develop an effective discussion of the results.

It is customary to start with a brief restatement of

the findings. The candidate must consider each of

the key findings in the context of the literature of

the field. The implications and meaning of the

results must be examined thoroughly and with

some speculative suggestions and pointers if need

be. Consistencies and inconsistencies must be

examined and reasons proffered even if it is a

speculative one. Specifically, what the findings

mean for the theory and practice in the field must

be explored. It is also customary to point to

possible future research directions that will further

illuminate the issues under examination. Do not

forget to admit the limitations of the study.

An overall conclusion provides a final closure to

the dissertation. It is vital that the conclusion be

carefully written to capture the essence of the

research without exaggeration. It is also

customary to state any qualifications that the

reader must be made aware.

References

All the materials and references that have been

cited in the text of the dissertation must be

Ideally, this chapter should restate the main findings before proceeding with the discussion. The implications and meaning of each finding should be discussed at length taking into account the position of the literature. The issues may be the findings, the method, the measures or the sample. It is also customary to suggest future areas of research to answer questions raised in this study. Only the materials referred in the dissertation should be included in the references.


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correctly and fully stated following the house

reference rules and conventions. These must be

alphabetically arranged for easy reference.

Appendices

All documents that are part of the study but may

break the organisation and focus of the

dissertation should be sequentially labeled and

cited in the dissertation for readers and reviewers

to obtain further information. Care must be

exercised to ensure that only needed materials are

appended and not all related materials. Discretion

is needed. Please follow the advice of your

supervisors.

Caveat

The foregoing explanation of the structure of the

dissertation is based on general and conventional

practice. The dissertation structure is not carved in

stone, and hence, is changeable. Vastly different

research methodologies may practice different

organisation and structures. There may be good

reasons to deviate from the standard. Follow the

advice of your supervisor and the Coordinator.

Format requirements

The candidate is required to follow the rules and

requirements on format of the thesis to avoid

undue delay and tedious reworking later on. Do

not assume knowledge of the format. Every

Documents that are related to the study but do not belong in the text of the dissertation should be included as appendices. Typically questionnaire and statistical information will be made available. While a general structure is outlined here, there are legitimate variations to the dissertation. However, in the interest of a common approach, all dissertations must substantially follow the structure outlined here. All candidates are advised to read, understand and follow the format requirements from the outset. This will save time and obviate tedious and sometimes annoying reformatting work.


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faculty has its house rules which may be

idiosyncratic. It is always a good practice to read

and be familiar with the format and follow them

from the outset rather than leaving them to the

later stages. Please see this volume for format.

References:

1. FSPPP, (2006). EMA 731 (Dissertation) Syllabus.

2. Glathorn, A.A. & Joyner, R.L. (1999). Writing the Winning

Dissertation – A Step-by Step Guide. 2nd

Ed.

3. Davis, G.B. (1997). Writing the Dissertation. A Systematic

Approach. Barron Educational Series. Inc. NY.

4. Bolker, J. (1998). Writing your Dissertation in Fifteen Minutes

a Day: A Guide to Starting, Revising and Finishing Your

Dissertation. Henry Holt & Co. NY.

5. Sekaran, U. & Bougie, R (2010). Business Research Methods:

A Skill Building Approach. Prentice-Hall. Singapore.

6. Miles, M.B. & Huberman, M (1994). Qualitative Data

Analysis: An Expanded Sourcebook. 2nd

Ed. Sage Publications.

Thousand Oaks, London.

7. Hazman Shah Abdullah (2010). Research Method Handbook

for Administrative Science. FSPPP, Mimeographed.

.

Written by

Prof Hj. Hazman Shah Abdullah

Faculty of Administrative Science &

Policy Studies, Universiti Teknologi MARA

Shah Alam, Selangor. D.E.

©FSPPP, 2006 (revised July 2010)


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DDDiiisssssseeerrrtttaaatttiiiooonnn

FFFooorrrmmmaaattt aaannnddd

RRReeeqqquuuiiirrreeemmmeeennntttsss


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A. DISSERTATION SUBMISSION The students must submit 3 comb bound copies of their dissertation following the format herein stated for review and presentation. The supervisor/Chairperson of the panel of Supervisors must signed the “Clearance for Submission Form” before the reports are accepted for evaluation and copies of the “Clearance for Submission” placed in all the copies of the dissertation. After the presentation and having made the required changes and amendments and so confirmed by the supervisor, the candidate shall submit 2 hardcover bound copies with gold embossed title, name, faculty and date (as in Appendix A). A CD containing the soft copy of the dissertation including the datafile in SPSS must also be submitted. Students should make extra copies for their reference or keeping.


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B. DISSERTATION FORMAT

The research report to be submitted must adhere to the requirements set in the following sections. Each of the requirements are stated as clearly as possible and illustrated in the appendices cited. 1. Paper Size

1.1 A4, 80 gm white paper.

2. The Language 2.1 The report must be in grammatically correct British

English.

3. The Cover of the Report 3.1. Title of the study 3.2. The name of the candidate & matriculation no. 3.3. 16 point Arial font 3.4. See Appendix A

4. The Inside Page

4.1. Examination Certificate B 4.2. The Declaration C

5. The Acknowledgement

5.1. Acknowledge parties who have helped. 5.2. See Appendix D

6. Abstract

6.1. See Appendix E

7. The Contents Page

7.1. See Appendix F


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APPENDIX A

THE DISSERTATION COVER

UNIVERSITI TEKNOLOGI MARA FACULTY OF ADMINISTRATIVE SCIENCE &

POLICY STUDIES

CLIENT CHARTER: A STUDY OF THE PERCEPTION OF THE USERS AND THE STAFF IN THE

REGISTRAR'S OFFICE.

ALI BIN AHMAD 200398979

NOVEMBER 2003

All text in 16 point Arial font CAPS

3 lines, single spaced

3 lines single spaced




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APPENDIX B

EXAMINATION CERTIFICATE

We, the undersigned, have examined this dissertation and find it to meet the requirements set and standard

expected.

…………………………………………….. Main Supervisor

[ type name of supervisor]

………………………………………………… Co-Supervisor

[ type name of Co-Supervisor]


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APPENDIX C

THE DECLARATION

I hereby declare that the work contained in this dissertation is original and my own except those duly identified and acknowledged. If I am later found to have committed plagiarism or acts of academic dishonesty, action can be taken in accordance with Universiti Teknologi MARA’s rules and academic regulations. Signed. ----------------------------------------- [type Name here] [type Matriculation no. here]

[all text in 12 point font ]

5 lines down (single space)

3 lines from the last line, single spaced


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APPENDIX D

ACKNOWLEDGEMENT

Completing this research was a challenging project for us. However, fortunately we had the help of many parties that made this project less difficult. Dr Hope kept us motivated and on course during all those moments things were not going as planned. We were delayed and the questionnaires were not returned as expected. We thank him from the bottom of our hearts for being there in our moments of need.. Our Supervisor, Ms. Terrible deserves a special mention here. She was insistent on the meetings and deadlines which we did not quite appreciate then. But looking back, her toughness made us work harder and for that we will always be grateful. I would like to thank our lecturer who taught us many things about research but did not tell us that it would be this difficult. We learn a valuable lesson about research in action. Things do not go as expected or planned. You have to make adjustments but these adjustments must be justified or qualified. We would like thank God Almighty without whose blessing we will not have successfully completed this study. Abdul Razak Executive Masters of Administrative Science Faculty of Administrative Science & Policy Studies

Universiti Teknologi MARA, Shah Alam.


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APPENDIX E

THE ABSTRACT

Abstract

New public management has brought many private sector concepts to the public sector. The client charters were introduced in Malaysia in 1993 to make the public agencies accountable to the clients by stating openly the type and standards of the service to be provided and recovery for failure. The study examines the impact of client charters (CC) actively encouraged as a device to promote customer orientation in government departments from the standpoint employees and users. A random sample of 200 users and all the staff in UiTM's Registrar's office were interviewed on two major issues. The users' level of awareness and importance attached to CC were examined. On the staff side, their extent of involvement and the importance of CC in making the department customer oriented were examined. Not surprisingly, the users although generally aware of the CC, did not accord it high importance. The users appear to be still unconvinced of the department's orientation. The extent of staff participation was low with some reporting very high level of participation supporting the claim that CCs were the work of a few staff. The study does not provide strong evidence of the efficacy of CC in promoting the department's customer orientation. CCs have not gained the kind of stature they should have.


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Good abstracts do the following 1. Abstracts are written to allow readers to have a brief but

accurate insight into the study and its findings. Further reading will depend on the readers’ interest in the subject matter and findings.

2. The abstract should be a short but accurate write up of the study, the objectives, method, findings and conclusion. Usually the abstract is no longer than a page, single spaced.

3. The abstract must introduce the topic of study, state the main objectives of the study, the method and the sample and the main findings.

4. Finally, in one or two lines state the conclusion of the study.

Here is a sample of a structured abstract from http://www.asiaentrepreneurshipjournal.com/instructions.html

Sustainability Measurements for Non-Profit Organizations in the Health Sector JH Mueller, PR Tubbs and FM Morganthau Department of Strategic Management and Leadership Waikato Management School Hamilton ‚ New Zealand INTRODUCTION. We report a review of sustainability practices in not-for-profit, government-sponsored organizations in New Zealand. Funding shortages have been reported as drivers behind the development of sustainability practices at these entities. This study attempts to identify which sustainability characteristics can be found in this population and how effectively they are deployed. METHOD. Web-based surveys were employed to access a large population of organizations in the North Island of New Zealand. In-depth interviews were then conducted, followed by structured reviews of the firm, its management and all key staff. The findings were shared with the management, for additional feedback. ANALYSIS. We carried out quantitative and qualitative analyses on


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this data. We used standard SPSS statistical measures for the quantitative portion and developed a structured table/matrix system to categorize qualitative information. RESULTS. Sustainability is a highly non-specific term and applied differently in different organizations worldwide. There is considerable attraction to the notion of "remaining in business forever", but we found that the approach to sustainability in practice varied greatly throughout the researched population. CONCLUSION. A management focus on sustainability as part of the business tactics increases the awareness of the staff as to long-term operating success. Organizations which can demonstrate sustainability awareness and application, receive more funding from donors than those firms which do not.


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APPENDIX F

CONTENTS PAGE FOR DISSERTATION

CONTENTS

1. Chapter I:

1.1. Introduction 1 1.2. Problem Statement 2 1.3. Research Objectives 3 1.4. Scope of Research 4 1.5. Significance of the Study 5 1.6. Key terms/concepts 7

2. Chapter II: Literature Review & Conceptual

2.1. Framework 8 2.2. Customer Orientation 9 2.3. Customer Orientation in Government 10 2.4. Client Charter 11 2.5. Evaluation of Client Charter 12 2.6. Conceptual Framework 13 2.7. Summary 16

3. Chapter III: Research Method

3.1. Research Design 17 3.2. Unit of analysis 18 3.3. Sample size 19 3.4. Sampling Technique 20 3.5. Measurement/Instrumentation 21 3.6. Data Collection 27 3.7. Data analysis 29

4. Chapter IV: Findings


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4.1. Respondents’ profile 30 4.2. Objective 1 32 4.3. (and all other objectives as appropriate) 4.4. Summary 40

5. Chapter V: Discussion & Conclusion

5.1. Main findings revisited 45 5.2. Implications for the practice 55 5.3. Conclusion 60 5.4. Qualification/caveat 65

References 70 Appendixes (if any) 75 List of Tables (new page) List of Charts (new page) List of Figures (new page)


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APPENDIX G

LIST OF TABLES and CHARTS

Table 3.1: Review of the studies nutritional information 20 Table 5.1: Profile of the respondents 21 Table 5.2: Correlations matrix of the key variables of the study 22 Table 5.3: Factor analysis of the items measuring Job satisfaction 23


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APPENDIX H

LIST OF FIGURES OR CHARTS

Fig 2.1: Mowday's Turnover Model 30 Fig 2.2: Steers & Porter's Turnover Model 31 Fig 2.3: Conceptual framework of the study 35


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APPENDIX I

CITING REFERENCES IN THE TEXT

Citation Conventions 1. State the last name of the author, comma and the

year…(Shah, 1998) 2. State the author the report according to chronology

separated by a semicolon….(Smith, 1995; Zoulkar, 1996)

3. Two citations of the same author…(Hazman, 1991; 1996).

4. If several authors, cite names of all for the first time and in subsequent citations (>2), use et al. …(Linda et al., 1997).

5. Organisational author….National Institute of Public Administration, 1997)

6. Newspaper…(Pillai, 2005) 7. Newspaper but author anonymous…(Risks of HIV… The

Star)

In the text of the dissertation The concept of accountability in administrative law and in political science has much in common with the current concern for quality (Hazman, 1996). Accountability of the government means, among other things, the need to account for the performance of the government in terms of the policies and resources against the actual performance. This imperative of democratic government carries with it the notion of being responsible or responsive to the governed (Loud and Mute, 1996). The present interest in and the introduction of, measures to ensure customer orientation is not unprecedented. In fact, it can be rightly claimed that philosophical ancestor of quality in government is


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accountability. But the current focus is micro, with each unit being able to identify and satisfy the constituencies (Roman, et al., 1994). Osborne and Gaebler (1990) clearly stated that quality efforts in the government will enhance the democratic ethos and values by making the government more sensitive and effective. There are those who claim that customer orientation will shift attention to service provision and office management away from the policy issues (see for example, Woods, 1994; Ping, 1993; Davenport, 1990). Policy formulations are less amenable to quality determination. Policy and its formulation lie in the realm of politics, not economics or management (Wildavsky, 1987).


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APPENDIX J

COMPLETE REFERENCE FORMAT.

1. Alphabetically arranged. 2. Single spaced 3. Hanging indent of 0.5” 4. No separation by type of reference i.e. books,

journal, websites etc. The classification below is merely for illustration only.

Journals Last name, (year in bracket). article title. Journal title in italics. Vol. No., pp. Mowday,K.L. (1995). Job satisfaction and job commitment, Malaysian Journal of Management. 2(1), 2-10.

Books Last name, (year in bracket), Title of book in italics. Place: Publisher. Robbin, L., (1991). Organisational Behaviour. Prentice-Hall. New York Eliot, H.L., (1980). Organisational Culture. Wiley & Sons. Chicago. Chapter in a book Roe, E.L. and Wade, K.J. (1995). Performance Appraisal In J,M Landy (ed.) Managing Performance: Prospects and Problems. (331-350) Wiley & Sons. Chicago If two references by same author in the same year, use 1981a, 1981b and so on to distinguish citations. Landy, J.M., (1993a). Evaluation or Assessment. Journal of Applied Psychology. Vol. 2(3), 788-800.


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_____(five spaces)(1993b). Eliminating rater bias. Personnel Psychology. 1(4), 344-360.

Organisational Authors

National Institute of Public Administration, (1998). Administrative Reforms Report. Government Printers: K.L. Ministry of Finance, (1997). Economic Report. Government Printers: K.L.

Newspaper (writer known or unknown) Pillai, (12 May,1998), SSB under attack over unfair appraisal The Star, N6 Anon.(19 Nov, 2005). SSB under attack for destroying teamwork. New Straits Times, 6

Citing from proceedings Ramis, J.K., (1980). Evaluating quality system in the government In Dorai (ed.) ISO 9000 and Quality Management System In Proceedings of the 7th international Seminar on Quality Systems (201-220), 10th-12th September, Kuala Lumpur.

Dissertations Hazman Shah, (1996). Human Resource Management Integration in Malaysian Organisations. Unpublished DBA dissertation. Universiti Kebangsaan Malaysia.

Citing websites James, H.T., (1991). Data Cleaning. Retrieved from http://www.spss.com/articles/html on 23 Dec 2003. MAMPU, Bulletin MAMPU, 2005. Retrieved from www.mampu.gov.my on 23 Dec 2003.

http://www.spss.com/articles/html

http://www.mampu.gov.my/


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APPENDIX K

TABLES

[Table title centered and table number follows the chapter number and a sequential numeral]

CHAPTER 5

FINDINGS Illustration:

Table 5.1: Descriptive Statistics of the Key variables

No Variables Means Std Dev.

1 Structure 3.2 .87 2 Leadership 3.8 .56 3 Commitment 4.2 1.09 4 Incentive 4.1 .67 5 Information technology 3.1 .99 6 Type of function 3.6 .34 7 Customer satisfaction 4.1 .98 8 Staff satisfaction 2.3 .74 9 Relative Importance 3.5 .23

N=120


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APPENDIX L

CHARTS/FIGURES

[Figure title centered and figure number follows the chapter number and a sequential numeral]

Chapter 2

Literature Review and Conceptual Framework

Figure 2.1: Conceptual Framework of the Client Charter Effectiveness

Staff

Satisfaction

Commitment to

Quality

Specificity of

Assurance

Agency

Evaluation

Effectiveness

of Client

Charters

Client

Power


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ASSESSMENT CRITERIA FOR EMAS RESEARCH PRESENTATION (30%)

No Criteria W* S** Comments

1 Preparation and Planning: Candidate comes prepared, cue cards, rehearsed etc. Whether the candidate used AV aids i.e. OHP, projectors, flipcharts etc. effectively.

10

3 Clarity of Presentation: Whether the research objectives, conceptual framework, method, findings and conclusions were stated clearly and succinctly

35

4 Ability to handle questions: Whether the candidate can provide satisfactory answers to questions posed by the evaluators.

35

5 Presentation skills: Whether the candidate was reading or speaking to the evaluators, makes eye contact, has poise, is confidence etc.

20

Total 100 * Weight, ** Score

Comments about the presentation: ………………………………………………………………………

………………………………………………………………………

………………………………………………………………………

…………………………………………………………………

Evaluator I Evaluator II

(………………………) (………………………)


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ASSESSMENT CRITERIA OF THE

DISSERTATION (70%)

Dissertation Title: Name:

# Criteria W S1 S2 Comments

1 Problem statement & research objectives are clear, concise, relevant and connected. Scope and significance are adequately explained

5

2 Literature review No. of sources (adequacy) Nature of the sources (credibility) Logical organisation of the review (arrangement) Quality of the review (analysis)

10

3 Conceptual framework The concepts well defined, the relationships are clearly delineated and explained

10

4 Research method Research design: the design is stated clearly, accounted for and defended, Sample size & sampling technique: the approach to and the procedures involved in the selection of the sample and the determination of the sample size

15


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Measurement: the operationalisation of the concepts is satisfactory. Data collection and Data analysis is clearly explained and is consistent with the research objectives.

5 Presentation and language: The proposal is substantially free of grammatical and typographical errors. The use of tables, charts, diagrams are appropriate and effective

10

6 Findings Brief profile provided and key elements described, some of the related assumptions are tested (normality, equal variance etc). The findings are presented clearly and effectively covering all the research objectives.

30

7 Discussion and conclusion The main findings are discussed in terms of the implications for the understanding of the issue and practice. Conclusion provided with adequate statement of the limitations (research design related limitations)

15

8 Adherence to the format provided The report follows all the requirements contained in the EMAS Dissertation

5


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Guide.

9 Attendance at the supervisory sessions Good: attended all the sessions Average: attended most of the

sessions Poor: missed more a 1/3 of the

sessions

100

Legend W : Weight S : Score

---------------------------------------- Supervisor/Panel Chairperson


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PERSONAL NOTES


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C

causality · 26 conceptual framework · 21, 23, 24,

27, 57 conceptualisation · 6 confirmatory · 7 correlational · 12, 26

D

dissertation · 2, 6, 7, 8, 11, 12, 15, 17, 20, 31, 32, 33, 37, 40, 41, 51, 54

E

empirical · 9, 12, 21, 28 Experimental · 26 exploratory · 7

F

factorial designs · 26

G

generalisability · 15, 16

H

Hair et al · 27 hypotheses · 21, 30, 31

K

K. Ohmae · 13

M

Miles & Huberman · 28

P

paradigm · 13, 21 phenomenon · 14, 15 Post Hoc analysis · 31

Q

qualitative · 7, 21, 27, 30, 45 quasi-experimental · 26

R

reliability · 25, 28, 29 research design · 16, 25, 60 response bias · 25, 29

S

sample size · 16, 27, 59 sampling frame · 28 sampling technique · 16, 25, 28, 59

T

Tabachnick & Fidel · 27 triangulation · 25


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U

unit of analysis · 26, 27 units of analysis · 26

V

validity · 23, 25, 28, 29

EEMMAASS DDiiissssseerrrtttaaatttiiiooonnn e GGGuuuiiidddee · EMAS Dissertation Guide Version. 1.3...

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