DEVELOPING A RESEARCH PROPOSAL

DANIEL NDERI

JULY 2013

TABLE OF CONTENTS
Title Page ................................................................................................................................... i
Table of Contents ...................................................................................................................... ii
1.0 Introduction to Research Proposal Development ............................................................... 1
2.0 Pleriminary Pages ............................................................................................................... 3
3.0 Chapter One: Introduction .................................................................................................. 7
4.0 Chapter Two: Literature Review ...................................................................................... 12
5.0 Chapter Three: Methodology ............................................................................................ 17
References ............................................................................................................................... 22

1.0 Introduction to Research Proposal Development

A research proposal is a document written by a researcher that provides a detailed
description of the proposed program. It is like an outline of the entire research process
that gives a reader a summary of the information discussed in a project. The purpose of
the proposal is to help you (as student) to focus and define your research plans. These
plans are not binding, in that they may well change substantially as you progress in the
research. However, they are an indication to your faculty of your direction and discipline
as a researcher. They also help you to prepare your application to the Ethics Committee.
The purpose of the proposal is to ensure that
i.

Gives the researcher an opportunity to think through your project carefully, and
clarify and define what the researcher want to research

ii.

That they have thought about the issues involved and are able to provide more
than a broad description of the topic which they are planning to research

iii.

The candidates/researchers have done sufficient preliminary reading/research

in the area of their interest
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iv.

Provides you with an outline and guide you through the research process

v.

Lets supervisor and department or faculty know what the researcher would like
to research and how the researcher plan to go about it

vi.

Helps the department choose an appropriate supervisor

vii.

Gives the researcher an opportunity to receive feedback from your supervisor and
others in the academic community as well as possible funders

viii.

Serves as a contract between you and your supervisor and the university

ix.

Can be submitted to an ethics committee to gain ethical approval

x.

Can be submitted to a scholarship committee or other funding agency

The researcher or the academic committee should note that a proposal is not a fixed
blueprint. One cannot predict one's findings beforehand or mechanically stick to an
argument since the research will inevitably alter or even unseat one's initial expectations.
There is no fixed formula for writing a proposal. However, your challenge is to convince
members of the scientific or social community that you
i.

The researcher has identified a scientific, social, business and management

problem

ii.

The researcher or proposal developer have a theoretical background and a

methodical approach to solve the problem

iii.

Has been able to establish the realistic time frame and at reasonable expenses
that the research will need

2.0 Preliminary pages

This section includes
i.

Cover page
The cover page should not display page number and it is always considered as part of
preliminary pages.
Content of cover page
Research title and topic: The title should be concise, as long titles are cumbersome to
accommodate in information retrieval systems. Select appropriate key words or
phrases, and avoid rambling and meaningless statements such as: An investigation
into the possibility of conducting research in . . . Do not start a title with a present
participle, such as Investigating, or Analyzing. The title should rather read: An
analysis of
The topic should be between 8-22 words that are precise and transmits the
researchers intention. The topic should be devoid of double speak or more than one
interpretations.
The researcher should never use abbreviations or acronyms in the title as this would
complicate the understanding of interested third parties. Also the researcher should
never use italics in research unless /except when the research is scientifically oriented
and encompasses scientific terms/symbols.

a) Authors name
The authors name should be placed immediately below the title. The terms By or the title
of the researcher should not be included when introducing or writing the Authors name.
For an academic proposal the title page should not include the registration number of the
candidate/ researcher.

b) Affiliation
The citation should follow this style A research project proposal submitted to the
development of commerce and economic studies in the school of human resource
development for the partial fulfillment of Master of Science in entrepreneurship.
The specialization of study is irrelevant for academic proposal at any level of Jomo
Kenyatta University of Agriculture and Technology. This may be contrary to the
requirements of other education institutions and the researcher should confer with the
academic institution.

c) Year of research;
This comes at the end of cover page to indicate period during which the research was
done.
NB. All items in the cover page must be centered and as a reminder the cover page
should not display the page no.
ii. Declaration;
The author-the student of the supervisor should declare and sign that the document
authentic and original and has not been presented for any covers to the ministry or any
institution. The declaration page is paginated as page number ii and should be centered.
iii. Dedication
The author has the authority to dedicate documents to either one, two or three individuals
or one, two or three groups. It should be very brief (for very few individuals)
iv.

Acknowledgement

This is where the author appreciates whoever that added value to the document directly
or indirectly.

v.

Table of contents

The research is expected to adopt an automatic table of contents from Ms Word i.e. use
the same. The font type and the sign used is the table of contents should be similar to the
one used in the entire document.

vi.

List of tables

Have one list of all the tables used in the document and the page is which they appear.
They should be done page wire (the way they appear in pages.)

vii.

Abbreviation and acronyms

The researcher is expected to list all abbreviations and acronyms used in the context and
their full form. Should be listed in alphabetical order
Abbreviations only pick the first letters of every name.

viii.

Definition terms /definition of operational terms

A researcher should define all the significant terms or words within the research. The
definition must include all the variables used in the research /to the conceptual
framework. Definition of terms is different from operational definition of terms. The
researcher must (refer to the organization) all the terms used for terms of
operational terms comes when the research has operationalized or changed the original
meaning of a given term hence must not be referenced ;your the originator.
NB. If you copy and paste the terms then it should be put in opening and closing inverted
commas. Dont paraphrase. If one paraphrases the content must contain the context
(should not change the context.)
In either case (either paraphrase or not paraphrase) one must put in open and closed
inverted commas you are reporting what somebody

ix.

Abstract

This is one of the most important sections of the research proposal. Abstract by itself
means the executive summary of the document hence the abstract in research should be
able to summarize the entire document.
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It appears at the beginning of the document BUT is obviously written last (its the
summary of the document). An abstract gives the reader an overview of what the problem
is and how the researcher intends to solve the problem through the proposed research.
Content of the abstract;
a) Brief but global introduction (introduce the topic generally)
b) Statement of the problem
c) Major objectives
d) Scope of the study
e) Theories reviewed
f) Research gap
g) Target population
h) Sampling frame for sample size
i) Research design
j) Sample site for locations
k) Data collection(tools and techniques)
l) Data analysis
m) Quantitative and qualitative analysis
n) Major recommendation of the study

NB/; all these items should be covered in a continuously flowing statement. A proposal
abstract must be in future tense and should cover items of CAP1 to CAP 3. I.e. a-l while
final research proposal must be written or paraphrased to the past tense and should
include items m & n which reflect CAP4 and CAP5 respectively.

3.0 Chapter One: Introduction

This should include and outlined as follows

CHAPTER ONE:
INTRODUCTION
Introduction and background of the study- aimed to be 1.0
1.1 Introduction to the study
In this section the researcher is supposed to give global introduction to the research topic.
Things like their chapter contains should be avoided at their level proportionally
postgraduate level.
Introduction should be one/ two paragraphs make the reader enthusiastic of what he/she
is expecting.
1.2 Background of the study
Give the evidence of what you introduced (introduction way global). Here the researcher
backs the ideas reflected in the introduction.

1.3 Statement of the problem

The researcher is all after problem solving hence the researcher must precisely and
specifically outline the problem that his/her researcher is endeavoring to solve for the
society. Few citations which are very specific to the problem can be brought on board.
According to Dawson (2002) sources of research problems social sciences revolves
around four Ps:
i.

People- a group of individuals

ii.

Problems- examine the existence of certain issues or problems relating to their

lives; to ascertain attitude of a group of people towards an issue

iii.

Programs- to evaluate the effectiveness of an intervention

iv.

Phenomena- to establish the existence of regularity.

In practice most research studies are based upon at least a combination of two Ps.

When selecting or deciding on a research problem according to Kothari (1985) there is

need to check whether it meets the following criteria:
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i.

Interest: A research endeavor is usually time consuming, and involves hard work
and possibly unforeseen problems. One should select topic of great interest to
sustain the required motivation.

ii.

Magnitude: It is extremely important to select a topic that you can manage within
the time and resources at your disposal. Narrow the topic down to something
manageable, specific and clear.

iii.

Measurement of concepts: Make sure that you are clear about the indicators and
measurement of concepts (if used) in your study.

iv.

Level of expertise: Make sure that you have adequate level of expertise for the
task you are proposing since you need to do the work yourself.

v.

Relevance: Ensure that your study adds to the existing body of knowledge,
bridges current gaps and is useful in policy formulation. This will help you to
sustain interest in the study.

vi.

Availability of data: Before finalizing the topic, make sure that data are available.

vii.

Ethical issues: How ethical issues can affect the study population and how ethical
problems can be overcome should be thoroughly examined at the problem
formulating stage.

These help to ensure that your study will remain manageable and that you will remain
motivated.

1.4 Purpose of the study

The purpose of the study is similar as the topic but will require the statement;the
purpose of the study is .. According to Mugenda and Mugenda (2003),
purpose of the study is a broad statement indicating what the researcher intends to do
about the problem being investigated. The purpose statement is declarative and uses
verbs to describe the intended task.

1.5 Objectives of the study

In academic research objectives can be divided into two
i.

General objective
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ii. Specific objective

The general objective is given as per the topic while the specific objective are drawn
from the many variables related to the (one) variable used in the research or from the
conceptual framework
The difference between the purpose statement and the objectives is that the purpose
statement is broad, while the objectives are derived from the purpose and are more
specific, clearly stated, and should be testable.
Objectives are very important as they determine the kind of questions that will be asked
and the data collection and analysis procedures to be used.
1.6 Research questions
The research questions are drawn from the specific objectives i.e. should be equal to the
number of specific objectives.

1.7 Hypothesis of the study

These are statements that outline the expected end results of the research by the
researcher.
These are hanging statements waiting to be approved at the end of the research. There are
two types
i.

Null-

ii.

Alternative-

The null represents the content and is presented by the Ho; while the alternative
hypothesis goes as per the content and is abbreviated as H1. It is advisable for the
researcher to choose either to use the research question or the hypothesis.
At masters level, its good to use research questions.

1.8 Justification of the study

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The researcher is expected to justify why the research is required (why must that research
be done). This section highlights the reasons for conducting the study as well as the
importance of carrying it out.
The section will often address questions as
i.

What gaps in knowledge will the study address?

ii.

Why is the study important?

1.9 Significance of the study

The researcher is expected to explain in case of the research is not done what would be
the implication or consequences. This section addresses questions like
i.

How will the results be used?

ii.

What is the expected end result?

iii.

Is the study worth it?

1.10 Importance of the study

The researcher is supposed/ expected to outline the beneficiaries of the findings of the
study and how they are going to benefit.

1.11Scope of the study

Here the researcher describes the geographical area in which the research is going to be
conducted, the target population and the materials covered. A good scope of the study
would also be able to indicate the time duration (time scope), the number of variables the
researcher is focusing on.

1.12Limitation of the study;

A limitation is some aspect of the study that the researcher knows may negatively affect
the results or generalizability of the results but over which he/she probably has no
control.
Here the researcher identifies the challenges expected or that have been faced during the
period of the study and the solutions to the limitations / challenges called counter
limitations must be indicated after each challenge.
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Limitations are the challenges posed by the environment to the researcher and the
researcher has no option other than looking for the solutions.

1.13

Delimitations of the study;

The delimitations are those characteristics that limit the scope and define the boundaries
of your study. The delimitations are in the researchers control. Delimiting factors include
the choice of objectives, the research questions, variables of interest, theoretical
perspectives that you adopted (as opposed to what could have been adopted), and the
population you choose to investigate. The first delimitation is the choice of problem
itself; implying there are other related problems that could have been chosen but were
rejected or screened off from view (Simon, 2011).

These are the challenges posed by the research to the researcher to the study or research
specific and they are solved by taking assumptions.

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4.0 Chapter Two: Literature Review

Before embarking on the presentation format of this chapter lets evaluate the contents of
the chapter and its purpose in a research.
Definition: Literature review is an evaluative report of studies found in the literature
related to your selected area. The review should describe, summarize, evaluate and
clarify this literature. It should give a theoretical basis for the research and help you
determine the nature of your own research. Select a limited number of works that are
central to your area rather than trying to collect a large number of works that are not as
closely

connected

to

your

topic

area

(adapted

from:

http://www.library.cqu.edu.au/tutorials/litreviewpages/)

According to Boote et al (2005), literature review goes beyond the search for information
and includes the identification and articulation of relationships between the literature and
your field of research. While the form of the literature review may vary with different
types of studies, the basic purposes remain constant:
i. Provide a context for the research
ii. Justify the research
iii. Ensure the research hasn't been done before (or that it is not just a "replication
study")
iv. Show where the research fits into the existing body of knowledge
v. Enable the researcher to learn from previous theory on the subject
vi. Illustrate how the subject has been studied previously
vii. Highlight flaws in previous research
viii. Outline gaps in previous research
ix. Show that the work is adding to the understanding and knowledge of the field
x. Help refine, refocus or even change the topic

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CHAPTER TWO:
LITERATURE REVIEW

2.1 Introduction
The scholar is expected to give a brief introduction that points out the source of
secondary data and the variables identified. It can also include the theories in relation to
the research specific that has been discussed.

2.2 Theoretical Review

There to find theories in relation to the area of research should be reviewed. These
theories should proud the researcher /scholar the basis of defining the research gap.

2.3 Empirical Review

Is the study of findings of the other researchers in relation to the research topic and its
research specific. The recommendations they have made the critical analysis.
NB. The comparison between the empirical and theoretical review will help the
researcher to identify the gap between the two and this will mark the basis of the
research. Through the empirical and the theoretical review the researcher is expected to
observe and discover the behavior of organisms i.e. the variables and from behavior of
these variables the researcher will be at a position of conceptualizing the flow of power
hence come up with the conceptual framework.

2.4 Conceptual framework;

The conceptual framework is the relationship drawn from the behavior of organisms.
This behavior must indicate the direction of the flow. In social sciences one to many or
many to one relationship are the ones accepted. A one to one relationship is only
acceptable in scientific research.

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Dependent variables

Independent Variable

Moderating Variables

Independent
variables

Dependent Variable

Moderating Variables

Beyond the above variables there are other variables e.g. effect of Globalization to
economic development;
The following figure can be used to demonstrate the independent, dependent, moderating,
intervening and the resultant variable.

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Culture

Globalization

Government regulations

Economic
Development

Political influence

Globalization is an independent variable

Economic development is the dependent
Government regulation is intermediate variable
Culture and political are moderating variables
Resultant variable resultant would then be international community/high standard of
living which results when there is high economic development.
Cause variable
independent variable

independent variable

intermediating variable

resultant variable

N.B The many variables to the many conceptual frame work will define the no. of
specific objectives to be used to the research study. All the many variables
The many variables must be equitable to one another and SMART this will initiate a
balanced research.
2.5 Research Gaps
This is where the knowledge is missing. The research gaps are the existing literature gaps
that the research specific will now endeavor to fill. This has been researched and for this
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and for that has not and what this research endeavors to cover. The research gap comes at
the end of chapter two and beginning point of every research.
Qn1 What is the source of knowledge gap;How to identify the knowledge gap
As a researcher you should first identify the area of interest and or the topic of interest
{general} and the industry of interest. Read widely over the scene and in the selection
manner to gain more insight about the two interested (area and industry) The material
gathered should not be dismissed because their materials will form chapter two.
Specifically one gets to study the theories and empirical literatures.
i.

Suggested areas for further research

ii.

Complaints made by customers or clients

iii.

The media

iv.

Personal intuition

v.

Discoveries (New areas of discoveries)

vi.

Anticipated Challenges

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5.0 Chapter Three: Methodology

Should indicate;

CHAPTER THREE:
METHODOLOGY
3.1 Research design
Research design is the conceptual structure within which research would be conducted.
The function of research design is to provide for the collection of relevant information
with minimal expenditure of effort, time and money. The preparation of research design,
appropriate for a particular research problem, involves the consideration of the following:
i.

Objectives of the research study.

ii.

Method of Data Collection to be adopted

iii.

Source of informationSample Design

iv.

Tool for Data collection

v.

Data Analysis-- qualitative and quantitative

Indicate type of research, justify the choice of type of research by citing authority.
3.2 Population
Clearly identify the population and the target population. Justify the target population.
The target population is the entire group a researcher is interested in; the group about
which the researcher wishes to draw conclusions.
Example: Suppose we take a group of men aged 35-40 who have suffered an initial heart
attack. The purpose of this study could be to compare the effectiveness of two drug
regimens for delaying or preventing further attacks. The target population here would be
all men meeting the same general conditions as those actually included in the study.
Psychology: A psychologist wanted to examine how Kenyan smokers change their
attitudes towards smoking with the introduction of the Kenyan smoking ban. The target
population for this research study would be all adult Kenyan smokers in Kenya.
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3.3 Sampling frame;

Is the actual set of units from which a sample has been drawn: in the case of a simple
random sample, all units from the sampling frame have an equal chance to be drawn and
to occur in the final sample. In the ideal case, the sampling frame should coincide with
the population of interest.
Consider, for example, a survey aimed at establishing the number of potential customers
for a new service in the population of Kisii County. The research team has drawn 1000
numbers at random from a telephone directory for the County, made 200 calls each day
from Monday to Friday from 8am to 5pm and asked some questions. In this example,
population of interest is all inhabitants of the city; the sampling frame includes only
those Kisii County dwellers that satisfy all the following conditions:
i.

Has a telephone;

ii.

The telephone number is included in the directory;

iii.

Likely to be at home from 8am to 5pm from Monday to Friday;

iv.

Not a person who refuses to answer all telephone surveys.

Justify the choice of your sampling frame.

3.4 Sample and sampling technique
Researchers usually draw conclusions about large groups by taking a sample. A Sample
is a segment of the population selected to represent the population as a whole. Ideally, the
sample should be representative and allow the researcher to make accurate estimates of
the thoughts and behaviour of the larger population.
Designing the sample calls for three decisions:
i.

Who will be surveyed? (The Sample)

The researcher must determine what type of information is needed and who is most likely
to have it.
ii.

How many people will be surveyed? (Sample Size)

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Large samples give more reliable results than small samples. However it is not necessary
to sample the entire target population.
iii.

How should the sample be chosen? (Sampling) Sample members may be chosen
at random from the entire population (probability sample) or The researcher
might select people who are easier to obtain information from (nonprobability
sample)

Illustrate understanding of the sampling technique chosen.

3.5 Instruments.
The construction of a research instrument or tool for data collection is the most important
aspect of a research project because anything you say by way of findings or conclusions
is based upon the type of information you collect, and the data you collect is entirely
dependent upon the questions that you ask of your respondents. The famous saying about
computers- garbage in garbage out- is also applicable for data collection. The research
tool provides the input into a study and therefore the quality and validity of the output
(the findings), are solely dependent on it.

Once you have constructed your questionnaire, you must pilot it. This means that you
must test it out to see if it is obtaining the result you require. This is done by asking
people to read it through and see if there are any ambiguities which you have not noticed.
They should also be asked to comment about the length, structure and wording of the
questionnaire. Alter the questions accordingly.
3.6 Data collection procedure.
Having formulated the research problem, developed a study design, constructed a
research instrument and selected a sample, you then collect the data from which you will
draw inferences and conclusions for your study. Depending upon your plans, you might
commence interviews, mail out a questionnaire, conduct experiments and/or make
observations.
3.7 Pilot test

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The term 'pilot studies' refers to mini versions of a full-scale study (also called 'feasibility'
studies), as well as the specific pre-testing of a particular research instrument such as a
questionnaire or interview schedule. Pilot studies are a crucial element of a good study
design. Conducting a pilot study does not guarantee success in the main study, but it does
increase the likelihood.
It depends on the instrument being used.
3.8 Data Processing and analysis.
Processing and analyzing data involves a number of closely related operations which are
performed with the purpose of summarizing the collected data and organizing these in a
manner that they answer the research questions (objectives).
The Data Processing operations are:
i.

Editing- a process of examining the collected raw data to detect errors and
omissions and to correct these when possible.

ii.

Classification- a process of arranging data in groups or classes on the basis of

common characteristics. Depending on the nature of phenomenon involved. Data
can be classified according to attributes and class-intervals.

iii.

Tabulation-Tabulation is the process of summarizing raw data and displaying the

same in compact form for further analysis. It is an orderly arrangement of data in
columns and rows.

Data analysis can take either the qualitative form or quantitative form.
i.

Qualitative data analysis

Is a very personal process with few rigid rules and procedures. For this purpose, the
researcher needs to go through a process called Content Analysis.
Content Analysis means analysis of the contents of an interview in order to identify the
main themes that emerge from the responses given by the respondents. This process
involves a number of steps:

Step 1. Identify the main themes. The researcher needs to carefully go through the
descriptive responses given by respondents to each question in order to understand the

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meaning they communicate. From these responses the researcher develops broad themes
that reflect these meanings People use different words and language to express
themselves. It is important that researcher select wording of the theme in a way that
accurately represents the meaning of the responses categorized under a theme. These
themes become the basis for analyzing the text of unstructured interviews.

Step 2. Assign codes to the main themes: If the researcher wants to count the number of
times a theme has occurred in an interview, he/she needs to select a few responses to an
open- ended question and identify the main themes. He/she continues to identify these
themes from the same question till a saturation point is reached. Write these themes and
assign a code to each of them, using numbers or keywords.
Step 3. Classify responses under the main themes: Having identified the themes the Next
step is to go through the transcripts of all the interviews and classify the responses under
the different themes.
Step 4. Integrate themes and responses into the text of your report: Having identified
responses that fall within different themes, the next step is to integrate into the text of
your report. While discussing the main themes that emerged from their study, some
researchers use verbatim responses to keep the feel of the response. There are others who
count how frequently a theme has occurred, and then provide a sample of the responses.
It entirely depends upon the way the researcher wants to communicate the findings to the
readers.
ii.

Quantitative Analysis

This method is most suitable for large well designed and well administered surveys using
properly constructed and worded questionnaire. Data can be analyzed either manually or
with the help of a computer. If you want to analyze data using computer, you should be
familiar with the appropriate program. In this area, knowledge of computer and statistics
plays an important role. The most common software is SPSS for windows. However, data
input can be long and laborious process, and if data is entered incorrectly, it will
influence the final results.

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REFERENCES
APPENDICES: Instruments (e.g. questionnaire), Budget, work plan

REFERENCES
Boote, D.N. & Beile, P. (2005). Scholars before researchers: On the centrality of the
dissertation literature review in research preparation. Educational Researcher
34/6, 3-15.
Dawson, Catherine. (2002), Practical Research Methods, New Delhi, UBS Publishers
Distributors
Kothari, C.R. (1985), Research Methodology- Methods and Techniques, New Delhi,
Wiley Eastern Limited
Morris, Mathews, K. & Nimmo, K. (2001). Writing a Research Proposal. Postgraduate
Seminar 2001. Copy of tape available from Student Learning Support Services,
14 Kelburn
Parade Roundtree, K. & Laing, T. (1996). Writing by degrees: A practical guide to
writing theses and research papers. Auckland: Longman
Simon, M. K. (2011). Dissertation and scholarly research: Recipes for success (2011
Ed.). Seattle, WA, Dissertation Success, LLC.

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