Research themes and dissertation report titles - the housing studies case

Research themes and dissertation report titles are different. I would like to provide the following 2 examples for my Housing Studies students to illustrate the difference:


Case 1: 
Research theme: the relationship between housing affordability and homelessness

Report title: An investigation on how housing affordability affects homelessness in Hong Kong using mixed research methods


Case 2: 
Research theme: Social justice and housing affordability in Hong Kong
Report title: A mixed research methods-based evaluation of the situation of housing affordability in Hong Kong using the social justice lens



Using a research theme as a dissertation project report title is not a good practice. A proper dissertation report title is needed for a dissertation report.

The managerial intellectual learning (MIL) trajectory model: a note

From my experience of teaching on and supervising my MBA students' dissertation projects, I recognize that quite some students have difficulties to comprehend and learn from the literature search and literature review exercise. As a result, they feel frustrated. I think the frustration partly arises from the insufficient understanding of the managerial intellectual learning trajectory involved. In this respect, I offer the following model (re: Diagram 1) on the managerial intellectual learning (MIL) trajectory to shed light of the MIL process:

Diagram 1: the managerial intellectual learning (MIL) trajectory model

The MIL trajectory depicts a life-long intellectual learning journey with several learning rounds. Each round comprises two stages: evolutionary stage is followed by a transformational stage. The evolutionary stage involves learning progress toward higher learning levels as anchored on a particular research paradigm while in the transformational stage, the learner experiences a research paradigm shift (e.g. from an objective [positivist] to a subjective research [interpretive] paradigm).

The condition of each stage is understood in terms of two dimensions, namely, the learning level pattern dimension (measured by the y axis) and the cognitive structure complexity dimension (measured by the x axis).  The notion of "learning level" is taken from Bloom's Taxonomy of Learning Domains which comprises 6 levels, namely, in ascending order, remember (level 1), understand (level 2), apply (level 3), analyze (level 4), evaluate (level 5) and create (level 6). The notion of "cognitive structure complexity" draws on the literature of the multi-perspective, systems-based research (MPSB Research) of Joseph, K.K. Ho. For this MIL trajectory model, such complexity is gauged in terms of the systems idea of "elements and linkages". A structure is more complex if (i) the nature of the elements [of the structure] is more complex, (ii) there are more elements [in the structure], (iii) there are more linkages [in the structure], and (iv) the nature of the linkages is more complex. Briefly, in the context of the MIL trajectory model, the elements are about academic ideas in the management field.

A learner at the higher position along the MIL trajectory has higher managerial intellectual competence as well as stronger managerial intellectual learning competence. He/ she is thus able to employ management concepts to investigate research topics in a more sophisticated way. Via literature review, an MBA student is at the same time conducting managerial intellectual learning (MIL). If the student is under time pressure to achieve theory-driven analysis sophistication level at round 3 (create level) while he/she is at round 1 (understand level), the student could feel very frustrated and helpless. Specifically, the level of felt frustration is affected by the state difference between the target position and the actual position of the student in the MIL trajectory. This is depicted in Diagram 2.

Diagram 2: on "state difference" (distance between the target position and the actual position)

Some students try to study YouTube videos as more comprehensible e-learning materials while others might employ private tutors to provide intensive tutoring on specific management topics relevant to their dissertation projects. Lastly, the agile literature review approach (ALRA) offers agile guidelines to conduct literature review. These attempts do help to make the MIL more efficient and effective, under time pressure. It needs to be pointed out that, if the student is quite incapable of managerial intellectual learning by himself/ or herself required to do a proper literature review for his/her dissertation project, it will lead to very poor literature review output quality as a result. This, inevitably will be reflected, in a highly unsatisfactorily way, in the dissertation report academic performance. [Noted: (i) Dissertation project supervisors are not responsible for providing tutorials on management theories to their supervisees; (ii) outsourcing the analysis, evaluation and creation of new insights with academic ideas from literature review is not an option to consider as it amounts to academic cheating.]

I hope the managerial intellectual learning (MIL) trajectory model enables students to better comprehend the MIL challenges and efforts involved. E-learning and other coaching support could speed up the MIL process somewhat, but, at the end of the day, they cannot perform miracle on learning. Students need to bear this in mind in their time management on their MBA dissertation projects as well as in overcoming the MIL barriers with short-term and long-term measures.



Concepts for revision:

What are the meanings of these concepts introduced in this blog note?

1. Managerial intellectual learning
2. Managerial intellectual learning trajectory model
3. Managerial intellectual learning (MIL) rounds
4. Evolutionary MIL stag and Transformational MIL stage
5. Bloom's Taxonomy of Learning Domains
6. Learning level pattern
7. Cognitive structure complexity
8. Managerial intellectual learning trajectory
9. MIL actual position, target position and state difference
10. Paradigm shift
11. Multi-perspective, Systems-based Research

Using lead models to organize theoretical framework [level 1]: a note

This note explains the value of using lead models to organize theoretical framework [level 1] in the agile literature review approach. The following level-1 theoretical framework (diagram 1) is employed for illustration:

Diagram 1

Diagram 1 shows a set of components with a number of academic ideas (to be employed). There is a high risk that the actual literature review produced can be quite disorganized. For example, for component 1: "Evaluate the complex external environment", the intention to use consumer theory (a major marketing subject) to evaluate the complex external environment may not be able to produce reasonably condensed and focused findings expressed in external environmental terms. This is especially the case as other other academic ideas are also not sufficiently relevant, e.g., Ansoff's product/market matrix and business innovation theory. In this case, there is a high risk that the resultant literature review would result in a quite work with weak analytical focus. (The cause  of the problem might actually begin at the literature search exercise stage and, subsequently, insufficient intellectual learning along the way; this is not the main study aim of this note.)

Suggested improvements are made on it, as indicated in Diagram 2, as follows:

Diagram 2

Diagrams show the employment of lead models to organize academic ideas/ research tasks in the theoretical framework components. It also specifies the core-focus domain.

For component 1, the lead model is Ansoff's model of environmental turbulence (A).

For component 2, the lead model is Business Model Canvas (B).

For component 3, the lead model is core competence model (C).

For component 4, the lead model is the market entry model (D).

For component 5, no lead model is suggested, but the ideas should be organized around 3 to 4 major suggested strategic options. 

Lead model offers a way to synthesize academic ideas/ research tasks of a theoretical framework component under an overall organizing model. Students could choose their favoured academic ideas to populate the theoretical framework, as long as they can be assimilated into lead models that direct analysis attention to address chiefly the evaluation tasks as specified in the theoretical framework component labels. Without the lead models, the discussion on the theoretical framework components can become quite disorganized and confusing.

The lead models examples here are for illustration; students could choose other models as lead models as long as they serve the same organizing purpose well. Alternatively, it is possible for students to invent their own lead models, if they are intellectually sophisticated enough.

In short, lead model usage reduces uncertainty (thus confusion) in the conduct of literature review at the upfront cost of lesser conceptual space of imagination. This usage is suitable for inexperienced literature reviewers who need a more structured literature review pathway.

Housing studies dissertation progress reporting: some advice

When writing up your Housing Studies dissertation progress reporting, please do not just send your incomplete dissertation report draft to your supervisor to review. You need to adopt the university progress report template (re: the FB page on it) and, specifically state briefly:

On each section of the progress report, (a) actual progress made, difficulties (expected and unexpected) experienced and dealt with, and what pending tasks need to be done and their foreseeable challenges and (b) intellectual learning and experience gained from the research work done so far.

The incomplete dissertation report draft is certainly useful as a supportive document for your dissertation progress report. It helps the supervisor to comprehend your progress report comments.

Reference

FB page on Housing Studies dissertation group

Dissertation design quality and assessment: some thoughts

Dissertation design quality and assessment criteria for applied business research (MBA Level): some thoughts in terms of a 3-level scheme

Dissertation design quality and assessment criteria levels: a three-level scheme

Impressive level (level 3): [estimated to be at 60-80 marks]

1.1 Engaging

1.2 Intriguing

1.3 A set of related and complicated topics with a complicated understanding

1.4 Levels 3-5 of Bloom's Taxonomy of Learning Domain

1.5 Use a range of updated and sophisticated management concepts to address a set of well-considered management concerns
1.6 Show high practical and academic values

1.7 Beyond level 2
{If the the dissertation report is poorly written, actual mark could drop to 55 [my estimate].}

Intermediate level (level 2): [estimated to be at 50-65 marks]

2.1 Relevant

2.2 Valid

2.3 Reliable

2.4 Ethical

2.5 Employment of several research methods with a proper research game plan

2.6 One to three proper, related and mildly complicated contemporary management topics

2.7 Demonstrate reasonable understanding of the onion model on research methods

2.8 Use a few updated and sophisticated management concepts to address a set of management concerns that have some connections.
2.9 Show reasonable practical and academic values

{If the the dissertation report is poorly written, actual mark could drop to 42 [my estimate].}

Failure to Marginal level (level 1): [estimated to be at 30-50 marks]

3.1 Levels 1-2 of Bloom's Taxonomy of Learning Domain

3.2 Employment of 1 research method with a disorganized research game plan

3.3 Use a number of elementary management concepts in a crude way to address research objectives that are not clearly related to a set of properly formulated management concerns

3.4 Primarily a single and mature management topic

3.5 Demonstrate very dim awareness of the onion model on research methods
3.6 Show poor (and unclear) practical and academic values

{If the the dissertation report is poorly written, actual mark could drop to 30 [my estimate].}

**** Students are also referred to the assessment criteria stated in the subject module guide.


References
FB page on research quality
A video on Bloom's Taxonomy of Learning

The need to master sophisticated management theories for doing dissertation projects: a note

The need to master sophisticated management theories for doing dissertation projects: a note on literature review and managerial intellectual learning

I notice that quite some MBA students have difficulties to comprehend relatively sophisticated and less familiar management concepts in literature review. As a result, they fall back on using management concepts that they feel more confident and knowledgeable with to employ in their dissertation projects. However, more often than not, the management theories they intend to employ are old-fashioned, simple, superficially understood and irrelevant to their research evaluation tasks. For examples, students like to use Porter's 5-Force Model, whatever research tasks they are dealing with; they also like to use simple checklist and classification-style concepts, such as SWOT analysis , PEST analysis, and Boston Consulting Matrix. Finally, they also tend to use old models in an uncritical way, e.g., Maslow Hierarchy of Needs. These models are certainly not a major problem to use in dissertation projects, but relying primarily on them as the major theories to use in a dissertation project at the MBA level is highly unimpressive, to put it in a polite way. So, instead of giving up learning more updated and more sophisticated management theories for application in dissertation projects at the MBA level, I encourage students to consider two ways to master the more sophisticated and updated management concepts:

1. The self-help approach: spend more time to learn these more difficult concepts with the e-learning support from Google searching and YouTube videos, notably on brief lectures.

2. The private tutorial approach: employ a private tutor to teach you the complicated management concepts that you intend to employ in your dissertation projects. [Note: bear in mind that your dissertation project supervisor is not your tutor in this context; they give brief feedback, not tutorials to you].

It is not advisable to use crude conceptual and analytical tools/ theories, especially in an uncritical way, as the main theories to employ, in your MBA dissertation projects. Needless to say, doing so substantially increase the risk of dissertation project failure, even though you feel that, by doing so, you have already tried your best (and worked very hard) to employ relevant management theories in your dissertation projects.

Personal development chapter of applied business research reports - info

Personal development chapter of applied business research reports - info (re: module guide)

The MBA is about leadership and developing leadership capability. This section should briefly comment on your current stage of development and the challenges you feel you need to consider in going forward in a management career or to develop further. You should aim to identify and map your skills against an established management /leadership framework and comment on the outcome. You are not required to present a detailed personal development plan though you could include such a document in an appendix if you have one and comment on the main points in this section. Approximately 500 words.