What ChatGPT tells me about some key questions about housing studies dissertation projects

What does ChatGPT (e.g. GPT 3.5 Turbo) tell me about some key questions about housing studies dissertation projects?

As a university research methods lecturer for Housing Studies students, I am curious to learn what ChatGPT (GPT 3.5 Turbo) (via Poe.com) tells me about some of the key questions and their respective advice about housing studies dissertation projects. My questions and GPT 3.5 answers are provided below. I also make some brief review comments at the end of this blog note.

Question 1: what are the main characteristics of Housing Dissertation projects for university students?

Reply from GPT 3.5 Turbo: 

Housing dissertation projects for university students typically focus on various aspects of housing, ranging from policy and planning to design and construction. While specific requirements may vary depending on the university and the program, here are some main characteristics often associated with housing dissertation projects:

Research Focus: Housing dissertation projects involve in-depth research on a specific topic related to housing. This could include areas such as affordable housing, sustainable housing, social housing, housing policy, housing finance, housing market analysis, housing design, or housing for specific populations (e.g., elderly, low-income individuals, students).

Originality: A housing dissertation project should contribute new insights, knowledge, or perspectives to the field. It should demonstrate originality in the research question, methodology, or findings. Students are encouraged to identify research gaps and propose innovative approaches to address housing-related challenges.

Literature Review: A comprehensive literature review is a crucial component of a housing dissertation project. This involves reviewing and critically analyzing existing academic literature, research studies, policy documents, and relevant theories related to the chosen topic. The literature review helps students position their research within the broader context of housing studies and identify research opportunities.

Methodology: Housing dissertation projects require a clear methodology that outlines the research approach, data collection methods, and analysis techniques. Depending on the research question, methodologies may include quantitative analysis, qualitative interviews or surveys, case studies, literature-based research, or a combination of these approaches. The methodology should be justified and appropriate for the research objectives.

Data Collection and Analysis: Students may need to collect primary data through surveys, interviews, or observations, or use secondary data sources such as government reports, housing databases, or academic publications. The collected data should be analyzed rigorously using appropriate statistical or qualitative analysis techniques. The analysis should be clearly presented and linked to the research question.

Critical Analysis and Discussion: A housing dissertation project requires critical analysis and interpretation of the research findings. The results should be discussed in relation to the existing literature, theories, and policy implications. Students should identify the strengths and limitations of their research and provide recommendations for future research or practical applications.

Structure and Writing: A well-structured and coherent dissertation is essential. It should include an introduction, literature review, methodology, findings, analysis, discussion, and conclusion. The writing should be clear, concise, and academic in style, with proper referencing and citation of sources.

Ethical Considerations: Students should consider ethical implications in their research, especially when collecting data involving human subjects. Ethical considerations may include obtaining informed consent, ensuring participant confidentiality, and adhering to ethical guidelines set by the university or relevant research bodies.

It's important to note that the specific requirements and expectations for housing dissertation projects may vary among universities and academic programs. Therefore, it's advisable to consult the guidelines and instructions provided by your university or department to ensure you meet the specific requirements for your dissertation project.

Question 2: What are the common difficulties encountered by part-time Housing Studies students doing dissertation projects?

Reply from GPT 3.5 Turbo: 

Part-time Housing Studies students often face unique challenges when undertaking dissertation projects alongside their other commitments. Here are some common difficulties encountered by part-time students during housing dissertation projects:

Time Management: Balancing dissertation work with other responsibilities, such as work, family, and personal commitments, can be challenging for part-time students. Limited time availability can make it difficult to dedicate sufficient time and effort to research, data collection, analysis, and writing. Effective time management and planning are crucial to ensure progress and avoid last-minute rushes.

Access to Resources: Part-time students may face limitations in accessing resources, such as libraries, research databases, or specialized software, especially if they are not on campus regularly. They may need to rely more on online resources, digital libraries, or interlibrary loan systems. Lack of immediate access to academic support services or faculty members can also pose challenges when seeking guidance or feedback.

Research Support: Conducting research and collecting data can be more demanding for part-time students who have limited time to engage in fieldwork or data collection activities. They may encounter difficulties in recruiting participants, conducting interviews or surveys, or accessing relevant data sources. It is important to plan ahead and explore alternative research methods that align with their time constraints.

Continuity and Focus: Maintaining continuity and focus on the dissertation project can be challenging for part-time students. Gaps between study periods or breaks due to work or personal commitments may disrupt the momentum and make it harder to stay engaged with the research. It is important to establish a structured study routine and set realistic goals to ensure consistent progress.

Collaboration and Networking: Part-time students may have limited opportunities for collaboration or networking with peers and faculty members compared to full-time students. Lack of regular face-to-face interactions or group work can make it harder to exchange ideas, seek feedback, or discuss challenges. However, online platforms, discussion forums, or virtual meetings can help bridge this gap and facilitate communication with peers and supervisors.

Writing Skills: Dissertation writing requires strong academic writing skills, and part-time students may face challenges in this area. Limited exposure to academic writing or time constraints can impact their ability to effectively communicate their research findings and arguments. Seeking guidance from writing centers, attending workshops, or working with a writing mentor can help enhance writing skills and improve the quality of the dissertation.

Motivation and Burnout: Part-time students often juggle multiple responsibilities, which can lead to feelings of stress, fatigue, or burnout. Maintaining motivation and enthusiasm throughout the dissertation process can be difficult, especially during challenging periods. Setting realistic goals, taking breaks, seeking support from family and friends, and staying connected to the purpose of the research can help manage motivation and prevent burnout.

It's important for part-time students to communicate with their supervisors and academic advisors regularly to discuss their specific challenges and seek guidance. Universities often have support services and resources tailored to part-time students, so it's advisable to explore those opportunities as well.

Question 3: How can university dissertation supervisors motivate part-time housing studies students to spend more effort to do dissertation projects?

Reply from GPT 3.5 Turbo: 

Motivating part-time housing studies students to invest more effort in their dissertation projects requires effective communication, support, and encouragement from the dissertation supervisors. Here are some strategies supervisors can employ to motivate part-time students:

Establish Clear Expectations: Set clear expectations regarding the scope, quality, and timeline of the dissertation project from the beginning. Clearly communicate the importance of the project, the value it adds to the field, and the potential benefits for the student's academic and professional growth. This helps students understand the significance of their work and motivates them to put in the required effort.

Regular Communication and Feedback: Maintain regular and consistent communication with part-time students throughout the dissertation process. Schedule regular meetings or check-ins to discuss progress, address concerns, and provide feedback. Prompt and constructive feedback not only helps students stay on track but also demonstrates that their work is valued and encourages them to invest more effort.

Individualized Support: Recognize that part-time students may have unique challenges and commitments that impact their ability to dedicate time to their dissertation. Take the time to understand their circumstances and provide individualized support. Offer guidance on time management, research methods, and resources that can help them overcome obstacles and make progress.

Break the Project into Manageable Tasks: Help part-time students break down their dissertation project into smaller, manageable tasks. This approach makes the project less overwhelming and allows students to see their progress more tangibly. By accomplishing smaller tasks, they gain a sense of achievement and are motivated to continue working towards their larger goal.

Celebrate Milestones and Progress: Acknowledge and celebrate the milestones and progress made by part-time students throughout the dissertation project. Recognize their efforts, accomplishments, and dedication. Celebrating milestones, such as completing literature reviews or data collection, helps students feel a sense of accomplishment and boosts their motivation to continue.

Provide Encouragement and Support: Part-time students often face challenges and self-doubt during the dissertation process. Offer encouragement and support by highlighting their strengths, progress, and potential. Help them build confidence in their abilities and remind them of the value of their research. Positive reinforcement and support from supervisors can go a long way in motivating students to invest more effort.

Foster a Supportive Peer Community: Encourage part-time students to connect with their peers who are also working on their dissertations. Foster a supportive and collaborative environment where students can share experiences, challenges, and strategies. Peer support can provide motivation, accountability, and a sense of belonging, which can positively impact students' engagement and effort.

Showcase Real-World Relevance: Emphasize the real-world relevance and impact of the dissertation project. Help students understand how their research findings and contributions can inform housing policy, planning, or practice. Making the connection between their work and its potential societal impact can be a powerful motivator for part-time students.

Remember, every student is unique, and what motivates one may not necessarily work for another. It's important for supervisors to be attuned to individual student needs, provide personalized support, and adapt their approach accordingly.

Question 4: What can be done to improve university supervisor-supervisee communication quality for part-time students doing housing studies dissertation projects?

Reply from GPT 3.5 Turbo: 

Improving the communication quality between university supervisors and part-time students working on housing studies dissertation projects can greatly enhance the student's experience and progress. Here are some strategies to consider:

Establish Clear Communication Channels: Ensure that clear communication channels are established and maintained between supervisors and part-time students. This may include email, phone calls, video conferences, or online collaboration tools. Clarify preferred modes of communication and response times to avoid any misunderstandings.

Regular Check-Ins: Schedule regular check-in meetings or calls with part-time students to discuss their progress, address any concerns, and provide feedback. These check-ins can help maintain a consistent flow of communication and keep the student engaged and motivated. Consider the student's availability and schedule meetings at convenient times.

Provide Timely Feedback: Timely feedback is crucial for part-time students as they may have limited time to make revisions or adjustments to their work. Provide prompt and constructive feedback on their research progress, methodology, analysis, and writing. Encourage two-way communication, allowing students to seek clarifications or ask questions about the feedback they receive.

Clarify Expectations and Deadlines: Clearly communicate the expectations for the dissertation project, including milestones, deadlines, and the quality of work expected at each stage. Provide a detailed timeline and outline the key deliverables. This clarity helps part-time students plan their time effectively and ensures they have a clear understanding of what is expected from them.

Flexibility and Accommodation: Recognize that part-time students may have unique challenges and commitments outside of their studies. Demonstrate flexibility in accommodating their schedules, especially when arranging meetings or discussing project timelines. Be understanding of their constraints and work together to find mutually agreeable solutions.

Utilize Technology: Leverage technology to facilitate communication and collaboration. Use online platforms, messaging apps, or shared document repositories to exchange information, share resources, and provide feedback. This helps overcome potential barriers posed by time and geographical constraints.

Supportive and Constructive Tone: Maintain a supportive and constructive tone in all forms of communication. Encourage open dialogue and create a safe space for part-time students to express their ideas, concerns, and challenges. A positive and encouraging approach fosters a productive and collaborative relationship between supervisors and students.

Provide Additional Resources and Support: Recognize that part-time students may have limited access to on-campus resources. Provide them with information about relevant online resources, digital libraries, research databases, or academic support services that they can access remotely. Offer guidance on how to navigate these resources effectively.

Encourage Peer Support: Facilitate connections between part-time students working on similar projects. Encourage them to form study groups, share resources, and provide mutual support. This peer network can serve as an additional source of guidance and motivation.

Regularly Review Progress and Goals: Conduct regular progress reviews with part-time students to assess their progress, challenges, and goals. Help them set realistic and achievable goals, and monitor their progress towards these goals. Regularly reviewing progress provides opportunities for constructive feedback and keeps the student on track.

By implementing these strategies, supervisors can create a supportive and effective communication environment for part-time students, enabling them to successfully complete their housing studies dissertation projects.

My comments on this dialogue exercise with GPT 3.5:

All the answers rom GPT 3.5 exude informed common sense. While not capable to provide more specific  and contingent advice to address myriad idiosyncratic factors, the GPT 3.5 advice could serve as both useful general recommendations for course teaching purpose as well as a basic working document for the conduct of focus group by university teaching staff to gain more concrete understanding and work out desirable educational practices to address the questions raised above, notably on questions 2 to 4 above. 

Undeniably, GPT 3.5 is a good virtual companion for us to discuss practical issues; it is time we learn how to converse with this kind of AI tools, armed with fair understanding of their reasoning strengths and weaknesses.

Reference: a collection of blog notes on using ChatGPT.

My experience with using an AI tool: note 2 for MBA students

My experience with using an AI tool: note 2 for MBA students:

I post four tests (in the form of questions) to evaluate the intelligence of GBT 3.5 Turbo. The tests are performed via the platform of Poe.com. The four tests, their results and my evaluation comments are provided as follows:

TEST 1

Test 1a: How to detect MBA students copying chatgpt result content into their dissertation reports?

GBT 3.5 Turbo result:

Detecting whether MBA students have copied content from ChatGPT or any other source into their dissertation reports can be challenging, but there are a few strategies you can employ to identify potential plagiarism. Here are some suggestions:

Familiarize yourself with the content generated by ChatGPT: Spend some time interacting with ChatGPT or similar language models to understand the type of responses they provide. This will help you recognize patterns or language that may indicate the use of AI-generated content.

Conduct plagiarism checks: Utilize plagiarism detection tools such as Turnitin, Grammarly, or Copyscape to compare the student's dissertation with online sources, including ChatGPT-generated text. These tools can highlight similarities and provide a similarity score, giving you an indication of potential plagiarism.

Analyze writing style and language: Compare the writing style and language used in the dissertation with the student's previous work or other submissions. Look for inconsistencies or discrepancies in vocabulary, sentence structure, or tone, which could suggest the presence of copied content.

Check for academic rigor: Evaluate the depth and complexity of the content presented in the dissertation. If the student's writing suddenly demonstrates a significant improvement in knowledge or expertise, it may be worth investigating further to determine the source of the newfound information.

Interview the student: Conduct an oral defense or interview with the student to discuss their research and ask specific questions about the content of their dissertation. This can help gauge their understanding of the material and identify any inconsistencies or lack of familiarity with the concepts presented.

Seek expert opinions: Consult with other faculty members or subject matter experts in the field to review the dissertation. Their expertise and familiarity with the topic may help identify discrepancies or instances of copied content.

Utilize online search and academic databases: Search relevant keywords or unique phrases from the student's dissertation in search engines and academic databases. This can help identify potential sources from which the content may have been copied.

It's important to note that these strategies are not foolproof, and detecting plagiarism requires careful analysis and investigation. If you suspect a student has copied content from ChatGPT or any other source, it's crucial to follow your institution's established procedures for handling academic misconduct and consult with relevant faculty or academic integrity committees.

My evaluation comments: the advice is quite practical and informative. The quality of the answer from GBT 3.5 is quite satisfactory.

Test 1b: Tell me more

GPT 3.5 Turbo result:

Certainly! Here are some additional details to consider when attempting to detect whether MBA students have copied ChatGPT-generated content into their dissertation reports:

Analyze citation and referencing: Check the accuracy and consistency of the student's citations and references. Look for any discrepancies or irregularities that may indicate improper sourcing or the absence of proper attribution. ChatGPT-generated content is unlikely to have appropriate citations or references.

Cross-reference with sources: Take note of any references or sources cited in the dissertation and cross-reference them with the actual content. Look for matches or similarities in the language, structure, and ideas presented. If there are substantial similarities without proper attribution, it could indicate plagiarism.

Review the introduction and conclusion: The introduction and conclusion sections of a dissertation often provide an overview of the research topic and summarize the findings. Compare these sections with the body of the dissertation to check for inconsistencies in tone, language, or content. If there is a significant disparity in writing style, it could suggest the inclusion of copied content.

Consult with subject matter experts: If you suspect that specific sections or topics within the dissertation have been copied from ChatGPT or other sources, seek the expertise of subject matter experts in those areas. They can help identify whether the content is original or derived from existing sources.

Look for disjointed content: AI-generated content like ChatGPT responses may lack coherence or relevance to the research topic. If certain sections of the dissertation appear disjointed or disconnected from the overall argument or research question, it could be an indicator that the student has copied content without integrating it effectively.

Pay attention to language proficiency: AI-generated content may exhibit a higher level of language proficiency or vocabulary than the student typically uses. If there is a sudden improvement in the overall language quality without a corresponding improvement in other aspects of the student's writing, it may suggest the inclusion of copied content.

Conduct face-to-face meetings: Schedule one-on-one meetings with the student to discuss their research in-depth. Engage them in conversation about the dissertation topic and ask probing questions to gauge their understanding of the subject matter. If they struggle to explain or elaborate on certain sections, it could indicate that the content was copied.

Remember, these methods are not foolproof, and it's essential to approach any suspicions of plagiarism with fairness and due process. Always follow your institution's guidelines and procedures for handling academic misconduct and consult with relevant faculty or academic integrity committees for guidance and support.

My evaluation comments: the additional advice from GPT 3.5 is quite practical and informative. The quality of the answer from GBT 3.5 is quite satisfactory.

TEST 2

Test 2: How to encourage part-time MBA students to participate more, e.g. discussion, in online lectures?

GPT 3.5 Turbo result: 

Encouraging part-time MBA students to actively participate in online lectures and discussions can enhance their learning experience and contribute to a more engaging and collaborative learning environment. Here are some strategies to promote participation:

Set clear expectations: Communicate the importance of active participation and its benefits to the students. Clearly outline your expectations for their involvement in online lectures and discussions from the beginning of the course. Emphasize how participation can enhance their understanding, critical thinking, and networking opportunities.

Create a supportive and inclusive environment: Foster a positive and inclusive online learning environment where students feel comfortable expressing their thoughts and opinions. Encourage respectful and constructive dialogue among participants. Address any disruptive behavior promptly to maintain a productive atmosphere.

Use a variety of engagement techniques: Employ a mix of interactive teaching methods to cater to different learning preferences and encourage participation. Incorporate polls, quizzes, case studies, group activities, and multimedia content to maintain student engagement and promote active involvement.

Assign pre-reading and preparatory work: Share relevant reading materials or resources before each lecture to encourage students to come prepared. This will provide a foundation for meaningful discussions and allow students to contribute more thoughtfully during online sessions.

Ask open-ended questions: Pose open-ended questions during lectures and discussions to stimulate critical thinking and encourage students to share their perspectives. Encourage them to provide reasoned arguments and support their viewpoints with evidence or examples.

Utilize breakout rooms: Divide students into smaller groups using breakout rooms during online lectures or discussions. This facilitates more intimate and focused conversations, enabling students to actively participate and engage with their peers. Assign specific tasks or discussion topics to each group and then reconvene to share the key insights.

Provide regular feedback and recognition: Offer constructive feedback to students who actively participate and contribute insightful ideas. Recognize their contributions publicly, such as through praising them in class or mentioning their valuable input in subsequent sessions. Positive reinforcement can motivate students to continue participating actively.

Incorporate real-world examples and case studies: Relate course concepts to real-world scenarios and current events. Use relevant case studies to illustrate the application of theoretical knowledge. This approach can generate interest and encourage students to share their insights or experiences related to the topic.

Foster a sense of community: Create opportunities for students to connect with their peers outside of formal class sessions. Establish online discussion forums or platforms where students can interact, share resources, ask questions, and engage in informal conversations related to the course. This sense of community can motivate students to participate more actively during lectures.

Be an engaging facilitator: As the instructor, model active participation and enthusiasm for the subject matter. Be approachable, responsive, and encouraging. Show genuine interest in students' contributions and provide timely feedback. By demonstrating your own engagement, you can inspire students to participate more actively.

Remember that creating a culture of participation takes time and consistent effort. Be patient and proactive in implementing these strategies, and continuously assess and adjust your approach based on student feedback and evolving needs.

My evaluation comments: the advice from GBT 3.5 is quite practical and informative. The quality of the answer from GBT 3.5 is quite satisfactory. It would be useful to provide specific advice based on different contingent factors, e.g. class size, the intellectual maturity level of the students, and the prevailing workload and work stress facing the students from their jobs, etc. 

TEST 3

Test 3a: What learning strategy should MBA students employ if they are only interested in getting a bare pass for their dissertation project work?

GBT 3.5 Turbo result: 

While it's important to strive for excellence in academic endeavors, I understand that some MBA students may prioritize obtaining a bare pass for their dissertation project work due to various reasons or constraints. If this is the case, here are some learning strategies they can consider:

Clarify the minimum requirements: Understand the minimum criteria or expectations for a bare pass in the dissertation project. Review the grading rubric, guidelines, or any specific requirements provided by your institution or faculty. This will help you focus your efforts on meeting those minimum standards.

Seek guidance from the supervisor: Establish clear communication with your dissertation supervisor and explain your goal of achieving a bare pass. Discuss what is required to meet the minimum standards and seek their guidance on the essential elements you should prioritize. Their expertise can help you understand the key areas that need your attention.

Identify the critical components: Identify the core components of the dissertation project that carry the most weight in evaluation. Focus your efforts on these areas to ensure you meet the minimum requirements. Allocate your time and resources accordingly to address these critical components effectively.

Develop a structured plan: Create a well-structured plan and timeline to complete the dissertation project. Break down the work into manageable tasks and set realistic deadlines. This approach will help you stay organized and ensure that you allocate sufficient time to each essential component.

Manage your time effectively: Time management is crucial when pursuing a bare pass. Allocate dedicated time for research, writing, and revisions. Avoid procrastination and maintain a consistent work schedule to make steady progress towards completing the dissertation within the given timeframe.

Focus on meeting the objectives: Clearly identify the objectives or research questions of your dissertation project. Concentrate your efforts on addressing these objectives adequately. Ensure that you provide sufficient evidence, analysis, and discussion to meet these objectives, even if you are not aiming for an extensive or in-depth exploration.

Prioritize essential research: Conduct targeted research to gather information and literature that directly supports your dissertation objectives. Focus on key sources and references that are directly relevant to your research questions. This approach will help you streamline your efforts and avoid unnecessary explorations.

Seek feedback and revise accordingly: Share your work with your supervisor regularly and seek their feedback. Incorporate their suggestions and recommendations to improve your work and align it with the minimum requirements. Revising based on feedback can enhance the clarity and coherence of your dissertation.

Proofread and edit carefully: Even when aiming for a bare pass, it's crucial to ensure that your dissertation is coherent, well-structured, and free of major errors. Proofread and edit your work thoroughly to eliminate grammatical mistakes, improve clarity, and enhance the overall quality of your writing.

Maintain a positive mindset: Stay motivated and maintain a positive mindset throughout the process. Remember that achieving a bare pass still requires effort and dedication. Approach the project with a sense of professionalism and commitment, even if your goal is to meet the minimum requirements.

While pursuing a bare pass may be a personal choice, I would also encourage you to consider the long-term benefits of investing more effort and aiming for a higher quality dissertation. A well-executed and comprehensive project can provide you with a deeper understanding of the subject matter and may have positive implications for your future career or academic pursuits.

My evaluation comments: the GBT advice is reasonable, comprehensible and practical. Nevertheless, its effectiveness is doubtful by solely relying on (i) the rational analysis stance and (ii) the endorsement of honesty of student behavior in their study.

Test 3b: Tell me more

GBT 3.5 Turbo result:

Certainly! Here are some additional points to consider when pursuing a bare pass for an MBA dissertation project:

Focus on the essentials: Prioritize the key elements required for a successful dissertation, such as a clear research question, a logical structure, and appropriate referencing. Concentrate your efforts on these core aspects and allocate your time and resources accordingly.

Streamline your research: Instead of conducting an extensive literature review, focus on identifying a few key sources that directly support your research question. This targeted approach will save time and help you gather the necessary information without getting overwhelmed.

Stay organized: Keep track of your research materials, notes, and references to ensure easy access when writing the dissertation. Utilize citation management tools, such as Zotero or Mendeley, to organize your references and streamline the citation process.

Manage your expectations: Recognize that aiming for a bare pass means focusing on meeting the minimum requirements rather than pursuing excellence. Set realistic expectations for the quality and scope of your dissertation project while ensuring you meet the necessary criteria.

Seek clarification: If you have any doubts or uncertainties about the requirements or expectations for a bare pass, don't hesitate to seek clarification from your supervisor or the relevant faculty members. Understanding the specific criteria will help you align your efforts accordingly.

Follow the provided guidelines: Carefully review and adhere to the guidelines provided by your institution or faculty. Pay attention to formatting requirements, word limits, and any specific instructions regarding the structure or content of the dissertation. Adhering to these guidelines demonstrates your attention to detail and professionalism.

Use templates and examples: Leverage existing templates or examples provided by your institution or previous students to guide your writing process. These resources can give you a sense of the expected structure, content, and formatting for your dissertation.

Stay focused and disciplined: Maintain your focus throughout the dissertation project by managing distractions and creating a conducive work environment. Set aside dedicated time for writing and research, and adhere to your schedule to ensure steady progress.

Seek support from peers: Engage with your fellow MBA students who are also working on their dissertations. Form study groups or discussion forums where you can share ideas, provide feedback, and support each other through the process. Collaborating with peers can provide valuable insights and motivation.

Utilize available resources: Take advantage of any resources or support services offered by your institution, such as writing centers or research assistance. These resources can provide guidance, feedback, and additional support to help you meet the minimum requirements for your dissertation.

Remember, while pursuing a bare pass may be a valid choice in certain circumstances, it's important to approach your academic work with integrity and professionalism. Strive to produce the best work possible within the parameters you've set for yourself.

My evaluation comments: again, the additional GBT advice is reasonable, comprehensible and practical. Nevertheless, its effectiveness is doubtful by solely relying on (i) the rational analysis stance and (ii) the endorsement of honesty of student behavior in their study.

TEST 4

Test 4: How can an MBA student do primary research for his/ her dissertation project, if the student is unemployed and his/ her friends, ex-colleagues and family members are unwilling to help?

GBT 3.5 Turbo result:

As an Assistant created by Anthropic, I would be happy to provide some suggestions for how an unemployed MBA student can conduct primary research for their dissertation project without the support of friends, ex-colleagues, or family members.

Given the student's limited resources, here are a few options to consider:

Leverage Online Surveys and Interviews: Use free or low-cost online survey tools to reach a wider audience. Platforms like Google Forms, SurveyMonkey, or Qualtrics allow you to create and distribute surveys. You can also reach out to potential participants through social media, online forums, or platforms like Amazon Mechanical Turk to conduct virtual interviews.

Tap into Academic Networks: Reach out to professors or researchers at your university or other institutions who may be willing to assist you or provide access to their research participants. Many academics are often eager to support student research.

Attend Industry Events and Conferences: Look for relevant industry events, trade shows, or conferences (either in-person or virtual) where you can network and potentially recruit participants for your research. This can be a great way to connect with professionals in your field of study.

Partner with Local Organizations: Identify relevant local businesses, non-profits, or community organizations that may be willing to assist with your research, either by providing access to their clients/members or by helping you recruit participants.

Leverage Online Communities: Engage with relevant online communities, such as industry-specific forums, Reddit threads, or LinkedIn groups, to recruit participants for your research. Offer incentives, such as gift cards or a summary of your findings, to encourage participation.

Utilize Secondary Data Sources: If primary data collection is particularly challenging, consider leveraging secondary data sources, such as industry reports, government databases, or academic journals, to supplement your research.

Remember to ensure that your research methods are ethical, adhere to your university's guidelines, and comply with any relevant data privacy regulations. Additionally, be persistent and creative in your approach to overcome the challenges presented by your circumstances.

I hope these suggestions are helpful as you navigate your dissertation research project. Let me know if you have any other questions!

My evaluation comments: the GBT 3.5 Turbo advice is useful and informed, with some concrete suggestions. However, to secure the support and response from these external communities and networks remains a substantial challenge to the MBA student. This is especially the case if the prevailing society atmosphere is prudent to requests by strangers to participate in dissertation project research investigation, e.g. in questionnaire survey. Also, some universities prefer their MBA students to conduct primary research for their dissertation projects. Despite that, secondary research is still acceptable for this kind of dissertation project work. It would be desirable if GBT 3.5 is able to offer additional advice to address the challenges from its recommended research method practices. A follow-up question to GBT 3.5 Turbo on how to address these challenges should be made to more clearly test the capability of GBT 3.5 Turbo.

Some overall comments

All the GBT 3.5 Turbo results for questions that seek for practical advice are quite comprehensible and informative. GBT 3.5 Turbo is able to provide additional practical advice in response to the question of "Tell me more". It would be useful if GBT 3.5 Turbo is able to offer advices that take into consideration of more specific situational factors; in addition, advices that show more environmental (e.g. social and economic), psychological and critical awareness would be even better. In this regard, additional dialogue with GBT 3.5  Turbo should shed more light on its capability.

Reference: a collection of blog notes on using ChatGPT.

My experience on using an AI tool: a note for MBA students

My experience on using an AI tool: a note for MBA students

 I tried four tests (in the forms of questions) on the capability of ChatGPT (GPT 3.5 Turbo) via the following access path (Poe):

The link (poe) (re: https://cei.hkust.edu.hk/en-hk/education-innovation/generative-ai-education/access-chatgpt-poe-without-vpn-connection).

My question 1: what is the agile literature review approach for?

GPT 3.5 Turbo answers as follows:

The Agile Literature Review (ALR) approach is used in academic research to conduct systematic literature reviews in an iterative and flexible manner. It draws inspiration from the Agile software development methodology and adapts its principles to the process of reviewing and synthesizing existing literature. Here are some key purposes and benefits of using the Agile Literature Review approach:

Efficient and iterative process: The ALR approach aims to streamline the literature review process by breaking it into small, manageable tasks. It encourages an iterative approach, where researchers can constantly refine their research questions, search strategies, and inclusion/exclusion criteria based on the emerging insights from the literature.

Adaptability and flexibility: The ALR approach allows researchers to adapt their review process based on the findings and evolving research questions. It recognizes that research questions and objectives may evolve as researchers gain a deeper understanding of the literature.

Timeliness: By adopting an iterative approach, the ALR method enables researchers to publish interim findings or partial results throughout the review process. This can be particularly useful in fast-moving research fields where up-to-date knowledge is essential.

Collaboration and teamwork: The ALR approach encourages collaboration among researchers. It allows multiple researchers to work together on different aspects of the review simultaneously, promoting efficiency and encouraging diverse perspectives.

Stakeholder engagement: The ALR approach emphasizes engagement with stakeholders throughout the review process. Researchers can involve stakeholders, such as practitioners or policymakers, in defining research questions, interpreting findings, and validating the relevance of the review's outcomes.

Transdisciplinary research: The ALR approach can facilitate the integration of findings from diverse disciplines or fields of study. It encourages researchers to consider a wide range of literature sources, beyond their own specific field, to gain a holistic understanding of the research topic.

Quality assurance: The ALR approach incorporates mechanisms for quality assurance, such as peer review or expert feedback, throughout the review process. This helps ensure rigor and reliability in the synthesis of literature.

Knowledge synthesis and gap identification: The ALR approach enables researchers to synthesize and analyze a large body of literature systematically. It helps identify existing knowledge gaps, inconsistencies, or areas that require further investigation, leading to more targeted and focused future research.

My comment: a student using this answer in my course will fail. The answer is simply not informed by the relevant academic literature on the agile literature review approach.

My question 2: Is the agile literature review approach invented by Joseph K.K. Ho?

GPT 3.5 Turbo answers as follows:

I apologize for the confusion, but as of my knowledge cutoff in September 2021, there is no widely recognized academic or researcher named Joseph KK Ho associated with the invention or development of the Agile Literature Review (ALR) approach. The ALR approach is an adaptation of Agile methodologies from software development to the field of literature review, and it has been implemented and discussed by various researchers and scholars in the academic community. However, it is important to note that new research and developments may have occurred since then, and there may be individuals who have made contributions to the ALR approach that I am not aware of.

My comment: if my student offers this answer for my course assignment, the student will fail in his/her assignment work. The answer is not informed at all, especially on the relevant academic literature on the agile literature review approach of Joseph K.K. Ho.

My question 3: How to formulate an MBA dissertation proposal that is easy to do?

GPT 3.5 Turbo answers as follows:

Formulating an MBA dissertation proposal that is feasible and manageable requires careful planning and consideration. While there is no guarantee that the process will be "easy," the following steps can help you create a proposal that is realistic and achievable:

Choose a focused research topic: Select a research topic that is specific, manageable, and aligned with your interests and career goals. Narrow down your focus to a particular aspect or problem within your field of study. A well-defined and focused topic will make the research process more manageable.

Conduct a literature review: Before formulating your proposal, conduct a thorough literature review to understand the existing research and knowledge in your chosen area. Identify gaps or unresolved issues that you can address in your research. This will help you refine your research question and establish the relevance of your study.

Define your research objectives and questions: Clearly define the objectives of your research and formulate research questions that align with these objectives. Your research questions should be specific, measurable, achievable, relevant, and time-bound (SMART). They should guide your research and provide a clear direction for your dissertation.

Determine the research methodology: Select an appropriate research methodology based on your research questions, available resources, and the nature of your research topic. Common research methodologies in business and management include quantitative, qualitative, or mixed methods approaches. Consider the data collection methods, sampling techniques, and data analysis procedures that are most suitable for your research.

Develop a research plan and timeline: Create a detailed research plan that outlines the steps and activities involved in conducting your research. Break down the research process into manageable tasks and allocate time for each task. Establish a realistic timeline that considers the duration of data collection, analysis, and writing.

Consider feasibility and resources: Assess the feasibility of your proposed research in terms of time, access to data, and available resources. Consider the practicality of data collection methods and any potential constraints you may face. Ensure that you have access to necessary research materials, databases, or contacts for data collection.

Seek feedback and guidance: Share your proposal with your advisor or faculty members to seek their feedback and guidance. They can provide valuable insights, suggest improvements, and help you refine your research approach. Take their feedback into account and make necessary revisions to your proposal.

Write a clear and concise proposal: Structure your proposal with a clear introduction, research objectives, methodology, and anticipated outcomes. Provide a brief overview of the relevant literature and emphasize the significance of your research. Ensure that your proposal is well-organized, coherent, and written in a concise manner.

Revise and refine: Review your proposal multiple times to ensure clarity, coherence, and logical flow. Proofread for grammar, spelling, and formatting errors. Seek input from peers or other experts in your field to gather additional perspectives and suggestions for improvement.

Stay open to adjustments: Keep in mind that your proposal may require adjustments as you progress through your research. Be open to refining your research questions, modifying your methodology, or making adjustments based on new insights or limitations you encounter during the research process.

Remember, formulating an MBA dissertation proposal requires effort and careful planning. By selecting a focused topic, developing realistic research objectives, and seeking guidance from your advisor, you can increase the chances of creating a proposal that is feasible and manageable.

My comment: The answer remains somewhat evasive and unfocused; no concrete insights are directly offered in response to the question. In particular, the issue of "easy to do" needs to be more clearly examined.

My question 4: How can a clumsy university lecturer become a popular lecturer?

GPT 3.5 Turbo answers as follows:

Becoming a popular lecturer is not solely dependent on being naturally charismatic or graceful. Even if you consider yourself clumsy, you can still become a popular lecturer by focusing on improving your teaching skills and creating a positive learning environment. Here are some tips to help you become a popular lecturer:

Embrace your authentic style: It's essential to embrace your unique teaching style and personality. Recognize your strengths and leverage them in your teaching. Authenticity can engage students and make them feel more connected to you as a lecturer.

Prepare thoroughly: Thorough preparation is key to delivering effective lectures. Create a well-structured lesson plan, organize your materials, and anticipate potential questions or challenges. Being well-prepared enhances your confidence and helps you deliver information more effectively.

Improve your communication skills: Work on improving your verbal and non-verbal communication skills. Practice clear and concise articulation, use appropriate body language, and maintain eye contact with your students. Effective communication helps convey your ideas more confidently and engages your audience.

Use visual aids and multimedia: Incorporate visual aids, multimedia presentations, or interactive tools to enhance student engagement. Visual elements can help clarify complex concepts and make your lectures more dynamic and interesting.

Foster student participation: Encourage student participation and interaction during your lectures. Incorporate activities, discussions, or group work that allow students to actively engage with the material. This creates a more dynamic learning environment and helps students feel involved and invested in the class.

Incorporate real-world examples: Relate your lectures to real-world examples or current events to make the content more relevant and relatable to students. Connecting theory to practical applications helps students see the value and applicability of what they are learning.

Show enthusiasm and passion: Demonstrate your enthusiasm and passion for the subject matter. Your passion can be contagious and inspire students to be more engaged and interested in the material. Infuse energy into your delivery and demonstrate your genuine excitement for the topics you teach.

Use humor appropriately: Incorporating humor can help create a positive and engaging learning environment. Use appropriate humor to lighten the atmosphere and connect with your students. However, be mindful of cultural sensitivities and avoid anything that may offend or alienate your audience.

Provide constructive feedback: Give timely and constructive feedback to students, both individually and as a group. Encourage student questions and provide guidance to help them improve their understanding and skills. Showing that you care about their progress and development fosters a supportive and positive learning environment.

Continuously seek feedback and self-improvement: Actively seek feedback from students, colleagues, or mentors to understand how you can improve your teaching style. Reflect on your performance, identify areas for growth, and take steps to develop your teaching skills through workshops, seminars, or professional development opportunities.

Remember, becoming a popular lecturer takes time and effort. By focusing on your teaching skills, creating an engaging learning environment, and continuously seeking self-improvement, you can enhance your effectiveness as a lecturer and cultivate a positive reputation among your students.

My comment: What is offered is a reasonable answer, though not innovative, critical nor sophisticated. Also, the concern of "clumsiness" needs to be more clearly examined. Lastly, no illustrative examples are provided in the discussion.

Overall comments:

Maybe, my four questions (i.e., the tests) can be further refined so as to enable ChatGPT to come up with more useful, concise and concrete answers. Nevertheless, I hope my four test results and evaluation comments are able to provide some useful information on the capability of AI tools for MBA students' learning purpose when using ChatGPT.

** also study note 2 on another 3 tests.

My experience on using an AI tool: for Housing Studies students

My experience on using an AI tool: a note for Housing Studies students

I tried four tests (in the forms of questions) on the capability of ChatGPT (GPT 3.5 Turbo) via the following access path (Poe):

The link (poe) (re: https://cei.hkust.edu.hk/en-hk/education-innovation/generative-ai-education/access-chatgpt-poe-without-vpn-connection)

My question 1: what is the agile literature review approach for?

GPT 3.5 Turbo answers as follows:

The Agile Literature Review (ALR) approach is used in academic research to conduct systematic literature reviews in an iterative and flexible manner. It draws inspiration from the Agile software development methodology and adapts its principles to the process of reviewing and synthesizing existing literature. Here are some key purposes and benefits of using the Agile Literature Review approach:

Efficient and iterative process: The ALR approach aims to streamline the literature review process by breaking it into small, manageable tasks. It encourages an iterative approach, where researchers can constantly refine their research questions, search strategies, and inclusion/exclusion criteria based on the emerging insights from the literature.

Adaptability and flexibility: The ALR approach allows researchers to adapt their review process based on the findings and evolving research questions. It recognizes that research questions and objectives may evolve as researchers gain a deeper understanding of the literature.

Timeliness: By adopting an iterative approach, the ALR method enables researchers to publish interim findings or partial results throughout the review process. This can be particularly useful in fast-moving research fields where up-to-date knowledge is essential.

Collaboration and teamwork: The ALR approach encourages collaboration among researchers. It allows multiple researchers to work together on different aspects of the review simultaneously, promoting efficiency and encouraging diverse perspectives.

Stakeholder engagement: The ALR approach emphasizes engagement with stakeholders throughout the review process. Researchers can involve stakeholders, such as practitioners or policymakers, in defining research questions, interpreting findings, and validating the relevance of the review's outcomes.

Transdisciplinary research: The ALR approach can facilitate the integration of findings from diverse disciplines or fields of study. It encourages researchers to consider a wide range of literature sources, beyond their own specific field, to gain a holistic understanding of the research topic.

Quality assurance: The ALR approach incorporates mechanisms for quality assurance, such as peer review or expert feedback, throughout the review process. This helps ensure rigor and reliability in the synthesis of literature.

Knowledge synthesis and gap identification: The ALR approach enables researchers to synthesize and analyze a large body of literature systematically. It helps identify existing knowledge gaps, inconsistencies, or areas that require further investigation, leading to more targeted and focused future research.

My comment: a student using this answer in my course will fail. The answer is simply not informed by the relevant academic literature on the agile literature review approach.

My question 2: Is the agile literature review approach invented by Joseph K.K. Ho?

GPT 3.5 Turbo answers as follows:

I apologize for the confusion, but as of my knowledge cutoff in September 2021, there is no widely recognized academic or researcher named Joseph KK Ho associated with the invention or development of the Agile Literature Review (ALR) approach. The ALR approach is an adaptation of Agile methodologies from software development to the field of literature review, and it has been implemented and discussed by various researchers and scholars in the academic community. However, it is important to note that new research and developments may have occurred since then, and there may be individuals who have made contributions to the ALR approach that I am not aware of.

My comment: if my student offers this answer for my course assignment, the student will fail in his/her assignment work. The answer is not informed at all, especially on the relevant academic literature on the agile literature review approach of Joseph K.K. Ho.

My question 3: How to formulate a Housing Studies dissertation proposal that is easy to do?

GPT 3.5 Turbo answers as follows:

Here are some suggestions for formulating a Housing Studies dissertation proposal that is manageable to complete:

Choose a Focused, Feasible Topic: Select a specific aspect of housing that interests you and can be thoroughly investigated within the scope of a dissertation. Avoid topics that are overly broad or ambitious.

Conduct a Thorough Literature Review: Thoroughly review the existing research in your chosen area of housing studies. This will help you identify gaps in the literature that your study can address.

Develop a Clear Research Question: Based on your literature review, formulate a focused, answerable research question that your dissertation will seek to address.

Outline Your Methodology: Explain the research methods you will use to collect and analyze data to answer your research question. Consider using a mix of qualitative and quantitative methods if appropriate.

Discuss Potential Challenges and Limitations: Acknowledge any foreseeable challenges or limitations in your proposed research and explain how you plan to address them.

Provide a Realistic Timeline: Create a detailed timeline for completing each stage of your dissertation, including data collection, analysis, writing, and defense.

Highlight Expected Contributions: Explain how your proposed research will contribute to the field of housing studies and advance academic understanding of your topic.

Outline a Feasible Scope: Ensure that the scale and depth of your proposed research is manageable given your resources and the timeline of a typical dissertation.

Consult with Your Advisor: Work closely with your dissertation advisor to refine your proposal and ensure it is well-designed and feasible.

Remember, the key is to choose a focused, realistic topic that you are passionate about and can thoroughly investigate within the constraints of a doctoral program. With careful planning and execution, you can develop a strong, achievable Housing Studies dissertation proposal.

My comment: the answer remains somewhat evasive and unfocused; no concrete insights are directly offered in response to the question. In particular, the issue of "easy to do" needs to be more clearly examined.

My question 4: How can a clumsy university lecturer become a popular lecturer?

GPT 3.5 Turbo answers as follows:

Becoming a popular lecturer is not solely dependent on being naturally charismatic or graceful. Even if you consider yourself clumsy, you can still become a popular lecturer by focusing on improving your teaching skills and creating a positive learning environment. Here are some tips to help you become a popular lecturer:

Embrace your authentic style: It's essential to embrace your unique teaching style and personality. Recognize your strengths and leverage them in your teaching. Authenticity can engage students and make them feel more connected to you as a lecturer.

Prepare thoroughly: Thorough preparation is key to delivering effective lectures. Create a well-structured lesson plan, organize your materials, and anticipate potential questions or challenges. Being well-prepared enhances your confidence and helps you deliver information more effectively.

Improve your communication skills: Work on improving your verbal and non-verbal communication skills. Practice clear and concise articulation, use appropriate body language, and maintain eye contact with your students. Effective communication helps convey your ideas more confidently and engages your audience.

Use visual aids and multimedia: Incorporate visual aids, multimedia presentations, or interactive tools to enhance student engagement. Visual elements can help clarify complex concepts and make your lectures more dynamic and interesting.

Foster student participation: Encourage student participation and interaction during your lectures. Incorporate activities, discussions, or group work that allow students to actively engage with the material. This creates a more dynamic learning environment and helps students feel involved and invested in the class.

Incorporate real-world examples: Relate your lectures to real-world examples or current events to make the content more relevant and relatable to students. Connecting theory to practical applications helps students see the value and applicability of what they are learning.

Show enthusiasm and passion: Demonstrate your enthusiasm and passion for the subject matter. Your passion can be contagious and inspire students to be more engaged and interested in the material. Infuse energy into your delivery and demonstrate your genuine excitement for the topics you teach.

Use humor appropriately: Incorporating humor can help create a positive and engaging learning environment. Use appropriate humor to lighten the atmosphere and connect with your students. However, be mindful of cultural sensitivities and avoid anything that may offend or alienate your audience.

Provide constructive feedback: Give timely and constructive feedback to students, both individually and as a group. Encourage student questions and provide guidance to help them improve their understanding and skills. Showing that you care about their progress and development fosters a supportive and positive learning environment.

Continuously seek feedback and self-improvement: Actively seek feedback from students, colleagues, or mentors to understand how you can improve your teaching style. Reflect on your performance, identify areas for growth, and take steps to develop your teaching skills through workshops, seminars, or professional development opportunities.

Remember, becoming a popular lecturer takes time and effort. By focusing on your teaching skills, creating an engaging learning environment, and continuously seeking self-improvement, you can enhance your effectiveness as a lecturer and cultivate a positive reputation among your students.

My comment: what is provided is a reasonable answer, though not innovative, critical nor sophisticated. Also, the concern of "clumsiness" needs to be more clearly examined. Lastly, no illustrative examples are offered in the discussion.

Some overall comments:

Maybe, my four questions (i.e., the tests) can be further refined so as to enable ChatGPT to come up with more useful, concise and concrete answers. It is also useful to ask a follow-up question in the form of “tell me more”. Nevertheless, I hope my four test results and evaluation comments are able to provide some useful information on the capability of AI tools for Housing Studies students' learning purpose when using ChatGPT.

Academic article numbers and research gap statement numbers: construction steps on them

Academic article numbers and research gap statement numbers: construction steps on them:

My suggested steps of exercise to construct research gap statements and research objective statements [for the purpose of research proposal formulation] is as follows:

For the formulation of an initial research gap statement (iRGS), an MBA student could cite from 1 to 4 academic articles. The MBA student, for clarity of discussion purpose, should also convert the iRGS into an initial research objective statement (iROS).

The iRGS and iROS  serve the purpose as the academic evidence (as subjectively interpreted by the MBA student-researcher), via the citation of them, to support the formulation of the derived research gap statement and the derived research objective statement. These derived statements are discussed next.

For the formulation of a derived research gap statement (dRGS), the MBA student need to make some localized and personalized adaptation effort (e.g. from some overseas countries to local Hong Kong context). In this case the MBA student could also cite 1 to 3 academic articles (and or local magazine or newspaper articles) to more potently justify the localized version of the derived research gap statement (dRGS). Anyway, 1 dRGS is derived from 1 iRGS.

An academic-oriented dissertation proposal mostly will have 2 to 3 related dRGS, which are then converted into their corresponding derived research objective statements (dROSs).

My teaching plan on research methods in terms of the onion model

My teaching plan on research methods in terms of the onion model

Introduce the onion model of research methods (video resources). [a related video on the onion model]

Lecture 1: on the first layer of the onion model and its relatedness to the ALRA practice.

     Topic 1.1: positivism

     Topic 1.2: interpretivism

     Topic 1.3: pragmatism

     Topic 1.4: critical realism 

** Further reading: a collection of notes on research philosophies

 

    Lecture 2: On research approaches: inductive and deductive approaches. [Layer 2 of the onion model]. 

*** the teaching plan on research approaches.

 Lecture 3: On the onion model of research:  layer 3 (research strategies)

Topic 1: case study

1.1.: case study: definition.

1.2.: case study: illustration of the steps involved.

1.3.: design a case study protocol.

Topic 2: grounded theory

2.1.: introduction.

2.2.: versions of grounded theory.

2.3.: coding in grounded theory.

Topic 3: action research

3.1.: history of action research.

3.2.: research design: action research.

3.3.: an example of an action research.

Topic 4: ethnography

4.1.: what is ethnography?

4.2.: understanding ethnography.

4.3.: participant observation.

Topic 5: survey research

5.1.: survey research.

5.2.: survey, questionnaire and test.

5.3.: analysing questionnaires.

Topic 6: experiment/ quasi-experiment

6.1.: true experiments.

6.2a.: types of experiments

6.2b.: experimental studies and other related ones.

Others

7. focus group

8. research interview/ visions on interviewing.

9. observational research/ observational focus.

Lecture 4: On the onion model of research (layer 4 : time horizons):

Topic 1: longitudinal

Topic 1.1: what are longitudinal studies.

Topic 2: cross-sectional

Topic 2.1.: what is cross-sectional data?

Topic 2.2.: analytic cross-sectional study design (an illustration).

Topic 2.3a.: stratified vs cluster sampling.

Topic 2.3b.: types of sampling techniques. (more detailed)

Topic 3: cross-sectional study vs longitudinal studies.

Topic 3.1.: cross-sectional study vs longitudinal studies.

Topic 3.2.: time series vs cross-sectional data.

An illustration to come up with a research gap statement from an academic article review: an example related to waste disposal

An illustration to come up with a research gap statement from an academic article review. 

The name of the article is : Milica Paut Kusturica, Svetlana Golocorbin-Kon, Tijana Ostojic, Milena Kresoja, Marko Milovic, Olga Horvat, Tihomir Dugandzija, Nada Davidovac, Anica Vasic, Ana Tomas. 2020. "Consumer willingness to pay for a pharmaceutical disposal program in Serbia: A double hurdle modeling approach" Waste Management Volume 104, March 1: 246-253.

Content extract:

“Although more than half of the participants were aware that medicines may negatively impact the environment, environmental awareness did not necessarily equate with behavior that initiated proper disposal of unused medicines, indicating that other issues, such as the availability of an organized disposal system, play an important role (Paut Kusturica et al., 2012).

…. However, the new legislation has created many problems due to the vagueness of relevant regulations and inadequately defined responsibilities for drug wholesalers and manufacturers. In practice, there are many unresolved issues arising from unclearly identified financial responsibility, which allows both manufacturers and wholesalers to avoid their financial obligations, so that operators who may have an interest in this business do not know who will pay for this service….

… Therefore, the aim of this paper is to examine the current methods of disposal of unused medicines from households in Serbia, as well as the willingness of Serbian residents to participate and bear the costs of organizing the unused or unwanted medicines collection program. Secondly, this research aims to define factors contributing to an individual’s willingness to participate and pay for a medicine collection program….”

Research gap statement 1: the existing academic literature has inadequate evaluation findings on the current methods of disposal of unused medicines from households in Serbia.

Research gap statement 2: the existing academic literature has inadequate knowledge on “the willingness of Serbian residents to participate and bear the costs of organizing unused or unwanted medicines collection program”, specifically on the “contribution factors on resident participation willingness”.

The next step for the research student to do is to adapt the research gap statements 1 and 2 above to produce a localized and personalized version of the research gap statements; and from which to derive the localized and personalized version of the research objective statements.

Reference

Blog notes on the academic literature review approach (the academic-oriented project type: