An instrument to evaluate the quality of dissertation supervisory support: for MBA students

An instrument to evaluate the quality of dissertation supervisory support: for MBA students (information from poe.com)

My question 1: "As a Research Methods lecturer teaching for a part-time MBA program, I am interested in offering my students a handy evaluation instrument to assess the quality of dissertation supervisory support of a supervisor to his/ her MBA supervisee. Could you propose such an instrument to me, covering 4 roughly equally important dissertation supervisory support types to supervisees. The revaluation rating should be based on a 5-point scale. Tks for your effort in advance."

The reply: "Here's a proposed evaluation instrument for assessing the quality of dissertation supervisory support for MBA supervisees. This instrument focuses on four key types of supervisory support, each evaluated on a 5-point scale.

Dissertation Supervisory Support Evaluation Instrument

Instructions

Please rate your supervisor's support in each category on a scale from 1 to 5, where:

• 1 = Very Poor
• 2 = Poor
• 3 = Average
• 4 = Good
• 5 = Excellent

Evaluation Criteria

1. Guidance on Research Methodology

   • Clarity in explaining research methods and design.
   • Availability for discussing methodological concerns.
   • Support in selecting appropriate research techniques.

   Rating: [1] [2] [3] [4] [5]

2. Feedback on Drafts and Progress

   • Timeliness and constructiveness of feedback on submitted drafts.
   • Helpfulness of comments in improving the dissertation.
   • Frequency of feedback sessions to discuss progress.

   Rating: [1] [2] [3] [4] [5]

3. Emotional and Motivational Support

   • Availability for discussing personal and emotional challenges.
   • Encouragement and motivation provided throughout the process.
   • Support in maintaining a positive outlook during difficult phases.

   Rating: [1] [2] [3] [4] [5]

4. Networking and Resources

   • Assistance in connecting with relevant academic and professional contacts.
   • Guidance on accessing research resources and databases.
   • Support in identifying conferences and publication opportunities.

   Rating: [1] [2] [3] [4] [5]

Comments Section

Please provide any additional comments or suggestions regarding your supervisory experience:

---

This instrument allows students to reflect on different aspects of supervisory support, helping both students and supervisors identify areas for improvement."

My question 2: "The instrument looks handy and useful indeed. Could you briefly describe these 4 supervisor support categories. Tks a lot."

The reply: "Here’s a brief description of each of the four supervisor support categories:

1. Guidance on Research Methodology

This category focuses on the supervisor's ability to provide clear and effective guidance regarding research methods and design. It includes their competence in explaining various methodologies, helping students choose the most appropriate techniques, and being available for discussions on methodological challenges. Strong support in this area ensures students have a solid foundation for their research.

2. Feedback on Drafts and Progress

This category assesses the supervisor's responsiveness and helpfulness in providing feedback on dissertation drafts. It includes the timeliness of feedback, the constructiveness of comments, and the frequency of meetings to discuss progress. Effective feedback is crucial for students to refine their work and stay on track with their research goals.

3. Emotional and Motivational Support

This category evaluates the supervisor's role in offering emotional support and motivation throughout the dissertation process. It includes their availability to discuss challenges, provide encouragement, and help students maintain a positive outlook during stressful times. Emotional support can significantly impact a student's perseverance and overall well-being.

4. Networking and Resources

This category involves the supervisor's ability to connect students with relevant academic and professional networks. It includes guidance on accessing research resources, databases, and opportunities for presenting or publishing research. Strong support in this area helps students expand their academic horizons and enhances their professional development.

These categories collectively contribute to a comprehensive supervisory experience that supports students in their dissertation journey."

My question 3: "Kindly comment on the strengths and weaknesses of this evaluation instrument."

The reply: "Here’s an overview of the strengths and weaknesses of the proposed evaluation instrument for assessing dissertation supervisory support:

Strengths

1. Comprehensive Coverage: The instrument addresses multiple facets of supervisory support, ensuring a well-rounded evaluation. It considers both academic and emotional aspects, recognizing the complexity of the supervisory relationship.

2. Simplicity and Clarity: The use of a 5-point scale makes it easy for students to provide feedback. The clear categories allow for straightforward assessments without overwhelming the respondents.

3. Actionable Insights: By focusing on specific support types, the instrument can highlight areas where supervisors excel and areas that need improvement. This can foster constructive conversations between students and supervisors.

4. Encourages Reflection: The evaluation prompts students to reflect on their experiences, which can lead to increased awareness of the supervisory process and the support they require.

Weaknesses

1. Subjectivity: Responses may be influenced by personal biases or individual experiences, which can lead to inconsistent evaluations. Different students may interpret the scale differently based on their expectations.

2. Limited Context: The instrument does not capture contextual factors that might affect the supervisory relationship, such as departmental culture, external pressures, or personal circumstances that could impact support levels.

3. Potential for Over-Simplification: While the categories are comprehensive, they might not encompass all nuances of the supervisory relationship. Some aspects of support could be overlooked, leading to an incomplete picture.

4. Feedback Implementation: Without a structured follow-up mechanism, there may be no guarantee that supervisors will act on the feedback received, limiting the instrument's effectiveness in driving improvements.

Overall, while the evaluation instrument has significant strengths, addressing its weaknesses could enhance its effectiveness and reliability in assessing dissertation supervisory support."

A collection of blog notes on using chatgpt for research purpose.

A few misconceptions about dissertation projects: a note on clarification

A few misconceptions about dissertation projects: a note on clarification (information from MS copilot)

My question 1: "From time to time, I have met some MBA dissertation project students saying that dissertation project proposal and final report writing is mainly a dribbling exercise. Comment on this student's viewpoint in the context of doing an MBA dissertation project."

The reply: "Describing an MBA dissertation project as a “dribbling exercise” suggests that some students see the process as a repetitive or overly technical task, rather than a meaningful intellectual pursuit. While it’s understandable that some might feel this way—especially given the structured nature of academic writing—this viewpoint arguably misses the deeper value of dissertation work.

In the context of an MBA dissertation, the proposal and final report are not just administrative formalities; they are essential components of a rigorous research process. The proposal ensures that the study is well-conceived, with a clear research question, relevant literature review, and sound methodology. Meanwhile, the final report presents the findings in a structured, analytical manner, demonstrating critical thinking and problem-solving—key skills for business leaders.

If students approach the process as mere paperwork, they risk losing sight of the opportunity to apply theory to real-world problems, contribute fresh insights to their field, and refine their ability to communicate complex ideas effectively. Ultimately, the dissertation should be seen as a chance to showcase intellectual independence and analytical depth, rather than as an exercise in bureaucratic writing."

My question 2: "What could be the underlying learning mindset of an MBA student who perceives the dissertation project as a dribbling exercise? Also comment on a related MBA student's view that a dissertation project is simply a more lengthy course assignment."

The reply: "The mindset of an MBA student who perceives the dissertation project as a mere “dribbling exercise” likely reflects a transactional or task-oriented approach to learning. This student may see academic requirements as hoops to jump through rather than opportunities for meaningful intellectual growth. A few possible underlying perspectives could be:

1. Efficiency-Focused Learning – Some MBA students prioritize practical, results-driven learning, valuing speed and efficiency over deep academic inquiry. To them, the dissertation may seem like an unnecessary hurdle rather than an opportunity to refine analytical and research skills.

2. Minimalist Effort Mindset – If a student is accustomed to completing structured assignments with clear-cut criteria, they may struggle to engage with the open-ended, research-heavy nature of a dissertation project. Instead of embracing the complexity, they may try to do the bare minimum, treating the process as an exercise in technical execution rather than intellectual exploration.

3. Application vs. Theory Disconnect – MBA students often focus on real-world business applications. If they don’t see a direct connection between their dissertation and their career goals, they might view it as a tedious academic formality rather than a valuable exercise in business problem-solving.

Regarding the view that a dissertation is simply a more lengthy course assignment, this perspective suggests a misunderstanding of the dissertation’s unique purpose. Unlike standard coursework, an MBA dissertation requires students to:

• Conduct original research or apply theory to real-world business challenges.

• Demonstrate independent thought and intellectual rigor.

• Engage with existing literature critically and contribute fresh insights.

• Develop advanced problem-solving and analytical skills beyond routine assignments.

While it shares similarities with other course projects in structure, its depth, originality, and impact set it apart. Instead of viewing it as just “more work,” students who approach it as a unique opportunity for professional and academic development will gain far more from the experience."

A collection of blog notes on using chatgpt for research purpose.

A collection of notes about dissertation supervision and mindset orientation

A collection of notes about dissertation supervision and mindset orientation (mainly information generated by AI)

Note 1: supervisory support.

Note 2: researcher's learning mindset.

Note 3: supervision arrangement: MBA

Note 4: how to learn better (Housing Studies-related)

Note 5: clarifying some project issues (Housing studies-related)

Note 6: Some key considerations in doing dissertation projects

Note 7: a few misconceptions about doing a dissertation project.

Note 8: an instrument to evaluate the quality of supervisory support to dissertation students (MBA-related).

** note that for my MBA students: 

70 or more (distinction)

60-69 (merit)

40-59 (pass)

A study note about dissertation supervisory support to students: for MBA students

A study note about dissertation supervisory support to students: for MBA students (information from MS copilot)

My question 1: "On the relationship between an MBA student doing a dissertation project and his/ her dissertation supervisor, what is the nature of such relationship? Specifically, what can a student expect from the supervisor with regard to dissertation supervisory support, and what can a supervisor expect from the student with regard to the supervision process engagement?"

The reply: "The relationship between an MBA student and their dissertation supervisor is a professional yet collaborative academic partnership. It is built on mutual respect, shared responsibility, and clear communication. Here’s what both parties can expect from each other:

What a student can expect from their supervisor:

1. Guidance on Research Direction – The supervisor helps refine the research topic, ensuring it is academically rigorous and practical.

2. Feedback and Critique – They provide constructive criticism on the dissertation structure, methodology, and content.

3. Academic and Ethical Standards – Supervisors ensure students adhere to ethical research guidelines and maintain academic integrity.

4. Regular Meetings – Students can expect periodic meetings to discuss progress, challenges, and next steps.

5. Support with Resources – A supervisor may guide students toward relevant literature, frameworks, or research methodologies.

6. Encouragement and Motivation – Supervisors offer support, but ultimately, students must drive the project forward.

What a supervisor expects from the student:

1. Proactive Engagement – The student should actively seek guidance, ask questions, and engage in discussions.

2. Independent Research & Initiative – While the supervisor provides guidance, students are expected to take ownership of their research.

3. Timely Progress Updates – Keeping supervisors informed about challenges and progress ensures a smoother process.

4. Open-mindedness to Feedback – Receiving constructive criticism and applying it improves the quality of the dissertation.

5. Adherence to Deadlines – Meeting deadlines for drafts and revisions is crucial for keeping the project on track.

6. Academic Integrity – Students must ensure their work is original, properly cited, and aligned with scholarly standards.

At its best, this relationship is a mentorship—helping the student grow as an independent researcher while benefiting from an expert’s experience. It’s a balance between guidance and autonomy, structured accountability and creative freedom."

My question 2: "If the MBA dissertation student tells his/ her supervisor all along that he/ she is confused and does not know what he/she is doing and not know what to do next, what should the supervisor do in this case to support the student?"

The reply: "Today

On the relationship between an MBA student doing a dissertation project and his/ her dissertation supervisor, what is the nature of such relationship? Specifically, what can a student expect from the supervisor with regard to dissertattion supervisory support, and what can a supervisor expect from the student with regard to the supervision process engagement?

The relationship between an MBA student and their dissertation supervisor is a professional yet collaborative academic partnership. It is built on mutual respect, shared responsibility, and clear communication. Here’s what both parties can expect from each other:

What a student can expect from their supervisor:

1. Guidance on Research Direction – The supervisor helps refine the research topic, ensuring it is academically rigorous and practical.

2. Feedback and Critique – They provide constructive criticism on the dissertation structure, methodology, and content.

3. Academic and Ethical Standards – Supervisors ensure students adhere to ethical research guidelines and maintain academic integrity.

4. Regular Meetings – Students can expect periodic meetings to discuss progress, challenges, and next steps.

5. Support with Resources – A supervisor may guide students toward relevant literature, frameworks, or research methodologies.

6. Encouragement and Motivation – Supervisors offer support, but ultimately, students must drive the project forward.

What a supervisor expects from the student:

1. Proactive Engagement – The student should actively seek guidance, ask questions, and engage in discussions.

2. Independent Research & Initiative – While the supervisor provides guidance, students are expected to take ownership of their research.

3. Timely Progress Updates – Keeping supervisors informed about challenges and progress ensures a smoother process.

4. Open-mindedness to Feedback – Receiving constructive criticism and applying it improves the quality of the dissertation.

5. Adherence to Deadlines – Meeting deadlines for drafts and revisions is crucial for keeping the project on track.

6. Academic Integrity – Students must ensure their work is original, properly cited, and aligned with scholarly standards.

At its best, this relationship is a mentorship—helping the student grow as an independent researcher while benefiting from an expert’s experience. It’s a balance between guidance and autonomy, structured accountability and creative freedom.

Would you like insights on how to make the most of this relationship?

If the MBA dissertation student tells his/ her supervisor all along that he/ she is confused and does not know what he/she is doing and not know what to do next, what should the supervisor do in this case to support the student?

A supervisor plays a critical role in guiding a confused student toward clarity and confidence in their dissertation work. Here’s how they can provide meaningful support:

1. Assess the Root Cause of Confusion

The supervisor should ask targeted questions to pinpoint what exactly is confusing the student. Is it the topic selection, research methodology, literature review, or structuring the dissertation? Understanding the source of uncertainty helps tailor the support effectively.

2. Offer Structured Guidance

If the student feels lost, the supervisor can break down the research process into manageable steps:

• Clarify the research objectives—what is the student trying to achieve?

• Define the scope—narrow down broad or vague areas of research.

• Suggest key literature to provide direction.

• Provide a roadmap of milestones to give the student a structured path forward.

3. Encourage Independent Thinking

While supervisors provide guidance, they should also encourage the student to take initiative. This can be done by asking Socratic questions that stimulate critical thinking, rather than directly giving answers.

4. Schedule More Frequent Check-ins

If the student is consistently unsure about what to do next, increasing the frequency of meetings—at least temporarily—can provide extra reassurance and allow them to build momentum.

5. Provide Emotional and Motivational Support

Sometimes, confusion stems from anxiety or self-doubt. A supervisor can remind the student that feeling overwhelmed is common in research and that progress comes with persistence. They should create an open and encouraging environment where the student feels comfortable asking for help.

6. Recommend Additional Resources

• Direct the student to research seminars, workshops, or academic writing guides.

• Suggest discussions with peers who may offer helpful perspectives.

• Provide examples of previous dissertations to give a clearer vision of expectations.

7. Set Clear Expectations and Accountability

Giving the student concrete tasks before the next meeting—such as summarizing a key article, drafting a research question, or outlining methodology—keeps them engaged and helps build confidence in their ability to move forward.

If confusion persists over time, supervisors may need to take a more hands-on approach or help the student reconsider their research direction. Ultimately, the goal is to balance guidance with independence, ensuring the student gradually gains confidence and ownership of their dissertation."

My question 3: "In this case, what appropriate dissertation support could the student obtain from using generative AI tools, such as chatgpt, poe perplexity, chatpdf and MS copilot?"

The reply: "Generative AI tools can provide valuable dissertation support, but they should be used wisely to complement—not replace—critical thinking and rigorous academic research. Here’s how an MBA student can leverage these tools effectively:

1. Idea Generation & Refinement

• AI tools can help brainstorm dissertation topics, refine research questions, and suggest different angles or perspectives.

• They can provide summaries of key concepts in business and management, helping the student grasp foundational theories quickly.

2. Literature Review Assistance

• AI-powered search tools (like Copilot’s web search feature) can help locate relevant research papers.

• ChatPDF and similar tools allow students to analyze academic articles efficiently, summarizing key points for literature reviews.

• AI can suggest related studies, helping students build a comprehensive bibliography.

3. Structuring & Outlining

• AI tools can help students outline their dissertation logically, ensuring coherence in argumentation.

• They can suggest frameworks for methodology and analysis, although students must verify their suitability for academic work.

4. Writing Support

• AI can assist with academic writing, helping students phrase arguments more clearly and concisely.

• Tools can provide grammar and style suggestions, improving readability and professionalism.

5. Data Analysis & Interpretation

• AI can suggest statistical methods for analyzing quantitative data.

• Some AI tools help interpret findings, but students should always verify accuracy and ensure academic rigor.

6. Feedback & Editing

• AI-powered writing assistants can review drafts, offering feedback on structure, clarity, and coherence.

• They can also help paraphrase sections to improve flow and reduce redundancy.

Ethical Considerations & Limitations

• AI should not be used to generate entire dissertation sections without critical evaluation.

• Students must verify sources and ensure AI-generated content aligns with academic integrity.

• AI tools should supplement research but never replace original thought.

A well-balanced approach—combining AI-assisted insights with personal analysis and supervisor guidance—helps students stay on track while maintaining academic credibility."

A collection of blog notes on using chatgpt for research purpose.

A study note of a student-researcher's learning mindset for doing a dissertation project: for MBA student

A study note of a student-researcher's learning mindset for doing a dissertation project: for MBA student (information from MS copilot)

My question 1: "What should the student-researcher's learning mindset be with reference to the MBA dissertation project requirement? And why is such a mindset important in this case?"

The reply: "An MBA dissertation demands a strategic and inquisitive learning mindset—one that's grounded in critical thinking, adaptability, and resilience. A student-researcher should approach the project with a mix of analytical rigor and practical curiosity, ensuring that they not only synthesize existing knowledge but also contribute meaningful insights to their chosen field.

The Ideal Learning Mindset:

1. Curiosity and Open-Mindedness – Business research thrives on questioning assumptions and exploring multiple perspectives. Keeping an open mind allows students to uncover innovative solutions.

2. Strategic Thinking – MBA research isn’t just about academic theory—it often applies directly to business decisions. A mindset that connects theory with real-world implications is key.

3. Resilience and Persistence – Researching, analyzing, and writing a dissertation is a long and sometimes challenging process. A growth mindset helps navigate setbacks and refine ideas.

4. Data-Driven Approach – Business decisions are increasingly guided by data. A student should be comfortable engaging with quantitative and qualitative research methods to support arguments.

5. Adaptability and Problem-Solving – Unexpected issues arise in any research project. The ability to pivot, reassess, and find creative solutions is invaluable.

6. Ethical Consideration and Integrity – Responsible research practices and ethical considerations ensure credibility and trustworthiness in findings.

Why Is This Mindset Important?

This mindset is essential because an MBA dissertation isn’t just a requirement—it’s a platform for demonstrating expertise, problem-solving abilities, and leadership potential. The best dissertations don’t just summarize existing knowledge; they offer fresh perspectives, practical recommendations, and sometimes even challenge industry norms. Moreover, businesses value professionals who approach challenges with intellectual rigor and a proactive attitude. Developing this mindset through the dissertation process prepares students for strategic decision-making in their careers."

My question 2: "What intellectual competence level is required for an MBA student to do his/ her dissertation project well, with reference to Bloom's taxonomy of learning on the major management disciplines taught in an MBA degree program?

The reply: "Bloom's taxonomy provides a useful framework for understanding the intellectual competence required for an MBA dissertation. Given the complex nature of management disciplines, an MBA student must operate at the higher levels of Bloom's taxonomy to successfully complete their dissertation.

Intellectual Competence Levels Required:

1. Remembering (Basic Recall)

   • Students should have a solid foundation in management theories, business frameworks, and research methodologies.

   • Example: Recalling Porter’s Five Forces, leadership models, or financial analysis techniques.

2. Understanding (Comprehension)

   • Students must grasp key concepts and be able to explain them in their own words.

   • Example: Summarizing supply chain optimization strategies or explaining behavioral economics principles.

3. Applying (Practical Use)

   • An MBA dissertation requires applying theories to real-world business challenges or case studies.

   • Example: Using financial modeling to assess a company’s valuation or applying negotiation strategies in a simulated business scenario.

4. Analyzing (Breaking Down Complex Information)

   • Students must critically evaluate business problems, dissect theories, and compare different viewpoints.

   • Example: Assessing the impact of digital transformation on traditional retail or conducting SWOT analysis for market entry decisions.

5. Evaluating (Judgment & Decision-Making)

   • The ability to critique and assess business strategies based on data and research findings is crucial.

   • Example: Justifying a decision on mergers & acquisitions based on financial performance and strategic fit.

6. Creating (Original Thought & Contribution)

   • The highest level of competence required for an MBA dissertation involves synthesizing insights and developing innovative solutions or recommendations.

   • Example: Proposing a new leadership framework or designing a disruptive business model.

Why This Competence Is Critical:

Since an MBA dissertation isn't just an academic exercise but a demonstration of business acumen, students must go beyond rote learning. Business professionals need to synthesize knowledge, make strategic decisions, and contribute original insights to real-world challenges. The ability to operate at higher levels of Bloom’s taxonomy ensures that their research is meaningful, actionable, and intellectually rigorous."

My question 3: "What could be dissertation project risks if an MBA student just aims at a bare pass of his/her dissertation project, reflecting a very limited commitment of learning and research efforts to do the project?"

The reply: "Aiming for just a bare pass in an MBA dissertation comes with significant risks—both academically and professionally. Since the dissertation is more than just an assignment, it serves as a demonstration of strategic thinking, research competency, and business acumen. If a student commits minimal effort, here are the potential consequences:

Academic Risks

1. Weak Argumentation & Analysis – A poorly developed dissertation often lacks depth, leading to surface-level insights rather than meaningful conclusions. This could result in failing to meet grading criteria.

2. Insufficient Research Rigor – Minimal research efforts may lead to weak or unsupported claims, reducing the credibility and validity of findings.

3. Failure to Engage with Key Theories – Business research relies on engaging with established management principles. A disengaged approach might overlook critical theories, leading to an incomplete analysis.

4. Higher Risk of Revisions or Failure – Professors and reviewers may request extensive revisions or, in extreme cases, outright rejection of the dissertation, delaying graduation.

Professional & Career Risks

5. Limited Development of Critical Thinking – MBA graduates are expected to exhibit strong analytical skills. A lackluster dissertation means missing an opportunity to refine strategic problem-solving abilities.

6. Poor Impression on Employers – Many recruiters review MBA dissertations as a measure of intellectual capability. A weak project could reflect negatively on a student's expertise.

7. Missed Opportunity to Build a Specialization – The dissertation is a chance to position oneself as an expert in a niche business area. A bare-minimum effort might mean losing a competitive advantage.

8. Difficulty in Further Academic Pursuits – If a student wishes to pursue a PhD or advanced research roles, a weak dissertation will not serve as a strong foundation.

Personal Growth Risks

9. Lack of Confidence in Business Research – Completing a dissertation with minimal effort might leave the student feeling unprepared for future research-driven tasks in business.

10. Diminished Sense of Achievement – A strong dissertation isn’t just about grades—it’s about gaining mastery over a subject. A bare pass robs the student of intellectual growth and the satisfaction of producing meaningful work.

Final Thoughts

MBA dissertations should be approached as a chance to sharpen skills, build credibility, and contribute fresh insights to business discourse. Rather than merely aiming for completion, students should see the project as an opportunity to develop expertise and refine professional competencies."

A collection of blog notes on using chatgpt for research purpose.

A comprehensive collection of study notes on research methods (informed by AI tools)

 A comprehensive collection of study notes on research methods (and methodologies) (informed by AI tools)

Case study research (primary and secondary ones)

Note 1

Note 2

Note 3

Note 4

Document study and desk research

Note 1

Focus group

Note 1

Note 2

Note 3a (for MBA); 3b (for Housing studies)

Grounded theory

Note 1

Longitudinal research

Note 1

Action research

Note 1

Participant observation and observational research

Note 1

Note 2

Content analysis

Note 1

Research interview

A collection

Survey research

Note 1

Visual methods

Note 1

A study note on longitudinal research for MBA dissertation projects

A study note on longitudinal research for MBA dissertation projects (information from perplexity.ai)

My question 1: "What is longitudinal research all about with reference to the Business Management Research?"

The reply: "Longitudinal research in business management involves repeatedly collecting data from the same subjects or entities over an extended period to observe changes, developments, and trends. This method helps capture the dynamics of variables such as employee performance, customer satisfaction, market trends, and the impact of business policies or strategies over time. It enables researchers to detect causal relationships, understand development processes, and predict future trends, offering a deeper and more comprehensive understanding than cross-sectional studies. Despite challenges like higher costs and time requirements, longitudinal studies provide rich, contextual insights critical for informed decision-making in business contexts."

My question 2: "Comment on the feasibility of MBA students to use longitudinal research in their dissertation project works, with around 6 months' time constraint. Illustrate how it can be employed in a 6-month MBA dissertation project that studies the introduction of an AI-based staff meeting support system for a mid-sized shipping company in Hong Kong."

The reply: "Feasibility of MBA Students Using Longitudinal Research in 6 Months

Longitudinal research typically requires extended time to collect data across multiple points, making it challenging for MBA students with a 6-month dissertation timeframe due to time, resource, and respondent retention constraints3. However, a short-term longitudinal design with a limited number of data collection waves can be feasible if carefully planned and focused.

How to Employ Longitudinal Research in a 6-Month MBA Dissertation on AI-Based Staff Meeting Support System

• Design: Conduct a short-term longitudinal study with 2-3 data collection points spaced over the 6 months to track changes in staff attitudes, meeting efficiency, or system usage after the AI system introduction23.

• Data Collection: Use surveys, interviews, or system usage logs from employees at baseline (pre-introduction), mid-point, and end of the study period.

• Focus: Measure key variables such as user satisfaction, perceived productivity, and challenges encountered to observe trends and causal effects over time.

• Sample: Select a manageable sample size from the mid-sized shipping company to ensure data quality and respondent retention.

• Analysis: Compare changes across time points to evaluate the impact and acceptance of the AI system.

• Limitations: Acknowledge that the short timeframe limits long-term impact assessment but still allows valuable insights into initial adoption and adjustment phases.

This approach balances the depth of longitudinal insight with practical constraints, making it a viable method for MBA dissertations within 6 months35."

My question 3: "Please highlight 8 main ideas and principles for a longitudinal research design with 6-month time constraint for an MBA dissertation project."

The reply: "Here are 8 main ideas and principles for designing a longitudinal research project with a 6-month time constraint for an MBA dissertation:

1. Clear Objectives: Define precise research questions and objectives focused on changes over the 6-month period to ensure relevance and actionable insights9.

2. Appropriate Study Design: Choose a short-term longitudinal design with limited data collection points (e.g., baseline, mid-point, end) to fit the 6-month timeframe19.

3. Sampling Strategy: Use purposive or manageable sampling from the target population to ensure representativeness and maintain participant retention9.

4. Data Quality: Employ validated instruments and standardized protocols to ensure accuracy and reliability of repeated measurements9.

5. Minimize Attrition: Implement strategies like regular communication and incentives to reduce participant dropout during the study period9.

6. Ethical Considerations: Obtain necessary approvals and ensure informed consent, data privacy, and confidentiality throughout the study9.

7. Data Management: Establish secure and organized data storage and backup systems to handle longitudinal data efficiently9.

8. Analytical Techniques: Use suitable longitudinal data analysis methods (e.g., growth curve analysis, repeated measures) to detect trends and causal effects within the short timeframe9.

These principles help balance the depth of longitudinal insights with practical constraints of a 6-month MBA dissertation."

A collection of blog notes on using chatgpt for research purpose.