- identify what you want to look for ... at least in broad terms your research needs an initial focus. Of course reading helps sharpen this focus but you might start with some basic keywords, terms or authors.
- use an electronic database to allow you to search for everything that has come up using these search terms in the top ranked journal(s) in your field. For me I always start by looking in AMJ, AMR, ASQ, SMJ, Org Science, Org Studies, JMS, HR, Organization and BJM. These are by most accounts the top general management journals in the US and Europe (except SMJ which is a strategy journal).
- Having scanned ... look for who is writing ... identify key scholars then look for what they have written outside the top journal outlets. This broadens your search.
- For each key paper that you find look back and forward in time. That is, see who the author(s) are citing as influential thinkers to help you work back to key sources and theories. Second, using the technology, see where your key paper has been cited since it was written. Most of the databases have both a "references cited" and a "cited in this database" tab to allow you to do these two tasks.
- For each paper, think about future research areas. Most papers close out with an "areas for further research" which is a good starting point. Item 3 above might help you find whether the author concerned ever followed up on their research.
- Next, for each paper, take note of three things. First, what assumptions does the research make. Second, what root theories do they draw upon and contribute to. Third, what methodological stance are they adopting in the research. You should be able to comment on and map each of these three things before moving on from the paper.
- Finally, make notes about who said what in which paper. Be thorough and organized. If you're just starting out use something like Reference Manager or EndNote ... it'll save you major grief in 3 years time when you come to try and track down the beautiful quote you want to use without having to re-read every paper you've ever glanced at. Full details ... at the time of writing ... you'll only have to go back and do it again if you don't do it at the time.
Friday, 6 November 2009
The Mechanics of Doing a Literature Review
The question of how to conduct a literature review comes up a lot. Things have changed since I spent time in an actual library, reading hard copy articles taken from dusty shelves and photocopying them. The basic principles however, remain the same. It is just that the technology makes it so much easier. First, if you're not a registered student somewhere then Google Scholar is free for the most part and a useful source. If however, you can access library facilities then on-line databases such as Business Source Premier or ABI/Inform are fantastic and tend to be a better way of searching the top journals. Here's a step by step guide ...
Thursday, 28 May 2009
Case Study Research
Many part time PhD students begin with the premise that they might do their research based, at least in part, around a case study in their own organization. Something may have been happening in your organizational life that sparked an interest in research in the first place, or perhaps it is just the convenience of being able to combine research with work that appeals. A good idea might be to think through what’s involved in research using case studies. There are two books worth looking at, both by Roberts, but both very, very different.
Robert Yin (2008) Case Study Research: design and methods, SAGE: London
This is probably the most commonly cited text on case study research in management, followed closely by Kathleen Eisenhardt’s paper “Building Theories from Case Study Research” in the Academy of Management Review (1989) 14:4. Both have much in common and offer a rigourous approach which works well for some tastes. Think organised, design led and highly structured. The title says it all in many ways.
Robert Stake (1995) The Art of Case Study Research, SAGE: London
Same topic, different take. Stake’s view of case study work is presented as messier, richer and more ambiguous. Again, the “art of” in the title is significant. Very different from Yin but a more comfortable fit for some epistemologies and ontologies.
There is also an excellent account of the use of case studies in research, covering all this and more, in Chapter 5 of Research Methods (2nd Edition).
Robert Yin (2008) Case Study Research: design and methods, SAGE: London
This is probably the most commonly cited text on case study research in management, followed closely by Kathleen Eisenhardt’s paper “Building Theories from Case Study Research” in the Academy of Management Review (1989) 14:4. Both have much in common and offer a rigourous approach which works well for some tastes. Think organised, design led and highly structured. The title says it all in many ways.
Robert Stake (1995) The Art of Case Study Research, SAGE: London
Same topic, different take. Stake’s view of case study work is presented as messier, richer and more ambiguous. Again, the “art of” in the title is significant. Very different from Yin but a more comfortable fit for some epistemologies and ontologies.
There is also an excellent account of the use of case studies in research, covering all this and more, in Chapter 5 of Research Methods (2nd Edition).
Tuesday, 26 May 2009
Thinking About an Academic Career ...
Many people, exhausted by the rigours of life "in the real world" think to themselves ... I would like to change my life. One common answer is to think of a career switch from a commercial or managerial life to an academic one. Whether this is inspired by fond memories of student days, or by the observation that academics seem to have a nice life is immaterial. The conclusion is reached that giving something back, sharing some of your experience or just enjoying the long summer breaks between terms might be more rewarding than beavering away in your current role.
You may already have guessed that having a PhD might help. In fact, the academic world has been changing over the last few decades and it may be sobering to reflect, for a moment, on those changes. Up until the advent of various forms of research assessment processes in the UK and elsewhere, it was possible to make a mid-career switch from practice to academia. The last of this generation are now approaching retirement from their academic roles and the sad reality is that they would no longer be appointable in many institutions because of a lack of research activity. For a time, signalling that you wanted to start a PhD would be enough to sway an interview panel. Things then moved to appointing people who had already started a PhD, then to preferring candidates that were in the final stages of their PhD. Today however, many institutions demand that even the most junior lecturing posts be filled by people who have completed their PhD. The competition for academic posts is often such that applicants need a finished PhD, some solid teaching experience and a few decent publications already in print just to be seen as appointable. The competition then rests on which applicant has the best PhD, publications and teaching experience to offer. Mid career switches are getting harder as the academic world professionalises. You may have 20 or 30 years experience of running your own business or part of someone else's business and that managerial knowledge is invaluable in many, many ways. But the truth is that you'll be up against some in their early to mid 20s with a first degree, possibly a masters, definitely a PhD, some tutoring and teaching experience gathered en route and a few publications in the pipeline. If you want to compete, you need to develop a 3-5 year plan of how you'll put those pieces together on your CV such that you'll be seen as a credible candidate. Then if you're lucky and get the job you might begin to revisit the idyllic impression you had of academic life ... but that's a whole other story. In the UK the Foundation for Management Education offers support for people looking to make the switch to an academic career and might be a good source of advice and/or support. See http://www.management-education.org.uk/
Pasted below is the job description for an academic job at a reputable UK university ... the post was described as being for a Lecturer or Senior Lecturer (which might help you make sense of the grades mentioned) ... and the thing to look for are the criteria that are seen as essential.
JOB DESCRIPTION
To undertake high-quality research in the subject area, actively contribute to teaching at undergraduate and postgraduate level and to undertake administration as requested by the Head of Department
Main Duties and Responsibilities
For appointment at grade 7 (L) and 8 (SL) you will:
1. Develop and maintain individual/joint research projects in the subject related area and, where appropriate, to secure the funding required for the project
2. Contribute fully to developing and enhancing the research profile of the Department/Division including establishing a track record of publications of internationalquality in leading journals
3. Attendance and participation in appropriate research seminars/conferences within subject related area
4. Contribute fully to the planning, organisation and delivery of undergraduate and/or postgraduate teaching activities within the subject area in accordance with established Departmental programmes
5. Contribute fully to the ongoing development and design of the curriculum in a manner that supports a research-lead approach to student learning
6. Participate fully in examination and other assessment processes, as appropriate, using a variety of methods and techniques and provide effective, timely and appropriate feedback to students which supports their learning
7. Undertake departmental administration as assigned by the Head of Department
8. Engage in professional development activities as appropriate
9. Where appropriate, take responsibility for the supervision and training of postgraduate research students to ensure their effective development
10. Either sustain an independent research group in a subject related area or contribute to an existing research group
For appointment at grade 8 (i.e. SL) you will:
11. Sustain a substantial international reputation while developing and enhancing the research of the department/faculty, including establishing a track record of publications of international quality in leading journals, while securing the funding required for this research
12. To take responsibility for the planning, organisations and delivery of undergraduate and postgraduate teaching activities in the relevant and related subject areas, in accordance with the department programme
13. Take responsibility for the supervision and training of postgraduate research students to ensure their effective development.
Knowledge, Qualifications, Skills and Experience
Knowledge/Qualifications
Essential
A1 Good first degree and, a PhD or equivalent research profile in subject related area
A2 Comprehensive and up to date knowledge of research within subject related area
A3 Developing track record of published research and/or development and delivery of teaching
A4 Developing international research profile
For appointment at level 8:
A5 An established track record of published research and development and delivery of teaching
A6 An established international research profile
Skills - Essential
C1 Excellent communications skills both oral and written
C2 Excellent interpersonal and presentation skills
C3 Time management skills
C4 Ability to work independently and as part of a team
C5 Ability to work with little supervision
C6 Self Motivation
C7 Ability to accept collegiate responsibilities and act accordingly
C8 Ability for independent thought to generate original hypothesis leading to generating research income
Experience - Essential
E1 Minimum of 2 years postdoctoral research experience within own subject area
E2 Evidence of an emerging track record of academic publications of international quality
E3 Experience of applying/potential capacity to apply for and secure research grant funding, where appropriate
E4 Teaching experience at undergraduate and/or postgraduate level, including course development and quality assurance where appropriate
For appointment at level 8:
Essential
E5 Minimum of 3-5 years postdoctoral research experiences within own subject area.
E6 Established track record of academic publications of international quality.
E7 Experience of applying for and securing reserach grant funding.
Job Features
Develop and maintain research plans and, where appropriate, submit grant applications/proposals on an ongoing basis throughout yearProduce publications as appropriate to subject specialism within appropriate agreed timescales/periodPrincipal Investigator or co-investigator for research grant(s) as appropriate
Individual or co-supervision of postgraduate research student(s) as appropriate
Undertake teaching in accordance with a fair distribution of departmental workload
Planning and Organising ... manage time and prioritise own work load appropriate in research, teaching and administrative duties
Monitor, review and revise research plans/grant submissions as appropriate
Revise annually in advance of due date, course documents, handouts and assessments for undergraduate or postgraduate courses
Plan and organise administrative duties on an ongoing basis
Reactive functions – respond to queries from departmental staff/students within reasonable timescale
Decision Making ... decide on research direction, methodology and where appropriate, submission of grant applications
Decide on choice of journal(s) for publication of research and conferences to attendDecide on course content, teaching methods and applications by students
Internal/External Relations
Internal – Head of Department of exchanging information, research strategy, learning and teaching strategy
Functional officers in respect of relevant functions (Research Officer, Assessment Officer, QA Officer)
Academic staff for advice and motivation as appropriateResearch students, supervising and supporting them
Undergraduate and postgraduate students providing teaching and learning supportAcademic support services for appropriate advice and for exchanging informationStudent support services to exchange information, refer/support students
External - Links with key research players, nationally and internationally, in the development of the subject specialism through a range of appropriate academic channels, including relevant professional bodies
Grant funding bodies (income generation)Journals and book publishers (publishing)Problem Solving
Act as first point of contact for problems/enquiries from students involved with area of teaching/researchAssist postgraduate students with problems relating to research
Deal with administrative problems as appropriate to status with reference to HOD and/or colleaguesInvestigate research problems and questions in accordance with own and Departmental research strategy
You may already have guessed that having a PhD might help. In fact, the academic world has been changing over the last few decades and it may be sobering to reflect, for a moment, on those changes. Up until the advent of various forms of research assessment processes in the UK and elsewhere, it was possible to make a mid-career switch from practice to academia. The last of this generation are now approaching retirement from their academic roles and the sad reality is that they would no longer be appointable in many institutions because of a lack of research activity. For a time, signalling that you wanted to start a PhD would be enough to sway an interview panel. Things then moved to appointing people who had already started a PhD, then to preferring candidates that were in the final stages of their PhD. Today however, many institutions demand that even the most junior lecturing posts be filled by people who have completed their PhD. The competition for academic posts is often such that applicants need a finished PhD, some solid teaching experience and a few decent publications already in print just to be seen as appointable. The competition then rests on which applicant has the best PhD, publications and teaching experience to offer. Mid career switches are getting harder as the academic world professionalises. You may have 20 or 30 years experience of running your own business or part of someone else's business and that managerial knowledge is invaluable in many, many ways. But the truth is that you'll be up against some in their early to mid 20s with a first degree, possibly a masters, definitely a PhD, some tutoring and teaching experience gathered en route and a few publications in the pipeline. If you want to compete, you need to develop a 3-5 year plan of how you'll put those pieces together on your CV such that you'll be seen as a credible candidate. Then if you're lucky and get the job you might begin to revisit the idyllic impression you had of academic life ... but that's a whole other story. In the UK the Foundation for Management Education offers support for people looking to make the switch to an academic career and might be a good source of advice and/or support. See http://www.management-education.org.uk/
Pasted below is the job description for an academic job at a reputable UK university ... the post was described as being for a Lecturer or Senior Lecturer (which might help you make sense of the grades mentioned) ... and the thing to look for are the criteria that are seen as essential.
JOB DESCRIPTION
To undertake high-quality research in the subject area, actively contribute to teaching at undergraduate and postgraduate level and to undertake administration as requested by the Head of Department
Main Duties and Responsibilities
For appointment at grade 7 (L) and 8 (SL) you will:
1. Develop and maintain individual/joint research projects in the subject related area and, where appropriate, to secure the funding required for the project
2. Contribute fully to developing and enhancing the research profile of the Department/Division including establishing a track record of publications of internationalquality in leading journals
3. Attendance and participation in appropriate research seminars/conferences within subject related area
4. Contribute fully to the planning, organisation and delivery of undergraduate and/or postgraduate teaching activities within the subject area in accordance with established Departmental programmes
5. Contribute fully to the ongoing development and design of the curriculum in a manner that supports a research-lead approach to student learning
6. Participate fully in examination and other assessment processes, as appropriate, using a variety of methods and techniques and provide effective, timely and appropriate feedback to students which supports their learning
7. Undertake departmental administration as assigned by the Head of Department
8. Engage in professional development activities as appropriate
9. Where appropriate, take responsibility for the supervision and training of postgraduate research students to ensure their effective development
10. Either sustain an independent research group in a subject related area or contribute to an existing research group
For appointment at grade 8 (i.e. SL) you will:
11. Sustain a substantial international reputation while developing and enhancing the research of the department/faculty, including establishing a track record of publications of international quality in leading journals, while securing the funding required for this research
12. To take responsibility for the planning, organisations and delivery of undergraduate and postgraduate teaching activities in the relevant and related subject areas, in accordance with the department programme
13. Take responsibility for the supervision and training of postgraduate research students to ensure their effective development.
Knowledge, Qualifications, Skills and Experience
Knowledge/Qualifications
Essential
A1 Good first degree and, a PhD or equivalent research profile in subject related area
A2 Comprehensive and up to date knowledge of research within subject related area
A3 Developing track record of published research and/or development and delivery of teaching
A4 Developing international research profile
For appointment at level 8:
A5 An established track record of published research and development and delivery of teaching
A6 An established international research profile
Skills - Essential
C1 Excellent communications skills both oral and written
C2 Excellent interpersonal and presentation skills
C3 Time management skills
C4 Ability to work independently and as part of a team
C5 Ability to work with little supervision
C6 Self Motivation
C7 Ability to accept collegiate responsibilities and act accordingly
C8 Ability for independent thought to generate original hypothesis leading to generating research income
Experience - Essential
E1 Minimum of 2 years postdoctoral research experience within own subject area
E2 Evidence of an emerging track record of academic publications of international quality
E3 Experience of applying/potential capacity to apply for and secure research grant funding, where appropriate
E4 Teaching experience at undergraduate and/or postgraduate level, including course development and quality assurance where appropriate
For appointment at level 8:
Essential
E5 Minimum of 3-5 years postdoctoral research experiences within own subject area.
E6 Established track record of academic publications of international quality.
E7 Experience of applying for and securing reserach grant funding.
Job Features
Develop and maintain research plans and, where appropriate, submit grant applications/proposals on an ongoing basis throughout yearProduce publications as appropriate to subject specialism within appropriate agreed timescales/periodPrincipal Investigator or co-investigator for research grant(s) as appropriate
Individual or co-supervision of postgraduate research student(s) as appropriate
Undertake teaching in accordance with a fair distribution of departmental workload
Planning and Organising ... manage time and prioritise own work load appropriate in research, teaching and administrative duties
Monitor, review and revise research plans/grant submissions as appropriate
Revise annually in advance of due date, course documents, handouts and assessments for undergraduate or postgraduate courses
Plan and organise administrative duties on an ongoing basis
Reactive functions – respond to queries from departmental staff/students within reasonable timescale
Decision Making ... decide on research direction, methodology and where appropriate, submission of grant applications
Decide on choice of journal(s) for publication of research and conferences to attendDecide on course content, teaching methods and applications by students
Internal/External Relations
Internal – Head of Department of exchanging information, research strategy, learning and teaching strategy
Functional officers in respect of relevant functions (Research Officer, Assessment Officer, QA Officer)
Academic staff for advice and motivation as appropriateResearch students, supervising and supporting them
Undergraduate and postgraduate students providing teaching and learning supportAcademic support services for appropriate advice and for exchanging informationStudent support services to exchange information, refer/support students
External - Links with key research players, nationally and internationally, in the development of the subject specialism through a range of appropriate academic channels, including relevant professional bodies
Grant funding bodies (income generation)Journals and book publishers (publishing)Problem Solving
Act as first point of contact for problems/enquiries from students involved with area of teaching/researchAssist postgraduate students with problems relating to research
Deal with administrative problems as appropriate to status with reference to HOD and/or colleaguesInvestigate research problems and questions in accordance with own and Departmental research strategy
Friday, 15 May 2009
Your Comments on the PhD Blog
what a great idea and what a wonderful initiative. – Congratulations - I’d wish, someone had done this much earlier and I’d known all this stuff years ago, it would have saved me so much trouble in what I am going though right now. Uwe
PhD or DBA
Doctorates come in more than one form. The two most common are the PhD and the DBA. So how do you distinguish between them ? A colleague used the following to differentiate them ...
A DBA produces a researching practitioner
whereas A PhD produces a practising researcher
The distinction rests with the default location of your next job. If you want to stick in a managerial role but are interested in researching your own setting and your own practice, then a DBA is the right choice. If you want to become a professional researcher, then the PhD is the qualification of choice. There are many good DBA programmes, mostly at accredited schools. There are many, many more PhD programmes because the degree has been around for a lot longer. In either case, you'll have to write to "doctoral standard" and be on top of the literatures that you engage with. The DBA is often broken up into sub-projects that are taken one at a time and build toward your thesis in modular fashion. This is not so true for a PhD.
A DBA produces a researching practitioner
whereas A PhD produces a practising researcher
The distinction rests with the default location of your next job. If you want to stick in a managerial role but are interested in researching your own setting and your own practice, then a DBA is the right choice. If you want to become a professional researcher, then the PhD is the qualification of choice. There are many good DBA programmes, mostly at accredited schools. There are many, many more PhD programmes because the degree has been around for a lot longer. In either case, you'll have to write to "doctoral standard" and be on top of the literatures that you engage with. The DBA is often broken up into sub-projects that are taken one at a time and build toward your thesis in modular fashion. This is not so true for a PhD.
Recommended Reading
These are just a few things that might be worth reading ...
"The Production of Knowledge: the challenge of social science research" by William Starbuck, 2006, Oxford University Press: Oxford
this is effectively a memoir from a leading US management researcher and is full of honest self reflection about what worked and didn't work over a career publishing and editing the world's top journals.
"The Nature of Managerial Work" by Henry Mintzberg, 1973, Harper Row: London
this is the book version of Mintzberg's PhD thesis. It may be dated now but it is well written and the appendix to the book sets out his research process in graphic detail and is therefore very instructive.
"How to Get a PhD: a handbook for students and their supervisors" 1987, by Estelle Phillips and Derek Pugh, Open University Press: Maidenhead
One of the most popular references for those who embark on a PhD and it covers everything from starting to finishing the process.
"Research Methods for Business Management" by Kevin O'Gorman and Robert MacIntosh, 2015, Goodfellow Publisher: Oxford
This is a succinct overview of the research process from finding a project, through how to review the literature and on to methods, ethics and writing up. Try a free chapter.
"The Production of Knowledge: the challenge of social science research" by William Starbuck, 2006, Oxford University Press: Oxford
this is effectively a memoir from a leading US management researcher and is full of honest self reflection about what worked and didn't work over a career publishing and editing the world's top journals.
"The Nature of Managerial Work" by Henry Mintzberg, 1973, Harper Row: London
this is the book version of Mintzberg's PhD thesis. It may be dated now but it is well written and the appendix to the book sets out his research process in graphic detail and is therefore very instructive.
"How to Get a PhD: a handbook for students and their supervisors" 1987, by Estelle Phillips and Derek Pugh, Open University Press: Maidenhead
One of the most popular references for those who embark on a PhD and it covers everything from starting to finishing the process.
"Research Methods for Business Management" by Kevin O'Gorman and Robert MacIntosh, 2015, Goodfellow Publisher: Oxford
This is a succinct overview of the research process from finding a project, through how to review the literature and on to methods, ethics and writing up. Try a free chapter.
Writing Skills
In your PhD you'll be learning to write again. Imagine almost that you're going to be asked to write with your other hand, so if you're left handed, you're going to have to master writing with your right hand or vice versa. That should give you some idea of the challenge you'll face. You may be great at written work in many other fields, and it may even be part of your core job at work. However, learning to write within the confines of the academic genre is a different thing.
First there is learning to write with brackets scattered over the text (Smithers-Jones, 2006), then there is writing in quotes "which is not the same thing as plagiarising" (Bloggs et al., 2009:15). You'll need to master the Harvard style or some similar citation protocol. But that is just the basic grammar. Beyond that you'll need to learn to summarise and critique other people's work and to write with an appropriate citation density. If you're not sure, pick up any top-rated journal article, squint your eyes so that its out of focus ... or if you're of a certain age, just taking your glasses off can achieve the same effect ... and look at the pattern of the text. The ratio of words to (citations, 1993) is critically important. Most good academic scholars have mastered the art of summarising the literature by using citations. They don't under cite with only one or two citations appearing sporadically, or by repeatedly citing the same text book. Equally, they don't over cite. Writing with the appropriate citation density is part of the apprenticeship of a PhD and it takes time to master. This is because you're beginning to write for a different type of audience. Your readers should be assumed to be on top of most of the literature that you've reviewed. So when you say that Mintzberg's views on strategy downplay predictability and control for key strategic actors (1973). You are assuming that the reader will have read and remembered the contents of "The Nature of Managerial Work" by Henry Mintzberg. Text books assume that you haven't and then proceed to tell you what the book was about, etc. Academic articles or literature reviews assume that you've read the original citation and that the author of the article is trying to help lead the reader through a particular take on the literature, or to synthesis it or to develop a critique. Most of the words available to the author are dedicated to developing an argument, not to re-telling you what someone else said.
Therefore, good academic articles tend to appear impenetrable to novice readers because they aren't designed with that audience in mind. Gradually, as you spend endless hours of your life getting to know your field of study, you'll become familiar with this shorthand style of citation writing. Then you'll find yourself better able to emulate it.
I have written a more detailed account of how to write well for academic purposes in Chapter 12 of Research Methods for Business Management (2nd Edition, 2015). There are also two other great books on writing for academic purposes that you might consider looking out ...
One is Anne Huff's "Writing for Scholarly Publication" ... the other is "How to Write a Thesis" by Rowena Murray.
First there is learning to write with brackets scattered over the text (Smithers-Jones, 2006), then there is writing in quotes "which is not the same thing as plagiarising" (Bloggs et al., 2009:15). You'll need to master the Harvard style or some similar citation protocol. But that is just the basic grammar. Beyond that you'll need to learn to summarise and critique other people's work and to write with an appropriate citation density. If you're not sure, pick up any top-rated journal article, squint your eyes so that its out of focus ... or if you're of a certain age, just taking your glasses off can achieve the same effect ... and look at the pattern of the text. The ratio of words to (citations, 1993) is critically important. Most good academic scholars have mastered the art of summarising the literature by using citations. They don't under cite with only one or two citations appearing sporadically, or by repeatedly citing the same text book. Equally, they don't over cite. Writing with the appropriate citation density is part of the apprenticeship of a PhD and it takes time to master. This is because you're beginning to write for a different type of audience. Your readers should be assumed to be on top of most of the literature that you've reviewed. So when you say that Mintzberg's views on strategy downplay predictability and control for key strategic actors (1973). You are assuming that the reader will have read and remembered the contents of "The Nature of Managerial Work" by Henry Mintzberg. Text books assume that you haven't and then proceed to tell you what the book was about, etc. Academic articles or literature reviews assume that you've read the original citation and that the author of the article is trying to help lead the reader through a particular take on the literature, or to synthesis it or to develop a critique. Most of the words available to the author are dedicated to developing an argument, not to re-telling you what someone else said.
Therefore, good academic articles tend to appear impenetrable to novice readers because they aren't designed with that audience in mind. Gradually, as you spend endless hours of your life getting to know your field of study, you'll become familiar with this shorthand style of citation writing. Then you'll find yourself better able to emulate it.
I have written a more detailed account of how to write well for academic purposes in Chapter 12 of Research Methods for Business Management (2nd Edition, 2015). There are also two other great books on writing for academic purposes that you might consider looking out ...
One is Anne Huff's "Writing for Scholarly Publication" ... the other is "How to Write a Thesis" by Rowena Murray.
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