Dear MUBS Students,

I welcome you back from your holidays and bring you greetings from the MUBS Field
attachment/Action Research Project Coordination Office. I hope you enjoyed your long
holiday break of June August 2010 which was marked by hard work of field attachment.
During my visits to your respective lecture halls/rooms, I talked to you face to face on how
your field attachment should be conducted, the most critical timelines and the expected
outcomes. These meetings were also supplemented by an extra meeting with GRCs from all
the academic programmes currently run at MUBS. I want to take this opportunity and in a
special way thank the Students Guild Education Minister and the Entire students guild that
made it possible for the meetings to take place. I know the GRCs delivered the
deliberations of the meeting to all MUBS students.
My dear students, I would like to remind you that, its mandatory for all university
students pursuing their degree programmes at MUBS to undertake Field attachment as a
requirement for the degree award. This is consistent with the minimum requirements set
by National Council for Higher Education (NCHE) and the field attachment Guidelines
approved by Makerere University Senate, a copy of which was given to you and also
uploaded on the MUBS webpage for your information and action. Details of students e-mail
accounts and the corresponding supervisors (2008-09) and the Additional list of students'
email accounts and the corresponding supervisors (2008-09) were uploaded in March
2010
on
the
following
webpage
[http://www.mubs.ac.ug/home/research/undergraduate/action-research]. A copy of the
approved Makerere University field attachment guidelines is available on the following
website- [http://www.mubs.ac.ug/home/research/undergraduate/field-attachment].
The Field attachment course appears on all MUBS programmes with 5 Credit
Units (CU) including BBC and BOIM programmes. No student shall be
allowed to graduate without completing and satisfying the minimum
requirements, for all courses approved on the programme structure
he/she registered for. If you recall, last semester, my office in collaboration with all
MUBS Faculties and MIS created and circulated a list of supervisors to all MUBS students,
created students user accounts and posted it to all students accounts together with other
useful information to you. I came to your respective classes and addressed you over these
matters and asked you to begin your field attachment work with the guidance of your
supervisors. This field attachment course should not be confused with research methods or
Business Research Skills, where you are expected to be assessed using coursework and tests
constituting 30% and a 3 hour examination at the end of the semester, accounting for 70%.
Please remember that, the final output for the Field attachment work shall be
(1) A preliminary 5 page field attachment report which should have
been submitted on the 1 st day of this semester 2010 {please
hurry and submit this report as soon as you can}.
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(2) A 50 page - final field attachment report written with the

guidance of the supervisors following the guidelines sent to you
from the field attachment coordination office (to be submitted in
February 2011).
This mail therefore serves to ask all third year students to urgently
submit to my office the following documents not later than 24.00 hrs
of Thursday September 23, 210.
a) A letter of evidence signed by responsible officer of the
organization that you were attached to. This will serve as proof that you
undertook field attachment. This letter should indicate the company and the office
to which you were attached, the day you reported for work, the period you were
attached to this organization and the summary of assignments given to you.
b) A preliminary 5 page field attachment report. This report should be
written following the following structure (This structure and instructions applies
to all year 1, 2, 3 etc students. 1st and second year students should submit their
reports to faculty and/or departmental field attachment coordinators. The list of field
attachment coordinators are shown in the table below.
No.
1
2
3
4
5
6
7
8
9
10
11
12

Names
Dr. Joseph Ntayi
Mr. Vincent Bagire
Mr. Richard Kawere
Mr.Dennis Nuwagaba
Mr. Patrick Kakwezi
Mr. Isaac Magoola
Mr. Freddie Lwanga
Mr.George William
Mugerwa
Mr.George Batte
Mr.Rogers Matama
M/S. Susan Watundu
Mr. Robert Kyeyune
This list is not exhaustive

Faculty /Department
Computing and Mgt Science
FOM
FMHM
MIB
Proc.&Logistics
BAD
HRM
Leadership &Gov.

Designation
Overall Coordinator
Coordinator
Coordinator
Coordinator
Coordinator
Coordinator
Coordinator
Coordinator

Entrepreneurship
Accounting
Mgt. Science
Business Computing
various

Coordinator
Coordinator
Coordinator
Coordinator
coordinators

c) All third year students should submit their field attachment reports to my office
between 8.00am to 5.00pm Mondays to Fridays).
a. Cover page (One page)
b. Introduction (one and a half pages)
i. Background to the field attachments
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ii. Objectives of the field attachment

iii. Background of the organization attached to
iv. Structure and organization with emphasis on the department where the
student was deployed
v. Major activities and focus of the department
c. Experiences (two pages)
i. Duties and responsibilities
i. New knowledge and skills gained in each of the Duties and
responsibilities assigned
ii. Level of accomplishment of the Duties and responsibilities assigned
(you may include your contribution in terms of new knowledge and
skills provided)
iii. Relationship with other staff
iv.
Things enjoyed most and why
i. Things enjoyed least and why
ii. Problems experienced and how they were handled
iii. Major benefits derived from the field attachment programme
d. Conclusions and Recommendations (A half page to One page)
i. Conclusion
ii. Recommendations
We hope you will be able to comply and complete your field attachment work on time without
delaying the overall completion date of your programme of study. You are also reminded to
comply with the deadline given to you. Student lists with allocation of supervisors and project
research guidelines are available for students on their group e-mail. Should you have any
problems accessing this group e-mail, please contact our MUBS MIS Manager Charles Olupot
on mail: olupot@mubs.ac.ug or telephone number 0712-943-039 during working hours. All
subsequent communications will be sent to your group e-mail. Should you need any more
information, please consult me in my office between 8.00am 5.00 pm, Mondays Fridays.
Final Field attachment Report (for only 3rd year students to be
submitted in February 2011)
Field attachment Action Oriented report requires students to be attached to organizations for
an in-depth study and analysis of a practical problem. Action research is regarded as research that
is normally carried out by practitioners (persons that stand in the field of work). It enables the
researcher to investigate a specific problem that exists in practice. This requires that the researcher
should be involved in the actions that take place. A further refinement of this type of research is that the
results obtained from the research should be relevant to the practice. In other words it should be
applicable immediately. This means that the, researcher, as expert, and the person standing in the
practice, jointly decide on the formulation of research procedures, allowing the problem to be solved.
Action research is characterized by the following four features; first, problem-aimed research focuses on
a special situation in practice. Seen in research context, action research is aimed at a specific problem
recognizable in practice, and of which the outcome problem solving) is immediately applicable in
3

practice. A second characteristic is that all participants (for instance the researchers and persons
standing in the practice) form an integral part of action research with the exclusive aim to assist in
solving the identified problem. Thirdly, action research is characterized as a means to change the
practice while the research is going on. Finally outcome of research can not be generalized.
Please remember that the student assessment form will only capture issues related to field
attachment action report. The timetable for this action project work is as follows. This guide should be
used simply as a guide to your work.
1
2
3
4

Activity
Chapter
One
Chapter
Two
Chapter
Three
Chapter
Four
Chapter
Five

Introduction

Start time
Friday June 04, 2010

Literature Review

Friday July 16, 2010

Methodology
Results and
Discussion of
findings
Summary of
findings, conclusions
and
recommendations

Duration
One and half
months
One month
(1)
One month
(1)
One month
(1)

Comment
ongoing

Tuesday August 17,

2010
Saturday September 18,
2010

End-time
Thursday July 15,
2010
Monday August
16, 2010
Friday September
17, 2010
Monday October
18, 2010

Tuesday October 19,

2010

November 19,
2010

One (1)
month

ongoing

ongoing
ongoing
ongoing

Hereunder we present an outline of the Field attachment Project report, which should be
followed by every student. I wish you a good time in all. By copy of this e-mail all
undergraduate students are requested to comply with the above research schedule.
Yours,
Joseph M. Ntayi, PhD
Field attachment Coordinator

MAKERERE UNIVERSITY BUSINESS SCHOOL

[TYPE FIELD ATTACHMENT PROJECT REPORT TITLE HERE]

A title should indicate the nature of the study but without being too vague and elaborate. If the
title is too long, it may trap you into an over-ambitious piece of work or you may leave part of it
unfulfilled. One way of putting together a title is to have an attention-attracting beginning and
a more descriptive `tail'. Keep your title in mind as you work through the study and check that
you have done all that it implies.

By

[Your Name]
[Registration Number]

A Project Report submitted in partial fulfillment of the requirements for the degree of
[Name of degree]
[Name of university]
[Year]
Approved by
Name of Supervisor Prof/Dr/Mr/Ms____________________________________
Signature of the Supervisor

Date

_____________________________________

_____________________________________

Abstract

[PROJECT REPORT TITLE]

By [Your Name]
Department of [Name]

[Type abstract text here.]

This should be brief (no more than 200 words) and should refer to the area of interest or the
questions addressed, the methods used and the conclusions/ recommendations/ implications.
It informs the reader of the purpose and aims of the project.

Dedication and Acknowledgements (optional)

This is an opportunity to thank all those who made your study possible, those who offered
Advice, were sources of information or otherwise facilitated your study.

TABLE OF CONTENTS
[Insert Table of Contents]

This should be a list of Chapters (with sub-headings where appropriate) appendices, tables and
figures with page numbers. The relevant page numbers should not be inserted until your
project report is complete.

LIST OF FIGURES

[List of Tables and Graphs]

This should contain a list of tables and figures with page numbers.

Chapter One: Introduction

1.1

Background (1.5 pages)

An introduction should contain a statement of the question or problem you set out to
investigate. It should also set out the organizational context, if appropriate, of the study
and the reason(s) for your interest in it. This section contains:
o A foundation for the problem that instigated the project
o Evidence of the manifestation of the problem
Ensure that
o all concepts in the study have been introduced
o There is a logical flow of argument
o The problem has been introduced

1.2

Statement of the problem (1/4-1/2 pages)

We expect students to have practical research problem based on students desire to solve an
existing problem and/or contribute to understanding of concept(s) in a particular field of study
e.g work culture in the Ugandan civil service and how it actually manifests itself.
This section contains:
o Succinct explanation of the problem within the context of the application (company
circumstance) that undergirds the project (WHAT? WHERE? WHEN?)
o Explication of why the project needs to be done? (WHY?)
o problem statement flows from the introduction
o Statement of the problem leads to analytical thinking

1.3

Purpose of the study (1/4 page)

This section is distinct from Statement of the problem. It presents a clear flow of ideas from the
Statement of the problem and its purpose to solve the problem

1.4

Project Objectives & Questions (1/4 page)

In this section,
o Focus is on the management problem
o Objectives flow from Statement of the problem and purpose
o All the concepts in the problem are included
o Objectives are short, precise, and actionable
o Questions flow from the objectives

1.5

Scope of the study (1/4 page)

This section sets,
o Delimitations or boundaries in time and space
o Consequences
o Methodological solutions

1.6
1.7

Justification/ significance (1/4 page)

The Conceptual Framework (Optional) (1/2 page - 1 page)
What to look for
o Graphical representation of the problem build-up
o For project work, flow chart (or System Dynamics Model)
o Clear flow
o Parsimony

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1.8

OUTLINE OF THE PROJECT REPORT

Chapter two: Literature Review

2.1

Introduction

2.2

Conceptualization and operationalization of the study variable(s)

2.3

[heading 3]

2.4

[heading 4]

2.5

[heading 5]

2.6

[heading 6]

2.7

Conclusion

[Notes for this section]

This should be a survey of the most important and recent work of relevance to your field
of study. This section Provides context for the problem, consolidates the necessity of the
study, Indicates the extent of the students knowledge about the problem. Exploration of
related works and ongoing debates should be encouraged and Identification of gaps or
extension of what is known is a must. The sections of this chapter would be presented as shown
above.

11

Chapter Three: Methodology

3.1

Introduction

[Notes for this section]

This section presents your understanding of the methods used in this project work. It
discusses the research design adopted, population and sample size, sampling procedure
and design, methods of data collection, measurements and data Analysis. The FIELD
ATTACHMENT ASPECT MUST FEATURE PROMINENTLY IN THIS SECTION
3.2

Research Design

[Notes for this section]

Research design can be thought of as the structure of research -- it is the "glue" that
holds all of the elements in a research project together. We often describe a design
using a concise notation that enables us to summarize a complex design structure
efficiently. For example one may consider adopting a cross sectional or a longitudinal
research design.
3.3

Population and sample size

[Notes for this section]

Population refers to the target population or group of individuals of interest for study.
Often, the primary objective is to estimate certain characteristics of this population,
called population values. A sampling unit is an element or an individual in the target
population. A sample is a subset of the population that is selected for the study. Before
you use the survey procedures, you should have a well-defined target population,
sampling units, and an appropriate sample design. In order to select a sample according
to your sample design, you need to have a list of sampling units in the population. This is
called a sampling frame. For purposes of illustration, we shall assume that a BBA
student has a topic effectiveness of Audit teams: A case of KPMG. This student
needs to ask the management of KPMG to tell him/her how many audit teams the
company has. Management might indicate that, they have 23 audit teams. This
constitutes the population. It is up to the student and the supervisor to agree on either
to select and study a sample of 15 teams or the entire census of 23 teams.
3.4

Sampling design and procedure

[Notes for this section]

Survey sampling is the process of selecting a probability-based sample from a finite
population according to a sample design. You then collect data from these selected
units and use them to estimate characteristics of the entire population. A sample design
encompasses the rules and operations by which you select sampling units from the
population and the computation of sample statistics, which are estimates of the
population values of interest. The objective of your survey often determines appropriate
sample designs and valid data collection methodology. A complex sample design often
includes stratification, clustering, multiple stages of selection, and unequal
weighting.For more detailed information, refer to Cochran (1977), Kalton (1983), Kish
(1965), and Hansen, Hurwitz, and Madow (1953). Using our example of the BBA student
above with a topic effectiveness of Audit teams: A case of KPMG. The student has
12

a task of selecting a sample of 15 teams out of the 23 teams which will ensure
representativeness. The procedure of selecting these 15 teams must be

described in detail. Always begin with sampling frame and avoid try to avoid
Bias resulting from non-probability sampling if possible.
3.4

Methods of Data Collection

[Notes for this section]

Data Collection is an important aspect of any type of research study. Inaccurate
data collection can impact the results of a study and ultimately lead to invalid
results. Data collection methods for impact evaluation vary along a continuum.
At the one end of this continuum are quantatative methods and at the other end
of the continuum are Qualitative methods for data collection. There are two
sources of data. Primary data collection uses surveys, experiments or direct
observations. Secondary data collection may be conducted by collecting information
from a diverse source of documents or electronically stored information. Uganda
Bureau of Statistics (UBOS) isan examples of a common sources of secondary data. This
is also referred to as "data mining." Key Data Collection Techniques Include: Surveys,
Questionnaires, Panel Questionnaire Designs, Interviews, Experimental Treatments
3.5

Measurements of variables

[Notes for this section]

If we examine our variables, we need to think of the ways we are going to measure
those variables. In other words, we need to determine which of the variables are
quantitative (i.e. data can be collected in numerical form) and which of the variables are
qualitative (i.e. data that can only be collected through categories). It is advisable to use
measures which have been developed by researchers and published in refereed
journals.
1.
2.
3.
4.
5.
6.
7.
8.

Sex. = qualitative
Amount of disposable income = quantitative
Age = quantitative
Performance at School = quantitative or qualitative (depends how we chose to
measure this...)
Sports Achievement = quantitative or qualitative (depends how we chose to
measure this...)
Alcohol consumption in the home = quantitative or qualitative (depends how we
chose to measure this)
Religious affiliation = qualitative
level of consumption = quantitative

Our list of variables is now arranged into two categories, either qualitative or
quantitative. We now need to determine how we are going to measure the
quantitative variables. Supervisors are requested to assist students by ensuring
that the correct/right measures are used.
3.6

Data Analysis
13

[Notes for this section]

Data Analysis is the process of systematically applying statistical and/or logical techniques to describe
and illustrate, condense and recap, and evaluate data. According to Shamoo and Resnik (2003) various
analytic procedures provide a way of drawing inductive inferences from data and distinguishing the signal
(the phenomenon of interest) from the noise (statistical fluctuations) present in the data.While data

analysis in qualitative research can include statistical procedures, many times analysis
becomes an ongoing iterative process where data is continuously collected and analyzed
almost simultaneously. Indeed, researchers generally analyze for patterns in
observations through the entire data collection phase (Savenye, Robinson, 2004). The
form of the analysis is determined by the specific qualitative approach taken (field
study, ethnography content analysis, oral history, biography, unobtrusive research) and
the form of the data (field notes, documents, audiotape, videotape). An essential
component of ensuring data integrity is the accurate and appropriate analysis of
research findings. Improper statistical analyses distort scientific findings, mislead casual
readers (Shepard, 2002), and may negatively influence the public perception of
research. Integrity issues are just as relevant to analysis of non-statistical data as well.
Research Project students are free to undertake quantitative or qualitative research
with the guidance of the supervisors.

3.7 Summary and Conclusion

14

Chapter Four: Results and Discussion of Findings

4.1

Introduction

4.2

{Objective One}

4.3

{Objective two}

4.4

{Objective three}

4.5

{Objective four}

4.7

Summary

[Notes for this section]

The main parts of this section should be an attempt to assess how far you have
answered the research questions you set out to investigate. You should also
relate your findings to the literature. You may also offer a range of explanations
of your findings and assess each explanation critically.

15

Chapter Five: Summary of findings, Conclusions and

recommendations
5.1

Introduction

5.2

Summary of findings

[Notes for this section]

In this section you will briefly summarise all your presumptions and findings. The
Summaries include the most important pieces of information and findings of the
whole project report.
5.3

Conclusion

[Notes for this section]

What you set out to investigate and what your investigations have revealed
should be clearly stated here. The relevance of your study to current theoretical
debates should be presented, if applicable. You may wish to make evaluative
judgments or suggest avenues for action or further research. It is important,
however, that you do not overstate what can be deduced from your findings.
You may also wish to offer a critical, reflective overview of your research but this
should not merely repeat what you have stated under Design and Methodology.
No new findings or arguments should be included in the Conclusions.
5.4

Managerial and Policy Recommendations

[Notes for this section]

Managerial and policy recommendations should be derived from the action
research findings undertaken by a student. A policy recommendation is simply
written policy advice prepared for some level of management that has the
authority to make decisions. Policy recommendations are in many ways the chief
product of the ongoing work of action researchers. Policy recommendations are
the key means through which policy decisions are made in most levels of
management. Whether the policy recommendation is accepted as sound advice
or dismissed in favour of another option largely depends on how well the issue
and the arguments justifying the recommended course of action are presented.
A policy recommendation may have other pieces, but those three partsissue,
analysis and recommendationwill always be there.
5.5

Areas for further research

16

Appendices
[Notes for this section]
In general terms, material should only be included here if the text is meaningless
without them, or if the inclusion of such material in the text would distract from
the development of your argument, e.g. if the data were too detailed or
extensive. Materials you should consider for inclusion could be:
questionnaires;
interview schedules;
Raw data.
etc

References (This should follow the APA format)

[Notes for this section]
In your Degree Project report you will be expected to acknowledge where you obtained
ideas and information from. The object of this process is to enable a reader of your work
to find the source from which you obtained your information. There are two places in
which you should provide this information: at the end of your project report and in the
text of it. In-Text Citations refer to inserting the name of an author right into your paper
when the author is cited, quoted or mentioned. These Citations go inside of parenthesis,
but different styles handle them differently.

Example of references at the end of your project report:

References
Gottschalk, L. A. (1995). Content analysis of verbal behavior: New findings and clinical applications.
Hillside, NJ: Lawrence Erlbaum Associates, Inc
Jeans, M. E. (1992). Clinical significance of research: A growing concern. Canadian Journal of Nursing
Research, 24, 1-4.
Lefort, S. (1993). The statistical versus clinical significance debate. Image, 25, 57-62.
Kendall, P. C., & Grove, W. (1988). Normative comparisons in therapy outcome. Behavioral
Assessment, 10, 147-158.
Nowak, R. (1994). Problems in clinical trials go far beyond misconduct. Science. 264(5165): 1538-41.
Resnik, D. (2000). Statistics, ethics, and research: an agenda for educations and reform.
Accountability in Research. 8: 163-88
Schroder, K.E., Carey, M.P., Venable, P.A. (2003). Methodological challenges in research on sexual risk
behavior: I. Item content, scaling, and data analytic options. Ann Behav Med, 26(2): 76-103.
Shamoo, A.E., Resnik, B.R. (2003). Responsible Conduct of Research. Oxford University Press.
Shamoo, A.E. (1989). Principles of Research Data Audit. Gordon and Breach, New York.
17

Shepard, R.J. (2002). Ethics in exercise science research. Sports Med, 32 (3): 169-183.
Silverman, S., Manson, M. (2003). Research on teaching in physical education doctoral dissertations: a
detailed investigation of focus, method, and analysis. Journal of Teaching in Physical Education,
22(3): 280-297.
Smeeton, N., Goda, D. (2003). Conducting and presenting social work research: some basic statistical
considerations. Br J Soc Work, 33: 567-573.
Thompson, B., Noferi, G. 2002. Statistical, practical, clinical: How many types of significance should be
considered in counseling research? Journal of Counseling & Development, 80(4):64-71.

18