1

Business Research Methods

Chapter 2
Developing Research
Problems and Research
Questions

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Learning Objectives
3.1 Explain the importance of correctly identifying a research problem before
formulating research questions and developing a research study.

3.2 Establish the priority of a research problem based on a number of factors,

such as the number of people affected by the problem or the utility of any
potential research findings.

3.3 Propose several research questions based on an identified research problem.

3.4 Recognize the suitability of specific research questions for either qualitative
or quantitative research methods, or a combination of both methods.

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First Step in the Research Process:

Identifying a Research Problem
 Research should begin with the identification of a research problem and the
development of research questions that relate to the problem.
 The research problem should be stated as a declarative statement, not as a
question.
 A research problem is not a problem being experienced by our clients.

 Rather it is a problem we experience in our practice; a gap in our knowledge

that leaves us unsure about how best to intervene to address a client’s
problem.

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Prioritizing Research Problems

 Not all knowledge gaps we experience can be considered equally important or
well suited to research.
 A research problem may be high priority if it:
• Is a widely felt knowledge gap.
• Is a problem affects a lot of people.
• May generate specific recommendations.
• May produce by-products that will help other researchers.

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Questions to Help Set Priority for Research

 Is the problem an important one?

 Do we already have enough knowledge about the problem?

 Are people in other disciplines better suited to conduct this research?

 What is the potential for using the results?

 Are you interested in the topic?

 What logistical obstacles are present?

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Logistical Obstacles
 Is the problem too large?

 Can needed measurement be accomplished?

 Do I have the necessary expertise to conduct this research?

 Will I have access to needed data?

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Identifying the Unit of Analysis

 The researcher must determine what individuals, groups, or organizations will
be the target of the investigation. This is called the unit of analysis.
 Individuals are the most common unit of analysis. May be based on:
• Some physical characteristic (race, gender, age, etc.)
• A mental health issue being experienced (depression, anxiety, etc.)
• Group membership (high school student, gang, etc.)
• A combination of characteristics (for example Hispanic high school
students who are homeless)
 Other units may include organizations, cities, families, social groups,
neighborhoods, universities, etc.

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Selecting Research Questions

 Once we have identified the research problem, the next step is to identify
specific research questions to be addressed by the research study.
 How many questions should a researcher attempt to study?

 What are the characteristics of a good research question?

 What makes one potential research question a better choice as the focus of
research than another one?
 Selection of research questions, like the selection of a research problem, is
often a matter of priorities.

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Example Research Problem and Questions

(1 of 2)
Problem: The parents of children who die while committing violent crimes
are also victims. However, we know little about how the parents experience
this tragedy.
 Q1. How do these parents perceive potential sources of support in their time of
loss?
 Q2. What obstacles to their own grief process do they experience?

 Q3. What feelings do they have toward the families of the victims of the
violence?
 Q4. How have their relationships with friends and relatives been affected?

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Example Research Problem and Questions

(2 of 2)
Problem: Homicide by children 8 to 12 is increasing. Social workers
working with children this age often hear them talk about wanting to kill
someone. There is little available knowledge to help them decide how to
respond.
 Q1. What  behaviors of children immediately prior to homicidal acts might have
indicated that the acts might occur?
 Q2. What common experiences exist in the social histories of homicidal
children?
 Q3. What common experiences exist in the current life situations of homicidal
children?
 Q4. What have been the experiences of social workers who notified authorities
when their young clients talked about homicide?

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Questions to Help Prioritize Potential

Research Questions (1 of 2)
 Which potential research questions would be most likely to contribute
• new knowledge?
• knowledge for more effective practice intervention?
• knowledge that can be disseminated?
• knowledge that will make a difference?
• knowledge that other researchers will find useful?

 Which potential research questions are most likely to have an answer that
• is attainable?
• would contribute the most to alleviation of the problem (the knowledge
gap)?

.
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Questions to Help Prioritize Potential

Research Questions (2 of 2)
 Which potential research questions would require
– measurement of phenomena that can be easily measured?
– access to information that is likely to be available?
– the use of research methods that are considered ethical?
– the knowledge and expertise possessed by the researcher?

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Qualitative Versus Quantitative Questions

 Qualitative research is
• Generally exploratory in nature.
• Considers underlying meaning, opinions & reasons.
• Uses semi-structured or unstructured data collection techniques.
• May produce questions and hypotheses that will lead to further more
quantitative research.
 Quantitative research is
• Used to quantify opinions, attitudes, behaviors, thoughts, etc.
• Uses more structured data collection techniques, such as surveys,
behavioral observations, and structured interviews.
• Samples sizes are generally much larger.
• Findings can sometimes be generalized to the larger population.

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Developing Quantitative Questions

 The research questions involve variables that are measured numerically.

 The research questions and hypotheses are established before the data are
collected and are not altered throughout the study.
 Quantitative research questions, once selected, guide the researchers in
defining the literature review, research design, data collection methods,
measurement instruments, data analysis techniques, and all other aspects of
the research process.

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Developing Qualitative Research Questions

 The qualitative research question not only helps guide the researcher through
the research process, but also encourages the exploration into unexpected
directions.
 Some qualitative researchers prefer to begin the research process without a
research question, although today researchers are often required to define the
question before they can begin the research.

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Guidelines for Developing Qualitative

Research Questions
 The question should be clear enough to provide focus for the study.

 The question should be framed in a way that either implicitly or explicitly

makes a link with the theory being used by the researcher.
 The question should be answerable. Will it be possible to answer the question
with the time and resources available?
 It is important not to phrase the question in such a way that it leads to
presuppositions about the participants and events involved in the study.
 The question should be worded so that it is clear and avoids multiple
subquestions being included within the question.

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