The Electronic Journal of Business Research Methods provides perspectives on topics relevant to research in the field of business and management
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Journal Issue
Volume 14 Issue 2 / Nov 2016  pp71‑167

Editor: Ann Brown

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EJBRM Volume 14 Issue 2 Editorial  pp71‑71

Ann Brown

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Militating against data fabrication and falsification: A protocol of trias politica for business research  pp72‑82

Anthony Stacey

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Towards a Systematic Approach to Reviewing Literature for Interpreting Business and Management Research Results  pp83‑97

Kambidima Wotela

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Abstract

Abstract: Overall, examiner’s reports show that a rich research report is one that discusses or rather interprets its empirical findings effectively. This implies that a research should go beyond presenting new data and information but rather this data and information should be interpreted. However, the ‘discussion of research results or findings’ component is a function of the ‘literature review’ component as well as ‘the presentation of research results or findings’ component. Technically, the main outcome or objective of the ‘literature review’ component is a conceptual framework—that is, a well thought‑out outline of how a research should proceed after understanding the research problem, identifying the knowledge gap, and developing a framework for interpreting the research findings. Unfortunately, the interrogation of the literature review component is the most unstructured process in a research undertaking and, therefore, leaves students to wonder in the wildness. Those that finally get it, do so after a long time. To allow for efficient research throughput, university should explore the cognitive trajectory of this undertaking. In simple terms, this means providing some initial structure to interrogating the literature review component in general and, specifically, the development of the theoretical and interpretative framework for discussing research results. Therefore, the main objective of this research is engaging the cognitivism and constructivism theories of instruction summarised in Driscoll (2000) and Gredler (2001) to provide for cognitive processes in the construction of knowledge. We emphasis initial because this will provide a structured approach to kick‑start the process of identifying and discussing theoretical and other interpretive frameworks after which the process should then be content‑driven after the student is enlightened or catches on. 

 

Keywords: Keywords: Literature review, conceptual framework, academic field of study, interpretive frameworks, theoretical frameworks, interpreting research findings

 

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