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 12 Issue 2, ECRM 2014 / Nov 2014  pp75‑167

Editor: Ann Brown

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Editorial for ECRM special issue  pp75‑76

Ann Brown

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Overcoming Barriers: Qualitative Interviews With German Elites  pp77‑86

Hilary Drew

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Equipping the Constructivist Researcher: The Combined use of Semi‑Structured Interviews and Decision‑Making maps  pp87‑95

Reza Mojtahed, Miguel Baptista Nunes, Jorge Tiago Martins, Alex Peng

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The Long, Brown Path Before me’: Story Elicitation and Analysis in Identity Studies  pp96‑106

Ali Rostron

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The Pervasiveness and Implications of Statistical Misconceptions Among Academics with a Special Interest in Business Research Methods  pp107‑120

Frank Bezzina, Mark Saunders

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Using a Learning Contract to Introduce Undergraduates to Research Projects  pp121‑130

Zelma Bone

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Learning Research Methods: How Personalised Should we be?  pp131‑138

Martin Rich

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students. This influences a range of factors, spanning the expectations that students have of the learning environment, the styles and methods used by lecturers, the need to deliver very specialist material to students, and the type of technological infra structure that is adopted to support learning. For example, some viewpoints suggest that electronic resources to support learning should be delivered through a â personal learning environment⠒, as distinct from the currently familiar â virtual learnin g environment⠒, the implication being that personalisation is built into the learning environment as a core component. For teaching research methods, a personalised approach is attractive because students can be expected to vary in what approaches to re search they are likely to use in other areas of their studies. Typically students want to make clear choices about exactly what research methods they learn. Furthermore there are particular variations in the extent to which students already have some expe rience of conducting their own research, and in the ease with which student are likely to adapt to a research mindset where they can deal with the demands of independent inquiry. For many students research is an individual pursuit, and indeed for students on undergraduate or taught postgraduate courses which include a major project, a piece of independent research is the most significant item of individual work within their course. Therefore this paper raises the question of whether research training need s to be as personalised as research itself. If it appropriate to prepare students for a major piece of research, where they will be choosing their own research methods, through a didactic course which covers a standard range of methods? Is it ‑ in fact ‑ essential that students are exposed to a wide range of research methods including those that they have no intention of ever using? The need to provide a range of skills and knowledge, and the possibilities to adapt this to students⠒ requirements, consti tute only one facet of personalisation. Anot 


Keywords: Keywords: personalisation, research methods teaching, student choice


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Exposing the Influencing Factors on Software Project Delay with Actor‑Network Theory  pp139‑153

Zana Ahmedshareef, Robert Hughes, Miltos Petridis

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From Art for Arts Sake to Art as Means of Knowing: A Rationale for Advancing Arts‑Based Methods in Research, Practice and Pedagogy  pp154‑167

Sally Eaves

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