Research Design: Banking Studies and Business Admin

This report details the research design of a qualitative survey questionnaire study conducted to evaluate the nature and importance of banking studies and business administration in contemporary society. The research employed an interpretivist philosophy, utilizing close-ended questions and a Likert scale to gather data from six female graduates. The methodology included convenience sampling for participant selection and MS Excel for descriptive statistical analysis of the collected data. The findings revealed overall satisfaction with the education received, highlighting sufficient background knowledge and a supportive learning environment. The report also discusses challenges encountered, such as time constraints and a limited scope, while also proposing strategies for future research, including the adoption of non-biased sampling techniques and an expanded scope of study. The report concludes with references to relevant literature and an appendix containing the survey questionnaire.

Running head: RESEARCH DESIGN 1
Banking Studies Research Design
Name
Institution

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Banking Studies Research Design
Introduction
The purpose of this paper is to present a clear outline of the methodology that was
pursued in conducting a survey questionnaire study on the nature and importance banking studies
and business administration in the modern-day society. The aim of the study was to establish if
banking studies are effectively taught in learning institutions and whether they equip students
with the required knowledge and capacity needed to adequately perform business and finance
roles. To achieve this aim, a qualitative survey questionnaire was administered to 6 participants
in a bid to learn their perspectives and opinions on the aforementioned issue above. Therefore,
the following subsections outline the methodologies that were pursued in an attempt to fulfill the
aforementioned aim of the study.
Research Design
The research design adopted for this study was the interpretivist philosophy. As
Melnikovas (2018) explains, a research approach entails a researcher’s conviction regarding the
right type of data to collect in a study. The researcher for the current study believed that the most
appropriate type of data to collect was the descriptive and subjective data from human
participants who could provide their personal opinions on the quality of banking studies
administered in learning institutions. Therefore, an interpretivist philosophy was adopted through
administration of qualitative survey questionnaires. The survey questionnaires comprised of
qualitative questions. The central focus of the qualitative questions was to ask the participants
subjective queries and seek their views and opinions on the quality and efficiency of the banking
studies. The researcher ensured not to use qualitative questions in the survey since qualitative

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questions would only provide statistical data and causality effects, yet the chief aim of the study
was to get a deeper understanding of the current standards of the banking studies.
Rationale of Formatting the Questions in the Survey
The format of the questions in the survey was based on a close-ended format. Saunders,
Lewis, and Thornhill (2016) define a close-ended format as a research design format whereby
each question in a questionnaire consists of a multiple set of answers, numbered in an orderly
manner. The researcher of this study deemed it suitable to use close-ended questions in the
survey due to the need to ease the data analysis process. As Zapata-Barrero and Yalaz (2018)
say, close-ended questions are easy to analyze since the responses can be easily coded using the
numbered labels of the multiple set of choices. Also, close-ended questions are advantageous in a
study that has a short timeframe and requires to be completed as soon as possible, as participants
can easily choose answers from the multiple options provided for every question (Ryan, 2018).
Use of Likert-Scale
A Likert response-scale was used to structure the set of multiple-choice answers for the
close-ended questions in the survey. As Matthews (2017) states, the use of a Likert Scale is very
significant in qualitative studies which aim to measure the different degrees of agreement or
disagreements respondents may have with respect to certain declarations or assertions made in a
survey. The Likert response scale used in the current study measured the varying levels of
agreement or disagreement the participants had in terms of their satisfaction with the quality of
education and support conferred in the banking studies graduate institutions.
Population and Sample
The sample population for this study consisted of 6 female respondents who had recently
graduated from banking studies and business administration secondary schools and learning

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institutions. The researcher recruited these 6 sample respondents through the convenience
sampling method. As Mehrad and Zangeneh (2019) explain, the convenience sampling method
as a type of non-probability sampling technique that is used to handpick participants whose
characteristics coincide with the requirements of a given research study. The researcher used the
convenience sampling method to select participants who were directly suitable for the study,
hence increasing chances of obtaining more detailed responses from the respondents (Mohajan,
2018). For instance, only students who had recently graduated from banking studies and business
administration graduate institutions were selected to partake in the study since they have
undergone the curriculum/syllabus and are, therefore, best suited to give more detailed insights.
Data Collection Procedure
To begin the data collection, the researcher approved 3 banking studies and business
administration graduate schools and solicited them to liaise with the recently graduated students
for purposes of the research study. Once granted permission, the researcher posted flyers on all
the notice boards in the schools, publicizing the intents of the research study and requesting for
voluntary participation from the students. The researcher inserted his contact details in the flyers
to make it possible for any interested applicant to contact him. 8 students contacted him and
stated their interest to participate in the study. The researcher asked the 8 students to issue him
with their email addresses for purposes of disbursement of the consent forms and survey
questionnaires. Out of the 8 initial applicants, only 6 students signed the consent forms.
Therefore, only the 6 consenting applicants were issued with the questionnaires via their email
addresses. The duration of filling the questionnaires lasted for 14 days, after which the completed
forms were sent back to the researcher for data analysis.
Data Analysis and Descriptive Results

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The responses from the 6 participants were analyzed using the MS Excel spreadsheets
package (see the attached MS Excel file). The data analysis method used was the descriptive
statistics to present the results. The section below explains the demographic results of the
questionnaire survey. From the analysis, all the 6 participants were female. The researcher
achieved this by only selecting female participants from the banking studies and business
administration graduate schools. As for the graduating year, 2 participants graduated in 2018 and
the other 4 in 2019. The purpose of selecting students that had recently graduated was to ensure
that the pool of respondents could provide up-to-date information about the current state of
affairs in these learning institutions, and not obsolete data. When asked about the type of
university they were currently enrolled in, 5 participants are currently enrolled in government
universities while only 1 is enrolled in another university abroad. The results demonstrate that
the majority of the participants (5) are enlisted in state-run institutions and can, therefore, their
insights regarding the quality of education equally reflect the perceptions of the general
population, since government institutions are more common than private-run schools.
General Feedback from the Participants
The general feedback that was obtained from the participants is that the quality of
education and guidance in banking studies and business administration graduate schools is
sufficient and satisfactory. The participants’ show of utter satisfaction and contentedness with
the current state of affairs in these learning institutions is evident in their questionnaire
responses: For instance, when they were asked if the banking studies schools had provided them
the required life skills and competencies in the banking and business fields, 3 said that they
“strongly agree” while the other 3 replied that they “agree”. Also, when they were asked if the
curriculum taught in the schools gave them sufficient background knowledge in business and

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banking, all the 6 respondents said that they “strongly agree” with this statement. When further
questioned if the educators in the school had provided a motivational and supporting learning
environment, 4 respondents said that they “strongly agree” while the other 2 said that they
“agree” with this statement. Generally, all the participants agree that they had received adequate
internal training in the schools, external training in banks, a reasonable number of structured
(motivational speakers in business and banking), and a clear explanation about the nature of the
school and the teaching method provided in it.
Challenges Encountered While Administering the Survey Questionnaires
Several challenges were encountered whilst administering the survey questionnaires and
conducting the research study, in general. The most prominent challenge was the time constraint.
A very short amount of time was provided to conduct the study and collect the necessary data.
Because of the time shortage, the researcher was forced to apply a convenience sampling method
to select specific participants that suited the study’s characteristics, and avoid wasting time by
applying random selection. As Olaniyi (2016) asserts, most researchers opt for convenience
sampling methods in cases where there are time constraints as this technique eliminates the need
to allow an equal, unbiased selection of the respondents. The challenge with applying a
convenience sampling method is that, even though it is fast and time-saving, it contains the
researcher-bias aspect, whereby the sample population selection is biased based on the
researcher’s personal prejudices and attitude (Etikan, Musa, & Alkassim, 2016). Another
challenge that was encountered was the limited scope of the study. The researcher managed to
collect data from only 6 participants. As Prabavathi & Nagasubramani (2018) say, this figure (6)
may be too miniscule to enable a fair generalization of data across the entire population of study,

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and future studies may need to involve a higher number of participants. The reason for involving
only 6 participants was due to the time constraint, mentioned earlier.
Application of This Experiential Knowledge to Future Surveys
In light of the above challenges, I intend to prepare myself well in advance for any
imminent research studies in an effort to avoid any time constraints. As highlighted above, time
constraint was the main source of the challenges encountered during the facilitation of the study
and administration of the survey questionnaires. The time constraints prompted application of a
convenience sampling method as well as a limited scope of study (collection of data from only 6
participants). In as much as the convenience sampling technique enables a researcher to choose a
suitable pool of respondents in a short timeframe, the method is researcher-biased. Therefore,
well-timed preparation will enable me to apply non-biased sampling techniques in the future, for
instance simple random sampling or cluster sampling. Also, provision of more time will also
enable me to expand the scope of future research studies and surveys; this way, I will be able to
select a higher number of respondents who will effectively represent the views of the rest of the
target population.

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References
Etikan, I., Musa, S., & Alkassim, R. (2016). Comparison of convenience sampling and
purposive sampling. American journal of theoretical and applied statistics, 5(1), 1-4.
Matthews, N. (2017). Measurement levels. In: International encyclopedia of communication
research methods. New York, NY: Wiley.
Mehrad, A., & Zangeneh, M. (2019). Comparison between qualitative and quantitative research
approaches: Social sciences. International Journal for Research in Educational Studies,
5(7), 1-7.
Melnikovas, A. (2018). Towards an explicit research methodology: Adapting research onion
model for futures studies. Journal of Future Studies, 23(2), 29-44.
Mohajan, H. (2018). Qualitative research methodology in social sciences and related subjects.
Journal of Economic Development, Environment, and People, 7(1), 23-48.
Olaniyi, A. (2019). Application of Likert scale’s type and Cronbach’s alpha analysis in an
airport perception study. Scholar Journal of Applied Sciences, 2(4), 1-5.
Prabavathi, R., & Nagasubramani, P. (2018). Effective oral and written communication.
Journal of Applied and Advanced Research, 3(1), S29-S32.
Ryan, G. (2018). Introduction to positivism, interpretivism, and critical theory. Nurse
Researcher, 25(4), 14-20.
Saunders, M., Lewis, P., & Thornhill, A. (2016). Research methods for business students.
England, UK: Pearson Education Limited.
Zapata-Barrero, R., & Yalaz, E. (2018). Epistemological issues in qualitative migration
research: Self-reflexivity, objectivity, and subjectivity. Qualitative research in European
migration studies. London, UK: Springer.

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Appendices
Appendix A: Initial Draft of Survey Questionnaire
Page 1
Q1. Please state your gender
Q2. When did you graduate?
Q3. What university are you currently enrolled in?
Page 2
Q4. I was provided with a clear explanation about the nature of the school and the
teaching methods provided in it.
Q5. I think that opening banking studies schools is appropriate in providing the
necessary skills and knowledge in business and finance.
Q6. I think that the bilingual teaching methods in baking studies schools are
appropriate for banking and business specialization.
Page 3
Q7. Banking Studies School provided the students with the required life skills and
competencies in the banking and business field.
Q8. The curriculum taught in the school gave you sufficient background knowledge in
business and banking
Q9. The educators in the school provided a motivational and supporting learning
environment.
Page 4
Q10. "I have you been given enough internal training."
Q11. "I have you been given enough External training in banks."

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Q12. "We have been given a reasonable number of structured lectures (motivational
speakers in business & banking)."

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Appendix B: Survey Sample Design Checklist
Criteria Yes No Comments
Quality Surveys are Culturally Responsive
● Does the survey:
○ Avoid colloquialisms?
○ Translate into other languages and maintain the integrity of the
question?
○ Avoid crossing the norms or cultural boundaries of those being
assessed?
Yes The survey is
culturally
responsive as it
avoid
colloquialisms, is
not culturally
biased, and uses the
English language
throughout
Quality Surveys are Mindful of Survey Fatigue
● Does the survey:
○ Avoid redundancy of questions wherever possible?
○ Not have an exhaustive number of questions?
○ Attempt to be relevant to the individual taking the survey?
○ Keep qualitative, open-ended response questions to a minimum?
Yes The survey does not
have any
redundant
questions and has
only 12 questions
Quality Surveys Have Clear Purpose
● Does the survey:
○ Collect data that is helpful in addressing the research question?
○ Avoid appeasing to interests outside of the academic purpose?
○ Ask questions that are appropriate through a survey as opposed to
other primary data collection methods (interviews and observations)?
○ Seek out data that is not easily gleaned through an analysis of
secondary data sources?
Yes The content of the
questions is mainly
based on the
quality of education
and support in
banking studies
and business
administration
learning
institutions
Quality Surveys are Mindful of Cognitive Load
● Does the survey:
○ Have questions laid out in clear and not overly-complex language?
○ Offer retrieval cues, when appropriate?
○ Offer a reference period or a range of options for questions that
require judgment about dates, facts, or frequencies?
Yes The survey makes
use of simple-to-
understand
language and
avoids complex
terms
Quality Surveys Avoid Problematic Question Types
● Does the survey avoid:
○ Use of acronyms?
Yes The survey does not
contain any
acronyms or
quantification

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12
○ Low-frequency terms or vague quantification terms (i.e. frequently,
seldom, few, etc.)?
○ Dense noun phrases or numerous logical operators (and, but, if)?
○ Complex mental calculations?
○ Bridging inferences (introductory information essential for
answering the question?
○ Loaded questions?
terms
Quality Surveys Reduce Cognitive Stress in Open Ended Questions
● Does the survey:
○ Tell the respondent why the question is being asked?
○ Put fears to rest about sentence construction and grammar?
○ Break complex questions into several parts?
○ Communicate expectations about answer length?
No The survey
contains close-
ended questions,
due to the need for
quick
responsiveness and
ease of data
analysis.
Quality Surveys are Mindful of Response Options
● Does the survey:
○ Have a balance between positive and negative response options?
○ Match response options to question stems?
○ Offer enough response options?
○ Offer retrieval cues, when necessary?
Yes The survey
incorporates
several response
options through the
use of a Likert scale