Why the need for a second edition? Has writing a research project really changed that much in the last three years? Well, in many cases, no it hasn’t. The research project continues to be a feature of many university degree programmes. Moreover, it remains a significant piece of work that is often the culmination of three or four years of study. However, certainly from my own experience of teaching research methods and supervising students, it is apparent that there are particular elements of the research process that are often difficult for students to grasp. One of these elements is research methodology. As with the first edition, this book provides a detailed overview of research methodology. Yet, in an attempt to make the whole issue of methodological approach more explicit, I have introduced the Honeycomb of Research Methodology in Chapter 1. The main aim behind this framework is to illustrate the key concepts of research in a honeycomb diagram, so as to show you in simple terms how they fit into your research methodology. In this edition, I have striven to introduce new material and pedagogical features which improve the book and reflect changes in the subject area. For example, in the relatively short period of time since the first publication there are certain things that have changed. Undoubtedly, students are increasingly moving away from more traditional data collection tools to online data collection. The ease of use and accessibility means that there is a growing trend towards web-based data collection tools such as Survey Monkey, so Chapter 6 has been expanded to include a section looking at online data collection. A new pedagogical feature in xviii PREFACE each chapter is ‘Research in Action’. This examines a particular aspect of an actual academic piece of research or research practice, depending on the topic covered within the chapter. More general updates include new case studies and learning material to aid business students with their research project. Once again, I have introduced student case studies as many students are interested in the challenges faced by their peers.

A popular feature in the first edition and included in this revised book is ‘You’re the supervisor’. This requires the reader to take on the role of the research supervisor by answering typical student questions. The importance of the supervisor is stressed throughout, as they typically play an important role in the research process. At the end of each chapter there is also a case study, common questions and answers, references and further reading. A useful glossary section is provided at the end of the book. These are all intended to help test and further your knowledge of the subject. It is worth noting that I have avoided making major changes and have endeavoured to maintain the conciseness and student focus that was so well received in the first edition. A summary of the key features include: