Cornerstones in the master thesis
(Wonder)
Problem formulation
Thesis
Empirical material
(data observations)
(data,
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Theories
© Kristina Säfsten
Problem formulation
To kknow which wayy to go
g you
y need to know
k
were you
y are headingg
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© Kristina Säfsten
Problem specification
How do we g
get started?
Take a look in previous work
Apply a certain perspective on a phenomenon or a question
C ti ttechniques
Creative
h i
– map off ideas,
id
associations,
i ti
b
brainstorming…
i t
i
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© Kristina Säfsten
(Jacobsen, 2002)
Problem specification
What is a problem?
p
•
•
•
The problem is what you intend to solve or elucidate
Not problematic in a traditional sense
Something that you are interested in and want to gain more or
new knowledge about
If the problem specification is unclear,
the hole study and the report will be unclear
unclear.
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© Kristina Säfsten
Problem specification
Formulation of a problem
p
”Problem-words”
• Problem area – more or less well defined area
• Problem - something within this area without an answer, a
description of the context where the problem occurs/exists
• Problem specification/formulation – the formulation of a
specific question concerning one part of the problem and within
the problem area
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© Kristina Säfsten
(Rienecker, 2003)
Problem specification
Problem area and problem
p
•
•
•
•
•
Possible to investigate – possible to formulate and answer
questions
Li it d enough
Limited
h for
f an investigation
i
ti ti
Not too difficult to find literature
Possible to get supervision
Reasonable time for data collection
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© Kristina Säfsten
(Nyberg, 2000)
Problem specification
Problem specification
p
Specification of a problem for example involves:
• to determine the direction of the investigation in terms of what
t
type
off results
lt to
t obtain
bt i
• to determine the content of the investigation: what are the
specific questions at issue it should answer?
• to make the necessary delimitations of the investigations extent
and direction
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© Kristina Säfsten
(Lekvall and Wahlbin, 2001)
Problem specification
Think funnel!
Problem area
Obtain deeper knowledge
through for example literature
reviews
Specified problem
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© Kristina Säfsten
Problem specification
From problem to specified question
Problem
P
bl
area
Problem
Overall/main
question
Subquestions
Questions
to ask
Interview/
surveyquestions
What layout?
Qualitative questions
How to organize
the groups?
Quantitative questions
How to motivate
the workers?
Operations
management
Literature review
National production
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How can a production
system be designed?
© Kristina Säfsten
(Nyberg, 2000, figure 2)
Problem specification
Character of the knowledge
g aimed at
What, which, who, where?
Descriptive
Explorative, identification of problem
Diagnose, classifying
Why?
y
4. Explaining, understanding
How?
5 Problem solving,
5.
solving normative
6. Oriented towards intervention
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© Kristina Säfsten
(Rienecker, 2003)
Analysis of specified problem
Clear or unclear
Unclear (explorative) specified problems
– Aims at new knowledge, develop theories about the phenomenon
under study
study, might lead to testable hypothesis
– Development of theories and hypothesis
Clear specified problems
– Mi
Might
ht h
have kknowledge
l d within
ithi one are b
butt are uncertain
t i about
b t th
the
extent, frequency, etc.
– To get a more balanced picture of already understood phenomenon
– Testing of theories and hypothesis
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© Kristina Säfsten
(Jacobsen, 2002)
Analysis of specified problem
Generalisation versus relevance
Generalisation
Possibilities
P
ibiliti for
f generalization
li ti
(number of units)
Large
Good possibilities of
(many
generalization but a risk
units)
of data with
low relevance
Good possibilities of
relevant data,, but a risk
that generalization to a
larger population is
impossible
Small
(few
units))
High (many
variables)
Low (few
variables)
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© Kristina Säfsten
The relevance of data
(number of variables)
Relevance
(Jacobsen, 2002)
Problem specification
To bear in mind
•
•
•
•
•
•
•
•
•
•
Of interest to the author
Relevant within the problem area
B
Based
d on a wonder,
d something
thi th
thatt nott make
k sense
Allows argumentation
Makes it possible to draw conclusions
S
Stated
as questions or statements
If possible one or a few main questions and sub questions
Open questions
Linguistic exactness
As short as possible
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© Kristina Säfsten
(Rienecker, 2003)
Problem specification
Good or bad problem specifications? Why?
Exercise
Identify the barriers to conquer in order to achieve a successful
innovation process.
What happened at the battle of Waterloo?
How do business students consider the requirements on previous
knowledge in mathematics?
To what extent has lowered expenses
p
for employers
p y
increased the
number of employed in small and medium sized enterprises?
What is organizational
g
culture?
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© Kristina Säfsten
(Rienecker, 2003; Jacobsen, 2002)
References
Jacobsen, D. I. (2002) Vad, hur och varför?, Studentlitteratur, Lund.
Lekvall, P., Wahlbin, C. (2001) Information för Marknadsföringsbeslut, IHM
Publishing, Göteborg.
Nyberg, R. (2000) Nyberg, R. (2000) Skriv vetenskapliga rapporter och
avhandlingar, Studentlitteratur, Lund.
Rienecker, L. (2003) Problemformulering, Liber AB, Malmö.
Robson, C. (2002) Real World Research, 2nd edition, Blackwell publishing.
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© Kristina Säfsten