G1 v.

6 – 15/9/22 1/28

G1
A GUIDE TO WRITING AN AIM,
OBJECTIVES AND SIGNIFICANT
FACTORS, AND STRUCTURING
ACTIVITY, ASSIGNMENT AND
DISSERTATION SUBMISSIONS
This Guide is divided into two parts.

Part 1 is concerned with writing an Aim and, from that, deriving Objectives
and sub-objectives. It considers this separately for relevant Activity,
Assignment and Dissertation submissions.

Part 2 provides guidance on how to utilise the Objectives derived from an

Aim to structure Activity, Assignment and Dissertation submissions.

MSc level study requires students to meet specific academic standards,

which can be challenging when set within the context of operationally-based
disciplines. This Guide should help students

1. to identify aspects of coursework to be addressed and, from that, to

construct a suitable Aim from which to derive a set of Objectives,

2. to recognise the need to identify and analyse the Significant Factors

(SFs) important in meeting their associated Objectives, and

3. to utilise the Objectives and Significant Factors to structure suitable

coursework submissions.

This Guide is not definitive, and students may wish to pursue alternative
approaches.

If there are any questions or suggestions for improvement, please email Dr

John Morran at [email protected].

Dr John Morran - 10/8/22

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PART 1: A GUIDE ON HOW TO WRITE

AN AIM AND, FROM THAT, DERIVE
OBJECTIVES AND THEIR
ASSOCIATED SIGNIFICANT FACTORS

This document is a guide to writing an Aim and, from that, deriving Objectives
for each of the following types of coursework.

1. A relevant Activity
2. An Assignment
3. A Dissertation

Please note, in all SRM Guidance Documents, the following pertains.

1. ‘Primary Research’ is defined as the research the student

undertakes utilising research participants.
a. Note: there are other forms of primary research, but for the
purposes of the MSc in SRM, the definition above pertains.

2. ‘Secondary Research’ is defined as the background reading

required for the analysis undertaken in the Literature Review or to
support specific points and arguments made in any critical
analysis in other relevant chapters of the Dissertation, e.g., the
Discussion.
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1. Some Initial Factors To Consider

a. The Research Question (RQ) or Aim/Objectives/Significant Factors (A/O/SFs)

Approaches to Structuring an Activity, Assignment or Dissertation Submission

• Critical Analysis: The fundamental requirement of MSc study is for the student to
show robust and in-depth critical analysis, which is considered the higher cognitive
skill expected at this educational level. In practice, what this means is that the
student must show they can

o analyse and evaluate research literature (citing appropriate papers);

o undertake methodologically sound research that facilitates the critical analysis of

a specific issue;

o construct and advance a clear, coherent and logical 'argument' that leads to
sound or cogent conclusions [in academia, an 'argument' is any work proffered
for assessment or critique, e.g., the whole Assignment or Dissertation]; and

o in SRM, apply the analysis in an occupational H&S context.

Students have a relatively short period and word count to address the
abovementioned aspects. A significant problem is usually the need for in-depth
critical analysis. Students try to cover many factors of potential relevance to their
research, which, given the word count constraints, can lead to a superficial analysis
of the Significant Factors (SFs) necessary to meet the research Objectives. In short,
the scope of the research topic is too wide, leading to a plethora of Significant
Factors (SFs) being introduced, which, due to word count constraints, are analysed
to a superficial level only. Indeed, factors are often introduced without being linked
to or associated with a relevant Objective, which means the overall argument can
lose the essential and central focus and coherency.

• Research Questions (RQs) are generally used by Social researchers and give an
idea of the requirements or research problems a student might be thinking of
tackling in their Activity, Assignment or Dissertation (AAD). At the early stage of
researching an AAD, think of RQs as relatively random questions that seek to
address what is asked of you in the Activity or Assignment brief or what you would
like to find out from your research for a Dissertation. As you proceed in the work for
the submission, to provide the necessary focus, RQs may require further
consideration and pruning (they almost certainly would for a Dissertation); they
might be amended, re-ordered and changed as you read around the academic
literature etc. The very fact that a student might think about many RQs can lead to a
loss of focus, resulting in an incoherent argument being proffered (Bryman, 2016,
p.664). An Aim, Objectives and Significant Factors approach to structuring
submissions tries to help students avoid this common pitfall.

• Social science research can utilise the RQ approach without explaining clearly how
the questions fit into the ‘structure’ of the AAD submission or how they relate to an
Aim or set of Objectives; they can be used differently by researchers. For example,
RQs are sometimes used in place of an Aim (Bryman, 2016, p.7; Saunders et al.,
2012, p.680), as a set of Objectives (Becker, 2014, pp.8-10; Bryman, 2016, p.8),
operationalised in the form of objectives (Saunders et al., 2012, p.41), or as a
standalone set of questions given in addition to the Aim and Objectives (Horn, 2012,
p.49-50). Additionally, some social researchers suggest that RQs be formulated
after a literature review (Denscombe, 2017, p.372), both before or after a literature
review (Bryman, 2016, p.9), or at any point in the research (Becker, 2014, p.8).
Such variability in the use of RQs can confuse students as to their purpose because
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the difference between an RQ and an Aim or Objective may not be apparent; this
can lead to a poorly focused and structured submission (Bryman, 2016, p.664).

• For the MSc in Safety and Risk Management (SRM), it is advised the
hierarchical ‘structural’ approach to Activity, Assignment and Dissertation
work should be as follows (see Fig.1).

• Tier (1) an Aim (this, in turn, generates a set of Objectives)

• Tier (2) a set of Objectives (each Objective generates some specific
Significant Factors),
• Tier (3) the identification and analysis of Significant Factors (which, to
help explain important components of an SF, might involve a breakdown of the
SFs into further Tier levels; the reason for this is to lead the reader through
potentially complex SFs logically and coherently – see s.7 & 8 below).

However, please note, for Activities, it is generally the case that the Objectives are
specific enough to obviate the need for SF identification. Having specific Objectives
might also occur with Assignments because the brief might require very specific
issues to be tackled (see s.7 & 8 below), but note, generally, Assignments will
require SFs.

Fig.1: The Hierarchical Relationship Between an Aim, Objectives (Obj.) and Significant
Factors (SF)

TIER 1
AIM

TIER 2 Obj.2
Obj.1 Obj.3

TIER
3 SF1.1 SF1.2 SF1.3 SF2.1 SF2.1 SF2.3 SF2.4 SF3.1 SF3.2

TIER Each individual SF could also have sub-SFs associated with them; it just depends on the complexity
4 of the Objective and its scope (see later slide).

• So, where do RQs fit into this hierarchy and structure, if at all? In the SRM MSc
approach, Significant Factors (SFs) are on the third level of the hierarchy above and
represent specific issues that need to be considered within each Objective. Such
consideration facilitates a more specific and granular approach to help the student
find out exactly what they need to address in their research (see Fig.1).
Consequently, students are advised to consider Significant Factors akin to
more granular RQs that sit below the Tier 2 Objective level. This hierarchical
and structural approach will become more apparent as we consider Creswell's
Literature Mapping technique in Part 2 of this Guide.

• Thus, students are advised to concentrate on developing a suitable Aim. From the
Aim, they will derive a set of Objectives. For each Objective, students will identify
specific Significant Factors that help address their associated Objective. This
approach will generate a framework for the chronological development of the
student’s ‘argument’ (submission) to meet the AAD requirements.
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• Note: Dissertations may have some Objectives with several associated SFs; it
depends on the topic and the depth of analysis required.

• This Guide seeks to illuminate the A/O/SFs structural approach for the three main
types of submissions SRM students will encounter, i.e., relevant Activities,
Assignments, and the Dissertation (AAD).

2. What Do An Aim, Set Of Objectives, and Significant Factors (A/O/SFs) Represent?

The section heading above is an important question that students often find confusing.

• With respect to AADs, the A/O/SFs approach seeks to represent and address the
scope and requirements of the brief (AA) or the overall presentation of the
Dissertation and the research that entails (D) (i.e., the ‘argument’).

• For Activities and Assignments (AA), the A/O/SFs are not written to meet any
hypothetical scenario outlined in the brief. These scenarios are presented as a
vehicle for specific H&S issues to be academically considered, often to be
submitted as Management Reports. Here lies a potential cause of confusion.
Naturally, a student will consider the scenario in the brief as the subject of the
Management Report, which is indeed the case. However, whilst Conclusions and
Recommendations will relate to the scenario-based problems (Management
Report), the A/O/SFs must relate to the Activity or Assignment brief as a whole; this
is what is being addressed by the student in the academic coursework presented.
Sometimes, there is little difference between the O/SFs of an Activity or Assignment
and a hypothetical Management Report (i.e., essentially, the submission Objectives
and Significant Factors have been specified in the brief). However, students must
be aware that there is a difference. These subtle differences will become clearer
as the example in section 8 is presented and discussed.

• The A/O/SFs for a Dissertation do not have the problem discussed above; they are
directly related to the research topic and encompass the whole Dissertation.

• Under any circumstances, SFs provide the ‘meat on the bones’ of the more general
Objective; they address the factors students need to explain to meet the Objective
and to create a coherent argument. For example, suppose an Objective is to define
and describe safety climate. In that case, the associated SFs could be (a) to
describe the history of safety climate research and provide a modern definition, and
(b) to examine the seven dimensions of safety climate etc. The extent to which SFs
address their associated Objective depends on the generality of that Objective, how
the student intends to construct the argument, and the research topic itself. It is for
the student to identify what SFs are important to facilitate an in-depth critical
analysis that addresses the associated Objectives and meets the overall Aim of the
research topic; this is where a tight research focus is necessary. There must be
coherency of argument evident from the Title → Aim → Objectives → Significant
Factors.

3. The Aim: What An Aim Should Encompass

The scope of an Aim is likely to be different for each submission type (i.e., AAD), and
students will need to judge accordingly.

• An Aim should encompass, in general terms, the scope and context of the issue
being researched, studied or considered. For Activities and Assignments, this will
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encompass the scope of what the brief requires. For Dissertations, this will cover
the research topic, the industry sector and the company or company type involved.

• An Aim should start with the infinitive form of the verb, e.g., To investigate, To
describe, To explore, To define, To examine, To analyse, etc. The verbs used
should reflect an immediate and direct action.

• The verb ‘to understand’ should not be used as it is secondary to investigating,

exploring, examining, etc., i.e., a student must first investigate to understand.

• The scope of the Aim should have context, i.e., what type of organisation(s) or
industry; how many businesses are considered; is the country contextually relevant
to the study? The context is more critical for the Dissertation and usually self-
evident in Activities and Assignments.

• Generally, there should be only one Aim per AAD.

4. Objectives: General Points About Objectives

Objectives are derived from the associated Aim; this can be referred to as ‘deconstructing’
the Aim into Objectives. Such ‘deconstruction’ is the fundamental means of structuring a
chronological ‘argument’ (submission).

• Objectives are more specific than the Aim but, paradoxically, can still be relatively
general in scope. However, note, Activity Objectives are likely to be very specific
as they will be based on particular requirements of the brief. Assignment
Objectives can be either specific or more general in scope (depending on the brief),
and Dissertation Objectives are usually general in scope.

• Objectives should be listed to facilitate a logical and coherent development of the

‘argument’. Given the brief, a logical progression might not always be apparent in
Activities. Under such circumstances, the student should try to order them
coherently whilst addressing the brief's requirements. Assignment Objectives will
generally be amenable to logical ordering (depending on the brief), and
Dissertation Objectives should always be ordered logically.

• As for the Aim, Objectives start with the infinitive form of direct-acting verbs. The
verb ‘to understand’ should not be used.

• It is important to realise there is a dynamic relationship between A/O/SFs and

the subject matter. Aims, Objectives and SFs can and usually change as the
student acquires more information pertinent to the research or submission. Aims,
Objectives and SFs are not set in stone and can be amended as necessary.
However, in doing so, the student must ensure the structure and information content
of the submission reflects the changes made and vice versa.

• Objectives should align directly to the submission structure, which will be discussed
for each submission type in Part 2 below.

• Generally, 3 to 7 Objectives would be considered a reasonable framework for a

logical argument; it depends on the nature of the brief’s requirements.

o For Activities, the Objectives will all relate to the Aim and the requirements of
the brief (this also entails reading around the various topics identified in those
requirements - see examples later). Approximately 3-5 Objectives would
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typically be suitable. It is unlikely, though possible, that SFs will be necessary for
an Activity.

o For Assignments, the Objectives will relate to the Aim, the requirements of the
brief, and the Literature Review. Approximately 4-6 Objectives would generally
be suitable. Significant Factors will likely be necessary for an Assignment.

o For Dissertations, the Objectives will relate to the Aim, the Literature Review,
the Methodological approach proposed, and the anticipated outcome of the
research (i.e., to make specific recommendations). Approximately 5-7
Objectives would generally be suitable. It is highly likely that SFs will be
necessary for a Dissertation.

5. Significant Factors: General Points About Significant Factors

Significant Factors (SFs) are those factors found in literature, or, indeed, from primary
research, which are important in meeting a specific Objective and the overall Aim (see p.19).
They are the factors that a student needs to identify and analyse to ensure a focused,
coherent argument is made.

• For example, suppose a student needs to investigate and define safety climate as an
Objective. In that case, it is likely there will be several Significant Factors from the
literature that will need to be identified and analysed to facilitate an in-depth analysis
relevant to the overall research topic. Other Objectives will also have research-
relevant SFs to consider. It is for the student to identify and analyse SFs appropriate
for the research topic and retain the argument's focus and coherency.

• IMPORTANT: because the MSc level requires suitably in-depth critical analyses, it is
essential that the research focus, i.e., the Aim, is tight. In getting a tight Aim, the
number of Objectives can be reasonably constrained. More importantly, the choice of
Significant Factors can be managed to meet the Objectives and facilitate the
focussed, coherent and in-depth analysis required.

o For Activities, it is unlikely, but possible, that SFs will be necessary for an
Activity. If some SFs are chosen, they should relate to the associated Objective.
It is impossible to state how many SFs are sufficient for each Objective as that
depends on the research topic, the generality or specificity of the Objective, and
the way the student wishes to construct the argument.

o For Assignments, it is likely that SFs will be necessary for an Assignment, and
they should relate to the associated Objective. It is impossible to state how
many SFs are sufficient for each Objective as that depends on the research
topic, the generality or specificity of the Objective, and the way the student
wishes to construct the argument.

o For Dissertations, it is highly likely that SFs will be necessary for a Dissertation,
and they should relate to the associated Objective. It is impossible to state how
many SFs are sufficient for each Objective as that depends on the research
topic, the generality or specificity of the Objective, and the way the student
wishes to construct the argument.
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6. Issues To Consider When Drafting An Aim And Objectives For Activities And
Assignments (see section 9 for Dissertations)

Students could address all suitable Activities (scenario-based) and Assignments with an
A/O/SFs approach in the following manner.

a. Questions the student must address

• What does the brief require of me?

• What are the Significant Factors I need to identify, review and address?
• How might I structure my response?
• How do I provide evidence to support various aspects of my responses?

To help with the questions above, a ‘Planning your writing’ proforma can be found via
the link below, and at the end of this Guide (Appendix 1, p. 22).

MSc Safety and Risk Management Programme (ALL

LEVELS) is found at -
https://classes.myplace.strath.ac.uk/course/view.php?id=23401

See opposite for where to find the ‘Planning your writing’ document
on the site’s main page.

b. Steps to Take

• Underline the significant parts of the brief that need to be addressed (see those
underlined in the s. 7 & 8 examples below) and identify the broad issue into which
they all might fit (see highlighted text in the s. 7 & 8 examples below).

• The broad issue (highlighted) is the basis of the Aim. The other aspects (underlined)
are likely to be the basis of Objectives.

• Draft an Aim
• The Aim will encompass the scope of the brief’s requirements.

• Draft Objectives
• When drafting Objectives, students need to consider how a reader will follow
the development of the argument, i.e., what does the student need to explain
and in what order for the ‘argument’ to be logical and coherent?
• The student also needs to consider whether Significant Factors are necessary
and to what level of granularity they are required to meet the Objective and
research Aim.

• Use the Objectives (suitably modified) as the section headings for the submission
narrative. Use SFs (suitably modified) as sub-section headings below the
associated Objective.

• Look at the Objective-related section headings, possible SF sub-section headings,

and the associated narratives, and search for literature to support the points being
made for each. It might also be necessary to look for literature supporting specific
and categorical statements made within each section. In the first instance, look
for recent literature, as it likely contains all the references you need to review.
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7. Activities: Aim And Objectives For Relevant Activities

Not all Activities will require an A/O/SFs approach; they may be statistical problems, seek
personal opinions, or ask specific questions. However, students will benefit from taking an
A/O/SFs approach to the scenario-based Activities; this also serves as practice for
Assignments and, ultimately, the Dissertation. Again, note that it is unlikely that SFs will be
required for Activities as the Objectives are likely to be specific enough.

a. Activity Example 1: Scenario & Research-based

“The statistics on fatal injuries in various sectors above indicate that the highest rate is
in older agricultural workers. Why do you think this is? What motivation factors may
influence safety behaviours in this group of workers not present in other sectors?

The Irish Health & Safety Authority (HSA) has issued guidance related to this issue.
Look at the guidance and discuss whether you think that it addresses the psychological
motivators you have identified.”

i. Drafting the Aim

• AIM: To explore motivational factors in older Agricultural workers as a

cause of increased accident rates and compare this with guidance issued
by the Health and Safety Authority (HSA).

• In the above draft, the context reflects the requirements of the brief, i.e., a
review of motivational factors subsequently compared to HSA guidance.

ii. Drafting the Objectives

With reference to the draft Aim and the requirements of the brief, to facilitate a
coherent argument, it is reasonable to infer that some issues will initially need to
be explained to the reader. For example, students should summarise what is
meant by motivation and any significant motivational factors relevant to the brief.

1. To define and describe motivation theory and its significant factors in the
context of the brief.
2. To investigate motivational factors as a cause of increased accident rates.
3. To explore motivational factors in older Agricultural workers as a cause of
increased accident rates and compare this with other employment sectors.
4. To investigate the specific HSA guidance and evaluate it in relation to the
motivational factors identified for older Agricultural workers.
5. To make recommendations on how motivational factors in older Agricultural
workers might be addressed and managed.

From the above, it can be seen that having A/Os for Activities will help frame and
structure the student’s submission. The Aim encompasses and ‘frames’ the
broad scope of the Activity, and the Objectives provide a structure for a logical
and coherent ‘argument’.

Each Objective would constitute a separate section heading in the Main Body of
the submission, e.g., Objective 1 could be headed ‘Motivational Theory and its
Significant Factors X’. Any Significant Factors chosen will have sub-section
headings.
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iii. Identifying Possible Significant Factors

The student needs to decide if any Objectives require more granularity, i.e., the
need for SFs related to the Objective, e.g.,

• Obj. 1 - To define and describe motivation theory and its significant

factors in the context of the brief.
o SF1.1: Identify, define and describe some relevant types of
motivational theory.
▪ Motivational Theory A
▪ Motivational Theory B
▪ Motivational Theory C
o SF1.2: Identify and analyse significant motivational factors that
might be of relevance to the assignment brief.
▪ Factor A
▪ Factor B
▪ Factor C
▪ etc

It must be remembered that the choice of SFs to analyse depends on the Aim the
student has derived from the brief, in concert with the generality or specificity of
the associated Objective.

Simply by structuring the ‘argument’ logically and coherently, the student can
then focus on finding research that could support the specific points being made
in the narrative associated with each Objective and Significant Factor. Supporting
citation is an essential element of critical analysis.

iv. Evidence required to support the ‘argument’

Look at each Objective and see if any literature is related to the points being
made in the associated narrative. Let’s look at the Objectives (O) above.

• O1:SF1.1 - there is a plethora of literature on theories of motivation - look

for a recent review.
• O1:SF1.2 – look for literature that covers any significant and relevant
motivational factors (note: SF1.2 might overlap with O3 – so the student
needs to be wary of what is necessary for each Objective).
• O2 - there are papers that address this topic (search Google Scholar).
• O3 - there is ample literature that covers this topic.
• O4 - cite the HSA guide and relate it to and cite the relevant literature
previously identified under other Objectives.
• O5 - as described; the student’s recommendations are based on the
evidence presented.
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b. Activity Example 2 - Scenario & Experience-based

Do you have an example, perhaps from your own experience, of a situation where by
trying to improve productivity, the end effect was the opposite? How did this situation
affect the people involved? Were some people affected in different ways than others,
or less affected? Why do you think this was? Was the situation improved? What did it
take for this to be changed?

i. Drafting the Aim

• AIM: To investigate the effects of decreased productivity as a consequence

of introducing productivity improvement measures [in a vehicle
manufacturing company based in X].

• In the above draft, a context for the Aim is provided in parenthesis.

ii. Drafting the Objectives (O)

Again, it is reasonable to infer that some issues will initially need to be explained
to the reader, e.g., the need to define productivity measurement and describe
Company X. Remember, the reader must be able to follow a clear, coherent and
logical development of the ‘argument’.

1. To briefly describe company X and its operation.

2. To define the measurement of productivity.
3. To describe the productivity improvement measures undertaken and
explain the resultant decreased productivity.
4. To describe how people were affected by the decrease in productivity and
consider why such affects may have arisen.
5. To explain how productivity was recovered and the circumstances which
facilitated this improvement.
6. To describe what the recovery in O5 meant for people previously affected
by the decreased production.
7. To make recommendations as to how the company might manage the
implementation of new productivity improvement measures.

Each Objective would constitute a separate section heading in the Main Body of
the submission, e.g., Objective 1 could be a section headed ‘Company X and its
Operation’. This approach aligns the Objectives to the order of exposition in the
Main Body, which facilitates coherency of the ‘argument’. A final summative
paragraph in the submission would ensure the whole ‘argument’ presented by the
student was related to Company X’s specific circumstances.

iii. Identifying Possible Significant Factors (SFs)

The student must decide if any Objectives require more granularity, i.e., the need
for SFs related to the Objective. In this Activity, because of the high specificity of
the Objectives, it is unlikely that specific SFs would be required.
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iv. Evidence required to support the ‘argument’

Look at each Objective and see if any literature is related to the points being
made in the associated narrative. Let’s look at the Objectives (O) above.

• O1 - the company brochure could be cited.

• O2 - there are likely to be papers that address this topic (search Google
Scholar), which can be compared to the definition used by Company X.
• O3 - again, there is likely to be research looking at this, which can be
compared to what happened in Company X.
• O4 - this is an interesting topic where there may be relatable research to
compare with what happened in Company X. Such research does not need
to be in the vehicle industry (though beneficial if it is); it only needs to be
relatable to the specific issue.
• O5 - again, there is likely to be relatable research to compare with
Company X.
• O6 - as for O4, there is likely to be relatable research to compare with
Company X.
• O7 - as described; the student’s recommendations are based on the
evidence presented.

This Activity is relatively complicated, requiring quite a few Objectives to address the specific
requirements of the brief. Where possible, students should try to limit the number of
Objectives in Activities to three to five (inclusive). Most scenario-based Activities should
facilitate this approach.

NOTE: A/O/SFs for Activities only are NOT included in the word count.
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8. Assignment: Aim, Objectives and Significant Factors For An Assignment

Generally, all Assignments will require an A/O/SFs approach.

a. Assignment Example - Scenario-based

“You are the H&S Manager in a manufacturing company with 500 employees, mainly
working in Production, Warehousing, Logistics and Sales. The company is owned and
run by two brothers; Jim runs the Finance and Sales side, and John runs the
Production, Warehousing and Logistics side. Jim is very focussed on generating more
customers and sales, and John is concerned about keeping up with ever-increasing
production plans that don’t seem to allow him to catch up with training, maintenance
and improvements.

John is worried that they may be complacent about safety. Although they have an
excellent safety record (only one lost-time accident in 12 months and very few minor
injuries or near misses reported in the same period), he feels that they need to stop
increasing production and delivery rates as fast as they are doing. He is concerned that
they have delayed planned training and maintenance and have shelved planned
improvements to keep up with the large increase in orders that Jim has been
generating. The employees appear to be very happy with the increased availability of
overtime, especially the recent introduction of night shift and weekend working.
Although the production rates have increased significantly, there has been no increase
in the number of employees.

John has asked you to prepare a report for the brothers, explaining how their current
approach might affect the safety performance of the company. You will include a
general discussion on the effect of a “production is priority” focus on the safety culture
and attitudes of employees (approx. 1500 words), followed by a discussion on the
potential effects that Jim’s rapid expansion in sales could be having on safety within
John’s area - Production, Warehousing and Logistics.

You know that Jim needs to relate any argument to costs and financial benefits, and
that John likes to aim for full compliance with Regulations and Best Practice. Your
report has to be written so that both brothers will understand how their employees react
to their attitudes to sales and production schedules. The report needs to explain how a
poor approach to safety by them (even unintentionally) can result in accidents and lost
production, as well as how a good, proactive approach can improve production, reduce
costs and reduce accident rates. You also need to include some discussion on the
dangers of focussing on lagging safety performance indicators (lost time accidents,
minor injuries) and instead also look at leading indicators, such as adherence to
maintenance and training schedules.”

There are many disparate requirements stipulated in this Assignment. Within the word
count constraints, it is difficult to envisage how a student might structure a submission
to facilitate a coherent and suitably in-depth argument; it is not an easy task! The
fundamental issue appears to be ‘Production is Priority’, considering how various other
matters might relate to it and the organisation. Consequently, the Aim will likely
encompass the ‘Production is Priority’ concept. The other underlined matters will likely
be reflected in the Objectives. However, because of the relatively disparate nature of
the matters to be addressed, a completely logical and coherent flow to the ‘argument’
may not be possible. Consequently, the student needs to structure the approach as
best they can, addressing all the issues to the depth required at this level.
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The Assignment effectively asks for a Management Report addressing the issues
presented in the brief. However, it should be recalled that this work is a submission for
an MSc course, and consequently, the A/O/SFs will focus on this aspect. What does
this mean in practice?

• A student might look at the Assignment above and think that the Aim is to write a
Management Report for the Directors addressing the brief’s requirements - this
might be their stated Aim (and often has been). Whilst this is a reasonable
position to take, it is likely to miss the point of the exercise and thus fail to meet
the standard required for the submission. Additionally, consider this: if a Director
asked a H&S Practitioner to write a Management Report about ‘Production is
Priority’, it is unlikely that the H&S Practitioner would state the Aim of the Report
was to write a Management Report. Instead, the real Aim would be to explain
‘Production is Priority’ to the Director.

• A Management Report is the outcome of the Assignment. The real purpose of the
Assignment is for the student to present a logical, coherent argument that
addresses the brief, exhibiting in-depth critical analysis of the Significant Factors.
The A/O/SFs approach seeks to provide a framework for developing such an
argument.

• What is meant by ‘Management Report’ is that the submission should be easily

understood and actionable by Directors. Consequently, as appropriate, the
Executive Summary, Conclusions, and Recommendations should be focused
(very explicitly stated), logical, evidence-based and actionable within a
reasonable time frame. Directors should not have to spend excessive time
working out precisely what is expected of them and why.

i. Drafting the Aim

• AIM: To explore the concept of ‘Production is Priority’ in relation to safety

issues identified [within a large manufacturing business].

• In the above draft, the context is set in parenthesis.

ii. Drafting the Objectives (O)

Again, it is reasonable to infer that some issues will initially need to be explained
to the reader (the theory) to facilitate a coherent argument. For example,
students must summarise the ‘Production is Priority’ concept.

1. To explain the concept of Production as Priority (Production v Safety).

2. To discuss Production as Priority in relation to safety performance, safety
culture and employee attitudes.
3. To explain the possible effect rapid expansion in sales and orders might
have on the Production, Warehousing and Logistics department
4. To relate O2 and O3 to (a) costs and benefits and (b) aiming for full
regulatory compliance.
5. To place O2 and O3 in the context of how an inadequate approach to
safety can lead to accidents, whilst a proactive approach can lead to
increased production, lower costs and fewer accidents.
6. To explore the need for leading indicators, in preference to a reliance on
lagging ones.
7. To make recommendations on how the organisation might address the
Production as Priority issue without compromising H&S.
 G1 v.6 – 15/9/22 15/28

Splitting the Objectives into two groups, O1-3 (Theory) and O4-6 (Operational)
(forget O7 for the moment), highlights the difficulty in structuring a coherent
argument from the disparate requirements of the brief. Objectives 4-6 could
easily be considered constituents of the main body narratives associated with O2
and O3. How might this look in the submission? There are different ways to
address the layout of the submission; indeed, students may wish to retain the
structure as provided by the Objectives above. Consequently, it is up to the
student to determine which approach presents a readable, coherent argument.

iii. Identifying Possible Significant Factors (SFs)

The student must decide if any Objectives require more granularity, i.e., the need
for SFs related to the Objective.

This Assignment has specific Objectives (see O3 and 4); this means that
identifying Significant Factors is unlikely to be necessary (though it could be – it
depends on the brief and how the student wants to structure the argument).
Taking that into account, in this example, sub-headings in the narrative would still
help the reader follow the argument more easily, e.g.,
• O4 – section heading – The effects of rapid expansion on organisational
departments
o O4 – sub-section headings –
▪ (a) The Production department;
▪ (b) The Warehousing department;
▪ etc.

Remember, structure and content are interrelated. It might be useful for students
to have someone read over their submission to see if the chosen structure
facilitates an easier appreciation of the content and vice versa.

iv. Evidence required to support the ‘argument’

• O1 - there is quite a bit of literature on Production versus Safety.

• O2 - there are papers that address these topics (search Google Scholar for
Production versus Safety about the topics).
• O3 - there is literature that covers some of these topics.
• O4 - there is quite a bit of literature on Production versus Safety.
• O5 - there is quite a bit of literature on Production versus Safety.
• O6 - there is extensive literature on this topic.
• O7 - as described; the student’s recommendations are based on the
evidence presented.
 G1 v.6 – 15/9/22 16/28

9. Dissertation: Aim, Objectives and Significant Factors for a Dissertation

All Dissertations require an A/O/SFs approach.

The Aim of a Dissertation will provide the general scope and context of the research topic.
For example, a student is researching the relationship between safety culture and safety
performance in UK residential care homes. Before drafting the Aim, there are some factors to
consider.

• Does the student mean ALL residential care homes in the UK? This would be too wide
a scope for an MSc dissertation. Consequently, the context of the study requires more
focus.
• Do the residential care homes belong to the same company? Are they independent or
state-run?
• Do the residential care homes care for the same type of people?
• Are the residential care homes located in the same area of the UK?

By addressing such questions, the student is seeking to narrow the focus of the research.
Narrowing the focus means the research topic can be analysed within the relevant time scale
and word count. It also means unnecessary variables are not investigated, and fewer
Significant Factors will be identified, facilitating a more in-depth analysis of those chosen.

i. Drafting the Aim

To investigate the relationship between Safety Climate and Safety Performance

in four similar, organisationally separate, and independent residential care homes
in Glasgow.

ii. Drafting the Objectives (O)

Again, it is reasonable to infer that some issues initially need to be explained to

the reader to facilitate a coherent argument.

1. To define and describe Safety Climate.

2. To explain the parameters of Safety Performance used in the study.
3. To discuss the relationship between Safety Climate and Safety
Performance and relate that to the residential care home sector.
4. To investigate the relationship of Safety Climate to Safety Performance in
four independent residential care homes, employing quantitative survey
and qualitative interviews.
5. To make recommendations for improving Safety Performance within the
care homes studied.

The Objectives for a Dissertation will follow a general pattern.

• The first 3-5 Objectives will provide the section headings for the Literature
Review. In the example above, these are O1-3.

• The next Objective will indicate the Methodological approach addressed in

the Methodology chapter. In the example above, it is O4.

• The last Objective will indicate the hoped-for outcome, usually expressed
as ‘making Recommendations’. This is addressed in the Recommendations
chapter. In the example above, it is O5.
 G1 v.6 – 15/9/22 17/28

• It is highly likely that dissertation Objectives will have associated Significant

Factors, as these provide more granularity and structure to the argument,
helping the student focus on what they need to find out for their research.

iii. Identifying Possible Significant Factors (SFs)

The student needs to decide if any Objectives require more granularity, i.e., the
need for SFs related to the Objective, e.g.,

• Obj. 2 - To explain the parameters of Safety Performance used in the

study.

o SF2.1: Define and explain safety performance

o SF2.2: Types of safety performance measurement
▪ General organisational safety performance measurement,
e.g., HSMS indicators (audit).
▪ More specific measurements, e.g., leading & lagging
indicators, accident statistics etc.
o Other SFs as appropriate

iv. Evidence required to support the ‘argument’

• O1 - there is a large body of literature on Safety Climate

• O2 - there is a large body of literature on Safety Performance
• O3 - there is a large body of literature that covers these topics
• O4 - a large body of literature covers the methodological approaches
undertaken by the student and, in this case, relevant literature on Safety
Climate measuring tools etc.
• O5 - as described; the student’s recommendations are based on the
evidence presented.
 G1 v.6 – 15/9/22 18/28

PART 2: USING OBJECTIVES TO

STRUCTURE AN ACTIVITY,
ASSIGNMENT OR DISSERTATION
SUBMISSION

This document is a guide on how to use Objectives, derived from an Aim, to

help structure a submission for

1. a relevant Activity (scenario-based),

2. an Assignment, or
3. a Dissertation.

It also provides guidance about the order in which the structural elements of
these documents should be written.
 G1 v.6 – 15/9/22 19/28

1. Using The Aim, Objectives and Significant Factors Approach To Structure An Activity,
Assignment Or Dissertation: The Creswell Literature Review Mapping Technique

Writing an Aim, Objectives and Significant Factors (A/O/SFs) is done in tandem with reading
around the topic; it is a dynamic relationship; as the student reads more about the subject,
they may need to alter the A/O/SFs.

Creswell's Literature Review Mapping technique can provide a framework for this approach
(Creswell, 2014). It produces a hierarchical map starting with the stipulated Aim, from which
relevant Objectives and associated Significant Factors are derived. It is the Objectives and
SFs that can help the student structure a logical and coherent submission (argument).

The Objectives and SFs can help structure relevant Activity, Assignment and Dissertation
submissions. Such structure provides a framework for a logical and coherent submission
(argument). However, note that the three types of coursework will have slightly different
types and numbers of Objectives, and possibly SFs, associated with each; this is due to the
nature of the coursework brief and submission required.

• Activities: The Objectives are primarily focussed on addressing the brief’s

requirements with analyses of any associated literature. They will not include a
Methodology Objective but, depending on the brief, may include a
Recommendations Objective. There are likely to be 3-4 Objectives representing
specific section headings. The student must decide if any Objectives require more
granularity, i.e., the need for SFs related to the Objective.
o It is unlikely but possible that SFs will be necessary for an Activity.

• Assignment: The Objectives are primarily focussed on addressing the brief’s

requirements with analyses of any associated literature. They will not include a
Methodology Objective but will likely include a Recommendations Objective. There
are likely to be 4-6 Objectives representing specific section headings. There is a
reasonable possibility that the narrative will employ sub-section headings based on
SFs being identified.
o It is likely that SFs will be necessary for an Assignment.

• Dissertation: The first 1-5 Objectives are focussed on addressing the research topic
as researched in the Literature Review. There will be a Methodological Objective
and a Recommendations Objective. There are likely to be 4-7 Objectives in total.
The first 1-5 Objectives are likely to be reflected as section headings in the
Literature Review (LR), and there will be associated SF sub-section headings
associated with each Objective. The Methodology Chapter will have relevant section
and sub-section headings. The last Objective will relate to the Recommendations
Chapter.
o It is highly likely that SFs will be necessary for a Dissertation.

The example on the next page sets out Creswell’s approach to Literature Review
mapping. It should be remembered that the student should already have a draft Aim, set
of Objectives, and SFs from which to start to structure their submission.
 G1 v.6 – 15/9/22 20/28
Fig.2: Creswell’s Literature Mapping Technique (amended)

AIM TIER 1

OBJECTIVES TIER 2

Significant TIER 3
Factors that
need to be
addressed.

They should
cover the
research
questions a
student might
have.

These are
sub-section
headings in
the literature
review.
TIER 4

Source: Creswell, J. W. (2014) Research

Design. Thousand Oaks: SAGE

• In the above - 'Procedural Justice in Organisations' represents the Aim and could be
written as follows -

o To explore Procedural Justice in Organisations [provide the context required]

• The three boxes connected to the Aim (situated below) represent Literature Review
Objectives (Formation, Effects, Change), which could be written thus:

o To investigate the formation of justice perceptions in an organisation [context]

o To identify and discuss the justice effects on an organisation [context]

o To examine justice in organisational change [context]

These would become relevant headings in the Literature Review of a Dissertation or the
Main Body of an Assignment or Activity (see below).

o The formation of justice perceptions in an organisation (Tier 2) = SECTION HEADING

▪ Motives (Tier 3 - SF) ]
▪ Knowledge (Tier 3 - SF) ]
▪ Climates (Tier 3 - SF) ] = Significant Factors
▪ Organisational Structures (Tier 3 - SF) ] sub-section headings
▪ Voice (Tier 3 - SF) ]

o The justice effects on an organisation (Tier 2) = SECTION HEADING

▪ Outcomes ]
• Need to Study (Tier 4 - SF) ] = SF sub-sub-section heading
▪ Trust ]
▪ Organisational Citizenship Behaviours ] = Significant Factors
▪ Organisational Support ] sub-section headings
▪ Unjust Treatment ]
 G1 v.6 – 15/9/22 21/28

o Justice in organisational change (Tier 2) = SECTION HEADING

▪ Explanations ]
• Pay Freeze (Tier 4 – SF) ] = SF sub-sub-section heading
• Relocation (Tier 4 – SF) ] = SF sub-sub-section heading
▪ Past History ] = Significant Factors
▪ Leadership ] sub-section headings
▪ Strategic Decision Making ]

In effect, the various Objectives (sections) and Significant Factors (sub-section or sub-sub
section headings etc.) will cover many, if not all, of the research questions associated with
the brief or research topic. Consequently, a logical and coherent academic argument can be
facilitated by having a clear Aim from which relevant Objectives and associated Significant
Factors are derived.

• In a relevant Activity (normally scenario-based), the Objectives will map to the

requirements of, and literature research associated with, the brief. A final Objective
might be necessary to address some specific requirement of the brief, e.g., drawing
conclusions or making recommendations. In general, because of the word count
constraints, relevant Activities are unlikely to have SFs. There are likely to be 3-5
Objectives in total, with no Methodology Objective.

• In an Assignment, the first 3-5 Objectives will map to the requirements of, and
literature research associated with, the brief. The last Objective will map to the
Recommendations. There are likely to be 4-6 Objectives in total, with no
Methodology Objective. Tier 3, Significant Factors are likely to be present, and there
is a possibility of the need for Tier 4, SF-related sub-sub-section headings.

• In a Dissertation, the first 3-5 Objectives will map to the Literature Review. The
next Objective will map to the Methodology chapter, and the last Objective will map
to the Recommendations chapter. There are likely to be 4-7 Objectives in total.
Significant Factors will be essential. It is highly likely that suitably headed Tier 3 (or
more) SF-related sections will be present.

See Part 2, sections 2 and 3 below, for a description of how to map Objectives to Main Body
section headings (Assignments and Activities) or relevant Chapter section headings (not the
main Chapter heading) in a Dissertation.
 G1 v.6 – 15/9/22 22/28

2. Using The Creswell Literature Review Mapping Technique To Structure A Dissertation

For a Dissertation, the following is a simple example of an Aim with Objectives derived
therefrom.

a. Aim - To investigate the relationship between Safety Climate and Safety Performance
in four similar, organisationally separate, and independent residential care homes in
Glasgow.

b. Use the Mapping technique to layout the Objectives (deconstruct Objectives from the
Aim)

O1 (LR) O2 (LR) O3 (LR) O4 (M) O5 (R)

To define & To explain the To discuss the relationship To investigate, by means of To make
describe parameters of Safety between Safety Climate quantitative survey and recommendations
Safety Performance used in and Safety Performance, qualitative interview, the for the
Climate the study. and to relate that to the relationship of Safety improvement of
residential care home Climate to Safety Safety
sector. Performance in four Performance
independent residential care within the care
homes. homes studied.

1. Heading = Chapter, e.g., Literature Review or Methodology.

2. Section Heading = Objective-related, i.e., The definition and description of Safety Climate, etc.; sub-
section headings = Significant Factors associated with the Objective.
3. The first 3 Objectives above will be modified to become Section Headings in the Literature Review
(LR), or Main Body narrative if an Assignment.
4. For Objectives 1-3 above, the student is likely to identify SF-related sub-sections (Tiers 3 and
possibly 4 etc.).
5. Objective 5: The Methodology-related Objective will have specific section headings related to the
Research Onion (see G2) or other methodological framework the student uses. There will be no
Methodology Objective in an Activity or Assignment.
6. The Tier 3-4 (or above) Significant Factors-related headings will likely address any specific research
questions a student might have.
7. The student will identify relevant papers that address the various topics covered by all sections and
sub-sections.
8. O4 is the Methodology-related Objective.
9. O5 is the Recommendation-related Objective.

• Boxes 1-5 above represent the Objectives of the research, which are first presented in the
Introduction chapter. They encompass the whole research Dissertation.

• It can be seen how the academic argument flows logically from Box 1 through to Box 5
(these are Objectives that have been derived [deconstructed] from the Aim). Can it be
seen how this would provide a logical and coherent argument? Remember, the Objectives
will have Significant Factors associated with them. The combination of the Objectives and
Significant Factors (translated into section and sub-section headings) provides a
framework for a chronological and coherent argument.
 G1 v.6 – 15/9/22 23/28
IMPORTANT: In the Literature Review chapter of a Dissertation, or the Main Body of an
Assignment or Activity, the relevant sections would be related to the specific Objective, e.g., with
respect to the example above -

Chapter 2 - Literature Review (or numbered sections in the Main Body of an Assignment/Activity)

3.1 The Definition and Description of Safety Climate) (see Ch. 1.2, Objective 1)

3.2 The Parameters of Safety Performance relevant to the study (see Ch. 1.2, Objective 2)

3.3 The Relationship between Safety Climate and Safety Performance (see Ch. 1.2, Objective 3)
3.3.1 Safety Climate and its effect on Safety Performance
2.3.2 Safety Climate and Safety Performance in the Care Home sector
 G1 v.6 – 15/9/22 24/28
3. How To Relate Objectives To Section Headings For Activities, Assignments and
Dissertations

• Activities: For scenario-based Activities, there is likely to be an Introductory paragraph in

which it is good practice to include A/Os (this will not be considered part of the Activity
word count).

• Assignments and Dissertations: A/Os are included in the Introduction section

(Assignment) or Chapter (Dissertation). However, the A/Os are drafted first (see Part 2, s.
4 below). A/Os ARE considered part of the word count for Assignments and Dissertations.

INTRODUCTION Paragraph (Activity), Section (Assignment) or Chapter

(Dissertation)

AIM
To investigate the relationship between Safety Climate and Safety
Performance in four similar, organisationally separate, and independent
residential care homes in Glasgow.

OBJECTIVES
1. To define and describe Safety Climate.
2. To explain the parameters of Safety Performance used in the study.
3. To discuss the relationship between Safety Climate and Safety
Performance, and to relate that to the residential care home sector.
4. To investigate, by means of quantitative survey and qualitative
interview, the relationship of Safety Climate to Safety Performance
in four independent residential care homes.
5. To make recommendations for the improvement of Safety
Performance within the care homes studied.

MAIN BODY (Activities or Assignments) and LITERATURE REVIEW

(Dissertation - usually Ch.2)

Section Heading - The Definition and Description of Safety Climate (see

Objective 1). SF sub-section headings will be present.

Section Heading - The Parameters of Safety Performance relevant to the study

(see Objective 2). SF sub-section headings will be present.

Section Heading - The Relationship between Safety Climate and Safety

Performance (see Objective 3)
o SF sub-section Heading - Safety Climate and its effect on Safety
Performance
o SF sub-section Heading - Safety Climate and Safety Performance in the
Care Home sector. Tier 4 headings are likely to be present.

Methodology Chapter (Dissertation only - usually Ch. 3)

This Chapter will include relevant sub-sections aligned suitably with the
‘Research Onion’ (see G2 - A Guide to Writing a Research Dissertation).

Recommendations Section or Chapter (potentially all AADs, but usually

Assignments and Dissertation)
 G1 v.6 – 15/9/22 25/28

4. The Order In Which To Write The Aim & Objectives, And Sections And Chapters Of
Relevant Submissions

The relationship between the Aim and Objectives, chapters, sections and sub-sections is
dynamic; modifications are expected as the submission progresses. As a student reads
more about the topic, the Aim and Objectives (particularly the latter) may change to
accommodate new approaches or information, e.g., writing a literature review is likely to
influence the Aim and Objectives.

a. Activities (A/O/SFs approach normally for scenario-based Activities)

1. Aim and Objectives (within the Introductory paragraph but considered first). SFs
unlikely to be necessary.
2. Main Body (includes Introductory paragraph and Discussion/Conclusion - structure
based on Objectives with relevant section headings)
3. Recommendations (if required)

b. Assignments

1. Aim, Objectives and Significant Factors (see point 5, Introduction, below)

2. Main Body (includes Discussion - structure based on Objectives and SFs with
relevant section and sub-section headings)
3. Conclusion
4. Recommendations (usually required)
5. Introduction (note, the A/O/SFs are presented in the Introduction but considered
first)
6. Executive Summary or Abstract (whatever is required)

c. Dissertation

1. Aim, Objectives and Significant Factors (these will likely be subject to modification
as the Dissertation progresses - see G2, A Guide to Writing a Research
Dissertation)
2. Literature Review
3. Methodology
4. Findings (Results)
5. Discussion
6. Conclusions
7. Recommendations
8. Introduction (note, the A/O/SFs are presented in the Introduction but written first)
9. Abstract

The rest of the Dissertation can be written as and when necessary.

The References may best be started at the literature review stage and supplemented
as the Dissertation progresses. When citing a paper, the student should automatically
list it as a reference.
 G1 v.6 – 15/9/22 26/28

Appendix 1 - Planning Your Writing

Use the following prompts to help you to think about your writing. If you can’t answer any of them
now, think about what you need to do to ensure you can.

1. What format are you expected to use?

Activity Assignment Dissertation Short Answer Other

2. What is the question?

If there is enough space, write out the full question below.

3. What is the question looking for?

What does the brief require of me?

What are the significant issues I need to review and address? Highlight the broad theme, and
underline the specific requirements.

What is the instruction (action verb(s))? (analyse, discuss, resolve etc.)

 G1 v.6 – 15/9/22 27/28

4. What might the answer look like?

How might I structure my response? What might my Aim and Objectives be?

5. What are you going to read as your starting point?

How do I provide evidence to support various aspects of my response?

Books:

Journals:

Websites:

Other:

6. Arising from my reading of the topic and associated with my Aim and Objectives, are
there other issues to address in my answer, and how do I fit them into my response
structure?

When you have done some background reading, you will probably realise other issues need to be
addressed. If you have any at the moment, jot them down here. It helps make the reading more
purposeful (and more interesting). A robust set of Objectives will also provide a focus for your
reading.
 G1 v.6 – 15/9/22 28/28

References and Links

1. Becker, L. (2014) Writing successful reports and dissertations. Sage: London. (see
pp.8-10)

2. Bryman, A. (2016) Social research methods. 5th edn. Oxford university press: Oxford.
(see pp.7-8)

3. Creswell, J. W. (2014) Research Design. Thousand Oaks; SAGE (Ch.2 and p.39)

4. Denscombe, M. (2017) The good research guide: For small-scale social research
projects. 6th edn. London: McGraw-Hill Education (UK).

5. Horn, R. (2012) Researching and writing dissertations: a complete guide for business
and management students. 2nd ed. CPI Group (UK) Ltd: Croydon. - see pages 49 &
50. This reference explains how to write an Aim and Objectives (forget about
Research Questions).

6. Saunders, M., Lewis, P. and Thornhill, A. (2012) Research methods for business
students. 6th edn. Harlow: Pearson. (see p.680, where an RQ is essentially defined as
an Aim, coming before Objectives).

7. The following link also provides examples of writing an Aim and Objectives -
https://15writers.com/dissertation-aims-objectives/.

o Note, in this site, excluding 'Business dissertation aim' and 'Marketing dissertation
aim', the larger headings in blue font indicate the Aim for the particular research
project. The numbered lists immediately below represent the Objectives
deconstructed from the relevant Aim.

END