**1. Introduction and background**

Social work in South Africa was introduced in the eighteenth century. Smith [1] reports that the first institution to offer social work in South Africa was the University of Cape Town (UCT) in 1924; and the university only trained white social work students. In 1929, the University of Pretoria (formerly known as Transvaal University College) started training social workers, the University of the Witwatersrand followed in 1937 [1]. These institutions focused exclusively on training white students in compliance with Apartheid education policy. Black social workers received training in 1941 after the establishment of Jan Hofmeyr College, the very first institution to train black social workers in South Africa. The famous graduates of Jan Hofmeyr (School of Social Work) include Winnie Madikizela Mandela, Ellen Kuzwayo, and Joshua Nkomo [1]. Alumni of Jan Hofmeyr School

of Social Work include inter alia Eduardo Chivambo Mondlane (founder member of Mozambique Liberation Front in 1962) and Molapatene Collins Ramusi (social worker, activist lawyer, politician, and author of Soweto my love 1989).

Many other institutions emerged after this, including the *University College of the North* (currently renamed the University of Limpopo) in 1959. At the University of Limpopo (former *University College of the North*) Department of Social Work, social work research module at undergraduate level was introduced in 1996. Prior to that, social workers graduated without having to present a research report or an extended essay.

This chapter reports on research conducted on a four-year undergraduate social work final year module called Research Project (HSKA040) pegged at NQF level 08. The module pursues the following five learning outcomes: (a) identify a research problem and plan the execution of the research project; (b) compile a relevant literature study; (c) appropriately collect data and analyze it; (d) present the research proposal; and (e) report the findings.

This report therefore concentrates on part of the first learning outcome; which involves topic selection, problem formulation, and research approach. In this regard, the researchers report on the outcome of the analysis of students' first draft proposals with special reference to the three constructs, namely topic selection, problem formulation, and research approach as the module's first learning outcome.

#### **2. Statement of the problem**

Planning a research project and preparing a proposal has never been a simple process, more especially for undergraduate students. Literature reports a myriad of factors that influence this activity such as blended learning [2]; GDP per capita spending on research [3]; under-preparedness of students [4]; research climate [5, 6] cut and paste [7]; infrastructure [7, 8] as well as climate, role clarity and research service quality [5]. It is not the intention of this work to dwell on these factors, but to report on findings regarding students' written drafts on topic selection, problem formulation, and research approach among others.

Proposal writing for social work undergraduate students is an academic activity that takes place at fourth (final) year level of Bachelor of social work training. Fourth year level is pitched at National Qualification Framework (NQF) level 8 and therefore has to align with the following level descriptors as envisaged in the South African Qualifications Authority [9]:


The researchers observed over the years that fourth year social work students at University of Limpopo struggle with writing research proposals to such an extent that their projects would be delayed and often overlap to the following academic year; a year in which they should be graduating, job hunting, or enrolling for

**135**

knowledge.

**literature review**

*An Analysis of Salient Aspects of the Research Proposals of Fourth Year Student Social Workers…*

postgraduate studies. Challenges in writing skills could be attributed to the fact that "level descriptors for academic writing are rather vague, and have not been explicitly addressed" [9], a fact that may lead to delayed graduation, failure or eventual

The prospect of delay, failure, and eventual dropout caused concern among researchers. Evidently, most of these students are from disadvantaged socio-economic backgrounds; and spending an extra year on campus due to failing a module adds undesirable financial burdens. Besides, failing a fourth (final) year module also negatively affects the pass and throughput rates of the university, and in worse

A large body of research describes the following as common hurdles for novice

researchers in earlier stages of research (proposal writing): broad and unclear research topics, confusion of research approaches, failure to state problem statement, poor understanding of the subject matter, and inappropriate referencing styles [12, 13]. The latter two issues will be subject of another paper, for now the

Challenges of studying in a second or third language have been reported in literature [4]. Qasem and Zayid [13] also found that undertaking research in a foreign language such as English is a problem for some students. This situation resembles experiences of the researchers in that all students reported in this article are African and English is their third and fourth language, a dimension that further conflates issues at conceptualisation stage. In order to overcome this hurdle, at the University of Limpopo, the Department of Social Work organizes preparatory writing seminars presented by academics from the English Department. This is augmented by students' voluntary and sometimes mandatory use of the Writing Centre whose *raison d'être is* to assist both undergraduate and postgraduate students

Whereas an earlier study [14] focused on what students said about conducting research for the first time, this study analyzed students' first proposal drafts to

This study was guided by the grounded theory. This theory "provides a viable means for scholars and participants to generate a new and emic perspective, and to generate theory that is grounded in the realities of the participants' daily life experiences. A key feature of grounded theory is that it provides for inductive enquiry, a means of generating new theory and new understandings, and requires researchers to identify the research problem from the research participants' perspectives" [15]. On the other hand, researchers could not resist Vygotsky's [16] sociocultural theory to navigate the study. The theory posits that learning is an active process in which learners construct new ideas or concepts based upon their current and past

**4. Challenges of writing a research proposals for the first time: brief** 

This section provides a review of pertinent literature regarding challenges and mistakes committed in writing research proposals by students. According to Pardede [17], a student's research proposal is the only document that can "demonstrate that he knows what he is seeking and how to successfully complete his

identify some of the challenges in starting their research journey.

circumstances may lead to increased drop-out rate [10, 11].

*DOI: http://dx.doi.org/10.5772/intechopen.89503*

dropout for students [6].

spotlight will fall on the first three.

with language-related issues.

**3. Theoretical framework**

*An Analysis of Salient Aspects of the Research Proposals of Fourth Year Student Social Workers… DOI: http://dx.doi.org/10.5772/intechopen.89503*

postgraduate studies. Challenges in writing skills could be attributed to the fact that "level descriptors for academic writing are rather vague, and have not been explicitly addressed" [9], a fact that may lead to delayed graduation, failure or eventual dropout for students [6].

The prospect of delay, failure, and eventual dropout caused concern among researchers. Evidently, most of these students are from disadvantaged socio-economic backgrounds; and spending an extra year on campus due to failing a module adds undesirable financial burdens. Besides, failing a fourth (final) year module also negatively affects the pass and throughput rates of the university, and in worse circumstances may lead to increased drop-out rate [10, 11].

A large body of research describes the following as common hurdles for novice researchers in earlier stages of research (proposal writing): broad and unclear research topics, confusion of research approaches, failure to state problem statement, poor understanding of the subject matter, and inappropriate referencing styles [12, 13]. The latter two issues will be subject of another paper, for now the spotlight will fall on the first three.

Challenges of studying in a second or third language have been reported in literature [4]. Qasem and Zayid [13] also found that undertaking research in a foreign language such as English is a problem for some students. This situation resembles experiences of the researchers in that all students reported in this article are African and English is their third and fourth language, a dimension that further conflates issues at conceptualisation stage. In order to overcome this hurdle, at the University of Limpopo, the Department of Social Work organizes preparatory writing seminars presented by academics from the English Department. This is augmented by students' voluntary and sometimes mandatory use of the Writing Centre whose *raison d'être is* to assist both undergraduate and postgraduate students with language-related issues.

Whereas an earlier study [14] focused on what students said about conducting research for the first time, this study analyzed students' first proposal drafts to identify some of the challenges in starting their research journey.

#### **3. Theoretical framework**

This study was guided by the grounded theory. This theory "provides a viable means for scholars and participants to generate a new and emic perspective, and to generate theory that is grounded in the realities of the participants' daily life experiences. A key feature of grounded theory is that it provides for inductive enquiry, a means of generating new theory and new understandings, and requires researchers to identify the research problem from the research participants' perspectives" [15].

On the other hand, researchers could not resist Vygotsky's [16] sociocultural theory to navigate the study. The theory posits that learning is an active process in which learners construct new ideas or concepts based upon their current and past knowledge.

### **4. Challenges of writing a research proposals for the first time: brief literature review**

This section provides a review of pertinent literature regarding challenges and mistakes committed in writing research proposals by students. According to Pardede [17], a student's research proposal is the only document that can "demonstrate that he knows what he is seeking and how to successfully complete his

*Global Social Work - Cutting Edge Issues and Critical Reflections*

extended essay.

proposal; and (e) report the findings.

**2. Statement of the problem**

formulation, and research approach among others.

African Qualifications Authority [9]:

of Social Work include inter alia Eduardo Chivambo Mondlane (founder member of Mozambique Liberation Front in 1962) and Molapatene Collins Ramusi (social

Many other institutions emerged after this, including the *University College of the North* (currently renamed the University of Limpopo) in 1959. At the University of Limpopo (former *University College of the North*) Department of Social Work, social work research module at undergraduate level was introduced in 1996. Prior to that, social workers graduated without having to present a research report or an

This chapter reports on research conducted on a four-year undergraduate social work final year module called Research Project (HSKA040) pegged at NQF level 08. The module pursues the following five learning outcomes: (a) identify a research problem and plan the execution of the research project; (b) compile a relevant literature study; (c) appropriately collect data and analyze it; (d) present the research

This report therefore concentrates on part of the first learning outcome; which

Planning a research project and preparing a proposal has never been a simple process, more especially for undergraduate students. Literature reports a myriad of factors that influence this activity such as blended learning [2]; GDP per capita spending on research [3]; under-preparedness of students [4]; research climate [5, 6] cut and paste [7]; infrastructure [7, 8] as well as climate, role clarity and research service quality [5]. It is not the intention of this work to dwell on these factors, but to report on findings regarding students' written drafts on topic selection, problem

Proposal writing for social work undergraduate students is an academic activity that takes place at fourth (final) year level of Bachelor of social work training. Fourth year level is pitched at National Qualification Framework (NQF) level 8 and therefore has to align with the following level descriptors as envisaged in the South

a.*Scope of knowledge*, in respect of which a learner is able to demonstrate knowledge of and engagement in an area at the forefront of a field, discipline, or practice; an understanding of the theories, research methodologies, methods and techniques relevant to the field, discipline or practice; and an understand-

b.*Problem solving*, in respect of which a learner is able to demonstrate the ability to use a range of specialized skills to identify, analyze, and address complex or abstract problems drawing systematically on the body of knowledge and

The researchers observed over the years that fourth year social work students at University of Limpopo struggle with writing research proposals to such an extent that their projects would be delayed and often overlap to the following academic year; a year in which they should be graduating, job hunting, or enrolling for

ing of how to apply such knowledge in a particular context.

methods appropriate to a field, discipline, or practice.

involves topic selection, problem formulation, and research approach. In this regard, the researchers report on the outcome of the analysis of students' first draft proposals with special reference to the three constructs, namely topic selection, problem formulation, and research approach as the module's first learning outcome.

worker, activist lawyer, politician, and author of Soweto my love 1989).

**134**

planned project". The implication is that a research proposal needs to be written skillfully so that a reader, often supervisor, will be able to see how the proposed project will be carried out "scientifically". Nevertheless, based on numerous studies that looked at first hand research proposals, it becomes clear that there are often teething problems [12, 14, 18].

A largescale study of 783 research proposals by Kikula and Quorro [18] found that writing a research proposal among students was not a simple thing in Tanzania. This was shown by students' inability to write clear research topics, presenting the real problem of the intended study, absent and unclear research methodologies. Mat Daud et al., [19] reached a conclusion that writing in a "second/foreign language" lead to anxiety. Qasem and Zayid [14] found that "around 70% of the participants who are writing research or conducting research projects in English, it is one of the predominant challenges for them". This may explain why the previous scholars found that students were unable to write clear research topics in English, or the overall research proposal.

One study argues that the reason students struggle with formulating problem statements in their research proposals may be associated with their own deeds, that is, poor reading habits; where extensive literature studies is not a norm at all [20].

When this is the case, the researchers suspect that students would commit plagiarism [21]; an activity that is likely to land students in trouble since using another person's work without acknowledging the rightful author is unethical [22]. Moreover, researchers hold that by plagiarizing the students would not be reflective and reflexive.

## **5. Objectives of the study**

The study pursued the following objectives:


### **6. Methodology**

#### **6.1 Research approach and design**

A qualitative research paradigm was selected to guide the study through a case study design. The approach was selected since the researchers were not interested in quantifying issues, but to merely have an understanding of the issues at hand [23].

#### **6.2 Population**

The University of Limpopo has accommodated "40" fourth year social work students for the academic year 2019.

#### **6.3 Sampling**

A total of 10 social work students' first hand research proposals were targeted because they were readily available as a sample. To that end, first hand research

**137**

**Table 1.**

*An Analysis of Salient Aspects of the Research Proposals of Fourth Year Student Social Workers…*

proposals that fourth year social work students had submitted to their respective supervisors for the very first time, and supervisors had not marked them yet were sampled. It is important to note the fact that fourth year social work students at University of Limpopo do research in pairs (or more). Therefore, one research proposal analyzed would have been prepared by more than one student.

Content thematic analysis method was used in analyzing data that was collected

*Phase two: Generating initial codes.* After the researchers had familiarized themselves with the raw data, they began synthesizing codes for the first time to identify what was interesting about them [25]. The codes were produced from the data and

*Phase three: Searching for themes.* Given the plenty of codes identified and collated in the aforesaid phase, a close examination was made to create overarching themes.

*Phase four: Reviewing themes.* Based on the sizeable number of themes that had emerged, the researchers began to review the themes at hand so as to refine them

*Phase five: Defining and naming themes.* Having reviewed and refined the themes, the researchers named the emergent themes and paraphrased the most interesting and pertinent content of the data extracts. For each theme, the researchers made an

It was not possible to verify the demographic attributes of the sample such as age, gender, and marital status of the participants since researchers simply analyzed documents; and the participants were therefore anonymous. One thing though, is certain, that the sample under investigation was fourth year social work students (**Table 1**).

**No. of males No. of females Qualifications Number of years teaching** 4 4 Bachelor of Social work 0–10 years

> Master of Social work 11–20 years Doctor of Philosophy 21–30 years

*Phase six: Producing the report.* After identifying a set of fully worked-out themes, the researchers made a final analysis and compiled a report to present find-

by the researchers. The following steps were adhered to in analyzing data [24]: *Phase one: Familiarizing oneself with data.* The researchers started by collecting data, thereafter immersed themselves within it by frequently reading and searching

Data for this study was gleaned from students' proposals.

This was achieved through the use of tables and mind-maps.

and remain with the most interesting and salient themes.

*DOI: http://dx.doi.org/10.5772/intechopen.89503*

**6.4 Data collection**

**6.5 Analysis**

for themes.

collated.

analysis and put it in writing.

ings in the form of themes.

**7. Description of the sample**

*Staff supervising students' research projects.*

*An Analysis of Salient Aspects of the Research Proposals of Fourth Year Student Social Workers… DOI: http://dx.doi.org/10.5772/intechopen.89503*

proposals that fourth year social work students had submitted to their respective supervisors for the very first time, and supervisors had not marked them yet were sampled. It is important to note the fact that fourth year social work students at University of Limpopo do research in pairs (or more). Therefore, one research proposal analyzed would have been prepared by more than one student.

#### **6.4 Data collection**

Data for this study was gleaned from students' proposals.

#### **6.5 Analysis**

*Global Social Work - Cutting Edge Issues and Critical Reflections*

teething problems [12, 14, 18].

overall research proposal.

**5. Objectives of the study**

The study pursued the following objectives:

problem formulation, and research approach and

and reflexive.

**6. Methodology**

**6.2 Population**

**6.3 Sampling**

**6.1 Research approach and design**

students for the academic year 2019.

planned project". The implication is that a research proposal needs to be written skillfully so that a reader, often supervisor, will be able to see how the proposed project will be carried out "scientifically". Nevertheless, based on numerous studies that looked at first hand research proposals, it becomes clear that there are often

A largescale study of 783 research proposals by Kikula and Quorro [18] found that writing a research proposal among students was not a simple thing in Tanzania. This was shown by students' inability to write clear research topics, presenting the real problem of the intended study, absent and unclear research methodologies. Mat Daud et al., [19] reached a conclusion that writing in a "second/foreign language" lead to anxiety. Qasem and Zayid [14] found that "around 70% of the participants who are writing research or conducting research projects in English, it is one of the predominant challenges for them". This may explain why the previous scholars found that students were unable to write clear research topics in English, or the

One study argues that the reason students struggle with formulating problem statements in their research proposals may be associated with their own deeds, that is, poor reading habits; where extensive literature studies is not a norm at all [20]. When this is the case, the researchers suspect that students would commit plagiarism [21]; an activity that is likely to land students in trouble since using another person's work without acknowledging the rightful author is unethical [22]. Moreover, researchers hold that by plagiarizing the students would not be reflective

• To analyze fourth year social work students' research proposals' topic selection,

A qualitative research paradigm was selected to guide the study through a case study design. The approach was selected since the researchers were not interested in quantifying issues, but to merely have an understanding of the issues at hand [23].

The University of Limpopo has accommodated "40" fourth year social work

A total of 10 social work students' first hand research proposals were targeted because they were readily available as a sample. To that end, first hand research

• To generate recommendations for addressing emerging challenges.

**136**

Content thematic analysis method was used in analyzing data that was collected by the researchers. The following steps were adhered to in analyzing data [24]:

*Phase one: Familiarizing oneself with data.* The researchers started by collecting data, thereafter immersed themselves within it by frequently reading and searching for themes.

*Phase two: Generating initial codes.* After the researchers had familiarized themselves with the raw data, they began synthesizing codes for the first time to identify what was interesting about them [25]. The codes were produced from the data and collated.

*Phase three: Searching for themes.* Given the plenty of codes identified and collated in the aforesaid phase, a close examination was made to create overarching themes. This was achieved through the use of tables and mind-maps.

*Phase four: Reviewing themes.* Based on the sizeable number of themes that had emerged, the researchers began to review the themes at hand so as to refine them and remain with the most interesting and salient themes.

*Phase five: Defining and naming themes.* Having reviewed and refined the themes, the researchers named the emergent themes and paraphrased the most interesting and pertinent content of the data extracts. For each theme, the researchers made an analysis and put it in writing.

*Phase six: Producing the report.* After identifying a set of fully worked-out themes, the researchers made a final analysis and compiled a report to present findings in the form of themes.

#### **7. Description of the sample**

It was not possible to verify the demographic attributes of the sample such as age, gender, and marital status of the participants since researchers simply analyzed documents; and the participants were therefore anonymous. One thing though, is certain, that the sample under investigation was fourth year social work students (**Table 1**).


**Table 1.**

*Staff supervising students' research projects.*
