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Business research is one of the most vital elements to detect the actual business concept as well as it can help to determine the key knowledge about the entire business market, finance, sales, and economy. Therefore, it is important to gather all the relevant information regarding business for making accurate decisions, detailed information for enhancing the profitability rate and sales structure of the business (Wilmore and Willison, 2016). I have gathered a depth of knowledge by reviewing all the case studies provided in the model and this has helped me to develop good business research content for the future. The actual key point of business research can help to determine which service or product is in the current demand as well as most profitable.

There are several reasons to do business research for my academic career as it can bring more reasonable sources to build up the business function in the international business field. According to Mataniariet al. (2020), firstly, business research provides effective knowledge about strong business competitors as well as how the competitors approach the entire business market. Secondly, this method is most crucial for the great understanding of valuable customers. Moreover, testing the manufacturing product before launching in the market can highly generate the chances of business growth. All of these parts can analyze through my entire business research method.

Poor replication studies, peer review problems, a problem regarding research accessibility, financial crunch, and poor level of business study design all are the major challenges that I have faced during the business research. On the other hand, the business market method, research quality, critical research outcome, and clientele constraints are also a part of the top challenges that I have faced. As argued by Gyuris (2018), through cognitive learning theory in my business research, people can easily identify the research process that has mainly been used in this research. I am choosing the primary research method including interview season, short-term questionnaires can get data that are more reliable from the different business sectors. Along with this, it provides the perfect dataset from the random sampling technique in my research result.

Reflective thinking and critical business thinking are both of these, which I have often used to entire research, synonymously. As per the view of Bandaranaike (2018), it gives careful ethical consideration, persistent and active thinking as it can identify further conclusions that business knowledge leads. Based on the modifying survey research, case study research, focus business group, my research process was marked as the most accurate knowledge outcome in the research field. Getting knowledge regarding testimonial concepts, different business markets, supply chains, business profit knowledge has the skill development that I have gathered from this specific research.

The reflection concludes that the entire project was prepared on the provided case studies regarding business research and simply maintaining the business research. The reflection about the case study was provided in such a way that the researcher understood it easily. In the last step, the reflection was provided about what about my understanding and how it will improve my skills for conducting any project.

Reference List

Bandaranaike, S., 2018. From research skill development to work skill development. Journal of University Teaching & Learning Practice15(4), p.7.

Gyuris, E., 2018. Evaluating the effectiveness of postgraduate research skills training and its alignment with the Research Skill Development framework. Journal of University Teaching & Learning Practice15(4), p.5.

Mataniari, R., Willison, J., HASIBUAN, M.E., Sulistiyo, U. and Fatria, D.E.W.I., 2020. Portraying Students’ Critical Thinking Skills through Research Skill Development (RSD) Framework: A Case of a Biology Course in an Indonesian University. Journal of Turkish Science Education17(2), pp.302-314.

Wilmore, M. and Willison, J., 2016. Graduates’ attitudes to research skill development in undergraduate media education. Asia Pacific Media Educator26(1), pp.113-128.







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