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Introduction
The analysis of contemporary academic and educational system in the developed world reveals that many qualifications require candidates to complete some form of research project, also referred to as dissertation or thesis (Declan, 2006). This requirement is considered very vital by students as it represents a significant part of their overall degree grade. Drawing upon Easterby-Smith et al (2002), it can be argued that a concise and well thought through research proposal is the basis for achieving success at the overall research project. Therefore, the current article has been aimed at providing students with an insight into the art of 1st class project proposal writing.

What is Project / Research Proposal?
The review of research projects undertaken by a range of academic institutions, it has been found out by Garcia & Nelson (2003) that specific expectations from a project differ between institutions. However, these institutions publish formal specifications and regulations surrounding the research project and therefore students are advised to get their copies. The general understanding of research proposal has been provided by Baker (2000), according to which it provides students with an opportunity to explore range of interested topics that can further be developed into in-depth studies relating theory, knowledge, skills and competencies gained throughout their respective courses.

Recommended Structure of Proposal:
Drawing upon experience, it is highlighted that proposal length and format are usually specified by the university and dissertation supervisors. However, it is recommended that proposals are kept concise and to-the-point, averaging between 1,500 and 2,000 words. Drawing upon Robsons (2002), Easterby-Smith et al (2002) and Baker (2000) the format for a first class research proposal is as follows:

A: Setting the Scene:

1. General background introducing the problem.
2. Stating specific and clear aims and objectives

B: Review of relevant literature:

1. Theoretical work
2. Empirical research
3. Key Gaps

C: Research Methodology:

1. Overview of proposed research methods
2. Relating each method with specific objectives
3. Design and procedure for administration
4. Proposed statistical tools / frameworks
5. Timetable for key activities
6. Possible ethical issues

D: References and Bibliography

A: Setting the Scene:
The first stage of project proposal writing can be termed as "setting the scene" and it is considered one of the daunting tasks for students. Gordon (2003) has argued that developing an effective research proposal requires students to be confronted with problems and given the opportunity to resolve them in a creative fashion. We have learnt the same from our experience that students are less imaginative while initiating their research by finding a problem. Drawing upon Garcia & Nelson (2003), it can be highlighted that problem solving defines the essence of research. Therefore, it is recommended that students should undertake preliminary research into topics and issues of their interests to find researchable problems. It has been indicated by Baker (2001), that topics can be developed by critically reading textbooks, newspapers, specialized journals, and meeting with supervisors, as these provide suggestions for further research. It should also be noted that researchable topic can also be identified if some unique data is available and accessible to student, which can lead to precise questions. Drawing upon Dean & Culhan (1995) the cycle of the following three steps should be undertaken to come up with a researchable topic by students:

1. Formative thinking
2. Developing a pool of topics
3. Reflection and screening

It has been found out that at an early stage, the topics formed by students are usually broad. However it is highly recommended that students have specific and manageable research questions or hypothesis. The advantage of having such objectives or hypothesis would allow students to identify limitations in previous research, contradictions among theorists, and gaps in the literature. Drawing upon Jennifer (1999), it can be suggested that reading and writing are crucial at this stage. Reading would provide the necessary information to strengthen student's perception, while writing would facilitate learning through summarizing and presentation.

B: Literature Review:
The second stage of the research proposal writing involves initial critical review of literature that falls within the domain of the proposed research aims and objectives. It is recommended that students undertake an exhaustive search using strong tertiary sources to locate relevant literature that falls in the scope of aims and objectives of the research being undertaken. It has been found out that many contemporary academic institutions provide students access to electronic journals databases and it is essential that they enquire about such facility from their tutors or library staff. It would, according to Hazel et al (1997), allow individuals to review literature from a range of academic journals, peer reviewed publications, trade magazines, and industry profiles. It has been argued by Cooper & Schindler (2006) academic journals play a very vital role in literature review section of the proposal as they hold latest developments in the field of the scope of the proposed project.

Drawing upon Kervin (1992), a high scoring literature review should have a critical perspective and create a blend of both theoretical and empirical research undertaken within the scope of the project. Saunders et al (2003) have suggested that key gaps in the current literature should be highlighted to identify the potential and rationale of the proposed research project. It is also recommended that students should highlight the following points while undertaking the literature review:

1. Research is required and is of interest to key stakeholders.
2. There is a theoretical base for the research
3. Contributes to improved evidence or analysis
4. There is potential area of professional development

C: Proposed Methodology:
Taylor & Bogdan (1998) have highlighted one of the most common definitions of research methodology, according to them it is the way in which researcher approaches problems and seeks suitable answers. It has therefore been highlighted by Adams & Schvaneveldt (1991) that research aims and objectives are at the core of designing and presenting proposed methodology for the research project. Therefore selected methods should be related to each aim, objective or hypothesis of the proposed research. This is the reason that Baker (2000) has suggested to use the so called "Kipling Test" to highlight the usable methods i.e. where, what, when, why, how and who. This test would allow the student to brainstorm the rationale for choosing each method along. It should be noted that there are limitations for each data collection method, hence in order to have reliable and valid design students should "triangulation" concept. Triangulation, according to Kumar (2005), refers to using multi-method research strategy providing unbiased and reliable results by using at least three different methods to check results of others. Therefore it is recommended that students should incorporate three related methods to this section to have a strong methodological basis. It is also recommended that students mention either statistical tools, if using quantitative methodology; or theoretical framework for analysis, if using qualitative methodology.

This section should also be used to highlight the key milestones and their proposed dates. Although a table form is usually acceptable, however it is recommended that a "Gantt Chart" of key activities be prepared. Moreover, it is also vital to incorporate any ethical issues that methodology poses during the course of the research. Drawing upon Wells (1994), ethical issues are usually related to primary data collection and involve privacy and consent of individuals and organizations being referred. Therefore, it is recommended that students mention the ethical dimension of their proposed methodology.

D: References and Bibliography:
It is recommended that research proposals should include list of references as well as bibliography at the end of proposal. Drawing upon Hollway & Jefferson (2000), students usually do not realize the potential of these lists and therefore are let down during evaluation of their project proposals. Reference list should include titles, authors and page numbers of material that has been referred within the project proposal, while bibliography should include the same about material that has been consulted but not used within the research proposal report (Saunders et al, 2003). It is recommended that students should consult their particular institutions' policies and handbooks for the recommended referencing styles.

Summary:
The article provides a step wise guide to writing a first class research proposal in the light of academic literature and popular observations. However it should not be taken as an exhaustive list, and rather it should be seen as recommendation for further reading into the key points that would gain students 1st class in their research proposals.

Bibliography
Adams, G. and Schvaneveldt, J. (1991), "Understanding Research Methods, 2nd Ed.", New York, Longman

Baker, Michael J. (2000), Writing a Research Proposal, Marketing Review, Autumn2000, Vol. 1 Issue 1, p61, 15p

Baker, Michael J. (2001), Writing Up and Getting Published, Marketing Review, Summer2001, Vol. 1 Issue 4, p441, 31p

Cooper, D. R. & Schindler, P. S. (2006) "Business research methods, 9th Ed.", London : McGraw-Hill

Declan Patton (2006), Your Undergraduate Dissertation: the Essential Guide for Success, Journal of Advanced Nursing, Volume 55, Issue 5, Page 649-649, Sep 2006

Dean, Burton V.; Culhan, Robert H. (1995), CONTRACT RESEARCH PROPOSAL PREPARATION STRATEGIES, Management Science, Jun95, Vol. 11 Issue 8, pB-187-B-199, 13p

Easterby-Smith, M., Therope, R & Lowe, A. (2002), "Management research: An introduction, 2nd Ed.", London Sage

Garcia, Philip; Nelson, Carl H. (2003), Engaging Students in Research: The Use of Professional Dialogue, Review of Agricultural Economics, Fall/Winter2003, Vol. 25 Issue 2, p569, 9p

Gordon, Paul J. (2003), Advising to Avoid or to Cope With Dissertation Hang-Ups, Academy of Management Learning & Education, Jun2003, Vol. 2 Issue 2, p181-187, 7p

Hazel Woodward, Fytton Rowland, Cliff McKnight, Jack Meadows, Carolyn Pritchett (1997), Electronic journals: myths and realities, Library Management; Volume: 18 Issue: 3; 1997 Research paper

Hollway, W. & Jefferson, T. (2000), "Doing qualitative research differently: free association, narrative and the interview method", London: SAGE

Jennifer Rowley (1999), Developing research capacity: the second step,International Journal of Educational Management Volume: 13 Issue: 4 1999 Research paper

Kervin, J. B. (1992), "Methods for Business Research, 2nd Ed.", New York, HarperCollins

Kumar, R. (2005) "Research Methodology, 2nd Ed.", London, SAGE

Robsons, C. (2002), "Real World Research, 2nd Ed.", Oxford, Blackwell

Saunders, M., Lewis, P., Thornhill, A. (2003), "Research methods for business students, 3rd Ed.", Harlow: Financial Times/Prentice Hall

Taylor, S. J. & Bogdan, R. (1998), "Introduction to qualitative research methods: a guidebook and resource, 3rd Ed.", New York; Chichester: Wiley

Wells, P. (1994), "Ethics in Business and Management Research", in Wass, V.J. & Wells, P. (eds), Principles and Practice in Business and Management Research, Aldershot, Dartmouth, pp. 277-97

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