Download - Lecture 6 Methodologies Part 2
-
7/28/2019 Lecture 6 Methodologies Part 2
1/63
Lecture 6: Methodologies (Part 2)
Professor Mark Palmer
Queens University Belfast
-
7/28/2019 Lecture 6 Methodologies Part 2
2/63
Lecture aim
to provide students with an outline of
the process of data gathering from thepreparation and organization stage tothe actual carrying out of the researchfieldwork.
-
7/28/2019 Lecture 6 Methodologies Part 2
3/63
Lecture Outcomes
To outline the importance of the methodological
choice for the research topic
To identify and explain the various suitable for
research topics
To outline the merits and demerits of various
methodologies
To gain an appreciate of how to execute various
research methods
-
7/28/2019 Lecture 6 Methodologies Part 2
4/63
Learning outcomes (Continued)
To facilitate understanding in the differentaspects and stages in the process of datacollection.
Preparing for the physical and mental tasksinvolved in preparing for and actually gatheringthe data
To provide an opportunity for consideration of
-
7/28/2019 Lecture 6 Methodologies Part 2
5/63
Qualitative Methods
-
7/28/2019 Lecture 6 Methodologies Part 2
6/63
Typical Qualitative Research
-
7/28/2019 Lecture 6 Methodologies Part 2
7/63
Finding the nugget of meaning
-
7/28/2019 Lecture 6 Methodologies Part 2
8/63
Why use Qualitative Research?
-
7/28/2019 Lecture 6 Methodologies Part 2
9/63
Paths to meaning
-
7/28/2019 Lecture 6 Methodologies Part 2
10/63
1) Case Study & Vignettes
-
7/28/2019 Lecture 6 Methodologies Part 2
11/63
2) Grounded Theory
-
7/28/2019 Lecture 6 Methodologies Part 2
12/63
Example of MO
-
7/28/2019 Lecture 6 Methodologies Part 2
13/63
Example of Gift Giving
-
7/28/2019 Lecture 6 Methodologies Part 2
14/63
3) (Net) Ethnography (see Robert Kozinets)
-
7/28/2019 Lecture 6 Methodologies Part 2
15/63
4) Action Research - Solutions
-
7/28/2019 Lecture 6 Methodologies Part 2
16/63
Framing Action Research
Critical incidents (e.g. behaviours, structures)
Critical reports (e.g. publications of reports)
Critical events (e.g. crisis, market entry or exit)
Critical episodes/epochs (e.g. recession)
Critical turning/tipping points (e.g. transitions,
partners)
-
7/28/2019 Lecture 6 Methodologies Part 2
17/63
Qualitative Collection
-
7/28/2019 Lecture 6 Methodologies Part 2
18/63
An interview is a conversation with a purposeKahn and Cannell (1957)
A method of collecting data in which selected
participants are asked questions in order to find
out what theydo, what they think or how they
feel Collis and Hussey (2009)
Interviewing for qualitative research
-
7/28/2019 Lecture 6 Methodologies Part 2
19/63
http://www.youtube.com/watch?v=g0b_lTEgICw&feature=related
-
7/28/2019 Lecture 6 Methodologies Part 2
20/63
Different types of interviews
Structured interviews-associated with quantitative research,standardised questions, an alternative way of delivering a
questionnaire. Researcher has control.
Semi-structured-themes and issues are identified and theorder of the questions may vary according to the circumstances.
Additional questions may be added as the interview develops.
Researcher has some control.
Unstructured- Informal, a general topic is identified, no
predetermined order, non directive. Respondent has control
-
7/28/2019 Lecture 6 Methodologies Part 2
21/63
Finding rare subjects and elites
-
7/28/2019 Lecture 6 Methodologies Part 2
22/63
Questioning
Open questions designed to encourage the
interviewee to provide an extensive response
What, how ,why?
Probing questions used to explore or developkey/important issues
Specific and closed questions confirming and
fact or opinion
-
7/28/2019 Lecture 6 Methodologies Part 2
23/63
Focus Groups
-
7/28/2019 Lecture 6 Methodologies Part 2
24/63
-
7/28/2019 Lecture 6 Methodologies Part 2
25/63
Projective Techniques
-
7/28/2019 Lecture 6 Methodologies Part 2
26/63
Projective Techniques
-
7/28/2019 Lecture 6 Methodologies Part 2
27/63
Means End Analysis and Cognitive mapping
What caused this?
Repeat this!
Exercise
-
7/28/2019 Lecture 6 Methodologies Part 2
28/63
Repertory Grid Technique
-
7/28/2019 Lecture 6 Methodologies Part 2
29/63
Zaltman elicitation technique
-
7/28/2019 Lecture 6 Methodologies Part 2
30/63
Different types of Observation
Participant observation
The researcher is immersed in the organisations or
community
Non Participant observation
The researcher is outside the research context, a
complete observer
-
7/28/2019 Lecture 6 Methodologies Part 2
31/63
Different types of observation
Unstructured Observation
Structured Observation
Is systematic
Uses a predetermined structure
Quantifying behaviours/events
-
7/28/2019 Lecture 6 Methodologies Part 2
32/63
Observation-Gill and Johnson (1997)
Participant asobserver
Observer as
participant
Complete
participant
Complete
observer
Researcher takes part in activity
Researchers
Identity
revealed
ResearchersIdentity is
concealed
Researcher observes activity
Identification of indirect indicators ofIdentification of indirect indicators of
-
7/28/2019 Lecture 6 Methodologies Part 2
33/63
Identification of indirect indicators ofIdentification of indirect indicators of
behaviourbehaviour
Prominence of the CEOsphotograph in the annualreport
CEO prominence incompany press releases
CEOs use of first personsingular pronouns (I, Me,Mine, My, Myself versusplural pronouns such as we,us, our, ourselves)
His or her cashcompensation (salary andbonus) divided by that of thesecond highest-paidexecutive in the firm
you
-
7/28/2019 Lecture 6 Methodologies Part 2
34/63
The Usual Suspects!: Narcissists?
-
7/28/2019 Lecture 6 Methodologies Part 2
35/63
Prominence of the CEOs photographProminence of the CEOs photograph
in the annual reportin the annual report
-
7/28/2019 Lecture 6 Methodologies Part 2
36/63
-
7/28/2019 Lecture 6 Methodologies Part 2
37/63
Subtle and not-so-subtle on the website search
under expert in ABS!
-
7/28/2019 Lecture 6 Methodologies Part 2
38/63
Indicating performance, too
Observing top management teams
-
7/28/2019 Lecture 6 Methodologies Part 2
39/63
Observing top management teams
-
7/28/2019 Lecture 6 Methodologies Part 2
40/63
An example of covert observation in business
http://www.youtube.com/watch?v=35FdUCzzt-0
http://www.youtube.com/watch?
feature=endscreen&NR=1&v=8SaHW6Y7_Yg
-
7/28/2019 Lecture 6 Methodologies Part 2
41/63
Qualitative techniques
Framework for analysing qualitative
-
7/28/2019 Lecture 6 Methodologies Part 2
42/63
Framework for analysing qualitative
data
Data Categorisation
Data Unitisation
Relationship identification
Theory/proposition development
-
7/28/2019 Lecture 6 Methodologies Part 2
43/63
Content analysis
-
7/28/2019 Lecture 6 Methodologies Part 2
44/63
Example1
-
7/28/2019 Lecture 6 Methodologies Part 2
45/63
Example 2
3
-
7/28/2019 Lecture 6 Methodologies Part 2
46/63
Example 3
-
7/28/2019 Lecture 6 Methodologies Part 2
47/63
Example 4
-
7/28/2019 Lecture 6 Methodologies Part 2
48/63
Example building blocks
-
7/28/2019 Lecture 6 Methodologies Part 2
49/63
Data display
-
7/28/2019 Lecture 6 Methodologies Part 2
50/63
Dynamic interactions
-
7/28/2019 Lecture 6 Methodologies Part 2
51/63
51
Phase II: Qualitative Phase
Tension and Conflict Dynamic Interactions Diagram
-
7/28/2019 Lecture 6 Methodologies Part 2
52/63
Data Continuum Diagram
-
7/28/2019 Lecture 6 Methodologies Part 2
53/63
Exploring without a predetermined theoretical ordescriptive framework- Template analysis
A list of codes or categories that represent the themes
revealed from the data that has been collected (nb datacategorisation)
Involves categorising and unitising data
The relationships between the data are established
through a coding system- see the hierarchicalrelationship demonstrated in the next example
Example-part of a template analysis used on a
-
7/28/2019 Lecture 6 Methodologies Part 2
54/63
p p p y
managing change research project (Saunders et al )
1.0 Contextual factors 1.1 Reasons for change 1.2 Environmental climate 1.3 Nature of the organisation
1.3.1 Organisational objectives
1.3.2 Culture 1.3.3 Ownership
2.0 Nature of the change 2.1Internally driven
2.2Externally driven 3.0 Perceptions of those affected
3.1 Directly affected 3.2 Indirectly affected
D i i
-
7/28/2019 Lecture 6 Methodologies Part 2
55/63
Data categorisation
Imposing a workable structure
Often determined by the research objectives or theestablished body of literature i.e. influential modelsand/or concepts
Example1. Jehn.K , G. B. Northcraft , M. A. Neale (1999) Why Differences
Make a Difference: A Field Study of Diversity, Conflict, and
Performance in Workgroups. Administrative Science Quarterly, Vol. 44, 1999
Q lit ti ft i t
-
7/28/2019 Lecture 6 Methodologies Part 2
56/63
Qualitative software can assist
-
7/28/2019 Lecture 6 Methodologies Part 2
57/63
Ethics
Remember with some research methods you are
manipulating human beings through deception
and you do not know how long the duration of
the treatment effect will be. It is important to get ethical approval from an
organizational ethics department (Human
Subjects) before conducting survey experiments.
All respondents must be debriefed about thepurposes of the study after the experiment.
-
7/28/2019 Lecture 6 Methodologies Part 2
58/63
Exercise
Sketch out your research design for data
collection.
Are you exploring or examining?
If you are examining, jot down the sources ofyour measures for your research
What are you control measures?
If you are exploring, jot down the boundary
conditions of your research?
R fl ti Q ti
-
7/28/2019 Lecture 6 Methodologies Part 2
59/63
Reflection Questions
How will the proposed methodology achieveresearch objectives
What other research methodologies might be
employed?
Why were these methodologies rejected?
How do you go about assembling the data
collected during your fieldwork?
How to recognise any gaps in the datacollection?
What is the overall object when carrying out data
analysis?
R fl ti Q ti
-
7/28/2019 Lecture 6 Methodologies Part 2
60/63
Reflection Questions
How do you consider the practical and
operational aspects of gathering data for your
dissertation and prepare an outline.
How can you anticipate and plan for the possiblebarriers to the completion of your fieldwork?
What do you do when co-operation is not
forthcoming from key respondents?
R f
-
7/28/2019 Lecture 6 Methodologies Part 2
61/63
References
Gill, J. and Johnson, P. (2010) Research Methods for
Managers, London, Paul Chapman
Collis, J and Hussey, R. (2009) Business Research a
practical guide for undergraduates and postgraduate
students, London, Macmillian
Kahn, R. and Cannell, C. (1957) The dynamics of
interviewing, New York, Wiley
Saunders M. et al (2009) Research Methods for
Business Students, Harlow, Prentice Hall
R f
-
7/28/2019 Lecture 6 Methodologies Part 2
62/63
References
Bell J (1999) Doing your research project (3rdEdn) Buckingham:Oxford UnivPress
Bryman A and Bell E (2003) Business Research Methods New York:OxfordUniv Press
Easterby-Smith M et al(2002) Management Research: An IntroductionLondon:Sage Publications
Robson C.(2002) Real World Research (2nd
Edn) Oxford:Blackwell Saunders M. et al (2009) Research Methods for Business Students, (Edn4) Harlow, Prentice Hall
Sekaran V (2000) Research Methods for Business: A skills buildingapproach (3rd Edn) New York:Wiley
Ticehurst GW and Veal AJ (2000) Business Research methods: amanagerial approach NSW: Pearson Education
R f
-
7/28/2019 Lecture 6 Methodologies Part 2
63/63
References
Urquhart, C. (1999) Using vignettes to diagnose
information seeking strategies: opportunities and
possible problems for information use studies of
health professionals, Exporing the Contexts ofInformation, pp.277-289.
Perry, C. (1998) Processes of a case study
methodology for postgraduate research in
marketing, European Journal of Marketing, 32,9/10, p.785-802.