title: comparative case study analysis bman80062...

Title: Comparative Case Study Analysis BMAN80062

Credit Rating: 5 credits

Level: (UG 1/2/3 or PG) PG

Delivery: (semester 1, 2 or both etc) Semester 2

Tutor(s): Dr Laszlo Czaban

Aims:

Introduction to the concept and use of comparative case study analysis. Using case study method is gaining popularity in many disciplines, though it is still regarded with some suspicion because of validity and extrapolation reasons. One of the ways of improving both validity and generalisation is to use case studies in an integrated, comparative manner. The course introduces students to the concepts of comparative case study analysis and the ways it can be used. In addition, epistemological issues will also be addressed.

Learning Outcomes:

On completion of the course, students will:

o Understand the concept of comparative case study analysis o Use the method in different ways o Understand the limitations of the method o Understand the epistemological implications and the ways in which the researcher needs

to deal with them.

Content:

Comparative case study analysis. Principles, types, examples. Problems and dealing with them.

Teaching and learning methods:

Lectures, workshops

Preliminary reading:

Depending on the composition of the student group, the course will draw on the works of Max Weber, Barrington Moore, Theda Skcopol, Charles Ragin, Guillen, Djelic

Learning hours:

Activity Hours allocated

Staff/student contact 5 hours

Tutorials

The 5 hours include lectures, workshops, tutorials

Private study 30

Directed reading 15

Total hours 50

Other activities e.g. Practical/laboratory work

Optional Assessment For Feedback Purposes Only:

Optional Assessment activity Length required Weighting within unit

A report on business analysis/narrative and research/paradigm/stakeholder perspective related to PhD topic

3,500-word assignment

100%

Title: Social Network Analysis (BMAN 80102)

Credit Rating: 5



Tutor(s): Dr Ronnie Ramlogan and Dr Yanuar Nugroho

Aims:

The main aim of this course is to present students with a taster of how social network methods and techniques can be applied to a variety of interesting issues in business/management research. The course will introduce some fundamental concepts related to this mode of analysis, raise awareness of various management and innovation literatures where such methods have been successfully applied. Students will also benefit from empirical examples based on research conducted within the Manchester Institute of Innovation Research to demonstrate how SNA can be useful in teasing out the dynamics of innovation.

Learning Outcomes:

On completion of this unit students will have:

o a broad understanding of fundamental concepts the underline SNA o basic knowledge of kinds of data that can be useful employed in network analysis o some practical experience of using Pajek, a software that has been developed for use with

large scale datasets

Content:

o Part One: Interactive lecture o Part Two: Practical training


Lecture; interactive discussion; practical workshop and essay writing. A brief look at of the following will be helpful:

Wouter de Nooy, Andrej Mrvar, Vladimir Batagelj. 2005. Exploratory Social Network Analysis with Pajek (Structural Analysis in the Social Sciences). Peter Carrington, John Scott, Stanley Wasserman (Eds.) 2005. Models and Methods in Social Network Analysis (Structural Analysis in the Social Sciences Linton C. Freeman. 2004. The Development of Social Network Analysis: A Study in the Sociology of Science. Empirical Press. Robert A. Hanneman and Mark Riddle. 2005. Introduction to social network methods. Riverside, CA: University of California, Riverside (published in digital form at http://faculty.ucr.edu/~hanneman/)

Pre-reading

http://www.amazon.com/exec/obidos/tg/detail/-/0521602629/ref=pd_sim_b_1/103-5877848-2241408?%5Fencoding=UTF8&v=glance




http://www.amazon.com/exec/obidos/tg/detail/-/0521600979/qid=1111364843/sr=1-1/ref=sr_1_1/103-5877848-2241408?v=glance&s=books

http://www.amazon.com/exec/obidos/tg/detail/-/0521600979/qid=1111364843/sr=1-1/ref=sr_1_1/103-5877848-2241408?v=glance&s=books

http://www.booksurge.com/product.php3?bookID=GPUB01133-00001

http://www.booksurge.com/product.php3?bookID=GPUB01133-00001

http://faculty.ucr.edu/~hanneman/)%0d

David Easley and Jon Kleinberg, 2010 Networks, Crowds, and Markets: Reasoning about a Highly Connected World. Cambridge University Press, Complete preprint on-line at http://www.cs.cornell.edu/home/kleinber/networks-book/

Learning hours:

Activity

Hours allocated

Staff/student contact 5

Tutorials

Private study 10

Directed reading 10

Total hours 25




(Individual) Essay 1.500 words 100%

Title: Action Research (BMAN 80202)



Delivery: Semester 2

Tutor(s): Prof Peter Kawalek

Aims: The course introduces and evaluates action research for Doctoral Students. Action research has become more popular, with scholars using the method for rapid change situations including technological driven. This method provides access to organisations that otherwise would have declined participation in the research. However, compared to other methods, Action Research has relative strengths and weaknesses including relevance and rigour of the research process and the relationship between the researcher & the client. Learning Outcomes: On completion of the course, students will:

o Understand action research and how it compares to other research methods o When and when not to employ the method for doctoral research studies o Understand the roles in the research process o Understand the theoretical, practical and methodical implications from a doctoral study.

Content: Action Research, Case Studies and Positivism. The method’s use, concerns dealing with issues and the broader criteria how to choose the method Action Research’s role relationships in the study. Findings and how they relate to theory, practice and methodology. Also recent and current work at Britvic will be brought in from the action researchers’ perspective.

Teaching and learning methods: Lectures Workshops and Discussions Throughout doctoral Action Research studies will be used to illustrate the major points. Preliminary reading: Warmington (1980): ‘Action Research: its methods and its implications’ Journal of Applied Systems Analysis, Vol. 7. Baskerville and Wood-Harper (1996): ‘A critical perspective on Action Research as a method for information systems research’, Journal of Information Technology, vol. 11. Eden and Huxham (1996): ‘Action Research for management research’, Journal of Management Studies, Vol. 7.

Baskerville R. & Wood-Harper (1998): ‘Diversity in information systems: Action Research methods’, European Journal of Information Systems, Vol. 7.

Learning hours:



Tutorials The 5 hours include lectures, workshops, tutorials

Private study 30

Directed reading 15

Total hours 50

Other activities

Optional Assessment:


A critique of an Action Research paper or report 2,500-word assignment 100%

Title: Bibliometrics, Altmetrics and the Measurement of Science and its Institutions (BMAN 80242)

Credit Rating: 5



Tutor(s): Dr John Rigby

Aims:

To introduce research students to bibliometric and other methods with which to understand and evaluate the development of scientific knowledge and the behaviour of actors in the science system.

Learning Outcomes:

On completion of this unit, successful students will be able to:

o understand the key assumptions and claims of these methods, their strengths and weaknesses and why such methods are controversial;

o be able to work with bibliometric data and understand the results of bibliometric and altmetric studies.

Content:

The course will cover the following topics:

o the development of bibliometrics and examples of its use for policy and evaluation, including key assumptions, methods, and measures;

o derivation of key bibliometric entities, e.g. scientific fields o relation with other forms of codified knowledge, e.g. patents; o the nature of the data and the operation of key publication databases (e.g.

Web of Knowledge, Scopus); o construction of specific datasets.


The course will comprise two sessions and optional assessment. The first session will be in the form of a lecture and demonstration. The lecture will examine the claims of bibliometrics, new approaches to understanding science using so-called altmetrics, their key assumptions, principal methods, and main claims. There will be a demonstration of Thomson Reuters’ Web of Knowledge, Elsevier’s SCOPUS, including the analysis features offered by the service providers and altmetrics measures. The second session will discuss the claims of altmetrics and the assessment essay will ask students to answer the question: “Do altmetrics offer better ways of understanding science and its institutions than bibliometric methods?” Students must prepare by engaging with the set reading.


Introductory and Essential: De Bellis, Nicola, (2009) Bibliometrics and citation analysis: From the Science Citation Index to cybermetrics. Lanham, MD: Scarecrow Press Piwowar, H. (2013). Value all research products. Nature, 493(7431), 159-159. Cronin, B., & Atkins, H.B. (Eds.). (2000) The Web of Knowledge: A Festschrift in. Honour of Eugene Garfield. Medford, NJ: Information Today. Van Raan, A.F.J. (Ed.), (1988) Handbook of Quantitative Studies of Science and Technology, Amsterdam: North-Holland. https://twitter.com/jasonpriem/status/25844968813 Advanced: Qurashi, M. (1984) "Publication rate as a function of the laboratory/group size" Scientometrics 6(1): 19-26. DOI 10.1007/bf02020110 Borgman, Christine L. Ed., (1990) Scholarly Communication and Bibliometrics, Newbury Park, CA: Sage Publications Inc. Boyack, K.W., Klavans, R., & Börner, K., (2005) Mapping the backbone of science, Scientometrics, 64, 3, pp. 351- 374. Small, H.G., (1973) "Co-citation in the scientific literature: a new measure of the relationship between two documents." Journal of the American Society for Information Science, 24, 265-269. van Raan, A.F.J., (2003) The use of bibliometric analysis in research performance assessment and monitoring of interdisciplinary scientific developments, Technikfolgenabschätzung-Theorie und Praxis/Technology Assessment-Theory and Practice, 1, 12, March 2003, pp. 20-29. Also at http://www.cwts.nl/TvR/documents/AvR-TFA2003.pdf.

Learning hours:

Activity

Hours allocated

Staff/student contact 6 (2 sessions of 3 hours each)

Tutorials n/a

Private study 44

Directed reading Total hours 50


Optional Assessment for feedback purposes only

Optional Assessment Activity Length required Weighting within unit

Mini-project and report 2,500 words 100%

Title: Actor Network Theory (BMAN 80370)

Credit Rating: 5



Tutor(s): Dr Chris McLean

Aims:

The main aim of this course is to examine technological change and innovation by exploring a range of issues underlying the Actor Network Approach (ANT or the sociology of translation). The design, development and application of technology within organisations and society will be examined with specific reference to the ANT approach, and the students will gain an insight into how such an approach can provide an alternative understanding of such issues. This course requires in-depth knowledge and understanding of technological determinism, social shaping and the social construction of technology approach.

Learning Outcomes:

On completion of this unit successful students will be able to:

o Review different methodological issues relating to the design, development and application of technology within organisations and society with specific reference to ANT

o Explore a range of issues relating to our understanding of agency and technological change o Select and analyse research material from a wide range of sources o Examine and critically reflect upon a range of theories, issues and perspectives o Work in a group situation to review different ideas and approaches in relation to the issues

explored within the course.

Content:

o Section One: An introduction to Actor Network Theory o Section Two: Exploring issues of methodology and ANT.


Lectures, readings, interactive discussion and group presentations, private study, and essay writing.


Callon, M., (1986), Some elements of a sociology of translation: Domestication of the scallops and the fishermen of St. Brieuc Bay, in Law, J. Ed., Power, Action, and Belief: A New Sociology of Knowledge?, London: Routledge and Kegan Paul, pp. 196-233.

Latour, B., (1999), Pandora’s Hope: Essays on the Reality of Science Studies, Harvard University Press. Latour, B., (2005), Re-assembling the Social: an introduction to ANT, Oxford University Press. Law, (1987), Technology and Heterogeneous Engineering: the Case of the Portuguese Expansion, in Bijker, W. E., T. Hughes and T. Pinch, The Social Construction of Technological Systems: New Directions in the sociology and History of Technology, pp. 111- 134.

Learning hours:

Activity

Hours allocated


Tutorials

Private study 30

Directed reading 15

Total hours 50



Assessment activity Length required Weighting within unit

Essay 2,500 to 3,000 words 100%

Title: Social Shaping of Technology, Innovation and Organizing BMAN80380

Credit Rating: 5



Tutor(s): Dr Chris McLean

Aims:

The main aim of this course is to examine how the different ways technological change and innovation are examined from a range of perspectives. This will include focusing on issues relating to the design, development and application of technology within organisations and society, and reviewing the range of methodological approaches and perspectives relating to this process. Furthermore, the students will develop team working skills and the ability to apply these ideas to a specific technology of their choice, within a group situation.

Learning Outcomes:


o Review different methodological approaches and perspectives relating to the design, development and application of technology within organisations and society

o Explore a range of issues relating to our understanding of agency and technological change o Select and analyse research material from a wide range of sources o Examine and critically reflect upon a range of theories, issues and perspectives o Work in a group situation to review different ideas and approaches in relation to the issues

explored within the course.

Content:

o Section One: Introduction and Technological Determinism o Section Two: Social Shaping and the Social Construction of Technology.


Lectures, readings, interactive discussion and group presentations, private study and essay writing.


Bijker, W.E., T. Hughes, and T. Pinch, (1987), The Social Construction of Technological Systems, Cambridge: MIT Press. Callon, M., (1986), Some elements of a sociology of translation: Domestication of the scallops and the fishermen of St. Brieuc Bay, in Law, J. Ed., Power, Action, and Belief: A New Sociology of Knowledge?, London: Routledge and Kegan Paul, pp. 196-233.

Latour, B., (1999), Pandora’s Hope: Essays on the Reality of Science Studies, Harvard University Press. Law, (1987), Technology and Heterogeneous Engineering: the Case of the Portuguese Expansion, in Bijker, W. E., T. Hughes, and T. Pinch, The Social Construction of Technological Systems: New Directions in the sociology and History of Technology, pp. 111- 134.

Mackenzie, D. and J. Wajcman, (1985/1999), Social Shaping of Technology, Open University Press: Milton Keynes.

Learning hours:

Activity

Hours allocated


Tutorials 3

Private study 30

Directed reading 13

Total hours 50




Essay 2,500 to 3,000 words 100%

Title: Problem Structuring Methods (BMAN 80391)




Tutor(s): Prof Trevor Wood-Harper

Aims: The aim is to introduce doctoral Students to the variety of Problem Structuring approaches that they encounter with colleagues in the Business Systems subject area. Learning Outcomes: On completion of the course, students will:

o Understand the variety of problem structuring methods and how they compare to each other.

o When and how to employ the appropriate method or methods in problem formulation. o Choose the relevant method in their individual research project. o Understand how these structuring methods are similar or different to research methods.

Content: This workshop will be split over two half-day sessions. Outline for first half-day session

o Introduction and welcome

o Participants outline their background and intended projects

o Session on problem solving approaches

o Discussion of working in multi-disciplinary teams

o Outline of problem structuring methods and issue formulation

o Session on what is in the doctoral programme and how it fits with the research that they will be doing.

In preparation for the second session each student will be given a paper to critique. There are two recent special issues of the Journal of the Operational Research Society on the topic, and several other important papers in a variety of journals. Outline for second half-day session.

o Introduction to the session

o Each student gives a 20 min presentation on his/her assigned paper

o General discussion on problem structuring and its use as a first stage in research, problem solving, design and implementation.

o Reflections on the different approaches to problem structuring as indications of pragmatic, positivist or subjective stances; and relationship with the Philosophical and Methodological Issues in Management Research course.

After the second session, the students will be asked to amend their presentation slides and associated notes in the light of all the discussion to trace their argument and criticism for their position and conclusions. Teaching and learning methods: Lectures, Presentations, Discussions Preliminary reading: J. Mingers and J. Rosenhead (2004). "Problem Structuring Methods in Action." European Journal of Operational Research 152: 530-554. Plus reading topical and important problem structuring literature which will be specified during the first half day, perhaps from: A. Franco, D. Shaw and M. Westcombe, Eds (2006). Problem Structuring Methods I. Special Issue of Journal of the Operational Research Society. 57 (7): 757-878. A. Franco, D. Shaw and M. Westcombe, Eds (2006). Problem Structuring Methods II. Special Issue of Journal of the Operational Research Society. 58 (5): 545-682.

Learning hours:



Tutorials The 5 hours include lectures, discussions and presentations

Private study 30

Directed reading 15

Total hours 50

Other activities



A revised presentation based on class discussion 10 -15 slides 100%

Title: BMAN80411 Critical Thinking for Scientific Research

Credit Rating: 5

Level: PG

Delivery: Semester 1, 2016-2017

Tutor(s): Dr. Charles Cui (e-mail: [email protected])

Aims:

This course aims to develop students’ thinking skills and fundamental techniques of logical reasoning and argumentation for executing and presenting social sciences research with scientific rigour. This course uses an applied approach and enables students to understand how critical arguments are made and how they are refuted, and how to apply the techniques and skills to constructive critique and developing new, novel thoughts and theories with tremendous potential impacts and power to shape our world.

Learning Outcomes:


use logical analysis and argumentation techniques to identify concepts, argument components and truths/fallacies of an academic discourse;

identify and differentiate sound and false arguments in a research discourse (e.g. a research article) and critique complicated arguments, theories and research findings;

apply logical analysis and argumentation techniques to evaluating research literature, identifying valuable research gaps, and engaging in and presenting research ideas, critiques, propositions, case analysis, theoretical models, etc. with scientific rigour, theoretical robustness and eloquence in writing style.

Content:

Scientific research rigour is what distinguishes academic research from consulting and what characterises the nature of a successful PhD thesis and high quality academic conference and journal papers. Scientific rigour is construed as soundness in theoretical and conceptual development based on critical thinking and argumentation, methodological design and execution, interpretation of findings, and use of findings in extending theory or developing new theory with relevance to real life phenomena. One of the major challenges of success in PhD is to be able to develop competence and skills in conducting research and presenting research discourses with scientific (scholarly) rigour. In this course, Dr. Cui will introduce fundamental principles and applied techniques drawn from the fields of argumentation, logic and English rhetoric. Fundamental principles and techniques will be taught through systematic, action-based exercises to equip students with competence and command of logical analysis and argumentation techniques towards successful research and publications.

Teaching and Learning Methods:

Four sessions of three-hour workshops comprising lectures and in-class group work. These are based on students’ own research-in-progress to facilitate learning from directly applying the principles and techniques to students’ work.

Reading List:

Schiappa, Edward and Nordin, John P. (2014), Argumentation: Keeping Faith with Reason, Pearson. ISBN: 0205327443 (pbk.).

Inch, Edward S. and Tudor, Kristen H. (2015), Critical Thinking and Communication: The Use of Reason in Argument, Pearson. ISBN: 9781292058825.

Kelley, David (2014), The Art of Reasoning: An Introduction to Logic and Critical Thinking, W.W. Norton & Company, Inc., New York. ISBN: 978-0-393-93078-8 (pbk.).

Journal articles will be recommended in the classes.

Learning Hours:



Tutorials n/a

Private study 96

Directed reading The textbooks; additional articles will be recommended in the classes.

Total hours 108

Other activities

e.g. Practical/laboratory work

There will be individual exercises and group work activities based on students’ own PhD work-in-progress to facilitate learning by directly applying the principles/techniques to practical use in the current research.

Assessment (for MRes students)

An individual assignment of a critical analysis essay in 2600-3000 words excluding references and appendices. Instructions on the contents and criteria will be available at the beginning of the course.

COURSE UNIT OUTLINE

Title: Introduction to Qualitative Data Analysis with NVivo

Course code: BMAN 80542

Credit Rating: 5 (if optional assignment is completed)

Level: (UG 1/2/3 or PG) PhD / MRes


Tutor(s): Dr. Noemi Sinkovics ([email protected])

Aims:

In recent years, qualitative research and the use of computer-assisted qualitative data analysis software (CAQDAS) have gained growing recognition. The purpose of this course is to familiarise students with a specific software package (QSR NVivo 10), which integrates a wide range of tools and enables researches to link theory and data to produce rich insights and in-depth interpretations. NB. This course is suitable for all PhD and MRes students who have little or no previous experience of NVivo. Own data is not needed as sample datasets will be used for demonstration.

Learning Outcomes:


Understand the advantages and limitations of using CAQDAS throughout their research project

Explore and code generic qualitative (textual, visual and aural) data in NVivo

Determine the applicability of CAQDAS for their own research project and consider strategies to represent the data analysis process in the methodology section of their theses

Content:

Introduction to the potential uses of NVivo

Hands-on demonstration and application of the software

Discussion of how students may utilise it during each stage of their doctoral research project (from literature review through data analysis to writing up)


8 hours of staff-student contact in the format of computer-based tutorials supplemented by lecture slides covering the logic behind analysis with CAQDAS. Students will be given

mailto:[email protected]

sample materials to work on in class. The optional assignment can help students to apply what they have learnt during the course, thus allowing them to become more familiar with the software as well as to consider how and why they may use it for their research project.


Bazeley, P. (2007). Qualitative Data Analysis with NVivo. London: Sage

Richards, L. (2005). Handling qualitative data - A practical guide. London: Sage

Sinkovics, Rudolf R. and Eva A. Alfoldi (2012). Progressive focusing and trustworthiness in qualitative research: The enabling role of computer-assisted qualitative data analysis software (CAQDAS). Management International Review, 52(6), 817-845. DOI: 10.1007/s11575-012-0140-5. Available at: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:137280

Learning hours:

Activity

Hours allocated

Staff/student contact

8 (intensive computer-based tutorials, held over the course of 2 days)

Private study / practice

8-25 (depending on whether the optional assignment is completed)

Optional Assessment for Feedback Purposes Only - PhD

Assessment activity Length required Weighting within

unit

Coursework (students are required to develop an Nvivo project including a coding template and visual model in NVivo; as well as write a brief reflective report on the anticipated use of the software for their doctoral research)

1,500-2,500 words

100%

Compulsory Assessment - MRes


unit

Part 1 Use the practice project from the course as an example and create a mini research project for Nvivo. Make sure that you provide a brief

75%

http://www.manchester.ac.uk/escholar/uk-ac-man-scw:137280

description of the project background and that you use different data sources (for example: interview transcripts, newspaper articles, social media, academic articles, etc.). Use at least the following features of NVivo:

Create folders for different data sources

Create folders for different node structures (e.g. themes, new nodes, case nodes, etc.)

Import different data sources into the created folders

Create a node structure. Base your preliminary node structure on one or two journal articles. You will have to demonstrate in the write-up part of this assignment how this preliminary node structure evolved during your data analysis.

Create classification sheets for both your sources (source classification sheet) and for selected nodes (node classification sheet), for example your interviewees.

Use matrix queries and other text searches to explore your data in more depth and to come up with interpretations of your results.

Define some relationships and create a visual representation of your coding (i.e. create a model).

Write up your findings in a brief report. Don’t forget to provide a project background including some research questions and information about which academic articles you used to base your preliminary nodes on. Include a visual representation in the write-up (model).

Please note that the interview documents do not need to be real. You can find existing interviews on the Internet and copy and paste them into separate word documents. Part 2 Write a brief reflective report on the anticipated use of the software for your doctoral research if you think you will use it, or if you anticipate that

you will not use it than reflect on why it is not suitable and what would be a better method for your research.

25%

WORKSHOP OUTLINE

Title: Advanced Qualitative Data Analysis with NVivo

Course code: BMAN 97322

Credit Rating: N/A

Level: (UG 1/2/3 or PG) PhD


Tutor(s): Dr. Noemi Sinkovics ([email protected])

Aims:

The purpose of this workshop is to further students’ understanding and application of the QSR NVivo software for qualitative research. The workshop introduces more advanced features of the software and demonstrates how Nvivo can be used in combination with other software such as reference manager software to improve the rigour of qualitative projects beyond the analysis of interview data. The course combines a discussion of underlying principles with hands-on application. In the second half of the workshop students will have the opportunity to discuss the application of NVivo to their own data in ‘mini’ surgery slots. NB. Please note that the workshop is only open to those MRes/PhD students who have already attended the introductory course or have previous experience with Nvivo as basic familiarity with the features of NVivo is assumed. If you feel you need a refresher, please visit http://www.qsrinternational.com/support_tutorials.aspx).

Learning Outcomes:


Develop an appreciation of the advanced data exploration possibilities offered by the NVivo software also in combination with other software

Explore and code their own qualitative (textual, visual and aural) data in NVivo

Apply CAQDAS for their own research project and design strategies to represent the data analysis process in the methodology section of their theses

Content:

Hands-on demonstration and application of the advanced features of the software (Session 1)

Guided application of specific features to students’ own doctoral research projects, during bookable individual slots (Session 2)



http://www.qsrinternational.com/support_tutorials.aspx

NB. In Session 1 data will be provided. HOWEVER, students need to bring their own data to Session 2 for discussion.

Learning hours:

Activity

Hours allocated

Staff/student contact (group)

4 (intensive computer-based tutorial in Session 1)

Staff/student contact (individual)

15-30 mins per student, depending on total number of participants (guided application and tailored discussion during individual meeting slots – Session 2)

Total contact hours

4-5 hrs per student

Private study / practice suggested 5-15 (to be conducted during the 9 days in between Session 1 & Session 2)


Bazeley, P. (2007). Qualitative Data Analysis with NVivo. London: Sage

Richards, L. (2005). Handling qualitative data - A practical guide. London: Sage

Sinkovics, Rudolf R. and Eva A. Alfoldi (2012). Progressive focusing and trustworthiness in qualitative research: The enabling role of computer-assisted qualitative data analysis software (CAQDAS). Management International Review, 52(6), 817-845. DOI: 10.1007/s11575-012-0140-5. Available at: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:137280

Optional Assessment for Feedback Purposes Only - PhD


unit

Coursework: Students are required to develop and document a more advanced project using Nvivo. They can choose ONE option out of three assignment options 1) Systematic literature review in Nvivo, 2) Exploring large bodies of literature and identifying interesting research questions; 3) Exploring, analysing, and documenting their own data

Min. 1,500-2,500 words

100%

Compulsory Assessment for MRes

http://www.manchester.ac.uk/escholar/uk-ac-man-scw:137280


unit

Choose ONE option from the three options below

Option 1: systematic literature review with Nvivo Conduct a systematic literature review using Nvivo. Define the body of literature you want to analyse and justify your choice. The initial research problem needs to be well-framed and sufficiently embedded in the academic literature. Also provide one or two preliminary questions you hope to find answers to through your results. Don’t forget to document your search strategy in your written report. Download the relevant references into Endnote including PDF files and then import it into Nvivo. Use at least 30 articles for the analysis. Use at least the following features of NVivo:

Create folders for data sources and nodes if and as necessary

Use both the source classification sheet and nodes to code the data.


Define some relationships (if applicable) and create a visual representation of your coding (i.e. create a model).

Write up your findings in a brief report. Don’t forget to provide a project background (see instructions above) including some research questions and information about which academic articles you used to base your preliminary nodes on. Include a visual representation in the write-up (model).

Look at the literature around conducting systematic literature reviews if you have not conducted one before.

1,500-2,500 words plus Nvivo file

Option 2: Explore a large body of literature to identify interesting research areas and potential research questions

Use the article by Sinkovics (2016) “Enhancing the foundation for theorizing through bibliometric mapping” as the basis for this option. Identify and describe and justify a body of literature you would like


to explore. Document your search strategy. Download the relevant references including abstracts into Endnote and a text file. Import the references including abstracts into Nvivo. Import the text file into Vosviewer. You should use at least 400 abstracts. Create a concept map in Vosviewer and explore the clusters and the concepts. Create a preliminary code/node structure based on the concepts that “catch” your attention and trigger your interest. Use this node structure to start the exploration of the abstracts in more detail in Nvivo. Use at least the following features of NVivo:

Create folders for data sources if necessary

Create folders for the node structures. You should have at least two folders

o Preliminary node structure inspired by vosviewer

o Refined node structure (this will emerge from the combination of the preliminary structure and the data analysis)

Use both the source classification sheet and nodes to code the data.


Define some relationships (if applicable) and create a visual representation of your coding (i.e. create a model).

Write up your findings in a brief report. Don’t forget to provide a project background (see instructions above) including some research questions and information about which academic articles you used to base your preliminary nodes on. Include a visual representation in the write-up (model).

Option 3: Explore your own data Analyse your own data in Nvivo. You will need to introduce your project in the write-up document. What is the research problem? What are the research questions? Write a proper introduction like you would in your thesis, just shorter. Write a brief methods section outlining your research design and data analysis procedure. Include a description of your Nvivo project design (refer to the Nvivo project design framework below to get you started). If you conducted interviews, also include your interview guide in the appendix. Use at least the following features of NVivo:


Create folders for different data sources

Create folders for different node structures

Create and use memos

Import different data sources into the created folders

Create a node structure. You will have to explain in the write-up part of this assignment how your node structure evolved during your data analysis (i.e. what analysis method did you use: grounded theory, template analysis, etc.)

Create classification sheets for both your sources (source classification sheet) and for selected nodes (node classification sheet), for example your interviewees.


Define relationships if applicable and create a visual representation of your coding (i.e. create a model).

Write up your findings in a brief report. Include a visual representation in the write-up (model).

Title: Case Study Research: Method and Methodology (BMAN 80020)

Credit Rating: 5


Delivery: (semester 1, 2 or both etc) 2

Tutor(s): Prof Robert Scapens

NOTE: all students registered for this course will be required to attend both sessions and to take part in the group work (described in the Teaching and Learning Methods section below). There will be pre-reading assigned for this group work, along with other pre-reading. The group work is not assessed and a separate piece of assessed worked will be required from students who elect to be assessed on this course – see Assessment section below.

Aims:

Case studies are increasingly being used in many areas of business and management research, and it is widely recognised that case research can be powerful in developing, modifying and extending theory in both exploratory and explanatory research designs. However, there can be misunderstanding of the methodological underpinnings of research using case studies. Different methodological perspectives can use case studies in quite different ways. For example, the role of case studies in positive research is quite different to their use by interpretive researchers.

This course focuses on the methodological underpinnings of case study research and the roles of case studies in different methodological traditions within the diverse fields of business and management. Examples will be provided of both positive and interpretive case studies. Categorisations of different methodological bases of case studies will be discussed, and the use of theory in case study research will be explored. In addition, the course will cover the characteristics of good case research design and ways of constructing ‘convincing’ case studies.

Learning Outcomes:


o Understand how case study research methods are used within different methodologies. o Understand the different uses of case studies in different areas of business and

management research. o Design and analyze case studies. o Critique existing case study research papers.

Content:

o The diverse uses of case studies in different research methodologies o What is meant by ‘case study’ and ‘case study research’ and when it is an appropriate

choice of research design – what are the implications of choosing a case study design? o Examining different uses of case studies in business and management research, and

critiquing case study research designs. o Issues of validity, reliability and generalization. o Practical issues of case study research for doctoral projects. o Weaknesses in case study design. o Critiquing existing case research papers.


The course will comprise two separate half days. The first meeting will be primarily lectures on methodological issues and the methods of case research. At the end of this meeting the group work will be outlined and the groups allocated.

Between the two meetings each group will be required to prepare a presentation critiquing an existing case study research paper. These critiques will be presented at the second meeting, and there will be a general discussion about what has been learned from these critiques. Pre-reading of upto five case study research papers (and other pre-reading - 2 papers and 2 book chapters) is a requirement for the course. The readings will be advised about one month before the course.


Participants will select a case study research paper from their own areas and critically evaluate the way in which the case study is used. They will be expected to outline the methodological perspective adopted in the paper, summarise the research questions, explain how the case study is used to address those questions, discuss how theory is used in the case, and assess issues of validity, reliability and generalization.

The length of the critique should not exceed 1500 words; so clarity of analysis and conciseness of presentation are essential.


The following two papers, which will be discussed during the lectures, must be read before the course:

Merchant, K.A., and Riccaboni, A., Performance-based Management Incentives in the Fiat Group: A Field, Management Accounting Research, Vol.1 No.4, December 1990, pp.281-303.

Scapens, R.W. and Roberts, J. Accounting and Control: A Case Study of Resistance to Accounting and Change, Management Accounting Research, Vol.4 No.1, March 1993, pp.1-32.

Other pre-reading will be advised about one month before the course.

The following readings provide additional background – other readings will be provided during the course:

Scapens, R. W., (2004), "Doing Case Study Research", in Humphrey, C. & B Lee (Eds), The Real Life Guide to Accounting Research, Elsevier, pp. 257-279. See also other chapters in this book.

Yin, R.K., (2009) Case Study Research: Design and Methods, Fourth Edition, London: Sage

Learning hours:

Activity

Hours allocated


Tutorials n/a

Private study 23

Directed reading 15

Total hours 50


Optional Assessment for Feedback Purposes Only:


Critique of case study research paper

1,500 words maximum

100%

Title: Advanced Survey Design (BMAN80181)

Credit: 5

Level: PG

Delivery: Semester 1, 2016 – 2017

Tutor(s): Dr. Charles C. Cui (e-mail: [email protected])

Aims:

This course aims to introduce:

The process and issues in designing survey research (a quantitative method).

Developing research theories and setting up the survey design.

Principles and techniques for conceptualising research constructs and models.

Techniques and procedures for developing measurement scales.

Procedures and remedies for dealing with method bias/variance.

Crucial issues and techniques for questionnaire design and web-based survey (Qualtrics)

Crucial issues and techniques in sampling.

Procedures and methods for data collection.

Issues and techniques in reporting survey research.

Learning Outcomes:

On completion of this unit students are expected to be able to:

present epistemological justifications for the application of survey design;

present well defined research constructs/concepts and research models;

design a survey plan;

design and develop measurement scales;

design a questionnaire (paper-and-pencil and Web-based forms) with solutions to minimising method bias/variance;

select appropriate sampling methods;

code responses from the survey into a database for analysis;

articulate survey analysis issues, results and interpretations of the results.

Content:

Survey design, conceptualisation of research constructs, measurement scale development, questionnaire design, survey instrument translation, solutions to method bias, Web-survey design with Qualtrics, pilot test, sampling, administration and data entry, procedural issues in survey data analysis, interpretations of survey analysis results.

Teaching and Learning Methods:

Workshops comprising lectures and group work.

Reading List:

Textbooks:

Mitchell, Mark L. and Jolley, Janina M. (2012), Research Design Explained, International ed. of 8th revised edition, Wadsworth CENGAGE Learning.

De Leeuw, Edith D.; Hox, Joop J.; and Dillman, Don (2008), International Handbook of Survey Methodology, Routledge. Paperback ISBN: 9780805857535.

Groves, Robert M.; Fowler, Floyd J., Jr.; Couper, Mick P., Lepkowski, James M.; Singer, Eleanor; Tourangeau, Roger (2009), Survey Methodology, 2nd Edition, Wiley, Paperback ISBN: 978047046546-2.

Fowler, Floyd J, Jr. (2009), Survey Research Methods, 4th Edition, Sage Publications, Inc. Paperback ISBN: 9781412958417.

De Vaus, David (2001), Surveys in Social Research, 5th Edition, Routledge. Paperback ISBN: 9780415268585.

De Vellis, Robert F. (2012), Scale Development: Theory and Applications, 3rd Edition, SAGE Publications, Inc. Paperback ISBN: 9781412980449.

Blair, Johnny; Czaja, Ronald F.; and Blair, Edward A. (2014), Designing Surveys: A Guide to Decisions and Procedures, Sage Publications, Inc.

Journal articles:

Forza, Cipriano (2002), “Survey research in operations management: a process-based perspective”, International Journal of Operations & Production Management, 22(2), 152-194.

MacKenzie, Scott B.; Podsakoff, Philip M.; and Podsakoff, Nathan P. (2011), “Construct measurement and validation procedures in MIS and behavioral research: Integrating new and existing techniques”, MIS Quarterly, 35(2), 293-334.

Malhotra, Manoj K. and Grover, Varun (1998), “An assessment of survey research in POM: from constructs to theory”, Journal of Operations Management, 16, 407-425.

Pinsonneault, Alain and Kraemer, Kenneth L. (1993), “Survey research methodology in management information systems: an assessment”, Journal of Management Information Systems, 10(2), 75-105.

Podsakoff, Philip M.; MacKenzie, Scot B.; and Podsakoff, Nathan P. (2012), “Sources of method bias in social science research and recommendations on how to control it”, Annual Review of Psychology, 63, 539-569.

Rindfleisch, Aric; Malter, Alan J.; Ganesan, Shankar; and Moorman, Christine (2008), “Cross-sectional versus longitudinal survey research: Concepts, findings, and guidelines”, Journal of Marketing Research, 45, 261–279.

Learning Hours:



Tutorials n/a

Private study 43

Directed reading As shown in the lists of textbooks and articles.

Total hours 50

Other activities


Within the contact hours there will be some group work exercises.

Assessment (for Mres students) An individual assignment of a survey plan (in the form of a research proposal, essay style) in 2600-3000 words excluding references and appendices. Instructions on the contents and criteria will be available at the beginning of the course.

Title: Mixed Methods Approaches in Management and Organization Studies (BMAN 80352)

Credit Rating: 5



Tutor(s): Prof Sven Modell

Aims:

The aim of the course is to provide an overview and understanding of mixed methods research approaches in management and organization studies, especially research combining qualitative and quantitative modes of data collection and analysis.

Learning Outcomes:


o Assess the relative merits and limitations of various mixed methods approaches. o Understand which mixed methods approaches are relevant for exploring different types of

research questions. o Apply mixed methods approaches in empirical research projects.

Content:

The contents of the course focus on field-based mixed methods approaches involving various combinations of qualitative and quantitative data collection and analysis techniques (mixed methods approaches involving experimental or laboratory-based methods will not be covered). A variety of such approaches have gained in popularity over the past decade. Among the more important of these are:

1. Triangulation between survey- and case study-based methods, involving multiple theoretical perspectives. 2. Cross-sectional field studies combining structured qualitative analysis with quantitative methods across medium-sized samples. 3. Case survey methodology relying on coding and statistical analysis of patterns across existing cases studies of specific themes. 4. Meta-triangulation, or inter-paradigmatic approaches based on theories and methods rooted in distinctly different philosophical assumptions. Each of these approaches will be covered in sufficient depth for the students to familiarize themselves with their main strengths and weaknesses. Particular attention will then be paid to (1), which constitutes the dominant mode of mixed methods research in management and organization studies. The course will also address some of the philosophical critiques and debates surrounding mixed methods research in the social sciences and provide an insight into the philosophical approaches available for dealing with such challenges (e.g., pragmatist philosophy, critical realism) and how these may be applied as a basis for such research.


Seminars, group exercises and student presentations/discussions.


Blaikie, N.W.H. (1991) A critique of the use of triangulation in social research, Quality and Quantity, 25, 115-136. Brewer, J. and Hunter, A. (1989/2005) Multimethod Research: A Synthesis of Styles, Thousand Oaks: Sage. Larsson, R. (1993) Case survey methodology: quantitative analysis of patterns across case studies, Academy of Management Journal, 36, 1515-1346. Lewis, M.W. and Grimes, A.J. (1999) Metatriangulation: building theories from multiple paradigms, Academy of Management Review, 24, 672-690. Lillis, A.M. and Mundy, J. (2005) Cross-sectional field studies in management accounting research – closing the gap between surveys and case studies, Journal of Management Accounting Research, 17, 119-141. Modell, S. (2005) Triangulation between case study and survey methods in management accounting research: an assessment of validity implications, Management Accounting Research, 16, 231-254. Modell, S. (2009) In defence of triangulation: a critical realist approach to mixed methods research in management accounting, Management Accounting Research, 20, 208-221. Modell, S. (2010) Bridging the paradigm divide in management accounting research: the role of mixed methods approaches, Management Accounting Research, 21, 124-129. Wolfram Cox, J. and Hassard, J. (2005) Triangulation in organizational research: a re-presentation, Organization, 12, 109-133.

Learning hours:

Activity

Hours allocated


Tutorials

Private study 38

Directed reading

Total hours 50




Individual essay. 100%

Title: Reviewing and Evaluating Manuscripts BMAN80432

Credit Rating: 5


Delivery: (semester 1, 2 or both Semester 3

etc)

Tutor(s): Prof Rudolf R Sinkovics Dr Noemi Sinkovics

Aims: o To introduce students to the topics of peer-reviewing, manuscript

evaluation, scholarly feedback and mentoring. o To sharpen skills of critical reading and analysis of scholarly writings, in

relation to their own doctoral work, that of peers and academic articles more generally.

o To develop within students an appreciation of the merits of (peer-review) feedback and how to constructively utilise this as an aid to make a scholarly contribution.

Learning Outcomes: On completion of this unit successful students will be able to:

o Demonstrate an awareness and an understanding of the elements involving scholarly manuscript reviews and manuscript evaluation for management researchers

o Assess their own work and that of peers through the lens of generic evaluation criteria

o Identify a “contribution” and how to provide constructive feedback and input for quality improvements thereof

Content: This unit will select aspects of the art and science of reviewing, an essential albeit sometimes possibly flawed element in the production of knowledge. Topics include:

o Reviewing as a vital professional service, when to review and when not to review?

o Fundamentals and practice of reviewing, fairness and other key criteria o Reviewing (your own/someone’s) PhD, for conferences, for academic

journals o Providing constructive and workable feedback.

Teaching and learning methods: The course follows a workshop format where students are firstly introduced to a range of issues regarding manuscript reviewing and evaluations, and then encouraged to apply this on a set of real examples. For these I will use examples of my own successful/unsuccessful manuscripts and reviews for top-tier journals


Pre-reading (to be prepared for first class, detailed syllabus is distributed upon registration)

Linton, Jonathan D. (2010), "Determining fit between research and journal with only two words--some advice for young researchers on publishing and reviewing," Technovation, 30 (11-12), 551-553. (DOI: 10.1016/j.technovation.2010.09.001). Lepak, Dave (2009), "Editor's Comments: What Is Good Reviewing?," Academy of Management Review, 34 (3), 375-381.

Further reading (selection)

Baruch, Yehuda, Sherry E. Sullivan, and Hazlon N. Schepmyer (2006), Winning Reviews: A Guide for Evaluating Scholarly Writing. Basingstoke, UK: Palgrave Macmillan. Campion, Michael A. (1993), "Article Review Checklist: A Criterion Checklist for Reviewing Research Articles in Applied Psychology" Personnel Psychology, 46, 705-718. Carpenter, Mason A. (2009), "Editor's Comments: Mentoring Colleagues in the Craft and Spirit of Peer Review," Academy of Management Review, 34 (2), 191-195. Clark, Timothy, Steven W. Floyd, and Mike Wright (2006), "On the Review Process and Journal Development," Journal of Management Studies, 43 (3), 655-664. Kilduff, Martin (2007), "Editor's Comments: The Top Ten Reasons Why Your Paper Might Not Be Sent out for Review," Academy of Management Review, 32 (3), 700-702.

Learning hours:


Staff/student contact 9 (3 sessions, 3 hours each)

Tutorials

Private study 41

Directed reading

Total hours 50


Assessment:

Assessment activity Length required Weight

Reviews on two manuscripts, a. a journal article,

5 to 10 pages each, depending on the nature of the manuscript

50%

b. a draft PhD manuscript from a peer

Written response to one review 5 to 10 pages 50%

This is an elective course, thus the assignment are an integral part of the learning objectives of this course, rather than an assessment mechanism that results in credits. There is no point in attending this course by simply “sitting in”. If you wish to sharpen your skills in critically reviewing your own work, or the work of peers, the assignments are a crucially important step towards this goal. You will be provided with numerical feedback scores on the tasks.

Students are working in groups to develop reviews on specific journal articles.

The reviewing assignment of a PhD manuscript is an individual task.

Assessment deadline: TBC (approx. 4 weeks after last course session).

Schedule Session // Date // Time // Room // Lecturer // (Topics) 1 // Thu 09 Mar 2017 // 10:00-13:00 // Room_tbc // RS & NS // 2 // Thu 27 Apr 2017 // 10:00-13:00 // Room_tbc // NS // 3 // Thu 18 May 2017 // 10:00-13:00 // Room_tbc // NS // RS, v20150219

THE UNIVERSITY OF MANCHESTER

MANCHESTER BUSINESS SCHOOL

Academic Year: 2016/17 Course Unit Title: SEM Course Unit Code: BMAN80502 Programme Titles: Doctoral Training Programme Course Co-ordinator: Dr Paul Irwing Room D4, Ext: 63419 Email: [email protected] Semester: Semester 2 Credit Rating: 5 credits Pre-requisites: Students on this course must also have completed the prior

courses on factor analysis and multiple regression Aims: Most quantitative studies in business involve the measurement of multiple latent variables at either one or multiple points in time. Currently, the most widely accepted analyses of such data depend on structural equation models of various types, the most basic of which are confirmatory factor models and path models. This course will introduce students to such models and provide them with the practical skills to analyze such models in Amos. Intended Learning Outcomes: On completion of this unit successful participants will be able to:

Understand the basic principles of structural equation modelling

Carry out a confirmatory factor analysis

Test simple path models

Acquire a basic mastery of SEM as implemented in Amos

Apply these basic principles to publishable data sets

Know how to report SEM analyses in journal style

Curriculum Content:

Sample and model implied covariance matrices


Classical test theory

Confirmatory factor analysis and the concept of latent variables

Path models

Fit statistics and cut-off criteria

Writing up SEM analyses in journal style Teaching and Learning Methods The basic material will be presented in lectures. Detailed notes will be supplied in addition to Powerpoint slides. The students will be provided with a work book explaining in detail how to carry out different SEM analyses in Amos applied to real data. There will be guidance on how to write up SEM analyses. Students will work in groups, and there will be feedback on this groupwork in class in order to ensure mastery of the material. Learning Hours

Activity

Hours allocated


7 hours, 4 hours practical

Tutorials

Private study

43 hours

Directed reading

Total hours

50


About 4 hours of the class session will involve practical supervised data analysis applying a variety of SEM models using Amos to data supplied by the lecturer.



This will comprise a write up of the class exercises in the form of a journal article. The full coursework will comprise a joint report for the factor analysis, multiple regression and

3,500 words 100%

SEM courses. Approximately 1,500 words are required for each course, but due to some rewriting the total length of the coursework should be about 3,500 words.

Assignment The assignment involves a partial write up of the findings from the Work Pressures Survey. Details of the data set have been provided in class. Broadly, the task is to construct a model of turnover based on evidence from research literature and to test that model using factor analysis, multiple regression using the data set provided. Relevant literatures would include; (1) Turnover models. (2) Psychological contract/justice. (3) Empowerment. (4) Work/Family Conflict. (5) Organisational Commitment. (6) Integrative models of (1)-(5).

Some useful references are provided in “Checklist – 2012”, however these will need to be supplemented with your own literature search of the most up-to-date articles, and those relevant to your specific hypotheses. Please incorporate into this report, your previous report on factor analysis and multiple regression so that the report as a whole is complete. For the structural equation modelling coursework you are asked to write:

1. Results of SEM – 750 words. 2. Discussion – 750 words. This should be a rewrite of the discussion originally

provided for factor analysis and multiple regression. You may include any previous material, but the discussion must represent an integrated view based on the factor analysis, multiple regression and SEM results.

Be aware that the greater weight of marks is attached to the results section. Details of the overall structure of the report are contained in a separate document, “Checklist – 2012”. Please note that although this checklist provides some guidance on the method section, nevertheless a method section is not required. The assignment should be handed in to the postgraduate office not later than Monday, 6th May 2013 by 4.00 pm. Evaluation and Feedback

The Course is reviewed annually. Student feedback is welcome at any stage. A group discussion is held at the end of the Course and written feedback will be collected from students on an individual basis. If you wish to discuss progress, course content or any other relevant issues, contact us in person, by internal mail or by telephone. READING RECOMMENDED TEXTS Hair, J. F., Jr., Black, W. C., Babin, B.J., & Anderson, R. E., (2006). Multivariate Data Analysis, 7th Ed. Upper Saddle River, NJ: Prentice-Hall. Blunch, N. J., (2008). Introduction to structural equation modelling using SPSS and Amos. Thousand Oaks, CA: Sage. Byrne, B. (2009). Structural equation modelling with AMOS: Basic concepts, application and programming, 2nd Ed. New York, NY: Routledge. Underlying theory - Introductory Kline, R. B. (2005). Principles and Practice of Structural Equation Modelling. London: The Guilford Press. Loehlin, J. (2004). Latent Variable Models: An Introduction to Factor, Path and Structural Equation Analysis. Lawrence Erlbaum Associates. Underlying theory – Advanced Bollen, K. A. (1989). Structural Equations with Latent Variables. New York: Wiley. Selected References Analysis strategies Anderson, J. C., & Gerbing, D. W. (1988). Structural equation modelling in practice –

A review and recommended 2-step approach. Psychological Bulletin, 103, 411-423.

Jöreskog, K. G. (1993). Testing structural equation models. In K. A. Bollen & J. S. Long (Eds.), Testing structural equation models (pp. 294-316). London: Sage.

Tomarken, A. J., & Waller, N. G. (2003). Potential problems with “well fitting” models. Journal of Abnormal Psychology, 112, 578-598.

Estimation Flora, D. B., & Curran, P. J. (2004). An empirical evaluation of alternative methods of

estimation for confirmatory factor analysis with ordinal data. Psychological Methods, 4, 466-491.

Fit Hu, L.T., & Bentler, P.M. (1998). Fit indices in covariance structure modeling:

Sensitivity to underparameterized model misspecification. Psychological Methods, 3, 424–453.

Hu, L.T., & Bentler, P. M. (1999). Cut-off criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling, 6, 1–55.

Marsh, H. W., Hau, K.-T., Grayson, D. (2005). Goodness of fit in structural equation models. In A. Maydeu-Olivares & J. J. McCardle (Eds.), Contemporary psychometrics: A festshrift for Roberick P. McDonald (pp. 275-340). Mahwah, NJ: Erlbaum.

Schermelleh-Engel, K., Moosbrugger, H., & Muller, H. (2003). Evaluating the Fit of Structural Equation Models: Tests of Significance and Descriptive Goodness-of-Fit Measures. Methods of Psychological Research, 8, 23-74.

Yuan, K.-H. (2005). Fit indices versus test statistics. Multivariate Behavioral Research, 40, 115-148.

Parcelling Little, T. D., Cunningham, W. A., Shahar, G., & Widaman, K. F. (2002). To Parcel or

Not to Parcel: Exploring the Question, Weighing the Merits. Structural Equation Modeling, 9, 151-173.

Item level factor analysis Wirth, R. J., & Edwards, M. C. (2007). Item factor analysis: Current approaches and future

directions. Psychological Methods, 12, 58-79.

MANCHESTER BUSINESS SCHOOL BMAN80542 – INTRODUCTION TO QUALITATIVE DATA ANALYSIS WITH NVIVO

1 Instructor

Dr. Noemi Sinkovics

Office: MBS East F13 Tel: +44 (0)161 275 6492 E-mail: [email protected]

2 Course Background and Objectives

In recent years, qualitative research and the use of computer-assisted qualitative data analysis software (CAQDAS) have gained growing recognition. The purpose of this course is to familiarise students with a specific software package (QSR NVivo 10), which integrates a wide range of tools and enables researchers to link theory and data to produce rich insights and in-depth interpretations. Please note that there is an optional assignment for this course.


• Understand the advantages and limitations of using CAQDAS throughout their research project

• Explore and code generic qualitative (textual, visual, audio and video) data in NVivo

• Determine the applicability of CAQDAS for their own research project and consider strategies to represent and explain the data analysis process in their theses

Please note that this course is aimed at PhD students and MPhil/MRes students who have no previous experience of NVivo. The course focuses on explanation and demonstration of underlying methods and principles of the software, rather than application to the students’ specific topics.

3 Schedule

3.1 Day 1 (7th March 2015, 3.59 Williamson Building, 13:00-17:00)

Topics

Introduction and course overview

Managing qualitative data with NVivo

Introduction to qualitative data analysis

What is an NVivo project?

Getting started with NVivo

Creating and working with projects

Importing sources (text, audio, video, images)


Working with variable type data such as demographics

3.2 Day 2 (8th March 2015, 3.59 Williamson Building, 13:00-17:00)

Topics

Starting the analysis processes in NVivo

Coding, linking and annotations

Developing a coding scheme (template analysis), topic coding

Classifications and attributes

Setting up your own project and Q&A

4 Using NVivo for your own purposes

The Faculty of Humanities and thus MBS has a site license for the software, see http://remote.mbs.ac.uk/software/

You should also make use of the detailed online tutorials that can be found at: http://www.qsrinternational.com/support_tutorials.aspx?page=1

5 Supplementary readings

Bazeley, P. (2013). Qualitative Data Analysis with NVivo. 2nd

ed. London: Sage.

Bazeley, P and Richards, L. (2000). The Nvivo Qualitative Project Book. London: Sage.

Bringer, J. D., L. H. Johnston, et al. (2004). Maximizing Transparency in a Doctoral Thesis: The Complexities of Writing About the Use of QSR*NVIVO Within a Grounded Theory Study. Qualitative Research 4(2): 247-265.

DiGregorio, S. (2000). Using NVivo for your Literature Review. Strategies in Qualitative Research: Issues and Results from Analysis Using QSR NVivo and NUD*IST. Institute of Education, London - 29-30 September 2000.

Gilbert, L. S. (2002). Going the distance: 'closeness' in qualitative data analysis software. International Journal of Social Research Methodology 5(3): 215-228.

Lindsay, V. J. (2004). Computer-assisted Qualitative Data Analysis: Application in an Export Study. Handbook of Qualitative Research Methods for International Business. Eds: Marschan-Piekkari, R. and Welch, C. Cheltenham: Edward Elgar: 468-506.

Richards, L. (2005). Handling qualitative data - A practical guide. London: Sage.

Séror, J. (2005). Computers and Qualitative Data Analysis: Paper, Pens, and Highlighters vs. Screen, Mouse, and Keyboard. TESOL Quarterly 39(2): 321-328.

Sinkovics, R. and Alfoldi, E. (2012). Progressive focusing and trustworthiness in qualitative research: The enabling role of computer-assisted qualitative data analysis software (CAQDAS). Management International Review, 52(6): 817-845.

Sinkovics, R. R., E. Penz, et al. (2008). Enhancing the Trustworthiness of Qualitative Research in International Business. Management International Review 48(6): 689-714.

Weitzman, E. A. (2003). Software and qualitative research. Collecting and interpreting qualitative materials. N. K. Denzin and Y. S. Lincoln. Thousand Oaks: Sage. 310-339.

Wickham, M. and M. Woods (2005). Reflecting on the strategic use of CAQDAS to manage and report on the qualitative research process. The Qualitative Report 10(4): 687-702.

http://remote.mbs.ac.uk/software/

http://www.qsrinternational.com/support_tutorials.aspx?page=1

COURSE UNIT OUTLINE 2016/17

Title: Meta Analysis

Credit Rating:


Delivery: (semester 1, 2 or both etc)

2

Tutor(s): Professor Dieter Zapf

Aims:

Meta-analysis provides estimates of population parameters based on aggregating data from all known extant studies. Meta-analysis provides population estimates which are in principle corrected for study and measurement artefacts. Because meta-analysis does provide more accurate estimates than are obtainable from single studies, meta-analysis has had a revolutionary effect in many fields including business, social science and medicine. The aim of this course is to introduce students to the basic principles and practice of meta-analysis.

Learning Outcomes:


Know the difference between meta-analysis and narrative reviews

Understand the key concepts in secondary data analysis using meta-analysis

Have a basic understanding of how to perform a meta-analysis

Have a knowledge of the key formulas of meta-analysis

Understand how to test for moderators

Understand how to use regression in order to assess the importance of potential moderator variables

Have a knowledge of typical mistakes in meta-analysis and how to avoid them

Content:

What a meta-analysis is, and how to perform one Example meta-analyses The key differences between meta-analysis and narrative reviews The difference between psychometric and Glass’s meta-analysis

Typical measures of effect size, the correlation and Cohen’s d. The difference between fixed-effect and random-effects models How to use meta-analysis programs to compute effect sizes, perform a

simple analysis, and create forest plots Common mistakes in meta-analysis, and how to avoid them

o Mistakes in choosing between fixed-effect and random-effects models o Mistakes in understanding why a meta-analysis appears to conflict

with a clinical trial o Mistakes in using Vote-counting o Mistakes in the goals of meta-analysis

How to quantify and interpret heterogeneity

How to compare the effect size in subgroups of studies How to use regression to assess the relationship between covariates and

effect size Common mistakes in meta-analysis, and how to avoid them

o Mistakes in interpreting indices of heterogeneity o Mistakes in choosing between fixed-effect and random-effects models

for subgroups-analysis and meta-regression

How to work with studies that report effects for two (or more) independent subgroups

How to work with studies that report effects for two (or more) outcomes or time-points

How to work with studies that compare two (or more) treatments to a common control group

How to decide whether or not it makes sense to perform a meta-analysis How to assess the potential impact of publication bias How to perform a meta-analysis using studies that employed different

designs (matched groups vs. independent groups), formats (some reported means, others reported t-tests) or outcomes (some worked with means, others with risks).

Common mistakes in meta-analysis, and how to avoid them o Mistakes in working with multiple outcomes from the same sample o Mistakes in interpreting publication bias


This course will be taught by lecture and demonstration.


Lipsey, M. W., & Wilson, D. B. (2001). Practical Meta-Analysis. Thousand Oaks: CA.

Borenstein, M., Hedges, L. V., Higgins, J. P. T., & Rothstein, H. R. (2009). Introduction to Meta-analysis. Chichester, west Sussex: Wiley. Hunter, J. E., & Schmidt, F. L. (2004). Methods of meta-analysis: Correcting error and bias in research findings. Thousand Oaks, CA: Sage.

Learning hours:

Activity

Hours allocated


4 hours

Tutorials

Private study

Directed reading

Total hours


Assessment:


None

Preferred Session Dates

TBC

Session Times

Start: 10 am

End: 3 pm

Please state any specific software/equipment

Normal teaching room. PowerPoint presentation required, plus design of room to be flexible to allow ease of discussion, e.g. movable chairs that can be arranged in circle, as opposed to fixed-seating lecture hall.

Please state maximum number of students for this course unit

40


Title: Multilevel Modelling in Mplus

Credit Rating: 10



Tutor(s): Dr. David Hughes, Prof. Paul Irwing

Pre-requisites: Students for this course must have completed prior courses in quantitative methods, structural equation modelling.

Aims:

Hierarchically clustered or multilevel data are commonplace in the social sciences, psychology, and business research generally. We are often interested in employees within teams, within departments, within organisations, within industries. We are also often interested in examining the interactions and influences across these levels. In order to appropriately model such data and test such models, specific multilevel methods are needed. This course is designed to provide an introduction to the application of multilevel models and aims to:

o Introduce students to the utility of multilevel modelling techniques. o Help students understand what types of data and designs are suitable for

multilevel analyses. o Provide students with a practical introduction to modelling multilevel data

within Mplus.

Learning Outcomes:

On completion of this unit successful students will be able to: o Demonstrate an understanding of what multilevel models are. o Identify when and where multilevel modelling should be used. o Identify and discuss the strengths and weaknesses of different multilevel

modelling approaches (multilevel regression and latent variable models). o Use the above knowledge to design research that is appropriate for

multilevel study. o Specify, run and interpret a latent variable multilevel model within Mplus.

Content:

Indicative content

o An introduction to hierarchically structured and nested data – the motivation for multilevel models.

o The theoretical backdrop to multilevel models.

o Assumptions, restrictions and limitations of multilevel models. o The use of the intra class correlation coefficient in order to aid decisions

regarding which effects to estimate (e.g. multilevel, cross level). o Multilevel regression models.

o Univariate multilevel model example. o Multivariate multilevel model example.

o Comparison of multilevel, random effect mixed linear, and SEM approaches.

o Power analysis for multilevel models. o Estimation of multilevel models. o Assessing the fit of multilevel models. o Multilevel exploratory and confirmatory factor analysis. o Multilevel path analysis. o Multilevel structural models with latent variables. o Multilevel mediation analysis. o Multilevel reliability estimation.


Both didactic (lecture, group work, discussion) and experiential (specifying, running, and interpreting a multilevel model) methods will be used to facilitate learning and skill acquisition. The basic material will be presented in lecture format. A pack of PowerPoint slides and detailed notes guiding students through the practicalities of multilevel modelling will be supplied. There will be guidance on how to write-up multilevel analyses. Students will work in groups, and there will be feedback on this group work given in class in order to ensure understanding of the material.


Gorard, S. (2003). What is multi-level modelling for? British Journal of Educational Studies, 51, 46-63

Heck & Thomas (2015) An Introduction to Multilevel Modeling Techniques: MLM and SEM Approaches Using Mplus, Third Edition.

Hox, J. (2002).Multilevel analysis: techniques and applications, Mahwah, NJ, Lawrence Erlbaum

Mplus website: http://www.statmodel.com/

Preacher, K.J., Zyphur, M.J., & Zhang, Z. (2010). A General Multilevel SEM Framework for Assessing Multilevel Mediation, Psychological Methods, 15, 209-233 Learning hours:

Activity

Hours allocated


12 hours, 8 hours practical

Tutorials

Private study

60 hours

Directed reading

Total hours

100


Assessment:

Assessment activity Length required Weighting within unit To write a scientific journal style report of the multilevel model estimated within the session consisting of a brief introduction, method and discussion and a thorough results section.

2,000-3,000 100%

Preferred Session Dates

Consecutive Wednesday and Thursday in March or April

Session Times

Start: 10.00 a.m.

End: 5.00 pm

Please state any specific software/equipment

This course requires SPSS and Mplus software. It must, therefore be in Crawford House Computer Cluster, 1.12, because this is the only cluster with this software installed.

Please state maximum number of students for this course unit

40

MANCHESTER BUSINESS SCHOOL ADVANCED QUALITATIVE ANALYSIS USING NVIVO

6 Instructor

Dr. Noemi Sinkovics

Office: MBS East F13 Tel: +44 (0)161 275 6492 E-mail: [email protected]

7 Course Background and Objectives

The purpose of this workshop is to further deepen students’ understanding and application of the QSR NVivo software for qualitative research. The workshop combines a discussion of underlying principles, demonstration of the software and hands-on application to the students’ own research. Students attending this course should either have attended the “Introduction to Qualitative Data Analysis with NVivo course”, or familiarised themselves with the software through self-study (see http://www.qsrinternational.com/support_tutorials.aspx).

8 Schedule

8.1 Day 1 (19th April 2016, 2.2 Bridgeford Street, 13:00-17:00)

Topics

Recap project setup

Working with different data sources (more advanced)

Creating and modifying node structures

Creating external sources to represent data

Using text analysis tools incl. text search and word frequency queries

More about exploration, coding, linking and grouping data

Write up

Exporting project items

8.2 Day 2 (29th April 2016, 2.1 Bridgeford Street, 13:00-17:00)

Topics

Work with your own data

Q&A and personalised advice



9 Using NVivo for your own purposes

The Faculty of Humanities and thus MBS has a site license for the software, see http://remote.mbs.ac.uk/software/

You should also make use of the detailed online tutorials that can be found at: http://www.qsrinternational.com/support_tutorials.aspx

10 Supplementary readings

Bazeley, P. (2013). Qualitative Data Analysis with NVivo. 2nd

ed. London: Sage.

Bazeley, P and Richards, L. (2000). The Nvivo Qualitative Project Book. London: Sage.

Bringer, J. D., L. H. Johnston, et al. (2004). Maximizing Transparency in a Doctoral Thesis: The Complexities of Writing About the Use of QSR*NVIVO Within a Grounded Theory Study. Qualitative Research 4(2): 247-265.

DiGregorio, S. (2000). Using NVivo for your Literature Review. Strategies in Qualitative Research: Issues and Results from Analysis Using QSR NVivo and NUD*IST. Institute of Education, London - 29-30 September 2000.

Gilbert, L. S. (2002). Going the distance: 'closeness' in qualitative data analysis software. International Journal of Social Research Methodology 5(3): 215-228.

Lindsay, V. J. (2004). Computer-assisted Qualitative Data Analysis: Application in an Export Study. Handbook of Qualitative Research Methods for International Business. Eds: Marschan-Piekkari, R. and Welch, C. Cheltenham: Edward Elgar: 468-506.

Richards, L. (2005). Handling qualitative data - A practical guide. London: Sage.

Séror, J. (2005). Computers and Qualitative Data Analysis: Paper, Pens, and Highlighters vs. Screen, Mouse, and Keyboard. TESOL Quarterly 39(2): 321-328.

Sinkovics, R. and Alfoldi, E. (2012). Progressive focusing and trustworthiness in qualitative research: The enabling role of computer-assisted qualitative data analysis software (CAQDAS). Management International Review, 52(6): 817-845.

Sinkovics, R. R., E. Penz, et al. (2008). Enhancing the Trustworthiness of Qualitative Research in International Business. Management International Review 48(6): 689-714.

Weitzman, E. A. (2003). Software and qualitative research. Collecting and interpreting qualitative materials. N. K. Denzin and Y. S. Lincoln. Thousand Oaks: Sage. 310-339.

Wickham, M. and M. Woods (2005). Reflecting on the strategic use of CAQDAS to manage and report on the qualitative research process. The Qualitative Report 10(4): 687-702.

http://remote.mbs.ac.uk/software/


Title: Elite interviewing with senior managers

Credit Rating: 5


Delivery: (semester 1, 2 or both etc) 2

Tutor(s): Andrew James

Aims:

To introduce research students to elite interviewing in a business and organizational

context, equipping them with skills to undertake elite interviews with senior managers

and to appreciate the strengths, weaknesses and challenges of the approach.

Learning Outcomes:


Provide a critique of elite interviewing as a research method Undertake an elite interview Be aware of the practical, methodological and ethical issues associated with elite

interviewing

Content:

Elite interviewing and examples of its use in research The strengths and weaknesses of elite interviewing Accessing elite interview subjects and the role of gatekeepers Conducting elite interviews Validity and reliability issues in elite interviewing Ethical issues in elite interviewing

Teaching and learning methods

The course will comprise two principle elements: 1. A one day taught session introducing the key issues related to elite interviewing; 2. A practical exercise in which each student will be expected to undertake an elite

interview – identifying and accessing the elite interviewee; conducting the elite

interview; and writing up their findings and reflections on the process.


Books:

G. Moyser & M. Wagstaffe, editors, Research methods for elite studies. London: Allen & Unwin Hertz, Rosanna & Jonathan B. Imber. 1995. Studying elites using qualitative methods.

Beverly Hills: Sage Publications.

Journal articles: Aberdach, JD and Rockman, BA (2002) “Conducting and coding elite interviews” PS Online, December: 673-676.. Berry, JM (2002) “Validity and reliability issues in elite interviewing”, PS Online, December: 679-682. Goldstein, K (2002) “Getting in the door: sampling and completing elite interviews” PS Online, December: 669-672. Hertz, R and Imber, JB (1993) “Fieldowrk in elite settings: introduction”, Journal of Contemporary Ethnography, 22 (1): 3-6. Ostrander, SA (1993) “’Surely you’re not in this just to be helpful’: access, rapport and interviews in three studies of elites”, Journal of Contemporary Ethnography, 22 (1): 7-27. Thomas, RJ (1993) “Interviewing important people in big companies”, Journal of

Contemporary Ethnography, 22 (1): 80-96

Learning hours:



Tutorials n/a

Private study 40

Directed reading

Total Hours 50

Other activities


Optional assessment


Mini-project and report 3,000 100%

Title: Knowledge Production and Justification in Business and Management Studies (Epistemology) (BMAN 80031)

Credit Rating: 15



Tutor(s): Prof. Laszlo Czaban

Aims:

This course of 1 lecture and 10 seminars is intended to familiarise doctoral students with the major philosophical and methodological issues involved in the production of valid knowledge in business and management studies. It focuses on the particular nature of business and management research in the context of general theories of scientific knowledge, such as logical positivism, critical rationalism and realism, and considers how the social and management sciences differ from the physical and biological sciences.

Learning Outcomes:

On completion of this unit successful students will be able to: By highlighting the methodological and theoretical assumptions of different approaches to business and management studies, the course aims to equip students with the understanding necessary to make informed and well reasoned choices in undertaking substantial research in these fields. In particular, the connections between different kinds of research strategies and philosophical approaches will be considered throughout the course.

Content:

After the initial lecture, the course consists of seminars organised around presentations by groups of students dealing with the topics listed under each heading on the basis of the prescribed reading. These presentations should summarise and criticise the main arguments of the authors in dealing with these topics. Each student will be involved in two presentations. Assessment will be based on two group presentations (10% each) and an essay to be completed after the end of the course (80%). A key text for the course is: Andrew Sayer, Method in Social Science, 2nd Edition, Routledge, 1992. Students might also find the following useful: Chalmers, A., What is this thing called Science? Fay, B., Contemporary Philosophy of Social Science. Hollis, M., The Philosophy of the Social Sciences. Maki, U., Fact and Fiction in Economics: Models, Realism and Social Construction, (Cambridge U P 2002). Additional material is available in the MBS Eddie Davies library. Session 1. Introductory Lecture: Knowledge Production and Justification in Business and Management Studies

Topics to be covered:

Varieties of scientific knowledge and their purposes; the nature of business and management studies as a set of different scientific fields and as bodies of knowledge, their relations to other social sciences and to managerial practices, differences between the natural and social sciences, positivism and critical rationalism, the failure of the empiricist research programme, the realist approach, the nature of social phenomena and social science, knowledge and practice in the social sciences. Session 2 (Group 1). Knowledge and Practice in Business and Management Studies

Presentation title: The Production and Practical Uses of Knowledge in Business and Management studies. Topics to be covered: Technocratic conceptions of the social sciences and their problems; the social sciences as policy sciences producing theories for coping; the modern sciences as reputational organisations and their varied audiences; business and management studies as particular kinds of reputational organisations; varieties of knowledge in business and management studies and the conditions of their practical uses; factors affecting the demand and supply of types of knowledge in business and management studies. Prescribed Reading: Fay, B., Social Theory and Political Practice, chapter 2. Rule, James (1997) Theory and Progress in Social Science, Cambridge University press, chapter 8. Van der Ven, Andrew (2007) Engaged Scholarship: A guide for organizational and social research, Oxford University Press, chapter 1. Whitley, Richard (1984) ""The Fragmented State of Management Studies: Reasons and Consequences", Journal of Management Studies, 21. 331-348. Whitley, Richard (2000) The Intellectual and Social Organization of the Sciences (second edition), Oxford U P. Introduction and chapter 1. Whitley, Richard (2008) "Varieties of Knowledge and their Use in Business and Management Studies," Organization Studies, 29 (4) Dominant Approaches in the Anglo-American Philosophy of the Natural Sciences Session 3 (Group 2). Logical Positivism as a Philosophical Research Programme Presentation title: The Nature and Purpose of the Logical Positivist Research Programme and its Problems. Topics to be covered: The goals of the Logical Positivist programme; the nature of its basic assumptions about reality, perception and knowledge in contrast to other philosophical approaches; the separation of the context of discovery from the context of justification; the verification principle of meaning and the rejection of metaphysics; logical positivist models of explanation and prediction; problems of the empirical base and the theory laden nature of facts and experience. Prescribed reading: Caldwell, B., Beyond Positivism, chapters 2, 3 Chalmers, A., What is this thing called Science? Chapters 2.3. Hands, D Wade (2001) Reflections without Rules: Economic Methodology and Contemporary Science Theory (Cambridge University Press), pages 70-88. Hollis, M., Philosophy of Social Science, chapters 2. 3. Stockman, N., Antipositivist Theories of The Sciences, chapter 1 Van der Ven, Andrew (2007) Engaged Scholarship, chapter 2. Session 4 (Group 3). Science as a System of Rational Criticism Presentation title: The Purpose, Assumptions and Problems of the Critical Rationalist Research Programme in the Philosophy of Science.

Topics to be covered: The problem of induction and Popper’s solution; the role of metaphysics in science and the demarcation principle; the logic of falsification and its problems; fallacies of affirming the consequent and denying the antecedent; the conventionalism of basic statements; the inadequacy of purely logical accounts of explanation; the nature and difficulties of ceteris paribus clauses; building theoretical arguments and the use of Toulmin’s model of argument. Prescribed reading: Chalmers, A., What is this thing called Science? Chapter 4. Hands, D. W. Reflections without Rules, pages 88-100, 275-286. Hollis, M., Philosophy of Social Science, ch. 4. Popper, K., Logic of Scientific Discovery, chs. 1, 4 & 5. Sayer, A., Method in Social Science, chs. 5, 7 and 8 Stockman, N., Antipositivist Theories of the Sciences, Ch. 2 Van der Ven, A., Engaged Scholarship, chapter 3. Session 5 (Group 4). Theories of Scientific Progress and the Epistemological Reconstruction of the History of Science Presentation title: Empiricist Theories of Scientific Progress, the Rationality of Scientists’ Choices and the Problems of Lakatos’ Methodology of Scientific Research Programmes. Topics to be covered: Grounds for claiming progress in science; rules for assessing competing theories; the degrees of verisimilitude and empirical content of scientific theories; problems of crucial experiments and demonstrating progress; criteria for assessing the rationality of scientific change and the selection of research programmes; the use of the history of science to support theories of knowledge. Prescribed reading: Chalmers, A., What is this thing called Science?, chapters 5,6 &7. Hands, D. W. Reflections without Rules, pages 286-303. Lakatos, I., "Falsification and the Methodology of Scientific Research Programmes", in Lakatos and Musgrave (eds), Criticism and the Growth of Knowledge. Popper, K., Conjectures and Reputations, Chs. 1, 10 Session 6 (Group 5). The Nature of Scientific Change and its Consequences Presentation title: Kuhn’s theory of scientific change, its major problems and implications for the relations between the History and Philosophy of Science. Topics to be covered: The Kuhnian model of scientific development, its assumptions and contradictions; the consequences of a revolutionary history of scientific change for theories of scientific progress; the role of philosophical theories in developing histories of the sciences; the failures of the empiricist programme in the philosophy of science and their implications for the production and justification of knowledge claims. Prescribed reading: Chalmers, A., What is this thing called Science? Ch 8. Hands, D. W. Reflections without Rules, pages 101-114. Kuhn, T.S., The Structure of Scientific Revolutions, Chs. 2-10. Kuhn, T. S., The Essential Tension (University of Chicago Press, 1977), chapters 9, 11 and 12. Session 7 (Group 1). The Realist Alternative Presentation title: The Purpose and Nature of the Realist Research Programme in the Philosophy of Science.

Topics to be covered: The purpose and assumptions of the Realist research programme in the philosophy of science; the interdependence of epistemology, ontology and sociology; the failure of Humean Atomism; levels of explanation and ontology; causal mechanisms and structures; types of explanation in Realism; open and closed systems; theories and evidence; laws and regularities. Prescribed Reading: Archer, M et al (eds) Critical Realism: Essential readings, (Routledge, 1998). Chs 2. 3. 4. Hands, D. W. Reflections without Rules, pages 114-123. Maki, U. (2001) “Realisms and their Opponents: Philosophical Aspects,” International Encyclopaedia of the Social and Behavioural Sciences, volume 19. Pp. 12815-12821. Sayer, A., Method in Social Science, chs. 1and 2 Stockman, N., Antipositivist Theories of the Sciences, Ch. 4 Different Kinds of Knowledge, their Justification and their Uses in the Human Sciences

Session 8 (Group 2). Social Science as the Study of Meaningful Phenomena Presentation title: The Relevance of Philosophical Theories of Natural Scientific Knowledge for the Human Sciences and the Implications of the Concept Dependent Nature of Social Phenomena for Social Scientific Knowledge. Topics to be covered: The role of theories of natural scientific knowledge in evaluating social scientific knowledge claims; the concept governed nature of social phenomena; constitutive and regulative rules in describing and explaining social phenomena; Winch’s arguments about the impossibility of a (naturalistic) social science; language and the understanding of other cultures, the internal relatedness of social phenomena and its implications, the nature of a social science of meanings, meaning change and social realities. Prescribed reading: Fay, B., Contemporary Philosophy of Social Science, chs. 4, 5. Hollis, M., Philosophy of Social Science, ch. 7. Thomas, David Naturalism and Social Science, Chapter 3. Wilson, B. (ed) Rationality, Chs. 1, 5. Winch, P., The Idea of a Social Science, ch. 3. Session 9 (Group 3). Actors’ Accounts, Rationality and Social Science Presentation title: The Implications of the Ontological Priority of Actors' Accounts for the Epistemological Status of the Social Sciences and the Role of Rational Choice in Social Scientific Explanations. Topics to be covered: The ontological priority of actors' accounts in the human sciences and its epistemological implications; fallibilism in common-sense and scientific reasoning; the role of actors’ rationalities in constituting and explaining actions; the limitations of rational choice theories in the social sciences; varieties of rationality and rational actions in social scientific explanations. Prescribed Reading: Boudon, R., "Beyond Rational Choice Theory," Annual Review of Sociology, 29. 2003. 1-21. Fay, B., Contemporary Philosophy of Social Science, chs. 6, 7. Harré, R. and P. F. Secord, The Explanation of Social Behaviour, Chs. 6, 7 Hollis, M., Philosophy of Social Science, chs. 6. 9. 11. Rule, James, Theory and Progress in Social Science, chapter 3. Session 10 (Group 4). The Role of Values in Social Science

Presentation title: The Value-laden and Critical Nature of Social Research and the Epistemological status of Business and Management Studies. Topics to be covered: The constitutive role of personal and collective values in social science; adequate descriptions and problem definitions; differences in the role of values in constituting "objective" knowledge in the natural and social sciences; relations between facts, values and social action; the idea(s) of a critical social science; the role of values in management and policy research; rationalist ideals and clinical practices. Prescribed reading: Fay, B., Critical Social Science, chapters 2. 3 & 4. Fay, B., Contemporary Philosophy of Social Science, ch. 10. Hollis, M., Philosophy of Social Science, ch. 10. Stockman, N., Antipositivist Theories of the Sciences, ch.6 Toulmin, S., Return to Reason (Harvard University Press, 2001), chapters 7 and 8. Whitley, R.D., "The Scientific Status of Management Research, Journal of Management Studies, 21, 1984, pp. 369-390. Session 11 (Group 5). The Realist Approach to Social Science Presentation Title: The Realist Research Programme in the Social Sciences, its Implications for Research Strategies and Forms of Practical Engagement. Topics to be covered: The nature of the realist research programme in the social sciences, its assumptions and difficulties, the duality of social structure and its dependence upon social actions, stratification of the social world and causal explanation in social science, powers of social objects and their realisation in open systems, limitations of naturalism and the nature of a realist social science; realism and realisticness in economics; intensive and extensive research strategies; variance and process approaches in business and management studies and their implications for engaging with the world of practice. Prescribed reading: Ackroyd, S and S Fleetwood (eds) Realist Perspectives on Management and Organisations, (Routledge, 2000) chs 1, 2. Archer, M et al (eds) Critical Realism: Essential readings, chs 10, 11, 14. Hands, D. W. Reflections without Rules, pages 320-341. Maki, U (1996) “Scientific Realism and Some Peculiarities of Economics,” pp 427-447 in R S Cohen et al (eds) Realism and Anti-Realism in the Philosophy of Science, Dordrecht: Kluwer. Sayer, A., Method in Social Science, Chs. 3, 4, 9 Stockman, N., Antipositivist Theories of the Sciences, ch. 8. Van der Ven, A., Engaged Scholarship, chapters 5 and 9.


After the initial lecture, the course consists of seminars organised around presentations by groups of students dealing with the topics listed under each heading on the basis of the prescribed reading. These presentations should summarise and criticise the main arguments of the authors in dealing with these topics. Each student will be involved in two presentations.


Chalmers, A. F., (1999), What is this thing called Science?, Oxford UP Fay, B., (1996), Contemporary Philosophy of Social Science: A Multicultural Approach, Blackwell Hollis, M., (1994), The Philosophy of Social Science, Cambridge UP Maki, U., (2002), Fact and Fiction in Economics: Models, Realism and Social Construction, Cambridge U

P

Sayer, A., (1992), Method in Social Science, 2nd Edition, Routledge.

Learning hours:



Tutorials

Private study 100

Directed reading 28

Total hours 150


Assessment:


Group presentations 100%

Essay (optional) Feedback only

THE UNIVERSITY OF MANCHESTER MANCHESTER BUSINESS SCHOOL

Research Process 2 – Critical Perspectives on International Business

Version 20160222

General information

Academic Year: 2016/17

Term: Semester I 2016/17 and Semester II 2016/17

Course Unit Title: RP2 – Critical Perspectives on International Business

Course Unit Code: BMAN 80422

Credit Rating: 15

ECT 7.5

Hours: 150 hours total

Level: PGR – postgraduate research programme

Faculty

Name Contact details

Prof Mo Yamin (MY) (Course unit coordinator)

[email protected] www.manchester.ac.uk/research/mo.yamin +44 (161) 306 3462 MBS East F8

Prof Rudolf R. Sinkovics (RS)

[email protected] www.manchester.ac.uk/research/rudolf.sinkovics +44 (161) 306-8980 AMBS East F7

Dr Stefan Zagelmeyer (SZ) [email protected] www.manchester.ac.uk/research/s.zagelmeyer AMBS East F15

Dr Noemi Sinkovics (NS) [email protected] www.manchester.ac.uk/research/noemi.sinkovics +44 (161) 2756492 AMBS East F13

The University of Manchester, Manchester Business School, Comparative and International Business (CIB); Booth Street West, Manchester M15 6PB, UK.

Aims

The course aims at providing students with an overview of the key intellectual narratives and debates in the IB literature. It aims to delineate the boundaries of IB as a research field, which is at the intersection of broad perspectives from economics, finance and specialist management areas, including functional


http://www.manchester.ac.uk/research/mo.yamin


http://www.manchester.ac.uk/research/rudolf.sinkovics


http://www.manchester.ac.uk/research/s.zagelmeyer


http://www.manchester.ac.uk/research/noemi.sinkovics

specialisations. The course will critically engage in laying out broader environmental dynamics, underpinning major changes in the broader political economy and its implications regarding structural shifts of cross-border firm coordination.

Intended learning outcomes

Students who successfully complete this course unit are expected to:

Knowledge and understanding: Use their insight to develop research problems in the field of International Business which address critical and timely issues, both in terms of academic knowledge generation but also in terms of impact and relevance. Critically evaluate IB papers in terms of their merits, limitations and implications.

Intellectual skills: Contribute to debates around the boundaries of IB and critically evaluate IB papers in terms of their basic assumptions, logic and limitations.

Transferrable skills and personal qualities: Develop skills to articulate and write contributions to the existing literature and work constructively with academic collaborators.

Learning resource details

There is no required single textbook for this course. A comprehensive reading list including recent and empirical journal articles is indicated in the detailed “schedule” section. Some IB books offer a structured access to core themes discussed in class. While these are primarily drawn on existing journal articles, they are sectioned in terms of research debates and thus offer easy access to background readings and theoretical perspectives.

Buckley, Peter J. and Pervez N. Ghauri (2015), International Business Strategy: Theory and Practice. Abingdon, Oxon: Routledge. (ISBN: 9780415624695).

Forsgren, Mats (2013), Theories of the Multinational Firm: A Multidimensional Creature in the Global Economy (2nd ed.). Cheltenham: Edward Elgar. (ISBN: 9781781006450).

Ietto-Gillies, Grazia (Ietto-Gillies), Transnational Corporations and International Production: Concepts, Theories and Effects (2nd ed.). Cheltenham, UK: Edward Elgar Pub. (ISBN: 9780857932273).

Buckley, Peter J. Ed. (Buckley), Globalization and the Global Factory. Cheltenham, Glostershire, UK: Edward Elgar Publishing. (ISBN:

Teaching methods

Methods of delivery

The course consists of a mixture of lectures and seminars/discussion sessions, organised around the assigned readings

Students are required to read 3 key papers for each of the session and come fully prepared, so that they are able to progress their conceptual thinking towards an adequate PhD level

Students will obtain a better understanding of the key debates in IB and associated coursework will help them in developing a unique research proposal that stands out and merits pursuit.

The students are also required to work on a literature paper, thus will be encouraged to develop their skills of writing for their PhD (and associated papers), alongside their own PhD proposal.

The course is delivered over 10 sessions over 2 semesters (one session every fortnight), allowing for reading and absorption of assigned manuscript.

Learning hours

Activity Hours

Lecture hours 30 hours (10 sessions, 3 hours each)

Directed reading 70 hours

Independent study hours 50 hours

Total study hours 150 hours

Assessment

Grade Composition

Assessment activity Length required Weighting within course unit

Critique paper 1000 words 20%

Literature paper 3000 words 80%

Critique paper details

Students are required to provide an individual critique of one of the selected papers from the reading lists or another IB paper, approved by the course coordinator. The critique is aimed at evaluating the paper in the light of mainstream IB topic areas (Buckley 2002) and so-called ‘emerging’ themes (Griffith, Cavusgil, and Xu 2008).

Literature paper

Students develop a literature paper (individually or in groups), delivered in-class to your colleagues. What you cover: Use a specific theoretical lens to analyse the

academic reading and its merit or otherwise. In how far does this perspective add substantial theoretical value to the understanding of the phenomenon examined?

Schedule

Session overview

Week // Date // Time // Room // Lecturer // 1 // Wed 12 Oct 2016 // 10:00-13:00 // Room_TBC // MY // 2 // Wed 26 Oct 2016 // 10:00-13:00 // Room_TBC // MY // 3 // Wed 09 Nov 2016 // 10:00-13:00 // Room_TBC // RS // 4 // Wed 23 Nov 2016 // 10:00-13:00 // Room_TBC // SZ // 5 // Wed 07 Dec 2016 // 10:00-13:00 // Room_TBC // SZ // 6 // Wed 01 Feb 2017 // 10:00-13:00 // Room_TBC // MY // 7 // Wed 15 Feb 2017 // 09:00-12:00 // Room_TBC // MY // 8 // Wed 01 Mar 2017 // 10:00-13:00 // Room_TBC // RS // 9 // Wed 15 Mar 2017 // 10:00-13:00 // Room_TBC // RS // 10 // Wed 29 Mar 2017 // 10:00-13:00 // Room_TBC // NS //

Detail session plan

Session Topics / Readings / Assignments

1 MY

Topics:

Antecedents of key IB thinking Readings:

Vernon (1966), Johanson and Wiedersheim-Paul (1975), Buckley and Casson (1979)

2 MY

Topics:

Main theories of the multinational enterprise Readings:

Hymer (1970), Buckley and Casson (1998), Kogut and Zander (1993), Dunning (2001)

3 MY

Topics:

Internationalisation process theories Readings

Johanson and Vahlne (2009), Yamin and Sinkovics (2006), Eriksson et al. (1997)

4 SZ

Topics:

International management issues Readings:

Hofstede (1994), O' Grady and Lane (1996), Shenkar, Luo, and Yeheskel (2008)

5 SZ

Topics:

Varieties of capitalism and institutional approaches Readings:

Jackson and Deeg (2008), Hall and Gingerich (2009)

6 MY

Topics:

Political economy and MNC literature – A missing dimension? Readings:

Forsgren and Yamin (2010), Yamin and Sinkovics (2009), Boddewyn and Brewer (1994)

7 MY

Topics:

From the multinational enterprise to the global factory Readings:

Buckley and Ghauri (2004), Buckley (2009), Yamin and Forsgren (2006)

8 RS

Topics:

Global value chains and global production networks Readings:

Bair (2005), Strange and Newton (2006), Gereffi, Humphrey, and Sturgeon (2005)

9 RS

Topics:

EMNEs and rising powers Readings:

Ramamurti (2012), Sinkovics et al. (2014), Langlois (2003)

10 NS

Topics:

CSR, ethical issues, and human rights in IB Readings:

Giuliani and Macchi (2014), Sinkovics, Sinkovics, and Yamin (2014), Sinkovics et al. (2015)

References1

Bair, Jennifer (2005), "Global capitalism and commodity chains: Looking back, going

forward," Competition and Change, 9 (2), 153-180. (DOI: 10.1179/102452905X45382).

Boddewyn, Jean J. and Thomas L. Brewer (1994), "International-business political behavior: New theoretical directions," Academy of Management Review, 19 (1), 119-143. (DOI: 10.5465/AMR.1994.9410122010).

Buckley, Peter J. (2002), "Is the international business research agenda running out of steam?," Journal of International Business Studies, 33 (2), 365-373. (DOI: 10.1057/palgrave.jibs.8491021).

Buckley, Peter J. (2009), "The impact of the global factory on economic development," Journal of World Business, 44 (2), 131-143. (DOI: 10.1016/j.jwb.2008.05.003).

1 Papers which carry a DOI (digital object identifier) can be accessed directly by

appending their unique DOI to the URL: http://dx.doi.org/. Example: Provided appropriate library access, the Yamin and Sinkovics (2009) paper can be accessed using this URL http://dx.doi.org/10.1016/j.jwb.2008.05.004

http://dx.doi.org/

Buckley, Peter J. Ed. (2011), Globalization and the global factory. Cheltenham, Gloucestershire, UK: Edward Elgar Publishing.

Buckley, Peter J. and Mark Casson (1979), "A theory of international operations," European Research in International Business, 1-8.

Buckley, Peter J. and Mark C. Casson (1998), "Models of the multinational enterprise," Journal of International Business Studies, 29 (1), 21-44. (DOI: 10.1057/palgrave.jibs.8490023).

Buckley, Peter J. and Pervez N. Ghauri (2004), "Globalisation, economic geography and the strategy of multinational enterprises," Journal of International Business Studies, 35 (2), 81-98. (DOI: 10.1057/palgrave.jibs.8400076).

Buckley, Peter J. and Pervez N. Ghauri (2015), International business strategy: Theory and practice. Abingdon, Oxon: Routledge.

Dunning, John H. (2001), "The eclectic (OLI) paradigm of international production: Past, present and future," International Journal of the Economics of Business, 8 (2), 173-190. (DOI: 10.1080/13571510110051441).

Eriksson, Kent, Jan Johanson, Anders Majkgård, and D. Deo Sharma (1997), "Experiential knowledge and cost in the internationalization process," Journal of International Business Studies, 28 (2), 337-360.

Forsgren, Mats (2013), Theories of the multinational firm: A multidimensional creature in the global economy (2nd ed.). Cheltenham: Edward Elgar.

Forsgren, Mats and Mo Yamin (2010), "A commentary on Adam Smith and international business," Multinational Business Review, 18 (1), 95-111. (DOI: 10.1108/1525383X201000006).

Gereffi, Gary, John Humphrey, and Timothy Sturgeon (2005), "The governance of global value chains," Review of International Political Economy, 12 (1), 78-104. (DOI: 10.1080/09692290500049805).

Giuliani, Elisa and Chiara Macchi (2014), "Multinational corporations' economic and human rights impacts on developing countries: A review and research agenda," Cambridge Journal of Economics, 38 (2), 479-517. (DOI: 10.1093/cje/bet060).

Griffith, David A., Salih Tamer Cavusgil, and Shichun Xu (2008), "Emerging themes in international business research," Journal of International Business Studies, 39 (7), 1220-1235. (DOI: 10.1057/palgrave.jibs.8400412).

Hall, Peter A. and Daniel W. Gingerich (2009), "Varieties of capitalism and institutional complementarities in the political economy: An empirical analysis," British Journal of Political Science, 39 (3), 449-482. (DOI: 10.1017/S0007123409000672).

Hofstede, Geert (1994), "The business of international business is culture," International Business Review, 3 (1), 1-14. (DOI: 10.1016/0969-5931(94)90011-6).

Hymer, Stephen (1970), "The efficiency (contradictions) of multinational corporations," The American Economic Review, 60 (2), 441-448.

Ietto-Gillies, Grazia (2012), Transnational corporations and international production: Concepts, theories and effects (2nd ed.). Cheltenham, UK: Edward Elgar Pub.

Jackson, Gregory and Richard Deeg (2008), "Comparing capitalisms: Understanding institutional diversity and its implications for international business," Journal

of International Business Studies, 39 (4), 540-561. (DOI: 10.1057/palgrave.jibs.8400375).

Johanson, Jan and Jan-Erik Vahlne (2009), "The Uppsala internationalization process model revisited: From liability of foreignness to liability of outsidership," Journal of International Business Studies, 40 (9), 1411–1431. (DOI: 10.1057/jibs.2009.24).

Johanson, Jan and Finn Wiedersheim-Paul (1975), "The internationalization of the firm - four Swedish cases," Journal of Management Studies, 12 (3), 305-322.

Kogut, Bruce and Udo Zander (1993), "Knowledge of the firm and the evolutionary theory of the multinational corporation," Journal of International Business Studies, 24 (4), 625-645. (DOI: 10.1057/palgrave.jibs.8490248 ).

Langlois, Richard N. (2003), "The vanishing hand: The changing dynamics of industrial capitalism," Industrial and Corporate Change, 12 (2), 351-385. (DOI: 10.1093/icc/12.2.351).

O' Grady, Shawna and Henry W. Lane (1996), "The psychic distance paradox," Journal of International Business Studies, 27 (2), 309-333. (DOI: 10.1057/palgrave.jibs.8490137).

Ramamurti, Ravi (2012), "What is really different about emerging market multinationals?," Global Strategy Journal, 2 (1), 41-47. (DOI: 10.1002/gsj.1025).

Shenkar, Oded, Yadong Luo, and Orly Yeheskel (2008), "From "distance" to "friction": Substituting metaphors and redirecting intercultural research," Academy of Management Review, 33 (4), 905-923. (DOI: 10.5465/amr.2008.34421999).

Sinkovics, Noemi, Rudolf R Sinkovics, Samia Hoque, and Laszlo Czaban (2015), "A reconceptualization of social value creation as social constraint alleviation," Critical Perspectives on International Business, 11 (3/4), 340-363. (DOI: 10.1108/cpoib-06-2014-0036).

Sinkovics, Noemi, Rudolf R. Sinkovics, and Mo Yamin (2014), "The role of social value creation in business model formulation at the bottom of the pyramid – implications for MNEs?," International Business Review, 23 (4), 692-707. (DOI: 10.1016/j.ibusrev.2013.12.004).

Sinkovics, Rudolf R., Mo Yamin, Khalid Nadvi, and Yingying Zhang Zhang (2014), "Rising powers from emerging markets—the changing face of international business," International Business Review, 23 (4), 675-679. (DOI: 10.1016/j.ibusrev.2014.04.001).

Strange, Roger and James Newton (2006), "Stephen Hymer and the externalization of production," International Business Review, 15 (2), 180-193. (DOI: 10.1016/j.ibusrev.2005.07.007).

Vernon, Raymond (1966), "International investment and international trade in the product cycle," The Quarterly Journal of Economics, 80 (2), 190-207.

Yamin, Mo and Rudolf R. Sinkovics (2009), "Infrastructure or foreign direct investment?: An examination of the implications of MNE strategy for economic development," Journal of World Business, 44 (2), 144-157. (DOI: 10.1016/j.jwb.2008.05.004).

Yamin, Mohammad and Mats Forsgren (2006), "Hymer's analysis of the multinational organization: Power retention and the demise of the federative

MNE," International Business Review, 15 (2), 166-179. (DOI: 10.1016/j.ibusrev.2005.07.006).

Yamin, Mohammad and Rudolf R. Sinkovics (2006), "Online internationalisation, psychic distance reduction and the virtuality trap," International Business Review, 15 (4), 339-360. (DOI: 10.1016/j.ibusrev.2006.03.002).

COURSE UNIT OUTLINE

Title: Critical Research Methods for People Management and Organization

Credit Rating: 15



Tutor(s): Dr Damian O’Doherty

Aims:

To introduce a set of methods appropriate to the study of People Management and Organizations for students intending to conduct primary qualitative fieldwork using documentary, case study methods, interviews, or ethnographic style research.

Designed specifically for students primarily interested in human resource management, industrial relations, organization studies, and organization development.

Contributes alternative perspectives in the study of general business and management studies including leadership, motivation, creativity, and fairness at work.

Learning Outcomes:


Understand the specific challenges facing the researcher interested in the study of people management and organization.

Extend and develop basic social scientific methods

Conduct research using some of the latest developments in research methodology being developed for the study of people, management and organization.

Grasp the significance of research methods as a contested and political practice

Content:

10 Weekly Workshops: 1. Introducing Critical Concepts in the study of People Management and

Organization. 2. Rigour: The Social Science Legacy in Business and Management Studies. 3. From Positivist Methods to Interpretive and Multi-Paradigm Research.

4. The ‘Whistleblower’: Subversive Research 5. An introduction to Ethnography: Part 1 6. Studying the Networked Organization. 7. Following the Actors: Ethnography Part 2. 8. Digital Methods for Virtual Organizations 9. The Use of Fiction and Storytelling in Management and Organization 10. The Craft of Writing People Management and Organization


Weekly workshops combining lecture and seminar discussions around key readings and case studies

l


Morgan, G. (1986) Images of Organization. London: Sage.

Learning hours:

Activity

Hours allocated


20 hours

Tutorials

10 hours

Private study

60 hours

Directed reading

30 hours

Total hours

120 hours


Assessment:


Essay 2000 words 100%

Title: BMAN 80382 Preliminary Course Outline for 2015/16 Research Process 2 Methods and Concepts in Science, Technology and Innovation Studies Manchester Institute of Innovation Research (MIoIR)

Credit Rating: 15


Delivery: (semester 1, 2 or both etc)

2

Tutor(s): Prof Philippe Laredo, Dr John Rigby, Kate Barker Convenor: Semester 1 - Kate Barker room 9.01 Harold Hankins, office hours email to make appointment [email protected] Semeseter 2 - Dr John Rigby room 6. Harold Hankins, email for an appointment, [email protected] Prof Philippe Laredo (group work) please make tutorial appointments via his MBS assistant Louise England [email protected] room 5.11 HH

The course is compulsory for students attached to the Manchester Institute of Innovation Research (by having their main supervisor affiliated to MIOIR). It is open to any other first year PhD. This course builds up PhD research skills through a group “mini-PhD” project under regular supervision. The groups report at the end of the course in the form of a 45 minute presentation with Q&A. The projects are supported by monthly tutorials and support is available from the course convenors by appointment at any time. The presentations are assessed on their academic contribution, coherence and the ability of students to challenge and respond to challenges in debate. The course emphasises the inter-disciplinarity of innovation studies. This course aims to consolidate the research training done in Research Process 1 – Literature Review and Philosophy/Epistemology of Management Research by focusing upon the underlying concepts and methods used in the field of innovation management and policy studies. Here, we wish to consider innovation studies as encompassing all types of innovation and all stakeholders in innovations processes: producers (firms and other organisations), public intervention (and thus policies), users, and ‘concerned citizens’ (public debate or engagement). Innovation studies encompass studies on innovation processes:

- in different industries (not only in manufacturing, more and more in the broad category of services, and within these both public and private, dedicated to enterprises or serving individuals, profit and not profit)

- at different spatial levels (from local to global)




- focusing at the micro level of firms’ management and strategy, the meso level of industries themselves, or the macro level of markets, their shaping and dynamics

- taking into account a wide range of innovation types and sources (not only technological, but also organisational, including new business models)

- concerned about policies that nurture innovation capabilities, from classical S&T policies to innovation policies (both sectoral and more global, dealing with ‘friendly ecologies’ such as IP or fiscal policies) to demand-led innovation policies (dealing with procurement or standard setting)

- taking into account the need for responsible innovation and sustainable innovation.

They thus are at the encounter of 4 main disciplines – management, economics, sociology and political sciences, not withstanding inputs from history and geography.

The course aims to

a) ensure that doctoral students acquire the adequate critical and analytical capabilities for developing high quality PhD theses through being able to draw upon different disciplines and working in an interdisciplinary way using shared concepts, approaches and methodologies

b) ensure a balanced introduction both to research methods and to theories and concepts critical for PhD theses by examining methods in use

c) introduce doctoral students to the key challenges and turning points in producing a PhD thesis in a group setting.

Objectives of the course The objectives of the course

a) to enrich you as doctoral researchers by broadening your understanding of how other disciplinary approaches approach similar topics of interest

b) to discuss collectively some of the on-going changes in which your own topic of interest is inserted

c) to drive you to analyze and discuss more in detail one of these changes as viewed from academic literature, and the opposite interpretations and theories authors propose on one topic

d) to prompt you to confront your own topic and the problem of how to shape an interesting topic into a PhD project.

Learning Outcomes:

PhD students who are successful in this course unit will achieve the following:

A deepened critical awareness of how to apply literature, method and theory in a PhD project

A deepened critical perspective on their own research topic

Ability to contribute to theoretical debates

Skills in articulating and presenting (to a non-specialist audience) the main elements of theory and methods of key theoretical perspectives

Ability to make choices about their own PhD topic to craft a viable PhD project

Content:

Opening session and course briefing : Kate Barker and Dr John Rigby TBA Nov or Dec 2015 Group Tutorials: From January monthly Groups meet for one hour tutorial session with Prof Laredo for project supervision. Dates to be announced on Blackboard. Book slots with Louise England room 5.11 HH. Interim Group Presentations and Discussion Session: see RTP timetable Final Group Presentations and Assessment: see RTP timetable


This will take the following form:

(i) Group work for a presentation. The assignment is to aim at presenting the

equivalent of a chapter in a manual or text book style. Topics will be

allocated at the start of the course, and the task of each group is to shape

the topic into a PhD project

(ii) Group tutorials in preparation of the presentation: interim meetings to

discuss progress (relevant literature, organisation of chapter, key

examples) and an interim presentation to facilitate sharing of learning

experiences

Examples of Recent Project Titles: Innovation in Business Models: unfolding the value chain for omni-channel fashion brands Explaining the differences in wind energy markets in European countries How can corporate taxation be regulated internationally? Innovation in Tourism Cities and innovation. Large firm R&D – location decisions

Learning hours:

Activity

Hours allocated


10

Tutorials 5

Private study and Group Work

95

Directed reading

40

Total hours

150


none

Assessment:


Individual participation in discussions and tutorials (quality not quantity!)

10%

Presentation (group) An accompanying note (annotated slides) on the group presentation Criteria for assessment: the selection of the literature (did the group select the pertinent sources?); the articulation of the presentation (was it well managed with clear slides and a clear narrative?); the ability to make key points visible in discourse and presentation (did the group find and present the crucial points?); the extent of the discussion and the ability to address questions and issues raised (did the presentation provoke a discussion and how well did the group handle the questions?); the ability to produce a ‘manual or chapter like’ synthesis after the debates (can the presentation be the basis for a clear textbook-like explication of the topic?)

45 minutes Submit slides by email

90%


Title: Research Process

Credit Rating: 15



Tutor(s): Paul Irwing, Laszlo Czaban, Eljee Javier, Ian Fairweather, Ian Pople, Mark Healy

Aims:

To provide an overall framework for the conduct of research including the production of doctoral theses, conference papers and posters, and journal articles The epistemology section of the course will comprise 3 2-hour lectures and 3 seminars. It is intended to introduce doctoral students to the major philosophical and methodological issues involved in the production of valid knowledge in business and management studies. It focuses on the particular nature of business and management research in the context of general theories of scientific knowledge, such as logical positivism, critical rationalism and realism, and considers how the social and management sciences differ from the physical and biological sciences.

Learning Outcomes:


Plan and execute a research program sufficient to produce a doctoral dissertation

Understand and execute the basics of survey methods and research design

Have attained a knowledge of the basics of academic writing

Make informed and well reasoned choices in undertaking substantial research in the field of business and management

Understand the connections between different kinds of research strategies and philosophical approaches

Content:

Research process is not a single course but is rather made up from the following courses: Induction:

1. Comprehensive overview of completing a doctorate: key milestones, and a

Ph. D. in a day. 2. Research Ethics (Mark Healy).

Humanities Researcher Development Programme: 1. Writing your Literature Review: 10.30 -12.30, Wednesday 8th October, 2014

(Eljee Javier) 2. Planning your Research: 2.30-3.30, Tuesday 14th October, 2014 (Ian

Fairweather) 3. Academic Writing: 10.00-12.00, 11th November, 2014 (Ian Pople)

Epistemology (Lazlo Czaban): (3 weeks at 3 hours per week) 1. Knowledge Production and Justification in Business and Management Studies

2. Logical Positivism as a Philosophical Research Programme

3. Science as a System of Rational Criticism

4. Theories of Scientific Progress and the Epistemological Reconstruction of the History of Science

5. The Nature of Scientific Change and its Consequences

6. The Realist Alternative

7. Social Science as the Study of Meaningful Phenomena

8. Actors’ Accounts, Rationality and Social Science

9. The Role of Values in Social Science

10. The Realist Approach to Social Science

Research Design and Measurement (Paul Irwing): (4 weeks at 3 hours per week)

1. Identification of issues and problem identification

2. Experimental design including randomized, randomized block, latin square and factorial designs

3. Survey methods and research design including sampling; panel, cohort, cross-sectional, multi-group and multilevel designs; question types and response formats, general and scale specific instructions, item generation

4. Reliability including test-retest, parallel form, and internal consistency estimates

5. Content, criterion, construct, convergent and divergent validity


Lectures and seminars


A key text for the epistemology course is: Andrew Sayer, Method in Social Science, 2nd Edition, Routledge, 1992. Students might also find the following useful: Chalmers, A., What is this thing called Science? Fay, B., Contemporary Philosophy of Social Science. Hollis, M., The Philosophy of the Social Sciences. Maki, U., Fact and Fiction in Economics: Models, Realism and Social Construction, (Cambridge U P 2002).

EXPERIMENTAL AND SURVEY DESIGN Kirk, R. E. (2012). Experimental Design: Procedures for the Behavioral Sciences. Thousand Oaks, CA: Sage.

Miller, D. C. & Salkind, N. J. (2002). Handbook of Research Design & Social Measurement. Thousand Oaks, CA: Sage.

De Vaus, D. (2006). Social Surveys. Thousand Oaks, CA: Sage. De Leeuw, E. D., Hox, J., & Dillman, D. (2008). International Handbook of Survey Methodology. New York, NY: Lawrence Erlbaum Associates. Shadish, W. R., Cook, T. D., & Campbell, D. T. (2001). Experimental and Quasi-Experimental Designs for Generalized Causal Inference. Boston, MA: Houghton Mifflin. MEASUREMENT THEORY Ghiselli, E. E., Campbell, J. P., & Zedeck, S. Measurement Theory for the Behavioural Sciences. San Francisco, CA: Freeman. Kline, T. (2006). Psychological Testing. Thousand Oaks, CA: Sage. Netemeyer, R., Bearden, W., & Sharma, S. (2004). Scaling Procedures. Thousand Oaks, CA: Sage Thompson, B. (2004). Score Reliability. Thousand Oaks, CA: Sage Wilhelm, O. & Engle, R. (2006). Handbook of Understanding and Measuring Intelligence. Thousand Oaks, CA: Sage.

Key reading for all other courses is specified in the documentation for that course.

Learning hours:

Activity

Hours allocated


21 hours plus induction hours

Tutorials

3 hours

Private study

126 hours

Directed reading

Total hours

150 hours


Assessment:


A research proposal for the first study to be included in the doctoral thesis: To be marked by the supervisor

3000 words 100%

THE UNIVERSITY OF MANCHESTER ALLIANCE MANCHESTER BUSINESS SCHOOL

The Craft of Fieldwork: Method, Text and Writing

BMAN 80561

General information Academic Year: 2016/17

Term: Semester 2

Course Unit Title: The Craft of Fieldwork: Method, Text and Writing

Course Unit Code: BMAN 80561

Credit Rating: 15

Level: PGR – postgraduate research programme

Course Coordinator Name Contact details

Dr Leo McCann [email protected]

Aims This course is an advanced exploration of the craft of qualitative research and writing. It is designed with students of organizational and workplace research in mind, focusing mainly on organization studies and sociology of work literatures, and paying particular attention to the interpretation of contemporary published qualitative texts. It is intended primarily for students interested in the sociology of work, organization, and management, as well as gender, occupational culture, and individual identity construction. The reading list consists of both general readings on qualitative research methods as well as contemporary (and a few classic) examples of high-quality books and papers that have employed a range of qualitative methods. The purpose of the course is twofold: to encourage a deep understanding and critical interpretation of published qualitative texts while developing a sensitivity to wider context and debates in qualitative workplace inquiry (around method, practicalities, ethical considerations, the connection of data to concepts and theory, and writing style). The approach taken will be exploratory and to a large extent self-directed; students will have large input in structuring the workshop meetings. A short introductory lecture will open the workshop, to be followed by student discussion and evaluation of their chosen reading(s) for that session, reflecting on the issues raised and discussing how to relate them to students’ own emerging research aims and their overall positions as researchers and authors. The workshop will recognize the wide variation in form, method, structure, writing, presentation, and purpose of qualitative fieldwork, from interview-based studies, to


ethnographies, and diary studies, visual sociology, and archival research. The emphasis is on understanding and negotiating the distinct practicalities of the research field and on clarifying the intended purpose and audience of qualitative workplace writings.

Outline of Workshop Sessions Session one: Introductions The first matter is to discuss what the students wish to gain from the course. What concepts, debates, techniques, and literatures do they feel they need to discuss in order to best equip them for their qualitative research investigations? Students are to select a short paper on qualitative methods to read beforehand and to comment on during the session; the choice is from Tope et al (2005), Watson (2011), and Humphries, Brown and Hatch (2003).

Session two: Gaining and maintaining access, ethical considerations and practices How does a researcher gain high-quality access to a research organization or field? How is access then maintained and kept going throughout the research process? What might happen to the PhD if and when the forms of the access change (deteriorate, improve)? We will explore this question with reference to a choice of five published qualitative studies of work/occupations/identity/social groups; students will each read at least one of these texts before the session, and will come to class prepared to comment on the content, value, and strengths and weaknesses of the work they have chosen, paying particular attention to issues of research ethics, shifting forms of access, the depth and length of immersion into the field (planned and unplanned), and the persuasiveness/authenticity/impact of the text’s writing style and overall argument. Suggested readings to choose from for this session are Wacquant (2005), Miller and Timpson (2004), Hunt and Symonds (1995), Calvey (2008) and Lugosi (2006). Session three: Gathering, generating, recording, and storing data This session is designed to address the practicalities of conducting a qualitative research project (whether based on interviews, ethnography, diaries, archives, action research, or secondary sources). Particular attention will be paid to discussions of what constitutes ‘data’ – to what extent are data ‘naturally occurring’, or socially constructed? To what extent is ethnography, for example, unavoidably a form of autoethnography, perhaps at least as much about the researcher as it is about the field or organization under investigation (Boyle and Parry, 2007; Coffey 2000)? Bearing in mind the ways in which the data are collected/generated, to what extent can we consider the research project to be verifiable, valid, and replicable? (Golden-Biddle and Locke 1993) What constitutes ‘sound’ data when the research field is (arguably) itself socially constructed? How much data does a researcher need to gather or generate in order to make a convincing argument? When might a student decide that ‘saturation’ has occurred, and on what basis can he or she know

this? Suggested texts to choose from to read before the session include Emerson et al (2011), Vuic (2010), Moskos (2008), Dasgupta (2013), and Ang (1985). Session four: Interpreting data and developing an argument This session is designed to discuss how to analyse and interpret qualitative data. It is likely that much will depend on the general research approach and the problems that animate the researcher. We will specifically explore the various ways in which students might want to interpret their data in light of theory, concepts, and contribution to literature, but also to the wider impact and purpose of their study, in terms of its possible relevance to and questioning of policy, current affairs and social problems, or everyday, applied, and practical matters of management/organization/work. Suggested texts for this week are Maynard-Moody and Musheno (2003), Hochschild and Machung (2003), Delbridge (1998), Knights and McCabe 1998) and Bourgois (either 1998, 2003, or Bourgois and Schonberg (2009)). Session five: Writing up and developing a ‘voice’ This session will address the critically-important issue of author voice in qualitative research. With the turns to autoethnography and the increasing prevalence of moves whereby research respondents or informants are considered as ‘co-researchers’ or even ‘co-producers’ of the research project/outputs, where does the author’s voice fit in? Who – beyond the PhD examiners - is the audience for this work (Grey and Sinclair 2006)? How might it develop into publishable form: working papers, journal articles, a book? With the above in mind, what is an appropriate register for qualitative academic writing? How vivid and descriptive should the writing be, and how personal? What should be revealed or concealed and why? (Parry and Boyle 2007; Ferdinand et al 2007) What claims can justifiably be made from the researcher’s data collection, theoretical discussions, and modes of writing? How respectful (or otherwise) ought we be towards the norms and conventions of academic writing and why? What of the debate between narrative and science (Czarniawska-Joerges 1995)? In an era witnessing the growth of ‘historical fiction’, ‘social science fiction’, ‘photo-ethnography’, ‘methodological novels’, ‘dirty writing’ and a ‘lyrical sociology’ (see Abbott 2007; Borgois and Shonfield 2009; Ellis 2003; Holt and Zundel 2014; Penfold-Mounce et al 2011; Pullen and Rhodes 2008), to what extent can and should academic qualitative research make claims to be creating ‘true’ or ‘authentic’ pictures? How does the portrayal of life, work, society, and organization in academic qualitative research differ from those generated in the fields/occupations/genres of journalism, reportage, fiction-writing, memoirs, film-making, TV documentaries, or workplace blogging? Is university-based qualitative research and writing more accurate, more serious, and hence more valuable than ‘amateur’ workplace writings such as O’Donnell’s (2013) The Locked Ward, or Reynolds’ (2006) Blood, Sweat and Tea? On what basis (if any) can it reasonably make such claims and why? How might ethical considerations resurface when it comes to writing and publishing? Lastly, to wrap up the workshop series, detailed discussions will be had about the effectiveness of this course. What areas can be improved or changed? Which texts worked well and which seemed less relevant? Students will be encouraged to make

suggestions of their own of other texts could supplement / replace the current suggested texts on this reading list. Suggested readings for this final session include Tangherlini (2000), Edin and Nelson (2013), Smith (2011 and 2012) Goffman (2014), and Roper (1994). If students are especially interested in ethics as applied to writing up and the representation of data in the construction of an argument, then they can read the three papers in a recent debate in Work Employment & Society journal (Holgate et al 2012; and the responses by Lee 2014; and Holgate et al 2014). Assessment, to be submitted via Blackboard by 2pm, Friday 18th December 2015 Write a detailed report that explains and describes the research methodologies you intend to use in your thesis. Explain and justify the methods you plan to use in your thesis, making it fully clear to the reader why these methods are more appropriate than other possible options. The report will need to demonstrate how your proposed programme of study is influenced and informed by existing, published qualitative research and by the literature on methods and ethics. It will need a full list of references to both methods textbooks/papers as well as examples of published qualitative research drawn from the reading list and beyond. Discuss any ethical and emotional challenges your research and writing might raise, and comment on how you might plan to deal with them, with reference to research ethics literature (e.g. Bell and Bryman 2007; Brewis and Wray-Bliss 2008; Lee 1995; Lugosi 2006, Ferdinand et al 2007; Ferrell and Hamm 1998; Spicker 2011; Warden 2013). Be sure to discuss the current ideas you have about the intended form and tone you intend to employ in the writing up of your qualitative data. Students may wish to pay attention to such concepts of ‘narrative’ vs. ‘lyrical’ writing (Abbott 2007) or ‘realist, confessional, or impressionistic’ (van Maanen 1998) writing forms, evaluating the extent to which qualitative research is (or perhaps isn’t) necessarily a ‘fundamentally creative, exploratory, and interpretive process’ (Humphries et al 2003: 5). Obviously each student’s own research aims may well change as the thesis develops, but this exercise is intended as a ‘current situation report’ on your personal thinking at this early point in time. Parts of this document may end up being used in the methods chapter of your thesis itself (or they may not). Either way, it should be a useful document to write in helping students develop a mastery of qualitative research and writing, and to perhaps reflect back on later in the PhD journey. Length of the document should be between 5,000-7,000 words, excluding list of references.

Reading list A: General sources on qualitative methods, fieldwork, ethics, and writing

Abbott, A., (2007) ‘Against narrative: A preface to Lyrical Sociology’, Sociological Theory, 25, 1: 67-99 Atkinson, P., and Hammersley, M., (2007) Ethnography: Principles in Practice, London: Routledge Bell, E., and Bryman, A., (2007) ‘The Ethics of Management Research: An Exploratory Content Analysis’, British Journal of Management, 18, 1: 63-77 Boyle, M., and Parry, K. (2007) ‘Telling the Whole Story: The Case for Autoethnographic Research’, Culture and Organization, 13, 3: 185-190

Brewis, J., and Wray-Bliss, E., (2008) ‘Re-searching Ethics: Towards a More Relexive Critical Management Studies’, Organization Studies, 29, 12: 1521-1540 Bryman, A., (2012) Social Research Methods, Oxford University Press Buchanan, D., and Bryman, A., eds., (2009) The Sage Handbook of Organizational Research Methods, London: Sage Burawoy, M., (2013) ‘Ethnographic fallacies: reflections on labour studies in the era of market fundamentalism’, Work, Employment & Society, 27, 3: 526-536 Calvey, D., (2008) ‘The art and politics of covert research: Doing ‘situated ethics’ in the field’, Sociology, 42, 5: 905-918 Cassell, C., and Symon, G., (2004) Essential guide to qualitative methods in organizational research, London; Sage Coffey, A., (2000) The Ethnographic Self: Fieldwork and the Representation of Identity, London: Sage Czarniawska-Joerges, B., (1995) ‘Narration or science? Collapsing the division in organization studies. Organization 2, 1: 11-33 Dalton, M., (1964) ‘Preconceptions and Methods in Men Who Manage’ in Hammond, P.E., ed., Sociologists at Work: Essays on the Craft of Social Research, New York: Basic Books, pp.50-95 de Laine, M., (2000) Fieldwork, Participation and Practice: Ethics and Dilemmas in Qualitative Research, London: Sage Denzin, N.K. (1997) Interpretive Autoethnography, Thousand Oaks, CA: Sage Denzin, N.K., and Lincoln, Y.S., eds., (2011) Sage Handbook of Qualitative Research, Thousand Oaks, California: Sage (4th edition; earlier editions also available) Ellis, C., (2013) The Ethnographic I, New York: AltaMira Press Emerson, R., Fretz, R., and Shaw, L., (2011) Writing Ethnographic Fieldnotes, University of Chicago Press Ferdinand, J., Pearson, G., Rowe, M., and Worthington, F., (2007) ‘A different kind of ethics’, Ethnography, 8, 4: 519-543 Ferrell, J., and Hamm, M.S., eds., (1998) Ethnography at the Edge: Crime, Deviance, and Field Research, Boston: Northeastern University Press Gellner, D.N. and Hirsch, E. eds. (2001) Inside Organizations: Anthropologists at Work, Oxford: Berg (especially Introduction, chapters 1, 2 and Afterword). Gilbert, N., (2008) Researching Social Life, London: Sage Golden-Biddle, K. ,and Locke, K., (1993) ‘Appealing Work: An Investigation into how Ethnographic Texts Convince’, Organization Science, 4, 4: 595-616 Grey, C., and Sinclair, A., (2006) ‘Writing differently’, Organization, 13, 3: 443-453 Gubrium, J.F., and Holstein, J.A., (1997) The New Language of Qualitative Method, Oxford: Oxford University Press Humphries, M., Brown, A.D., and Hatch, M.J., (2003) ‘Is Ethnography Jazz?’ Organization, 10, 1: 5-31 Holt, R. & Zundel, M. (2014) ‘Understanding management, trade, and society through fiction: Lessons from The Wire’. Academy of Management Review, 39: 576-585 Kusenbach, M., (2003) ‘Street phenomenology: The go-along as ethnographic research tool’, Ethnography, 4, 3: 455-485 Lee, R.M., (1995) Dangerous Fieldwork, London: Sage

Lugosi, P., (2006) ‘Between Overt and Covert Research: Concealment and Disclosure in an Ethnographic Study of Commercial Hospitality’, Qualitative Inquiry, 12, 3: 541-561 Mason, J., (2002) Qualitative Researching, London: Sage, 2nd edition May, R.A.B. and Patillo-McCoy, M., (2000) ‘Do you see what I see? Examining a collaborative ethnography’, Qualitative Inquiry, 6, 1: 65-87 McDonald, S., (2005) ‘Studying actions in context: a qualitative shadowing method for organizational research’, Qualitative Research, 5, 4: 455-473 Penfold-Mounce, R., Beer, D., and Burrows, R., (2011) ‘The Wire as Social Science Fiction’, Sociology, 45, 1: 152-167 Pullen, A., and Rhodes, C., (2008) ‘Dirty Writing,’ Culture and Organization, 14, 3: 241-259 Spicker, P., (2011) ‘Ethical Covert Research’, Sociology, 45: 118-133 Tope, D., Chamberlain, L.J., Crowley, M., and Hodson, R., (2005) ‘The benefits of being there: evidence from the literature on work’, Journal of Contemporary Ethnography, 34, 470-93 Van Maanen, J., (1998) Tales of the Field: Writing Ethnography, University of Chicago Press (new edition 2011 also available) Warden, T., (2013) ‘Feet of clay: confronting emotional challenges in ethnographic experience’, Journal of Organizational Ethnography, 2, 2: 150-172 Watson, T., (2011) ‘Ethnography, reality and truth: The vital need for studies of “how things work” in organisations and management’, Journal of Management Studies, 48, 202-17 Whyte, W.F., (1943/1993) Street Corner Society, Fourth Edition, Chicago University Press (see Appendix A on method, access, and writing) Whyte, W.F., (1984) Learning from the Field: A Guide From Experience, London: Sage

B: Published qualitative studies - Ethnographies Bourgois, P., (1998) ‘Just another night in a shooting gallery’, Theory, Culture & Society, 15, 2: 37-66 Bourgois, P., (2003) In Search of Respect: Selling Crack in El Barrio, Cambridge University Press Bourgois, P., and Schonberg, J., (2009) Righteous Dopefiend, University of California Press Dalton, M., (1959) Men Who Manage: Fusions of Feeling and Theory in Administration, (New York: John Wiley & Sons) Delbridge, R., (1998) Life on the Line in Contemporary Manufacturing, Oxford University Press Edin, K., and Nelson, T.J., (2013) Doing the Best I Can: Fatherhood in the Inner City, University of California Press Goffman, A., (2014) On the Run: Fugitive Life in an American City, University of Chicago Press Hochschild, A.R., and Machung, R., (2003) The Second Shift, New York: Penguin Hunt, S., and Symonds, A., (1995) The Social Meaning of Midwifery, Basingstoke: Palgrave Moskos, P., (2008) Cop in the Hood: My Year Policing Baltimore’s Eastern District, Princeton: Princeton University Press

Wacquant, L. (2004) Body and Soul: Notebooks of an Apprentice Boxer, Oxford: Oxford University Press Whyte, W.F., (1943/1993) Street Corner Society, Fourth Edition, Chicago University Press

C: Published qualitative studies – Interview or diary-based research Ang, I., (1985) Watching Dallas: Soap opera and the melodramatic imagination, London: Methuen. Barley, S., and Kunda, G., (2004) Gurus, Hired Guns, and Warm Bodies: Itinerant experts in a knowledge economy, Princeton University Press Cornwell, J., (1984) Hard-Earned Lives: Accounts of Health and Illness from East London, London: Tavistock Publications Dasgupta, R. (2012) Re-Reading the Salaryman in Japan: Crafting Masculinities, London: Routledge Dudley, K.M., (1994) End of the Line: Lost Jobs, New Lives in Postindustrial America, University of Chicago Press Knights D., and McCabe, D., (1998) ‘What happens when the phone goes wild? Staff, stress, and spaces for escape in a BPR telephone banking work regime’, Journal of Management Studies, 35, 2: 163-194 Holgate, J. et al., (2012) ‘De-collectivization and employment problems: the experience of minority ethnic workers seeking help through Citizens Advice’, Work, Employment and Society, 26, 5: 772-88 Holgate, J., et al., (2014) ‘Response to protecting research participants: in defence of Citizens Advice’, Work, Employment and Society, 28, 6: 1026-1031 Lee, S.-P., (2014) ‘A query on research methodology and ethics: defending Citizens Advice, its work and goals’, Work, Employment and Society, 28, 6: 1016-1025 Maynard-Moody, S., and Musheno, M., (2003) Cops, Teachers, Counselors: Stories from the Front Lines of Public Service, Anne Arbor: University of Michigan Press Miller, J., and Timpson, D., (2004) ‘Exploring the experiences of partners who live with a chronic low back pain sufferer’, Health and Social Care in the Community, 12 (1): 34-42 Roper, M., (1994) Masculinity and the British Organization Man since 1945, Oxford University Press Smith, J., (2011) ‘Agency and Female Teachers’ Career Decisions: A Life History Study of 40 Women’, Educational Management Administration & Leadership, 39 (1): 7-24 Smith, J., (2012) ‘Reflections on using life history to investigate women teachers’ aspirations and career decisions’, Qualitative Research, 12 (4): 486-503 Tangherlini, T., (2000) ‘Heroes and Lies: Storytelling Tactics among Paramedics’, Folklore, 111: 43-66

n.b. Students may also want to consult Prof Randy Hodson’s list of over 100 workplace ethnographies, available in Appendix B of this paper: Roscigno, V.J., Hodson, S., and Lopez, S., (2009) ‘Workplace incivilities: the role of interest conflicts, social closure, and organizational chaos’, Work, Employment & Society, 23, 4: 747-773 Also his project webpage: http://www.sociology.ohio-state.edu/rdh/Workplace-Ethnography-Project.html

http://www.sociology.ohio-state.edu/rdh/Workplace-Ethnography-Project.html

http://www.sociology.ohio-state.edu/rdh/Workplace-Ethnography-Project.html

Vuic, K.D., (2010) Officer, Nurse, Woman: The Army Nurse Corps in the Vietnam War, Baltimore: Johns Hopkins University Press

D: Workplace or occupational memoirs (non-academic) O’Donnell, D., (2012) The Locked Ward: Memoirs of a Psychiatric Orderly, London: Vintage Renolds, T., (2006) Blood, Sweat, and Tea: Real-Life Adventures in an Inner-City Ambulance, London: Friday Project

Course Assignment Write a detailed report that explains and describes the research methodologies you intend to use in your thesis. Explain and justify the methods you plan to use in your thesis, making it fully clear to the reader why these methods are more appropriate than other possible options. The report will need to demonstrate how your proposed programme of study is influenced and informed by existing, published qualitative research and by the literature on methods and ethics. It will need a full list of references to both methods textbooks/papers as well as examples of published qualitative research drawn from the reading list and beyond. Discuss any ethical and emotional challenges your research and writing might raise, and comment on how you might plan to deal with them, with reference to research ethics literature (e.g. Bell and Bryman 2007; Brewis and Wray-Bliss 2008; Hammersley and Traianou 2012; Lee 1995; Lugosi 2006, Ferdinand et al 2007; Ferrell and Hamm 1998; Spicker 2011; Warden 2013; Wiles 2013). Be sure to discuss the current ideas you have about the intended form and tone you intend to employ in the writing up of your qualitative data. Students may wish to pay attention to such concepts of ‘narrative’ vs. ‘lyrical’ writing (Abbott 2007) or ‘realist, confessional, or impressionistic’ (van Maanen 1998) writing forms, evaluating the extent to which qualitative research is (or perhaps isn’t) necessarily a ‘fundamentally creative, exploratory, and interpretive process’ (Humphries et al 2003: 5). Obviously each student’s own research aims may well change as the thesis develops, but this exercise is intended as a ‘current situation report’ on your personal thinking at this early point in time. Parts of this document may end up being used in the methods chapter of your thesis itself (or they may not). Either way, it should be a useful document to write in helping students develop a mastery of qualitative research and writing, and to perhaps reflect back on later in the PhD journey. Length of the document should be between 4,000-7,000 words (not including the list of references.) Please include your student ID code on the header of every page of the assignment.

Title Quantitative Research Methods

Credit rating 15

Level PGR

Delivery Semester 1

Tutors Paul Irwing and Charles Cui

Aims

To provide an overall framework for the conduct of quantitative research

To introduce students to basic statistical methods and hypothesis testing

To introduce students to quantitative research methods,

To provide a grounding in multiple regression and factor analysis

Learning outcomes


report a quantitative research study

understand different types of variables and their measurements;

understand the concepts and techniques of descriptive statistics;

understand the concepts and use the basic theory of probability;

conduct hypothesis testing with single and multiple groups;

understand the most frequently used nonparametric tests

analyse the association between two categorical variables;

conduct analyses of variance

conduct correlation, factor and multiple regression analyses;

interpret arguments based on multivariate and qualitative data

think critically, analytically and synthetically about research data

analyze, interpret and extrapolate from data

Content

The importance of statistics in business research and decision making;

Descriptive statistics;

Probability and the normal curve;

Sampling;

Confidence intervals;

Hypothesis testing with one and two samples;

Nonparametric tests of significance;

Correlation

Introduction to effect size and power

Analysis of variance and covariance

Exploratory factor analysis including estimation methods, rotation, and determining the number of factors

Multiple regression including stepwise, hierarchical and moderated regression

Teaching and learning methods

Lecture, Group work and computing.

Preliminary reading

RECOMMENDED TEXT Coolidge, Frederick (2012), Statistics: A Gentle Introduction, 3/E, SAGE Publications, Inc. Paperback ISBN: 9781412991711. Hair, J. F., Jr., Anderson, R. E., Tatham, R. L. & Black, W. C. (2009). Multivariate Data Analysis (7TH Edition). Upper Saddle River, NJ: Prentice-Hall. SPSS Field, Andy (2013) Discovering Statistics using IBM SPSS for Windows, Sage Publications. MULTIVARIATE STATISTICS Tabachnick, B. G., & Fidell, L. S. (2012). Using multivariate statistics, 6th Edition. Pearson. FACTOR ANALYSIS General Review Articles (*) Fabrigar, L.R., Wegener, D.T., MacCallum, R.C. & Strahan, E.J. (1999). "Evaluating the use of exploratory factor analysis in psychological research." Psychological Methods, 4, 272-299. Russell, D.W. (2002). "In search of underlying dimensions: the use (and abuse) of factor analysis in Personality and Social Psychology Bulletin." Personality and Social Psychology Bulletin, 28, 1629-1646. Osbourne, J.W. & Costello, A.B. (2005). "Best practices in exploratory factor analysis: four recommendations for getting the most from your analysis." Practical Assessment, Research & Evaluation, 10, 1-9.

Specific Factor Analysis Books Brown, T. A. (2006). Confirmatory factor analysis for applied research. New York, NY: The Guilford Press. Kline, P. (1994). An Easy Guide to Factor Analysis. Routledge: London. (*) Comrey, A.L. & Lee, H.B. (1992). A First Course in Factor Analysis. Laurence Erlbaum Associates Specific Issues in EFA PCA vs Common Factor Model (*) Bentler, P.M. & Kano, Y. (1990). “On the Equivalence of Factors and Components.” Multivariate Behavioral Research, 25, 67-74. (*)Velicer, W.F. & Jackson, D.N. (1990). “Component Analysis versus Common Factor Analysis: Some Further Observations.” Multivariate Behavioral Research, 25, 97-114. (*) Widaman, K.F. (1993). “Common Factor Analysis Versus Principal Components Analysis: Differential Bias in Representing Model Parameters?” Multivariate Behavioral Research, 28, 263-311. Sample Size (*) MacCallum, R.C., Widaman, K.F., Zhang, S. & Hong, S. (1999). “Sample Size in Factor Analysis.” Psychological Methods, 4, 84-99. Computing Factor Scores (*) Grice, J.W. (2001). “Computing and Evaluating Factor Scores.” Psychological Methods, 6, 430.450. Theoretical Application Article Kline, P. (1987). "Factor analysis and personality theory." European Journal of Personality, 1, 21-36. You should also look to read some examples of factor analysis in published research literature. I have not included any specific references here. These articles are easy to find using an search engine such as Googlescholar, Scopus or Web of Science. There will be some variability in how different researchers report findings and exposure to this will be useful.

APA REPORT STYLE American Psychological Association (2010). Publication Manual of the American Psychological Association (6th ed.). Washington, DC: American Psychological Association. This is the definitive bible of how to write articles for all leading psychology journals.

Although this manual is intended for psychologists, it is nevertheless the most

comprehensive guide to writing journal articles for social science journals. Please note

that individual journals often have their own house style, which must be followed. Your

report should follow all APA conventions for figures, tables, writing style etc.

Learning aims



Tutorials

Private study 120 hours

Directed reading

Total Hours 150 hours

Other activities


Within the contact hours there will be a

substantial component of computing so

the class needs to be in a computing lab

Assessment


Report based on quantitative study consisting of a literature review, results from factor analysis, multiple regression, and a discussion

4,500 words 100%

title: comparative case study analysis bman80062...

Documents