Mba Session Methodology
Transcript of Mba Session Methodology
Research Methods – Dr Richard Boateng [[email protected]] Photo Illustrations from Getty Images – www.gettyimages.com 1
RM Session 6: Methodology - Qualitative
Lecturer/Convenor:
Richard Boateng, PhD.
Email:
Office: UGBS RT18 (rooftop)
Qualitative Approaches to
Research
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Chapter 11
• Qualitative Research
• (Neuman, 2011: 275)
• Qualitative Research
(Babbie, 2005: 293)
Chapter 10
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DIFFERENCE BETWEEN
QUALITATIVE & QUANTITATIVE
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Quantitative research emphasizes
1. Starting with specific hypotheses or questions
derived from theory/previous research
2. Selecting a sample representative of the
population
3. Using objective instruments (e.g. fixed choice
questionnaires, attitude scales, etc.)
4. Presenting results using statistics and making
inferences to the population.
5. ―Distance‖ between researcher and subjects
and emphasis on following the research plan
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Qualitative research emphasizes
1. Starting with general research problems and not
formulating hypotheses (hypotheses may emerge from the
data analysis).
2. Selecting a small, purposive sample (not random) which may
or may not be representative of the larger population.
3. Using relatively unstructured instruments (e.g. interviews,
observations, etc.) and ―intense‖ data collection (e.g. over
extended periods of time).
4. Presenting results mainly or exclusively in words, MORE
ABOUT EXPLANATION, and de-emphasizing generalizations
to the population
5. Researcher awareness of their own orientations, biases or
experiences and personal interaction in the context with an
emphasis on flexibility in the research.
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Qualitative Research
• The qualitative research method involves the use of
qualitative data, such as interviews, documents and
observation, in order to understand and explain a social
phenomenon.
• Qualitative research focuses on interpretation of
phenomena in their natural settings to make sense in
terms of the meanings people bring to these settings
(Denzin and Lincoln 1994) .
Research Methods – Dr Richard Boateng [[email protected]] Photo Illustrations from Getty Images – www.gettyimages.com 7
Qualitative Research
Research Methods – Dr Richard Boateng [[email protected]] Photo Illustrations from Getty Images – www.gettyimages.com 8
Types of Qualitative Research
Research Methods – Dr Richard Boateng [[email protected]] Photo Illustrations from Getty Images – www.gettyimages.com 9
Case Study
• Case study is a method used in both qualitative and quantitative
research methodologies. Yin (1994) suggested that case studies are
empirical investigation of phenomena within their environmental
context, where the relationship between the phenomena and the
environment is not clear.
• Therefore, a case is examined to understand an issue or provide
input to an existing theory or a new theoretical concept. A case
study’s unit of measurement is associated with the entity concept.
• A research work deploying the case study method may have single or
multiple cases. Conclusion could be drawn up from similarities or
differences among the cases involved in a research work.
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Case Study
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Example: Mobiles and Micro-trading
Aunty Akosua (hereafter referred to as AA) is a tomato retail trader. She has junior
high school level education and has been working as a tomato retailer since June
2008. AA works with Jane who serves as an intermediary between her and the
farmers in the villages. Jane buys the tomatoes at wholesale prices from the
farmers and AA retails them at the market.
Prior to owning a mobile phone, communication between AA and Jane was
constrained by distance. The limited access to Jane often contributed to poor
inventory management, where AA could be out of stock of tomatoes for a week. In
such scenarios, AA had to buy from other wholesalers, and that increased her
coordination costs. She was then advised by a friend to get a mobile phone for
Jane and herself, in order to enhance communication and reduce the cost and risk
of frequent long journeys. In December 2008, AA purchased a used Samsung
D500 for herself and a Nokia 3315 for Jane. The cost of Jane’s mobile phone was
deducted from her earnings from trading with AA. They are both using TiGO as
their service provider.
Boateng (2011)
Research Methods – Dr Richard Boateng [[email protected]] Photo Illustrations from Getty Images – www.gettyimages.com 12
Case Study
• The focus of the research is on process. The question is
focused on what can be learned from this particular
case.
• Single case design is ideal for studying extreme cases,
to confirm or challenge a theory or for cases where a
researcher does not have access previously. Examples: A
failure or success in a particular event or activity: Causing Financial Loss to a State – Lessons from the
Woyome Case
• Multiple case design is appropriate when a researcher is
keen to use more than one case to gather data and
draw up conclusion based on the facts retrieved.
• Multiple case design serves to confirm evidence which
enhance the reliability and validity of a research work.
Research Methods – Dr Richard Boateng [[email protected]] Photo Illustrations from Getty Images – www.gettyimages.com 13
Types of Qualitative Research
Research Methods – Dr Richard Boateng [[email protected]] Photo Illustrations from Getty Images – www.gettyimages.com 14
Ethnography
• Ethnography is a qualitative research
method which involves a description of
people and nature of phenomena.
Ethnography involves exploring the nature
of phenomena and working with
unstructured data, analyzing data through
interpretation of the meanings attributed by
research respondents.
– What are the cultural patterns and perspectives of
this group in its natural setting?
OUM (2010) Topic 9 Qualitative Research Methods, Course Hand out CMRM6103 Research Methodology/GMRM5103 Research Methods, AIT
Open University of Malaysia, Ghana
Sorensen, C. (2000)CICI 502 Survey of Research in Curriculum, Northern Illinois University, available
http://www.cedu.niu.edu/~sorensen/502/powerpoint/topicD/qlnotes.htm [accessed February, 2012]
Research Methods – Dr Richard Boateng [[email protected]] Photo Illustrations from Getty Images – www.gettyimages.com 15
Ethnography
• The emphasis is on documenting or
portraying the every day experiences of
individuals. Key tools are in-depth
interviewing and continuous
observations. There is seldom an initial
hypothesis. The research is sustained over time.
The goal is to paint a picture that as thorough,
accurate, and vivid.
• Example - What is life like in a traditional palace?
OUM (2010) Topic 9 Qualitative Research Methods, Course Hand out CMRM6103 Research Methodology/GMRM5103 Research Methods, AIT
Open University of Malaysia, Ghana
Sorensen, C. (2000)CICI 502 Survey of Research in Curriculum, Northern Illinois University, available
http://www.cedu.niu.edu/~sorensen/502/powerpoint/topicD/qlnotes.htm [accessed February, 2012]
Method – unstructured interviews, observation, field notes and use of secondary
data including documents, maps, photographs, genealogies, and records
Research Methods – Dr Richard Boateng [[email protected]] Photo Illustrations from Getty Images – www.gettyimages.com 16
Types of Qualitative Research
Research Methods – Dr Richard Boateng [[email protected]] Photo Illustrations from Getty Images – www.gettyimages.com 17
Grounded Theory
• uses a prescribed set of procedures for
analyzing data and constructing theoretical model from them.
Glaser and Strauss, (1967) defines it as the discovery of
theory from data systematically obtained social research
• The focus in grounded theory is to unravel elements of experience
and use interrelationships to build theory that enables the
researcher to understand a phenomenon.
• very useful when current theories about a phenomenon are neither
inadequate nor non-existent.
• Methods: Open/Flexible - Recorded interviews, observation, journaling, and
diary, memos.
OUM (2010) Topic 9 Qualitative Research Methods, Course Hand out CMRM6103 Research Methodology/GMRM5103 Research Methods, AIT
Open University of Malaysia, Ghana
Sorensen, C. (2000)CICI 502 Survey of Research in Curriculum, Northern Illinois University, available
http://www.cedu.niu.edu/~sorensen/502/powerpoint/topicD/qlnotes.htm [accessed February, 2012]
Research Methods – Dr Richard Boateng [[email protected]] Photo Illustrations from Getty Images – www.gettyimages.com 18
Action Research
• It views participants as co-creating their reality through
participation, experience, and action.
• There are four phases of action research:
– the co-researchers agree on an area of inquiry/problem,
– ideas and procedures are applied in everyday work/life
– co-researchers become fully immersed in the activity/experience,
– co-researchers reconsider the original research problem.
• Aim 1 - produce knowledge and action directly useful to a group of people.
• Aim 2 - empower people through the process of constructing their own
knowledge.
• Methods: unstructured observations, journaling, surveying, and reviewing
documents/records.
Sorensen, C. (2000)CICI 502 Survey of Research in Curriculum, Northern Illinois University,
http://www.cedu.niu.edu/~sorensen/502/powerpoint/topicD/qlnotes.htm [accessed Feburary, 2012]
Research Methods – Dr Richard Boateng [[email protected]] Photo Illustrations from Getty Images – www.gettyimages.com 19
Action Research
OUM (2010) Topic 9 Qualitative Research Methods, Course Hand out CMRM6103 Research Methodology/GMRM5103 Research Methods, AIT
Open University of Malaysia, Ghana
Research Methods – Dr Richard Boateng [[email protected]] Photo Illustrations from Getty Images – www.gettyimages.com 20
Content analyses • Examining information or content to record
observation and quantify them to understand a
phenomena
Neuman, W.L. (2011) Basics of Social Research: Qualitative and Quantitative Approaches, 2/E, Pearson
Education – ISBN ISBN-10: 0205484379 | ISBN-13: 9780205484379
Research Methods – Dr Richard Boateng [[email protected]] Photo Illustrations from Getty Images – www.gettyimages.com 21
Woyome, NDC, Our Money And Our President: The Failure of Fair
Representation By: Dennis Adjei-Brenyah, Esq New York – Ghanaweb.com
As a general rule, I have always scrupulously avoided “political” discussions
especially the kind showing malicious and unhealthy assault and insults on people. I
have always subscribed to a discussion on ideas on how to manage out affairs and help
improve the “situation‖ we find ourselves. I will try to keep to this principled
approach in dealing with the present demonstration of national shame that people have
described as the ―NDC-Woyome‖ matter.
Sometimes, I throw in some personal reflections – only as a sign of blessed humility to
see issues from a peculiar angle – the better to contribute to this discussion. I have said
in these pages before that I consider our President my friend and law teacher from
Legon: a decent man. Honorable, level headed, - but alas, perhaps another gutless
politician. And I say this with grief and severe pain.
Out President says now that he had no hand in this affair: That the acknowledged
financier of NDC, who has now pocketed (banked is a better term) GhC58,000,000 of
your money, got paid that sum of money under his watch as President, and he has no
hand in .He has nothing to do with it! This is a cruel insult of and to us as Ghanaians,
by this President. We must hold him to account!
Research Methods – Dr Richard Boateng [[email protected]] Photo Illustrations from Getty Images – www.gettyimages.com 22
TECHNIQUES FOR ACQUIRING
QUALITATIVE DATA
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Fieldwork • Fieldwork – the particular context in which data collection occurs.
• Collection occurs simultaneously with analysis and interpretation and
occurs throughout the study.
• The final product is a rich description or narrative with quotations typically
used to illustrate the voice and understandings of the participants. The focus is
to use language to paint a rich picture of the setting and its participants.
Selecting the Fieldwork
1. Justify: Determine why a particular site should be selected.
2. Access: How will permission be obtained for accessing the site?
3. Activity: What will be done at the site?
4. Interference: How will the researcher avoid disrupting the normal routine? Or
How participative will the researcher be?
5. Time: What will be the duration and frequency of observations?
Sorensen, C. (2000)CICI 502 Survey of Research in Curriculum, Northern Illinois University,
http://www.cedu.niu.edu/~sorensen/502/powerpoint/topicD/qlnotes.htm [accessed Feburary, 2012]
Research Methods – Dr Richard Boateng [[email protected]] Photo Illustrations from Getty Images – www.gettyimages.com 24
Interviews • Interviewing is used to gather information in the
subjects own words from which insights on their
interpretations can be obtained.
• Subjects are encouraged to talk about experiences,
feelings, beliefs
Sorensen, C. (2000)CICI 502 Survey of Research in Curriculum, Northern Illinois University,
http://www.cedu.niu.edu/~sorensen/502/powerpoint/topicD/qlnotes.htm [accessed Feburary, 2012]
Types of Interviews • Unstructured - exploratory, on a topic – open, flexible, no structured format,
and impromptu questions
• Partially Structured – Topic is chosen and questions are formulated, but order
is up to the interviewer. Open-ended Questions & responses are recorded
nearly verbatim, possibly taped.
• Semi-Structured - - questions and order of presentation are determined.
Questions are open-ended, interviewer records the essence of each response.
Research Methods – Dr Richard Boateng [[email protected]] Photo Illustrations from Getty Images – www.gettyimages.com 25
Interviews
• Qualitative Study Interview – primarily focus on
open-ended questions, flexible and purposively
selected samples
• Quantitative Study Interview – fixed choice
questions, usually on random samples
Sorensen, C. (2000)CICI 502 Survey of Research in Curriculum, Northern Illinois University,
http://www.cedu.niu.edu/~sorensen/502/powerpoint/topicD/qlnotes.htm [accessed Feburary, 2012]
Types of Interviews • Structured - - questions and order are pre-determined, responses are
coded by interviewer as they are given.
• Totally structured - - questions, order, and coding are predetermined and
the respondent is presented with alternatives for each question so that
phrasing of responses is structured. Questions are self-coding in that
each choice is pre-assigned a code.
Research Methods – Dr Richard Boateng [[email protected]] Photo Illustrations from Getty Images – www.gettyimages.com 26
Interviews
Sorensen, C. (2000)CICI 502 Survey of Research in Curriculum, Northern Illinois University,
http://www.cedu.niu.edu/~sorensen/502/powerpoint/topicD/qlnotes.htm [accessed Feburary, 2012]
Guidelines 1. Listen more, talk less. Be Patient, Don’t interrupt. Tolerate silence.
2. Follow up on what participants say and ask questions when you
don’t understand.
3. Don’t be judgmental about participants’ beliefs or views. You are
there to learn about their perspectives whether you agree or not.
4. Keep participants focused and ask for concrete details.
5. Avoid leading questions, ask open ended questions.
6. Don’t debate with participants over their responses.
You are a recorder, not a debater.
Research Methods – Dr Richard Boateng [[email protected]] Photo Illustrations from Getty Images – www.gettyimages.com 27
Focus Groups
• A semi-structured group session, moderated
by a group leader, held in an informal setting,
with the purpose of collecting information on a
selected topic. A carefully planed discussion
designed to obtain perceptions on a defined
area of interest in a permissive non-
threatening environment.
Sorensen, C. (2000)CICI 502 Survey of Research in Curriculum, Northern Illinois University,
http://www.cedu.niu.edu/~sorensen/502/powerpoint/topicD/qlnotes.htm [accessed Feburary, 2012]
Focus groups is a type of interview where multiple participants are
involved and responses can build on one another. A focus group is
particularly useful in obtaining a variety of views or opinions about a topic
or issue.
Focus groups are used to obtain information of qualitative nature from a
predetermined and limited number of people.
Research Methods – Dr Richard Boateng [[email protected]] Photo Illustrations from Getty Images – www.gettyimages.com 28
Focus Groups
Sorensen, C. (2000)CICI 502 Survey of Research in Curriculum, Northern Illinois University,
http://www.cedu.niu.edu/~sorensen/502/powerpoint/topicD/qlnotes.htm [accessed Feburary, 2012]
Useful When -
1. Insights are needed in exploratory studies
2. There is an understanding gap between groups
3. The purpose if to uncover factors relating to complex behaviors
4. The is a desire for ideas to emerge from the group
5. Need for additional information to prepare for a larger study
Not Useful When -
1. The environment is emotionally charged
2. Statistical projections are needed
3. Other methodologies can produce better
quality information
4. Confidentiality cannot be ensured
Research Methods – Dr Richard Boateng [[email protected]] Photo Illustrations from Getty Images – www.gettyimages.com 29
Focus Groups
Procedures
• Duration 1-2 hours. General rule is to plan for less time than you
tell participants.
• Number Groups 3-6 different groups should be used.
• Size 4-12 with certain characteristics in common (IDEAL size 6-8)
• Composition participants alike in some way (not in
opinions). General rule is to keep groups homogenous in terms of
prestige or status.
• Sample systematically selected (purposive
sampling). In organizations, include groups with
different roles.
• Method - non-directive, nurture different points of
view, identify trends and patterns in perceptions.
Sorensen, C. (2000)CICI 502 Survey of Research in Curriculum, Northern Illinois University,
http://www.cedu.niu.edu/~sorensen/502/powerpoint/topicD/qlnotes.htm [accessed Feburary, 2012]
Research Methods – Dr Richard Boateng [[email protected]] Photo Illustrations from Getty Images – www.gettyimages.com 30
Changing roles of housewives
Research Methods – Dr Richard Boateng [[email protected]] Photo Illustrations from Getty Images – www.gettyimages.com 31
Focus Groups
• Introductory
– Round robin question that everyone answers
– Background - to locate people in relation to other people
• Transition
– Move the conversation into the key questions
– Experience/behavior - to elicit descriptions of behaviors, actions, activities
– Knowledge - to find out what respondents consider factual information
• Key Questions – Opinion/value - to find out what people think
– Feeling - to understand emotional response of people to an experience
• Ending - Bring closure to discussion
Sorensen, C. (2000)CICI 502 Survey of Research in Curriculum, Northern Illinois University,
http://www.cedu.niu.edu/~sorensen/502/powerpoint/topicD/qlnotes.htm [accessed Feburary, 2012]
Research Methods – Dr Richard Boateng [[email protected]] Photo Illustrations from Getty Images – www.gettyimages.com 32
Observation
• Participant Observer - engages fully in
the activities being studied but is known
to the participants as a researcher.
Example: a researcher gets permission
from a teacher to sit in a class and make
observations over a semester.
• Goal is to immerse researcher in the
setting so he/she can see, hear, feel,
experience, subject’s’ daily life.
Sorensen, C. (2000)CICI 502 Survey of Research in Curriculum, Northern Illinois University,
http://www.cedu.niu.edu/~sorensen/502/powerpoint/topicD/qlnotes.htm [accessed Feburary, 2012]
Research Methods – Dr Richard Boateng [[email protected]] Photo Illustrations from Getty Images – www.gettyimages.com 33
Observation
• Unobtrusive or Non-participant Observer - researcher watches but
does not participate in group activities. Example: researcher conducts a
number of interviews with teachers in a school.
• Naturalistic observation - observing individuals in their natural
settings, making no effort to manipulate variables or control activities,
but simply to observe and record. Example: observation of students at an
athletic event.
• Covert Observer - researcher disguises identity from other
participants (ethical issues). Example: conducting the research in disguise
• Simulations - asking subjects to act out certain situations or roles.
May be individual or group role playing.
Sorensen, C. (2000)CICI 502 Survey of Research in Curriculum, Northern Illinois University,
http://www.cedu.niu.edu/~sorensen/502/powerpoint/topicD/qlnotes.htm [accessed Feburary, 2012]
Research Methods – Dr Richard Boateng [[email protected]] Photo Illustrations from Getty Images – www.gettyimages.com 34
Other Qualitative Techniques
Textual Analysis (artifacts, documents, records)
• Documents and artifacts can include materials produced by the subject (writing
portfolios), personal documents (diaries, letters), records, historical archives. Includes
analysis of written records such as textbooks, newspapers, and non-written records
such as audios, videos, computer files.
Personal Experience (journaling and other methods)
• This method involves directing participants to recall personal experience through a
variety of techniques. Methods used in data collection include think-aloud
techniques, stimulated recall, and key event reporting. The researcher works with the
participants to create the data.
Field Notes
• Written descriptions of people, events, objects, places, activities, conversations, etc.
These notes may supplement information from official documents and interviews or
may comprise the main research data. Field notes should also include the
researchers’ reactions, reflections, and tentative assumptions.
Sorensen, C. (2000)CICI 502 Survey of Research in Curriculum, Northern Illinois University,
http://www.cedu.niu.edu/~sorensen/502/powerpoint/topicD/qlnotes.htm [accessed Feburary, 2012]
Research Methods – Dr Richard Boateng [[email protected]] Photo Illustrations from Getty Images – www.gettyimages.com 35
RM Session 6: Methodology - Quantitative
Lecturer/Convenor:
Richard Boateng, PhD.
Email:
Office: UGBS RT18 (rooftop)
Quantitative Approaches
to Research
Research Methods – Dr Richard Boateng [[email protected]] Photo Illustrations from Getty Images – www.gettyimages.com 36
Chapter 7
• Survey Research
• (Neuman, 2011: 166)
• Survey Research
(Babbie, 2005: 250)
Chapter 9
Research Methods – Dr Richard Boateng [[email protected]] Photo Illustrations from Getty Images – www.gettyimages.com 37
Survey • Questionnaire to record answers
from a sample
• Kerlinger (1973) defined survey research
as a study on large and small
populations by selecting samples
chosen from the desired population and
to discover relative incidence, distribution
and interrelations.
• The ultimate goal of survey research is to
learn about a large population by
surveying a sample of the population;
Neuman, W.L. (2011) Basics of Social Research: Qualitative and Quantitative Approaches, 2/E, Pearson
Education – ISBN ISBN-10: 0205484379 | ISBN-13: 9780205484379
OUM (2010) Topic 9 Qualitative Research Methods, Course Hand out CMRM6103 Research Methodology/GMRM5103 Research Methods, AIT
Open University of Malaysia, Ghana
Research Methods – Dr Richard Boateng [[email protected]] Photo Illustrations from Getty Images – www.gettyimages.com 38
Types of Survey
Neuman, W.L. (2011) Basics of Social Research: Qualitative and Quantitative Approaches, 2/E, Pearson Education
OUM (2010) Topic 9 Qualitative Research Methods, Course Hand out CMRM6103 Research Methodology/GMRM5103 Research Methods, AIT
Open University of Malaysia, Ghana
Research Methods – Dr Richard Boateng [[email protected]] Photo Illustrations from Getty Images – www.gettyimages.com 39
Cross-sectional Survey
A researcher collects information from a sample drawn from a
population. The data you obtain is derived from a cross-section of
the population at one point of time.
Neuman, W.L. (2011) Basics of Social Research: Qualitative and Quantitative Approaches, 2/E, Pearson Education
OUM (2010) Topic 9 Qualitative Research Methods, Course Hand out CMRM6103 Research Methodology/GMRM5103 Research Methods, AIT
Open University of Malaysia, Ghana
Research Methods – Dr Richard Boateng [[email protected]] Photo Illustrations from Getty Images – www.gettyimages.com 40
Longitudinal Survey - Panel
Example: Age vs Volunteering Same units over time
Neuman, W.L. (2011) Basics of Social Research: Qualitative and Quantitative Approaches, 2/E, Pearson Education
OUM (2010) Topic 9 Qualitative Research Methods, Course Hand out CMRM6103 Research Methodology/GMRM5103 Research Methods, AIT
Open University of Malaysia, Ghana
a researcher can identify a sample from the beginning and follow the specific
respondents over a specified period of time to observe changes in specific
respondents and highlight the reasons why these respondents have changed.
Research Methods – Dr Richard Boateng [[email protected]] Photo Illustrations from Getty Images – www.gettyimages.com 41
Longitudinal Survey - Cohort
Example: 1967 birth cohorts vs racisim Same category of units in a specified time period over time
Neuman, W.L. (2011) Basics of Social Research: Qualitative and Quantitative Approaches, 2/E, Pearson Education
OUM (2010) Topic 9 Qualitative Research Methods, Course Hand out CMRM6103 Research Methodology/GMRM5103 Research Methods, AIT
Open University of Malaysia, Ghana
Although the population remains the same, different respondents are sampled
each time. The researcher’s aim here is to see if there are changes in perceptions
or trends that occur in the study
Research Methods – Dr Richard Boateng [[email protected]] Photo Illustrations from Getty Images – www.gettyimages.com 42
Survey Techniques
Neuman, W.L. (2011) Basics of Social Research: Qualitative and Quantitative Approaches, 2/E, Pearson Education
OUM (2010) Topic 9 Qualitative Research Methods, Course Hand out CMRM6103 Research Methodology/GMRM5103 Research Methods, AIT
Open University of Malaysia, Ghana
1. Mail and Self-Administered Questionnaire
• Cheap, slow, lowest response rate
2. Web Surveys
• Cheapest, fastest, moderate response rate
3. Telephone Interviews
• Moderate cost, fast, moderate response rate
4. Face-to-face Interviews
• Expensive, slow, highest response rate
Research Methods – Dr Richard Boateng [[email protected]] Photo Illustrations from Getty Images – www.gettyimages.com 43
References 1. Babbie, E.R. (2005) The Basics of Social Research [With CDROM and Infotrac], Wadsworth
–Thomson Publishing, Belmont, CA.
2. Babbie, E.R. (2011) The Basics of Social Research [With CDROM and Infotrac], Wadsworth
–Thomson Publishing, Belmont, CA. – ISBN – 0495812242
3. Bailey, K. D. (1978). Methods of social research (3rd ed.). New York: The Free Press.
4. Neuman, W.L. (2011) Basics of Social Research: Qualitative and Quantitative Approaches,
2/E, Pearson Education
5. OUM (2010) Principles Supporting Qualitative Research, Topic 9 Qualitative Research
Methods, Course Hand out CMRM6103 Research Methodology/GMRM5103 Research
Methods, AIT Open University of Malaysia, Ghana
6. Sorensen, C. (2000)CICI 502 Survey of Research in Curriculum, Northern Illinois University,
http://www.cedu.niu.edu/~sorensen/502/powerpoint/topicD/qlnotes.htm [accessed Feburary,
2012]
7. Zikmund W G. (2003) Business Research Methods, 7th edition, Thomson/South-Western.
Research Methods – Dr Richard Boateng [[email protected]] Photo Illustrations from Getty Images – www.gettyimages.com 44
RM Session 6: Long Essay Outline
Lecturer/Convenor:
Richard Boateng, PhD.
Email:
Office: UGBS RT18 (rooftop)
Long Essay Outline
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Email:
Password:
research1
Research Methods – Dr Richard Boateng [[email protected]] Photo Illustrations from Getty Images – www.gettyimages.com 46
Chapter 14
• Writing the Research Report
• (Neuman, 2011)
• Report Writing
(Babbie, 2005: 455-461)
Chapter 15
Research Methods – Dr Richard Boateng [[email protected]] Photo Illustrations from Getty Images – www.gettyimages.com 47
Structure of Long Essay
• Abstract
• Chapt. 1 – Introduction
• Chapt. 2 – Literature Review
• Chapt. 3 – Context of the Study
• Chapt. 4 – Research Methodology
• Chapt. 5 – Results and Discussion
• Chapt. 6 – Conclusion
Research Methods – Dr Richard Boateng [[email protected]] Photo Illustrations from Getty Images – www.gettyimages.com 48
Chapter One Outline Chapter One Outline
Research Background Research Background
Research Problem Research Problem
Research Purpose Research Statement
Research Objective Research Objective
Research Questions Research Question
Research Methodology Research Methodology
Significance of the Research Significance of the Research
Research Limitations Research Limitations
Chapter Outline Chapter Outline
Chapter One of Long Essay
Research Methods – Dr Richard Boateng [[email protected]] Photo Illustrations from Getty Images – www.gettyimages.com 49
Research Methodology • Identify the type of study to be carried out
– Quantitative or Qualitative or Mixed Methods study
– Unit of Analysis: Individual/households, Organizations, Industry,
Country
• What research strategy will be used to conduct the study
and why were those strategies were selected?
– Case study or survey
• Where data will be collected and what methods will be
used? - Why
– Study Population
– Primary Data: Questionnaires, Interviews, Observation
– Secondary Data: Industry reports, company documents
PROPOSED
Research Methods – Dr Richard Boateng [[email protected]] Photo Illustrations from Getty Images – www.gettyimages.com 50
Example: Gender Differences in E-banking Adoption
• The study will use a quantitative approach to study the gender
differences in the adoption of e-banking services among
university students. The study population are students in the
University of Ghana Business School. A study by Turkson
(2009) found that students enrolled in finance and accounting
programmes are more likely to adopt e-banking services. A
survey will be carried out on a sample selected from students
in the third and fourth year enrolled in finance or accounting
programmes.
• A questionnaire concerning the adoption and use of e-banking
services will be administered to 150 students. The study will
also examine statistics on student banking activities from
campus banks.
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Significance of the Research
– Implications to research: how does
it inform research area?
– Implications to Practice (managers,
practitioners, employees,
organizations etc)
– Implications to Policy (if
applicable)—what do your findings tell
government, international community,
development agencies etc.
Source: Boateng (2011)
This section discusses the potential benefits or implications of this
research study on Future Research, Practice and Policy
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Example: E-banking in Rural Banks • The significance of the study can be viewed along three strands: research, practice
and policy. Concerning the research significance, this study goes beyond current
research on e-banking in rural banks by examining the strategies for implementing
and integrating e-banking technologies. Literature on strategic perspective on e-
banking in rural banks is arguably non-existent on Ghana and perhaps this
spreads to the West-Africa region.
• Concerning significance to practice, the study will provide guidelines to other rural
banks on the factors which influence e-banking adoption and strategic options to
address challenges in managing and sustaining e-banking applications. This will
be very helpful to ARP Apex Bank and to rural banks in its network.
• Concerning significance to policy, the study will provide feedback on policies
driving the computerization of rural banks which is critical to the operations of
financier, the Millennium Challenge Corporation, the government of Ghana and
other donors who have interest in supporting ICT integration in rural banks. These
contributions to practice and policy will become necessary to the development of
more advanced or complex functionalities for rural banks including internet banking
and mobile banking.
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Research Limitations
• Points out the limitations in the research
issues which may influence the research
• Definitional concepts
– what is included and what is not
• Scope and Constraints
– which respondents will not be involved and, perhaps why
• Variables
- Which data will not be collected/studied
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Example: E-banking in Rural Banks • A sample size of 50 computerized RCBs will be selected out
of the 97 based on proximity for ease of data collection and
time constraint for the study. The study will not cover the use
of electronic channels such as ATM, POS, mobile phone and
internet since these channels have not yet been deployed to
the banks. It will only focus on the computerization project
under the mandate of the ARP Apex Bank.
• Also there is a possibility that some of the respondents may
not return their questionnaires since it will touch on their
financial and operational performance before and after
computerization.
• The study will focus more on the banks than their customers
in assessing the challenges and prospects of the project.
Source: Boateng (2011)
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Chapter Outline
• Present an outline for the long
essay detailing the objective of
each chapter
• Gives an indication on the number
of chapters in the dissertation
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Example: E-banking in Rural Banks
• The entire dissertation will be divided into six-(6) chapters. The first chapter
will cover introduction to e-banking and rural banks, the research problem,
objectives, and questions. Chapter two seeks to review e-banking research
and literature in developing countries to define a theoretical focus for the
research and develop a conceptual framework which examines the
strategies for integrating e-banking in rural banks.
• Chapter three presents the philosophical assumptions and research
strategy of this research. Chapter four presents the case evidence on ICTs
integration in four rural banks and survey of adoption factors and challenges
in 50 banks. Chapter five evaluates the case evidence with respect the
conceptual framework of the research to answer the research questions.
• Chapter six presents the concluding recommendation on the
implementation of e-banking in DCs and the way forward of this research.
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RM Session 7: Methodology - Sampling
Lecturer/Convenor:
Richard Boateng, PhD.
Email:
Office: UGBS RT18 (rooftop)
Sampling
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Chapter 6
• Sampling
• (Neuman, 2011: 140)
• Sampling
(Babbie, 2005: 183)
Chapter 7