Escolar Documentos
Profissional Documentos
Cultura Documentos
Q Qualitative research: any y type yp of research that p produces findings g not arrived at by statistical procedures or other means of quantification
Different sources of data: Observations Documents Film Quantitative data
Position of the researcher Data analysis Software/ tools Type of research questions
Outside the field Mathematica l/statistical Yes Hypothesis and relations between variables Reducable into a model
Mathematical/st atistical Yes Hypothesis and relations between variables Reducable into a model
Phenomen on
Complex
Complex
Survey
Case Study
Other differences?
Methods differs also in their thinking, in their theorization Wrapping W i some concepts t before b f looking l ki at t differences (epistemology): Deductive Thinking Inductive Thinking Abductive Thinking
Deductive thinking
THEORY
HYPOTHESIS
OBSERVATION
CONFIRMATION
Inductive thinking
OBSERVATION
PATTERNS
HYPOTHESIS
THEORY
Abductive thinking
OBSERVATION
THEORY
PATTERNS
HYPOTHESIS
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Method description (how and why) ( Conclusion (Back End) Data Display Narrative
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POSITIVIST Discovery of universal laws governing social world world. A fixed social reality exists that may be measured and described. Human behaviour is both rational and predictable. Positivist science is capable p of uncovering truth. Discovery of social fact is achieved through reason. reason Objective, value-free study is crucial in social research.
INTERPRETIVE Discovery of how people make sense of their social worlds worlds. Many social realities exist due to varying human experience. Human behaviour is context bound and variable. Common sense p provides insight g into social realities. Understanding of social reality is achieved through rich contextual description description. Recognition of subjectivity in social research is important.
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Discourse Di Analysis
Information Depth: 20-80 interviews for each case; 1 phone interview for each case:
Single case study Qualitative phone Survey
Source of information:
Interviews Documents Site (environment)
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A common path
1 Problem/Topic 1.
Are my ideas interesting to anyone?
2. Objective
What do I want ant to find?
3. Literature review
Which is the role of the literature review?
4. Theoretical/Conceptual framework
Necessary? Their role?
5. Methodology
Data Collection Data analysis
6 Writing 6.
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1. Topic/Problem
Your starting point is a Topic/Problem Significance: Taking on Grand Challenges Theoretical usefulness and the broader practical benefit for individuals and society Novelty: Changing the Conversation Would your study change the conversation that is already taking place in a given literature? Curiosity: Catching and Holding Attention propositions counter a reader readers s and taken-for-granted taken for granted assumptions use mystery as a metaphor, desire to solve or reformulate the mystery Scope: Casting a Wider Net The best topics set out to fully and comprehensively sample the landscape in a given domain Actionability: Insights for Practice A topic should be actionable: it should offer insights for managerial or organizational practice.
(Source: From the editors publishing in AMJpart 1: topic choice Academy of Management Journal 2011, Vol. 54, No. 3, 432435). 21
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Objective
Refining goals
Interpretation
Relevant elements Theory Explain Explore Describe
Framework
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4. Framework: example
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Choose one abstract to be further discussed Your colleague should challenge your illustration (act as reviewers) Then your colleagues should help you in summarizing pitfall and what to do to improve
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Case Study
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Explanatory
Studying the reflection of theories and hypothesis in the case We can make a contribution to the theory E.g. How risk management can be introduced effectively?
Exploratory
Field work and data collection are undertaken prior to the final definition of study questions and hypothesis Uncertain of the major features of the case Selecting case in which a certain phenomenon can be studied E.g. how integrating risk management into performance management?
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Empirical analysis:
Deciding the unit(s) of analysis Selecting cases Collecting data Analyzing data Interpreting the findings
Conclusion
Theoretical implications Practice implications
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What unit of analysis to use generally depends on the primary research questions O Once defined, d fi d th the unit it of f analysis l i can still till b be changed h d if d desired, i d e.g. as a result of discoveries based on data To compare results with previous studies (or allow others to compare results with yours), try to select a unit of analysis that is or can be used by others
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Context
Holistic (single unit of analysis)
Case
Context Case Context Case
Context
Embedded (multiple units of analysis)
Context Case
U1 U2
Context Case
U1 U2
Case
Embedded Unit of Analysis 1 Embedded Unit of Analysis 2
Context Case
U1 U2
Context Case
U1 U2
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Failures Parmalat P l t Failures in establishing public networks Theoretical sampling: Direct data gathering efforts towards collecting information that will best support the development of a theoretical framework: Support to emergent theories Refine and extend emergent theory: Polar types
(*) be careful in using the word success: (1) you must define what you mean by success; (2) some critical 32 journals wonder why a successful case is more interesting than failures or problematic cases.
5. Longitudinal case
Collecting g data
Three principles in collecting data: 1. Use multiple source of evidence (triangulation)
internal documents Official Documents Facts Phone interviews Observation Archival data Face to face Interviews
2. Create a case study database Notes, documents, matrices 3. Maintain a chain of evidence A reliability issue, need to be able to trace inferences backwards
Interviewing
Interviewing: knowing the world by asking informants to answer open-ended questions (usually structured) about their experiences. Wh i Who interviewing: t i i
Different perspectives on a topic
Which questions
Dependent on research question But always important: Background B k d of fi informants f t Personal experiences and narratives (let them talk)
How interviewing: g
Functional (positivistic) studies: re-direct often people Interpretive studies: direct flexibly people Spontaneous Spontaneo s de deviation iation are important
Recording:
Better but always y ask Turn off the recorder at the end and summarize/comment the interview 36 Often they add useful information
Type of interviews
Standardized interviews are designed to elicit information using a set of predetermined questions that are expected to elicit the respondents thoughts, opinions, and attitudes about the study related issues In an Unstandardized interview, , the interviewers must develop, p, adapt and generate questions and follow-up probes appropriate to the given situation and the central purpose of the investigation. Semistandardized Interviews
It involves the implementation of a number of predetermined questions The e interviewers te e e s a are ea also so pe permitted tted to p probe obe beyo beyond dt the ea answers s e s to their prepared questions
Focus Group
It is an attempt to learn about the life structure of group participants participants. You strive to learn through discussion about conscious, semiconscious and unconscious psychological and socio-cultural characteristics and p processes among g various g groups p
How we observe:
Sites visits as outside observer Participant observer
Archival data Pre-existing documents, photographs, email, audio, videos (artifacts). Observation Archival data
Interviews
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