Essay on research paradigm
Hi, please do the best work.Course: Business ResearchSubject: Business Research MethodsWord limit: 3000 wordsAll other details have been written in the attachment. I have also attached my class notes for reference.Thank you
Assessment Information
Subject Code: BUS 604
Subject Name: Business Research Methods
Assessment Title: Assessment 2 – Essay on research paradigm
Weighting: 35 %
Length: 3000 words
Due Date: Submission due Week 4 – Sunday at 11.59 pm
COURSE: Master of Business (Research)
Unit: Business Research Methods
Unit Code: BUS604
Type of
Assessment:
Assessment 2 – Report on research paradigm
Unit Learni
ng
Outcomes
addressed:
(a) Demonstrate a critical appreciation of the major steps
involved in conducting research.
(b) Demonstrate an extended understanding of various
business research designs and methods and be able to
evaluate and explain their strengths and weaknesses
in
research designs for particular projects.
(c) Demonstrate a critical appreciation of ethical issues in
research and an advanced understandin
g of
appropriate procedures and protocols applicable to
these issues.
(d) Critically review and evaluate research literature.
(e) Design research for a particular project, explaining
th
e
limitations, advantages, and technical and ethical
implications of the techniques employed.
(f) Select, justify and design questions suitable for
a
survey instrument and be able to analyse survey data
in relation to a particular research
question.
(g) Prepare a formal research proposal investigating an
innovative and/or unresolved research question.
Criteria f
or
Assessment:
Knowledge and Understanding
Content and exploration of theories and ideas
Analysis, synthesis and critical engagement
Technical skills and referencing
Assessment Task:
Using particular research methodologies raises many philosophical
questions for researchers about the nature of reality, how
knowledge is constructed, the role of value in research and how
research should be conducted. Identify relevant research
philosophies or paradigms and investigate their epistemology,
ontology, axiology and their implications for methodology (research
design, data collection, etc.) selection.
Your essay must focus on contentious and problematic issues,
therefore they must contain a well-argued case with an appropria
te
structure and obey academic conventions regarding referencing,
etc.
Although you may use any scholarly sources, the following are list
of readings you can use to support your arguments.
Creswell, J.W and Creswell, J.D. (2018). Research Design
Qualitative, Quantitative, and Mixed Methods Approaches, SAGE,
Thousand Oaks
Bell, E., Bryman, A., & Harley, B. (2018). Business research
methods. Oxford university press.
Burrell, G., & Morgan, G. (2017). Sociological paradigms and
organisational analysis: Elements of the sociology of corporate
life. Routledge.
Hammersley, M., & Gomm, R. (1997). Bias in social research.
Sociological Research Online, 2(1), 1-13.
Neuman, W (2017) Social research Methods: Qualitative and
Quantitative Approaches: The Meanings of methodology, Allyn
and Bacon, Boston.
Onwuegbuzie, A. J., & Leech, N. L. (2005). On becoming a
pragmatic researcher: The importance of combining quantitative
and qualitative research methodologies. International journal of
social research methodology, 8(5), 375-387.
Yilmaz, K. (2013). Comparison of quantitative and qualitative
research traditions: Epistemological, theoretical, and
methodological differences. European Journal of Education, 48(2),
311-325.
Submission Date: Week 4 (online submission).
Total Mark &
Weighting:
35 marks | 35%
Students are advised that any submissions past the due date without an approved
extension or approved extenuating circumstances incur a 5% penalty per calendar
day,
calculated from the total mark e.g. a task marked out of 35 will incur a 1.75 mark penalty
per calendar day.
Criteria
HD (High
Distinction)
85%-100%
DN (Distinction)
75%-84%
CR (Credit)
74%-65%
P (Pass)
50%-64%
F (Fail)
0%-49%
Knowledge and
u n d e rs ta n d i n g
5 m a rk s
Command
of the
topic,
unusual
creativity,
perception
and insight,
all
suggesting
that work
should be
published
in an
academic
forum.
Demonstr ate
s command
of the topic
by showing
creativity,
perception
and insight —
a
serious
c o n tri b u tio n
to th e
academic
debate.
Demonstr ates
a well –
informed
understanding
of the topic
by showing
creativity and
insight — a
serious
contributio
n to
the academic
debate.
Understandin
g of
contemporary
academic
debate, with
some
creative input
and insight,
with a
tendency
toward
description.
Limited/poor
understanding
demonstrated. Any
creative input is
somewhat off the
point.
Content and
exploration of
theories and ideas
10 marks
Outstandin
g selection
that makes
a
substantial
contributio
n to
Ou tsta nd in g
s el ecti o n
from a wide
relevant and
innovative
range of
Selection
from a wide
and relevant
range o f
perspectives
and sources
Relevant
selection from
a range o f
perspectives
and sources.
Sources are
Narrow selection,
minimal use of
sources, to support
the
argument.
academic
debate.
perspectives
and sources.
that draws
upon
contemporar
y academic
debate.
mostly
integra ted
into the
overall
argument.
Analysis,
synthesis and
critical engagement
15 marks
Outstandin
g use of
source
material.
Excellent
argument
that is of
the highest
academic
quality.
Critical
distance and
outstanding
analysis of
the
question, to
a high
Sources ve ry
well
integrated into
the overall
argument.
Clear well
structured
argument that
is well crafted
and cogent.
Critical
distance and
outstanding
analysis of the
question.
Sources
well-
integrated
into the
overall
argument.
Clear,
cogent and
well-
structured
argument.
Critical
distance and
sound
analysis of the
question.
Mostly clear,
cogent and
well-structured
argument.
Demonstr ates
criticality a n d
g e ne rally
g o od analysis.
Sources are not
properly integrated
into the argument.
Absence of clear
and cogent
argument.
Incomplete analysis
with a tendency to
accept the source
material at face
value.
degree of
excellence.
Technical skills
and referencing
5marks
Referenci
ng
impeccab
le
using
appropria
te
conventio
ns.
No errors
in
grammar
or
spelling.
Referencing
clear and
accurate using
appropriate
conventions.
Virtually no
errors i n
grammar or
spelling.
Referencin
g clear and
accurate
using
appropriat
e
conventions.
Good
grammar and
spelling.
Referencing
sufficiently
clear and
using an
appropriate
convention.
Adequate
grammar and
spelling.
References
limited/inappropriat
e. Many errors in
grammar and
spelling, making it
difficult or impossible
to read.
Week 2
Understanding research philosophies
and approaches
Lecture Overview
Research Paradigm
Philosophical assumptions
Research approaches
Research Paradigm
An over-arching term relating to the development of knowledge and the nature of that knowledge’ (Saunders et al, 2009)
“A basic set of beliefs that guide action” (Guba, 1990, p. 17)
Research Paradigm
When implementing worldviews in your research, you must addresses the following:
Identify and state clearly the philosophical worldview for your the study
Define the basic ideas of that worldview
Demonstrate how the worldview shape your approach to research
Research Paradigm -Understanding philosophical assumptions
Ontology: it relates to the nature of reality and its characteristics
Epistemology: how knowledge is constructed and justified
Axiology: the role of values in research
Methodology: the process involved in research/ how research should be conducted
Research paradigms
Positivism/ Postpositivists
Realism
Interpretivism
Pragmatism
These paradigms have their positions on the philosophical assumptions
Saunders et al. (2009,p.119)
Comparison of four research philosophies in management research
Assumptions Positivism Realism Interpretivism Pragmatism
Ontology: the
researcher’s view of
the nature of reality
or being External, objective
and independent of social actors Is objective.
Exists independently of human thoughts and beliefs or knowledge
of their existence
interpreted through
social conditioning Socially constructed,
subjective, may
change, multiple External, multiple,
view chosen to best
enable answering
of research
question
Epistemology: the
researcher’s view
regarding what
constitutes
acceptable
knowledge Only observable
phenomena can
provide credible
data, facts.
Focus
on causality and law
like generalisations,
reducing
phenomena to
simplest elements Observable
phenomena provide
credible data, facts.
Insufficient data
means inaccuracies
in sensations (direct
realism).
phenomena create
sensations which
are open to
misinterpretation Subjective meanings
and social
phenomena.
Focus
upon the details
of situation, a
reality behind
these details,
subjective
meanings
motivating actions Either or both
observable
phenomena and
subjective meanings
can provide
acceptable
knowledge
dependent upon
the research
question.
Saunders et al. (2009,p.119)
Comparison of four research philosophies in management research
Assumptions Positivism Realism Interpretivism Pragmatism
Axiology: the
researcher’s view of
the role of values in
research Research is
undertaken in a
value-free way.
the researcher is
independent of the
data and maintains
an objective stance Research is value
laden; the researcher
is biased by world
views, cultural
experiences and
upbringing. Research is value
Bound.
the researcher is part
of what is being
researched Values play a large
role in interpreting
results.
the researcher adopting
both objective and
subjective points of
view
Data collection
techniques most
often used Highly structured,
large samples,
measurement,
quantitative, Methods chosen
must fit the subject
matter, quantitative
or qualitative Small samples,
in-depth
investigations,
qualitative Mixed or multiple
method designs,
quantitative and
qualitative
Research Approaches
Research project involve the use of a theory
The theory may or may not be made explicit in the design of the research
The decision will depend on the research approach you adopt: deduction vs induction vs abduction
Research Approaches
Deduction: drawing logical consequences from premises
Deducing a hypothesis
Expressing the hypothesis operationally
Testing the operational hypothesis
Examining the specific outcome of the enquiry
Modifying the theory (if necessary)
Research Approaches
Deduction approach:
Explaining causal relationships between variables
Establishing controls for testing hypotheses
Independence of the researcher
Concepts operationalised for quantitative measurement
Generalisation
Research Approaches
Induction: Building a theory by:
Understanding the way human build their world
Permitting alternative explanations of what’s going on
Being concerned with the context of events
Using more qualitative data
Using a variety of data collection methods
Saunders et al, (2009)
Research Approaches
Abduction: identifies a pattern in a surprising phenomenon and proposes a plausible hypothesis
Choosing your research approach
The nature of the research topic
The time available
The extent of risk
The research audience – managers and markers
Class Activity
Reading list
Creswell, J.W and Creswell, J.D. 2018, Research Design Qualitative, Quantitative, and Mixed Methods Approaches, SAGE, Thousand Oaks
Saunders, M., Lewis, P., Thornhill, A., & Wilson, J. (2009). Business research methods. Financial Times, Prentice Hall: London.
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Week 3
Research Design
Lecture Overview
Research designs and strategies
Strengths and weaknesses of different research designs
Research designs
Qualitative: for investigating and understanding the meaning individuals or a group of people ascribe to a social or human problem
Quantitative: for examining and testing objective theories by assessing the relationship among variables.
Mixed methods: involves the collection of both quantitative and qualitative data, integration of the two forms of data, and using distinct designs that may involve philosophical assumptions and theoretical frameworks
Creswell and Creswell (2018)
Research designs -Qualitative Research
Strengths
Data is based on participants’ own meaning
Provides individual case information
Data is collected in a naturalistic setting
Can describe a phenomena in rich detail
Weaknesses
Knowledge generated may not generalize to other settings or people
Data analysis is often time consuming
The results are usually influenced by the researcher’s personal biases
Research designs – Quantitative Research
Strengths
Can be used when large quantities of data need to be collected.
The result is usually numerical (quantifiable) and hence considered more “objective”.
The data is considered quantifiable and usually generalizable to a larger population
The research results are relatively independent of the researcher
Weaknesses
Knowledge produced may be too general and abstract
The researcher’s theory used may not reflect the local constituencies’ understandings
Research designs –Mixed methods Research
Strengths
can give a better understanding of the problem and yield more complete evidence
Can provide stronger evidence for conclusions through convergence and corroboration of findings
Researcher can generate and test a theory
Weaknesses
More time consuming
researcher may not be skilled in both qualitative and quantitative methods and may have to call on the expertise of someone else
More expensive
Alternative research strategies under each research design
Quantitative Qualitative Mixed Methods
Experimental designs Narrative research Convergent
Nonexperimental designs, such as surveys Phenomenology Explanatory sequential
Grounded theory Exploratory sequential
Ethnographies Transformative, embedded, or multiphase
Case study
Research designs
Each of the research designs have different strategies
Qualitative Research strategies
Case study: the researcher develops an in-depth analysis of a case
Ethnography: researcher studies the shared patterns of behaviors of a shared cultural group in a natural setting.
Narrative: the researcher studies the live experiences of individuals
Phenomenology : explores the lived experiences of a group of people about a phenomenon as described by participants
Grounded theory: the researcher derives a general, abstract theory of a process, action, or interaction grounded in the views of participants
Creswell (2014)
Research designs
Quantitative Research Strategies
Survey: provides a numeric description of trends, attitudes, or opinions of a population
Experiment: determine if a specific treatment influences an outcome
Creswell (2014)
Research designs
Mixed methods
convergent design: a form of mixed methods design in which the researcher converges or merges quantitative and qualitative data in order to provide a comprehensive analysis of the research problem
explanatory sequential design: is one in which the researcher first conducts quantitative research, analyzes the results and then builds on the results to explain them in more detail with qualitative research
exploratory sequential design: the researcher first begins with a qualitative research phase and explores the views of participants
Transformative mixed methods is a design that employs a theoretical lens drawn from social justice or power as the main perspective within a design that contains both quantitative and qualitative data
Creswell (2014)
Range of possibilities of data collection and how to organize these methods
Quantitative Methods Mixed Methods Qualitative Methods
Pre-determined Both predetermined and emerging methods Emerging methods
Instrument based questions Both open- and closed ended questions Open-ended questions
Performance data, attitude data, observational data, and census data Multiple forms of data drawing on all possibilities interview data, observation data, document data, and audiovisual data
Statistical analysis Statistical and text analysis Text and image analysis
Statistical interpretation Across databases interpretation Themes, patterns interpretation
Constructivist knowledge claims Postpostivist knowledge claims Pragmatic knowledge claims
Activities
See tutorial sheet
Reading list
Creswell, J.W and Creswell, J.D. 2018, Research Design Qualitative, Quantitative, and Mixed Methods Approaches, SAGE, Thousand Oaks
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Week 4
Qualitative research designs: Narrative research and phenomenology
Lecture overview
Definition of Narrative and phenomenological Research
Defining features of Narrative and phenomenological Research
Differences between Narrative and phenomenological Research
Definition of Narrative Research
Czarniawska (2004): “narrative is understood as a spoken or written text giving an account of an event/action or series of events/actions, chronologically connected” (p. 17).
Narrative research explores the lived and told stories of individuals.
Example, studying the lived experience of successful business men like Bill Gates, and Jack Ma
Creswell and Poth (2018)
Defining features of Narrative research
Narrative researchers gather stories from individuals about individuals’ lived and told experiences
Narrative stories tell of individual experiences, and they may shed light on the identities of individuals
Narrative stories occur within specific places or context
Creswell and Poth (2018)
Defining features of Narrative Research
Narrative researchers gather data through qualitative data collection methods such diary/journaling, interviews, and documents
Implementing narrative research strategy
Collect stories from a single individual, for example a Nepali immigrant worker in Sydney
State how you gathered stories and built relationship with this individual
Focus on the experiences of this one individual. For example, how colleagues, friends and workplace practices shape the identity of the Nepali immigrant worker
Implementing narrative research strategy
Discuss the physical and social context of the study (example, the workplace)
Gather data overtime through observations, interviews, field notes, and attendance at events
Analyse the data and report the findings. Your analysis must address the question “what happened”
Definition of phenomenological Research
Phenomenological research: explores the shared experience of a group of people regarding a phenomenon.
It reduces individual experiences with a phenomenon to a description of the universal essence(van Manen, 1990).
Example, exploring the experience of skydivers
Definition of phenomenological Research
It explores phenomenon such as “professional growth”, caring relationship, attachment
Defining features of phenomenological research
Participants are individuals who have experienced the phenomenon
Data is collected through interviews
Data analysis is down through a systematic procedure that moves from the narrow unit of analysis
Implementing a phenomenological research
Identify and describe the phenomenon. Example, workplace bullying experience of victims
Collect data with a group of workplace bullying victims
Mention the philosophical ideas behind phenomenology
Talk about how you shelved your own (bullying) experience (bracketing)
Analyse systematically, identify significant statements, and themes
Conclude by presenting the overall essence of the experience for all the participants
Differences between narrative and phenomenological research
Foundational Considerations
Narrative Research Phenomenological Research
Research focus of approach Investigates the life of an individual Explores the essence of the experience
Unit of analysis one or more participants Several individuals(participants) who have shared the experience
Type of research problem best suited for approach Telling stories of individual experiences Describing the essence of a lived phenomenon
Nature of disciplinary origins Drawing from anthropology, literature, history, psychology, and sociology Drawing from philosophy, psychology, and education
Class Activities
See activity sheet
Reading list
Creswell, J.W and Poth, C.N., 2018, Qualitative Inquiry & Research Design Choosing Among Five Approaches, 4th ed, SAGE, Thousand Oaks
Creswell, J.W and Creswell, J.D. 2018, Research Design Qualitative, Quantitative, and Mixed Methods Approaches, SAGE, Thousand Oaks
Week 1
Introduction, and understanding business and leadership research process
Lecture Overview
Introduction to BUS604
Unit Schedule
Overview of unit assessments
How to be successful in this unit
Business and Leadership Research Process
Criteria of Good Research
Introduction to BUS604
What do you learn in BUS 604?
Research paradigms/worldviews
Qualitive, quantitative and mixed methods designs and strategies
Applying for ethical clearance
Matching Research Questions and methods
How do you learn them?
Attending and Participating actively in lectures and tutorials
Reading relevant journal articles and textbooks
Group discussion in the class/ online
Individual assessments
Where do we do them?
Blended (Face-to-face and online)
What tools do you need ?
WiFi/ reliable internet
Zoom
Unit Schedule
Week Lecture Topic
1 Introduction, and understanding the business and leadership research process
Assessment 1 Starts
2 Understanding research philosophies and approaches
3 Research Design
4 Qualitative research designs: Narrative research and phenomenology
Assessment 2 Due
5 Qualitative research designs: Ethnography and Grounded theory
6 Qualitative research designs: Case study
7 Quantitative design: survey
8 Quantitative design: experiment
9 Mixed method research
10 Ethical Considerations in Research
11 Research Ethics Proposal
12 Selecting a research design and strategy
Assessment 1 Due
13 Assessment 3 Due
Learning Outcomes
On successful completion of this unit, the student should be able to: This unit supports the achievement of Graduate Attributes:
(a) Demonstrate a critical appreciation of the major steps involved in conducting research. 1 (Deep Knowledge), 2 (Critical Analysis) and 7 (Technical Competence).
(b) Demonstrate an extended understanding of various business research designs and methods, and be able to evaluate and explain their strengths and weaknesses in research designs for particular projects. 1 (Deep Knowledge), 2 (Critical Analysis),
4 (Effective Communication), 6 (Self Direction) and 7 (Technical Competence).
(c) Demonstrate a critical appreciation of ethical issues in research and an advanced understanding of appropriate procedures and protocols applicable to these issues. 1 (Deep Knowledge), 2 (Critical Analysis),
4 (Effective Communication), 5 (Christian Ethics) and 7 (Technical Competence).
(d) Critically review and evaluate research literature. 1 (Deep Knowledge), 2 (Critical Analysis),
6 (Self Direction), 7 (Technical Competence) and 8 (Responsible Innovation).
(e) Design research for a particular project, explaining the limitations, advantages, and technical and ethical implications of the techniques employed. 1 (Deep Knowledge), 2 (Critical Analysis),
4 (Effective Communication), 5 (Christian
Ethics), 6 (Self Direction), 7 (Technical Competence) and 8 (Responsible Innovation).
(f) Select, justify and design questions suitable for a survey instrument and be able to analyse survey data in relation to a particular research question. 1 (Deep Knowledge), 2 (Critical Analysis),
4 (Effective Communication), 5 (Christian
Ethics), 6 (Self Direction), 7 (Technical Competence) and 8 (Responsible Innovation).
(g) Prepare a formal research proposal investigating an innovative and/or unresolved research question. 1 (Deep Knowledge), 2 (Critical Analysis),
4 (Effective Communication), 5 (Christian
Ethics), 6 (Self Direction), 7 (Technical Competence) and 8 (Responsible Innovation).
Assessments
Assessment 1: Class Attendance and Participation
In class activities (Discussion question & Practical exercises )
Due: Week 1-12
Total Marks: 25%
Assessment 2: Essay on research paradigm
Discuss research paradigms and their implications for research methodologies
Due: Week 4, Sunday , 11.59 pm
Total Marks: 35%
Assessment 3: Research Ethics Proposal
Due: Week 13, Sunday , 11.59 pm
Total Marks: 40%
Please see the assessment information sheet for more details
How to be successful in this unit
Read
Read!! Read!! Read!!: Read unit outline; Read your textbook, journal articles and other recommended texts.
Come
Come to the lecture fully prepared
Participate in
Participate in class activities and discussions
Start
Start your assessments in time; DO NOT wait till the last minute
What is Research?
Conducting a systematic research to find out things about business and management.
Business and management research:
has a clear purpose
Data are collected systematically.
Data are interpreted systematically.
Criteria of Good Research
The purpose of the research should be clearly defined
The research procedure used should be described adequately
Research should be planned to yield results that are as objective as possible
Criteria of Good Research
The researcher should report with complete frankness, limitations in procedural design and their effects on the results
The analysis of data should be sufficiently adequate to reveal its significance and the methods of analysis used should be appropriate
Conclusions should be confined to those justified by the data of the research
Difference between research methods and methodology
Methods : techniques and procedures used to obtain and analyze data.
Methodology : the theory of how research should be conducted
Classification of the research purpose
Exploratory research: ‘is a valuable means of finding out ‘what is happening; to seek new insights; to ask questions and to assess phenomena in a new light’ (Robson 2002:59).
Descriptive studies: The aim of a descriptive research is ‘to show an accurate characteristics of persons, an entity or situations (Robson 2002).
Explanatory studies: testing the causal relationships variables (eg. Independent and dependent) (Saunders et al, 2009)
The nature of Business and Leadership research
It is conducted systematically to find out things about business and management.
Business and management has a distinctive focus for research:
draw on knowledge developed by other disciplines
Focuses on a range of stakeholders; customers, employees, managers, leaders, etc.
Business and Leadership Research Process
This unit covers
Problem identification and definition
Selecting a Research Design
Sample Design Planning
Data collection
Data Processing and analysis
Drawing conclusions and preparing a report
Class Activity
See activity sheet
Reading list
Zikmund, W.G., Babin, B.J., Carr, J.C. & Griffin, M. 2012, Business Research Methods, (9th ed.), Cengage Learning, Mason.
Creswell, J.W and Creswell, J.D. 2018, Research Design Qualitative, Quantitative, and Mixed Methods Approaches, SAGE, Thousand Oaks
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