Data Gathering And AnalysisToggle Drawer Overview In response to a given scenario, develop a research question hierarchy, determine how you would gather and assess qualitative data, and analyze ethical issues that may present themselves. Compile your work into a 1-2 page analysis with a recommendation based on your results. Note: The assessments in this course build upon each other, so you are strongly encouraged to complete them in sequence.oggle Drawer Questions to Consider To deepen your understanding, you are encouraged to consider the questions below and discuss them with a fellow learner, a work associate, an interested friend, or a member of the business community. o What is the fundamental difference between qualitative and quantitative research? o Many people in upper management positions are more at ease with quantitative data than qualitative data. How might you persuade them to view qualitative data differently? Toggle Drawer Resources Suggested Resources The following optional resources are provided to support you in completing the assessment or to provide a helpful context. For additional resources, refer to the Research Resources and Supplemental Resources in the left navigation menu of your courseroom. Capella Multimedia Click the links provided below to view the following multimedia pieces: Quantitative Versus Qualitative Research | Transcript. o This animation provides an overview of qualitative and quantitative research and compares their different purposes and forms. Research Methodologies Comparison | Transcript. o This illustration provides an easy way to compare these three research methodologies, their purposes, data collected, data collection formats, and so on. QUANTITATIVE VERSUS QUALITATIVE RESEARCH (TRANSCRIPT) There has been a rift in the world of scholarly research for many years. The struggle is between proponents of the quantitative and qualitative research methods, two research approaches with very different techniques and goals. Can this schism between quantitative and qualitative techniques ever be bridged? How can we know which technique is most appropriate for our research efforts? The quantitative mode of research uses statistical tests to analyze research data. We find rigid rules for the use of tests and interpretation of test results. This orientation developed from many decades of successful use of the scientific method. For researchers using the quantitative technique, data is primary and context is secondary. That is, researchers gather data that can be counted, but the context in which the data is observed is not very important to the process. The data is analyzed and rational conclusions are drawn from the interpretation of the resulting numbers. The qualitative mode of research uses context and a non-judgmental approach to attempt to understand the phenomena in question from the subject's point of view. This technique is derived from the histographs of social anthropologists at the beginning of the twentieth century. A sociologist studies a subject culture for several years, living among the people of the studied society in an attempt to truly understand their world view. The greatest distinctions between these two fundamentally different research techniques are the genesis of theory and the role that theory plays in the mechanics of research. In the quantitative technique, the research effort begins with a theory: a statement that tries to explain observed phenomena. The theory is then operationalized (that is, stated in terms that can be statistically tested) through hypothesis. Data is gathered, statistical tests are completed, and the results are interpreted. The results either support the hypothesis or they do not. How does a quantitative theory evolve? It develops from the researcher's professional experience in the field and the scholarly literature on the particular topic of interest. At the beginning of the research effort, the researcher reviews all pertinent previous work. The theory is formed from this immersion in the professional literature. The role of the theory is quite different in the qualitative approach. The researcher has no theory at the beginning of the process. Research questions are asked based on the researcher's interests. Data is collected by prolonged engagement: the researcher observes and takes notes for an extended period of time. The data in this type of research is contained in the notes that the researcher records throughout the process. The theory will emerge from the data in these notes. Hence, qualitative theory is called emergent theory. This type of theory is also called grounded theory because it is grounded in the data collected. In addition to using histographs, qualitative data can be gathered using case studies and focus groups. What will the future hold for researchers and the methods we use? We are now seeing a trend where the two methods are sometimes used together. The term mixed method is appearing with greater frequency in professional journals. Some researchers want the robustness and specificity of the quantitative mode plus a relative context for the reader. Other researchers have used the qualitative approach to generate theory, then tested the theory with empirical methods. Perhaps the schism between these modes will be bridged in the future and researchers will be free to fit the appropriate tool to the particular situation. Time will tell. RESEARCH METHODOLOGIES COMPARISON (TRANSCRIPT) Quantitative Research Research Tradition/ Paradigm/ Philosophic Orientation Positivist/post-positivist Qualitative Research Social constructivist/interpretivist Mixed Methods Research Pragmatism Action Science Critical-/transformative theorist (includes postmodernist) Scientific Method Deductive or "top-down" Inductive or "bottom-up" Deductive and inductive The researcher generates new hypotheses and grounded theory from data collected during fieldwork Historical Roots Physical/Natural Sciences (e.g., astronomy, physics, chemistry) Social/behavioral sciences Education, program (e.g., anthropology, sociology, evaluation, action research, psychology) survey-feedback, consulting, collaborative research, policy Emancipatory research, analysis multicultural, ethnic studies (for critical-theory) Advocacy research (transformative-theory) View of Human Behavior Behavior is regular and predictable Behavior is fluid, dynamic, Behavior varies...is situational, social, contextual, somewhat/sometimes and personal predictable Most Common Research Description, explanation, Description, exploration, and Multiple objectives Quantitative Research Objectives prediction, control Qualitative Research Mixed Methods Research discovery Improvement / change Focus Narrow-angle lens, testing specific hypotheses Wide angle and "deep-angle" Multi-lens/multi-perspective lens, examining the breadth focus and depth of phenomena to learn more about them Nature of Observation Attempt to study behavior under controlled conditions Study behavior in natural environments Study the context in which behavior occurs Study behavior through more than one philosophic/theoretical lens; in more than one context or condition Nature of Reality (Ontological Assumptions) Primarily one fixed, stable Multiple realities, based on reality; external to the observer personal interpretation of and measurable experience, or socially constructed; internal to the observer Common sense realistic and pragmatic view of world (i.e., what works is what is real or true) Nature of Knowledge/Knowing (Epistemological Assumptions Knowledge is quantifiable; gained through experimentation; seeks to uncover and test causal relationships and theory; tends to focus on "generalizable" knowledge Gained through understanding the meaning of events, processes, experiences as interpreted or constructed by those living the phenomenon, and in the context of theory Multiple forms of knowledge, created using multiple methods Role of Values (Axiological Assumptions) Researcher seeks to be more objective (different observers agree on what is observed); often seen as "value-free" Recognizes that values differ Meaning and sense-making based on context/culture; seeks involves both objective (i.e., to uncover the subjective through theory) and subjective nature of lived experiences (i.e., personal interpretation) elements Form of Data Collected Collect quantitative data based Collect qualitative data (e.g., on precise measurement using in-depth interviews, focus structured and validated data groups, participant collection instruments (e.g., observation, field notes, and closed-ended items, rating open-ended questions) scales, behavioral responses) The researcher is the primary data collection instrument Theory serves multiple purposes Multiple methods of data collection Both numerical and nonnumerical data Multiple data sources Nature of Data Operationally defined & measured variables Words/text, images, categories Mixture of variables, words, and images Data Analysis Identify statistical relationships Search for patterns, themes, and holistic features Value-added "mixing" of quantitative and qualitative leading to a synthetic understanding of complex Quantitative Research Qualitative Research Mixed Methods Research wholes Validity/Reliability Internal & external validity Credibility, transferability, (primarily related to research dependability, confirmability, design/methods) descriptive & interpretive validity, theoretical validity Instrumentation related: Construct, criterion, predictive validity, etc. Various types of Reliability Legitimacy Practical validity, emancipatory validity Triangulation Statistical conclusion validity Results Generalized findings Particularistic findings Form of Final Report Statistical report (e.g., with correlations, comparisons of means, reporting of statistical significance of findings.) Narrative report with Eclectic and pragmatic (e.g., contextual description and Project Reports w/Executive direct quotations from research Summaries; Manuscripts participants w/abstracts) Corroborated findings may generalize, but focus may be Representation of insider (i.e., more on creating applied "emic" viewpoint) knowledge in localized settings Present multiple perspectives Critical-theory, which historically has its roots in such areas as feminist research and research into issues of power, prejudice, and discrimination, is closely tied to both qualitative and mixed-methods approaches to inquiry. More recently, the term "transformative-theory/research" has been used to describe research which seeks to bring to light issues for people who have been marginalized in society and give voice their plight based on such things as gender, ethnicity, socio-economic status, race, age, sexual orientation, religious/spiritual beliefs or some other characteristics that leads them to experience discrimination or other forms of harassment or oppression. Working from this perspective, the scholar-practitioner/researcher often serves in an advocacy role, seeking to address issues of injustice. While critical-theory has often been associated with qualitative approaches to research, working in an emancipatory role, critical and transformative researchers have often adopted a very pragmatic perspective utilizing multiple methods of data collection and using multiple forms of data, thus clearly aligning with current thinking about and the practice of mixed methods research. Assessment Instructions Preparation Before beginning this assessment, use the Capella library guide and the resources for this course to locate peerreviewed articles that describe the value of qualitative research methods or the ethics involved in conducting qualitative surveys. You will use this information to address the scenario for this assessment. Practical Application Scenario Suppose you are a manager at a multimilliondollar real estate company. You have been entrusted to research the changing relationship between real estate agents and their clients and to make a recommendation to your organization's leaders for addressing the growing demands on real estate agents. o Develop a research question hierarchy for this endeavor. o Consider different types of qualitative data collection and analysis methods, and the ways in which they can support business decision making and strategies. How would you gather and assess qualitative data to support business decision making? o Analyze the ethical issues, if any, that should concern you in undertaking this initiative. Compile your work into a 1-2 page Microsoft Word file, pasting in any tables or charts you may have used to support your statements