These are the Adobe PDF companion slides to accompany the same video-presentation (S001) that is on my YouTube Channel, “Innovations in Interdisciplinary Research”. These are from an excellent presentation given by third-year Virginia Tech Ph.D. student, Jeremy Fei Wang, with the title, “Introduction to multilevel theorization” (August 2020). This is a particularly impressive and cogent integration, discussion, and visualize representation of the following seminal works on multilevel theorizing: • Klein, K. J., Dansereau, F., and Hall, R. J. 1994. “Levels Issues in Theory Development, Data Collection, and Analysis “ Academy of Management Review (19:2), pp. 195-229. • Klein, K. J., Tosi, H., and Jr., A. A. C. 1999. “Multilevel Theory Building: Benefits, Barriers, and New Developments,” Academy of Management Review (24:2), pp. 243-248. • Lapointe, L., and Rivard, S. 2005. “A Multilevel Model of Resistance to Information Technology Implementation1,” MIS Quarterly (29:3), pp. 461-491. • Zhang, M., and Gable, G. G. 2017. “A Systematic Framework for Multilevel Theorizing in Information Systems Research,” Information Systems Research (28:2), pp. 203-224. Jeremey generously gave permission for reuse and public sharing of his video and associated slides, which can be downloaded on SlideShare. We greatly appreciate Jeremey’s contributions to this discourse! Noncommercial reuse of his work is permitted. Jeremy can be directly contacted at jeremyfeiwang@vt.edu

1. LOWRYVIDEO-SLIDES-STUDENT-S001
“AN INTRODUCTION TO
MULTILEVEL THEORIZING,”
PHD STUDENT
PRESENTATION SERIES
(JEREMY FEI WANG)
Released 08-Sept-2020; last updated 07-Sept-2020 (v1.0)
• My email: Paul.Lowry.PhD@gmail.com
• My website: https://sites.google.com/site/
professorlowrypaulbenjamin/home
• My slideshare home page: https://www.slideshare.net/
paullowryphd
COPYRIGHT 2019-2020
This may be used, distributed, or adapted for noncommercial purposes, with appropiate
citation attribution to the author, title, and source of the work. Otherwise, please contact
me for authorization for commercial purposes.
Paul Benjamin Lowry, Ph.D.
Youtube Channel: "Innovations in Interdisciplinary Research"

2. PH.D. STUDENT PRESENTATION SERIES
LOWRYVIDEO-SLIDES-STUDENT-S001

3. PH.D. STUDENT PRESENTATION BY
JEREMY FEI WANG
AUGUST 2020
This is a video clip and associated slides of a portion of a high-quality presentation
and discussion that was given by 3rd-Year Ph.D. student, Jeremy Fei Wang,
August 2020 as part of Dr. Lowry’s theory-building Ph.D. seminar.
To address multi-level theory-building, Jeremy integrated and summarized several
high-quality source materials: Klein et al. (1994); Klein and Tosi (1999); Lapointe
and Rivard (2005); and Zhang and Gable (2017)
See bibliography for all source materials
LOWRYVIDEO-SLIDES-STUDENT-S001

4. Pamplin College of Business
Department of Business Information Technology
email: jeremyfeiwang@vt.edu
Website: https://bit.vt.edu/faculty/directory/wang-j.html
3rd-year Ph.D. student in BIT, Virginia Tech
August 2020
thanks to
Jeremy fei wang!
LOWRYVIDEO-SLIDES-STUDENT-S001

5. Jeremy Fei Wang
BIT 5984 (Ph.D. Theory Building Seminar)
14-Aug-2020
Introduction to Multilevel Theorizing
Credits:
Klein, K. J., Dansereau, F., and Hall, R. J. 1994. "Levels Issues in Theory Development, Data Collection, and Analysis " Academy of Management Review (19:2), pp. 195-229.
Zhang, M., and Gable, G. G. 2017. "A Systematic Framework for Multilevel Theorizing in Information Systems Research," Information Systems Research (28:2), pp. 203-224.
Klein, K. J., Tosi, H., and Jr., A. A. C. 1999. "Multilevel Theory Building: Benefits, Barriers, and New Developments," Academy of Management Review (24:2), pp. 243-248.
Lapointe, L., and Rivard, S. 2005. "A Multilevel Model of Resistance to Information Technology Implementation1," MIS Quarterly (29:3), pp. 461-491.

6. Learning Objectives
What is multilevel theorizing and why should we care
about it?
What level issues should we know about multilevel
theorizing?
How should we conduct multilevel theorizing using a
systematic framework?

7. What is multilevel theorizing and why should
we care about it?
You wish to investigate whether or how an increase in individual productivity after implementing IT
might lead to an increase in performance at the departmental level as well as the organizational level.
Industry
Organization
Department
Individual
At the individual level
What factors might affect the emergence of
individual-level IS success?
At the department level
How individual interactions within a department
(or team) might emerge to affect the
performance?
At the organization level
How organizational structures and governance
policies might affect IT department success or
individual IT use behaviors?
So, what is multilevel theorizing?
• A multilevel perspective is defined as an
approach to theory development that considers
the relevance of multiple levels of analysis.
• Level of analysis refers to the conceptual entity
under theoretical and empirical investigation such
as individuals, groups, and organizations.
Why should we care about it?
• It offers an effective means to integrate theories
that address different levels of analysis.
• Linking theories at separate levels helps build a
coherent and integrated research field.
• Theory integration across levels may create new
research opportunities.
• It represents a more natural and complete way of
examining phenomena.
Example: Individual-level study => ease of use
Organizational-level study => cutting-edge
technology to achieve competitive advantage

8. What are the level issues?
Group 1 Group 2 Group N
Organization
Issue 1 – Level of Theory
Describes the target (e.g., individual, group, organization) that a theorist aims
to depict and explain - the level to which generalizations are made.
Three important explicit or implicit assumptions:
• Homogeneity – Group members are sufficiently similar with respect to the
construct in question that they may be characterized as a whole.
• Independence: Individual members of a group are independent of that
group's influence.
• Heterogeneity: Individual within the group, which focuses on individual
attributes relative to the group average for this attribute
Within-group effects, frog-pond effects or parts effects - comparative
or relative effect
Other considerations:
• Top-down vs. bottom up effects
• Mono vs. combined effects (direct vs. interaction effects)
• Equally vs. unequally distributed effects
Top-down effect Bottom-up effect
Mono vs combined effects | Equal vs. unequal effects
Issue 2 – Data Collection: Level of Measurement
Two data collection strategies:
• To ensure conformity – When the level of a theory is precisely specified,
then collect data in a way that ensures the conformity of the data to the level
of theory
Example: collect global, group-level data that varies only between
groups to test a theory specifying within-group homogeneity.
• To test predictions - When the level of a theory is open to question, then
test the fit of the data to the level of theory.
Issue 3 – Data Analysis: Level of Statistical Analysis
• Aligning level of analysis and level of theory
o Homogeneous group - use global, group level scores, or individual-level
scores aggregated to the group
o Independent individual - use unaggregated, individual scores
• Conformity of data to the level of theory
o Prediction of members (homogeneous, independent, or heterogeneous?)
o Prediction of relationships among constructs as a function of the above three
o Data measuring the constructs of a theory supports these two predictions?

9. Step 4. Specify Top-Down or Bottom-Up Effects
 Analyze what kinds of top-down influence or bottom-up
contribution and the likelihood of interaction
 Analyze whether the top-down influence or bottom-up
contribution applies equally in amount
 Analyze whether top-down influence or bottom-up
contribution is targeted at a construct or a relationship
 Specify the exact top-down and bottom-up effects and
present relevant theoretical and empirical justifications
 Consider alternative conceptualizations of top-down and
bottom-up effects
How should we conduct multilevel theorizing
using a systematic framework?
Step 1. Specify Focal Single-Level Theory
 Clarify the focal phenomenon of interest with a construct
or a relationship
 Consider relevant dependent variables
 Explore whether there is a suitable, existing single-level
theory
 Remain open to new dependent variables as theorizing
unfolds
Step 2. Identify Candidate Theoretical Entities
 Consider the focal entity’s larger contexts and granular
counterparts
 Narrow down candidate theoretical entities based on a
holistic consideration of factors
 Clearly articulate rules that define candidate entities and
justify the existence of candidate entities
Step 3. Explore Zoom-In or Zoom-Out
Strategies
 Zoom in to consider both the focal entities and their
internal structures and functions
 Zoom out to consider both the focal entities and their
external contexts
 Tentatively present possible top-down or bottom-up
effects revealed by zoom-in or zoom-out strategies
Source: Zhang and Gable (2019)

10. Typology of Multilevel Phenomena
Direction
2 distinctive theoretical effects:
• Top-down – a lower level is regulated,
constrained, or reinforced by a higher level
• Bottom-up - a higher level emerges from or is
sustained by a lower level
Type
8 types of effects are
identified by this typology
• Top-down – I to IV
• Bottom-up – V to VIII
2 null types
Kind
2 variant of effects
• Mono effects – direct
• Ex. Group culture and group size both
independently affect individual performance
• Combined effects – interaction
• Ex. Group culture and group size interact
and combine to affect individual
performance.
Amount
2 distributed effects:
• Equally distributed – similar in amount of
influence (H=>L) or contribution (L=>H)
• Unequally distributed - different in amount of
influence (H=>L) or contribution (L=>H)
Target
2 types of targets
• The variance of construct
Ex. Organizational culture affects individual performance.
• The occurrence or magnitude of a relationship.
Ex. Organizational IT training affects the extent to which individual
IT usage promotes individual performance.
Archetype Model
Mini model diagrams:
• Dashed lines divide lower-level and higher-level
constructs
• XL refers to a lower-level construct (e.g., individual);
XH refers to a higher-level construct (e.g., group).
Source: Zhang and Gable (2019)

11. Typology of Multilevel Phenomena
Notes. Dashed lines divide lower-level and higher-level constructs; XL refers to a lower-level construct (e.g., individual); XH refers to a higher
level construct (e.g., group). Source: Zhang and Gable (2019)

12. Discussion Questions.
As explained earlier in the presentation, which step in
the systematic framework is the most difficult to do?
Do you agree or disagree with this assessment?
Multilevel theory development is an emerging field. Do
you see yourself using this theory-building approach
for your current or future research?
What are some of the major challenges of multilevel
theory development?

13. Klein, K. J., Dansereau, F., and Hall, R. J. 1994. “Levels
Issues in Theory Development, Data Collection, and
Analysis “ Academy of Management Review (19:2), pp.
195-229.
Klein, K. J., Tosi, H., and Jr., A. A. C. 1999. “Multilevel
Theory Building: Benefits, Barriers, and New
Developments,” Academy of Management Review (24:2),
pp. 243-248.
Lapointe, L., and Rivard, S. 2005. “A Multilevel Model of
Resistance to Information Technology Implementation1,”
MIS Quarterly (29:3), pp. 461-491.
Zhang, M., and Gable, G. G. 2017. “A Systematic
Framework for Multilevel Theorizing in Information
Systems Research,” Information Systems Research
(28:2), pp. 203-224.
BIBLIOGRAPHY
LOWRYVIDEO-SLIDES-STUDENT-S001

14. END OF PRESENTATION.
FOR MORE CONTENT SEE THE FOLLOWING....
Paul.Lowry.PhD@gmail.com
Paul’s website: https://sites.google.com/site/
professorlowrypaulbenjamin/home
Slideshare home page: https://www.slideshare.net/paullowryphd
COPYRIGHT 2019-2020
This may be used, distributed, or adapted for noncommercial
purposes, with appropiate citation attribution. Otherwise,
please contact me for authorization for commercial purposes.
Youtube Channel: "Innovations in Interdisciplinary Research"
LOWRYVIDEO-SLIDES-STUDENT-S001