The document discusses conceptual frameworks, defining them as written or visual presentations that explain key factors and relationships in a study. It notes conceptual frameworks appear early in research, guiding literature reviews and questions. The document provides examples of conceptual framework structures like flow charts and mind maps. It outlines benefits like explaining findings but notes frameworks can unintentionally bias research if not revisited. Overall, conceptual frameworks encapsulate a study's focus and link literature to methods and results.
This document discusses qualitative research methods. It defines qualitative research as exploring issues to understand phenomena through unstructured sources like interviews rather than statistics. Some key characteristics of qualitative research are that it seeks to understand people's perspectives in natural settings, is value-bound, and aims for a holistic picture through discovery rather than testing hypotheses. Case studies are described as an in-depth analysis of a single case to understand its complexity. Triangulation is introduced as using multiple research strategies or data sources to confirm findings and reduce errors.
The document summarizes key aspects of conducting research, including:
1. Expected learning outcomes include being able to conduct research for senior project papers.
2. It distinguishes between basic and applied research, describing their different purposes, outcomes, contexts, and origins of topic choices.
3. Research methods are systematically investigating and studying materials to establish new facts and conclusions. Quantitative and qualitative approaches are outlined.
This document discusses different research paradigms. It defines paradigm as a framework of beliefs and theories that guide research within a discipline. Three main paradigms are discussed: positivism, constructivism, and critical research.
Positivism uses quantitative methods to test objective theories and discover generalizable laws. Constructivism takes a qualitative approach to understand perspectives from within different contexts. Critical research investigates power relationships and aims to expose and rectify injustices. Each paradigm makes different assumptions about the nature of knowledge and appropriate research methods. The document provides examples of research questions and studies within each paradigm. It also notes debate around which type of research most influences teaching practice.
This document provides an introduction to critical analysis and how to analyze arguments in text. It discusses identifying the key elements of an argument like the reasoning, conclusions, assumptions and values. It also covers evaluating the credibility of evidence and drawing accurate judgments. The document outlines different stages of critical analysis and writing. It discusses considering different perspectives like objective, subjective and critical theory lenses. It also includes examples of language and patterns used in critical reasoning and arguments.
This document discusses research paradigms and provides examples of different types of research paradigms. It begins by defining what a research paradigm is - the underlying beliefs, assumptions, and methodologies that guide research. It then outlines four main research paradigms: positivism/quantitative, interpretivist/qualitative, critical, and pragmatic. For each paradigm, it describes the ontology (view of reality), epistemology (relationship between the researcher and what is being researched), and methodology. It provides examples of research questions and studies for each paradigm. The document discusses the strengths and limitations of different paradigms and whether they meet the needs of practicing educators.
The document discusses a winter symposium on making disciplinary thinking visible. It lists members of the organizing team including academics from various universities. It notes they will discuss student experiences and perceptions, disciplinary concepts that are thresholds to learning, distinctive forms of thinking in different fields, and challenges students face. The focus is on understanding disciplinary thinking and reasoning.
Pengantar Metode Penelitian Kualitatif (Qualitative Research-An Introduction)NajMah Usman
Belajar apa itu metodologi Penelitian Kualitatif
Mengenal istilah-istilah Ontologi, Epistomologi, Methodologi, Metode dll
Happy Learning
Video:
https://www.youtube.com/watch?v=TaPugvOnCRQ
The document summarizes key differences between qualitative and quantitative research approaches. It discusses that qualitative research relies on inductive reasoning and takes place in real-world settings to understand people's experiences, while quantitative research uses statistical tests and deductive reasoning in controlled laboratory settings. Some key differences highlighted include that qualitative research aims to understand social life through theory building, uses flexible dynamic approaches, and analyzes data through reducing, coding and synthesizing techniques. Quantitative research aims to explain social life through theory testing, uses rigid static approaches, and analyzes data using statistical tables and charts with deductive reasoning.
This document discusses qualitative research methods. It defines qualitative research as exploring issues to understand phenomena through unstructured sources like interviews rather than statistics. Some key characteristics of qualitative research are that it seeks to understand people's perspectives in natural settings, is value-bound, and aims for a holistic picture through discovery rather than testing hypotheses. Case studies are described as an in-depth analysis of a single case to understand its complexity. Triangulation is introduced as using multiple research strategies or data sources to confirm findings and reduce errors.
The document summarizes key aspects of conducting research, including:
1. Expected learning outcomes include being able to conduct research for senior project papers.
2. It distinguishes between basic and applied research, describing their different purposes, outcomes, contexts, and origins of topic choices.
3. Research methods are systematically investigating and studying materials to establish new facts and conclusions. Quantitative and qualitative approaches are outlined.
This document discusses different research paradigms. It defines paradigm as a framework of beliefs and theories that guide research within a discipline. Three main paradigms are discussed: positivism, constructivism, and critical research.
Positivism uses quantitative methods to test objective theories and discover generalizable laws. Constructivism takes a qualitative approach to understand perspectives from within different contexts. Critical research investigates power relationships and aims to expose and rectify injustices. Each paradigm makes different assumptions about the nature of knowledge and appropriate research methods. The document provides examples of research questions and studies within each paradigm. It also notes debate around which type of research most influences teaching practice.
This document provides an introduction to critical analysis and how to analyze arguments in text. It discusses identifying the key elements of an argument like the reasoning, conclusions, assumptions and values. It also covers evaluating the credibility of evidence and drawing accurate judgments. The document outlines different stages of critical analysis and writing. It discusses considering different perspectives like objective, subjective and critical theory lenses. It also includes examples of language and patterns used in critical reasoning and arguments.
This document discusses research paradigms and provides examples of different types of research paradigms. It begins by defining what a research paradigm is - the underlying beliefs, assumptions, and methodologies that guide research. It then outlines four main research paradigms: positivism/quantitative, interpretivist/qualitative, critical, and pragmatic. For each paradigm, it describes the ontology (view of reality), epistemology (relationship between the researcher and what is being researched), and methodology. It provides examples of research questions and studies for each paradigm. The document discusses the strengths and limitations of different paradigms and whether they meet the needs of practicing educators.
The document discusses a winter symposium on making disciplinary thinking visible. It lists members of the organizing team including academics from various universities. It notes they will discuss student experiences and perceptions, disciplinary concepts that are thresholds to learning, distinctive forms of thinking in different fields, and challenges students face. The focus is on understanding disciplinary thinking and reasoning.
Pengantar Metode Penelitian Kualitatif (Qualitative Research-An Introduction)NajMah Usman
Belajar apa itu metodologi Penelitian Kualitatif
Mengenal istilah-istilah Ontologi, Epistomologi, Methodologi, Metode dll
Happy Learning
Video:
https://www.youtube.com/watch?v=TaPugvOnCRQ
The document summarizes key differences between qualitative and quantitative research approaches. It discusses that qualitative research relies on inductive reasoning and takes place in real-world settings to understand people's experiences, while quantitative research uses statistical tests and deductive reasoning in controlled laboratory settings. Some key differences highlighted include that qualitative research aims to understand social life through theory building, uses flexible dynamic approaches, and analyzes data through reducing, coding and synthesizing techniques. Quantitative research aims to explain social life through theory testing, uses rigid static approaches, and analyzes data using statistical tables and charts with deductive reasoning.
The document provides an overview of grounded theory methods, noting the diversity of approaches that have developed since its introduction and highlighting key components of the methodology such as simultaneous data collection and analysis, coding practices, and grounding emerging theories in qualitative data to develop conceptual categories.
Basic Definitions Of Business Research MethodsKhawaja Naveed
The document discusses various types of research including basic research, applied research, exploratory research, explanatory research, descriptive research, quantitative research, qualitative research, and mixed methods research. It also discusses key research concepts like paradigm, theory, concept, variable, proposition, analysis, synthesis, and subjectivity. Formal and informal research styles are differentiated. Literature review is defined and the basis on which different research paradigms differ from each other is elaborated based on philosophical assumptions like ontology, epistemology, axiology, and methodology. The elements of qualitative and quantitative research processes are contrasted along with how they differ in data collection, analysis, validation, and role of the researcher. Finally, key elements of a research design
The document discusses whether preparing an electronic portfolio can help develop skills for reflective practice. It presents research on a three-step reflective framework used to scaffold reflective writing when students wrote for their e-portfolios. The results showed that the framework helped students write at descriptive, explanatory, and supported levels of reflection. It demonstrated that reflecting on experiences, feelings, thoughts and applying knowledge to practice can engage learners reflectively with their work.
Research paradigms : understanding complex debatesThe Free School
This presentation defines the term ‘research paradigm’ with reference to research conducted mostly within human and social sciences disciplines. It also discusses the dominant research paradigms as theorized by leading scholarly publications in these disciplines. This presentation discusses the alternative systems that may aid the researcher to
choose the most appropriate research paradigm.
Introductory discussion provides historical context that explains the reasons why the notion of the ‘research paradigm’ remains a confusing topic within the research methods literature. This ambiguity is a core factor that causes this
principle to misunderstood by many early-career researchers.
This document provides an overview of the concept of personality, including definitions, aspects, characteristics, integration, types, theories of measurement, and assessment. It defines personality as the unique combination of traits and behaviors that make individuals different. Key points discussed include Allport's definition of personality as the dynamic organization within an individual, aspects of personality like physical, intellectual, emotional traits, Jung's classification of personality types as introvert and extrovert, theories like psychoanalysis, and methods of measurement like questionnaires, interviews, observation, and rating scales.
This document discusses conceptual models and mental models, how they relate to designing products and shopping experiences. It outlines a research methodology to understand users' mental models through interviews and observations. The goal is to learn about users' concepts, boundaries, attributes, use cases and how they create new mental models for unfamiliar products in order to connect models and representations in design.
chapter 3. Designing a Competitive Business Model and Building a Solid Strate...Abdur Rahman
This document outlines the strategic management process for designing a competitive business model and strategic plan. It discusses developing a vision and mission, assessing strengths and weaknesses, analyzing opportunities and threats, identifying success factors, analyzing competitors, setting goals and objectives, formulating strategies, implementing action plans, and establishing controls like balanced scorecards. The overall strategic management process involves 9 steps to guide a company's mission and keep it on course to gain a competitive advantage.
The document outlines the strategic management process for developing a competitive business model and strategic plan. It discusses 9 key steps: 1) developing a vision and mission statement, 2) assessing strengths and weaknesses, 3) scanning for opportunities and threats, 4) identifying success factors, 5) analyzing competitors, 6) creating goals and objectives, 7) formulating strategies, 8) translating strategies into action plans, and 9) establishing controls. The overall process provides a framework to guide a company in accomplishing its mission and goals through developing a sustainable competitive advantage.
Summary of the Strategy Formulation Workflow (June 2015). See the PDF version at: http://issuu.com/mihaiionescu7/docs/strategy_formulation_workflow__summ
The document provides requirements for an Ambulance Dispatch System (ADS). It describes 9 key requirements:
1) Allow operators to input 911 call details
2) Help determine if calls are unique
3) Prioritize calls based on severity
4) Locate the three nearest available ambulances
5) Allow dispatchers to update ambulance statuses
6) Calculate ambulance arrival times
7) Store all information in a secure database
8) Provide management reports on ambulance service metrics
9) Allow users to access past call information
THE STRATEGIC BUSINESS MODEL CANVAS DESCRIBES THE CORRELATIONS BETWEEN THE COMPONENTS OF OUR STRATEGY. A JOURNEY FROM OUR CURRENT [TRANSIENT] COMPETITIVE ADVANTAGE TOWARDS THE STRATEGIC DESTINATION, WHERE OUR NEW [TRANSIENT] COMPETITIVE ADVANTAGE WILL BECOME EFFECTIVE.
The document discusses conceptual frameworks in research. It defines a conceptual framework as a written or visual presentation that explains the key factors, concepts or variables being studied and their relationships. A conceptual framework appears early in the research process to provide structure. It is developed from literature and the researcher's knowledge and experience. Conceptual frameworks can take various forms like flowcharts, diagrams or maps. They are useful for structuring research but can also introduce bias. The conceptual framework should be revisited and evaluated as part of the research.
This document discusses the conceptual framework, which provides the structure and content for a research study based on literature and experience. It defines a conceptual framework and explains where it fits in different types of research. It also discusses developing a conceptual framework by drawing from literature, experience and prior research. Conceptual frameworks can take various forms like flow charts, diagrams or maps. They are useful for moving beyond descriptions to explanations, and for structuring discussions. However, frameworks also risk bias so must be revisited during research.
This document discusses differences in methodology approaches between the US and other parts of the world. In the US, researchers typically design their methodology early in the research process before being approved to conduct research. In other parts of the world, researchers are often approved first and then finalize their methodology. The document also contrasts fixed versus flexible methodological designs, noting challenges in writing methodology sections and addressing key elements like theoretical frameworks, problem statements, data collection/analysis, and ethical issues.
- Qualitative research is a method of inquiry that aims to gather in-depth understanding of human behavior through methods such as interviews, observations and documents. It seeks to explore the why and how rather than just what, where, when.
- Some key features of qualitative research include that it collects primarily textual and visual data, uses exploratory research questions, employs inductive reasoning, and focuses on human subjectivity. Researchers must also be reflexive and sensitive to their own role in data collection.
- Combining qualitative and quantitative methods can transform data between the two approaches or link their results to gain a more comprehensive understanding of the issue being studied. Triangulation also uses multiple data sources to validate research findings.
This document provides an overview of the first part of a lecture on the foundations of qualitative research. It discusses key characteristics that define qualitative research, including using words as data and exploring meanings rather than reports or measures. The lecture also explores reflective, intentional, and constructionist views of language and compares qualitative and quantitative research methods. The goal is to further ground students in the philosophical foundations of qualitative research.
This document provides an overview of the first part of a lecture on the foundations of qualitative research. It discusses key characteristics that define qualitative research, including that it uses words rather than numbers as data, seeks to understand meanings rather than behaviors or cognitions, and recognizes researcher subjectivity. The document also contrasts qualitative and quantitative research, noting differences in their aims, data collection and analysis approaches, and views on objectivity. Finally, it provides brief definitions of reflective, intentional, and constructionist views of language.
This document provides an overview of the first part of a lecture on the foundations of qualitative research. It discusses key characteristics that define qualitative research, including using words as data and exploring meanings rather than reports or measures. The document contrasts qualitative and quantitative research, noting qualities research seeks rich descriptions and multiple perspectives while quantitative research aims for generalizable findings. It also covers reflective, intentional, and constructionist views of language and why researchers choose qualitative methods.
This document provides guidance for developing literature review skills. It begins with introductory activities to link research topics to practice. It then outlines the session aims of developing research and inquiry skills. Examples are provided to demonstrate how to identify theoretical frameworks and contextualize research questions. Guidance is given on critically reviewing literature, including identifying subjectivity and objectivity. The document concludes by modeling how to critically review a peer-reviewed journal article.
C) CONCEPTUAL FRAMEWORK.ppt nursing research and statisticsSachinParamashetti2
This document defines key terminology used in conceptual frameworks and models. It discusses the difference between concepts and constructs. It also distinguishes between abstract and concrete concepts. Additionally, it covers types of reasoning and the definitions of theories, frameworks, and models. Conceptual frameworks can take many forms, such as flow charts, tree diagrams, or mind maps. Both theoretical frameworks and conceptual frameworks use concepts and can be depicted visually, but theories include formal propositions while frameworks present a more loose structure.
The document provides an overview of grounded theory methods, noting the diversity of approaches that have developed since its introduction and highlighting key components of the methodology such as simultaneous data collection and analysis, coding practices, and grounding emerging theories in qualitative data to develop conceptual categories.
Basic Definitions Of Business Research MethodsKhawaja Naveed
The document discusses various types of research including basic research, applied research, exploratory research, explanatory research, descriptive research, quantitative research, qualitative research, and mixed methods research. It also discusses key research concepts like paradigm, theory, concept, variable, proposition, analysis, synthesis, and subjectivity. Formal and informal research styles are differentiated. Literature review is defined and the basis on which different research paradigms differ from each other is elaborated based on philosophical assumptions like ontology, epistemology, axiology, and methodology. The elements of qualitative and quantitative research processes are contrasted along with how they differ in data collection, analysis, validation, and role of the researcher. Finally, key elements of a research design
The document discusses whether preparing an electronic portfolio can help develop skills for reflective practice. It presents research on a three-step reflective framework used to scaffold reflective writing when students wrote for their e-portfolios. The results showed that the framework helped students write at descriptive, explanatory, and supported levels of reflection. It demonstrated that reflecting on experiences, feelings, thoughts and applying knowledge to practice can engage learners reflectively with their work.
Research paradigms : understanding complex debatesThe Free School
This presentation defines the term ‘research paradigm’ with reference to research conducted mostly within human and social sciences disciplines. It also discusses the dominant research paradigms as theorized by leading scholarly publications in these disciplines. This presentation discusses the alternative systems that may aid the researcher to
choose the most appropriate research paradigm.
Introductory discussion provides historical context that explains the reasons why the notion of the ‘research paradigm’ remains a confusing topic within the research methods literature. This ambiguity is a core factor that causes this
principle to misunderstood by many early-career researchers.
This document provides an overview of the concept of personality, including definitions, aspects, characteristics, integration, types, theories of measurement, and assessment. It defines personality as the unique combination of traits and behaviors that make individuals different. Key points discussed include Allport's definition of personality as the dynamic organization within an individual, aspects of personality like physical, intellectual, emotional traits, Jung's classification of personality types as introvert and extrovert, theories like psychoanalysis, and methods of measurement like questionnaires, interviews, observation, and rating scales.
This document discusses conceptual models and mental models, how they relate to designing products and shopping experiences. It outlines a research methodology to understand users' mental models through interviews and observations. The goal is to learn about users' concepts, boundaries, attributes, use cases and how they create new mental models for unfamiliar products in order to connect models and representations in design.
chapter 3. Designing a Competitive Business Model and Building a Solid Strate...Abdur Rahman
This document outlines the strategic management process for designing a competitive business model and strategic plan. It discusses developing a vision and mission, assessing strengths and weaknesses, analyzing opportunities and threats, identifying success factors, analyzing competitors, setting goals and objectives, formulating strategies, implementing action plans, and establishing controls like balanced scorecards. The overall strategic management process involves 9 steps to guide a company's mission and keep it on course to gain a competitive advantage.
The document outlines the strategic management process for developing a competitive business model and strategic plan. It discusses 9 key steps: 1) developing a vision and mission statement, 2) assessing strengths and weaknesses, 3) scanning for opportunities and threats, 4) identifying success factors, 5) analyzing competitors, 6) creating goals and objectives, 7) formulating strategies, 8) translating strategies into action plans, and 9) establishing controls. The overall process provides a framework to guide a company in accomplishing its mission and goals through developing a sustainable competitive advantage.
Summary of the Strategy Formulation Workflow (June 2015). See the PDF version at: http://issuu.com/mihaiionescu7/docs/strategy_formulation_workflow__summ
The document provides requirements for an Ambulance Dispatch System (ADS). It describes 9 key requirements:
1) Allow operators to input 911 call details
2) Help determine if calls are unique
3) Prioritize calls based on severity
4) Locate the three nearest available ambulances
5) Allow dispatchers to update ambulance statuses
6) Calculate ambulance arrival times
7) Store all information in a secure database
8) Provide management reports on ambulance service metrics
9) Allow users to access past call information
THE STRATEGIC BUSINESS MODEL CANVAS DESCRIBES THE CORRELATIONS BETWEEN THE COMPONENTS OF OUR STRATEGY. A JOURNEY FROM OUR CURRENT [TRANSIENT] COMPETITIVE ADVANTAGE TOWARDS THE STRATEGIC DESTINATION, WHERE OUR NEW [TRANSIENT] COMPETITIVE ADVANTAGE WILL BECOME EFFECTIVE.
The document discusses conceptual frameworks in research. It defines a conceptual framework as a written or visual presentation that explains the key factors, concepts or variables being studied and their relationships. A conceptual framework appears early in the research process to provide structure. It is developed from literature and the researcher's knowledge and experience. Conceptual frameworks can take various forms like flowcharts, diagrams or maps. They are useful for structuring research but can also introduce bias. The conceptual framework should be revisited and evaluated as part of the research.
This document discusses the conceptual framework, which provides the structure and content for a research study based on literature and experience. It defines a conceptual framework and explains where it fits in different types of research. It also discusses developing a conceptual framework by drawing from literature, experience and prior research. Conceptual frameworks can take various forms like flow charts, diagrams or maps. They are useful for moving beyond descriptions to explanations, and for structuring discussions. However, frameworks also risk bias so must be revisited during research.
This document discusses differences in methodology approaches between the US and other parts of the world. In the US, researchers typically design their methodology early in the research process before being approved to conduct research. In other parts of the world, researchers are often approved first and then finalize their methodology. The document also contrasts fixed versus flexible methodological designs, noting challenges in writing methodology sections and addressing key elements like theoretical frameworks, problem statements, data collection/analysis, and ethical issues.
- Qualitative research is a method of inquiry that aims to gather in-depth understanding of human behavior through methods such as interviews, observations and documents. It seeks to explore the why and how rather than just what, where, when.
- Some key features of qualitative research include that it collects primarily textual and visual data, uses exploratory research questions, employs inductive reasoning, and focuses on human subjectivity. Researchers must also be reflexive and sensitive to their own role in data collection.
- Combining qualitative and quantitative methods can transform data between the two approaches or link their results to gain a more comprehensive understanding of the issue being studied. Triangulation also uses multiple data sources to validate research findings.
This document provides an overview of the first part of a lecture on the foundations of qualitative research. It discusses key characteristics that define qualitative research, including using words as data and exploring meanings rather than reports or measures. The lecture also explores reflective, intentional, and constructionist views of language and compares qualitative and quantitative research methods. The goal is to further ground students in the philosophical foundations of qualitative research.
This document provides an overview of the first part of a lecture on the foundations of qualitative research. It discusses key characteristics that define qualitative research, including that it uses words rather than numbers as data, seeks to understand meanings rather than behaviors or cognitions, and recognizes researcher subjectivity. The document also contrasts qualitative and quantitative research, noting differences in their aims, data collection and analysis approaches, and views on objectivity. Finally, it provides brief definitions of reflective, intentional, and constructionist views of language.
This document provides an overview of the first part of a lecture on the foundations of qualitative research. It discusses key characteristics that define qualitative research, including using words as data and exploring meanings rather than reports or measures. The document contrasts qualitative and quantitative research, noting qualities research seeks rich descriptions and multiple perspectives while quantitative research aims for generalizable findings. It also covers reflective, intentional, and constructionist views of language and why researchers choose qualitative methods.
This document provides guidance for developing literature review skills. It begins with introductory activities to link research topics to practice. It then outlines the session aims of developing research and inquiry skills. Examples are provided to demonstrate how to identify theoretical frameworks and contextualize research questions. Guidance is given on critically reviewing literature, including identifying subjectivity and objectivity. The document concludes by modeling how to critically review a peer-reviewed journal article.
C) CONCEPTUAL FRAMEWORK.ppt nursing research and statisticsSachinParamashetti2
This document defines key terminology used in conceptual frameworks and models. It discusses the difference between concepts and constructs. It also distinguishes between abstract and concrete concepts. Additionally, it covers types of reasoning and the definitions of theories, frameworks, and models. Conceptual frameworks can take many forms, such as flow charts, tree diagrams, or mind maps. Both theoretical frameworks and conceptual frameworks use concepts and can be depicted visually, but theories include formal propositions while frameworks present a more loose structure.
This document discusses research paradigms in online and distance education research. It begins by defining key terms like research paradigm, ontology, epistemology and methodology. It then outlines four main research paradigms: positivism, interpretivism, critical theory, and pragmatism. For each paradigm, it describes the underlying beliefs about the nature of knowledge and reality, as well as typical research questions and methodologies. Examples of studies using different paradigms are also provided. The document concludes by discussing considerations for choosing a research paradigm and what makes a good research question.
The document provides guidance on conducting research and summarizing research papers. It discusses the common research process, including the formulation, design and execution, and analytical phases. It also provides tips for critically reviewing research papers, such as identifying the study's hypotheses, methodology, findings, and conclusions. Guidelines are given for critiquing different aspects of research studies, like the problem statement, literature review, data collection and analysis. Overall, the document offers advice to help readers understand research studies and evaluate their strengths and weaknesses.
Action research is a philosophy and methodology of research generally applied in the social sciences. It seeks trasformative change through the simultaneous process of taking action and doing research which are linked together by critical reflection
The document provides an overview of evaluating research information. It discusses the importance of critically evaluating information sources and being aware of biases. It outlines different forms of value - objective, intersubjective, and subjective - that should be considered in evaluation. Key criteria for evaluating sources are described, such as relevance, authority, objectivity, and currency. Cognitive biases that can influence evaluation are also explored. The need for balanced, holistic evaluation that considers multiple perspectives is emphasized.
The document provides an overview of evaluating research information. It discusses the importance of critically evaluating information sources and being aware of biases. It outlines different forms of value - objective, intersubjective, and subjective - that must be considered in evaluation. Key criteria for evaluating sources are described, such as relevance, authority, objectivity, and currency. The need to balance various evaluation criteria with the time available is also noted.
This document outlines the learning outcomes and content of a course on advanced research methodology. The key learning outcomes include understanding the role of research in producing scientific knowledge, developing research skills such as formulating problems, hypotheses and research questions, and writing and presenting research reports.
The course will cover topics such as defining research and the research process, formulating research problems and hypotheses, research design and sampling, developing research proposals, data collection and analysis, and scientific report writing. Assessment will include individual research proposals, team presentations, and a final exam.
Here are some key rules of scholastic rigor:
- Methods and findings must be able to withstand peer review and scrutiny
- Claims require robust evidence and logic to support them
- Intellectual honesty and integrity are paramount
Scholastic rigor helps maintain high standards of quality, accuracy and ethics in academic work. It enhances academic freedom by requiring solid justification and reasoning.
Number FOUR Diversity of Thought
- The university welcomes diverse & conflicting viewpoints rather than enforcing orthodoxy
- Exposure to a variety of perspectives strengthens critical thinking & prevents intellectual stagnation
- An inclusive culture where all are free to question received wisdom & propose unconventional ideas
Number FIVE
The document provides guidance on developing a thesis, including conceptualizing the research problem, formulating the research title and questions, reviewing related literature, developing hypotheses, and describing the methodology. It discusses the role of the thesis advisor in guiding the advisee's conceptualization of the study, assisting with research design, and reviewing the logic and analysis of the research report. The document also provides examples of research titles and discusses formatting and style guidelines for writing the thesis.
This document provides an introduction to qualitative data analysis. It discusses:
1. The objectives of qualitative data analysis including understanding principles, processes, tools, and presenting results.
2. Key aspects of qualitative research such as being interdisciplinary and relying on the researcher.
3. The qualitative analytical process including coding, categorizing, comparing data, and interpreting findings.
4. Tools for qualitative data management including QSR NUD*IST which allows indexing, searching, and theorizing from text data.
5. A worked example will demonstrate preliminary qualitative data analysis using information from an interactive workshop.
This document discusses qualitative research methods. It begins by defining qualitative research as collecting and analyzing non-numerical data like text, video, or audio to understand concepts, opinions, or experiences. Qualitative research aims to gather in-depth insights through words and images rather than numbers. It typically uses an inductive approach to develop theories from field research. Common characteristics of qualitative research include studying meanings in real-world conditions, representing participants' views, examining contextual conditions, and using multiple data sources. The document also outlines ways to ensure trustworthiness and credibility in qualitative research findings.
2. The structure of the presentation
• The definition of a conceptual framework.
• Where the conceptual framework appears in the research.
• Developing the conceptual framework.
• The presentation of the conceptual framework.
• The good and bad of conceptual frameworks.
• Conclusion.
4. What is a conceptual framework?
• A written or visual presentation that:
– “explains either graphically, or in narrative form, the main things
to be studied – the key factors, concepts or variables -
– and the presumed relationship among them”.
(Miles and Huberman, 1994, P18)
6. Where does the conceptual
framework fit?
• Preparing a conceptual framework can be likened to planning a
holiday.
• The purpose of the pre-planning of the holiday is to:
– Know how to get to, and return from, your holiday destination.
– Know what to do when you are at the destination.
– To be better prepared, and able to make the most of your holiday,
because you can be guided by your previous experiences and by
any information provided by others.
• But is this pre-planning metaphor applicable to both quantitative and
qualitative research in terms of the conceptual framework and the
research process?
7. Where does the conceptual
framework fit in - quantitative?
• Research problem: The issue of theoretical or practical interest.
• Paradigm: The philosophical assumptions about the
nature of the world and how we understand
it - positivism.
• Aims and objectives: What we want to know and how the answer
may be built up.
A critical and evaluative review of the
• Literature review: thoughts and experiences of others.
Provides the structure/content for the whole
• Conceptual framework: study based on literature and personal
experience
Specific questions that require answers.
• Research questions: Methodology, methods and analysis.
• Data collection and analysis: Making sense of the results.
• Interpretation of the results: Revisit conceptual framework.
•
8. Where does the conceptual
framework fit in - qualitative?
• Research problem: The issue of theoretical or practical interest.
• Paradigm: The philosophical assumptions about the
nature of the world and how we understand
it – e.g. interpretivism.
• Aims and objectives: What we want to know and how the answer
may be built up.
A critical and evaluative review of the
• Literature review: thoughts and experiences of others.
Specific questions that require answers.
• Research questions:
Methodology, methods and analysis.
• Data collection and analysis:
• Conceptual framework develops as
Interpretation of the results:
participants’ views and issues are gathered
and analysed.
Revisit conceptual framework.
• Evaluation of the research:
9. Qualitative research - the position
of the conceptual framework
• Normally qualitative work is described as starting from an inductive
position, seeking to build up theory, with the conceptual framework
being ‘emergent’, because existing literature/theories might mislead.
• However, Miles and Huberman (1994) note that:
– Researchers generally have some idea of what will feature in the
study, a tentative rudimentary conceptual framework, and it is
better to have some idea of what you are looking for/at even if that
idea changes over time. This is particularly true for inexperienced
and/or time constrained researchers.
– Qualitative research can also be confirmatory. Yin (1994), for
example, identified pattern matching and explanation building.
Pattern matching starts with existing theory and tests its adequacy
in terms of explaining the findings. Explanation building starts with
theory and then builds an explanation while collecting and
analysing data.
11. What inputs go into developing a
conceptual framework?
• Experiential knowledge of student and supervisor:
– Technical knowledge.
– Research background.
– Personal experience.
– Data (particularly for qualitative).
• Literature review:
– Prior ‘related’ theory – concepts and relationships that are used
to represent the world, what is happening and why.
– Prior ‘related’ research – how people have tackled ‘similar’
problems and what they have learned.
– Other theory and research - approaches, lines of investigation
and theory that are not obviously relevant/previously used.
12. How might a conceptual
framework be developed?
• The pieces of the conceptual framework are borrowed but the
researcher provides the structure. To develop the structure you
could:
– Identify the key words used in the subject area of your study.
– Draw out the key things within something you have already
written about the subject area – literature review.
– Take one key concept, idea or term at a time and brainstorm all
the other things that might be related and then go back and
select those that seem most relevant.
• Whichever is used it will take time and a number of iterations and
the focus is both on the content and the inter-relationships.
14. What general forms might a
conceptual framework take?
• Process frameworks
– Set out the stages through which an action moves from initiation
to conclusion. These relate to the ‘how?’ question.
• Content frameworks
– Set out the variables, and possibly the relationship (with relative
strengths) between them, that together answer the ‘why?’
question.
15. What specific forms might a
conceptual framework take?
• The possibilities include:
– Flow charts.
– Tree diagrams.
– Shape based diagrams – triangles, concentric circles,
overlapping circles.
– Mind maps.
– Soft systems.
16. A ‘flow chart’ of innovation decision
making
PRIOR CONDITIONS
1. Previous practice
2. Felt needs/problems
3. Innovativeness
4. Norms of the social COMMUNICATION CHANNELS
system
1. KNOWLEDGE 2. PERSUASION 3. DECISION 4. IMPLEMENTATION 5. CONFIRMATION
Observations of the Perceived characteristics
decision making unit of innovation
1. Adoption Confirmed Adoption
1. Socio-economic 1. Relative advantage
Later Adoption
characteristics
2. Compatibility
Discontinuance
2. Personality
3. Complexity 2. Rejection
variables Continued Rejection
4. Trialability
3. Communication
behaviour 5. Observability
Rogers 2003
17. A ‘tree chart’ of changing
consumer behaviour
Customers
Changing Product
customers ex pectations
Experience Values Lifestyles Demographics Quality Price Purchasing Information
Range Knowledge Priorities Health Access
Physical Service
Currency
Value Image
Loss of
Individuality Expectations Variety
loyalty
Age
composition
Ease Flexibility Security
18. A ‘triangle’ of needs
Self actualisation
Esteem
Affiliation
Security
Physiological
Maslow 1954
19. A mind map of cruise travel and
impacts
T ra v e l
W hy not
m a s s to u r is m
S O C IA L C O N T IN G E N C Y
THEO RY
W h o g e ts to g o ?
H e g e m o n y c la s s A d v a n ta g e s D is a d v a n ta g e s
Typ e s o f In d iv id u a l n o t p a r t o f m a s s
to u r is ts /
tr a v e lle r s
P O S T S T R U C T U R A L IS M
Typ e s o f F o u c a u lt - fr e e d o m a n d c o n tr o l C r u is e r im p a c ts
to u r is m K n o w le d g e - p o w e r s
P O S T M O D E R N IS M
B a u d s ila r d - H y p e s r e a lit y
C u ltu r e /
G o ffm a n - fro n ts ta g e /
p la c e s
B a c k s ta g e a u th e n tic ity
E n v iro n m e n t
P e o p le
A r e c r u is e r s
to u r is ts o r n o t?
W h a t ty p e o f im p a c t
and
w h a t t y p e o f to u r is t?
Jennings 2001
20. Soft systems framework of tourism
business activity
2 3
1 Process Institutional Business
Environment Environment
Content
4 5
6 Output Behaviour Motivation
7 Outcome
22. Why are conceptual frameworks
useful?
• Conceptual frameworks provide researchers with:
– The ability to move beyond descriptions of ‘what’ to explanations
of ‘why’ and ‘how’.
– A means of setting out an explanation set that might be used to
define and make sense of the data that flow from the research
question.
– An filtering tool for selecting appropriate research questions and
related data collection methods.
– A reference point/structure for the discussion of the literature,
methodology and results.
– The boundaries of the work.
23. What are the limitations of a
conceptual framework?
• Conceptual frameworks, however, also have problems in that the
framework:
– Is influenced by the experience and knowledge of the individual
– initial bias.
– Once developed will influence the researcher’s thinking and may
result in some things being given prominence and others being
ignored – ongoing bias.
• The solution is to revisit the conceptual framework, particularly at the
end when evaluating your work.
25. The overall contribution of the
conceptual framework
• The conceptual framework encapsulates the research as it:
– Sets out the focus and content.
– Acts as the link between the literature, the methodology and the
results (regardless of when in the PhD process it is produced).
• Thus it can be/will be the focus/starting point of the evaluation of
originality in terms of the criteria outlined by Hart (1998). For example:
– Is what has been focussed on entirely new?
– Is the way the subject been investigated different to the ‘normal’
approaches?
– Has new light been shed on previously explored issues?
28. References
• Hart C. (1998): Doing a Literature Review.” London, Sage.
• Jennings G. (2001): Tourism Research. Australia, John Wiley and
Sons.
• Maslow A (1954): “Motivation and Personality.” New York: Harper.
• Miles, M. B., & Huberman, M. A. (1994): “Qualitative Data Analysis:
An Expanded Sourcebook” (2nd edition). Beverley Hills, Sage.
• Rogers, E.M. (2003): “Diffusion of Innovations.” 5th Edition. London,
Simon and Schuster.
• Smyth R. (2004): “Exploring the Usefulness of a Conceptual
Framework as a Research Tool: A Researcher's Reflections.” Issues
In Educational Research, Volume 14.
• Yin R. K. (1994): “Case Study Research: Design and Methods.” (2 nd
edition) California, Sage.