Research Method for Business chapter 5

1. FIGURE 6.1Copyright © 2003 John Wiley & Sons, Inc. Sekaran/RESEARCH 4E
Ch- 5 THE RESEARCH PROCESS
Step 6: Elements of Research Design
Diagram The research process

2. Ch- 5 THE RESEARCH PROCESS
Step 6: Elements of Research Design
1. The Research Design
Having identified the variables in a problem situation and
development the theoretical framework, the next step is to design
the research in a way that the requisite data can be gathered and
analyze to arrive at a solution.

3. FIGURE 6.1Copyright © 2003 John Wiley & Sons, Inc. Sekaran/RESEARCH 4E
Ch- 5 THE RESEARCH PROCESS
Step 6: Elements of Research Design
Diagram 6.1: The research process

4. Purpose of the
study
Exploration
Description
Hypothesis testing
Measurement
and measures
Operational
definition
Items (measure)
Scaling
Categorizing
Coding
Study
setting
Contrived
Noncontrived
Extent of researcher
interference
Minimal: Studying
events as they normally
occur Manipulation
and/or control and/or
simulation
Types of
investigation
Establishing:
Causal relationships
Correlations
Group differences,
ranks, etc.
MEASUREMENTDETAILS OF STUDY
Data
collection
method
Observation
Interview
Questionnaire
Physical
measurement
Unobtrusive
Time
Horizon
One-shot
(cross-sectional)
Longitudinal
Sampling
Design
Probability/
nonprobability
Sample
size (n)
Unit of analysis
(population to be
studied)
Individuals
Dyads
Groups
Organizations
Machines
etc.
1. Feel for
data
2. Goodness
of data
3. Hypotheses
testing
DATA
ANALYSIS
PROBLEMSTATEMENT
Diagram 6.2: The research design.
Ch- 5 THE RESEARCH PROCESS
Step 6: Elements of Research Design

5. 5
The Various Issues involved in the Research Design

6. Purpose of the Study:
a. Exploratory
b. Descriptive
c. Hypothesis Testing
Exploratory Study:
 An exploratory study is undertaken when not much is known
about the situation at hand, or no information is available on
how similar problems or research issues have been solved
in the past.
 In such cases, extensive preliminary work needs to be done
to gain familiarity with the phenomena in the situation, and
understand what is occurring, before we develop a model
and set up a rigorous design for comprehensive
investigation.
Ch- 5 THE RESEARCH PROCESS
Step 6: Elements of Research Design

7. Descriptive Study:
 A descriptive study is undertaken in order to determine and
be able to describe the characteristics of the variables of
interest in a situation.
 Descriptive studies are undertaken in organizations to learn
about and describe the characteristics of a group of
employees, as for example;
 The age, educational level, job status, and length of service
of Hispanics or Asians, working in the system.
 Descriptive studies are also undertaken to understand the
characteristics of organizations that follow certain common
practices.
Ch- 5 THE RESEARCH PROCESS
Step 6: Elements of Research Design

8. Example
 A bank manager wants to have a profile of the individuals
who have load payments outstanding for 6 months and
more.
 It would include details of their average age, earnings,
nature of occupation, full-time/part-time employment status,
and the like.
Ch- 5 THE RESEARCH PROCESS
Step 6: Elements of Research Design

9. Example
• A CEO may be interested in having a description of
organizations in her industry that follow the LIFO system.
• In this case, the report might include the age of the
organizations, their locations, their production levels,
assets, sales, inventory levels, suppliers, and profits.
• Descriptive studies thus become essential in many
situations.
• Whereas qualitative data obtained by interviewing
individuals may help the understanding of phenomena at
the exploratory stages of a study, qualitative data in terms
of frequencies, or mean and standard deviations, become
necessary for descriptive studies.
Ch- 5 THE RESEARCH PROCESS
Step 6: Elements of Research Design

10. Hypotheses Testing
• Studies that engage in hypotheses testing usually explain
the nature of certain relationships, or establish the
differences among groups or the independence of two or
more factors in a situation.
Example
• A marketing manager wants to know if the sales of the
company will increase if he doubles the advertising dollars.
• Here, the manager would like to know the nature of the
relationship that can be established between advertising
and sales by testing the hypothesis: If advertising is
increased, then sales will also go up.
Ch- 5 THE RESEARCH PROCESS
Step 6: Elements of Research Design

11. Example
 The testing of a hypothesis such as: More men than women
are whistleblowers, establishes the difference between two
groups—men and women—in regard to their whistle-blowing
behavior.
Example
 The independence between two variables that are qualitative
in nature can also be established through hypothesis testing.
 Consider the hypothesis: Working the night shift (as
opposed to the day shift) is related to whether or not one is
married.
 A chi-square test of independence will easily provide the
answer to this question.
Ch- 5 THE RESEARCH PROCESS
Step 6: Elements of Research Design

12. Case Study Analysis
 Case studies involve in-depth, contextual analysis of matters
relating to similar situations in other organizations.
 Case studies are qualitative in nature are, however useful in
applying solutions to current problems based on past
problem-solving experiences.
 They are useful in understanding certain phenomena, and
generating further theories for empirical testing.
Ch- 5 THE RESEARCH PROCESS
Step 6: Elements of Research Design

13. Review of The purpose of the Study
It is not difficult to see that in exploratory studies, the researcher is basically
interested in exploring the situational factors so as to get a grip on the
characteristics of the phenomena of interest.
Also, pilot studies on a small scale, by interviewing individuals or gathering
information from a limited number of occurrences, are not uncommon in
exploratory research.
Descriptive studies are undertaken when the characteristics or the
phenomena to be tapped in a situation are known to exist, and one wants to
be able to describe them better by offering a profile of the factors.
Hypothesis testing offers an enhanced understanding of the relationship that
exists among variables.
Ch- 5 THE RESEARCH PROCESS
Step 6: Elements of Research Design

14. Type of Investigation: Causal Versus Correlational
• A Causal study is done when it is necessary to establish a
definitive cause-and-effect relationship.
• However, if all that the manager wants is a mere
identification of the important factors “associated with” the
problem, then a correlational study is called for.
Ch- 5 THE RESEARCH PROCESS
Step 6: Elements of Research Design

15. Type of Investigation: Causal Versus Correlational
Example:
A causal study question:
 Does smoking cause cancer? (a definitive cause)
A correlational study question:
 Are smoking and cancer related? OR
 Are smoking, drinking, and chewing tobacco associated
with cancer? If so, which of these contributes most to the
variance in the dependent variable?
Ch- 5 THE RESEARCH PROCESS
Step 6: Elements of Research Design

16. Extent of Researcher Interference with the Study:
 The extent of interference by the researcher with the normal
flow of work at the workplace has a direct bearing on whether
the study undertaken is causal or correlational.
 A correlational study is conducted in the natural environment
of the organization with minimum interference by the
researcher with the normal flow of work.
Example:
 If a researcher wants to study the factors influencing training
effectiveness (a correlational study), all that the individual has
to do is develop a theoretical framework, collect the relevant
data, and analyze them to come up with the findings.
Ch- 5 THE RESEARCH PROCESS
Step 6: Elements of Research Design

17. Example of Minimal Interference
 A hospital administrator wants to examine the relationship
between the perceived emotional support in the system and
the stresses experienced by the nursing staff.
(correlational study).
 Here, the administrator/researcher will collect data from the
nurses (perhaps through a questionnaire) to indicate how
much emotional support they get in the hospital and to what
extent the experience stress.
 By correlating the two variables, the answer that is being
sought can be found.
 In this case, beyond administering a questionnaire to the
nurses, the researcher has not interfered with the normal
activities in the hospital.
 In other words, researcher interference has been minimal.
Ch- 5 THE RESEARCH PROCESS
Step 6: Elements of Research Design

18. Example of Moderate Interference
 The researcher wants to demonstrate that if the nurses had
emotional support, this indeed would cause them to
experience less stress.
 To test the cause-and-effect relationship, the researcher will
measure the stress and deliberately control the extent of
emotional support given to the three groups of nurses in the
three wards for perhaps a weeks, and measure the amount of
stress.
 For one group, the researcher will ensure extensive emotional
support.
Ch- 5 THE RESEARCH PROCESS
Step 6: Elements of Research Design

19. Example of Excessive Interference
 The researcher feels that the results may or may not be valid
since other external factors might have influenced the stress
levels experienced by the nurses.
 For example, during the particular experimental week, the nurses
in one or more wards may not have experienced high levels of
stress because there were no serious illnesses or deaths in the
ward.
 Hence, the emotional support received might not be related to
the level of stresses experienced.
Ch- 5 THE RESEARCH PROCESS
Step 6: Elements of Research Design

20. Example Excessive Interference
 The researcher will want to make sure that such extraneous
factors as might affect the cause-and-effect relationship are
controlled.
 So she might take three groups of medical students, put them in
different rooms, and confront all of them with the same stressful
task to describe in the minutest detail, the surgical procedures in
performing surgery on a patient and keep asking more and more
question.
 One group might get help from a doctor who offers clarifications
and help when students hesitate.
 In the second group, a doctor might offer clarifications and help
only if the group seeks it. In the third group, there is no doctor
present and no help is available.
Ch- 5 THE RESEARCH PROCESS
Step 6: Elements of Research Design

21. 21
Study Setting: Contrived and Noncontrived
 Correlational studies are conducted in
noncontrived settings (normal settings).
 Correlational studies done in organizations are
called field studies.
Ch- 5 THE RESEARCH PROCESS
Step 6: Elements of Research Design

22. 22
Study Setting: Contrived and Noncontrived
 Studies conducted to establish cause-and-effect
relationship using the same natural environment in
which employees normally function are called field
experiments.
 Experiments done to establish cause-and- effect
relationship in a contrived environment and strictly
controlled are called lab experiments.
Ch- 5 THE RESEARCH PROCESS
Step 6: Elements of Research Design

23. 23
Example; Field Study
 A bank manager wants to analyze the relationship
between interest rates and bank deposit patterns
of clients.
 The researcher tries to correlate the two by
looking at deposits into different kinds of
accounts (such as savings, certificates of deposit,
and interest-bearing checking accounts) as
interest rates changed.
Ch- 5 THE RESEARCH PROCESS
Step 6: Elements of Research Design

24. 24
Example; Field Study
 This is a field study where the bank manager has
taken the balances in various types of accounts
and correlated them to the changes in interest
rates.
 Research here is done in a noncontrived setting
with no interference with the normal work
routine.
Ch- 5 THE RESEARCH PROCESS
Step 6: Elements of Research Design

25. Example: Field Experiment
 The bank manager now wants to determine the cause-and-
effect relationship between interest rate and the inducement
it offers to clients to save and deposit money in the bank.
 She selects four branches within a 60-mile radius for the
experiment.
 For 1 week only, she advertises the annual rate for new
certificates of deposit received during that week in the
following manner:
 The interest rate would be 9% in one branch, 8% in another
branch, and 10% in the third.
 In the fourth branch, the interest rate remains unchanged at
5%. Within the week, She would be able to determine the
effects, if any, of interest rates on deposit mobilization.
Ch- 5 THE RESEARCH PROCESS
Step 6: Elements of Research Design

26. Unit of analysis: Individuals, Dyads, Groups,
Organizations, Cultures
 The unit of analysis refers to the level of aggregation of the
data collected during the subsequent data analysis stage.
 If, for instance, the problem statement focuses on how to
raise the motivational levels of employees in general, then
we are interested in individual employees in the
organization and would have to find out what we can do to
raise their motivation.
 Here the unit of analysis is the individual.
 We will be looking at the data gathered from each individual
and treating each employee’s response as an individual
data source.
Ch- 5 THE RESEARCH PROCESS
Step 6: Elements of Research Design

27. Unit of analysis: Individuals, Dyads, Groups,
Organizations, Cultures
 If the researcher is interested in studying two-person
interactions, then several two-person groups, also known
as dyads, will become the unit of analysis.
 Analysis of husband-wife interactions in families and
supervisor-subordinate relationship at the workplace are
good examples of dyads as the unit of analysis.
Ch- 5 THE RESEARCH PROCESS
Step 6: Elements of Research Design

28.  If the problem statement is related to group effectiveness,
then the unit of analysis would be at the group level.
 In other words, even though we may gather relevant data
from all individuals comprising, say, six groups, we would
aggregate the individual data into group data so as to see
the differences among the six groups.
 If we compare different department in the organization, then
the data analysis will be done at the department level—that
is, the individuals in the department will be treated as one
unit—and comparisons made treating the department as the
unit of analysis.
 Our research question determines the unit of analysis.
Ch- 5 THE RESEARCH PROCESS
Step 6: Elements of Research Design

29. Example: Individuals as the Unit Analysis
 A Chief Financial Officer of a manufacturing company wants
to know how many of the staff would be interested in
attending 3-day seminar on making appropriate investment
decisions.
 For this purpose, data will have to be collected from each
individual staff member and the unit of analysis is the
individual.
Example: Dyads as the Unit of Analysis
 A human resources manager wants to first identify the
number of employees in three departments of the
organization who are in mentoring relationships, and then
find out what the jointly perceived benefits (i.e., by both the
mentor and the one mentored) of such a relationship are.
Ch- 5 THE RESEARCH PROCESS
Step 6: Elements of Research Design

30. Example: Groups as the unit of Analysis
 A manager wants to see the patterns of usage of the newly
installed information system (IS) by the production, sales,
and operations personnel.
 Here three groups of personnel are involved ad information
on the number of times the (IS) is used by each member in
each of the three groups as well as other relevant issues
will be collected and analyzed.
 The final results will indicate the mean usage of the system
per day or month for each group.
 Here the unit of analysis is the group.
Ch- 5 THE RESEARCH PROCESS
Step 6: Elements of Research Design

31. Example: Industry as the Unit of Analysis
 Am employment survey specialist wants to see the
proportion of the workforce employed by the health care,
utilities, transportation, and manufacturing industries.
 In the case, the researcher has to aggregate the data
relating to each of the subunits comprised in each of the
industries and report the proportions of the workforce
employed at the industry level.
 The health care industry, for instance, includes hospitals,
nursing homes, mobiles units, small and large clinics, and
other health care providing facilities.
Ch- 5 THE RESEARCH PROCESS
Step 6: Elements of Research Design

32. Example: Countries as the Unit of Analysis
 The Chief Financial Officer (CFO) of a multinational corporation
wants to know the profits made during the past 5 years by each
of the subsidiaries in England, Germany, France, and Spain.
 It is possible that there are many regional offices of these
subsidiaries in each of these countries.
 The profits of the various regional centers for each country
have to be aggregated and the profits for each country for the
past 5 years provided to the CFO.
 In other words, the data will now have to be aggregated at the
country level.
Ch- 5 THE RESEARCH PROCESS
Step 6: Elements of Research Design

33. Time Horizon: Cross-Sectional Versus Longitudinal Studies
Cross-Sectional Studies
 A study can be done in which data are gathered just once,
perhaps over a period pf days or weeks or months, in order
to answer a research question.
 Such studies are called one-shot or crosssectional studies.
Example:
 Data were collected from stock brokers between April and
June of last year to study their concerns in a turbulent
stock market.
 Data with respect to this particular research had not been
collected before, nor will they be collected again from them
for this research.
Ch- 5 THE RESEARCH PROCESS
Step 6: Elements of Research Design

34. Longitudinal Studies:
 In some cases, however, the researcher might want to study
people or phenomena at more than one point in time in order to
answer the research question.
 For instance, the researcher might want to study employees’
behavior before and after the change in the top management,
so as to know what effects the change accomplished.
 Here, because data are gathered at two different points in time,
the study is not cross-sectional or of the one-shot kind, but is
carried longitudinally across a period of time.
 Such studies, as when data on the dependent variable are
gathered at two or more points in time to answer the research
question, are called longitudinal studies.
Ch- 5 THE RESEARCH PROCESS
Step 6: Elements of Research Design

35. Example:
 A marketing manager is interested in tracing the pattern of
sales of a particular product in four different regions of the
country on a quarterly basis for the next 2 years.
 Since data are collected several times to answer the same issue
(tracing pattern of sales), the study falls under the longitudinal
category.
 Longitudinal Studies take more time and efforts and cost more
than cross-sectional studies.
 However, well-planned longitudinal studies could, among other
things, help to identify cause-and-effect relationships.
Ch- 5 THE RESEARCH PROCESS
Step 6: Elements of Research Design