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EXAMINATION OFFICE
IU.ORG
WRITTEN ASSIGNMENT
Guidelines for the Creation of a Written Assignment
CONTENT
1.
Objectives of Academic Writing ………………………………………………………………………………………. 2
2.
Structure of a Written Assignment …………………………………………………………………………………… 2
3.
2.1
Introduction ……………………………………………………………………………………………………………………………… 2
2.2
Main Body…………………………………………………………………………………………………………………………………. 2
2.3
Conclusion ……………………………………………………………………………………………………………………………….. 3
Formal Guidelines and Submission Requirements ………………………………………………………………. 3
3.1
Components of the Written Assignment ………………………………………………………………………………………. 3
3.2
Formalities ……………………………………………………………………………………………………………………………….. 4
3.3
Evaluation ………………………………………………………………………………………………………………………………… 5
page 1 of 5
EXAMINATION OFFICE
IU.ORG
1. OBJECTIVES OF ACADEMIC WRITING
A written assignment should demonstrate the academic writing capabilities of the student. In this assignment,
students are expected to show that they are capable of selecting an academic topic, undertaking the relevant
research, and using that research to support their own thoughts and insights.
2. STRUCTURE OF A WRITTEN ASSIGNMENT
The structure of the assignment should reflect a logical progression of main points and explanatory points. The
text should be a coherent and cohesive whole and follow a linear structure. There should be a logical integration
of the main and explanatory points across the various sections, with clear transitions between them. Referring to
a key argument in a previous paragraph, for example, can create connections between the points. The main body
of the assignment is composed of the core argument (around 70% of the assignment) and is preceded by an
introduction (around 20%) and followed by a conclusion (around 10%).
2.1 Introduction
The introduction is the first paragraph of an assignment and should be created as an integral part of the text. The
introduction should succinctly but clearly convey the following points, which will then be elaborated upon in the
main body of the text:
—
—
—
—
Rationale for subject selection according to recent studies on the chosen topic (Why is the topic relevant and
what open questions, discussed in the body of the assignment, does it raise?) This is where you should refer
to your chosen question.
Aim of the assignment or the examination (What does the assignment aim to examine or prove?)
Topic boundaries and necessary definitions (What is beyond the scope of the assignment? What is within
range? What should be the scope of the intended outcomes?)
Outline of the structure and the arguments within the assignment (What can the reader expect in the main
body, and what structure does the assignment follow?)
The introduction should be thought about early in the planning process, even if it is written last. Thereby, the
introduction helps to clearly cover the assignment’s key arguments and ensure a logical argumentation process
within the assignment itself, resulting in a meaningful solution.
2.2 Main Body
This part of academic writing should peak, and maintain, interest through coherent and comprehensible
argumentation. Consequently, assignment needs to provide a common thread that links each key point.
Good academic writing does not simply take any result or theoretical position and assume it to be true. Instead,
it seeks to prove or disprove the result or position by supporting or countering it with the use of reliable sources
and facts. If something is not taken to be common knowledge, then it must be explained and backed up with the
use of a theoretically or practically reasonable argument. These statements need to be proven with the use of
appropriate literary resources. All assumptions, considerations, and arguments must be proven, discussed and
confirmed by providing adequate reference sources. Each argument should be as clear and as well structured as
possible.
page 2 of 5
EXAMINATION OFFICE
IU.ORG
Main points should always be positioned at the beginning of the paragraph, with supporting points clearly
connected to it. The structure of individual paragraphs should loosely follow this framework:
—
—
—
Identify main point(s)
Explain, discuss and elaborate main point(s) by using supporting points
Draw conclusion from the argument (leading to the next point)
2.3 Conclusion
The conclusion should give the reader a final, overall impression of the assignment. It should not be a repetition
of what was written in the assignment (only sensible in longer texts such as master theses). Instead, the
conclusion should draw the arguments to a close. It should summarize the key arguments within the assignment,
seek to conclude the thesis or main claim and answer any questions that were raised. The conclusion can also
include any follow-up questions or perspectives regarding the topic that could be further researched.
The conclusion should not include any new ideas or arguments, but rather should state the outcomes regarding
the central claim or thesis.
3. FORMAL GUIDELINES AND SUBMISSION REQUIREMENTS
3.1 Components of the Written Assignment
The written assignment consists of the following parts, listed in the table of contents (except for title page and
table of contents):
—
—
—
—
—
—
—
—
Title page
Table of contents
List of figures and/or tables (if necessary)
Table of abbreviations (if necessary)
Text part with introduction, main part, conclusion
Bibliography
List of appendices (if necessary)
Appendices and materials (if necessary)
page 3 of 5
EXAMINATION OFFICE
IU.ORG
3.2 Formalities
Formalities
Explanation
Length BACHELOR
7–10 pages of text
Length MASTER
12–15 pages of text
Paper size
A4
Margins
Top and bottom 2cm; left 2cm; right 2cm
Page numbers
Centered at the end of the page
Apart from the title page, all pages must be numbered. The pages before the body of
the text (if applicable, e.g. title page, table of contents, list of tables and
abbreviations) should be numbered in Roman capital letters (I, II, III, IV, etc.), with the
page number not appearing on page I (title page). The pages of the text part are
numbered with Arabic numbers (1, 2, 3, etc.). These page numbers are continued to
the end, i.e., also through the appendix (if applicable).
Font
General text: Arial 11 pt.; headings: Arial 12 pt.; justified
Line spacing
1.5
Sentences
Justified; hyphenation
Footnotes
Arial 10 pt., justified
Paragraphs
According to conceptual structure – 6 pt. spacing after line breaks
Title page
The title page should contain at least the following elements: title of thesis, type of
thesis, course name, course of study, date, author’s name, matriculation number,
tutor’s name.
Course-specific adaptations of the information are possible.
Sections and subsections
A maximum of three levels (1. Main heading, 1.1 Section, 1.1.1 Subheading)
Only individual chapters in the text of the assignment are numbered consecutively;
otherwise, sections of the assignment, such as the list of figures and/or tables or the
bibliography, are not numbered.
Do not underline; use italics sparingly to emphasize passages.
Citation standard
Please refer to the citation guidelines on myCampus.
Anti-plagiarism pledge and
affidavit
This pledge must be submitted electronically (via myCampus) before you can submit
your assignment.
Submission
Please refer to the corresponding guidelines in myCampus – Turnitin.
page 4 of 5
EXAMINATION OFFICE
IU.ORG
3.3 Evaluation
The evaluation criteria and their corresponding weight are listed below.
Evaluation Criteria
Explanation
Weight
Introduction
Introduction, definition of topic and thematic scope
8%
Structure
Composition and structure
16%
Reasoning
Quality of argument and research
40%
Conclusion
Conclusion and recommendations
16%
Language
Linguistic expression and spelling
10%
Neatness
Neatness in formatting and correct citations
10%
Good luck with your written assignment!
page 5 of 5
EXAMINATION OFFICE
IU.ORG
COMBINED ASSESMENT
Guidelines for the Creation of a Combined Assessment
CONTENT
1.
Objectives of Academic Writing ………………………………………………………………………………………. 2
2.
Structure of a Written Assignment …………………………………………………………………………………… 2
3.
2.1
Introduction ……………………………………………………………………………………………………………………………… 2
2.2
Main Body…………………………………………………………………………………………………………………………………. 2
2.3
Conclusion ……………………………………………………………………………………………………………………………….. 3
Formal Guidelines and Submission Requirements ………………………………………………………………. 3
3.1
Components of the Written Assignment ………………………………………………………………………………………. 3
3.2
Formalities ……………………………………………………………………………………………………………………………….. 4
3.3
Evaluation ………………………………………………………………………………………………………………………………… 5
page 1 of 5
EXAMINATION OFFICE
IU.ORG
Good academic writing does not simply take any result or theoretical position and assume it to be true. Instead,
it seeks to prove or disprove the result or position by supporting or countering it with the use of reliable sources
and facts.
1. OBJECTIVES OF ACADEMIC WRITING
A written assignment should demonstrate the academic writing capabilities of the student. In this assignment,
students are expected to show that they are capable of selecting an academic topic, undertaking the relevant
research, and using that research to support their own thoughts and insights.
2. STRUCTURE OF A WRITTEN ASSIGNMENT
The structure of the assignment should reflect a logical progression of main points and explanatory points. The
text should be a coherent and cohesive whole and follow a linear structure. There should be a logical integration
of the main and explanatory points across the various sections, with clear transitions between them. Referring to
a key argument in a previous paragraph, for example, can create connections between the points. The main body
of the assignment is composed of the core argument (around 70% of the assignment) and is preceded by an
introduction (around 20%) and followed by a conclusion (around 10%).
2.1 Introduction
The introduction is the first paragraph of an assignment and should be created as an integral part of the text. The
introduction should succinctly but clearly convey the following points, which will then be elaborated upon in the
main body of the text:
—
—
—
—
Rationale for subject selection according to recent studies on the chosen topic (Why is the topic relevant and
what open questions, discussed in the body of the assignment, does it raise?) This is where you should refer
to your chosen question.
Aim of the assignment or the examination (What does the assignment aim to examine or prove?)
Topic boundaries and necessary definitions (What is beyond the scope of the assignment? What is within
range? What should be the scope of the intended outcomes?)
Outline of the structure and the arguments within the assignment (What can the reader expect in the main
body, and what structure does the assignment follow?)
The introduction should be thought about early in the planning process, even if it is written last. Thereby, the
introduction helps to clearly cover the assignment’s key arguments and ensure a logical argumentation process
within the assignment itself, resulting in a meaningful solution.
2.2 Main Body
This part of academic writing should peak, and maintain, interest through coherent and comprehensible
argumentation. Consequently, assignment needs to provide a common thread that links each key point.
If something is not taken to be common knowledge, then it must be explained and backed up with the use of a
theoretically or practically reasonable argument. These statements need to be proven with the use of
appropriate literary resources. All assumptions, considerations, and arguments must be proven, discussed and
confirmed by providing adequate reference sources. Each argument should be as clear and as well structured as
possible.
page 2 of 5
EXAMINATION OFFICE
IU.ORG
Main points should always be positioned at the beginning of the paragraph, with supporting points clearly
connected to it. The structure of individual paragraphs should loosely follow this framework:
—
—
—
Identify main point(s)
Explain, discuss and elaborate main point(s) by using supporting points
Draw conclusion from the argument (leading to the next point)
2.3 Conclusion
The conclusion should give the reader a final, overall impression of the assignment. It should not be a repetition
of what was written in the assignment (only sensible in longer texts such as master theses). Instead, the
conclusion should draw the arguments to a close. It should summarize the key arguments within the assignment,
seek to conclude the thesis or main claim and answer any questions that were raised. The conclusion can also
include any follow-up questions or perspectives regarding the topic that could be further researched.
The conclusion should not include any new ideas or arguments, but rather should state the outcomes regarding
the central claim or thesis.
3. FORMAL GUIDELINES AND SUBMISSION REQUIREMENTS
3.1 Components of the Written Assignment
The written assignment consists of the following parts, listed in the table of contents (except for title page and
table of contents):
—
—
—
—
—
—
—
—
Title page
Table of contents
List of figures and/or tables (if necessary)
Table of abbreviations (if necessary)
Text part with introduction, main part, conclusion
Bibliography
List of appendices (if necessary)
Appendices and materials (if necessary)
page 3 of 5
EXAMINATION OFFICE
IU.ORG
3.2 Formalities
Formalities
Explanation
Length BACHELOR
7–10 pages of text
Length MASTER
12–15 pages of text
Paper size
A4
Margins
Top and bottom 2cm; left 2cm; right 2cm
Page numbers
Centered at the end of the page
Apart from the title page, all pages must be numbered. The pages before the body of
the text (if applicable, e.g. title page, table of contents, list of tables and
abbreviations) should be numbered in Roman capital letters (I, II, III, IV, etc.), with the
page number not appearing on page I (title page). The pages of the text part are
numbered with Arabic numbers (1, 2, 3, etc.). These page numbers are continued to
the end, i.e., also through the appendix (if applicable).
Font
General text: Arial 11 pt.; headings: Arial 12 pt.; justified
Line spacing
1.5
Sentences
Justified; hyphenation
Footnotes
Arial 10 pt., justified
Paragraphs
According to conceptual structure – 6 pt. spacing after line breaks
Title page
The title page should contain at least the following elements: title of thesis, type of
thesis, course name, course of study, date, author’s name, matriculation number,
tutor’s name.
Course-specific adaptations of the information are possible.
Sections and subsections
A maximum of three levels (1. Main heading, 1.1 Section, 1.1.1 Subheading)
Only individual chapters in the text of the assignment are numbered consecutively;
otherwise, sections of the assignment, such as the list of figures and/or tables or the
bibliography, are not numbered.
Do not underline; use italics sparingly to emphasize passages.
Citation standard
Please refer to the citation guidelines on myCampus.
Anti-plagiarism pledge and
affidavit
This pledge must be submitted electronically (via myCampus) before you can submit
your assignment.
Submission
Please refer to the corresponding guidelines in myCampus – Turnitin.
page 4 of 5
EXAMINATION OFFICE
IU.ORG
3.3 Evaluation
The evaluation criteria and their corresponding weight are listed below.
Evaluation Criteria
Explanation
Weight
Introduction
Introduction, definition of topic and thematic scope
8%
Structure
Composition and structure
16%
Reasoning
Quality of argument and research
40%
Conclusion
Conclusion and recommendations
16%
Language
Linguistic expression and spelling
10%
Neatness
Neatness in formatting and correct citations
10%
Good luck with your written assignment!
page 5 of 5
ADVANCED RESEARCH
METHODS
DLMARM01
ADVANCED RESEARCH METHODS
MASTHEAD
Publisher:
IU Internationale Hochschule GmbH
IU International University of Applied Sciences
Juri-Gagarin-Ring 152
D-99084 Erfurt
Mailing address:
Albert-Proeller-Straße 15-19
D-86675 Buchdorf
[email protected]
www.iu.de
DLMARM01
Version No.: 001-2023-1011
N. N.
© 2023 IU Internationale Hochschule GmbH
This course book is protected by copyright. All rights reserved.
This course book may not be reproduced and/or electronically edited, duplicated, or distributed in any kind of form without written permission by the IU Internationale Hochschule GmbH (hereinafter referred to as IU).
The authors/publishers have identified the authors and sources of all graphics to the best
of their abilities. However, if any erroneous information has been provided, please notify
us accordingly.
2
TABLE OF CONTENTS
ADVANCED RESEARCH METHODS
Introduction
Signposts Throughout the Course Book . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
Basic Reading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
Required Reading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
Further Reading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
Learning Objectives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
Unit 1
Theoretical Background: Social Science and Research Paradigms
13
1.1 What is a Paradigm? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
1.2 Empiricism . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17
1.3 Critical Rationalism . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17
1.4 Epistemological Anarchism . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21
1.5 Structural Functionalism . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21
1.6 Symbolic Interactionism . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23
1.7 Ethnomethodology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24
Unit 2
Case Study Research: The Idiographic Approach
27
2.1 Types of Case Study Research . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29
2.2 Maintaining Quality in Case Study Research . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30
2.3 Case Study Design . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33
2.4 Implementing Case Studies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37
2.5 Analyzing Case Studies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42
Unit 3
Specific Topics of Qualitative Research
51
3.1 Idea Generation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52
3.2 Critical Incident Technique . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55
3.3 Understanding Communication: Discourse Analysis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57
3.4 Perceiving Perception: Interpretive Phenomenological Analysis . . . . . . . . . . . . . . . . . . 60
3
Unit 4
Advanced Issues of Quantitative Research Conceptualization and Data Analysis
65
4.1 Measurement Theory . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66
4.2 Index and Scale Construction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68
4.3 Types of Scale Construction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 70
4.4 The Problem of Nonresponse and Missing Data . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 75
4.5 Implications of IT for Research Strategies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 79
Unit 5
Underlying Assumptions of Quantitative Research: Concepts and Consequences
83
5.1 Classical Test Theory . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 84
5.2 Probabilistic Test Theory . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 85
5.3 Advanced Topics of Test Theory . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 88
Unit 6
Evaluation Research
91
6.1 What is Evaluation Research? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 92
6.2 Types of Evaluation Research . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 97
6.3 Meta-Analysis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 103
6.4 Meta-Evaluation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 107
Appendix
List of References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 112
List of Tables and Figures . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 118
4
INTRODUCTION
WELCOME
SIGNPOSTS THROUGHOUT THE COURSE BOOK
This course book contains the core content for this course. Additional learning materials
can be found on the learning platform, but this course book should form the basis for your
learning.
The content of this course book is divided into units, which are divided further into sections. Each section contains only one new key concept to allow you to quickly and efficiently add new learning material to your existing knowledge.
At the end of each section of the digital course book, you will find self-check questions.
These questions are designed to help you check whether you have understood the concepts in each section.
For all modules with a final exam, you must complete the knowledge tests on the learning
platform. You will pass the knowledge test for each unit when you answer at least 80% of
the questions correctly.
When you have passed the knowledge tests for all the units, the course is considered finished and you will be able to register for the final assessment. Please ensure that you complete the evaluation prior to registering for the assessment.
Good luck!
6
BASIC READING
Babbie, E. R. (2021). The practice of social research (15th ed.). Cengage Learning.
Giles, D. C. (2002). Advanced research methods in psychology. Routledge.
Saunders, M., Thornhill, A., & Lewis, P. (2009). Research methods for business students (5th
ed.). Pearson.
7
REQUIRED READING
UNIT 1
Shareef, R. (2007). Want better business theories? Maybe Karl Popper has the answer.
Academy of Management Learning & Education, 6(2), 272—280.
UNIT 2
Khan, S., & VanWynsberghe, R. (2008). Cultivating the under-mined: Cross-case analysis as
knowledge mobilization. Forum Qualitative Sozialforschung, 9(1). Available online.
Tumele, S. (2015). Case study research. International Journal of Sales, Retailing and Marketing, 4(9), 68—78. Available online.
UNIT 3
Khan, F. R., & Lund-Thomsen, P. (2011). CSR as imperialism: Towards a phenomenological
approach to CSR in the developing world. Journal of Change Management, 11(1), 73—
90.
Tursch, P., Steinberg, F., & Woll, R. (2014). A first step towards engineer-oriented adaptation of the Repetory Grid Technique. Total Quality Management and Business Excellence, 25(7/8), 734—749.
UNIT 4
Rocereto, J. F., Puzakova, M., Anderson, R. E., & Kwak, H. (2011). The role of response formats on extreme response style. In M. Sarstedt, M. Schwaiger, & C. R. Taylor (Eds.),
Advances in international marketing: Vol. 22. Measurement and research methods in
international marketing. (pp. 53—71). Emerald Group Publishing.
Zickar, M. J. (2012). A review of recent advances in item response theory. In J. J. Martocchio, A. Joshi, & H. Liao (Eds.), Research in personnel and human resources management (Vol. 31, pp. 145—176). Emerald Group Publishing.
UNIT 5
Camargo, F. R., & Henson, B. (2015). Beyond usability: designing for consumers’ product
experience using the Rasch model. Journal of Engineering Design, 26(4—6), 121—139.
8
Probst, T. M. (2010). Development and validation of the Job Security Index and the Job
Security Satisfaction scale. Journal of Occupational and Organizational Psychology,
76(4), 451—467.
UNIT 6
Olson, L. E. (2014). Articulating a role for program evaluation in responsible conduct of
research programs. Accountability in Research, 21(1), 26—33.
9
FURTHER READING
UNIT 1
Carter, M. J., & Fuller, C. (2015). Symbolic interactionism. Sociopedia.isa, 1—17.
Popper, K. (2002). Science: conjectures and refutations. In Conjectures and refutations
(2nd. ed., pp. 43—86). Routledge. Available online.
UNIT 2
Dasgupta, M. (2015). Exploring the relevance of case study research. Vision, 19(2), 147—
160.
Göttfert, E. (2015). Embedding case study research into the research context. International
Journal of Sales, Retailing & Marketing, 4(9), 23—32.
UNIT 3
Paulssen, M., & Sommerfeld, A. (2015). The impact of critical incidents on customer relationships. Die Wirkung kritischer Ereignisse auf Kundenbeziehungen, 75(5), 291—308.
UNIT 4
Clottey, T., & Grawe, S. J. (2014). Non-response bias assessment in logistics survey
research: use fewer tests? International Journal of Physical Distribution & Logistics
Management, 44(5), 412—426.
Soutar, G. N., Bell, R. C., & Wallis, Y. M. (1990). Consumer acquisition patterns for durable
goods: a Rasch analysis. European Journal of Marketing, 24(8), 31—39.
UNIT 5
Kantrowitz, T. M., Dawson, C. R., & Fetzer, M. S. (2011). Computer Adaptive Testing (CAT): a
faster, smarter, and more secure approach to pre-employment testing. Journal of Business & Psychology, 26(2), 227—232.
UNIT 6
Linzalone, R., & Schiuma, G. (2015). A review of program and project evaluation models.
Measuring Business Excellence, 19(3), 90—99.
10
Norum, K. E., Wells, M., Hoadley, M. R., Geary, C. A., & Thompson, R. (2004). Ap-praise-al:
an appreciative approach to program evaluation. Constructive Discourse and Human
Organization, 1, 193—214.
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LEARNING OBJECTIVES
The role of research in business is fundamental to its sustainability. Simply defined, business research is a scientific inquiry that attempts to make new discoveries and uncover
new principles on how to manage and administer business more effectively, judiciously so
that shareholder value can be maximized ethically and morally through compliance.
This course, Advanced Research Methods, is based on three primary learning objectives.
These learning objectives are aggregated firstly to enhance and improve your understanding of advanced research methods in business administration. The attainment of this
objective is crucial in order for you to demonstrate an understanding and be able to apply
scientific methodologies in conducting empirical research. This objective is also important
in order for you to be able to apply relevant techniques and strategies to enhance and
maintain validity, reliability, and trustworthiness in research.
Secondly, the learning objective in this module is aimed at enhancing your understanding
and be able to plan, design, and prepare an elaborate research proposal. The proposal
that you plan and compile must be academically written and structured according to
norms and standards that underpin scientific research. Furthermore, this will enable you
to plan, conduct, and analyze case studies and surveys. You will be able to differentiate
between different types of case studies, select and apply different data collection strategies and be able to analyze both quantitative and qualitative data scientifically.
Thirdly, the learning objective of this module is focused on your ability to be able to assess
the quality of academic research. You will explore how to conduct evaluation research
both formatively and summatively.
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UNIT 1
THEORETICAL BACKGROUND: SOCIAL
SCIENCE AND RESEARCH PARADIGMS
STUDY GOALS
On completion of this unit, you will have learned …
– the importance of following particular paradigms in research.
– what is “empiricism” and what are its implications for researchers.
– to differentiate between critical rationalism and epistemological anarchism and what
implications it has for researchers.
– analyze the concepts of structural functionalism and symbolic interactionism within
the context of research.
– what Ethnomethodological Research is.
1. THEORETICAL BACKGROUND: SOCIAL
SCIENCE AND RESEARCH PARADIGMS
Introduction
There is consensus amongst many researchers that in order to conduct research, careful
thought must be given to the philosophical dimensions of the individual researcher, as the
researcher’s philosophical orientation and paradigm will more often than not shape the
researcher’s reasoning for conducting research on a particular topic or interest. This view
is amply supported by Remenyi et al. (1998) cited in Holden (2010, p. 4) who argue that a
number of questions must be framed around the research purpose:
• What is the research problem?
• Who does the problem affect?
• How does the problem manifest itself?
• Why is it significant to address this particular research problem?
• Who will be the sample population?
• What will be the significance of the research?
• Who will benefit from the research?
Holden (2010) further argues that a researcher’s paradigm is central to asking the reason
for conducting research. In this study unit we therefore undertake a cursory view of the
following paradigms within the field of social science, namely:
Quantitative:
• Empiricism
• Critical rationalism
Qualitative:
• Epistemological anarchism
• Structural functionalism
• Symbolic interactionism
• Ethnomethodology
Understanding the different paradigms within the context of research is important as the
researcher’s paradigm will influence their perspectives on the rationale and motivation for
conducting research. Before we begin to explore the paradigms listed above, we need to
unpack some of the foundational terms and concepts pertaining to the study of paradigms.
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1.1 What is a Paradigm?
Let us begin by exploring very briefly as to what is meant by the term “paradigm”. The
most popular definition of the term “paradigm” is offered by Kuhn (1975, p. 9) who stated
that: “A paradigm is a fundamental image of the subject matter within a science. It serves
to define what should be studied, what questions should be asked, and what rules should
be followed in interpreting the answers obtained. The paradigm is the broadest unit of
consensus with
