BSBINS603
Initiate and lead applied research
BSBINS603
Initiate and Lead Applied Research
Learner Guide
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Table of Contents
Table of Contents ……………………………………………………………………………………. 2
Introduction …………………………………………………………………………………………… 3
CHAPTER 1: Plan and develop an applied research strategy …………………………… 4
1.1 Clarify and confirm applied research purpose and requirements of relevant
stakeholders ……………………………………………………………………………………. 9
1.2 Identify policies and procedures in relation to conducting applied research ……….15
1.3 Establish methods for collecting and maintaining data in a systematic manner …..18
1.4 Analyse factors affecting the reliability and validity of data …………………………..26
1.5 Review relevant research ethics and codes of conduct …………………………………28
1.6 Prepare applied research strategy and hypothesis………………………………………31
1.7 Frame a research strategy in consideration of available tools and resources………35
1.8 Review and evaluate a range of applied research methods, theories and data
collection techniques………………………………………………………………………….39
1.9 Select methods to gather and analyse data according to research strategy ……….44
CHAPTER 2: Use a range of applied research techniques……………………………… 47
2.1 Use suitable technology and technology services to support data collection and
analysis………………………………………………………………………………………….55
2.2 Access sources of information and contributors relevant to the research…………..56
2.3 Confirm integrity of the data collected, and analysis tools used ……………………..58
CHAPTER 3: Analyse and present findings …………………………………………………. 60
3.1 Evaluate how research findings such as trends and changes will impact on
requirements of relevant stakeholders…………………………………………………….64
3.2 Review data and research findings for accuracy of details and adherence to any
legal requirements…………………………………………………………………………….65
3.3 Collate and analyse data for relevance against the original applied research strategy
……………………………………………………………………………………………………67
3.4 Document and present research findings in a clear and logical manner consistent
with stakeholder requirements ……………………………………………………………..69
3.5 Identify the need for, and approach to, further research as required ……………….76
References …………………………………………………………………………………………… 79
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Introduction
This unit describes the skills and knowledge required to plan,
conduct and report on applied research to influence strategic
practices and outcomes within an organisational context.
The unit also covers constructing an applied research strategy,
using a range of applied research techniques, and analysing and
presenting findings.
It applies to leaders or managers using applied research to
ensure learning can enhance individual, team and
organisational performance. The intended purpose and
approach to applied research may vary across a range of
contexts and organisations. In this unit, the focus is on applied
research to attain improved organisational outcomes.
No licensing, legislation or certification requirements apply to this unit at the time of
publication.
What will I learn?
This learning guide will provide you the skills and knowledge required to:
1. Plan conduct and report on applied research to influence strategic
practices and outcomes within an organisational context.
2. Construct an applied research strategy, using a range of applied
research techniques, and analysing and presenting findings.
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CHAPTER 1: Plan and develop an applied
research strategy
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What is research?
Referring to the (Business Dictionary, 2019), research is “Systematic investigative process
employed to increase or revise current knowledge by discovering new facts. It is divided into
two general categories:
(1) Basic research is enquiry aimed to increase scientific knowledge,
(2) Applied research is an effort which aims to use basic research for solving problems or
developing new processes, products, or techniques.”
Research is a process that consists of a detailed and systematic investigative study of a
subject. It is extracting a new meaning or increases or revises current knowledge. Research
can happen by gathering and analysing a body of information and extracting a new meaning
or developing unique solutions for problems or specific topic.
According to (Oates, 2009) “Research is the creation of new knowledge, using an appropriate
process, to the satisfaction of the users of the research.”
The concept of research
The research concept (Oates, 2009) consists of a certain type of day-to-day thinking, as
well as creating new knowledge by identifying a problem, collecting data or evidence that
addresses the problem of analysis and interpretation of data. The characteristics of good
research are based on adequate and appropriate sources of data, recorded accurately and
properly analysed without any hidden assumptions.
The organisation’s optimal objective is to achieve its strategic goals and to achieve these
goals interconnected with the communication network. In human relations and existence,
communication plays an important role. It is also a medium for the development of
relationships and new relations, not only for the development and expansion of relations but
also for maintaining their sustainability.
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The process of communication with management, through various communication channels
in a multinational organisation, is an ongoing stream of information in a pre-planned
structure in all directions. There are several dimensions to communication, such as power
distance, individuality, uncertainty, avoidance or masculinity. For functional, divisive or
hybrid organisations, dynamic channels of the communication system are crucial and
important to any organisational structure. The information flow at the top level, middle
management, operating core, infrastructure and multi-dimensional support team reduces
communication obstacles, because of the differences in the cultural, economic, political, and
social environment, among global companies.
The concept of research consists of creating knowledge with day-to-day thinking and
recognising the problem by collecting data or evidence to address the problem, in addition
to analysing, interpreting and gathering more data to generate a conclusion. The
characteristics of good research consist of sufficiently relevant and appropriate sources of
data, and the date being accurately recorded and properly analysed with a rational
conclusion and appropriate presentation without any hypothesis discarded.
Definition of applied research
Forms of systematic investigation into the practical implementation of science are known as
applied research. It accesses and utilises the theories, expertise, methods and techniques
collected by the research community for a particular purpose, often state, business or
customer driven. Applied research is based on studies, ideals, methodologies, programs and
initiatives and is contrasted with pure research. Applied research addresses practical issues
and usually uses empirical methods and methodologies. Because applied study lives in the
chaotic real world, it may be necessary to relax rigid research protocols. For instance, a
random sample may not be used. Therefore, methodological transparency is essential.
Implications for interpreting the outcomes resulting from relaxing an otherwise rigid
methodological canon should also be taken into account. The Frascati Manual of the OECD
describes applied research and basic research as one of the three research types.
Examples of applied research
Applied research is a methodology used to resolve a person or group’s particular practical
issue. In disciplines such as business, medicine and education, the analysis is used to
discover alternatives which can cure illnesses, solve scientific problems or assist in
developing or preparing better technology equipment.
A few examples of applied research are mentioned below:
• Investigate which strategy is most successful in decreasing anxiety
• Research which approaches what works best to motivate a workforce
• Study distinct keyboard models to determine which strategy is most efficient and
ergonomic
• Analyse what will inspire individuals to volunteer their time to charity
This instant and practical implementation of the results distinguishes applied research from
fundamental studies, which focuses instead on theoretical issues. Researchers, however,
also indicate that fundamental study and applied research are interconnected. Fundamental
research often shapes applied study, and applied research often helps fundamental scientists
refine their theories.
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Difference Between Applied Research and R&D (Research and Development)
Most organisations or people mistake R&D (Research and Development) with applied
research. R&D is linked to product development in businesses and companies that are
associated with a particular industry and create income once the goods and products are
supplied. This whole process is called development. However, the research part of R&D is
aimed at conducting studies and determining the requirements and wants of customers from
distinct industries. Once determined, the production of these products or facilities will assist
in completing the previously accessible void. This sort of study is easy, and the best thing is
that it can also be used for current products. The application of this to current products leads
to better variations of the presently provided products. This demonstrates that the applicable
study improves the already owned territory and expands and explores new possibilities.
| Case study: Applied research can also be used as one of the most effective solutions to productive approaches in various other circumstances. Let’s follow the instance of business in this situation. The business manufactures the best mass manufacturing products. These products may now lack something very significant, but 9 out of 10 occasions, the company may ignore the information. Someone who is an industry expert and outside of the business will probably be quicker to detect the issues of the products. There are two methods to get rid of this problem. The organisation can either conduct internal applied research or recruit a skilled expert to carry out applied research and to assist the business to resolve the issues. This contributes to higher client satisfaction and better work-related possibilities. |
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What will I learn?
In this chapter, you will learn about the following:
1. Clarify and confirm applied research purpose and needs of the target
group
2. Determine policies and procedures in relation to conducting applied
research
3. Establish mechanisms for collecting and maintaining data in a systematic
manner
4. Analyse factors affecting the reliability and validity of data
5. Review relevant research ethics and codes of conduct
6. Prepare applied research strategy and hypothesis
7. Frame a research strategy in consideration of available tools and
resources.
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1.1 Clarify and confirm applied research purpose and
requirements of relevant stakeholders
It is essential to be willing to perform applied research that is applicable to the organisation’s
policy procedures and outcomes. The applied study involves:
(1) scheduling and planning,
(2) implementation of applied research and
(3) applied research documentation and reporting to relevant authorities.
It is critical to examine each of these steps to understand how applied research works.
How Does Applied Research Work?
Applied research generally starts with an issue in the real world. For instance, a
pharmaceutical corporation requires new medicinal innovations, and researchers then carry
out studies to find a possible solution. These sorts of studies may rely on a multitude of
variables, including distinctive circumstances and the types of issues that scientists try to
solve. In an attempt to see the issue in a real-world setting, researchers can choose
naturalistic observation. They could then carry out tests to see why the problem happens or
the possibilities that arise and investigate the different alternatives and options.
How to carry out the applied research?
A research approach is the first step in conducting applied research. To do this, you need to
get an outline of why analysis is being carried out and confirm the following:
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The goal of applied research; which is why the studies are carried out (i.e. the issue it seeks
to address)
The need for a target group; that is, the obligations of the leading scientists to satisfy the
demands of the study.
This data can be clarified and confirmed in a variety of ways.
Written papers such as:
• Agreements
• Research papers
• Contracts
• Briefs
• Instructions manual and reports
These may have relevant applicable purposes for applied research. This information can also
be explained and confirmed by discussing essential stakeholders, such as:
• Your organisation’s director or supervisor
• The representative of the research Group
Research group representatives
Research group officials can include:
(1) respondents from whom the information is gathered, and
(2) beneficiaries of the study advantages to which the findings are implemented.
The beneficiaries may include stakeholders from:
• Continued professions
• Cultural context and backgrounds
• Diversity
• Different status and position of employees
• End consumers
• Students
• Different styles of learning and preferences
• Literature
• Places of literature
• Healthcare
• Workplaces
• Literacy abilities
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Potential Challenges in Applied Research
As with any other type of studies, difficulties may occur when applied research is carried
out. Some prospective issues for scientists or researchers in conducting this form of research
include:
Ethical challenges, moral dilemmas and legal framework or job/work boundaries
Ethical difficulties, moral dilemmas and legal framework or job/work boundaries create
several potential challenges for researchers. When applied research is conducted in a
naturalistic environment, researchers can come across privacy and informed consent issues.
In some instances, like industrial-organisations, researchers’ employee research
respondents from the workplace and they may experience pressure or even feel compelled
to participate as part of their conditions applicable to their jobs. Researchers may also
experience issues when talking to people within a work environment and sometimes even
with people outside of this environment. Access to relevant records and information can
also be limited and monitored.
Validity problems
Since applied research is often conducted in the sector, researchers can find it hard to retain
full command over all the factors. External variables can also influence the results subtly,
which the experimenters cannot take into account or understand. Researchers are often
compelled to hit an equilibrium between the ecological value of a study (which in
implemented studies is generally quite large) and the inner legitimacy of the study.
Real-world circumstances and external validity
Given that applied research relies on bringing the outcomes of scientific research into realworld circumstances and using them accordingly, people in this field of studies are more
worried about the external validity of their job.
External legitimacy
External legitimacy relates to the level in which other communities can generalise research
results. Researchers don’t just want to understand whether the findings of their experiments
relate to the study. These findings are also applicable to bigger communities outside the lab.
As applicable study examines genuine problems and applicable researchers are often
interested in the external validity of their research. They try to study behaviours that can
be implemented in real-life circumstances.
It is essential because these researchers want to be willing to submit their findings to an
issue that relates to people who are not involved in the study (and to people found in the
study). External validity is also an issue for fundamental research but in some instances,
less significant than applied research.
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How is applied research used in the real world?
What are some instances of how applied research is used to fix issues in the real world?
A hospital could perform applied research on how nurses and other health practitioners are
prepared for certain kinds of operations.
A company can employ a trained investigator to evaluate how a workplace console can be
designed to improve effectiveness and productivity and to minimise exhaustion and fatal
errors in the workforce.
An organisation could employ a researcher to find out how staff who are better adapted to
specific jobs within the business can be selected.
Low-cost computing and rapid technology development have developed new contexts for
survey research. Like all techniques of studies, online survey research has advantages and
disadvantages; this technique operates well for some study initiatives but does not suit all
study aims.
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| Applied research is an approach used to solve a specific, practical problems of an individual or group. The study and research are used in business, medicine and education to find solutions that may cure diseases, solve scientific problems or develop the technology. Applied Research Topic Examples Persuasion of individuals Interventions for specific child behaviours Ways to manage schizophrenia How to cure Obsessive-Compulsive Disorder Ways to market products How can bullying be prevented? How to reverse or manage global warming What methods can be employed to prevent criminals from acting again? What is causing increased poverty? How to improve cybersecurity? Which additives are appropriate and healthy for use in food products? Is genetically modified food harming health? How does immigration affect the economy? What changes are essential to creating jobs? How would the legalisation of some drugs affect various groups within society? How to prevent obesity? Effect of fast food has on overall health? How can we overcome social anxiety? How does social media change an individual’s perception of society and themselves? How to manage depression without medication? Why do we have a wage gap between men and women? Is multitasking helpful or hurtful? Applied research topics can address practical problems related to a wide variety of subjects. |
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The Research Process
Typically, the research method starts with an issue that wants to be answered or solved. In
the event of commissioned research, you will be asked inquiries at the beginning of the
project. Researchers-initiated surveys give researchers greater flexibility in defining the
research objectives and goals. It is helpful to define the objective of the research before
framing the objectives of a specific project. Social research activities can be divided into
three classifications: exploratory, descriptive, and explanatory research. An employee study
can serve several aims or can form part of a research program covering two or all three
aims.
Exploratory Research
The aim of exploratory research is to formulate issues, to explain ideas and to develop
hypotheses. Exploration may start with a search through literature; a debate organisation
can organise or has organised case studies. If an investigation is performed for exploratory
reasons, no effort is required to look at an altered sample of a demographic. Instead,
exploratory researchers typically search for people who know a subject or method.
Exploratory research usually tries instead of testing hypotheses. Exploratory research tends
to be qualitative. Examples include brainstorming, expert discussions and a brief study on a
blog for social networking.
Descriptive Research
There are more guidelines in descriptive studies. They can describe products, people and
situations. Descriptive studies are not generally driven by structured research hypotheses,
but instead, have one or more research questions that are guided. This type of research is
often aimed at describing the characteristics of populations based on the data collected from
sampling. Frequently used are probability techniques, such as simple random sampling.
Descriptive data research can be qualitative or quantitative. Usually, though, quantitative
data is limited summary statistics and frequency distributions, such as averages. Examples
of descriptive projects can be approval polls, customer satisfaction surveys, classroom
evaluations etc.
Explanatory Research
The main objective of explanatory research is to clarify why events happen and to forecast
potential events. Explanatory trials are characterised by hypotheses of research which
indicate the essence and orientation of the relations between and among researched factors.
Probability sampling is usually an obligation in explanatory research as the aim is often to
generalise the outcomes to the population from which the sample is chosen.
The data are quantitative and require a statistical test to establish the validity of the
relationships almost always. Explanatory study investigations, for instance, can study the
factors contributing to customer satisfaction and the comparative weight of each variable,
or try to model the variables.
An exploratory study on a social networking website may reveal the reality that clients of an
organisation are dissatisfied with few products, services or an approach (marketing,
advertisement or even displaying products on to the websites) the organisation might have
taken. Analytical research of an email survey of clients who created a donation in the last
year could indicate the sort and degree of discontent among clients. The explanatory study
attempts to comprehend how various variables contribute to client dissatisfaction.
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1.2 Identify policies and procedures in relation to
conducting applied research
Analysis of legal aspects, policy processes and appropriate organisational instructions in
research is critical, including but not restricted to:
• Research
• Saving and storing information
• Data handling and storage
• Privacy
• Information freedom
To conform to legislative and regulatory standards and regulations, all organisations must
have the appropriate measures and processes in place.
Policies and procedures must be focused on responsible research values and other
legislative, regulatory and organisational norms and guidelines.
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Principles of responsible research conduct according to the Australian Code for
the Responsible Conduct of Research.
The principles (P1–P8) that are hallmarks of responsible research conduct are:
P1: Honesty in the development, undertaking and reporting of research
• Present information truthfully and accurately in proposing, conducting and reporting
research.
P2: Rigour in the development, undertaking and reporting of research
• Underpin research by attention to detail and robust methodology, avoiding or
acknowledging biases.
P3: Transparency in declaring interests and reporting research methodology, data and
findings
• Share and communicate research methodology, data and findings openly,
responsibly and accurately.
• Disclose and manage conflicts of interest.
P4: Fairness in the treatment of others
• Treat fellow researchers and others involved in the research fairly and with respect.
• Appropriately reference and cite the work of others.
• Give credit, including authorship where appropriate, to those who have contributed
to the research.
P5: Respect for research participants, the wider community, animals and the environment
• Treat human participants and communities that are affected by the research with
care and respect, giving appropriate consideration to the needs of minority groups
or vulnerable people.
• Ensure that respect underpins all decisions and actions related to the care and use
of animals in research.
• Minimise adverse effects of the research on the environment.
P6: Recognition of the right of Aboriginal and Torres Strait Islander peoples to be engaged
in research that affects or is of particular significance to them
• Recognise, value and respect the diversity, heritage, knowledge, cultural property
and connection to land of Aboriginal and Torres Strait Islander peoples.
• Engage with Aboriginal and Torres Strait Islander peoples prior to research being
undertaken, so that they freely make decisions about their involvement.
• Report to Aboriginal and Torres Strait Islander peoples the outcomes of research in
which they have engaged.
P7: Accountability for the development, undertaking and reporting of research
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• Comply with relevant legislation, policies and guidelines.
• Ensure good stewardship of public resources used to conduct research.
• Consider the consequences and outcomes of research prior to its communication.
P8: Promotion of responsible research practices
• Promote and foster a research culture and environment that supports the
responsible conduct of research.
| The Australian Code for the Responsible Conduct of Research provides valuable information regarding conducting applied research. |
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1.3 Establish methods for collecting and maintaining data
in a systematic manner
Business practices and procedures change quickly and provide both possibilities and risks.
All the research results and procedures must be reviewed systematically to guarantee they
fulfil the present demands of the sector and the organisation. Take the example of an
organisation that indulges in marketing activities for a topic. The evaluation of marketing
and advertisement strategies provides an understanding of the research problem and finds
a suitable answer to the specified problem area. It enables the researchers to find particular
and appropriate alternatives to meet the requirements of marketers correctly described.
A high-quality market research proposal is dependent on appropriate evaluation but is often
the most challenging component of a project venture. Too much information often interrupts
your main objectives and can cause inaccurate forecasts.
The first phase is to organise and eliminate the information collection and gathering of data
that is not useful. Collect what you need and require for your project and venture. Once you
have collected and gathered your data, how do you identify it is all correct? How do you
evaluate it? Firstly, determine whether your information is meaningful or qualitative. You
can use statistical techniques focusing on frequencies, trends and variability in your data set
for the evaluation of quantitative outcomes (descriptive statistics) and inferences from them
(inferential statistics). The first summarises your information and the second provides
conclusions.
Descriptive statistical methods for the assessment of quantitative data
The first stages in understanding the information is ensuring it is current and their mean,
median, mode and variance factors. It provides the foundation for further inferential
assessment and enables you to produce concise pieces of useful data. For instance,
measuring the time-frequency of a poor study evaluation of your item/product/service may
assist you in finding out if there is an issue and what and where is it. The amount of poor
feedback and the (mean) proportion of all feedback can also show whether the data is useful.
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You can also assist with further assessment of the most prevalent factors (mode) or the
middle of the information collection (median). A great initial indicator can be the dispersion
of values in your data.
Inferential statistical methods for evaluating quantitative data
A more detailed assessment can start when the information is analysed. The sophisticated
statistical techniques include multiple analyses of correlation, discrimination assessment,
coefficient assessment, clustering, co-analysis and multi-dimensional scaling, among others.
These evaluation tools can generalise your data in a way that simple measures of central
trends cannot. For example, you can predict consumer satisfaction with a product using
multiple regression analysis by requesting that consumers assess the duration of the
technical support for the product together with the quality and costs of that product. Two
(or more) factors are used to avoid changes in another variable. However, data quality
evaluation methods may not be the only information you obtain.
Methods for the evaluation of qualitative information
Usually, you examine, analyse and match your information and create trends in your
qualitative information. By maintaining accurate and comprehensive transcripts,
presentations and information, you can consider written information on subjects and
patterns. Methods such as content analysis, narrative analysis, conversation analysis,
discourse theory and assessment all seek to create a means of private relationships and
communication. The subjectivity of this sort of assessment can provide an understanding of
the fact that rigorous numerical information is missing. Finally, natural and mechanical
modelling can be used to condense linear information into statistically manipulable numerical
data.
You must develop procedures and methods to verify the legitimacy of market research
information and data.
• Survey frequency–How often in a year, and at what time, the assessment should be
performed. Should business study operations be performed and findings collected?
• Research techniques
• What study techniques should be taken into account and how should these comply with
the WHS strategies, ethical factors and the laws?
• Data collection, monitoring –who is liable to collect, analyse and report the outcomes?
• Data and Information Validation Framework –How will the information be validated and
stored? How can you ensure that the data is free of fraud and false information? How
can you verify that it is complete? What measures are the respondents and participants
taking to validate them?
The framework of data analysis
The framework depends upon the type of data analyses used. For example:
Qualitative data analysis
• Data is textual and visual, and the goal is understanding
• Qualitative data analysis tends to be ongoing and iterative
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• Qualitative data analysis is mainly inductive
o categories, themes, patterns emerge from the data
• Popular methods used
o observation,
o focus groups,
o interviews,
o ethnographic research
• Qualitative data needs to be collected & recorded
• Too much detailed data
o Transcription of audio/videotapes
o Researcher observation recordings and notes
o Field notes by ethnographers
Analysing qualitative data
• There is no one process for analysing qualitative data
o Some researchers prefer the impressionistic (loose, unfocused) approach and
do not go through transcripts and other documents
o Nevertheless, careful and deliberate analysis is crucial to sound qualitative
analysis
• A three-step process is useful – Step 1: Data reduction – Step 2: Data display – Step
3: Conclusion drawing/verification
Managing the data collection
• Qualitative data must be recorded for analysis
o Text from online focus groups is produced automatically and is immediately
available for analysis
o Videotape or audio recordings have to be transcribed
o Any corrections and adjustments need to be made to transcriptions
• Entire qualitative data material needs to be indexed, and related material should be
cross-indexed.
Data reduction (Step 1)
• The amount of qualitative data can be extensive
o Data reduction processes allow us to read through transcripts and develop
categories to represent the data
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• Data reduction can be made through:
o categorisation and coding
o Comparison
o theory building
o negative case analysis
o tabulation
Data reduction: Categorization and coding
• Categorise sections of the transcript and label them with names or code numbers
• Categories
o may be defined before the analysis
o can be developed inductively in the analysis process
o may be modified as analysis continues
• A code sheet is a document with all the categories and codes on it
o Codes can be words or numbers
• Popular software used: NVivo and ATLAS
Data reduction: Comparison
• Process of developing and refining theory by analysing the differences and similarities
in categories, themes, participants, etc.
• Each potential new instance of a category or theme is compared to already coded
instances
• Understand the differences and similarities
o between two constructs of interest
o between different kinds of informants
Data reduction: Theory building
• Building theory that is based on the data collected
• Axial coding
o Process of relating codes to each other, via a combination of inductive and
deductive thinking
o Looking for any relations and fitting things into a basic frame of generic
relationships
• Selective coding
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o Process of choosing one category to be the core category, and relating all
other categories too that category
o Develop a single storyline around which everything else is structured
Data reduction: Iteration
• Iteration means working through the data several times to modify early ideas and to
be informed by subsequent analyses
• Results in revising and deepening concepts
• Note-taking right after an interview or focus group is an important iterative element
Data reduction: Negative case analysis
• Researchers deliberately look for cases that contradict the ideas and theories that
researchers have been developing
• Generally, ideas and theory generated from the data should be viewed with
scepticism
o Evidence should not be looked for to confirm pre-existing biases
Data reduction: Tabulation
• Frequency of mention, re-occurrence and co-occurrence of keywords, concepts,
codes and responses
• Shows exact times of occurrence of specific codes
• Controversial
o All questions are not asked in the same way
o All responses are not given in the same way –
o Mention frequency is not a good measure of importance
• Furthermore, iterative analysis is essential to support or contradict the credibility of
tabulation analysis
Data Display step 2
• Visual displays to summarise extensive textual data.
• Relationships, major ideas and categories are illustrated compactly.
• Formats will differ in response to the combination of the research problem,
methodology (interviews, focus groups, observations, etc.) and focus of analysis.
• Data can be visualised using diagrams, models, tables, matrix of quotes, consensus
maps, etc.
Conclusion drawing/verification (Step 3)
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• The credibility of qualitative data analysis is based on the consistency of the
strategies used for coding, collecting, analysing and presenting data for theory
generation.
• Audiences need to be persuaded that the research findings of an inquiry are:
o reliable (measurement and findings are repeatable, stable and generalisable)
o valid (the research calculates what it was intended to calculate)
• Cross researcher reliability
o Degree of resemblance in the coding of the same data (text and images) and
logic by different researchers
• Peer review
o topic area experts are asked to review the research analysis and findings
• Triangulation
• To check validity in their studies by analysing a research question from multiple
perspectives, such as:
o multiple techniques of data collection and analysis
o multiple data sets
o multiple researchers analysing the data
• data collection in multiple time periods
Qualitative research reports
• These reports typically contain three sections:
o 1. Introduction a. Research objectives b. Research questions c. Description of
research methods
o 2. Analysis of the data/findings a. Literature review and relevant secondary
data b. Findings displayed in tables or charts c. Interpretation and summary
of the findings
o 3. Conclusions and recommendations
Sampling
• The information gathered from the sample (small group) will allow for judgments to
be made about the larger group (target population).
• Decision-makers and marketers base much of their decision-making on the
assumption that a sample can be representative of the larger population.
Sampling objectives
• Making the right decisions in the selection of items (people, products or services)
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o Making predictive and inductive judgments or decisions about the total target
population on the basis of limited information
• Confidence that the data generated by the sample can be turned into information
regarding the target population/sample
Terminologies used in Sampling
• Census: a research method that involves every element in the defined
set of the target population
• Population: the total set of elements/components of interest
• Defined target population: a population subset identified especially for
investigation
• Sampling unit: a particular sample/element from the defined target
population from which data and information are sought
• Sampling frame – The complete list of all eligible sampling units;
• Sampling frame error
o A frame error occurs when the subpopulation used to select a
sample is wrong.
o An error that happens when components from the population
are included in the sampling framework that:
▪ do not fit the sample unit profile
▪ are complete segments of the defined target population
that are not included in the sampling frame
Sampling theory
Confidence interval
• The statistical range of values which the true value of the target population parameter
is expected to lie.
• The wider the confidence interval you are prepared to acknowledge, the more certain
you can be that the all the answers from a population will be within that range
Confidence level
• Expressed as a percentage
• Represents how often the real proportion of the population that would choose a
response lies within the interval of confidence
• The 80% confidence level means you can be 80% certain; the 98% confidence level
means you are 98% confident
Sampling error
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• Refers to any error or bias related to the sample section
Non-sampling error
• Refers to any error or bias by factors other than those related to sample selection
o Population frame error
o Response error
o Measurement error
o Errors from gathering information
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1.4 Analyse factors affecting the reliability and validity of
data
The results must be assessed to guarantee that they are applicable and relevant. The
following techniques can be used to examine the pertinence and usefulness of results against
the research goals described in the applied research plan.
Value analysis-technique for improving the quality of goods or products and facilities through
functional examination can be used. Value is the proportion of product to price, as given.
Therefore, the value can be improved either by enhancing the feature or by decreasing
costs. It is the main tenet of value engineering that fundamental features are maintained
and not decreased as a result of quality changes.
Process analysis-type of technical learning and expository reading “designed to show the
listener how a shift occurs in a number of phases; The viewer of a process assessment is
usually involved in knowing the chronological elements of a scheme operating mainly without
immediate action by the reading person.”
• The qualitative and comparative study is an investigative technique used in many
scholarly fields, traditionally in cultural humanities, but also in business studies and
additional environments. Qualitative scientists pursue in-depth knowledge of human
behaviour and can then use quantitative methods as the basis for such study hypotheses
to find practical assistance.
• The function of studies in business/organisational growth is the main cause of aid for
education and business financing for students and academic schools and supports the
development of study competence.
How to review the relevance of market research
Solid marketing research strives for the following four objectives:
1. Effectively communicate the findings of the marketing research project
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2. Illustrate the credibility of the research report
3. Provide believable research results
4. Has the ability to serve as a reference document
The main goal of the applied research is to acquire data to address particular concerns
regarding particular decision-making issues, and the research must both clarify how
scientists gained the information and its significance to study issues.
Key report factors
• Research questions
• Research objectives
• Data sources and research design
• Data analysis
• Analysis findings
• Summation and interpretation of the results
• Conclusions based on the results
• Recommendations and suggestions
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1.5 Review relevant research ethics and codes of conduct
Research ethics and code of conduct
Research ethics, professional business requirements around researcher behaviour and code
of conduct regulate researchers’ behaviour. To safeguard the privacy, confidentiality, safety
and health of research members, it is essential to conform to these values.
As such, an ethics committee should review all individual researches to guarantee that
adequate ethical requirements are respected. The ethical review focuses on the discussion
of the ethical principles of beneficence, fairness and independence.
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| Research that involves human participants or subjects raises unique and complex ethical, legal, political and social issues. Research ethics is specifically concerned with the analysis of the ethical problems that are raised when people are involved as participants in research. In research ethics, there are three aims: • The first and foremost aim is to protect and safeguard human participants • The second aim is to ensure that research is conducted in a way that serves the interests of the individuals, groups and/or society as a whole • The third aim is to examine specific research projects and activities for their ethical soundness. Issues such as the protection of confidentiality, management of risk and the process of informed consent should be looked at. Traditionally, research ethics has mainly focused on issues in biomedical research. Over the last century, the application of research ethics to examine and evaluate biomedical research has been well developed. It has had an enormous influence on many of the existing statutes and guidelines for the ethical conduct of research. In humanities and social science research, however, different kinds of ethical issues arise. Walton et al., ND. |
Ethical principles
In carrying out applicable studies, a range of ethical values needs to be taken into
consideration. In essence, these ethical principles emphasise the need to;
(a) do good (recognise the benefits) and
(b) do no damage (recognise not as a malfunction).
In exercise, these ethical principles mean:
a) obtaining informed approval from prospective respondents in studies and research;
b) minimising the threat of damage to respondents;
c) safeguarding their anonymity and confidentiality;
d) avoiding the use or practice of misleading methods;
e) allowing respondents to withdraw from their studies and research with their consent.
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Assessment of research conducted or to be conducted
Evaluating relevant research against all the relevant ethical elements, the work plan review
and the behaviour according to the code of conduct is a critical step. This is important for:
• Autonomy: The researcher must comply with the right to freedom and independence
and not be affected by outside influences and conditions.
• Privacy and confidentiality: confidentiality and privacy and the security of all people
and organisations must always be retained.
• Justice: Researchers must show reasonable behaviour, contribute and behave
according to legislation and regulatory requirements and without partiality.
• Human rights: Human rights must always be respected.
• Veracity: The study must be carried out based on truthfulness, precision and factual
conformity.
• Timetable: The achievement of the project management timetable often depends on
whether or not you comply with the project plan, detailed deliverables and
timeframes. Experienced project managers know how challenging this is, but
continually evaluating progress can make it a bit easier.
• Quality: Quality evaluation is an important step at the start of the design stage. You
can monitor the performance of your project management methods. Always pursue
the method of change management to verify the outcomes. A value assessment can
determine whether what you do meets the requirements laid out in your performance
plans. Find the best method before the design progresses too far, as then it could be
too late to do anything.
• Cost: Many managers rate cost management as a high priority for a project, so it is
important to evaluate the way you financially carry out the project. Compare your
real spend with the estimates you have made at this time. Try to clarify and verify if
there are any doubts. You should also need to look forward and revisit the budget
before the project finishes. Compare that with your initial assessment, and ensure
your management team is on track, and the project is progressing well. If your
projections are too high, this indicates that your spending may also spiral out of
control.
• Stakeholder satisfaction: If you want your research to be successful, you have to
ensure you have satisfied stakeholders. Stakeholders feedback and analysis is vital
for the success of your research project. Find out how they feel about the project and
what you can do differently. Statistically, this is a difficult measure to document,
although you can only ask for a score of 10. Even if you evaluate their level of
satisfaction subjectively, it is still an effective practice. If stakeholders are not fully
supporting the project, plans can be put in place to try and influence their behaviour
and engage them.
• Performance: Finally, you will need to spend some time thinking about how your
project is shaping up. Make sure the benefits are still viable, and you are working to
address the business problems or achieve other company objectives and goals.
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1.6 Prepare applied research strategy and hypothesis
After selecting your research topic or subject, you will have to assess how to handle the
research process by formulating an assumption and elaborating on it through theories and
hypotheses or by creating a research query or topic. Asking the following questions will help
to determine this.
• Is there already sufficient information available about the topic that enables you to
predict your research outcomes before you start? If so, you are going to use a
hypothesis. Or
• Is your study more exploratory and research-related, and will you need to gather
information and analysis before you reach any findings? You will develop a research
query if this outlines your research topic or subject.
Understanding this distinction and selecting the right strategy drives the remainder of your
research. The following sections further define and give information regarding research
questions and hypotheses.
Research Questions:
• Used to analyse and investigate a topic. It is written as a question and is inquisitive.
• A properly written question will be clear and concise. It should contain the topic being
studied (purpose), the variable(s), and the population.
• Three main types of questions:
o Causal Questions – Compares two or more phenomena and determines if a
relationship exists. They are often called relationship research questions.
Example: Does the amount of calcium in the diet of primary school children
affect the number of cavities they have per year?
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o Descriptive Questions – Seeks to describe a phenomenon and often studies
“how much”, “how often”, or “what is the change”. Example: How often do
university students use Twitter?
o Comparative Questions – Aim to examine the difference between two or more
groups in relation to one or more variables. The questions often begin with
“What is the difference in…”. Example: What is the difference in caloric
intake of high school girls and boys?
• The type of research question will influence the research design.
• Once data has been collected, it will be analysed, and conclusions can be made.
Hypothesis:
• It is predictive in nature and typically used when significant knowledge already exists
on the subject, which allows the prediction to be made.
• Data is then collected, analysed, and used to support or negate the hypothesis, with
a definite conclusion reached at the end of the research.
• It is always written as a statement and should be developed before any data is
collected.
• A complete hypothesis should include the variables, the population, and the predicted
relationship between the variables.
• Commonly used in quantitative research, but not qualitative research which often
seeks answers to open-ended questions.
• Examples: A company wellness program will decrease the number of sick days
claimed by employees. Consuming vitamin C supplements will reduce the incidence
of the common cold in teenagers.
Develop a Research Strategy
When you have narrowed down and focused your topic and developed your research
questions, then you are ready, to begin with the bulk of your research. Firstly, create a
research plan and develop a research strategy. Your strategy should involve three questions
to answer that will shape your research. Create a planned research log, timetable and
preliminary outline.
Research strategy question #1: What is the amount of research you need?
You must take the following into consideration to answer this research strategy question:
• The needed length of the research paper
• The amount or number of sources required
Most probably you need to use a minimum number of sources, but if that not the case, then
you can determine it based on other particulars of the research.
Research strategy question #2: What type of sources are suitable for your topic?
There are different types of sources, and they will be primarily be determined the research
itself. If there is any on the topic and source selection, then you can also consider these
types of sources:
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• Primary
• Secondary
• Current
• Historical
• Scholarly
• Popular
Research strategy question #3: What type of materials are you allowed or need to
use?
Your organisation may need particular kinds of research materials or may limit your use of
other materials. Make sure you know what’s allowed and not allowed.
Establish a timetable for your research plan
Establish a timeline once the three study strategy questions have been answered. The most
important consideration is your research paper’s due date. This sets the pace for how fast
you are researching to continue to work through the process of writing research. Use these
rules when a timeline is created:
• Allow sufficient time to conduct thorough research
• Start to eliminate the stress that is likely to build up in the last minute as quickly as
possible
• Remember that it takes time to research well and to find the right sources of data
Create a preliminary outline
Once you have established a timeline, create a preliminary outline. Think about and decide
on the main points you intend to cover and which ones answer your research question(s).
Take those points and organise them in an order that will work. At this stage, nothing is set
in stone. Your preliminary outline will probably alter many times, but it enables you to
maintain your study structured and concentrated in the start.
Keep a track of your research in a journal
You’re prepared to begin research with a preliminary outline in hand. Start and maintain a
study log as you do. Any spiral notebook or notebook in journal style is appropriate. Also,
index cards or files operate just as well on your desktop. This phase of organised studies
matches the techniques and strategies of notetaking. However, you also want to maintain a
record of the following in relation to the data you record during notetaking.
• Your ideas
• Relevant keywords
• Questions you develop as a result of further research
• Keywords that generated successful searches, including the search tool used
Remember to assess sources as part of an ongoing process as you operate through data
sources. If you pursue your study plan, you are more likely to carry out comprehensive,
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organised research that only strengthens your research and findings and makes it more
credible.
[1] Source: Center for Innovation in Research and Teaching, as at
https://cirt.gcu.edu/research/developmentresources/research_ready/quantresearch/questi
on_hypoth, as on 12th March, 2018.
[2] Source: Write, as at http://www.write.com/writing-guides/research-writing/researchprocess/making-a-research-plan-how-to-develop-a-research-strategy/, as on 12th March,
2018.
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1.7 Frame a research strategy in consideration of
available tools and resources
Research Design
The approach and method you may use to perform research studies should be included in a
research design plan. Although processes differ from one research area to another, there
are recognisable characteristics that differentiate scientific research from other knowledgegathering techniques. In particular, researchers suggest hypotheses as an explanation of
events and design research that will research these hypotheses through predictions and
projections.
The design of research defines the type of research, research questions and hypotheses,
independent and dependent variables and methods of data collection. There are many ways
to categorise research designs, but some examples are descriptive, correlational, semiexperimental (field experiment), experimental (with random assignment), examination and
meta-analytical, among others. It is possible to distinguish descriptive techniques from
qualitative techniques.
Quantitative Methods
Quantitative methods are typically useful if a researcher tries to study large-scale behaviour
patterns. When dealing with interactions and relations in greater detail, qualitative methods
are often more effective. Social events come from the view that quantitative techniques of
sociological studies can be evaluated and quantified. For example, the socio-economic status
can be classified into different groups such as working class, middle class, and upper class,
and can be measured using several variables such as income and education.
Qualitative Methods
Qualitative techniques are often employed to develop knowledge of a specific area or
phenomena. Qualitative techniques often also intentionally offer up the quantity needed for
statistical assessment to further analyse the researched phenomena. Although quantitative
methods require tests, surveys, secondary data analysis and statistical analysis, qualitative
sociologists prefer to use various techniques of information compilation, including
observations of the participants, interviews, content analysis and historical comparisons.
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Qualitative sociological study often has a more detailed or story interpretive structure in its
outcomes. The interpretive framework, in contrast with the scientific method that follows
the hypothesis testing model, seeks to understand the social worlds from the point of view
of participants.
While sociologists frequently specialise in one method, strategy or technique, many
sociologists use a supplementary mix of layout kinds and research methods. Even in the
same research, a researcher can use several techniques.
Qualitative versus descriptive techniques: Both techniques can be used to compare the
advantages of studying social phenomenons such as a child’s learning using qualitative or
quantitative methods.
| A research strategy is a technique that helps the researcher to investigate the research issue. It is a general plan that helps the researcher in answering the research question(s) systematically. A research strategy that is effective contains clear research questions and objectives, data collection methods and various constraints that may affect the research in different ways (e.g., time limitations, access limitations, ethical constraints, location and money limitations, etc.). An effective research strategy aids the researcher to define and justify why they are engaging a particular research strategy to conduct the research study effectively. Johannesson, 2014 |
Defining a research strategy on business studies in a research paper
Sarantakos described research method as “the theory of methods”, or the way through
which a researcher makes sense of the object of inquiry. Within a research methodology, a
research strategy assumes as the “general plan of how the researcher will go about
answering the research questions” (Saunders et al. 2009; p. 90). A research strategy can
be one of seven types:
1. surveys,
2. experiments,
3. ethnography,
4. case studies,
5. action research
6. grounded theory,
7. archival research.
Research strategies based on an inductive approach
Action Research is theme-based, and there are four themes. The first theme is to focus
on the research purpose, e.g. to study the implications of change in an organisation. The
second theme is the role of the researcher in the research study. The researcher should be
involved in the change management process or assisting in dealing with the implications of
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change within the organisation. The third theme is centred around a process of diagnosing,
planning and tacking action. And the final and fourth theme indicates that action research
may have implications that are beyond the immediate research.
In the inductive strategy, ethnography is strongly rooted. This approach aims to define
and clarify study topics in the same manner that it would provide the topics with a description
or explanation. This approach takes time. Most company perspective surveys prevent using
this approach.
For example, we can apply ethnography to comprehend and interpret from the point of
view of those engaged in the process.
As a source of information that can be both recent and historical, archival study is based on
administrative records and documents. To determine the consequences of the same, data
gathered for distinct reasons are analysed.
For example, we can use the data of Olympic competitors of specific countries to study the
pattern of medal wins over the years. Also, we can draw comparisons on different
parameters.
Research strategies based on a deductive approach
The Experiment was first applied to natural sciences with a purpose to study causal links.
Alternatively, to examine whether the change in the independent variable induces a change
in dependent variables. There may be a distinct number of independent variables. Two or
more groups are created in a classic experiment with each group being referred to as an
experimental group.
For example, An experiment to assess customer satisfaction regarding a product based on
the level of satisfaction between distinct groups. This is feasible by submitting the testing of
the item to the members of each group and defining fulfilment with distinct parameters.
A Survey is associated with a deductive approach. This strategy is adopted by most of the
studies related to business and management. Surveys enable the researcher to collect huge
amounts of data from a considerable target population. Descriptive and inferential analysis
tools can be used to analyse this data.
For example, the level of employee satisfaction in an IT organisation is determined with a
questionnaire.
Research strategies based on a mixed approach (deductive and inductive
approach)
A case study involves an empirical investigation to study contemporary phenomenon using
multiple sources of evidence (Robson, 2002). A case study is the opposite of an
experimental strategy which is not bound to a context. It is most suitable when wanting to
gain an in-depth insight into the research context.
For example, we can adopt the case study strategy to study reasons which led to the fall
of Nokia as an example.
Grounded theory is the best example of a mixed approach wherein the importance is on
theory building. To predict and describe a specific behavior, this approach is adopted.
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Research is initiating the creation of a theoretical structure in this approach. New theories
are developed based on the theoretical framework.
For example, we can study the impact of culture on eating behaviour in a particular city
based on theoretical underpinnings.
Need for research strategy
Research approach allows the researcher to answer the research questions or the basic
questions that form the study’s flow and structure. The need to deploy a research approach
is based on the study’s aims and objectives. Saunders et al. (2009) emphasised that study
issues and goals guide the decision of research approach. Similarly, it is also crucial the
extent of current understanding, the availability of time, as well as philosophical
underpinnings.
For instance, survey or interview method should be employed to examine the degree
of customer’s satisfaction from online shopping. This technique allows to record opinions of
large numbers of clients involved in online shopping (such as 500 to 5000 or more
participants). Similarly, by using the interview technique, one can personally gather diverse
and in-depth views of e-customers and thus analyze the degree of satisfaction that they
have gained.
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1.8 Review and evaluate a range of applied research
methods, theories and data collection techniques
Explaining the difference between research methods and methodology is crucial. Method of
studies can be understood as all the methods/techniques used to conduct the study. Methods
or techniques of studies, therefore, refer to methods used by scientists in conducting
research activities. In other words, all the techniques that the investigator uses during the
study of the research problem are called methods of study.
RESEARCH METHODOLOGY
Research methodology is a way to address the research problem systematically. It can be
understood as a science to study how scientific research is conducted. In it we study the
different measures a researcher usually takes to study his / her research issue along with
the logic behind them. Knowing not only the research methods/techniques, but also the
methodology is essential for the scientist. We can claim that there are many aspects of
research methodology and research methods are component of the research methodology.
Research methodology’s range is broader than research methods. So when we’re talking
about research methodology, we’re not just talking about research methods but also
considering the logic behind the techniques of study.
Quantitative and Qualitative designs
The quantitative-qualitative classification is dependent on three criteria:
(i) the purpose of the study,
(ii) How the variables are measured; and
(iii) how the information is analysed.
The study is categorised as qualitative if:
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• the study’s main aim is to define a condition, phenomenon, issue or event.;
• the information is collected through the use of nominal or ordinal scales measured
variables (qualitative measurement scales); and
• where the assessment is performed to determine the condition, phenomenon or issue
without quantifying it.
The description of an observed situation, the actual enumeration of events, an account of
the different opinions people has about an issue, and a description of living conditions of a
community, are examples of qualitative research.
On the other hand, if we want to quantify the variation in a phenomenon, situation, problem
or issue, if the information is gathered using predominantly quantitative variables, & if the
analysis is geared to ascertain the magnitude of the variation, the study is classified as a
quantitative study.
Some of the examples of quantitative aspects of a research study are:
• How many people have a particular problem?
• How many people hold a particular attitude?
Applied research methods and theories may cover:
| METHOD / THEORY |
EXPLANATION |
| Action research | Action research is either research initiated to solve an immediate problem or a reflective process of progressive problem solving led by individuals working with others in teams or as part of a “community of practice” to improve the way they address issues and solve problems. |
| Case study | A case study is a technique of studies involving an up-close, in-depth and comprehensive examination of a study topic (the case) and its associated contextual circumstances. Case studies can be carried out using a formal method of research. |
| Classification – | Research in Australia is officially categorised in a multitude of respects – generally by activity type and research area. This helps to create choices about how research is financed by the government and non government funding bodies. |
| Experience and intuition |
The scientific method is a process of gathering and assessing proof systematically in order to test thoughts and answer questions. Although researchers can use intuition, power, rationalism, and empiricism to produce fresh thoughts, they are not stopping there. |
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| Experiments | Experimental research is any science-based study in which a set of factors are held constant while the other set of factors are evaluated as the topic of the experiment. One of the founding quantitative research methods is the experimental study. |
| Interviews | Interviews are most effective for qualitative research: They help you explain, better understand and explore research subjects’ opinions, behaviour, experiences, phenomenon, etc. Interview questions are usually open-ended questions so that in-depth information will be collected. Interviews are used to gather information on a wide spectrum of topics from a tiny group of subjects. You can use interviews that are structured or unstructured. Structured interviews are similar to a questionnaire, with the same issues for each topic in the same order and numerous responses of selection. |
| Map-making | Questionnaires, interviews and techniques of the protocol are used to collect verbal mapping and mapping information. Ethnographies generate information from direct mapmakers and users observation. Maps are also sources for analysing documents. To elaborate on each of these techniques, we use examples of published cartographic studies. |
| Mathematical models and simulations |
Mathematical modelling and simulation are important research and monitoring tools used to understand biological communities and their relationships to the environment. Mathematical models are collections of variables, equations, and starting values that form a cohesive representation of a process or behaviour. |
| Participant observation |
Participant Observation. Participant Observation is. “A method of research in anthropology which involves extended immersion in a culture and participation in its day-to-day activities” (Calhoun, 2002). |
| Physical traces analysis |
This includes examining the products that individuals use / own or the products generated by culture in order to better comprehend the behaviour and attitudes of individuals towards those products. |
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| Semiotics | Semiotics is the study of meaning-making:
|
|
| Surveys | Survey research is a quantitative approach with the use of self-report measures on samples thoroughly chosen. It is a flexible method that can be used to explore a broad range of fundamental and applied research issues. |
|
| Statistical data analysis |
Statistical analysis is an information analytics element. Statistical analysis includes gathering and scrutinising each data sample in a collection of items from which samples can be taken in the context of business intelligence (BI). A sample is a representative selection from a complete population in statistics. |
|
| Ethnographic research |
Ethnography is an extremely broad area with a great variety of practitioners and methods. However, the most common ethnographic approach is. Participant observation as a part of field research. The ethnographer becomes immersed in the culture as an active participant and records extensive field notes. |
The methods/tools and methods used in the compilation of information will differ based on
variables such as:
• Causal factors and dependent or independent variables
• Application of statistical methods
• Experimental, quasi-experimental, non-experimental
• Critical analysis
• Problem-solving
• Mathematical calculations
• Qualitative or quantitative research
• Sampling and sample size
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| The most difficult issue when starting a research project can often be, “What kind of research do I need?” One of the main variables in the design of a study project is selecting a suitable research methodology. Here are five variables to assist select the correct study methodology: goals: begin with the end result— your study goals— as the first consideration when choosing a study methodology. The methodology choice will be significantly informed by carefully considering what your study project needs to achieve. Are you just looking for more details? Do you need choices to “go” or “no-go?” Do you need to find out all the data in one go, or are you going to have the chance to investigate further? Knowing what kind of information, you need to have at the conclusion of the project will often, right from the start, restrict your available methodologies. Quantitative versus Qualitative Data: It is essential to consider whether you need quantitative data, qualitative information or both. Sample Size: Sample size often comes into play when considering your research objectives, which again helps to select a research methodology. How large your sample size needs to be to for you to be confident in making results-based choices? For instance, if you investigate cost tolerance for a fresh item, will you be confident in the outcomes after surveying 20 individuals, or would you prefer surveying 2,000 individuals? If you need a bigger sample size, this eliminates time-consuming, smaller-format techniques like focus groups and interviews in-person. Timing: How fast you need the findings? If you need quick turns on completion of information collection, you may want to consider an online survey where domestic boards can complete hundreds of studies in just a few days. If you have a longer lead time, more time-intensive techniques are feasible, such as in-home interviews. The timing of the project will also influence the screening criteria used in your choice of respondents–a general rule is that the more stringent the screening criteria, the longer it takes to locate the number of respondents needed. Existing Information Availability: A final consideration factor is one that is often neglected, “Does the information that I need already exist through another source?”If you replied’ yes’ to this question, you may not even need to carry out main research and may be able to carry out your project through secondary research sources like this. |
It is also important that you can review and assess a range of applied methods of research.
In a previous part of this unit, search methods suitable for application research have been
described in detail; you should now revise this section if required.
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1.9 Select methods to gather and analyse data according
to research strategy
The job of information gathering starts with the definition of a research problem and study
design/plan. This implies that information concerning each component, in theory, must be
acquired when determining how the factors are measured. This information then creates the
foundation for the assessment of the data. When choosing how to collect information for the
research, scientists should take into account two kinds of information, namely primary and
secondary.
The primary information is what is gathered for the first time, and this is unique. Secondary
information is what is already gathered by someone else and carried on by the statistical
method. The techniques for obtaining primary and secondary data vary because primary
data is obtained first, while the essence of the sample job in the event of secondary data is
merely sampling.
Collection of Primary Data:
While we collect primary data during studies, if we conduct systematic studies, whether by
sample surveys or census studies, then we can acquire more information through reflection
or immediate interactions with participants in one form or another. In particular, studies
and descriptive studies, there are several techniques for gathering main information.
The main ones are:
(i) Observation method
(ii) Interview method
(iii) Through a questionnaire
(iv) Through schedules.
It may also be observed that primary data sources are persons, focus groups, participants’
boards, adequately organised by the researcher, from which opinions on particular problems
may from moment to moment be requested.
(i) Observation Method: Observation is a purposeful, descriptive and selective manner to
see and hear an event or phenomena as it occurs. In many circumstances, observing is the
most suitable way of collecting information. The experimental technique seeks data through
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the investigator’s own immediate analysis and asks the respondent to do the same. For
example, for a study on consumer behaviour, instead of asking for a bracelet used by the
respondent, the researcher can examine the bracelet themselves, or record traffic counts.
Another example is to explore the nutritional habits of a population and determine the tasks
of the employee or the behaviour or characteristics of a person. It is suitable for those who
are not cooperative or unaware of the responses in situations where complete and/or
accurate information can not be obtained by interrogation. In short, the observer technique
is the most common technique used in behavioural science research.
The researcher can perform one of two functions by collecting observational field data from
a non-participant observer or participant observer.
Nonparticipant observer:
By gathering the required information, the researcher can behave as a nonparticipating
observer without becoming a part of the organisation. For instance, the researcher could sit
in the corner of an office and watch and record how the manager spends their time.
Participant observer:
In this case, the researcher joins the organisation or becomes a part of the study group. For
example, if any researcher intends to study group dynamics in working organisations, they
may become an employee in the organisation and observe group dynamics while being part
of a work organisation.
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Self-check assessment
QUESTION 1
What is the need for a research strategy?
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QUESTION 2
What are the research strategies based on an inductive approach?
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QUESTION 3
Describe what a qualitative research report entails.
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CHAPTER 2: Use a range of applied
research techniques
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Theoretical Research:
A theoretical structure comprises of ideas and methodology used in the specific research,
together with its terms and references to appropriate scholarly literature. The conceptual
structure must show an understanding of theories and ideas that are important to the
research topic or issue/problem and connect to the wider fields of expertise.
In most cases, the theoretical context is not easily discovered in the literature. You must
study courses and appropriate study surveys for relevant concepts and analytical models for
the research problem you are examining.
The choice of a hypothesis should rely on its suitability, simplicity of use and explanatory
strength.
The theoretical structure reinforces the research:
1. An explicit declaration of theoretical ideas allows the viewer to assess them critically.
2. The theoretical structure links the researcher to current understanding. Guided by an
appropriate hypothesis, the hypotheses and the selection of research methods are
based on them.
3. Articulating a research study’s theoretical premises pushes you to answer concerns
about why and how you are going to conduct it and get expected outcomes. It allows
you to move intellectually from a phenomenon you experienced to the generalisation
of different parts of this phenomenon.
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4. Theory enables you to define the boundaries of such generalisations. A theoretical
context explains which main factors affect a phenomenon of concern and shows the
need to examine how and under what conditions these main factors could vary.
Due to its applicability, the social sciences concept is of importance as it exactly fulfils one
fundamental objective: explaining the significance, essence, and difficulties of a
phenomenon. To use that knowledge and understanding to behave in a more knowledgeable
and efficient manner.
The theory is generated, fresh concerns are explored, and global understanding is the focus.
Applied research: (market research) looks at practical problems faced by an organisation
and guides an effective resolution of those problems.
Applied research is a technique used to solve a particular and a practical problem of a group
or an individual. The study and research are used in business, medicine and education to
find solutions that may cure diseases, solve scientific problems or develop the technology.
A wide variety of subjects are covered by Applied research topics, all addressing practical
problems.
Research Process
1. Defining the research problem
2. Designing a way to obtain information
3. Gathering the information
4. Analysing your findings and applying them
Quantitative
Quantitative methods emphasise objective measurements and the mathematical, numerical
or statistical analysis of data collected through questionnaires, polls and surveys, or by using
computing techniques to manipulate pre-existing statistical data. Quantitative research
focuses on collecting numerical data and generalising it across groups of individuals or
explaining a particular phenomenon.
• Experimental, hard data, statistical, random selection, distance from the subject,
deductive
• Techniques
o Surveys, experiments, structured interviewing, quasi-experiments, content
analysis
Qualitative
The term qualitative means an emphasis on the characteristics of entities and on procedures
and meanings that, in terms of quantity, quantity, intensity or frequency, are not
experimentally examined or measured [ if any]. Qualitative scientists emphasise the socially
constructed nature of reality, the researcher’s intimate relationship with what is being
studied, and the situation limitations that form inquiry. The valued nature of studies is
emphasised by such scientists. They seek responses to issues that emphasize how to create
and give significance to social experience. Quantitative studies, on the other hand,
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emphasise measuring and analysing causal relationships between factors rather than
procedures. Many social and behavioural scientists consider qualitative forms of
investigation to be as much a perspective on how to approach a research problem as a
technique.
Below are the three main components that define a qualitative research survey and each
takes the applicable forms in a research problem inquiry.
The Design
Naturalistic — relates to studying real-world circumstances as they naturally unfold; nonmanipulative and non-controlling; the investigator is open to anything that arises [ i.e.,
there is a lack of predetermined finding constraints].
Emerging – acceptance of adjusting investigation as knowledge deepens and/or changes
circumstances; the investigator avoids rigid designs that eliminate the opportunity to follow
fresh discovery routes as they arise.
Purposeful— case studies are chosen [ e.g., individuals, organisations, communities,
cultures, occurrences, critical incidences] because they are “information-rich” and
enlightening. In other words, they give helpful manifestations of the phenomenon of
concern; sampling is intended to provide insight into the phenomenon, not empirical
generalisation extracted from a sample and applied to a population.
The Collection of Data
• Data — observations produce a thorough, in-depth knowledge; interviews capture
direct quotations about the private views and experiences of individuals; often
derived from closely conducted case studies and material culture assessment.
• Personal experience and commitment — the investigator have direct contact with the
individuals, condition and phenomenon under investigation and gets close to them;
the personal experiences and perspectives of the investigator are a significant
component of the investigation and are critical to understanding the phenomena.
• Empathic neutrality — an empathetic attitude in working with research participants
seeks vicarious knowledge without judgement [neutrality] by demonstrating
openness, sensitivity, regard, consciousness, and responsiveness; in practice, it
implies being completely present [ attention ].
• Dynamic systems — process attention is given; assumes change is ongoing, whether
the focus is on an individual, an organisation, a community, or a whole culture, so
the researcher is attentive to the dynamics of the system and the situation.
The Analysis
• Unique case orientation — assumes that each case is distinct and special; the first
level of evaluation is true to the information of the individual instances being studied;
the cross-case analysis follows and depends on the quality of the individual case
studies.
• Inductive analysis — immersion in the specifics and details of the data to discover
critical themes, patterns, and inter-relationships; starts by exploration, then
confirmation of results, guided by analytical principles rather than guidelines.
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• Holistic perspective — the entire phenomenon under study is understood as a
complex system that is more than the sum of its parts; the focus is on complex
interdependencies and system dynamics that cannot be reduced to linear
relationships, causes and effects and/or some discrete variables in any meaningful
way.
• Context-sensitive — places findings in a social, historical, and temporal context;
researcher is careful about [even doubtful] the possibility or meaningfulness of
generalisations across time and space; emphasises careful comparative case
analyses and extrapolating patterns for adaptation in new settings and possible
transferability.
• Voice, perspective, and reflection — the qualitative methodologist possesses and
reflects on her or her own voice and perspective ; a reliable voice conveys
authenticity and trustworthiness ; full objectivity is impossible and pure subjectivity
undermines legitimacy ; the focus of the researcher represents a balance between
comprehension and authentic representation of the globe in all its complexity.
Ethics
• There are several organisations that work as an independent ethics committee or
Ethical Review Board to review the methods proposed for research to ensure that
they are ethical.
• Guidelines for ethically dealing with people:
1. Respect their dignity
2. Respect their privacy
3. Seek voluntary participants
4. Obtain consent
5. Disclose purpose
6. Disclose the identity of the researcher
7. Disclose research sponsor
8. Inform results
Sampling
Sampling is a method used in statistical analysis that takes from a bigger population a
predetermined amount of observations. The methodology used to sample from a bigger
population relies on the sort of assessment being carried out but may include simple random
sampling or systematic sampling.
• Population: a sizable group of subjects that is of interest to the researcher
• Elements: (units of analysis) usually refers to people but could be products,
organisations etc
• Sampling: identification of a subset of people reflecting and representing the bigger
body known as a sample
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Non-probability Sampling
It is a sampling technique where the samples are gathered in a process that does not give
all the individuals in the population equal chances of being selected.
• Probability: each component in the population has equal opportunities to be chosen
for the sample
• Non-probability sampling: every person of an artefact does not have an equal chance
of being selected
1. Convenience sampling- subjects are readily available (walk-by)
2. Volunteer sampling- inviting people to reply to a survey
3. Purposive sampling- picked because of a certain demographic
4. Snowball sampling- ask a group of people to pick other people
5. Quota sampling- fit in the predetermined percentages
Non-probability Advantages and Disadvantages
• Does not give reasonable certainty that findings will be representative of the larger
population
• Cheaper, faster, for general nonspecific insight
Probability Sampling
It is a sampling technique that uses a method based on probability theory to select a sample
from a bigger population. To be regarded as a probability sample, a random selection must
be used to select a participant.
• Sampling unit: the individual element to be analysed
1. Simple random sampling
2. Systematic sampling- selecting people on equal intervals (every 20th)
3. Stratified sampling- ranking elements (freshman, sophomore, junior, senior)
4. Cluster sampling- obtain lists of particular subsets of a population
Secondary Research
Secondary research includes a summary, collecting and/or summarising current study.
Secondary research contrasts with main study in that main research includes information
generation, while secondary research utilises main research sources as a source of analytical
information.
• What information is already available?
o Organisational files
o Trade and professional associations
o Public and academic libraries
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o Government records
o Commercial information services
o Online research
Interviews
An interview in qualitative research is a discussion where questions are asked to obtain data.
In an alternating series of usually short questions and answers, the interviewer is usually a
professional or paid researcher, sometimes trained, who asks questions to the interviewee.
This type of research method includes:
– Planning the interviews
– Taking interviews
– Recording the notes and critical information
Questionnaires
A questionnaire is a study tool made up of a series of questions (or other kinds of prompts)
to collect data from participants. It includes:
· Opinion/attitude of respondents
· Action/behaviour of respondents
· Impartiality (Treatment of different views or opinions equally and fairly)
· Demographics/statistics
Content Analysis
Content analysis is a study method used in interpreting and coding textual information to
create replicable and valid inferences. It is possible to convert qualitative information into
quantitative data by systematically assessing texts (e.g. documents, oral communication,
and graphics). It includes:
– Selecting an appropriate topic
– Selecting a population for your study
– Determining the unit of analysis
– Developing the mechanics of the study
– Analysing the data
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What will I learn?
In this chapter, you will learn about the following:
1. Review and evaluate a range of applied research methods, theories
and data collection techniques
2. Select appropriate methods to gather and analyse data
3. 3 Use suitable technology and technology services to support data
collection and analysis
4. Access appropriate sources of information and contributors relevant to
the research
5. Optimise relevance of the research through integrity of the data
collected and analysis tools used.
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2.1Use suitable technology and technology services to
support data collection and analysis
You must select suitable technology and technology services to support data collection and
analysis. Suitable technology may include communication technology network, databases
and the use of spreadsheets, graphs and time series and mathematical equations and
hardware and software selection. Your organisation must have the funds to organise suitable
technology and technology services to initiate, lead and support the applied research.
There are several non-commercial and commercial software and hardware tools and
technology services available that you may be able to use to support your applied research.
You need to make sure that whatever hardware and software you use must be approved by
your supervisor and manager.
You will require technology and technology services to:
• explore the literature
• share bookmarks and list of literature
• Review and create data statistics
• find and share data and code
• connect with others
• write, publish and evaluate the research
• create citations and bibliography
You may also use these services to report your research and findings to the stakeholders.
More information regarding the technology and technology services are available in the
appendix.
http://connectedresearchers.com/online-tools-for-researchers/
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2.2 Access sources of information and contributors
relevant to the research
There are three kinds of resources or data sources in particular: primary, secondary, and
tertiary. Before looking for data, it is essential to comprehend these kinds and to know what
sort is suitable for your course work.
Primary sources
A primary paper is a paper written at the time of an event or research period. Primary
records, such as birth certificates and diaries, include literary texts, letters, speeches and
historical records. A live newsfeed is the main source–recording events as they unfold.
Naturally, any significant news event (such as the Olympic Games) will probably have
several primary sources, reports from various broadcasters. You can look at more than one
main source of data to get a more comprehensive concept of the case–taking into account
biases, viewpoints and private or cultural expectations.
Primary sources consist of original materials on which other research is based, including:
• original written works – diaries, court records, interviews, surveys, and original
research/fieldwork, and
• research published in scholarly/academic journals.
Secondary sources
After an event, a secondary paper is written-generally the writers themselves will not have
experienced the incident. Usually, such papers are written concerning primary documents
and try to interpret them. Examples of secondary papers are core texts-scholarly texts
linked to the subject under study. A secondary source in current affairs would be a normal
news story. A story reported after the case. As a secondary source is an interpretation of
what occurred by a writer (the main source), it is more probable to contain observations,
bias, and subjective commentary that attempt to clarify and contextualise the event.
Secondary sources are those that describe or analyse primary sources, including:
• reference materials – dictionaries, encyclopaedias, textbooks, and
• books and articles that interpret review or synthesise original research/fieldwork.
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Tertiary Documents –
Usually, tertiary records function as pointers to primary and secondary papers. They are
indexes, directories, bibliographies and other categorised data collections-documents that
you can turn to and guide to other possibly appropriate papers on a specific topic. Checking
the bibliography of books, for instance, can assist you find additional study content or look
for a book
Tertiary sources are those that used to organise and locate primary and secondary sources.
• Indexes – provide records that fully identify a work with data such as author, title of
a book, article, and/or journal, publisher and publication date, volume and issue
number and page numbers.
• Abstracts – summarise the secondary or primary sources,
• Databases – are online indexes that usually include abstracts for each secondary or
primary resource and may also include a digital copy of the resource.
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2.3 Confirm integrity of the data collected, and analysis
tools used
The relevance of the research includes the research to be made available on the following
grounds:
• The research is directly relevant to the subject being studied
• The research follows the research values such as honesty accuracy efficiency and
objectivity
• The research is conducted on honest and verifiable methods, tools and techniques
• The research complies with the regulatory framework, guidelines and instruments
• The professional code of conduct is followed throughout the research process
Research Integrity
Research integrity can be described as active adherence to vital ethical principles and
professional norms for responsible research practice.
By active compliance, we imply the acceptance on a private note of the values and
procedures, not just accepting them as impositions by rule-makers.
We mean honesty, the golden rule, confidence, and high regard for the record by ethical
principles.
NAS report definition: ” Integrity of research is an element of moral character and experience
for people. It includes, first and foremost, a dedication to intellectual honesty and personal
accountability for one’s behavior and a variety of methods that characterize accountable
behavior of studies.” These practices include:
1. Precise and fair representation of contributions to research suggestions and reports;
2. Honesty and fairness in the way research is proposed, carried out and reported;
3. Proficiency and fairness in peer review;
4. Communications, collegiality in scientific interactions, and sharing of resources;
5. Disclosure of conflicts of interest;
6. Protecting human subjects in the conduct of research;
7. Humane care of animals while conducting research;
8. Adhering to mutual responsibilities of mentors and trainees.
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Self-check assessment
QUESTION 1
What is research integrity?
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QUESTION 2
What are tertiary documents?
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QUESTION 3
What is a research methodology?
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CHAPTER 3: Analyse and present findings
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The results of applied research may be reported in different ways depending on the target
audience, stakeholders or readership. In the beginning, you will have a written report which
will contain a comprehensive record of the research processes and findings.
Once you have completed your report there may be different stakeholders expecting to learn
about your results. For them you may need to prepare short summaries focusing on their
areas of interests. In this section, we will study with the complete report first and then
suggest extra ways in which it may be disseminated for specific audiences or readerships.
Writing a complete research report
At the end of the research and analysis processes, you will probably have considerable
amounts of fieldnotes, charts, and other written records of what you have completed. These
will all need to be systematically organised and sorted in files. You can then start compiling
information together following a report outline and submission plan. The submission plan
must follow your organisational guidelines and protocols.
Writing separate summaries for readers or other interest groups
You may need to send your research investors, the target population, local community
groups, governmental, and/or non-governmental counterparts a short summary such as an
executive short summary.
It is important to balance your positive and negative findings when reporting in an executive
summary format.
A reader is unable to see the findings in the context in case of an executive summary.
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You might also want to prepare brief articles that summarize your findings. When deciding
what to include and what language and style to use, you will need to bear in mind the
audience’s interests.
Making verbal presentations
It may be advantageous to present partial or full results of your research to a group of
stakeholders in order to elicit their responses to the analysis and interpretation of your
findings.
You may want to use charts, graphs, and other types of visual displays to present the
findings in ways that will stimulate interest. Overall results should be given in your
presentation and not details.
Research Report – Outline
• Title Page – Name of Author, Institution and Dates
• Executive Summary (this is written at the end – after the report has finished)
• Acknowledgment
• Table of Content
• Lists of Figures and Tables
• List of Abbreviations/Glossary /List of People consulted (as appropriate)
• Introduction (Including organisation and background to study the report)
• Study/Research Design and Organisation
• Study/Research aims, objectives, and intended outputs
• Description of Study/Research team
• Study/Research Schedule
• Conclusion/Recommendations
The type of material and other visuals you use to present your results will depend on the
resources available. PowerPoint presentations using a laptop and screen, whiteboards and
flipcharts using thick marker pens and big letters (including diagrams, charts, and graphs
where appropriate) are the most effective ways to present findings to large groups. Keep in
mind that if you are presenting to a large audience, size of fonts, content and visuals will
decide if the people at the back can see your information.
Organising a discussion or debate
This is a particularly good idea when the level of participation by different stakeholders is
high and your findings are likely to be interpreted significantly different by groups who have
opposing interests. Ultimately, to avoid drawing the wrong conclusions, comparisons must
be made carefully and appropriately.
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What will I learn?
In this chapter, you will learn about the following:
1. Evaluate how research findings such as trends and changes will impact
on learning strategy
2. Review data and research findings for accuracy of details and
adherence to any legal requirements
3. Collate and analyse data for relevance against the original applied
research strategy
4. Document and present research findings in a clear and logical manner
consistent with audience needs
5. Identify the need for and an appropriate approach to, further research.
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3.1 Evaluate how research findings such as trends and
changes will impact on requirements of relevant
stakeholders
Effects and impact of research
Research’s impacts and effect refers to how research affects a broad range of organizational
phenomena and trends. It’s a complicated method.
Depending on the discipline and the study organization, study can have many distinct types
of impacts and impacts. For distinct fields, the organizational expectations of the study
impacts vary.
For example, new research-generated data and knowledge can:
• increase productivity and profits by providing solutions for streamlining business
operations,
• aid and support policymaking by providing reliable background information,
• generate knowledge and skills needed in working life,
• support individual and group learning and development.
Over time, science and research also contribute to the development of an organisation’s
ultimate aims and the understanding of the best way to reach them.
Impact and effects of research projects
Researchers should remember that they need to consider how their work is connected with
broader issues, extending beyond academia, both when applying for research funding and
when reporting on funding use. It is essential to ensure that both policymakers and the
general public are aware of the effects and impact of research and the potential it carries.
Effective advocacy requires comprehensive data on where and how the knowledge and skills
generated in research can be put to good use.
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3.2 Review data and research findings for accuracy of
details and adherence to any legal requirements
All research concerning the use of human or animal material is subject to ethical reviews
and scientists have to tackle ethical demands through apps in the field of ethics.
Researchers should clarify the procedures used to safeguard private information from
research participants, including the measures made to guarantee data anonymity. If
approval has not been provided by respondents, it may not be suitable to share private
information with other scientists.
Research data and findings should be reviewed to ensure they comply with the following:
Human Ethics
Researchers should be committed to the highest standards of ethical practice in research
involving or affecting humans.
A number of rules and legislation govern the ethical behavior of human studies. In specific,
the 2018 National Statement on Ethical Conduct in Human Research embodies the main
values, principles and guidelines for human research design and behavior, and these
principles and rules must be respected by scientists.
In addition to the ethics guidelines contained within the National Statement, information and
guidance relating to research governance issues are provided in the Australian Code for the
Responsible Conduct of Research.
Privacy:
Chapter 18 of National Statement on Ethical Conduct in Research Involving Humans
describes researchers ‘ legal and ethical commitments towards research participants. The
1988 Privacy Act needs that Commonwealth organizations comply with the Personal
Information Privacy Principles (IPPs).
Confidentiality and consent:
All researcher-participant confidentiality agreements must be respected. Researchers are
advised to include information during the consent phase in the form of data storage to
respondents.
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The first three chapters of the National Statement on Ethical Conduct in Research Involving
Humans outline duties for scientists to collect, store, disclose and use human-related studies
information.
Cultural sensitivities:
The AIATSIS (Australian Institute of Aboriginal and Torres Strait Islander Studies) offers
guidelines for ethical studies in indigenous studies (2011) and other resources to learn more
about studies with and about indigenous peoples to guarantee a process of mutual
engagement between scientist and indigenous peoples.
Planning for data management research involves the integration of the freedoms and
sensitivities of indigenous intellectual and cultural property. Data collection, storage,
disclosure and reuse of indigenous information must be provided special attention.
Principle 13 says that plans should be agreed on for managing the use of, and access to,
research results, make clear the level of community control over access to, and use of, any
research results, including print, pictorial, audio and video, and digital materials.
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3.3 Collate and analyse data for relevance against the
original applied research strategy
To collect and analyse data for elements against the original applied research strategy it is
critical to understand the nature and extent of the research plan.
The objectives and the scope of the research program mentioned in the research plan also
play a critical role. We must use techniques properly for interrogating sources and reliability
of data and information. Ethical framework guidelines and instructions also play a major role
in relation to access to and use of data and information. We have to be careful about the
methods of capturing and storing data relevant to the research program.
To collect and analyze information, the variety of formats and methods of data presentation
and when to use them must be fully understood. If an organization is involved in conducting
research, you must use the organization’s authorized methods and techniques to analyze
and collate the information. All potential hazards connected with the use of analytical
methods, information misrepresentation, mistakes and warnings and all other ethical
problems must be correctly resolved in accordance with the organization’s rules.
You also need to know the procedures used to analyze qualitative research. Read the
following about the qualitative study analysis method:
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| Whether[ qualitative] information is analyzed by hand or using computer software, the thematic content analysis method is mainly the same as defining topics and categories that’ arise from the information.’ This includes discovering topics in the transcripts of the interview and trying to verify, confirm and qualify them by looking through the information and repeating the process to recognize additional topics and categories. The researcher reads each transcript for this purpose and makes notes in the margins of words, theories or short phrases that summarize what is said in the text. This is commonly referred to as open coding. However, the objective is to provide a summary statement or word for each[ main idea] component mentioned in the transcript. The exception is when the respondent has obviously gone off track and started moving away from the subject being discussed. Such deviations (as long as they are really deviations) can be encoded simply[ as irrelevant]. The researcher gathers all the words and sentences from all the interviews on a smooth collection of websites together in the second phase. Then these can be processed, and all duplications can be crossed out. After compiling this second, shorter list of categories, the researcher goes a step further and looks for overlapping or similar categories. By grouping them together, these categories are further refined and decreased in number. Finally, a brief list of key ideas is compiled in the transcripts; these are the qualitative research’s’ outcomes.’ Adapted from Burn and et al., 2009. |
Here is an example of simple qualitative data analysis:
| Chris is a community services worker who has implemented a health prevention/promotional program for young men (aged 12 to 25 years) with mental health issues in the local community. On completion of the program, Chris develops a form and asks for feedback from the participants by simply filling in the form and inviting them to contact him with comments/feedback. Chris receives a total of 50 completed forms. One of the questions is: “Has the program helped you better manage your anger issues?” Participants are then asked to explain “Why it has helped or why not? |
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3.4 Document and present research findings in a clear
and logical manner consistent with stakeholder
requirements
| Verbal communication is the vocal performance of a speaker – the rate, volume, pitch, and pauses. The aspects of vocalisation are critical to effectively convey ideas (if the audience has trouble understanding what the words are coming out, or can’t hear them clearly, they will be unable to understand the message.) Rate – It is the speed at which a person speaks. Follow these ideas to optimize your rate of speech to your best advantage: • Choose a rate suitable for speech setting and the ideas being expressed. For example, it makes sense for a sports commentator announcing a basketball game to speak faster than at a golf match. • Vary your rate of speech to convey distinct emotions and ideas. You may want to talk slowly to highlight an significant point or to convey a mood that is severe or dark. If you tell your crowd something you already know, a quicker pace is suitable Volume is related to the softness or loudness of the voice of speaker. • Be aware of the volume of your voice in your classroom. If you talk too smoothly, there is little point in your speech. Do not err in yelling for talking loudly at the same moment • Vary the volume to get attention. Whether you want to talk louder or quieter, you can draw attention using contrast in your speech. For instance, when you tell a sad tale, you can talk softly. A quieter strategy in this situation is generally a more efficient attraction Pitch implies the highness or lowness in the speaker’s voice. Any change in the pitch of voice is known as inflection. • You inform your listeners that you have nothing to emphasize when you talk in a monotone. You let them understand that what you say is essential when you change the pitch of your voice. |
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| • In order to obtain the best impact, differ the pitch as with volume. For instance, if you quote someone, you can talk in a low tone. The pitch shift indicates that you are citing evidence instead of expressing your own opinion Pauses add colour, expression, and feeling to a speech. They should be used deliberately to achieve the desired effect. Here are a few suggestions: • Take a moment’s time to present a fresh concept or term to give your listeners time to absorb what you say • Don’t speak constantly until you’re out of breath, literally. At the same moment, do not pause in a kind of nervous verbal chop every three or four phrases. Don’t pause in the center of an idea, in particular. This will make it hard for your listeners to follow. A sentence has a distinct significance for a speaker than it has for a writer. In order to convey a single concept, it’s a unit you talk in one breath. Each pause informs your listeners that you move from one idea to another • Avoid taking vocalised pauses such as “er,” “ah” and “umm” • Extend your visual aid pauses to two or three seconds. This tactic allows your audience to read the visual aid data without missing your next thought. After the display, it is essential to pause, not before |
Presenting research reports
Which part of a research study appeals most to you?
1. Exploring and defining a research problem
2. Reading and reviewing the literature
3. Designing the research methods
4. Conducting the research
5. Analysing data
6. Writing the research report
For most of us, it’s other components of the study method that are most appealing, but
without stage 6, nobody else will ever benefit from our job. It’s a basic research principle
that we have to publicize what we discover in some manner, and that way generally includes
writing reports.
One of the large problems with writing reports is that we’re leaving it until close the end,
thinking it’s a easy component of the job that can be sorted at the last minute before a
deadline. Of course, we’re really too smart to think that, but that’s how we’re doing. Planning
is a good answer to this issue. Not a rough concept of phases, but a correct Gantt activity
chart that shows:
1. how long each activity is expected to take,
2. are any activities dependent on the completion of other activities,
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3. what resources are needed for each activity,
4. any help needed from others and
5. by when each activity will be completed.
How do you write
Do you have specific rituals and routines to start writing? Most of us are doing that. No one
way is correct, we’re all distinct. Some individuals just write others need to first retrieve and
schedule all they need together. Others are sitting in a specific location to write. What about
you?
When you write
You need to plan your time in your diary and block it out? It’s uncommon to be able to write
in brief bits of time like half an hour on an ongoing basis. Most of us need to get into the
subject for at least an hour or two, start writing, and make some progress. Every time you
begin after a break, it can take another half hour of immersion. Ensuring you’re physically
and mentally fresh to write is also essential. Whether you’re writing best at night or during
the day, you’ll need some energy and continuous concentration that generally only comes
when you’re in good form. The alternative is to wait until, when there is no option, sheer
adrenaline forces you to write at the last minute. Not a great idea, particularly for a piece of
job like a study report that will come to you as you write fresh and often useful thoughts.
Tools to assist you in writing
It’s a nice beginning to simply understand all you can do with your word processing software.
This involves in particular the use of heading styles in Microsoft Word, as this saves time if
you need to create a table of contents for your job. If this function has not been used,
inspect it now before writing your report.
Other instruments include those, such as mind mapping software, that can assist you get
your thoughts together. They are a wonderful help if you have to create some duration of
written work on a regular basis and like the creative mind mapping strategy.
Finally, particular citation software programs can be of excellent assistance if you are
planning to conduct periodic studies and need to construct a good archive of references that
can be retrieved. Packages include Endnote and Precited–web-based packages. A citation
software package is merely a tailor-made database that prompts you to record all the
appropriate reference information as you enter it, has room for notes on your reading of it,
and can automatically work with Word to insert text references and automatically generate
bibliography. You only need to select the format. Student variants are accessible for these
packages. Think about how to maintain your references in a format that can be retrieved to
save time when writing.
The differences between writing a business report and a report for an academic
purpose
Business reports
Requires clarity, brevity, simple, useful terminology, an executive summary which focuses
on the problem and often suggested action. Often there will be an organisational style and
format to follow.
Academic reports:
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A clear, succinct style is still needed but suitable terminology is used, for instance on
research methodology, which is not going to be everyday language. Avoid using description
wherever possible and adopting a critical analytical strategy instead (mentioned in the
literature reviews section). Pay particular attention to scholarly referencing and plagiarism
prevention. To set the tone of academic writing, read and use peer-reviewed academic
journal papers.
Components of an academic research report:
Abstract -last written as this must include a result flavor, do not repeat sentences from the
primary text. If we do not get the interest of the reader in the short abstract, the rest of the
report is unlikely to be read.
Introduction-must attract the reader’s attention instantly, often through a drastic declaration
of the issue or situation to be investigated.
Background-generally begins with an overall picture and gradually refine it to the research’s
narrow focus (a filter)
Literature review – see previous discussion throughout
Objective of research and justification of technique-each chapter including this one should
logically follow from the prior one and lead naturally to the next. For instance, the chapter
on literature review should end with a direction for main research, which is then taken from
the chapter on the research method.
Findings-attempt should be made to give purest form possible of the findings of your studies.
Find a manner to present information so that the information features are evident to the
viewer, without interpreting the information, so that the reader is dependent on your
perspective and is unable to see the information on its own. Visual methods such as graphs
and tables can efficiently summarize and current information, but not websites and websites
that will trigger overload in the near future.
Discussion and analysis- synthesise what you discovered in the evaluation of literature and
in your main studies and draw from that synthesis what you think are the most significant
points. Putting any description is not a location. Writing should be evident but intense – it
should add significance to all phrases.
Conclusions – the Conclusions section should step back a little and take an objective view
of the results – theoretical and practical – of the project as a whole – at this stage, there
should be no new references, but a clearly convincing account of what has been achieved
Recommendations- May be detailed and practical or may merely call for further studies in
an region that your study has revealed. They must be viable where practical suggestions
are made. Suggestions on how these can be taken forward should preferably be made–
sometimes with a tabular execution plan.
Appendices – are available for two possible purposes: a) adding information to the primary
text where word duration or focus did not enable it to be included, or b) keeping a full record
of appropriate data, especially for your future use of this document. Keep to a minimum the
appendices.
Style and grammar
This is important whether you are writing in your first or a second language. In both cases,
it will be wise to ask someone you trust to sub-edit your text. None of us is our own best
editor, as many errors can easily slip through
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If you are concerned about points of pronunciation and grammatical style, the best place to
check is an English language national newspaper style sheet. These are available online at
the paper’s website eg The Age or The Financial Review. These are often better than out of
date grammar textbooks, as they incorporate current changes of accepted style, but do not
lead change, reflecting acceptable style in the world of the reader.
Bullet points:
This is a main problem for 21st century scholarly job, as learners find bullet points
progressively acceptable, and contemporary company favors using bullet points to
encapsulate an argument rapidly and clearly. Using bullet points in company reports is not
wrong, they can often cut wordy paragraphs and get straight to the point. However, it is
normal to prevent them in scholarly work where possible, using them only when providing
a list of examples that do not require further explanation or summarizing the points that are
then explained in more detail below. An academic reader, a marker of academic work in
particular, can not say from a bullet point whether you have understood anything or just
copied a list.
Use of first-person
It will differ depending on the purpose of the writing segment whether you use the term “I
believed or I did…” in your academic writing. The general rule, however, is not to use the
first person except in two specific cases: first, in a reflective section, where it is entirely
legitimate to speak about your learning and experience in the first person, and second, in
narrative accounts or some types of qualitative data analysis, where this is a common
convention. It is best in all other situations to write objectively from a third person’s point
of view.
A few words of wisdom:
A prevalent problem in academic writing is the use of verb tenses, as much of your writing
can occur as things occur, findings come in, and so you are encouraged to use the present
tense. However, as a general rule, using coherent past tension is better as you write a report
of something that has occurred. Again, some kinds of qualitative writing will require an upto-date tension, and quotations and transcripts should of course represent precisely what
has been said, but it is normal to spend some time converting text into a past tension so
that it reads continuously.
Length of phrases and paragraphs may be something that impedes meaning. Try to
guarantee that phrases introduce just one concept, and group paragraphs around one
concept, instead of allowing many to be included, making it more difficult for the reader to
comprehend.
Subheadings can also assist break down lengthy text regions on a website and should be
used where appropriate. Most importantly, a specific aim of your academic writing is to
convince the reader of your thoughts, which needs an engaging, clear and rhetorical style.
The logical structure of research reports
Logical arguments and flows from one segment to another are essential for any audience.
In an academic study report, it may be useful to draft an audit on how specific results in
your studies relate to specific literature and thoughts, which are then included in your
results. All conclusions should therefore be traceable back to the results from which they
came and a logical flow should be developed.
If you are not used to writing such research reports or dissertations on a regular basis, then
consider logic as follows: in a really nice piece of fiction writing, the reader is guided by
wanting to understand what occurs next. How can this be applied to your research report?
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The introduction should make the reader know why you were looking at the literature, what
issue you wanted to fix or ask you wished to reply. When we read the review of the literature,
we find out what was said to you, but it remains to be understood that the literature has not
fully answered all your questions, or maybe raised fresh ones. We find this out in the
conclusion of the evaluation of the literature and want to understand how you will answer
the remaining questions. So, we read on to the research method, where you tell us why you
chose this specific manner of finding responses to your study issues, and then what you
discovered as the responses in the results.
That’s not enough, though. We are left to think at the end of the findings section–but how
did that relate to the literature we heard about? So, to find out, we would like to read on to
the debate. We understand what you’ve discovered and how it ranks with the literature by
the end of the debate, but we’re tempted to say “so what?”And in the conclusion and
suggestions you answer us by explaining what that means for the big questions that you
raised in your introduction, and what else to do if there are unanswered issues that your
study has caused.
All this implies that each chapter ends with a “cliff-hanger”— an unresolved issue or issue
that makes the reader want to read more in the next chapter. Putting each chapter into
findings like this enables the reader see your work’s logic.
Logic as a “U” shape.
You can also believe of a “U” shape approach to this framework, where the introduction and
context begins with “large image” problems at high level–perhaps about the economy or the
state of an industry sector. As you proceed through your study report, you dig into more
detail so that by the moment we read the results, we read very comprehensive data in a
specific context of your studies, which you discovered at the bottom of the hole you dug to
find out more about your issue.
Then you begin to bring us back to the surface as you connect this thorough collection of
results to the published literature, ultimately climbing back up to “large picture” level
conclusions. Now we can see the whole issue again, but now we have your initial main
studies to contribute to our understanding of this issue and guide us in further studies.
Producing an oral presentation of key findings
In an organisation, presenting an oral presentation of a study will be common practice,
potentially using the report itself as a “leave-behind” for readers to follow up on their
undoubted interest in your topic! If you use Microsoft PowerPoint software to show the
essence of your thoughts, then it’s easy to create clear, professional-looking projection slides
that set the background, your goals, your understanding of the context, yourmethod(s) and
your outcomes, along with next steps / recommendations for action.
Remember that we need to talk straight to the crowd when presenting orally and promote
their participation. At least this will require a pause for issues at some point, but in order to
get some audience participation at an previous stage, it will be intended for preference time.
Unless you’re very acquainted with the crowd, it’s excellent practice to ask something soon
that tells you a bit about their theme experience so you can get them involved in your talk.
Visual aids will enhance any presentation. Writing bullets may be useful for us to remember
what we want to get across, but the real presentation may only maintain the bullets for us
and for summary use, focusing on easy and dramatic graphics (preferential pictures) that
relate to your studies, the issue or the result. Presenting to an audience in the company
implies not only a house style (often branded slides), but also using the objectivity of your
researcher to add depth to a focused corporate message. This is quite distinct from an
academic lecture that will use your objectivity to demonstrate your academic credibility and
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concentrate on the extent of your understanding of published sources as well as your own
study.
Whether in the academic written report, the business report or a presentation, well-selected
quotations from your research data are of great value, revealing and flavoring your findings.
Not too many, just a few to demonstrate your link to the “true globe” where your study has
been carried out and how it refers to your results and suggestions.
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3.5 Identify the need for, and approach to, further
research as required
| 1. Explain the research objective or purpose by explicitly identifying the study issue [ or hypothesis and goals ]. 2. Explain why research was needed and contextualize the survey, drawing on prior job in appropriate areas (literature review) 3. Describe how the study was performed in (proportionate) detail: o State the selected method of research… and explain why this technique was selected. o Explain the tool used for research [e.g. the survey tool… o Describe how the sample was selected and how data was collected, including: · How were potential subjects identified? · How many and what type of attempts were made to contact subjects? · Who approached potential subjects? · Where were potential subjects approached? · How was informed consent obtained? · How many agreed to participate? · How did those who agreed to disagree with those who disagreed? · What was the response rate? 4. Describe and justify the techniques and tests used for data analysis 1. Present the findings of the research. The results section should be factual, clear and concise 2. Interpret and discuss the results. This section of’ debate’ should not merely reiterate outcomes; it should provide the critical reflection of the author on both the outcomes and information collection procedures. The debate should evaluate |
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| how well the study met the research question, should describe the issues experienced in the research and should judge the work’s constraints sincerely 3. Present conclusions and recommendations Kelley et al., 2003. |
Data descriptions, analyses, and interpretations are the most significant components of a
study. Equally essential is what you do with the results, i.e. the consequences.
For the reader, the study must define why and how the analyses and interpretations were
produced and how important ideas developed in the analyses. Additionally, the investigator
requires to “inform the reader of any unexpected results or patterns that arose from the
information and report a variety of proof to support claims or interpretations submitted.
Showing, not saying your results, is the best way to let your reader know what you’ve found.
Quotes, vignettes, field notes, job samples and other information can be used to support
interpretation. It might be a breakthrough for your crowd if it was a time of vibrant
understanding for you.
A conclusion chapter refocuses the study objective, showing a synopsis of what has been
discovered and leading to the findings ‘ consequences. The study constraints and future
research needs may also be included in a conclusion.
Upon completion of your studies, you may discover that other study avenues, possibilities
for cooperation, or issues have become apparent. This is an chance to examine your results
and explore fresh study issues.
You will always be revealed something by compiling and analyzing prior studies. If you are
interested in a specific subject; a review of the literature may simply show that there is little
or no research on that subject. Let’s say you were interested in studying the impacts of
teaching strategies on test results of state competency. You are likely to discover very little
on this topic, but if you look at studies on teaching strategies ‘ results in general, you will
discover quite a lot. You may also find that while teaching strategies have a lot to do, there
is little specifically about testing. So, you see, you can identify a specific region where study
is required by searching and analyzing the literature.
| Always recognize the constraints of a research. It is much easier for you to recognize and recognize the constraints of your study than for your professor to point them out and be graded because you seem to have ignored them. Keep in mind that recognizing the constraints of a study is an opportunity for further study suggestions. If you link the constraints of your study to suggestions for further studies, be sure to clarify how your study may focus on these unanswered issues. Recognition of the constraints of a study also gives you the chance to prove that you critically thought about the study issue, understood the appropriate literature written about it, and properly evaluated the techniques selected to study the issue. A main goal of the study method is not only to discover fresh understanding but also to confront hypotheses and discover what we do not understand. |
| Macallan College is a trading name of Macallan College Pty Ltd. RTO 41030 | ABN: 36 165 356 141 | CRICOS 03468F | ||
| Version Number: 1 | Unit Code: BSBINS603 | Page 78 of 79 |
Self-check assessment
QUESTION 1
Why is the procurement plan important?
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QUESTION 2
Evaluate how research findings such as trends and changes will impact on
learning strategy.
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QUESTION 3
What is storing and retrieval?
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| Macallan College is a trading name of Macallan College Pty Ltd. RTO 41030 | ABN: 36 165 356 141 | CRICOS 03468F | ||
| Version Number: 1 | Unit Code: BSBINS603 | Page 79 of 79 |
References
1. Datt, S. (2019). Defining research strategy in a research paper on business studies.
Retrieved 27 August 2019, from https://www.projectguru.in/publications/researchstrategy-business-studies/
2. Research Methodology. (2019). Retrieved 27 August 2019, from
https://books.google.com.au/books?id=7btTlFXBRnoC&printsec=frontcover#v=onepag
e&q&f=false
3. Analysis, presentation, and implementation of findings. (2019). Retrieved 27 August
2019, from http://archive.unu.edu/unupress/food2/UIN11E/UIN11E0F.HTM
4. Research Methodology. (2019). Retrieved 27 August 2019, from
https://books.google.com.au/books?id=mR2sPdK0BIUC&printsec=frontcover#v=onepa
ge&q&f=false