Module 9, Assignment 9.1:
Applied Research Project:
Applied Research Project:
Mock Research Design
Chapters 3, 4, and 5
Karen Crump
National Louis University
Dr. Cherie Meador
Chapter 3:
Research Methodology
The research was conducted mainly using a qualitative research design. The choice of the qualitative research design was informed by its ability to provide detailed and in-depth information, that is already analyzed. Identified materials for reference during the study in qualitative research design can be analyzed at more essential details. The comprehensive analysis made possible through qualitative research design helps researchers to get deeper insights during the examination of the details. The low cost of researching the qualitative method also informed the choice of the plan. In a qualitative research design, one does not incur the traveling expenses to the convenience of the respondents (Lune & Berg, 2016). Several platforms can provide information form use during qualitative research. The data gathered using this strategy has a predictive ability. That is, the researcher can observe the trend or the behavior of the phenomena under study and make a prediction into the future. Data gathered through qualitative research design is more reliable because the researchers can compare the data from different sources and eliminate biases likely to be conducted in the first study.
Search Strategy
Systematic analysis of popular literature for use in the study was employed to realize the study objectives. An inclusion and exclusion criteria were devised, detailing the qualities of the articles that qualified for use in the study, and those that failed the standard. In the inclusion criterion, only sources containing information related to the topic of the study were selected. The reference materials used in the research were purely academic sources, with emphasis on the peer-reviewed articles (Reio, 2016). Items not older than five years were selected as credible for the study. The journals had to complete articles; thus, articles with abstract only were excluded for use. All materials used were published in English only. Items that did not meet the defined criteria were disregarded.
Data Sources
The research is qualitative, and therefore, only secondary sources were used in this study. The secondary sources included journals, newspapers; peer-reviewed articles, and periodicals. Online sources, such as official websites formed part of the data sources.
Content Analysis
According to the nature of the study, thematic analysis was used to ascertain that the only credible sources were used. The process of thematic analysis is also based on the search criteria identified previously. Thematic analysis is a reliable strategy in data analysis in qualitative research because it relates the topics and objectives to the content present in the secondary sources. Thematic analysis is also useful in analyzing a large volume of textual information. In the thematic analysis, various methods can be used to scrutinize the selected sources. For example, a summative analysis begins by reviewing the content versus the main themes or topics within the study.
Data Analysis
Data analysis started with a review of the identified articles from the search strategy developed earlier. Based on thematic analysis, critical topics from the sources that aligned with the problem under study were first established. During this process too, essential points are recorded for later more in-depth analysis. Critical at this stage is the interpretation and analysis of statistical information because statistical data helps in making reliable predictions into the future. Conventions and particular codes identified in these texts are also recorded for reference in theorizing the problem under study.
Ethical Considerations
Ethics in research are critical, especially in topics where the respondents are human beings. Ethics help the researcher to remain within the professional guidelines. In this research, critical ethical consideration was on copyrights. The study avoided the use of materials whose authors had not yet approved for use. In cases where the required documents were found in libraries, written requests were sent to the attendants, and visits were made only on confirmation from the library management. Consent from different authorizing bodies was sought through written formal letters. The analysis of the composed of the printed sources was free of bias, and therefore, the information in the finding is reliable and credible. In the presentation of the collected data, data from the identified sources were paraphrased, and not copied, as this would contravene the copyrights rules.
Chapter 4:
Findings
From the search strategy and content analysis carried out earlier, critical themes and findings were established. First, 58 sources containing the relevant information on 'Learning and Development in Corporations' did not meet the selection criteria. From the eight sources screened for use, and thematically analyzed, common theme included the spare time for learning and exposure programs. These class of working population in different states lacked time not only to attend schools but also to concentrate on academic work. Most of the working category, people were family men and women or already engaged in emotional affairs that consumed their time. Family responsibilities and work pressures were identified as the main challenge that employees could not participate in further learning.
The analysis also identified that about 43% of the working population wished to advance their training, but lacked the opportunity. Upward mobility within corporations was, therefore, minimal for these members since they lacked the prerequisite qualifications. The group uninterested in further learning, identified that schooling was not offering an immediate reward. Others also said that education was not necessary for one to achieve success in life. Attitudes surrounding gender attitudes in society also influenced the attitudes in society influenced learning and development among the working class in corporate institutions. Most women in the working category had already achieved their ends and were not interested in furthering their education. From the 20% of the working population uninterested in furthering their education, women made up 78%. The cost of education affected the attitude of the working population towards education. Negative attitudes towards learning from corporate workers are based on the high fees in the institutions of further education. From the study, the population appears to apply the cost-benefit analysis in the decision about taking learning. The sources identified that about 61% of those who approved higher education sought to attain job promotions and increase earnings from their work. Inductions courses and hands-on-training offered by the corporate institutions were approved as beneficial by 84% of the population in corporate institutions.
Chapter 5
Conclusion and Recommendation
From the findings, most people are interested in furthering their education level as a means to growth and development within the corporate institutions. The results from the research findings identified that gender-based attitudes are informing the decision of the working-class regarding learning. The beliefs and reasons given by the working population can be used for policy development to allow access to learning for the employed population (Vnoučková, 2016). The attitudes that furthering in education does add to the overall improvement in academic performance can be dispelled through professional and motivational speakers. The speakers would encourage the workers to seek knowledge for different benefits. The study recommends that there is a need for more research on the subject. Corporate institutions should also provide in-service training to their employees to improve their products and promotional chances.
References
Lune, H., & Berg, B. L. (2016). Qualitative research methods for the social sciences. Pearson Higher Ed.
Reio Jr, T. G. (2016). Nonexperimental Research: Strengths, weaknesses, and issues of precision. European Journal of Training and Development, 40(8/9), 676-690.
Vnoučková, L. (2016). Personality attitudes affecting employee learning and development: prerequisites of behavior leading to learning and development. Quality Innovation Prosperity, 20(2), 22-38.