The forced decline in focus of gas vehicles in the car industry
Prof. Reinford
Khal_BUSI_301_Ch_4_20201.pptx
The Critical Literature Review
Chapter 4
Important issues regarding our online classes
Dear Students,
I hope you are doing fine. I would like to remind you with important issues regarding our online classes that I mentioned before but unfortunately some students are still not taken them in consideration.
You must know that it is your responsibility to have a reliable Internet and devices every time you come to the class. So, you must select the right place and the right device when you come to the class.
You should be ready to take the quizzes and to complete the in-class exercises at any point during our class. If you cannot take your quiz or submit your exercise on time to Turnitin, do not e-mail it to me because I cannot consider it.
If I call your name in the class and you do not answer my call, I will consider you absent and I will deduct points from you.
If you do not know how to use the class Blackboard, Zoom, Turnitin, etc. please let me know in our next class and I will glad to do my best to help you.
If there is any other issue not clear for you regarding our class, please ask me in our next class and I will be glad to address your issue.
Best wishes
2/10/2021 9:29 AM
2
Research Proposal contains
Working title.
Background of the study (literature review)
The problem statement.
- The purpose of the study.
- Research questions.
The scope of the study.
The relevance of the study.
The research design offering details on:
a. Type of study
b. Data collection methods
c. The sampling design.
d. Data analysis.
Time frame of the study
Budget
Selected bibliography.
© 2012 John Wiley & Sons Ltd. www.wiley.com/college/sekaran
Simple Research Proposal
Working Title:
The problem statement.
Background (literature review)
The purpose and relevance of the study.
The scope of the study. ( e.g. country, industry, organization, participants, etc.)
Sample and data collection methods
Time
© 2012 John Wiley & Sons Ltd. www.wiley.com/college/sekaran
Critical Literature Review
A literature review is “the selection of available documents (both published and unpublished) on the topic, which contain information, ideas, data and evidence written from a particular standpoint to fulfill certain aims or express certain views on the nature of the topic and how it is to be investigated, and the effective evaluation of these documents in relation to the research being proposed” (Hart, 1998, p. 13).
Literature review introduces
Summarizes and criticizes work done so far on specific phenomenon
Identify gaps in the literature
Highlights the chosen problem/Subject study
Slide 4-5
Functions of Literature Review
In general, a literature review ensures that:
The research effort is positioned relative to existing knowledge and builds on this knowledge.
You can look at a problem from a specific angle.
You do not run the risk of “reinventing the wheel”;
You are able to introduce relevant terminology and to define key terms used in your writing.
You obtain useful insights of the research methods others have used to provide an answer to similar research questions.
The research effort can be contextualized in a wider academic debate.
Slide 4-6
Data Sources
Textbooks
Academic journals
professional journals
Theses
Conference proceedings
Unpublished manuscripts
Reports of government departments and corporations
Newspapers
The Internet
Slide 4-7
Common Forms of Plagiarism
Sources not cited
“The Ghost Writer” The writer turns in another's work, word-for-word, as his or her own.
“The Photocopy” The writer copies significant portions of text straight from a single source, without alteration.
“The Potluck Paper” The writer tries to disguise plagiarism by copying from several different sources, tweaking the sentences to make them fit together while retaining most of the original phrasing.
“The Poor Disguise” Although the writer has retained the essential content of the source, he or she has altered the paper's appearance slightly by changing key words and phrases.
“The Labor of Laziness” The writer takes the time to paraphrase most of the paper from other sources and make it all fit together, instead of spending the same effort on original work.
“The Self-Stealer” The writer “borrows” generously from his or her previous work, violating policies concerning the expectation of originality adopted by most academic institutions.
Slide 4-8
Common Forms of Plagiarism
Sources cited (but still plagiarized)
“The Forgotten Footnote” The writer mentions an author's name for a source, but neglects to include specific information on the location of the material referenced. This often masks other forms of plagiarism by obscuring source locations.
“The Misinformer” The writer provides inaccurate information regarding the sources, making it impossible to find them.
“The Too-Perfect Paraphrase” The writer properly cites a source, but neglects to put in quotation marks text that has been copied word-for-word, or close to it. Although attributing the basic ideas to the source, the writer is falsely claiming original presentation and interpretation of the information.
“The Resourceful Citer” The writer properly cites all sources, paraphrasing and using quotations appropriately. The catch? The paper contains almost no original work! It is sometimes difficult to spot this form of plagiarism because it looks like any other well-researched document.
“The Perfect Crime” Well, we all know it doesn't exist. In this case, the writer properly quotes and cites sources in some places, but goes on to paraphrase other arguments from those sources without citation. This way, the writer tries to pass off the paraphrased material as his or her own analysis of the cited material.
.
Slide 4-9
Research ethics
Ethics refers to the moral values or principles that form the basis of a code of conduct and research ethics focus on the way in which research is conducted and how the results or findings are reported
Research must not harm the participants (physical harm, harm to self-development, self-esteem, career or employment prospects) and they must not be encouraged to perform reprehensible acts
What other ethical principles should researchers take in consideration?
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Dealing with practical issues
© Jill Collis and Roger Hussey, 2009
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Research ethics
Participants must be informed of
The purpose of the research
Voluntary participation and the right to withdraw
The right to confidentiality (data) and anonymity (people, firms)
Researchers do not have the right to invade a person’s privacy or to abandon respect for other people’s values
What about deception or representing your research as something other than it is (eg disguised or covert observation)?
Do participants have the right to know what observation techniques are being used?
Do participants have the right to request destruction of recorded data under the Data Protection Act?
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11
Research Types/Research Questions
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1- Exploratory research questions
Exploratory research questions are typically developed when:
a) not much is known about a particular phenomenon;
b) existing research results are unclear or suffer from serious limitations;
c) the topic is highly complex; or
d) there is not enough theory to guide the development of a theoretical framework.
Exploratory research often relies on qualitative approaches to data gathering such as informal discussions (with consumers, employees, managers), interviews, focus groups, and/or case studies. As a rule, exploratory research is flexible in nature.
E.g., Is there a faculty turnover problem in the UAE?
E.g., A manager of a multinational corporation is curious to know if the work ethic values of employees working in its subsidiary in Dubai city are different from those of Americans.
Slide 4-13
2-Descriptive research questions
The objective of a descriptive study is to obtain data that describes the topic of interest.
Descriptive studies are often designed to collect data that describe characteristics of objects (such as persons, organizations, products, or brands), events, or situations. Descriptive research is either quantitative or qualitative in nature.
E.g., What are the characteristics of faculty members who are quitting their jobs in the UAE?
E.g., What are the characteristics of students who cheat in their written exams?
Correlational studies describe relationships between variables. While correlational studies can suggest that there is a relationship between two variables, finding a correlation does not mean that one variable causes a change in another variable.
Slide 4-14
2-Descriptive research questions
Descriptive studies may help the researcher to:
Understand the characteristics of a group in a given situation (for instance the profile of a specific segment in a market).
Think systematically about aspects in a given situation (for instance, describe the factors related to job satisfaction).
Offer ideas for further probing and research.
Help make certain (simple) decisions (such as decisions related to the use of specific communication channels depending on the customer profile, opening hours, cost reductions, staff employment, and the like).
Slide 4-15
3-Causal research questions
Causal studies test whether or not one variable causes another variable to change. In a causal study, the researcher is interested in delineating one or more factors that are causing a problem.
E.g., “What is the effect of a reward system on productivity?”
E.g., “How does perceived value affect consumer purchase intentions?”
The intention of the researcher conducting a causal study is to be able to state that variable X causes variable Y. So, when variable X is removed (e.g., drinking) or altered in some way, problem Y is solved (note that quite often, however, it is not just one variable that causes a problem in organizations).
In order to establish a causal relationship, all four of the following conditions should be met:
The independent and the dependent variable should covary.
The independent variable (the presumed causal factor) should precede the dependent variable.
No other factor should be a possible cause of the change in the dependent variable.
A logical explanation (a theory) is needed and it must explain why the independent variable affects the dependent variable.
Slide 4-16
Theoretical Framework
A theoretical framework represents your beliefs on how certain phenomena (or variables or concepts) are related to each other (a model) and an explanation on why you believe that these variables are associated to each other (a theory).
Identify and label the variables of the study
State the relationships among the variables: formulate hypotheses
Explain how or why you expect these relationships
Slide 5-17
Theory of planned behaviour (Taylor & Todd, 1995)
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Variable
Variable: any concept or construct that varies or changes in value. The attributes of a variable should be mutually exclusive, no respondent should be able to have two attributes simultaneously
Main types of variables:
Dependent variable
Independent variable
Moderating variable
Mediating variable
Slide 5-19
(In)dependent Variables
Dependent variable (DV)
Is of primary interest to the researcher. The goal of the research project is to understand, predict or explain the variability of this variable.
Independent variable (IV)
Influences the DV in either positive or negative way. The variance in the DV is accounted for by the IV.
Slide 5-20
Example of IV and DV
Slide 5-21
Depression
Stress
Moderators
Moderating variable
Moderator is qualitative (e.g., gender, race, class) or quantitative (e.g., level of reward) variable that affects the direction and/or strength of relation between independent and dependent variable.
Example 1
Slide 5-22
Moderator variable Example 2
Hypotheses: 1. the number of driving lessons has a positive effect on the person’s ability to park a car.
2.Women learn to park a car more quickly than men
Number of driving lessons
Ability to park a car
Gender
Mediating variable
Mediating (intervening) variable
surfaces between the time the independent variables start operating to influence the dependent variable and the time their impact is felt on it.
Helps explain why the independent variable affects the dependent variable. Understand the process.
Hypothesis
It is an empirical statement concerned with the relationship among variables. It tests what the researcher expected to find
Good hypothesis:
Must be adequate for its purpose
Must be testable
Must be better than its rivals/alternates
The expected relationships/hypotheses are an integration of:
Exploratory research
Common sense and logical reasoning
Theory
Slide 5-25
1- Null Hypothesis: a statement of no difference/no relationship
There is NO significant difference between work ethic values of American and Asian employees.
There is no relationship between age and job satisfaction.
2- Alternate : a statement of difference/relationship
A - Alternate Non-directional:
There is a significant difference between the work ethic values of American and Asian employees.
There is a relationship between age and job satisfaction.
B- Alternate Directional:- One increases the other increases or decreases - One decreases the other decreases or increases H: Positive study habits are related positively to GPA.
H: Positive study habits are related negatively to cheating.
Types of Hypotheses
Source: Baregheh, A., Hemsworth D., Rowley, J., Davies, D. (2012) The role of organizational characteristics on position and paradigm innovation, The 5th ISPIM Innovation Symposium, Seoul, Korea.
.
0.77
0.78
0.87
0.90
0.88
0.74
0.80
Size
Age
Marketing Innovation
MI2
MI3
MI4
MI5
MI6
MI6
MI1
0.25
-0.16
Hypothesis: There is a negative relationship between age of an organization and marketing innovation.
Example
27
Exercise
1- Identify what variables are reflected in the following framework:
2- Give the hypotheses for the following framework:
Service quality
Customer switching
Switching cost
Slide 5-28
Exercise
1- Identify what variables are reflected in the following framework:
2- Give the hypotheses for the following framework:
Customer satisfaction
Service quality
Customer switching
Slide 5-29
In a group, identify the factors influencing university criteria selection for students, and then try to develop a conceptual model on the basis of your discussions. Develop also 3 hypotheses.
Exercise
30
A researcher develops hypotheses which suggest that consumers like ads better when they (1) are truthful, (2) creative, and (3) present relevant information.
Picture the conceptual model that would show these relationships.
Which variables are the independent and dependent variables?
Develop the hypotheses related to these relationships.
Exercise
31
Conceptual Model
Perceived Intelligence
Physical Attractiveness
Communality of Interests
Likelihood
to Date
Gender
Perceived Fit
+
+
+
+
+
Slide 15-32
