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1.

Reference

Barnham, C. (2015). Quantitative and qualitative research. International Journal of Market Research, 57(6), 837–854.

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https://doi-org.lopes.idm.oclc.org/10.2501/IJMR-2015-070

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This study aims to uncover the assumptions that the way in which quantitative research and qualitative research are conventionally contrasted with each other runs along familiar lines and to identify how they are rooted in our underlying preconceptions about the perceptual process itself. It outlines a new platform upon which the distinction between quantitative and qualitative research can be established and which links the latter with semiotics. The way of distinguishing the two methodologies is rotted in quantitatively determined beliefs about human experience.

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Collins, J. D., & Rosch, D. M. (2018). Longitudinal Leadership Capacity Growth among Participants of a Leadership Immersion Program: How Much Does Structural Diversity Matter? Journal of Leadership Education, 17(3), 175–194. Retrieved from https://search-ebscohost-com.lopes.idm.oclc.org/login.aspx?direct=true&db=eric&AN=EJ1186931&site=eds-live&scope=site

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https://search-ebscohost-com.lopes.idm.oclc.org/login.aspx?direct=true&db=eric&AN=EJ1186931&site=eds-live&scope=site

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Numerous studies have provided evidence that interracial interaction can contribute to the development of leadership skills and behaviors for university students. Yet, little empirical research has been dedicated to understanding the effects of structural (compositional) racial diversity within leadership programs on program participant outcomes. This study examined the impact of the structural racial diversity of 50 leadership program sessions on student leadership capacity gains over time. A total of 667 participants in sessions coded as either "High," "Moderate," or "Low" with regard to racial diversity within the session served as the sample. Results from data collected immediately prior to, directly after, and 3-4 months after program participation suggest the training effects of a leadership initiative may be augmented by the recruitment of racially diverse participants.

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Munir, F. & Aboidullah, M. (2018). Gender Differences in Transformational Leadership Behaviors of School Principals and Teachers’ Academic Effectiveness. Bulletin of Education & Research, 40(1), 99–113.

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https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=ofs&AN=130447337&site=eds-live&scope=site

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The aim of this study was to empirically investigate the gender differences in the transformational leadership behaviors of school principals and its impact on teachers’ academic effectiveness. On the basis of literature four transformational leadership behaviors (idealized influence, intellectual stimulation, individualized considerations & inspirational motivation) proposed by Bass in 1985 were selected to assess the gender differences in principals’ transformational leadership behaviors. Multifactor Leadership Questionnaire (MLQ-5x-short form leaders & rater forms) was administered over 250 school principals and 2300 teachers from private and public secondary schools. The study reported no significant gender difference in practicing transformational leadership behaviors and found significant negative relationship between transformational leadership behaviors and teachers’ academic effectiveness.

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Marsh, H. W. (2016). Cross-cultural generalizability of year in school effects: Negative effects of acceleration and positive effects of retention on academic self-concept. Journal of Educational Psychology, 108(2), 256–273. https://doi-org.lopes.idm.oclc.org/10.1037/edu0000059.supp (Supplemental)

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 https://doi-org.lopes.idm.oclc.org/10.1037/edu0000059.supp (Supplemental)

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Given that the Big-Fish-Little-Pond-Effect, the negative effect of school-average achievement on academic self-concept, is one of the most robust findings in educational psychology (Marsh, Seaton et al., 2007), this research extends the theoretical model, based on social comparison theory, to study relative year in school effects (e.g., being 1 school year ahead or behind same-age students) for math constructs in PISA2003 (276,165 15-year-old students from 10,274 schools across 41 countries). The effects on academic self-concept were negative for de facto acceleration (e.g., starting early or skipping grades) and positive for de facto retention (e.g., starting late or repeating grades). These negative effects of relative year in school were: (a) cross-culturally robust across all 41 PISA2003 countries (significantly negative in most, not significantly positive in any); (b) neither substantially explained nor moderated by a diverse range of control variables (e.g., gender, school starting age, repeating grades, home language, immigrant status, SES, achievement); (c) independent of the Big-Fish-Little-Pond-Effect. The negative effects of acceleration and the positive effects of retention are consistent with a priori predictions based on frame-of-reference research, one area of social comparison research, but apparently inconsistent with some popular beliefs in relation to policy/practice based on these variables.

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Reference

Crose, B. (2011). Internationalization of the Higher Education Classroom: Strategies to Facilitate Intercultural Learning and Academic Success. International Journal of Teaching and Learning in Higher Education, 23(3), 388–395.

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Retrieved from https://search-ebscohost-com.lopes.idm.oclc.org/login.aspx?direct=true&db=eric&AN=EJ946165&site=eds-live&scope=site

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The number of students studying abroad is continuing to grow, which allows for intercultural learning to take place while forming cross-cultural relationships. This intercultural understanding plays a vital role as businesses begin operating in the global marketplace where cross-cultural relationships and understanding are needed. International students bring differing cultural experiences, expectations, and learning styles to the higher education classroom that allow for new perspectives to be introduced. How can faculty effectively leverage this cultural diversity in the classroom while addressing the academic needs of both the host and international students? Through effective teaching practices in a globalized classroom and an awareness of the cultural diversity present in the classroom, faculty members can provide learning opportunities, both academic and socially, that meets the needs of host and international students while preparing them for effective interactions in a globalized society.

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https://doi-org.lopes.idm.oclc.org/10.1080/08975930.2014.881275

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Understanding how businesses function in relation to cultural and societal influences is critical for today’s business leader who wants to interact competently across borders. However, developing and evaluating such competence is a challenge. One concept that provides a holistic conceptualization of intercultural competence is the notion of “mindfulness” or the ability to use reflection as a connection between knowledge and action. To facilitate the intercultural learning of a group of MBA students studying global leadership during a cross-cultural immersion experience in China, a model of cultural competence was introduced during their pre-departure sessions. In order to demonstrate their understanding of intercultural competence, student papers were analyzed using a coding scheme for reflection. Data show that, overall, students increased their level of “mindfulness” and became more reflective, and in our hopes, more culturally sensitive as a result of this cross-cultural immersion program. Implications of this study can be used for teaching international business and improving study abroad assignments through reflection.

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Mackenzie, N., & Knipe, S. (2006). Research dilemmas: Paradigms, methods and methodology. Issues in educational research, 16(2), 193-205.

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http://msessd.ioe.edu.np/wp-content/uploads/2017/04/Handout4L4pages11-Research-Dilemmas-etc.pdf

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The authors discuss issues faced by early career researchers, including the

dichotomy, which many research textbooks and journal articles create and perpetuate between qualitative and quantitative research methodology despite considerable literature to support the use of mixed methods. The authors review current research literature and discuss some of the language, which can prove confusing to the early career researcher and problematic for postgraduate supervisors and teachers of research. The authors argue that discussions of research methods in research texts and university courses should include mixed methods and should address the perceived dichotomy between qualitative and quantitative research methodology.

8.

Reference

Mathur, S. R., Kavale, K. A., Quinn, M. M., Forness, S. R., & Rutherford, R. B. (1998). Social Skills Interventions with Students with Emotional and Behavioral Problems: A Quantitative Synthesis of Single-Subject Research. Behavioral Disorders, 23(3), 193–201. 

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https://doi.org/10.1177/019874299802300306

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Sixty-four single-subject studies examining the effectiveness of social skills interventions with students with emotional or behavioral problems were included in this synthesis. The results of quantitative synthesis procedures using percentage of non-overlapping data suggest that social skills interventions have limited empirical support for their overall effectiveness. Implications for future social skills research and quantitative analysis methodology are discussed.

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Akhtar, R., Humphreys, C., & Furnham, A. (2015). Exploring the relationships among personality, values, and business intelligence. Consulting Psychology Journal: Practice And Research, 67(3), 258-276. doi:10.1037/cpb0000040

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https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=pdh&AN=2015-38985-005&site=eds-live&scope=site

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The article explored the relationships among measures of 'bright side' and 'dark side' personality traits, personal values, and business intelligence.

This paper first outlines socioanalytic theory and then discusses how both bright- and dark-side personality traits and personal values are likely to be related to a leader’s business intelligence. The article then sought to investigate the relationships among personality, values, and business intelligence within a socioanalytic framework using contextualized measures of individual differences.

By using the study of 194 senior managers from a global technology company, the research suggested that leaders who have high levels of Openness to Experience, value cognitive stimulation, and engage in intellectual activities are likely to be intellectually curious, seek to solve problems in novel ways, and be always willing to learn more. It is therefore no surprise that developing such a workforce is likely to contribute toward organizational growth and value creation.

While identifying and developing such talent may bring competitive advantages, Akhtar, Humphreys and Furnham, (2015) also suggested that it should be known that such a talent management strategy may create management difficulties, given that such behavioral tendencies were positively correlated with dark-side tendencies. To promote rational and responsible decision-making, practitioners should minimize a leader’s “excitability.” By developing a leader’s emotional stability, impulsive and risk taking tendencies are likely to be diminished. In addition, the environments should be free of any barriers that may promote an individual’s “fear of failure” in order to promote confidence and allow for organizational learning.

10.

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Clough, P. (2000). Plagiarism in natural and programming languages: an overview of current tools and technologies

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http://citeseerx.ist.psu.edu/viewdoc/summary?doi=10.1.1.65.774

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This report discusses in detail methods of plagiarism and its detection in both natural and programming languages. The increase of material now available in electronic form and improved access to this via the Internet is allowing, with greater ease than ever before, plagiarism that is either intentional or unintentional. Due to increased availability of On-line material, people checking for plagiarism are finding the task increasingly harder. Techniques for detecting both plagiarism in natural and programming languages are discussed in this report to provide the reader with a comprehensive introduction to this area. Also provided are examples of common techniques used in natural language plagiarism.