Business Research Methodologies
ws20180928
Types_of_Research.pptAnalytical or explanatory research.
This is a continuation of descriptive research.
In Analytical Research, the researcher has to use facts or information already available, and analyze them to make a critical evaluation of the material. It involves the in depth study and evaluation of available information in an attempt to explain complex phenomenon.
The researcher goes beyond merely describing the characteristics, to analyze and explain why or how something is happening.
Thus, analytical research aims to understand phenomena by discovering and measuring casual relations among them.
It may answer questions such as:
How can the number of complaints made by customers be reduced?
How can the absentee rate among employees be reduced?
Why is the introduction of empowerment seen as a threat by departmental managers?
Predictive research.
Predictive research goes further by forecasting the likelihood of a
similar situation occurring elsewhere.
It aims to generalize from the analysis by predicting certain phenomena on the basis of hypothesized, general relationships.
It may attempt to answer questions such as:
Will the introduction of an employee bonus scheme lead to higher levels of productivity?
What type of packaging will improve our products?
Predictive research provides ‘how’, ‘why’, and ‘where’ answers to current events as well as to similar events in the future. It is also helpful in situations where ‘what if?’ questions are being asked.
Quantitative research
The quantitative approach usually starts with a theory of a general statement proposing a general relationship between variables.
With this approach it is likely that the researchers will take an objective position and their approach will be to treat phenomena as hard and real.
They will favor methods such as surveys and experiments, and will attempt to test hypotheses or statements with a view to generalizing from the particular.
This approach typically concentrates on measuring or counting and involves collection and analyzing numerical data and applying statistical tests.
Qualitative research
The alternative tradition is the qualitative approach.
Here the investigator views the phenomena to be investigated as more personal and softer.
He or she will use methods such as personal accounts, unstructured interviews and participant observation to gain an understanding of the underlying reasons and motivations for peoples’ attitudes, preferences or behaviors.
With this approach, the emphasis is more on generating hypotheses from the data collection rather than testing a hypothesis.
In reading around the subject you will find many alternative names for qualitative and quantitative research. It is good to have an understanding of these and to recognize them when you see them in research methods textbooks.
Applied research.
Applied research is problem-oriented as the research is carried out to solve a specific problem that requires a decision, for example, the improvement of safety in the work place, or market research.
For your school dissertations it is not usually acceptable to carry out applied research as it is very much limited to one establishment or company and you are required to look at issues of wider significance, perhaps to your industry as a whole or to a sector of it.
You may have already carried out a problem-based piece of research related to your placement.
It is important to understand that the school dissertation requires you to carry out some form of basic research-see below.
Basic research
Basic research is also called fundamental or pure research, and is conducted primarily to improve our understanding of general issues, without any emphasis on its immediate application.
It is regarded as the most academic form of research since the principal aim is to make a contribution to knowledge, usually for the general good, rather than to solve a specific problem for one organization.
This may take the form of the following:
a. Discovery Where a totally new idea or explanation emerges from empirical research, which may revolutionize thinking on that particular topic . An example of this would be the Hawthorne experiments. (Gillespie, 1991) .
b. Invention- Where a new technique or method is created . An example of this would be the invention of TQM (total quality management).
c. Reflection- Where an existing theory, technique or group of ideas is re-examined possibly in a different organizational or social context . For example, to what extent can Herzberg’s theory of motivation be applied to front-line workers in the contract-catering sector? (Torrington & Hall, 1995)
For an undergraduate dissertation it is most likely that you will be concentrating on reflection, as the scope of the project is unlikely to be large enough to consider discovery or invention.
Action research
This is a form of research where action is both on outcome and a part of the
research.
The researcher ‘interferes’ with or changes-deliberately-what is being researched.
The critics of action research argue that since the researcher is changing what is being researched during the process of research, the work cannot be replicated. If it cannot be replicated its findings cannot be tested in other situations.
This prevents general knowledge being developed and thus it cannot contribute to theory.
Also, as the researcher is involved in the change process there is a loss of critical, detached objectivity.
There are two approaches to action research:
Classical Action Research
New Paradigm Research
Classical action research
Begins with the idea that if you want to understand something you should try changing it .
New paradigm research
This is based on a new model or framework for research.
It claims that research can never be neutral and even the most static and conventional research exposes the need for change in what is being researched.
It involves inquiry into persons and relations between persons, and is based on a close relationship between researcher and those being researched.
The research is a mutual activity of a ‘co-ownership’ involving shared power with respect to the process and the outcomes of the research.
Those being researched can, for example, decide how the research will be undertaken, in what form and with what questions being asked.
The researcher is a member of a ‘community ‘ and brings to it special skills and expertise. The researcher does not dictate what will happen.
This type of research is most easily carried out when working with individuals or small groups.
It means that the researcher must be highly skilled not only in research methods but also in the interpersonal skills of facilitating others.
It is not, therefore, usually appropriate for an undergraduate student who is carrying out a major piece of research for the first time.
Action research is often used by educationalists who are trying to improve their own practice by making changes to the delivery of actions work best.
