Unit I Topic Selection

BUS 8304, The Doctoral Research Study Journey 1

Course Learning Outcomes for Unit I Upon completion of this unit, students should be able to:

1. Examine the components required to write a doctoral research study/dissertation. 1.1 Identify a research method and design that is appropriate to use in solving business problems.

5. Explain the role of the concept paper and proposal.

5.1 Examine the components of a concept paper/prospectus. 5.2 Categorize the components of a concept paper/prospectus using a business problem and

potential research methodology.

7. Explain how research results can influence business decisions. 7.1 Demonstrate how research results impact business decisions.

Course/Unit Learning Outcomes

Learning Activity

1.1, 5.1, 5.2, 7.1

Unit Lesson Chapter 2 Chapter 10 Unit I Topic Selection

Required Unit Resources Chapter 2: What Exactly Is a Dissertation? Chapter 10: Selecting and Describing the Methodology

Unit Lesson Note: Please be aware that there will be an all-day instructional event held on the first Saturday of the course. Attendance is crucial to build a foundation for successful completion of your doctoral study/dissertation. Also, note that you will receive your chair assignment after successful completion of this course. This chair assignment will allow time for early communication in order to build a successful mentor/mentee relationship.

Research Terminology Research terminology can be confusing. Many students have been confused by the terminology and concepts associated with research. Terms like method, methodology, and paradigm may be used to describe similar concepts. Also, the components or elements of research can be confusing. There are several terms that are commonly used in the research world, and it is essential that you can recognize and speak in research terms. Also, note that most researchers or theorists will describe the theoretical underpinnings of research in similar ways, even if the terminology is not exactly the same.

UNIT I STUDY GUIDE

Research Methods and Paradigms

BUS 8304, The Doctoral Research Study Journey 2

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(Fantasista, n.d.) For example, some researchers say that the four elements of any research process are epistemology, theoretical perspective, methodology, and methods. Some may describe a hierarchy of research that includes the research paradigm, methodology, method, technique, and instrument. Regardless of the exact terminology, each of these elements connects with the next, and the concepts help build a framework for an effective research project. To plan and execute an effective, rigorous research project, the researcher should evaluate the theoretical foundation, purpose and procedures, validity issues, and strengths and weaknesses of each methodology to determine how each of these concepts factor into the selection of an appropriate methodology based on the research questions and goals. Hint: It is also important to note that the confusing nature of research terminology is exactly why researchers must use precise language so as not to be confusing. Research Paradigm A paradigm can be described as a model, example, or pattern for something. It can also be described as a set of ideas for something. It is essential to understand the connection between the philosophical paradigms and practical research concepts. Some theorists will say that the three major research paradigm associations are interpretivist thinking with qualitative research, positivist thinking with quantitative research, and postpositivist thinking with mixed methods research. Other theorists claim that positivism and postpositivism are associated with quantitative research, constructivism with qualitative research, and pragmatism with mixed methods research. The listed paradigms are generally, though not absolutely, associated with specific research approaches. Also, consider that we all have our own worldview. A worldview can be described as your own philosophy of life. You might also think of it as "a collection of attitudes, values, stories, and expectations about the world around us, which inform our every thought and action" (Gray, 2011, para. 5). Regardless, the research paradigms are worthy of closer examination, as are the elements of theoretical stances that inform the research paradigms. Please review the table below to better understand the common research assumptions associated with the research paradigms.

BUS 8304, The Doctoral Research Study Journey 3

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Paradigm Methodology Designs Methods Meaning

Positivism Quantitative Experiment Observation, comparison

Scientific, hard sciences

Postpositivism Quantitative Correlational, causal-comparative

Survey instrument Causal relationship, soft sciences

Constructivism/ Interpretivism

Qualitative Phenomenology, Ethnography, case study

Interviews, focus groups, document review, observation

Meaning is constructed

Pragmatism Mixed methods Mix, action research Mix Focus on the outcomes

In Chapter 10 of the eTextbook, there is a great summary of the differences between the qualitative and quantitative methodologies.

Possible Research Designs There are many, many types of research designs, but only a few are used at Columbia Southern University (CSU). The eTextbook mentions a few of them based on the methodology used. Quantitative designs might include correlation, causal-comparative, and experimental designs. Which paradigm is commonly associated with these designs? The positivist belief lends itself to those laws that can be established scientifically, such as observation, experimentation, and comparison. In more current and practical terms, positivism is closely linked with empirical research and is conducive to a unity of science. Similarly, postpositivism developed from positivism and is still a logical scientific approach to research with a cause-and-effect orientation and an emphasis on empirical data collection. Consider a qualitative design, such as a case study or phenomenology. Intuitively, we might say that qualitative designs are the opposite of quantitative designs. Many researchers use the terms interpretivism and constructionism interchangeably when discussing qualitative research. Interpretivism involves interpreting meaning from a phenomenon. In constructivism, meaning is constructed as the researcher engages with the world. Researchers tend to associate an interpretivist paradigm for a phenomenological study and a constructionist paradigm for a case study. Very few doctoral student researchers use a mixed methods design for their research study. At CSU, we try to steer students away from mixed methods research because they can take double the time to complete. Still, it is helpful to note that pragmatism is generally, but not always, associated with mixed methods research. The focus of pragmatism is on the problem or on the best way to answer research questions. In other words, the focus of pragmatist researchers is on the outcome of the research. Mixed methods designs are commonly used to create an outcome: for example, an implementation plan.

Strategy of Inquiry for Each Paradigm A strategy of inquiry can be described as a specific direction for procedures in a research design. It can also be simply described as your research strategy. In many cases, the strategy of inquiry would include the paradigm or worldview, the methodology, the research design, and methods. For example, a typical scenario that would illustrate a research strategy of inquiry as it contributes to a quantitative methodology might include a postpositivist worldview, a correlational design, and a survey instrument with closed-ended questions. A typical scenario that would illustrate a research strategy of inquiry as it contributes to a qualitative methodology might be a constructionist worldview, a multiple case study design, and data collection techniques (e.g., interviews, document review). A typical scenario that would illustrate a research strategy of inquiry as it contributes to a mixed methods methodology might include a pragmatic worldview, a sequential design, and mixed methods data collection methods of interviews and a survey instrument.

BUS 8304, The Doctoral Research Study Journey 4

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Beyond the philosophical, there are other differences between qualitative and quantitative methodologies. For example, qualitative research is considered to be subjective, while quantitative research is considered to be objective. Qualitative research can be reasonably flexible, but quantitative research is rigid and controlled. Please review the table below for a summary of differences between qualitative and quantitative methodologies.

Type of Knowledge Qualitative Research Subjective

Quantitative Research Objective

Aim • Exploratory, Observational • Generalizable, Testing

Characteristics

• Flexible

• Contextual

• Dynamic, Continuous View of Change

• Fixed, Controlled

• Independent and Dependent Variables

• Pre-/Post-Measurement of Change

Sampling • Purposeful • Random

Data Collection • Semi-Structured or Unstructured • Structured

Nature of Data • Narratives, Quotations,

Descriptions

• Values Uniqueness, Particularity

• Numbers, Statistics

• Replication

Analysis • Thematic • Statistical

As you can see, developing a strategy of inquiry for a research study is not a simple task. Careful consideration must be given to the methodology, design, and methods you will use to answer your research question(s). Soon, you will be an expert in these concepts!

References Gray, A. J. (2011, August). Worldviews. International Psychiatry, 8(3), 58–60. https://www-ncbi-nlm-nih-

gov.libraryresources.columbiasouthern.edu/pmc/articles/PMC6735033/ Fantasista. (n.d.). ID 23899445 [Graphic]. Dreamstime. https://www.dreamstime.com/royalty-free-stock-photo-

concept-scientific-research-image23899445

Suggested Unit Resources Chapter 1 in your eTextbook offers insight into what you can expect during your dissertation journey. Chapter 1: Do You Have What It Takes?

Learning Activities (Nongraded) Nongraded Learning Activities are provided to aid students in their course of study. You do not have to submit them. If you have questions, contact your instructor for further guidance and information. Find two peer-reviewed journal articles in the CSU Online Library that are similar to a topic in which you are interested. You can choose either a qualitative or quantitative article. Create a table in Microsoft Word that compares the two articles. Comparison criteria might be the title, methodology, design, theoretical/conceptual framework, data collection methods, data analysis methods, findings, and limitations.