Exam Flashcards
(150 cards)
1
Q
What are the key principles and tools of research ethics?
A
Key principles of research ethics:
1. Justice
2. Beneficence
3. Respect for persons
Key tools of ethical behavior toward research participants:
1. Voluntary participation.
2. (Reasonably) Informed consent
3. Debriefing
2
Q
Characteristics of a good research question:
A
- Is not trivial, does not ask what we already know or what is not significant or does not make a difference.
- Is not rhetorical or based on value judgments.
- Indicates the target population.
- Clearly identifies the hypothesis – variables/ constructs, their proposed relationship, and what we want to know about them.
- Matches the research design.
- Is answerable based on the data we plan to gather.
3
Q
3 key criteria to assess the quality of your research question:
A
Is it relevant?
Is it feasible (įmanoma)?
Is it interesting?
4
Q
What criteria of the quality of your research question means: Is it relevant?
A
Relevant from a managerial perspective, if relates to:
1. a problem that currently exists in their organizational setting;
2. an area that a manager believes needs to be improved in their organization;
3. better knowledge would provide opportunities for business.
Relevant from an academic perspective, if:
1. nothing is known about the topic.
2. a lot is known about the topic, but the knowledge is scattered & not integrated.
3. a lot of research is done on the topic, but the results are contradictory.
4. established relationships do not hold in certain situations.
5
Q
What criteria of the quality of your research question means: Is it feasible?
A
If you can answer the Q within the constraints of your research project:
* Time and money.
* Availability of respondents – especially important to ensure before you start.
* Expertise of researcher.
6
Q
What criteria of the quality of your research question means: Is it interesting?
A
- It takes a lot of time and effort, & you won’t get it done well if it is not interesting to you.
- Symmetry of potential outcomes.
7
Q
Bad RQ examples:
A
- Is impressionism the most stimulating school of art? – Value-judgment.
- How many students dropped out of college in 2021? It– Too factual, not an RQ.
- What affects job satisfaction? Do buyers and sellers want the same things from the product? What incentives promote energy conservation? What do people like? – Too broad.
8
Q
TYPES OF RESEARCH DESIGN (level 1)
A
Exploratory
Conclusive Descriptive
Conclusive Causal
Evaluative
9
Q
TYPES OF RESEARCH DESIGN (Level 2)
A
Descriptive
Cross-sectional
Longitudinal
Experiment
Action research
Case study
10
Q
2 LEVELS OF RESEARCH DESIGN
A
Level 1
Level 2
11
Q
When to use an Exploratory type of research design
A
To gain ideas and directions for further research:
* Problem formulation.
* Establishing priorities for further research.
* Identification of alternative courses of action.
* Defining terms and increasing awareness.
12
Q
When to use the Conclusive Descriptive type of research design?
A
to describe and measure business phenomena to inform further action.
13
Q
When to use the Conclusive Causal type of research design?
A
To determine causality, make “if-then” statements.
Can best be achieved through field/lab experiments and quasi-experiments.
Qualitative causal research focuses on the mechanism connecting the variables.
14
Q
When to use the Evaluative type of research design?
A
(Čia reikia normalesnio paaiškinimo, nes iš šito sunku suprast)
Evaluate whether an intervention produced an intended result.
Modeled after the experiment; best when combines qualitative and quantitative; requires strong operationalization.
Stir’s opposition due to deeply held beliefs and vested interests.
15
Q
Descriptive: Cross-sectional type of research design
A
Data from the same respondents is gathered only once.
Good for representative sampling and avoiding response bias.
16
Q
Longitudinal type of research design
A
A fixed sample from the population is measured repeatedly on the same variables.
Good for detecting change, accuracy, large amount of data collection.
17
Q
An experimental type of research design
A
- The most causal research design.
- The standard against which all other designs are evaluated.
- 4 components of experimental research design
- Change only one thing and measure the difference.
- 2 equivalent groups, 1st – experimental – exposed to the IV, 2nd – control group, not exposed to IV; do a pretest before IV exposure and a posttest after IV exposure to measure changes.
- One of the best previous student research projects – an experiment in flextime.
- You can do a quasi-experiment for your BA thesis.
18
Q
Action research type of research design
A
- You are at the same time a researcher and a participant.
- You are changing the situation by your planned actions, studying the consequences and again changing actions.
19
Q
Case study type of research design
A
- In-depth look at a similar situation in another organization.
- Usually qualitative or mixed methods.
- Theory-based sampling.
20
Q
A quantitative method of RP
A
collecting data with predetermined instruments and analyzing statistically.
Large samples, probability sampling.
21
Q
A qualitative method of RP
A
collecting emergent data and focusing on words and meanings.
* Respondents‘ own words rather than limited survey Q&A options.
* Small-scale, purposive sampling.
* Rich description, from singularities to generalizations.
22
Q
Both quantitative and qualitative methods are
A
based on scientific inquiry
23
Q
Both quantitative and qualitative methods are based on scientific inquiry:
A
*Inference is the goal
*Public procedures
24
Q
What is triangulation?
A
The use of multiple theories, data sources, methods, or investigators within the study of a single phenomenon.
25
What is parsimony?
when conducting a scientific experiment to always choose the most simple explanation
26
GOOD LITERATURE REVIEW
*Has a short introductory roadmap paragraph that summarizes the main trends in the literature in 1-2 sentences.
*Introduces your subject of study.
*Locates and summarizes studies about your topic in a systematic and logical manner.
*Presents all sides of the story in a condensed manner.
*Highlights important variables and main findings across the field.
*Is written in a funnel-type manner and leads you logically to the connection with your empirical research.
*Ends with your hypothesis (or theoretical propositions in qualitative research).
*Is properly referenced.
27
Literature review
28
BAD LITERATURE REVIEW
*Does not have an introduction or conclusion.
*Lists summaries of all studies in a chronological (or even thematical) order with bits and pieces of uncoordinated information, is not streamlined.
*Summarizes one article per paragraph/ subsection.
*Engages in value judgment.
*Does not have subheadings.
*Is not properly referenced.
*Cites sources that are not in the bibliography.
*Does not logically lead to your hypotheses/ theoretical propositions.
29
How can you tell by formatting what type of source you see in the bibliography?
*Scholarly journal article (see ISM requirements p.18):
Westhues, A., Lafrance, J., & Schmidt, G. (2001). A SWOT analysis of social work education in Canada. Social Work Education, 20(1), 35-56. doi:10.1080/02615470020028364
*Abstract (see ISM requirements p.23):
Paterson, P. (2008). How well do young offenders with Asperger Syndrome cope in custody?: Two prison case studies [Abstract]. British Journal of Learning Disabilities, 36(1), 54-58.
*Working paper:
Imberman, S., Kugler, A.D., & Sacerdote, B. (2009). Katrina’s children: evidence on the structure of peer effects from hurricane evacuees (Working Paper No. 15291). Washington, DC: National Bureau of Economic Research. Retrieved from ttp://www.nber.org/papers/w15291
30
What is the proper order of the parts of a research report?
Title page
Academic Summary (in English) (~0.5 pages)
Executive Summary (in the optimal language) (~2-3 pages)
Table of Contents
List of Figures
List of Tables
Introduction (1-2 pages)
Ch.1. Theoretical Framework
1.1. Literature review (~2-4 p.)
1.2. Formulation of hypotheses (~0.5 p.)
Ch.2. Research design
2.1. Empirical research design, methods of data collection, and analysis (~0.5 p.)
2.2. Definition of variables/constructs (~1-3 p.)
2.3. Description of your sampling and your data collection process (~0.5 p.)
Ch.3. Empirical Research
3.1. Presentation of data (descriptive statistics, etc.) (~5 p. of text, plus figures)
3.2. Hypothesis testing (e.g. inferential statistics) & interpretation of data (~1-2 p. of text., plus figures if needed)
3.3. Additional findings (~0.5-1 p.).
3.4. Limitations and recommendations (~1 p.)
Conclusions (1–2 p.)
Bibliography
Appendices (interview/coding schedules, transcripts of interviews, the questionnaire)
31
In what ways is your paper similar to the bachelor‘s thesis of your program and in what ways is it different?
32
What types of hypotheses do you know?
1. Causal
2. Descriptive
3. Null
5. Alternative
6. Non-directional
7. Directional
*Positive
*Negative
33
Example of non/direction hypothesis
Nondirectional – predicts that there is a relationship/ difference, but does not specify whether the direction is positive or negative.
H1: The new product will perform differently in the market than the current product.
Directional – predicts an expected outcome (positive or negative change in DV after a change in IV).
H2: Publicly traded companies will have higher growth rates than privately held firms.
H3: The older the employee, the more loyal s/he is.
H4: The greater the person’s experience, the less job satisfaction s/he will have.
34
Positive Causal Hypotheses (increase in one shit, leads to increase in other shit) :
Increased physical exercise leads to improved cardiovascular health.
Higher education levels result in higher earning potential.
Implementation of renewable energy policies leads to a reduction in carbon emissions.
Regular meditation practice improves mental well-being.
Access to quality early childhood education enhances cognitive development in children.
35
Negative Causal Hypotheses (increase in on e shit, leads to decrease in other shit) :
Excessive consumption of sugary drinks leads to an increased risk of obesity.
Exposure to air pollution contributes to respiratory diseases.
Sleep deprivation negatively impacts cognitive performance.
Lack of social support increases the likelihood of developing depression.
Chronic stress leads to a weakened immune system.
36
What is needed to establish causality?
To determine causality, make “if-then” statements.
37
What types of variables do you know?
Dependent
Independent
Control
Intervening/ mediating
Moderating
38
What is operationalization?
turning abstract concepts into measurable observations
39
What is external validity?
the extent to which you can generalize the findings of a study to other situations, people, settings, and measures.
40
What is internal validity?
the extent to which the observed results represent the truth in the population we are studying and, thus, are not due to methodological errors.
41
What is reliability and what are the ways to test it?
Reliability is an indicator of a measure’s internal consistency. Consistency is the key to understanding reliability. A measure is reliable when different attempts at measuring something converge on
the same result. For example, consider an exam that has three parts: 25 multiple-choice questions,
2 essay questions, and a short case. If a student gets 20 of the 25 (80 percent) multiple-choice questions correct, we would expect she would also score about 80 percent on the essay and case portions of the exam. Further, if a professor’s research tests are reliable, a student should tend toward
consistent scores on all tests. In other words, a student who makes an 80 percent on the first test
should make scores close to 80 percent on all subsequent tests. Another way to look at this is that
the student who makes the best score on one test will exhibit scores close to the best score in the
class on the other tests. If it is difficult to predict what students would make on a test by examining
their previous test scores, the tests probably lack reliability or the students are not preparing the
same each time
42
What are the four levels of measurement? What are the key characteristics and statistical tools applicable to each level?
Nominal, Ordinal, Interval & Ratio
43
What types of scales do you know? Can you explain the difference between rating and ranking scales?
Rating scales
Ranking scales
Nominal rating scales
Dichotomous scale
Category scale
Ordinal rating scales
Semantic differential scale
Numerical scale
Itemized rating scale
Summated rating scale
Likert scale
Stapel scale
Brand Awareness Scale
Verbal Purchase Intent Scale
44
What would be good advice for someone who is trying to construct a scale?
45
Your references should be organized:
Alphabetically by the last name of the author.
46
The abbreviation "et al." is used in in-text citations of...
Three or more authors.
47
Data fusion is
48
Which of these goes first in a reference to a scholarly peer-reviewed journal article?
Volume.
49
Inductive research starts with:
Data.
50
ISM recommends double spacing of your text. TF
False
51
3rd level headings should have a period at the end. TF
False
52
What is operationalization?
The process of specifying how a construct will be measured.
53
54
Which of these scales are rating scales?
55
Which of the following are not measurement levels?
56
A variable that is identified as the middle part of a causal process is called:
a mediating variable.
57
Which of these is a null hypothesis?
There is no relationship between the employees’ stress levels and their job satisfaction.
58
What is the optimal number of scale items/categories in an attitudinal itemized ranking scale?
5
59
Qualitative methods are characterized by large probabilistic samples. TF
False
60
Which of these sampling techniques is the most capable of ensuring a balanced sample of respondents from various sociodemographic groups?
Quota sampling
61
Census means asking at least three-quarters of the population. TF
False
62
Representativeness is determined by the response rate. TF
False
63
Expert sampling is a subtype of purposive/judgmental sampling.
True
64
In a survey on customer satisfaction carried out by a clothing retail chain by interviewing 847 customers leaving the stores during a two-week period, what is the target population?
Customers
65
A sampling frame is a synonym of an element of the sample. TF
False
66
Sending your interview questions via e-mail and getting the respondent's answers back in writing is an example of
asynchronous electronic interviewing.
67
Survey questions in which a respondent is asked to select an answer from a list of options provided by the researcher are called
closed-ended questions.
68
Questions that include multiple parts (usually connected with the word "and"), but allow only one answer, are called
double-barreled questions.
69
What do we call the desire for communication and approval when the survey/interview is administered personally?
Interviewer bias.
70
What is the optimal focus group size?
8-12 people.
71
The researcher who leads the focus group discussion is called a
moderator/facilitator.
72
When is interviewing the most suitable data collection method?
When you want to research sensitive topics or get below the surface.
73
Which data collection method is based on a standardized questionnaire?
Survey.
74
The same figures will be used in your paper and in your presentation slides. TF
True
75
If a respondent was not supposed to answer a question (if the question was meant only for certain types of respondents), the blank answer cell should be filled in with e.g. "99" as a code for missing data. TF
False
76
Your sample consists of 26% first-year students, 29% second-year students, 21% third-year students and 24% fourth-year students. The 29% group of second-year students is the:
plurality
77
When using a bar chart to represent nominal data, what is the recommended way to order the categories?
In ascending or descending order based on the percentage distribution of answers.
78
A survey sample size includes those respondents who answered just the first few questions and then left the survey. TF
False
79
If you have ordinal data, you should rearrange the answer options from the most frequent answer (the mode) in descending order in your visual aids. TF
False
80
You should avoid using scientific terminology (like variables, hypotheses, sampling frame, names of statistical tests, p-values, etc.) in the Executive Summary. TF
True
81
The enumeration of your variable operationalization subheadings must match the enumeration of your questions in the interview guide. TF
False
82
Please organize the parts of the research report in the correct order:
83
The title of your paper should be formulated as a question. TF
False
84
What does "top and tail" refer to?
At the beginning and at the end of each sub/section, you identify what its place is in the bigger picture of your research project.
85
Academic Summary is most similar to a shorter version of:
Conclusions.
86
Summary is included in the Table of Contents of your paper. TF
False
87
An academic research report is usually longer than a managerial/consultancy report. TF
True
88
What is the optimal focus group size?
8-12 people.
89
Which data collection method is based on a standardized questionnaire?
Survey.
90
Questions that include multiple parts (usually connected with the word "and"), but allow only one answer, are called
double-barreled questions
91
Questions that encourage the respondent to reply in a certain way due to the way they are formulated are called
leading questions
92
What do we call the desire for communication and approval when the survey/interview is administered personally?
Interviewer bias.
93
When is interviewing the most suitable data collection method?
When you want to research sensitive topics or get below the surface.
94
Sending your interview questions via e-mail and getting the respondent's answers back in writing is an example of
asynchronous electronic interviewing.
95
Asking your questions and getting the respondent's answers via chat, like
Messenger, is an example of
synchronous electronic interviewing.
96
The researcher who leads the focus group discussion is called a
moderator/facilitator.
97
If you have ordinal data, you should rearrange the answer options from the most frequent answer (the mode) in a descending order in your visual aids.
False
98
A survey sample size includes those respondents who answered just the first few questions and then left the survey.
false
99
The same figures will be used in your paper and in your presentation slides.
true
100
Which of these types of figures are only available for scale (interval or ratio) data?
histogram>>>>>>>
101
Your sample consists of 26% first-year students, 29% second-year students, 21% third-year students and 24% fourth-year students. The 29% group of second-year students is the:
plurality
102
If you have a descriptive hypothesis, you need to put the same information in sections 3.1 and 3.2.
false
103
If a respondent was not supposed to answer a question (if the question was meant only for certain types of respondents), the blank answer cell should be filled in with e.g. "99" as a code for missing data.
false
104
Ice cream sales cause shark attacks.
false
105
Dependent (paired) sample tests are used to compare the same group measured twice.
true
106
If you have a descriptive hypothesis, you need to put the same information in sections 3.1 and 3.2.
false
107
"H1 failed to reject" is correctly expressed.
false
108
What is the typical threshold for a p-value to indicate statistically significant differences between groups?
0.05
109
You should avoid using scientific terminology (like variables, hypotheses, sampling frame, names of statistical tests, p-values, etc.) in the Executive Summary.
true
110
Academic Summary is most similar to a shorter version of:
conclusions
111
correct order of the research report
A title page
An abstract/ synopsis/ summary
Table of contents
Introduction
Literature review
Methodology
Data
Discussion of findings
Conclusions
References
Appendices
112
An academic research report is usually longer than a managerial/consultancy report.
true
113
The enumeration of your variable operationalization subheadings must match the enumeration of your questions in the interview guide.
false
114
Summary is included in the Table of Contents of your paper.
false
115
The title of your paper should be formulated as a question.
false
116
Where should the keywords of your paper be placed?
after the academic Summary.
117
What are the ways of categorizing the types of observation?
* Types of observation
* Non/participant
* Visible/overt vs. hidden/covert
* Un/structured
* Personal vs. mechanical
* Natural vs. contrived
* People vs. objects vs. messages
* Strengths and weaknesses
118
What are the ways of categorizing the types of observation?
* Types of observation
* Non/participant
* Visible/overt vs. hidden/covert
* Un/structured
* Personal vs. mechanical
* Natural vs. contrived
* People vs. objects vs. messages
* Strengths and weaknesses
119
31. What are the good and the bad kinds of questions you could give your respondents?
Key – to reduce scope for bias and increase reliability.
Phrase questions clearly so they are understandable to the respondent (avoid jargon and special terminology) and say them in a neutral tone.
Do not put two separate questions into one if you want an answer to each of them (no double-barreled Qs).
Do not make abrupt transitions, be smooth: do not stop their line of conversation – it shows disinterest; asking to elaborate shows interest.
Leave more sensitive questions closer to the end (~3/4) of the interview to allow for more time to build trust and confidence and explore them to increase reliability, but not at the very end – allow for decompression.
Pay particular attention to the wording of the sensitive questions, avoid negative references, such as implying responsibility for failure or error.
120
23. What are the types of probability and nonprobability sampling? Which of them are applicable in what situations? What are their strengths and weaknesses?
* Systematic sampling: select each 23rd paragraph of the book.
* Select a random sample of ads by two different companies that you want to compare.
* Select a stratified sample of newspaper articles grouped chronologically.
Select politicians where each of them is a cluster of political speeches
121
24. What are the ways of categorizing the types of observation?
* Types of observation
* Non/participant
* Visible/overt vs. hidden/covert
* Un/structured
* Personal vs. mechanical
* Natural vs. contrived
* People vs. objects vs. messages
Strengths and weaknesses
122
Data you can gather in observational research:
* Primary observations – recording what is happening or said at the time.
* Secondary observations – recording after the fact, involves observer’s interpretations.
* Experiential observations – self-reflection on the observer’s values and feelings.
123
Advantages of observation
* Easier to note effects of environmental influences on outcomes.
* E.g. the impact of weather or day of the week on sales of a product, traffic pattern, absenteeism.
* Enables to observe certain groups or phenomena from whom it may be otherwise difficult to obtain information.
* Children.
* Busy executives.
* Lesser respondent bias – more reliable data:
* Recording things as they happen – does not rely on recall or awareness of mundane.
* Even if subjects are aware of being observed, over time the effect on behavioural changes lessens.
* Discount the data from the beginning days
124
disadvantages of observation
* Time consuming, tedious, expensive.
* Cannot capture cognitive phenomena, only surface indicators (e.g. response latency as an indicator of uncertainty).
* Observers need to be trained.
* Possibility of bias due to subject error and time error:
* Must choose subjects who are as “normal”/”average” as possible.
* Must choose times that are as typical as possible or conduct observations at different times of day/week to sample the whole possible range and produce a valid picture.
* Possibility of the observer (Hawthorne) effect:
* People change their behaviour due to awareness of being observed.
* Strategies for overcoming observer effect:
○ Minimal interaction (meld into the background, avoid eye contact).
Habituation (subjects get used to observation).
* Greater threat of observer bias:
* Subjective perceptions, feelings, values à potential errors in:
○ Planning.
○ Data collection.
○ Interpretation of findings.
* Physical limitations:
○ Observers need to be physically present or employ mechanical devices, often for prolonged periods of time.
○ Observer fatigue, ennui, recording errors or omissions, memory lapses.
○ Note taking vs. looking.
125
What are the characteristics of a proper focus group?
The discussions are repeated with several similar groups in order to identify patterns and trends in the data that is collected, but cannot be generalized to the population unless it is very narrowly defined.
When you stop getting new insights (reach data saturation), you have a sufficient number of focus group interviews (min >3-4, better ~6-15).
Size of group depends on type of issue to be explored:
1. Bigger groups for obtaining reactions to a product.
2. Smaller groups to explore topics related to more emotional constructs.
3. 4-8-12 participants.
4. The more complex the subject, the fewer interviewees.
* Best if 1 FG per day.
* Length of a proper focus group – ~1-2,5 hours.
* Take care of neutrality and comfortableness of the setting (sofas, snacks).
* Record the interaction on video, or at least on audio (beware of crunching sounds).
126
What are the problems that might arise in the course of an interview and how should you address them?
* Interviewer’s behaviour during the interview.
* Demonstration of attentive listening skills.
* Scoping to test understanding.
* Having an interview guide/ schedule.
* Approach to questioning.
* Recognizing and dealing with difficult participants.
* Approach to recording data.
Managing the issues of logistics and resources.
127
35. What are the factors influencing the success of an interview and how should you maximize their quality while preparing?
* Key to success – preparation (previous planning prevents poor performance).
* Key is to establish your credibility, obtain the trust of interviewees, and maximize the quality:
○ Do your homework.
○ Select an appropriate time and place, manage logistics and resources.
○ Make a good first impression.
○ Set the right tone with the opening comments.
○ Carefully formulate your questions.
○ Be aware of your behaviour during the interview.
○ Demonstrate attentive listening skills.
○ Scope to test understanding.
○ Record and take notes.
* Your level of knowledge about the topic.
* Level of information supplied to the interviewee.
* Do not give away too much.
* Provide the list of main questions in advance.
○ Gives them a chance to gather documents for triangulation.
* Appropriateness of location.
* Convenient and comfortable for the respondents.
* No disturbances.
* Researcher’s appearance during the interview.
* Try to match the dress code of the participants.
* Nature of opening comments.
* It is your responsibility to make a professional first impression & shape the start of the interview.
* Help the respondent relax, establish trust, but avoid distraction.
* Explain the goals of your research without biasing the respondent.
* Remind of the list of topics & the intended duration.
* Establish participant’s rights.
* Request permission to record.
128
34. What are the ways of administering interviews and what are the advantages and disadvantages of each of these ways?
Individual
group conversations.
structured.
Unstructured
semi-structured
Standardised
nonstandardised.
Face-to-face
telephone
online.
Respondent vs. informant.
129
31. What are the good and the bad kinds of questions you could give your respondents?
Do not put two separate questions into one if you want an answer to each of them (no double-barreled Qs).
Do not make abrupt transitions, be smooth: do not stop their line of conversation – it shows disinterest; asking to elaborate shows interest.
Leave more sensitive questions closer to the end (~3/4) of the interview to allow for more time to build trust and confidence and explore them to increase reliability, but not at the very end – allow for decompression.
Pay particular attention to the wording of the sensitive questions, avoid negative references, such as implying responsibility for failure or error.
130
Justice meaning
treat equals equally; beware of exploitation of vulnerable populations; balance costs & benefits among stakeholders
131
Beneficence meaning
minimize social/psychological/legal hurt and discomfort to participants & maximize benefits
132
Respect of person meaning
fundamental value of freedom/ autonomy/ free will, privacy, dignity
133
(Reasonably) Informed consent:
*Competence (an assumption that a reasonable individual will make a correct decision if given relevant information).
*Voluntarism (consent given freely, participation by choice, not because of social position).
*Full information (answering any inquiries; explanation of procedures and their purpose, of expected benefits and risks, of possibility to withdraw consent).
*Comprehension (ensure understanding of risks and procedures).
134
Debriefing meaning
to counteract deception issues necessitated by the problem of self-awareness
135
Descriptive research
Aims to accurately and systematically describe a population, situation or phenomenon. It can answer what, where, when, and how questions, but not why questions. A descriptive research design can use a wide variety of research methods to investigate one or more variables.
136
What is cross-sectional research design with examples?
A country's survey of the income and employment status of its citizens is an example of a cross-sectional study. A cross-sectional study takes place at a single moment in time, doesn't influence study variables, can collect data on one or many characteristics, and can suggest correlational relationships.
137
What is longitudinal design research design?
A longitudinal design is one that measures the characteristics of the same individuals on at least two, but ideally more, occasions over time. Its purpose is to address directly the study of individual change and variation.
138
Level 1 of research design
framework, logic, the structure of research – what kind of evidence do you need to answer the research question; are you looking for a causal answer or a correlational answer?
139
Level 2 of research design
methodology
140
Exploratory research design is
conducted for a research problem when the researcher has no past data or only a few studies for reference.
141
26. What are the types of experiments and their strengths and weaknesses?
Laboratory experiment.
Field experiment.
Natural experiment.
Quasi experiment.
142
27. How could your team‘s research question be answered using observational methods?
143
28. In what situations is a quantitative survey more appropriate, and in what situations is qualitative interviewing more appropriate?
144
29. What are the ways of administering surveys and what are the advantages and disadvantages of each of these ways?
145
33. What are the characteristics of structured, semi-structured and unstructured interviews? In what situations is each of these types the most appropriate?
146
37. How should the technological and logistical aspects of interviewing be managed?
147
What are the main methodological issues in your research project?
148
4 components of experimental research design:
comparison, manipulation, control, and generalization
149
Inference is the goal:
-Something broader beyond the particular observations collected.
-Both descriptive and explanatory inference.
150
Public procedures
-Explicit.
-Codified.
-Replicable.
