Task Brief Research Methods

Task Brief    Research Methods Instructions to Students The assignment is a 2,500 word research proposal that demonstrates your ability to reflect on methodological choices and select methods that are appropriate for your research topic (to be further developed in" rel="nofollow">in your Masters dissertation). Assignments will be submitted onlin" rel="nofollow">ine through Blackboard. The submission poin" rel="nofollow">int will be found on the assessment tab on the module home page. You must submit a copy of your research proposal via Turnitin" rel="nofollow">in UK before you submit your fin" rel="nofollow">inal assignment. You must also submit a copy of your ethics form along with your research proposal. Please do not wait until the last min" rel="nofollow">inute to submit your assignments onlin" rel="nofollow">ine, Blackboard can be slow or can fail which will result in" rel="nofollow">in your assignment bein" rel="nofollow">ing marked as late. Submit with plenty of time spare. After submittin" rel="nofollow">ing your proposal, contact your research supervisor to discuss your submission.  Do not wait for feedback before contactin" rel="nofollow">ing your supervisor. Assignment criteria(Research Proposal) Research Focus: Make a clear statement of the rationale for, and purpose of, the research.  Lin" rel="nofollow">ink the purpose of the research to a specific research question(s) and/or objectives. Literature: Demonstrate a critical knowledge & understandin" rel="nofollow">ing of the literature relevant to the proposed research, and lin" rel="nofollow">ink it to the research question. Research Design: Demonstrate knowledge of theoretical issues affectin" rel="nofollow">ing research methodology, and show the ability to synthesize theory by developin" rel="nofollow">ing a practical approach to the proposed study. Practical Outcomes/Research Plan:Demonstrate an appreciation of potential benefits and problems associated with carryin" rel="nofollow">ing out the research, and present a realistic and achievable research plan. Presentation:  Choose an appropriate title, and make a case for the research usin" rel="nofollow">ing a logical, and clearly structured, argument with references that follow academic conventions. Ethical Review: Demonstrate the ability to reflect on the ethics of undertakin" rel="nofollow">ing research, and the potential impact of research on participants. Your research proposal must have an ethical review checklist attached to the proposal Research proposals without an ethical review will not be accepted.  If you subsequently change your research topic, you must resubmit the ethical review and get it signed by your dissertation supervisor. Masters Level Assessment Criteria Note: The markin" rel="nofollow">ing matrix provides guidance in" rel="nofollow">in terms of the assessment criteria for the module. The tutors also take a holistic view of the assessment process and award additional marks where the work demonstrates origin" rel="nofollow">inality, creative thin" rel="nofollow">inkin" rel="nofollow">ing and deep personal learnin" rel="nofollow">ing. Criteria & Weightin" rel="nofollow">ing    Distin" rel="nofollow">inction    Distin" rel="nofollow">inction    Merit    Pass    Margin" rel="nofollow">inal Fail    Fail 80 - 100% Excellent Work    70 - 79% Very Good Quality Work    60 - 69% Good Quality Work    50 - 59% Satisfactory Work    40 - 49% Insufficient work does not meet the assessment criteria    39-0% Work does not meet the assessment criteria Research Focus / Question(s) / Objectives (25%).     Command of the topic, unusual creativity, perception and in" rel="nofollow">insight, all suggestin" rel="nofollow">ing that work should be published in" rel="nofollow">in an academic forum    Demonstrates command of the topic by showin" rel="nofollow">ing creativity, perception and in" rel="nofollow">insight – a serious contribution to the academic debate    Demonstrates a well-in" rel="nofollow">informed understandin" rel="nofollow">ing of the topic by showin" rel="nofollow">ing some creativity and in" rel="nofollow">insight    Descriptive while demonstratin" rel="nofollow">ing reasonable understandin" rel="nofollow">ing    Limited but in" rel="nofollow">insufficient understandin" rel="nofollow">ing demonstrated. Any creative in" rel="nofollow">input is somewhat off the poin" rel="nofollow">int.     Insufficient understandin" rel="nofollow">ing demonstrated Any creative in" rel="nofollow">input is off poin" rel="nofollow">int Literature Review (25%).    Demonstrates excellent critical knowledge and understandin" rel="nofollow">ing of the literature relevant to the proposed research with an exceptional theorisation of important literature relevant to the research focus and should be published in" rel="nofollow">in an academic forum. All literature discussions are lin" rel="nofollow">inked to the research question / objectives, and leads the reader in" rel="nofollow">into the methodology.    Demonstrates critical knowledge and understandin" rel="nofollow">ing with high level of theorisation drawn from a wide range of relevant and in" rel="nofollow">innovative perspectives and sources. Literature discussions are lin" rel="nofollow">inked to the research question/s or objectives and leads the reader in" rel="nofollow">into the methodology    Demonstrates knowledge and understandin" rel="nofollow">ing of the literature drawn from a from a good and relevant range of perspectives and sources Sources mostly  well-in" rel="nofollow">integrated in" rel="nofollow">into the overall argument with attempts at lin" rel="nofollow">inkin" rel="nofollow">ing discussions back to research focus or questions/objective    Demonstrates knowledge and understandin" rel="nofollow">ing of the literature drawn from a relevant but not wide selection from a reasonable range of sources. Sources not in" rel="nofollow">integrated in" rel="nofollow">into the argument and little attempt at theorisation or lin" rel="nofollow">inkin" rel="nofollow">ing discussions back to the research focus or question/objectives    Limited but in" rel="nofollow">insufficient relevant sources and topic coverage demonstratin" rel="nofollow">ing limited knowledge and understandin" rel="nofollow">ing of the literature relevant to the proposed research. However with some min" rel="nofollow">inor amendments this could achieve a satisfactory standin" rel="nofollow">ing    Few relevant sources and limited topic coverage demonstratin" rel="nofollow">ing in" rel="nofollow">insufficient knowledge and understandin" rel="nofollow">ing of the literature relevant to the proposed research Research Design (40%)    Excellent ability to synthesise theoretical and practical issues, choose a practical approach to samplin" rel="nofollow">ing and data collection  with a critical awareness of analytical techniques and limitations of the methodology. Excellent use of methodological literature as a source for makin" rel="nofollow">ing justifications that are of the highest academic quality    Very good ability to synthesise theoretical and practical issues, choose a practical approach to samplin" rel="nofollow">ing and data collection, with critical awareness of analytical techniques and limitations of the methodology. Draws on a wide range of methodological literature which are very well in" rel="nofollow">integrated in" rel="nofollow">into clear, well-structured justifications.    Shows ability to synthesise theoretical and practical issues in" rel="nofollow">in selectin" rel="nofollow">ing research methods with an awareness of analytical techniques and limitations of the methodology Draws on a range of methodological literature to make mostly clear, cogent and well-structured justifications    Shows ability to synthesise theoretical and practical issues in" rel="nofollow">in selectin" rel="nofollow">ing research method with some awareness of awareness of analytical techniques and limitations of choices. Sources sometimes in" rel="nofollow">integrated in" rel="nofollow">into the argument and drawn from a limited range. Some tendencies towards a clear and cogent justifications    Shows limitedbut in" rel="nofollow">insufficient ability to synthesise theoretical and practical issues in" rel="nofollow">in selectin" rel="nofollow">ing research methods.With some min" rel="nofollow">inor amendments this could achieve a satisfactory standin" rel="nofollow">ing Sources occasionally/not at all in" rel="nofollow">integrated in" rel="nofollow">into discussions with some/min" rel="nofollow">inimal justifications present     Does not show ability to synthesise theoretical and practical issues in" rel="nofollow">in selectin" rel="nofollow">ing research methods. Sources /not at all in" rel="nofollow">integrated in" rel="nofollow">into the justifications. Min" rel="nofollow">inimal structure and min" rel="nofollow">inimal to no justifications present Presentation / Practical Outcomes (10%)    Logical and excellent arguments on the practical issues, with a realistic and detailed plan, excellent presentation that obeys academic conventions regardin" rel="nofollow">ing writin" rel="nofollow">ing and referencin" rel="nofollow">ing. No errors in" rel="nofollow">in grammar or spellin" rel="nofollow">ing    Logical and very good arguments on the practical issues, with a realistic and detailed plan, very good presentation that obeys academic conventions regardin" rel="nofollow">ing writin" rel="nofollow">ing and referencin" rel="nofollow">ing. Virtually no errors in" rel="nofollow">in grammar or spellin" rel="nofollow">ing    Good appreciation of the practical issues that affect the outcomes of the research, with realistic and detailed  plan and good presentation. Referencin" rel="nofollow">ing clear and accurate usin" rel="nofollow">ing appropriate conventions.  Near perfect grammar and spellin" rel="nofollow">ing, with only a few errors    Attempts to recognize the practical issues that affect the outcomes of the research, and in" rel="nofollow">includes a satisfactory plan. References adequate but clearer and/or more references needed. Reasonable grammar and spellin" rel="nofollow">ing but with several notable errors    Limited but in" rel="nofollow">insufficient appreciation of the practical issues that affect the outcomes of the research. References limited but in" rel="nofollow">insufficient showin" rel="nofollow">ing superficial engagement with the literature Many errors in" rel="nofollow">in grammar and spellin" rel="nofollow">ing which can make it difficult to read Does not appreciate practical issues that affect the outcomes of the research. Insufficient references (Very few references most o which are basic / in" rel="nofollow">inappropriate) Many errors in" rel="nofollow">in grammar and spellin" rel="nofollow">ing, makin" rel="nofollow">ing it impossible to read Ethical  Review    Demonstrate the ability to reflect on the ethics of undertakin" rel="nofollow">ing research, and the potential impact of research on participants Includes approval ethical review form    Demonstrate the ability to reflect on the ethics of undertakin" rel="nofollow">ing research, and the potential impact of research on participants Includes approval ethical review form    Demonstrate the ability to reflect on the ethics of undertakin" rel="nofollow">ing research, and the potential impact of research on participants Includes approval ethical review form    Demonstrate the ability to reflect on the ethics of undertakin" rel="nofollow">ing research, and the potential impact of research on participants Includes approval ethical review form    Demonstrate the ability to reflect on the ethics of undertakin" rel="nofollow">ing research, and the potential impact of research on participants Includes approval ethical review form    Demonstrate the ability to reflect on the ethics of undertakin" rel="nofollow">ing research, and the potential impact of research on participants Includes approval ethical review form Topic 1: Introduction to Research Methods and Plagiarism Topic 2: Literature Review Topic 3:Introduction to Philosophy Topic 4: Research Design Topic 5: Case Study / Mixed Methods Topic 1: Introduction to Research Methods Lecture •    The aims and objectives of the module •    The lecture and semin" rel="nofollow">inar programme •    What is 'research' and why is it undertaken? •    An overview of research methods •    What are the main" rel="nofollow">in problems and issues in" rel="nofollow">involved in" rel="nofollow">in conductin" rel="nofollow">ing research? •    Key Study Skills •    Critical and Reflective Thin" rel="nofollow">inkin" rel="nofollow">ing Semin" rel="nofollow">inar Questions and Activities The first semin" rel="nofollow">inar will also serve as a 'gettin" rel="nofollow">ing to know you' session and will provide you with opportunities to ask questions about the programme of activities and about the assessment tasks. It will also provide opportunities for the lecturer to gauge the extent and nature of your previous research experience. We will then consider the key area of topic selection and writin" rel="nofollow">ing research questions. This will then be followed by a short discussion around plagiarism. Semin" rel="nofollow">inar Activity 1 - Gettin" rel="nofollow">ing to Know You (30 Min" rel="nofollow">inutes) In groups of 2-3 ask each other the followin" rel="nofollow">ing questions: Did you undertake an undergraduate dissertation? If so: a)    What was the subject? b)    What was the length? c)    What research methods did you use? d)    What difficulties did you encounter? e)    What was the main" rel="nofollow">in thin" rel="nofollow">ing you discovered about research from undertakin" rel="nofollow">ing the dissertation? If no, answer the followin" rel="nofollow">ing questions: a)    What thin" rel="nofollow">ings are of in" rel="nofollow">interest to you? What type of research methods might suit you? [Please not the tutor will come around and speak with each group quickly to get an idea of peoples experience and in" rel="nofollow">interests] Semin" rel="nofollow">inar Activity 2 – Draftin" rel="nofollow">ing Research Questions (Round 1) (45 Min" rel="nofollow">inutes) You will be given 5 examples of research questions that either IHRM / HRM students have submitted within" rel="nofollow">in their research proposal for this module. In your groups, consider the followin" rel="nofollow">ing [30 min" rel="nofollow">inutes]: a)    Are the proposed research questions ‘good’? b)    If they are good, explain" rel="nofollow">in why? c)    If they are not good, explain" rel="nofollow">in why? Then consider how you might make them better (i.e. re-write them) Once everyone has completed these portion, we will then discuss what everyone has found either as a class or each group will present their thoughts on one of the proposed set of objectives / questions. [15 min" rel="nofollow">inutes] Semin" rel="nofollow">inar Activity 3 – Draftin" rel="nofollow">ing Research Questions (Round 2) (30 Min" rel="nofollow">inutes) Here are the same students’ questions / objectives but after they have changed them based on feedback and discussions with their dissertation supervisor / tutor. In your groups compare these to the previous research question and consider the followin" rel="nofollow">ing [15 min" rel="nofollow">inutes]: a)    Do you thin" rel="nofollow">ink these research questions are better than the previous attempts? If so why? b)    If you don’t thin" rel="nofollow">ink so why? Suggest any changes you would make to further improve these. Once everyone has completed these portion, we will then discuss what everyone has found either as a class or each group will present their thoughts on one of the proposed set of objectives / questions. [15 min" rel="nofollow">inutes] Semin" rel="nofollow">inar Activity 4 – Intro to Plagiarism (15 Min" rel="nofollow">inutes) Here the tutor will discuss with you what is plagiarism, some basic tips to avoid it, some frequent examples of plagiarism, way to avoid it. Topic 2: Literature Review Lecture •    Types of data •    Evaluatin" rel="nofollow">ing the sources of in" rel="nofollow">information •    Explorin" rel="nofollow">ing the literature •    Critical readin" rel="nofollow">ing and thin" rel="nofollow">inkin" rel="nofollow">ing skills •    Writin" rel="nofollow">ing a literature review •    Developin" rel="nofollow">ing your ideas (conceptual framework/hypothesis) In addition, you might make use of the Postgraduate Dissertation guide (especially the section entitled "how you do a literature review", as this contain" rel="nofollow">ins in" rel="nofollow">information on accessin" rel="nofollow">ing material for a research problem) Semin" rel="nofollow">inar Questions and Activities At the begin" rel="nofollow">innin" rel="nofollow">ing of semin" rel="nofollow">inar the tutor will break you off in" rel="nofollow">into groups of 2-3. Remember before class you were asked to read an article by Saunders and Rojon (2011) on a critical literature review which will be discussed in" rel="nofollow">in class. Firstly, In pairs / small groups they will do two referencin" rel="nofollow">ing exercises to get familiar the importance of referencin" rel="nofollow">ing and assessin" rel="nofollow">ing in" rel="nofollow">information sources. Semin" rel="nofollow">inar Activity 1 –  (20 Min" rel="nofollow">inutes) In pairs of small groups, read the followin" rel="nofollow">ing statement in" rel="nofollow">in a marketin" rel="nofollow">ing report about the purchase of jeans: •    Only 17% of respondents consider established brands important when buyin" rel="nofollow">ing jeans and this is much more prevalent in" rel="nofollow">in men than women, with a quarter of men agreein" rel="nofollow">ing compared to just one in" rel="nofollow">in ten women. •    This is an in" rel="nofollow">indication of women’s confidence when shoppin" rel="nofollow">ing, not feelin" rel="nofollow">ing the need to stick to the tried and tested brands, but more willin" rel="nofollow">ing to try out brands that may not be so main" rel="nofollow">instream. Women are also more likely than men to buy high street retailer brands. •    Men seem to be attracted by the provenance of the jeans brand and consider the brand a marker of quality as well as a status symbol. Consider the followin" rel="nofollow">ing questions: 1.    If you were conductin" rel="nofollow">ing new research, how would you go about checkin" rel="nofollow">ing and/or challengin" rel="nofollow">ing the claims made above? 2.    What difference would it make if sources were provided? 3.    Thin" rel="nofollow">ink of any project in" rel="nofollow">involvin" rel="nofollow">ing research (in" rel="nofollow">includin" rel="nofollow">ing busin" rel="nofollow">iness plannin" rel="nofollow">ing / market research) in" rel="nofollow">in which you have worked with others. Debate the followin" rel="nofollow">ing question – The source of in" rel="nofollow">information in" rel="nofollow">in group work should be credited to the in" rel="nofollow">individual who found it’ a.    What advantages do you see from this approach? b.    What disadvantages do you see in" rel="nofollow">in this approach? Semin" rel="nofollow">inar Activity 2 –  (20 Min" rel="nofollow">inutes) On your own:
You have been given the followin" rel="nofollow">ing list of sources by a friend to in" rel="nofollow">investigate leadership skills. Handy, C. (1998) The Hungry Spirit: Beyond Capitalism - A Quest for Purpose in" rel="nofollow">in the Modern World, London: Arrow Books Ltd. Harper, D. (2008) "Towards a Theory of Entrepreneurial Teams", Journal of Busin" rel="nofollow">iness Venturin" rel="nofollow">ing, 23(6): 613-626. Greenleaf, R. (2008) "Choose the Nobler Belief", http://servantleadershipblog.com/servant- leadership/blog/, posted 4th August 2008, accessed 8 September 2008. Mullin" rel="nofollow">ins, L. J. (2005) "The Nature of Leadership", in" rel="nofollow">in Mullin" rel="nofollow">ins, L. J. (ed) Management and Organisational Behaviour, pp. 280-327. Anonymous (2008) "Leadership", http://en.wikipedia.org/wiki/Leadership , accessed 8th September 2008. Goffee, J. & Jones, G. (2005) "Managin" rel="nofollow">ing Authenticity: The Paradox of Great Leadership", Harvard Busin" rel="nofollow">iness Review, 1st December 2005. 1.    Individually, rank the sources in" rel="nofollow">in order of the perceived reliability / unreliability. With 1 bein" rel="nofollow">ing the most reliable. 2.     Compare the rankin" rel="nofollow">ing that you have given each source with others in" rel="nofollow">in your group. Why did you put some at the top of the list? 3.    Whilst the above may be true about subject-related research, what sources would be particularly useful in" rel="nofollow">in researchin" rel="nofollow">ing the background of an organisation? 4.    Where would you rank the lecture slides given by a member of SHU staff? Semin" rel="nofollow">inar Activity 3 –  (60 Min" rel="nofollow">inutes) In each set of pairs or small groups you will be given an iPad. Here the tutor will show you library gateway and how to access various onlin" rel="nofollow">ine reference databases. You will also be in" rel="nofollow">introduced to the Association of Busin" rel="nofollow">iness Schools (ABS) journal rankin" rel="nofollow">ing list to identify quality journals in" rel="nofollow">in the area of human resource management and general management as a source of journal articles. The tutor will also give you some key tips around how to speed read / skim articles for key poin" rel="nofollow">ints. [15 min" rel="nofollow">inutes] In each group you can either choose a topic provided by the tutor or pick an agreed topic (which could be an area of in" rel="nofollow">interest of one of the group members). Once this is agreed, you will spend 30 min" rel="nofollow">inutes gatherin" rel="nofollow">ing ‘quality sources’ on the topic of in" rel="nofollow">interest. We would like you to try the doin" rel="nofollow">ing the followin" rel="nofollow">ing: 1) Try doin" rel="nofollow">ing a key word search on your topic in" rel="nofollow">in Google scholar. Then try doin" rel="nofollow">ing the same key word search but in" rel="nofollow">in specific relevant 3*/4* journals. Compare and contrast the advantages and disadvantages of usin" rel="nofollow">ing either approach. 2) Record the sources you have found and try practicin" rel="nofollow">ing your ‘speed readin" rel="nofollow">ing skills’ that is try to pull out some of the key messages from these papers (make notes on this). How difficult do you fin" rel="nofollow">ind this? What are areas of the paper you tend to use the most? Was this an effective way of fin" rel="nofollow">indin" rel="nofollow">ing more and new papers to look at In the fin" rel="nofollow">inal 15 min" rel="nofollow">inutes we will discuss as a class what the groups found in" rel="nofollow">in regards to fin" rel="nofollow">indin" rel="nofollow">ing sources and critically skimmin" rel="nofollow">ing them concernin" rel="nofollow">ing the difficulty, challenges, advantages, any tips that worked particularly well. Topic 3: Introduction to Philosophy Lecture •    What is a Research Methodology? •    Types of Research Methodology •    Defin" rel="nofollow">inin" rel="nofollow">ing research questions Semin" rel="nofollow">inar Questions and Activities Semin" rel="nofollow">inar Activity 1: Reality as a Construction of the Min" rel="nofollow">ind (60 min" rel="nofollow">inutes) This is an exercise to help us frame and discuss the issue of the ontology. Here you are goin" rel="nofollow">ing to watch a video clip from A Beautiful Min" rel="nofollow">ind in" rel="nofollow">in which Dr. John Nash (real person, real story) and his wife come to terms with the way John has understood his own world. (20 min" rel="nofollow">inutes) While watchin" rel="nofollow">ing the video, consider the followin" rel="nofollow">ing: 1.    All of us have a min" rel="nofollow">ind that 'fills in" rel="nofollow">in the blanks' when it is short of in" rel="nofollow">information (whether visual, auditory or in" rel="nofollow">informational) 2.    Does this uncertain" rel="nofollow">inty about 'reality' mean that we are all constructin" rel="nofollow">ing meanin" rel="nofollow">ing in" rel="nofollow">in order to understand the world around us? In pairs or small groups discuss the followin" rel="nofollow">ing: (30 min" rel="nofollow">inutes) 1.    Can reality ever be anythin" rel="nofollow">ing other than a collection of subjective understandin" rel="nofollow">ings about the world around us? 2.    To what extent is 'reality' a projection of our min" rel="nofollow">ind, schooled by our education systems, the media and popular culture? 3.    To what extent do we create our own realities? 4.    To what extent do the realities in" rel="nofollow">in which we live create us? 5.    As a researcher, is your primary objective to understand the world in" rel="nofollow">in which you live, or to understand how people react to the world in" rel="nofollow">in which they live In the fin" rel="nofollow">inal 10-15 min" rel="nofollow">inutes we will discuss these poin" rel="nofollow">ints as a class Semin" rel="nofollow">inar Activity 2: Applyin" rel="nofollow">ing Philosophy to Research Practice (45 min" rel="nofollow">inutes) 1.    In your pairs or small groups, your discuss the key philosophical commitments of : a.    A positivist paradigm b.    An in" rel="nofollow">interpretivist paradigm 3.    Now consider what a ‘piece’ of research designed by a positivist and the in" rel="nofollow">interpretivist paradigm would look like. Consider the followin" rel="nofollow">ing: a.    What data would be collected and which methods would be used to collect this data? b.    Would this research be primarily in" rel="nofollow">inductive or deductive in" rel="nofollow">in design? c.    What is the role of the researcher and researched in" rel="nofollow">in the research process? d.    How would the data be analysed? e.    What would be the purpose of the research? f.    What would good or valid research look like in" rel="nofollow">in these different approaches In the above thin" rel="nofollow">ink about how these design choices ‘fit’ with the different philosophical commitments. Compare and contrast how each of these philosophical paradigms produce very different research designs (consider how and why they are different). We will then discuss these poin" rel="nofollow">ints as a class. Topic 4: Research Design Lecture •    The three types of research design •    The components in" rel="nofollow">involved in" rel="nofollow">in research design •    Designin" rel="nofollow">ing research •    Choosin" rel="nofollow">ing a research topic •    Outlin" rel="nofollow">inin" rel="nofollow">ing research proposal Semin" rel="nofollow">inar Questions and Activities Semin" rel="nofollow">inar Activity 1:Evaluatin" rel="nofollow">ing Research Design Exercise 1 (30 min" rel="nofollow">inutes) I would like you to break up in" rel="nofollow">into small groups (3-5 people) and read the article (The Abrasiveness Trap) which was published in" rel="nofollow">in Fortune magazin" rel="nofollow">ine. There was quite a bit of negative comments about this article's research design and its fin" rel="nofollow">indin" rel="nofollow">ings which we will debate. Assessin" rel="nofollow">ing the research design Before we can consider the quality of a piece of research, we need to first consider its research design. I appreciate the detail is limited regardin" rel="nofollow">ing design choices - usin" rel="nofollow">ing what you have learned today please summarize the research design. Thin" rel="nofollow">ings to consider: what is the research purpose / questions? Is it in" rel="nofollow">inductive or deductive? Can you align it with a particular research paradigm? What was the samplin" rel="nofollow">ing strategy? What methods were used and how was it analyse Let's consider the critics views Here are some of the criticisms levelled at the article. What do you thin" rel="nofollow">ink about these criticisms? Do you agree? Criticism 1: I found it consistent with my own experience, and many of the women I've worked with said it resonated with them too. One of my male colleagues, a systems analyst for whom I have a lot of respect, poin" rel="nofollow">inted out that from what he can tell of the study, it likely suffers from confirmation bias. He noted that if you gave the reviews to naive readers with gendered in" rel="nofollow">information stripped out and let them assess the quality of the language, that would help reduce or elimin" rel="nofollow">inate the possibility of confirmation bias. As much as I respect him, though, his commentary was framed as "this study is useless" as opposed to "this study is an in" rel="nofollow">interestin" rel="nofollow">ing first step and here is somethin" rel="nofollow">ing that additional research would benefit from..." Criticism 2: It's unclear from this article if the research controlled for job performance (review ratin" rel="nofollow">ing, correlation between review and raise/bonus/promotion metrics). Can you clarify if you controlled for these factors? It would be essential to drill down on this to ensure that isn't a significant factor. If this was not controlled for, you can't really assume that you are comparin" rel="nofollow">ing apples-to-apples. There are many other possible hypotheses that could explain" rel="nofollow">in the differences other than the conclusions in" rel="nofollow">in this article. Criticism 3: With such a small sample size, how can this survey be representative of anythin" rel="nofollow">ing? One could just as easily use the data to suggest that men are less likely to submit feedback contain" rel="nofollow">inin" rel="nofollow">ing criticisms to an anonymous study Re-design this research Thin" rel="nofollow">inkin" rel="nofollow">ing about the above criticisms, how you would re-design this research? What would elements would you change? Semin" rel="nofollow">inar Activity 2:Evaluatin" rel="nofollow">ing Research Design Exercise 2 (60 min" rel="nofollow">inutes) In this exercise you have been put in" rel="nofollow">in groups of 2 and each of you have been given an example of research either conducted from the in" rel="nofollow">interpretivist or positivist philosophical paradigm.  The purpose of this exercise to help demonstrate how our research philosophy impacts on how we design and present our research. [30 min" rel="nofollow">ins] Step 1 (as in" rel="nofollow">individual): Skim read through the article you given. Then consider for the key areas listed below how each of these relate to, or are reflective of, research conducted in" rel="nofollow">in either the ‘in" rel="nofollow">interpretivist’ or ‘’positivist’ philosophical paradigms: •    Research aims and questions/objectives •    Research Design (i.e. methodology, methods, samplin" rel="nofollow">ing, analysis) •    Role of the researched (is there voice to the research participants in" rel="nofollow">in the research) •    Role of the researcher (how in" rel="nofollow">involved is the researcher in" rel="nofollow">in gatherin" rel="nofollow">ing data and knowledge construction - is there theory neutral language?) •    Language and the style in" rel="nofollow">in which the research is written and presented (is it descriptive or challengin" rel="nofollow">ing and critical? Is it written in" rel="nofollow">in the first or third person? Is the language detached or in" rel="nofollow">involved? Are the authors makin" rel="nofollow">ing generalisations?) Note: In the above highlight relevant chunks that signal any of the above to use an evidence trail…. [20 min" rel="nofollow">ins] Step 2 (in" rel="nofollow">in pairs): Once you have identified the above in" rel="nofollow">information discuss with your partner what you have found. Your partner will have a piece of research conducted from a different philosophical paradigm. Durin" rel="nofollow">ing this conversation identify the differences between the way research is designed and written about between these two papers. Show each other physically how these com [10 min" rel="nofollow">ins] Step 3 (as a class): Discuss as a class what you have found? What did you thin" rel="nofollow">ink were the biggest differences? What stood out to you the most when readin" rel="nofollow">ing the papers? Did any of the authors explicitly say what paradigm they were in" rel="nofollow">in? Was it easy to locate them in" rel="nofollow">in one? And how? Topic 5: Case Studies / Mixed Methods Lecture •    Introducin" rel="nofollow">ing case study approach •    Different types of case study •    Designin" rel="nofollow">ing case study •    The strengths and limitations of case study approach •    Introducin" rel="nofollow">ing mixed methods •    The use of mixed methods in" rel="nofollow">in case study Semin" rel="nofollow">inar Questions and Activities To be confirmed Topic 6:Quantitative Methods - Surveys Topic 7: Qualitative Methods - Interviews Topic 8:Analysis Topic 9: Research Proposals and Writin" rel="nofollow">ing up Topic 10: PRESENTATIONS Topic 6: Quantitative Methods - Surveys Lecture •    What are quantitative methods? •    Introduction to surveys and observations •    Descriptive vs Analytical Surveys •    Conductin" rel="nofollow">ing a descriptive survey (questionnaire construction, samplin" rel="nofollow">ing, analysis) •    Conductin" rel="nofollow">ing a analytical survey (hypothesis/conceptual framework, operationalisin" rel="nofollow">ing constructs, samplin" rel="nofollow">ing, analysis) •    Validity in" rel="nofollow">in survey research •    How to admin" rel="nofollow">inister a survey data •    Practical challenges faced when doin" rel="nofollow">ing survey research •    Criticisms of the survey method Semin" rel="nofollow">inar Questions and Activities In the semin" rel="nofollow">inar we are goin" rel="nofollow">ing to consider the design of analytical and descriptive survey to study HRM practice. I am usin" rel="nofollow">ing student examples rather than academic papers to provide some familiarity and context. I have tried to in" rel="nofollow">include the followin" rel="nofollow">ing: •    background in" rel="nofollow">information to help you get an idea of the purpose of the research (aims and objectives) •    data collection tools (survey in" rel="nofollow">instruments) and samplin" rel="nofollow">ing methods Semin" rel="nofollow">inar Activity 1: DBA Questionnaire (in" rel="nofollow">individually or in" rel="nofollow">in groups) [20-30 min" rel="nofollow">inutes] This is a fun and light hearted approach to survey design (and was not produced by a student!) 1)    Take a look the DBA questionnaire and considerin" rel="nofollow">ing the prin" rel="nofollow">inciples of good questionnaire design discussed in" rel="nofollow">in lecture, highlight all the areas of bad practice [10-15 min" rel="nofollow">inutes] 2)    Lets discuss as a class all the areas that are 'weak' and could be improved [10-15 min" rel="nofollow">inutes] Semin" rel="nofollow">inar Activity 2:Survey of Work-Life Balance [30-45 min" rel="nofollow">inutes] First you are given a first draft of a MSc student's survey in" rel="nofollow">instrument. Thin" rel="nofollow">ink about the followin" rel="nofollow">ing poin" rel="nofollow">ints when consider the quality/efficacy of the draft questionnaire 1.    What type of survey is bein" rel="nofollow">ing deployed and why? 2.    Do the survey questions help the researchers to answer the research questions / aims? [try and pick some examples from the questionnaire]. 3.     Goin" rel="nofollow">ing through the questionnaire try to pick out the various design flaws. What would you change and to what? [mark up the questionnaire] It is very easy to criticise but this is why you are engaged in" rel="nofollow">in the supervision process to help develop your thin" rel="nofollow">inkin" rel="nofollow">ing. I will now give you the fin" rel="nofollow">inal version which was used to collect data. Note: I would like to add as a supervisor, I gave feedback to the student on the first draft - they never came back to me again" rel="nofollow">in for comments and just re-designed the survey, admin" rel="nofollow">inistered it without pilotin" rel="nofollow">ing and showed it to me at the analysis stage. You might fin" rel="nofollow">ind this odd but it wouldn’t be the first time this has happened. 4.    What do you thin" rel="nofollow">ink of the fin" rel="nofollow">inal version? Are there thin" rel="nofollow">ings you would still change? What are they? [mark up the questionnaire] 5.    How will they admin" rel="nofollow">inister the survey? What samplin" rel="nofollow">ing method do you thin" rel="nofollow">ink they used? Topic 7: Qualitative Methods - Interviews Lecture •    Why do in" rel="nofollow">interviews? •    Preparin" rel="nofollow">ing for the in" rel="nofollow">interview •    Conductin" rel="nofollow">ing the in" rel="nofollow">interview •    Interpretin" rel="nofollow">ing the results Semin" rel="nofollow">inar Questions Semin" rel="nofollow">inar Activity 1: Interviewin" rel="nofollow">ing Exercise (60 Min" rel="nofollow">inutes) You will break off in" rel="nofollow">into groups of three (observer, in" rel="nofollow">interviewee and in" rel="nofollow">interviewer – each person will play each role over the time period of the exercise). In 3 separate rounds you will conduct a structured, semi-structured and an unstructured in" rel="nofollow">interview. The in" rel="nofollow">interviewer will be responsible for draftin" rel="nofollow">ing a topic guide (on any topic of in" rel="nofollow">interest – consider usin" rel="nofollow">ing your dissertation topic or a topic related to this) for a 10 min" rel="nofollow">inute in" rel="nofollow">interview. [Note those that are doin" rel="nofollow">ing the structured in" rel="nofollow">interview will be provided with a topic guide so wont have to draft one] 1. At the start of the exercise assign roles (structured, unstructured and semi structured in" rel="nofollow">interviewer – who will be in" rel="nofollow">interviewed and the observer for each and design topic guides (15 min" rel="nofollow">inutes). 2. You will then go off and conduct this round-robin" rel="nofollow">in in" rel="nofollow">interviewin" rel="nofollow">ing exercise. You can go elsewhere in" rel="nofollow">in the buildin" rel="nofollow">ing to do this. Some key poin" rel="nofollow">ints here: The observer needs to keep time and note the quality of the in" rel="nofollow">information the in" rel="nofollow">interviewer is obtain" rel="nofollow">inin" rel="nofollow">ing and any challenges / advantages of this in" rel="nofollow">interviewin" rel="nofollow">ing technique. The in" rel="nofollow">interviewer needs to decide if they want to record it (try with your phone) and attempt to take notes durin" rel="nofollow">ing the process – what will these notes look like The in" rel="nofollow">interviewee needs decide if they will be nice or difficult – I would suggest not tryin" rel="nofollow">ing to be very difficult as in" rel="nofollow">in practice most people are willin" rel="nofollow">ing participants but if you give one word answers this could help to encourage the in" rel="nofollow">interviewer to ask further lin" rel="nofollow">ines of questionin" rel="nofollow">ing and try different techniques. Semin" rel="nofollow">inar Activity 2: Reflection Time (30 Min" rel="nofollow">inutes) Once the activity has fin" rel="nofollow">inished in" rel="nofollow">in your groups I want you to consider the followin" rel="nofollow">ing (15 min" rel="nofollow">inutes) 1)    Ask the observer and in" rel="nofollow">interviewee – What worked well? What did not go so well? 2)    Consider if you were goin" rel="nofollow">ing to use this method of collectin" rel="nofollow">ing data again" rel="nofollow">in, what lessons would you take from the experience? 3)    What are the key poin" rel="nofollow">ints to remember goin" rel="nofollow">ing forward in" rel="nofollow">in your dissertation? As a class lets consider (15 Min" rel="nofollow">inutes) 1.    Was there anythin" rel="nofollow">ing surprisin" rel="nofollow">ing that emerged? Was it easier or harder than you imagin" rel="nofollow">ined? 2.    What are the advantages and disadvantages of each type of in" rel="nofollow">interview? 3.    What key poin" rel="nofollow">ints will you take forward to the dissertation? Topic 8: Analysis Lecture •    Quantitative Data Analysis - descriptive statistics •    Quantitative Data Analysis - in" rel="nofollow">inferential statistics (the very basics) •    Qualitative analysis 3 different 'ways' Semin" rel="nofollow">inar Questions and Activities Semin" rel="nofollow">inar Activity 1: Quantitative Analysis (45 Min" rel="nofollow">inutes) In semin" rel="nofollow">inar we are goin" rel="nofollow">ing to consider how we analyse quantitative data. The main" rel="nofollow">in example we are goin" rel="nofollow">ing to use here is drawn from the Work-Life Balance Survey we used in" rel="nofollow">in our previous survey session. I am providin" rel="nofollow">ing you with the followin" rel="nofollow">ing: •    student's first draft of their analysis of the survey data •    copy of the questionnaire (give you a feel for what the data is available) The purpose of this exercise is to consider: •    how to display our quantitative data (good or bad data display) •    how to present or discuss our fin" rel="nofollow">indin" rel="nofollow">ings Stage 1: Assess the quality of the analysis Go through the draft ' Chapter 4 - Data Presentation and Analysis' and thin" rel="nofollow">inkin" rel="nofollow">ing about what we learned in" rel="nofollow">in lecture in" rel="nofollow">in regards to quantitative analysis answer the followin" rel="nofollow">ing questions 6.    Are they any examples of variables or questions bein" rel="nofollow">ing analysed in" rel="nofollow">incorrectly? 7.    Do the figures, charts and tables presented in" rel="nofollow">in a way that reflect 'good data display practice' (e.g. are they easy to read, are there population totals, can you fin" rel="nofollow">ind trends easily, is the chosen display tactic appropriate [is a pie chart the best?], 8.    The poin" rel="nofollow">int of analysis is not to tell the reader exactly what is in" rel="nofollow">in the table (i.e. data display) but to tell the reader what the data is tellin" rel="nofollow">ing us (i.e. fin" rel="nofollow">indin" rel="nofollow">ings). Here we are lookin" rel="nofollow">ing for meanin" rel="nofollow">ingful results. Is the analysis presented meanin" rel="nofollow">ingful? And why? 9.    Are there any forms of analysis which are missin" rel="nofollow">ing that you feel could provide more depth of understandin" rel="nofollow">ing? [thin" rel="nofollow">ink of the different types of descriptive statistics which are missin" rel="nofollow">ing from this chapter] Stage 2: How would you present and analyse this data? I appreciate we don’t have access to computers and the raw data to re-create our own analysis but from lookin" rel="nofollow">ing at the questionnaire, how would you present and analyse this data to the reader. Just try sketchin" rel="nofollow">ing out a basic outlin" rel="nofollow">ine and with some draft charts/tables/figures etc. Thin" rel="nofollow">ings to thin" rel="nofollow">ink about are: •    are there some basic sections you might want to divide this chapter up in" rel="nofollow">into? (i.e. respondent demographics,  attitudes towards thin" rel="nofollow">ings, certain" rel="nofollow">in types of behaviour) •    if you were goin" rel="nofollow">ing to analyse one question or a series of questions from the survey - how would you present it? bar chart, table, pie chart and what would it look like? •    are there other descriptive statistics beside basic frequency counts that you might use? if so what would they be? Semin" rel="nofollow">inar Activity 1: Qualitative Data Analysis (60 Min" rel="nofollow">inutes) There are a number of ways to analyse qualitative data, and you can analyse data at the level of the phrase, sentence, paragraph or section. Read the attached passage of qualitative data (taken from a mentorin" rel="nofollow">ing conversation) and mark/label the passages that are most significant and in" rel="nofollow">interestin" rel="nofollow">ing to you: Mentor:    Can I take you back to this week, and the start of this new job. Somethin" rel="nofollow">ing that’s come up for me is that usuallyI know what’s happenin" rel="nofollow">ing in" rel="nofollow">in your workin" rel="nofollow">ing life, and I usually know what’s happenin" rel="nofollow">ing in" rel="nofollow">in your personal life, because you’re very chatty, you share a lot. But this week, it’s a big new begin" rel="nofollow">innin" rel="nofollow">ing and you’ve said how you would have liked the head of section to show some in" rel="nofollow">interest. I wonder if you could say a bit more about that. It seems like a quiet start … Mentee:     Yes, a quiet start … um … previously, he’s been very supportive, but this week he’s been very busy with other thin" rel="nofollow">ings. Another colleague, he says you have to manage him (laughter). When I was in" rel="nofollow">in charge of the last area, he would leave me to get on with it and I would feed him in" rel="nofollow">information from time to time. But this new job is different. Mentor:     It sounds like there is somethin" rel="nofollow">ing you want from him? Mentee:     Er … I thin" rel="nofollow">ink more in" rel="nofollow">information … I thin" rel="nofollow">ink there’s this other issue which comes up … that he suffers from “last min" rel="nofollow">inute-ism”, in" rel="nofollow">in time management, and you know what I’m like with time management. You know, if it’s not in" rel="nofollow">in the diary three months ahead, I fin" rel="nofollow">ind difficulty with it really.  For example, there is a very important meetin" rel="nofollow">ing today that I was just told about on Wednesday. Well, I’m sorry, there’s no way I can go to it … (laughter) … so there’s that issue. Mentor:     That’s his style … Mentee:     Yes, yes … worries me a touch … Mentor:     Somebody you are havin" rel="nofollow">ing to work to … yes … and that’s a problem for you …? Mentee:     Yes, simply on that one, generally he’s very good, the “last min" rel="nofollow">inuteism”, it gets a bit close for comfort, and personally I fin" rel="nofollow">ind that very difficult. I like plans in" rel="nofollow">in the future. Mentor:     You’re usually very upfront with people, would you thin" rel="nofollow">ink about goin" rel="nofollow">ing to see him? Mentee:     I thin" rel="nofollow">ink I would, actually, although … I’ve not really thought about it … (pause) … I thin" rel="nofollow">ink … (pause) … yes, I do need to go and see him and say “Now look, that meetin" rel="nofollow">ing was important, you knew it was comin" rel="nofollow">ing up, could we have this in" rel="nofollow">information more in" rel="nofollow">in advance”. With other thin" rel="nofollow">ings he doesn’t control directly, the admin" rel="nofollow">inistrator has put in" rel="nofollow">in place some of these dates and we now have them. And I thin" rel="nofollow">ink he needs to learn some of that … Mentor:     This issue has come more to the fore this year with the shift to the new role as director. It’s somethin" rel="nofollow">ing to do with the last job bein" rel="nofollow">ing less important than the new work and here you are with a high profile. And it means you’ve got a different sort of relationship with him. Mentee:     Well, it’s big busin" rel="nofollow">iness, it’s worth a lot of money, in" rel="nofollow">in the picture of thin" rel="nofollow">ings, the last job is worth peanuts really, actually, in" rel="nofollow">in fin" rel="nofollow">inancial terms, whereas this one is worth a lot of money. Mentor: So the stakes are higher? Mentee:     Absolutely. Mentor:     This relationship with the head of section is perhaps more important than it’s been before. Mentee:     I thin" rel="nofollow">ink it is. (pause) I just wonder, just sometimes, I wonder whether it’s me that’s got the problem with this time management busin" rel="nofollow">iness … um … Mentor:     It’s bit of a runnin" rel="nofollow">ing joke, isn’t it …? Mentee:     It is really (laughter) Mentor:     I have a simple man’s diary … (laughter) … you … have a different sort of diary … Mentee:     Absolutely … absolutely, (laughter) … and you seem to survive all right (laughter) … um … Mentor:     So is that another issue …? Mentee:     I don’t know … but I wonder if, personally, it’s a bit of an obsession. I thin" rel="nofollow">ink the busier you are, and all there is to do, you need to be organised. This view of time, which is … (pause) fundamentally, I thin" rel="nofollow">ink that my time is min" rel="nofollow">ine and that I choose to sell it to my employer … (pause) I don’t thin" rel="nofollow">ink everyone sees it like that (laughter) so if I choose to sell it, then it’s a negotiable thin" rel="nofollow">ing. Mentor:     Well …? Mentee:     I’m sure other people won’t see it like that. Mentor:     There’s the culture you come up again" rel="nofollow">inst. (pause) I’m conscious that we’ve been talkin" rel="nofollow">ing for some time … I wonder if it would be useful for you to summarise … Mentee:     You want me to do that!!? Mentor:     You start and I’ll chip in" rel="nofollow">in … Mentee:     All right … well, I suppose the first thin" rel="nofollow">ing is the issue of the past, what went on then, but I don’t … that’s gone now, that was tense but I got out of that responsibility … so in" rel="nofollow">in a sense that was quite satisfyin" rel="nofollow">ing. But it wasn’t like fryin" rel="nofollow">ing pan to fire, it’s a new thin" rel="nofollow">ing openin" rel="nofollow">ing up. What I have, you know, in" rel="nofollow">in terms of budget, and that’s a bit nerve rackin" rel="nofollow">ing. And then there’s … (pause) … then there’s the time management issue … um … which is … I’m not sure whether it’s my problem or his. Either way, we’ve got to sort it out. And I thin" rel="nofollow">ink that’s probably the key issue. When people are busy you’ve got to sort out some sort of organisation around that. Mentor:     So when we take this further, we’ll pick up these issues. You’re in" rel="nofollow">in the early, very early stages, the first days of the new responsibility … Mentee:     Yes. Mentor:     And workin" rel="nofollow">ing on the relationship with your lin" rel="nofollow">ine manager is a priority … Mentee:     Yes, I thin" rel="nofollow">ink it is, I thin" rel="nofollow">ink you’re right, and I thin" rel="nofollow">ink I shall tackle that … although, I’ve always got on well with him … Mentor:     Yes Mentee:     I don’t have a problem with that. Because the stakes are a bit higher, the relationship is likely to be a bit closer. Mentor:     On the other side there’s what you’ve described as bein" rel="nofollow">ing obsessive about time management. Perhaps it will be helpful to explore that more, so that you can get clearer about it, and that may help you with your manager. Mentee:     Yes, because it does create tensions. Last min" rel="nofollow">inute thin" rel="nofollow">ings create tensions for me, because my sense of responsibility says I should be doin" rel="nofollow">ing that, and my sense of time management … which is “my time and we negotiate” – thin" rel="nofollow">inks – I’m not goin" rel="nofollow">ing to be there because I’ve already made previous arrangements. So that’s complicated. Feelin" rel="nofollow">ings of guilt, I suppose (laughter) are around. Questions: On your own: (30 min" rel="nofollow">inutes) 1.    What themes (subjects) are contain" rel="nofollow">ined in" rel="nofollow">in the passages you have marked? 2.    What problems / issues does the mentee identify for the theme you have created? 3.    If you now wished to explore the themes further, in" rel="nofollow">in the context of a research in" rel="nofollow">interview, what questions would you put to the in" rel="nofollow">interviewee? In your groups / pairs (30 min" rel="nofollow">inutes) 1.    What differences are there in" rel="nofollow">in the passages you marked as 'in" rel="nofollow">interestin" rel="nofollow">ing'? 2.    Discuss with the others in" rel="nofollow">in the group the reasons you felt the passages you marked were more in" rel="nofollow">interestin" rel="nofollow">ing than other passages.  What drives your different in" rel="nofollow">interests? 3.    Discuss whether differences in" rel="nofollow">in perception are a 'research problem' or a 'research opportunity'? Topic 9: Research Proposal and Write up Lecture •    Plannin" rel="nofollow">ing and writin" rel="nofollow">ing strategies •    The Research Proposal •    Designin" rel="nofollow">ing a structure for your dissertation •    The literature review •    The 'methodology' chapter (or section) •    The 'analysis and discussion' chapter (or section) •    Presentin" rel="nofollow">ing your material Semin" rel="nofollow">inar Questions and Activities The suggestion is to brin" rel="nofollow">ing all your materials with you that you have been usin" rel="nofollow">ing to work on your research proposal and presentation. We would like you to work on this class and use each other as soundin" rel="nofollow">ing boards for your ideas and justifications / arguments. The tutor will make themselves available (dependin" rel="nofollow">ing on number in" rel="nofollow">in semin" rel="nofollow">inar group) to discuss with each student (2-5 min" rel="nofollow">inutes) any questions, comments, concerns they might have regardin" rel="nofollow">ing their presentation / proposal. This a peer led and tutor supported presentation and proposal workshop. We highly recommend you come prepared to get the most out of this session – have sketched your ideas out already. If you wait until this session to start thin" rel="nofollow">inkin" rel="nofollow">ing of ideas the likelihood is you will get very little out of this session and will struggle to be successful in" rel="nofollow">in the followin" rel="nofollow">ing weeks presentation.