The focus of this week’s assignment is on applying the qualitative method to the research problem. Begin with a one-page introduction about the circumstances that led to the development of the problem; do not state the problem in this section. Establish the existence of your research problem using three to four scholarly articles published within the last five years. Remember that the problem must have a business administration focus, and must relate to your degree specialization. Keep your research focus and problem simple for this assignment.
NOTE: this framework must be used for your assignment response. Use one sentence for each of the following:
Hook: An attention-grabbing statement that is supported by the literature.
Anchor: An evidence of the problem statement that includes a statistic and is supported by primary research.
A statement of the general business problem.
A statement of the specific business problem.
This script is helpful to (a) frame the problem, (b) validate that it exists with verifiable data, and (c) identify why and for whom the problem matters (Bakari 2018).
Next, rationalize the use of the qualitative method for your research inquiry. Explain the features. Give examples of the intended research outcomes. Formulate a purpose statement using the framework.
NOTE: this framework must be used for your assignment response.
The purpose of this qualitative study is _________________ [content aim of the study]. A qualitative study design will be used in which narrative data will be collected and analyzed to _________. These data will represent ____________ [the bounding or description of the study]. Qualitative data will be gathered exploring _____________ [the central phenomenon] from _________ [participants] at _________ [the research site]. The reasons for using this form of data to ________ [support or generate] data, is to develop an in-depth understanding of ____________________. [Include scholarly sources to support these research decisions.]
Create two research questions that will generate information for later analysis.
Tip: Remember that this is qualitative research. This is a qualitative research method course and you will use a qualitative research method approach for this assignment.
Length: 3-4 pages
References: Include a minimum of 5 scholarly resources.
You should demonstrate thoughtful consideration of the ideas and concepts that are presented in the course and provide new thoughts and insights relating directly to this topic. Your response should reflect graduate-level writing and APA standards. Be sure to adhere to Northcentral University’s Academic Integrity Policy.
Upload your document and click the Submit to Dropbox button.
Reference:
Problem statement script. Personal communication Bakari, M. (2018).
Due DateJan 8, 2023 11:59 PMQualitative Business Research Design and Methodology
(3 credits)
Course Description:
During this course, you will examine qualitative methods for studying human behavior including case studies, ethnography, grounded theory, mixed methods, narrative analysis, and phenomenology. You will explore designs and methodologies to use with your envisioned dissertation research study.
Number of Activities: 9
Learning Outcomes:
1. Examine various qualitative research designs.
2. Determine the relationship between qualitative research and contributions to relevant theory.
3. Critique the use of qualitative design and methodology of prior research.
4. Formulate research questions and protocols appropriate for qualitative studies.
5. Design qualitative research studies.
Course Concepts:
1. Qualitative Research Method and the Research Problem
2. Qualitative Research Designs
3. Case Study and Phenomenology
4. Ethnography, Grounded Theory, and Other Designs
5. Qualitative Research Procedures and Participant Selection
6. Research Ethics and Qualitative Analysis
Primary Resource/textbook:
Bloomberg, L. D., & Volpe, M. (2019). Completing your qualitative dissertation: A road map from beginning to end (4th ed.). Thousand Oaks, CA: SAGE.
NCU School of Business Best Practice Guide for Qualitative Research Design and Methods in Dissertations
Course Overview
Section 1: The Qualitative Method and Research Designs
Week 1: The Qualitative Research Method and the Research Problem
Week 1 Assignment: Apply the Qualitative Method and the Research Problem (10 Points)
Week 2: Qualitative Research Methodology
Week 2 Assignment: Appraise the Merits of Using the Qualitative Method (10 Points)
Week 3: Determining the Value of Qualitative Designs
Designs Part I: Case Study and Phenomenology
Week 3 Assignment: Justify the Use of Qualitative Designs: Case Study or Phenomenology (10 Points)
Week 4: Determining the Value of Qualitative Designs
Designs Part II: Ethnography, Grounded Theory, and More
Week 4 Assignment: Create an Instructor’s Presentation to Teach Students about Qualitative Research Designs (10 Points)
Section 2: Qualitative Research Processes
Week 5: Qualitative Research Procedures and Participant Selection
Week 5 Assignment: Formulate a Strategy for Data Collection (10 Points)
Week 6: Research Processes for Qualitative Analysis
Week 6 Assignment: Analyze Qualitative Data (10 Points)
Section 3: Designing a Qualitative Study
Week 7: Designing a Qualitative Study
Week 7 Assignment: Signature Assignment: Design a Qualitative Study (25 Points)
Week 8: Research Ethics and Article Critique
Week 8 Assignment 1: Critique a Qualitative Article (10 Points)
Week 8 Assignment 2: Complete CITI Certification (5 Points)Welcome Video for BUS-7380 – Qualitative Business Research Design and Methodology
Qualitative Business Research Design & Methodology – BUS-7380
Welcome to the course. Here’s an overview of what you will learn.
In Section 1 of this course, you will learn about the qualitative methodology and some of its many designs. In Section 2 you will learn about the processes, procedures, and elements of data analysis. Finally, in Section 3 you will use your accumulated knowledge to develop your Signature Assignment, qualitative research plan. This is a course that takes you methodically through the features of qualitative research so that you will become comfortable with applying this method appropriately to your research problem.
Let’s look at the research plan a little more closely. As indicated earlier, you are here in this course to learn how to apply the qualitative method to solve a business problem. Depending on your degree type you may be looking to add to the body of knowledge in your field, or your goal maybe to find practical solutions that could be implemented in the workplace now. As you learn about the features of qualitative methodology and design, you will see how each of the elements in this list contribute to the development of knowledge or practice solutions.
By the end of this course you will acquire the necessary certification to conduct research here at Northcentral University. You will also have a better understanding of the foundations of qualitative inquiry. You will have a roadmap that shows how you how to apply the qualitative methodology to solving a problem when you write your dissertation.
Surely you may have many questions right now. There are many things you will have to consider when building a qualitative research plan. While the research plan may seem confusing, by the time you reach the end of this course, you will have answers to all of these questions.
As you know, NCU uses a unique one-to-one model. If you would like to connect with other students in this same course, your degree program, or just others with similar interests, you should check out NCU’s internal social network, the Commons. You may already be connected; if not, take some time to check it out.
Remember that your instructor is here to support your success, as is an entire team on the other side of your screen. Let us know how we can help. There is a lot to do, so once again, Welcome to Qualitative Business Research Design and Methodology.
2-15-18 cd/jk/bf
image1.png
image2.pngr Academy of Management Journal
2018, Vol. 61, No. 4, 1189–1195.
https://doi.org/10.5465/amj.2018.4004
FROM THE EDITORS
NEW WAYS OF SEEING THROUGH QUALITATIVE RESEARCH
Qualitative research offers critical tools that ad-
vance our editorial team’s ambition to foster ‘new
ways of seeing’ (see Shaw, Bansal, & Gruber, 2017).
By building theory inductively, research based on
qualitative data offers insights that challenge taken-
for-granted theories and expose new theoretical di-
rections. As we face more wicked problems in our
world, scholars are increasingly adopting qualitative
methods to unpack these complex challenges. In the
last year, qualitative papers hit an all-time high of
20% of submissions to Academy of Management
Journal (AMJ).
Yet, effectively unpacking new theory requires
scholars to take advantage of the breadth and variety
of approaches to qualitative research. In2011, Bansal
and Corley lamented that qualitative research was
norming around a single approach—often, case-
based positivist research with systematically coded
data—and called for more methodological diversity.
As editors, we are now seeing more papers sub-
mitted with varied qualitative methods, but these
more novel approaches remain in the minority nev-
ertheless. In this editorial, we underscore Bansal
and Corley’s (2011) argument that such diversity in
qualitative research is critical to advancing our cur-
rent AMJ editorial team’s desire to foster “new ways
of seeing.” By exposing the breadth of approaches
covered by the single label of “qualitative research,”
we hope to motivate researchers to more fully em-
brace opportunities that advance theory through
qualitative methods. In so doing, we believe that
the theoretical insights will contribute to our col-
lective understanding of tackling someof theworld’s
most intractable management and organizational
challenges (Eisenhardt, Graebner, and Sonenshein,
2016).
In this editorial, we describe different qualitative
methods as genres—distinct approaches with their
own internally coherent epistemology, historical
roots, and assumptions. Similar to different works of
literature, music, or film, a genre emphasizes vari-
ety across types of qualitative research, as well as
alignment of logics within each type. Examples of
qualitative genres include case study research, pro-
cess studies, engaged scholarship, historical studies,
discourse studies, paradox as a method, dialectical
inquiry, and fuzzy set qualitative comparative anal-
ysis. Just as the label of ‘qualitative research’ con-
tains within it a variety of genres, these genres often
contain within them gradations and subgenres,
which may form their own genre. Indeed, we antic-
ipate that the diversity of methodologies will only
expand in scope as the qualitative field continues to
mature, but only as long as we remain vigilant in
ensuring that the field does not institutionalize
around a few norms too quickly.
In this editorial, we first outline the broad cate-
gr Academy of Management Journal
2018, Vol. 61, No. 4, 1189–1195.
https://doi.org/10.5465/amj.2018.4004
FROM THE EDITORS
NEW WAYS OF SEEING THROUGH QUALITATIVE RESEARCH
Qualitative research offers critical tools that ad-
vance our editorial team’s ambition to foster ‘new
ways of seeing’ (see Shaw, Bansal, & Gruber, 2017).
By building theory inductively, research based on
qualitative data offers insights that challenge taken-
for-granted theories and expose new theoretical di-
rections. As we face more wicked problems in our
world, scholars are increasingly adopting qualitative
methods to unpack these complex challenges. In the
last year, qualitative papers hit an all-time high of
20% of submissions to Academy of Management
Journal (AMJ).
Yet, effectively unpacking new theory requires
scholars to take advantage of the breadth and variety
of approaches to qualitative research. In2011, Bansal
and Corley lamented that qualitative research was
norming around a single approach—often, case-
based positivist research with systematically coded
data—and called for more methodological diversity.
As editors, we are now seeing more papers sub-
mitted with varied qualitative methods, but these
more novel approaches remain in the minority nev-
ertheless. In this editorial, we underscore Bansal
and Corley’s (2011) argument that such diversity in
qualitative research is critical to advancing our cur-
rent AMJ editorial team’s desire to foster “new ways
of seeing.” By exposing the breadth of approaches
covered by the single label of “qualitative research,”
we hope to motivate researchers to more fully em-
brace opportunities that advance theory through
qualitative methods. In so doing, we believe that
the theoretical insights will contribute to our col-
lective understanding of tackling someof theworld’s
most intractable management and organizational
challenges (Eisenhardt, Graebner, and Sonenshein,
2016).
In this editorial, we describe different qualitative
methods as genres—distinct approaches with their
own internally coherent epistemology, historical
roots, and assumptions. Similar to different works of
literature, music, or film, a genre emphasizes vari-
ety across types of qualitative research, as well as
alignment of logics within each type. Examples of
qualitative genres include case study research, pro-
cess studies, engaged scholarship, historical studies,
discourse studies, paradox as a method, dialectical
inquiry, and fuzzy set qualitative comparative anal-
ysis. Just as the label of ‘qualitative research’ con-
tains within it a variety of genres, these genres often
contain within them gradations and subgenres,
which may form their own genre. Indeed, we antic-
ipate that the diversity of methodologies will only
expand in scope as the qualitative field continues to
mature, but only as long as we remain vigilant in
ensuring that the field does not institutionalize
around a few norms too quickly.
In this editorial, we first outline the broad cate-
gSAGE Research Methods
The Essentials of Qualitative Business Research
Pub. Date: 2017
Product: SAGE Research Methods
DOI: https://dx.doi.org/10.4135/9781526419552
Methods: Qualitative data collection, Qualitative data analysis, Qualitative measures
Keywords: business and management, craft work, judgment (psychology)
Disciplines: Business and Management, Economics
Access Date: January 4, 2023
Publishing Company: SAGE Publications, Ltd.
City: London
Online ISBN: 9781526419552
© 2017 SAGE Publications, Ltd. All Rights Reserved.
https://dx.doi.org/10.4135/9781526419552
[MUSIC PLAYING] [The Essentials of Qualitative Business Research]
DR. EMMA BELL: I’m Emma Bell, and I’m a Professor of Management and Organization Studies at
Keele University. [Dr. Emma Bell, Professor of Management and Organization Studis].
DR. HUGH WILMOTT: And I’m Hugh Wilmott, and I’m a Professor of Management at Cass Business
School and also at Cardiff Business School. We’re going to be talking about qualitative business re-
search, and we’re going to start with a quote from C. Wright Mills, who refers to intellectual crafts-
manship.
DR. HUGH WILMOTT [continued]: We perhaps prefer to call that intellectual craft person ship. The
quote really indicates the kind of area that we want to talk about today. The key point is that we want
to suggest that qualitative research is not about religiously following procedures,
DR. HUGH WILMOTT [continued]: but it’s a much more creative process, a process where craft is
the appropriate metaphor, where we try to craft our activity to be creative, to recognize that there’s a
room for rules and procedures, but also scope to be much more creative in understanding
DR. HUGH WILMOTT [continued]: the social world. So it’s this craft practice that we want to explore
and emphasize today. So in this tutorial, we want to cover three areas. We want to start by identifying
some of the characteristics of qualitative business research. Then we want to explore a little bit on
how qualitative business
DR. HUGH WILMOTT [continued]: research is crafted. And then we want finally to look at some of
these threats and opportunities for qualitative business research. [What is Qualitative Business Re-
search?] The first point to be made is that business, and management, and so on, is one sphere of
what
DR. HUGH WILMOTT [continued]: we do which can be researched. There are other spheres like re-
ligion, or family, science, and so on. But our focus here is the area of business and management,
broadly defined. And we would say that this sphere comprises a lot of practices, social practices,
what people do on a day to day basis.
DR. HUGH WILMOTT [continued]: And so the methods of social science are equally applicable for
studying this sphere. So we have psychologists. We have sociologists, and anthropologists, econo-
mists, and so on, examining the sphere. [What is Qualitative Research?]
DR. EMChapter 4
Data and Statistics
·
Chapter 4: Home
·
Chapter 4: Qualtrics Survey Tool
·
Chapter 4: Statistics Help
·
Chapter 4: Statistics and APA
·
Chapter 4: Analysis and Coding Example
·
Chapter 4: Trustworthiness of Qualitative Data
·
Trustworthiness of Qualitative Data
Jump to DSE Guide
Top of Form
Select a guide… Go
Bottom of Form
Trustworthiness of Qualitative Data
As noted in the dissertation template for qualitative studies, the section directly following the Chapter 4 introduction is to be labeled Trustworthiness of the Data, and in this section, qualitative researchers are required to articulate evidence of four primary criteria to ensure trustworthiness of the final study data set:
Credibility (e.g., triangulation, member checks)
Credibility of qualitative data can be assured through multiple perspectives throughout data collection to ensure data are appropriate. This may be done through data, investigator, or theoretical triangulation; participant validation or member checks; or the rigorous techniques used to gather the data.
Transferability (e.g., the extent to which the findings are generalizable to other situations)
Generalizability is not expected in qualitative research, so transferability of qualitative data assures the study findings are applicable to similar settings or individuals. Transferability can be demonstrated by clear assumptions and contextual inferences of the research setting and participants.
Dependability (e.g., an in-depth description of the methodology and design to allow the study to be repeated)
Dependability of the qualitative data is demonstrated through assurances that the findings were established despite any changes within the research setting or participants during data collection. Again, rigorous data collection techniques and procedures can assure dependability of the final data set.
Confirmability (e.g., the steps to ensure that the data and findings are not due to participant and/or researcher bias)
Confirmability of qualitative data is assured when data are checked and rechecked throughout data collection and analysis to ensure results would likely be repeatable by others. This can be documented by a clear coding schema that identifies the codes and patterns identified in analyses. Finally, a data audit prior to analysis can also ensure dependability.
For more information on these criteria, visit the Sage Research Methods database in the NU Library: http://methods.sagepub.com.proxy1.ncu.edu/
image2.wmf
image1.png225RADIOLOGIC TECHNOLOGY, November/December 2016, Volume 88, Number 2
Writing & Research
What is qualitative research? How does it
differ from quantitative research? Under
what circumstances is one type of study
more appropriate than the other? Are
there instances where one might consider a “mixed
methods” approach using elements of both? A research-
er beginning a project faces a bewildering array of deci-
sions regarding the approach he or she will take to
answer the questions associated with the problem being
investigated. An analysis of peer-reviewed articles pub-
lished in Radiologic Technology from September/
October 2010 to July/August 2016 yielded 90 total arti-
cles. Quantitative survey studies or other quantitative
research (eg, correlative studies) represented the largest
percentage of articles, 36.6%. Experimental studies rep-
resented 24.4% of articles; 20% were literature reviews,
and 13.3% were case or technical reports. Mixed-
methods studies (using both qualitative and quantita-
tive methods of data collection) represented 3.3%, while
purely qualitative studies represented only 2.2% of pub-
lished articles.
Quantitative vs Qualitative Research
Quantitative studies are appropriate for examining
relationships between and among variables, describing
trends, attitudes, or opinions of a population, as well as
for testing the effects of a treatment or intervention on
an outcome.1 Although quantitative analysis allows for a
high degree of precision in research, it represents a 2-D
view of findings as compared to the rich, deep descrip-
tions offered by qualitative approaches. The role of the
researcher in a quantitative study is to remain “distant
and independent of what is being researched” (ie, as
objective as possible).2
Conversely, in qualitative research, the researcher is
aware of the socially constructed nature of reality and
is embedded intimately in the context of the study—
the research setting, participants, and the data being
collected. The qualitative researcher is a reflexive prac-
titioner, aware of his or her own political and cultural
perspectives, yet willing to engage in self-questioning
and self-understanding.3 Qualitative research gets at
the how and why of the story, in ways that quantitative
research cannot. The key concept of the study is often
referred to as central phenomenon in scholarly writ-
ings. Other important differences include sample size,
methods of data collection, analysis, and interpretation.
Researchers within the radiologic science profession
might consider using qualitative approaches alone or in
combination with quantitative methods when planning
future studies. Many comprehensive resources provide
detailed information on designing qualitative research
studies, and some are referenced in this column.
Developing the Qualitative
Research Question
Developing the research question is the initial
step in any research project. This frames the outline Second Edition.
Published by the Center for Teaching and Learning, Northcentral University, 2021
Contributors:
Marie Bakari, Jennifer Biddle, Linda Bloomberg, John Frame, Namhee Kim, Sharon
Kimmel, Jaime Klein, Paul Markham, Craig Martin, Stephanie Menefee, Eva Philpot,
Wes Rangel, Randee Sanders, Abigail Scheg, Kimberly Scott, Patricia Steiner, Robert
Thompson, Marsha Tongel, Steven Ziemba
In addition to the collaborative process that engendered this guide, it was also informed
by the qualitative methods course in the School of Business, BUS-7380 Qualitative
Business Research Design and Methodology.
For comments or suggestions for the next edition, please contact the
School of Business: [email protected]
mailto:sb%40ncu.edu?subject=
Foreword (P1)
Introduction (P2)
Student-Chair Engagement (P2)
Qualitative Research Design (P3)
Research Questions (P3)
Case Study (P5)
Multiple Case Studies/Comparative
Case Study (P6)
Participant Selection (P7)
Interviews (P7)
Interviews: Minimum Number
Recommended (P9)
Focus Groups (P10)
Observation (P11)
Document Analysis (P12)
Hermeneutics (P12)
Phenomenological Design (P13)
Constructive Research (P15)
Ethnography (P16)
Grounded Theory (P18)
Narrative Design (P19)
Delphi Method (P20)
Mixed-Methods Research (P21)
Online Questionnaires and Unsuitable
Data Collection Practices (P21)
Interview Guides and Other
Instruments (P22)
Audio Recording and Transcribing
Interviews (P24)
Sampling in Qualitative Research (P25)
Data Saturation (P26)
Triangulation (P27)
Trustworthiness (P28)
Member Checking (P30)
Coding and Thematic Analysis (P30)
Including Data in the Findings (Chapter
4) of the Dissertation (P32)
1
Dear School of Business Community,
Welcome to the Best Practice Guide for Qualitative Research Design and Methods in
Dissertations!
With well over 600 doctoral students in the School of Business working on their dis-
sertation this year, this guide serves as an important resource in helping us shape and
implement quality doctoral-level research. Its primary purpose is to offer direction on
qualitative research in School of Business dissertations, serving students as they craft and
implement their research plans, and serving faculty as they mentor students and evaluate
research design and methods in dissertations.
We encourage you to explore this guide. It is filled with details on important topics that
will help ensure quality and consistency in qualitative research in the School of Business.
Offering support for both faculty and students, this resource covers many topics, from
those related to early stages of qualitative research design, to guidance on how to in-
clude qualitative data in a dissertation.
Thank you to the faculty and staff of the School of Business and wider NCU community
that worked to create this guide. It is a great contribution to our School, and each of
these individuals pla
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