Research Methods for Business - Dissertation Example

Research Methods for Business Research Methodology 1.0 Research Methods: There are two main types of research methods that can be adopted by researchers, i.e. Primary research and secondary research. Primary research is sub divided into two sub heading, i.e. Qualitative research and quantitative research. These are as explained below: 1.1 Qualitative Research: Qualitative research takes into account an in-depth view of behaviour patterns of people. The method aims at reasoning the behaviour or trend that is displayed. It becomes an answer to the how and what for the decision making unlike quantitative method being results of questions related to the what, when and where aspects (Jobber, 2004). Qualitative or phenomenological methods allow the researcher to produce rich intensive data and this is normally achieved with from small numbers of people and moreover, they tend to provide more contextual data – which adds value to other data – while acknowledges the fundamental complexity of certain social phenomena (Walker, 1985). This form of research can be carried out based on a number of different techniques like, focus groups, in – depth interviews, and other indirect techniques which include completion technique, expressive technique, association technique and many others. Hence, qualitative research need not have a very large sample; however a focused sample is necessary which helps the classification of data into patterns so as to form the basis for interpretation of results and for report making and organizing the results (Saunders, et al, 2000; Housel & Nelson, 2005). 1.2 Quantitative Research: The second method in focus here is the quantitative research. This is a systematic method of investigation of quantifiable properties and entities (Jobber, 2004). It is a scientific method used both in social as well as other research forms. This method involves meeting with large groups of people and to survey them. Generally, quantitative research is a repetitive process for evaluation of results and hypotheses. It is a positivistic approach that “Seeks the facts or causes of social phenomena, with little regard to the subjective state of the individual” (Hussey & Hussey, 1997, p52). The chief aim of quantitative research is apply mathematical techniques, hypotheses, theories and tools so as to have quantifiable results. The results are measured and scaled indicating the connection between mathematical models and empirical expressions of relationships that are quantitative in nature (Saunders, et al, 2000). This method involves the use of techniques like surveys, etc. This method is beneficial in cases where the researcher aims at achieving the views or trends of different groups of people. This involves large groups and the results are analysed based on applied mathematical techniques. This is best suited for researches where the investigation is a systematic and empirical method (Silverman, 2005). 2.0 Research Design: Developing the research design is an important aspect of every research. This acts as glue that holds the research project together and is used to structure the research. This is also helps in showing how the major elements of the project are put together and how they work with each other to provide a complete and rounded research paper (Silverman, 2005). The various elements include the sample for the research, the method adopted for the research and the questions to be asked in the research. There are two main types of designs that can be opted from, one which use the random assignment and the other which does not use the random assignment. The following sub sections will detail the meanings of fixed and flexible research designs and will help provide a clear view on the two types of designs. Robson has provided similar explanation as various other authors however he explains research designs as Fixed and Flexible and compares them showing how they are different and competing paradigms. The following sub section provide a detailed explanation of the fixed research design and flexible research design and helps give a clear view of the meaning of each of the two styles of research designing. 2.1 Fixed Research Design: Robson ( 2002 ) explains fixed design strategy to be one where the decisions on the research are pre determined. Here the researcher tends to make tight pre specifications before the main data collection stage and in most of the cases the data involves more numbers than words. This is also referred to as a quantitative research strategy. As defined by Robson, 2002, “calls for a tight pre-specification before you reach the main data collection stage. Data are almost always in the form of numbers hence this strategy is commonly referred to as a quantitative strategy” (Presbyterian College, 2010 ). 2.2 Flexible Research Design: The second form of research design as explained by Robson is the Flexible Research Design. He explains the flexible research design as, “evolves during data collection. Data are typically non- numerical, usually in the form of words, hence this strategy is often referred to as a qualitative strategy” (Presbyterian College, 2010 ). This clearly explains that the flexible research design is similar to the qualitative research and is more oriented to data word based research. 3.0 Chosen Method The method that has been chosen for this study is a combination of desk study and qualitative research. Secondary data refers to information published by others and which is already available (Collis & Hussey, 2003, pp 53-54). It is also data collected by other people rather than the researcher who is carrying out the study (Sekaran, 2000, p. 255). Secondary data is information available from books, journals and online resources. Secondary data will be gathered from books, journals, and online news, general, and government websites, some of which is referred to in the literature review. However, data collected from the internet will be considered with caution. This data needs to be evaluated based on its author which helps to identify whether the site is trusted or not, as the internet is “an open door to nonsense to appear, and one way of checking on this is knowing about the author” (Berry, 2004, p. 32). The following section will detail the benefits of adopting the flexible research design as well. 3.1 Advantages of Flexible Research Design Flexible research designs are very effective as they include an in – depth examination of the phenomenon and works in link with the various theories that have been developed over the years. This form of research tends to take into account a detailed analysis of the theories and the practical application of the theories as well (Silverman, 2005). Also, this form of research makes use of subjective information and is focused on examining the complex questions which cannot be accomplished with the quantitative methods. This method is an effective way to deal with value laden questions and the methodology itself helps in providing a strong base to the questions in focus. The methodology helps build new theories and also helps in exploring new areas of the research more effectively and efficiently. 3.2 Benefits of Chosen Method Using a combination of secondary research along with the fully structured interviews can prove to be very beneficial and can also prove to be an effective method of research. The combination helps open up newer avenues of research and also permits a chance to develop on older theories and to build new theories. The main advantage of this combination of research is that it allows the interviewer to develop a well balanced questionnaire at the start of the research and then move on to explore more elements of the research area as well. This in short helps the development of newer theories and also helps in achieving in – depth knowledge of the area of research. On the whole the chosen research methodology for the research allows the researcher to gain a strong foundation of researches and information from the secondary data and information (Silverman, 2005). This is then followed by a strong and well developed in – depth interview questionnaire which helps in gaining more practical information of the same topic and area of research. The combined effort helps build a strong foundation and helps the researcher build their own theory based on the two findings. The in-depth structured interview is a process that helps in having important insights as one can cross question any response that comes for having further replies and better understanding. Since this is a goal-oriented and open-ended program, the outcomes of these give a vital base to the findings of the study. Moreover, as the name suggests, it gives an in-depth understanding of the key issues (Silverman, 2005). 4.0 Types of Interviews There are a number of different styles of interviews. This section aims at discussing three different styles of interviews and their limitations. These are as discussed below: 4.1 Fully Structured Interviews: The fully structured interviews are mostly either done face to face or are conducted via the telephone. These generally use a standard set of questions which in most cases are open ended. This form of interview allows the researcher to work effectively as it allows the respondents to respond to open ended questions and pour out their views effectively and efficiently. These forms of interviews are generally fixed and are much standardised in nature. The interviews include a wide range of questions which include open ended, or close ended questions with ordered and unordered response choice and also partially close ended questions. This form of interviewing has little or no possibility for probing (Silverman, 2005). The aim of the analysis here is to aggregate all the data and information received from all the participants and to use the data and information to get sufficient and reliable results from the target population. 4.2 Semi – structured Interviews The semi structured interviews generally include a combination of both open ended as well as close ended questions. However most of the questions include open ended questions and are generally presented in the form of an interview guide. The focus of this form of interview is to gain an understanding based on the textual information that is obtained. Also the depth of understanding that the researcher aims at pursuing is the basis for this form of interview. The questioning route is normally very flexible and a given set of questions are normally covered. The questions are open ended and the main aim here is to obtain particular information which includes aspects like the content, topic and theories. However a number of close ended style of questions are also included. Here the participant also gets a good chance to expand the answers and provide complete and well rounded answers (Silverman, 2005). This helps in providing clear and complete perspectives on the topic. In terms of the analysis, the first step is an assumption that flexibility is clearly necessary for the participants to answer more effectively and efficiently. Also the standardised questions and close ended questions help in forming structured answering as well. 4.3 Unstructured Interviews In terms of the unstructured interviews, it is seen that these are face to face format and is a very flexible form of interviewing. Here the participants are involved and aim is to get them to share their views and points. Here in this structure the researcher is normally in a more sensitive mode of constructing the interviews and gaining the views of the participants. One of the goals here is to allow the participant to play a dominant role in the interview. The nature of questioning in this form on interview is to get the respondents to talk about their experiences and to gain the complete attention and focus of the researcher (Silverman, 2005). The questions used in this form of interview generally tend to vary from open ended, descriptive questions to questions that can bring out the reaction of the respondents to a given situation. Here the researchers simply require the respondents to talk about a topic and hence probing questions are not directed. However simple probing is essential to encourage the participants to talk and to get in line of the subject of interest. The analysis generally has a lot of rich and in-depth textual data which can be used to develop the research findings and to get clear research analysis. 5.0 Fully Structured Interview There are a number of benefits and drawbacks of using fully structured interviews in any research. One of the main advantages of the structured interviews is that the respondents have an equal say in the interview and there is a good chance for the participant to provide their views to the subject of discussion. This form of interview also allows the researcher to gain as much information from the respondents as well. Literature research thus far has revealed that no household appliance manufacturer has made use of customer input in the “open innovation” sense. Dealers of the manufacturer will be interviewed to provide a clearer picture of the interfaces between manufacturer and end customers to ascertain the feasibility of the “open innovation” approach for manufacturer (Silverman, 2005). A qualitative interview is well suited to this purpose as it is designed to elicit differentiated and detailed individual opinions and impressions, and offers the following advantages: a) Organised around a single purpose, b) The ordering and design of questions is flexible, c) Responses are not limited and d) Questions are not framed to elicit true responses. However there are a number of disadvantages that also relate to this type of interviews as well. Firstly, these interviews are data oriented and hence are very time consuming. These interviews also detail the responses in a manner to provide high level of data collection. This reduces the chances of the probing. Also, as the interviews are long and detailed, it is time consuming. Researchers require getting interviews from many respondents to get reliable and valid data and information. Structured interviews are much standardised, which help the researcher get accurate answers to the subject in focus and also help the researcher to minimise the context effects and helps the questions be standard across all the participants. This helps the researcher save time and efforts on the research. Another major advantage of this form of interview is that allows the interviews to be used as quantitative research as well. These are the best as they keep the interviews engaged and also help the researcher gain a good chance to compare and contrast the responses of the participants and also use the comparison to ensure that all the research questions are answered. The questions are all well standardised which allow the interviewer to be ready with their questions and also permit a well designed and smooth flow of the research. However in terms of the drawbacks of this form of interviews is that it does not allow the researcher to pursue other interesting topics and discussions except that have been clearly set down in the pre – determined questionaries (Silverman, 2005). This in some manners can limit the scope of the research and can have an impact on the researcher’s ability to probe in to get newer and different perspectives for the area of research. The research is however still considered to be reliable and valid as the research data that is available is vast and is straight from individuals who have been in the field of study for some time. Hence with the high amount of information and the practical experience that the individuals have in this field, the answers and responses gained are very valuable and can prove to make reliable results for the research. 6.0 Data Analysis and Interpretation Qualitative research unlike the quantitative research is based on words and not so much on numbers. The process of data analysis and interpretation of qualitative research includes the following steps, a) data collection, b) note taking, c) coding, and d) memoing. This is then followed by the process of sorting and writing. The diagram below provides a clear view of the basic steps that are involved in qualitative analysis. Basic Steps in Qualitative Analysis (Warden & Wong, 2007) There are a number of different methods and processes adopted by researchers in order to analyse the qualitative researches (Silverstein & Auerbach, 2003). Of these one of the most famous methods is the use of the ‘Grounded theory’, which was developed by Glaser and Strauss in 1960s. Glaser and Strauss explain that any analysis requires to be grounded to the theories and hence they named it grounded theory. This process is a repetitive process and as seen in the image above, it starts with the data collection, which is based on the development of the questions. The theory explains that the starting periods can be very long and tedious and here the core theoretical concepts are identified. One of the many important core categories that need to be understood includes the following: a) Coding, b) Memoing and c) Integrative sessions and diagrams. The most important aspect to be understood here is the portion pertaining coding. Coding is a process, where the researcher highlights the ideas and the categories and themes and works towards getting an answer to the research questions. This is a phase where a clear idea of what is going on in the research can be clearly understood. Here both the categorising of qualitative data as well as to describe the implications that it has on the categories are clearly understood (Foss & Waters, 2003). The initial stages involves a through and minute detail consideration, referred to as open coding. The main aim here is to develop the initial categories effectively and efficiently. This is then moved to the next stage where selective coding is conducted. Here the coding is done based on the core concept. The process requires the researcher to go through all the responses and the data to check for information that is most pertinent to the research questions (Merriam, 2002). The main aim here is to categorise all the data that is available into the right categories to assist the researcher smoothly plan out the various steps of the research. It is essential to note that during the coding process the researchers should not try to link any of the data with existing theories (Foss & Waters, 2003). The researcher should keep all information relating one aspect of the research together and should all data and information that is received from the research should be kept together here. All chunks of data that relate to one another need to be kept together in piles and labelled accordingly, thereby making it simpler for future referencing and future use of the information. Memoing is the process of recording the thoughts of the researcher through the study. Here again the memos tend to be very open and wide ranged in the start of the research, however as time passes by the memos tend to become much more focused to the core concept and focus of the research (Foss & Waters, 2003). The analysis of the coded information is done in two stages, one where all the data collected is developed into themes and these themes are used to keep track of all the information and data by separating them into common field and area of information. This is then followed by developing conceptual schema ties for the data. This is one of the most critical steps in the process. This helps the researcher make their contribution to the field. Here the main aim is to come up with different ideas and ways to conceptual schema. A form of brainstorming needs to be conducted here to help developing a strong conceptual schema and to eliminate unnecessary information and data. Here this process is very time consuming however if this process is well developed the process of writing out the analysis is relatively much simpler then (Foss & Waters, 2003). In practice the researchers can organise the piles of information in the order in which they plan to discuss the topic. Then each of the piles need to be taken up individually and worked on to sort out all the information and eliminating the data which is not necessary. Once this is completed, researchers tend to lay out the strips of paper in piles and the stripes are then used to write out the thoughts and transitions (Foss & Waters, 2003). The analysis parts of the paper are then written in sync with the conceptual schema. Here the researcher is given a chance to discuss the new points that is found and a combination of both theory and literature needs to be included to provide a support to the ideas. Here the ideas of the researcher need to be the base of the analysis, however with support from the theories that have been designed in the past as well as the literature that is available. 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