Communities of Practice-Oriented Service Innovation Using Information Technology in Higher Education - Research Proposal Example

Methodology 1.0 Introduction This study seeks to critically examine issues pertaining to communities of practice oriented service innovation using information technology in higher education. It hopes to provide invaluable insights on how information technology can be used to facilitate and support service innovation in higher education. In order to achieve the objectives set out for this study, a number of procedures and methods are used to collect and analyse data from the targeted area of study. This chapter describes in-depth the procedures and methods employed in this study to collect and analyse data. Firstly, it describes the research design of this study and explores its suitability in addressing the identified research objectives. Secondly, this chapter describes the settings where the study takes place and the participants involved. Moreover, it illustrates the techniques used to collect data and explores their suitability. It further examines the approaches and procedures used in the process of data analysis. Lastly, this chapter explores the ethical considerations taken into account in the course of this study. 2.0 Research Design This study employs a mixed method research design. This design involves the triangulation of quantitative and qualitative research approaches. In essence, both quantitative and qualitative methods of data collection and analysis are used. This approach to research is used due to its suitability in addressing the identified research objectives. The integration of both quantitative and qualitative methods helps to provide more accurate and in-depth data than the use of each method single-handedly (Borkan 2004). On one hand, a quantitative research method involves the investigation of research issues by collecting numerical data which are subsequently analysed using statistical or mathematical methods. This approach to research focuses on measurement, collecting numerical data and quantifying relationships (Muijs 2010). It allows for the isolation and identification of variation and correlates of different research issues (Borkan 2004). Some of the key advantages associated with the use of a quantitative research approach lies in the fact that it is flexible and can be used to examine several research issues at the same time. Moreover, this approach follows well-defined procedures and structure. It also involves the use of objective scientific and mathematical tools thus leaves little room for bias. However, a quantitative research approach often produces non-specific, vague or general information (Muijs 2010). Therefore, a qualitative research method is used so as to supplement the information obtained through the quantitative methods. The use of a qualitative research approach involves the use of interpretative techniques which enables a researcher to decode, explore, describe and interpret research issues in order to establish meaning (Merriam 2009). Through the use of interpretative techniques, this method allows for in-depth exploration of research issues such as behaviour that are intangible in nature (Mack, Woodsong & Family Health International 2005). Furthermore, a qualitative research approach provides a framework for exploring and underlying research issues. As compared to a quantitative approach, it provides more in-depth data that explains the cause of issues. Generally, a qualitative research approach has the capacity of examining the “human-side” of a research issues and providing descriptions of experiences, encounters and views of individuals (Mack et al, 2005). 2. 1 Research Paradigms Quantitative research studies are often grounded on an positivism paradigm whereas qualitative research studies are grounded on an interpretivism paradigm. Since this study employs both quantitative and qualitative research methods, it is grounded on both the positivism and interpretivism research paradigms (Borkan 2004). A positivism research paradigm is based on the notion that, information in the social world is objective and separate from the views or perspectives of the researchers and the individuals in the targeted research setting. This paradigm further presumes that valid information in the social world can only be obtained through empirical studies that involve the mathematic treatment of data. Using this research paradigm requires researchers to be completely objective and discard any personal views or opinions (Wimmer & Dominick 2011). A quantitative positivism research paradigm is used in this study mainly because it is flexible and allows researchers to explore more than one research issue. This paradigm is extensive in nature and provides almost unlimited chance to examine more than one research issue at the same time (Muijs 2010). Conversely, an interpretivism research paradigm postulates that knowledge in the social world is subjective. Therefore, valid research information can be obtained by gathering, exploring and interpreting the personal views, opinion, experiences of individuals in the targeted research settings. This research paradigm further holds that knowledge or meaning is not objective thus research information cannot be established without thinking, reasoning, involving the participation of human beings and taking into account their perspectives (Klenke 2008). In essence an interpretivism research paradigm accentuates on descriptive analysis through in-depth interpretation of the opinion, views, actions and experiences of people in the research context of study. A qualitative interpretivism paradigm is used in this study mainly due to its suitability in exploring research issues in-depth (Klenke 2008). Figure 1.1 illustrates the strengths, weaknesses, validity and reliability of the research design that this study employs Strengths Weaknesses Validity Reliability Quantitative Research -Can be used to study a large population sample effectively -Cost-effective and less time consuming -Produces abstract and general findings -Leaves limited room for bias since research is relatively independent of the researcher - Provides precise numerical data Qualitative Research -Can be used to study intangible aspects of research such as experiences, views, opinion and beliefs -Difficult to subject to statistical analysis -It is subjective in nature thus it leaves room for biases -effective in exploring cause-effect relationships. -Produces in-depth and detailed findings Mixed Methods -Capitalizes on both the strengths of quantitative and qualitative research -Enhances accuracy of findings -Expensive and time consuming -Discrepancies may arise when interpreting findings -Enables researchers to gain breadth and depth in knowledge -Produces more complete knowledge essential in informing theory and practice Pilot study Prior to the actual study, a pilot study was carried out so as to pre-test the suitability of the approaches and techniques to be used in the actual study. Basically, a pilot study is a “mini-version” of the actual study that aims at evaluating the appropriateness of the research design. (Teijlingen & Vanora 2002). In this case, the pilot study mainly involved administering questionnaires to five participants and interviewing two participants. 3.0 Research Setting and Participants This study took place within three institutions of higher education namely; Monash University, Bond University and the University of Sydney. It involved a total of 56 participants among which 40 are students, 10 are educators and 6 are administrative staff. The participants were chosen through convenient sampling. This sampling approach involves selecting a sample population of population due to their proximity and accessibility to the researcher (Statpac 2013). In this case, the participants chosen to take part in this study were those who were available and willing to take part in the study. 4.0 Methods of Data Collection 4.1 Questionnaires A questionnaire is a data collection tool that incorporates a set of written questions or prompts that require responses from participants regarding particular research issues (Newman & Benz 1998).Questionnaires can either be open-ended or closed-ended. An open-ended questionnaire requires participants to formulate their own responses or answers to the provided questions whereas a closed-ended questionnaire provides participants a list of response options that they are required to use when answering the questions provided (Ader & Hand 2008). In this study, closed-ended questionnaires were administered to the 56 participants. The questionnaires incorporated a set of questions based on the objectives of this study. The response option incorporated in the questions adopted the Likert Four point Scale which requires participants to use response options such as “Highly Agree” Agree’ ‘Disagree’ and ‘Highly Disagree’ to show their level of agreement to the listed questions or prompts (McLeod 2008). The use of questionnaires in this study to collect data is advantageous and convenient in the sense that they are time-saving, easy to administer and cost-effective. In this study questionnaires are administered through emailing respondents, this in turn helps to save time and money. Furthermore, collecting data through the use of questionnaires provides an easy approach for gathering, compiling and organising data from a large sample (Ader & Hand 2008). Although the use of questionnaires provides a convenient approach of collecting data, it is also limited in the sense that it gathers non-specific and vague data due to its standardised and rigid structure that does not leave room for participants to provide explanation or justify their answers (Darzi & Athanasiou 2010). In order to address this limitation, interviews are used to supplement the data collected through questionnaires. 4.2 Interviews An interview is a technique of data collection where a researcher engages in a purposeful conversation with a participant by asking questions that aim at obtaining information regarding a particular research issue (Debasish & Das 2009). In this study, 30 minutes interviews are carried out with three participants, a student, an educator and an administrative staff. In the course of the interviews, the participants are asked a set of questions based on the objectives of the study. Moreover, some of the questions asked during the interviews seek to provide clarification to some responses established through the use of questionnaires. The use of interviews to collect data in this study helped to gather in-depth data about various research issues. It also provided a platform to seek clarification or further explanation to unclear information as a result it helped to elicit more accurate responses. However, conducting interviews can be time-consuming (Wood & Ross-Kerr 2011). 5.0 Data Analysis Data analysis is a process through which data collected in the course of a study is compiled, organised and assessed so as to derive relevant information that helps to address the previously identified research objectives (OIRA 2013). Following the data collection process, the data gathered through the use of questionnaire is analysed through the use of the Statistical Package for Social Sciences (SPSS). Subsequently, data collected through the use of interviews is analysed based on the grounded theory. Generally, grounded theory is a data analysis method that is often used to analyse qualitative data. This method does not take into account any underlying hypothesis or theory. Using this data analysis method, the data collected is categorised into similar categories subsequently the categories are interpreted to explain particular research issues (Allan 2003). 6.0 Ethical Considerations In any research study, certain ethical issues are bound to arise. Therefore, it is crucial to adhere to the ethical standards set for educational research. In order to adhere to these standards for doing research, several ethical considerations are taken into account. Firstly, prior to conducting this study, official consent from relevant authorities in the settings where the study takes place is obtained. Moreover, prior to carrying out the study, an informed consent is obtained from the participants. Participants are informed about the nature, scope and purpose of the study and requested to take part in the study on a voluntary basis. Only participants who consent are involved in this study. Secondly, the privacy and confidentiality of participants during and after this study is upheld and maintained. Participants are requested not to reveal their names or any personal in the questionnaire or in the course of the interviews. Thirdly, participants’ rights to withdraw from the study are also taken into account in the course of this study. Participants are informed in advance about their rights to withdraw for any reason at any time (BERA 2011; Oliver 2010). Additionally, ethical issues revolving around validity and bias are considered. Ethical guidelines for educational research demand that researchers should ensure that their study is valid and has integrity by avoiding biases and the falsification of findings. In the study, validity and integrity of findings is maintained and enhanced through objective analysis and verification of findings. The data collected through the use of questionnaires and interviews are presented accurately. Furthermore, personal opinions are avoided and extensive consultation with supervisors and peers are carried out so as enhance objectivity and avoid biases (Oliver 2010). References Ader, H. & Hand, D 2008, Advising on research methods: A consultant’s companion, Johannes van Kessel Publishing, The Netherlands. Allan, G 2003, “A critique of using grounded theory as a research method”, Electronic Journal of Business Research Methods, vol. 2, no. 1, pp. 1-10. British Educational Research Association (BERA) 2011, Ethical guidelines for educational research, viewed February 3 2014 Borkan, J.M., 2004, “Mixed Methods Studies: A Foundation for Primary Care Research”, Annals of Family Medicine vol 2, no. 2, pp. 4-6. Darzi, A. & Athanasiou, T 2010, Key topics in surgical research and methodology, Springer New York. Debasish, S. & Das, B 2009, Business Communication, PHI Learning, New Delhi. Klenke, K 2008, Qualitative Research in the study of leadership, Emerald Publishing, Bradford Mack, N., Woodsong, C. & Family Health International, 2005, Qualitative research methods: a data collector's field guide, Family Health International, North Carolina Mcleod, S 2008, Likert Scale, viewed on February 3 2014 Merriam, S., 2009, Qualitative Research: A Guide to Design and Implementation, John Wiley & Sons, New York. Muijs, D., 2010, Doing Quantitative Research in Education with SPSS, SAGE, London. Newman, I. & Benz, C 1998, Qualitative-Quantitative research methodology: exploring the interactive continuum, SIU Press, Illinois. Office of Institutional Research and Assessment (OIRA) 2013, Analysing and Interpreting Data, viewed February 3 2014 Oliver, P., 2010, The Student’s Guide to Research Ethics, McGraw-Hill International, Berkshire. Statpac 2013, Survey Sampling Methods, viewed February 3 2014 Teijlingen, E. & Vanora, H 2002, “The importance of pilot studies”, Nursing Standard, vol 16, no. 40, p. 33. Wimmer, R. & Dominick, J 2011, Mass Media Research: An introduction, Cengage Learning, London. Wood M. & Ross-Kerr, J 2011, Basic steps in planning nursing research, Jones and Bartlett Publishers, London. Read More