The Strength and Weaknesses and Shortcomings of the Research Strategies and Actions - Essay Example

Individual reflective essay on the strength and weaknesses and shortcomings of the research strategies and actions adopted by our group Instructor Date Introduction When carrying out a research study, it is important to identify the research method that will shine a light on the phenomenon under study. Depending on the case at hand, a researcher can use a qualitative, quantitative or a mixed methodology. In this sense, the research question in a study is a key determinant factor in the type of research methodology that is selected (Tashakkori & Teddlie, 2003). A qualitative method is best suited where the research entails the exploration of an issue, understanding phenomena and answering questions by analysing and making sense of unstructured data. On the other hand, a quantitative research is more suitable to the testing hypotheses, i.e. statements about the relationship between certain variables. However, in a mixed methodology the findings of both qualitative and quantitative research complement each other. For instance, a qualitative approach can be used to explain the findings derived from a quantitative approach (Tashakkori & Teddlie, 2003). The research was both qualitative and quantitative and the purpose of the study was to explain the extent that students can benefit from lecturers coming from the business world and whether the move is economical or ideologically driven (Cameron, 2011). Research Methods When formulating questions for our research study, my group addressed issues that included whether the topic can generate interest in the Business Faculty, whether the primary objectives of the research were achievable and whether our primary findings could be supported by secondary data (Bailey, 2014). In answering the q uestion of whether students can benefit from lecturers coming from the business world, we choose to use survey and interviews. In particular, we used SurveyMonkey because it was easier to administer questionnaire using an internet survey (Bailey, 2014). Further, in ensuring ethical guidelines were met, my group generated questions that were to be answered anonymously. This is because; asking the respondents about their personal details appears to be a breach of privacy. Ethical considerations for our study also involved eliminating gaps that could lead to biases in the final findings. These included avoiding issues such as the deception of participants, financial inducements, psychological stress and confidentiality of information (Cameron, 2011). Strength and Weaknesses and Shortcomings While the method we established for answering the main question of the study was appropriate, there were also weaknesses. Some identifiable weaknesses emerged in terms of using SurveyMonkey to support the data generated. For instance, the reliability of the data generated on SurveyMonkey is questionable. This is because the targeted respondents in this study should be students taking business courses (Fulgioni, 2014). As such, clarity is required regarding the respondents who participated in the survey using SurveyMonkey. Conversely, we could have used the module evaluations to understand the issues pertinent for students undertaking business courses (Saunders et al., 2012). For instance, the module evaluations can address issues such as: The key things that students can learn from lecturers moving from the business world Whether the instruction methods adopted by the lecturers from the business world are similar or different from those used by the traditional teaching professionals The experiences that students can gain from being taught by teachers with a business background Whether the learning is hindered by the new teaching strategy The means of improving learning in a setting where lecturers are from the industry My group need to obtain data in a way that the pertinent issues can be answered appropriately. Other than using an online survey to support the primary data, it was necessary to consider other methods of generating data to come up with reliable findings regarding the key question of the study. In formulating the research question, it was necessary for my group to consider factors that can drive business professionals into the teaching profession. Issues to investigate in this sense may include whether such a move is economically or ideologically driven. However, our research question appears to focus only on how students can benefit from lecturers moving from the business world. Concerning whether such a move is economically or ideologically driven from a student’s perspective, a number of issues also need to be addressed when formulation the research question. For instance, do lecturers from the industry improve the chance of students succeeding in the career world or does a shift to lecturers from the business world improve student learning and experiences compared to the traditional teaching professionals (Alvesson & Sandberg, 2011). Further, it was also important for this study to identify the variables that were prevalent. For instance, the key variables that can be measured in this study include teaching experience and student learning. The use of a mixed method was important in analysing data that required statistical computations. For example, deriving the percentage of lecturers who think experience in the teaching professional is critical and the percentage of student who believes lecturers from the industry can help improve their learning and experience. In this sense, the credibility of the study is enhanced in terms of providing the statistical facts integrated with the qualitative data (Cameron, 2011). When collecting data for our study, it was necessary that we select appropriate data collection methods ideal for the phenomenon or issue that the study intended to address. As such, using effective data collection methods would have ensured that we identified and verified the real issues and views that needed to be addressed in the study (Lee et al., 2011). Using appropriate data collection methods would have ensured my group addressed the prevailing issues proactively, assessed progress and utilised the existing opportunities. In addition, appropriate data collection methods could have benefited my group in terms of looking at the broader spectrum of issues, not limited to the the case at hand. For instance, the data we collected needed to apply a method or methods that facilitates credible tracking and analysis over time and makes it easier to measure progress and success of the study (Lee et al., 2011). When collecting data, my group should have considered issues such as how to gain the trust of the participants in the study. Gaining trust of the participants was important and particularly, if we would have conducted interviews. In addition, it was important that we minimise the possibility of legal action or complaints from the participants. Factors that we needed to consider in this sense included measures taken to maintain the confidentiality of information provided by the participants in the study such as obtaining the client consent (Lee et al., 2011). A major weakness with, online surveys involves biases regarding the process of data collection. This is because some of the respondents may lack knowledge in the use of electronic surveys. Further, issues such as security and confidentiality are concerns associated with an online survey. It was also difficult for my group to calculate the response rate as normally done using, for instance, mailed surveys sent to a specific number of respondents. In this regard, the response rate in our study could only be determined if we knew the target audience for the online survey (Downes-Le Guin et al., 2012). Conversely, qualitative, semi-structured interviews could have been conducted to gain qualitative data. This would have provided the group with a more efficient method of collecting first-hand information from the selected participants. Our group’s research question required the considerations of varied views and SurveyMonkey provided the group with an alternative to generating different views in the shortest time. In addition, we also considered the costs of collecting data using various methods, and we identified the online survey as the cheapest alternative for our research study. Additionally, a formal interview was necessary because this study also required the views of lecturers. Because of their tight schedules seeking appointment for an interview was the best alternative compared to other methods of data collection that may appear informal when dealing with officials of an institution (Zivkovic, 2012). The questionnaires used in the survey needed to contain accurate details in terms of addressing issues related to the research question. The information that the group intended to generate from the questionnaires include the views of both lecturers and students regarding the importance of experience for lecturers moving from the business world. Since the key element in the research question revolved around the experience of lecturers moving from the business world, the questions should focus on how such a move can benefit students from the Business Faculty. In analysing the qualitative data, the process that would have been ideal for the group includes content analysis (Nuttal et al., 2011). This would help the group to generate an accurate explanation regarding the benefits students can derive from lecturers moving from the business world and whether the experience is a critical factor. In our study, content analysis would have been the ideal method for analysing data collected using surveys or interviews. This is because, this method is ideal when categorising, for instance, verbal or behavioural data during classification, summarisation and tabulation of data. In addition, content analysis would have allowed my group to analyse the data collected in two levels that include the basic and latent levels of analysis. For example, the basic level of analysis would have allowed the group to analyse the descriptive account of the data, in case we used interviews. At this stage, the basic level would have been helpful in analysing what the respondents said, but no comment on what is inferred or implied. On the other hand, the latent level of analysis would have been ideal for carrying out an interpretive analysis of participants’ responses and what the respondents may have inferred or implied. Overall, the group needed to use content analysis to make sense of the data collected and identify the significant findings (Humphreys, 2013). Additionally, had we used interviews, the feedback would have been integrated with those from the online survey to enhance the analysis of the generated data from the respondents. This would have been helpful in terms of enabling the group to compare the views derived from the study and other views from similar research to develop a reasonable answer to the research question (Humphreys, 2013). While the group has provided the quantitative data regarding the feedback from the SurveyMonkey, how those computations were generated may not provide clarity to the intended audience. The group needs to explain to the audience the statistical methods used to generate the findings. This provides more accuracy and reliability for the audience intending to rely on the findings of the study (Humphreys, 2013). Where the finding of the study suggests the need for lecturers to move from the business world, it is necessary to provide substantive reasons to convince the audience that the study targets. In analysing data from the survey, we found that, students are settled when it comes to placements, and the learning environment is enhanced through the use of case studies derived from the industry. However, further research is needed to investigate whether lecturers from the industry working on a part-time basis can affect student performance. The issue of generalizability should also be considered in this study and whether the findings can be extrapolated to other Faculty other than the Business Faculty (Lokke & Sorensen, 2014). Presentation of research findings In order to provide a summary of the research findings, the group needed to use power point presentation. Further, tables, graphs or charts are helpful in illustrating the research findings (Saunders et al., 2012). Conclusion While the mixed method was appropriate for answering our research question, we also experienced some weak points. This involves failing to use interviews in collecting data; however, the online survey enabled the group to collect data faster. Despite online survey having its shortcomings, we were able to analyse the data and generated some key findings. For instance, in answering the question for this study, we found that teachers coming from the business world can improve learning through the use of case studies from the industry. However, while this study only targeted the Faculty of Business, there is a need to explore whether the findings can be applied to other Faculty. In addition, further research is needed to investigate whether teaching on part-time basis by lecturers from the industry can affect student learning and performance respectively. References Alvesson, M., & Sandberg, J., 2011. Generating research questions through problematisation. Academy of Management Review, 36(2), 247-271. Bailey, L.F., 2014. The origin and success of qualitative research. International Journal of Market Research, 56(2), 167-184. Cameron, R. 2011.Mixed methods research: the five P’s framework. Electronic Journal of Business Research Methods, 9(2), 96-108. Downes-Le Guin, T., Baker, R., Mechling, J., & Ruyle, E., 2012. Myths and realities of respondent engagement in online surveys. International Journal of Market Research, 54(5), 613-633. Fulgoni, G. 2014, Uses and misuses of online-survey panels in digital research. Journal of Advertising Research, 54(2), 133-137. Humphreys, P., 2013. Data analysis: models or techniques? Foundations of Science, 18(3), 579-581. Lee, D.L., Vostal, B., Lylo, B., & Youjia, H., 2011. Collecting behavioral data in general education settings: a primer for behavioral data collection. Beyond Behaviour, 20(2), 22-30. Lokke, A., & Sorensen, P.D., 2014. Theory testing using case studies. Electronic Journal of Business Research Methods, 12(1), 66-74. Nuttall, P., Shankar, A., & Beverland, M.B., 2011. Mapping the unarticulated potential of qualitative research. Journal of Advertising Research, 51(1), 153-163. Saunders, M., Lewis, P., & Thornhi, A. 2012. Research Methods for Business Students, 6th Edition. New Jersey: Prentice Hall. Tashakkori, A. & Teddlie, C., 2003. Handbook of Mixed Methods in Social and Behavioral Research. Thousand Oaks, CA: Sage. Zivkovic, J. 2012.Strengths and weaknesses of business research methodologies: two disparate case studies. Business Studies Journal, 4(2), 91-99. Appendices Appendix 1: Research Journal 1. Individual research methods journal The group had three members The topic for the study was “To what extent are students benefiting from lecturers who have moved from the business world, and how far this move is economical or ideologically driven?” As a group, we decided to explore how industry experience can help improve student learning in the Faculty of Business. 2. What, how, why, where and when of the research progress of my group After formulating the topic, we decided on the methods to collect data for the study. (a)Primary Data Collection: Interviews: We were supposed to interview lecturers who have industry experience and those that do not have experience in the industry. Survey: The survey was supposed to act as a follow-up for the interviews. (b)Secondary Data Collection: We used academic journals (The journals we necessary to help the group find secondary data for the research question). We looked at articles that had information related to the topic of our research (c)Quantitative data: Statistics from our survey Statistics from secondary data (d)Qualitative data: We analysed information from the survey and journals to answer the question of our research 3. Views regarding about what went on / happened: I liked how we formulated our research question because it made our survey questions easier to understand. Our group was small, and I was demoralised because one of our group member was slacking. As a result, only two members were active in the group and we had to do the work that should have been done by the other group member who was slacking. In order to improve work rate in our group, we tried using WhatsApp, but some members did not respond; however, we ended using Google Drive. We were also concerned about some ethical issues related to our research topic. For instance, how to deal with questions regarding age. 4. Research methods weekly journal Week 2: We were limited in terms of generating ideas for the research We also seemed to lack interest in the subject Week3: We managed to finalise our topic and decided to compare it with another variable such as ideology because, we had initially focused on the economic aspect of the research question. We began to plan for the methods that we were going to use to collect the data. Concerning secondary data, we decided to look at two sources each in relation to our topic and brought them to our next meeting to discuss their relevance. We also brainstormed about the questions that we should ask for our primary data collection based on what we obtained from secondary data. Week 4: We scheduled a meeting that was cancelled due to lack of attendance by group members. However, we decided to meet virtually which also proved ineffective. Communicating through WhatsApp was not the best platform because there is a possibility of misinterpreting messages. In the long run, we decided to open a google doc which also turned disastrous Week 5: Finally, the group meeting was successful as we were all present Week 6: This week we collated our data. Week 7-8: We managed to structure our results and linked it with secondary data. Week 9: Undergraduate conference Read More