For PhD in Management and Marketing students

By: Dr. Chalchissa Amentie (Associate Professor)

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I-Introduction
 Research’s Concept
 Motivation of doing research
 Quantitative Research

II- Research Design

 Research Design

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 Brain storming

 What is research ?

 Why do you study business research?

 What is the purpose of quantitative research?

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 Research is an activity of defining and redefining problems,
formulating hypothesis ; collecting, organizing and evaluating data;

making deduction and reaching at conclusion to determine whether

they fit the formulated hypothesis. (Woody)

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 Business research
provides information to
guide business
organization decisions

With Research, you will

reach the right
decision !
 Desire to get degree with its consequential benefit
 Desire to get respect and promotion (to own respect in society).
 Desire to face a challenge in solving the unsolved problem.
 Desire to get intellectual joy of doing some creative work
 Directive of government
 Employment condition
 Limitation or gaps past studies

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 Attempts to explain phenomena by collecting and analysing numerical data
 Tells you if there is a “difference” but not necessarily why
 Data collected are always numerical and analysed using statistical methods
 Variables are controlled as much as possible (RCD as the gold standard) so we
can eliminate interference and measure the effect of any change
 Randomisation to reduce subjective bias
 If there are no numbers involved, its not quantitative
 Some types of research lend themselves better to quant approaches than others

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 Quantitative Research…
• Data sources include
– Surveys where there are a large number of respondents (esp where you have
used a Likert scale)

– Observations (counts of numbers and/or coding data into numbers)

– Secondary data (government data; SATs scores etc)

• Analysis techniques include:

 hypothesis testing, correlations and cluster/group analysis

Before discussing the differences between
qualitative and quantitative methodologies
one must understand the foundational
similarities.

Class activity

?
=
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 All qualitative data can be measured and coded using

quantitative methods.

 Quantitative research can be generated from qualitative inquiries.

 Example: One can code an open-ended interview with numbers

that refer to data specific references, or such references could

become the origin of a randomized experiment.

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 The major difference between qualitative and quantitative research
stems from the researcher’s underlying strategies.

 Quantitative research is viewed as confirmatory and deductive in

nature.

 Qualitative research is considered to be exploratory and inductive.

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Distinguishing Characteristics

Quantitative Approaches Qualitative Approaches

• Inductive Reasoning
• Deductive Reasoning
• Insider perspective
• Outsider perspective
• Holistic
• Focus on specific concerns
• Environment sensitive
• Environment neutral
• Selection of units – often
•Selection of units – often purposive sampling methods
probability sampling methods
• Number of units often small
• Number of units may be large • Narrative and visual emphasis
• Numeric emphasis in reporting in reporting
• Heuristic and Iterative
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Theoretical Approach

• Deductive
• Inductive
 Inductive Approach
• Inductive Theoretical Approach
• Seek to build up a theory which is adequately grounded in a number of
relevant cases. Referred to as Interpretative and Grounded Theory
• Art of Interpretation
• Field Text: Consists of field notes and documents from the field
• Research Text: Notes and interpretations based on the filed text
• Working interpretative document: Writers initial attempt to make
sense out of what he has learned
• Public Text: The final tale of the Field
1.Induction

E.g.
Socrates is mortal ,
and Socrates is a man,
therefore, man is mortal.

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 Theoretical Approach
Deductive
• Deductive Theoretical Approach
• Seek to use existing theory to shape the approach which you adopt to the
qualitative research process and to aspects of data analysis
• Analytical Procedures
• Pattern Matching
• Involves predicting a pattern of outcomes based on theoretical
propositions to explain what you expect to find
• Explanation Building
• Involves attempting to build an explanation while collecting and
analysing the data, rather than testing a predicted explanation as in
pattern matching
E.g. Man is mortal
Socrates is a man;
therefore, Socrates is mortal

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 .
• Key Paradigms: Positivism

And Interpretivism
 Positivism
 The Natural Sciences as a Model

 The Quest for Objective Knowledge

 A Deductive or Theory-Testing Approach

 Underpinned by an Objectivist or Realist : facts are facts

 Explaining how and why things happen:

 Measurement, Correlation, Statistical Logic, Verification

 Typical Methods: Surveys, Questionnaires, Random Sampling

 Example Hypothesis: Violence on TV Leads to Juvenile Violence

 Problems with this approach?

 Interpretivism
 The Quest for Subjective Knowledge

 An Inductive or Theory-Building Approach

 Underpinned by a Subjectivist : people are people

 Understanding How and Why Things Happen: Explaining Meaning

 more sensitive towards individual meanings and contribution

 Typical Methods : In-depth Interviews; Analytical Approaches Revisiting the

things

 Example: What are the Causes of Violence in Ethiopia?

• Problems with this Approach?

 .

II- Research Design

.

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 Introductions

 A definition of Research Design and mixed methods research

 Steps in the process of designing a mixed methods study

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 RESEARCH DESIGN

 RESEARCH DESIGN refers to the plan, structure, and

strategy of research--the blueprint that will guide the
research process.
Intriguing Observation, More Careful Studying Defining Research
Intellectual Curiosity of the Phenomenon Problem & Objectives

Building the Theoretical

Refinement of theory
Framework and the
(Inductive Reasoning) THE PROCESS OF Research Model
EMPIRICAL RESEARCH
Testing Hypo.:
Data Analysis & Developing Research
Interpretation Hypotheses

Data Coding, Developing Operational

And Definitions for
Editing Research Variables

Data Collection Sampling Design

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 RESEARCH DESIGN

RESEARCH DESIGN: The blueprint/roadmap that will guide the research.

The test for the quality of a study’s research design is the
study’s conclusion validity.

 CONCLUSION VALIDITY refers to the extent of researcher’s

ability to draw accurate conclusions from the research. That is,
the degree of a study’s:

a) Internal Validity—correctness of conclusions regarding the

relationships among variables examined
 Whether the research findings accurately reflect how the research
variables are really connected to each other.

b) External Validity –Generalizability of the findings to the

intended/appropriate population/setting
 Whether appropriate subjects were selected for conducting the study
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Why Is Research Design Important?
 Good research design is the “first rule of good
research.”
 Knowledge of the needed research design allows
advance planning so that the project may be
conducted in less time and typically at a cost
savings due to efficiencies gained in preplanning.

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Objectives of Research Design
 To gain background information and to develop
hypotheses

 To measure the state of a variable of interest

 To test hypotheses that specify the relationships

between two or more variables

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Three Types of Research Designs
 Exploratory
 Descriptive
 Explanatory/Causal

 Class Activity
• Discuss by Group and present to class
 Focus on their objectives

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 Exploratory Research
 Exploratory research is usually conducted at the
outset of research projects.

 It is usually conducted when the researcher does

not know much about the problems.

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Uses of Exploratory Research
 Gain background information
 Define terms
 Clarify problems and hypothesis
 Establish research priorities

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Exploratory Research Methods
 Secondary data analysis: the process of searching for interpreting existing

information relevant to the research topic

 Experience surveys: refer to gathering information from those to be

knowledgeable on the issues relevant to the research problem

 Key-informant technique: gathering information from those thought to

be knowledgeable on the issues relevant to the problem

 Lead-user survey: used to acquire information from lead users of a new

technology

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Exploratory Research Methods
 Case analysis: a review of available information about a former
situation(s) that has some similarities to the current research
problem

 Focus groups: small groups brought together and guided by a

moderator through an unstructured, spontaneous discussion for
the purpose of gaining information relevant to the research
problem

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 Descriptive Research
 Descriptive research is undertaken to describe answers
to questions of who, what, where, when, and how.

 It is desirable when we wish to project a study’s findings

to a larger population, if the study’s sample is
representative.

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Descriptive Research Classifications

 Cross-sectional studies

 Longitudinal studies

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Descriptive Research Studies
 Cross-sectional studies measure units from a sample of the
population at only one point in time (or “snapshot”).

 Sample surveys are cross-sectional studies whose samples

are drawn in such a way as to be representative of a specific

population.

 These studies are usually presented with a margin of error.

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Descriptive Research Studies…
 Longitudinal studies repeatedly measure the same
sample units of a population over time.

 Since they involve multiple measurements over time,

they are often described as “movies” of the population.

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Causal Research
 Causality may be thought of as understanding a
phenomenon in terms of conditional statements
of the form “If x, then y.”
 Causal relationships are often determined by the
use of experiments.

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Mixed Methods Research

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 Qualitative Quantitative Numeric
Text Data Data

 This is a sample of a text file of  2342523112342332

1115341231445541
words that might be collected on 2143351423155221
interview transcripts, 5351315322513244
31242241554215
observation field notes, or
optically-scanned documents.

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• Mixed methods research is both a method and methodology for
conducting research that involves collecting, analyzing, and
integrating quantitative and qualitative research in a single
study or a longitudinal program of inquiry.
• The purpose of this form of research is that both qualitative and
quantitative research, in combination, provide a better understanding
of a research problem or issue than either research approach alone.

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 Quantitative data  Qualitative data
 Instruments  Interviews
 Checklists  Observations
 Records  Documents
 Audio-visual materials

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 Quantitative analysis  Qualitative analysis
◦ Use statistical analysis,  Use text and images,

◦ For description  For coding

◦ For comparing groups  For theme development

◦ For relating variables  For relating themes

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◦ Collects both quantitative and qualitative data
◦ “Mixes” them
◦ “Mixes” them at the same time (concurrently) or
◦ one after the other (sequentially)

◦ Emphasizes both either equally or unequally

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 The insufficient argument – either quantitative or qualitative may be
insufficient by itself
 Multiple angles argument – quantitative and qualitative approaches
provide different “pictures”
 The more-evidence-the-better argument – combined quantitative and
qualitative provides more evidence
 Community of practice argument – mixed methods may be the preferred
approach within a scholarly community
 Eager-to-learn argument – it is the latest methodology
 “Its intuitive” argument – it mirrors “real life”

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 Preliminary considerations
 Creating a title
 Posing a general question
 Listing the types of data collection and analysis
 Making explicit your worldview
 Identifying your research design
 Drawing a figure of your design
 Writing a purpose statement
 Writing research questions
 Completing a research plan

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• Research problem
• Content – any topics
• Fit the problem to mixed methods (arguments)

•Access to both qualitative and quantitative data

•Background and resources

•Receptive audience

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 Write it as a question
 Look to see how it is phrased
 Make sure that it is specific enough and focused
(an answerable question)
 Ask yourself, “when I end the study, what question
would like to have answered?”

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 Quantitative data  Qualitative data (open-
(closed-ended) ended)

◦ Instruments ◦ Interviews

◦ Behavioral ◦ Observations

checklists ◦ Documents

◦ Records ◦ Audio-visual materials

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Quantitative Sources Qualitative Sources
of Data of Data

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 Quantitative analysis  Qualitative analysis
 Use statistical analysis,  Use text and images,
 For description  For coding
 For comparing groups  For theme
 For relating variables development
 Design-type  For relating themes
 Design-type

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 Procedures for handling your qualitative and quantitative data
 Sequence – concurrent or sequential or both
 Emphasis – emphasis on qualitative or quantitative
 Sometimes both concurrent and sequential phases are used
 Designs may include more than two phases
 Think about using a simple, elegant design
 Class-Discussion
I-Concurrent Mixed Methods Designs
II-Sequential Design
Explanatory Design

Exploratory Design

Sequential Embedded Design

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 Sequential designs
Explanatory Design
QUAN qual
Data & Data &
Interpretation
Results Results
Following up

Exploratory Design
QUAL quan
Data & Data &
Interpretation
Results Building to
Results

Sequential Embedded Design ( eg. Action research ,HDP,

Before-
QUAN After-
Intervention
intervention
Trial intervention
qual qual Interpretation

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Explanatory sequential design
Quantitative Case Selection Qualitative Interpretation –
Quantitative
Data Collection Data Analysis Data Analysis based on quan
(quan) (QUAL) ad QUAL results

+
Qualitative
Data Collection

Quantitative Data* Quantitative Analysis Case Selection Qualitative Analysis Interpretation

Number of cigarettes Graphic plot of CES- Selected 5 cases Description of each Why did changes in
CES-D6 D6 scores over time maximally varying case smoking occur?
for each participant Identified critical Identification of life
Qualitative Data* Graphic plot of months in which events occurring
cigarettes/day values smoking varied during critical
Semi-structured
over time for each months where
interviews, audio
participant smoking increased or
recorded and
decreased
transcribed
Thematic analysis of
life events for each
* Data collected 10 times
case
over the course of a
calendar year for 40 Cross-case thematic
participants analysis

Source: Creswell, Plano Clark, Shope, McVea. (in progress)

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 Phase I Qualitative Research - Year 1

Qualitative Data Collection Unstructured Interviews -

50 participants
8 observations at the site
16 documents

Qualitative Data Analysis Text Analysis: Using QSR N6

Development of codes and themes

Qualitative Findings for each site

Phase II Quantitative Research - Year 2

Create approximately a 80-item
Quantitative Instrument Development instrument plus demographics

Administer survey to 500 individuals

Quantitative Test of the Instrument
Determine factor structure of items and
conduct reliability analysis for scales

Quantitative Results
Determine how groups differ
using ANOVA test

Exploratory sequential design / it depends but this is the best for

mrkt and mgt

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Qualitative vs Quantitative
research questions

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 Qualitative central question
◦ Begin with “what” or “how”
◦ Focus on single phenomenon
◦ Use exploratory verbs (discover, understand, explore)
◦ Non-directional language
◦ A general question (allowing participants’ perspectives
to emerge)

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 Can be hypotheses or questions
 State variables – independent, dependent, mediating, covariates

 Develop from theory

 Use distinct measures for independent and dependent
variables
 Order variables from independent to dependent

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 Write qualitative research questions and write quantitative
research questions/hypotheses

 Also write a mixed methods research question

 Write these questions separately

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 Title
 Introduction
 (Problem)
 Worldview/theoretical lens –By Order( location, chronology, logical fellow )
 Audience
 Purpose Statement
 Research Questions
 (Literature Review)
 Methods
 Type of Mixed Methods Design (also add definition of mixed methods)
 Types of Data Collection
 Types of Data Analysis
 Sequence/Emphasis/ Mixing Procedures
 Figure of procedures
 Anticipated methodological issues
 Ethical issues anticipated
 Validity issues
 Researcher resources and skills
 References, Appendices

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Books:

 Creswell, J. W., & Plano Clark, V. L. (2007). Designing and conducting mixed methods
research. Thousand Oaks, CA: Sage.
 Creswell, J. W. (2008). Research design: Qualitative, quantitative, and mixed methods
approaches (3rd ed.). Thousand Oaks, CA: Sage Publications.
 Greene, J. C. (2007). Mixed methods in social inquiry. San Francisco: Jossey-Bass.
 Mertens, D. M. (2005). Research methods in education and psychology: Integrating
diversity with quantitative and qualitative approaches (2nd ed.). Thousand Oaks, CA:
Sage Publications.
 Plano Clark, V. L., & Creswell, J. W. (2008). The mixed methods reader. Thousand
Oaks, CA: Sage.
 Tashakkori, A. & Teddlie, C. (1998). Mixed methodology: Combining qualitative and
quantitative approaches. Thousand Oaks, CA: Sage Publications.
 Tashakkori, A. & Teddlie, C. (Eds.) (2003). Handbook of mixed methods in social and
behavioral research. Thousand Oaks, CA: Sage Publications.

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Articles and Chapters:

 Caracelli, V. J., & Greene, J. C. (1993). Data analysis strategies for mixed-method
evaluation designs. Educational Evaluation and Policy Analysis, 15 (2), 195-207.
 Creswell, J. W., Plano Clark, V. L., Gutmann, M., & Hanson, W. (2003). Advanced
mixed methods research designs. In: A. Tashakkori & C. Teddlie (Eds.), Handbook of
mixed methods in social and behavioral research (pp. 209-240). Thousand Oaks, CA:
Sage.
 Creswell, J. W., Plano Clark, V. L., & Garrett, A. L. (2008). Methodological issues in
conducting mixed methods research. In M.M. Bergman (Ed.), Advances in mixed
methods research. London: Sage.
 Greene, J. C., Caracelli, V. J., & Graham, W. F. (1989). Toward a conceptual
framework for mixed-method evaluation designs. Educational Evaluation and Policy
Analysis, 11 (3), 255-274.
 Ivankova, N. V., Creswell, J. W., & Stick, S. (2006). Using mixed methods sequential
explanatory design: From theory to practice. Field Methods, 18(1), 3-20.
 Morgan, D. L. (2007). Paradigms lost and pragmatism regained. Journal of Mixed
Methods Research, 1, 48-76.
 Morse, J. M. (1991). Approaches to qualitative-quantitative methodological
triangulation. Nursing Research, 40, 120-123.

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 Dr Chalchissa Amentie
(Associate professor in Management )

Jimma University

© Please do not duplicate or use these slides without the express permission of the author.

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Assignment

 Kodicara : Conceptualizing A Model To Promote Post Start-up Small Business

Growth

 Erik: Market Intelligence for Product Excellence

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