Reading...
Play button
Play button
Use LEFT and RIGHT arrow keys to navigate between flashcards;
Use UP and DOWN arrow keys to flip the card;
H to show hint;
A reads text to speech;
62 Cards in this Set
- Front
- Back
|
In the Research Proposal, the following sections must be specified and elaborated on:
|
a. Background to the research;
b. The commissioning-client; c. The aim(s) and objective(s) of the research; d. The scope of the research; e. The central research-question, sub-questions plus definition of terms; f. Research-methods and research-population; g. Research planning; |
|
|
In the Advisory Report, the following sections must be specified and elaborated on:
|
a. Organisation and Design of the Research: background to the research, description of commissioning-client, introduction to the research, central question, sub-questions and definition of terms
b. Results quantitative research (with relevant tables and charts) qualitative research c. Conclusions qualitative research quantitative research d. Recommendations to the AmsterdamCity Council e. Reflection on the research f. Literature list g. Attachments with transcripts of interviews and completed SPSS-outputs. |
|
|
Research cycle:
|
Stage 1:
Problem analysis Research design Stage 2: Data collection FIELDWORK WEEK 5 Stage 3: Data analysis Reporting |
|
|
Research is:
- - - |
accurate:
The information level of your research will be high generalisable: Being able to draw conclusions on groups of people or phenomena that have not specifically been researched. practical criteria: efficient and useable for client and contribute to solutions for problems in society |
|
|
Importance of research proposal............
|
Every research starts with writing a research proposal
Extremely important stage.... Reduces the chance of stagnation in the course of your research A research proposal describes the purpose of the research, discusses the literature & describes the strategy and means to carry out the research |
|
|
Structure of Research Proposal
|
1. Introduction
Reason for the research (trends) Company background Objective (and relevance) Structure of proposal 2. Critical literature Review Theories, models, articles containing other people’s research results, trends |
|
|
Background/Reason
|
Often there is a gap in knowledge, or a problem is involved.
The following are useful questions: What is the reason? What is the problem? Who has the problem? When did the problem arise? Why is it a problem? Where does the problem manifest itself? |
|
|
Delineate
|
Delineate: Which aspects of your subject will you research and which will you leave aside?
|
|
|
Objectives
|
Gaining an insight into…………….., in order to……
|
|
|
What is really meant by being ‘critical’ about the content?
|
Refer to recognized experts in your chosen area
You have to be willing to question what you read Discuss sources in support of your own theory, as well as sources seemingly contradicting yours Avoid obscure sources Establish the validity of the sources you plan to use in support of your theory Distinguish between fact and opinion |
|
|
Critical literature review
|
The literature review will form the backdrop and the justification for your own research.
It is the bridge between the objectives of the research and the empirical activities. |
|
|
Literature Review
|
Use theory, literature in good way!! Filling page after page with summaries is not the way to proceed....................
Keep track of the sources that you are using for the bibliography Look at Saunders for rules & regulations concerning the use of references Do not forget the databases of the InHolland library!!!! (themesites) |
|
|
First part of the research proposal
|
Reason/background
Objective Critical review literature |
|
|
Second part of the research proposal
|
Central question
Sub-questions + motivation Research Method(s) Planning Provisional table of contents for the report Bibliography |
|
|
Central Question
|
What do you want to research?
Indicates subject and here you decide what you are not going to do!!! (delineate / outline) In question form (so, open and with a question mark) |
|
|
Central Question 2
|
Avoid..
statements that are too open and vague Do small entrepreneurs in the accommodation sector apply codes of conduct telling them how to work sustainable in their daily operation?” yes/no questions- To what extent – if it’s not measurable |
|
|
Central Question 3
|
Avoid..
“What has to be done to make the operation of the front desk of hotel X run more smoothly?” policy questions (never resolve, make a contribution) – normative questions “what is good for..” or words like “beautiful” |
|
|
First Keyword: Delineate
|
Central question:
“In what way do small entrepreneurs contribute to sustainable development?” Again “In what way do small entrepreneurs within the accommodation sector in Malindi contribute to sustainable development, defined by the local community? |
|
|
Second Keyword: Operationalise
|
Translating a term into measurable terms.
“To what extent do Dutch people play sports in their leisure time?” Dutch people = Units or objects for the research Play sports = activity, variable Leisure time = indication of time |
|
|
Operationalisation (Continued)
|
Operationalisation includes the definition of your terms.
For example: What do you understand by: Dutch person? Work pressure? Tourist? Young people? Dictionary definition is not enough! (definition will be given in objective paragraph already…) |
|
|
Sub-questions
|
Together, sub-questions must result in an answer to the central question
No sub-questions should be included that are not relevant Carefully consider the order of the sub-questions! Ultimately, further specify sub-questions into questions that can be asked to respondents or can be answered through reading literature or carrying out observations (survey, interview, observation, desk research) |
|
|
Do’s & Don’ts
|
Don’ts :
Which conclusions & recommendations can be made? Do not formulate sub-question that are a central question in disguise Do’s : Sub-question with focus on theory Sub-question that contains element of central question |
|
|
Number of Sub questions
|
Two sub questions linked to the existing database – general- providing insight in sport and behavior & sport and experience in general (of youth in NL) desk research
Two sub questions to be answered through quantitative research – linked to your specific topic Two sub questions to be answered through qualitative research – linked to your specific topic |
|
|
Method
|
Describe how you intend to find answers to each of your sub-questions
IN SHORT: Which research method will you use? Qualitative Quantitative Combination Which research technique will you use? Interviews Questionnaire Observation Desk research |
|
|
Then describe… research technique …
|
Who you are going to interview?
Why you have chosen this respondent (or respondents)? How many people you are going to interview/ survey? Where you are going to find them? |
|
|
Planning
|
Feasibility (‘im’possibility) in terms of:
- time - budget - willingness and accessibility of respondents Per week, write out: What you are going to do When it will have been completed. Make allowance for things that could go wrong (inadequate response, etc.) |
|
|
Planning (Tips)
|
Take the theoretical section very serious
…the practical section (finding and conducting surveys/administering interviews) is time-consuming Analyzing and writing conclusions…....even more! |
|
|
Bibliography
|
When looking for literature, consider:
magazines and journals review articles experts in your research field Ministries, Universities and universities of professional education Policy makers Specialized institutes and associations NOTE!! Beware of plagiarism! Relevance of the literature found Reliability of information |
|
|
General remarks use of sources
|
Connect everything you state with sources/literature
Own opinion not important Per paragraph – source Quote directly “……” + page number! |
|
|
Structure of Research Proposal
|
Ch 1. Introduction
Reason for the research (trends) Company background/stakeholders Objective (including relevance: 2) Structure of proposal Ch 2. Critical Review Literature Theories, models, articles containing other people’s research results |
|
|
Structure of Research Proposal 2
|
Ch 3. Central Question and Research Methods
The central question and sub-questions (motivate) The method to be used to answer these sub-questions (motivate) Ch 4. Planning Ch 5. Provisional table of contents for the report Ch 6. Bibliography (only including the sources actually used!) |
|
|
Why use sampling methods?
|
Simply because we cannot ask 5 billion people for their opinions and/or experiences
We can’t ask all Zonnetours customers about for example their bookingprocess... So we need to look for a group of representative repondents that can speak on behalf of them! (= sample) |
|
|
Representative Sample
|
This select group of respondents (the people who are taking part in your research) must, of course, display similarities with the population.
Example Staff employed by company: 20% women and 80% men…so, 20% of your respondents must be women and 80% men… |
|
|
Two types….
|
Probability or representative sampling – a-selecte steekproef (equal chance )
Associated with survey-based research Chance of each case being selected from a population is known & is equal for all cases Answer questions that requires you to estimate statistically the characteristics of the population from the sample Do not generalize beyond your sampling frame Non-probability or judgmental sampling – selecte steekproef (no equal chance ) Probability of each case being selected from total population is not known Associated with market surveys, case study research Still able to generalize, but not on statistical grounds |
|
|
Two types…. 2
|
Non-probability or judgmental sampling –
(selecte steekproef) = no equal chance to get selected for research Example: Handout interviews at A1 lobby on free day - second year students (Friday?) Probability or representative sampling – (a-selecte steekproef) Example: handout interviews at A1 lobby - not on free day second year students – write down education, names and e-mail students that weren’t interviewed on Friday. Chance of each case being selected from a population is known & is equal for all cases Answer questions that requires you to estimate statistically the characteristics of the population from the sample Strong preferences for representative sampling – but is not always possible!!! |
|
|
Different samples in more detail………… (Chapter 7 Saunders)
|
Non-probability sampling (Selecte steekproeven)
Quota sample Purposive sample Snowball sample Self selective sample Convenience sample Probability sampling (A-selecte steekproeven) With a select you always need a fixed framework in which everyone fits Simple random sample Systematic sample Stratified random sample Cluster sample |
|
|
A. Quota Sample Quota = proportionate
|
For some research age and gender can be important
The population has to be devided in subpopulations (subgroups) Not the first 300, but 150 men and 150 women You select: Out of the 150 men 75 young - 75 old Out of the 150 women 75 young - 75 old |
|
|
B. Purposive sample
|
Interview managers from tourist industry
Choose respondents based on your own judgement . Manager Sales Manager acquisition Manager Product development |
|
|
Purposive Sample
|
During an election, a city, town or village is chosen that is representative for the Dutch population as a whole
The sample (poll) is taken in this town, city or village, making it “reasonably safe” to conclude what the rest of the Netherlands thinks. |
|
|
Snowball Sample
|
Make contact with one or two cases in the population
Ask these cases to identify further cases Ask these new cases the identity further cases (and so on) Stop when either there are no new case given or the sample is as large as is manageable For example, you want to study people who do home exchanges for holidays purposes No records are available You start by questioning one person You ask this person whether he/she knows anyone else who is into house exchange You ask these people whether they know anyone else who is into house exchange And so on.... |
|
|
D. Self selective sample
|
subjects who voluntarily subscribe...
|
|
|
Convenience sample
|
Ask people on the street if they are willing to cooperate with a research, for example the first 300
Reliable? …. don’t use it…. |
|
|
Probability or representative sampling – a-selecte steekproef
|
Four steps:
Identifying a suitable sampling frame Deciding on a suitable sample size Select the most appropriate sampling technique Simple random sampling Systematic sampling Stratified random sampling Cluster sampling Multi-Stage sampling Check that the sample is representative of the population Less than 50 cases - advise against probability sampling |
|
|
Identifying a suitable sampling frame
|
Complete list of all cases in the population – example golf club/nursing homes/inhabitants of Diemen/Inholland Students
Unbiased, current & accurate No list, than design your own sampling frame Do not generalize beyond your sampling frame – one large multinational – all large multinationals |
|
|
2. Deciding on a suitable sample size
|
The larger your sample’s size, the lower the likely error in generalization to the population
Compromise between accuracy & time/ money you invest in collecting, checking & analyzing data Importance of high response rate |
|
|
3. Select appropriate sampling technique
|
Depends on research question & objectives
In chapter seven: 5 examples Simple random sampling Systematic sampling Stratified random sampling Cluster sampling Multi-Stage sampling |
|
|
Simple Random Sample
|
Also referred to as the lottery method
Number each of the cases in your sampling frame with a unique number. The first case is numbered 0, the second 1, and so on Coding employee data. Select cases using random numbers (table 7.3, Appendix 4) until your actual sample size is reached |
|
|
Systematic Sampling
|
100,000 employees in a company
We are going to study 1000 of them Number the employees from 1 to 100,000 Pick a number from the random number table: 4, for example and add each time 5 Select all employees in the following series: 4-9-14-19-24-29-34-39-44-49-54-59-64 etc. Until 300 |
|
|
Stratified Random Sample
|
Divide population based on one or a number of attributes- stratified random sampling
For example: members of sport center Divide the population in series of relevant subsets/subpopulations Also referred to as ‘strata’ Example:......... |
|
|
4. Check that the sample is representative of the population
|
Compare data with other source for the population
example age & socioeconomic characteristics of respondents marketing survey with characteristics of population in that country (latest census) Practice: Probability sample often not within reach Final thesis – maybe.... |
|
|
Non-probability Sampling – selecte steekproef
|
Samples selected in another alternative way – non-random sampling based on subjective judgment
Small or on one case based sample In chapter seven: 5 examples Quota sampling Purposive sampling Snowball sampling Self-selection sampling Convenience sampling |
|
|
Several Misconceptions
|
Misconception 1
It’s easy to put a questionnaire together Misconception 2 If I send 100 questionnaires, I’ll get 100 back Misconception 3 Every questionnaire that I get back will be useful |
|
|
Three Types of Question in One Questionnaire
|
Opinion
Indicates what respondents think about a certain subject Behaviour Indicates what the respondents do (past, present, future) Attribute Contain data about the respondent’s characteristics: age, gender, marital status, education, occupation, income |
|
|
Putting a Questionnaire Together
|
Validity, reliability and response
depend on: the way that questions are asked the structure of your questionnaire the thoroughness of your test |
|
|
Types of Closed Question
|
List questions
Category Ranking Scale or assessment Quantity questions |
|
|
A. List Questions
|
List of answers that respondents can choose from freely
|
|
|
B. Category Questions
|
Useful for information about behavior or characteristics
Only possible to indicate one answer from the answers in the answer list Not too many answer options Place in a logical order (from small to big, little to often, etc.) No overlap in answer options! |
|
|
C. Ranking Questions
|
Respondent has to sort items
Instructions must be very clear Don’t ask respondents to sort too many characteristics |
|
|
D. Scale Questions or Assessment Questions
|
Collecting data on an opinion
The most popular methods is the Likert scale Extent of agreement - disagreement (5 points = customary) Sequence of response categories consistent throughout the questionnaire Phrase alternate questions positively or negatively (forces the respondent to read the individual items) |
|
|
E. Quantity Questions
|
Answer in the form of a number
Which year were you born in? _ _ _ _ |
|
|
Designing a Questionnaire
|
Order and progression of questions is important
A mixture of the three different types of question Must be logical Filter questions are a useful way of guiding respondents through a questionnaire (if no, go to …) Don’t use too often! |
|
|
Designing a Questionnaire 2
|
Questions on a new subject? If so, make sure that this is clear
Questions on characteristics and behaviour are easy to answer (often at the start) Complex questions in the middle Length = difficult to determine If you will not be present when questionnaire being administered, provide a covering letter/paragraph about objective, etc. |
