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ASSIGNMENT-01

Name Registration No. Learning Center Learning Center Code Course Subject Semester Module No. Date of Submission Marks Awarded

:Kanika Shekhawat :581125443 :Gupta Computers : 0363 : MBA : Research Methodology : 3rd :B1206 :04 October,2012 :

Directorate of Distence Education Sikkim Manipal University II Floor, Syndicate House Manipal- 576104 -----------------------------Signature of Coordinator --------------------------Signature of Centre ----------------Signature of Evaluator

Master of Business Administration - Semester 3 MB0050: Research Methodology (4 credits) (Book ID: B1206) ASSIGNMENT- Set 1

Q1. a) Distinguish between Double sampling and multiphase sampling. b) What is replicated or interpenetrating. Q2.What are the differences between observation and interviewing as methods of data collection? Give two specific examples of situations where either observation or interviewing would be more. Q3.How case study method is useful to Business Research? Q4.Would case studies be considered as scientific research? Why or why not? Q5.What are the contents of research reports? Q6.Write short notes on the following: a) Median b) Standard Deviation **************

ANSWERS ANS1-DOUBLE SAMPLING :A standard form of sample design for industrial inspection purposes. In accordance with the characteristics of a particular plan, two samples are drawn, n1 and n2, and the first sample inspected. The batch can then be accepted or rejected upon the results of this inspection or the second sample be inspected and the decision made upon the combined result.

Context: The term has also been used somewhat loosely for what is called multiphase sampling and the two-stage version of multi-stage sampling. There is a further usage whereby a first sample provides a preliminary estimate of design parameters which govern the size of the second sample to achieve a desired overall result. MULTI-PHASE SAMPLING: It is sometimes convenient and economical to collect certain items of information from the whole of the units of a sample and other items of usually more detailed information from a sub-sample of the units constituting the original sample. This may be termed two-phase sampling, e.g. if the collection of information concerning variate, y, is relatively expensive, and there exists some other variate, x, correlated with it, which is relatively

cheap to investigate, it may be profitable to carry out sampling in two phases.

At the first phase, x is investigated, and the information thus obtained is used either (a) to stratify the population at the second phase, when y is investigated, or (b) as supplementary information at the second phase, a ratio or regression estimate being used.

Two-phase sampling is sometimes called "double sampling". Context: Further phases may be added if desired. It may be noted, however, that multiphase sampling does not necessarily imply the use of any relationships between variates x and y. The expression is not to be confused with multi-stage sampling.

b. Replicated or interpenetrating sampling: Interpenetrating Sampling: interpenetrating sampling (IPS), also known as interpenetrating sub sampling and replicated sampling. IPS was introduced in the pioneering contribution of P.C. Mahalanobis. It was originally proposed in assessing the non sampling errors as the so-called interviewer errors. IPS provides a quick, simple, and effective way of estimating the variance of an estimator even in a complex survey. In

fact, IPS is the foundation of modern re-sampling methods like Jackknife, bootstrap, and replication methods. In IPS, three basic principles of experimental designs, namely, randomization, replication, and local control, are used. IPS is used extensively not only in agriculture, but also in social sciences, demography, epidemiology, public health, and many other fields. ANS2-The most complete form of the sociological datum, after all, is the form in which the participant observer gathers it: An observation of some social event, the events which precede and follow it, and explanations of its meaning by participants and spectators, before, during, and after its occurrence. Such a datum gives us more information about the event under study than data gathered by any other sociological method. Participant observation can thus provide us with a yardstick against which to measure the completeness of data gathered in other ways, a model which can serve to let us know what orders of information escape us when we use other methods.

By participant observation we mean that method in which the observer participates in the daily life of the people under study, either openly in the role of researcher or covertly in some disguised role, observing things that happen, listening to what is said, and questioning people, over some length of time. We want, in this paper, to compare the results of intensive field work with what might be regarded as the first step in the other direction along this continuum: the detailed and conversational interview (often referred to as the unstructured or undirected interview).3 In this kind of interview, the interviewer explores many facets of his interviewee's concerns, treating subjects as they come up in conversation, pursuing interesting leads, allowing his

imagination and ingenuity full rein as he tries to develop new hypotheses and test them in the course of the interview. In the course of our current participant observation among medical students? we have thought a good deal about the kinds of things we were discovering which might ordinarily be missed or misunderstood in such an interview. W e have no intention of denigrating the interview or even such less precise modes of data gathering as the questionnaire, for there can always be good reasons of practicality, economy, or research design for their use. We simply wish to make explicit the difference in the data gathered by one or the other method and to suggest the differing uses to which they can legitimately be put.

In general, the shortcomings we attribute to the interview exist when it is used as a source of information about events that have occurred elsewhere and are described to us by informants. Our criticisms are not relevant when analysis is restricted to interpretation of the interviewee's conduct during the interview, in which case the researcher has in fact observed the behavior he is talking about.? The differences we consider between the two methods involve two interacting factors: the kinds of words and acts of the people under study that the researcher has access to, and the kind of sensitivity to problems and data produced in him. Our comparison may prove useful by suggestive areas in which interviewing (the more widely used method at present and likely to continue so) can improve its accuracy by taking account of suggestions made from the perspective of the participant observer. We begin by considering some concrete problems: learning the native language, or the problem of the degree to which the interviewer really understands what is said to him; matters interviewees are unable or unwilling to talk about; and getting information on matters people see through

distorting lenses. We then consider some more general differences between the two methods. Observation as a method of data collection has certain characteristics. 1. It is both a physical and a mental activity: The observing eye catches many things that are present. But attention is focused on data that are pertinent to the given study. 2. Observation is selective: A researcher does not observe anything and everything, but selects the range of things to be observed on the basis of the nature, scope and objectives of his study. For example, suppose a researcher desires to study the causes of city road accidents and also formulated a tentative hypothesis that accidents are caused by violation of traffic rules and over speeding. When he observed the movements of the vehicles, the persons sitting in them, their hair style, etc. all such things which are not relevant to his study are ignored and only over speeding and traffic violation are keenly observed by him. 3. Observation is purposive and not casual: it is made for the specific purpose of noting things relevant to the study. It captures the natural social context in which persons behavior occur. It grasps the significant events and occurrences that affect social relations of the participants. 4. Observation should be exact and be based on standardized tools of research and such as observation schedule, social metric scale etc., and precision instruments, if any. Observation has following advantages: (1) The main virtue of observation is its directness: It makes it possible to study behavoiur as it occurs. The researcher need not ask people

about their behavour and interactions he can simply watch what they do and say. (2) Data collected by observation may describe the observed phenomena as they occur in their natural settings. Other methods introduce elements or artificiality into the researchers situation for instance, in interviews, the respondent may not behave in a natural way. There is no such artificiality into the researched situation for instance, in interview; the respondent may not behave in a natural way. There is not such artificiality in observational studies, especially when the observed persons are not aware of their being observed (3) Observations is more suitable for studying subjects who are unable to articulate meaningfully, e.g. studies of children, tribal, animals, birds etc. (4) Obeservations improve the opportunities for analyzing the contextual back ground of behavior. Furthermore verbal resorts can be validated and compared with behavior through observation. The validity of what men of position and authority say can be verified by observing what they actually do. Observation is less demanding of the subjects and has less biasing effect on their conduct than questioning. Interview method Interviewing is one of the prominent methods of data collection. It may be defined as a two way systematic conversation between an investigator and an informant, initiated for obtaining information relevant to a specific study. It involves not only conversation, but also learning from the respondents gesture, facial expressions and pauses, and his environment. Interviewing requires face to face contact or contact over telephone and calls for interviewing skills. It is done by using a structured schedule or an unstructured guide.

Interviewing may be used either as a main method or as a supplementary one in studies of persons. Interviewing is the only suitable method for gathering information from illiterate or less educated respondents. It is useful for collecting a wide range of data from factual demographic data to highly personal and intimate information relating to a persons opinions, attitudes, values, beliefs past experience and future intentions. When qualitative information is required or probing is necessary to draw out fully, and then interviewing is required. Where the area covered for the survey is a compact, or when a sufficient number of qualified interviewers are available, personal interview is feasible. Interview is often superior to other data-gathering methods. People are usually more willing to talk than to write. Once report is established, even confidential information may be obtained. It permits probing into the context and reasons for answers to questions. Interview can add flesh to statistical information. It enables the investigator to grasp the behavioural context of the data furnished by the respondents. There are several advantages to personal interviewing. First the greatest value of this method is the depth and detail of information that can be secured. When used with well conceived schedules, an interview can obtain a great deal of information. It far exceeds mail survey in amount and quality of data that can be secured. Second, the interviewer can do more to improve the percentage of responses and the quality of information received than other method.

He can note the conditions of the interview situation, and adopt appropriate approaches to overcome such problems as the respondents unwillingness, incorrect understanding of questions, suspicion, etc. Third, the interviewer can gather other supplemental information like economic level, living conditions etc. through observation of the respondents environment. Fourth, the interviewer can use special scoring devices, visual materials and the like in order to improve the quality of interviewing. Fifth, the accuracy and depdendability of the answers given by the respondent can be checked by observation and probing. Last, interview is flexible and adaptable to individual situations. Even more, control can be exercised over the interview situation. Demerits of interview method Interviewing is not free limitations. Its greatest drawback is that it is costly both in money and time. Second, the interview results are often adversely affected by interviewers mode of asking questions and interactions, and incorrect recording and also by the respondents faulty perception, faulty memory, inability to articulate etc. Third, certain types of personal and financial information may be refused in face-to face interviews. Such information might be supplied more willingly on mail questionnaires, especially if they are to be unsigned.

Fourth, interview poses the problem of recording information obtained from the respondents. No full proof system is available. Note taking in invariably distracting to both the respondent and the interviewer and affects the thread of the conversation. Last interview calls for highly interviewers. The availability of such persons is limited and the training of interviewers is often a long and costly process. Situation where observation is appropriate: Observations make it possible to capture the whole event as it occurs. For example only observation can provide an insight into all the aspects of the process of negotiation between union and management representatives. Situation where interview method is appropriate: to study the Reading habits of newspaper/magazines readers. ANS3-While case study writing may seem easy at first glance, developing an effective case study (also called a success story) is an art. Like other marketing communication skills, learning how to write a case study takes time. Whats more, writing case studies without careful planning usually results in sub optimal results? Savvy case study writers increase their chances of success by following these ten proven techniques for writing an effective case study: Involve the customer throughout the process. Involving the customer throughout the case study development process helps ensure customer

cooperation and approval, and results in an improved case study. Obtain customer permission before writing the document, solicit input during the development, and secure approval after drafting the document.

Write all customer quotes for their review. Rather than asking the customer to draft their quotes, writing them for their review usually results in more compelling material.

Case Study Writing Ideas

Establish a document template. A template serves as a roadmap for the case study process, and ensures that the document looks, feels, and reads consistently. Visually, the template helps build the brand; procedurally, it simplifies the actual writing. Before beginning work, define 3-5 specific elements to include in every case study, formalize those elements, and stick to them. Start with a bang. Use action verbs and emphasize benefits in the case study title and subtitle. Include a short (less than 20word) customer quote in larger text. Then, summarize the key points of the case study in 2-3 succinct bullet points. The goal should be to tease the reader into wanting to read more. Organize according to problem, solution, and benefits. Regardless of length, the time-tested, most effective organization for a case study follows the problem-solutionbenefits flow. First, describe the business and/or technical problem or issue; next, describe the solution to this problem or resolution of this issue; finally, describe how the customer benefited from the particular solution (more on this below). This natural story-telling sequence resonates with readers. Use the general-to-specific-to-general approach. In the problem section, begin with a general discussion of the issue that

faces the relevant industry. Then, describe the specific problem or issue that the customer faced. In the solution section, use the opposite sequence. First, describe how the solution solved this specific problem; then indicate how it can also help resolve this issue more broadly within the industry. Beginning more generally draws the reader into the story; offering a specific example demonstrates, in a concrete way, how the solution resolves a commonly faced issue; and concluding more generally allows the reader to understand how the solution can also address their problem. Quantify benefits when possible. No single element in a case study is more compelling than the ability to tie quantitative benefits to the solution. For example, Using Solution X saved Customer Y over $ZZZ, ZZZ after just 6 months of implementation; or, Thanks to Solution X, employees at Customer Y have realized a ZZ% increase in productivity as measured by standard performance indicators. Quantifying benefits can be challenging, but not impossible. The key is to present imaginative ideas to the customer for ways to quantify the benefits, and remain flexible during this discussion. If benefits cannot be quantified, attempt to develop a range of qualitative benefits; the latter can be quite compelling to readers as well. Use photos. Ask the customer if they can provide shots of personnel, ideally using the solution. The shots need not be professionally done; in fact, homegrown digital photos sometimes lead to surprisingly good results and often appear more genuine. Photos further personalize the story and help form a connection to readers. Reward the customer. After receiving final customer approval and finalizing the case study, provide a pdf, as well as printed copies, to the customer. Another idea is to frame a copy of the completed case study and present it to the customer in appreciation for their efforts and cooperation.

Writing a case study is not easy. Even with the best plan, a case study is doomed to failure if the writer lacks the exceptional writing skills, technical savvy, and marketing experience that these documents require. In many cases, a talented writer can mean the difference between an ineffective case study and one that provides the greatest benefit. If a qualified internal writer is unavailable, consider outsourcing the task to professionals who specialize in case study writing.
ANS4- Case studies are a tool for discussing scientific integrity.

Although one of the most frequently used tools for encouraging discussion, cases are only one of many possible tools. Many of the principles discussed below for discussing case studies can be generalized to other approaches to encouraging discussion about research ethics. Cases are designed to confront readers with specific real-life problems that do not lend themselves to easy answers. Case discussion demands critical and analytical skills and, when implemented in small groups, also fosters collaboration (Pimple, 2002). By providing a focus for discussion, cases help trainees to define or refine their own standards, to appreciate alternative approaches to identifying and resolving ethical problems, and to develop skills for analyzing and dealing with hard problems on their own. The effective use of case studies is comprised of many factors, including: appropriate selection of case(s) (topic, relevance, length, complexity) method of case presentation (verbal, printed, before or during discussion) format for case discussion (Email or Internet-based, small group, large group) leadership of case discussion (choice of discussion leader, roles and responsibilities for discussion leader) outcomes for case discussion (answers to specific questions, answers to general questions, written or verbal summaries) Research methods don't seem so intimidating when

you're familiar with the terminology. This is important whether you're conducting evaluation or merely reading articles about other studies to incorporate in your program. To help with understanding, here are some basic definitions used. Variable: Characteristics by which people or things can be described. Must have more than one level; in other words, to be able to change over time for the same person/object, or from person to person, or object to object. Some variables, called attributes, cannot be manipulated by the researcher (e.g., socioeconomic status, IQ score, race, gender, etc.). Some variables can be manipulated but are not in a particular study. This occurs when subjects self-select the level of the independent variable, or the level is naturally occurring (as with ex post facto research). Manipulation: Random assignment of subjects to levels of the independent variable (treatment groups). Independent variable: The treatment, factor, or presumed cause that will produce a change in the dependent variable. This is what the experimenter tries to manipulate. It is denoted as "X" on the horizontal axis of a graph. Dependent variable: The presumed effect or consequence resulting from changes in the independent variable. This is the observation made and is denoted by "Y" on the vertical axis of a graph. The score of "Y" depends on the score of "X." Population: The complete set of subjects that can be studied: people, objects, animals, plants, etc. Sample: A subset of subjects that can be studied to make the research project more manageable. There are a variety of ways samples can be taken. If a large enough random samples are taken, the results can be statistically similar to taking a census of an entire population--with reduced effort and cost.

Case Study: A case study is conducted for similar purpose as the above but is usually done with a smaller sample size for more in-depth study. A case study often involves direct observation or interviews with single subjects or single small social units such as a family, club, school classroom, etc. This is typically considered qualitative research. Purpose: Explain or Predict Type of Research to Use: Relational Study In a relational study you start with a research hypothesis, that is, is what you're trying to "prove." 4-H members attending 4-H summer camp stay enrolled in 4-H longer. The greater the number of money management classes attended, the greater the amount of annual savings achieved.

Types of relational studies include correlation studies and ex post facto studies. Co relational Study: A co relational study compares two or more different characteristics from the same group of people and explains how two characteristics vary together and how well one can be predicted from knowledge of the other. A concurrent co relational study draws a relationship between characteristics at the same point in time. For example, a student's grade point average is related to his or her class rank. A predictive co relational study could predict a later set of data from an earlier set. For example, a student's grade point average might predict the same student's grade point average during senior year. A predictive co relational study could also use one characteristic to predict what another characteristic will be at another time. For example, a student's SAT score is designed to predict college freshman grade point average. Ex Post Facto (After the Fact) Study: An ex post facto study is used when experimental research is not possible, such as when people have self-selected levels

of an independent variable or when a treatment is naturally occurring and the researcher could not "control" the degree of its use. The researcher starts by specifying a dependent variable and then tries to identify possible reasons for its occurrence as well as alternative (rival) explanations such confounding (intervening, contaminating, or extraneous) variables are "controlled" using statistics. This type of study is very common and useful when using human subjects in realworld situations and the investigator comes in "after the fact." For example, it might be observed that students from one town have higher grades than students from a different town attending the same high school. Would just "being from a certain town" explain the differences? In an ex post facto study, specific reasons for the differences would be explored, such as differences in income, ethnicity, parent support, etc. It is important to recognize that, in a relational study, "cause and effect" cannot be claimed. All that can be claimed is that that there is a relationship between the variables. For that matter, variables that are completely unrelated could, in fact, vary together due to nothing more than coincidence. That is why the researcher needs to establish a plausible reason (research hypothesis) for why there might be a relationship between two variables before conducting a study. For instance, it might be found that all football teams with blue uniforms won last week. There is no likely reason why the uniform color had any relationship to the games' outcomes, and it certainly was not the cause for victory. Similarly, you must be careful about claiming that your Extension program was the "cause" of possible results. ANS5-The information in the first part of this section, Journal Articles, Books, Chapters in Books, Peer Reviewed Published

Conference Proceedings, Non-peer Reviewed Published Conference Proceedings is filtered and extracted to formulate the Preliminary Publication Count for the Department of Education. This is a crucial step in the subsidy calculation process and it is of the utmost importance that this information must be as comprehensive accurate as possible. All research publications, which appeared in 2004, must be included, even if they are "in press". There will be an opportunity early in February to submit volume and page numbers of papers, which have appeared in the interim. Publications should be listed using the Harvard referencing system, without using italics or bold. Journal names must appear in full. Abbreviations will be returned to departments for expansion. (Theses passed for higher degrees are subsidy earning but this information is not included in the Preliminary Publication Count.) The second part of this section, Published Conference Abstracts, Patents, Theses & Dissertations passed for Higher Degrees, University Publications & Publications of a Popular Nature Unrefereed Journal Articles, Newspaper Articles, CD's, Online Works, Extension and Development Work, Creative Work, Consultancy and Other Activities based on Expertise Developed in Research (gives departments the opportunity to demonstrate the extent and nature of their extension and development work), Motivation for the addition of a South African Journal to the list of South African approved journals. The work included here is not subsidy earning but nevertheless is an important aspect of scholarly activity at UCT.

JOURNAL ARTICLES
This category covers all articles in journals. Articles fall into 2 categories - those for which the university earns subsidy and are published in 'approved' journals; and those for which the university

does not get a subsidy. Please ensure that journal names appear in full and points below are clearly stated when submitting. 1. Surnames & initials of authors 3. Title of article 5. Volume number 7. Page numbers of article 2. Year 4. Journal name 6. Issue number

BOOKS
This section must include ALL books, scholarly peer-reviewed, textbooks, novels, coffee-table books, etc produced by UCT researchers. It should also include edited Conference Proceedings produced in a book format where a UCT staff member or researcher is the editor or part of the editorial panel. Details of year of publication, editor/s, publisher, place, total number of pages of books must be provided. 1. Surnames & initials of authors 4. Target group/audience of book (only for subsidy-earning books 7. ISBN number (only for subsidyearning books) 2. Year 5. If 2nd/3rd etc. edition, provide page numbers of new sections (only for subsidy-earning books) 8. Page numbers of book 3. Title of Chapter 6. Evidence of peer review (statement from publisher on peer review policy) (only for subsidy- earning books) 9. Place of publication and publisher

CHAPTERS IN BOOKS
This section should include bona fide chapters in books only and not conference papers published in Proceedings. Details of year of publication. Editor/s, publisher, place, first to last page numbers of the chapter must be provided. 1. Surnames & initials of authors 4. Target group/audience of book (only for subsidy-earning books 7. ISBN number (only for subsidyearning books) 2. Year 5. If 2nd/3rd etc. edition, provide page numbers

of new sections (only for subsidy-earning books 8. Page numbers of chapter 3. Title of Chapter 6. Evidence of peer review (statement from publisher on peer review policy) (only for subsidy- earning books) 9. Place of publication and publisher PEER REVIEWED PUBLISHED CONFERENCE PROCEEDINGS This should include all papers published in Conference Proceedings, which are substantial refereed publications, which will be the final and only publications of that material. This does not include published abstracts. Peer-reviewed published conference proceedings count for subsidy purposes and there must be evidence of the peer-review procedure. Please note that unpublished conference proceedings are not included. 1. Surnames & initials of authors 4. Title of conference 6. Page numbers 2. Year 5. Evidence of peer review 7. ISBN number 3. Title of paper 6. Place of conference

NON-PEER REVIEWED PUBLISHED CONFERENCE PROCEEDINGS


This section includes published proceedings that have not been submitted to a strict peer-review process, and as such, are not subsidy-earning but are included in the annual research report.

PUBLISHED CONFERENCE ABSTRACTS


This section should include abstracts of papers published in the formal scientific literature only. However, authoritative works such as plenary, honorific and invited keynote addresses/papers given at conferences may also be included. PATENTS

These must be final registered patents, and not provisional patents. They do count for subsidy-earning purposes.

THESES AND DISSERTATIONS PASSED FOR HIGHER DEGREES


This section should include all master's dissertations and doctoral theses passed in 2004. Please note the technical distinction between them. A doctoral thesis is required to be a defense of original research, whereas a master's dissertation could be original research or a review of others' work. Please provide full-page numbers.

UNIVERSITY PUBLICATIONS AND WORKS OF A POPULAR NATURE


This section should include all non-peer-reviewed publications, UCT publications, educational CD ROMS, etc that have a scholarly nature and are associated with the research enterprise. Newspaper articles are included here. NEWSPAPER ARTICLES CD's ONLINE WORKS EXTENSION AND DEVELOPMENT WORK (UNPUBLISHED) This section gives researchers the opportunity to report briefly on their unpublished extension and development work. It should include only completed work, and not reports or drafts intended for publication as formal papers at a later date. Each item should include some indication of its recipient or ultimate location. What should be included must be documents; CD-ROMs, etc. should be listed. CREATIVE WORKS, PERFORMANCES, EXHIBITIONS

This section includes original musical, dramatic and other artistic works, or new productions of existing works. Each item can include a very brief note about its significance. The "creation" of course notes, academic programme plans, technical devices etc. does not qualify. CONSULTANCY AND OTHER ACTIVITIES BASED ON EXPERTISE DEVELOPED IN RESEARCH This section should include short descriptions of the nature of the activity and the output. Please keep this brief. Please refer to the 2001, 2002 or 2003 Research Reports as a guide. ANS6a. Median Median is the middlemost item of a given series. In individual series, we arrange the given data according to ascending or descending order and take the middlemost item as the median. When two values occur in the middle, we take the average of these two values as median. Since median is the central value of an ordered distribution, there occur equal number of values to the left and right of the median. Individual series Median = (N+ 1 / 2)th item b. Standard deviation Standard deviation is the most important measure of dispersion. It satisfies most of the properties of a good measure of dispersion. It was introduced by Karl Pearson in 1893. Standard deviation is defined as the mean of the squared deviations from the arithmetic mean. Standard deviation is denoted by the Greek letter Mean deviation and standard deviation are calculated from deviation of each and every item. Standard deviation is different from mean deviation in two respects. First of all, algebraic signs are ignored in calculating mean deviation. Secondly, signs are taken into account in

calculating standard deviation whereas, mean deviation can be found from mean, median or mode. Whereas, standard deviation is found only from mean. Standard deviation can be computed in two methods 1. Taking deviation from actual mean 2. Taking deviation from assumed mean. -x)2 / N **************

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