Mba Session Methodology

RM Session 6:
Methodology - Qualitative
Lecturer/Convenor:
Richard Boateng, PhD.

Email:
richard@pearlrichards.org Office: UGBS RT18 (rooftop)

Research Methods Dr Richard Boateng [richard@pearlrichards.org]
Photo Illustrations from Getty Images www.gettyimages.com
Qualitative Approaches to Research
Chapter 11
Qualitative Research
(Neuman, 2011: 275)
Chapter 10
Qualitative Research (Babbie, 2005: 293)

DIFFERENCE BETWEEN QUALITATIVE & QUANTITATIVE

Quantitative research emphasizes

1. Starting with specific hypotheses or questions derived from theory/previous research 2. Selecting a sample representative of the population 3. Using objective instruments (e.g. fixed choice questionnaires, attitude scales, etc.) 4. Presenting results using statistics and making inferences to the population. 5. Distance between researcher and subjects and emphasis on following the research plan

Qualitative research emphasizes

1. Starting with general research problems and not formulating hypotheses (hypotheses may emerge from the data analysis). 2. Selecting a small, purposive sample (not random) which may or may not be representative of the larger population. 3. Using relatively unstructured instruments (e.g. interviews, observations, etc.) and intense data collection (e.g. over extended periods of time). 4. Presenting results mainly or exclusively in words, MORE ABOUT EXPLANATION, and de-emphasizing generalizations to the population 5. Researcher awareness of their own orientations, biases or experiences and personal interaction in the context with an emphasis on flexibility in the research.
The qualitative research method involves the use of qualitative data, such as interviews, documents and observation, in order to understand and explain a social phenomenon. Qualitative research focuses on interpretation of phenomena in their natural settings to make sense in terms of the meanings people bring to these settings (Denzin and Lincoln 1994) .


Types of Qualitative Research

Case Study
Case study is a method used in both qualitative and quantitative research methodologies. Yin (1994) suggested that case studies are empirical investigation of phenomena within their environmental context, where the relationship between the phenomena and the environment is not clear. Therefore, a case is examined to understand an issue or provide input to an existing theory or a new theoretical concept. A case studys unit of measurement is associated with the entity concept. A research work deploying the case study method may have single or multiple cases. Conclusion could be drawn up from similarities or differences among the cases involved in a research work.

Case Study

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Example: Mobiles and Micro-trading

Aunty Akosua (hereafter referred to as AA) is a tomato retail trader. She has junior high school level education and has been working as a tomato retailer since June 2008. AA works with Jane who serves as an intermediary between her and the farmers in the villages. Jane buys the tomatoes at wholesale prices from the farmers and AA retails them at the market. Prior to owning a mobile phone, communication between AA and Jane was constrained by distance. The limited access to Jane often contributed to poor inventory management, where AA could be out of stock of tomatoes for a week. In such scenarios, AA had to buy from other wholesalers, and that increased her coordination costs. She was then advised by a friend to get a mobile phone for Jane and herself, in order to enhance communication and reduce the cost and risk of frequent long journeys. In December 2008, AA purchased a used Samsung D500 for herself and a Nokia 3315 for Jane. The cost of Janes mobile phone was deducted from her earnings from trading with AA. They are both using TiGO as their service provider. Boateng (2011)
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Case Study
The focus of the research is on process. The question is focused on what can be learned from this particular case. Single case design is ideal for studying extreme cases, to confirm or challenge a theory or for cases where a researcher does not have access previously. Examples: A failure or success in a particular event or activity:
Causing Financial Loss to a State Lessons from the Woyome Case
Multiple case design is appropriate when a researcher is keen to use more than one case to gather data and draw up conclusion based on the facts retrieved. Multiple case design serves to confirm evidence which enhance the reliability and validity of a research work.

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Ethnography
Ethnography is a qualitative research method which involves a description of people and nature of phenomena. Ethnography involves exploring the nature of phenomena and working with unstructured data, analyzing data through interpretation of the meanings attributed by research respondents.
What are the cultural patterns and perspectives of this group in its natural setting?
Sorensen, C. (2000)CICI 502 Survey of Research in Curriculum, Northern Illinois University, available http://www.cedu.niu.edu/~sorensen/502/powerpoint/topicD/qlnotes.htm [accessed February, 2012]
OUM (2010) Topic 9 Qualitative Research Methods, Course Hand out CMRM6103 Research Methodology/GMRM5103 Research Methods, AIT Open University of Malaysia, Ghana

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Ethnography
The emphasis is on documenting or portraying the every day experiences of individuals. Key tools are in-depth interviewing and continuous observations. There is seldom an initial
hypothesis. The research is sustained over time. The goal is to paint a picture that as thorough, accurate, and vivid.
Example - What is life like in a traditional palace? Method unstructured interviews, observation, field notes and use of secondary data including documents, maps, photographs, genealogies, and records

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Grounded Theory
uses a prescribed set of procedures for analyzing data and constructing theoretical model from them. Glaser and Strauss, (1967) defines it as the discovery of theory from data systematically obtained social research
The focus in grounded theory is to unravel elements of experience and use interrelationships to build theory that enables the researcher to understand a phenomenon.
very useful when current theories about a phenomenon are neither inadequate nor non-existent. Methods: Open/Flexible - Recorded interviews, observation, journaling, and diary, memos.

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Action Research
It views participants as co-creating their reality through participation, experience, and action. There are four phases of action research:
the co-researchers agree on an area of inquiry/problem, ideas and procedures are applied in everyday work/life co-researchers become fully immersed in the activity/experience, co-researchers reconsider the original research problem. Aim 1 - produce knowledge and action directly useful to a group of people. Aim 2 - empower people through the process of constructing their own knowledge. Methods: unstructured observations, journaling, surveying, and reviewing documents/records.
Sorensen, C. (2000)CICI 502 Survey of Research in Curriculum, Northern Illinois University, http://www.cedu.niu.edu/~sorensen/502/powerpoint/topicD/qlnotes.htm [accessed Feburary, 2012]
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Action Research

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Content analyses
Examining information or content to record observation and quantify them to understand a phenomena
Neuman, W.L. (2011) Basics of Social Research: Qualitative and Quantitative Approaches, 2/E, Pearson Education ISBN ISBN-10: 0205484379 | ISBN-13: 9780205484379

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Woyome, NDC, Our Money And Our President: The Failure of Fair Representation
By: Dennis Adjei-Brenyah, Esq New York Ghanaweb.com
As a general rule, I have always scrupulously avoided political discussions especially the kind showing malicious and unhealthy assault and insults on people. I have always subscribed to a discussion on ideas on how to manage out affairs and help improve the situation we find ourselves. I will try to keep to this principled approach in dealing with the present demonstration of national shame that people have described as the NDC-Woyome matter. Sometimes, I throw in some personal reflections only as a sign of blessed humility to see issues from a peculiar angle the better to contribute to this discussion. I have said in these pages before that I consider our President my friend and law teacher from Legon: a decent man. Honorable, level headed, - but alas, perhaps another gutless politician. And I say this with grief and severe pain. Out President says now that he had no hand in this affair: That the acknowledged financier of NDC, who has now pocketed (banked is a better term) GhC58,000,000 of your money, got paid that sum of money under his watch as President, and he has no hand in .He has nothing to do with it! This is a cruel insult of and to us as Ghanaians, by this President. We must hold him to account!
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TECHNIQUES FOR ACQUIRING QUALITATIVE DATA

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Fieldwork
Fieldwork the particular context in which data collection occurs. Collection occurs simultaneously with analysis and interpretation and occurs throughout the study.
The final product is a rich description or narrative with quotations typically used to illustrate the voice and understandings of the participants. The focus is to use language to paint a rich picture of the setting and its participants.
Selecting the Fieldwork 1. Justify: Determine why a particular site should be selected. 2. Access: How will permission be obtained for accessing the site? 3. Activity: What will be done at the site? 4. Interference: How will the researcher avoid disrupting the normal routine? Or How participative will the researcher be? 5. Time: What will be the duration and frequency of observations?
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Interviews
Interviewing is used to gather information in the subjects own words from which insights on their interpretations can be obtained. Subjects are encouraged to talk about experiences, feelings, beliefs
Types of Interviews
Unstructured - exploratory, on a topic open, flexible, no structured format,

and impromptu questions Partially Structured Topic is chosen and questions are formulated, but order is up to the interviewer. Open-ended Questions & responses are recorded nearly verbatim, possibly taped. Semi-Structured - - questions and order of presentation are determined. Questions are open-ended, interviewer records the essence of each response.
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Interviews
Types of Interviews
Structured - - questions and order are pre-determined, responses are coded by interviewer as they are given. Totally structured - - questions, order, and coding are predetermined and the respondent is presented with alternatives for each question so that phrasing of responses is structured. Questions are self-coding in that each choice is pre-assigned a code. Qualitative Study Interview primarily focus on open-ended questions, flexible and purposively selected samples Quantitative Study Interview fixed choice questions, usually on random samples
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Interviews
Guidelines
1. Listen more, talk less. Be Patient, Dont interrupt. Tolerate silence. 2. Follow up on what participants say and ask questions when you dont understand. 3. Dont be judgmental about participants beliefs or views. You are there to learn about their perspectives whether you agree or not. 4. Keep participants focused and ask for concrete details. 5. Avoid leading questions, ask open ended questions. 6. Dont debate with participants over their responses. You are a recorder, not a debater.
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Focus Groups
Focus groups is a type of interview where multiple participants are involved and responses can build on one another. A focus group is particularly useful in obtaining a variety of views or opinions about a topic or issue. Focus groups are used to obtain information of qualitative nature from a predetermined and limited number of people.
A semi-structured group session, moderated by a group leader, held in an informal setting, with the purpose of collecting information on a selected topic. A carefully planed discussion designed to obtain perceptions on a defined area of interest in a permissive nonthreatening environment.
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Focus Groups
Useful When 1. Insights are needed in exploratory studies 2. There is an understanding gap between groups 3. The purpose if to uncover factors relating to complex behaviors 4. The is a desire for ideas to emerge from the group 5. Need for additional information to prepare for a larger study Not Useful When 1. The environment is emotionally charged 2. Statistical projections are needed 3. Other methodologies can produce better quality information 4. Confidentiality cannot be ensured
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Focus Groups
Procedures Duration 1-2 hours. General rule is to plan for less time than you tell participants. Number Groups 3-6 different groups should be used. Size 4-12 with certain characteristics in common (IDEAL size 6-8) Composition participants alike in some way (not in opinions). General rule is to keep groups homogenous in terms of prestige or status. Sample systematically selected (purposive
sampling). In organizations, include groups with different roles. Method - non-directive, nurture different points of view, identify trends and patterns in perceptions.
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Changing roles of housewives

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Focus Groups
Introductory
Round robin question that everyone answers
Background - to locate people in relation to other people
Transition
Move the conversation into the key questions
Experience/behavior - to elicit descriptions of behaviors, actions, activities Knowledge - to find out what respondents consider factual information
Key Questions
Opinion/value - to find out what people think Feeling - to understand emotional response of people to an experience
Ending - Bring closure to discussion

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Observation
Participant Observer - engages fully in the activities being studied but is known to the participants as a researcher. Example: a researcher gets permission from a teacher to sit in a class and make observations over a semester. Goal is to immerse researcher in the setting so he/she can see, hear, feel, experience, subjects daily life.
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Observation
Unobtrusive or Non-participant Observer - researcher watches but does not participate in group activities. Example: researcher conducts a
number of interviews with teachers in a school.
Naturalistic observation - observing individuals in their natural settings, making no effort to manipulate variables or control activities, but simply to observe and record. Example: observation of students at an
athletic event.
Covert Observer - researcher disguises identity from other participants (ethical issues). Example: conducting the research in disguise Simulations - asking subjects to act out certain situations or roles. May be individual or group role playing.
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Other Qualitative Techniques

Textual Analysis (artifacts, documents, records)
Documents and artifacts can include materials produced by the subject (writing portfolios), personal documents (diaries, letters), records, historical archives. Includes analysis of written records such as textbooks, newspapers, and non-written records such as audios, videos, computer files.
Personal Experience (journaling and other methods)

This method involves directing participants to recall personal experience through a variety of techniques. Methods used in data collection include think-aloud techniques, stimulated recall, and key event reporting. The researcher works with the participants to create the data.
Field Notes Written descriptions of people, events, objects, places, activities, conversations, etc. These notes may supplement information from official documents and interviews or may comprise the main research data. Field notes should also include the researchers reactions, reflections, and tentative assumptions.
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RM Session 6:
Methodology - Quantitative
Lecturer/Convenor:

Email:

Quantitative Approaches to Research
35
Chapter 7
Survey Research
(Neuman, 2011: 166)
Chapter 9
Survey Research
(Babbie, 2005: 250)

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Survey
Questionnaire to record answers from a sample
Kerlinger (1973) defined survey research as a study on large and small populations by selecting samples chosen from the desired population and to discover relative incidence, distribution and interrelations. The ultimate goal of survey research is to learn about a large population by surveying a sample of the population;
Neuman, W.L. (2011) Basics of Social Research: Qualitative and Quantitative Approaches, 2/E, Pearson Education ISBN ISBN-10: 0205484379 | ISBN-13: 9780205484379

37
Types of Survey
Neuman, W.L. (2011) Basics of Social Research: Qualitative and Quantitative Approaches, 2/E, Pearson Education

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Cross-sectional Survey
A researcher collects information from a sample drawn from a population. The data you obtain is derived from a cross-section of the population at one point of time.

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Longitudinal Survey - Panel

a researcher can identify a sample from the beginning and follow the specific respondents over a specified period of time to observe changes in specific respondents and highlight the reasons why these respondents have changed.
Example: Age vs Volunteering Same units over time


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Longitudinal Survey - Cohort

Although the population remains the same, different respondents are sampled each time. The researchers aim here is to see if there are changes in perceptions or trends that occur in the study
Example: 1967 birth cohorts vs racisim Same category of units in a specified time period over time

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Survey Techniques
1. Mail and Self-Administered Questionnaire Cheap, slow, lowest response rate 2. Web Surveys Cheapest, fastest, moderate response rate
3. Telephone Interviews
Moderate cost, fast, moderate response rate 4. Face-to-face Interviews
Expensive, slow, highest response rate


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References
1. Babbie, E.R. (2005) The Basics of Social Research [With CDROM and Infotrac], Wadsworth Thomson Publishing, Belmont, CA. 2. Babbie, E.R. (2011) The Basics of Social Research [With CDROM and Infotrac], Wadsworth Thomson Publishing, Belmont, CA. ISBN 0495812242 3. Bailey, K. D. (1978). Methods of social research (3rd ed.). New York: The Free Press. 4. Neuman, W.L. (2011) Basics of Social Research: Qualitative and Quantitative Approaches, 2/E, Pearson Education 5. OUM (2010) Principles Supporting Qualitative Research, Topic 9 Qualitative Research Methods, Course Hand out CMRM6103 Research Methodology/GMRM5103 Research Methods, AIT Open University of Malaysia, Ghana 6. Sorensen, C. (2000)CICI 502 Survey of Research in Curriculum, Northern Illinois University, http://www.cedu.niu.edu/~sorensen/502/powerpoint/topicD/qlnotes.htm [accessed Feburary, 2012] 7. Zikmund W G. (2003) Business Research Methods, 7th edition, Thomson/South-Western.

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RM Session 6:
Long Essay Outline
Lecturer/Convenor:

Email:
Long Essay Outline

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Email: mbaresearchmethods@gmail.com
Password: research1

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Chapter 14
Writing the Research Report
(Neuman, 2011)
Chapter 15
Report Writing
(Babbie, 2005: 455-461)

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Structure of Long Essay

Abstract Chapt. 1 Introduction Chapt. 2 Literature Review Chapt. 3 Context of the Study Chapt. 4 Research Methodology Chapt. 5 Results and Discussion Chapt. 6 Conclusion

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Chapter One of Long Essay

Chapter One Outline Chapter One Outline
Research Background
Research Problem
Research Background
Research Problem
Research Purpose
Research Objective Research Questions Research Methodology Significance of the Research Research Limitations Chapter Outline
Research Statement
Research Objective Research Question Research Methodology Significance of the Research Research Limitations Chapter Outline

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Research Methodology
PROPOSED
Identify the type of study to be carried out

Quantitative or Qualitative or Mixed Methods study Unit of Analysis: Individual/households, Organizations, Industry, Country
What research strategy will be used to conduct the study and why were those strategies were selected?
Case study or survey
Where data will be collected and what methods will be used? - Why
Study Population Primary Data: Questionnaires, Interviews, Observation Secondary Data: Industry reports, company documents
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Example: Gender Differences in E-banking Adoption

The study will use a quantitative approach to study the gender differences in the adoption of e-banking services among university students. The study population are students in the University of Ghana Business School. A study by Turkson (2009) found that students enrolled in finance and accounting programmes are more likely to adopt e-banking services. A survey will be carried out on a sample selected from students in the third and fourth year enrolled in finance or accounting programmes. A questionnaire concerning the adoption and use of e-banking services will be administered to 150 students. The study will also examine statistics on student banking activities from campus banks.
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Significance of the Research

This section discusses the potential benefits or implications of this research study on Future Research, Practice and Policy
Implications to research: how does it inform research area? Implications to Practice (managers, practitioners, employees, organizations etc) Implications to Policy (if applicable)what do your findings tell government, international community, development agencies etc.
Source: Boateng (2011)
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Example: E-banking in Rural Banks

The significance of the study can be viewed along three strands: research, practice and policy. Concerning the research significance, this study goes beyond current research on e-banking in rural banks by examining the strategies for implementing and integrating e-banking technologies. Literature on strategic perspective on ebanking in rural banks is arguably non-existent on Ghana and perhaps this spreads to the West-Africa region. Concerning significance to practice, the study will provide guidelines to other rural banks on the factors which influence e-banking adoption and strategic options to address challenges in managing and sustaining e-banking applications. This will be very helpful to ARP Apex Bank and to rural banks in its network. Concerning significance to policy, the study will provide feedback on policies driving the computerization of rural banks which is critical to the operations of financier, the Millennium Challenge Corporation, the government of Ghana and other donors who have interest in supporting ICT integration in rural banks. These contributions to practice and policy will become necessary to the development of more advanced or complex functionalities for rural banks including internet banking and mobile banking.
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Research Limitations
Points out the limitations in the research issues which may influence the research Definitional concepts
what is included and what is not
Scope and Constraints

which respondents will not be involved and, perhaps why
Variables
- Which data will not be collected/studied

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A sample size of 50 computerized RCBs will be selected out of the 97 based on proximity for ease of data collection and time constraint for the study. The study will not cover the use of electronic channels such as ATM, POS, mobile phone and internet since these channels have not yet been deployed to the banks. It will only focus on the computerization project under the mandate of the ARP Apex Bank. Also there is a possibility that some of the respondents may not return their questionnaires since it will touch on their financial and operational performance before and after computerization. The study will focus more on the banks than their customers in assessing the challenges and prospects of the project.
Source: Boateng (2011)
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Chapter Outline
Present an outline for the long essay detailing the objective of each chapter Gives an indication on the number of chapters in the dissertation

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The entire dissertation will be divided into six-(6) chapters. The first chapter will cover introduction to e-banking and rural banks, the research problem, objectives, and questions. Chapter two seeks to review e-banking research and literature in developing countries to define a theoretical focus for the research and develop a conceptual framework which examines the strategies for integrating e-banking in rural banks.
Chapter three presents the philosophical assumptions and research strategy of this research. Chapter four presents the case evidence on ICTs integration in four rural banks and survey of adoption factors and challenges in 50 banks. Chapter five evaluates the case evidence with respect the conceptual framework of the research to answer the research questions.
Chapter six presents the concluding recommendation on the implementation of e-banking in DCs and the way forward of this research.

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RM Session 7:
Methodology - Sampling
Lecturer/Convenor:

Email:
Sampling

57
Chapter 6
Sampling
(Neuman, 2011: 140)
Chapter 7
Sampling (Babbie, 2005: 183)

58

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RM Session 6:

Richard Boateng, PhD.

richard@pearlrichards.org Office: UGBS RT18 (rooftop)

Qualitative Approaches to Research

Research Methods Dr Richard Boateng [richard@pearlrichards.org]

DIFFERENCE BETWEEN QUALITATIVE & QUANTITATIVE

Quantitative research emphasizes

Research Methods Dr Richard Boateng [richard@pearlrichards.org]

Qualitative research emphasizes

Research Methods Dr Richard Boateng [richard@pearlrichards.org]

Research Methods Dr Richard Boateng [richard@pearlrichards.org]

Types of Qualitative Research

Research Methods Dr Richard Boateng [richard@pearlrichards.org]

Research Methods Dr Richard Boateng [richard@pearlrichards.org]

Research Methods Dr Richard Boateng [richard@pearlrichards.org]

Example: Mobiles and Micro-trading

Research Methods Dr Richard Boateng [richard@pearlrichards.org]

Types of Qualitative Research

Research Methods Dr Richard Boateng [richard@pearlrichards.org]

Research Methods Dr Richard Boateng [richard@pearlrichards.org]

Research Methods Dr Richard Boateng [richard@pearlrichards.org]

Types of Qualitative Research

Research Methods Dr Richard Boateng [richard@pearlrichards.org]

Research Methods Dr Richard Boateng [richard@pearlrichards.org]

Research Methods Dr Richard Boateng [richard@pearlrichards.org]

Research Methods Dr Richard Boateng [richard@pearlrichards.org]

TECHNIQUES FOR ACQUIRING QUALITATIVE DATA

Unstructured - exploratory, on a topic open, flexible, no structured format,

Changing roles of housewives

Research Methods Dr Richard Boateng [richard@pearlrichards.org]

Ending - Bring closure to discussion

Other Qualitative Techniques

Personal Experience (journaling and other methods)

Richard Boateng, PhD.

richard@pearlrichards.org Office: UGBS RT18 (rooftop)

Quantitative Approaches to Research

Research Methods Dr Richard Boateng [richard@pearlrichards.org]

Research Methods Dr Richard Boateng [richard@pearlrichards.org]

Research Methods Dr Richard Boateng [richard@pearlrichards.org]

Research Methods Dr Richard Boateng [richard@pearlrichards.org]

Longitudinal Survey - Panel

Example: Age vs Volunteering Same units over time

Research Methods Dr Richard Boateng [richard@pearlrichards.org]

Longitudinal Survey - Cohort

Research Methods Dr Richard Boateng [richard@pearlrichards.org]

Expensive, slow, highest response rate

Research Methods Dr Richard Boateng [richard@pearlrichards.org]

Research Methods Dr Richard Boateng [richard@pearlrichards.org]

Long Essay Outline

Richard Boateng, PhD.

Long Essay Outline

richard@pearlrichards.org Office: UGBS RT18 (rooftop)

Research Methods Dr Richard Boateng [richard@pearlrichards.org]

Research Methods Dr Richard Boateng [richard@pearlrichards.org]

Structure of Long Essay

Research Methods Dr Richard Boateng [richard@pearlrichards.org]

Chapter One of Long Essay

Research Methods Dr Richard Boateng [richard@pearlrichards.org]

Identify the type of study to be carried out

Example: Gender Differences in E-banking Adoption

Significance of the Research

Example: E-banking in Rural Banks

Research Methods Dr Richard Boateng [richard@pearlrichards.org]