Dr Hasliza Abdul Halim School of Management

Universiti Sains Malaysia

Preliminary

Data Gatherin g

Identifyin g Research Problem

What are the symptoms or indicators

Research Questions & Research Objectives

Literature Review

Analysis And findings

Research Design

Develop Hypothesis Theoretical/Research development Framework

Method Sampling

Unit of analysis

Data collectio n method

Developme nt of hypothesis
3-2

 Research

design:

a set of advanced decisions that make up the master plan specifying the methods and procedures for collecting and analyzing the needed information.

3-3

 Research

design is a

Blueprint
Plan

Guide
Framework
3-4

Purpose of study -Exploratory -Descriptive -Causal research

Investigation -Causal relationship -Correlations -group differences, ranks

Measurement
-Operational definition -Items

-Scaling
-Categorization

Sampling Design -Probability -Non probability

Data collection method -Observation -Interview -Questionnaire

3-5

Sample size

 Exploratory

study is needed when the researcher has no idea about the problem or issue to be studied.

EXAMPLE:

A manager of an MNC company would like to know the work ethics of a subsidiary in Penang Trade Zone as compared to the Americans.
3-6

Formulate a problem or define a problem more precisely Preliminary work to gain familiarity Isolate key variables and relationships for further examination Gain insights for developing an approach to the problem

Develop hypotheses
Establish priorities for further research
3-7

Qualitative in nature explore issues, understand phenomena and generate hypothesis.

Focus

group interview/ experience survey data analysed qualitatively

Expert Case

studies

Secondary

3-8

 Descriptive

research is undertaken to describe answers to questions of who, what, where, when, and how. research is desirable when we wish to project a studys findings to a larger population, if the studys sample is representative.

Descriptive

3-9

To describe the characteristics of relevant groups, such as consumers, salespeople, or organizations. To estimate the percentage of units in a specified population exhibiting a certain behavior. To determine the perceptions of product characteristics. To determine the degree to which variables are associated.

To make specific predictions.

3-10

Two

basic classifications: Cross-sectional studies Longitudinal studies

3-11

collection of information from any given sample only once. single cross-sectional designs: only one sample once. multiple cross-sectional designs: two or more samples of respondents once.

3-12

A fixed sample (or samples) of population elements is measured repeatedly on the same variables. samples remain the same over time. cohort analysis: a series of surveys conducted at appropriate time intervals, where the cohort serves as the basic unit of analysis. -A cohort is a group of respondents who experience the same event within the same time interval.
3-13

CrossSectional Design

Sample Surveyed at T1

Longitudinal Design

Sample Surveyed at T1

Same Sample also Surveyed at T2

T2
3-14

Time

T1

Causality may be thought of as understanding a phenomenon in terms of conditional statements of the form If x, then y. (i.e., explanatory or predictive).

Causal studies are conducted through the use of experiments (i.e., field experiment or lab experiment) An experiment is defined as manipulating an independent variable to see how it affects a dependent variable, while also controlling the effects of additional extraneous variables.
3-15

Exploratory
Objective: Characteristics: To provide insights and understanding.

Conclusive
To test specific hypotheses and examine relationships. Information needed is clearly defined. Research process is formal and structured. Sample is large and representative. Data analysis is quantitative.

Information needed is defined only loosely. Research process is flexible and unstructured. Sample is small and nonrepresentative. Analysis of primary data is qualitative.
Tentative.

Findings/ Results: Outcome:

Conclusive. Findings used as input into decision making.

3-16

Generally followed by further exploratory or conclusive research.

Exploratory
Objective: Discovery of ideas and insights

Descriptive
Describe market characteristics or functions

Causal
Determine cause and effect

Characteristics:

Flexible, versatile

Marked by the prior Manipulation formulation of of one or more specific hypotheses independent variables Preplanned and structured design Quantitative analysis Surveys Observation Control of other mediating variables Experiments

Often the front end of total research design Methods: Expert surveys Pilot surveys Secondary data qualitative analysis Qualitative research

3-17

MEASUREMENT AND SCALING

3-18

1.

2.
3. 4.

Define constructs to be measured Operationalization of the constructs Select scale of measurement (data type) Generate Items/Questions

Wording Response format

5. 6. 7.

Layout and design questionnaire Pilot Testing/Pretest Refinement

3-19

construct is an image or abstract idea specifically invented for a given research and/or theory building purpose are built by combining simpler more concrete concepts especially when it is not directly observable

Constructs

Example: Concrete demographics, net profit, purchase quantity, size of firm Abstract loyalty, personality, job satisfaction, leadership
3-20

 Defined

in the literature or dictionary definition An operational definition is a definition stated in terms of specific criteria for testing or measurement Must specify the characteristic and how they are to be observed

3-21

Construct

A generalized idea about a class of objects, attributes, occurrences, or processes e.g. satisfaction, loyalty Gives meaning to a concept by specifying the activities or operations necessary to measure it Broad characteristics to ensure coverage or scope of the concept Specific items about the identified measurement, which are easily measured
3-22

Operational Definition

Dimensions Elements

CONSTRUCT

Learning
d d d

Understanding

Retention

Application

e Answer questions correctly

e Give appropriate examples

e Recall material after some lapse

e Solve problems applying concepts understood and recalled

e Integrate with other relevant material

3-23

If you cant measure it, you cant manage it. Bob Donath, Consultant

3-24

MEASUREMENT
CHECK

OUT THE VIDEO

3-25

Adopted

Adapted

Self Develop

3-26

Selecting measurable phenomena Developing a set of mapping rules (assign numbers) Applying the mapping rule to each phenomenon
3-27

Nominal

Ordinal
Interval Ratio

3-28

Nominal

Classification

Ordinal
interval Ratio

3-29

Nominal scales allows the researcher to assign subjects to certain categories or group.
Example.
Please indicate your current martial status. __Married __ Single __ Divorced/Separated

So, we can assign 1=married, 2=single, and 3= divorced/seperated.

3-30

Simply label objects

Exhibits the classification characteristic only

3-31

Nominal

Classification Classification Order

Ordinal
interval Ratio

3-32

Ordinal scales allow the respondent to express relative magnitude between the raw responses to a questionrank-orders the categories meaningfully
Example: Ordinal
Rank Order of Winners
Third place Second place First place

3-33

Mutually exclusive category plus an indication of order Implies statement of greater than and less than

3-34

Nominal

Classification Classification Order Classification Order Distance

Ordinal
interval Ratio

3-35

Interval scales demonstrate the absolute differences between each scale point
Example. How likely are you to recommend USM to a friend? Definitely will not 1 2 3 4 5 Definitely will 6 7

3-36

Characteristics of nominal and ordinal scales plus the concept of equality of interval.
Equal distance exists between numbers

3-37

Nominal

Classification Classification Order Classification Order Classification Order Distance Distance Natural Origin

Ordinal
interval Ratio

3-38

Ratio scales allow for the identification of absolute differences between each scale point, and absolute comparisons between raw responses
Example 1.
Please circle the number of children under 18 years of age currently living in your household. 0 1 2 3 4 5 6 7 (if more than 7, please specify ___.)

How many organization did you work for before joining this organization. _______
3-39

Characteristics of previous scales plus an absolute zero point Examples Number of children

3-40

Educational or cultural background

Respondent

Situation

On-site, mallintercept

Incorrect coding, faulty stats calculation

Measurer

Instrument

Ambiguous, confusing, use of jargon

3-41

Validity

Criteria
Practicality Reliability

3-42

 Validity is the extent to which a test measures what we actually wish to measure.
Reliability refers to the accuracy and precision of a measurement procedure. Practicality is concerned with a wide range of factors of economy, convenience, and interpretability.
3-43

Is the survey economical

Cost of producing and administering the survey Time requirement Common sense! Adequacy of instructions Easy to administer Scoring keys Evidence of validity and reliability Established norms

Convenience

Can the measurement be interpreted by others

3-44

 Likert

Scale Semantic Differential Scale Behavioral Intention Scale

3-45

A likert scale is an interval scale format that asks respondents to indicate the extent to which they agree or disagree with a series of mental or behavioral belief statements about a given object

3-46

3-47

A semantic differential scale is unique bipolar ordinal scale format that captures a persons attitudes and/or feelings about a given object

3-48

3-49

A behavioral intention scale is a special type of rating scale designed to capture the likelihood that people will demonstrate some type of predictable behavior intent toward purchasing an object or service in a future time frame

3-50

3-51

3-52

Mental Challenge
A man and his son are involved in an automobile accident. The man is killed and the boy, seriously injured, is rushed to the hospital for surgery. But the surgeon takes one look at the boy and says, I am sorry, but I cannot operate on this boy. He is my son.
3-53

3-54