qualitative research methods in management preliminaries

QUALITATIVE RESEARCH METHODS IN MANAGEMENT
This is a basic qualitative research methodology course aimed at developing
acquaintance with key tenets of qualitative research designs. The course begins with the
critique of positivistic research traditions, thereby creating a space for interpretive and
other traditions in management research. The insufficiency of conventionally defined
efficiency paradigm shall be discussed as a way of conceiving the primacy of contextbased, cultural and humanistic dimensions in broadening the scope of management
research. This discourse shall further be enriched by articulating methods of narrative
literature review together with a host of metaphors for mapping the field of inquiry.
Taking ethnographic, phenomenological and narrative inquiry methods at disposal,
learners will chart the journey of scholarship about different research designs. Finally,
there will be an opportunity for such scholars to familiarize themselves with different
sets of quality and ethical standards needed by qualitative researchers.
PRELIMINARIES: MAKING SENSE OF THE COURSE (DAY 1)
In this module, you will be acquainted with the course by discussing recent
developments in management research. A quick tour will be taken via a
PowerPoint presentation that delineates possible changes taking place in
conceiving and implementing research in business and management in the last
twenty years. This preliminary module enables you to think through your
cherished beliefs in evidence, analysis, thesis writing, and research.
Key Reading
Myers, M. D. (2013). Qualitative research in business and management (pp. 5-15). LA:
Sage.
Module Learning Outcome (MLO)
MLO 0: Develop an awareness of your role as a learner and management
practitioner who can use different modes and methods of qualitative research in
your educational and professional contexts.
Assignment for Module 0 (Due: End of Week 1)
Portfolio 0: Describe yourself as a researcher. In doing so, respond to these questions:
How have you developed the notion of research in management? What possible
factors might hinder and facilitate you to learn different notions of qualitative
research during this coursework? What specific strengths do you bring to this
course? (Maximum Length 500 – 800 words, non-assessable but mandatory)
MODULE 1: ORIENTING TOWARDS NEW PARADIGM(S) (DAYS: 2 & 3)
The module is a place for you to discuss three (or more) major research
traditions or paradigms pluralising the field of management research, namely
postpositivism,
interpretivism,
and
criticalism.
Whilst
considering
postpositivism as the “modified scientific” turn of management research,
interpretivism entails reflective turn of management research associated with
and arising from phenomenological and anthropological traditions. You will also
get an opportunity to discuss the political turn of management research, which
retains a substantive influence of critical theory in conceiving, designing and
implementing management research. All these paradigms and research turns
shall be exemplified via a host of research problems, foci and questions.
Key Reading
Myers, M. D. (2013). Qualitative research in business and management (pp. 19-47). LA:
Sage.
Additional Readings
Willis, J. (2007). Foundation of qualitative research (Ch: Foundational Issues:
Postpositivist and critical perspectives.). London: Sage Publication
Willis, J. (2007). Foundation of qualitative research (Ch: World Views, Paradigms, and
the Practice of Social Science Research). London: Sage Publication
Module Learning Outcomes (MLOs)
MLO 1 A: Demonstrate a sound understanding of the concept of qualitative
research paradigm in relation to your chosen research problem or topic, and
MLO 1 B: Reflect critically on the usefulness of qualitative research paradigms in
management research and practices.
Assignment for Module 0 (Due: End of Week 3)
Portfolio 1 A: Discuss briefly a potential research problem that you would like to
undertake as an MPhil research project. How might qualitative research
paradigm(s) regulate your research project?
Portfolio 1 B: Have you heard these research paradigms — interpretivism and
criticalism -- ever before? How are these research paradigms making sense to your
life as a learner and management practitioner? How might these paradigms
facilitate and restrain you while undertaking the proposed research project?
MODULE 2: REVIEWING LITERATURE (DAYS 4 & 5)
Can a qualitative researcher work without a theory? If we are to focus on
particularity, why we need theories as they seem to be totalizing and normative?
Indeed, qualitative researchers use theories, concepts and previous research
studies to develop their research problems, designs and issues. However, there
are a variety of ways to use theories, concepts and previous research studies in
conceiving your research project. Whereas theories can be used to orient your
research problems/issues/agendas, newer and local theories can emerge during
the research process. In this module, you will explore critical roles of theories,
concepts and previous research studies in conceiving and designing your
research project.
Key Readings
Stake, R. E. (2010). Qualitative research: Studying how things work (Chapter: Review of
Literature: Zooming to See the Problem). New York: Guilford Press.
Bryman, A. (2008). Social research methods (Chapter: Review of Literature). Oxford:
Oxford University Press
Maxwell, J. (2012).Qualitative research design: An interactive approach (Chapter 3:
Conceptual framework). Thousand Oaks, CA: Sage
Module Learning Outcomes (MLOs)
MLO 2 A: Illustrate the role of theory and previous research studies in your
research, and
MLO 2B: Reflect critically on the use of theory and previous research studies in
designing a qualitative research project.
Assignment for Module 2 (Due: End of Week 5)
Portfolio 2 A: Which specific theory (or theories) and concepts might orient your
research? Discuss the knowledge gap in areas associated with your research
agenda/topic/problem/issue. In doing so, you may review some (at least three)
recent research studies and relevant literature (e.g., policy documents).
Portfolio 2 B: What is your unfolding experience of encountering theories and
previous research studies that might be associated with your research? In what
ways, might they be helpful for your research studies? In what ways, can an
uncritical use of theory and previous research restrain (or disempower) you from
conducting a very good research study? How would you develop a conceptual
framework for your study?
MODULE 3: EXPLORING METHODOLOGIES AND DATA PRODUCTION
METHODS (DAYS 6,7,8,9 & 10)
The field of qualitative research entails a constellation of established and cuttingedge methodologies, both of which depict the continuum of conservative roots of
realist and the most recent evolution into eclectic and creative possibilities. The
realist ethnography and phenomenology can be regarded as the conservative
variants, whereas narrative and many other arts-informed inquiries can be
portrayed as the most recent development in the field of qualitative research. In
this module, we hope to develop your willingness and ability to engage in
methodologies arising from newer paradigms of qualitative research.
Key Readings
Myers, M. D. (2013). Qualitative research in business and management (pp. 57-115). LA:
Sage.
Tomkins, L., & Eatough, V. (2013). The feel of experience: phenomenological ideas for
organizational research. Qualitative Research in Organizations and Management:
An International Journal, 8(3), 258-275.
Gartner, W. B. (2010). A new path to the waterfall: A narrative on a use of
entrepreneurial narrative. International Small Business Journal, 28(1), 6-19.
Fenton, C., & Langley, A. (2011). Strategy as practice and the narrative turn.
Organization Studies, 32(9), 1171-1196.
Fletcher, D. E. (2011). A curiosity for contexts: Entrepreneurship, enactive research and
autoethnography. Entrepreneurship and Regional Development, 23(1-2), 65-76.
Module Learning Outcomes (MLOs)
MLO 3 A: Describe critically the relationship between your research
problem/agenda and your proposed methodology(s), and
MLO 3 B: Explain reflectively your experiences of encountering different
research methodologies.
Assessment for Module 3 (Due: End of Week 10)
Portfolio 3 A: Which research methodology(s) do you plan to apply for your
research problem? What are its key features? How does your methodology fit into
the chosen paradigm(s) or tradition(s)? Discuss your data production (collection
and generation) strategies. Do you foresee any challenges and limitations during
the stage of data production? What might they be?
Portfolio 3 B: Explore your own learning journey about qualitative research
methodologies. In doing so, discuss your recently developed insights into different
(at least three) research methodologies (e.g., ethnography, phenomenology, case
study, action research, grounded theory, narrative inquiry, autoethnography) that
you have encountered recently.
MODULE 4: WORKING WITH QUALITATIVE DATA (DAYS 11, 12, 13,
14)
There are very few set rules of and methods for dealing with ‘qualitative data’,
for the conventional notion of analysis often misrepresents what we actually aim
to perform through our qualitative research projects. Your research projects
situated within one or more paradigms and methodologies may not be better off
by using the conventional notion of analysis as deriving a set of propositional
statements and confirming pre-existing theories and law-like rules. Instead, they
may need a new set of analytics (e.g., metaphorical, narrative, and dialectical
thinking) so as to represent their unfolding insights about the phenomenon
under study. In a similar vein, the idea of five-chapter reporting is challenged as
there can be many creative ways to represent the research process and products.
Key Readings
Myers, M. D. (2013). Qualitative research in business and management (pp. 163-219). LA:
Sage.
Tomkins, L., & Eatough, V. (2013). The feel of experience: phenomenological ideas for
organizational research. Qualitative Research in Organizations and Management:
An International Journal, 8(3), 258-275.
Gartner, W. B. (2010). A new path to the waterfall: A narrative on a use of
entrepreneurial narrative. International Small Business Journal, 28(1), 6-19.
Fenton, C., & Langley, A. (2011). Strategy as practice and the narrative turn.
Organization Studies, 32(9), 1171-1196.
Fletcher, D. E. (2011). A curiosity for contexts: Entrepreneurship, enactive research and
autoethnography. Entrepreneurship and Regional Development, 23(1-2), 65-76.
Module Learning Outcomes (MLOs)
MLO 4 A: Describe the method of “analysis” and reporting that you employ in the
proposed research project, and
MLO 4 B: Discuss reflectively your experiences of learning different approaches
to data analysis.
Assessment for Module 4 ((Due: End of Week 14)
Portfolio 4 A: (i) Present a succinct plan for the treatment of your data. In doing so,
discuss clearly one or more strategies that you might be employing in treating your
data. In this process, please include a sample of your ´analysis´ based on your
‘primary data’.
ii) Discuss how you are planning to develop your thesis or dissertation chapters. Do
you have specific metaphors (e.g., research as unfolding journey, themes as
signposts, chapters as stopovers, thesis as wardrobe) to organize your chapters.
How do key features of your chosen paradigm(s) and methodology (s) enable you
to construct your thesis or dissertation chapters?
Portfolio 4 B: Reflect on your learning journey thus far. What were your notions of
analysis and report writing experience before you commenced this course? Have
you felt or realized any changes in conceiving the notion of analysis and report
writing?
MODULE 5: DEALING WITH ETHICAL AND QUALITY STANDARDS
(DAYS 15 & 16)
Can we afford to be unethical in dealing with self and others? Indeed, there are
specific ethical standards to be maintained by researchers. For example,
researchers should refrain from lying, deceiving, misrepresenting, harming, and
hurting. As one person dealing with other persons, we need to abide by basic
ethical values to make our work more credible, useful and trustworthy. Apart
from ethical standards discussed in the literature of qualitative research,
researchers need to be aware of ethical practices in specific research contexts.
Another important dimension of your research project is the regulatory
framework for judging the quality of your research. In qualitative research, the
conventional criteria of validity and reliability are less useful in judging the
quality of your research project, thereby giving rise to a new set of standards
(e.g., trustworthiness, crystallization, critical reflexivity, and impact). Your
chosen paradigm (s) and methodologies can offer a set of quality standards. For
example, if you are doing a narrative inquiry you may choose verisimilitude as
one of the quality standards. In case of an ethnographic research project, you
may deploy a criterion of prolonged engagement in the field to demonstrate your
credibility as a researcher.
Module Learning Outcomes (MLOs)
MLO 5 A: Describe the need for ethical and quality standards in your research
project, and
MLO 5 B: Discuss reflectively your experiences of encountering different sets of
ethical and quality standards.
Key Readings
Myers, M. D. (2013). Qualitative research in business and management (pp. 12-15, 48-55).
LA: Sage.
Tracy, S. J. (2010). Qualitative quality: Eight “big-tent” criteria for excellent qualitative
research. Qualitative Inquiry, 16(10), 837-851.
Hammersley, M. (2007). The issue of quality in qualitative research. International
Journal of Research & Method in Education, 30(3), 287-305.
Sinkovics, R. R., & Ghauri, P. N. (2008). Enhancing the trustworthiness of qualitative
research in international business. Management International Review, 48(6),
689-714.
Assessment for Module 5 (Due: End of Week 16)
Portfolio 5A: (i) Why do you need ethical standards for your research? What are
the possible ethical standards that you are going to incorporate in your research
study? How do you make sure that you abide by them fully during and after your
study?
(ii) Discuss briefly that the standards of validity and reliability are inadequate and
inappropriate for your study. Which quality standards might regulate your
fieldwork, analysis and reporting structure? Discuss the rationale for choosing an
appropriate set of quality standards for your research.
Portfolio 5B: Discuss your learning journey thus far. In doing so draw from previous
journals and respond to the following questions:
•
•
•
•
Do you need to refine and revise your research problem and research questions?
What could be your revised research problem and questions?
Are you planning to select one or more theories to orient your research project?
What could be your possible theories? How would you develop a conceptual
framework for your study?
How are your research paradigm, methodology, analysis and quality standards
related to each other?
After the completion of your proposed research project, what contributions
might you make to the field of qualitative research?
•
How would you assess your learning journey thus far? In what ways are you
able to achieve all Module Learning Outcomes (MLOs)? Discuss with
illustrations.
MODULE 6: COMBINING ALTOGETHER: DEVELOPING A COHERENT
RESEARCH PROPOSAL (DAY 17)
During this module, you will develop an art and craft of synthesising following elements
in your research proposal by drawing from your earlier portfolios:
Research problem/agenda
Research purpose
Research questions
Significance of your research
Delimitation
Literature review (conceptual, theoretical and empirical reviews)
Research Methodology (concepts and processes)
Module Learning Outcome (MLO)
MLO 6: Develop a coherent research proposal establishing a clear relationship
between the what (research problem/agenda) and the how (methodology) of
research.
Assessment for Module 6 (Due: End of Week 17)
Portfolio 6: Develop a coherent research proposal articulating your research
problem, research questions, theory and knowledge gap (resulting from the review
of previous research), and research methodology.
--------------------------------------------------------------------------------------------------------------------Notes on Journaling (Portfolio 1A through 5 B)
Portfolio A’s (Portfolio 1A, 2A, 3A, 4A, 5A)
•
Portfolio A´s is a place for you to demonstrate your sound understanding of
concepts discussed under the module. In responding to Portfolio A´s you may use
an objective-analytical genre of writing unless otherwise stated.
•
An outstanding grade in Journal A´s is possible by responding adequately to the
portfolio tasks with deepened engagement in key and additional readings
•
Length: 800 – 1200 words
•
APA style guidelines to be followed
Portfolio B’s (Portfolio 1B, 2B, 3B, 4B, 5B)
•
Portfolio B´s is a place for you to reflect upon your learning journey. You shall
write a highly personalised and reflective genre together with sufficient
engagement in concepts and ideas discussed under the module.
•
An outstanding grade is possible by responding adequately to the portfolio tasks
and demonstrating higher level of reflective thinking (self-monitoring ability,
intra-personal intelligence, introspective thinking, utopia, envisioning) about
your own learning of different concepts and ideas under the module
•
Length: 800 – 1200 words
•
APA style guidelines to be followed
Summary of Assessment Scheme:
Portfolio 1A through 5B (10 items) = 10 X10 = 100 points
Portfolio 6 (1 item) = 20 points
Proposal Presentation (1 item) = 15 points
Attendance (1 item) = 5 points
Classroom Participation (1 item) = 10 points
End Semester Assessment (1 item) = 50 points
Grading System
Raw Score
200- 186
185- 165
164-150
Grading
A
AB+
Explanatory Outstanding Excellent
Very Good
Indicators
149- 135
B
Good
134-115
BSatisfactory

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