[SOLVED] Week 2 - Assignment: Appraise the Merits of Using the Qualitative Method - Management

Continue with the CITI training. This week’s readings and activities were introspective: you had to evaluate how your choice of a degree path and your worldview will affect your research. Now you will appraise the merits of qualitative research designs.

Begin your paper with an overview of the value of qualitative research (1-2 cited paragraphs). Be sure to make the connection between the research problem and the qualitative approach.
Determine if there is the potential to employ a mixed methods approach (1-2 cited paragraphs).
Explain how your degree path informs your research approach (1-2 cited paragraphs).
Based on your discovery of your worldview, share your thoughts about how this will affect your research (1-2 cited paragraphs).
Justify and construct a theoretical or conceptual framework for the research problem; this section must be clearly written to ensure that the reader is seeing the proposed research through your framework.
Include a brief discussion on how your degree type affected your framework selection.

Length: 3-5 pages.
References: Include a minimum of 5 scholarly sources; find 3 additional sources to support your framework.
Your written assignment should demonstrate thoughtful consideration of the ideas and concepts presented in the course and provide new thoughts and insights relating directly to this topic. Your response should reflect scholarly writing and current APA standards. Be sure to adhere to Northcentral University’s Academic Integrity Policy.Week 2 – Assignment: Appraise the Merits of Using the Qualitative Method

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Continue with the CITI training. This week’s readings and activities were introspective: you had to evaluate how your choice of a degree path and your worldview will affect your research. Now you will appraise the merits of qualitative research designs.

References: Include a minimum of 5 scholarly sources; find 3 additional sources to support your framework.

Your written assignment should demonstrate thoughtful consideration of the ideas and concepts presented in the course and provide new thoughts and insights relating directly to this topic. Your response should reflect scholarly writing and current APA standards. Be sure to adhere to Northcentral University’s Academic Integrity Policy.
Caffrey, C. (2018). Conceptual framework [Audio file]. Salem Press Encyclopedia.
Differentiating the Research (Ph.D.) and Applied Doctoral Degrees
Harrison, I. R. L. (2013). Using mixed methods designs in the Journal of Business Research, 1990-2010. Journal of Business Research, 66, 2153-2162
Mertens, D., Holmes, H., & Harris, R. (2009). Transformative research and ethics. In D. M. Mertens & P. E. Ginsberg, The handbook of social
Mertz, N. (Academic). (2017). Norma Mertz defines theoretical framework [Video file]
NCU School of Business Best Practice Guide for Qualitative Research Design and Methods in Dissertations 2nd Edition
Yin, R. K. (2015). Qualitative research from start to finish. New York, NY: Guilford PublicationsSAGE Research Methods Video

Norma Mertz Defines Theoretical Framework

Pub. Date: 2016

Product: SAGE Research Methods Video

DOI: https://dx.doi.org/10.4135/9781473964525

Methods: Theory, Philosophy of research

Keywords: perspective of the decision maker, Standpoint

Disciplines: Anthropology, Business and Management, Criminology and Criminal Justice, Communication

and Media Studies, Counseling and Psychotherapy, Economics, Education, Geography, Health, History,

Marketing, Nursing, Political Science and International Relations, Psychology, Social Policy and Public Policy,

Social Work, Sociology, Science, Technology, Computer Science, Engineering, Mathematics, Medicine

Access Date: January 5, 2023

Publishing Company: SAGE Publications Ltd.

City: London

Online ISBN: 9781473964525

https://dx.doi.org/10.4135/9781473964525

[MUSIC PLAYING] [MUSIC PLAYING] A theoretical framework is a lens through which you are look-

ing and approaching the research. So it frames what you see and what you may not see.

It guides the various parts of the study, so it can have a very encompassing affect on that study.

[MUSIC PLAYING]

https://dx.doi.org/10.4135/9781473964525

SAGE

SAGE Research Methods Video

Page 2 of 2 Norma Mertz Defines Theoretical Framework

https://dx.doi.org/10.4135/9781473964525

SAGE Research Methods Video
Norma Mertz Defines Theoretical Frameworkxvii

Brief Contents

Part I Understanding Qualitative Research

ChaP ter 1 What Is Qualitative Research— 3
and Why Might You Consider Doing Such Research?

ChaP ter 2 Getting Ready to Do Qualitative Research 27

ChaP ter 3 How to Start a Qualitative Research Study 53

Part II doing Qualitative Research

ChaP ter 4 Choices in Designing Qualitative Research Studies 83

ChaP ter 5 Doing Fieldwork 116

ChaP ter 6 Data Collection Methods 137

ChaP ter 7 Recording Data 163

ChaP ter 8 Analyzing Qualitative Data, I: 184
Compiling, Disassembling, and Reassembling

ChaP ter 9 Analyzing Qualitative Data, II: 218
Interpreting and Concluding

Yin, Robert K.. Qualitative Research from Start to Finish, Guilford Publications, 2015. ProQuest Ebook Central,
http://ebookcentral.proquest.com/lib/ncent-ebooks/detail.action?docID=2008479.
Created from ncent-ebooks on 2023-01-05 13:22:09.

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Part III Presenting the Results from Qualitative Research

ChaP ter 10 Displaying Qualitative Data 249

ChaP ter 11 Composing Research to Share It with Others 271

Part IV taking Qualitative Research one Step Further

ChaP ter 12 Broadening the Challenge of Doing 297
Qualitative Research

aPPendIx a Illustrative Study Bank 321

aPPendIx B Two Levels of Data Collection Units in Illustrative 325
Qualitative Studies Cited in This Book

aPPendIx C A Semester- or Year-Long Project: Career Paths 329

A Glossary of Special Terms Used 333
in Qualitative Research

References 343

Author Index 366

Subject Index 370

About the Author 386

xviii Brief Contents

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xix

Part I Understanding Qualitative Research

ChaP ter 1 What Is Qualitative Research— 3
and Why Might You Consider Doing Such Research?
A. The Allure of Qualitative Research: A Topical Panorama

of Studies 3
Vignette 1.1. A QuAlitAtiVe Study of HomeleSS Women 4

B. The Distinctiveness of Qualitative Research 7
Qualitative Research: A Broad Area of Inquiry 7
Five Features of Qualitative Research 8

Vignette 1.2. uSing QuAlitAtiVe ReSeARcH to PRoduce neW inSigHtS 10

Vignette 1.3. uSing An oVeRARcHing concePt to oRgAnize
A QuAlitAtiVe Study 11

Brief Preview of the Research Procedures Covered in the Rest
of This Book 11

C. Qualitative Research as a Craft 12
Doing Original Research 13
Transparency 13
Methodic‑ness 14
Adherence to Evidence 14

D. Qualitative Research and Its Belief Systems 15
The Nature of Reality (Whether Multiple or Singular) 16
The Conduct of Research (Whether Value‑Free or Value‑Bound) 18
The Quality of RSAGE Research Methods

The Handbook of Social Research Ethics

Author: Joshua W. Clegg, Brent D. Slife

Pub. Date: 2013

Product: SAGE Research Methods

DOI: https://dx.doi.org/10.4135/9781483348971

Methods: Research ethics, Ethical codes, Vulnerable groups

Keywords: modernism, tradition, knowledge, law, social science

Disciplines: Anthropology, Business and Management, Criminology and Criminal Justice, Communication

and Media Studies, Counseling and Psychotherapy, Economics, Education, Geography, Health, History,

Marketing, Nursing, Political Science and International Relations, Psychology, Social Policy and Public Policy,

Social Work, Sociology

Access Date: January 5, 2023

Publishing Company: SAGE Publications, Inc.

City: Thousand Oaks

Online ISBN: 9781483348971

https://dx.doi.org/10.4135/9781483348971

Research Ethics in the Postmodern Context

Joshua W.Clegg and Brent D.Slife

Discussing a topic as broad and as frequently misunderstood as postmodernism requires some organizing

principle, some general definition. Yet postmodernism makes such broad generalizations problematic at the

outset. From the postmodern viewpoint, any definition of anything, including the definition of postmodernism

itself, is a value judgment, with ethical and even political implications. Another problem in defining postmod-

ernism is that postmodernists (whoever these undefined entities are) resist the closed “totalizing” conceptions

of things. They view such conceptions as inappropriate reductions of the real—stereotypes of the rich experi-

ence of whatever is being conceived or defined.

Postmodernism is not, then, best understood in conceptual terms at all; it is perhaps best understood by en-

gaging in practices that are postmodern, rather than conceptualizing things as postmodern. Consequently,

this entire chapter (and perhaps this entire volume) could be construed as the modernist project of summariz-

ing the unsummarizable, and thus conflicting with the very spirit of postmodernism. Any conception of post-

modernity would have to be pluralistic, rarely unitary, and perhaps even poetic. Still, we remain committed to

making this chapter understandable to the modern thinker and coherent within the underpinnings of this book,

which implies some dedication to a clear organization.

Consequently, we begin by outlining some of the major movements and figures in postmodern philosophy. We

follow this with a discussion of four postmodern ethical/philosophical commitments, which we frame not as

conceptual foundations but as Wittgensteinian (1953/2001) “family resemblances.” These four resemblances,

which include the particular, the contextual, the value laden, and the other, are then contrasted with modernist

commitments. True to the rich, particular, and contextualized values of postmodern theorists, we illustrate and

explicate these contrasting commitmentSAGE Research Methods

The Handbook of Social Research Ethics

Author: Joshua W. Clegg, Brent D. Slife

Pub. Date: 2013

Product: SAGE Research Methods

DOI: https://dx.doi.org/10.4135/9781483348971

Methods: Research ethics, Ethical codes, Vulnerable groups

Keywords: modernism, tradition, knowledge, law, social science

Disciplines: Anthropology, Business and Management, Criminology and Criminal Justice, Communication

and Media Studies, Counseling and Psychotherapy, Economics, Education, Geography, Health, History,

Marketing, Nursing, Political Science and International Relations, Psychology, Social Policy and Public Policy,

Social Work, Sociology

Access Date: January 5, 2023

Publishing Company: SAGE Publications, Inc.

City: Thousand Oaks

Online ISBN: 9781483348971

https://dx.doi.org/10.4135/9781483348971

Research Ethics in the Postmodern Context

Joshua W.Clegg and Brent D.Slife

Discussing a topic as broad and as frequently misunderstood as postmodernism requires some organizing

principle, some general definition. Yet postmodernism makes such broad generalizations problematic at the

outset. From the postmodern viewpoint, any definition of anything, including the definition of postmodernism

itself, is a value judgment, with ethical and even political implications. Another problem in defining postmod-

ernism is that postmodernists (whoever these undefined entities are) resist the closed “totalizing” conceptions

of things. They view such conceptions as inappropriate reductions of the real—stereotypes of the rich experi-

ence of whatever is being conceived or defined.

Postmodernism is not, then, best understood in conceptual terms at all; it is perhaps best understood by en-

gaging in practices that are postmodern, rather than conceptualizing things as postmodern. Consequently,

this entire chapter (and perhaps this entire volume) could be construed as the modernist project of summariz-

ing the unsummarizable, and thus conflicting with the very spirit of postmodernism. Any conception of post-

modernity would have to be pluralistic, rarely unitary, and perhaps even poetic. Still, we remain committed to

making this chapter understandable to the modern thinker and coherent within the underpinnings of this book,

which implies some dedication to a clear organization.

Consequently, we begin by outlining some of the major movements and figures in postmodern philosophy. We

follow this with a discussion of four postmodern ethical/philosophical commitments, which we frame not as

conceptual foundations but as Wittgensteinian (1953/2001) “family resemblances.” These four resemblances,

which include the particular, the contextual, the value laden, and the other, are then contrasted with modernist

commitments. True to the rich, particular, and contextualized values of postmodern theorists, we illustrate and

explicate these contrasting commitment© 2017 Northcentral University
2488 Historic Decatur Rd., Suite 100 ▪ San Diego, CA 92106

www.ncu.edu ▪ p: 866-776-0331 Revised 12.1.2017

Differentiating the Research (Ph.D.) and Applied Doctoral Degrees

The document outlines various characteristics of doctoral programs and the associated research
processes and resources that help to distinguish research degrees (Ph.D.) from applied degrees DrPH,
DHA, DBA, EdD, DNP, DMFT.

The key research design differences between an applied and research degree is scope and
significance. Both degree tracks require that the stated research design demonstrate scientific
rigor. However, the applied degree will be limited in scope to the specific study context and the
results should be significant to leaders and practitioners in the field. Research (Ph.D.) studies must
have theoretical implications and make a contribution to the literature.

The current guidelines are that a dissertation must:

 Summarize, analyze, and integrate scholarly literature and research relevant to a topic
area, focusing on developments in the area in the previous five years, and,

 Present original research in an area related to a student’s program and specialization.

While Ph.D. dissertations demonstrate how the research contributes to theoretical
development in an area, applied doctorate dissertations typically contribute to practice.

The current standards include the non-negotiable requirement of every doctoral manuscript (Ph.D.
or applied doctorate) to include a comprehensive, up-to-date, and critically evaluative review of
the professional and scientific, peer-reviewed literature pertaining to its topic.

A Ph.D. requires original ideas about a specialized topic, as well as a high degree of
methodological/scientific rigor (Nelson, & Coorough, 1994). As is traditional in higher education, a
Ph.D. is only going to be awarded for a piece of work that will actually make a difference to the
theoretical context of the field — the Ph.D. dissertation is a new contribution to the body of
knowledge.

An applied dissertation requires the practical application of scholarship (Nelson, & Coorough,
1994; Wergin, 2011). Examples of an applied investigation may include a replication study, a case
study, program evaluation, or a special project (such as, for example, the creation of a curriculum,
training program, clinical protocol or policy, or educational artifact), followed by an evaluation. A
doctoral project for a professional degree does not have to be an original contribution to the body
of knowledge that impacts the theories in the field, but typically responds to a practical problem
or proposed innovation (Archibald, 2010).

The fundamental differentiation between Ph.D. research programs and professional degree
research programs is that the focus of the Ph.D. is to contribute new knowledge to the field. The
focus of professional degree research programs is to apply theoretical knowledgThe Theoretical Framework
THE CENTER FOR TEACHING & LEARNING

Where do I start?

Consider these three
considerations to formulate
a theoretical framework:

The theoretical lens
Determine the guiding framework for
your dissertation research
A A theoretical framework provides the
theoretical assumptions for the larger context
of a study, and is the foundation or ‘lens’ by
which a study is developed. This framework
helps to ground the research focus under study
within theoretical underpinnings and to frame
the inquiry for data analysis and interpretation.

The theoretical contribution
Determine the potential theoretical contribution of
your dissertation research
A theoA theoretical contribution provides a theory-driven input to
current thinking when your dissertation research study is
framed by theoretical considerations that began with a
well-defined theoretical framework. A theoretical
framework allows for deliberation of the theoretical
contribution(s) to current scholarship within your discipline
once you determine your key study findings. Ideally, you will
rerevisit the theoretical underpinnings of your study when you
describe the theoretical contribution(s) of your study
findings as you draft Chapter 5 once your study has
concluded.

Chapter 1:
Theoretical
Framework

Chapter 5:
Theoretical
Contribution

As you begin, determine with your Dissertation
Chair whether your dissertation research study
is best guided by a theoretical framework or a
conceptual framework (see also ‘The
Conceptual Framework’)

1. Discipline/Field of Study

What is your degree
program?

What is your area of
specialization?

PhD or applied doctorate?
What is your research
focus?

2. Theory(ies)

What are relevant
theories aligned with your
discipline?

Which theory(ies)
resonated with you in
course work?

What theory(ies) have
past researchers used?

3. Theorist(s)

Who was/were the
original theorist(s)?

Who adapted the
theory(ies) to your
discipline?

AUGUST 2022

References

Casanave, C. P., & Li, Y. (2015). Novices’ struggles with conceptual and theoretical framing in writing
dissertations and papers for publication. Publications, 3(2), 104-119. doi:10.3390/publications3020104

Grant, C., & Osanloo, A. (2015). Understanding, selecting, and integrating a theoretical framework in
dissertation research: Creating the blueprint for your house. Administrative Issues Journal:
Connecting Education, Practice, and Research, 4(2). doi: 10.5929/2014.4.2.9

Review the Chapter 1 requirements in the NCU
DP/DM Template
Checklist:

Identify the guiding framework. Present the key concepts, briefly explain how they
are related, and present the propositions that are relevant to this study.

Explain how the framework guided the research decisions, including the development
of the problem statement, purpose statement, and research questions.

If more than one framework is guiding the study, integrate them, rather than
describing themThe Conceptual Framework

Where do I start?
Consider these three
considerations to formulate a
conceptual framework:

The conceptual model
Determine the guiding framework for
your dissertation research
As noted in your dissertation template, a
conceptual framework provides the detailed
components/variables identifying
interinterrelationships in and across the components.
While a conceptual framework is often referred to
interchangeably with a theoretical framework, it
maintains a distinct purpose. A conceptual
framework is used to clarify concepts, organize
ideas, and identify relationships with which to frame
a study. Concepts are logically developed and
ororganized to support an overall framework and often
exhibited graphically within dissertation research.

THE CENTER FOR TEACHING & LEARNING

The conceptual contribution
Determine the potential contribution of your
conceptual framework
A conceptual fA conceptual framework provides an illustration of the
interrelated ideas or aspects of your variables/constructs, and
often organized using existing models. Ideally, you will revisit
your conceptual framework of your study when you describe the
implications of your study findings as you draft Chapter 5 once
your study has concluded. This allows for a consideration of your
framework as a deliberation of the influence of the framework in
light of light of your key findings and within the context of current
scholarship within your discipline.

Chapter 1:
Conceptual
Framework

Chapter 5:
Implications

AUGUST 2022

As you begin, determine with your Dissertation Chair
whether your dissertation research study is best guided
by a theoretical framework or a conceptual framework
(see also ‘The Conceptual Framework’)

1. Discipline/Field of Study

What is your degree program?

What is your area of
specialization?

What is your research
focus?

What is your method
paradigm?

2. Principle(s); Model(s)

What are relevant
principle(s), model(s), or
ideas aligned with your
discipline?

Which principle(s) or
model(s) resonated with
you in course work?

What principle(s) and/or
model(s) have past
researchers used?

3. Authorship

Who was/were the
original model author(s)?

How will the model(s) be
adapted/utilized for your
framework?

References

Berman, J., & Smyth, R. (2015). Conceptual frameworks in the doctoral research process a pedagogical
model. Innovations in Education & Teaching International, 52(2), 125-136.
doi10.108014703297.2013.80901

Review the Chapter 1 requirements in the NCU
DP/DM Template
Checklist:

QUANT

variables

QUAL

IDEA(S)/P INCIPLE(S)

MODEL(S)

The Conceptual Framework CTL 1
The Conceptual Framework 2Second Edition.
Published by the Center for Teaching and Learning, Northcentral University, 2021

Contributors:
Marie Bakari, Jennifer Biddle, Linda Bloomberg, John Frame, Namhee Kim, Sharon
Kimmel, Jaime Klein, Paul Markham, Craig Martin, Stephanie Menefee, Eva Philpot,
Wes Rangel, Randee Sanders, Abigail Scheg, Kimberly Scott, Patricia Steiner, Robert

Thompson, Marsha Tongel, Steven Ziemba

In addition to the collaborative process that engendered this guide, it was also informed
by the qualitative methods course in the School of Business, BUS-7380 Qualitative

Business Research Design and Methodology.

For comments or suggestions for the next edition, please contact the
School of Business: [email protected]

mailto:sb%40ncu.edu?subject=

Foreword (P1)

Introduction (P2)

Student-Chair Engagement (P2)

Qualitative Research Design (P3)

Research Questions (P3)

Case Study (P5)

Multiple Case Studies/Comparative
Case Study (P6)

Participant Selection (P7)

Interviews (P7)

Interviews: Minimum Number
Recommended (P9)

Focus Groups (P10)

Observation (P11)

Document Analysis (P12)

Hermeneutics (P12)

Phenomenological Design (P13)

Constructive Research (P15)

Ethnography (P16)

Grounded Theory (P18)

Narrative Design (P19)

Delphi Method (P20)

Mixed-Methods Research (P21)

Online Questionnaires and Unsuitable
Data Collection Practices (P21)

Interview Guides and Other
Instruments (P22)

Audio Recording and Transcribing
Interviews (P24)

Sampling in Qualitative Research (P25)

Data Saturation (P26)

Triangulation (P27)

Trustworthiness (P28)

Member Checking (P30)

Coding and Thematic Analysis (P30)

Including Data in the Findings (Chapter
4) of the Dissertation (P32)

Dear School of Business Community,

Welcome to the Best Practice Guide for Qualitative Research Design and Methods in
Dissertations!

With well over 600 doctoral students in the School of Business working on their dis-
sertation this year, this guide serves as an important resource in helping us shape and
implement quality doctoral-level research. Its primary purpose is to offer direction on
qualitative research in School of Business dissertations, serving students as they craft and
implement their research plans, and serving faculty as they mentor students and evaluate
research design and methods in dissertations.

We encourage you to explore this guide. It is filled with details on important topics that
will help ensure quality and consistency in qualitative research in the School of Business.
Offering support for both faculty and students, this resource covers many topics, from
those related to early stages of qualitative research design, to guidance on how to in-
clude qualitative data in a dissertation.

Thank you to the faculty and staff of the School of Business and wider NCU community
that worked to create this guide. It is a great contribution to our School, and each of
these individuals pla

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[SOLVED] Week 2 – Assignment: Appraise the Merits of Using the Qualitative Method – Management

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