Unit 6 Managing a Successful Business Project Unit
Unit 6: Managing a Successful Business Project Unit 4: Research Project Unit 18: Researching Current Issues in Aviation Dwayne Cargill Lecturer Colbourne College March 6, 2017
Content � Learning Outcome 3: � LO 3 Present the project and communicate appropriate recommendations based on meaningful conclusions drawn from the evidence findings and/or analysis ◦ AC: 3. 1 use appropriate research evaluation techniques ◦ AC: 3. 2 interpret and analyze the results in terms of the original research specification ◦ AC: 3. 3 make recommendations and justify areas for further consideration
Learning Objectives � At the end of this session, Learners should be able to (Using Qualitative presentation): ◦ AC 3. 1 and 3. 2: �P 6 Use analytical techniques to draw conclusions from the research findings �Present research using appropriate protocols �Communicate research outcomes in an appropriate manner for the intended audience �M 3 Evaluate the selection of appropriate tools and techniques for accuracy and authenticity to support and justify recommendations.
Introduction � � � Very often, you will have to write reports, which are documents containing factual and objective information that you have collected through research. Analytical research reports, which are written after having gathered important information from Qualitative research. Learning to write them well, especially the Results and Discussion section, sometimes called Findings or simply Results, is an important skill you will need to learn. You need to ensure that you follow certain guidelines in presenting your qualitative research. We look at two fundamental ways of presenting qualitative data: deductive and inductive approaches.
Deductive Approach � Deductive approaches involve using a structure or predetermined framework to analyse data. Essentially, the researcher imposes their own structure or theories on the data and then uses these to analyse the interview transcripts (Williams et. al, 2004). � This approach is useful in studies where researchers are already aware of probable participant responses. For example, if a study explored patients' reasons for complaining about their dentist, the interview may explore common reasons for patients' complaints, such as trauma following treatment and communication problems.
Deductive Approach cont � The data analysis would then consist of examining each interview to determine how many patients had complaints of each type and the extent to which complaints of each type co-occur � However, while this approach is relatively quick and easy, it is inflexible and can potentially bias the whole analysis process as the coding framework has been decided in advance, which can severely limit theme and theory development.
Inductive Approach � This involves analysing data with little or no predetermined theory, structure or framework and uses the actual data itself to derive the structure of analysis. This approach is comprehensive and therefore time-consuming and is most suitable where little or nothing is known about the study phenomenon. Inductive analysis is the most common approach used to analyse qualitative data and is, therefore, the focus of this paper (Lathlean, 2004). � The method of analysis described in this lecture is that of thematic content analysis.
Characteristics of Qualitative Data � When planning the presentation of qualitative data, consider that the data are: ◦ Subjective ◦ Interpretative ◦ Descriptive ◦ Holistic ◦ Copious
Presentation Styles � Libweb. surrey. ac. uk (2015) suggest that in presenting your qualitative findings researchers should consider: � ◦ It may be suggested that the researcher base the structure of the presentation of the research around the categories or themes that have emerged ◦ The themes or categories may be presented as sections with relevant sub-sections
Presentation Styles cont ◦ Quotes can be used to demonstrate and or inform or support findings, but it is recommended that the researcher consider the reliability and validity of each quote ◦ Consideration may also be given to whether or not qualitative data can be represented in a quantitative form (i. e. 6 out of 10 people. . . )
Analysing Qualitative data � � � Libweb. surrey. ac. uk (2015) states that the analysis of qualitative research involves aiming to uncover and / or understand the big picture - by using the data to describe the phenomenon and what this means. Both qualitative and quantitative analysis involves labelling and coding all of the data in order that similarities and differences can be recognised. Responses from even an unstructured qualitative interview can be entered into a computer in order for it to be coded, counted analysed. The qualitative researcher, however, has no system for precoding, therefore a method of identifying and labelling or coding data needs to be developed that is modify for each research. - which is called content analysis.
Analysing Qualitative data cont � Content analysis can be used when qualitative data has been collected through: Interviews, Focus groups, Observation and Documentary analysis � Content analysis is '. . . a procedure for the categorisation of verbal or behavioural data, for purposes tabulation. ' of classification, summarisation and
Analysing Qualitative data � According to Libweb. surrey. ac. uk (2015) the content can be analysed on two levels: ◦ Basic level or the manifest level: a descriptive account of the data i. e. this is what was said, but no comments or theories as to why or how ◦ Higher level or latent level of analysis: a more interpretive analysis that is concerned with the response as well as what may have been inferred or implied � Content analysis involves coding and classifying data, also referred to as categorising and indexing and the aim of context analysis is to make sense of the data collected and to highlight the important messages, features or findings
Writing and presenting � � � There are two main approaches to writing up the findings of qualitative research. The first is to simply report key findings under each main theme or category, using appropriate verbatim quotes to illustrate those findings. This is then accompanied by a linking, separate discussion chapter in which the findings are discussed in relation to existing research (as in quantitative studies). The second is to do the same but to incorporate the discussion into the findings chapter. Below are brief examples of the two approaches, using actual data from a qualitative dental public health study that explored primary school children's understanding of food
Traditional Approach � � Support and Promote Efficiency (for instance): The results of the interviews demonstrated that the use of operation management support and promotes efficiency in organization. The interviewees express that the operations management provided tools and techniques that reduces time and effort for the production of goods and services. Organization are able to reduce cost: ◦ ‘In my organization (A) we were able to reduce the time it takes to issue a credit card by 2 days after idoing an assessment of our production line and implemented opertaiona management techniques. This also allowed use to reduce the number of staff and ultimately safe cost. ' (Operations Manager, Organization A).
Traditional Approach � If this approach was used, the findings chapter would subsequently be followed by a separate supporting discussion and conclusion section in which the findings would be critically discussed and compared to the appropriate existing research. � As in quantitative research, these supporting chapters would also be used to develop theories or hypothesise about the data and, if appropriate, to make realistic conclusions and recommendations for practice and further research.
Combined findings and Discussion � In this study, as with others (eg (Islam and Ali, 2011)), the use of strategic operation management is critical in supporting and promoting efficiencies in the production of good and services in organization and create opportunities for reduce production cost while providing employees with less complex ways in production: � Employee: ‘You are provided with clear documentation for the entire � Interviewer: 'And do you use the documentation? ' � � process. ” Employee: 'Yes. ' Interviewer: ‘What are the benefits of using it? ' � Girl: ‘Because it prevents me from making mistakes which comes at a cost � (Employee from Operations Department, Organization B). to me and the organization. '
Combined findings and Discussion cont � Employees also identify that effective operations management supports the planning and organization of task which also allows for speedier production of good and services. The employees also identify that with operations management practices in place, the organization is able to produce more output based on the combine efforts of the workers. � If this approach was used, the combined findings and discussion section would simply be followed by a concluding chapter.
Conclusion � If you have taken the time to gather your information for research, you want to make sure your report reflects your hard work. You must therefore ensure that it contain factually accurate information that is objectively reported and conveyed accurate and appropriate language for positive effects. An important consideration is to ensure that your reader is able to access data easily and understand what the information means to your research. � Additionally, ensure that the language you use reflects your voice, the source of the finding and the actual finding.
References � � Babbie, E 2004 The Practice of Social Research, 10 th ed. , Thompson Wadsorth, USA P. Burnard, P. Gill, K. Stewart, E. Treasure & B. Chadwick “Analysing and presenting qualitative data”, British Dental Journal 204, 429 - 432 (2008) Published online: 26 April 2008 | doi: 10. 1038/sj. bdj. 2008. 292 and retrieved from http: //www. nature. com/bdj/journal/v 204/n 8/full/sj. bdj. 2008. 292. html#B 20 � Burnard P. Writing a qualitative research report. Nurse Educ Today 2004; 24: 174– 179. � Greener S. & Martelli J 2015 Introduction to Business Research Method, 2 nd ed. , bookboon. com � � � Lathlean J. Qualitative analysis. In Gerrish K, Lacy A (eds) The research process in nursing. pp 417– 433. Oxford: Blackwell Science, 2006. Libweb. surrey. ac. uk (2015) Introduction to Research http: //libweb. surrey. ac. uk/library/skills/Introduction%20 to%20 Research%20 and%20 Managing% 20 Information%20 Leicester/page_79. htm Williams C, Bower E J, Newton J T. Research in primary dental care part 6: data analysis. Br Dent J 2004; 197: 67– 73.
- Slides: 20