The issue is one of choosing the most appropriate research method to achieve stated research objectives. Keeping this view a combination of qualitative and quantitative methods has been used. By application of both methods in this study, it was intended that the disadvantages of pure quantitative and qualitative research could be minimized. 4.1 Research Approach: 4.1.1 Quantitative versus Qualitative Research Approach Quantitative research, what Evered& Louis (1991, p11) referred to as “inquiry from outside, is characterized by the researcher’s detachment from the organizational setting under study”, the premise being that the phenomena under study is separate from, unrelated to, independent of, and unaffected by the researcher”. In quantitative research Guba and Lincoln (1994, p108) argue that a “real” world is assumed and “how things are” and “how things really work” can be objectively determined.
I begin my discussion by spelling out what mean by epistemology. The concept of epistemology is related to "the relationship between the knower and what can be known" (Guba and Lincoln, 1994: 108). Epistemology is defined as " [...] [T]he branch of philosophy that is concerned with the nature, origin, scope of knowledge and 'how we know what we know' " (Sumner and Tribe, 2004: 11). In respective of epistemology from my understanding and as many literatures also indicated mostly positivist researchers operate under different epistemological assumptions from constructivist researchers. For instance, positivist approach believes that knowledge is only produced through scientific approach.
Once the data are collected, codes are given to certain values or concepts in the data. Certain words or concepts or chunks of texts are coded as required by the researcher. The analysis beings as soon as the questions begin. Concept related to collection of similar codes together and then foreign a concept. The concepts can then be further grouped to form a category and collection of categories with lead to formation of theory (Bernard, 2010).
Ellingson and Ellis (2008) see auto-ethnography as a social constructionist project that rejects binary opposition between the researcher and the researched, objectivity and subjectivity, process and outcome, self and others, and the personal and the political. Carolyn Ell is writes, “In auto-ethnographic work, I look at validity in terms of what happens to readers as well as to research participants and researchers”. Ellis suggests to judge auto-ethnographic writings on the usefulness of the story. In other words, the most important is what narratives do, what consequences they have. Narrative in his perspective is the way we remember the past and disclose to others the truth of our
Firstly, to exploring and establishing the role of Electronic Record Management in supported SW development teams and companies in trace and provide evidence for shifting requirements. The team for this project searched for a professional environment where this concepts were being used in the reality of practices because now there just only produced more theoretical discussion. Furthermore, there are virtually no studies in this area, this research project employed an inductive qualitative research approach and a research design that consisted of a combination of critical literature review, an elementary case study and thematic analysis. Beside, this study began with reviewing literature, which provided a lens to identify those issues that were important to be examined, and needed to be studied. So, this study reviewed literature from academic journal publications, conference proceedings and public reports on the two main areas of interest which is SW industry development and ERM.
In the introduction of an inductive argument text, pose a question or establish a hypothesis. Topic that should not touch on any opinion or conclusion or explanation must be mentioned in the introduction. Building a series of premises to address the guiding questions, these are specific data points that address your question. Inductive argument can also include “part-to-whole” where the whole is assumed to be like individual parts, “extrapolations” where areas beyond the area of study are assumed to be like the studied are and “predictions” where the future is assumed to be like the past. In drawing a conclusion, the study of Naugle (2003) it states that the conclusion of the inductive text, deals with probability, not
Concluding in their study that the support that separate measurements or beliefs of a practitioner have, influence their attitude and desire to perform/partake in an activity. Concluding finally the underwhelming fact that “the TPB is an extension of the TRA”. They quote that Ajzen and Madden (1986) research was “the first to complete testing of the theory of planned behaviour”. Connor and Norman (2005: pg. 170) highlight the validity of both methods (TRA/TPB) towards the overall goal “Both models are considered deliberative processing models that imply that people’s attitudes are formed after careful consideration of the available
The philosophical approach does not enable the exploration to be confirmed or falsifiable rendering both methodologies as having an absence of logical proof. Conclusion Identity has its underlying foundations in philosophical thoughts. Analysts have dived philosophy into the human personality to realize what influences a human to carry on how they act and why people act in a certain way. There are numerous hypotheses and thoughts of mystic course, and oblivious reciprocities, blended with the interweaving of outer elements to clarify the potential outcomes of identity. The hypotheses and thoughts have opened endless entryways and rules for future
Analysis of William Graham Sumner’s Criticism Sumner begins his essay with a definition of criticism and states that “criticism is the examination and test of propositions of any kind which are offered for acceptance, in order to find out whether they correspond to reality or not” (Sumner 632). In his definition he argues a proposition can not only be examined but also tested before been accepted, and the proposition can be of any nature no matter how good or bad people believe the topic can be. It is important to discover if the proposition relates to reality and not to an idealistic or abstract idea. He claims that “the critical faculty is a product of education and training” (632). The capacity to analyze and be critical is a vital quality that does not come naturally, so people have to be taught in order to acquire this indispensable aptitude.
The theory described here, therefore represents only a selection from the range of extant development theories. It is propounded in the spirit of reflexivity and relativism. In an attempt to avoid the insinuations of hyper-factualism, references are made to relationship with extant theories. Its direct relevance to practical life has also been formulated. The paper is expected to generate intellectual questions leading to rigorous research efforts and critical academic