MANAGEMT 7250 - Research for Decision Makers

North Terrace Campus - Trimester 1 - 2016

This course is designed to develop skills in designing, conducting and evaluating action research in the context of management practice. Action research is a methodology commonly used by management practitioners to affect change. It is an iterative, cyclical, collaborative approach to identifying, critically and reflectively analysing, evaluating and synthesising data in relation to a given problem or question. Practitioners are simultaneously learners, researchers and agents for change. This approach is particularly useful when dealing with complex and complicated systems as it allows practitioners to respond to the emerging and changing needs as the situation changes with each iteration of the process. Students will consider leading theories in this field, the relationship between action research and other common business research methodologies and the relationship between action research and complexity and systems theories.

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Course Details

Course Code	MANAGEMT 7250
Course	Research for Decision Makers
Coordinating Unit	Adelaide Business School
Term	Trimester 1
Level	Postgraduate Coursework
Location/s	North Terrace Campus
Units	3
Available for Study Abroad and Exchange	N
Restrictions	Offerings to Masters of Business Administration students only

Course Staff

Course Coordinator: Dr Cullen Habel

LECTURER
Name: Dr Cullen Habel
Adelaide Location: Room 924, Nexus 10
Telephone: +61 8 8313 4763
email: cullen.habel@adelaide.edu.au
Course Website: www.myuni.adelaide.edu.au

Course Timetable

The full timetable of all activities for this course can be accessed from .

Monday, 1 February 2016 1 Introductionâ聙¯to research
2 MS Word basic, intermediate & advanced. (esp: formatting, heading styles etc…, captions & cross-references)
3 MS Excel basic, intermediate & advanced. (esp: charting and formulae)
4 Library basics & database usage workshop. (including common Business Databases)
a.â聙¯â聙¯â聙¯â聙¯ … Secondary Sources (most of)
5 Academic integrity workshop/s (including plagiarism & ethics).
6 Nature & Value of Research in Business Setting (& ethics – 1st intro: academic & commercial)â聙¯
a.â聙¯â聙¯â聙¯â聙¯ Outsourcing research (build a research brief, select a research provider, evaluate provided research)â聙¯
b.â聙¯â聙¯â聙¯â聙¯ Designing & conducting research (develop a research proposal & conduct research)â聙¯
7 Identifying and elucidating the business problem â聙¯
a.â聙¯â聙¯â聙¯â聙¯ From Defining a research topic to Refining a research questionâ聙¯
8 Dimensions of Research: Approaches; Philosophies & Design (& Morphological Analysis)â聙¯
a.â聙¯â聙¯â聙¯â聙¯ Pure/basic vs applied; â聙¯
b.â聙¯â聙¯â聙¯â聙¯ Qualitative & Quantitative & Hybrid, and Mixed Method & Multi-Method (& preview intro to Qualtrics)â聙¯
i.â聙¯â聙¯â聙¯â聙¯ Inductive/Deductive/Abductive research (& iterative)â聙¯
c.â聙¯â聙¯â聙¯â聙¯ Research ‘question’ vs research ‘objective’ and ‘develop hypotheses’ vs ‘explore & develop’â聙¯
d.â聙¯â聙¯â聙¯â聙¯ More than “Qual vs Quant”: Exploratory, descriptive & causal and â聙¯ â聙¯ â聙¯ â聙¯ â聙¯i.â聙¯â聙¯â聙¯â聙¯ Broader & wider “Research Options” overview (eg: Case Study, Action Research; Systems Research; Systems Dynamics; Design-based research…)â聙¯

Monday, 8 February 2016 1 ADAPT - The 成人大片's Virtual Suite
2 Qualtrics data collection suite
3 SPSS Software: overview of SPSS as a Research Support Toolâ聙¯
4 NVivo software: Overview of NVivo as a Research Project Management Toolâ聙¯
a. research log â聙¯
b. research journal
5 (Secondary Sources – follow up & complete from Prequel)â聙¯
6 Conceptual frameworks & theories:
a.â聙¯â聙¯â聙¯â聙¯ working with pre-existing conceptual frameworks & theories
b.â聙¯â聙¯â聙¯â聙¯ incremental/iterative – working with the old and refining to the new
c.â聙¯â聙¯â聙¯â聙¯ developing new conceptualâ聙¯ frameworks & theories
7 NVivo software supporting research design & development (and Literature Review; & Data Management):
(Literature Review for Background, Review, Justification, Exploration, Method & Results)
a.â聙¯â聙¯â聙¯â聙¯ creating & importing folders & documents;
b.â聙¯â聙¯â聙¯â聙¯ use of literature to define & refine research questions & hypotheses;
c.â聙¯â聙¯â聙¯â聙¯ use of ‘coding’ as an analytical tool for literature review and data analysis;
i.â聙¯â聙¯â聙¯â聙¯ a priori coding
ii.â聙¯â聙¯â聙¯â聙¯ a posteriori (post hoc) coding
d.â聙¯â聙¯â聙¯â聙¯ 5 different methods (mechanically) of coding in NVivoâ聙¯
8 Intro to Quantitative Research, Scientific Method & Experimental Method
a.â聙¯â聙¯â聙¯â聙¯ “From Research question to questionnaire items”
b.â聙¯â聙¯â聙¯â聙¯ “From conceptual framework to questionnaire items”
c.â聙¯â聙¯â聙¯â聙¯ Variable types: dependent, independent, moderator
d.â聙¯â聙¯â聙¯â聙¯ Measurement (ratio / interval / ordinal / nominal)
9 Research Brief
a.â聙¯â聙¯â聙¯â聙¯ What is it & why have it
b.â聙¯â聙¯â聙¯â聙¯ Content & focus
c.â聙¯â聙¯â聙¯â聙¯ Timelines & Budgets
d.â聙¯â聙¯â聙¯â聙¯ Format & delivery

Monday, 15 February 2106 1 NVivo software supporting research design & development:
a.â聙¯â聙¯â聙¯â聙¯ developing use of codes, nodes and classifications;
b.â聙¯â聙¯â聙¯â聙¯ dealing with demographics;
c.â聙¯â聙¯â聙¯â聙¯ identifying relationship types & relationships;
d.â聙¯â聙¯â聙¯â聙¯ working with images
2 Quantitative Research Design:
a.â聙¯â聙¯â聙¯â聙¯ Data editing
b.â聙¯â聙¯â聙¯â聙¯ Data coding
c.â聙¯â聙¯â聙¯â聙¯ Data transformation
3 Survey Research Design
4 Survey Design and Application
a.â聙¯â聙¯â聙¯â聙¯ Overview introduction to Qualtrics
5 SPSS software supporting research design & development:
a.â聙¯â聙¯â聙¯â聙¯ Exploring quantitative data
颈.&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&苍产蝉辫;迟补产耻濒补迟颈辞苍蝉;&苍产蝉辫;&苍产蝉辫;
ii.â聙¯â聙¯â聙¯â聙¯ descriptive statistics;
iii.â聙¯â聙¯â聙¯â聙¯ data transformation (conversions between data types)
Monday, 29 February 2016 1 Content Analysis – Qualitative & Quantitative views
2 Qualtrics – On-board analysis
a.â聙¯â聙¯â聙¯â聙¯ Built-in histograms
产.&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&苍产蝉辫;颁丑补谤迟颈苍驳&苍产蝉辫;
c.â聙¯â聙¯â聙¯â聙¯ Filtering result-views
诲.&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&苍产蝉辫;颁谤辞蝉蝉-迟补产耻濒补迟颈辞苍蝉&苍产蝉辫;
e.â聙¯â聙¯â聙¯â聙¯ Exporting data to Excel & SPSS
3
4 SPSS supporting research design & development:
a.â聙¯â聙¯â聙¯â聙¯ Tests of difference
â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯ i.â聙¯â聙¯â聙¯â聙¯ Paired sample t-test
â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯ ii.â聙¯â聙¯â聙¯â聙¯ Independent samples t-test
&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&苍产蝉辫;颈颈颈.&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&苍产蝉辫;础狈翱痴础&苍产蝉辫;
5 Qualtrics – Build & Distribute Surveys
a.â聙¯â聙¯â聙¯â聙¯ Question types
b.â聙¯â聙¯â聙¯â聙¯ Answer types
c.â聙¯â聙¯â聙¯â聙¯ Survey flow / logic
d.â聙¯â聙¯â聙¯â聙¯ Distributing a survey
e.â聙¯â聙¯â聙¯â聙¯ Time and timing / length
f.â聙¯â聙¯â聙¯â聙¯â聙¯ Attention checks
g.â聙¯â聙¯â聙¯â聙¯ Validity checks (internal & external)
6 Demographics & background – what, where & how much (screener or info?)
SPSS supporting research design & development:
补.&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&苍产蝉辫;础蝉蝉辞肠颈补迟颈辞苍&苍产蝉辫;
&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&苍产蝉辫;颈.&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&苍产蝉辫;颁辞谤谤别濒补迟颈辞苍&苍产蝉辫;
â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯ ii.â聙¯â聙¯â聙¯â聙¯ Linear regression
â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯ iii.â聙¯â聙¯â聙¯â聙¯ Crosstabs / non-parametric

Monday, 7 March 2016 1 NVivo software supporting research design & development:
a.â聙¯â聙¯â聙¯â聙¯ Data sets;
b.â聙¯â聙¯â聙¯â聙¯ Data Classification & Analysis;
c.â聙¯â聙¯â聙¯â聙¯ Data linking;
d.â聙¯â聙¯â聙¯â聙¯ Basic Queries.
2 Sampling:
补.&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&苍产蝉辫;笔谤辞产补产颈濒颈迟测&苍产蝉辫;
产.&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&苍产蝉辫;狈辞苍-辫谤辞产补产颈濒颈迟测&苍产蝉辫;
c.â聙¯â聙¯â聙¯â聙¯ Expanding purposive & theoretical sampling
d.â聙¯â聙¯â聙¯â聙¯ What & why (NOT) “convenience”â聙¯
3 NVivo software supporting research design & development: â聙¯
a.â聙¯â聙¯â聙¯â聙¯ Querying literature & raw data to launch
â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯ i.â聙¯â聙¯â聙¯â聙¯ â聙¯Word frequency queries.
â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯ ii.â聙¯â聙¯â聙¯â聙¯ Text search queries
产.&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&苍产蝉辫;厂别迟蝉&苍产蝉辫;
c.â聙¯â聙¯â聙¯â聙¯ Memos & Annotations
d.â聙¯â聙¯â聙¯â聙¯ Links & Hyperlinks
4 SPSS supporting research design & development:
a.â聙¯â聙¯â聙¯â聙¯ Data reduction / Factor Analysis
b.â聙¯â聙¯â聙¯â聙¯ Multiple regression analysis

Sunday, 21 March 2106 1 Research Proposal
a.â聙¯â聙¯â聙¯â聙¯ What is it & why?
b.â聙¯â聙¯â聙¯â聙¯ Content & focus
肠.&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&苍产蝉辫;贰迟丑颈肠蝉&苍产蝉辫;
d.â聙¯â聙¯â聙¯â聙¯ Format & discipline-specificity
e.â聙¯â聙¯â聙¯â聙¯ How to design & build – customized to YOUR research
2 Strong research paradigms in the Business World:
a.â聙¯â聙¯â聙¯â聙¯ Case study
b.â聙¯â聙¯â聙¯â聙¯ Action Research (& TQM / Sigma / RAD / Design-based … Lewin)
c.â聙¯â聙¯â聙¯â聙¯ Systems Analysis & Design & Systems Dynamicsâ聙¯
3 NVivo software supporting research design & development: â聙¯
a.â聙¯â聙¯â聙¯â聙¯ Synthesis & Exploration of Data:
b.â聙¯â聙¯â聙¯â聙¯ Advanced Queries:
&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&苍产蝉辫;颈.&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&苍产蝉辫;颁辞诲颈苍驳&苍产蝉辫;
&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&苍产蝉辫;颈颈.&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&苍产蝉辫;颁辞尘辫辞耻苍诲&苍产蝉辫;
&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&苍产蝉辫;颈颈颈.&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&苍产蝉辫;惭补迟谤颈虫&苍产蝉辫;
&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&苍产蝉辫;颈惫.&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&苍产蝉辫;骋谤辞耻辫&苍产蝉辫;
â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯ v.â聙¯â聙¯â聙¯â聙¯ Coding Comparisonâ聙¯
4 Non-reactive data & analysis
5 Methods, Techniques & Skills in data collection 1:
a.â聙¯â聙¯â聙¯â聙¯ Developing (& Conducting) interviews A
â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯ i.â聙¯â聙¯â聙¯â聙¯ Structured / semi-structured / unstructured
â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯ ii.â聙¯â聙¯â聙¯â聙¯ Types of question
â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯ iii.â聙¯â聙¯â聙¯â聙¯ Order of questions
â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯ iv.â聙¯â聙¯â聙¯â聙¯ Framing of questions
&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&苍产蝉辫;惫.&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&苍产蝉辫;笔谤辞产别蝉&苍产蝉辫;

Monday, 4 April 2016 1 NVivo software supporting research design & development: â聙¯
a.â聙¯â聙¯â聙¯â聙¯ Synthesis & Visualization of Data:
b.â聙¯â聙¯â聙¯â聙¯ Models – static; dynamic; customized
肠.&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&苍产蝉辫;肠丑补谤迟蝉&苍产蝉辫;
诲.&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&苍产蝉辫;驳谤补辫丑蝉&苍产蝉辫;
e.â聙¯â聙¯â聙¯â聙¯ cluster analysis
2 Methods, Techniques & Skills in data collection 3:
a.â聙¯â聙¯â聙¯â聙¯ (Developing &) Conducting interviews B
â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯i.â聙¯â聙¯â聙¯â聙¯ Venue & timing
â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯ii.â聙¯â聙¯â聙¯â聙¯ Rapport & Aura (& empathy) – subjective & objective
â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯iii.â聙¯â聙¯â聙¯â聙¯ Recording (ethics & mechanics)
â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯iv.â聙¯â聙¯â聙¯â聙¯ Verbal communication – listening, studying & interpreting:
â聙¯ â聙¯ â聙¯ â聙¯ â聙¯ â聙¯ â聙¯ â聙¯ â聙¯ â聙¯ â聙¯ â聙¯ 1.â聙¯â聙¯â聙¯â聙¯ ‘Obvious’ meaning
â聙¯ â聙¯ â聙¯ â聙¯ â聙¯ â聙¯ â聙¯ â聙¯ â聙¯ â聙¯ â聙¯ â聙¯ 2.â聙¯â聙¯â聙¯â聙¯ Words & word choice
â聙¯ â聙¯ â聙¯ â聙¯ â聙¯ â聙¯ â聙¯ â聙¯ â聙¯ â聙¯ â聙¯ â聙¯ 3.â聙¯â聙¯â聙¯â聙¯ Underlying meanings & assumptions
â聙¯ â聙¯ â聙¯ â聙¯ â聙¯ â聙¯ â聙¯ â聙¯ â聙¯ â聙¯ â聙¯ â聙¯ 4.â聙¯â聙¯â聙¯â聙¯ Fluency
â聙¯ â聙¯ â聙¯ â聙¯ â聙¯ â聙¯ â聙¯ â聙¯ â聙¯ â聙¯ â聙¯ â聙¯ 5.â聙¯â聙¯â聙¯â聙¯ Cultural,â聙¯ ethnic, organisational… influences
â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯v.â聙¯â聙¯â聙¯â聙¯ Non-verbal communication – ‘listening’, studying & interpreting:
â聙¯ â聙¯ â聙¯ â聙¯ â聙¯ â聙¯ â聙¯ â聙¯ â聙¯ â聙¯ â聙¯ â聙¯ â聙¯ â聙¯ â聙¯ â聙¯ â聙¯ â聙¯1.â聙¯â聙¯â聙¯â聙¯ Kinesics (body movement)
â聙¯ â聙¯ â聙¯ â聙¯ â聙¯ â聙¯ â聙¯ â聙¯ â聙¯ â聙¯ â聙¯ â聙¯ â聙¯ â聙¯ â聙¯ â聙¯ â聙¯ â聙¯2.â聙¯â聙¯â聙¯â聙¯ Proxemics (spatial)
â聙¯ â聙¯ â聙¯ â聙¯ â聙¯ â聙¯ â聙¯ â聙¯ â聙¯ â聙¯ â聙¯ â聙¯ â聙¯ â聙¯ â聙¯ â聙¯ â聙¯ â聙¯3.â聙¯â聙¯â聙¯â聙¯ Vocalics (paralanguage)
â聙¯ â聙¯ â聙¯ â聙¯ â聙¯ â聙¯ â聙¯ â聙¯ â聙¯ â聙¯ â聙¯ â聙¯ â聙¯ â聙¯ â聙¯ â聙¯ â聙¯ â聙¯4.â聙¯â聙¯â聙¯â聙¯ Chronemics (time)
â聙¯ â聙¯ â聙¯ â聙¯ â聙¯ â聙¯ â聙¯ â聙¯ â聙¯ â聙¯ â聙¯ â聙¯ â聙¯ â聙¯ â聙¯ â聙¯ â聙¯ â聙¯5.â聙¯â聙¯â聙¯â聙¯ Haptics (touch)
â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯ vi.â聙¯â聙¯â聙¯â聙¯ Phrasing, probing, affirming…

Monday, 11 April 2016 1 NVivo software supporting research design & development: â聙¯
a.â聙¯â聙¯â聙¯â聙¯ Transcription (video &/or audio to text).
b.â聙¯â聙¯â聙¯â聙¯ Types of transcription
c.â聙¯â聙¯â聙¯â聙¯ Choice of transcriber (self or outsource?)
2 SPSS supporting research design & development:
a.â聙¯â聙¯â聙¯â聙¯ Review & synthesize - Tests of difference
â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯ i.â聙¯â聙¯â聙¯â聙¯ Paired sample t-test
â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯ ii.â聙¯â聙¯â聙¯â聙¯ Independent samples t-test
&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&苍产蝉辫;颈颈颈.&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&苍产蝉辫;础狈翱痴础&苍产蝉辫;
3 Methods, Techniques & Skills in data collection 1:
a.â聙¯â聙¯â聙¯â聙¯ Developing & Conducting Focus Groups A
â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯ i.â聙¯â聙¯â聙¯â聙¯ Multiple participants vs individual interview
â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯ ii.â聙¯â聙¯â聙¯â聙¯ Room design
â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯ iii.â聙¯â聙¯â聙¯â聙¯ Recording issues (ethical & mechanical)
â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯ iv.â聙¯â聙¯â聙¯â聙¯ Building a discussion guide
â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯ v.â聙¯â聙¯â聙¯â聙¯ Facilitation of egalitarian input
â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯ vi.â聙¯â聙¯â聙¯â聙¯ Facilitation of comfort/ confidentiality / security
â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯ vii.â聙¯â聙¯â聙¯â聙¯ Controlling direction of discussion
â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯ viii.â聙¯â聙¯â聙¯â聙¯ Managing ‘difficult’ members
4 Pulling it all together – toward the final Research Report (or thesis)

Monday, 18 April 2016 1 NVivo software supporting research design & development: â聙¯
a.â聙¯â聙¯â聙¯â聙¯ Framework Matrices –
&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&苍产蝉辫;颈.&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&苍产蝉辫;迟丑别辞谤测,&苍产蝉辫;&苍产蝉辫;
â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯ ii.â聙¯â聙¯â聙¯â聙¯ method &
&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&苍产蝉辫;颈颈颈.&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&苍产蝉辫;辫谤补肠迟颈肠别&苍产蝉辫;
2 SPSS supporting research design & development:
a.â聙¯â聙¯â聙¯â聙¯ Review & synthesise - Association
&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&苍产蝉辫;颈.&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&补肠颈谤肠;聙&尘补肠谤;&苍产蝉辫;颁辞谤谤别濒补迟颈辞苍&苍产蝉辫;
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â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯â聙¯ iii.â聙¯â聙¯â聙¯â聙¯ Crosstabs / non-parametricâ聙¯
3 Research design & development:
a.â聙¯â聙¯â聙¯â聙¯ Longitudinal â聙¯(qual & quant)
b.â聙¯â聙¯â聙¯â聙¯ [optional ‘advanced topic’?] Temporal Dimensions in Research (including Time Series) â聙¯
4 Methods, Techniques & Skills in data collection 4:
a.â聙¯â聙¯â聙¯â聙¯ The subtleties of the interview (& focus groups)

Course Learning Outcomes

The course provides a strong grounding in understanding the research process enabling students to either engage an external research organisation to undertake a study on their behalf in a business environment or, alternatively, action and complete a research project themselves as either the sole researcher or as part of a research team. In addition to the technical skills and knowledge required to be successful in these endeavours, the course also provides students with a clear understanding of the ethical considerations involved in undertaking research and the special challenges evidenced in international and cross cultural studies.
On successful completion of this course students will be able to:

1. Apply an advanced understanding of business research design options, methodologies and analysis methods (both qualitative and quantitative), including respective terms, definitions and applications to the design, implementation and evaluation of a research project.

2. Distil an identified business problem into a succinct research problem (or problems) and articulate this into a comprehensive research brief for investigation by a research team locally or internationally.

3. This brief will include a statement of the resulting research problem and the objectives that need to be achieved to provide the information necessary to tackle the business problem and the decisions that need to be made respective to it.

4. Complete, from the brief created, a research proposal for implementation at either a local or international level.

5. This will include (but not be restricted to), a literature summary at the necessary level of depth to ensure a thorough understanding of what is already known about the problem to be addressed, the proposed research design, data collection, sampling, analysis methods to be employed along with an indicative time frame for each stage of the research proposed and budget.

6. Apply a broad understanding of issues specific to undertaking business research across international boundaries, including cultural, geographical, language and cost related challenges and respective strategies and approaches that may be employed to solve them to the design, implementation and evaluation of a research project.

7. Recognise, and take account of, the importance of ethical conduct in undertaking research, including potential implications for business relationships, effects on potential respondents and sensitivity to cultural differences and honesty and integrity in analysis and reporting in the design, implementation and evaluation of a research project.

University Graduate Attributes

This course will provide students with an opportunity to develop the Graduate Attribute(s) specified below:

University Graduate Attribute	Course Learning Outcome(s)
Deep discipline knowledge informed and infused by cutting edge research, scaffolded throughout their program of studies acquired from personal interaction with research active educators, from year 1 accredited or validated against national or international standards (for relevant programs)	All
Critical thinking and problem solving steeped in research methods and rigor based on empirical evidence and the scientific approach to knowledge development demonstrated through appropriate and relevant assessment	2, 3
Teamwork and communication skills developed from, with, and via the SGDE honed through assessment and practice throughout the program of studies encouraged and valued in all aspects of learning	3, 4, 5
Career and leadership readiness technology savvy professional and, where relevant, fully accredited forward thinking and well informed tested and validated by work based experiences	All
Intercultural and ethical competency adept at operating in other cultures comfortable with different nationalities and social contexts able to determine and contribute to desirable social outcomes demonstrated by study abroad or with an understanding of indigenous knowledges	3, 4, 5
Self-awareness and emotional intelligence a capacity for self-reflection and a willingness to engage in self-appraisal open to objective and constructive feedback from supervisors and peers able to negotiate difficult social situations, defuse conflict and engage positively in purposeful debate	3, 4, 5

Learning Resources

Required Resources

Text Book: Gill, John & Johnson, Phil (2010) Research Methods for Managers, 4th edition, London: Sage. 9781487870940

Recommended Resources

QUALTRICS DATA COLLECTION SUITE
As an important part of your course, you will need to become familiar with the collection of quantitative data using a web survey. You will need to get yourself an account by going to www.adelaide.qualtrics.com and using your university password.

“ADAPT” FROM THE UNIVERSITY OF ADELAIDE
ADAPT (Any Device, Any Place and Time) allows staff and students to access their learning and teaching applications on personal devices: desktops, laptops, tablets and smart phones, anywhere:

• On campus via the UofA wireless network; and
• Off campus via broadband access and 3G/4G Mobile networks.

Through this “virtual suite” you will be able to use a range of licensed software products such as Statistical Package for the Social Sciences (SPSS) and the nVIVO Qualitative Data Analysis suite.

Details for ADAPT can be found at:

http://www.adelaide.edu.au/technology/yourservices/learning-teaching/adapt/

Online Learning

ONLINE LEARNING
Course Website: www.myuni.adelaide.edu.au
Learning & Teaching Activities

Learning & Teaching Modes

TEACHING & LEARNING MODES
Seminars consist of lectures, practical, and student presentations. Essentially, your job in this course is to develop a well thought out, well justified research proposal and an associated set of research methods to embark on a project of your own, under close supervision. We will also strongly support the face to face work with digital content through the MyUni platform. This will include:
• Broadcast Emails
• Powerpoints, Readings and Case Studies all posted online
• Lecture recordings on video
• Digital Feedback on assignments – PDF of assignment rubric & video feedback (YouTube Link)

GROUP ROTATIONS
Based on student feedback we have set up a “group rotation” system. You will be assigned your ‘rotation 1” group before you arrive for session 1 and we need you to sit with them as a discussion group for session 1. We will run two more rotations throughout the trimester. This has been highly successful in recent deliveries of the course

Workload

The information below is provided as a guide to assist students in engaging appropriately with the course requirements.

Our face to face sessions are a total of 36 hours long. You can expect to spend about the same amount of time preparing for each class. Assignments and exam preparation will demand additional concentrated periods of non-classroom study, on your own or with your allocated student group. So you could expect to spend in the order of 120 hours of study time to complete the course, of which 36 hours would be in class.

Learning Activities Summary

YOU ARE BUILDING A RESEARCH TOPIC
Importantly, this whole course is designed around you developing your own research topic. Sure, there are some practical assignments in there as well – nVivo Qual and a Quant assignment – but by the end of this course we expect that you’ll have your head around a research topic, reflected in a well thought out and well justified research proposal.

The University's policy on Assessment for Coursework Programs is based on the following four principles:

Assessment must encourage and reinforce learning.
Assessment must enable robust and fair judgements about student performance.
Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
Assessment must maintain academic standards.

Assessment Summary

Assessment Due Date and time Weight Basis Related Learning Outcome
Assignment 1: Participation All sessions 10% Individual 1, 5, 6, 7

Assignment 2a: Research Brief - Presentation Monday, 15 February 2016 Inclass 5% Individual 2, 3

Assignment 2b: Research Brief - Document Saturday, 20 February 2016 10% Individual 2, 3
MyUni
11.55pm
Assignment 3: Quantitative Assignment Friday, 12 March 2106 15% Individual 1, 6
MyUni
11.55pm
Assignment 4: Qualitative Assignment Thursday, 26 March 2015 15% Individual 1, 6
MyUni
11.55pm
Assignment 5a: Research Proposal Presentation Monday, 18 April 2016 Inclass 5% Individual 2, 4, 5
0.05

Assignment 5b: Research Proposal Document Saturday, 23 April 2016 35% Individual 2, 4, 5
MyUni
11.55pm

Assessment Detail

Assignment 1 - Class Discussion and (optional) blog support (Individual grade 10%)
Get involved
By the end of the course, I will know all of you pretty well. I will have spent over 35 hours in a classroom with you, seen some projects and taken attendance (really just as a reminder to me). This is ample opportunity for me to allocate 10% of the course mark to the quality of your contribution. This can be confronting for some people, but part of the transition to senior manager role involves being prepared to comment when the opportunity arises.
So this component of assessment in the course is essentially around the week’s case study, but general engagement within the class is good too.
Why not build a blog?
Grasp the nettle. Many people in business these days are creating a simple reflective blog – allowing it to be public but enhancing their personal brand. If you feel a little uncomfortable about speaking up in class, then why not do some reflection in a blog – even one that is public. This provides a triple benefit; you learn a few new skills, you can supplement the insights you demonstrated in the class, and it pumps you up the Google rankings against your name. In the first session I’ll show you how to get a blog going. It’s a five minute job. For the “tragic” among us, we might feed the blog with an outreach medium such as Twitter.
So for A1 the overarching criterion is as follows:
The instructor’s subjective assessment of the student’s contribution to the discussion of marketing concepts, principles and examples. This can occur in a face-to-face or blog context, or both.

Assignment 2 – Research Brief (15%) total
You are required to submit a research brief that summarises a stated business problem that requires specific information in order for Managers to decide a strategic direction to address the issue.

This will include:

• a background to the problem and
• the implications of not finding a solution.
• The nature of the information that needs to be sourced (from both secondary and primary sources):
• concise and actionable research objectives and
• an indicative time frame and budget for the completion of the resulting study.

This is not meant to be an 'argument' for the research per se - but it must provide any researchers that may take on the task with good understanding of the issues involved and nature of the information that is needed to find a solution.

• This brief (including no more than 10 references) may not exceed 2000 words.
• there is no minimum word limit - this will be dictated by the fewest possible words to contain adequate information to fully communicate the brief.
• A sample brief will be provided to students (see attached) and many others can be found from a variety of sources.

Assignment 3 – Quantitative Assignment (15%) total
Students are required to read a short case study provided in this brief and answer 5 questions, selecting the appropriate statistical test to answer each business problem.

You can download the datafile for this assignment from Myuni. You would also need to install SPSS software to perform the required quantitative data analysis. Detailed instructions on how to install SPSS on personally owned equipment can be found at: /technology/yourservices/software/personal/

This is an individual assignment. So, make sure you conduct data analysis and prepare a summary report individually. The written report represents a summary of key insight from your data analysis, demonstrating an ability to choose an appropriate statistical technique to provide answers to specific business research objectives, as well as an ability to correctly interpret results and develop preliminary conclusions and recommendations.

The title for this report should also include the words Assignment 1_quant_student ID. Please submit this assignment as a Microsoft Word file. The assignment should not exceed 1,500 words (excluding the Appendix). Please use only the key tables or charts in the main body of your report with all support tables attached in the Appendix.

Learning Objectives
This assignment focuses on student’s ability to:
• Develop skills in statistical analysis
• Understand the need to relate research and management objectives to analysis and findings
• Demonstrate an understanding of quantitative research and required analytical skills
• Develop knowledge in the choice and application of inferential and descriptive statistical tests
• Understand how quantitative research fits into the broader management and business planning process
• Apply an advanced understanding of quantitative analysis methods to a specific research problem

In addition, the aim of this assignment is to develop advanced knowledge in relation to the fundamental quantitative business and marketing research processes, such as:
• Data preparation and re-coding
• Descriptive data analysis and charting in SPSS and Excel, use of filters
• Significant difference testing using ANOVA or an Independent-samples T-test
• Factor analysis
• Correlations and regressions
• Provision of a short summary of key findings and recommendations

Assignment 4 – Qualitative Assignment (15%) total
Assessment item: submit an NVivo Project that supports the development of the Literature Review (Background and Introduction) of your Research Proposal, identifying your Research Gap and Research Questions and/or Hypotheses.

Using NVivo software, students will:

1. Import and collate relevant materials to support the development of their Research Proposal. This may include academic literature, government reports, white papers, business articles, survey data, photographs and other images, marketing media, audio and/or video clips.

2. Use the node & coding, classification and query tools to analyse and explore the imported documentation and materials, for the purpose of:
a) summary of “what is already known” about the research topic
b) identification of themes and patterns in “what is already known” about the research topic
c) identification of need for research (research gap/justification)
d) formulation of research question and hypotheses / propositions to address the research gap.

Assignment 5 – Research Proposal (40%) total
This Proposal is not only the culmination of the work in this course, it is also the official proposal that will be used to shape the required research in the 6 unit Research Project for most degree programs (or the equivalent for students in other disciplines).

(as above) In order to pass this course, students must achieve at least 50% overall, and achieve a passing mark of at least 50% for their final research proposal.

This document will be assessed on:
1. Short restatement and justification of the research problem
2. Relevance of objectives to the stated problem
3. Adequate assessment of the relevant secondary data
4. Justification of the research design and proposed methodology, including data collection and sampling methods. Questions to be answered include:
a) can it be done this way?
b) is it an appropriate design - is there a precedent for this design/approach?
c) will it provide the right kind of data and enough of it?
d) will analysis of the data provide the insights required?
e) are projected costs defendable?
5. Proposed analytical methods
6. Research budget and timelines for completion of the project
7. Quality of written presentation (referencing, grammar, punctuation and clarity).

For the purposes of this course, this document is expected to be no more than 15 pages (not including references and appendices), and follow the "Document Guidelines".

Note: where students come from a Discipline that has a specified Research Proposal descriptor, the Proposal must conform to that Discipline’s specifications.

Submission

Presentations inclass
Research Brief, Quant and Proposal Through MyUni
Qual Assignment inclass

Course Grading

Grades for your performance in this course will be awarded in accordance with the following scheme:

M10 (Coursework Mark Scheme)
Grade	Mark	Description
FNS		Fail No Submission
F	1-49	Fail
P	50-64	Pass
C	65-74	Credit
D	75-84	Distinction
HD	85-100	High Distinction
CN		Continuing
NFE		No Formal Examination
RP		Result Pending

Further details of the grades/results can be obtained from Examinations.

Grade Descriptors are available which provide a general guide to the standard of work that is expected at each grade level. More information at Assessment for Coursework Programs.

Final results for this course will be made available through .

Student Feedback

The University places a high priority on approaches to learning and teaching that enhance the student experience. Feedback is sought from students in a variety of ways including on-going engagement with staff, the use of online discussion boards and the use of Student Experience of Learning and Teaching (SELT) surveys as well as GOS surveys and Program reviews.

SELTs are an important source of information to inform individual teaching practice, decisions about teaching duties, and course and program curriculum design. They enable the University to assess how effectively its learning environments and teaching practices facilitate student engagement and learning outcomes. Under the current SELT Policy (http://www.adelaide.edu.au/policies/101/) course SELTs are mandated and must be conducted at the conclusion of each term/semester/trimester for every course offering. Feedback on issues raised through course SELT surveys is made available to enrolled students through various resources (e.g. MyUni). In addition aggregated course SELT data is available.
Student Support
Policies & Guidelines
This section contains links to relevant assessment-related policies and guidelines - all university policies.
Fraud Awareness

Students are reminded that in order to maintain the academic integrity of all programs and courses, the university has a zero-tolerance approach to students offering money or significant value goods or services to any staff member who is involved in their teaching or assessment. Students offering lecturers or tutors or professional staff anything more than a small token of appreciation is totally unacceptable, in any circumstances. Staff members are obliged to report all such incidents to their supervisor/manager, who will refer them for action under the university's student鈥檚 disciplinary procedures.

The 成人大片 is committed to regular reviews of the courses and programs it offers to students. The 成人大片 therefore reserves the right to discontinue or vary programs and courses without notice. Please read the important information contained in the disclaimer.

Authorised by:	Deputy Vice-Chancellor and Vice-President (Academic)
Maintained by:	Course Outlines Administrator

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