Vol 2, No 1 (2013)

(1)

1

I N T R O D U C T I O N T O A P P L I E D D A T A

G A T H E R I N G A N D A N A L Y S I S

MARY J WEBER, UNIVERSITY OF WISCONSIN OSHKOSH

INTRODUCTION

Applied Data Gathering and Analysis is an undergraduate course (upper-level division) required for a Bachelor of Liberal Studies (LS) in Organizational Administration (OA) program at a large state university. The LS programs cater to adult learners who work full-time. Organizational Administration program prepares students to manage an organization, employees, and effectively write and communicate with colleagues. Applied Data Gathering and Analysis is one of five program courses offered 100% online over a 7-week semester introducing students to the fundamentals of research design. Students must complete introduction to statistics prior to enrolling in the course.

Applied Data Gathering and Analysis uses a project-based approach to help students explore their own workplace issues while actively learning a deeper understanding of research gathering and analysis concepts. Measurement Made Accessible by Kelly was used by former instructors. The text provides high-level concepts and research theory. Introducing Research Methodology – A Beginner’s Guide to Doing a Research project by Flick provides more content specifics of research design and methodology. I incorporated Flick’s text based on the level of the course, objectives, and assessment outcomes.

The purpose of Applied Data Gathering and Analysis is to introduce students to the fundamentals of data gathering and analysis. In order for students to understand the concepts of data gathering and analysis, students learn the elements of research design and planning that leads up to the data collection process. In addition, to the extent in which the course description was formulated, it creates a challenge to encompass both qualitative and quantitative objectives in a seven-week course. The first three weeks concentrate on fundamentals of research planning, literature review, and instrument development. The remaining weeks focus on application of workplace topic issue in a qualitative design, as well as quantitative design. Students experience first-hand how the designs and methods of data collection and analysis vary. Weekly online discussion facilitates a deeper understanding of concepts to fulfill the desired outcomes. Students who are successful in this course will obtain the skills to articulate and apply research concepts; thus preparing students for the challenges in managerial and leadership roles.

(2)

2

SYLLABUS

COURSE DESCRIPTION

Applied Data Gathering and Analysis focuses on using data effectively in the workplace. The collection, analysis, and interpretation of data for decision-making and problem solving within organizations is covered. Topics include question posing, qualitative data gathering and analysis, quantitative data gathering and analysis, descriptive statistics, beginning inferential statistics, feasibility techniques, and process analysis. This course will use an extensive series of cases and problems and conclude with student projects that demonstrate an ability to take a problem from inquiry and data gathering, through analysis and solution identification, to formal presentation.

COURSE OBJECIVES

1. Describe the process for a research project, taking a problem from inquiry, instrument development, data gathering, analysis, and solution identification to formal presentation.

2. Develop a preliminary methodological plan appropriate for the selected research problem. 3. Explain and demonstrate the basic concepts of preparing interview questions, gathering data, and

analyzing qualitative data.

4. Explain and demonstrate the basic concepts of preparing a questionnaire, gathering data, and analyzing quantitative data.

5. Identify appropriate measurements for quality used in business decision making.

6. Use appropriate communication tools, language, and medium to report and present findings.

TEXTBOOKS AND ELECTRONIC RESOURCES

Kelley, D. L. (1999). Measurement made accessible – A research approach using qualitative & quantitative improvement methods. Thousand Oaks, CA: Sage.

Flick, U. (2011). Introducing research methodology – A beginner's guide to doing a research project. Thousand Oaks, CA: Sage.

American Psychological Association. (2010). Publication Manual of the American Psychological Association (6th ed.). Washington, DC: Author.

The university Library’s online databases and e-journal collections are essential in conducting literature review. Be sure to download crossref.org and locate Ulrich’s Directory in the resource materials section. These tools are helpful in locating the DOI or the journal homepage URL address required in APA 6th.

LATE ASSIGNMENTS

(3)

3

WRITING PROCESS

GUIDELINES FOR PREPARATION OF WRITTEN ASSIGNMENTS

All written work submitted must adhere to the style conventions stated in the most recent edition of the Publication Manual of the American Psychological Association (APA) 6th edition. Be sure to review all aspects of assignments using the APA manual or www.apastyleguide.com as your reference point. I have posted instructions for manual set up of an APA paper along with a sample template for your use. Be sure to use clear writing that is not vague, do not use colloquialisms or jargon.

WRITTEN PAPER FORMAT AND CONTENT

Research in business or academia requires clear, concise, and methodic writing. Articulation of thought and ideas is paramount for any reviewer or reader to understand what meaning and information is presented. In addition to academic writing is format. If the research paper has a missing page number, an inappropriate word, indentation out of alignment, or word count is off, the paper will be rejected. In business or academia, there are guidelines and requirements, etc. for submission. If these are not perfect, the author risks having the work rejected. So, for the purpose of this course as well as future research projects, please note that format is important and will be assessed in accordance to APA 6th edition.

ACADEMIC INTEGRITY

Integrity is one of the Core Values of this University. All students share with the faculty the responsibility for academic honesty and integrity. The University expects its students to do their own academic work. In addition, it expects active participation and equitable contributions of students involved in group assignments. The following acts of academic dishonesty are not acceptable:

 Cheating: using or attempting to use unauthorized materials, information, or study aids in any academic exercise (e.g. an exam).

 Fabrication: unauthorized falsification or invention of any information or citation in an academic exercise (e.g., a paper reference).

 Plagiarism: representing the words or ideas of another as one’s own in any academic exercise (e.g., failing to cite references appropriately or taking verbatim from another source), whether the intention of being dishonest or not.

 Facilitating Academic Dishonesty: helping or attempting to help another to commit academic dishonesty (e.g., allowing another to copy from your test or use your work).

Violation of the Academic Integrity Policy shall result in sanctions commensurate with the nature of the violation, which can include (in any order) a zero on the assignment or failure in the class.

POINT VALUES FOR ASSIGNMENTS

Assignments Due Percent

(4)

4

Assignments Due Percent

Present Research Topic, Narrow the Research Question, Frame the

Qualitative Interview Questions 2 6

Annotated Bibliography 3 12

Qualitative Design – Develop, Validate, and Administer an Interview

Protocol Instrument 4 12

Validate Qualitative Instrument: 5 Protocol Questions

[1 point per fellow student validation, up to 3 different validations maximum]

4 3

Qualitative Design – Report Data, Analyze Data, and Interpret Data 5 12 Quantitative Design – Develop, Validate, and Administer a Survey

Questionnaire 6 12

Validate Quantitative Instrument: Survey

[1 point per fellow student validation, up to 3 different validations maximum]

6 3

Quantitative Design – Report Data, Analyze Data, and Interpret Data 7 12

Total 100

ASSIGNMENT DETAILS

DISCUSSION QUESTION REPLIES

Student is required to reply to only two (2) of the four (4) posted discussion questions, but is encouraged to post a reply to all four. Responses must be at least 200 to 300 words and apply the concepts and teachings from the weekly readings. Post the first reply by the second day of the online week. Discussion question responses do not count toward participation and are evaluated separately. Be sure to include appropriate citations.

PARTICIPATION

Students are required to post 4 substantive messages each week by replying to any of your classmates on their post to further discussion and deepen the understanding.

A substantive response DOES include:

1. reacting to other students' postings 2. raising topical questions

3. offering alternative ideas or additional insights 4. sharing personal experiences related to the topic 5. providing specific examples related to the topic 6. sharing outside research related to the topic

A substantive response DOES NOT include:

1. contributions, which have little substance, like "Good idea"

2. contributions that have a destructive impact on the learning environment, "Your idea has no merit. Everybody knows that will not work."

(5)

5 NOTE: Discussion threads will be restricted to current week. Only current week participation will count toward current week points.

PARTICIPATE IN DATA COLLECTION

Students will be solicited by other students in this class during the instrument validation and data collection phases. Validation means that you review the questions for understanding, clarity, meaning, and appropriateness for the type of design and provide clear feedback to the sender. During the Data Collection phase, you will complete the questions or survey to the best of your ability without any bias and return to the sender. Please support your fellow students by distributing your instruments in a timely manner so that participants have time to complete and return. Do not expect participants to return in less than 24 hours. You are to use school email address for this portion of the assignment. Failure to obtain validations is no excuse for not completing the assignment.

INDIVIDUAL ASSIGNMENTS

The LS466 Applied Data Gathering and Analysis course will provide the student with the basic principles of research planning, data collection, analysis, and measurement procedures for qualitative and quantitative design. The student will demonstrate the appropriate research design by identifying the topic and developing a research question, preparing interview question instrument, validating, gathering data, and analyzing qualitative data utilizing all the concepts, theories, and topics from the weekly readings and online discussions. The approach is repeated using a quantitative data design so that the student acquires experience in applying both design methods. In week 1, students will choose from a list of general topics. The selected topic will be used for assignments in weeks 2 - 7.

Each assignment will be graded on the student’s ability to correctly and appropriately utilize and apply the concepts from each lesson as it pertains to the selected topic as well as the student’s ability to clearly and concisely articulate thoughts and ideas. The student will keep in mind that the outcome success of each assignment is a description of the applied research measurements; research report will be evaluated on development, scholarly support [to include relevant and appropriate research and citations], clarity, and presentation of concepts.

Because of human subject considerations for these assignments, you are to administer instruments only to classmates. You are not allowed to contact any humans outside class to administer questionnaires or interviews, based on the information directly from the Collaborative Institutional Training Initiative (CITI). How you will distribute your instrument and collect answers, is by using your university e-mail address — do not collect data in the classroom forums.

Week One: Introduction to Research Design and Methodology

Objectives 1.1 Identify fundamentals of research design and measurement. 1.2 Identify variables and operational definitions.

1.2 Identify planning measurement general outline. 1.4 Identify research idea to research question. Readings Ch. 1 Measurement Made Accessible

Ch. 1 & 2 Introducing Research Methodology

Deliverables Due Pts

Participation-Online

(6)

6

Week One: Introduction to Research Design and Methodology

Discussion Questions-Online

Reply to any 2 discussion questions. Post first reply by second day of online week.

 Summarize the differences between qualitative and quantitative research.

 In your own words, what is measurement and how have you seen measurement used at work, home, and school and what type of variable(s) was being measured?

o Work o Home o School

Explain the characteristics of research questions and the elements for formulating a research questions. Note: Do not confuse research questions for survey questions as these are two different types of questions and concepts. The four scales of measurement are nominal, ordinal, interval and ratio are introduced by Kelley (1999) on page 5. Using the topic chocolate ice cream, describe two types of

measurements and give an example of a type of question that would be appropriate for the type of measurement. Justify your answer.

2

Individual Select Research Topic

Select a research topic from the list posted on Discussion Threads. Start thinking of your research question. Be sure to keep it simple and specific and a topic that is appropriate to study or measure.

Consider the following operational definitions, scales of measurement, and statist concepts and apply to your selected topic.

Week Two: Literature Review and Planning Social Research

Objectives 2.1 Identify the aspects of a literature review.

2.2 Planning social research, steps in the research process for qualitative and quantitative design.

2.3 Identify components of an effective research planning. 2.4 Identify specific approach and methods of research. 2.5 Identify ethical issues in social research.

Readings Ch. 3, 4 & 12 Introducing Research Methodology

(7)

7

Week Two: Literature Review and Planning Social Research

 Explain what a literature review is and why a literature review is necessary for research.

 Explain different types of literature that are appropriate for research. Suggest resources where to locate.

 Why might a researcher opt to use the Internet to conduct research versus brick and mortar?

Chapter 12 (Flick) discusses several aspects of ethics in social research. Select two ethical aspects and reflect how these might negatively influence ethics in your social research project for this course or business setting.

2

Individual Present Research Topic, Narrow the Research Question, Frame the Qualitative Interview Questions

Post your selected research topic and “narrowed” research question to the appropriate discussion thread. You are being graded on your ability to work through the process to a final research question that will be used for the remaining assignment.

Write the 5 qualitative interview protocol questions to the appropriate threads. Again, I will provide feedback within 48 hours to help you through the process of refining the 5 interview protocol questions. Post to the appropriate Discussion Forum threads in Week 2.

3 3

Week Three: Design Qualitative and Quantitative Research and Deciding on Method

Objectives 3.1 Identify fundamental concepts and methods of qualitative and quantitative design.

3.2 Identify components of research proposal. 3.3 Identify approaches to research online or on-site. Readings Ch. 5, 6 & 9 Introducing Research Methodology

Deliverables Due Poi

nts

Participate in online class discussion. 2

 Based on your research topic selected for this course, what variables or factors would influence the research design method? Explain.

 Discuss some of the advantages and disadvantages of using qualitative and quantitative research designs? Explain using relevant examples to support your thoughts.

 What factors would influence which type of design and methods a researcher would use?

What are the pros and cons of using electronic data gathering methods versus on-site?

(8)

8

Week Three: Design Qualitative and Quantitative Research and Deciding on Method

Annotated Bibliography

Conduct a review of literature for the topic under investigation. Prepare an annotated bibliography of at least 7 to 10 sources that are within the past 5 years. Five sources must be from peer-reviewed journals, two can be other scholarly sources.

Format to APA standards. Submit to Dropbox.

12

Week Four: Develop, Validate, and Administer an Interview Protocol Instrument

Objectives 4.1 Identify fundamental concepts of instrument development – questions for qualitative design.

4.2 Identify fundamental concepts for a quantitative survey instrument. 4.3 Identify validation purpose and methods for a survey instrument Readings Ch. 2, 5, & 6 Measurement Made Accessible.

Ch. 7 Introducing Research Methodology

 Discuss the elements for designing a qualitative interview question.  Explain the type of information that the interview question will supply for a qualitative design and give your own example.

 What does it mean to validate the instrument? How are qualitative interview questions validated?

At the inception of the research idea, how would a researcher know how to choose a location, the participants, and type of study for a qualitative design? What are three of the most common data

gathering problems that qualitative researchers encounter and list the actions the researcher might take to minimize?

2

Individual Develop, Validate, and Administer an Interview protocol instrument

Write a 3 - 4 page paper that presents the following outcomes;  Introduction – include the purpose statement

 Research design – address qualitative and concepts to support your study

 Research problem statement and research questions, 2 – 3 main questions that support problem statement and prompt the interview questions.

 Literature. Provide a brief overview of at least 4 – 5 studies that address and support the topic issues.

 Instrument protocol question development – develop 5 questions [open-ended]

 Validation experience – report validation experience and results  Collection methods – methods employed to gather or collect data.

Format paper to APA standards. Submit to Dropbox.

(9)

9

Week Five: Qualitative Design – Report Data, Analyze Data, and Interpret Data

Objectives 5.1 Identify reliability, validity, and bias concepts. 5.2 Identify qualitative analysis and the use of themes.

5.3 Apply reflection and writing in a qualitative research report. Readings Ch. 8 Measurement Made Accessible.

Ch. 8 & 11 Introducing Research Methodology

 What is reliability, validity, and bias? Explain how bias would influence data interpretation of a qualitative design.

 How would a researcher omit different types of bias and the negative effects on a study?

 Explain the key elements in each of the following: reporting data, analyzing data, and interpreting data for a qualitative design.

Discuss how themes or codes are used in content analysis for a qualitative design.

2

Individual Qualitative Design – Report Data, Analyze Data, and Interpret Data

Write a 3 – 4 page paper that presents the following outcomes;  Introduction

 Report Data– report the data obtained in the 5- item interview assignment (completed in Week Four).

 Analyze Data – categorize or create central themes for data. Report any outliers.

 Interpret Data – interpret data, summarize what it all means. Interpretation should exemplify the manner by which meaning is inferred from raw qualitative data in research by offering possible interpretations of the data.

 Be sure to support concepts and terms with proper scholarly research in each section.

12

Week Six: Quantitative Design – Develop, Validate, and Administer a Survey Questionnaire

Objectives 6.1 Identify 4 types of measurement.

6.2 Identify how quantitative questions are designed. 6.3 Discuss the null and alternative hypothesis. 6.4 Explain three categories of descriptive statistics. Readings Ch. 3 & 4 Measurement Made Accessible

Ch. 7 & 8 Introducing Research Methodology [Revisited]

(10)

10

Week Six: Quantitative Design – Develop, Validate, and Administer a Survey Questionnaire

 What are the three categories of descriptive statistics? Discuss the pros and cons of using descriptive statistics used to report data.  Discuss the elements for designing a quantitative survey question and identify which type of measurement is used.

 Explain the type of information that the survey questionnaire should contain for a quantitative design and give your own example.  Explain the concept of null and alternative hypothesis and the relevancy to quantitative research. Why is an alpha level used to assess the degree of risk? Explain.

2

Individual Quantitative Design – Develop, Validate, and Administer a Survey

Questionnaire

Write a 3 - 4 page paper that presents the following outcomes;  Introduction – include the purpose statement

 Research design – address quantitative and concepts to support your study.

 Research problem statement; include null hypothesis and alternative hypothesis.

 Literature. Provide a brief overview of at least 4 – 5 studies that address and support the topic issues. Do not use same literature as Week 4 paper, must be new literature – not the same from week four assignment.

 Instrument questionnaire development – address at least 2 of the 4 types of measurements. Create a 1 page questionnaire with 10 questions total.

 Validation experience – report validation experience and results  Collection methods – methods employed to gather or collect

data.

12

Week Seven: Quantitative Design – Report Data, Analyze Data, and Interpret Data

Objectives 7.1 Explain the meaning of quantitative “Parametric Statistical Tests for Differences” and “Parametric Statistical Tests for Relationships.”

7.2 Identify the concept of null and alternative hypothesis and the relevancy to quantitative research.

7.3 Apply why is alpha level used to assess the degree of risk? 7.4 Identify measurement for quality.

Readings Ch. 3 & 10 Measurement Made Accessible.

(11)

11

Week Seven: Quantitative Design – Report Data, Analyze Data, and Interpret Data

 What are three of the most common data gathering problems that researchers encounter? What actions might you take in your research to limit or minimize?

 Identify one of the SPC charts in Chapter 10 (Kelley) that you might have seen at your place of business. Explain how it is used as a measurement for quality control.

 Based on the topics and concepts presented in the reading, discussions, and team assignments, what concepts were the most challenging to grasp?

Describe two "take-aways" or lessons learned from LS 466 and how you can apply to your career.

2

Individual Quantitative Design – Report Data, Analyze Data, and Interpret Data

Write a 3 – 4 page paper that presents the following outcomes;  Introduction – although this paper is a continuation with the data

from week 6, be sure to reiterate the purpose statement, problem question, null and alternative hypothesis in the introduction.  Report Data– report the data obtained in the 10 question survey

instrument assignment (completed in Week 6).

 Analyze Data – Select at least 3 types of descriptive statistics of measurement (see page 10 – 11) from any of the three categories: Graphing, Measure of Central Tendency, or Measures of Dispersion (There are a total of 9 in all in which you can choose from). You will use the data from the 4 subjects that responded to the survey.  Interpret Data – interpret data, summarize what it all means.

Interpretation should exemplify the manner by which meaning is inferred from quantitative data in research by offering possible interpretations of the data.

Format paper to APA standards. Submit to Dropbox.