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onan 7500 repair manualIt looks like your browser needs updating. For the best experience on Quizlet, please update your browser. Learn More A variable is. An independent variable is. A dependent variable is. The effect of the IV on another variable that you measure. Aims A general statement of what researchers intend to find out. What is a hypothesis. What does operationalised mean. What are the two types of hypothesis. Get started with a FREE account. In every nation, there are wounds to heal. In every heart, there is the power to do it. ” ? Marianne Williamson Research design.Social Science Students. John Adams. Hafiz T.A. Khan.Get books you want. To add our e-mail address ( ), visit the Personal Document Settings under Preferences tab on Amazon. On Stuvia, you can sell your study work in a jiffy. Upload your document(s), determine your own price and earn money each time you sell your document(s). Just think about it, you can finally kiss that dreary part-time job goodbye! To view all notes available on Stuvia, change the filters in the menu.By using our website, you accept the fact that we use cookies. By continuing to browseFind out about Lean Library here Find out about Lean Library here Download PDFThis product could help you Lean Library can solve it Content ListSimply select your manager software from the list below and click on download.Simply select your manager software from the list below and click on download.For more information view the SAGE Journals Sharing page. Search Google ScholarSearch Google ScholarSearch Google ScholarSearch Google ScholarSearch Google ScholarBy keeping in mind research students, this article presents a systematic step-by-step guide to conduct a case study in the business discipline. Research students belonging to said discipline face issues in terms of clarity, selection, and operationalization of qualitative case study while doing their final dissertation.http://angkortaxiservice.com/userfiles/creative-inspire-t6100-manual.xml

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These issues often lead to confusion, wastage of valuable time, and wrong decisions that affect the overall outcome of the research. This article presents a checklist comprised of four phases, that is, foundation phase, prefield phase, field phase, and reporting phase. The objective of this article is to provide novice researchers with practical application of this checklist by linking all its four phases with the authors’ experiences and learning from recently conducted in-depth multiple case studies in the organizations of New Zealand. Rather than discussing case study in general, a targeted step-by-step plan with real-time research examples to conduct a case study is given. This article addresses key issues and challenges faced by the research students (i.e., up to PhD level) from these disciplines. The objective of this article is to present a step-by-step guide that research students may follow to save their valuable time reading through plethora of books on business research. The authors have recently conducted an in-depth case study in the Information and Communication Technology (ICT) industry of New Zealand. The purpose here is to suggest, help, and guide future research students based on what authors have learned while conducting an in-depth case study by implying autoethnography. Case study method is the most widely used method in academia for researchers interested in qualitative research ( Baskarada, 2014 ). Research students select the case study as a method without understanding array of factors that can affect the outcome of their research. Since considerable time and resources are required in conducting researches ( General Accounting Office, 1990 ), any sort of misapprehension regarding the research objective and application of the methodology as well as the validation of the findings may lead to unintended negative consequences ( Baskarada, 2014 ).http://cpspcb.com/uploads/creative-inspire-t6160-5_1-manual.xml Baskarada (2014) also emphasized the need to have a succinct guideline that can be practically followed as it is actually tough to execute a case study well in practice. This article is an effort to provide a step-by-step guideline along with its application to conduct case studies. The multiple case studies used in this article as an application of step-by-step guideline are specifically designed to facilitate these business and management researchers. This article presents an easy to read, practical, experience-based, step-by-step guided path to select, conduct, and complete the qualitative case study successfully. As mentioned before, the objective is not to criticize or review the existing literature on case study method. Rather, attempt is made to synthesize what we already know for new researchers that can save their time and lead them toward a right direction. To conclude, there are two main objectives of this study. First is to provide a step-by-step guideline to research students for conducting case study. Second, an analysis of authors’ multiple case studies is presented in order to provide an application of step-by-step guideline. This article has been divided into two sections. First section discusses a checklist with four phases that are vital for successful completion of the case study. The second section explores these phases in practice through elaborating authors’ case study application. In qualitative research, case study is one of the frequently used methodologies ( Yazan, 2015 ). However, it still does not occupy a legitimate position as a social science research strategy, as it does not have well-structured and fully defined protocols ( Yin, 2002 ), so novice researchers who intend to use this methodology usually become confused about what a case study really is and how it is different from other types of qualitative research methodologies ( Merriam, 1998 ).http://afreecountry.com/?q=node/3543 Despite being one of the most commonly used qualitative research method in academic research, the researchers have not yet developed consensus on planning and implementation of case study, which impedes its complete evolution ( Yazan, 2015 ). They are the three foundational methodologists whose recommendations greatly impact academic researchers’ decisions regarding case study design ( Yazan, 2015 ). This article is an attempt to bridge this gap by providing a systematic guideline to novice researchers to conduct case studies. Secondly, to provide an application, the guideline has been explored through multiple case studies. Section I introduces the four phases of the proposed guideline to conduct case study along with the supporting literature review. Section I The checklist with four phases to conduct a case study is given below: Foundation phase Philosophical consideration Inquiry techniques consideration Research logic consideration Prefield phase Decide Case study protocol Field phase Contact Interact Reporting phase Case study reporting Foundation Phase This is the first and foremost step in conducting the case study. This phase is based on some considerations that research students should carefully look into. If there is ambiguity in understanding at this stage, it would result in chaos in the latter stages. The following section discusses the literature briefly followed by the examples from authors’ case studies in Section II. This brief literature review will help research students to set the tone of reading regarding each of the considerations below: Philosophical considerations Understanding of research philosophy is crucial, as it builds the basis for how you approach your research ( Wilson, 2014 ). Every researcher should familiarize, understand, and develop a stance that will eventually reflect in the mechanics of the research method.https://gruposolux.com/images/canon-service-manual-free-download.pdf Villiers and Fouche (2015) depicted a paradigm as a set framework making various assumptions about the social world, about how science should be concluded, and about what constitutes legitimate problems, solutions, and criteria of proof. Barker (2003) argued that paradigm is a model or pattern containing a set of legitimate assumptions and design for collecting and interpreting data. These definitions of the paradigm reveal that selection of qualitative or quantitative research methodology is dependent upon the underlying assumptions that constitute a valid research within the boundary of the social world and the identification of the problems and their resolutions. For this reason, different paradigms hold different outlooks as to how they approach the problem and its solutions. Especially, this case becomes even stronger as to why the ontological and epistemological outlooks of the paradigms vary in nature, which is mainly attributed to the differing assumptions of reality (ontology) and knowledge (epistemology) that shape the particular research method ( Maree, 2015 ). Ontology In the words of Crotty (1998), ontology is defined as “the study of being.” Denzin and Lincoln (1998) described that ontology addresses the questions regarding nature of reality and nature of the human being in the world. Whether reality exists independent of the researcher or it exists on its own has been a matter of debate among philosophers. Ontology is usually classified as realist and relativist. A qualitative case study assumes relativist ontology. There is no objective world or truth; everything is relative and created by social beings. How we interpret the world belongs both to what is interpreted and to a system of interpretation. The world and the truth we perceive are products of our own mind and constructions of our own thinking. Moreover, there is no value-free research; everything is affected by the norms and values of the researcher, shaped by the culture and society. As human beings, we constantly construct the reality in which we live. The choice of epistemology affects the choice of research methodology. Epistemology view is usually characterized as either objective; if the researcher sees knowledge governed by the laws of nature or subjective; if the researcher sees knowledge as something interpreted by individuals. A researcher’s paradigm is a frame of reference one brings to a study. This philosophical framework is used to draw conclusions and develop findings about phenomenon. Paradigm provides convenient tools for researchers to identify and communicate specific perspectives and assumptions. These paradigms represent simplifications of the actual complexity of worldviews, which underpin different research perspectives. According to positivist approach, knowledge can only be generated with the help of five primary senses ( Greener, 2008 ). McKerchar (2008) stated that the positivist follows the realistic foundationalism ontology implying that the world exists independently of our observation, thus, suggesting an objective nature of world. Epistemology in this case also remains objective as the researcher commences research with an independent stance. Therefore, the researcher and phenomenon remain independent of each other. A positivist understands the world as one objective reality. In the positivist philosophy, the researcher assumes that reality is objective and independently measurable by the researcher. Positivism aims to explain the world accurately and tries to understand the phenomena scientifically ( Crotty, 1998 ). Positivist studies assume a priori constructs with fixed relationships that can be examined with structured instruments. Theories are tested to increase understanding of phenomena through quantifiable variables and testing of hypotheses. Critical theory Critical theory research suggests that reality is historically established, and it is produced and reproduced by people ( Meyers, 2004 ). Critical studies seek to expose contradictions and flaws in social systems with a view to make some sort of transformational commentary or intervention. Critical theory views knowledge as inherently political; social scientists and social science are instruments of power. In critical theory research, the main goal is seen as being social critique, exposing inequities and conflicts in society. Interpretivism Greener (2008) described that interpretivism allows the researcher to have multiple views for a research problem because it allows the researcher to see the world through the eyes of the participants. The epistemological stance of interpretivism is that of the subjective epistemology. Interpretivist does not see the world in an objective light. Instead, individuals construct the world, each perceiving their own reality. To understand the world, these realities need to be understood. The interpretivist aims to achieve a deep understanding of the social phenomenon under study and recognizes the importance of participant’s subjectivity as part of this process. Research participants use their own words while relating their experiences and beliefs. b. Inquiry techniques considerations There are two common inquiry techniques available to researchers while undertaking a research project: quantitative and qualitative. Inquiry techniques selection is somewhat affected by one’s own philosophical stance. Positivist research is commonly linked to quantitative research methods, whereas interpretive research is linked to qualitative research methods. Jarvensivu and Tornroos (2010) suggest that researchers with realist ontological stance use deductive research process. Deductive research logic begins with theory and is aimed at testing arguments, whereas relativist start with subjective accounts of lived experiences on which theory is built inductively. These research logics are more prevalent as compared to a third one, that is, abduction coined by Peirce (1903). Jarvensivu and Tornroos (2010) classified abduction as an approach to produce knowledge, which occupies the middle ground between. Similarly, Dubois and Gadde (2002) argue that abduction is about investigating the relationship between everyday language and concepts. View larger version Abduction generates ideas and tentative theories that serve as hypothetical concepts ( Thomas, 2010 ). Unlike induction, abduction accepts existing theory, which might improve the theoretical strength of case analysis. Abduction is flexible enough to allow a less theory-driven research process than deduction. An outcome of the abductive research is a framework that provides a tentative idea of what theory can look like. Dubois and Gadde (2002) refer to the process of abductive research as “systematic combining.” They argue that systematic combining is a process where theoretical framework, empirical fieldwork, and case analysis evolve simultaneously. This method is useful when the objective is to develop new theories and provide platform for future research. Jarvensivu and Tornroos (2010) suggest that abduction is an associated strategy of modern constructionism. The aim of abduction strategy is exploration and understanding of a social phenomenon through the lens of social actors. Abduction claims that theoretical frameworks evolve simultaneously with empirical observation. The researcher interprets the empirical material and provides rich descriptions based on participants’ views. Abductive process goes back and forth between empirical material and literature. Dubois and Gadde (2002) present four elements of an abductive research that are empirical material representing the reality, current literature or theories, the case that evolves gradually, and the analytical framework which is the outcome of the study. The researcher consults literature for early idea generation to establish the research purpose. Empirical material is then collected and analyzed along by consulting literature. The researcher consults participants on multiple occasions to understand the social phenomenon in detail. Deductive research logic consists of “derivation of predictions” from hypothesis. The aim is to test the tentative theory that is generated at an abduction stage. This stage is also known as theory testing. Deductive strategy is associated with falsification (positivism) epistemology, where researchers deduce hypothesis from a tentative theory and test it. The third step is induction, in which the tentative theory is verified. Induction strategy consists of “fact” searching that verifies the assumptions associated to the theory. Induction is also known as theory verification stage. If the facts cannot be found, the process begins again, and this is repeated as often as necessary until “fitting” facts are reached. Induction strategy starts with a tested theory, with an aim to finish with a universal law. The aim of inductive research project is to generalize. Prefield Phase This is the second phase in conducting case study. This phase discusses the operational details that should be carefully designed. This section discusses two operational steps and provides guidance to assist research students. a. Decide The first step is to ascertain whether case study is the most suitable choice as a method. Methods are “techniques for gathering evidence” ( Harding, 1986 ) or “procedures, tools, and techniques” of research ( Schwandt, 2001 ). Dubois and Gadde (2002) consider abduction as especially suitable for case studies in business research. Furthermore, Jarvensivu and Tornroos (2010) also suggest that case studies are suitable for exploring business-to-business relationships and networks. In selecting a research method and formulating research protocols, the idea should be to employ a method that allows the researcher to participate through observation of reality in real time and move freely between participants and literature with ease. Halinen and Tornroos (2005) define a case strategy as an intensive study of one or a small number of business networks, where multiple sources of evidence are used to develop a holistic description of the network and where the network refers to a set of companies (and potentially other organizations) connected to each other for the purpose of doing business. (p. 1286) Case study research consists of a detailed investigation, often with empirical material collected over a period of time from a well-defined case to provide an analysis of the context and processes involved in the phenomenon. The phenomenon is not isolated from its context (as in positivist research) rather is of interest precisely because of its relation with the context. Yin (1994) defines case study as an empirical research activity that, by using versatile empirical material gathered in several different ways, examines a specific present-day event or action in a bounded environment. Case study objective is to do intensive research on a specific case, such as individual, group, institute, or community. Case study makes it possible to identify essential factors, processes, and relationships. In case studies, the research questions are often of “how do?” character instead of “how should?” ( Punch, 2005 ). It is concerned with describing real-life phenomena rather than developing normative statements. Case studies are a preferred strategy when the researcher has little control over events and when the focus is on contemporary phenomenon within some real-life context ( Yin, 1994 ). b. Case study protocols Case study protocol is a formal document capturing the entire set of procedures involved in the collection of empirical material ( Yin, 2009 ). It extends direction to researchers for gathering evidences, empirical material analysis, and case study reporting ( Yin, 1994 ). This section includes a step-by-step guide that is used for the execution of the actual study. It provides an overview of research questions, scope of research, and the focus of the study. Issues related to empirical material collection and step-by-step process including preparation of empirical material collection and preparation of interview guide are discussed. Case study protocol should include (i) research question, (ii) research method, (iii) permission seeking, (iv) ethical considerations, (v) interpretation process, and (vi) criteria for assessment. Application of these protocols is mentioned in Section II. Field Phase Contact Being a qualitative study with interpretive stance, the involvement of the researcher in the process of empirical material generation and interpretation is crucial. Before the collection of empirical material, it is useful if the researcher knows the cases well and the participants who will be approached. This ensures a smooth process and builds a rapport among the researcher and participants. Semistructured interviews can be conducted along with meeting observations and documents collection. Collecting empirical material from multiple sources allows triangulation ( Yin, 2009 ). Reporting Phase Case study reporting is as important as empirical material collection and interpretation. A sound report structure, along with “story-like” writing is crucial to case study reporting. The following points should be taken into consideration while reporting a case study. An application of these points is presented in Section II. Case descriptions Participant descriptions Relationship descriptions Details of field protocols Empirical material interpretation and analysis Conclusion Section II Foundation Phase Philosophical considerations Ontology Authors conducted multiple case studies in the ICT industry of New Zealand in order to explore how integrating resources cocreate value. Literature reveals that in previous studies, empirical material was collected from managers and employees of the firms. Customers, who are believed to be the cocreators and assessors of value, have been neglected. In essence, the main objective of this article was to observe a real-life scenario where actors were involved in resource integration that resulted in the cocreation of value. Such kind of research case has not been explored earlier in the context of the ICT industry of New Zealand. The in-depth case studies conducted by the authors can be taken as an example in order to see the practical application of subjective view of epistemology. In this scenario, the authors had to interpret the reality subjectively, while assuming that the investigator and subject create understanding, and the phenomenon is explored as the process of investigation goes on. Due to the variable and personal nature, social constructions can only be refined through interaction between researcher and respondent. ii. Philosophical paradigm Usually, the case studies conducted in business and management disciplines assume the interpretive paradigm. The objective of authors’ case studies was to understand the process of value cocreation. Interpretive paradigm based on relativist ontology and subjectivist epistemology is the preferred option where meanings are constructed socially. b. Inquiry techniques considerations The authors’ decision to conduct case study research with qualitative methods was based on various reasons. Firstly, the nature of problem under investigation required an in-depth exploration of the phenomenon. Exploration helped to dig deep into participants’ thoughts to understand how value cocreation process was taking place. Qualitative technique is suitable in this context as this approach is used for exploring the meanings, individuals, or groups attached to a person or a social issue ( Creswell, 2013 ). Majority of the research on value cocreation has employed various qualitative methods that support qualitative method as a valid research method. Individual’s experience, emotions, relationship, learning, and so on affect the realization of value. To understand the meanings and the sources of value, qualitative approach is appropriate. This allows a broad understanding of the concept and identifies areas and discussions that are yet to be reported. Thirdly, the case studies aimed to discover the processes involved in value cocreation. Therefore, it is closer to “theory creation” research rather than “theory testing.” Informants were approached in a natural setting to discover what was to be known about the phenomenon. The goal was to discover patterns containing evidences of collaboration among actors, which emerged after observation, careful documentation, and thoughtful interpretation of the empirical data. c. Research logic considerations Authors used abduction as research logic for their multiple case studies. The selection of abductive stance was rationalized on three main reasons. Firstly, the primary research objective was to understand the value cocreation process as it happens. The viewpoint of social actors or participants was the main focus of the analysis. Secondly, the objective of study was to elaborate the value cocreation process empirically. The goal was to create a framework for future research as pointed out by Dubois and Gadde (2002). The outcome of those case studies will be used as a starting point of deductive research that can then be followed by an inductive research study in different behavior specimens to achieve generalization. Thirdly, keeping in mind the interpretive stance, and limited number of empirical studies available in Service Dominant Logic (SDL) and value cocreation, hypothesis generation was not appropriate. 2. Prefield Phase Research study protocols Research questions The first step in case study protocol is designing the main question and subquestions. The main objective of authors’ study was to understand how integrating resources cocreate value through the lens of S-D logic of marketing. Therefore, the primary research question of the study was: How does integrating resources cocreate value for all actors. Subresearch questions were formulated like: Subquestion A: What are the natures of value realized by actors. Subquestion B: What resources support value cocreation. Subquestion C: What are the stages in value cocreation. Subquestion D: What is the nature of interactions that are part of value cocreation. The starting point of that case study was not a conceptual framework, propositions or hypothesis. In fact, the familiarity with the value cocreation literature and relevance of S-D logic identified the motivation of investigating the research questions. ii. Research method Authors used multiple case as a suitable strategy for their research. Following the interpretive stance along with abductive research logic, the empirical material focused on the experiences of actors, which helped in explaining the process of value cocreation in the ICT industry of New Zealand. Actors’ accounts and experiences were taken into consideration and literature was used to move back and forth for interpretation of collected empirical material. Social actors representing ICT systems integrators (vendor) and clients were the sources of empirical material collection. The main tools to collect empirical material were semistructured interviews, augmented by participant observations, documents including e-mails, project reports, and meeting notes. Empirical material was managed and stored in NVivo 10 software. Four steps of interpretation process were used to address the empirical outcome to seek the explanation for research questions. Cooperative research process ( Gummesson, 2008 ) was employed to verify the interpretation of the material as well as the generation of the framework of value cocreation. Interpretation of empirical material by researchers was presented to the participants for their feedback. iii. Permission seeking One of the most important steps in any research is permission seeking in a timely manner. Current employment and personal contacts can play a crucial role in selecting relevant projects. In authors’ case studies, permission was taken at two levels. First level is called gatekeeper permission. The information about vendor was requested from client firm. Client firm was approached first, and project managers of ICT projects at client firm were requested for further information about the project and vendors. Second level of permission was related to the participants. It was ensured that participants should be given enough information to make informed decision regarding their participation. iv. Ethical considerations Ethical considerations are very critical to any research. It is imperative that proper steps are taken to ensure that participants are fully aware about their participation and role. In order to safeguard the participants’ rights and firms’ information, authors took the following steps in the case study: Firms were not named in the report due to their affiliation with government departments. The privacy and confidentiality of firms and individuals were protected during and after the research process. Participants were provided with consent forms and information sheets. There was no deception at any stage in the research process. Participants were made fully aware of what was expected. v.