Dr. Umar Ruhiruhi.telfer.uottawa.ca/EBC7102/EBC7102-L1.pdf · EBC7102 –Interdisciplinary Research...

EBC7102 – Interdisciplinary Research in E-Business Umar Ruhi

Dr. Umar [email protected]


Course Administration: Course Overview & Value Proposition Syllabus Synopsis

Review: Broad Research Approaches

Theoretical Models & Empirical Measurement: Theory Components From Theory to Measurement Measurement Formulation Example

Research Philosophies & Paradigms: Axiology, Ontology, Epistemology Positivism, Interpretivism Implications for Researchers

Agenda: June 12, 2018


Course AdministrationClass Meetings:

Class Venue: DMS 1130 Time: 5:30 to 8:30 pm Scheduled Class Dates: June 12, 14, 19, 21, July 03, 05 Please Note: No class on June 26 and 28.

Meeting Format: 10 minutes – Admin Stuff, Content Review, & Individual Q/A 90 minutes of Lecture Content Coverage + 15 minutes Break + 60 minutes for additional discussion / paper discussion roundtables / tools demo etc.

Contact: Office Hours: Please Book a Time through my website: http://www.umar.biz/contact Office: DMS 6148 Email: [email protected] Telephone: 613-562-5800 X. 1990.


Announcements

Course TA: Alhassan Ohiomah

Email: [email protected]

Will administer a demo session in Week 4.

Will help grade your Written Assignments

TA Office Hours: Mondays (4:30 to 6:00) at DMS6142


About the Course: Subject Matter OverviewOverview:

Introduction to research philosophies & paradigms

Overview of research “methods” including qualitative & quantitative techniques

Goals:

express objectives, questions and hypotheses before undertaking research ;

appreciate the importance of methods and models to allow a systematic approach in thinking, executing and writing research ;

evaluate different research methods and their implications on data collection and analysis so you can select the most appropriate research design.

EBC7102 – Interdisciplinary Research in E-Business Umar RuhiSource: Saunders et al., 2008

About the Course: Subject Matter Overview


Syllabus Synopsis: Course Structure


Syllabus Synopsis: ResourcesReference Books:

Bhattacherjee, Anol, “Social Science Research: Principles, Methods, and Practice” (2012). USF Tampa Bay Open Access Textbooks Collection. Book 3. http://scholarcommons.usf.edu/oa_textbooks/3/

Saunders, M., Lewis, P. and Thornhill, A., Research Methods for Business Students (7th Edition) (2015).

Reference Websites:

Research Methods Knowledge Base (KB): http://www.socialresearchmethods.net/kb/contents.htm

uOttawa Academic Writing Help Center (AWHC) Resources: http://sass.uottawa.ca/en/writing/resources


Syllabus Synopsis: Grading Scheme

Paper Discussion Roundtable (10%)

Class Participation & Online Contribution (15%)

Research Groundwork Presentation (35%)

Preliminary Thesis Proposal Report (40%)Formal

Thesis/Project Components

ResearchSpringboard


Course Website & Your HelpCourse Website: http://bit.ly/ebc7102

All Course Deliverable Requirements are now posted.

All Course Material & Communication will be posted here.

Lecture Notes and Supplementary Material will be posted online on Monday and Wednesday evening.


Starting off on the Right FootKeep using tools from EBC7101 or those you will need to use in your thesis documents: uOttawa Library Portal Login Reference Management Software:

Mendeley Zotero EndNote

Please ask your supervisors if they have a preferred reference managementsoftware tool that they’d like you to use.

PLEASE DO NOT USE MICROSOFT WORD’S REFERENCING FEATURE


Software in This Course

Reference Management Software: Mendeley (Reference Management)

OR Citavi (Reference Management & Knowledge-Base)

Collaborative Online Annotations Tool: Hypothes.is (Open Web Annotation Tool):


Online Contributions Component

Get Setup / Keep Using Hypothes.is

Relevance in Research?

Annotations can be used to: analyze and categorize texts help organize your thinking facilitate note taking and idea generation while reading

Collaborative Annotations can be used to: connect with others working through the same topics follow a group’s annotation activity across the web


Questions?


Review:Research Methods vs Research Methodology

Methods refer to techniques and procedures used to obtain and analyse data. e.g. questionnaires, observation and interviews as well as both quantitative

(statistical) and qualitative (non-statistical) analysis techniques

Methodology refers to the theory of how research should be undertaken. understanding of this can help you make an informed choice about your

research.

Methodology

how research should be undertaken.

Research process.

EBC7101/EBC7102 isabout

Methodology

Research Process(Saunders, 2012)


Review: Research Design or FrameworkResearch Design:

a logical structure for the inquiry

good research design aims to ensure that the evidence obtained will enable us to answer our research question(s) as unambiguously as possible.

need to ask yourself: given this research question, what type of evidence is needed to answer the question in a convincing way?

Research design is not related to any particular method of collecting data or any particular type of data.

Any research design can, in principle, use any type of data collection method and can use either quantitative or qualitative data.


Review: Research Design or FrameworkGood Research Design adopts a Sceptical Approach to Explanations:

Seeks evidence that provides a compelling test of the theory rather than evidence that is just consistent with theory.

anticipate competing explanations before collecting data so that relevant information for evaluating the relative merits of these competing explanations is obtained: Consider Plausible Rival Hypotheses Seek Evidence to Disprove the Theory (Falsification)

However, remember:

even where the theory is corroborated and has survived attempts to disprove it, the theory remains provisional.

Scientific knowledge must always be provisional.


Review: Research ProcessSimplified Research Process: Systematic Approach Logical Progression

EBC7101

EBC7102


Review: Broad Research ApproachesScientific Inquiry may take one of two possible forms:

Inductive research: goal of a researcher is to infer theoretical concepts and patterns from observed data. i.e. Theory-building research

Deductive research goal of the researcher is to test concepts and patterns known from theory using new

empirical data. i.e. Theory-testing research.

“Empirical” Research

Cycle of Research(Bhattacharjee, 2012)


Review: Broad Research ApproachesLogic of the Research Process: Theory-testing and Theory-building are often presented as alternative modes of

research However, they should be part of an ongoing process


Review: Broad Research ApproachesExploratory research: Often conducted in new areas of inquiry, where the goals of the research are:

to scope out the magnitude or extent of a particular phenomenon, problem, or behavior to generate some initial ideas (or “hunches”) about that phenomenon, or to test the feasibility of undertaking a more extensive study regarding that

phenomenon.

Descriptive research: directed at making careful observations and detailed documentation of a

phenomenon of interest. observations must be based on the scientific method (i.e., must be replicable,

precise, etc.),

Explanatory research: seeks explanations of observed phenomena, problems, or behaviors. attempts to “connect the dots” in research, by identifying factors for and

outcomes of the target phenomenon.


Course CursorCourse Cursor: Where are we? Where are we headed?

Course Readings Cursor:

After this week,you should have completed E-Book Chapters 1 – 5 ; 6 (partial); and 16


Theoretical Models: The “Theory”Theories are explanations of a natural or social behavior, event, or phenomenon.

A scientific theory: a system of constructs (concepts) and propositions (relationships between

those constructs) that collectively presents a logical, systematic, and coherent explanation of a phenomenon of interest within some assumptions and boundary conditions (Bacharach 1989).

Theories should explain why things happen, rather than just describe or predict.

Idiographic explanations: explain a single situation or event in idiosyncratic detail.

Nomothetic explanations: seek to explain a class of situations or events rather than a specific situation or event.


Types of Scientific ResearchIdiographic explanations: explain a single situation or event in idiosyncratic detail. explanations may be detailed, accurate, and valid, but they may not apply to

other similar situations, even involving the same person, and are hence not generalizable.

Nomothetic explanations: seek to explain a class of situations or events rather than a specific situation or

event. designed to be generalizable across situations, events, or people, they tend to

be less precise, less complete, and less detailed. however, they explain economically, using only a few explanatory variables.


Examples

Example 1: Theory of Reasoned Action Fishbein, M., & Ajzen, I. (1975)


Examples

Example 2: Technology Acceptance Model: Davis, 1989 ; Davis et al., 1989


Examples

Example 3: Technology Acceptance Factors for Mobile Payments Schierz et al. (2010)


ExamplesExample 4: Technology Acceptance Factors for PHRs

Ruhi & Majedi (Forthcoming)


ExamplesExample 1: Care Delivery Value Chain (CDVC)

Porter & Teisberg (2006)


ExamplesExample 2: CDVC applied to Chronic Kidney Disease

Porter & Kaplan (2011)


ExamplesExample 3: CDVC applied to Knee Osteoarthritis Porter & Kaplan (2011)


ExamplesExample 4: Role of PHRs in the CDVC

Ruhi & Majedi (Forthcoming)


Theoretical Models: The “Theory”

Four building blocks of a theory:

Constructs: capture the “what” of theories (i.e., what concepts are important for explaining a

phenomenon)

Propositions: capture the “how” (i.e., how are these concepts related to each other)

Logic: represents the “why” (i.e., why are these concepts related)

Boundary conditions/assumptions: examines the “who, when, and where” (i.e., under what circumstances will these

concepts and relationships work).


Theoretical Models: From Theory to Measurement

Scientific research requires operational definitions that define constructs in terms of how they will be empirically measured.

Constructs: abstract concepts specified at a high level of abstraction that are chosen

specifically to explain the phenomenon of interest. Unidimensional or Multidimensional

Variables: Measurable representations of abstract Constructs. all constructs must have clear and unambiguous operational definition that

should specify exactly how the construct will be measured and at what level of analysis (individual, group, organizational, etc.).



Propositions: associations postulated between constructs based on deductive logic. propositions are stated in declarative form and should ideally indicate a cause-

effect relationship

Hypotheses: the empirical formulation of propositions, stated as relationships between

variables.



Scientific research proceeds along two planes: Constructs are conceptualized at the theoretical plane Variables are operationalized and measured at the empirical (observational)

plane.

Source:(Bhattacherjee, 2012)


Additional Thoughts on Theories & ModelsTheory & Practice? “Theory without Practice is sterile; Practice without Theory is blind.” (Kurt

Lewin).

Theories & Models:

while a theory tries to explain a phenomenon, a model tries to represent a phenomenon.

a model is a representation of all or part of a system that is constructed to study that system (e.g., how the system works or what triggers the system).

mathematical models, network models, path models etc.

descriptive, predictive, or normative.

static or dynamic.



Hypotheses: Weak versus Strong Directionality & Causality


ExampleTechnology Acceptance Factors for PHRs

– Ruhi & Majedi (Forthcoming) H2: Favorable subjective norm pertaining to the use of PHR technologies has a

positive effect on the perceived usefulness of PHRs H4: Greater technology awareness of PHR technologies has a positive effect on the

perceived usefulness of PHRs H5: Higher level of technology anxiety has a negative effect on the perceived usability

of PHRs


Empirical Measurement: Conceptualization to Operationalization

Conceptualization:

mental process by which fuzzy and imprecise constructs (concepts) and their constituent components are defined in concrete and precise terms.

Unidimensional constructs are those that are expected to have a single underlying dimension.

Multidimensional constructs consist of two or more underlying dimensions.

Operationalization:

process of developing indicators or items for measuring theoretical constructs.

many constructs are measured using multiple indicators. Closeness among the indicators can help assess the reliability of these

measurements.


Measurement Formulation

Example:Study of the relation between organizational climateand performance at work in context of…Specific Concepts/Constructs

Organizational Climate

Performance at Work

Operational Concepts(Organizational climate)?

Satisfaction with conditions at work

Relations with colleagues

Criteria?Time

Money

Scale?►Flexibility in working hours►Overtime

Items?Q1Q2


Empirical Measurement: Conceptualization to Operationalization

Variable: Combination of indicators at the empirical level representing a given construct.

Indicator: may have several attributes (or levels) and each attribute represents a value.

Examples: Variable: Demographic

– Indicator: Gender: » Attributes: Male ; Female

Variable: Information Quality– Indicator: Timeliness

» Attributes: Timely Information is Provided: Likert Scale: Strongly Disagree (1) to Strongly Agree

– Indicator: Relevance» Attributes: Relevant Information is Provided: Likert Scale: Strongly Disagree (1) to

Strongly Agree– Indicator: Reliability

» Attributes: Reliable Information is Provided: Likert Scale: Strongly Disagree (1) to Strongly Agree


Measurement Formulation: Examples


Next TopicResearch Philosophy & Paradigms

EBC7102 – Interdisciplinary Research in E-Business Umar RuhiSource: Saunders et al., 2008

Research Philosophies & Paradigms


Research Philosophy: Axiology, Ontology, Epistemology

Why Discuss Research Philosophy?

to understand the interrelationship of the key components of research (including methodology and methods)

to avoid confusion when discussing theoretical debates and approaches to social phenomena, and

to be able to recognize others’ and defend our own positions.


Research Philosophy: AxiologyAxiology:

branch of philosophy that studies judgements about value.

values are the guiding reason of all human action.

researchers demonstrate axiological skill by being able to articulate their values as a basis for making judgements about what research they are conducting and how they go about doing it (Heron, 1996)


Research Philosophy: OntologyOntology:

claims and assumptions assumptions about the way the world operates, about the nature of social reality, claims about what exists, what it looks like, what units make it up and how these units interact with each other.

Objectivism: the position that social entities exist in reality external to social actors concerned with

their existence.

Subjectivism: holds that social phenomena are created from the perceptions and consequent

actions of those social actors concerned with their existence.


Research Philosophy: EpistemologyEpistemology:

the possible ways of gaining knowledge of social reality, whatever it is understood to be.

what constitutes acceptable knowledge in a field of study

Positivism: working with an observable social reality and that the end product of such research

can be law-like generalisations similar to those produced by the physical and natural scientists research is undertaken, as far as possible, in a value-free way

Interpretivism: Rich insights into this complex world are lost if such complexity is reduced entirely to a

series of law-like generalisations. it is necessary for the researcher to understand differences between humans in our

role as social actors.


Research Philosophy: Epistemology

Epistemological Continuum:

Paradigms: mental models or frames of references that we use to organize our reasoning

and observations. hard to recognize, because they are implicit, assumed, and taken for granted. recognizing these paradigms is key to making sense of and reconciling

differences in people’ perceptions of the same social phenomenon

Post-Positivism

Positivism

Interpretivism

Pragmatism

Participatory

Postmodern

Objectivity Subjectivity


Research ParadigmsParadigm according to Thomas Kuhn (1962): The Structure of Scientific Revolutions

A paradigm is a (temporarily) accepted basis of a discipline

Generally accepted schema for selecting and solving problems

Basic assumptions and also explanations


Research ParadigmsParadigm: Typical thought patterns or models Way of doing things

Four paradigms of social science research:

Source: Burrell and Morgan, 1979


Research Paradigms:Positivist & Post-Positivist

Positivism: science or knowledge creation should be restricted to what can be observed

and measured. relies exclusively on theories that can be directly tested.

Post-Positivism: argues that one can make reasonable inferences about a phenomenon by

combining empirical observations with logical reasoning absolute truth can never be found. research is a process of making claims and then testing, refining or

abandoning some of them for other claims more strongly warranted. data, evidence and rational considerations shape knowledge. research seeks to develop relevant, true statements that can serve to explain

the situation that is of concern or that describes the causal relationship of interest

researchers must examine their methods and conclusions and control or limit bias


Research Paradigms:Interpretivism

Interpretivism:

Meanings are constructed by humans as they engage with the world they are interpreting.

Humans make sense of the world based on their historical and social perspective. They seek to understand the context and then make an interpretation of what they find which is shaped by their own experiences and backgrounds.

The basic generation of meaning is always social.


Research Paradigms:Participatory

Participatory:

Participatory research is recursive and dialectical and is focused on bring about change in practices.

Begins with a stance about the problems in society.

It is emancipatory.

It is inquiry completed with others rather than on or to others.

The research process is cyclical.


Research Paradigms:Pragmatism

Pragmatism:

not committed to any one system of philosophy or reality.

Individual researchers have freedom of choice to select procedures that best meet their needs.

Pragmatists do not see the world as an absolute unity.

Truth is what works at the time.

We need to stop asking questions about reality and the laws of nature and start solving problems.


So What?

Implications for the Researcher:

What methods do you propose to use?

What methodology governs your choice and use of the methods?

What theoretical perspective lies behind the methodology in question?

What epistemology informs this theoretical perspective?

Source: Crotty, 1998


Research Design Review:Methodology Choice & Strategies

Your choice of research strategy will be guided by: your research question(s) and objectives, the extent of existing knowledge, the amount of time and other resources you have available, your own philosophical underpinnings.

We will concentrate on broad issues with “methodology” in this course: Qualitative, Quantitative, Design Science

We will discuss some key issues with the following “methods” in this course: survey experiment case study action research grounded theory


Research Design Review:Methodological Choice & Strategies

Positivist Paradigm: aimed at theory (or hypotheses) testing employ a deductive approach to research start with a theory and test theoretical postulates using empirical data

Interpretive Paradigm: aimed at theory building. employ an inductive approach start with data and tries to derive a theory about the phenomenon of interest from the

observed data

Design Science Research Paradigm: directed toward developing new solutions and systems produce and apply knowledge of tasks or situations in order to create effective artifacts aimed at improving practice and solving problems may depend on knowledge created by other reactive methods in creating new artifacts

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