Management Research: Quantitative and Qualitative

Methods
Module Syllabus
Module Aims
In this module, qualitative and quantitative frameworks for inquiry are introduced.
The basics of qualitative designs including case study, phenomenology, narrative
inquiry, grounded theory, and ethnography are presented. This module also
helps develop the student’s skills in understanding reports involving descriptive
statistics; statistical inference; quantitative techniques, including analysis of
variance and covari ance; multiple linear regressions; and various nonparametric
techniques. Basic quantitative designs are also introduced, including
experimental and quasi-experimental, survey, and causal -comparative. The
module also introduces mixed methods research. The ‘frame of reference’ for this
module is primarily not simply a demonstrated understanding of particular
techniques. Rather, the focus is on applying this understanding towards ‘making
meaning’ of published research. Assignments, therefore, focus both on skill
development and demonstration—primarily understanding when specific
techniques are appropriate to answer particular questions or knowledge
generation goals—as well as on the effective interpretation of published research
and the application of that rese arch to workplace problem solving
Module Learning Outcomes
By the end of the module the student will be able to:
• Describe the range of management research approaches available to
them and demonstrate an understanding of how each reflects a different
ontological and epistemological position;
• Define and formulate appropriate research question(s) or hypotheses;
• Critically evaluate and select the most appropriate methodology for their
purpose and justify this choice in relation to their question(s) or
hypotheses;
• Demonstrate a rigorous approach to collecting, analysing, and interpreting
data, and demonstrate how validity, reliability, generalisability (for positivist
research) or credibility, authenticity, and transferability (for social
constructionist research) can be addressed in research design;

• Demonstrate the ability to use a range of tools for collecting and
interpreting quantitative, qualitative, and mixed methods research;
• Reflect on the practical, ethical, and access issues surrounding good
management research, and the principles and considerations that need to
be taken into account.
Learning Strategies
The mode of delivery of taught modules is by distance learning over the Internet.
This mode of study enables students to pursue modules via home study. Module
delivery involves the establishment of a virtual classroom in which a relatively
small group of students (usually 12–15) work under the direction of the Doctoral
Tutor both as a larger group and in two smaller learning sets, using an internet -based distance learning package. Communication within the virtual classroom is
asynchronous, preserving the requirement that students are able to pursue the
module in their own time, within the weekly time-frame of each seminar.
All communications that take plac e within the virtual classroom, including all
assignments carried out by students and assessments by I nstructors, are
recorded and are available for scrutiny by staff with appropriate access
permissions. This enables two aspects of quality control:
• Module delivery is monitored by staff of the University of Liverpool
Management School to ensure that defined syllabuses, procedures, and
assessment processes are followed, appropriate standards are
maintained and to check that plagiarism has been detected.
• All assessment is subject to moderation both by the Management School
e -Learning Unit and by the external examiner.
In addition to the online learning paradigm discussed above, this Programme
integrates C ritical A ction L earning (CAL) as a means of both intensi fying the
learning experience in general and linking theory to practice in particular. In the
Programme’s instantiation of CAL :
• Students will be formed into learning sets (functioning as applied problem-solving and learning groups) during each module.
• The primary purpose of the learning sets is to aid team members in the
critical identification, review and resolution of particular, workplace-based
problems that each student brings to their team.
• The learning sets will be “facilitated” by the Doctoral Tutor.

• It is through this facilitated critical review process whereby the student
identifies and defines an issue to work on (known as “problematising” in
the literature) and then subsequently works on the resolution of that
problem aided by conversation with and insightful questioning from other
members of the team. Through this process, the students develop
significant, doctoral -level depth of learning in each module.
• The instructor will assess the quality of each student’s input to their team
members during the course of the module . This assessment will form 25%
of the student’s grade and this element must be passed in order for the
student to pass the module.
• Having worked through this process with the team, students write up this
problem identification, revi ew, and solving process . This piece of work
(known as the CAL Project) constitutes a significant portion of the
student’s grade.
• Each CAL Project is developed and graded within the context of its
associated module. However, students will be encouraged to v iew these
“mini projects” as opportunities (1) to hone successively their doctoral
research skills and (2) to identify appropriate problems for their action
research thesis.
Self -study
The self-study part of the course includes:
• Required and recommended re ading related to each week’s topics
• Hyperlinks to Web-based materials related to each week’s topics
• Links to media that support the week’s activities
Required Texts and Software
The required text s for this module are:
• Easterby -Smith, M., Thorpe, R. & Jackson, P. (2012) Management
research . 4
th
ed. London: Sage.

• Creswell, J. (2013) Qualitative inquiry and research design: choosing
among five approaches. 3rd ed. London: Sage.
Students should have access to word processing software in order to complete
activities and assignments.

Journal Articles
Students can access all of the required journal articles online in the Liverpool
University Library for Online Programmes at
http://www.liv.ac.uk/library/ohecampus/index.htm. Links to these articles are also
provided in the appropriate Weekly Learning Resources Areas.
Students are encouraged to make use of related academic and professional
journals to supplement the module materials and to assist in the preparation of
assignments. Many of these serials can be accessed through the University of
Liverpool Library for Online Programmes.
Overview of Module Work
See the “Syllabus by Week” section at the end of this document for weekly
activities and assignments, as well as due dates.
NB: Please note that for each of the following module work items, word counts
for responses and submitted documents are approximate . I t is acceptable to
submit a work product that is within 25% of the approximate word count.
• Literature Syntheses are required in Weeks 1, 2, and 3 , and Weeks 6, 7,
and 8, and pertain to the weekly assigned readings.
• Learning Set Participation is required in each week of the module.
Remember that your responses will be assessed based upon the
timeliness and quality of your work in the set. You are expected to
participate substantially; specifically, to post at least 3 or 4 meaningful and
insightful responses to your Learning Set. For example, the I nstructor will
look for the following item s in your posts:
o Asking insightful questions
o Offering contributions based upon the literature and their practice
o Must be adding to the learning of the group
o Must be critically collaborative inquiry
o Should promote critical reflection in team members
Your Learning Set participation will be assessed in two segments.
Following the completion of Week 5, you will receive feedback and an
initial grade based on your Learning Set participation in Weeks 1 -5. This
assessment will form 10% of your total grade. At the e nd of the module,
you will receive additional feedback and a second grade based on your

Learning Set participation in Weeks 6-10. This assessment will form 15%
of your grade, for a total of 25% for Learning Set participation overall.
• The Critical Literatur e Review, due in Week 4 , is a 2,000 -word
document and is the first component of the CAL project. In this module,
t his document should:
o Frame your research question in the context of relevant literature;
o Identify and analyse different approaches that have b een taken to
studying your problem or similar problems in the literature;
o Critically evaluate methodological literature on approaches to
studying your problem or similar problems.
• The Problematising Write-up, due in Week 5 , is a 750 -word document
and is th e second component of the CAL project. In this module, this
document:
o S ummarises how the identified issue can be studied and the
desired outcomes of a research project focused on the identified
problem.
• The CAL Final Report, due in Week 10 , is a 2,500 -word document
(beyond the literature review and problemati sing write-up) that details how
you approached solving the identified problem, issues encountered during
the problem -solving process, and outcomes from the process. As such,
the final report is the fina l component of the CAL project and , in this
module:
o Provides a narrative account of the iterative process of engaging
with management research concepts to achieve enhanced
understanding and potential resolution of your workplace-based
problem;
o Identifies the steps taken to formulate research questions, choose
research approaches, methods, and tools, and set research goals;
o Indicates how the literature informed the process of reviewing,
evaluating, and making decisions about research methods in the
context of your identified problem;
o Indicates how dialogue and activities in the Learning Set informed
this process;
o Addresses a plan for putting chosen research approaches into
practice and linking your research goals with your goals for taking
action in your pro fessional setting.
Students will have an opportunity to resubmit this element of assessment if the
first submission does not reach a pass standard.

It is understood that issues may arise in the workplace which may prevent
students from undertaking or completing such “change” oriented projects. It is the
role of the Doctoral Tutor to work with the students in such situations to identify
an appropriate project which may be based more on a literature review and the
development of a proposal for a change project rather than the actual
implementation of a change project. This will be allowed in two modules only.
The module assessment structure is designed such that student progress is
monitored on a week by week basis. Therefore, student progress issues will be
managed in a timely fashion during the module and throughout the programme.
Assessment
The table below outlines the mandatory contribution in each category and the
weight that applies to each component.

Weeks Weight
1 2 3 4 5 6 7 8 9 10 % of
EOM
Literature Synthesis X X X X X X 10
Learning Set Participation,
Part 1
X X X X X 10
Learning Set Participation,
Part 2
X X X X X 15
Critical Literature Review X 10
Problematising Write- Up X 20
CAL Final Report X 35
Total 100
Student performance on the modules (inclusive of the 20 instructional credits and
10 of the research credits applied via CAL and AR) will be assessed according to

the above structure. For general information on assessment and grading, please
consult the Student Handbook section pertaining to DBA Grading at
http://www.uol.ohecampus.com/handbook/hb/index.html

Syllabus by Week
Week 1: The Ingredients of Successful Management Research
Learning Objectives
• Comprehend the key differences in purpose and approach and how these
relate to ontology and epistemology;
• Discuss the key debates surrounding management research;
• Identify and formulate a research topic, and choose an appropriate
research methodology and strategy;
• Critically analyse the literature relevant to a research topic, and
incorporate this into the research strategy;
• Consider the practical issues involved in undertaking successful research.
Readings
• Easterby -Smith, M., Thorpe, R., & Jackson, P. (2012) Management
research . 4th ed. London: Sage.
o Chapters 1 –5
Literature Synthesis
• Post your Literature Synthesis both to your Learning Set and to the
Turnitin link provided by Saturday (Day 3 )
Learning Set
• Post your initial response to the questions the Learning Set by Monday
(Day 5) and respond to your teammates by Wednesday (Day 7). On
Days 1- 4 (Thursday – Sunday) be sure to engage your learning set
members with questions about the reading or with your answers to the
assigned questions.
Week 2: The Evolution of Qualitative Research: Choices and Debates
Learning Objectives
• Discuss the origins and different philosophies that have underpinned the
emergence of qualitative research;

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• Describe the main focus and purposes of qualitative research and the key
questions to consider regarding design, data collection, interpretation, and
evaluation;
• Consider how the qualitative methodologies you have been introduced to
might be applied to issues and problems in your organisation, and
consider the different insights they might produce;
• Become familiar with the dominant qualitative research methodologies and
the qualitative research process.

Readings

• Creswell, J. (2013) Qualitative inquiry and research design: choosing
among five approaches. 3rd ed. London: Sage.
o Chapters 1 -5
• Easterby -Smith, M., Thorpe, R. & Jackson, P. (2012) Management
research 4th ed. London: Sage.
o Chapter 6-7
Literature Synthesis
• Post your Literature Synthesis both to your Learning Set and to the
Turnitin link provided by Saturday (Day 3)
Learning Set
• Post your initial response to the questions the Learning Set by Monday
(Day 5) and respond to your teammates by Wednesday (Day 7). On
Days 1- 4 (Thursday – Sunday) be sure to engage your l earning set
members with questions about the reading or with your answers to the
assigned questions.
Week 3: Designing Interventions
Learning Objectives
• Review different approaches to design of qualitative research
interventions;
• Understand and demonstrate familiarity with tools and techniques
available for qualitative data generation and collection;

• Apply learning to chosen research problems/issues and critically reflect on
the different data that will be produced using different approaches.
Readings
• Creswell, J. (2013) Qualitative inquiry and research design: choosing
among five approaches. 3rd ed. London: Sage.
o Chapter 7
Literature Synthesis
• Post your Literature Synthesis both to your Learning Set and to the
Turnitin link provided by Saturday (Day 3)
Lea rning Set
• Post your initial response to the questions both to the Learning Set
Discussion forum and to the Turnitin link provided by Monday (Day 5) and
respond to your teammates by Wednesday (Day 7). On Days 1- 4
(Thursday -Sunday) be sure to engage your learning set members with
questions about the reading or with your answers to the above questions.
Week 4: Analysis, Representation, and Interpretation

Learning Objectives
• Compare data analysis, representation, and interpretation methods for
each of the five key qualitative research methods discussed;
• Discuss how each approach addresses different research purposes based
on different epistemologies;
• Explore post-structuralist and critical ideas surrounding the meanings and
purposes of research;
• Learn and reflect on practical techniques for analysing, coding, and
interpreting qualitative data, including how to use computer packages for
this purpose.
Readings
• Creswell, J. (2013) Qualitative inquiry and research design: choosing
among five approaches. 3rd ed. Lon don: Sage.
o Chapters 8 -9

Learning Set
• Post your initial response to the questions both to the Learning Set
Discussion forum and to the Turnitin link provided by Monday (Day 5) and
respond to your teammates by Wednesday (Day 7). On Days 1- 4
(Thursday -Sunday) be sure to engage your learning set members with
questions about the reading or with your answers to the above questions.
Critical Literature Review
• Post your Critical Literature Review by Wednesday (Day 7)
Week 5: Solidifying Plans for Research
Learnin g Objectives
• Apply research methodologies and methods to a workplace -based
problem
Readings
No required readings this week
Learning Set
• Post your initial response to the questions both to the Learning Set
Discussion forum and to the Turnitin link provided by Monday (Day 5) and
respond to your teammates by Wednesday (Day 7). On Days 1- 4
(Thursday -Sunday) be sure to engage your learning set members with
questions about the reading or with your answers to the above questions.
Problematising Write-up
• Post your write-up by Wednesday (Day 7)
Week 6: Generating Quantitative Data from Populations and Samples

Learning Objectives
• Critique the data collection and measurement techniques used in
published quantitative studies that involve populations and samples;

• App ly the basic principles of sampling and measurement error and work
with specialists to: (1) create measurement tools and (2) develop reliable
and valid data collection procedures appropriate for specific research
questions or hypotheses.
Readings
• Easterby -Smith, M., Thorpe, R. & Jackson, P. (2012) Management
research . 4
th
ed. London: Sage.
o Chapter 8
• Grandcolas, U., Rettie, R., & Marusenko, K. (2003) ‘Web survey bias:
sample or mode effect?’, Journal of Marketing Management, 19 (5/6),
pp.541-561.
• Greene, J., Speizer, H. & Wiitala, W. (2008) ‘Telephone and Web: mixed -mode challenge’, Health Services Research, 43 (1), pp.230 -248.
• Hoonakker, P. & Carayon, P. (2009) ‘Questionnaire survey nonresponse:
a comparison of postal mail and Internet surveys’, Internationa l Journal of
Human-Computer Interaction, 25 (5), pp.348 -373.
• Hutchison, D. (2009) ‘Designing your sample efficiently: clustering effects
in education surveys’, Educational Research , 51 (1), pp.109 -126.
• Lewis, I., Watson, B. & White, K.M. (2009) ‘Internet versus paper -and -pencil survey methods in psychological experiments: equivalence testing
of participant responses to health-related messages’, Australian Journal of
Psychology, 61 (2), pp.107 -116.
Literature Synthesis
• Post your Literature Synthesis both to your Learning Set and to the
Turnitin link provided by Saturday (Day 3)
Learning Set
• Post your initial response to the questions both to the Learning Set
Discussion forum and to the Turnitin link provided by Monday (Day 5) and
respond to your teammates by Wednesday (Day 7). On Days 1- 4
(Thursday -Sunday) be sure to engage your learning set members with
questions about the reading or with your answers to the above questions.