Williamson Research Methods for Students, Academics and Professionals

Information Management and Systems
2. Auflage 2002
ISBN: 978-1-78063-420-3
Verlag: Elsevier Science & Techn.
Format: EPUB
Kopierschutz: 6 - ePub Watermark

E-Book, Englisch, 350 Seiten

Reihe: Topics in Australasian Library and Information Studies

Research is such an important subject for information professionals that there will always be a need for effective guides to it. Research skills are a prerequisite for those who want to work successfully in information environments, an essential set of tools which enable information workers to become information professionals. This book focuses on producing critical consumers of research. It also goes some way towards producing researchers in the fields of information management and systems.The first edition of this book was enthusiastically received by researchers, students and information professionals in Australia and beyond. Reviews of the first edition considered it a 'a worthwhile addition to any information professional's or research student's reference shelf (Archives & Manuscripts). This new edition has an additional chapter on ethics, to address the importance of the ethical implications of research. It also has (as did the first edition) two unique characteristics: it is Australian-focused, distinctive among research texts for information professionals; and it has a multi-disciplinary focus, with its authors being drawn from information management (librarianship, archives and recordkeeping) and information systems. The numerous examples throughout the book are drawn from these multiple disciplines. The first edition of this book was road-tested with students from several disciplines who are studying in several universities. Its Introduction noted that 'In research terms, the content have been refereed and found to be authoritative!' To this can be added the many satisfied users of the first edition.

Kirsty Williamson has focused her career almost entirely on research since 1996 when she obtained her PhD. For much of that time she was Director of the research group, Information and Telecommunications Needs Research (ITNR), a joint initiative of Monash University and Charles Sturt University in Australia. She has undertaken many research projects and has received many research grants from a range of different non-government and government organisations, including the principal funding body of Australian Universities, the Australian Research Council (ARC). Her research has been widely published.

Autoren/Hrsg.

Williamson, Kirsty

Inhaltsverzeichnis

1;Front Cover
;1
2;Research Methods for Students, Academics and Professionals: Information Management and Systems;4
3;Copyright Page
;5
4;Table of Contents;6
5;List of figures, tables and boxes;10
6;Acknowledgments;12
7;Introduction;14
7.1;Research and professional practice;14
7.2;A multi-disciplinary approach;15
7.3;How to use this book;16
7.4;What the book does not cover;17
7.5;Warranty statement;17
7.6;References for Introduction;17
8;Section 1: Introduction to research methods;20
8.1;Introduction;22
8.2;CHAPTER 1. Introduction to research in relation to professional practice;24
8.2.1;Objectives;24
8.2.2;Introduction;24
8.2.3;What is research?;25
8.2.4;The major elements of a research project or proposal;29
8.2.5;The role which research can and should play in professional practice;30
8.2.6;Conclusion;37
8.2.7;Discussion questions;38
8.2.8;Further readings;38
8.2.9;References for Chapter 1;38
8.3;CHAPTER 2. The two major traditions of research;44
8.3.1;Objectives;44
8.3.2;Introduction: The two major traditions of research;44
8.3.3;Reasoning styles;45
8.3.4;Positivism and post-positivism;46
8.3.5;Interpretivism;49
8.3.6;Combining quantitative and qualitative methods;53
8.3.7;Summary of research approaches;56
8.3.8;Examples of quantitative and qualitative research in professional practice;57
8.3.9;Discussion questions;61
8.3.10;Further readings;61
8.3.11;References for Chapter 2;62
8.4;CHAPTER 3. The beginning stages of research;68
8.4.1;Objectives;68
8.4.2;Research problems and research questions;68
8.4.3;Hypotheses: Their role in research and their formulation;73
8.4.4;Theory: Its role in research and its development;77
8.4.5;The literature review;80
8.4.6;Conclusion;83
8.4.7;Discussion questions;83
8.4.8;Further readings;83
8.4.9;References for Chapter 3;84
8.5;CHAPTER 4. Ethics in research;86
8.5.1;Objectives;86
8.5.2;The practice of ethics in research;86
8.5.3;Social ideals and research;88
8.5.4;Principles and ethical codes;89
8.5.5;Ethics committees;91
8.5.6;Power and influence;92
8.5.7;Publishing research;92
8.5.8;Hypothetical dilemmas: links between practice, ethics and research;93
8.5.9;Conclusion;99
8.5.10;Further readings;99
8.5.11;References for Chapter 4;100
9;Section 2: Methods;104
9.1;Introduction;106
9.2;CHAPTER 5. Survey research;108
9.2.1;Objectives;108
9.2.2;Introduction to survey research;108
9.2.3;Sampling and the ability to generalise in survey research;108
9.2.4;Descriptive (or status) surveys;110
9.2.5;Explanatory (or analytical) surveys;116
9.2.6;Telephone surveys;119
9.2.7;Electronic surveys;122
9.2.8;Conclusion;125
9.2.9;Discussion questions;126
9.2.10;Further readings;126
9.2.11;References for Chapter 5;126
9.3;CHAPTER 6. Case study research;130
9.3.1;Objectives;130
9.3.2;The case study as a research approach;130
9.3.3;Philosophical traditions and case study research;132
9.3.4;Designing case study research;133
9.3.5;Conducting case study research;135
9.3.6;Conclusion;140
9.3.7;Discussion questions;140
9.3.8;Further readings;141
9.3.9;References for Chapter 6;141
9.4;CHAPTER 7. Experimental research designs;144
9.4.1;Objectives;144
9.4.2;Introduction;144
9.4.3;Key research concepts underpinning experimental research designs;145
9.4.4;The true experiment;149
9.4.5;Pre-experimental research designs;157
9.4.6;Quasi-experimental research designs;159
9.4.7;Conclusion;162
9.4.8;Discussion questions;163
9.4.9;Further readings;163
9.4.10;References for Chapter 7;164
9.5;CHAPTER 8. System development in information systems research;166
9.5.1;Objectives;166
9.5.2;Specifics of information systems research;166
9.5.3;Systems development approach;167
9.5.4;Where systems development fits into the research cycle;167
9.5.5;Generalised research process model;169
9.5.6;The systems development research procedure;170
9.5.7;Conclusion: The role of system building in information systems research;172
9.5.8;Discussion questions;174
9.5.9;Further readings;174
9.5.10;References for Chapter 8;175
9.6;CHAPTER 9. Action research;178
9.6.1;Objectives;178
9.6.2;The philosophy of action research;178
9.6.3;Sources of action research;179
9.6.4;The nature of action research;179
9.6.5;Rigorous action research;182
9.6.6;Techniques that can be used in action research;186
9.6.7;Conclusion;190
9.6.8;Discussion questions;190
9.6.9;Further readings;191
9.6.10;References for Chapter 9;191
9.7;CHAPTER 10. Ethnography;196
9.7.1;Objectives;196
9.7.2;Introduction;196
9.7.3;Positivist approaches to the analysis of culture and social phenomena;198
9.7.4;Interpretivist philosophical frameworks;199
9.7.5;Continuing critiques of the main philosophical frameworks within interpretivist ethnographic research;204
9.7.6;Post-modern ethnography;207
9.7.7;Conclusion;208
9.7.8;Discussion questions;208
9.7.9;Further readings;209
9.7.10;References for Chapter 10;209
9.8;CHAPTER 11. Historical research;214
9.8.1;Objectives;214
9.8.2;All around us;214
9.8.3;Evidence;216
9.8.4;Critiquing the evidence;217
9.8.5;Uses of history;225
9.8.6;Discussion questions;225
9.8.7;Further readings;226
9.8.8;References for Chapter 11;226
9.9;CHAPTER 12. The Delphi method;228
9.9.1;Objectives;228
9.9.2;Introduction;228
9.9.3;Steps in a Delphi process;229
9.9.4;Historical perspectives;232
9.9.5;When a Delphi study is appropriate;232
9.9.6;Uses of the Delphi method;233
9.9.7;Advantages and disadvantages of the Delphi method;233
9.9.8;The role which technology can play;236
9.9.9;Conclusion;237
9.9.10;Discussion questions;237
9.9.11;Further readings;237
9.9.12;References for Chapter 12;238
10;Section 3: Techniques;240
10.1;Introduction;242
10.2;CHAPTER 13. Research techniques: Sampling;244
10.2.1;Objectives;244
10.2.2;Introduction;244
10.2.3;Definition of terms;245
10.2.4;Types of sampling;246
10.2.5;Conclusion;251
10.2.6;Discussion questions;252
10.2.7;Further readings;252
10.2.8;References for Chapter 13;252
10.3;CHAPTER 14. Research techniques: Questionnaires and interviews;254
10.3.1;Objectives;254
10.3.2;Questionnaires;254
10.3.3;Interviewing;260
10.3.4;Discussion questions;266
10.3.5;Further readings;266
10.3.6;References for Chapter 14;267
10.4;CHAPTER 15. Research techniques: Focus groups;270
10.4.1;Objectives;270
10.4.2;Introduction;270
10.4.3;Setting up focus groups;271
10.4.4;Uses of focus groups;272
10.4.5;Advantages and disadvantages of focus groups;275
10.4.6;Design of focus groups;279
10.4.7;Conclusion;281
10.4.8;Discussion questions;281
10.4.9;Further readings;282
10.4.10;References for Chapter 15;282
10.5;CHAPTER 16. Ethnographic techniques;284
10.5.1;Objectives;284
10.5.2;Introduction;284
10.5.3;What is ethnography?;285
10.5.4;The variety of ways of doing participant observation;286
10.5.5;Other ways of doing ethnography;288
10.5.6;When to undertake an ethnography;290
10.5.7;Gaining permission to enter the field;291
10.5.8;Planning the research;292
10.5.9;Entering the field;294
10.5.10;Collecting the data: In the field;295
10.5.11;Analysis;295
10.5.12;Presenting the findings;295
10.5.13;Discussion questions;297
10.5.14;Further readings;297
10.5.15;References for Chapter 16;297
11;Section 4: Data analysis;300
11.1;Introduction;302
11.2;CHAPTER 17. Analysis of quantitative and qualitative data;304
11.2.1;Objectives;304
11.2.2;Introduction;304
11.2.3;Quantitative data;304
11.2.4;Qualitative analysis;311
11.2.5;Conclusion;319
11.2.6;Discussion questions;319
11.2.7;Further readings;320
11.2.8;References for Chapter 17;320
11.3;CHAPTER 18. Evaluation of published research;324
11.3.1;Objectives;324
11.3.2;Introduction;324
11.3.3;Strategy for reading and evaluating research reports;325
11.3.4;Major components of a research report;325
11.3.5;Conclusion;338
11.3.6;Discussion questions;340
11.3.7;References for Chapter 18;340
12;POSTSCRIPT: Seven questions for information management and systems researchers;342
12.1;Information management and systems research: A tough mission;342
12.2;Seeing, observing and modelling;344
12.3;Two final questions;347
12.4;References for Postscript;347
13;Glossary of terms used in research;350
14;Notes on contributors;356
15;Index;360

Leseproben

Chapter 1 Introduction to research in relation to professional practice
Kirsty Williamson; Frada Burstein; Sue McKemmish Objectives At the end of this chapter you will be able to: • understand how research is defined; • have begun to learn some of the specific terminology used by researchers; • understand the major elements of a research project and how they are covered in this book; • be aware of the roles which research can play and should play in professional practice; and • understand the kinds of workplace issues which might warrant research. Introduction
This introductory chapter considers how research is defined, both in general and more specific ways. This will lead to the roles which research can and should play in professional practice, particularly in the field of information management and systems – in corporate, government, educational and community sectors. For many of you, some of the terminology used to describe research methodology will be new. A glossary of terms describing various aspects of research, is included at the end of the book. It would be a good idea to check it over now, and then be sure to refer to it as you meet an unfamiliar term along the way. What is research?
The need to know, to interpret the environment or the world, is basic to us all. There is a sense in which research is simply one of the fundamental activities of human beings. The main difference between our everyday activity and formal research is the rigour and discipline with which the latter is carried out and the making of that process highly self-conscious. Below are a number of different definitions, not all from the ‘information’ field. The first two are very simple; the second two a lot more complex. Research is any conscious premeditated inquiry – any investigation which seems to increase one’s knowledge of a given situation (Goldhor 1972, p. 7). Research is a systematic investigation to find answers to a problem (Burns 1990, p. 1). Research … [is] an organised, systematic, data-based, critical, scientific inquiry or investigation into a specific problem, undertaken with the objective of finding answers or solutions to it (Sekeran 1992, p. 4). For the social scientist or researcher in applied fields, research is a process of trying to gain a better understanding of human interactions. Through systematic means, the researcher gathers information about actions and interactions, reflects on their meaning, arrives at and evaluates conclusions, and eventually puts forward an interpretation (Marshall and Rossman 1995, p. 15). The third of these definitions emerges from the positivist tradition of research, which sees links between the ways in which the natural sciences and social sciences should be investigated. The emphasis in this tradition has been on the collection of quantitative data, which are data in the form of numbers collected by techniques such as questionnaires and other instruments of measurement. The fourth comes from the interpretivist approach, which emphasises meanings created by people and data which are qualitative (or in the form of words), collected by techniques such as interviews and observation. However, at least some of the time, both types of data and data collection are used by both types of researchers. The two different traditions are described in Chapter 2. A fifth definition comes from Hernon (1991). It encompasses all styles of research and is said to cover the types of research in library and information studies: Research is an inquiry process that has clearly defined parameters and has as its aim, the: • Discovery or creation of knowledge, or theory building; • Testing, confirmation, revision, refutation of knowledge and theory; and/or • Investigation of a problem for local decision making (Hernon 1991, pp. 3-4). In professional practice in information environments, the most obvious uses of research are for problem solving, for development, evaluation and improvement of services and systems, or to provide information before introducing new systems or services (probably through the assessment of user needs). This should not rule out ‘theory building’, which provides an important underpinning for all professions. The role of theory will be discussed in Chapter 3. Research is often described as a linear, organised process. In fact, it is a good idea to realise that usually the process is less under control than the text books indicate. Figure 1.1 (The island of research) is provided with ‘tongue in cheek’, but contains more than an element of truth! As Marshall and Rossman (1995, p. 15) say: ‘real research is often confusing, messy, intensely frustrating, and fundamentally nonlinear’. Figure 1.1 The island of research Basic versus applied research
There are many ways of categorising and discussing research. As already mentioned, in Chapter 2 we shall explore the two major traditions of research. For now, the discussion concerns the categories of basic and applied research. Basic research, also referred to as pure, fundamental or theoretical research, is primarily concerned with deriving new knowledge and is only indirectly involved (if at all) with how that knowledge will be applied to specific, practical problems. Basic research tends to focus on theory building and/or hypothesis testing. It extends horizons in a general, fundamental way. (See Box 1.1 for examples of basic research.) Box 1.1 Examples of basic research 1. A study (Williamson 1995) investigated the information, communication and telecommunications needs of older adults, aged sixty and over, along with the behaviours associated with these. This included a fundamental examination of the ways in which older people communicate: how they establish and maintain relationships which are important to their lives and how they seek and/or acquire information which they need for everyday living. Also included was the involvement of the telephone in information seeking and communication. There was no specific problem to solve, but a wealth of detail, helpful in understanding communication and information-seeking behaviour, emerged from the study. There was also a contribution to the theory of information-seeking and communication behaviours. 2. Another example of basic research is from the information systems field (Paranagama and Burstein 1996). This research established the influence of the personality types of managers. It looked at the ways personality types influenced preferences when managers make decisions with multiple evaluation criteria. Applied research is concerned with solving specific problems in real life situations. It is much more pragmatic and emphasises information which is immediately usable in the solution of actual problems. It is more likely to be the type of research which is applicable to information environments and in business. In terms of information environments, an example might be the evaluation of whether an innovative system of electronic recordkeeping is meeting the needs of users. In the business environment, an organisation contemplating a paperless office and a networking system for the company’s personal computers, may conduct research to learn the amount of time its employees spend at personal computers in an average week (Zikmund 1994, p. 7). In fact, the distinction between basic and applied research is not clear-cut. Many of the same techniques are used in both. Research can be practical (applied) and still generate new theory and make a contribution to fundamental knowledge. Conversely, the findings of basic or pure research will often have practical applications in the long term. (See Box 1.2 for an example of basic research with ‘applied’ elements.) Box 1.2 Example of basic research with ‘aplied elements’ Returning to the first research example in Box 1.1 above, it was found that a number of respondents with limited mobility had incorporated some of the rituals of social intercourse into their use of the telephone. In one case, a female respondent who was eighty-three years old and virtually housebound, had daily ‘drinks on the phone at 5 o’clock’ with an elderly male friend, who was in a nursing home on the other side of Melbourne. In another case, a respondent recorded in her diary that when her cousin, George, rang from England he suggested that next time they talked on the phone they make a cup of tea beforehand and drink it together (Williamson 1995, p. 233). The question which arises from this finding is: what telecommunications equipment will enhance the lives of people in this kind of isolated position? It could be a video phone, for example. This is an example of basic research having practical applications. In the same research, respondents indicated that...