The Electronic Journal of Business Research Methods provides perspectives on topics relevant to research in the field of business and management
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Journal Issue
Volume 12 Issue 2, ECRM 2014 / Nov 2014  pp75‑167

Editor: Ann Brown

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Editorial for ECRM special issue  pp75‑76

Ann Brown

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Overcoming Barriers: Qualitative Interviews With German Elites  pp77‑86

Hilary Drew

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Equipping the Constructivist Researcher: The Combined use of Semi‑Structured Interviews and Decision‑Making maps  pp87‑95

Reza Mojtahed, Miguel Baptista Nunes, Jorge Tiago Martins, Alex Peng

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The Long, Brown Path Before me’: Story Elicitation and Analysis in Identity Studies  pp96‑106

Ali Rostron

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The Pervasiveness and Implications of Statistical Misconceptions Among Academics with a Special Interest in Business Research Methods  pp107‑120

Frank Bezzina, Mark Saunders

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Abstract

Abstract: Statistics play a very important role in business research, particularly in studies that choose to use quantitative or mixed methods. Alongside statistical analysis, aspects related to research design (such as sampling, reliability and validity issues) require a good grounding in statistical concepts reinforced by careful practice to avoid potential mistakes arising from statistical misconceptions. Although quite a considerable number of published studies have focused on students⠒ faulty thi nking regarding statistical concepts, little research explores the extent to which these are also held by academics who are their instructors. This empirical study addresses this by answering the following questions: First, are statistical misconceptions pervasive among academics with a special interest in business research methods? If so, second, is there an association between the pervasiveness of statistical misconceptions and the preferred research tradition (qualitative, quantitative, mixed methods) ?. Data were collected via a web questionnaire from a purposive sample of academics with an expressed interest in business research methods. The questionnaire comprised 30 categorical statements (agree, disagree, don⠒t know) focusing on statistical mi sconceptions (and conceptions) relating to descriptive statistics, design strategies, inferential statistics and regression, and five demographic questions. We targeted a critical case purposive sample of 679 potential respondents. Although 166 consente d to take part, only 80 completed the questionnaire and their responses form the basis of the statistical analysis, a response rate of 11.8 %. The study provides empirical evidence of both an absence of knowledge and a high pervasiveness of faulty notions that have infected the thinking of academics relating to both research design and the use of statistics. This is particularly so for academics who prefer quantitative methods, those preferring qualitative methods being more likely to admit that they do n ot know. The study argues that such lack of knowled 

 

Keywords: Keywords: research methods, misconceptions, conceptions, statistics, academics, research practice

 

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Using a Learning Contract to Introduce Undergraduates to Research Projects  pp121‑130

Zelma Bone

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Learning Research Methods: How Personalised Should we be?  pp131‑138

Martin Rich

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Exposing the Influencing Factors on Software Project Delay with Actor‑Network Theory  pp139‑153

Zana Ahmedshareef, Robert Hughes, Miltos Petridis

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From Art for Arts Sake to Art as Means of Knowing: A Rationale for Advancing Arts‑Based Methods in Research, Practice and Pedagogy  pp154‑167

Sally Eaves

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