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 18 Issue 2 / Dec 2020  pp72‑190

Editor: Ann Brown

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Assessment of Conventional and Advanced Methodologies: Application of Configurational Approach and Fuzzy Set Theory in Emotional Labor Research  pp72‑83

Saman Javed, Noshaba Batool

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Pedagogy and Evaluation: The Challenge for Business and Management Degree Courses in the 21st Century  pp84‑99

Ann Brown, Martin Rich

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Business School Teaching of Research Methods – A Review of Literature and Initial Data Collection for Undergraduate Business School Students  pp100‑114

Anthony Mitchell, Martin Rich

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The Three Positions for Interorganizational Interventionist Researcher: Navigating in the Supplier‑Customer Dyad  pp115‑128

Vesa Tiitola, Jouni Lyly-Yrjänäinen, Teemu Laine

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Experience Sampling Methodology: A Systematic Review and Discussion for Organizational Research  pp129‑141

Ozge Can

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A Reflection on SSM as a Critical Social Action Research Method: Towards Improvement of Project Governance  pp142‑152

Carin Venter

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The Discovery of Grounded Theory Practices for Software Engineering Research  pp153‑165

Rozilawati Razali, Mashal Kasem Alqudah, Dzulaiha Aryanee Putri Zainal

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The Research Audit Trail: Methodological Guidance for Application in Practice  pp166‑177

Marian Carcary

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Teaching Research Methodology: Everything’s a Case  pp178‑188

CD Reddy

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Abstract

This paper contributes to the discourse about research methodology pedagogy towards the development of new scholarly researchers. Because students can better visualise causal effects within a single case, I propose that instructors, before moving onto to teach inferential statistics relying on impersonal numbers from many cases, use instead a case‑oriented approach to emphasise the “case” as the basic pedagogic unit to scaffold the student’s learning of research methodology. A carefully chosen case can represent an instantiation of the same phenomenon that will eventually be used to demonstrate inferential statistics. After all, for causal effects to show up at the population level, they must be operating within particular cases. I refer to this as an N‑case approach. This approach locates various combinations of quantitative and qualitative methods on a continuum from exploratory to confirmatory research. This continuum can also be framed as one moving from the particular to the general. The single case allows students to grasp ideas about causal processes in a more direct manner than a survey can. Instructors can then build on single case insights to grasp similar ideas at a population level. My motivation for this approach is to turn away from a pedagogy where research methodology teaching begins with ideas set in quantitative approaches to understand causal processes occurring at a particular case level. I also believe that current research teaching ought to turn away from encouraging students to apply a research design according to their favoured identity along a qualitative‑quantitative divide. Instead, the research problem should determine the required research design 

 

Keywords: research design, research method, qualitative, quantitative, pedagogy, teaching, case study

 

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Editorial for EJBRM issue 18 volume 2  pp189‑190

Ann Brown

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