Support Material 1

Research Method & Analysis Data: ADS501/ADS511
This course is all about the beauty of

research: why research, what type of
research, what to research, who is the
research about, how to design a research,
who to research, how to get data, how to
analyze and how to finally tie the research
questions to the answers (usually tentative
answers. We never have absolute truth, but
versions or parts of the truth)
 Hazman Shah Abdullah, Faculty of Administrative Science & Policy Studies

We all are researchers of sorts. We cannot

live without being one. We see, seek, search,
imitate, develop beliefs (making sense -
conceptualising & hypothesising) and
constantly test these beliefs (our personal
theories about the world around us) against
our experience (data, empirical) either to
change it or to fortify it. This course is to
educate you on the rules and rigor of
scientific research.
Datuk Mokhtar Hashim’s Murder Trial
Prosecutor: Can you tell the court your name and occupation?
Witness: My name is Ali bin Ahmad and I am a paddy farmer.
Prosecutor: One the night of the shooting, were you walking back to your home from the surau?
Witness: Yes, I was.
Prosecutor: Did you see a man walking away from Pn Sarinah’s house?
Witness: Yes, I saw Datuk Mohktar leaving Pn. Sarinah’s house in a hurry.
Prosecutor: It was at night, wasn’t it?
Witness: Yes, but I saw him clearly.
Defense: Pak Cik Ali, you saw this person around after Ishak prayers?
Witness: Yes.
Defense: Can you be certain that you saw this man?
Witness: Yes, I am certain.
Defense: Have you seen a doctor recently about eye problems – cataract, shortsightedness etc.?
Witness: Yes, for mild cataract.
Defense: So you must be lying about clearly seeing this man! With your eyesight you cannot be
sure? Did any one here tell you what to say? Your honour, this witness is plainly lying or
he was coached.
Judge: Mr. Counsel, he (the witness) is a simple god faring farmer. This people, unlike city folks,
do not lie.

Topic: What is Research?

Lecture objectives:
 Everyone is researching everyday. This lecture is intended to
Personal provide a working definition
of research.
observations, mental models, standards,
theories, bias, prejudices and beliefs.
Points to ponder:
 It is an organised and systematic effort
• We are all researchers?
to investigate a problem that needs a • Everyday is an
solution (Sekaran, 1994:4) empirical/conceptual
experience.
• What personal theories do
 Research is also seeking to better
you hold?
understand the world around us in the • Research is purposive
hope • People use theories to
that we can improve the human condition; define the situation, choose
alternatives and take action.
 Individual capacities
• You no theories – you name
 Group capacities must be Rigor Mortis
 National capacities

Topic: The Learning Outcomes

Explicit Lecture objectives:
This lecture is intended to
 List and explain the elements of empirical outline the learning
outcomes of this course.
research.
 Formulate and develop a written proposal
that meets the norms. Points to ponder:
 Can select and utilize the statistical tools
• If the required readings are
to analyse data. not carried out, will it
compromise the learning?
Implicit Probably
• Without experience, can I
pull this off? Yes, you can.
 Write clearly and logically • Are they samples or
 All key points referenced (hence well examples to follow? Many,
researched) just need to look for it
around you.
 Can select important theoretical,
conceptual or practical problems
 Smart use of online facilities

Topic: What is Research?

Lecture objectives:
 Everyone is researching everyday. This lecture is intended to
Personal provide a working definition
of research.
observations, mental models, standards,
theories, bias, prejudices and beliefs.
Points to ponder:
 It is an organised and systematic effort
• We are all researchers?
to investigate a problem that needs a • Everyday is an
solution (Sekaran, 1994:4) empirical/conceptual
experience.
• What personal theories do
 Research is also seeking to better
you hold?
understand the world around us in the • Research is purposive
hope • People use theories to
that we can improve the human condition; define the situation, choose
alternatives and take action.
 Individual capacities
• You no theories – you name
 Group capacities must be Rigor Mortis
 National capacities

Topic: Why Do Research?

Lecture objectives:
 Explore things we don’t know introduce the importance
 risky to think we know all and value of research.
 testing what we know
 To understand the variables/dynamics
Points to ponder:
 social world is complex
 figuring out what the elements are • Do we know why students
 to prevent biases, popular beliefs etc ‘melepak’? Is it important we
know this from them?
driving decisions
• What makes teenagers
 To examine the relationships between them smoke?
 think are not what they seem • What motivates knowledge
 interactions are dynamic and complex workers? Money, security,
growth opportunities, just
 necessary to solve everyday problems,
workplace, community spirit.
seek better methods, predict and avoid • We know or we just assume
problems knowledge!

Topic: Basic vs. Applied Research

Lecture objectives:
 Basic research: discovery, exploration, This lecture is intended to
understanding, explanation. Concerned characterize types of
research
with building blocks. Basic research is
developing new knowledge. E.g.
Understanding the concept and Points to ponder:
meaning of “melepak”
• Is commercializable research
basic or applied?
 Applied research: prediction, forecasting, • Understanding the problem
productivity and performance is the key to an effective
solution.
improvement, outcome enhancement.
• All too often, we rush to
Applied research takes existing explain the problem without
knowledge to solve problem problems. knowing enough about the
Evaluating the impact cozy and private of problem itself.
parks on “melepak” phenomenon in
Selangor.

Topic: Quantitative vs. Qualitative Research

Lecture objectives:
characterize types of
• Assumes objective social reality research
Quantitative
• Social reality is relatively constant

across time and space Points to ponder:
• Sees causal relationships among
social phenomena from a • Can we quantify most
things social? We do but is
mechanistic perspective it right?
• Quantifying the
unquantifiable – a scientific
• Social reality is constructed by fraud?
Qualitative
its participants • Most people can see the

simple and the obvious –
• Social reality is continuously no ability or interest in
constructed in local situations deeper level of analysis?
• Human intentions play major • Two different worlds or
two ends on a continuum?
role in explaining causal
relationships among social
phenomena
Topic: Qualitative vs. Quantitative Research

Lecture objectives:
• Takes objective, detached stance toward research
Quantitative
research participants and their setting.

• Studies populations or samples that Points to ponder:
represent populations.
• Can we quantify most
• Studies behavior and other observable
phenomena. it right?
• Quantifying the
unquantifiable – a scientific
fraud?
• Becomes personally involved with research • Most people can see the
Qualitative
simple and the obvious –

participants--sharing perspectives and no ability or interest in
assuming a caring attitude. deeper level of analysis?
• Studies cases. • Two different worlds or
• Studies the meanings that individuals create
and other internal phenomena

Quantitative Qualitative Lecture objectives:
• Studies human behavior in • Studies human actions in research
natural or contrived natural settings.
settings. Points to ponder:
• Analyzes social reality into • Makes holistic • Can we quantify most

observations of the total things social? We do but is
variables. it right?
context within which
• Quantifying the
social action occurs. unquantifiable – a scientific
• Uses preconceived • Discovers concepts and
fraud?
concepts and theories to theories after data have • Most people can see the
determine what data will been collected. simple and the obvious –
be collected. no ability or interest in
deeper level of analysis?
• Two different worlds or

Research Method & Analysis Data:ADS501/ADS511

Quantitative Qualitative Lecture objectives:
• Generates numerical data • Generates verbal and research
to represent the social pictorial data to represent
environment. the social environment.
• Uses statistical methods to • Uses analytic induction to Points to ponder:
analyze data. analyze data. • Can we quantify most
• Uses statistical inference • Generalizes case findings b it right?
procedures to generalize y searching for other • Quantifying the
findings from a sample to a similar cases. unquantifiable – a scientific
defined population. fraud?
• Most people can see the
• Prepares impersonal, objective • Prepares interpretive simple and the obvious –
no ability or interest in
reports of research findings. reports that reflect deeper level of analysis?
researchers’ constructions • Two different worlds or
of the data and an two ends on a continuum?
awareness that readers
will form their own
constructions
 Hazman Shah Abdullah, Faculty of Administrative Sciencefrom what
& Policy is
Studies
Topic: What is Scientific Research?

Lecture objectives:
introduce students the
 Purposive: specific objective multifaceted nature of social
 Testability: can be verified products.
 Rigour:great care in examination
Points to ponder:
 Replicability: others can do it
 Precision & confidence: definitional clarity • What is science?
 Objectivity: researcher’s biases are reduced or • What are the basic
assumptions of science
removed
about the physical and social
 Generalisability: can be applied to similar world?
cases • How do we make the trade-
 Parsimony: identification of the major causes offs between different
elements of the research?
or
consequences

Topic: What Kind of Research is Required?

Lecture objectives:
introduce the students to
 Original – well some originality at least the type of research that is
 Empirical – primary data collection, expected for this course
fieldwork
Points to ponder:
 To some extent analytical – relationship
between variables with possible cause - • What kind of research is
effect useful?
• What you mean by
 Scientific – testable, verifiable
analytical?
 Demonstrates the one’s understanding of • Can I do qualitative study?
research elements and processes
 Possible within 2 semester: 1 semester for
planning and another for fieldwork and
writing
up(20 weeks)
------------------------
More details in Dissertation Guide V 1.0

Topic: Standard Elements of a Research Report

Lecture objectives:
 Title of the study provide a common structure
 Statement of the problem to the research and the
report
 Research questions and objectives
 Scope of the study Points to ponder:
 Significance of the study
 Literature review • What is bothering me about
this problem?
 Research method • Is there a difference
 research design between methodology and
 population, sample, sample size and method?
 sampling
 unit of analyses
 measurement/operationalisation

Topic: Standard Elements of a Research Report

Lecture objectives:
provide students a common
 Research method structure for the research
 data collection and report.
 data analysis
Points to ponder:
 Findings
 Discussion & conclusions • How much should I state
 References under each of these
elements?
 Appendices
• How much of statistics must
I know to carry out this
study?
• Who will be reading my
research report?
• What about the writing
style? Flowery, formal, jargon
filled, conversational etc.

Topic: How To Choose A Research Topic?

Lecture objectives:
provide students with basis
 Stick closely to familiar areas to choose areas/problem to
 Focus on current issues and phenomena research.
 Stay away from issues where the concepts
Points to ponder:
are
unclear and you haven’t the skills to deal • Why am I interested in this
with it topic?
• Will my respondents
 Do not choose extremely sensitive topics
participate?
 Issues or topics should be researchable • Are the concepts too
within difficult for me to handle?
time given • Do I have some background
knowledge on this topic?
 Concepts and their variables easy to
measure
 Plenty of references available
 Issues or topics which are of interest to
others
 Issues of interest to your employer,
Topic: Basic Concepts and Terminologies in Research

 Concepts: tools for organising and categorising Lecture objectives:
events or phenomenon for communication This lecture is intended to
 Theories: two or more concepts having provide students with the
meaning of the basic jargon
propositional in research
relations.
 Models: representations of a process or Points to ponder:
phenomenon.
• How well do I understand
 Phenomenon: an event or occurrence which is these terms?
ill- • What is the use of theories?
understood • What is the difference
 Variables: measures that can take one or more between theories and
models?
values • Can one variable be
 Independent variables dependent and independent
 Dependent variables at the same time?
 Moderating variables
 Mediating/intervening variables
 Control variables
 Confounding/spurious variables
Topic: Statement of the Research problem

Lecture objectives:
 Explains the nature of the problem to be provide students with some
researched. understanding of problem
 Provide some authoritative support for the statement.
problem.
Points to ponder:
 Outline the lack of understanding or void or
unsatisfactory state of affairs which needs • Problems can be looked at
clarifying or researching from many perspectives.
• Problems are not necessarily
 Is there a gap in our present understanding?
negative.
 Is the gap an important one to study • Not knowing why a business
 Examples is successful is a problem –
knowledge void.

Topic: Statement of the Research problem

Lecture objectives:
Turnover\absenteeism This lecture is intended to
High reject rate, low provide students with some
productivity, low sharing understanding of problem
Symptoms statement.
of knowledge
(Indicators)
Points to ponder:
Causal connections
• Symptoms are
are inferred from
manifestations of some
theory, logic,
underlying conditions
experience, hunch
• Causes are the problems
etc.
Problems • A gap in the literature is not
a problem.
(Causes)
Low morale, lack job • Practical or theoretical
satisfaction, job conflict, problem
role clarity, trust/distrust,
self preservation

Topic: Research problem

Lecture objectives:
provide students with some
Data, statistics, reports, understanding of problem
Symptoms statements etc adduced statement.
(Indicators) to show the existence
of the symptoms Points to ponder:
• Symptoms are
• A gap in the literature is not
The causes are posited, a problem.
Problems claimed, alleged • Practical or theoretical
(Causes) through systematic problem
analysis


Lecture objectives:
Better performance of understanding of problem
Symptoms national types schools statement.
(Indicators) in critical subjects
Points to ponder:
• Symptoms are
Principal’s leadership a problem.
Problems behavioral & • Practical or theoretical
(Causes)
motivation style problem
Balasandran (2007) DBA Thesis, School

of Management, USM 2007


Lecture objectives:
Strict division of understanding of problem
Symptoms duties, slow decision statement.
(Indicators) making, unhappy line
execs. Points to ponder:
• Symptoms are
Problems a problem.
Low empowerment of • Practical or theoretical
(Causes)
line, lack of trust in problem
ability, not risk taking

Research Method & Analysis Data:ADS501/ADS511

Lecture objectives:
Client charter not revised provide students with some
understanding of problem
Symptoms Client charter not known
statement.
(Indicators) Client charter not serious
Points to ponder:
• Symptoms are
CC not linked to budget a problem.
Problems CC not linked to • Practical or theoretical
(Causes) performance problem
CC not part of strategic
goals
Hazman & Munirah (2003) IRDC

Research UiTM


Lecture objectives:
Chinese schools better in provide students with some
Symptoms Maths, Eng & Science
statement.
(Indicators) than national schools
Points to ponder:
• Symptoms are
Problems a problem.
• Practical or theoretical
(Causes) Leader quality differences problem

Perspective I
Lecture objectives:
statement.
Points to ponder:
• Multiple causation • Perspectives change problem

understanding.
• Multiple perspectives • There are multiple causes of
the problem
• The challenge is to make the
case for the most compelling
one
• On what basis – theory,
evidence, logic, experience
etc.
Perspective IV


PS1: The universities
have failed -
employers
Many ways to look at

the same problem
Unemployed
Graduates
PS4: The employers

have failed -
universities

PS1: The universities
have failed -
Research questions
employers
1. How do universities develop
Broad
curriculum?
Many ways to look at 2. Are employers involved in
the same problem curriculum development and
approval?
Unemployed
Graduates Research objectives
Specific
1. Determine type of market study
2. Categorise information sought
from employers.
3. Ascertain level of match or
mismatch.


PS2: The economy
has failed -
economist
Research questions
Broad
1. Is there enough job creation?
2. Where is the job creation?
the same problem
Research objectives
Unemployed
Specific
1. Ascertain trend in job creation
Graduates between 1990-2004.
2. Determine the job and econ
growth relationship in the k-
industries.


PS3: The
government has
failed - opposition
Research questions
1. Is the government policy of
Broad
the same problem expansion wise?
2. Should the government limit
admission into social science?
Unemployed
Specific
1. To ascertain the opinions of VCs
about the expansion.
2. To examine the mechanisms
used to control the universities.


PS4: The employers
have failed -
universities
Research questions
Broad
Many ways to look at 1. Are employers sexist?
the same problem 2. Are they prepared to train new
employees?
Unemployed
Specific
1. To determine if male grads are
favoured over female.
2. To examine the level of new
employee training.


PS5: The students
have failed – Job Research questions
counselors 1. Are student aware of the job
Broad
market?
2. Do students choose courses
based on market or personal
the same problem
likes?
Unemployed Research objectives

Graduates
Specific
1. Determine the students level of
awareness of job market.
2. Examine students reasons for
enrolling in a course.
3. Extent of counseling sought
before enrolment.


PS6: The parents
have failed – Research questions
Sociologists 1. Are parents aware of job
Broad
prospects?
2. Going to university or train for
job?
the same problem
Unemployed Research objectives

Graduates
Specific
1. The role of parents in their
children’s choice of courses.
2. Parents concern for employability.

Topic: Research problem The conceptual framework
PS1: The universities have

failed - employers Education/
Training
Research questions orientation
1. How do universities H1
Broad
develop curriculum?
2. Are employers involved in University
curriculum development Curriculum Level
and approval? H2
Dev’t Policy of
match
Research objectives H5
Market H3
1. Ascertain level of match or
Specific
mismatch. study
Job market
2. Determine type of market
Soft - hard
study
3. Categorise information Information H4
sought from employers. from
employers

Exercise
A key problem in KM is the lack of sharing of Lecture objectives:
knowledge amongst employees within the This lecture is intended to
organisation. provide students a clear
understanding of research
objectives
Examine why there is low knowledge sharing from
different perspectives Points to ponder:
Time: 10 minutes • What is the difference

between research questions
and objectives?
• How many objectives is
1.Law – I was not contract to do that enough?
2.Management – people share if this behavior is measured, • Should I state it in paragraph
monitored and reinforced or point form?
3.Sociology – Sharing in in-groups, not out-groups
4.Economics – Information is valuable resource
5.Politics – creates power asymmetry between the haves and
have-nots

Topic: Research Objectives

 Points to the issues to be researched Lecture objectives:
 univariate objectives This lecture is intended to
 bivariate/correlational objectives provide students a clear
 Multivariate objectives understanding of research
objectives
 Should stated as specifically as possible
 Sets the scope of the research Points to ponder:
 Literature review bounded/guided by it
 Conceptual framework must consistent • What is the difference
between research questions
 Dictates the research design choices/trade-offs and objectives?
 Basis for the evaluation of the quality of the • How many objectives is
research enough?
 Should start with • Should I state it in paragraph
or point form?
 to examine,
 to ascertain,
 to determine,
 to establish,
 to discover,
 to identify,
 to locate,
 to measure etc.
Topic: Research Objectives

 Example Lecture objectives:
 To ascertain the level of smoking among university provide students a clear
students –UNIVARIATE understanding of research
To determine public perception of corruption in objectives
government
 To examine the relationship between the student’s Points to ponder:
and the parent’s smoking habit – BIVARIATE
To examine the relationship between religiosity and • Are my objectives clear?
perception of corruption in government • How does the conceptual
 To examine the influence of allowance received by framework relate to my
the students on his smoking objectives?
 To determine the influence of friends in smoking • Are my objectives, practically
 To determine the relative influence of parents, achievable? – reality check
friends and allowance in smoking – MULTIVARIATE
To determine the relative influence of religiosity,
instrumentalism and moral maturity on perception of
corruption in government

Topic: The Scope of the Research

Lecture objectives:
 Marks out the limits of the research provide students with
 Related to population, sample and knowledge of scoping issues
generalisability of study
 General basis of study scope Points to ponder:
 space/territory/geographical- Klang Valley
 time/temporal - Monsoon • Why the scope is important?
 level/division/categories – HR • Do I just state it or should I
explain why?
Department
• Is scope and delimitations of
 dimensions/aspects – Process justice the study different?
 type of subjects - Children

Topic: The Scope of the Research

Lecture objectives:
 Examples provide students with
knowledge of scoping issues
This study is focused on the smoking habits of
university students in the 1st year. Only
students from 2 universities are involved in Points to ponder:
the study namely; Universiti Teknologi MARA
• Why the scope is important?
and Universiti Selangor. • Do I just state it or should I
explain why?
This study is limited to women executives in • Is scope and delimitations of
governmental organisations in and around the the study different?
Klang Valley who have been in their positions
for at least 1 year.
The study will cover newspaper distributors in

4 districts of Selangor namely; Shah Alam,
Klang Subang Jaya and Petaling Jaya

Topic: The Significance the Research

Lecture objectives:
 Why is the study important? provide students with
knowledge of scoping issues
Theoretical standpoint
Concepts are make clear, new relationships are
tested, evaluation of models, better instrument, new Points to ponder:
design etc.
• Why the scope is important?
• Do I just state it or should I
 Policy Standpoint explain why?
It helps in formulating better policies. • Is scope and delimitations of
the study different?
 Practical standpoint.
It works. Threshold before changes occur. Some
levers are better than others.

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Research Method & Analysis Data: ADS501/ADS511

This course is all about the beauty of

 Hazman Shah Abdullah, Faculty of Administrative Science & Policy Studies

We all are researchers of sorts. We cannot

 Hazman Shah Abdullah, Faculty of Administrative Science & Policy Studies

Topic: What is Research?

 Hazman Shah Abdullah, Faculty of Administrative Science & Policy Studies

Topic: The Learning Outcomes

 Hazman Shah Abdullah, Faculty of Administrative Science & Policy Studies

Topic: What is Research?

 Hazman Shah Abdullah, Faculty of Administrative Science & Policy Studies

Topic: Why Do Research?

 Hazman Shah Abdullah, Faculty of Administrative Science & Policy Studies

Topic: Basic vs. Applied Research

 Hazman Shah Abdullah, Faculty of Administrative Science & Policy Studies

Topic: Quantitative vs. Qualitative Research

• Social reality is relatively constant

its participants • Most people can see the

Topic: Qualitative vs. Quantitative Research

research participants and their setting.

simple and the obvious –

Topic: Qualitative vs. Quantitative Research

• Analyzes social reality into • Makes holistic • Can we quantify most

 Hazman Shah Abdullah, Faculty of Administrative Science & Policy Studies

Topic: Qualitative vs. Quantitative Research

Topic: What is Scientific Research?

 Hazman Shah Abdullah, Faculty of Administrative Science & Policy Studies

Topic: What Kind of Research is Required?

 Hazman Shah Abdullah, Faculty of Administrative Science & Policy Studies

Topic: Standard Elements of a Research Report

 Hazman Shah Abdullah, Faculty of Administrative Science & Policy Studies

Topic: Standard Elements of a Research Report

 Hazman Shah Abdullah, Faculty of Administrative Science & Policy Studies

Topic: How To Choose A Research Topic?

Topic: Basic Concepts and Terminologies in Research

Topic: Statement of the Research problem

 Hazman Shah Abdullah, Faculty of Administrative Science & Policy Studies

Topic: Statement of the Research problem

 Hazman Shah Abdullah, Faculty of Administrative Science & Policy Studies

Topic: Research problem

 Hazman Shah Abdullah, Faculty of Administrative Science & Policy Studies

Topic: Research problem

Balasandran (2007) DBA Thesis, School

 Hazman Shah Abdullah, Faculty of Administrative Science & Policy Studies

Topic: Research problem

 Hazman Shah Abdullah, Faculty of Administrative Science & Policy Studies

Topic: Research problem

Hazman & Munirah (2003) IRDC

 Hazman Shah Abdullah, Faculty of Administrative Science & Policy Studies

Topic: Research problem

 Hazman Shah Abdullah, Faculty of Administrative Science & Policy Studies

• Multiple causation • Perspectives change problem

 Hazman Shah Abdullah, Faculty of Administrative Science & Policy Studies

Topic: Research problem

Many ways to look at

PS4: The employers

Topic: Research problem

 Hazman Shah Abdullah, Faculty of Administrative Science & Policy Studies

Topic: Research problem

 Hazman Shah Abdullah, Faculty of Administrative Science & Policy Studies

Topic: Research problem

 Hazman Shah Abdullah, Faculty of Administrative Science & Policy Studies

Topic: Research problem