Social Research Methods

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Iglesias, O., Markovic, S., & Rialp, J. (2019a). How does sensory brand experience influence brand equity? Considering the roles of customer satisfaction, customer affective commitment, and employee empathy. Journal of Business Research, 96, 343–354. Wildemuth, B. M. (1993). Post-positivist research: Two examples of methodological pluralism. The Library Quarterly, 63, 450–468. Clow, K. E., & James, K. E. (2013). Essentials of marketing research: Putting research into practice. Sage. Access-restricted-item true Addeddate 2022-06-02 15:45:27 Associated-names Bell, Edward, 1955- author Autocrop_version 0.0.13_books-20220331-0.2 Bookplateleaf 0004 Boxid IA40530001 Camera USB PTP Class Camera Collection_set printdisabled External-identifier Fay, D. L., & Zavattaro, S. M. (2016). Branding and isomorphism: The case of higher education. Public Administration Review, 76(5), 805–815.

Rossi, P. H., Wright, J. D., & Anderson, A. B. (2013). Handbook of survey research. Academic Press. Holden, M. T., & Lynch, P. (2004). Choosing the appropriate methodology: Understanding research philosophy. The Marketing Review, 4, 397–409. The surveys produce quantitative data that can be analysed empirically. Surveys are most commonly used to examine causative variables between different types of data.Extensively streamlined to provide even more focused coverage of the key aspects of social research, with adjustments made throughout to improve clarity and aid navigation. The deductive approach develops the hypothesis or hypotheses upon a pre-existing theory and then formulates the research approach to test it (Silverman, 2013). This approach is best suited to contexts where the research project is concerned with examining whether the observed phenomena fit with expectation based upon previous research (Wiles et al., 2011). The deductive approach thus might be considered particularly suited to the positivist approach, which permits the formulation of hypotheses and the statistical testing of expected results to an accepted level of probability (Snieder & Larner, 2009). However, a deductive approach may also be used with qualitative research techniques, though in such cases the expectations formed by pre-existing research would be formulated differently than through hypothesis testing (Saunders et al., 2007). The deductive approach is characterised as the development from general to particular: the general theory and knowledge base is first established and the specific knowledge gained from the research process is then tested against it (Kothari, 2004). Arghode, V. (2012). Qualitative and quantitative research: Paradigmatic differences. Global Education Journal. Neuman, W. L. (2003). Social Research Methods: Qualitative and Quantitative Approaches, London: Allyn & Bacon.

Ahmad, A. B., Hassan, H. A., & Al-Ahmedi, M. W. A. (2017). Motivations of government-sponsored Kurdish students for pursuing postgraduate studies abroad: An exploratory study. Journal of Studies in International Education, 21(2), 105–119. Two main ontological frameworks can inform the research process: positivism and constructionism (Monette et al. 2005). These frameworks might be described differently (such as empiricism and interpretivism) but the underlying assumptions are broadly similar (Bryman, 2012). Positivism assumes that reality exists independently of the thing being studied. In practice this means that the meaning of phenomena is consistent between subjects (Newman, 1998). Conversely, constructionism suggests that the inherent meaning of social phenomena is created by each observer or group (Astlund et al. , 2011). In this philosophy, one can never presume that what is observed is interpreted in the same way between participants and the key approach is to examine differences and nuances in the respondents understanding. The authors have worked closely with lecturers and students in thoroughly updating the sixth edition to reflect the current social science landscape, and carefully streamlining content to make it relevant and appealing to today's students. As a result, the text's comprehensive coverage - which includes many new examples and additional material on areas such as social media research and big data - is now even clearer, more focused, and easier to navigate. Ruggiano, N., & Perry, T. E. (2019). Conducting secondary analysis of qualitative data: Should we, can we, and how? Qualitative Social Work, 18, 81–97.

Tom Clark, Lecturer in Research Methods, The University of Sheffield, Liam Foster, Senior Lecturer in Social Policy & Social Work, The University of Sheffield, Luke Sloan, Reader at the School of Social Sciences, Cardiff University, and Alan Bryman, Former Professor of Organizational and Social Research, The University of Leicester Dr Liam Foster is a Senior Lecturer in Social Policy and Social Work at the University of Sheffield, UK, who specializes in pensions and theories of ageing. Liam also has a longstanding interest in methods and has published widely in this area, including Beginning Statistics for Social Scientists (with Sir Ian Diamond and Dr Julie A more straightforward writing style makes the content easier for all students to follow, particularly those for whom English is not a first language. Vocabulary is simpler, jargon and idiomatic phrases have been removed, and complex discussions have been broken into manageable parts. Zhang, Y., & Wildemuth, B. M. (2009). Qualitative analysis of content. Applications of Social Research Methods to Questions in Information and Library Science, 308, 319.

Healy, M., & Perry, C. (2000). Comprehensive criteria to judge validity and reliability of qualitative research within the realism paradigm. Qualitative Market Research: An International Journal, 3, 118–126.

Introduction

Woo, S. E., O'boyle, E. H., & Spector, P. E. (2017). Best practices in developing, conducting, and evaluating inductive research. Elsevier. have variously focussed on the sociology of evil, student experiences of higher education, and football fandom. Tom's work has been published in a wide variety of journals, including Sociology, Qualitative Research, Social Policy and Administration, Teaching in Higher Education, the Journal of Education and Work, and Qualitative Social Work. Brannen, J. (2017). Combining qualitative and quantitative approaches: An overview. In Mixing methods: Qualitative and quantitative research. Routledge.

Saunders, M., Lewis, P., & Thornhill, A. (2007). Research Methods for Business Students, (6 th ed.) London: Pearson. Sandelowski, M. (2000). Combining qualitative and quantitative sampling, data collection, and analysis techniques in mixed-method studies. Research in Nursing & Health, 23, 246–255. Evans, J. R. (2004). An exploratory study of performance measurement systems and relationships with performance results. Journal of Operations Management, 22, 219–232. Malhotra, N., Hall, J., Shaw, M., & Oppenheim, P. (2006). Marketing research: An applied orientation. Pearson Education Australia.Ormston, R., Spencer, L., Barnard, M., & Snape, D. (2014). The foundations of qualitative research. Qualitative Research Practice: A Guide for Social Science Students and Researchers, 2, 52–55.