The Prospectus Completing the Prospectus The DBA Doctoral Study Prospectus

January 2016
The Prospectus
Completing the Prospectus
The DBA Doctoral Study Prospectus consists of several detailed small sections. A sample prospectus is in the appendix. The goal for the prospectus is to create a plan for developing your doctoral study proposal. Therefore, you need to have some detailed information for the prospectus, but you do not need to know all the specific details of the study that you will ultimately conduct. For example, you may identify employee satisfaction as a variable of the study, but at this point, you do not yet need to identify the instrument that you plan to use to measure the variable.

Each research project is different, and because this outline is general, reviewers often ask to include additional information in your prospectus. For example, feasibility is one criterion for evaluating your prospectus, and if you are considering a unique sample group, your committee may ask you to explore that aspect in more detail before moving forward.

The DBA Doctoral Study Prospectus will follow Help write my thesis – APA 6th edition guidelines and formatted as .doc or. docx file. As you work on the document, also review the tools available on the CRQ website, the Doctoral Capstone Research Guide, DDBA Doctoral Study Template, and Doctoral Study Rubric. Appendices A, B and C contain an annotated outline, sample “quantitative” prospectus, and Prospectus Rubric, respectively.
Appendix D is a graphical depiction of a three-step formula for “qualitative” business problem alignment.
Submitting the Prospectus
Students will work with their chair in DDBA 8100, Doctoral Study Mentoring, to complete the prospectus. You will use the example Prospectus (Appendix A) as a guide and template; there is no other official Prospectus template. Students should aim to have an approved Prospectus by the end of their 3rd DDBA 8100 course. As is the case for the proposal and doctoral study, for which you will receive feedback on working drafts, prospectus development is an iterative process. Committee members will use the Prospectus Rubric (Appendix C) to evaluate the Prospectus. Follow the submission guidelines identified in the course submission instructions.

Appendix A – Annotated Outline
Title Page

The recommended title of the business study should not exceed 12 words to include the topic, the variables and relationship between them (quantitative studies), and the most critical keywords. Double-space the title if over one line of type and center it under the word Prospectus.

Include your name, your program of study (and specialization if applicable) and Banner ID Number, double-spaced and centered under the title.

Title

Include the title as it appears on the title page. Double-space if over one line of type and centered at the top of the page. The title follows the word Prospectus and a colon.

Problem Statement

Provide a one-paragraph statement (150 words max) that is the result of a review of research findings, appropriate peer-reviewed/government sources, and current practice and that contains the following information:

1. Hook: (a WOW statement supported with a peer reviewed citation no older than five years from anticipated date CAO will sign.)

2. Anchor (includes a number supported with a peer reviewed/government citation no older than 5 years from your anticipated CAO signature)

3. The general business problem is XXXX

4. The specific business problem is some (identify who has the specific business problem) has limited information on XXX

Review the Problem Statement Video tutorial to aid you in completing the Problem Statement. The video tutorial is located at: http://youtu.be/IYWzCYyrgpo

Purpose Statement

Provide a one-paragraph Purpose Statement (200 words max) and that contains the following information:

Quantitative Study: (a) methodology, (b) design, (c) research variables (independent and dependent), (d) specific population, (e) geographical location, and (f) social change statement.

Note: A correlation study must examine the relationship between “more than” two variables. In other words, a simple bivariate correlation analysis is not substantive for a doctoral study. As a minimum, a multiple linear regression, using at least two predictor (independent) variables, is required.

Qualitative Study: (a) methodology, (b) design, (c) specific population, (d) geographical location, and (e) social change statement.

Please review the Purpose Statement Video tutorial to aid you in completing the Purpose Statement. Located the video tutorial at: http://youtu.be/pLP4r0mfT9A.

Nature of the Study

The Nature of the Study component serves two purposes. The first purpose is describing and justifying the methodology (i.e. quantitative, qualitative, or mixed-method). The second purpose is describing and justifying the design (i.e. case study, phenomenological, correlation). Therefore, a well-crafted Nature of the Study can be presented in two paragraphs but not exceed one page.

The first paragraph is to describe and justify the methodology. State why you selected a specific method and why other methods were not appropriate. The second paragraph is to describe and justify the design. State why you selected a specific design and why other designs were not appropriate. Map to the rubric and only include the required content!

Research Question(s)/Hypotheses

List the research question that will lead to the development of the requirements in the study and steps for accomplishing the requirements. A research question informs the research design by providing a foundation for:

• Generation of hypotheses in quantitative studies,
• Questions necessary to build the design structure for qualitative studies (i.e. interview questions),

• Process by which different methods will work together in mixed studies.

Interview Questions (Qualitative)

The interview questions are to be informed by the conceptual framework. Please see the Theoretical/Conceptual Framework video tutorial at: http://youtu.be/P-01xVTIVC8.

Theoretical/Conceptual Framework

In one paragraph, describe the theoretical base or conceptual framework from the scholarly literature that will ground the study (providing citations). Base this description on the problem, purpose, and background of your study. Specifically, identify and describe:

(a) theory: theoretical base or conceptual framework,
(b) author of the theoretical base or conceptual framework (if applicable),
(c) date of the theoretical base or conceptual framework (if applicable),
(d) key tenets, propositions, constructs, variables, hypotheses, etc., and
(e) how the theoretical base or conceptual framework is applicable and fits to the study.

Review the Theoretical/Conceptual Framework video tutorial at: http://youtu.be/P-01xVTIVC8 to aid in completing Theoretical/Conceptual Framework section.

Significance of the Study

Provide one to two paragraphs, informed by the topic in the problem statement, which describe(s):

1. The value to the business/social impact.

2. Contribution to effective practice of business

3. Potential contribution to positive social change and improvement of business practice.

References

Include references formatted in the correct style (Help write my thesis – APA 6th edition, modeled at the end of this guide) for all citations within the Doctoral Study Prospectus.

Student and Committee Information
Date of Review:
Student’s Name (Last, First):
Student ID (for office use only):
Chairperson:
Second Committee Member:
University Research Reviewer:
Person Conducting this Review:
Note: Type in the applicable information.
Appendix B
Prospectus

Relationship Between Transformational Leadership and Employee Turnover Intentions
by
Alpha B. Gamma

Doctor of Business Administration Prospectus – Name of DBA Specialization
Submitted in Partial Fulfillment of the Requirements for the Degree
of
Doctor of Business Administration
Walden University
Student ID: A00000000
Month Year

Prospectus: Relationship Between Transformational Leadership and Employee Turnover Intentions
Problem Statement
Losing highly skilled technical employees disrupts organizational functioning, service delivery, and administration (Bothma & Roodt, 2012). From a financial perspective, employee turnover can cost employers between 90 and 200 % of annual pay (Hom, Mitchell, Lee, & Griffeth, 2102). The general business problem is that employee intent to leave is a major antecedent of actual employee turnover (Siddiqi, 2013). The specific business problem is that some information technology (IT) small business owners do not know the relationship between IT employee perceptions of their leaders’ transformation leadership characteristics and employee turnover intention.
Purpose Statement
The purpose of this quantitative correlation study is to examine the relationship between IT employee perceptions of their leaders’ transformation leadership characteristics and employee turnover intention. The targeted population consists of IT business leaders located in Orlando, Florida. The independent variables are employee perceptions of their leaders’ (a) idealized attributes, (b) idealized behaviors, (c) intellectual stimulation, (d) inspirational motivation, and (e) individualized consideration. The dependent variable is employee turnover intention . The implications for social change include the potential to (include social change implications).

Nature of the Study
Quantitative methodology is the foundation of the postpositivist worldview. The researcher uses descriptive and inferential statistics, by-products of the quantitative methodology, to describe the population and infer the sample results to the broader population (Orcher, 2014). The justification of the quantitative method results from the need to test the efficacy of transformational leaderships constructs in predicting employee turnover intentions. Conversely, researchers employing qualitative methodology seek to explore (seeking how or why answers), rather than explain a phenomenon or outcome (Yin, 2014). Therefore, the qualitative method is not appropriate for this study.
Researchers employing correlation designs do not seek cause and effect (Pallant, 2013). A key focus of correlation designs is tracing the distribution of the dependent variable or some characteristic of the distribution (such as its mean) as a function of one or more predictor variable (Pallant, 2013). Researchers employing experimental and quasi-experimental designs seek cause and effect relationships (Orcher, 2014). However, the purpose of this study is not to seek cause and effect; thus, the experimental and quasi-experimental designs are not appropriate for this study.
Quantitative Research Question
What is the relationship between employee perception of their leaders’ (a) idealized attributes, (b) idealized behaviors, (c) intellectual stimulation, (d) inspirational motivation, (e) individualized consideration, and employee turnover intention?
Hypotheses
Null Hypothesis (H0): There is no statistically significant relationship between employee perception of their leaders’ (a) idealized attributes, (b) idealized behaviors, (c) intellectual stimulation, (d) inspirational motivation, (e) individualized consideration, and employee turnover intention?
Alternative Hypothesis (H1): There is a statistically significant relationship between employee perception of their leaders’ (a) idealized attributes, (b) idealized behaviors, (c) intellectual stimulation, (d) inspirational motivation, (e) individualized consideration, and employee turnover intention?
Theoretical/Conceptual Framework
Burns (1978) developed the transformational leadership. Burns used the theory to offer an explanation for leadership based upon the premise that leaders are able to inspire followers to change expectations, perceptions, and motivations to work toward common goals. Burns identified the following key constructs underlying the theory (a) idealized attributes, (b) idealized behaviors, (c) intellectual stimulation, (d) inspirational motivation, and (e) individualized consideration. As applied to this study, the transformational leadership theory holds that I would expect the independent variables (transformational leadership constructs), measured by the Multifaceted Leadership Questionnaire, to predict employee turnover intention because (provide a rationale based upon the logic of the theory and extant literature). Figure 1 is a graphical depiction of the transformational leadership theory as it applies to examining turnover intentions.
Figure 1. Graphical model of transformational leadership theory as it applies to examining turnover intentions.
Significance of the Study
Organizational leaders are faced with maximizing profitability. Therefore organizational leaders seek to minimize employee turnover to maximize profitability and maintain critical knowledge capital within their organizations. This study is significant to business practice in that it may provide a practical model for understanding better the relationship between transformational leadership characteristics and employee turnover intentions. A significant predictive model can aid and support leaders in predicting turnover intentions, and more important, employing interventions to mitigate employee turnover intentions. The implications for positive social change include to potential provide significant knowledge to organizational leaders conducive to minimizing turnover and maximizing profitability.
References
Bothma, C. F., & Roodt, G. (2012). Work-based identity and work engagement as potential antecedents of task performance and turnover intention: Unravelling a complex relationship. SA Journal of Industrial Psychology, 38, 27-44. doi:10.4102/sajip.v38i1.893
Burns, J. M. (1978). Leadership. New York, NY: Harper
Hom, P. W., Mitchell, T. R., & Lee, T. W., & Griffeth, (2012). Reviewing employee turnover: Focusing on proximal withdrawal states and an expanded criterion. Psychological Bulletin, 138, 831-858. doi:10.1037/a0027983.
Orcher, L. T. (2014). Conducting research: social and behavioral methods (2nd ed.). Glendale, CA: Pyrczak Publishing.
Pallant, J. (2013). SPSS survivor manual: A step-by-step guide to data analysis using SPSS for Windows (5th ed.). Berkshire, England: Open University Press.
Siddiqi, M. A. (2013). Examining work engagement as a precursor to turnover intentions of service employees. International Journal of Information, Business and Management, 5(4), 118-132. Retrieved from http://ijibm.elitehall.com
Yin, R. K. (2014). Case study research: Design and methods (5th ed.). London: SAGE Publications.

Appendix C – DBA Prospectus Rubric
Section 1
Foundation of the Study
(FOR PROPOSAL & DBA DOCTORAL STUDY DOCUMENTS)
Quality Indicators Type Met, Not Met, or N/A in Each Cell
(1.3) Problem Statement

a. Provides a “current” hook supported by peer reviewed or government citation less than 5-years old from anticipated graduation date.

b. Provides a “current” data driven anchor supported by peer reviewed or government citation less than 5-years old from anticipated completion date

c. States the general business problem Note: This element should start as follows: The general business problem is…
d. States the specific business problem. Be sure to state who has the specific problem (i.e. small business leaders, project managers, supply chain managers, etc.) Note: This element should start as follows: The specific business problem is that some (identify who has the problem)…
e. Ensures the specific business problem aligns with the research question and purpose statement.

f. Problem Statement does not exceed 150 words.
• Check with Ulrich’s Periodical Directory http://library.waldenu.edu/728.htm to ensure citations are peer reviewed.
• See Problem Statement Video Tutorial at: http://youtu.be/IYWzCYyrgpo.

(1.4) Purpose Statement: Describes the intent of the research . The Purpose Statement is a mini story and must not exceed 200 words. The Purpose Statement must address the following six elements:
a. Identifies the research method as qualitative , quantitative, or mixed-methods.
b. Identifies research design (i.e. case study, phenomenological, quasi-experimental, correlational, etc.).
c. If quantitative or mixed method: Identifies a minimum of two independent (experimental/quasi-experimental designs) or predictor (correlational designs) and dependent variable(s). Note: The quantitative study must include at least two independent/predictor variables.
d. Identifies specific population group for proposed study.
e. Identifies geographic location of the study.
f. Identifies contribution to social change.
g. Ensures the first sentence links/aligns directly with the specific business problem.
• See Purpose Statement Video Tutorial at: http://youtu.be/pLP4r0mfT9A.

(1.5) Nature of the Study: Provides a brief discussion on the research method (i.e. quantitative or qualitative) and design (i.e. correlation for quantitative study; phenomenological, case study, etc., for a qualitative design); cite a minimum of one source (The method and design will be discussed in greater detail in Section 2).

• Note: A single paragraph can be used for each component: one for the method and one for the design.
a. Identifies the selection of one method (qualitative, quantitative, or mixed methods) and why other methods would not work (cite a minimum of one source).
b. Identifies the selection of the design (within the method) and why it was selected over other designs (cite a minimum of one source).
(1.6) Research Questions (Quantitative Only)

a. Lists research question(s) in about 10-15 words (20 words max).
b. Ensures research question(s) aligns with the specific business problem and first line of the Purpose Statement.
c. Includes the independent/predictor, covariates (control variables), mediator/moderator, etc., and dependent variables as identified in the Purpose Statement.

d. Lists research sub-questions that align with each hypotheses set.
(1.7) Hypotheses (Quantitative/Mixed-Method Only): States, in accurate format, the null and alternative hypotheses for each research question .
(1.8) Research Question – Qualitative Only

a. Lists overarching research question in about 10-15 words (20 words max).
b. Ensures research question aligns with the specific Business Problem and Purpose Statement.

Section 1
Foundation of the Study
(FOR PROPOSAL & DBA DOCTORAL STUDY DOCUMENTS)
Quality Indicators Type Met, Not Met, or N/A in Each Cell
(1.9) Interview Questions – Qualitative Only

a. Lists each interview or focus group question. Questions must contribute knowledge to the research question and be informed by the theoretical/conceptual framework.
b. Ensures interview/focus group questions align with the research question and theoretical/conceptual framework.
(1.10) Theoretical/Conceptual Framework : Clearly and concisely identify the theory/conceptual framework. In quantitative studies, the theoretical framework is the appropriate term and in qualitative studies the conceptual framework is the appropriate term. The student will articulate the theoretical/conceptual framework with concepts from the literature to ground and complement the applied business study.

• This component should not exceed one page. It will be expanded upon in the literature review. See Theoretical/Conceptual Framework Video Tutorial at: http://youtu.be/P-01xVTIVC8

a. Identifies and describes the theory or conceptual model for theoretical/conceptual framework.
b. Identifies theorist(s) of the theory or conceptual model for theoretical/conceptual framework (if applicable).
c. Identifies date of the theory or conceptual model for theoretical/conceptual framework (if applicable).

d. Identifies key concepts/propositions/tenets of the theory or conceptual model for theoretical/conceptual framework.

e. Identifies how/why the theory or conceptual model for theoretical/conceptual framework is applicable and fits/applies to the study.
(1.13) Significance of the Study

a. States why the study is of value to business.
b. States how this study may contribute to effective practice of business (improvement of business practice).
c. Identifies how the results might contribute to positive social change.

General Comments
Comments on the following indicators of quality apply to the manuscript as a whole.
Type Met, Not met, or N/A in Each Cell
Writing Style and Composition

The DBA Doctoral Prospectus is written in scholarly language (accurate, balanced, objective, tentative). The writing is clear, precise, and avoids redundancy/errors. Statements are specific and topical sentences are established for paragraphs. The flow of words is smooth and comprehensible. Bridges are established between ideas. Few direct quotes exist.

Organization and Form

The Prospectus addresses the following organization and form requirements:

a. Is logically and comprehensively organized, using subheadings where appropriate,
b. Has a professional, scholarly appearance,
c. Is written with correct grammar, punctuation, and spelling; does not contain anthropomorphisms
d. Includes citations for the following: quotations, paraphrasing, facts, and references to research studies
e. In-text citations are in the reference list; references have corresponding in-text citations, and
f. Tables and Figures are appropriately in Help write my thesis – APA, 6th edition format.

Appendix D
(Qualitative Example)

Doctor of Business
Administration
Doctoral Study Rubric and
Research Handbook
March 2016
2016
ii
FOREWORD
Walden University
DBA Doctoral Study Rubric and Research Handbook1
March 2016
This document consists of two components: the Doctoral Study Rubric2
and the Research
Handbook. Thus, the purpose of this document is two-fold. First, the purpose of the rubric is to
guide DBA students and DBA Doctoral Study supervisory committees as they work together to
develop high-quality proposals and Doctoral Study research. The committee will use the rubric
to provide on-going and flexible evaluation and reevaluation of the proposal and DBA Doctoral
Study drafts. The University Research Reviewer (URR), who reviews the proposal/DBA
Doctoral Study on behalf of the University, will also use this rubric to communicate feedback
and any required revisions.
Second, the Research Handbook is an accompanying guide to the rubric that provides detailed
instructions and knowledge pertaining to corresponding rubric components. The doctoral student
is still responsible for utilizing self-identified resources to aid in the understanding and
presentation of the rubric requirements. Elements in the Doctoral Study rubric correspond to
elements in the Research Handbook. For example, one will find more detailed information on the
Problem Statement (Heading # 1.3 in the DBA Rubric) in Heading # 1.3 (Problem Statement) of
the Research Handbook. Using the Doctoral Study Rubric in conjunction with the Research
Handbook when writing the proposal/Doctoral Study is highly recommended.
In the writing process, use the DBA Template and Rubric as a suggested outline for the DBA
Proposal and Doctoral Study and as a basis for feedback on early drafts.
Before the Proposal Oral Conference or DBA Doctoral Study Oral Conference, the
committee and URR will complete the rubric in MyDR and upload the proposal per the process
checklist. Find the MyDR Process Checklist at
http://academicguides.waldenu.edu/researchcenter/osra/dba.The guidance on orals is located at
http://academicguides.waldenu.edu/researchcenter/osra/oraldefense.
After the Proposal Oral Conference or DBA Doctoral Study Oral Conference, and once the
student completes any committee or methodologist revision requests for the proposal/Doctoral
Study, the committee will review the proposal/Doctoral Study and make any needed
modifications. When the committee members agree that the student met all of the rubric
requirements for the proposal and passed the oral defense, the chair then notes in MyDR that the
student passed the oral defense.

1 The DBA Rubric and Research Handbook video tutorial can be viewed at: http://youtu.be/KiiDGmLbRN0.
2 The guidance in the rubric supersedes any guidance you might see depicted elsewhere. For example, the Problem
Statement video tutorial on YouTube depicts a maximum word count of 250 for the Problem Statement. The
Problem Statement is recommended not to be too lengthy (recommended not to exceed 150 words). It is
recommended to support claims and decisions with multiple scholarly peer-reviewed or seminal sources (as
appropriate).
2016
iii
About consensus: For the final copy of the proposal or DBA Doctoral Study, there must be
unanimous agreement by the DBA Doctoral Study supervisory committee before the student
proceeds to the next step in the process checklist.
Note: Students must use a minimum of 85% peer-reviewed sources from the total number of
sources. Students should use a minimum of 85% of sources from the total sources that were
published within 5-years from the date of the anticipated completion date (date the CAO
approves the final study). Other than data collected from the study site, students cannot use
magazines, trade publications, summary textbooks, websites, and blogs as references.
2016
iv
TABLE OF CONTENTS
FOREWORD………………………………………………………………………………………………………………..II
DBA DOCTORAL STUDY RUBRIC…………………………………………………………………………….. 1
DBA RESEARCH HANDBOOK…………………………………………………………………………………. 26
SECTION 1: FOUNDATION OF THE STUDY ………………………………………………………. 27
1.1 – Abstract……………………………………………………………………………………………………… 28
1.2 – Background of the Problem………………………………………………………………………….. 28
Applied DBA Versus a Speculative/Theoretical PhD …………………………………… 28
Preparing the Background of the Problem…………………………………………………… 29
1.3 – Problem Statement………………………………………………………………………………………. 30
Avoiding Rubric Creep …………………………………………………………………………….. 31
Strategy for Mapping to the Rubric ……………………………………………………………. 31
Specific Business Problem………………………………………………………………………… 31
Aligning the Specific Business Problem With the Purpose Statement and RQ … 33
1.4 – Purpose Statement ………………………………………………………………………………………. 35
Six Elements of the Purpose Statement ………………………………………………………. 35
1.5 – Nature of the Study……………………………………………………………………………………… 37
Hypothetical Quantitative Example……………………………………………………………. 38
Hypothetical Qualitative Example……………………………………………………………… 38
1.6 – Research Question (Quantitative Only)………………………………………………………….. 39
1.7 – Hypotheses (Quantitative/Mixed-Method Only)……………………………………………… 40
Hypotheses……………………………………………………………………………………………… 40
Correlation ……………………………………………………………………………………………… 40
Quasi-experimental………………………………………………………………………………….. 40
1.8 – Research Question (Qualitative Only)……………………………………………………………. 40
1.9 – Interview Questions (Qualitative Only) …………………………………………………………. 42
Example Research Question ……………………………………………………………………… 43
Example Applied DBA Interview Questions……………………………………………….. 43
1.10 – Theoretical/Conceptual Framework …………………………………………………………….. 43
1.11 – Operational Definitions ……………………………………………………………………………… 46
1.12 – Assumptions, Limitations, and Delimitations ……………………………………………….. 46
2016
v
1.13 – Significance of the Study……………………………………………………………………………. 47
1.14 – Review of the Professional and Academic Literature …………………………………….. 47
1.15 – Transition ………………………………………………………………………………………………… 49
SECTION 2: THE PROJECT…………………………………………………………………………………. 50
2.1 – Purpose Statement ………………………………………………………………………………………. 51
2.2 – Role of the Researcher…………………………………………………………………………………. 51
2.3 – Participants ………………………………………………………………………………………………… 52
2.4 – Research Method ………………………………………………………………………………………… 53
2.5 – Research Design …………………………………………………………………………………………. 53
Data Saturation in Qualitative Study Designs ……………………………………………… 53
How to Use Multiple Sources to Support Claims and Decisions ……………………. 54
2.6 – Population and Sampling (Quantitative Only) ………………………………………………… 54
Population ………………………………………………………………………………………………. 54
Sampling ………………………………………………………………………………………………… 55
2.7 – Population and Sampling (Qualitative Only) ………………………………………………….. 55
Defining the Population ……………………………………………………………………………. 55
Sampling ………………………………………………………………………………………………… 55
Data Saturation and Sampling …………………………………………………………………… 56
2.8 – Ethical Research …………………………………………………………………………………………. 56
2.9 – Data Collection—Instruments (Quantitative)………………………………………………….. 57
2.10 – Data Collection – Instruments (Qualitative)………………………………………………….. 57
2.11 – Data Collection Technique …………………………………………………………………………. 60
Quantitative Studies…………………………………………………………………………………. 60
Qualitative Studies…………………………………………………………………………………… 60
2.12 – Data Organization Technique (Qualitative Only) ………………………………………….. 60
2.13 – Data Analysis (Quantitative Only) ………………………………………………………………. 60
2.14 – Data Analysis (Qualitative Only) ………………………………………………………………… 61
2.15 – Study Validity (Quantitative Only) ……………………………………………………………… 63
Internal Validity………………………………………………………………………………………. 63
External Validity……………………………………………………………………………………… 65
2.16 – Reliability and Validity (Qualitative Only)…………………………………………………… 65
2016
vi
Reliability……………………………………………………………………………………………….. 65
Validity ………………………………………………………………………………………………….. 65
2.17 – Transition and Summary ……………………………………………………………………………. 66
SECTION 3: APPLICATION TO PROFESSIONAL PRACTICE AND
IMPLICATIONS FOR CHANGE………………………………………………………………… 67
3.1 – Introduction ……………………………………………………………………………………………….. 68
Quantitative Example……………………………………………………………………………….. 68
Qualitative Example…………………………………………………………………………………. 68
3.2 – Presentation of Findings (Quantitative)………………………………………………………….. 68
Quantitative Example……………………………………………………………………………….. 68
Tests of Assumptions……………………………………………………………………………….. 69
Descriptive Statistics………………………………………………………………………………… 71
Inferential Results……………………………………………………………………………………. 71
3.3 – Presentation of Findings (Qualitative)……………………………………………………………. 74
3.4 – Application to Professional Practice………………………………………………………………. 74
3.5 – Implications for Social Change …………………………………………………………………….. 74
3.6 – Recommendations for Action……………………………………………………………………….. 75
3.7 – Recommendations for Further Research ………………………………………………………… 75
3.8 – Reflections…………………………………………………………………………………………………. 75
3.9 – Conclusion…………………………………………………………………………………………………. 75
3.10 – Appendices/Table of Contents…………………………………………………………………….. 75
APPENDIX A: WALDEN UNIVERSITY DOCTOR OF BUSINESS ADMINISTRATION
PROGRAM VIDEO TITLES AND URL ADDRESSES …………………………………….. 76
APPENDIX B: QUANTITATIVE RESEARCH PRIMER: PROBLEM STATEMENT,
PURPOSE STATEMENT, RESEARCH QUESTION(S), AND HYPOTHESES…. 77
APPENDIX C: MAJOR QUANTITATIVE DESIGNS…………………………………………………. 83
APPENDIX D: SAMPLING TYPOLOGIES………………………………………………………………… 84
APPENDIX E: SAMPLE POWER ANALYSIS……………………………………………………………. 85
APPENDIX F: SAMPLE QUANTITATIVE LITERATURE REVIEW OUTLINE……….. 86
APPENDIX G: SAMPLE Help write my thesis – APA TABLES……………………………………………………………………… 89
APPENDIX H: SAMPLE INTERVIEW PROTOCOL…………………………………………………. 95
2016
vii
BIBLIOGRAPHY: SUGGESTED READINGS LISTS…………………………………………………. 97
Assumptions, Limitations, and Delimitations…………………………………………………………. 98
Assumptions……………………………………………………………………………………………. 98
Limitations……………………………………………………………………………………………. 100
Delimitations…………………………………………………………………………………………. 103
Case Study Sources…………………………………………………………………………………………… 105
Case Study Seminal Books………………………………………………………………………………… 110
Data Saturation and Data Collection Sources……………………………………………………….. 111
Ethical Considerations/IRB ……………………………………………………………………………….. 117
Ethnography Sources………………………………………………………………………………………… 129
Focus Groups…………………………………………………………………………………………………… 137
Interview Protocol Sources………………………………………………………………………………… 142
Interviews Sources……………………………………………………………………………………………. 144
Journaling Sources……………………………………………………………………………………………. 155
Member Checking Sources………………………………………………………………………………… 158
Mixed Methods Research ………………………………………………………………………………….. 160
Notetaking and Fieldwork………………………………………………………………………………….. 166
Phenomenological Sources………………………………………………………………………………… 168
Pilot Studies…………………………………………………………………………………………………….. 174
Qualitative Research Foundation………………………………………………………………………… 175
Qualitative and Quantitative Sources…………………………………………………………………… 180
Reliability, Validity, Transferability, and Generalizability Sources…………………………. 189
Sampling and Incentives……………………………………………………………………………………. 196
Sensemaking ……………………………………………………………………………………………………. 202
Qualitative Software Analysis Sources………………………………………………………………… 205
Triangulation Sources……………………………………………………………………………………….. 210
Foreword
2016
1
The Rubric – Student, Committee, and Evaluation
DBA DOCTORAL STUDY RUBRIC
2016
2
Student and Committee Information3
Student’s Name (Last, First):
Student ID (For office use only):
Chairperson:
Second Committee Member:
University Research Reviewer:
Student to provide total number of references:
(As you consider your references, it is recommended that in business 85%
should be within the past 5 years).
Note: Provide the required information in the yellow highlighted column.

3 Chair will complete the yellow highlighted fields in this section before submitting the rubric. Be sure to include the
names of all members of the committee.
March 2016
3
Evaluation4
5Date/Stage of the Rubric:
Date of Review
Before Proposal Oral Defense
Before Proposal Oral (Revised)6
Before Doctoral Study Oral Defense
Before Doctoral Study Oral (Revised)7
Note: Place an “X” in column (yellow highlight) associated with the appropriate stage.
Evaluation of State of the DBA Doctoral Study or Proposal:
No changes required, advance to next step; rubric requirements met
Changes required for resubmission; rubric requirements not met
Note: Place an “X” in the column (yellow highlight) associated with the appropriate evaluation
decision.
Member Information:
Name of member providing this review
Role of the member providing this review
Note: Enter the information in the yellow highlighted column.

4 Each member of the committee completes the evaluation.
5 Be sure to follow the Process Checklist (located at http://academicguides.waldenu.edu/researchcenter/osra) naming
convention when sending the document through the review process. Following the naming convention is vital for
tracking student progress throughout the doctoral study process.
6 Check when second and subsequent rubrics are needed if previous proposal defense was not passed.
7 Check when second and subsequent rubrics are needed if previous Doctoral Study defense was not passed.
March 2016
4
Section 1
Foundation of the Study
(FOR PROPOSAL & DBA DOCTORAL STUDY DOCUMENTS)
Quality Indicators
Type Met,
Not Met, or
N/A in Each
Cell
(1.1) Abstract (To be completed only after completion of Section 3)
a. Includes a WOW statement illuminating the problem under study.
b. Identifies the design (i.e., case study, phenomenological, quasi-experimental,
correlation, etc.) NOTE: Do not mention the method (qualitative/quantitative)
in the abstract.
c. Identifies the study’s population and geographical location.
d. Identifies theoretical (quantitative) or conceptual framework (qualitative) that
grounded the study; theory/conceptual framework names are lower case.
e. Describes the data collection process (e.g., interviews, surveys, questionnaires,
etc.).
f. Describes the data analysis process (e.g., modified van Kaam method) to
identify themes; in qualitative studies (e.g., t test, ANOVA, or multiple
regression), to report statistical data in a quantitative study.) Omit SW Titles.
g.
h. mentioned are used.
i. Identifies two or three themes that morphed from the study (qualitative).
j. Presents the statistical results for each research question (quantitative studies).
k. Describes how these data may contribute to social change (use the word social
change and be specific on who specifically may benefit).
8
l. Ensures the first line in the abstract is not indented.
m. Ensures Abstract does not exceed one page.
n. Use plural verbs with data (e.g., the data were – the word data is the plural of
datum).

8 Begin this section as follows: The implications for positive social change include the potential to…”.
March 2016
5
Section 1
Foundation of the Study
(FOR PROPOSAL & DBA DOCTORAL STUDY DOCUMENTS)
Quality Indicators
Type Met,
Not Met, or
N/A in Each
Cell
o. Ensures all numbers are expressed in digits (i.e., 1, 2, 10, 20, etc.) and not
spelled out unless beginning a sentence; Ensures Abstract does not include
seriation (i.e., (a), (b), (c), etc.).
(1.2) Background of the Problem9
Provides a brief and concise overview of the context or background of the problem.
DBA Doctoral Studies are focused on applied business research. This sets the stage
for the study. This heading should comprise no more than one page in length.
(1.3) Problem Statement
Please review the video tutorial located @: http://youtu.be/IYWzCYyrgpo to aid you in preparing the
Problem Statement.
a. Provides a hook10 supported by peer- reviewed or government citation 5 or
less years old from anticipated completion date (CAO approval).
b. Provides an anchor11 supported by peer- reviewed or government citation 5 or
less years old from anticipated completion date (CAO approval).
c. States the general business problem Note: This element should start as follows:
The general business problem is…
d. States the specific business problem. Be sure to state who has the specific
problem (i.e., small business leaders, project managers, supply chain
managers, etc.) Note: This element should start as follows: The specific
business problem is that some (identify who has the problem)…

9
Include an introductory paragraph before the Background of the Problem component. However, do not label this
introductory paragraph with a L1 Help write my thesis – APA heading. The purpose of the background is to introduce the topic and
problem you will address. Briefly indicate why the problem deserves new research. More important, the Doctoral
Study must address applied research, so you will want to identify the need to solve an applied business problem. The
goal of this section is to encourage readers to continue reading, to generate interest in the study, and provide an
initial frame of reference for understanding the entire research framework
10 The hook should be a succinct WOW statement to catch the reader’s attention.
11 An anchor comprises a number, percentage, dollar value, ratio, index, etc.
March 2016
6
Section 1
Foundation of the Study
(FOR PROPOSAL & DBA DOCTORAL STUDY DOCUMENTS)
Quality Indicators
Type Met,
Not Met, or
N/A in Each
Cell
e. Ensures the specific business problem aligns with the research question and
purpose statement.
f. Problem Statement should be clear and succinct (It is recommended not to be
approximately 150 words).
 Check with Ulrich’s Periodical Directory http://library.waldenu.edu/728.htm to
ensure citations are peer reviewed.12
 See Problem Statement Video Tutorial at: http://youtu.be/IYWzCYyrgpo.
(1.4) Purpose Statement
Describes the intent of the research13
. The Purpose Statement is a ministory and it should be
approximately 200 words. The Purpose Statement must address the following six elements:
a. Identifies the research method as qualitative14, quantitative15, or mixedmethod.
b. Identifies research design16 (i.e., case study, phenomenological, quasiexperimental,
correlational, etc.).
c. If quantitative or mixed method: Identifies a minimum of two17 independent
(experimental/quasi-experimental designs) or predictor (correlational designs)
and at least one dependent variable18. Note: The quantitative study must
include at least two independent/predictor variables.
19 Ensures the independent

12 Ulrich’s is not 100% correct; the student must verify peer review status via the journal home page.
13 The first sentence of the purpose statement must align with the research question and specific business problem in
the problem statement.
14 Visit the Center for Research Quality qualitative methodology tutorial at:
http://academicguides.waldenu.edu/researchcenter/resources/Design
15 See the quantitative Research Primer located at Appendix B; Visit the Center for Research Quality quantitative
methodology tutorial at: http://academicguides.waldenu.edu/researchcenter/resources/Design
16 See Appendix C for a depiction of basic quantitative designs and their characteristics.
17 Covariates, mediator, and moderator variables are types of independent/predictor variables; be sure to clearly
identify these types of variables as applicable.
18 The terms “independent” and “predictor variables are often used interchangeably in correlation studies. Please be
consistent with the chosen terminology.
19 See Heading 1.6, Research Questions (Quantitative Only), in the Research Handbook.
March 2016
7
Section 1
Foundation of the Study
(FOR PROPOSAL & DBA DOCTORAL STUDY DOCUMENTS)
Quality Indicators
Type Met,
Not Met, or
N/A in Each
Cell
variables appropriately align with the variables/constructs identified in
component 1.10, Theoretical/Conceptual Framework.
d. Identifies specific population group for proposed study.
e. Identifies geographic location of the study.
f. Identifies contribution to social change.
g. Ensures the first sentence links/aligns directly with the specific business
problem.
 See Purpose Statement Video Tutorial at: http://youtu.be/pLP4r0mfT9A.
Section 1
Foundation of the Study
(FOR PROPOSAL & DBA DOCTORAL STUDY DOCUMENTS)
Quality Indicators
Type Met,
Not Met, or
N/A in Each
Cell
(1.5) Nature of the Study20
Provides a brief discussion on the research method (i.e., quantitative or qualitative) and design (i.e.,
correlation for quantitative study; phenomenological, case study, etc., for a qualitative design); cite a
minimum of one source (The method and design will be discussed in detail in Section 2).
 Note: A single paragraph is sufficient for each component: one for the method and one for the
design.
a. Identifies the selection of one method (qualitative, quantitative, or mixed
method) and why other methods would not work (cite a minimum of one
source).
b. Identifies the selection of the design21 (within the method) and why it was
selected over other designs (cite a minimum of one source).
(1.6) Research Questions (Quantitative Only)
a. Lists research question(s) in about 10-15 words.

20 A single paragraph can be used for each component: one for the method and one for the design.
21 See Appendix C for a brief depiction of the major research designs.
March 2016
8
b. Ensures research question(s)22 align(s) with the specific business problem and
first line of the Purpose Statement.
c. Includes the independent/predictor and dependent/criterion variables as
identified in the Purpose Statement; ensures the independent/predictor
variables appropriately align with the constructs/variables identified in
component 1.10, Theoretical/Conceptual Framework.
(1.7) Hypotheses (Quantitative/Mixed-Method Only)
States, in accurate format, the null and alternative hypotheses for each research
question23
.
(1.8) Research Question – Qualitative Only
a. Lists overarching research question in approximately 10-15 words.
b. Ensures research question aligns with the specific Business Problem and
Purpose Statement.
Section 1
Foundation of the Study
(FOR PROPOSAL & DBA DOCTORAL STUDY DOCUMENTS)
Quality Indicators
Type Met,
Not Met, or
N/A in Each
Cell
(1.9) Interview Questions – Qualitative Only
a. Lists each interview or focus group question. Questions must contribute
knowledge to the research question. Questions must be open-ended, and
cannot be answered with a Yes or No.
b. Ensures interview/focus group questions align with the research question.

22 The research question(s) must contain the independent/predictor and dependent/criterion variables identified in the
Purpose Statement.
23 Hypotheses must include the variables identified in the research question.
March 2016
9
(1.10) Theoretical/Conceptual Framework24
Clearly and concisely identify the theoretical/conceptual framework. In quantitative studies, the
theoretical framework is the appropriate term and in qualitative studies, the conceptual framework is
the appropriate term. The student will articulate the theoretical/conceptual framework with concepts
from the literature to ground and complement the applied business study.
 This component should not exceed one page. It will be expanded upon in the literature review.
See Theoretical/Conceptual Framework Video Tutorial at: http://youtu.be/P-01xVTIVC8
a. Identifies and describes the theory or conceptual model for
theoretical/conceptual framework.
b. Identifies theorist(s) of the theory or conceptual model for
theoretical/conceptual framework.
c. Identifies date of the theory or conceptual model for theoretical/conceptual
framework (if applicable).
25
d. Identifies key concepts/propositions/tenets of the theory or conceptual model
for theoretical/conceptual framework26
.
e. Quantitative only – Ensures the theoretical constructs/variables underlying the
theory are clearly identified and align with the constructs/variables
(independent variables) identified in the Purpose Statement and Research
Question(s).
Note: The independent variables/constructs represent the underlying concepts of
the theoretical framework in quantitative research.
 Identifies how/why the theory or conceptual model for theoretical/conceptual
framework is applicable and fits/applies to the study.
Section 1
Foundation of the Study
(FOR PROPOSAL & DBA DOCTORAL STUDY DOCUMENTS)
Quality Indicators
Type Met,
Not Met, or
N/A in Each
Cell
(1.11) Operational Definitions

24 The theoretical/conceptual framework informs the research (quantitative) and interview (qualitative) questions. Be
sure to review the Theoretical/Conceptual Framework Video Tutorial at: http://youtu.be/P-01xVTIVC8
25 Some literature identifies the specific date the theorist introduced the theory; provide this date if this is the case. If
date is missing, then requirement (c) is not applicable.
26 Ensures the independent variables appropriately align with the theoretical framework(s) identified in component
1.10, Theoretical/Conceptual Framework.
March 2016
10
a. Presents technical terms, jargon, or special word used in the study.
b. Lists in alphabetical order. Formats in italics followed by an italicized colon.
The definition follows on the same line. (This is similar to an Help write my thesis – APA Level 5
heading with a colon replacing the period.)
c. Provides citations (for each definition) from credible sources (peer-reviewed,
seminal work/text, government sites, etc).
d. Does not include terms found in a basic academic dictionary (i.e., Webster’s).
e. Does not exceed 10 key operational definitions.
(1.12) Assumptions, Limitations, and Delimitations
a. Defines the term Assumptions and provides citation; lists facts that the student
assumes to be true but cannot actually be verified.
b. Defines the term Limitations and provides citation; lists potential weaknesses
of the study that are not within the control of the researcher.
c. Defines the term Delimitations and provides citation; identifies the bounds of
the study.
(1.13) Significance of the Study27
a. States why the study findings may be of value to businesses.
b. States how this study may contribute to effective practice of business
(improvement of business practice).
c. Identifies how the results might contribute to positive social change.

27 This area is important in determining Doc Study of the Year Award-justify well.
March 2016
11
Section 1
Foundation of the Study
(FOR PROPOSAL & DBA DOCTORAL STUDY DOCUMENTS)
Quality Indicators
Type Met,
Not Met, or
N/A in Each
Cell
(1.14) Review of the Professional and Academic Literature28
A. Literature Review Opening Narrative
i. Contains a brief discussion of the content of the literature that includes a
critical analysis and synthesis of various sources/content of the literature
(journals, reports, and scholarly seminal books, etc.) to convince readers of
depth of inquiry.
ii. Explains the organization of the review.
iii.Explains the strategy for searching the literature.
iv. The majority of references should be from peer-reviewed sources. (Consider
85% of the total sources should be peer-reviewed.)
v. The majority of references should be current. (As you consider your
references, it is recommended that in business around 85% should be within
the past 5 years).
B. Application to the Applied Business Problem
i. Introduces the purpose of the study.
ii. Identifies hypotheses if a quantitative/mixed method study.
iii.Contains a critical analysis and synthesis of literature pertaining to the
theoretical/conceptual framework the student identified in item #1.10,
Theoretical/Conceptual Framework, above29
. The student includes a critical
analysis with supporting and contrasting theories/conceptual models for the
theory in the theoretical/conceptual framework.
Section 1
Foundation of the Study
(FOR PROPOSAL & DBA DOCTORAL STUDY DOCUMENTS)
Quality Indicators
Type Met,
Not Met, or
N/A in Each
Cell

28 The average length of substantive literature review is between 30 to 40 pages (25 pages minimum). However, the
need for depth and breadth is required. See quantitative example at Appendix F and visit the Writing Center at:
http://writingcenter.waldenu.edu/50.htm for more information on writing the literature review.
29 A key portion of the Review of the Literature must focus on the specific theoretical/conceptual framework you
are using in your study. This is a “ key requirement for you to be able to adequately address items 3.2g, Presentation
of Findings (quantitative studies) and 3.3c, Presentation of Findings (qualitative studies).
March 2016
12
iv.Contains a critical analysis and synthesis of literature pertaining to the
independent variables (quantitative/mixed-method studies) the student
identified in item # 4c (Purpose Statement).
v. Contains a critical analysis and synthesis of literature pertaining to the
dependent variable(s) (quantitative/mixed-method studies) the student
identified in item # 4c (Purpose Statement).
vi. Assignment help – Discusses measurement of variables (quantitative/mixed-method studies) the
student identified in item # 4c (Purpose Statement).
vii. Contains a critical analysis and synthesis of literature pertaining to potential
themes and phenomena (qualitative studies) the student identified in the
Purpose Statement.
viii. Compares and contrasts different points of view, and the relationship of the
study to previous research and findings (sample size/geographical location
variance, etc.).
ix. Provides a comprehensive critical analysis and synthesis of the literature.
C. Relevancy of the Literature
The literature review is well organized. Introduce the purpose of the study.
Include hypotheses if a quantitative/mixed method study) in the opening
narrative.
D. Literature Review Organization
i. Presented in a well-organized manner.
ii. Adheres to Help write my thesis – APA formatting standards.
(1.15) Transition
a. Ends with a Transition Heading that contains a concise summary30 of key
points of Section 1.
b. Provides an overview introducing Sections 2 and 3.

30 A concise summary recaps the major elements of the review of the literature and does not introduce new
information.
March 2016
13
Section 2
The Project
(FOR PROPOSAL & DBA DOCTORAL STUDY DOCUMENTS)
Quality Indicators
Type Met,
Not Met, or
N/A in Each
Cell
(2.1) Purpose Statement
Begins Section 2 with a restatement of the Purpose Statement presented in
Section 1.
 Note: Copy-and paste the purpose statement from Section 1
(2.2) Role of the Researcher
Describes the role of the researcher in the data collection process and provides a peer-reviewed or
seminal source. Describes any relationship the researcher may have had with the topic, participants,
or research area.
a. Describes the role of the researcher in the data collection process and provides
a peer-reviewed or seminal source.
b. Describes any relationship the researcher may have had with the topic,
participants, or research area.
c. Provides a brief description of the researcher’s role related to ethics and the
Belmont Report31 protocol.
d. Qualitative studies: Describes how the student will mitigate bias and avoid
viewing data through a personal lens/or perspective.
e. Qualitative studies with interviews: Briefly describes the rationale for an
interview protocol.
f. It is recommended to support claims and decisions with multiple scholarly
peer-reviewed or seminal sources (as appropriate).
(2.3) Participants32
a. Describes the eligibility criteria for study participants.
b. Assignment help – Discusses strategies for gaining access to participants.
c. Identifies strategies for establishing a working relationship with participants.
d. The participants’ characteristics must align with the overarching research
question.

31 See Belmont Report at: https://www.homeworkessaymarket.com/write-my-paper/hhs.gov/ohrp/humansubjects/guidance/belmont.html.
32 Select “N/A” and explain why if participants are not used in the study.
March 2016
14
Section 2
The Project
(FOR PROPOSAL & DBA DOCTORAL STUDY DOCUMENTS)
Quality Indicators
Type Met,
Not Met, or
N/A in Each
Cell
e. It is recommended to support claims and decisions with multiple scholarly
peer-reviewed or seminal sources (as appropriate).
March 2016
15
Section 2
The Project
(FOR PROPOSAL & DBA DOCTORAL STUDY DOCUMENTS)
Quality Indicators
Type Met,
Not Met, or
N/A in Each
Cell
(2.4) Research Method
Expands on the discussion in Heading 1.5 (Nature of the Study).
a. Identifies the use of a specific research method by indicating whether the
proposed study is quantitative, qualitative, or mixed methods.
b. Justifies the use of the research method over the other research methods.
c. It is recommended to support claims and decisions with multiple scholarly
peer-reviewed or seminal sources (as appropriate).
(2.5) Research Design
Expands on the discussion in Heading 1.5 (Nature of the Study).
a. Identifies the use of a specific research design.
b. Justifies the use of the research design over other key designs for the study.
c. For qualitative studies, identifies how the student will ensure data saturation.
d. It is recommended to support claims and decisions with multiple scholarly
peer-reviewed or seminal sources (as appropriate).
(2.6) Population and Sampling (Quantitative Only)
a. Describes the population from which the sample will come.
b. Demonstrates that population aligns with the overarching research question.
c. Describes and justifies the sampling method (i.e., probabilistic or
nonprobabilistic) and specific subcategory (i.e., simple random or
convenience). Addresses the strength and weaknesses associated with the
chosen sampling method and subcategory ( Appendix C.)
d. Justifies sample size via power analysis (see example in Appendix E). Provides
justification for the proposed effect size, alpha, and power levels.
e. Cites the source for calculating or the tool used to calculate the sample size.
f. It is recommended to support claims and decisions with multiple scholarly
peer-reviewed or seminal sources (as appropriate).
March 2016
16
Section 2
The Project
(FOR PROPOSAL & DBA DOCTORAL STUDY DOCUMENTS)
Quality Indicators
Type Met,
Not Met, or
N/A in Each
Cell
(2.7) Population and Sampling (Qualitative Only)
a. Justifies the number of participants33
 Describes and justifies the sampling method (e.g., purposeful, snowball,
etc.).
 Describes and justifies the number of participants.
 Identifies how the student will ensure data saturation.
b. Demonstrates criteria for selecting participants and interview setting are
appropriate to the study. (Rich descriptions are encouraged.)
c. It is recommended to support claims and decisions with multiple scholarly
peer-reviewed or seminal sources (as appropriate).
(2.8) Ethical Research
a. Assignment help – Discusses the informed consent process. Includes informed consent form in an
appendix and lists in the Table of Contents.
b. Assignment help – Discusses participant procedures for withdrawing from the study.
c. Describes any incentives for participating.
d. Clarifies measures that the student will use to assure that the ethical protection
of participants is adequate.
e. Refers to agreement documents in the (a) appendices, and (b) Table of
Contents.
f. Includes statement that the student will store the data securely for 5 years to
protect confidentiality of participants.
g. Final Doctoral Study includes the Walden IRB approval number.
h. Identifies how the student will protect names of individuals or organizations to
keep the participants and organizations confidential.
i. It is recommended to support claims and decisions with multiple scholarly
peer-reviewed or seminal sources (as appropriate).
(2.9) Instrumentation (Quantitative Only)

33 The DBA policy for phenomenological studies is a minimum of 20 participants.
March 2016
17
Section 2
The Project
(FOR PROPOSAL & DBA DOCTORAL STUDY DOCUMENTS)
Quality Indicators
Type Met,
Not Met, or
N/A in Each
Cell
a. States the name of the instrument(s).
b. Identifies name of publisher/developer(s) and year of development (if
applicable).
c. Assignment help – Discusses concept(s) measured by the instrument(s).
d. Includes a detailed description of data that comprise each construct/variable
measured by the instrument(s).
e. Identifies scale of measurement (i.e., nominal, ordinal, interval, ratio) for each
construct/variable measured by the instrument. Please see Scales of
Measurement video tutorial at: http://youtu.be/PDsMUlexaMY.
f. Assignment help – Discusses appropriateness to the current study (i.e., why is this the best
instrument to use for measuring the variables/constructs?)
g. Assignment help – Discusses instrument administration (e.g., how long, any special
requirements/tools, special instructions, pencil and paper, online, etc.).
h. Describes how scores are calculated and what the scores mean; identifies items
to be reverse- coded (if applicable).
i. Identifies where and/or with what populations the instrument was normed;
identifies where and with what populations other researchers have used the
instrument(s) for collecting data.
j. Identifies published reliability (e.g., test-retest reliability, internal consistency,
split-half, etc.) and validity properties (e.g., construct validity, concurrent
validity, convergent validity, and discriminant validity) of the instrument(s)34
.
k. Identifies strategies used to assess validity (e.g., construct validity, concurrent
validity, convergent validity, discriminant validity) and reliability (e.g., testretest
reliability, internal consistency, split-half, etc.).
l. Assignment help – Discusses and justifies any adjustments or revisions to the use of standardized
research instruments.
m. Identifies where in appendices the instrument(s) (or copy of permission to use
instrument or purchase is (are) located). Ensures Table of Contents lists
appendices. [Copies of the instrument may not be reproduced in an Appendix
without written permission.]

34 Published reliability and validity properties might be found in the test review and in other studies where
the instrument was used to collect data.
March 2016
18
Section 2
The Project
(FOR PROPOSAL & DBA DOCTORAL STUDY DOCUMENTS)
Quality Indicators
Type Met,
Not Met, or
N/A in Each
Cell
n. Describes where raw data will be available (appendices, tables, or by request
from the researcher).
o. It is recommended to support claims and decisions with multiple scholarly
peer-reviewed or seminal sources (as appropriate).
(2.10) Data Collection Instruments (Qualitative Studies Only)
a. In addition to identifying the student as the primary data collection instrument,
identifies the data collection instrument/process (e.g., informal interview,
semistructured interviews, phenomenological in-depth interviews, focus
groups, company/archival documents, etc.).
b. Clarifies how the student will use the data collection instrument/technique (the
process/protocol).
c. Identifies how the student will enhance the reliability and validity of the data
collection instrument/process (e.g., member checking, transcript review, pilot
test, etc.).
d. Identifies where in appendices the instrument (e.g., interview protocol, focus
group protocol, interview questions, etc.) is (are) located. Ensures Table of
Contents lists appendices.
e. It is recommended to support claims and decisions with multiple scholarly
peer-reviewed or seminal sources (as appropriate).
(2.11) Data Collection Technique
a. Describes the technique used to collect data such as an online/paper survey,
interview, observation, site visit, video recording (think recipe card—step-bystep-process
and describe richly. Provides abridged interview protocol (see
Appendix H), focus group protocol, observation protocol, etc. and identifies
location in an appendix.
b. Describes advantages and disadvantages of data collection technique.
c. As applicable, describes the process for conducting a pilot study after IRB
approval.
d. For qualitative studies, identifies how the student will use member checking of
the data interpretation or transcript review (if applicable).
e. Supports every decision with a minimum of three scholarly peer-reviewed or
seminal sources.
March 2016
19
Section 2
The Project
(FOR PROPOSAL & DBA DOCTORAL STUDY DOCUMENTS)
Quality Indicators
Type Met,
Not Met, or
N/A in Each
Cell
(2.12) Data Organization Techniques (Qualitative Only).
a. Describes the systems for keeping track of data, emerging understandings such
as research logs, reflective journals, and cataloging/labeling systems.
b. Reminds readers all raw data will be stored securely for 5 years.
c. It is recommended to support claims and decisions with multiple scholarly
peer-reviewed or seminal sources (as appropriate).
(2.13) Data Analysis (Quantitative Only)
a. Restates the research questions and hypotheses from Section 1.
b. Describes and defends, in detail, the statistical analyses that the student will
conduct (e.g., multiple regression, two-way ANOVA, etc.).
c. Describes and defends, in detail, why other statistical analyses are not
appropriate.
d. Provides explanation of data cleaning and screening procedures as appropriate
to the study.
e. Provides explanation for addressing missing data.
f. Identifies and explains the assumptions pertaining to the statistical analyses.
g. Identifies the process for testing/assessing the assumptions.
h. Identifies appropriate actions to be taken take if the assumptions are violated35
.
i. Describes how the student will interpret inferential results (i.e. key parameter
estimates, effect sizes, confidence intervals, probability values, odds ratios,
etc.).
j. Identifies statistical software and version that the student will use in the data
analysis process (e.g., SPSS, Excel, R, etc.).
k. It is recommended to support claims and decisions with multiple scholarly
peer-reviewed or seminal sources (as appropriate).

35 Bootstrapping can be used as an effective method for addressing violations of assumptions.
March 2016
20
Section 2
The Project
(FOR PROPOSAL & DBA DOCTORAL STUDY DOCUMENTS)
Quality Indicators
Type Met,
Not Met, or
N/A in Each
Cell
(2.14) Data Analysis (Qualitative Studies Only)
a. Identifies the appropriate data analysis process for the research design (e.g., one
of the four types of triangulation for case study; modified van Kaam, van
Maanen, etc. for phenomenology).
b. Provides a logical and sequential process for the data analysis.
c. Details the student’s conceptual plan or software (e.g., NVivo, Atlasti,
Ethnograph, Excel, etc.) for coding, mind-mapping, and identifying themes.
d. Identifies how the student will focus on the key themes, correlate the key themes
with the literature (including new studies published since writing the proposal)
and the conceptual framework.
e. It is recommended to support claims and decisions with multiple scholarly peerreviewed
or seminal sources (as appropriate).
(2.15) Study Validity (Quantitative Only)36
a. Experimental/quasi-experimental designs only: Describes threats to external
validity (e.g., testing reactivity, interaction effects of selection and experimental
variables, specificity of variables, reactive effects of experimental arrangements,
and multiple-treatment interference, as appropriate to the study) and how the
student will address the threats to external validity.
b. Experimental/quasi-experimental designs only: Describes threats to internal
validity (e.g., history, maturation, testing, instrumentation, statistical regression,
experimental mortality, and selection-maturation interaction, as appropriate to
the study) and how the student will address the threats to internal validity.
c. Assignment help – Discusses threats to statistical conclusion validity37 (e.g., factors that affect the
alpha/Type I error rate) and how the student will address the threats to statistical
conclusion validity.
d. Describes the extent to which, and rationale for justifying if, and if so why,
research findings can be generalized to larger populations (external validity) and
applied to different settings.

36 Items “a” and “b” pertain to experimental and quasi-experimental designs only. Item “c” pertains to all quantitative
designs. Assignment help – Discuss validity as it pertains to the study outcomes. This component is not to address the reliability and
validity of the study instruments. The reliability and validity of the study instruments is addressed in item 2.9
(quantitative) and 2.10 (qualitative). Item “d”, external validity, pertains to all quantitative designs.
37 The three factors to be discussed are (a) reliability of the instrument, (b) data assumptions, and (c) sample size.
March 2016
21
Section 2
The Project
(FOR PROPOSAL & DBA DOCTORAL STUDY DOCUMENTS)
Quality Indicators
Type Met,
Not Met, or
N/A in Each
Cell
e. It is recommended to support claims and decisions with multiple scholarly
peer-reviewed or seminal sources (as appropriate).
(2.16) Reliability and Validity (Qualitative Only): A key difference from quantitative research is
the reliability and validity headings. The analogous criteria for qualitative studies are credibility,
transferability, dependability, and confirmability. These criteria are not measurable and need to be
established using qualitative methods such as member checking–Marshall and Rossman (2016) have
a good definition, and triangulation (data triangulation, investigator triangulation, theoretical
triangulation, and methodological triangulation). See Norman Denzin’s (1978, 2009) works on
triangulation). Please review more detailed information on qualitative validity at:
https://www.homeworkessaymarket.com/write-my-paper/socialresearchmethods.net/kb/qualval.php
Reliability
a. Identifies how the student will address dependability. (i.e., member checking of
data interpretation, transcript review, pilot test, etc.).
b. It is recommended to support claims and decisions with multiple scholarly peerreviewed
or seminal sources (as appropriate)..
Validity
c. Identifies how the student will ensure credibility (i.e., member checking of the
data interpretation, participant transcript review, triangulation, etc.).
d. Identifies how the student will address transferability in relation to the reader
and future research.
e. Identifies how the student will address confirmability.
f. Identifies how the student will ensure data saturation.
g. It is recommended to support claims and decisions with multiple scholarly peerreviewed
or seminal sources (as appropriate).
(2.17) Transition and Summary
a. Ends with a Transition Statement that contains a summary of key points.
b. Includes an overview of what the student will cover in Section 3.
Proposal Stage. Before IRB approval, the paper is written in future tense and after
IRB approval, the paper is changed to past tense.
Writing Style. The paper is written in predominantly active voice without slang,
euphemisms, or anthropomorphisms.
March 2016
22
Section 2
The Project
(FOR PROPOSAL & DBA DOCTORAL STUDY DOCUMENTS)
Quality Indicators
Type Met,
Not Met, or
N/A in Each
Cell
Follows Help write my thesis – APA 6th edition in the text and in the reference list
References: Of the total sources cited, a minimum of 85% must be peer reviewed (it is
recommended that in business 85% should be within the past 5 years of anticipated completion date);
ensures there is a match between citations and reference list.
Congratulations! This ends the Proposal section. See the Process Checklist located
at the Center for Research Quality website (see URL below).
http://researchcenter.waldenu.edu/Documents/DBA_Process_Checklist.pdf
March 2016
23
Section 3
Application for Professional Practice and Implications for Social Change (FOR
DBA DOCTORAL STUDY DOCUMENTS)
Quality Indicators
Type Met,
Not Met, or
N/A in Each
Cell
(3.1) Introduction
a. Begins with the purpose of the study. Do not repeat the entire purpose
statement. Typically, the first sentence of the purpose statement will suffice.
b. Provides a brief summary of the findings (do not exceed one page).
(3.2) Presentation of Findings (Quantitative Only)
a. Describes the statistical test(s), the variables, and the purpose of the test(s) and
how they relate to the hypotheses.
b. Presents relevant descriptive statistics38 (i.e. mean, standard deviation for scale
variables; frequencies and percentages for nominal variables).
c. Provides evaluation of statistical assumptions from Heading 2.13e.
d. Reports inferential statistical analyses results, organized by research question,
in proper Help write my thesis – APA statistical notation/format. Includes the alpha level chosen for
the test, test value, p (significance level) values, effect size, degrees of
freedom, confidence intervals (when appropriate), etc.
e. Includes appropriate tables39 and figures to illustrate results, as per the current
edition of the Publication Manual of the American Psychological Association.
f. Summarizes answers to research questions.

38 See the following link for further information on descriptive statistics:
https://www.homeworkessaymarket.com/write-my-paper/socialresearchmethods.net/kb/statdesc.php
39 See Appendix E for basic formatted descriptive and inferential statistic tables.
March 2016
24
Section 3
Application for Professional Practice and Implications for Social Change (FOR
DBA DOCTORAL STUDY DOCUMENTS)
Quality Indicators
Type Met,
Not Met, or
N/A in Each
Cell
g. 40Describes in what ways findings confirm, disconfirm, or extend knowledge
of the theoretical framework and relationship(s) among variables by
comparing the findings with other peer- reviewed studies from the literature
review that includes studies addressed during the proposal stage and new
studies since writing the proposal. Ties findings or disputes findings to the
existing literature on effective business practice.
h. Analyzes and interprets the findings in the context of the theoretical
framework, as appropriate.
i. Ensures interpretations do not exceed the data, findings, and scope.
(3.3) Presentation of Findings (Qualitative Only)
a. Lists the overarching research question.
b. Identifies each theme. Analyzes and discusses findings in relation to the
themes.
c.
41Describes in what ways findings confirm, disconfirm, or extend knowledge
in the discipline by comparing the findings with other peer-reviewed studies
from the literature review that includes new studies since writing the proposal.
d. Ties findings to the conceptual framework
e. Ties findings or disputes findings to the existing literature on effective
business practice.
(3.4) Application to Professional Practice42
Provides a detailed discussion on the applicability of the findings with respect to the
professional practice of business. This major subsection provides a rich academic
argument for why and how the findings are relevant to improved business practice.

40 It is important to ensure the review of the literature is a critical analysis and synthesis of the theory and variables
identified in the study.
41 It is important the student includes a critical analysis and synthesis of the new literature (studies) published since
the proposal and correlates the literature with the findings in the study.
42 This is an important area for Doctoral Study of the Year Award.
March 2016
25
(3.5) Implications for Social Change43
Expresses implications in terms of tangible improvements to individuals,
communities, organizations, institutions, cultures, or societies as the findings could
beneficially affect social change/behaviors.
(3.6) Recommendations for Action
a. Ensures recommendations flow logically from the conclusions and contain
steps to useful action.
b. States who needs to pay attention to the results.
c. Indicates how the results might be disseminated via literature, conferences,
training, etc.
(3.7) Recommendations for Further Research44
Lists recommendations for further study related to improved practice in business.
Identifies how limitations identified in Section 1.12b, Limitations, can be addressed in
future research.
(3.8) Reflections
Includes a reflection on the researcher’s experience within the DBA Doctoral Study
process, in which the researcher discusses possible personal biases or preconceived
ideas and values, the possible effects of the researcher on the participants or the
situation, and any changes to the researcher’s thinking after completing the study.
(3.9) Conclusion
Closes with a strong concluding statement making the take-home message clear to
the reader.
(3.10) Appendices/Table of Content
a. Consent form(s) attached. (Redact/blackout all personal or identifying data.)
information.)
b. Organizational permission (Blackout name).
c. Sample of Instrument (i.e., survey, interview protocol with interview
questions, observation protocol, etc.; copyrighted surveys cannot be included
w/o written permissions.)

43 This is an important area for Doctoral Study of the Year Award.
44 Limitations identified in section 1.12b, as a minimum, are ideal sources for future studies.
March 2016
26
DBA RESEARCH HANDBOOK
Doctor of Business
Administration
Research Handbook
March 2016
27
SECTION 1: FOUNDATION OF THE STUDY
Section 1 – Foundation of
the Study
March 2016
28
Note: This handbook is not in the DBA Doctoral Study Template. Make certain that the proposal
and study conform to DBA Doctoral Study Template heading sequencing, and formatting with
the correct margins and line spacing.
1.1 – Abstract
The abstract must not exceed one page. The abstract text must be double-spaced with no
paragraph breaks. The first line must not be indented. Describe the overall research problem
being addressed in the first couple of sentences and indicate why it is important (e.g., who would
care if the problem were solved). You can include a general introduction of the issue in the first
sentence, but you need to move to a clear statement of the research problem. Identify the purpose
and theoretical foundations, summarize the key research question(s), and briefly describe the
overall research design and data analytic procedures. Identify the key results, themes, one or two
conclusions, and recommendations that capture the heart of the research. Conclude with a
statement on the implications for positive social change. Here are some form and style tips: (a)
limit the abstract to one page; (b) maintain the scholarly language used throughout the doctoral
study; (c) keep the abstract concise, accurate, and readable; (d) use correct English; one may use
passive voice in the abstract; (e) ensure each sentence adds value to the reader’s understanding of
the research; (f) use the full name of any term and if the acronym is used more than once in the
abstract include the acronym in parentheses. Do not include references or citations in the
abstract. Per Help write my thesis – APA style, unless at the beginning of a sentence, use numerals in the abstract, and
don’t identify the titles of any software. Do not include seriation (i.e., (a), (b), (c), etc.)
1.2 – Background of the Problem
The purpose of the background is to introduce the topic and problem you will address.
Briefly, you want to indicate why the problem deserves new research. More important, the
Doctoral Study must address applied research, so you will want to identify the need to study how
some business leaders are solving or have solved an applied business problem. The goal of this
heading is to encourage readers to continue reading, to generate interest in the study, and provide
an initial frame of reference for understanding the entire research framework.
Applied DBA Versus a Speculative/Theoretical PhD
A DBA study is an applied business study linking theory to professional practice.
Students can use the following criteria to ensure that they have a clear DBA business study or a
DBA business study rather than a PhD business study. In contrast to a DBA study, a PhD study
is a hypothetical/theoretical study that leads to expanding or creating theory rather than solving a
business problem.
Qualitative studies. A qualitative study about people’s perceptions on how to address a
business problem is hypothetical and is a PhD study. In contrast, a qualitative study is about a
strategy that a business leader or manager has implemented /is implementing to solve a business
problem or a strategy that a business leader or manager has implemented to solve a business
problem is an applied DBA study.
March 2016
29
Quantitative studies. A quantitative study that includes one or more variables in which
the leader or manager cannot change to solve a business problem is a hypothetical/theoretical
PhD study. Whereas, a quantitative study that includes only variables which business leaders or
business managers can manipulate or change to solve a business problem is an applied DBA
study.
Preparing the Background of the Problem
The Background of the Problem can be effectively accomplished in no more than one
page; brevity and clarity are essential. The Review of the Literature will provide a more detailed
discussion on the literature pertaining to the topic/problem. Immersing yourself in the literature
on your topic/problem is crucial to uncovering a viable business problem. Do not underestimate
the importance of the literature in helping identifying a viable business problem.
The research topic is broad in nature; do not narrow the focus too quickly. You want to
provide the reader, especially those not familiar with the topic, time to become familiar with the
topic. Transition the reader to a more a concise presentation of the specific business
topic/problem under study. This component focuses on identifying why the study is important,
how the study relates to previous research on the topic/problem, and gives the reader a firm sense
of what your study is going to address and why. The Background of the Problem contains
information supporting the business problem. Do not describe, explain, justify, etc., the need for
the study in the Problem Statement. Provide these critical elements (description, explanation,
justification, etc.) in the Background of the Problem component. As such, the Problem Statement
can be written effectively in as little as four sentences: (a) hook, (b) anchor (c) general business
problem, and (d) specific business problem. Transfer the supporting references in the
Background of the Problem to the Problem Statement, but submit in a concise manner. For
example, the hook and anchor reference provided in the Background of the Problem should be
used in the Problem Statement.
March 2016
30
Include a transition statement that leads to problem statement that will provide more
specificity regarding the problem identified in the Background or the Problem component. A
well-written transition signals a change in content. It tells your reader that they have finished one
main unit and are moving to the next, or it tells them that they are moving from a general
explanation to a specific example or application. A transition form the background to the
Problem Statement is often as brief as one sentence, as follows: The background to the problem
has been provided; the focus will now shift to the Problem Statement. Tip: Many potential
business topics/problems can be found in the Area for Future Research heading of most peerreviewed
journal articles.
1.3 – Problem Statement
As shown in the following graphic, the Problem Statement must include four specific
components the (a) hook, (b) anchor, (c) general business problem, and (d) specific business
problem. The Problem Statement is not to exceed 150 words. One should utilize the Tool/Word
Count feature in Microsoft Word to ensure the word count does not exceed the 150 maximum
word requirement. More important, ensure the problem statement reflects an applied business
problem; avoid Rubric Creep45
. You must ensure you map to the rubric requirements. This is the
most critical component of the doctoral study and will be highly scrutinized in the review
process. Again, the Problem Statement is not to identify causes for the problem, solutions to the
problem, or any other superfluous information. A well-written problem statement can be
presented in four to five sentences. Please review the training video (see link below) developed
by the DBA methodology team to aid in writing your problem statement. The video will help
add clarity and save you time. The Problem Statement Video Tutorial can be found at:
http://youtu.be/IYWzCYyrgpo.

45 Rubric creep occurs when the problem statement does not reflect an applied business problem.
March 2016
31
DBA students are seeking a degree in business and must ensure the problem statement is
business focused. The problem statement must not represent a problem that has a social,
psychological, educational, or other discipline specific emphasis. A business problem is
something that is a problem for a business from the perspective of the business managers or the
industry’s leaders. Therefore, it is important to adopt a management perspective, and not that of
social advocates. The perspective must be from the position of the managers and leaders of
business who can address the problem.
Avoiding Rubric Creep
To ascertain if a problem addresses a business issue or has Rubric creep/Rubric drift,
please consider the following:
 An important indicator that a business related problem is a specific business problem is
that the problem statement relates to a key business process that organizational leaders
need to address and effectively meet the organization’s mission.
 A business problem relates to one or more critical success factors (CSFs). Business
leaders use business processes to function effectively to complete one or more CSF’s
needed to carry out their business mission.
 A business problem is one that a business manager/leader can solve.
Conduct a final check of the problem statement by putting the hook, anchor, general business
problem, and specific business problem in bullet form and check for alignment among the four
bullets. When you can ensure that the problem statement aligns throughout, write in scholarly
narrative form (no bullets).
Strategy for Mapping to the Rubric
 Read the rubric requirements for a heading.
 Read what you wrote in the heading.
 Read the rubric requirements for a heading again.
 Read what you wrote in the section and highlight (in the proposal and the rubric) the
rubric elements that you addressed in the heading.
 Revise the heading as needed to include the rubric elements that you missed and
eliminate superfluous narrative.
 Start the process at the top again until you have mastered the rubric elements in the
heading.
Specific Business Problem
The specific business problem is the genesis of one’s study. It is vital that one has a clear
and precise specific business problem. One will align the contents of the Research Question and
Purpose Statement with the specific business problem.
The qualitative specific business problem. The qualitative specific business problem
must be well defined and not contain multiple issues (variables in quantitative studies). The
March 2016
32
following graphic depicts how to include the elements needed in a qualitative specific business
problem.
The quantitative specific business problem. The quantitative specific business problem
must be well defined and contain the key variables. The following graphic depicts how to include
the elements needed in a qualitative specific business problem.
March 2016
33
Aligning the Specific Business Problem With the Purpose Statement and RQ
Make certain that the specific business problem, Purpose Statement, and Research
Question (RQ) align. A good technique to use to enhance the alignment is to put the specific
business problem, RQ, and first sentence of the Purpose Statement together on a blank document
to ensure that you are using the same words. Notice the suggested order differs from the order
the headings appear in the study.
Qualitative alignment example. The graphic below provides an example of alignment
among the Specific Business Problem, Research Question, and first sentence of the Purpose
Statement using the same key words. Pay attention to the words one uses in identifying the issue
that the leader lacks or has in limited supply. The word determines how one can collect data.
 Some business leaders lack understanding… To ascertain what one understands will
require a quantitative design.
 Some business leaders lack knowledge… To ascertain a business leader’s knowledge will
require a quantitative design.
 Some business leaders lack strategies (or have limited plans, processes, procedures)… To
ascertain a business leader’s strategies may involve interviews, focus groups, company
archival records and documents, company policies and procedures, company
intranet/Internet site, and direct/participant observation (in some cases) to collect data.
Usually interviews or focus groups are the primary data collection method.
 Some business leaders lack skills… To ascertain a business leader’s skills will involve
direct/participant observation as the primary data collection method.
March 2016
34
Quantitative alignment example. Notice how the Specific Business Problem, Research
Question, and first sentence of the Purpose Statement use the same key words with the exception
that the research question and subsequent first sentence in the purpose statement do not address
the business leader—this is a difference between qualitative and quantitative studies. The
following is an example of alignment for a quantitative correlational study.
March 2016
35
1.4 – Purpose Statement
There is a difference in the rubric requirements for a quantitative versus a qualitative
study. The Purpose Statement must include the following components: (a) methodology, (b)
design, (c) independent and dependent variables (for quantitative studies only), (d) specific
population and justification for using the chosen population, (e) geographical location, and (f)
the study’s potential for effecting social change. The Purpose Statement is not to exceed 200
words. One should utilize the Tool/Word Count feature in Microsoft Word to ensure the word
count does not exceed 200 words. The Purpose Statement is to be a concise statement and must
not include detailed design information (sample size, data collection, etc.). Please be sure to map
to the rubric. Please review the purpose statement video at: http://youtu.be/pLP4r0mfT9A. This
video tutorial will be helpful to you in preparing your Purpose Statement.
Six Elements of the Purpose Statement
As mentioned above, the Purpose Statement consists of six elements. These six elements,
and their contents, are:
Methodology. The first element to be presented in the Purpose Statement is the research
methodology. The methodology is the overall philosophical assumption the researcher uses for
designing and developing the study. In other words, the methodology is a worldview of how
knowledge is acquired. The qualitative method is a means for exploring and understanding the
meaning individuals or groups ascribe to a business problem. The qualitative method involves
researchers using open-ended questions to learn what a business leader is doing or has done to
solve a business problem. The quantitative method involves researchers using closed-ended
questions to test hypotheses. Mixed-method studies contain a qualitative study methodology and
a quantitative study methodology and must meet the requirements of both methodologies.
Mixed-method studies are rarely conducted in the DBA program. You simply need to identify
the methodology for or your study in a single sentence. There is no other information required
other than this single statement.
Design. The second element to be presented in the Purpose Statement is the research
design. While there are numerous designs, the most common qualitative designs seen in DBA
doctoral studies are the case study design, miniethnography, focus group, and the
phenomenological design. The correlational design is the most common design for quantitative
studies. You simply need to identify the design of your study. There is no other information
required other than this single statement.
Variables (quantitative study only)46
. A variable is any entity that can take on different
values. Another definition of a variable is that it is a characteristic or condition that changes or
has different values for different individuals or units of analyses (i.e. sample units). More so,
variables are the corner stone of quantitative research, where the researcher seeks to explain the
relationships among variables or to compare group differences regarding a variable or variables

46 See section 1.6 “Research Questions” for more information on variable requirements.
March 2016
36
of interest. Another important distinction for term variable is the distinction between an
independent and dependent variable.
An independent variable is the variable you have control over (experimental designs),
what you can choose and manipulate. A dependent variable is also known as a response variable
or explained variable. The independent variable is usually what you think will affect the
dependent variable. In some cases, you may not be able to manipulate the independent variable.
It may be something that is already there and is fixed (i.e. company size), something you would
like to evaluate with respect to how it predicts, influences, impacts, or causes a change in the
dependent variable (i.e. employee satisfaction).
As it applies to your research, the dependent variable is normally the problematic
variable in DBA studies where the researcher it trying to explain what influences, affects, causes
or can predict the problem. For example, if the specific business problem is low employee
satisfaction then employee satisfaction is the dependent variable. The researcher then selects
independent variables that are thought to predict, influence, impact, or cause the dependent
variable, in this case, employee satisfaction.
Thus, it is extremely important to identify clearly the independent and dependent
variables in the Purpose Statement component of the proposal. Identification of the variables
informs other research components such as sample size and type of statistical analysis that is to
be conducted. See more on variables at: https://www.homeworkessaymarket.com/write-my-paper/socialresearchmethods.net/kb/variable.php
Targeted population. A population is the larger group that you are studying. The
population is not to be misconstrued as the sample, or your study’s participants. You will select
your sample, or study participants from the larger population. For example, your population
might be all small business leaders in New York. You will however, select a subset of small
business leaders in New York to serve as your sample or participants. Remember, you are to
address the broader population in this component of the Purpose Statement.
In a qualitative ethnographic or case study, you will need to define the population with
the scope of the study. For example, if you are conducting a single case study, the population
will be people that meet the participant criteria within that organization/company. Likewise, in a
multiple case study the population will be the people that meet the participant criteria within the
organizations/companies in the study.
Examples for a case study with the following research question: What strategies do
department store managers use to motivate their sales associates?
Single case study example. The population will be department store managers in one
New England department store who have a strategy to motivate their sales associates.
Multiple case study example. The population will be department store managers in four
New England department stores who have a strategy to motivate their sales associates.
Geographical location. The geographical location simply identifies the geographical
location of your study’s participants. The participants might be in a particular country, region,
March 2016
37
state, or city. Of course, this may vary based upon the purpose of your study. In the decision to
identify the geographic location, one must ensure that the confidentiality of the company(ies) and
participants. If one is conducting a study in an automotive manufacturing facility and there are
only one or two companies in the city or state (i.e. Alabama), one should define the geographic
location to avoid the specific sample units being easily identifiable (i.e., southern United States).
Social change. The final element of your Purpose Statement requires you to provide a
positive social change statement. Positive social change involves improvement of human or
social conditions by promoting the worth, dignity, and development of individuals, communities,
organizations, institutions, cultures, or societies. Focus on explaining “WHO” may benefit, and
“HOW” the “WHO” may benefit from your study’s findings and recommendations.
Quantitative hypothetical example. The purpose of this quantitative correlation study is
to examine the relationship between leadership styles, size of business, and business revenue.
The independent variables are leadership style and size of business size. The dependent variable
is business revenue. The targeted population will consist of business leaders of microelectronic
companies in the southeast United States. The implications for positive social change include the
potential to (provide social change statement).
Note: DBA doctoral studies require the highest level or rigor and scholarship. One
focus of rigor and scholarship is that of the number of predictor or independent variables
examined in quantitative doctoral studies. Nonexperimental research (i.e. correlation, quasiexperimental,
etc.) requires the use of at least two independent or predictor variables.
Qualitative hypothetical example (case study). The purpose of this qualitative multiple
case study is to explore the strategies that department store managers use to motivate their sales
associates. The targeted population will comprise of department store managers form one of the
three department stores in the southeast region of the United States who have implemented
strategies to motivate their sales associates. The implication for positive social change includes
the potential to (provide social change statement).
Note: In a case study, and often in ethnographic studies, the population is limited to those
people meeting the participant criteria in the company or companies being studies. In a
phenomenological or narrative study, the population includes all people who meet the participant
criteria.
1.5 – Nature of the Study
The Nature of the Study component serves two purposes (a) describing and justifying the
methodology (i.e. quantitative, qualitative, mixed-method) and (b) describing and justifying the
design (i.e. case study, phenomenological, correlation, sequential explanatory, etc.). Therefore, a
well-crafted Nature of the Study can be presented in two paragraphs and not exceed one page.
The first paragraph describes and justifies the methodology and the second paragraph describes
and justifies the design. These two components should not be intermingled. A common error in
this heading is to restate the purpose, identify variables, analyses, etc. and include other
superfluous information. Again, map to the rubric and only include the required content!
March 2016
38
Remember that the Nature of the Study succinctly represents your defense of your choice
of method and design; therefore, it must have depth. You must demonstrate to the reviewers
that you have done the reading and research needed to support your research method and design.
That evidence also includes discussing why you did not choose other methods and designs.
Keep this heading deep yet brief. You will have time to expand upon the Nature of the Study
later in the Research Method and Design heading.
Hypothetical Quantitative Example47
I chose a quantitative methodology for this study. Using a quantitative study enables one
to identify results that can be used to describe or note numerical changes in numerical
characteristics of a population of interest; generalize to other, similar situations; provide
explanations of predictions, and explain casual relationships (cite). Thus, the quantitative method
is appropriate for this study because the purpose of the study is to analyze numerical data and
infer the results to a larger population. A mixed methods study contains the attributes of both
quantitative and qualitative methods (cite). The qualitative method is appropriate when the
research intent is to explore business processes, how people make sense and meaning, and what
their experiences are like (cite). Therefore, the qualitative and qualitative portions of a mixedmethod
approach are not appropriate for this study.
Specifically, the correlation design is chosen for this study. A correlation researcher
examines the relationship between or among two or more variables (cite). The correlation design
is appropriate for this study because a key objective for this study is to predict the relationship
between a set of predictor variables (leadership style and size of business) and a dependent
variable (company revenue). Other designs, such as experimental and quasi-experimental designs
are appropriate when the researcher seeks to assess a degree of cause and effect (cite). This
principal objective for this study is to identify a predictive model; thus the experimental and
quasi-experimental designs are not appropriate.
Hypothetical Qualitative Example
The three research methods include qualitative, quantitative, and mixed methods (cite). I
selected the qualitative method to use open-ended questions. Qualitative researchers use openended
questions to discover what is occurring or has occurred (cite). In contrast, quantitative
researchers use closed ended questions to test hypotheses (cite). Mixed methods research
includes both a qualitative element and quantitative element (cite). To explore (your topic), I
will not be testing hypotheses which is part of a quantitative study or the quantitative portion of a
mixed methods study.

47 Note: As you can see, the example clearly starts with topic sentences (red text) that foreshadow what is to be
addressed in the paragraph. Notice the quantitative method paragraph does not address the design, as the topic
sentence does not suggest the design is the focus of the paragraph. The design is not foreshadowed in the topic
sentence. Remember, a topic sentence alerts the reader to the main topic of the paragraph.
March 2016
39
I considered four research designs that one could use for a qualitative study on (2-3
words identifying your topic): (a) miniethnography, (b) focus group, (c) narrative, and (d) case
study. (Note: Select the designs that you considered and are applicable to an applied qualitative
study.) Miniethnography involves… (Briefly discuss miniethnography, 1-sentence defining with
a citation, 1-sentence if needed why it is or is not the optimal choice). Business researchers use
focus groups to… (Briefly discuss focus groups, 1-sentence defining with a citation, 1-sentence
if needed why it is or is not the optimal choice). A narrative design entails… (Briefly discuss
narrative designs, 1-sentence defining with a citation, 1-sentence if needed for why it is or is not
the optimal choice). Case study researchers… (Briefly discuss case study, 1-sentence defining
with a citation, 1-sentence is needed why it is or is not the optimal choice).
1.6 – Research Question (Quantitative Only)
DBA doctoral studies require the highest level or rigor and scholarship. One focus
of rigor and scholarship is that of the number of predictor or independent variables
examined in quantitative doc studies. Non-experimental research (i.e. correlation, quasiexperimental,
etc.) requires the use of at least two independent or predictor variables. This
is due to the “third variable” problem. A third variable also known as a confounding or
mediator variable can confound the relationship between the independent and dependent
variable. This confounding can lead the researcher to incorrectly interpret the results,
leading to an incorrect rejection of the null hypothesis.
As such, all DBA quantitative studies require the examination of at least two predictor, or
independent variables. This affects the statistical analysis, as simple bivariate correlations
(correlation designs) or one-way ANOVAs cannot be used as inferential statistical tests. Other
statistical procedures, such as partial correlation, semipartial correlation, mediation and
moderation, and multiple regression analyses, as a minimum must be used for correlation studies.
Quasi-experimental, causal comparative, etc., designs must employ statistical analyses (i.e.
factorial ANOVAs), as a minimum, which examines more than one independent variable.
Below are appropriate and inappropriate examples of correlation and quasi-experimental
research questions. These examples depict predictor/independent variables, which are (a)
employee job satisfaction and (b) leadership experience. The dependent variable is company
gross revenue.
 Appropriate Correlation Example (two predictor variables): Does a linear
combination of employee job satisfaction and leadership experience significantly
predict employee productivity?
 Inappropriate Correlation Example (only one predictor variable): Does
employee job satisfaction significantly predict employee productivity?
 Appropriate Quasi-experimental Example (two independent variables): Do
employee job satisfaction and leadership experience significantly influence employee
productivity?
March 2016
40
 Inappropriate Quasi-experimental Example (only one independent variable):
Does employee job satisfaction significantly influence employee productivity?
1.7 – Hypotheses (Quantitative/Mixed-Method Only)
Hypotheses
Two major elements in the research design are the hypotheses and the variables used to
test them. A hypothesis is a provisional idea whose merit deserves further evaluation. Two
hypotheses, the null (H0) and alternative (H1)
, are to be stated for each research question. Below
are appropriate examples of correlation and quasi-experimental/casual comparative null and
alternative hypotheses; note how they mirror the research questions identified above in the
Quantitative Research Questions heading. These examples depict predictor/independent
variables, which are (a) employee job satisfaction and (b) leadership experience. The dependent
variable is company gross revenue. The H0 and H1 reflect the appropriate statistical notation and
are to be included. See more on hypotheses at:
https://www.homeworkessaymarket.com/write-my-paper/socialresearchmethods.net/kb/hypothes.php
Correlation
 Null Hypothesis (H0): The linear combination of employee job satisfaction and
leadership experience will not significantly predict employee productivity.
 Alternative Hypothesis (H1): The linear combination of employee job satisfaction and
leadership experience will significantly predict employee productivity.
Quasi-experimental
 Null Hypothesis (H0): Employee job satisfaction and leadership experience do not
significantly influence employee productivity.
 Alternative Hypothesis (H1): Employee job satisfaction and leadership experience
significantly influence employee productivity.
1.8 – Research Question (Qualitative Only)
In a qualitative study, the Research Question uses the same words as in the Specific
Business Problem to identify the specific business leader and identify what the leader has limited
supply of or is lacking. The following examples demonstrate how to align the research question
with the specific business problem.
March 2016
41
March 2016
42
1.9 – Interview Questions (Qualitative Only)
In qualitative studies, the researcher must first identify the population for the study
(business leaders that have solved or are solving the specific business problem) and align the
interview questions with the population and the research question. Interview questions must (a)
provide answers to the research question, (b) not go beyond the research question (i.e., no
demographics if not part of the research question), (c) be in the language (word choice) that the
participant will understand, (d) be open-ended questions (no Yes or No answerable questions),
and (e) be applied DBA rather than speculative PhD questions (see the example below).
Interview questions should be straightforward and ask what or how the business leader
has addressed the research problem. Typically, case study and ethnographic interviews will be
semistructured, semiformal, unstructured, or informal. Phenomenological studies use the
phenomenological long interview with only one to three questions to have a longer discussion
getting in depth data and reaching a state of epoché. Students should critically read about the
different interviewing techniques and select the best technique for the study design.
Semistructured and semiformal interviews frequently include six to ten interview
questions to allow time for probing questions. The final interview question in a semistructured or
informal interview frequently asks the participant to share any additional information for
addressing the research question(s): What additional information would you like to share about
XYZ? One typically uses an unstructured or informal interview technique when having a more
casual discussion often spreading the interview questions out over time during field visits (i.e.,
during a direct observation or participant observation phase in data collection).
In contrast, the phenomenological long interview typically has one or two interview
questions. Although phenomenological interview questions are written as a question, the
interview protocol involves creating an in depth discussion (typically 1-2 hours) and reaching a
state of epoché. The phenomenological long interview requires more study and preparation as
compared to more traditional interviewing techniques used in ethnography and case study
designs.
March 2016
43
Be cautious not to confuse the interviewing process with the interviewing questions. The
concept of semistructured questions or semistructured interview questions does not exist.
Semistructured interviews (semiformal, unstructured, or informal interviews) are a specific
interviewing technique/process. All qualitative interview questions are open-ended. However,
the interview questions are not semistructured.
Example Research Question
What strategies do department store managers use to motivate their sales associates?
Example Applied DBA Interview Questions
1. What strategies are you using to motivate your sales associates?
2. What method did you find worked best to motivate your sales associates?
3. How did your sales associates respond to your different motivation techniques?
Example Speculative/Theoretical PhD Questions (do not use)
1. What strategies should managers use to motivate sales associates?
2. What method do you think will work best to motivate sales associates?
3. How do you feel your sales associates respond to other motivation techniques?
1.10 – Theoretical/Conceptual Framework
A theoretical (for quantitative studies) or conceptual framework (for qualitative studies)
offers a systematic view of a phenomenon. In other words, the framework provides a lens
through which to view a phenomenon.
Identifying the Best Theory or Conceptual Model
Make certain that the theory aligns with the research question. Consider the following when
searching for a theory or conceptual model for the conceptual framework.
 Critically read peer- reviewed studies related to your topic and identify the theories that
the sources found aligned with their studies. After one has read and synthesized
numerous peer-reviewed studies related to the topic for the annotated bibliography, one
will notice a few theories (or conceptual models) that aligned with several studies.
 Critically read the seminal work on the theories (or conceptual models) that you found in
peer-reviewed studies related to your topic.
 Related studies may be about the concept and not the specific industry.
 For example, if one is studying how the family owned wrecking yard leaders succession
plan, one could look at studies on leadership training and development in other types of
organizations.
March 2016
44
 Quantitative. Select the theory or conceptual model that best aligns with the research
question and provides an interrelated set of constructs, variables, hypotheses, or
propositions that offer an explanation for phenomenon.
 Qualitative. Select the theory or conceptual model that best aligns with the research
question.
As you can see, it is important to immerse yourself in the literature pertaining to your
conceptual framework to gain a good understanding of the framework. More important, your
literature review must include an exhaustive review of the literature pertaining to the conceptual
framework you are proposing for your study. This is extremely important, as you will be
required to discuss your findings as they confirm, disconfirm, extend, etc., the extant literature
on your conceptual framework. You must critically analyze and synthesize the studies where
your conceptual framework has been the lens through which the phenomenon has been viewed.
As outlined in the DBA Rubric, you are required to present a brief overview of your
theory or conceptual framework in Section one of the proposal. Please note this is not to be a
detailed review of your theory or framework. The detailed review is required in the Review of the
Literature heading. Here, a model for presenting the theory or framework heading is offered.
You will want to state the name of the theory or identify the conceptual framework, identify the
theorist if applicable, list key concepts of the theory or framework, identify any propositions or
hypotheses, and identify how the theory or framework applies to your study. Please note there
are obvious variations to this model depending upon your particular study and topic. However,
the intent is to briefly present the key aspects of your theory and or framework and show how it
fits into your study.
Quantitative Example
Burns (1978) developed the transformational leadership theory. Burns used the theory to
offer an explanation for leadership based upon the premise that leaders are able to inspire
followers to change expectations, perceptions, and motivations to work toward common goals.
Burns identified the following key constructs underlying the theory (a) idealized attributes, (b)
idealized behaviors, (c) intellectual stimulation, (d) inspirational motivation, and (e)
individualized consideration. As applied to this study, the transformational leadership theory
holds that I would expect the independent variables (transformational leadership constructs),
measured by the Multifaceted Leadership Questionnaire, to predict employee turnover intention
because (provide a rationale based upon the logic of the theory and extant literature). The
following figure48 is a graphical depiction of the transformational leadership theory as it applies
to examining turnover intentions.

48 Graphical models are useful for depicting the theoretical framework in quantitative studies.
March 2016
45
Let’s examine the theoretical framework from the perspective of possible lenses through
which to view phenomena. Assume the business problem or phenomenon is the failure rate of
small businesses, an obvious business concern. There are plethora’s of explanations that can be
offered for the failure of small businesses. As the researcher, you have the choice of lens for
which to view the problem. For example, you might hypothesize or rationalize that
transformational leadership characteristics offer a systematic view for the failure of small
businesses. Specifically, you hypothesize or rationalize that a leaders transformational leadership
characteristics are influential in the success of small businesses. As such, your study would be
grounded in transformational leadership theory or transformational leadership conceptual
framework.
Or perhaps, you hypothesize or rationalize that servant leadership characteristics offer a
systematic view for the failure of small businesses. Specifically, you hypothesize or rationalize
that a leaders servant leadership characteristics are influential in the success of small businesses.
As such, your study would be grounded in transformational leadership theory or transformational
leadership conceptual framework. Hence, the number of lenses through which a problem or
phenomena can be viewed is limitless. Only your imagination stands between you and selecting
the theory or conceptual framework that can be used to connect your study to existing
knowledge.
Perhaps, one of the most misunderstood aspects of theory is how to apply it in the
doctoral study. Researchers utilizing a quantitative study grounded in transformational leadership
theory must measure or assess the constructs underlying the theory. The broad constructs of
transformational leadership theory are idealized attributes, idealized behaviors, inspirational
motivation, stimulation, and idealized consideration.
Therefore, an instrument such as the Multifaceted Leadership Questionnaire (MLQ) is
appropriate to measure the underlying constructs of transformational leadership theory. Any
instrument not proven to assess transformational leadership cannot be approved for use in a study
grounded in transformational leadership theory. If you (inappropriately) used a nonvalidated
instrument, you would not be testing the proposed transformational leadership theory, and your
Idealized Attributes
Turnover Intention
Idealized Behavior
Intellectual Stimulation
Inspirational Motivation
Moral Integrity
March 2016
46
study would not have construct validity. For example, the Servant Leadership Survey (SLS)
instrument could not be approved for use in a study grounded in transformational leadership
theory, as the SLS was validated for use in measuring constructs underlying servant leadership
theory.
Qualitative Example
Example research question. What strategies do department store managers use to
motivate their sales associates?
Example conceptual framework. Vroom (1959) developed the expectancy-valence
theory, which he later called the expectancy motivation theory (Vroom, 1964). The expectancy
motivation theory suggests that employees will exhibit positive performance behaviors when
they believe that their work will result in certain rewards (Vroom, 1964). Building upon Vroom’s
expectancy motivation theory, Gilbert (1978, 2013) published his behavioral engineering model
that provided a motivational foundation for the inputs that can lead to specific employee motives.
Gilbert identified three categories covering information, instrumentation, and motivation. Within
the manager’s scope of control are data, resources, and incentives. Within the employee’s scope
of control are knowledge, capacity, and motives. Gilbert argued that if managers improved the
availability of data access, provided the tools and equipment, or incentives to perform,
employees would exhibit a change in willingness to participate. Likewise, if employees have a
change in knowledge or capacity to perform, employees would exhibit a change in willingness to
participate (Gilbert, 1978, 2013). Vroom’s (1964) expectancy motivation theory and Gilbert’s
(1978) behavioral engineering model both align with this study exploring the strategies that
department store managers use to motivate their sales associates.
1.11 – Operational Definitions
Do not include terms found in a basic academic dictionary (i.e. Webster’s). List only
terms than might not be understood by the reader. All definitions should be sourced from
professional/scholarly sources and in alphabetical order. Do not include more than 10 key
operational definitions. Although one can use a maximum of 10 terms, there may only be a few
terms pertinent to the study. Listing a specific term that only one or two sources in the literature
review introduce is likely not pertinent to the study and should not be listed in the operational
definitions.
1.12 – Assumptions, Limitations, and Delimitations49
Assumptions are facts considered to be true, but which cannot actually be verified by the
researcher. Assumptions carry risk and should be treated as such. A mitigation discussion would
be appropriate. Identify all assumptions associated with the study. Limitations refer to potential
study weaknesses, which cannot be addressed by the researcher. Identify all limitations

49 Review the following resource for more detailed information: Ellis, T. J., & Levy, Y. (2009). Towards a guide for
novice researchers on research methodology: Review and proposed methods. Issues in Informing Science and
Information Technology, 6, 323-337. Retrieved from https://www.homeworkessaymarket.com/write-my-paper/informingscience.org/Journals/IISIT/Overview
March 2016
47
associated with the study. Delimitations refer to the bounds or scope of the study. Describe the
boundaries and what is in and out of your study’s scope.
1.13 – Significance of the Study
Contribution to Business Practice
Assignment help – Discuss how the findings, conclusions, and recommendations from your study could fill
gaps in the understanding and effective practice of business.
Implications for Social Change
Provide a statement of the your study’s potential for effecting positive social change or
the improvement of human or social conditions by promoting the worth, dignity, and
development of individuals, communities, organizations, institutions, cultures, or societies.
1.14 – Review of the Professional and Academic Literature
The literature review content needs to be a comprehensive and critical analysis and
synthesis of the literature related to the theory and/or conceptual model from the
Theoretical/Conceptual Framework as well as the existing body of knowledge regarding the
research topic. What a literature review should not be is an amalgamation of essays on the topic.
The approach to this heading may vary by authors’ specific purpose. For example, if your study
is to be grounded in the transformational leadership theoretical or conceptual framework, you
will be examining or exploring your phenomenon through a leadership lens. You want to report
on extant research that was grounded in the transformational leadership theoretical/conceptual
framework. You would want to report on the literature that is as close to your topic/phenomenon
as possible. In addition, if you are conducting a quantitative study, you need to include the
literature for any other key variables. A basic outline is presented at Appendix A.50
Critical analysis and synthesis of the relevant literature will be an important element of
the literature review. The review of the literature is not to be a regurgitation of what you have
read. It is also not to teach about a topic; rather, it is to show your mastery of the previous and
recent research on your topic and provide a comprehensive up-to-date literature review on your
topic. Start with an introductory heading and then report the literature. This should be an
exhaustive review of the literature using the chosen theoretical/conceptual framework and
consist of the key and recent writings in the field. Repeat this approach if there are any additional
theories. In addition, in quantitative studies, there must be a critical analysis and synthesis for
each variable.
There are three questions that students typically ask about the literature review: (a)
length, (b) organizational structure, and (c) content. The length will depend upon the theoretical
foundation related to the topic and scholarly studies related to the theory. Typically, for a
doctoral study, a literature review will average 35-40 pages. However, demonstrating a rich and

50 Literature reviews will vary by topic, author, etc. However, Appendix A presents the minimum requirements for a
quantitative study.
March 2016
48
comprehensive review of the topic is more important than the number of pages in a literature
review.
The most common ways that one may organize the literature review are to use a
chronological, topical, or combination of chronological and topical structure. The literature
review should be a succinct yet in-depth critical analysis of scholarly studies and authoritative
seminal work. The literature review should not be a summary of one’s reading or an
amalgamation of essays on the topic.
The literature review content needs to be a comprehensive and critical analysis and
synthesis of the literature related to the theory and/or conceptual model that one identified in the
Theoretical/Conceptual Framework as well as the existing body of knowledge regarding the
research topic. Typically one half to two thirds of a good literature review will relate the theory
or conceptual models to a critical analysis and synthesis about the topic and problem. One
organizational strategy for the literature review is (a) one third discussing the theory or
conceptual model (see figure below), (b) one third topical foundation, and (c) one third
discussing the topic in relation to the theory.

March 2016
49
1.15 – Transition
This heading summarizes the key contents of Section 1. Do not introduce any new
material in the summary, but do provide an overview of the primary objectives and contents of
Sections 2 and 3.
March 2016
50
SECTION 2: THE PROJECT
Section 2 – The Project
March 2016
51
2.1 – Purpose Statement
Simply cut-and-paste the Purpose Statement from Section 1.
2.2 – Role of the Researcher
The Role of the Researcher is an important part of your proposal and study. The content
that you present in this subheading is important because it demonstrates that a) you have done
the research that is required, b) that you understand what your role is in the study design, and 3)
you understand the limitations and challenges in this type of role, and how any concerns may be
mitigated to enhance the reliability and validity of your work.
One of the most challenging parts to write in this subheading is about the use of a
personal lens primarily because novice researchers (like students) assume that they have no bias
in their data collection. However, it is important to remember that a participant’s as well as the
researcher’s bias/worldview is present in all social research, both intentionally and
unintentionally which is why it is important to address strategies to mitigate bias.
To address the concept of a personal lens, remember that in qualitative research, the
researcher is the data collection instrument and cannot separate themselves from the research,
which brings up special concerns. Remember that the researcher operates among multiple worlds
while engaging in research, which include the cultural world of the study participants as well as
the world of one’s own perspective. A researcher’s cultural and experiential background will
contain biases, values, and ideologies that can affect the interpretation of a study’s findings.
Therefore, researcher bias is a concern because the data can reflect the researcher’s personal bias
and concerns. It becomes imperative that the interpretation of the phenomena represent that of
participants and not of the researcher. Hearing and understanding the perspective of others may be
one of the most difficult dilemmas the researcher must address. The better a researcher is able to
recognize his/her personal view of the world and to discern the presence of a personal lens, the
better one is able to hear and interpret the behavior and reflections of others.
How you address and mitigate a personal lens/worldview during your data collection and
analysis is important and a key component in the Role of the Researcher subheading. It is
important that a novice researcher recognizes their own personal role in the study and mitigates
any concerns during data collection. Part of your discussion in this subheading should address
how this is demonstrated through using an interview protocol, member checking, transcript
validation and review, reaching data saturation, enabling sense making, facilitating epoché,
careful construction of interview questions, and other strategies to mitigate the use of one’s
personal lens during the data collection process of the study.
It would be impossible to remove all bias because you are a human being. Rather, one
mitigates bias as best as one can. This is demonstrated via using an interview protocol, member
checking, data saturation, and other strategies to mitigate the use of one personal lens during the
data collection process of your study. Inadvertently driving participants to predetermined
conclusions speaks to the same concepts.
March 2016
52
2.3 – Participants
The requirements are straight forward but often missed in the Participants heading.
Consider the explanations in the following table.
Rubric Requirement Explanation
a. Describes the eligibility
criteria for study
participants.
The participants must meet the eligibility requirement
within the scope of the population. Consider the research
question: What strategies do department store managers
use to motivate their sales associates? If one identified the
population as department store managers who have worked
in the field for 8-years and have a minimum of 5-years
supervising sales associates, one would not be necessarily
addressing the requirement.
The criteria for the example research question would be
department store managers who have successful strategies
that they are using to motivate sales associates. The
department store manager may have been in the field for
20-years or 1-month—the time in position has nothing to
do with the study. Likewise, working with the employees
does not mean that the department store manager is using a
strategy to motivate the sales associates.
b. Assignment help – Discusses strategies for
gaining access to
participants.
Explain your plan for gaining access to participants. In a
quantitative survey, one may use a professional association
membership list or other types of list to access participants
via email, phone, etc.
For a qualitative study, one may also use professional
associations, trade affiliations, etc. for gaining access. One
may also be using rosters inside the company(ies) and
emailing, calling, or visiting in person for a case study.
It is vital that you develop a strategy to determine that
participants meet the study criteria before inviting
participation.
c. Identifies strategies for
establishing a working
relationship with
participants.
Once one gains access, one needs to develop a working
relationship with the participants. This may be as simple as
sending a survey link via email in a quantitative study to
how you will cover the informed consent form and set the
March 2016
53
stage for a qualitative interview (often referencing the
interview protocol).
d. The participants must align
with the overarching
research question.
This requirement is a reminder that one must have the
correct criteria for selecting the participants and that the
criteria must align with the research question—nothing else
should be included in the criteria.
e. Supports every decision
with a minimum of three
scholarly peer-reviewed or
seminal sources.
During planning the study, one will make several
decisions. In this heading, there is a decision for the
participant criteria, how one will gain access to the
participants, and how one will build a working relationship
with the participants. Each decision will need a synthesis
from a minimum of three scholarly peer-reviewed or
seminal sources to support the decision. This means that
one may have nine citations for this section. Fortunately,
you have an annotated bibliography with peer-reviewed
studies where others have made similar decisions as well as
seminal sources on methodology.
Tip: To represent your sources correctly: Homework help – Write about what
you will do in one sentence and synthesize your sources
supporting your decision in a separate sentence.
2.4 – Research Method
This heading is an extension of the Nature of the Study. The first paragraph of the Nature
of the Study required a description of and justified the methodology. Here you will extend that
discussion by providing more information and additional resources. Remember to use multiple
sources to support claims and decisions. It is important to have a strong case to support the
rationale for research design.
2.5 – Research Design
This section is an extension of the Nature of the Study. The second paragraph of the
Nature of the Study required a description of and justified the design. Here you will extend that
description by providing more information and additional resources. Be sure to include at least
three sources for each decision you make.
Data Saturation in Qualitative Study Designs
A vital prerequisite for a valid qualitative study is having a plan to ensure data saturation.
Data saturation in qualitative research ensures the validity in a qualitative study similar to a
statistically valid sample in a quantitative study. See more on data saturation in the Population
and Sampling heading below.
March 2016
54
How to Use Multiple Sources to Support Claims and Decisions
Specifically stating multiple sources is one way to make it clear to the reviewers that you
have mapped to the Rubric. However, what the reviewers are looking for is that students have
done the required reading to justify the choice of research design that will best assist collecting
data to answer the research question. Rather than list name-date, name-date, name-date
repeatedly, one would synthesize the concepts into one cohesive whole supported by sources in a
somewhat indirect manner. For example:
Case studies are the preferred strategy researchers employ when asking how or
what questions (Amerson, 2011; Andrade, 2009; Yin, 2009). These types of studies
identify operational links among events over time (Andrade, 2009; Baxter & Jack, 2008;
Yin, 2009). Case studies may be exploratory, explanatory, or descriptive and may involve
one organization and location or multiple organizations and locations for a comparative
case study (Amerson, 2011; Stake, 1995; Yin, 2009).
In other words, you are supporting your synthesis with multiple sources. Another way to
support your design with a source is:
Ethnographic study is unique in that it includes fieldwork where all relevant
participants are observed and interviewed informally rather than a specified number as
in phenomenology (Fusch, 2001; Wolcott, 2011). Bernard (2012) stated that the number
of participants needed for a qualitative study was a number he could not quantify, but
that the researcher takes what he can get it.
In other words, you support your synthesis in a more direct way. Note that Bernard’s
entire work is not within the text, but, rather, one important statement that he did make is and it
supports the chosen research design.
In both examples, the synthesis demonstrated depth of knowledge that is supported by
published peer-reviewed work, which is what reviewers want to see in your work. Moreover, it is
a demonstration of your scholarly research abilities. Note, you may use the same source to
support more than one decision if applicable.
2.6 – Population and Sampling (Quantitative Only)
Population
Start by describing the population from which the sample will be drawn. Include any
pertinent demographic variables (e.g., CEO, senior executive, mid-level manager, sales
professional, front-line supervisor, etc.). Refer to pg. 29 (Participant Characteristics) of the Help write my thesis – APA
Manual (American Psychological Association, 2010) for other appropriate characteristics when
appropriate.
March 2016
55
Sampling
The two broad categories of sampling methods are probabilistic sampling (random
sampling) and non-probabilistic sampling (non-random sampling)51. Identify and defend your
sampling method. You must address the strengths and weaknesses of your chosen sampling
method. For example, if you will utilize a stratified random technique defend your reason for
doing so. Also note why stratified sampling is more appropriate for your research situation than
another sampling technique. You will need to refer to the literature pertaining to sampling
techniques.
Describe and defend the sample size. This is where you discuss conducting a power
analysis to determine the appropriate sample size. You will present your power analysis in this
component. G*Power3 is an excellent power analysis software tool and can be downloaded at:
https://www.homeworkessaymarket.com/write-my-paper/gpower.hhu.de/en.html. You will find a user’s manual and short tutorial at the same
website. See Appendix B for an example power analysis.
Describe the eligibility criteria for inclusion in the study. Assignment help – Discuss any exclusion criteria.
Make the eligibility criteria clear, as the results of the study cannot be generalized beyond your
targeted population. You need to make it clear as to who can, and who cannot, participate in your
study.
2.7 – Population and Sampling (Qualitative Only)
Defining the Population
In this heading, one needs to define the scope of the study. For example, in a
phenomenological study, the population will be all the people within the scope of the study (i.e.,
a specific industry) that meet the participant criteria noted in the participant section 2.3 above. In
an ethnographic study or case study, the population would comprise all people that meet the
participant criteria in one company for an ethnographic study or single case study and multiple
companies for a multiple case study. One should identify the number of companies in a multiple
case study. Likewise, one should identify the approximate number of people (that meet the
participant criteria) within your study’s population.
Sampling
One must describe and justify the sampling method (census, convenience, criterion,
purposeful, quota, snowball, etc.). Once one defines the total population meeting the participant
criteria within the scope of the study, one must identify the sample size that has the best
opportunity for the researcher to reach data saturation. A large sample size does not guarantee
that one will reach data saturation, nor does a small sample size—rather, it is what constitutes the
sample size. One must also select a sampling technique that supports the research design.

51 See Appendix B for a typology of sampling strategies.
March 2016
56
For example, one may use a census sample for a single or multiple case study with a
small population versus a convenience sample in an ethnographic study. A census sample is
actually a census, which means that the study participants will include 100% of the population.
For example, as depicted in the following graphic, if one identified the scope of a multiple case
study to include five companies and the people that meet the participant criteria for the
population as the CEOs of the five companies, there would be a census sample if all five of the
CEOs participated.
Data Saturation and Sampling
In the Population and Sampling heading (as well as the Research Design and the Validity
headings), one must define how one will ensure data saturation. Although data saturation in
qualitative research ensures the validity in a qualitative study similar to a statistically valid
sample in a quantitative study, there is no direct correlation between the sample size and
reaching data saturation. Data saturation in qualitative research is a way to ensure that one
obtained accurate and valid data. Using too small of a sample or too large of a sample will not
ensure data saturation. One should critically read and obtain a clear understanding of data
saturation before writing a qualitative proposal. Fusch and Ness (2015) synthesized the literature
to identify some key characteristics of reaching data saturation which include no new data, no
new themes, no new coding, and ability to replicate the study (providing one asks the same
participants the same questions in the same timeframe). The study design (case study,
miniethnography, phenomenological, etc.) will affect when and how one reaches data saturation.
One may be conducting interviews only in a phenomenological study, whereas one would use
multiple data collection methods in a case study.
Although the DBA leadership requires a minimum of 20-participants in a
phenomenological study and although one may use member checking to enhance the richness of
the data, one may have to interview many more participants to reach data saturation. In contrast,
in a case study using a small census sample and multiple data collection methods, one may reach
data saturation with one or a few participants. In qualitative studies, quality (rich data) is more
important than quantity (thick data).
2.8 – Ethical Research
Each research study comes with its own set of specific ethical issues. Thus, a rubric
cannot address all possible scenarios. Therefore, it will be helpful to review the IRB Application
Form before you complete this component to ensure you address any requirements not identified
in the rubric or Research Handbook. However, as a minimum, discuss the informed consent
process. Include a copy of the informed consent form in an appendix and list the informed
March 2016
57
consent form in the Table of Contents. Assignment help – Discuss participant procedures for withdrawing from the
study. Describe any applicable incentives. Clarify measures for assuring the ethical protection of
participants is adequate. Agreement documents are to be listed in the (a) text of the study, (b)
appendices and (c) Table of Contents. Include a statement that data will be maintained in a safe
place for 5-years to protect rights of participants. Ensure you indicate that the final doctoral
manuscript will include the Walden IRB approval number. Ensure the document does not include
names or any other identifiable information of individuals or organizations.
Each participant in your study must give written consent to take part in the data collection
phase of the work. Moreover, as a researcher following the protocols of the Belmont Report, you
must ensure that your participants have a full understanding of their part in the study. Finally,
you must ensure that participants understand that they may withdraw from your study at any time
without penalty, and how to withdraw from the study.
It is a good practice to complete the first draft of your IRB application while completing
the ethics section as well as Section 2. Consider: (a) writing a sentence about your plan to share
a summary of the findings with the study participants, and (b) do not use the term anonymous for
qualitative studies if you will be interviewing or knowing whom the participants are. Qualitative
researchers can protect the confidentiality but not the anonymity of participants because the
researcher will know who the participants are. Depending upon the data collection method,
quantitative researchers may be able to protect participants’ anonymity.
2.9 – Data Collection—Instruments (Quantitative)
You will describe each instrument’s purpose, intended populations, scales, scoring
process, time needed to complete, etc. This heading will also address the psychometric issues
surrounding the instrument, reliability and validity—this is very important. You will need to
report the reliability and validity coefficients. Where possible, include the details of the
reliability measures employed (e.g. test-retest, equivalent or alternate form, split-half, and
internal consistency). Validity should include content validity, criterion-related validity, and
construct validity. State briefly what these measures of validity are, and report their
Intercorrelation coefficients.
You will need to address any special requirements of the publisher. You will need to gain
permission from the test publisher to use some instruments. This can be requested by sending a
formal letter or email to the publisher. Alternatively, you may need to complete a training course
or require your chair’s signature to acquire the instrument—be sure to include this information if
applicable.
2.10 – Data Collection – Instruments (Qualitative)
The requirements are straight forward but often missed in the Participants heading.
Consider the explanations in the following table.
March 2016
58
Rubric requirement Explanation
a. In addition to identifying
the student as the primary
data collection instrument,
identifies the data collection
instrument/process (i.e.,
informal interview,
semistructured interviews,
phenomenological in-depth
interviews, focus groups,
company/archival
documents, etc.).
Rubric requirement has two parts and students sometimes
miss one of them, which can lead to a revision request.
1. Identifying that you are the primary data collection
instrument.
2. Identifying all of the secondary, tertiary, etc. data
collection instruments. Although common in
ethnographic research, in case studies, students
must have a minimum of two data collection
methods.
b. Clarifies how the student
will use the data collection
instrument/technique (the
process/protocol).
Describe how you will use the instrument(s) by providing a
brief definition of each instrument and referencing
interview or focus group protocols, etc.
The focus here should be more on defining and using the
instrument. For example, if you are using a specific type of
interview, what is the interviewing technique specific to
your chosen approach (i.e., unstructured or semistructured
interviews). Keep this brief; however, be sure to define the
different data collection methods (with scholarly support).
In the Data Collection Technique Heading, where you will
expand upon the process.
c. Identifies how the student
will enhance the reliability
and validity of the data
collection
instrument/process (i.e.,
member checking, transcript
review, pilot test, etc.).
Clarify how you will enhance the reliability and validity of
the instruments such as using an expert panel to validate
interview questions, member checking follow up
interviews after semistructured interviews, triangulation of
multiple data collection methods (during the data analysis
as applicable to the research design), etc.
d. Identifies where in
appendices the instrument
(i.e., interview protocol,
focus group protocol,
interview questions, etc.) is
(are) located. Ensures Table
of Contents lists
appendices.
As applicable, include interview protocols, focus group
protocols, direct/participant observation protocols in the
appendices.
e. Supports every decision
with a minimum of three
scholarly peer-reviewed or
seminal sources.
During the study plan, one will make several decisions. In
this heading there are several decisions to make and
support. Each decision such as the following will need
scholarly support:
 Identifying that you are the primary data collection
March 2016
59
instrument.
 Identifying all of the secondary, tertiary, etc. data
collection instruments such as type of interviews,
focus groups, company/archival documents,
company marketing materials, etc.).
 Identifying how you will use the instruments by
providing a brief definition of the instrument and
referencing interview or focus group protocols, etc.
 Identifying how you will enhance the reliability and
validity of the instruments such as by using
member-checking follow up interviews after a
semistructured interview.
Tip to represent your sources correctly: Homework help – Write about what
you will do in one sentence and synthesize your sources
supporting your decision in a separate sentence. See the
following examples:
Academic integrity code of conduct violation
(misrepresenting sources) example 1: I will use
semistructured to explore the strategies that department
store managers use to motive their sales associates
(Johnson & Williams, 2013; Rubin & Rubin, 2012; Smith,
2014). Note that the sources did not discuss the student’s
study in their publications and the example is a
misrepresentation of the sources.
Correctly supporting a decision example 1. Cite (2014)
used semistructured interviews to determine how sales
managers motivate sales associates. Likewise, Cite (2013)
found that semistructured interviews were a good approach
to learn how department store managers motivate sales
clerks. Rubin and Rubin (2012) argued that semistructured
interviews are a good way for the researcher to focus on the
details that address the research question. Therefore, I will
use semistructured to explore the strategies that department
store managers use to motivate their sales associates. Note:
please be sure to synthesize your sources to support your
decisions.
Academic integrity code of conduct violation
(misrepresenting sources) example 2: I will be the
primary data collection instrument in this study (Denzin,
2014; Marshall & Rossman, 2016; Wolcott, 2005). Note
that the sources did not discuss the student’s study in their
publications and the example is a misrepresentation of the
March 2016
60
sources.
Correctly supporting a decision example 2. I will be the
primary data collection instrument in this study. In
qualitative research, the researcher is the primary data
collection instrument because the researcher hears, sees,
and interprets the data (Denzin, 2014; Marshall &
Rossman, 2016; Wolcott, 2005). Note: please be sure to
synthesize your sources to support your decisions.
2.11 – Data Collection Technique
Do not confuse the purpose of this heading with that for the explanation of procedures.
You want to discuss the main approach to collecting your data. It is a good idea to restate the
research question and then address the data collection process. Depending upon whether you are
using a quantitative or qualitative method, you should discuss and support your decision for
collecting the data.
Quantitative Studies
In a quantitative study one would discuss: (a) surveys, (b) structured record reviews to
collect data (e.g., sales data, performance records, government databases, etc.), and (d) structured
observations. Self-administered questionnaires and structured records are more prevalent with
quantitative research. Indicate the process you will use to collect your data. State your rationale
for selecting the process (e.g., in terms of strengths and weaknesses, cost, data availability,
convenience, etc.).
Qualitative Studies
Describe the process for collecting the data (i.e., interviews, focus groups, direct or
participant observations, and review of company/archival documents, performance indicators,
sales reports, business plans, etc.) Provide an abridged interview protocol, focus group protocol,
observation protocol, etc., and identify the location of the protocols in an appendix.
2.12 – Data Organization Technique (Qualitative Only)
The Data Organization Technique can often be a short paragraph where students address
all of the data that they collected in this heading. There are typically two decisions in this
section: (a) about how one will securely store the data (electronic and hard copies) and (b) that
the data will be destroyed after 5 years.
2.13 – Data Analysis (Quantitative Only)
Data analysis involves discussing the statistical test(s) you will use to answer each
research question, and justify the tests’ selection. Indicate the nature of the scale for each
March 2016
61
variable (e.g., nominal, ordinal, interval, and ratio). Why is the selected statistical test more
appropriate than another? (Hint: The statistical test is usually selected due to the nature of the
question and scale of measurement of the variables you defined). Describe how you will deal
with discrepant cases (missing data, data that cannot be interpreted, etc.). Identify the software
that will be used to analyze the data. Be sure to discuss the data assumptions, how they will be
assessed, and how you will address any violations (e.g., using Bootstrapping).
2.14 – Data Analysis (Qualitative Only)
The qualitative data analysis heading is critical for demonstrating doctoral level
competence and will help you prepare for Section 3. This heading must be deep yet can be
covered in one or two succinct paragraphs. Reviewing the following table’s contents will help
you develop and write your data analysis plan.
Rubric requirement Explanation
a. Identifies the appropriate
data analysis process for the
research design (i.e., one of
the four types of
triangulation for case
studies; modified van
Kaam, van Maanen, etc. for
phenomenology).
Different qualitative research designs require different data
analysis processes. Critically read seminal works and other
studies using your research design to be able to
demonstrate that you are prepared to conduct a data
analysis. For example, case study researchers will use
methodological triangulation. Ethnographic researchers
will likely use methodological triangulation. However
ethnographers may also use data triangulation.
b. Provides a logical and
sequential process for the
data analysis.
Students must succinctly describe how they will perform
the data analysis. Students must use all the data for the
analysis. Often students planning case studies or
ethnographic studies discuss the data collection instruments
and techniques above, but forget everything but the
interview data in the data analysis section.
Students should begin their data analysis heading by noting
the data from the planned collection methods and how they
will use the data analysis process (in either order). For a
case study, one would start by discussing how one will use
methodological triangulation for the information from the
different data collection methods.
March 2016
62
c. Details the student’s
conceptual plan or software
(i.e., NVivo, Atlasti,
Ethnograph, Excel, etc.) for
coding, mind-mapping, and
identifying themes.
Or is the key word in this requirement. Explain the classic
data analysis method or qualitative software analysis
method (how you will do it).
Classic Data Analysis Method
For the classic data analysis method, discuss sorting all of
the concepts and ideas on separate sheets of paper into
categorized piles—be sure to support your decision.
Critically analyze the data using a large physical mind map
(i.e., stacks, piles, or clusters of concepts and ideas on a
wall or large room floor) for the classic data analysis
method.
Qualitative Software Analysis Method
For the qualitative software analysis method, code all of
the concepts and ideas (all of the data and not just the
interview questions)—be sure to support your decision.
Critically analyze the data in a graphical portrayal of
categorized and coded concepts and ideas using the
qualitative software analysis method.
Themes
Question the meaning of the reoccurring concepts and
ideas to identify the themes.
In effect, the compiling phase involves organizing the data
in an order, to create a database, while disassembling
phases involves dividing the complied data into fragments
and labels. The reassembling process involves clustering
and categorizing the labels into sequences and groups. The
interpretation stage requires creating narratives from the
sequences and groups including conclusions.
d. Identifies how the student
will focus on the key
themes, correlate the key
themes with the literature
(including new studies
published since writing the
proposal) and the
conceptual framework.
This should be a one or two sentence plan on how you will
correlate the key themes with recent studies and the theory
or conceptual models from your conceptual framework.
This will help you prepare for the presentation of findings
in Section 3.
e. Supports every decision Critically reading seminal and authoritative work for data
March 2016
63
with a minimum of three
scholarly peer-reviewed or
seminal sources.
analysis in your selected research design is vital at this
stage of your doctoral journey. You should have ample
sources to support your decisions—there are some
suggested readings lists in the Bibliography-Suggested
Readings Lists
2.15 – Study Validity (Quantitative Only)
Internal Validity52
Internal validity is the approximate truth about inferences regarding cause-effect or
causal relationships. Thus, internal validity is only relevant in studies in which researchers seek
to examine causal relationships (i.e., experiments or quasi-experimental designs). Internal
validity is not relevant in observational (i.e., correlation designs or descriptive studies, for
instance.) However, for studies in which researchers seek to assess the effects of programs or
interventions, internal validity is perhaps the primary consideration. In those contexts, you would
like to be able to conclude that your program or treatment made a difference — it improved a
business process or outcome
Experiments/quasiexperiments. Experimental and quasi-experimental designs are
susceptible to up to 8 threats to internal validity, depending upon the specific design. These eight
threats are (a) selection, (b) selection by maturation, (c) statistical regression, (d) mortality, (e)
maturation, (f) history, (g) testing, and (h) instrumentation. You need to address each of these
threats by briefly mentioning what they are, and, as relevant, the steps you will take in your study
to address each of these threats. Again, some of the threats may not be applicable, depending
upon your specific design. You can refer to a basic research design textbook to obtain a better
understanding of these threats and how to combat them. Be sure to cite your sources. See the
following link for further information: https://www.homeworkessaymarket.com/write-my-paper/socialresearchmethods.net/kb/causeeff.php
If you are not conducting an experiment then indicate that this is a nonexperimental
design (i.e. correlation) and threats to internal validity are not applicable. However, indicate that
threats to statistical conclusion validity are of concern, and then address threats to statistical
conclusion validity.
Threats to statistical conclusion validity. Start by explaining what these threats are.
Threats to statistical conclusion validity are conditions that inflate the Type I error rates,
(rejecting the null hypothesis when it is in fact true), and Type II error rates (accepting the null
hypothesis when it is false.) The three conditions that you need to cover here are: (a) reliability
of the instrument, (b) data assumptions, and (c) sample size.

52 See more on internal validity @ https://www.homeworkessaymarket.com/write-my-paper/socialresearchmethods.net/kb/intval.php
March 2016
64
Reliability of the instrument. You already reported the reliability properties of your
instrument in the Instrumentation heading. However, you need to determine how reliable the
instrument is for your specific sample. Here you will indicate you will conduct an internal
consistency reliability check of the instrument against your specific sample. The intent is to see
how close the reported reliability coefficient (in section 2.9 – Instrumentation) is and your
calculated reliability coefficient. State what an acceptable value is (i.e. >.7) and how you will
check your instrument’s reliability. There is a procedure (Analyze/Scale/Reliability Analysis) in
SPSS that will allow you to compute Cronbach’s alpha, one of several reliability coefficients.
You will report the results of the reliability analysis in Section 3, Presentation of Findings
heading. The degree of agreement/disagreement can provide information for your discussion,
especially in the event of a nonsignificant result.
Data assumptions53 (varies by statistical test). You will state what the assumptions are
pertaining to your tests and the effects violation of the assumptions can have on your results.
Indicate how you will check these assumptions. Refer to a basic statistics textbook for
assumptions regarding various tests. For example, the Green and Salkind text used in the DDBA
8438 course is an excellent resource for identifying assumptions for most basic statistical tests.
Pallant (2010)54 is an excellent text for instruction on performing parametric assumption testing.
The following Table contains the major assumptions and procedures for testing the assumptions
for multiple linear regression and for ANOVA tests.
Table X
Statistical Test, Assumptions, and Procedures for Testing Assumptions
Statistical test Assumptions Testing
Multiple Regression
Outliers Scatterplot
Multicollinearity Normal Probability Plot (PP)
of the Regression
Standardized Residual
Normality “
Linearity “
Homoscedasticity “
Independence of Residuals “
ANOVA
Normality Histograms
Equality of Variances Levene’s Test of Equality
of Variances

53 Data assumptions vary by statistical test.
54 Pallant, J. (2010). SPSS survivor manual (4th ed.). Berkshire. England: McGraw-Hill.
March 2016
65
Sample size. Include a brief explanation of the effects of using too small a sample size
could have on your study’s outcomes (refer to any basic statistics textbook). However, you will
indicate this threat has been met by conducting a power analysis to ensure you have a sufficient
sample size. Be sure to cite your work.
External Validity
External validity refers to the extent the study findings can be generalized to larger
populations and applied to different settings. External validity is related to the sampling strategy
(identified in Heading 2.6, Population and Sampling). Probability sampling strategies (random
sampling) enhances external validity. Conversely, nonprobabilistic sampling strategies hinder
external validity. This relationship is to be discussed in this heading.
2.16 – Reliability and Validity (Qualitative Only)
A key difference from quantitative research is the reliability and validity headings. The
analogous criteria for qualitative studies are dependability, credibility, transferability, and
confirmability. These criteria are not measurable and need to be established using qualitative
methods such as member checking [Marshall and Rossman (2016) provide a good definition.]
and triangulation (Data triangulation, investigator triangulation, theoretical triangulation, and
methodological triangulation). See Norman Denzin’s work on triangulation). Please review more
detailed information on qualitative validity at:
https://www.homeworkessaymarket.com/write-my-paper/socialresearchmethods.net/kb/qualval.php
Reliability
Reliability refers to how one will address dependability. Some of the ways to enhance the
dependability of the study are member checking of data interpretation, transcript review, pilot
test, expert validation of the interview questions, interview protocol, focus group protocol, direct
or participant observation protocol, etc. Reaching data saturation will help assure the
dependability of the findings. See the seminal literature on reliability bring in a minimum of
three scholarly sources to support every decision.
Validity
Qualitative study validity refers to the credibility, transferability, and confirmability of
the findings. Reaching data saturation will help assure the credibility, transferability, and
confirmability of the findings. Please see seminal work on qualitative validity to ensure that you
have a valid study. Support every decision with a minimum of three scholarly peer-reviewed or
seminal sources.
Credibility. One can enhance credibility by member checking of the data interpretation,
participant transcript review, triangulation, interview protocol, focus group protocol, direct or
participant observation protocol, etc. Demonstrating qualitative credibility ensures the
reviewers that one is addressing the findings from the perspective of the participants.
March 2016
66
Confirmability. One can enhance the confirmability by ensuring that the results can be
confirmed or supported by others. Probing during interviews and follow up member checking
interviews, questioning from different perspectives, triangulation, etc. are techniques one may
use to enhance the confirmability.
Transferability. Be sure to demonstrate how you will enable others to determine the
transferability of the findings (i.e., meticulously adhering to the data collection and analysis
techniques for the research design, using interview protocol, focus group protocol, direct or
participant observation protocol, reaching data saturation, etc.). In contrast to quantitative
studies where the researcher generalizes the findings, qualitative researchers do not generalize
and do not state that the findings are transferable.
2.17 – Transition and Summary
End with a transaction heading that contains a summary of key points and provides an
overview introducing Section 3. Do not include any new information in the summary.
March 2016
67
SECTION 3: APPLICATION TO PROFESSIONAL PRACTICE AND
IMPLICATIONS FOR CHANGE
Section 3 –Application to
Professional Practice and
Implications for Change
March 2016
68
3.1 – Introduction
Reacquaint the reader to the purpose of the study. For quantitative studies, simply restating the
first two sentences of the Purpose Statement followed by a brief summary of the study findings.
For qualitative studies simply restate the first sentence of the purpose statement and briefly
summarize the findings.
Quantitative Example
The purpose of this quantitative correlation study was to examine the relationship
between employee job satisfaction, employee motivation, and employee turnover intention. The
independent variables were employee job satisfaction and employee motivation. The dependent
variable was employee turnover intention. The null hypothesis was rejected and the alternative
hypothesis was accepted. Employee job satisfaction and employee motivation significantly
predicted employee turnover.
Qualitative Example
The purpose of this qualitative multiple case study was to explore the strategies that
department store managers used to motivate their sales associates. The data came from manager
interviews, manager-employee observations, and company documentation at five department
stores in Texas. The findings showed methods that the managers used to motivate their sales
employees to provide better customer service and increase sales.
3.2 – Presentation of Findings (Quantitative)
An example of an Help write my thesis – APA results write-up for a multiple regression analysis is provided.
Assumptions vary by statistical test. Therefore, ensure you address the appropriate assumptions
for your statistical test.
Quantitative Example
In this subheading, I will discuss testing of the assumptions, present descriptive statistics,
present inferential statistic results, provide a theoretical conversation pertaining to the findings,
and conclude with a concise summary. I employed Bootstrapping, using 1,000 samples, to
address the possible influence of assumption violations. Thus, bootstrapping 95% confidence
intervals are presented where appropriate.
March 2016
69
Tests of Assumptions
The assumptions of multicollinearity, outliers, normality, linearity, homoscedasticity, and
independence of residuals were evaluated. Bootstrapping, using 1,000 samples, enabled
combating the influence of assumption violations.
Multicollinearity. Multicollinearity was evaluated by viewing the correlation
coefficients among the predictor variables. All bivariate correlations were small to medium
(Table X); therefore the violation of the assumption of multicollinearity was not evident. The
following table contains the correlation coefficients.
Table X
Correlation Coefficients Among Study Predictor Variables
Variable Age Weight Height
Age 1.00 .151 -.010
Weight .151 1.00 .562
Height -.010 .562 1.00
Note. N = 204.
Outliers, normality, linearity, homoscedasticity, and independence of residuals55
.
Outliers, normality, linearity, homoscedasticity, and independence of residuals were evaluated by
examining the Normal Probability Plot (P-P) of the Regression Standardized Residual (Figure 1)
and the scatterplot of the standardized residuals (Figure 2). The examinations indicated there
were no major violations of these assumptions. The tendency of the points to lie in a reasonably
straight line (Figure 1), diagonal from the bottom left to the top right, provides supportive
evidence the assumption of normality has not been grossly violated (Pallant, 2010). The lack of a
clear or systematic pattern in the scatterplot of the standardized residuals (Figure 2) supports the
tenability of the assumptions being met. However, 1,000 bootstrapping samples were computed
to combat any possible influence of assumption violations and 95% confidence intervals based
upon the bootstrap samples are reported where appropriate.

55 These are the same assumptions discussed in Section 2; the results of the assumption testing are now
discussed. These assumptions differ by statistical test and the appropriate assumptions are to be discussed. Note,
your specific discussion might differ. For example, there may be severe data assumption violations in the data you
collected. Therefore, you would discuss appropriately.
March 2016
70
Figure 1. Normal probability plot (P-P) of the regression standardized residuals.
Figure 2. Scatterplot of the standardized residuals.
March 2016
71
Descriptive Statistics
In total, I received 207 surveys. Three records were eliminated due to missing data,
resulting in 204 records for the analysis. Table X contains descriptive statistics of the study
variables.
Table X
Means and Standard Deviations for Quantitative Study Variables
Variable M SD Bootstrapped 95% CI (M)
56
Sleep Index 26.36 10.56 [24.80, 27.94]
Age 43.60 12.51 [41.90, 45.28]
Weight 72.34 15.21 [70.23, 74.51]
Height 169.12 10.00 [167.68, 170.44]
Note: N = 204.
Inferential Results
Standard multiple linear regression,57 α = .05 (two-tailed), was used to examine the
efficacy of age, weight, and height in predicting sleep index. The independent variables were
age, weight, and height 58. The dependent variable was sleep index 59. The null hypothesis was
that age, weight, and height would not significantly predict sleep index. The alternative
hypothesis was that age, weight, and height would significantly predict sleep index. Preliminary
analyses were conducted to assess whether the assumptions of multicollinearity, outliers,
normality, linearity, homoscedasticity, and independence of residuals60 were met; no serious
violations were noted (see Tests of Assumptions). The model as a whole was able to significantly
predict sleep index, F(3, 200) = 4.778, p < .003, R
2
= .06761. The R
2
(.067) value indicated that
approximately 7% of variations in sleep index is accounted for by the linear combination of the
predictor variables (sex, weight, and height). In the final model, age and height were statistically

56 The 95% Bootstrap confidence intervals are produced when the bootstrapping procedure is selected in the SPSS
regression process. See regression video tutorial located at: https://www.youtube.com/watch?v=1ItFMKlPG5k
57 Identify the test and of purpose of the test.
58 Restate the independent variables as presented in the purpose statement and research question; there is to be no
deviation.
59 Restate the dependent variables as presented in the purpose statement and research question; there is to be no
deviation.
60 Identify the assumptions and state they how were assessed.
61 State whether the model as a whole was able to predict (or not) the dependent variable. Report the appropriate
statistics.
March 2016
72
significant with age (t= -3.892, p < .01) accounting for a higher contribution to the model than
height (t = -2.595, p < .05). Weight did not explain any significant variation in sleep index. The
final predictive equation was:
Sleep Index = 70.205 -.148(Age) + .109(Weight) –2.303(Height).
Age. The negative slope for age (-.148) as a predictor of sleep index indicated there was
about a .148 decrease in sleep index for each one-point increase in age. In other words, sleep
index tends to decrease as age increases. The squared semi-partial coefficient (sr
2
)
62 that
estimated how much variance in sleep index was uniquely predictable from age was .03,
indicating that 3% of the variance in sleep index is uniquely accounted for by age, when weight
and height are controlled.
Height. The negative slope for height (-2.303) as a predictor of sleep index indicated
there was a 2.303 decrease in sleep index for each additional one-unit increase in height,
controlling for age and weight. In other words, sleep index tends to decrease as height increases.
The squared semi-partial coefficient (sr
2
) that estimated how much variance in sleep index was
uniquely predictable from height was .04, indicating that 4% of the variance in sleep is uniquely
accounted for by height, when age and weight are controlled. The following Table depicts the
regression summary table.
Table X

62 Derived from the SPSS output.
March 2016
73
Regression Analysis Summary for Predictor Variables
Variable Β
63 SE Β β
64 t
65
p
66
B 95%67
Bootstrap CI
Age -.148 0.054 -.393 -3.892 <. 01 [-.262, -.025]
Weight .109 3.770 -.038 0.371 .712 [-.008, .245]
Height -2.303 .888 -.268 -2.595 .011 [-.442, -.081]
Note. N= 204.
Analysis summary. The purpose of this study was to examine the efficacy of age, weight,
and height in predicting sleep index. I used standard multiple linear regression to examine the
ability of age, weight, and height to predict the value of sleep index. Assumptions surrounding
multiple regression were assessed with no serious violations noted. The model as a whole was
able to significantly predict sleep index, F(3, 200) = 4.778, p < .003, R
2
= .067. Both age and
height provide useful predictive information about sleep index. The conclusion from this analysis
is that age and height are significantly associated with sleep index, even when weight is
controlled (e.g. held constant).
Theoretical conversation on findings. 68Describe in what ways findings confirm,
disconfirm, or extend knowledge of the theoretical framework and relationship(s) among
variables by comparing the findings with other peer-reviewed studies69 from the literature review
that includes studies addressed during the proposal stage and new studies since writing the
proposal. 70Ties findings or disputes findings to the existing literature on effective business

63 Β values are to be used in the regression equation. These are the unstandardized coefficients in the SPSS output.
64 The beta weights identify which variables contribute more to the model. These are the standardized coefficients in
the SPSS output.
65 The test statistic for the hypothesis test for the slope (Β); derived from the SPSS output; used to evaluate the
significance of the Β weights, where p ≤ .05 is significant.
66
The test statistic for the hypothesis test for the slope (Β); derived from the SPSS output; used to evaluate the
significance of the Β weights, where p ≤ .05 is significant.
67 The 95% Bootstrap confidence intervals are produced when the bootstrapping procedure is selected in the SPSS
regression process. See regression video tutorial located at: https://www.youtube.com/watch?v=1ItFMKlPG5k
68 Rubric item 3.2g
69 This rubric requirement substantiates the requirement to critically analyze, synthesize and “report” the results of
the literature (studies) pertaining to the theory and variables (see rubric component 1.14, Review of the Professional
and Academic Literature).
70 Rubric item 3.2h
March 2016
74
practice. Analyzes and interpret the findings in the context of the theoretical framework, as
appropriate. 71Ensures interpretations do not exceed the data, findings, and scope.
3.3 – Presentation of Findings (Qualitative)
There is a common misconception about Section 3. Reporting the results of the study
findings is more complicated than it first appears to be. This is because the findings must be
related back to the body of knowledge as well as the conceptual framework. It is not a matter of
telling the reader who-said-what-and-when, one must present an in-depth scholarly discussion of
how the study findings contribute to the field.
Do not be misled or fail to understand that reporting the findings is not about listing the
answers to the interview questions. The answers to the interview questions are your evidence, not
the answer to the research question. Moreover, one should never list the interview questions in
the presentation of findings.
Remember that the rubric asks about the research question, not the interview questions.
The research question is the overarching question that your study answers.
Also, remember that you are presenting your findings as themes—major, minor,
unexpected, and/or serendipitous that are a result of your data—answers to interview questions,
document review, journaling, observation notes, focus group answers, etc. Also, remember that it
is a good practice when using a qualitative data analysis software program to include at least one
table per theme from NVivo, Atlasti, Ethnograph, or others. that illustrates the frequencies.
Finally, when appropriate, remember to integrate member checking.
To sum up: Present the theme, present the evidence from the findings that support the
theme (including tables), then support both from the body of knowledge/conceptual framework.
3.4 – Application to Professional Practice
Assignment help – Discuss how business leaders can apply the findings to aid in solving the specific
business problem. Do not repeat literature review; rather focus on application. Often researchers
can use this heading to help gain access by offering potentially participating company leaders a
summary of the findings including suggestions for professional practice.
3.5 – Implications for Social Change
Now that you have analyzed and discussed the findings, suggest potential implications in
terms of tangible improvements for individuals, communities, organizations, institutions,
cultures, or societies as the findings could catalyze beneficial social change/behaviors.

71 Rubric item 3.2i
March 2016
75
3.6 – Recommendations for Action
This is where you can create a win-win for companies and individuals participating in
your study. The rubric requires the following: (a) that you ensure the recommendations flow
logically from the conclusions and contain steps to useful action, (b) that you state who needs to
pay attention to the results (this can help you with a win-win to discuss when gaining access for
the study), and (c) that you indicate how the results might be disseminated via literature,
conferences, training, etc.
3.7 – Recommendations for Further Research
Assignment help – Discuss areas for future research. A starting point is to identify how the limitations
(weaknesses) identified in Heading 1.12, Assumptions, Limitations, Delimitations, can be
improved upon in future studies. Follow up this conversation by identifying other research
possibilities illuminated while conducting the study. Do not repeat literature; rather provide
future researchers (e.g., other DBA students) with potential research agenda for furthering the
scholarly conversation pertaining to the business problem.
This is a good section to discuss serendipitous results, unanswered new questions that
arose, and a finding that does not seem to align with a theory or conceptual model warranting a
recommendation for further research. Often this section can lead to postdoc research.
3.8 – Reflections
Per the rubric, this short heading includes a reflection on the researcher’s experience
within the DBA Doctoral Study process in which the researcher discusses possible personal
biases or preconceived ideas and values, the possible effects of the researcher on the participants
or the situation, and her/his changes in thinking after completing the study.
3.9 – Conclusion
Per the rubric, students should close with a strong concluding statement making the takehome
message clear to the reader. This should be a conclusion and not a summary.
3.10 – Appendices/Table of Contents
Ensure all appendices appear in the order they are referenced in the proposal/doctoral
study.
March 2016
76
APPENDIX A: WALDEN UNIVERSITY DOCTOR OF BUSINESS
ADMINISTRATION PROGRAM VIDEO TITLES AND URL ADDRESSES
Title URL Address
1 Walden DBA Rubric and
Handbook Video Tutorial

2 Walden DBA Problem
Statement Tutorial

3 Walden DBA Purpose
Statement Tutorial

4 Walden DBA
Theoretical/Conceptual
Framework

5 Scales of Measurement https://www.youtube.com/watch?v=PDsMUlexaMY
6 DDBA Week One Application https://www.youtube.com/watch?v=pRnTKU913IM
7 DDBA 8438 Week Two
Application Video – Part 1

8 Week Two Application Video –
Part 2

9 Part 1: Independent Samples T –
Test

10 Part 2: Independent Samples T –
Test

11 Part 1: Week Five One-way
ANOVA

12 Part 2: Week Five One-way
ANOVA

13 Walden University Doctor of
Business Administration
Multiple Linear Regression –
Part 1

14 Walden University Doctor of
Business Administration
Multiple Linear Regression –
Part 2

Note: Titles in green are used in DDBA 8438 but can be applicable in the research process.
March 2016
77
APPENDIX B: QUANTITATIVE RESEARCH PRIMER: PROBLEM
STATEMENT, PURPOSE STATEMENT, RESEARCH
QUESTION(S), AND HYPOTHESES
Doctor of Business
Administration
Quantitative Research Primer:
Problem Statement, Purpose
Statement, Research Question, and
Hypotheses
Prepared by the DBA Methodology Team: June 2014
February 2016
78
DBA doctoral studies require the highest level of rigor and scholarship. One focus of
rigor and scholarship is the number of predictor or independent variables72 examined in
quantitative doc studies. Nonexperimental research (i.e. correlation73
, quasiexperimental74,
etc.) requires the use of at least two independent or predictor variables.
This is due to the third variable problem. A third variable, also known as a confounding
or mediator variable, can confound the relationship between the independent and
dependent variable. This compounding effect can lead the researcher to incorrectly
interpret the results, leading to an incorrect rejection of the null hypothesis (Type I error).
As such, all DBA quantitative studies require the examination of at least two predictor
(correlation studies), or independent (i.e., quasi-experimental, causal comparative, etc.
studies) variables. This affects the statistical analysis, as simple bivariate correlations
(correlation designs) or one-way ANOVAs cannot be used as inferential statistical tests.
Other statistical procedures, such as multiple regression analyses, must be used for
correlation studies. Quasi-experimental/causal comparative designs must employ
statistical analyses (i.e. factorial ANOVAs), as a minimum capable of examining more
than one independent variable. Please be sure to discuss this with your chair!
Below are hypothetical examples of correlation and quasi-experimental research
scenarios, which include the Problem Statement, Purpose Statement, Research Question,
and Hypotheses. These examples depict two predictor (correlation studies)/independent
(quasi-experimental) variables, which are (a) employee job satisfaction and (b) employee
motivation. The dependent variable is employee turnover intentions. It may be helpful to
use this model as a script and fill in the specifics as they apply to your study. The red
underlined text is what you will need to change for your specific study. Footnotes (in red)
are included to identify the required rubric elements.
Again, map to the rubric in this component and all components of your doctoral study.
The rubric criteria are the basis for judging the quality of your study. Notice how each of
the six rubric elements is included in the purpose statement and there is no superfluous
information.
Please review the Problem Statement video tutorial at: http://youtu.be/IYWzCYyrgpo to
aid you in preparing the Problem Statement.
Please review the Purpose statement video tutorial at: http://youtu.be/pLP4r0mfT9A to
aid you in preparing the Purpose Statement.

72 Click the hyperlink to be taken to additional information.
73 Click the hyperlink to be taken to additional information.
74 Click the hyperlink to be taken to additional information.
February 2016
79
Hypothetical Example (Correlation Design)
Problem Statement
Organizations place great emphasis on retention because of the strategic value of
intellectual capital and the costs of replacing valued employees (cite)75. Research in this
domain is potentially valuable because turnover costs U.S. businesses billions of dollars
per year (cite), and practices that promote retention can save even small companies
millions of dollars annually (cite)76. The general business problem is that turnover
intention has been shown to be among the best predictors of turnover (cite)77. The
specific business problem is that some microelectronic business owners do not
understand the relationship between job satisfaction, motivation, and employee turnover
intentions78
.
Purpose Statement
The purpose of this quantitative79 correlation80 study is to examine the relationship
between employee job satisfaction, employee motivation, and employee turnover
intentions. The independent variables are employee job satisfaction and employee
motivation81. The dependent variable is employee turnover intention82. The targeted
population will consist of mid-level employees of microelectronic companies83 located in
the southeast United States. The implications for positive social change include the
potential to better understand the correlates of employee turnover, thus increasing
propensity for sustainability of the microelectronic industry 84
.
Research Question
What is the relationship between employee job satisfaction, employee motivation,
and employee turnover intentions?
Hypotheses
Null Hypothesis (H0): There is no statistically significant relationship between
employee job satisfaction, employee motivation, and employee turnover intentions.

75 Hook
76 Anchor
77 General business problem
78 Specific business problem
79 Method
80 Design
81 Independent variables
82 Dependent variable
83 Targeted population
84 Social change statement
February 2016
80
Alternative Hypothesis (H1): There is a statistically significant relationship
between employee job satisfaction, employee motivation, and employee turnover
intentions.
February 2016
81
Hypothetical Example (Causal-Comparative Design)
Problem Statement
Organizations place great emphasis on retention because of the strategic value of
intellectual capital and the costs of replacing valued employees (cite). Research in this
domain is potentially valuable because turnover costs U.S. businesses billions of dollars
per year (cite), and practices that promote retention can save even small companies
millions of dollars annually (cite). The general business problem is that turnover intention
have been shown to have a significant impact on employee turnover (cite). The specific
business problem is that some micro-electronic business owners do not understand the
impact of job satisfaction, motivation, on employee turnover intentions.
Purpose Statement
The purpose of this quantitative85 correlation86 study is to examine the impact of
employee job satisfaction and employee motivation on employee turnover intentions. The
independent variables are employee job satisfaction and employee motivation87. The
dependent variable is employee turnover intention88. The targeted population will consist
of midlevel employees of microelectronic companies89 located in the southeast United
States. The implications for positive social change include the potential to provide a
better understanding of the correlates of employee turnover, thus increasing propensity
for sustainability of the microelectronic industry90
.
Research Question
What is the impact of employee job satisfaction and employee motivation on
employee turnover intentions?
Hypotheses
Null Hypothesis (H0): Employee job satisfaction and employee motivation have no
significant impact on employee turnover intentions.
Alternative Hypothesis (H1): Employee job satisfaction and employee motivation
have a statistically significant impact on employee turnover intentions.

85 Method
86 Design
87 Independent variables
88 Dependent variable
89 Targeted population
90 Social change statement
February 2016
82
Research Tips
 Correlation designs use the term relationship
 Causal comparative designs use the terms impact or influence
 Variables are presented in temporal order; that is the independent variables are presented
first, followed by the dependent variable
 The word and (see bold text in Purpose Statement) separates the predictor variables from
the dependent variable in correlation designs
 The word on (see bold text in Purpose Statement) separates the independent variables from
the dependent variable in experimental/quasi-experimental designs
 The null and alternative hypotheses are almost mirror images of the research question
 The null hypothesis is the hypothesis of no difference; suggesting there will not be a
significant result
 The alternative hypothesis is the hypothesis of difference; suggesting there will be a
significant result
February 2016
83
APPENDIX C: MAJOR QUANTITATIVE DESIGNS
Research design91 is the blueprint that enables the investigator to develop solutions to
research problems and guides the researcher in the various stages of the research (FrankfortNachmias
& Nachmias, 2008). The research design aids the researcher in structuring, analyzing,
and interpreting the data (Frankfort-Nachmias & Nachmias, 2008). DeForge (2010) described
research design as a plan for guiding researchers in addressing research problems and answering
research questions.
Quantitative Methodology and Associated Designs
Design Characteristics
Experimental  Assess causal (cause and effect) relationships between
an independent and dependent variable
 Defining feature: random assignment to group condition
 Manipulation of the independent variable
 Strongest in terms of internal validity; greatest
confidence in causal inferences
 Requires power analysis to determine appropriate
sample size
 Analyses can include, but are not limited to, (ANOVA,
ANCOVA, MANOVA, etc.)
Quasi-experimental  Assess causal relationships between an independent and
dependent variable.
 Defining feature: lack of random assignment to group
condition
 Manipulation of the independent variable
 Weakened ability to make causal inferences
 Requires power analysis to determine appropriate
sample size
Correlation  Assess relationships between independent and
dependent variables
 Defining feature: does not imply causality
 Requires power analysis to determine appropriate
sample size
 Analyses can include, but are not limited to, (a) multiple
regression, (b) logistic regression, and (c) discriminant
analysis
Note. Correlation designs are the most common seen in DBA studies.

91 Review the Research Methods Knowledge Base at: https://www.homeworkessaymarket.com/write-my-paper/socialresearchmethods.net/kb/design.php for more
information pertaining to research design.
84
APPENDIX D: SAMPLING TYPOLOGIES92
Non Probabilistic Sampling (Non-Random)
Availability (Convenience) A nonprobabilistic sampling procedure in which units are
selected from the target population based on their
availability or convenience of the researcher.
Purposive A nonprobabilistic sampling procedure in which units are
selected from the target population based on their fit with
the purpose of the study and specific inclusion and
exclusion criteria.
Quota A nonprobabilistic sampling procedure in which the
population is divided into mutually exclusive
subcategories. Interviewers or other data collectors solicit
participation in the study from members of the
subcategories until a target number of elements to be
sampled from the subcategories have been met.
Snowball A nonprobabilistic sampling procedure in which elements
are selected from the target population with assistance of
previously selected populations.
Probabilistic Sampling (Random)
Simple Random Sampling A probability sampling procedure that gives every unit in
the target population, and each possible sample of a given
size, an equal chance of being selected.
Stratified Sampling A probability sampling procedure in which the target
population is first separated into mutually exclusive,
homogeneous segments (strata) and then a simple
random sample is selected from each segment (stratum)
Systematic Sampling A probability sampling procedure in which a random
selection is made of the first unit for the sample, and then
subsequent units are selected used a fixed or systematic
interval until the desired sample size is reached.
Cluster Sampling A nonprobabilistic sampling procedure in which units of
the target population are randomly selected in natural
occurring groups (clusters).

92 Adapted from Daniel, J. (2012). Sampling essentials: Practical guidelines for making sampling choices. Los
Angeles, CA: SAGE.
85
APPENDIX E: SAMPLE POWER ANALYSIS
G*Power is a statistical software package quantiative researhcers use to conduct an
apriori sample size analysis (Faul, Erdfelder, Buchner, & Lang, 2009)93
. A power analysis, using
G*Power version 3.1.9 software, was conducted to determine the appropriate sample size for the
study. An a priori power analysis, assuming a medium effect size (f
2
= .15), α = .05, and 2
predictor variables, identified that a minumum sample size of 68 participants is required to
achieve a power of .80. Increasing the sample size to 146 will increase power to .99. Therefore,
the researcher will seek between 68 and 146 participants for the study (Figure 1).
Figure 1. Power as a function of sample size.
The use of a medium effect size (f
2
= .15) is apporiate for this proposed study. The
medium effect size was based on the analysis of X articles where (identify your variable) was the
outcome measurement.

93
Faul, F., Erdfelder, E., Buchner, A., & Lang, A.-G. (2009). Statistical power analyses using G*Power 3.1: Tests
for correlation and regression analyses. Behavior Research Methods, 41, 1149-1160. doi:10.3758/brm.41.4.1149
86
APPENDIX F: SAMPLE QUANTITATIVE LITERATURE REVIEW
OUTLINE
Introduction
Provide an introduction containing a discussion of the content of the literature review
(including the percentages of total references that are peer reviewed, and the percentage of total
references that are published within 5 years of the expected year of CAO approval). Also discuss
the organization of the review, and the strategy for searching the literature. The review of the
literature will follow in appropriately formatted Help write my thesis – APA headings. Do not present the literature
review in annotated bibliography format (i.e., presenting one study after another.) Rather,
provide a critical analysis and synthesis of the literature.
Transformational Leadership Theory94
Introduce the theory. You can present the information provided in Heading 1-4,
Theoretical/Conceptual Framework. However, this heading should be expanded, providing the
reader with more depth pertaining to the theory. Descriptive information should be included
here. The critical analysis and synthesis of the literature follows below.
Main point one.95 Conducting a good literature review involves the reader identifying
and separating literature by similar ideas, themes, topics etc. The similar ideas can be presented
using appropriate Help write my thesis – APA L2 headings; use subordinate headings as appropriate. You are not to
simply regurgitate the material you have read. The literature presented in each main topic
heading must be a critical analysis and synthesis of the empirical observations (research studies)
you have reviewed. Critical analysis and synthesis of the literature grounded in your theoretical
framework will enable you to meet the requirements in the Presentation of Findings heading.
See the Doctoral Study Rubric for more information.
Main point two. The same information presented in main point one applies for main
point two.
Main point three. The same information presented in main point three applies for Main
Point C.
Rival Theories/Opponents of the Theoretical/Conceptual Framework
There are always rival theories, that is, rival/alternate lenses for examining a
phenomenon. A good literature review comprises an inquiry into the major rival theories.
Provide a very brief overview of two to three rival theories and then shift the discussion to one
major rival theory. Questions you may consider addressing in this component are:
 What are the strengths and limitations of this theory?

94 Help write my thesis – APA Level 2 heading.
95 Help write my thesis – APA Level 3 heading.
87
 Why did you not choose to examine your problem through this theoretical lens?
 What do opponents (other authorities) in the field identify as the limitations or
weakness of this rival theory?
Measurement
A good literature review must address the measurement instruments pertaining to the
variables or constructs underlying the theoretical framework. Often times, there is more than one
measurement instrument available to measure the same variables or constructs. A review of the
measurement instruments will facilitate your identifying appropriate instruments for your
theoretical variables/constructs. Addressing, validity and reliability properties of the various
instruments is a vital component of this heading. In addition, discussing the various populations
for which the instruments were used is vital to addressing the requirements for this component.
.
For example, a study grounded in transformational leadership theory will undoubtedly
uncover a plethora of literature where previous researchers employed the Multifaceted
Leadership Questionnaire (MLQ) to measure the transformational leadership constructs. In many
cases, you will identify more than one instrument purporting to measure the same variables or
constructs. A critical analysis and synthesis will enable you to select the most appropriate
instrument to measure the constructs underlying your study. Address the strengths and
weaknesses of each instrument. The results of your critical analysis and synthesis will justify the
selection of the instrument you propose to use for your study. Remember, many decisions you
make in your study (i.e. selecting instruments) are grounded in the extant literature; these
decisions are not to be arbitrarily made.
Independent Variable A (variable not underlying the theory)
The study may contain additional variables96 outside the umbrella of the theoretical
framework. Therefore, discussions of these variables are warranted. An informed decision must
be made to include variables in a study. As such, variables or constructs examined in a
quantitative study are derived from extant literature; they are not arbitrarily selected for inclusion
in a study. For example, assume job satisfaction is an independent or predictor variable in your
study. If so, this variable must be substantiated from the literature. Therefore, you are to conduct
a critical analysis and synthesis pertaining to the literature. This critical analysis and synthesis
must support evidence of a relationship between each potential independent variable and the
dependent variable in your study, or a variable closely related to the dependent variable in your
study. In addition, there might be inconclusive evidence and you are to provide the support for
including the independent or predictor variable in your study. Include Help write my thesis – APA sub headings for
each independent and dependent variable.

96 It is important to understand you are not addressing variables underlying the theoretical framework. Here you are
addressing any “additional” variables included in the study that are not aligned with the theoretical framework. In
essence, there will be justification for every variable measured in the study.
88
Independent Variable B (variable not underlying the theory)
The same information in Independent Variable A applies for each independent or
predictor variable in the study.
Independent Variable C (variable not underlying the theory)
The same information in Independent Variable A applies for each independent or
predictor variable in the study.
Dependent Variable
The dependent variable must also be addressed in the literature review. This is normally
the problematic variable in the study. Remember you are viewing this problematic variable
through the identified theoretical lens. Again, this component is to include a critical analysis and
synthesis of the empirical literature pertaining to the dependent variable.
Methodologies
Address they various methodologies (quantitative, qualitative, mixed-method) in the
literature through which previous researchers have addressed the dependent variable. A literature
review must not solely address the methodology that matches to intended studies design.
Remember, the literature review is to be an exhaustive review of the literature pertaining to a
topic.
Summary
End with a transition heading that contains a summary of key points and provides an
overview introducing Section 2 and Section 3. Do not include any new information in the
summary.
89
APPENDIX G: SAMPLE Help write my thesis – APA TABLES
Properly formatted Help write my thesis – APA tables are critical media for presenting descriptive and
inferential statistics results. This appendix provides templates that serve as models for
what is required for various types of statistical analyses. The examples are based on
guidelines contained in the sixth edition of the Publication Manual of the American
Psychological Association97. You can simply cut and paste these tables into the
appropriate section of your proposal/doctoral study.98

97 American Psychological Association. (2010). Publication manual of the American Psychological
Association. (6th ed.). Washington, DC: Author.
98 Tables will need to be adjusted for your particular analyses. For example, you may need to add/delete
additional rows/columns as appropriate.
90
Basic One Group Descriptive Statistics Table for Quantitative Variables
(Example Depicting 3 Variables)
Table X
The Table Title Goes Here and Is Italicized (N = XX)
Variable n M M 95%
Bootstrap CI
SD SD 95%
Bootstrap CI
Variable 1 23 2.4 [1.85, 2.99] .24 [.11, .64]
Variable 2 34 2.8 [1.56, 3.94] .34 [.22, .53]
Variable 3 34 2.9 [2.05, 3.35] .28 [.25, .44]
Basic Descriptive Statistics Table for Qualitative
(Example Depicting 3 Variables)
Table X
The Table Title Goes Here and Is Italicized (N = XX)
Variable n %
Variable 1 32 32
Variable 2 34 34
Variable 3 34 34
Total 100 100
91
Simultaneous Regression Table (2 Variables)
Table X
The Table Title Goes Here and Is Italicized (N = XX)
Variable B SE Β β t p
B 95%
Bootstrap CI
Variable 1 0.00 0.00 .00 .00 .00 [00.00, 00.00]
Variable 2 0.00 0.00 .00 .00 .00 [00.00, 00.00]
Note. Type any notes here.
Hierarchical Regression Table (2 Steps)
Table X
The Table Title Goes Here and Is Italicized (N = XX)
Variable B SE Β β R
2
∆R2
Step 1
Variable 1 0.00 0.00 .00 .00 .00
Variable 2 0.00 0.00 .00 .00 .00
Step 2 0.00 0.00 .00 .00 .00
Variable 1 0.00 0.00 .00 .00 .00
Variable 2 0.00 0.00 .00 .00 .00
Variable 3 0.00 0.00 .00 .00 .00
Note. Type any notes here.
The table above reflects a “Play it Safe99” hierarchical regression table with 2 variables in step
one and 3 variables in step 2. You will need to make modifications according to your specific
model.

99 The “Play It safe” table is comprehensive and thus would be appropriate if the writer wanted to be as
thorough as possible and was not concerned with brevity.
92
Two-Way ANOVA Table
Table X
The Table Title Goes Here and Is Italicized (N = XX)
Source df F η p
Between subjects
Variable 1 (A) XX 0.00 0.00 .00
Variable 2 (B) XX 0.00 0.00 .00
A x B XX .00
B within-group error XX .00
Within-subjects
XX 0.00 0.00 .00
XX 0.00 0.00 .00
XX 0.00 0.00 .00
Note. Type any notes here.
93
Correlation Table
Table X
The Table Title Goes Here and Is Italicized (N = XX)
Subscale 1 2 3 4
Students (n = XX)
1. Variable 1 1.0 .00 .00 .00
2. Variable 2 .00 1.0 .00 .00
3. Variable 3 .00 .00 1.0 .00
4. Variable 4 .00 .00 .00 1.0
Older adults (n = XX)
1. Variable 1 1.0 .00 .00 .00
2. Variable 2 .00 1.0 .00 .00
3. Variable 3 .00 .00 1.0 .00
4. Variable 4 .00 .00 .00 1.0
Note. Type any notes here.
94
Logistic Regression Table (6 Predictors)
Table X
The Table Title Goes Here and Is Italicized (N = XX)
B S.E Wald df p
Odds
Ratio
95% CI for Odds
Ratio
Lower Upper
Variable 1
Variable 2
Variable 3
Variable 4
Variable 5
Variable 6
Constant
95
APPENDIX H: SAMPLE INTERVIEW PROTOCOL
Interview Protocol
What you will do What you will say—script
Introduce the interview and set the
stage—often over a meal or coffee
Script XXXXXXXXXXXXXXXXXXXXX
 Watch for non-verbal queues
 Paraphrase as needed
 Ask follow-up probing questions
to get more indepth
1. Interview question
2. Interview question
3. Interview question
4. Interview question
5. Interview question
6. Interview question
7. Interview question
8. Interview question
9. Interview question
10. Last interview question should be a
wrap up question such as: What
additional experiences have you had…?
Wrap up interview thanking
participant
Script XXXXXXXXXXXXXXXXXXXXX
Schedule follow-up member
checking interview
Script XXXXXXXXXXXXXXXXXXXXX
Follow–up Member Checking Interview
Graphic by Gene E. Fusch, Ph.D. not needed in proposal or study—just a visual
reminder during proposal stage when creating interview protocol.
Introduce follow-up
interview and set the
stage
Script XXXXXXXXXXXXXXXXXXXXX
96
Share a copy of the
succinct synthesis for
each individual question
Bring in probing
questions related to
other information that
you may have found—
note the information
must be related so that
you are probing and
adhering to the IRB
approval.
Walk through each
question, read the
interpretation and ask:
Did I miss anything?
Or, What would you like
to add?
Script XXXXXXXXXXXXXXXXXXXXX
1. Question and succinct synthesis of the
interpretation—perhaps one paragraph or as
needed
2. Question and succinct synthesis of the
interpretation—perhaps one paragraph or as
needed
3. Question and succinct synthesis of the
interpretation—perhaps one paragraph or as
needed
4. Question and succinct synthesis of the
interpretation—perhaps one paragraph or as
needed
5. Question and succinct synthesis of the
interpretation—perhaps one paragraph or as
needed
6. Question and succinct synthesis of the
interpretation—perhaps one paragraph or as
needed
7. Question and succinct synthesis of the
interpretation—perhaps one paragraph or as
needed
8. Question and succinct synthesis of the
interpretation—perhaps one paragraph or as
needed
9. Question and succinct synthesis of the
interpretation—perhaps one paragraph or as
needed
10.Question and succinct synthesis of the
interpretation—perhaps one paragraph or as
needed
97
BIBLIOGRAPHY: SUGGESTED READINGS LISTS
Please note that these references are an amalgamation of input and suggestions. The
purpose is to provide DBA students with additional reading sources to prepare for the
doctoral study. Students are responsible for correctly referencing any sources per the
Help write my thesis – APA publication manual (6th ed.). The following Readings lists are in order by the
following topics.
 Assumptions, Limitations, and Delimitations
 Case Study Sources
 Case Study Seminal Books
 Data Saturation and Data Collection Sources
 Ethical Considerations/IRB
 Ethnography Sources
 Focus Groups
 Interview Protocol Sources
 Interviews Sources
 Journaling Sources
 Member Checking Sources
 Mixed Methods Research
 Notetaking and Fieldwork
 Phenomenological Sources
 Pilot Studies
 Qualitative Research Foundation
 Qualitative and Quantitative Sources
 Reliability, Validity, Transferability, and Generalizability Sources
 Sampling and Incentives
 Sense-making
 Qualitative Software Analysis Sources
 Triangulation Sources
98
Assumptions, Limitations, and Delimitations
Assumptions
Abrams, L. S. (2010). Sampling hard to reach populations in qualitative research: The
case of incarcerated youth. Qualitative Social Work, 9, 536-550.
doi:10.1077/1473325010367821
Applebaum, M. (2012). Phenomenological psychological research as science. Journal
of Phenomenological Psychology, 43(1), 36-72. doi:10.1163/156916212×632952
Arghode, V. (2012). Qualitative and quantitative research: Paradigmatic differences.
Global Education Journal, 2012(4), 155-163. Retrieved from
http://franklinpublishing.net/globaleducation.html
Bansal, P., & Corley, K. (2011). The coming of age for qualitative research: Embracing
the diversity of qualitative methods. Academy of Management Journal, 54, 233-
237. doi:10.5465/AMJ.2011.60262792
Bunniss, S., & Kelly, D. R. (2010). Research paradigms in medical education research.
Qualitative Research in Medical Education, 44, 358-366. doi:10.1111/j.1365-
2923.2009.03611.x
Castellan, C. M. (2010). Quantitative and qualitative research: A view for clarity.
International Journal of Education, 2(2), 1-14. Retrieved from http://
www.macrothink.org/ije
Cunliffe, A. L. (2011). Crafting qualitative research: Morgan and Smircich 30 years on.
Organizational Research Methods, 14, 647-673. doi:10.1177/1094428110373658
Diefenbach, T. (2009). Are case studies more than sophisticated storytelling?
Methodological problems of qualitative empirical research mainly based on
semistructured interviews. Quality and Quantity, 43, 875-894.
doi:10.1007/s11135-008-9164-0
Draper, A. A., & Swift, J. A. (2011). Qualitative research in nutrition and dietetics: Data
collection issues. Journal of Human Nutrition & Dietetics, 24(1), 3-12.
doi:10.1111/j.1365-277X.2010.01117.x
Ellis, T. J., & Levy, Y. (2009). Towards a guide for novice researchers on research
methodology: Review and proposed methods. Issues in Informing Science &
Information Technology, 323-337. Retrieved from http://informingscience.org/
Fan, X. (2013). “The test is reliable”; “The test is valid”: Language use, unconscious
assumptions, and education research practice. The Asia-Pacific Education
Researcher, 22, 217-218. doi:10.1007/s40299-012-0036-y
99
Gallop, S. (2011). Viewpoint: Assumptions. Journal of Behavioral Optometry, 22, 158-
160. Retrieved from https://www.homeworkessaymarket.com/write-my-paper/oepf.org/journals
Grant, A. (2014). Troubling ‘lived experience’: A post-structural critique of mental health
nursing qualitative research assumptions. Journal of Psychiatric and Mental
Health Nursing, 21(6), 544-549 doi:10.1111/jpm.12113
Hodges, N. (2011). Qualitative research: A discussion of frequently articulated qualms
(FAQs). Family and Consumer Sciences Research Journal, 40, 90-92.
doi:10.1111/j.1552-3934.2011.02091.x
Lips-Wiersma, M., & Mills, A. J. (2013) Understanding the basic assumptions about
human nature in workplace spirituality: Beyond the critical versus positive divide.
Journal of Management Inquiry, 23(2), 148-161. doi:10.1177/1056492613501227
Kirkwood, A., & Price, L. (2013). Examining some assumptions and limitations of
research on the effects of emerging technologies for teaching and learning in
higher education. British Journal of Educational Technology, 44, 536-543.
doi:10.1111/bjet.12049
Kouchaki, M., Okhuysen, G. A., Waller, M. J., & Tajeddin, G. (2012). The treatment of
the relationship between croups and their environments: A review and critical
examination of common assumptions in research. Group & Organization
Management, 37, 171-203. doi:10.1177/1059601112443850
Marshall, C., & Rossman, G. B. (2016). Designing qualitative research (6th ed.).
Thousand Oaks, CA: Sage.
Martin, K., & Parmar, B. (2012). Assumptions in decision-making scholarship:
Implications for business ethics research. Journal of Business Ethics, 105, 289-
306. doi:10.1007/s10551-011-0965-z
Pratt, M. G. (2009). For the lack of a boilerplate: Tips on writing up (and reviewing)
qualitative research. Academy of Management Journal, 52, 856-862.
doi:10.5465/AMJ.2009.44632557
Rocha Pereira, H. (2012). Rigour in phenomenological research: Reflections of a novice
nurse researcher. Nurse Researcher, 19(3), 16-19. Retrieved from http://nurse
researcher.rcnpublishing.co.uk
Wahyuni, D. (2012). The research design maze: understanding paradigms, cases,
methods and methodologies. Journal of Applied Management Accounting
Research, 10(1), 69-80. Retrieved from http://maaw.info/JAMAR.htm
100
Limitations
Aastrup, J., & Halldorsson, A. (2013). Quality criteria for qualitative inquiries in logistics.
European Journal of Operational Research, 144, 321-332. doi:10.1016/S0377-
2217(02)00397-1
Anderson, C. (2010). Presenting and evaluating qualitative research. American Journal
of Pharmaceutical Education, 74(8), 1-7. doi:10.5688/aj7408141
Brutus, S., Aguinis, H., & Wassmer, U. (2012). Self-reported limitations and future
directions in scholarly reports analysis and recommendations. Journal of
Management, 39(1) 48-75. doi:10.1177/0149206312455245
Brutus, S., Gill, H., & Duniewicz, K. (2010). State of science in industrial and
organizational psychology: A review of self-reported limitations. Personnel
Psychology, 63, 907-936. doi:10.1111/j.1744-6570.2010.01192.x
Bunniss, S., & Kelly, D. R. (2010). Research paradigms in medical education research.
Qualitative Research in Medical Education, 44, 358-366. doi:10.1111/j.1365-
2923.2009.03611.x
Castellan, C. M. (2010). Quantitative and qualitative research: A view for clarity.
International Journal of Education, 2(2), 1-14. Retrieved from http://
www.macrothink.org/ije
Connelly, L. M. (2013). Limitation section. Medsurg Nursing, 22, 325-325, 336.
Retrieved from https://www.homeworkessaymarket.com/write-my-paper/medsurgnursing.net/cgibin/WebObjects/MSNJournal.woa
Cunliffe, A. L. (2011). Crafting qualitative research: Morgan and Smircich 30 years on.
Organizational Research Methods, 14, 647-673. doi:10.1177/1094428110373658
Diefenbach, T. (2009). Are case studies more than sophisticated storytelling?
Methodological problems of qualitative empirical research mainly based on
semistructured interviews. Quality and Quantity, 43, 875-894.
doi:10.1007/s11135-008-9164-0
Draper, A. A., & Swift, J. A. (2011). Qualitative research in nutrition and dietetics:
Data collection issues. Journal of Human Nutrition & Dietetics, 24(1), 3-12.
doi:10.1111/j.1365-277X.2010.01117.x
Ellis, T. J., & Levy, Y. (2009). Towards a guide for novice researchers on research
methodology: Review and proposed methods. Issues in Informing Science &
Information Technology, 323-337. Retrieved from http://informingscience.org/
101
Fan, X. (2013). “The test is reliable”; “The test is valid”: Language use, unconscious
assumptions, and education research practice. The Asia-Pacific Education
Researcher, 22, 217-218. doi:10.1007/s40299-012-0036-y
Finfgeld-Connett, D. (2010). Generalizability and transferability of meta-synthesis
research findings. Journal of Advanced Nursing, 66, 246-254.
doi:10.1111/j.1365-2648.2009.05250.x
Gibbs, L., Kealy, M., Willis, K., Green, J., Welch, N., & Daly, J. (2007). What have
sampling and data collection got to do with good qualitative research? Australian
and New Zealand Journal of Public Health, 31, 540-544. doi:10.1111/j.1753-
6405.2007.00140.x
Hodges, N. (2011). Qualitative research: A discussion of frequently articulated qualms
(FAQs). Family and Consumer Sciences Research Journal, 40, 90-92.
doi:10.1111/j.1552-3934.2011.02091.x
Houghton, C., Casey, D., Shaw, D., & Murphy, K. (2013). Rigour in qualitative casestudy
research. Nurse Researcher, 20(4), 12-17.
doi:10.7748/nr2013.03.20.4.12.e326
Marshall, C., & Rossman, G. B. (2016). Designing qualitative research (6th ed.).
Thousand Oaks, CA: Sage.
O’Reilly, M., & Parker, N. (2012, May). Unsatisfactory saturation: A critical exploration of
the notion of saturated sample sizes in qualitative research. Qualitative Research
Journal, 1-8. doi:10.1177/1468794112446106
Polit, D. F., & Beck, C. T. (2010). Generalization in quantitative and qualitative research:
Myths and strategies. International Journal of Nursing Studies, 47, 1451-1458.
doi:10.1016/j.ijnurstu.2010.06.004
Pratt, M. G. (2009). For the lack of a boilerplate: Tips on writing up (and reviewing)
qualitative research. Academy of Management Journal, 52, 856-862.
doi:10.5465/AMJ.2009.44632557
Prowse, M., & Camfield, L. (2013). Improving the quality of development assistance:
What role for qualitative methods in randomized experiments? Progress in
Development Studies, 13(1), 51-61. doi:10.1177/146499341201300104
Rocha Pereira, H. (2012). Rigour in phenomenological research: Reflections of a novice
nurse researcher. Nurse Researcher, 19(3), 16-19. Retrieved from http://nurse
researcher.rcnpublishing.co.uk
102
Sabbour, S., Lasi, H., & Tessin, P. (2012). Business intelligence and strategic decision
simulation. World Academy of Science, Engineering and Technology, 6, 980-987.
Retrieved from http://waset.org/Publications?p=61
103
Delimitations
Barratt, M., Choi, T. Y., & Li, M. (2011). Qualitative case studies in operations
management: Trends, research outcomes, and future research
implications. Journal of Operations Management, 29, 329-342.
doi:10.1016/j.jom.2010.06.002
Baxter, P., & Jack, S. (2008). Qualitative case study methodology: Study design and
implementation for novice researchers. The Qualitative Report, 13, 544-559.
Retrieved from https://www.homeworkessaymarket.com/write-my-paper/nova.edu/ssss/QR/QR13-4/baxter
Bunniss, S., & Kelly, D. R. (2010). Research paradigms in medical education research.
Qualitative Research in Medical Education, 44, 358-366. doi:10.1111/j.1365-
2923.2009.03611.x
Castellan, C. M. (2010). Quantitative and qualitative research: A view for clarity.
International Journal of Education, 2(2), 1-14. Retrieved from http://
www.macrothink.org/ije
Cunliffe, A. L. (2011). Crafting qualitative research: Morgan and Smircich 30 years on.
Organizational Research Methods, 14, 647-673. doi:10.1177/1094428110373658
Diefenbach, T. (2009). Are case studies more than sophisticated storytelling?
Methodological problems of qualitative empirical research mainly based on
semistructured interviews. Quality and Quantity, 43, 875-894.
doi:10.1007/s11135-008-9164-0
Draper, A. A., & Swift, J. A. (2011). Qualitative research in nutrition and dietetics:
Data collection issues. Journal of Human Nutrition & Dietetics, 24(1), 3-12.
doi:10.1111/j.1365-277X.2010.01117.x
Ellis, T. J., & Levy, Y. (2009). Towards a guide for novice researchers on research
methodology: Review and proposed methods. Issues in Informing Science &
Information Technology, 323-337. Retrieved from http://informingscience.org/
Fan, X. (2013). “The test is reliable”; “The test is valid”: Language use, unconscious
assumptions, and education research practice. The Asia-Pacific Education
Researcher, 22, 217-218. doi:10.1007/s40299-012-0036-y
Marshall, C., & Rossman, G. B. (2016). Designing qualitative research (6th ed.).
Thousand Oaks, CA: Sage.
Hodges, N. (2011). Qualitative research: A discussion of frequently articulated qualms
(FAQs). Family and Consumer Sciences Research Journal, 40, 90-92.
doi:10.1111/j.1552-3934.2011.02091.x
104
Nenty, H., & Adedoyin, O. O. (2010). Research orientation and research-related
behaviour of graduate education students at University of Botswana.
International Research Journal, 1, 577-585. Retrieved from
http://interesjournals.org
Podsakoff, P. M., MacKenzie, S. B., & Podsakoff, N. P. (2012). Sources of method bias
in social science research and recommendations on how to control
it. Annual Review of Psychology, 63, 539-569. doi:10.1146/annurev-psych120710-100452
Pratt, M. G. (2009). For the lack of a boilerplate: Tips on writing up (and reviewing)
qualitative research. Academy of Management Journal, 52, 856-862.
doi:10.5465/AMJ.2009.44632557
Rocha Pereira, H. (2012). Rigour in phenomenological research: Reflections of a novice
nurse researcher. Nurse Researcher, 19(3), 16-19. Retrieved from http://nurse
researcher.rcnpublishing.co.uk
Scotland, J. (2012). Exploring the philosophical underpinnings of research: Relating
ontology and epistemology to the methodology and methods of the scientific,
interpretive, and critical research paradigms. English Language Teaching, 5(9),
9-17. doi:10.5539/elt.v5n9p9
Small, M. (2009). How many cases do I need: On science and the logic of case
selection in field-based research. Ethnography, 10(1), 5-38.
doi:10.1177/1466138108099586
Spitzmüller, J., & Warnke, I. H. (2011). Discourse as a “linguistic object”: Methodical
and methodological delimitations. Critical Discourse Studies, 8, 75-94.
doi:10.1080/17405904.2011.558680
105
Case Study Sources
Alfonso, M., Nickelson, L., & Cohen, D. (2012). Farmers’ markets in rural communities:
A case study. American Journal of Health Education, 43(3), 143-151. Retrieved
from https://www.homeworkessaymarket.com/write-my-paper/aahperd.org/aahe/publications/ajhe/
Almutairi, A. F., Gardner, G. E., & McCarthy, A. (2014). Practical guidance for the use of
pattern-matching technique in case-study research: A case presentation. Nursing
& Health Sciences, 16, 239-244. doi:10.1111/nhs.12096
Amerson, R. (2011). Making a case for the case study method. Journal of Nursing
Education, 50, 427-428. doi:10.3928.01484834-20110719-01
Andrade, A. D. (2009). Interpretive research aiming at theory building: Adopting and
adapting the case study design. The Qualitative Report, 14(1), 42-60. Retrieved
from https://www.homeworkessaymarket.com/write-my-paper/nova.edu/ssss/QR/QR14-1/diaz-andrade
Ates, O. (2013). Using case studies for teaching management to computer engineering
students. International Journal of Business and Management, 8(5), 72-81.
doi:10.5539/ijbm.v8n5p72
Baker, R. G., (2011). The contribution of case study research to knowledge of how to
improve the quality of care. British Medical Journal Quality and Safety, 20, 30-35.
doi:10.1136/bmjqs.2010.046490
Baxter, P., & Jack, S. (2008). Qualitative case study methodology: Study design and
implementation for novice researchers. The Qualitative Report, 13, 544-559.
Retrieved from https://www.homeworkessaymarket.com/write-my-paper/nova.edu/ssss/QR/QR13-4/baxter
Beverland, M., & Lindgreen, A. (2010). What makes a good case study? A positivist
review of qualitative case research published in Industrial Marketing
Management, 1971-2006. Industrial Marketing Management, 39, 56-63.
doi:10.1016/j.indmarman.2008.09.005
Boblin, S. L., Ireland, S., Kirkpatrick, H., & Robertson, K. (2013). Using Stakes
qualitative case study approach to explore implementation evidence-based
practice. Qualitative Health Research, 23, 1267-1275.
doi:10.1177/1049732313502128
Breslin, M., & Buchanan, R. (2011). On the case study method of research and teaching
in design. Design Issues, 24(1), 36-40. Retrieved from https://www.homeworkessaymarket.com/write-my-paper/mitjournals.org
Bucic, T., Robinson, L., & Ramburuth, P. (2010). Effects of leadership style on team
learning. Journal of Workplace Learning, 22, 228-248.
doi:10.1108/13665621011040680
106
Butvilas, T., & Zygmantas, J. (2011). An ethnographic case study in educational
research. Acta Paedagogica Vilnensia, 27, 33-42. Retrieved from
https://www.homeworkessaymarket.com/write-my-paper/leidykla.eu/index.php?id=36
Cinneide, B. (2015). The role of effectiveness of case studies: Student performance in
case study vs. “theory” examinations. Journal of European Industrial Training,
21(1) 3-13. www.emeraldinsight.com/journal.jeit
Cronin, C. (2014). Using case study research as a rigorous form of inquiry. Nurse
Researcher, 21(5), 19-27. doi:10.7748/nr.21.5.19.e1240
Crowe, S., Cresswell, K., Robertson, A., Huby, G., Avery, A., & Sheikh, A. (2011). The
case study approach. BMC Medical Research Methodology, 11(1), 1-9.
doi:10.1186/1471-2288-11-100
Da Mota Pedrosa, A., Näslund, D., & Jasmand, C. (2012). Logistics case study based
research: Towards higher quality. International Journal of Physical Distribution &
Logistics Management, 42, 275-295. doi:10.1108/09600031211225963
Dasgupta, M. (2015). Exploring the relevance of case study research. Vision
(09722629), 19(2), 147-160. doi:10.1177/0972262915575661
De Massis, A., & Kotlar, J. (2014). The case study method in family business research:
Guidelines for qualitative scholarship. Journal of Family Business Strategy, 5(1),
15-29. doi:10.1016/j.jfbs.2014.01.007
Easton, G. (2010). Critical realism in case study research. Industrial Marketing
Management, 39(1), 118-128. doi:10.1016/j.indmarman.2008.06.004
Eno, M., & Dammak, A. (2014). Debating the case study dilemma: Controversies and
considerations. Veritas: The Academic Journal of St Clements Education Group,
5(3), 1-8. Retrieved from
http://stclements.edu/Veritas/VERITAS%20October%202014
Gibbert, M., & Ruigrok, W. (2010). The what and how of case study rigor: Three
strategies based on published work. Organizational Research Methods, 13, 710-
737. doi:10.1177/1094428109351319
Harland, T. (2014). Learning about case study methodology to research higher
education. Higher Education Research & Development, 1-10.
doi:10.1080/07294360.2014.911253
Hietanen, J., Sihvonen, A., Tikkanen, H., & Mattila, P. (2014). Managerial storytelling:
How we produce managerial and academic stories in qualitative B2B case study
research. Journal of Global Scholars of Marketing, 24.
doi:10.1080/21639159.2014.911496
107
Houghton, C. E., Casey, D., Shaw, D., & Murphy, K. (2010). Ethical challenges in
qualitative research: Examples from practice. Nurse Researcher, 18(1), 15-25.
Retrieved from http://nurseresearcher.rcnpublishing.co.uk
Hyett, N., Kenny, A., & Dickson-Swift, V. (2014). Methodology or method? A critical
review of qualitative case study reports. International Journal of Qualitative, 9.
doi:10.3402/qhw.v9.23606
Järvensivu, T., & Törnroos, J. Å. (2010). Case study research with moderate
constructionism: Conceptualization and practical illustration. Industrial Marketing
Management, 39(1), 100-108. doi:10.1016/j.indmarman.2008.05.005
Ketokivi, M., & Choi, T. (2014). Renaissance of case research as a scientific method.
Journal of Operations Management, 32, 232-240. doi:10.1016/j.jom.2014.03.004
Moll, S. (2012). Navigating political minefields: Partnerships in organizational case study
research. Work, 43, 5-12. doi:10.3233/wor-2012-1442
Morse, A. L., & McEvoy, C. D. (2014). Qualitative research in sport management: Case
study as a methodological approach. The Qualitative Report, 19, 1-13. Retrieved
from https://www.homeworkessaymarket.com/write-my-paper/nova.edu/ssss/QR/QR19/morse17
Murakami, Y. (2013, March). Rethinking a case study method in educational research:
A comparative analysis method in qualitative research. Educational Studies in
Japan: International Yearbook, (7), 81-96. Retrieved from
http://ci.nii.ac.jp/vol_issue/nels/AA12192695_en.html
Pan, S., & Tan, B. (2011). Demystifying case research: A structured-pragmaticsituational
(SPS) approach to conducting case studies. Information and
Organization, 21(3), 161-176. doi:10.1016/j.infoandorg.2011.07.001
Petty, N. J., Thomson, O. P., & Stew, G. (2012). Ready for a paradigm shift? Part 2:
Introducing qualitative research methodologies and methods. Manual Therapy,
17, 378-384. doi:10.1016/j.math.2012.03.004
Piekkari, R., Plakoyiannaki, E., & Welch, C. (2010). Good’ case research in industrial
marketing: Insights from research practice. Industrial Marketing Management, 39,
109-117. doi:10.1016/j.indmarman.2008.04.017
Pratama, A., & Firman, A. (2010). Exploring the use of qualitative research methodology
in conducting research in cross cultural management. International Journal of
Interdisciplinary Social Sciences, 5, 331-342. Retrieved from
https://www.homeworkessaymarket.com/write-my-paper/iji.cgpublisher.com
108
Radley, A., & Chamberlain, K. (2012). The study of the case: Conceptualising case
study research. Journal of Community & Applied Social Psychology, 22, 390–
399. doi:10.1002/casp.1106
Ridder, H. (2012). Case study research. Design and methods (book review of Robert
Yin). Zeitschrift fur Personalforschung, 26(1), 93-95. Retrieved from
https://www.homeworkessaymarket.com/write-my-paper/zfp-personalforschung.de/de/
Rodrigues, G. N., Alves, V., Silveira, R., & Laranjeira, L. A. (2012). Dependability
analysis in the Ambient Assisted Living Domain: An exploratory case study.
Journal of Systems and Software, 85(1), 112-131. doi:10.1016/j.jss.2011.07.037
Sandelowski, M. (2011). “Casing” the research case study. Research in Nursing &
Health, 34, 153-159. doi:10.1002/nur.20421
Sangster-Gromley, E. (2013). How case-study research can help to explain
implementation of the nurse practitioner role. Nurse Researcher, 20(4), 6-11.
doi:10.7748/nr2013.03.20.4.6.e291
Singh, A. S. (2014). Conducting case study research in non-profit organisations.
Qualitative Market Research: An International Journal, 17, 77-84.
doi:10.1108/QMR-04-2013-0024
Small, M. (2009). How many cases do I need? On science and the logic of case
selection in field-based research. Ethnography, 10(1), 5-38.
doi:10.1177/1466138108099586
Snowden, A., & Martin C. R. (2011). Concurrent analysis: Towards generalizable
qualitative research. Journal of Clinical Nursing, 20, 2868-2877.
doi:10.1111/j.1365-2702.2010.03513.x
Snyder, C. (2012). A case study of a case study: Analysis of a robust qualitative
research methodology. The Qualitative Report, 17(26), 1-21. Retrieved from
https://www.homeworkessaymarket.com/write-my-paper/nova.edu/ssss/QR/QR17/snyder
Stewart, J. (2012). Multiple-case study methods in governance-related research. Public
Management Review, 14(1), 67-82. doi:10.1080/14719037.2011.589618
Street, C. T., & Ward, K. W. (2012). Improving validity and reliability in longitudinal case
study timelines. European Journal of Information Systems, 21, 160-175.
doi:10.1057/ejis.2011.53
Taylor, R. (2013). Case-study research in context. Nurse Researcher, 20(4), 4-5.
Retrieved from https://www.homeworkessaymarket.com/write-my-paper/nursing-standard.co.uk/
109
Thomas, G. (2011). A typology for the case study in social science following a review of
definition, discourse, and structure. Qualitative Inquiry, 17, 511-521.
doi:10.1177/1077800411409884
Tight, M. (2010). The curious case of case study: A viewpoint. International Journal of
Social Research Methodology, 13, 329-339. doi:10.1080/13645570903187181
Tsang, E. W. (2012, August 26). Case study methodology: Causal explanation,
contextualization, and theorizing. Journal of International Management, 19, 195-
202. doi:10.1016/j.intman.2012.08.004
Tsang, E. W. (2014). Case studies and generalization in information systems research:
A critical realist perspective. Journal of Strategic Information Systems, 23, 174-
186. doi:10.1016/j.jsis.2013.09.002
Verner, J. M., & Abdullah, L. M. (2012). Exploratory case study research: Outsources
project failure. Information and Software Technology, 54, 866-886.
doi:10.1016/j.infsof.2011.11.001
Vissak, T. (2010). Recommendations for using case study methods in international
business research. The Qualitative Report, 15, 370-388. Retrieved from
http://nsuworks.nova.edu/cgi/viewcontent.cgi?article=1156&context=tqr
Vohra, V. (2014). Using the multiple case study design to decipher contextual
leadership behaviors in Indian organizations. The Electronic Journal of Business
Research Methods, 12, 54-65. Retrieved from https://www.homeworkessaymarket.com/write-my-paper/ejbrm.com
Wahyuni, D. (2012). The research design maze: Understanding paradigms, cases,
methods and methodologies. Journal of Applied Management Accounting
Research, 10(1), 69-80. Retrieved from https://www.homeworkessaymarket.com/write-my-paper/cmawebline.org/jamar
Welch, C., Piekkari, R., Plakoyiannaki, E., & Paavilainen-Mäntymäki, E. (2011).
Theorising from case studies: Towards a pluralist future for international business
research. Journal of International Business Studies, 42, 740-762.
doi:10.1057/jibs.2010.55
Westerman, M. A. (2014). Examining arguments against quantitative research: “Case
studies” illustrating the challenge of finding a sound philosophical basis of a
human sciences approach to psychology. New Ideas in Psychology, 32, 42-58.
doi:10.1016/jnewideapsych.2013.08.002
Whiffin, C. J., Bailey, C., Ellis-Hill, C., & Jarrett, N. (2014). Challenges and solutions
during analysis in a longitudinal narrative case study. Nurse Researcher, 21(4),
20-26. Retrieved from http://rcnpublishing.com/journal/nr
110
White, J., Drew, S., & Hay, T. (2009). Ethnography versus case study: Positioning
research and researchers. Qualitative Research Journal, 9(1), 18-27.
doi:10.3316/QRJ0901018
Woodside, A. G. (2010). Bridging the chasm between survey and case study research:
Research methods for achieving generalization, accuracy, and complexity.
Industrial Marketing Management, 39(1), 64-75.
doi:10.1016/j.indmarman.2009.03.017
Yadav, A., Shaver, G. M., & Meckl, P. (2010). Lesson learned: Implementing the case
teaching method in a mechanical engineering course. Journal of Engineering
Education, 99(1), 149-162. doi:10.1002/j.2168-9830.2010.tb01042.x
Yazan, B. (2015). Three approaches to case study methods in education: Yin, Merriam,
and Stake. The Qualitative Report, 20(2), 134-152. Retrieved from
http://nsuworks.nova.edu/tqr/vol20/iss2/12
Yin, R. K. (2013, July 10). Validity and generalization in future case study evaluations.
Evaluation, 19, 312-332. doi:10.1177/1356389013497081
Zivkovic, J. (2012). Strengths and weaknesses of business research methodologies:
Two disparate case studies. Business Studies Journal, 4(2), 91-99. Retrieved
from https://www.homeworkessaymarket.com/write-my-paper/alliedacademies.org/public/journals/JournalDetails.aspx?jid=26
Case Study Seminal Books
Stake, R. E. (1995). The art of case study research. Thousand Oaks: Sage.
Yin, R. K. (2012). Applications of case study research (3rd ed.). Thousand Oaks: Sage.
Yin, R. K. (2014). Case study research: designs and methods (5th ed.). Thousand
Oaks: Sage.
111
Data Saturation and Data Collection Sources
Abowitz, D. A., & Toole, T. M. (2010). Mixed methods research: Fundamental issues of
design, validity, and reliability in construction research. Journal of Construction
Engineering & Management, 136(1), 108-116. doi:10.1061/(ASCE)CO.1943-
7862.0000026
Anderson, C. (2010). Presenting and evaluating qualitative research. American Journal
of Pharmaceutical Education, 74(8), 4-7. Retrieved from https://www.homeworkessaymarket.com/write-my-paper/ajpe.org/
Anyan, F. (2013). The influence of power shifts in data collection and analysis stages: A
focus on qualitative research interview. The Qualitative Report, 18(18), 1-9.
Retrieved from https://www.homeworkessaymarket.com/write-my-paper/nova.edu/sss/QR/index.html
Barratt, M., Choi, T. Y., & Li, M. (2011). Qualitative case studies in operations
management: Trends, research outcomes, and future research implications.
Journal of Operations Management, 29, 329-342. doi:10.1016/j.jom.2010.06.002
Bernard, R. H. (2011). Research methods in anthropology: Qualitative and quantitative
approaches. Thousand Oaks: Sage.
Bowen, G. A. (2008). Naturalistic inquiry and the saturation concept: A research note.
Qualitative Research, 8(1), 137-152. doi:10.1177/1468794107085301
Brod, M., Tesler, L. E., & Christiansen, T. L. (2009). Qualitative research and content
validity: Developing best practices based on science and experience. Quality of
Life Research, 18, 1263-1278. doi:10.1007/s11136-009-9540-9
Carlsen, B., & Glenton, C. (2011). What about N? A methodological study of sample
size reporting in focus group studies. BMC Medical Research Methodology,
11(1), 26-35. doi:10.1186/1471-2288-11-26
Cater, J. K. (2011). SKYPE – A cost-effective method for qualitative research.
Rehabilitation Counselors & Educators Journal, 4, 3. Retrieved from
https://www.homeworkessaymarket.com/write-my-paper/nationalrehab.org/cwt/external/wcpages/divisions/rcea.aspx
Chikweche, T., & Fletcher, R. (2012). Undertaking research at the bottom of the
pyramid using qualitative methods. Qualitative Market Research: An International
Journal, 15, 242-267. doi:10.1108/13522751211231978
Coast, J., & Horrocks, S. (2010). Developing attributes and levels for discrete choice
experiments using qualitative methods. Journal of Health Services Research and
Policy, 12(1), 25-30. doi:10.346457934563454
Couper, M. P. (2011). The future of modes of data collection. Public Opinion Quarterly,
75(5), 889-908. Retrieved from http://poq.oxfordjournals.org/
112
Covell, C. L., Sidani, S., & Ritchie, J. A. (2012). Does the sequence of data collection
influence participants’ responses to closed and open-ended questions? A
methodological study. International Journal of Nursing Studies, 49, 664-671.
doi:10.1016/j.ijnurstu.2011.12.002
Dennis, B. (2010, June). Ethical dilemmas in the field: The complex nature of doing
education ethnography. Ethnography and Education, 5(2), 123-127.
doi:10.1080/17457823.2010.493391
Denzin, N. K. (2009). The research act: A theoretical introduction to sociological
methods. New York, NY: Aldine Transaction.
Denzin, N. K. (2012). Triangulation 2.0. Journal of Mixed Methods Research, 6(2), 80-
88. doi:10.1177?1558689812437186 Sage
Dibley, L. (2011). Analyzing narrative data using McCormack’s lenses. Nurse
Researcher, 18(3), 13-19. Retrieved from
http://nurseresearcher.rcnpublishing.co.uk/news-andopinion/commentary/analysing-qualitative-data
Dixon, S. E. A., & Clifford, A., (2007). Ecopreneurship: A new approach to managing the
triple bottom line. Journal of Organizational Change Management, 20(3), 326-
345. doi:10.1108/09534810710740164
Draper, A. A., & Swift, J. A. (2011). Qualitative research in nutrition and dietetics: Data
collection issues. Journal of Human Nutrition & Dietetics, 24(1), 3-12.
doi:10.1111/j.1365-277X.2010.01117.x
Edelman, B. (2012). Using Internet data for economic research. The Journal of
Economic Perspectives, 26, 189-206. doi:10.1257/jep.26.2.189
Field, A. (2009). Discovering statistics using SPSS (3rd ed.). Thousand Oaks, CA:
Sage.
Floden, R. E. (2009). Empirical research without certainty. Educational Theory, 59, 485-
498. doi:10.1111/j.1741-5446.2009.00332.x
Francis, J. J., Johnston, M., Robertson, C., Glidewell, L., Entwistle, V. Eccles, M. P., &
Grimshaw, J. M. (2010). What is an adequate sample size? Operationalizing data
saturation for theory-based interview studies. Psychology and Health, 25, 1229-
1245. doi:10.1080/08870440903194015
Fusch, G. E. (2008, December). What happens when the ROI model does not fit?
Performance Improvement Quarterly, 14(4), 60-76. doi:10.1111/j.1937-
8327.2001.tb00230.x
113
Fusch, P., & Ness, L. (2015). Are we there yet? Data saturation in qualitative research.
The Qualitative Report, 20, 1408-1416. Retrieved from http://tqr.nova.edu/
Gerring, J. (2011). How good is enough? A multidimensional, best-possible standard for
research design. Political Research Quarterly, 64, 625-636.
doi:10.1177/1065912910361221
Gibbert, M., & Ruigrok, W. (2010). The what and how of case study rigor: Three
strategies based on published work. Organizational Research Methods, 13, 710-
737. doi:10.1177/1094428109351319
Gibbins, J., Bhatia, R., Forbes, K., & Reid, C. M. (2014). What do patients with
advanced incurable cancer want from the management of their pain? A
qualitative study. Palliative Medicine, 28(1), 71-78.
doi:10.1177/0269216313486310
Gibbs, L., Kealy, M., Willis, K., Green, J., Welch, N., & Daly, J. (2007). What have
sampling and data collection got to do with good qualitative research? Australian
and New Zealand Journal of Public Health, 31, 540-544. doi:10.1111/j.1753-
6405.2007.00140.x
Guest, G., Bunce, A., & Johnson, L. (2006). How many interviews are enough? An
experiment with data saturation and variability. Field Methods, 18(1), 59-82.
doi:10.1177/1525822X05279903
Halcomb, E., & Andrew, S. (2009). Practical considerations for higher degree research
students undertaking mixed methods projects. International Journal of Multiple
Research Approaches, 3, 153-162. Retrieved from http://mra.econtentmanagement.com
Hannah, D., & Lautsch, B. (2011). Counting in qualitative research: Why to conduct it,
when to avoid it, and when to closet it. Journal of Management Inquiry, 20, 14-
22. doi:10.1177/1056492610375988
Hayman, B., Wilkes, L., & Jackson, D. (2012). Journaling: Identification of challenges
and reflection on strategies. Nurse Researcher, 19(3), 27-31. Retrieved from
https://www.homeworkessaymarket.com/write-my-paper/nursing-standard.co.uk
Holloway, I., Brown, L., & Shipway, R. (2010). Meaning not measurement: Using
ethnography to bring a deeper understanding to the participant experience of
festivals and events. International Journal of Event and Festival Management,
1(1), 74-85. doi:10.1108/17852951011029315
Kerr, C., Nixon, A., & Wild, D. (2010). Assessing and demonstrating data saturation in
qualitative inquire supporting patient-reported outcomes research. Expert Review
of Pharmacoeconomics & Outcomes Research, 10, 269-281. Retrieved from
http://informahealthcare.com/loi/erp
114
Knight, J. (2012). Deletion, distortion and data collection: The application of the neurolinguistic
programming (NLP) meta-model in qualitative interviews. Australasian
Journal of Market & Social Research, 20(1), 15-21. Retrieved from
https://www.homeworkessaymarket.com/write-my-paper/amsrs.com
Lasch, K. E., Marquis, P., Vigneux, M., Abetz, L., Arnould, B.,…Bayliss, M. (2010). PRO
development: Rigorous qualitative research as the crucial foundation. Quality of
Life Research, 19, 1087-1096. doi:10.1007/s11136-010-9677-6
Lunnay, B., Borlagdan, J., McNaughton, D., & Ward, P. (2015). Ethical use of social
media to facilitate qualitative research. Qualitative Health Research, 25, 99-109.
doi:10.1177/1049732314549031
Marshall, C. & Rossman, G. (2015). Designing qualitative research (6th ed.). Thousand
Oaks: Sage.
Mason, M. (2010, September). Sample size and saturation in PhD studies using
qualitative interviews. Forum: Qualitative Social Research, 11(3). Retrieved from
https://www.homeworkessaymarket.com/write-my-paper/qualitative-research.net/index.php/fqs/article/view/1428/3027
Morse, J. M. (2015). “Data were saturated…” Qualitative Health Research, 25, 587-588.
doi:10.1177/1049732315576699
Nastasia, D. I., & Rakow, L. F. (2010). What is theory? Puzzles and maps as metaphors
in communication theory. triple C, 8(1), 1-17. Retrieved from http://triple-c.at
Onwuegbuze, A. J., & Leech, N. L. (2007). A call for qualitative power analyses. Quality
& Quantity, 41(1), 105-121. doi:10.1007/s11135-005-1098-1
Onwuegbuzie, A. J., Leech, N. L., & Collins, K. M. T. (2010). Innovative data collection
strategies in qualitative research. The Qualitative Report, 15, 696-726. Retrieved
from https://www.homeworkessaymarket.com/write-my-paper/nova.edu/ssss/QR/QR15-3/onwuegbuzie
O’Reilly, M., & Parker, N. (2012, May). Unsatisfactory saturation: A critical exploration of
the notion of saturated sample sizes in qualitative research. Qualitative Research
Journal, 1-8. doi:10.1177/1468794112446106
Petty, N. J., Thomson, O. P., & Stew, G. (2012). Ready for a paradigm shift? Part 2:
Introducing qualitative research methodologies and methods. Manual Therapy,
17, 378-384. doi:10.1016/j.math.2012.03.004
Pratama, A., & Firman, A. (2010). Exploring the use of qualitative research methodology
in conducting research in cross cultural management. International Journal of
Interdisciplinary Social Sciences, 5, 331-342. Retrieved from
https://www.homeworkessaymarket.com/write-my-paper/iji.cgpublisher.com
115
Robinson, O. (2014). Sampling in interview-based qualitative research: A theoretical
and practical guide. Research in Psychology, 11(1), 25-41.
doi:10.1080/14780887.2013.801543
Smith, A. (2012). Internet search tactics. Online Information Review, 36, 7-20.
doi:10.1108/14684521211219481
Stavros, C., & Westberg, K. (2009). Using triangulation and multiple case studies to
advance relationship marketing theory. Qualitative Market Research, 12, 307-
320. doi:10.1108/13522750910963827
Sterling, C. (2012). The handbook of Internet studies. Journalism and Mass
Communication Quarterly, 89, 751-752. doi:10.1177/1077699012462100
Swift, J. A., & Tischler, V. (2010). Qualitative research in nutrition and dietetics: Getting
started. Journal of Human Nutrition and Dietetics, 23, 559-566.
doi:10.1111/j.1365-277X.2010.01116.X
Tilley, L., & Woodthorpe, K. (2011). Is it the end for anonymity as we know it? A critical
examination of the ethical principle of anonymity in the context of 21st century
demands on the qualitative researcher. Qualitative Research, 11, 197-212.
doi:10.1177/1468794110394073
Tukey, J. W. (1977). Exploratory data analysis. Reading, MA : Addison-Wesley.
Turner, D. W. III. (2010). Qualitative interview design: A practical guide for novice
investigators. The Qualitative Report, 3(2), 7-13. Retrieved from
https://www.homeworkessaymarket.com/write-my-paper/nova.edu/ssss/QR/QR15-3/qid
Walker, J. L. (2012). The use of saturation in qualitative research. Canadian Journal of
Cardiovascular Nursing, 22(2), 37-46. Retrieved from https://www.homeworkessaymarket.com/write-my-paper/cccn.ca
White, J., Drew, S., & Hay, T. (2009). Ethnography versus case study: Positioning
research and researchers. Qualitative Research Journal, 9(1), 18-27.
doi:10.3316/QRJ0901018
White, D. E., Oelke, N. D., & Friesen, S. (2012). Management of a large qualitative data
set: Establishing trustworthiness of the data. International Journal of Qualitative
Methods, 11, 244-258. Retrieved from
http://ejournals.library.ualberta.ca/index.php/IJQM/article/view/9883
Whiteley, A. (2012). Supervisory conversations on rigour and interpretive research.
Qualitative Research Journal, 12, 251-271. doi:10.1108/14439881211248383
Williamson, K. (2006). Research in constructivist frameworks using ethnographic
techniques. Library Trends, 55(1), 83-101. doi:10.1353/lib.2006.0054
116
Zikmund, W., Babin, B.J., Carr, J.C., & Griffin, M. (2010). Business research methods
(8th ed.). Mason, OH: Thomson/South-Western.
117
Ethical Considerations/IRB
Adams, P., Wongwit, W., Pengsaa, K., Khusmith, S., Fungladda, W., Chaiyaphan, W.,
… Kaewkungwal, J. (2013). Ethical issues in research involving minority
populations: The process and outcomes of protocol review by the ethics
committee of the faculty of tropical medicine, Mahidol University, Thailand. BMC
Medical Ethics, 14(1). doi:10.1186/1472-6939-14-33
Ahern, K. (2012). Informed consent: Are researchers accurately representing risks and
benefits? Scandinavian Journal of Caring Sciences, 26, 671-678.
doi:10.1111/j.1471-6712.2012.00978.x
Alby, F., Fatigante, M. (2014). Preserving the respondent’s standpoint in a research
interview: Different strategies of ‘doing’ the interviewer. Human Studies, 37, 239-
256. doi:1007/s10746-013-9292-y
Alcadipani, R., & Hodgson, D. (2009). By any means necessary? Ethnographic access,
ethics and the critical researcher. Tamara:Journal of Critical Organization Inquiry,
7(4), 127-128. Retrieved from http://tamarajournal.com/
Aluwihare-Samaranayake, D. (2012). Ethics in qualitative research: A view of the
participants’ and researchers’ world from a critical standpoint. International
Journal of Qualitative Methods, 11(2), 64-81. Retrieved from
https://ejournals.library.ualberta.ca/index.php/IJQM/index
Amon, J. J., Baral, S. D., Beyrer, C., & Kass, N. (2012). Human rights research and
ethics review: Protecting individuals or protecting the state? PLoS Med, 9,
e1001325. doi:10.1371/journal.pmed.1001325
Angelos, P. (2013). Ethical issues of participant recruitment in surgical clinical trials.
Annals of Surgical Oncology, 20, 3184-3187. doi:10.1245/s10434-013-3178-0
Barbour, A. (2010, June). Exploring some ethical dilemmas and obligations of the
ethnographer. Ethnography and Education, 5(2), 159-173.
doi:10.1080/17457823.2010.493399
Barker, M. (2013). Finding audiences for our research: Rethinking the issue of ethical
challenges. Journal of the Communication Review, 16(1/2), 70-80.
doi:10.1080/10714421.2013.757504
Beskow, L. M., Check, D. K., & Ammarell, N. (2014). Research participants’
understanding of and reactions to certificates of confidentiality. AJOB Primary
Research, 5(1), 12-22. doi:10.1080/21507716.2013.813596
Blee, K., & Currier, A. (2011). Ethics beyond the IRB: An introductory essay. Qualitative
Sociology, 34, 401-413. doi:10.1007/s11133-011-9195-z
118
Bloomer, M. J., Cross, W., Endacott, R., O’Connor, M., & Moss, C. (2012). Qualitative
observation in a clinical setting: Challenges at end of life. Nursing and Health
Sciences, 14, 25-31. doi:10.1111/j.1442-2018.2011.00653.x
Boyd, W. E., Parry, S., Burger, N., Kelly, J., Boyd, W., & Smith, J. (2013). Writing for
ethical research: Novice researchers, writing, and the experience of experiential
narrative. Creative Education, 4(12), 30-39. doi:10.4236/ce.2013.412a1005
Brakewood, B., & Poldrack, R. (2013). The ethics of secondary data analysis:
Considering the application of Belmont principles to the sharing of neuroimaging
data. Neuroimage, 82, 671-676. doi:10.1016/j.neuroimage.2013.02.040
Brewis, J. (2014). The ethics of researching friends: On convenience sampling in qualitative
management and organization studies. Journal of British Management, 25, 849-862.
doi:10.1111/1467-8551.12064
Bromley, E., Mikesell, L., Jones, F., Khodyakov, D. (2015). From subject to participant:
Ethics and the evolving role of community in health research. American Journal
of Public Health, 105, 900-908. Retrieved from
https://www.homeworkessaymarket.com/write-my-paper/ajph.aphapublications.org/
Cassidy, S. (2013). Acknowledging hubris in interpretative data analysis. Nurse
Researcher, 20(6), 27-31. doi:10.7748/nr2013.07.20.6.27.e321
Chappy, S., & Gaberson, K. B. (2012). To IRB or not to IRB: That is the question.
AORN Journal, 95, 682-683. doi:10.1016/j.aorn/2012.03.012
Check, D. K., Wolf, L. E., Dame, L. A., & Beskow, L. M. (2014). Certificates of
confidentiality and informed consent: Perspectives of IRB chairs and institutional
legal counsel. IRB: Ethics and Human Research, 36(1), 1-8.
doi:10.1038/gim.2014.102
Corman, J. (2010). Principles of ethical review. Applied Clinical Trials, 19(7), 8-9.
Retrieved from https://www.homeworkessaymarket.com/write-my-paper/appliedclinicaltrialsonline.com
Cook, A. F., Hoas, H., & Joyner, J. C. (2013). The protectors and the protected: What
regulators and researchers can learn from IRB members and subjects. Narrative
Inquiry in Bioethics, 3(1), 51-65. doi:10.1353/nib.2013.0014
Cross, J., Pickering, K., & Hickey, M. (2014). Community-based participatory research,
ethics, and Institutional Review Boards: Untying a Gordian knot. Critical
Sociology, 1-20. doi:10.1177/0896920513512696.
Crow, G., Wiles, R., Heath, S., & Charles, V. (2006). Research ethics and data quality:
The implications of informed consent. International Journal of Social Research
Methodology, 9(2), 83-95. doi:10.1080/13645570600595231
119
Crowther, J. L., & Lloyd-Williams, M. (2012). Researching sensitive and emotive topics:
The participants’ voice. Research Ethics, 8, 200-211.
doi:10.1177/1747016112455887
Cseko, G., & Tremaine, W. (2013). The role of the Institutional Review Board in the
oversight of the ethical aspects of human studies research. Nutrition in Clinical
Practice, 28, 177-181. doi:10.1177/0884533612474042
Coupal, L. (2005). Practitioner-research and the regulation of research ethics: The
challenge of individual, organizational, and social interests. Forum Qualitative
Sozialforschung/Forum: Qualitative Social Research, 6(1). Retrieved from
https://www.homeworkessaymarket.com/write-my-paper/qualitative-research.net/index.php/fqs
Damianakis, T., & Woodford, M. R. (2012). Qualitative research with small connected
communities generating new knowledge while upholding research
ethics. Qualitative Health Research, 22, 708-718.
doi:10.1177/1049732311431444
Dekking, S. A., van der Graaf, R., & van Delden, J. J. (2014). Strengths and
weaknesses of guideline approaches to safeguard voluntary informed consent of
patients within a dependent relationship. BMC Medicine, 12(1).
doi:10.1186/1741-7015-12-52
Das, N., & Das, S. (2014). Hiring a professional medical writer: Is it equivalent to
ghostwriting? Biochemia Medica, 24(1), 19-24. doi:10.11613/BM.2014.004
Dennis, B. (2010, June). Ethical dilemmas in the field: The complex nature of doing
education ethnography. Ethnography and Education, 5(2), 123-127.
doi:10.1080/17457823.2010.493391
De Roubaix, J. A. (2011). Beneficence, non-maleficence, distributive justice and respect
for patient autonomy-reconcilable ends in aesthetic surgery. Journal of Plastic
Reconstructive & Aesthetic Surgery, 64(1), 11-16. doi:10.1016/j.bjps.2010.03.034
Deventer-Van, J. P. (2009). Ethical consideration during human centered covert and
overt research. Quality and Quantity, 43, 45-57. doi:10.1007/s11135-006-9069-8
DuBois, J. M., Beskow, L., Campbell, J., Dugosh, K., Festinger, D., Hartz, S., … Lidz, C.
(2012). Restoring balance: A consensus statement on the protection of
vulnerable research participants. American Journal of Public Health, 102, 2220-
2225. doi:10.2105/AJPH.2012.300757
Eide, P., & Kahn, D. (2008). Ethical issues in the qualitative researcher—participant
relationship. Nursing Ethics, 15(2), 199-207. doi:10.1177/0969733007086018
120
Elmir, R., Schmied, V., Jackson, D., & Wilkes, L. (2011). Interviewing people about
potentially sensitive topics. Nurse Researcher, 19(1), 12-16. Retrieved from
http://nurseresearcher.rcnpublishing.co.uk
Enama, M. E., Hu, Z., Gordon, I., Costner, P., Ledgerwood, J. E., & Grady, C. (2012,
April 14). Randomization to standard and concise informed consent forms:
Development of evidence-based consent practices. Contemporary Clinical Trials,
33, 895-902. doi:10.1016/j.cct.2012.04.005
Erlich, Y., & Narayanan, A. (2014). Routes for breaching and protecting genetic privacy.
Nature Reviews Genetics, 15, 409-421. doi:10.1038/nrg3723
Fein, E. C., & Kulik, C. T. (2011). Safeguarding access and safeguarding meaning as
strategies for achieving confidentiality. Industrial and Organizational Psychology:
Perspectives on Science and Practice, 4, 479-481. doi:10.1111/j.1754-
9434.2011.01378.x
Ferreira, R., Buttell, F., & Ferreira, S. (2015). Ethical considerations for conducting
disaster research with vulnerable populations. Journal of Social Work Values and
Ethics, 12, 379-384. Retrieved from http://jswve.org
Fouka, G., & Mantzorou, M. (2011). What are the major ethical issues in conducting
research? Is there a conflict between the research ethics and the nature of
nursing? Health Science Journal, 5, 3-14. Retrieved from https://www.homeworkessaymarket.com/write-my-paper/hsj.gr
Freysteinson, W. M., Lewis, C., Sisk, A., Wuest, L., Deutsch, A. S., & Cesario, S. K.
(2013). Investigator reflections: A final debriefing following emotionally sensitive
mirror research. Holistic Nursing Practice, 27, 177-184.
doi:10.1097/HNP.0b013e31828a0968
Gibson, S., Benson, O., & Brand, S. L. (2013). Talking about suicide confidentiality and
anonymity in qualitative research. Nursing Ethics, 20, 18-29.
doi:10.1177/0969733012452684
Goldblatt, H., Karnieli-Miller, O., & Neumann, M. (2011). Sharing qualitative research
findings with participants: Study experiences of methodological and ethical
dilemmas. Patient Education and Counseling, 82, 389-395.
doi:10.1016/j.pec.2010.12.016
Grady, C. (2010). Do IRBs protect human research participants? Journal of the
American Medical Association, 304(10), 1122-1123. doi:10.1001/jama.2010.1304
Greaney, A. M., Sheehy, A., Heffernan, C., Murphy, J., Mhaolrúnaigh, S. N., Heffernan,
E., & Brown, G. (2012). Research ethics application: A guide for the novice
researcher. British Journal of Nursing, 21, 38-43. Retrieved from
http://info.britishjournalofnursing.com/
121
Greene, M. J. (2014). On the inside looking in: Methodological insights and challenges
in conducting qualitative insider research. The Qualitative Report, 19(29), 1-13.
Retrieved from http://nsuworks.nova.edu/tqr/vol19/iss29/3
Haahr, A., Norlyk, A., & Hall, E. (2013). Ethical challenges embedded in qualitative
research interviews with close relatives. Nursing Ethics, 2(1), 6-15.
doi:10.1177/0969733013486370
Hadidi, N., Lindquist, R., Treat-Jacobson, D., & Swanson, P. (2013). Participant
withdrawal: Challenges and practical solutions for recruitment and retention in
clinical trials. Creative Nursing, 19(1), 37-41.d:10.1891/1078-4535.19.1.37
Hair, N., & Clark, M. (2007). The ethical dilemmas and challenges of ethnographic
research in electronic communities. International Journal of Market Research, 49,
781-800. Retrieved from https://www.homeworkessaymarket.com/write-my-paper/ijmr.com/
Halse, C., & Honey, A. (2014). Unraveling ethics: Illuminating the moral dilemmas of
research ethics. Signs, 40(1). Retrieved from
http://press.uchicago.edu/ucp/journals/journal/signs.html
Hammersley, M. (2014). On ethical principles for social research. International Journal
of Social Research Methodology, 1-17. doi:10.1080/13645579.2014.924169
Head, E. (2009). The ethics and implications of paying participants in qualitative
research. International Journal of Social Research Methodology, 12, 335-344.
doi:10.1080/13645570802246724
Heggestad, A. K. T., Nortvedt, P., & Slettebo, A. (2012). The importance of moral
sensitivity when including persons with dementia in qualitative research. Nursing
Ethics. doi:10.1177/0969733012455564
Hegney, D., & Chan, T. W. (2010). Ethical challenges in the conduct of qualitative
research. Nurse Researcher, 18(1), 4-7. Retrieved from
nurseresearcher.rcnpublishing.co.uk/
Holloway, I., Brown, L., & Shipway, R. (2010). Meaning not measurement: Using
ethnography to bring a deeper understanding to the participant experience of
festivals and events. International Journal of Event and Festival Management,
1(1), 74-85. doi:10.1108/17852951011029315
Houghton, C. E., Casey, D., Shaw, D., & Murphy, K. (2010). Ethical challenges in
qualitative research: Examples from practice. Nurse Researcher, 18(1), 15-25.
Retrieved from http://nurseresearcher.rcnpublishing.co.uk
122
Hoyland, S., Hollund, J. G., & Olsen, O. E. (2015). Gaining access to a research site
and participants in medical and nursing research: A synthesis of accounts.
Medical Education, 49, 224-232. doi:10.1111/medu.12622
Huang, X., O’Connor, M., Ke, L. S., & Lee, S. (2014). Ethical and methodological issues
in qualitative health research involving children: A systematic review. Nursing
Ethics. doi:10.1177/0969733014564102
Hunter, D. (2012). How not to argue against mandatory ethics review. Journal of
Medical Ethics, 39, 521-524. doi:10.1136/medethics-2012-101074
Ignacio, J. J., & Taylor, B. J. (2013). Ethical issues in health-care inquiry: A discussion
paper. International Journal of Nursing Practice, 18, 56-61. doi:10.1111.ijn.12017
Irwin, S. (2013). Qualitative secondary data analysis: Ethics, epistemology and context.
Journal of Progress in Development Studies, 13, 295-306.
doi:10.1177/1464993413490479
Jerolmack, C., & Khan, S. (2014). Talk is cheap ethnography and the attitudinal fallacy.
Sociological Methods & Research, 43, 178-209. doi:10.1177/0049124114523396
Johnson, H., Douglas, J., Bigby, C., & Iacono, T. (2011). The challenges and benefits of
using participant observation to understand the social interaction of adults with
intellectual disabilities. AAC: Augmentative & Alternative Communication, 27,
267-278. doi:10.3109/07434618.2011.587831
Journot, V., Perusat-Villetorte, S., Bouyssou, C., Couffin-Cadiergues, S., Tall, A.,
Fagard, C., . . . Chene, G. (2013). Preserving participant anonymity during
remote preenrollment consent form checking. Clinical Trials, 10, 460-462.
doi:10.1177/1740774513480962
Juritzen, T. I., Grimen, H., & Heggen, K. (2011). Protecting vulnerable research
participants: A Foucault-inspired analysis of ethics committees. Nursing Ethics, 8,
640-650. doi:10.1117/0969733011403807
Juros, T. (2011). Reporting on the issues of research rigour and ethics: The case of publications
using qualitative methods in the Croatian social science journals. Revija Za Sociologiju,
41, 161-184. doi:10.5613/rzs.41.2.2
Kapoulas, A., & Mitic, M. (2012). Understanding challenges of qualitative research:
Rhetorical issues and reality traps. Qualitative Market Research, 15, 354-368.
doi:10.1108/13522751211257051
Kapp, M. B. (2006). Ethical and legal issues in research involving human subjects: Do
you want a piece of me? Journal of Clinical Pathology, 59, 335-339.
doi:10.1136/jcp.2005.030957
Kasim, A., & Al-Gahuri, H. A. (2015). Overcoming challenges in qualitative inquiry within
123
a conservative society. Tourism Management, 50, 124-129.
doi:10.1016/j.tourman.2015.01.004
Kelley, A., Belcourt-Dittloff, A., Belcourt, C., & Belcourt, G. (2013). Research ethics and
indigenous communities. American Journal of Public Health.
doi:10.2105/AJPH.2012.301522
Kelty, S. F., Julian, R., & Ross, A. (2013). Dismantling the justice silos: Avoiding the
pitfalls and reaping the benefits of information-sharing between forensic science,
medicine, and law. Forensic Science International, 230(1), 8-15.
doi:10.1016/j.forsciint.2012.10.032
Kiguba, R., Kutyabami, P., Kiwuwa, S., Katabira, E., & Sewankambo, N. K. (2012).
Assessing the quality of informed consent in a resource limited setting: A crosssectional
study. BMC Medical Ethics, 13(1), 21-27. doi:10.1186/1472-6939-13-21
King, T., Brankovic, L., & Gillard, P. (2012). Perspectives of Australian adults about
protecting the privacy of their health information in statistical databases.
International Journal of Medical Informatics, 81, 279-289.
doi:10.1016/j.ijmedinf.2012.01.005
Kingsley, J., Phillips, R., Townsend, M., & Henderson-Wilson, C. (2010). Using a
qualitative approach to research to build trust between a non-aboriginal
researcher and aboriginal participants (Australia). Qualitative Research Journal,
10(1), 2-12. doi:10.3316/QRJ1001002
Klotz, A. C., Da Motta Veiga, S. P., Buckley, M. R., & Gavin, M. B. (2013). The role of
trustworthiness in recruitment and selection: A review and guide for future
research. Journal of Organizational Behavior, 34(Suppl 1), S104-S119.
doi:10.1002/job.1891
Knepp, M. M. (2014). Personality, sex of participant, and face-to-face interaction affect
reading of informed consent forms. Psychological Reports.
doi:10.2466/17.07.PR0.114k13w1
Komesaroff, P. A. (2012). Comment on ‘A research participant’s rights as an ethical
dilemma’. Australian & New Zealand Journal of Public Health, 36, p. 511.
doi:10.1111/j.1753-6405.2012.00945.x
Kumar, N. K. (2013). Informed consent: Past and present. Perspectives in Clinical
Research, 4(1), 21-25. doi:10.4103/2229-3485.106372
Lange, M., Rogers, W., & Dodds, S. (2013). Vulnerability in research ethics: A way
forward. Bioethics, 27, 333-340. doi:10.1111/bioe.12032
124
Lavis, V. (2010). Multiple researcher identities: Highlighting tensions and implications for
ethical practice in qualitative interviewing. Qualitative Research in Psychology, 7,
316-331. doi:10.1080/14780880902929506
Lipscomb, M. (2010). Participant overexposure and the role of researcher judgment.
Nurse Researcher, 17(4), 49-59. Retrieved from
nurseresearcher.rcnpublishing.co.uk
Lopez-Dicastillo, O., & Belintxon, M. (2014, May 15). The challenges of participant
observations of cultural encounters within an ethnographic study. Procedia –
Social and Behavioral Sciences, 132, 522-526. doi:10.1016/j.sbspro.2014.04.347
Lunnay, B., Borlagdan, J., McNaughton, D., & Ward, P. (2015). Ethical use of social
media to facilitate qualitative research. Qualitative Health Research, 25, 99-109.
doi:10.1177/1049732314549031
Lynch, H. F., (2013). Human research subjects as human research workers. Yale
Journal of Health Policy, Law & Ethics, 14, 122-193. Retrieved from
https://www.homeworkessaymarket.com/write-my-paper/yale.edu/yjhple/
Malone, H., Nicholl, H., & Tracey, C. (2014). Awareness and minimization of systematic
bias in research. British Journal of Nursing, 23, 279-282. Retrieved from
https://www.homeworkessaymarket.com/write-my-paper/britishjournalofnursing.com/
Mamo, L., & Fishman, J. R. (2013). Why justice? Introduction to the special issue on
entanglements of science, ethics, and justice. Science, Technology and Human
Values, 38, 159-175. doi:10.1177/0162243912473162
McDonald, K. E., Kidney, C. A., & Patka, M. (2013). ‘You need to let your voice be
heard’: Research participants’ views on research. Journal of Intellectual Disability
Research, 57, 216-225. doi:10.1111/j.1365-2788.2011.01527.x
McRae, A. D., Bennett, C., Brown, J. B., Weijer, C., Boruch, R., Brehaut, J., & …
Taljaard, M. (2013). Researchers’ perceptions of ethical challenges in cluster
randomized trials: A qualitative analysis. Trials, 14(1), 1-7. doi:10.1186/1745-
6215-14-1
Mealer, M., & Jones, J. (2014). Methodological and ethical issues related to qualitative
telephone interviews on sensitive topics. Nurse Researcher, 21, 32-37. Retrieved
from http://rcnpublishing.com/journal/nr
Menikoff, J. (2010). The paradoxical problem with multiple-IRB review. The New
England Journal of Medicine, 363, 1591-15933. doi:10.1056/NEJMp1005101
Mero-Jaffe, I. (2011). ‘Is that what I said?’ Interview transcript approval by participants:
An aspect of ethics in qualitative research. International Journal of Qualitative
125
Methods, 10, 231-247. Retrieved from
http://ejournals.library.ualberta.ca/index.php/IJQM/article/view/8449
Michalos, A. (2013). The business case for asserting the business case for business
ethics. Journal of Business Ethics, 114, 599-606. doi:10.1007/s10551-013-1706-
2
Mikesell, L., Bromley, E., & Khodyakov, D. (2013). Ethical community-engaged
research: A literature review. American Journal of Public Health, 103(12), e7 e14.
doi:10.2105/AJPH.2012.301605
Morse, J. M., & Coulehan, J. (2015). Maintaining confidentiality in qualitative
publications. Qualitative Health Research, 25,151-152.
doi:10.1177/1049732314563489
Neusar, A. (2014). To trust or not to trust? Interpretations in qualitative research.
Human Affairs, 24(2), 178-188. doi:10.2478/s13374-014-0218-9
Newman, P., & Tufford, L. (2012). Bracketing in qualitative research. Qualitative Social
Work, 11(1), 80-96. doi:10.1177/1473325010368316
Nind, M., Wiles, R., Bengry-Howell, A., & Crow, G. (2013). Methodological innovation
and research ethics: Forces in tension or forces in harmony? Qualitative
Research, 13, 650-667. doi:10.1177/1468794112455042
Oliver, J., & Eales, K. (2008). Research ethics: Re-evaluating the consequentialist
perspective of using covert participant observation in management research.
Qualitative Market Research: An International Journal, 11, 344-357.
doi:10.1108/13522750810879057
Orb, A., Eisenhauer, L., & Wynaden, D. (2001). Ethics in qualitative research. Journal of
Nursing Scholarship, 33, 93-96. doi:10.1111/j.1547-5069.2001.00093.x
Owen, J. R., & Kemp, D. (2014). ‘Free prior and informed consent’, social complexity
and the mining industry: Establishing a knowledge base. Resources Policy, 41,
91-100. doi:10.1016/j.resourpol.2014.03.006
Paechter, C. (2013). Researching sensitive issues online: Implications of a hybrid
insider/outsider position in a retrospective ethnographic study. Qualitative
Research, 13(1), 71-86. doi:10.1177/1468794112446107
Plankey-Videla, N. (2012). Informed consent as process: Problematizing informed
consent in organizations ethnographies. Journal of Qualitative Sociology, 35(1),
1-21.
doi:10.1007/s11133-011-9212-2
126
Pletcher, M. J., Lo, B., & Grady, D. (2015). Criteria for waiver of informed consent for
quality improvement research-reply. JAMA Internal Medicine, 175, 143-143.
doi:10.1001/jamainternmed.2014.6997
Pollock, K. (2012). Procedure versus process: Ethical paradigms and the conduct of
qualitative research. BMC Medical Ethics, 13(1), 25-31. doi:10.1186/1472-6939-
13-25
Pyer, M., & Campbell, J. (2012). Qualitative researching with vulnerable groups.
International Journal of Therapy and Rehabilitation, 19, 311-316. Retrieved from
https://www.homeworkessaymarket.com/write-my-paper/ijtr.co/uk
Resnik, D. B. (2011). Scientific research and the public trust. Science and Engineering
Ethics, 17, 399-409. doi:10.1007/s11948-010-9210-x
Resnick, B. (2014). Publishing a DNP capstone: After the where, what and how. The
ethics and process of manuscript submission. Geriatric Nursing, 35(2), 91-92.
doi:10.1016/j.gerinurse.2013.11.009
Rhodes, K. V., & Miller, F. G. (2012). Simulated patient studies: An ethical analysis.
Milbank Quarterly, 90, 706-724. doi:10.1111/j.1468-0009.2012.00680.x
Roberts, J. (2009). An author’s guide to publication ethics: A review of emerging
standards in biomedical journals. Headache, 49, 579-589. Retrieved from
https://www.homeworkessaymarket.com/write-my-paper/headachejournal.org
Sanjari, M., Bahramnezhad, F., Fomani, F. K., Shoghi, M., & Cheraghi, M. A. (2014).
Ethical challenges of researchers in qualitative studies: The necessity to develop
a specific guideline. Journal of Medical Ethics and History of Medicine, 8, 7-14.
Retrieved from http://jmehm.tums.ac.ir/index.php/jmehm
Sherry, E. (2013). The vulnerable researcher: Facing the challenges of sensitive
research. Qualitative Research Journal, 13, 278-288. doi:10.1108/QRJ-10-2012-
0007
Sikes, P., & Piper, H. (2010). Ethical research, academic freedom and the role of ethics
committees and review procedures in educational research. International Journal
of Research & Method in Education, 33, 205-213.
doi:10.1080/1743727X.2010.511838
Simundic, A. (2013). Bias in research. Biochemia Medica, 23(1), 12-15.
doi:10.11613/BM.2013.003
Sim, J. (2010). Addressing conflicts in research ethics: Consent and risk of harm.
Physiotherapy Research International, 15(2), 80-87. doi:10.1002/pri.481
127
Sims, J. M. (2010). A brief review of the Belmont report. Dimensions of Critical Care
Nursing, 29, 173-174. doi:10.1097/DCC.0b013e3181de9ec5
Stern, S., & Lemmens, T. (2011). Legal remedies for medical ghostwriting: Imposing
fraud liability on guest authors of ghostwritten articles. PLoS Medicine, 8(8),
e1001070.doi:10.1371/journal.pmed.1001070
Stretton, S. (2014). Systematic review on the primary and secondary reporting of the
prevalence of ghostwriting in the medical literature. BMJ Open, 4(7), 1-11.
doi:10.1136/bmjopen-2013-004777
Tam, N., Huy, N., Thoa, L., Long, N., Trang, N., Hirayama, K., & Karbwang, J. (2015).
Participants’ understanding of informed consent in clinical trials over three
decades: Systematic review and meta-analysis. Bulletin of the World Health
Organization, 93(3), 186-198. doi:10.2471/BLT.14.141390
Tang, Q. (2015). From ephemerizer to timed-ephemerizer: Achieve assured lifecycle
enforcement for sensitive data. The Computer Journal, 58, 1003-1020.
doi:10.1093/comjnl/bxu030
Taylor, S., & Land, C. (2014). Organizational anonymity and the negotiation of research
access. Qualitative Research in Organizations and Management, 9(2), 98-109.
doi:10.1108/QROM-10-2012-1104
Thrope, A. S. (2014). Doing the right thing or doing the thing right: Implications of
participant withdrawal. Organizational Research Methods, 17, 255-277.
doi:10.1177/1094428114524828
Trier-Bieniek, A. (2012). Framing the telephone interview as a participant-centered tool
for qualitative research: A methodological discussion. Qualitative Research, 12,
630-644. doi:10.1177/1468794112439005
Tilley, L. & Woodthorpe, K. (2011). Is it the end for anonymity as we know it? A critical
examination of the ethical principle of anonymity in the context of 21st century
demands on the qualitative researcher. Qualitative Research, 11(2), 197-212.
doi:10.1177/1468794110394073
Tomkinson, S. (2015). Doing field work on state organizations in democratic settings:
Ethical issues of research in refugee decision making. Forum: Qualitative Social
Research, 16(1), 144-166. Retrieved from https://www.homeworkessaymarket.com/write-my-paper/qualitativeresearch.net/index.php/fqs

Tuchman, G. (2011). Ethical imperialism: Institutional review boards and the social
sciences, 1965-2009. Contemporary Sociology, 40, 617-619.
doi:10.1177/0094306111419111mm
128
Udo-Akang, D. (2013). Ethical orientation for new and prospective researchers.
American International Journal of Social Sciences, 2(1), 54-64. Retrieved from
https://www.homeworkessaymarket.com/write-my-paper/aijssnet.com
Unluer, S. (2012). Being an insider researcher while conducting case study research.
The Qualitative Report, 17, 58. Retrieved from
https://www.homeworkessaymarket.com/write-my-paper/nova.edu/ssss/QR/BackIssues/index.html
Valandra, V. (2012). Reflexivity and professional use of self in research: A doctoral
student’s journey. Journal of Ethnographic and Qualitative Research, 6(4), 204-
220. Retrieved from https://www.homeworkessaymarket.com/write-my-paper/jeqr.org/
VanderWalde, A., & Kurzban, S. (2011). Paying human subjects in research: Where are
we, how did we get here, and now what? Journal of Law, Medicine, & Ethics, 39,
543-558. doi:10.1111/j.1748-720X.2011.00621
Wainwright, D., & Sambrook, S. (2010). The ethics of data collection: Unintended
consequences? Journal of Health Organization and Management, 24, 277-787.
doi:10.1108/14777261011054617
Wallace, M., & Sheldon, N. (2014, February). Business research ethics: Participant
observer perspectives. Journal of Business Ethics, 1-11. doi:10.1007/s10551-
014-2102-2
Wester, K. L. (2011). Publishing ethical research: A step-by-step overview. Journal of
Counselling & Development, 89, 301-307. Retrieved from www.counseling.org
White, J., & Fitzgerald, T. (2010). Researcher tales and research ethics: The spaces in
which we find ourselves. International Journal of Research & Method in
Education, 33, 273-285. doi:10.1080/1743727X.2010.511711
Wolf, L. (2010). The research ethics committee is not the enemy: Oversight of community-based
participatory research. Journal of Empirical Research on Human Research Ethics, 5, 77-
86. doi:10.1525/jer.2010.5.4.77
Wolf, L. E., Dame, L. A., Patel, M. J., Williams, B. A., Austin, J. A., & Beskow, L. M.
(2012). Certificates of confidentiality: Legal counsels’ experiences with and
perspectives on legal demands for research data. Journal of Empirical Research
on‎Human‎Research‎Ethics :‎JERHRE, 7(4), 1-9. doi:10.1525/jer.2012.7.4.1
Zimmerman, E., & Racine, E. (2012). Ethical issues in the translation of
socialneuroscience: A policy analysis of current guidelines for public dialogue in
human research accountability in research. Policies & Quality Assurance, 19, 27-
46. doi:10.1080/08989621.2012.650949
Zuraw, R. (2013). Consenting in the dark: Choose your own deception. The American
Journal of Bioethics, 13(11), 57-59. doi:10.1080/15265161.2013.840016
129
Ethnography Sources
Ager, D. L. (2011). The emotional impact and behavioral consequences of post M & A
integration: An ethnographic case study in the software industry. Journal of
Contemporary Ethnography, 40, 199-230. doi:10.1177/0891241610387134
Alcadipani, R., & Hodgson, D. (2009). By any means necessary? Ethnographic access,
ethics and the critical researcher. Tamara:Journal of Critical Organization Inquiry,
7(4), 127-128. Retrieved from http://tamarajournal.com/
Alfonso, M., Nickelson, L., & Cohen, D. (2012). Farmers’ markets in rural communities:
A case study. American Journal of Health Education, 43, 143-151. Retrieved
from https://www.homeworkessaymarket.com/write-my-paper/aahperd.org/aahe/publications/ajhe/
Barbour, A. (2010, June). Exploring some ethical dilemmas and obligations of the
ethnographer. Ethnography and Education, 5, 159-173.
doi:10.1080/17457823.2010.493399
Boddy, C. R. (2011). “Hanging around with people”: Ethnography in marketing research
and intelligence gathering. Marketing Review, 11, 151-163.
doi:10.1362/146934711X589381
Bridges, J., Nicholson, C., Maben, J., Pope, C., Flatley, M., Wilkinson, C., & Tziggili,
M. (2013). Capacity for care: Meta-ethnography of acute care nurses’
experiences of the nurse-patient relationship. Journal of Advanced Nursing, 69,
760-772. doi:10.1111/jan.12050
Butvilas, T., & Zygmantas, J. (2011). An ethnographic case study in educational
research. Acta Paedagogica Vilnensia, 27, 33-42. Retrieved from
https://www.homeworkessaymarket.com/write-my-paper/leidykla.eu/index.php?id=36
Campbell-Reed, E. R., & Scharen, C. (2013). Ethnography on holy ground: How
qualitative interviewing is practical theological work. International Journal of
Practical Theology, 17, 232-259. doi:10.1515/ijpt-2013-0015
Chikweche, T., & Fletcher, R. (2012). Undertaking research at the bottom of the
pyramid using qualitative methods. Qualitative Market Research: An International
Journal, 15, 242-267. doi:10.1108/13522751211231978
Cincotta, D. (2015). An ethnography: An inquiry into agency alignment meetings. Journal of
Business Studies 7(1), 95-106. Retrieved from
http://alliedacademies.org/Public/Default.aspx
Cramer, H., Shaw, A., Wye, L., & Weiss, M. (2010). Over-the-counter advice seeking
about complementary and alternative medicines (CAM) in community
pharmacies and health shops: An ethnographic study. Health & Social Care in
the Community, 18(1), 41-50. doi:10.1111/j.1365-2524.2009.00877.x
130
Cruz, E. V., & Higginbottom, G. (2013). The use of focused ethnography in nursing
research. Nurse Researcher, 20(4), 36-43. doi:10.7748/nr2013.03.20.4.36.e305
Dennis, B. (2010, June). Ethical dilemmas in the field: the complex nature of doing
education ethnography. Ethnography and Education, 5(2), 123-127.
doi:10.1080/17457823.2010.493391
Doloriert, C., & Sambrook, S., (2012) Organisational autoethnography. Journal of
Organizational Ethnography, 1, 83-95. doi:10.1108/20466741211220688
Dominguez, D., Beaulieu, A., Estalella, A., Gomez, E., Schnettler, B., & Read, R.
(2007). Vitual ethnography. Forum: Qualitative Social Research, 8. Retrieved
from https://www.homeworkessaymarket.com/write-my-paper/qualitative-research.net/index.php/fqs/article/view/274/601
Dowden, A. R., Gunby, J. D., Warren, J. M., & Boston, Q. (2014). A phenomenological
analysis of invisibility among African-American males: implications for clinical
practice and client retention. The Professional Counsellor, 4, 58-70.
doi:10.15241/ard.4.1.58
Down, S. (2012). A historiographical account of workplace and organizational
ethnography. Journal of Organizational Ethnography, 1, 72-82.
doi:10.1108/20466741211220679
Fields, D. A., & Kafai, Y. B. (2009). A connective ethnography of peer knowledge
sharing and diffusion in a tween virtual world. Computer Supported Collaborative
Learning, 4(1), 47-69. doi:10.1007/s11412-008-9057-1
Fitzgerald, J. L. (2009). Mapping the experience of drug dealing risk environments: An
ethnographic case study. International Journal of Drug Policy, 20, 261-269.
doi:10.1016/j.drugpo.2008.10.002
Forsey, M. G. (2010). Ethnography as participant listening. Ethnography, 11, 558-572.
doi:10.1177/1466138110372587
Freeman, L., & Spanjaard, D. (2012). Bridging the gap: The case for expanding
ethnographic techniques in the marketing research curriculum. Journal of
Marketing Education, 34, 238-250. doi:10.1177/0273475312455334
Garcia, A. C., Standlee, A. I., Bechkoff, J.. & Cui, Y. (2009), Ethnographic approaches
to the internet and computer-mediated communication. Journal of Contemporary
Ethnography, 38 (1), 52-84. doi:10.1177/0891241607310839
Gibson, J. W. (2010). A winning combination for business researchers: A review of
qualitative methods in business research. The Qualitative Report, 15, 1012–1015.
Retrieved from https://www.homeworkessaymarket.com/write-my-paper/nova.edu/ssss/QR/QR15-4/eriksson
131
Goodson, L., & Vassar, M. (2011). An overview of ethnography in healthcare and
medical education research. Journal of Educational Evaluation for Health
Professions, 8(4). doi:10.3352/jeehp.2011.8.4
Granot, E., Brashear, T. G., & Motta, P. C. (2012). A structural guide to in-depth
interviewing in business and industrial marketing research. The Journal of
Business & Industrial Marketing, 27, 547-553. doi:10.1108/08858621211257310
Hair, N., & Clark, M. (2007). The ethical dilemmas and challenges of ethnographic
research in electronic communities. International Journal of Market Research, 49,
781-800. Retrieved from https://www.homeworkessaymarket.com/write-my-paper/ijmr.com/
Hampshire, K. (2014). The interview as narrative ethnography: Seeking and shaping
connections in qualitative research. International Journal of Social Research
Methodology, 17(3), 215-231. doi:10.1080/13645579.2012.729405
Hays, D. G., & Wood, C. (2011). Infusing qualitative traditions in counseling research
designs. Journal of Counseling & Development, 89, 288-295. doi:10.1002/j.1556-
6678.2011.tb00091.x
Holloway, I., Brown, L., & Shipway, R. (2010). Meaning not measurement: Using
ethnography to bring a deeper understanding to the participant experience of
festivals and events. International Journal of Event and Festival Management,
1(1), 74-85. doi:10.1108/17852951011029315
Horst, H., Hjorth, L., & Tacchi, J. (2012). Rethinking ethnography: An introduction.
Media International Australia, Incorporating Culture and Policy, 86-93. Retrieved
from http://apo.org.au/research/rethinking-ethnography-introduction
Hoskins, M, L., & White, J. (2013). Relational inquiries and the research interview:
Mentoring future researchers. Qualitative Inquiry, 19, 179-188.
doi:10.1177/1077800412466224
Huby, G., Harries, J., & Grant, S. (2011). Contributions of ethnography to the study of
public services management. Public Management Review, 13, 209-225.
doi:10.1080/14719037.2010.532969
Jacob, S. A., & Furgerson, S. (2012). Writing interview protocols and conducting
interviews: Tips for students new to the field of qualitative research. Qualitative
Report, 17, 1-10. Retrieved from https://www.homeworkessaymarket.com/write-my-paper/nova.edu/ssss/QR/QR17/jacob
Jerolmack, C., & Khan, S. (2014). Talk is cheap ethnography and the attitudinal fallacy.
Sociological Methods & Research, 43, 178-209. doi:10.1177/0049124114523396
Johnson, B. C., Dunlap, E., & Benoit, E. (2010). Organizing mountains of words for data
132
analysis, both qualitative and quantitative. Substance Use & Misuse, 45, 648-
670. doi:10.3109/10826081003594757
Kisely, S., & Kendall, E. (2011). Critically appraising qualitative research: A guide for
clinicians more familiar with quantitative techniques. Australasian Psychiatry, 19,
364-367. doi:10.3109/10398562.2011.562508
Klitmøller, A., & Lauring, J. (2013). When global virtual teams share knowledge: Media
richness, cultural difference and language commonality. Journal of World
Business, 48, 398-406. doi;10.1016/j.jwb.2012.07.023
Küster, I., & Vila, N. (2011). Successful SME web design through consumer focus
groups. International Journal of Quality & Reliability Management, 28(2), 132–
154. doi:10.1108/02656711111101728
Lahlou, S. (2011). How can we capture the subject’s perspective? An evidence-based
approach for the social scientist. Social Science Information, 50, 607-655.
doi:10.1177/0539018411411033
Lambert, V., Glacken, M., & McCarron, M. (2011). Employing an ethnographic
approach: Key characteristics. Nurse Researcher, 19(1), 17-24. Retrieved from
http://nursingstandard.rcnpublishing.co.uk
Lewis, S. J., & Russell, A. J. (2011). Being embedded: A way forward for ethnographic
research. Ethnography, 12, 398-416. doi:10.1177/1466138110393786
Lopez-Dicastillo, O., & Belintxon, M. (2014, May 15). The challenges of participant
observations of cultural encounters within an ethnographic study. Procedia –
Social and Behavioral Sciences, 132, 522-526. doi:10.1016/j.sbspro.2014.04.347
Luo, H. (2011). Qualitative research on educational technology: Philosophies, methods
and challenges. International Journal of Education, 3(2), 1-16.
doi:10.5296/ije.v3i2.857
McCaslin, M. L., & Scott, K. W. (2003). The five-question method for framing a
qualitative research study. The Qualitative Report, 8, 447-461. Retrieved from
https://www.homeworkessaymarket.com/write-my-paper/nova.edu/ssss/QR/QR8-3/mcaslin
Mannay, D., & Morgan, M. (2015). Doing ethnography or applying a qualitative
technique? Reflections from the ‘waiting field’. Qualitative Research, 15(2), 166-
182. doi:10.1177/1468794113517391.
Mears, A. (2013). Ethnography as precarious work. The Sociological Quarterly, 54, 20-
34. doi:10.1111/tsq.12005
133
Mendez, C. (2009). Anthropology and ethnography: Contributions to integrated
marketing communications. Marketing Intelligence & Planning, 27, 633-648.
doi:10.1108/02634500910977863
Murthy, D. (2013). Ethnographic research 2.0. Journal of Organizational Ethnography, 2
(1), 23-36. doi:10.1108/JOE-01-2012-0008
Mutchler, M. G., McKay, T., McDavitt, B., & Gordon, K. K. (2013). Using
peer ethnography to address health disparities among young urban Black and
Latino men who have sex with men. American Journal of Public Health, 103,
849-852. doi:10.2105/AJPH.2012.300988
O’Connor, S. J. (2011). Context is everything: The role of auto-ethnography, reflexivity,
and self-critique in establishing the credibility of qualitative research findings.
European Journal of Cancer Care, 20, 421-423. doi:10.1111/j.1365-
2354.2011.01261.x
Ojha, A. K., & Holmes, T. L. (2010). Don’t tease me, I’m working: Examining humor in a
Midwestern organization using ethnography of communication. The Qualitative
Report, 15, 279-300. Retrieved from https://www.homeworkessaymarket.com/write-my-paper/nova.edu/ssss/QR/QR15-2/ojha
Petty, N. J., Thomson, O. P., & Stew, G. (2012). Ready for a paradigm shift? Part 2:
Introducing qualitative research methodologies and methods. Manual Therapy,
17, 378-384. doi:10.1016/j.math.2012.03.004
Phelps, A., & Horman, M. (2010). Ethnographic theory-building research in construction.
Journal of Construction Engineering & Management, 136(1), 58-65.
doi:10.1061/(ASCE)CO.1943-7862.0000104
Prior, D. D., & Miller, L. M. (2012). Webethnography. International Journal of Market
Research, 54, 503-520. doi:10.2501/IJMR-54-4-503-520
Pritchard, K. (2011). From “being there” to “being [. . . ] where?”: Relocating
ethnography. Qualitative Research in Organizations and Management: An
International Journal, 6, 230-245. doi:10.1108/17465641111188402
Robillard, C. (2010). The gendered experience of stigmatization in severe and
persistent mental illness in Lima, Peru. Social Science & Medicine, 71, 2178-
2186. doi:10.1016/j.socscimed.2010.10.004
Robinson, S. G. (2013). The relevancy of ethnography to nursing research. Nursing
Science Quarterly, 26, 14-19. doi:10.1177/0894318412466742
Ronald, R. (2011). Ethnography and comparative housing research. International
Journal of Housing Policy, 11, 415-437. doi:10.1080/14616718.2011.626605
134
Sandall, J. (2010). Normal birth, magical birth: The role of the 36-week birth talk in
caseload midwifery practice. Midwifery, 26, 211-221.
doi:10.1016/j.midw.2008.007.002
Sangasubana, N. (2011). How to conduct ethnographic research. The Qualitative
Report, 16, 567-573. Retrieved from https://www.homeworkessaymarket.com/write-my-paper/nova.edu/ssss/QR/QR16-
2/sangasubana
Shover, N. (2012). Ethnographic methods in criminological research: Rationale, reprise,
and warning. American Journal of Criminal Justice, 37, 139-145.
doi:10.1007/s12103-012-9160-8
Smyth, J., & McInerney, J. (2013). Whose side are you on? Advocacy ethnography:
some methodological aspects of narrative portraits of disadvantaged young
people, in socially critical research. International Journal of Qualitative Studies in
Education, 26, 1-20. doi:10.1080/09518398.2011.604649
Storesund, A., & McMurray, A. (2009). Quality of practice in an intensive care unit (ICU):
A mini-ethnographic case study. Intensive and Critical Care Nursing, 25(3), 120-
127. doi:10.1016/j.iccn.2009.02.001
Swinghurst, D., Greenhalgh, T., Russell, J., & Myall, M. (2011). Receptionist input to
quality and safety in repeat prescribing in UK general practice: Ethnographic
case study. British Medical Journal, 343(7831), 1-11. doi:10.1136/bmj.d6788
Symons, J., & Maggio, R. (2014). ‘Based on a true story’: Ethnography’s impact as a
narrative form. Journal of Comparative Research in Anthropology and Sociology,
5(2), 1-6. Retrieved from http://compaso.ro
Taber, N. (2010). Institutional ethnography, autoethnography, and narrative: An
argument for incorporating multiple methodologies. Qualitative Research, 10, 5-
25. doi:10.1177/1468794109348680
Talmy, S. (2010). Qualitative interviews in applied linguistics: From research instrument
to social practice. Annual Review of Applied Linguistics, 30, 128-148.
doi:10.1017/S0267190510000085
Thierbach, C., & Lorenz, A. (2014). Exploring the orientation in space. Mixing focused
ethnography and surveys in social experiment. Historical Social Research, 39(2),
137-166. doi:10.12759/hsr.39.2014.2.137-166
Van Maanen, J. (2006). Ethnography then and now. Qualitative Research in
Organizations and Management: An International Journal, 1, 13-21.
doi:10.1108/17465640610666615
Van Maanen, J. (2010). Ethnography as work: Some rules of engagement. Journal of
Management Studies, 48, 218-234. doi:10.1111/j.1467-6486.2010.00980.x
135
Visconti, L. M. (2010). Ethnographic case study (ECS): Abductive modeling of
ethnography and improving the relevance in business marketing research.
Industrial Marketing Management, 30(1), 25-39.
doi:10.1016/j.indmarman.2008.04.019
Wainwright, D., & Sambrook, S. (2010). The ethics of data collection: Unintended
consequences? Journal of Health Organization and Management, 24, 277-287.
doi:10.1108/14777261011054617
Watson, T. J. (2011). Ethnography, reality and truth: The vital need for studies of how
things work. Journal of Management Studies, 48, 202-217. doi:10.1111/j.1467-
6486.2011.01015.x
Watson, T. J. (2012). Making organizational ethnography. Journal of Organizational
Ethnography, 1(1), 15-22. doi:10.1108/20466741211220615
White, J., Drew, S., & Hay, T. (2009). Ethnography versus case study: Positioning
research and researchers. Qualitative Research Journal, 9(1), 18-27.
doi:10.3316/QRJ0901018
Wilson, W. J., & Chaddha, A. (2009). The role of theory in ethnographic research.
Ethnography, 10, 549-564. doi:10.1177/1466138109347009
Wolcott, H. F. (2005). The art of fieldwork. Walnut Creek, CA: Altamira Press
Wolcott, H.F. (2004). The ethnographic autobiography. Auto/Biography, 12, 93-106.
doi:10.1191/0967550704ab004oa
Wolcott, H. F. (2010). Ethnography lessons: A primer. Walnut Creek, CA: Left Coast
Press.
Wolcott, H.F. (1994). Transforming qualitative data – description, analysis, and
interpretation. Thousand Oaks: Sage.
Wolcott, H. F. (2009). Writing up qualitative research. Thousand Oaks: Sage
Publications.
Wolfinger, N. H. (2002). On writing fieldnotes: Collection strategies and background
expectancies. Qualitative Research, 2, 85-95.
doi:10.1177/1468794102002001640
Yanow, D. (2012). Organizational ethnography between toolbox and world-making.
Journal of Organizational Ethnography, 1(1), 31-42.
doi:1108/202466741211220633
Zhou, D., & Sun, X. (2010). Group differences among Nongmingong: A follow-up
136
ethnographic case study. International Journal of Business Anthropology, 1(1),
79-94. Retrieved from https://www.homeworkessaymarket.com/write-my-paper/na-businesspress.com/ijbaopen.html
Zhu, Y., & Bargiela-Chiappini, F. (2013). Balancing emic and etic: Situated learning and
ethnogaphy of communication in cross-cultural management education.
Academy of Management Learning & Education, 12, 380-395.
doi:10.5465.amle.2012.0221
Zilber, T. B. (2014). Beyond a single organization: Challenges and opportunities in
doing field level ethnography. Journal of Organizational Ethnography, 3(1), 96-
113. doi:10.1108/JOE-11-2012-0043
137
Focus Groups
Bill, F., & Olaison, L. (2009).The indirect approach of semi-focused groups: Expanding
focus group research through role-playing. Qualitative Research in Organizations
and Management, 4 (1), 7-26. doi:10.1108/17465640910951426
Boateng, W. (2012). Evaluating the efficacy of focus group discussion (FGD) in
qualitative social research. International Journal of Business and Social Science,
7(3), 54-57. Retrieved from https://www.homeworkessaymarket.com/write-my-paper/ijbssnet.com/journals
Bristol, T., & Fern, E. F. (2003). The effects of interaction on consumers’ attitudes in
focus groups. Psychology and Marketing, 20, 433-454. doi:10.1002/mar.10080
Bruggen, E. (2009). A critical comparison of offline focus groups, online focus groups
and e-Delphi. International Journal of Market Research, 51, 363-381. Retrieved
from https://www.homeworkessaymarket.com/write-my-paper/warc.com
Bussières, A. E., Patey, A. M., Francis, J. J., Sales, A. E., & Grimshaw, J. M. (2012).
Identifying factors likely to influence compliance with diagnostic imaging guideline
recommendations for spine disorders among chiropractors in North America: a
focus group study using the theoretical domains framework. Implementation
Science, 7, 82-93. doi:10.1186/1748-5908-7-82
Carlsen, B., & Glenton, C. (2011). What about N? A methodological study of sample
size reporting in focus group studies. BMC Medical Research Methodology,
11(1), 26-35. doi:10.1186/1471-2288-11-26
Chikweche, T., & Fletcher, R. (2012). Undertaking research at the bottom of the
pyramid using qualitative methods. Qualitative Market Research: An International
Journal, 15, 242-267. doi:10.1108/13522751211231978
Coenen, M., Stamm, T. A., Stucki, G., & Cieza, A. (2012). Individual interviews and
focus groups in patient with rheumatoid arthritis: A comparison of two qualitative
methods. Quality Life Research, 21, 359-370. doi:10.1007/s11136-011-9943-2
Coule, T (2013). Theories of knowledge and focus groups in organization and
management research. Qualitative Research in Organizations and Management,
8(2), 148-162. doi:10.1108/QROM-09-2011-1006
Dilshad, R. M., & Latif, M. I. (2013). Focus group interview as a tool for qualitative
research: An analysis. Pakistan Journal of Social Sciences, 33(1), 191-198.
Retrieved from https://www.homeworkessaymarket.com/write-my-paper/bzu.edu.pk/
Doody, O., Slevin, E., & Taggart, L. (2013). Focus group interviews. Part 3: analysis.
British Journal of Nursing, 22, 266-269. Retrieved from
https://www.homeworkessaymarket.com/write-my-paper/internurse.com/cgi-
138
bin/go.pl/library/article.cgi?uid=97512;article=BJN_22_5_266_269
Freeman, L, & Spanjaard, D. (2012). Bridging the gap: The case for expanding
ethnographic techniques in the marketing research curriculum. Journal of
Marketing Education, 34, 238-250. doi:10.1177/0273475312455334
Gany, F. M., Gill, P. P., Ahmed, A., Acharya, S., & Leng, J. (2013). “Every disease…
man can get can start in this cab”: Focus groups to identify south Asian taxi
drivers’ knowledge, attitudes and beliefs about cardiovascular disease and its
risks. Journal of Immigrant and Minority Health, 15, 986-992.
doi:10.1007/s10903-012-9682-7
George, M. (2013, June 20). Teaching focus group interviewing: Benefits and
challenges. Teaching Sociology, 41, 257-270. doi:10.1177/0092055X12465295
Gill, P., K. Stewart, K., Treasure, E. & Chadwick, B. (2008) Methods of data collection in
qualitative research: Interviews and focus groups. British Dental Journal, 204,
291-295. doi:10.1038/bdj.2008.192
Jarvinen, M., & Demant, J. (2011). The normalization of Cannabis use among young
people: Symbolic boundary work in focus groups. Health, Risk, & Society, 13,
165-182. doi:10.1080/13698575.2011.556184
Jayawardana, A. & O’Donnell, M. (2009). Devolution, job enrichment and workplace
performance in Sri Lanka’s garment industry. The Economic and Labour
Relations Review, 19(2), 107-122. Retrieved from
https://www.homeworkessaymarket.com/write-my-paper/austlii.edu.au/au/journals/ELRRev/
Kehoe, W., & Lindgren, J. (2003). Focus groups in global marketing: Concept,
methodology and implications. The Marketing Management Journal, 13 (2), 14-
28. Retrieved from https://www.homeworkessaymarket.com/write-my-paper/mmaglobal.org/publications.html
Kitchen, M.C. (2013). Methods in focus group interviews in cross-cultural settings.
Qualitative Research Journal, 13, 265-277.doi:10.1108/QRJ-2013-0005
Koskan, A.M., Rice, J., Gwede, C.K., Meade, C.D., Sehovic, I., & Quinn, G.P. (2014).
Advantages, disadvantages, and lessons learned in conducting telephone focus
groups to discuss biospecimen research concerns of individuals genetically at
risk for cancer. The Qualitative Report, 19(10), 1-8. Retrieved from
https://www.homeworkessaymarket.com/write-my-paper/nova.edu/ssss/QR/QR19/koskan10
Küster, I., & Vila, N. (2011). Successful SME web design through consumer focus
groups. International Journal of Quality & Reliability Management, 28(2), 132–
154. doi:10.1108/02656711111101728
Lowery, D. R., & Morse, W. C. (2013). A qualitative method for collecting spatial data on
139
important places for recreation, livelihoods, and ecological meanings: Integrating
focus groups with public participation geographic information systems. Society &
Natural Resources, 26, 1422-1437. doi:10.1080/08941920.2013.819954
Mangioni, V., & Mckerchar, M. (2013). Strengthening the validity and reliability of the
focus group as a method in tax research. eJournal of Tax Research, 11(2), 176-
190. Retrieved from
https://www.business.unsw.edu.au/research/publications/atax-journal
Massey, O.T. (2011). A proposed model for the analysis and interpretation of focus
groups in evaluation research. Evaluation and Program Planning, 34(1), 21-28.
doi:10.1016/j.evalprogplan.2010.06.003
Nepomuceno, M., & Porto, J., (2010). Human values and attitudes toward bank services
in Brazil. The International Journal of Bank Marketing, 28(3), 168-192.
doi:10.1108/02652321011036459
O’hEocha, C., Conboy, K., & Wang, S. (2010). Using focus group in studies of ISD team
behavior. Electronic Journal of Business Methods, 8, 119-131. Retrieved from
https://www.homeworkessaymarket.com/write-my-paper/ejbrm.com
Onwuegbuzie, A. J., Dickinson, W. B., Leech, N. L., & Zoran, A. G. (2009). A qualitative
framework for collecting and analyzing data in focus group research.
International Journal of Qualitative Methods, 8(3), 1-21. Retrieved from
http://ijqm@ualberta.ca
Onwuegbuzie, A. J., Leech, N. L., & Collins, K. M. T. (2010). Innovative data collection
strategies in qualitative research. The Qualitative Report, 15, 696-726. Retrieved
from https://www.homeworkessaymarket.com/write-my-paper/nova.edu/ssss/QR/QR15-3/onwuegbuzie
Packer-Muti, B. (2010). Conducting a focus group. The Qualitative Report, 15, 1023-
1026. Retrieved from https://www.homeworkessaymarket.com/write-my-paper/nova.edu/ssss/QR/QR15-4/packer
Petty, N. J., Thomson, O. P., & Stew, G. (2012). Ready for a paradigm shift? Part 2:
Introducing qualitative research methodologies and methods. Manual Therapy,
17, 378-384. doi:10.1016/j.math.2012.03.004
Pratama, A., & Firman, A. (2010). Exploring the use of qualitative research methodology
in conducting research in cross cultural management. International Journal of
Interdisciplinary Social Sciences, 5, 331-342. Retrieved from
https://www.homeworkessaymarket.com/write-my-paper/iji.cgpublisher
Rakow, L. F. (2011). Commentary: Interviews and focus groups as critical and cultural
methods. Journalism and Mass Communication Quarterly, 88, 416-428.
doi:10.1177/107769901108800211
140
Redlich-Amirav, D., & Higginbottom, G. (2014). New emerging technologies in
qualitative research. The Qualitative Report, 19(26), 1-14. Retrieved from
https://www.homeworkessaymarket.com/write-my-paper/nova.edu/ssss/QR/QR19/redlich-amirav12
Rodrigues, V. S., Piecyk, M., Potter, A., McKinnon, A., Naim, M., & Edwards, J. (2010).
Assessing the application of focus groups as a method for collecting data in
logistics. International Journal of Logistics: Research and Applications, 13(1), 75-
94. doi:10.1080/13675560903224970
Rose-Anderson, C., Baldwin, J. S.. & Ridgway, K. (2010). The effects of communicative
interactions on meaning construction in group situations. Qualitative Research in
Organizations and Management, 5, 196-215. doi:10.1108/17465641011068866
Ryan, K. E., Gandhal, T., Culbertson, M. J., & Carlson, C. (2013, December). Focus
group evidence: Implications for design and analysis. American Journal of
Evaluation, 1-18. doi:10.1177/1098214013508300
Sarvestani, A. S., Bufumbo, L., Geiger, J. D., & Sienko, K. H. (2012). Traditional male
circumcision in Uganda: A qualitative focus group discussion analysis. Public
Library of Science One, 7(10), 1-10. doi:10.1371/journal.pone.0045316
Schmidt, M. (2010). Quantification of transcripts from depth interviews, open-ended
responses and focus groups. International Journal of Market Research, 52, 483-
508. doi:10.2501/S1470785309201417
Shaha, M., Wenzel, J., & Hill, E. (2011). Planning and conducting focus group research
with nurses. Nurse Researcher, 18(2), 77-87.
doi:10.7748/nr2011.01.18.2.77.c8286
Sheppard, S., & Jones, H. (2013). Researching the ‘researched’ about research: A fresh
perspective on the power of focus groups. Market & Social Research, 21(2), 40-
47. Retrieved from https://www.homeworkessaymarket.com/write-my-paper/amsrs.com.au
Sin, J. (2013). Focus group study of siblings of individuals with psychosis: Views on
designing an online psychoeducational resource. Journal of Psychosocial
Nursing & Mental Health Services, 51(6), 28-36. doi:10.3928/02793695-
20130404-02
Stahl, B. C., Tremblay, M. C., & LeRouge, C. M. (2011). Focus groups and critical social
IS research: How choice of method can promote emancipation of respondents
and researchers. European Journal of Information Systems, 20, 378-394.
Retrieved from http://aisel.aisnet.org
Sutton, S. G., & Arnold, V. (2013). Focus group methods: Using interactive and nominal
groups to explore emerging technology-driven phenomena in accounting and
information systems. Methodologies in AIS Research, 14(2), 81-88.
141
doi:10.1016/j.accinf.2011.10.001
Thomas, R., & Quinlan, E. (2014). Teaching and learning focus group facilitation: An
encounter with experiential learning in a graduate sociology classroom.
Transformative Dialogues: Teaching & Learning Journal, 7(1), 1-15. Retrieved
from www.kpu.ca/td
Vala, J. (2014). The interpretation of an old Japanese five-line poem with a focus group
method. Social and Behavioral Sciences, 116, 3816-3819.
doi:10.1016/j.sbspro.2014.01.847
Vicsek, L. (2010). Issues in the analysis of focus groups: Generalisability, quantifiability,
treatment of context and quotations. The Qualitative Report, 15(1), 122-141.
Retrieved from https://www.homeworkessaymarket.com/write-my-paper/nova.edu/ssss/QR/QR15-1/vicsek
Webb, C., & Kevern, J. (2008). Focus groups as a research method: A critique of some
aspects of their use in nursing research. Journal of Advanced Nursing, 33,
798-805. doi:10.1046/j.1365-2648.2001.01720.x
Weber, M.J. (2014). Defining the constructs of making, enabling, and keeping promises:
A focus group application. Journal of Services Research, 13(2), 117-130.
Retrieved from https://www.homeworkessaymarket.com/write-my-paper/jsr-iimt.in/
Wong, E., Coulter, A., Cheung, A., Yam, C., Yeoh, E., & Griffiths, S. (2013, July). Item
generation in the development of an inpatient experience questionnaire: a
qualitative study. BMC Health Services Research, 13. doi:10.1186/1472-6963-
13-265
Wooten, D. B., & Reed Ii, A. (2000). A conceptual overview of the self-presentational
concerns and response tendencies of focus group participants. Journal of
Consumer Psychology, 9, 141-153. Retrieved from https://www.homeworkessaymarket.com/write-my-paper/elsevier.com
142
Interview Protocol Sources
Amerson, R. (2011). Making a case for the case study method. Journal of Nursing
Education, 50, 427-428. doi:10.3928.01484834-20110719-01
Briggs, R. O., & Murphy, J. D. (2011). Discovering and evaluation collaboration
engineering opportunities: An interview protocol based on the value frequency
model. Group Decision and Negotiation, 20, 315-346. doi:10.1007/s10726-009-
9158-x
Brown, D. A., Lamb, M. E., Lewis, C., Pipe, M., Orbach, Y., & Wolfman, M. (2013). The
NICHD investigative interview protocol: An analogue study. Journal of
Experimental Psychology: Applied, 19, 367-382. doi:10.1037/a0035143
Carlson, J. A. (2010). Avoiding traps in member checking. The Qualitative Report, 15,
1102-1113. Retrieved from https://www.homeworkessaymarket.com/write-my-paper/nova.edu/ssss/QR/QR15-5/carlson
Chenail, R. (2011). Interviewing the investigator: Strategies for addressing
instrumentation and researcher bias concerns in qualitative research. The
Qualitative Report, 16, 255-262. Retrieved from
https://www.homeworkessaymarket.com/write-my-paper/nova.edu/ssss/QR/QR16-1/interviewing
De Ceunynck, T., Kusumastuti, D., Hannes, E., Janssens, D., & Wets, G. (2013).
Mapping leisure shopping trip decision making: Validation of the CNET interview
protocol. Quality and Quantity, 47, 1831-1849. doi:10.1007/s11135-011-9629-4
Hoffman, D. M., (2009). Multiple methods, communicative preferences and the
incremental interview approach protocol. Forum: Qualitative Social Research,
10(1). Retrieved from https://www.homeworkessaymarket.com/write-my-paper/qualitativeresearch.net/index.php/fqs/article/view/1220/2655
Jacob, S. A., & Furgerson, S. (2012). Writing interview protocols and conducting
interviews: Tips for students new to the field of qualitative research. The
Qualitative Report, 17, 1-10. Retrieved from
https://www.homeworkessaymarket.com/write-my-paper/nova.edu/ssss/QR/QR17/jacob
Platt, L. F., & Skowron, E. A. (2013). The family genogram interview: Reliability and
validity of a new interview protocol. The Family Journal, 21(1), 35-45.
doi:10.1177/1066480712456817
Rabionet, S. E. (2011). How I learned to design and conduct semi-structured interviews.
The Qualitative Report, 16, 563-566. Retrieved from
https://www.homeworkessaymarket.com/write-my-paper/nova.edu/ssss/QR/WQR/rabionet
143
Turner, D. W. III. (2010). Qualitative interview design: A practical guide for novice
investigators. The Qualitative Report, 3(2), 7-13. Retrieved from
https://www.homeworkessaymarket.com/write-my-paper/nova.edu/ssss/QR/QR15-3/qid
144
Interviews Sources
Adams, E. (2010). The joys and challenges of semi-structured interviewing. Community
Practitioner, 83(7), 18-21. Retrieved from https://www.homeworkessaymarket.com/write-my-paper/scie-socialcareonline.org.uk
Anderson, C. (2010). Presenting and evaluating qualitative research. American Journal
of Pharmaceutical Education, 74(8), 4-7. Retrieved from https://www.homeworkessaymarket.com/write-my-paper/ajpe.org/
Anyan, F. (2013). The influence of power shifts in data collection and analysis stages: A
focus on qualitative research interview. The Qualitative Report, 18(18), 1-9.
Retrieved from https://www.homeworkessaymarket.com/write-my-paper/nova.edu/sss/QR/index.html
Aripin, N., Mustafa, H., & Hussein, A. (2011). Virtual team and trust relationship: Focus
group interviews in multimedia super corridor status companies. Journal of
Technosocial, 3(2), 55-67. Retrieved from
http://penerbit.uthm.edu.my/ojs/index.php/JTS
Barnham, C. (2012). Separating methodologies. International Journal of Market
Research, 54, 736-738. doi:10.2501/IJMR-54-6-736-738
Berent, P. H. (1966). The depth interview. Journal of Advertising Research, 6(2), 32-39.
doi:10.1108/13522750610640530
Bernard, R. H. (2011). Research methods in anthropology: Qualitative and quantitative
approaches. Thousand Oaks: Sage.
Birjandi, P., & Bagherkazemi, M. (2011). From face-to-face to paired oral proficiency
interviews: The nut is yet to be cracked. English Language Teaching, 4(2), 169-
175. doi:10.5539/elt.v4n2p169
Block, E. S., & Erskine, L. (2012). Interviewing by telephone: Specific considerations,
opportunities, and challenges. International Journal of Qualitative Methods. 11,
428-445. Retrieved from
http://ejournals.library.ualberta.ca/index.php/IJQM/article/view/6863
Bowden, C., & Galindo-Gonzalez, S. (2015). Interviewing when you’re not face-to-face:
The use of email interviews in a phenomenological study. International Journal of
Doctoral Studies, 10, 79-92. Retrieved from http://ijds.org/V
olume10/IJDSv10p079-092Bowden0684
Brod, M., Tesler, L. E., & Christiansen, T. L. (2009). Qualitative research and content
validity: Developing best practices based on science and experience. Quality of
Life Research, 18, 1263-1278. doi:10.1007/s11136-009-9540-9
145
Bryman, A. (2008). Of methods and methodology. Qualitative Research in
Organizations and Management, 3(2), 159-168.
doi:10.1108/17465640810900568
Buchbinder, E. (2011). Beyond checking: Experiences of the validation interview.
Qualitative Social Work, 10, 106-122. doi:10.1177/1473325010370189
Bulpitt, H., & Martin, P. J. (2010). Who am I and what am I doing? Becoming a
qualitative research interviewer. Nurse Researcher, 17(3), 7-16. Retrieved from
http://nurseresearcher.rcnpublishing.co.uk
Butterfield, L. D., Borgen, W. A., & Amundson, N. E. (2009). The impact of a qualitative
research interview on workers’ views of their situation. Canadian Journal of
Counselling, 43(2), 120-130. Retrieved from
https://www.homeworkessaymarket.com/write-my-paper/ucalgary.ca/ucpress/journals/CJC/index.html
Cachia, M., & Millward, L. (2011). The telephone medium and semi-structured
interviews: A complementary fit. Qualitative Research in Organizations and
Management, 6, 265-277. doi:10.1108/17465641111188420
Cairney, P., & St Denny, E. (2015). Reviews of what is qualitative research and what is
qualitative interviewing. International Journal of Social Research Methodology:
Theory and Practice, 18, 117-125. doi:10.1080/13645579.2014.957434
Cassell, C., Bishop, V., Symon, G., Johnson, P., & Buehring, A. (2009). Learning to be
a qualitative management researcher. Management Learning, 40, 513-533.
doi:10.1177/1350507609340811
Cater, J. K. (2011). SKYPE – A cost-effective method for qualitative research.
Rehabilitation Counselors & Educators Journal, 4, 3. Retrieved from
https://www.homeworkessaymarket.com/write-my-paper/nationalrehab.org/cwt/external/wcpages/divisions/rcea.aspx
Chenail, R. (2011). Interviewing the investigator: Strategies for addressing
instrumentation and researcher bias concerns in qualitative research. The
Qualitative Report, 16(1), 255-262. Retrieved from
https://www.homeworkessaymarket.com/write-my-paper/nova.edu/ssss/QR/QR16-1/interviewing
Chikweche, T., & Fletcher, R. (2012). Undertaking research at the bottom of the
pyramid using qualitative methods. Qualitative Market Research: An International
Journal, 15, 242-267. doi:10.1108/13522751211231978
Coast, J., & Horrocks, S. (2010). Developing attributes and levels for discrete choice
experiments using qualitative methods. Journal of Health Services Research and
Policy, 12(1), 25-30. doi:10.346457934563454
146
Codie, J. (2012). Beyond rationalisations: Improving interview data quality. Qualitative
Research in Accounting & Management, 9(2), 168-193.
doi:10.1108/11766091211240379
Condie, J. (2012). Beyond rationalisations: Improving interview data quality. Qualitative
Research in Accounting and Management, 9(2), 168-193.
doi:10.1108/11766091211240379
Covell, C. L., Sidani, S., & Ritchie, J. A. (2012). Does the sequence of data collection
influence participants’ responses to closed and open-ended questions? A
methodological study. International Journal of Nursing Studies, 49, 664-671.
doi:10.1016/j.ijnurstu.2011.12.002
Deakin, H., & Wakefield, K. (2013). Skype interviewing: Reflections of two PhD
researchers. Qualitative Research, 14, 603-616. doi:10.1177/1468794113488126
Diefenbach, T. (2009). Are case studies more than sophisticated storytelling?
Methodological problems of qualitative empirical research mainly based on
semistructured interviews. Quality and Quantity, 43, 875-894.
doi:10.1007/s11135-008-9164-0
Doody, O., & Noonan, M. (2013). Preparing and conducting interviews to collect data.
Nurse Researcher, 20(5), 28-32. doi:10.7748/nr2013.05.20.5.28.e327
Dworkin, S. L. (2012). Sample size policy for qualitative studies using in-depth
interviews. Archives of Sexual Behavior, 41, 1319-1320.
doi:10.1007/s105080120016-6
Elmir, R., Schmied, V., Jackson, D., & Wilkes, L. (2011). Interviewing people about
potentially sensitive topics. Nurse Researcher, 19(1), 12-16. Retrieved from
http://nurseresearcher.rcnpublishing.co.uk
Forsey, M. G. (2010). Ethnography as participant listening. Ethnography, 11, 558-572.
doi:10.1177/1466138110372587
Francis, J. J., Johnston, M., Robertson, C., Glidewell, L., Entwistle, V. Eccles, M. P., &
Grimshaw, J. M. (2010). What is an adequate sample size? Operationalizing data
saturation for theory-based interview studies. Psychology and Health, 25, 1229-
1245. doi:10.1080/08870440903194015
Frels, R. K., & Onwuegbuzie, A. J. (2013). Administering quantitative instruments with
qualitative interviews: A mixed research approach. Journal of Counseling and
Development, 91(2), 184-194. doi:10.1002/j.1556-6676.2013.00085.x
Gibbs, L., Kealy, M., Willis, K., Green, J., Welch, N., & Daly, J. (2007). What have
sampling and data collection got to do with good qualitative research? Australian
and New Zealand Journal of Public Health, 31, 540-544. doi:10.1111/j.1753-
6405.2007.00140.x
147
Gill, P., K. Stewart, K., Treasure, E. & Chadwick, B. (2008) Methods of data collection in
qualitative research: Interviews and focus groups. British Dental Journal, 204,
291-295. doi:10.1038/bdj.2008.192
Glogowska, M., Young, P., & Lockyer, L. (2011). Propriety, process and purpose:
Considerations of the use of the telephone interview method in an educational
research study. Higher Education, 62(1), 17-26. doi:10.1007/s10734-010-9362-2
Goodbody, L., & Burns, J. (2011). A disquisition on pluralism in qualitative methods: The
troublesome case of a critical narrative analysis. Qualitative Research in
Pschology, 8(2), 170-196. doi:10.1080/14780887.2011.575288
Granot, E., Brashear, T. G., & Motta, P. C. (2012). A structural guide to in-depth
interviewing in business and industrial marketing research.The Journal of
Business & Industrial Marketing, 27, 547-553. doi:10.1108/08858621211257310
Green, L. (2013). In their own words: Using interview materials when writing up
qualitative research. Australian Journal of Communication, 40(3), 105-119.
Retrieved from http://austjourcomm.org/index.php/ajc
Guest, G., Bunce, A., & Johnson, L. (2006). How many interviews are enough? An
experiment with data saturation and variability. Field Methods, 18(1), 59-82.
doi:10.1177/1525822X05279903
Haahr, A., Norlyk, A., & Hall, E. (2013). Ethical challenges embedded in qualitative
research interviews with close relatives. Nursing Ethics, 2(1), 6-15.
doi:10.1177/0969733013486370
Harvey, L. (2015). Beyond member checking: A dialogic approach to the research
interview. International Journal of Research & Method in Education, 38, 23-38.
doi:10.1080/1743727X.2014.914487
Harvey, W. S. (2011). Strategies for conducting elite interviews. Qualitative Research,
11, 431-441. doi:10.1177/1468794111404329
Hermanowicz, J. (2013). The longitudinal qualitative interview. Qualitative Sociology,
36, 189-208. doi:10.1007/s11133-013-9247-7
Higginbottom, G. M. A., Pillay, J. J., & Boadu, N. Y. (2013). Guidance on performing
focused ethnographies with an emphasis on healthcare research. The Qualitative
Report, 18(17), 1-16. Retrieved from
https://www.homeworkessaymarket.com/write-my-paper/nova.edu/ssss/QR/QR18/higginbottom17
Holt, A. (2010). Using the telephone for narrative interviewing: A research note.
Qualitative Research, 10, 113–121. doi:10.1177/1468794109348686
148
Honan, E. (2014). Disrupting the habit of interviewing. Reconceptualizing Educational
Research Methodology, 5(1), 1-17. doi:10.7577/rerm.929
Houghton, C., Casey, D., Shaw, D., & Murphy, K. (2013). Rigour in qualitative casestudy
research. Nurse Researcher, 20(4), 12-17.
doi:10.7748/nr2013.03.20.4.12.e326
Irvine, A. (2011). Duration, dominance and depth in telephone and face-to-face
interviews: A comparative exploration. International Journal of Qualitative
Methods, 10, 202-220. Retrieved from
http://ejournals.library.ualberta.ca/index.php/IJQM/article/view/10276
Irvine, A., Drew, P., & Sainsbury, R. (2013). ‘Am I not answering your questions
properly?’Clarification, adequacy and responsiveness in semi-structured telephone and
face-to-face interviews. Qualitative Research, 13(1), 87-106.
doi:10.1177/1468794112439086
Jacob, S. A., & Furgerson, S. (2012). Writing interview protocols and conducting
interviews: Tips for students new to the field of qualitative research. Qualitative
Report, 17, 1-10. Retrieved from https://www.homeworkessaymarket.com/write-my-paper/nova.edu/ssss/QR/QR17/jacob
Jamshed, S. (2014). Qualitative research method-interviewing and observation. Journal
of Basic and Clinical Pharmacy, 5(4), 87-88. doi:10.4103/0976-0105.141942
Janghorban, R., Roudsari, R. L., & Taghipour, A. (2014). Skype interviewing: The new
generation of online synchronous interview in qualitative research. International
Journal of Qualitative Studies on Health and Well-being, 9.
doi:10.3402/qhw.v9.24152
Jepsen, D. M., & Rodwell, J. J. (2008). Convergent interviewing: A qualitative diagnostic
technique for researchers. Management Research News, 31, 650-658.
doi:http://dx.doi.org/10.1108/01409170810898545
Kim, Y. (2011). The pilot study in qualitative inquiry: Identifying issues and learning
lessons for culturally competent research. Qualitative Social Work, 10, 190-206.
doi:10.1177/1473325010362001
Knight, J. (2012). Deletion, distortion and data collection: The application of the neurolinguistic
programming (NLP) meta-model in qualitative interviews. Australasian
Journal of Market & Social Research, 20(1), 15-21. Retrieved from
https://www.homeworkessaymarket.com/write-my-paper/amsrs.com
Knox, S., & Burkard, A. W. (2009). Qualitative research interviews. Psychotherapy
Research, 19, 566-575. doi:10.1080/10503300802702105
149
Lamont, M., & Swidler, A. (2014). Methodological pluralism and the possibilities and
limits of interviewing. Qualitative Sociology, 37(2), 153-171. doi:10.1007/s11133-
014-9274-z
Lampropoulou, S., & Myers, G. (2013). Stance taking in interviews from the Qualidata
Archive. Qualitative Social Research, 14(1), 1-23. Retrieved from
https://www.homeworkessaymarket.com/write-my-paper/qualitative-research.net/index.php/fqs/article/view/1813/3468
Latcheva, R. (2011). Cognitive interviewing and factor-analytic techniques: A mixed
approach to validity of surveys items measuring national identity. Quality &
Quantity, 45, 1175-1199. doi:10.1007/s11135-009-9285-0
Lavis, V. (2010). Multiple researcher identities: Highlighting tensions and implications for
ethical practice in qualitative interviewing. Qualitative Research in Psychology, 7,
316-331. doi:10.1080/14780880902929506
Mann, S. (2011). A critical review of qualitative interviews in applied linguistics. Applied
Linguistics, 32(1), 6-24. doi:10.1093/applin/amq043
http://www2.warwick.ac.uk/fac/soc/al/staff/teaching/mann/interviews/sm_1_applin
g-6-24
Marshall, C., & Rossman, G. (2016). Designing qualitative research (6th ed.). Thousand
Oaks: Sage.
Marshall, B., Cardon, P., Poddar, A., & Fontenot, R. (2013). Does sample size matter in
qualitative research? A review of qualitative interview in is research. Journal of
Computer Information Systems, 54(1), 11-22. Retrieved from
https://www.homeworkessaymarket.com/write-my-paper/iacis.org/jcis/jcis.php
Mason, M. (2010, September). Sample size and saturation in PhD studies using
qualitative interviews. Forum: Qualitative Social Research, 11(3). Retrieved from
https://www.homeworkessaymarket.com/write-my-paper/qualitative-research.net/index.php/fqs/article/view/1428/3027
McCormack, C. (2000). From interview transcript to interpretive story: Part 1: viewing
the transcript through multiple lenses. Field Methods, 12, 282-297.
doi:10.1177/1525822X0001200402
McCormack, C. (2000). From interview transcript to interpretive story: Part 2: developing
an interpretive story. Field Methods, 12, 298-315.
doi:10.1177/1525822X0001200403
Mealer, M., & Jones, J. (2014). Methodological and ethical issues related to qualitative
telephone interviews on sensitive topics. Nurse Researcher, 21, 32-37. Retrieved
from http://rcnpublishing.com/journal/nr
Mikecz, R. (2012). Interviewing elites: Addressing methodological issues.
150
Qualitative Inquiry, 18, 482-493. doi:10.1177/1077800412442818
Mishler, E. G. (1996). Research interviewing: Context and narrative. Boston: Harvard
University Press.
Moore, N., & Stokes, P. (2012). Elite interviewing and the role of sector context: An
organizational case from the football industry. Qualitative Market Research: An
International Journal, 15, 438-464. doi:10.1108/13522751211257105
Nelson, J. A., Onwuegbuzie, A. J., Wines, L. A., & Frels, R. K. (2013). The therapeutic
interview process in qualitative research studies. The Qualitative Report, 18(7),
1-17. Retrieved from https://www.homeworkessaymarket.com/write-my-paper/nova.edu/ssss/QR/QR18/nelson79
Novick, G. (2008). Is there a bias against telephone interviews in qualitative research?
Research in Nursing & Health, 31, 391-398. doi:10.1002/nur.20259
Oleinik, A. (2011). Mixing quantitative and qualitative content analysis: Triangulation at
work. Quality and Quantity, 45, 859-873. doi:10.1007/s11135-010-9399-4
Oliphant, G. C., Hansen, K., & Oliphant, B. J. (2008). Predictive validity of a behavioral
interview technique. Marketing Management Journal, 18(2), 93-105. Retrieved
from https://www.homeworkessaymarket.com/write-my-paper/mmaglobal.org
Onwuegbuzie, A. J., & Byers, V. T. (2014). An exemplar for combining the collection,
analysis, and interpretation of verbal and nonverbal data in qualitative research.
International Journal of Education, 6(1), 183-246. doi:10.5296/ije.v6i1.4399
Onwuegbuzie, A. J., Leech, N. L., & Collins, K. M. T. (2010). Innovative data collection
strategies in qualitative research. The Qualitative Report, 15, 696-726. Retrieved
from https://www.homeworkessaymarket.com/write-my-paper/nova.edu/ssss/QR/QR15-3/onwuegbuzie
Onwuegbuzie, A. J., Leech, N. L., Slate, J. R., Stark, M., & Sharma, B. (2012). An
exemplar for teaching and learning qualitative research. The Qualitative Report,
17(1), 16-77. Retrieved from https://www.homeworkessaymarket.com/write-my-paper/nova.edu/ssss/QR/QR17-1/onwuegbuzie
Palys, T., & Atchison, C. (2010). Research decisions: Quantitative and qualitative
perspectives (4th ed.). Scarborough, ON: Nelson Education.
Patrick, D. L., Burke, L. B., Gwaltney, C. J., Leidy, N. K., Martin, M. L., Molsen, E., &
Ring, L. (2011). Content validity: Establishing and reporting the evidence in newly
developed patient-reported outcomes (PRO) instruments for medical product
evaluation. ISPOR PRO Good Research Practices Task Force report: Part 1:
Eliciting concepts for a new PRO instrument. Value in Health, 14, 967-977.
doi:10.1016/j.jval.2011.06.014
151
Pearson, M., & Coomber, R. (2010). The challenge of external validity in policy-relevant
systematic reviews: A case study from the field of substance misuse. Addiction,
105(1), 136-145. doi:10.1111/j.1360-0443.2009.02713.x
Peredaryenko, M. S., & Krauss, S. E. (2013). Calibrating the human instrument:
understanding the interviewing experience of novice qualitative researchers. The
Qualitative Report, 18(85), 1-17. Retrieved from
https://www.homeworkessaymarket.com/write-my-paper/nova.edu/ssss/QR/QR18/peredaryenko85
Petty, N. J., Thomson, O. P., & Stew, G. (2012). Ready for a paradigm shift? Part 2:
Introducing qualitative research methodologies and methods. Manual Therapy,
17, 378-384. doi:10.1016/j.math.2012.03.004
Pezalla, A. E., Pettigrew, J., & Miller-Day, M. (2012). Researching the researcher-asinstrument:
An exercise in interviewer self-reflexivity. Qualitative Research, 12(2),
165-185. doi:10.1177/1468794111422107
Pratama, A., & Firman, A. (2010). Exploring the use of qualitative research methodology
in conducting research in cross cultural management. International Journal of
Interdisciplinary Social Sciences, 5, 331-342. Retrieved from
https://www.homeworkessaymarket.com/write-my-paper/iji.cgpublisher.com
Qu, S. Q., & Dumay, J. (2011). The qualitative research interview. Qualitative Research
in Accounting & Management, 8, 238-264. doi:10.1108/11766091111162070
Rabionet, S. E. (2011). How I learned to design and conduct semi-structured interviews.
The Qualitative Report, 16(2), 563-566. Retrieved from
https://www.homeworkessaymarket.com/write-my-paper/nova.edu/ssss/QR/WQR/rabionet
Radford, M. L., Radford, G. P. Connaway. L. S., & DeAngelis, J. A. (2011). On virtual
face-work: An ethnography of communication approach to a live chat reference
interaction. Library Quarterly, 81, 431-453. Retrieved from
https://www.homeworkessaymarket.com/write-my-paper/oclc.org/content/dam/research/publications/library/2011/201109-
lq.pdf?urlm=162960
Rakow, L. F. (2011). Commentary: Interviews and focus groups as critical and cultural
methods. Journalism and Mass Communication Quarterly, 88, 416-428.
doi:10.1177/107769901108800211
Ratislova, K., & Ratislav, J. (2014). Asynchronous email interviews as a qualitative
research method in humanities. Human Affairs, 24, 452-460. doi:102478/s13374-
014-0240-y
Riiskjær, E., Ammentorp, J., & Kofoed, P. (2012). The value of open-ended questions in
surveys on patient experience: Number of comments and perceived usefulness
152
from a hospital perspective. International Journal for Quality in Health Care, 24,
509-516. doi:10.1093/intqhc/mzs039
Robinson, O. (2014). Sampling in interview-based qualitative research: A theoretical
and practical guide. Research in Psychology, 11(1), 25-41.
doi:10.1080/14780887.2013.801543
Rossetto, K. R. (2014). Qualitative research interviews: Assessing the therapeutic value
and challenges. Journal of Social and Personal Relationships, 31, 482-489.
doi:10.1177/0265407514522892
Roulston, K. (2010). Considering quality in qualitative interviewing. Qualitative
Research, 10(2), 199-202. doi:10.1177/1468794109356739
Rowley, J. (2012). Conducting research interviews. Management Research Review, 35,
260-271. doi:10.1108/01409171211210154
Rubin, H. J., & Rubin, I. S. (2012). Qualitative interviewing: The art of hearing data (3rd
ed.). Thousand Oaks: Sage.
Sánchez-Fernández, J., Muñoz-Leiva, F., Montoro-Ríos, F.J., & Ibáñez-Zapata, J. Á.
(2010). An analysis of the effect of pre-incentives and post-incentives based on
draws on response to web surveys. Quality and Quantity, 44, 357-373.
doi:10.1007/s11135-008-9197-4
Schilling, J. (2010). On the pragmatics of qualitative assessment: Designing the process
for content analysis. European Journal of Psychological Assessment, 22(1), 28-
37. Retrieved from https://www.homeworkessaymarket.com/write-my-paper/hogrefe.com/periodicals/european-journalpsychological-assessment
Schmidt, M. (2010). Quantification of transcripts from depth interviews, open-ended
responses and focus groups. International Journal of Market Research, 52, 483-
508. doi:10.2501/S1470785309201417
Skalland, B. (2011). An alternative to the response rate for measuring a survey’s
realization of the target population. Public Opinion Quarterly, 75(1), 89-98.
Retrieved from poq.oxfordjournals.org
Snowball, J. D., & Willis, K. G. (2011). Interview versus self-completion questionnaires
in discrete choice experiments. Applied Economics Letters, 18, 1521-1525.
doi:1080/13504851.2010.548770
Stephens, N. (2007). Collecting data from elites and ultraelites: Telephone and face-toface
interviews with macroeconomists. Qualitative Research, 7, 203-216.
doi:10.1177/1468794107076020
153
Stacey, K., & Vincent, J. (2011). Evaluation of an electronic interview through electronic
media with multimedia stimulus materials for gaining in-depth responses from
professionals. Qualitative Research, 11, 605-624,
doi:10.1177/1468794111413237
Sturges, J. E., & Hanrahan, K. J. (2004). Comparing telephone and face-to-face
qualitative interviewing: a Research note. Qualitative Research, 4, 107-118.
doi:10.1177/146879410404111
Talmy, S. (2010). Qualitative interviews in applied linguistics: From research instrument
to social practice. Annual Review of Applied Linguistics, 30, 128-148.
doi:10.1017/S0267190510000085
Tope, D., Chamberlain, L. J., Crowley, M., & Hodson, R. (2005). The benefits of being
there: Evidence from the literature on work. Journal of Contemporary
Ethnography, 34, 470-493. doi:10.1177/089124605276692
Turner, D. W. III. (2010). Qualitative interview design: A practical guide for novice
investigators. The Qualitative Report, 3(2), 7-13. Retrieved from
https://www.homeworkessaymarket.com/write-my-paper/nova.edu/ssss/QR/QR15-3/qid
Vogl, S. (2013). Telephone versus face-to-face interviews: Mode affect on semi
structured interviews with children. Sociology Methodology, 43(1), 133-177.
doi:10.1177/0081175012465967
Wagstaff, C., & Williams, B. (2014). Specific design features of an interpretative
phenomenological analysis study. Nurse Researcher, 21(3), 8-12. Retrieved from
https://www.homeworkessaymarket.com/write-my-paper/nursing-standard.co.uk/
Warr, D., & Mann, R. (2011). Using peer‐interviewing methods to explore place‐based
disadvantage: Dissolving the distance between suits and civilians. International
Journal of Social Research Methodology, 14, 337-352.
doi:10.1080/13645579.2010.537527
Weijters, B., Schillewaert, N., & Geuens, M. (2008). Assessing response styles across
modes of data collection. Journal of the Academy of Marketing Science, 36, 409-
422. doi:10.1007/s11747-007-0077
West, B. T., & Kreuter, F. (2013). Factors affecting the accuracy of interviewer
observations: Evidence from the national survey of family growth. Public Opinion
Quarterly, 77, 522-548. doi:10.1093/poq/
Wheeldon, J. (2010). Mapping mixed methods research: Methods, measures, and
meaning. Journal of Mixed Methods Research, 4(2), 87-102.
doi:10.1177/1558689809358755
154
Whiting, L. S. (2008). Semi-structured interviews: Guidance for novice researchers.
Nursing Standard, 22(23), 35-40. Retrieved from hhtp://www.nursingstandard.co/uk
Williamson, K. (2006). Research in constructivist frameworks using ethnographic
techniques. Library Trends, 55(1), 83-101. doi:10.1353/lib.2006.0054
Wolgemuth, J. R. (2013, September). Analyzing for critical resistance in narrative
research. Qualitative Research, 1-71. doi:10.1177/1468794113501685
Yii, S. B., Powell, M. B., & Guadagno, B. (2014). The association between investigative
interviewers’ knowledge of question type and adherence to best-practice
interviewing. Legal and Criminological Psychology, 19(2), 270-281.
doi:10.1111/lcrp.12000
Yin, R. K. (2014). Case study research: designs and methods (5th ed.). Thousand
Oaks: Sage.
155
Journaling Sources
Anderson, J. (2012). Reflective journals as a tool for auto-ethnographic learning: A case
study of student experiences with individualized sustainability. Journal of
Geography in Higher Education, 36, 613-623.
doi:10.1080/03098265.2012.692157
Applebaum, L. (2014). From whining to wondering: Reflective journaling with preservice
educators. Journal of Jewish Education, 80(1), 5-23.
doi:10.1080/15244113.2014.880140
Atkinson, M. J., Tally, S., Heichel, C. W., Kozak, I., Leich, J., & Levack, A. (2012). A
qualitative investigation of visual tasks with which to assess distance-specific
visual function. Quality of Life Research, 22, 437-453. doi:10.1007/s11136-012-
0154-2
Berger, R. (2015). Now I see it, now I don’t: Researcher’s position and reflexivity in
qualitative research. Qualitative Research, 15, 219-234.
doi:10.1177/1468794112468475.
Brennan, M. C., & Cotgrave, A. J. (2014). Sustainable development : A qualitative
inquiry into the current state of the UK construction industry. Structural Survey,
32, 315-330. doi:10.1108/SS-02-2014-0010
Charles, J., P. (2010). Journaling: Creating space for “I”. Creative Nursing, 16(4), 180-
184. doi:10.1891/1078-4535.16.4.180
Charon, R., & Hermann, N. (2012). A sense of story, or why teach reflective writing?
Academic Medicine: Journal of the Association of American Medical Colleges,
87, 5-7. doi:10.1097/ACM.0b013e31823a59c7
Covell, C. L., Sidani, S., & Ritchie, J. A. (2012). Does the sequence of data collection
influence participants’ responses to closed and open-ended questions? A
methodological study. International Journal of Nursing Studies, 49, 664-671.
doi:10.1016/j.ijnurstu.2011.12.002
Cruz, E. V., & Higginbottom, G. (2013). The use of focused ethnography in nursing
research. Nurse Researcher, 20(4), 36-43. doi:10.7748/nr2013.03.20.4.36.e305
Cumming-Potvin, W. (2013). “New basics” and literacies: Deepening reflexivity in
qualitative research. Qualitative Research Journal, 13(2), 214-230.
doi:10.1108/QRJ-04-2013-0024
Elllis, C. E., Adams, T. E., & Bochner, A. P. (2013) Authoethnography: An overview.
Forum: Qualitative Social Research, 12(1). Retrieved from https://www.homeworkessaymarket.com/write-my-paper/qualitativeresearch.net/index.php/fqs/article/view/1589/3095
156
Everett, M. C. (2013). Reflective journal writing and the first-year experience.
International Journal of Teaching & Learning in Higher Education, 25, 213-222.
Retrieved from https://www.homeworkessaymarket.com/write-my-paper/isetl.org/ijtlhe/
Hayman, B., Wilkes, L., & Jackson, D. (2012). Journaling: Identification of challenges
and reflection on strategies. Nurse Researcher, 19(3), 27-31. Retrieved from
https://www.homeworkessaymarket.com/write-my-paper/nursing-standard.co.uk
Lakshmi, B. S. (2014). Reflective practice through journal writing and peer observation:
A case study. Turkish Online Journal of Distance Education (TOJDE), 15, 189-
204. Retrieved from https://www.homeworkessaymarket.com/write-my-paper/tojde.anadolu.edu.tr
Lamb, D. (2013). Research in the first person: Reflection on the research experience
using a research journal. Market & Social Research, 21(2), 32-39. Retrieved from
https://www.homeworkessaymarket.com/write-my-paper/amsrs.com.au/documents/item/1284
Lamb, D. (2013). Promoting the case for using a research journal to document and
reflect on the research experience. Electronic Journal of Business Research
Methods, 11(2), 84-92. Retrieved from https://www.homeworkessaymarket.com/write-my-paper/academicconferences.org/ejournals.htm
Lasater, K. (2009). Reflective journaling for clinical judgement development and
evaluation. Journal of Nursing Education, 48(10), 40-44. doi:10.3928/01484834-
20090101-06
Li, J. (2008). Ethical challenges in participant observation: A reflection on ethnographic
fieldwork. The Qualitative Report, 13(2), 100-115. Retrieved from
https://www.homeworkessaymarket.com/write-my-paper/nova.edu/ssss/QR/AR13-1/li.
Miller, W. R. (2014). Interactive journaling as a clinical tool. Journal of Mental Health
Counseling, 36(1), 31-42. doi:10.17744/mehc.36.1.0k5v52l12540w218
Ortlipp, M. (2008). Keeping and using reflective journals in the qualitative research
process. The Qualitative Report, 13, 695-705. Retrieved from
https://www.homeworkessaymarket.com/write-my-paper/nova.edu/ssss/QR/QR13-4/ortlipp
Peredaryenko, M. S., & Krauss, S. E. (2013). Calibrating the human instrument:
Understanding the interviewing experience of novice qualitative researchers. The
Qualitative Report, 18(43), 1-17. Retrieved from https://www.homeworkessaymarket.com/write-my-paper/nova.edu/ssss/QR/
Slotnick, R. C., & Janesick, V. J. (2011). Conversations on method: deconstructing
policy through the researcher reflective journal. The Qualitative Report, 16, 1352-
1360. Retrieved from https://www.homeworkessaymarket.com/write-my-paper/nova.edu/ssss/QR/QR16-5/slotnick
157
Snyder, C. (2012). A case study of a case study: Analysis of a robust qualitative
research methodology. The Qualitative Report, 17(26), 1-21. Retrieved from
https://www.homeworkessaymarket.com/write-my-paper/nova.edu/ssss/QR/QR17/snyder
Wall, C., Glenn, S., & Mitchinson, S., & Poole, H. (2004). Using reflective diary to
develop bracketing skills during a phenomenological investigation. Nurse
Researcher, 11(4), 20-29. doi:10.7748/nr2004.07.11.4.20.c6212
158
Member Checking Sources
Andraski, M. P., Chandler, C., Powell, B., Humes, D., & Wakefield, S. (2014). Bridging
the divide: HIV prevention research and black men who have sex with men.
American Journal of Public Health, 104, 708-714. Retrieved from
http://ajph.aphapublications.org/
Carlson, J. A. (2010). Avoiding traps in member checking. The Qualitative Report, 15,
1102–1113. Retrieved from https://www.homeworkessaymarket.com/write-my-paper/nova.edu/ssss/QR/QR15-5/carlson
Doyle, S. (2007). Member checking with older women: A framework for negotiating
meaning. Health Care for Women International, 28, 888-908.
doi:10.1080/07399330701615325
Goldblatt, H., Karnieli-Miller, O., & Neumann, M. (2011). Sharing qualitative research
findings with participants: Study experiences of methodological and ethical
dilemmas. Patient Education and Counseling, 82, 389-395.
doi:10.1016/j.pec.2010.12.016
Harper, M., & Cole, P. (2012). Member checking: Can benefits be gained similar to
group therapy? The Qualitative Report, 17(2), 510-517. Retrieved from
https://www.homeworkessaymarket.com/write-my-paper/nova.edu/ssss/QR/QR17-2/harper
Harvey, L. (2015). Beyond member checking: A dialogic approach to the research
interview. International Journal of Research & Method in Education, 38, 23-38.
doi:10.1080/1743727X.2014.914487
Jonsen, K., & Jehn, K. A. (2009). Using triangulation to validate themes in qualitative
studies. Qualitative Research in Organizations and Management: An
International Journal, 4(2), 123-150. doi:10.1108/17465640910978391
Koelsch, L. E. (2013). Reconceptualizing the member check interview. International
Journal of Qualitative Methods, 12, 168-179. Retrieved from
http:ejournals.library.ualberta.ca/index.php/IJQM/article/view/12327
McConnell-Henry, T., Chapman, Y., & Francis, K. (2011). Member checking and
Heideggerian phenomenology: A redundant component. Nurse Researcher,
18(2), 28-37. doi:10.7748/nr2011.01.18.2.28.c8282
Mejo-Jaffe, I. (2011). ‘Is this what I said?’ Interview transcript approval by participants:
An aspect of ethics in qualitative research. International Journal of Qualitative
Methods, 10, 231-247. Retrieved from
http://ejournals.library.ualberta.ca/index.php/IJQM/
Reilly, R. C. (2013). Found poems, member checking and crises of representation. The
Qualitative Report, 18(15), 10-18. Retrieved from https://www.homeworkessaymarket.com/write-my-paper/nova.edu/ssss/qr
159
Yildirim, K. (2010). Raising the quality in qualitative research. Ilkogretim Online, 9(1),
79-92. Retrieved from http://ilkogretim-online.org
160
Mixed Methods Research
Abowitz, D. A., & Toole, T. M. (2010). Mixed methods research: Fundamental issues of
design, validity, and reliability in construction research. Journal of Construction
Engineering & Management, 136(1), 108-116. doi:10.1061/(ASCE)CO.1943-
7862.0000026
Alexander, M., MacLaren, A., O’Gorman, K., & Taheri, B. (2011). “He just didn’t seem to
understand the banter”: Bullying or simply establishing social cohesion? Tourism
Management, 33, 1245-1255. doi:10.1016/j.tourman.2011.11.001
Arcidiacono, F., & De Gregorio, E. (2008). Methodological thinking in psychology:
Starting from mixed methods. International Journal of Multiple Research
Approaches, 2(1), 118-126. Retrieved from http://mra.e-contentmanagement.com
Arora, R., & Stoner, C. (2009). A mixed method approach to understanding brand
personality. Journal of Product & Brand Management, 18, 272-283.
doi:10.1108/10610420910972792
Azorin, J. M., & Cameron, R. (2010). The application of mixed methods in organisational
research: A literature review. Electronic Journal of Business Research Methods,
8, 95-105. Retrieved from https://www.homeworkessaymarket.com/write-my-paper/ejbrm.com/
Borrego, M., Douglas, E. P., & Amelink, C. T. (2011). Quantitative, qualitative, and
mixed research methods in engineering education. Journal of Engineering
Education, 41(1), 153-166. Retrieved from https://www.homeworkessaymarket.com/write-my-paper/jee.org
Brent, J. J., & Kraska, P. B. (2010). Moving beyond our methodological default: A case
for mixed methods. Journal of Criminal Justice Education , 21, 412-430.
doi:10.1080/10511253.2010.516562
Cameron, R. (2011). Mixed methods research: The five Ps framework. Electronic
Journal of Business Research Methods, 9(2), 96-108. Retrieved from
https://www.homeworkessaymarket.com/write-my-paper/ejbrm.com/main.html
Cameron, R., & Molina-Azorin, J. (2011). The acceptance of mixed methods in
business and management research. International Journal of Organizational
Analysis, 19, 256-271. doi:10.1108/19348831111149204
Caruth, G. D. (2013). Demystifying mixed methods research design: A review of the
literature. Mevlana International Journal of Education, 3(2), 112-122.
doi:10.13054/mije.13.35.3.2
Castro, F. G., Kellison, J. G., Boyd, S. J., & Kopak, A. (2010). A methodology for
conducting integrative mixed methods research and data analyses. Journal of
Mixed Methods Research, 4, 342-360. doi:10.1177/1558689810382916
161
Christ, T. W. (2013). The worldview matrix as a strategy when designing mixed methods
research. International Journal of Multiple Research Approaches, 7(1), 110-118.
doi:10.5172/mra.2013.7.1.110
Collins, K., & O’Cathain, A. (2009). Introduction: Ten points about mixed methods
research to be considered by the novice researcher. International Journal of
Multiple Research Approaches, 3(1), 2-7. Retrieved from http://mra.econtentmanagement.com
Cooke, A., Smith, D., & Booth, A. (2012). Beyond PICO: The SPIDER tool for qualitative
evidence synthesis. Qualitative Health Research, 22, 1435-1443.
doi:10.1177/1049732312452938
Covell, C. L., Sidani, S., & Ritchie, J. A. (2012). Does the sequence of data collection
influence participants’ responses to closed and open-ended questions? A
methodological study. International Journal of Nursing Studies, 49, 664-671.
doi:10.1016/j.ijnurstu.2011.12.002
Crede, E., & Borrego, M. (2013). From ethnography to items: A mixed methods
approach to developing a survey to examine graduate engineering student
retention. Journal of Mixed Methods Research, 7, 62-80.
doi:10.1177/1558689812451792
Doyle, L., Brady, A. M., & Byrne, G. (2009). An overview of mixed methods research.
Journal of Research in Nursing, 14(2), 175-185. doi:10.1177/1744987108093962
Farquhar, M., Ewing, G., & Booth, S. (2011). Using mixed methods to develop and
evaluate complex intervention in palliative care research. Palliative Medicine, 25,
748-757. doi:10.1177/0269216311417919
Feilzer, M. Y. (2010). Doing mixed methods research pragmatically: Implications for the
rediscovery of pragmatism as a research paradigm. Journal of Mixed Methods
Research, 4, 6-16. doi:10.1177/1558689809349691
Fetters, M. D., Curry, L. A., & Creswell, J. W. (2013). Achieving integration in mixed
methods designs, principles and practices. Health Services Research, 48, 2134-
2156. doi:10.1111/1475-6773.12117
Fielding, N. (2010). Mixed methods research in the real world. International Journal of
Social Research Methodology, 13(2), 127-138.
doi:10.1080/13645570902996186
Frels, R. K., & Onwuegbuzie, A. J. (2013). Administering quantitative instruments with
qualitative interviews: A mixed research approach. Journal of Counseling and
Development, 91, 184-194. doi:10.1002/j.1556-6676.2013.00085.x
162
Green, C., Duan, N., Gibbons, R., Hoagwood, K., Palinkas, L., & Wisdom, J. (2014).
Approaches to mixed methods dissemination and implementation research:
Methods, strengths, caveats, and opportunities. Administration and Policy in
Mental Health and Mental Health Services Research, 1-16. doi:10.1007/s10488-
014-0552-6
Griensven, H. V., Moore, A. P., & Hall, V. (2014, May 11). Mixed methods research: The
best of both worlds? Manual Therapy, 19, 367-371.
doi:10.1016/j.math.2014.05.005
Halcomb, E., & Andrew, S. (2009). Practical considerations for higher degree research
students undertaking mixed methods projects. International Journal of Multiple
Research Approaches, 3(2), 153-162. Retrieved from http://mra.econtentmanagement.com
Harrison, R. L., & Reilly, T. M. (2011). Mixed methods designs in marketing research.
Qualitative Market Research: An International Journal, 14(1), 7-26.
doi:10.1108/13522751111099300
Hayes, B., Bonner, A., & Douglas, C. (2013). An introduction to mixed methods
research for nephrology nurses. Renal Society of Australasia Journal, 9(1), 8-14.
Retrieved from https://www.homeworkessaymarket.com/write-my-paper/renalsociety.org
Hesse-Biber, S. H. (2010). Qualitative approaches to mixed method practice. Qualitative
Inquiry, 16, 455-468. doi:10.1177/1077800410364611
Heyvaert, M., Maes, B., & Onghena, P. (2011). Mixed methods research synthesis:
Definitions framework and potential. Qualitative and Quantitative, 47, 659-676.
doi:10.1007/s11135-011-9538-6
Ihantola, E. M., & Kihn, L. A. (2011). Threats to validity and reliability in mixed methods
accounting research. Qualitative Research in Accounting and Management, 8(1),
39-58. doi:10:1108/11766091111124694
Klassen, A. C., Creswell, J., Plano Clark, V. L., Smith, K. C., & Meissner, H. I. (2012).
Best practices in mixed methods for quality of life research. Quality of Life
Research, 21, 377-378. doi:10.1007/s11136-012-0122-x
Lund, T. (2012). Combining qualitative and quantitative approaches: Some arguments
for mixed methods research. Scandinavian Journal of Educational Research, 56,
155-165. doi:10.1080/00313831.2011.568674
Malina, M. A., Nørreklit, H. S. O., & Selto, F. H. (2011). Lessons learned: Advantages
and disadvantages of mixed method research. Qualitative Research in
Accounting and Management, 8(1), 59-71. doi:10.1108/11766091111124702
163
Maxwell, J. A. (2010). Using numbers in qualitative research. Qualitative Inquiry, 16,
475-482. doi:10.1177/1077800410364740
Mertens, D. (2010). Philosophy in mixed methods teaching: The transformative
paradigm as illustration. International Journal of Multiple Research Approaches,
4(1), 9-18. doi:10.5172/mra.2010.4.1.009
Molina-Azorin, J. F. (2011). The use and added value of mixed methods in management
research. Journal of Mixed Methods Research, 5(1), 7-24.
doi:10.1177/1558689810384490
Niglas, K. (2009). How the novice researcher can make sense of mixed methods
designs. International Journal of Multiple Research Approaches, 3(1), 34-46.
Retrieved from http://mra.e-contentmanagement.com
Oleinik, A. (2011). Mixing quantitative and qualitative content analysis: Triangulation at
work. Quality and Quantity, 45, 859-873. doi:10.1007/s11135-010-9399-4
Onwuegbuzie, A. J., Bustamante, R. M., & Nelson, J. A. (2010). Mixed research as a
tool for developing quantitative instruments. Journal of Mixed Methods Research,
4(1), 56-78. doi:10.1177/1558689809355805
Onwuegbuzie, A., Johnson, R., & Collins, K. (2009). Call for mixed analysis: A
philosophical framework for combining qualitative and quantitative approaches.
International Journal of Multiple Research Approaches, 3(2), 114-139. Retrieved
from http://mra.e-contentmanagement.com
Onwuegbuzie, A. J., & Leech, N. L. (2005). On becoming a pragmatic researcher: The
importance of combining quantitative and qualitative research methodologies.
International Journal of Social Research Methodology, 8, 375-387.
doi:10.1080/13645570500402447
Onwuegbuzie, A. J., & Leech, N. L. (2010). Generalization practices in qualitative
research: A mixed methods case study. Quality and Quantity, 44, 881-892.
doi:10.1007/s11135-009-9241-z
Onwuegbuzie, A. J., Slate, J. R., Leech, N. L., & Collins, K. T. (2007). Conducting mixed
analyses: A general typology. International Journal of Multiple Research
Approaches, 1(1), 4-17. Retrieved from http://mra.e-contentmanagement.com
Ostlund, U., Kidd, L., Wengstrom, Y., & Rowa-Dewar, N. (2011). Combining qualitative
and quantitative research within mixed method research designs: A
methodological review. International Journal of Nursing Studies, 48, 369-383.
doi:10.1016/j.ijnurstu.2010.10.005
164
Plano Clark, V. L. (2010). The adoption and practice of mixed methods in U.S. trends in
federally funded health-related research. Qualitative Inquiry, 16, 428-440.
doi:10.1177/1077800410364609
Rice, E., Holloway, I. W., Barman-Adhikari, A., Fuentes, D., Brown, C. H., & Palinkas, L.
A. (2014). A mixed methods approach to network data collection. Field Methods,
26, 252-268. doi:10.1177/1525822X13518168
Robinson, P. (2010). Conclusion: On hammers, nails and building sites: Teaching mixed
methods. International Journal of Multiple Research Approaches, 4, 66-72.
Retrieved from http://mra.e-contentmanagement.com
Ruffin, M. T., Creswell, J. W., Jimbo, M., & Getter, M. D. (2009). Factors influencing
choice for colorectal cancer screening among previously unscreened African and
causasian Americans: Findings form a triangulation mixed methods investigation.
Journal of Community Health, 34(2), 79-89. doi:10.1007/s10900-008-9133-
Salehi, K., & Golafshani, N. (2010). Commentary: Using mixed methods in research
studies: An opportunity with its challenges. International Journal of Multiple
Research Approaches, 4(3), 186-191. doi:10.5172/mra.2010.4.3.186
Simpson, S. H. (2011). Demystifying the research process: Mixed methods. Pediatric
Nursing, 37(1), 28-29. Retrieved from https://www.homeworkessaymarket.com/write-my-paper/pediatricnursing.net
Small, M. L. (2011). How to conduct a mixed methods study: Recent trends in a rapidly
growing literature. Annual Review of Sociology, 37, 57-86.
doi:10.1146/annurev.soc.012809.102657
Southam-Gerow, M. A., & Dorsey, S. (2014). Qualitative and mixed methods research
in dissemination and implementation science: Introduction to the special issue.
Journal of Clinical Child & Adolescent Psychology, 43, 845-850.
doi:10.1080/15374416.2014.930690
Sparkes, A. C. (2014). Developing mixed methods research in sport and exercise
psychology: Critical reflections on five points of controversy. Psychology of Sport
and Exercise, 16, 49-58. doi:10.1016/j.psychsport.2014.08.014
Symonds, J. E., & Gorard, S. (2010). Death of mixed methods? or the rebirth of
research as a craft. Evaluation & Research in Education, 23(2), 121-136.
doi:10.1080/09500790.2010.483514
Torrance, H. (2012). Triangulation, respondent validation, and democratic participation
in mixed methods research. Journal of Mixed Methods Research, 6(2), 111-123.
doi:10.1177/1558689812437185
165
Truscott, D. M., Swars, S., Smith, S., Thornton-Reid, F., Zhao, Y., Dooley, C., Williams,
B.,…Matthews, M. (2010). A cross-disciplinary examination of the prevalence of
mixed methods in educational research: 1995-2005. International Journal of
Social Research Methodology, 13, 317-328. doi:10.1080/13645570903097950
Venkatesh, V., Brown, S. A., & Bala, H. (2013). Bridging the qualitative-quantitative
divide: Guidelines for conducting mixed methods research in information
systems. MIS Quarterly, 37(1), 21-54. Retrieved from
https://www.homeworkessaymarket.com/write-my-paper/misq.org/index.html
Wheeldon, J. (2010). Mapping mixed methods research: Methods, measures, and
meaning. Journal of Mixed Methods Research, 4(2), 87-102.
doi:10.1177/1558689809358755
Wisdom, J. P., Cavaleri, M. A., Onwuegbuzie, A. J., & Green, C. A. (2012).
Methodological reporting in qualitative, quantitative, and mixed methods health
services research articles. Health Services Research, 47, 721-745.
doi:10.1111/j.1475-6773.2011.01344.x
Zachariadis, M., Scott, S., & Barrett, M. (2013). Methodological implications of critical
realism for mixed-methods research. MIS Quarterly, 37, 855-879. Retrieved from
https://www.homeworkessaymarket.com/write-my-paper/misq.org/index/html
Zohrabi, M. (2013). Mixed method research: Instruments, validity, reliability and
reporting findings. Theory and Practice in Language Studies, 3, 254-262.
doi:10.4304/tpls.3.2.254-262
166
Notetaking and Fieldwork
Bughardt, G. M., Bartmess-LeVasseur, J. N., Browning, S. A., Morrison, K. E., Stec, C.
L., Zachau, C. E., & Freeberg, T. M. (2012). Perspectives – minimizing observer
bias in behavioral studies: A review and recommendations. Ethology, 118, 511-
517. doi:10:1111/j.1439-0310.2012.02040.x
Christie, C. D., Bemister, T. B., & Dobson, K. S. (2015). Record-informing and notetaking:
A continuation of the debate about their impact on client perceptions.
Canadian Psychology/Psychologie, 56 (1). Retrieved from http://psycnet.apa.org
Cole, C. E. (2013). Stories from the lived and living fieldwork process. Qualitative
Research in Organizations and Management, 8(1), 50-69.
doi.10.1108/17465641311327513
Ivey, J. (2012). The value of qualitative research methods. Pediatric Nursing, 38, 319-
344. Retrieved from https://www.homeworkessaymarket.com/write-my-paper/pediatricnursing.org
Jackson, J. E. (1990). I am a fieldnote: Fieldnotes as a symbol of professional identity.
In R. Sanjek(ed.), Fieldnotes: The making of anthropology (p.3-33). Ithaca:
Cornell University Press.
Kawulich, B. B. (2005). Participant observation as a data collection method. Forum:
Qualitative Social Research, 6, (2). Retrieved from https://www.homeworkessaymarket.com/write-my-paper/qualitativeresearch.net/index.php/fqs/article/view/466/996
Kennedy-Lewis, B. L. (2012). When a teacher becomes a researcher: Using selfnarrative
to define one’s role as participant observer. Theory Into Practice, 51(2),
107-113. doi:10.1080/00405841.2012.662865
Kourtizin, S. (2002). The half-baked concept of raw data in ethnographic observation.
Canadian Journal of Education, 27(1), 119-138. Retrieved from https://www.homeworkessaymarket.com/write-my-paper/cssescee.ca/
Mulhall, A. (2003). In the field: Notes on observation in qualitative research. Journal of
Advanced Nursing, 41, 306-313. doi:10.1046/j.1365-2648.2003.02514.x
Murthy, D. (2013). Ethnographic research 2.0. Journal of Organizational Ethnography, 2
(1), 23-36. doi:10.1108/JOE-01-2012-0008
Punch, S. (2012). Hidden struggles of fieldwork: Exploring the role and use of field
diaries. Emotion, Space and Society, 5(2), 86-93.
doi:10.1016/j.emospa.2010.09.005
Walford, G. (2009). The practice of writing ethnographic field notes. Ethnography &
Education, 4(2), 117-130, doi:10.1080/17457820902972713
167
Walshe, C., Ewing, G., & Griffiths, J. (2012). Using observation as a data collection
method to help understand patient and professional roles and actions in palliative
care setting. Palliative Medicine, 26, 1048-1054.
doi:10.1177/0269216311432897
Wolcott, H.F. (1994). Transforming qualitative data – description, analysis, and
interpretation. Thousand Oaks: Sage.
Wolcott, H. F. (1995). The art of fieldwork. New York, NY: Altamira Press
Wolfinger, N. H. (2002). On writing fieldnotes: Collection strategies and background
expectancies. Qualitative Research, 2, 85-95.
doi:10.1177/1468794102002001640
168
Phenomenological Sources
Applebaum, M. (2012). Phenomenological psychological research as science. Journal
of Phenomenological Psychology, 43(1), 36-72. doi:10.1163/156916212×632952
Audet, C. T., & Everall, R. D. (2010). Therapist self-disclosure and the therapeutic
relationship: A phenomenological study from the client perspective. British
Journal of Guidance & Counselling, 38, 327-342.
doi:10.1080/03069885.2010.482450
Bevan, M. T. (2014). A method of phenomenological interviewing. Qualitative Health
Research, 24, 136-144. doi:10.1177/1049732313519710
Bradbury-Jones, C., Irvine F., & Sambrook S. (2010). Phenomenology and participant
feedback: Convention or contention. Nurse Researcher, 17(2), 25-33. Retrieved
from http://rcnpublishing.com/journal/nr
Chan, N. N., & Walker, C. (2015). An exploration of students’ lived experiences of using
smartphones in diverse learning contexts using a hermeneutic phenomenological
approach. Computers & Education, 82, 96-106.
doi:10.1016/j.compedu.2014.11.001
Chan, Z. C. Y., Fung, Y., & Chien, W. (2013). Bracketing in phenomenology: Only undertaken in
the data collection and analysis process? The Qualitative Report, 18(59) 1-9. Retrieved
from https://www.homeworkessaymarket.com/write-my-paper/nova.edu/ssss/QR/QR18/chan59
Cloonan, T. F. (2012). The employment of the phenomenological psychological method
in the service of art education. Journal of Phenomenological Psychology, 43, 73-
129. doi:10.1163/156916212X632961
Conklin, T. A. (2013). Work worth doing: A phenomenological study of the experience of
discovering and following one’s calling. Journal of Management Inquiry, 21, 298-
317. doi:10.1177/1056492611414426
Converse, M. (2012). Philosophy of phenomenology: How understanding aids research.
The International Journal of Research Methodology in Nursing and Health Care,
20. doi:10.7748/nr2012.09.20.1.28.c9305
Davidsen, A. (2013. Phenomenological approaches in psychology and health sciences.
Qualitative Research in Psychology, 10, 318-339.
doi:10.1080/14780887.2011.608466
Desjarlais, R., & Throop, C. (2011). Phenomenological approaches in anthropology.
Annual Review of Anthropology, 40, 87-102. doi:10.1146/annurev-anthro092010-153345
169
Dibley, L. (2011). Analyzing narrative data using McCormack’s lenses. Nurse
Researcher, 18(3), 13-19. Retrieved from
http://nurseresearcher.rcnpublishing.co.uk/news-andopinion/commentary/analysing-qualitative-data
Dixon, S. E. A., & Clifford, A., (2007). Ecopreneurship: A new approach to managing the
triple bottom line. Journal of Organizational Change Management, 20, 326-345.
doi:10.1108/09534810710740164
Dowden, A. R., Gunby, J. D., Warren, J. M., & Boston, Q. (2014). A phenomenological
analysis of invisibility among African-American males: implications for clinical
practice and client retention. The Professional Counsellor, 4, 58-70.
doi:10.15241/ard.4.1.58
Dowling, M., & Cooney, A. (2012). Research approaches related to phenomenology:
Negotiating a complex landscape. Nurse Researcher, 20(2), 21-27.
doi:10.7748/nr2012.11.20.2.21.c9440
Eberle, T. S. (2010). The phenomenological life world analysis and the methodology of
the social sciences. Human Studies, 33(1), 123-139. doi:10.1007/s10746-010-
9146-9
Englander, M. (2012). The interview: Data collection in descriptive phenomenological
human scientific research. Journal of Phenomenological Psychology, 43, 13-35.
doi:10.1163/156916212X632943
Finlay, L. (2009). Exploring lived experience: principles and practice of
phenomenological research. International Journal of Therapy and Rehabilitation,
16, 474-481. doi:10.12968ijtr.2009.16.9.43765
Fisher, W. P., Jr., & Stenner, A. J. (2011). Integrating qualitative and quantitative
research approaches via the phenomenological method. International Journal of
Multiple Research Approaches, 5, 85-99. doi:10.5172/mra.2011.5.1.89
Flood, A. (2010). Understanding phenomenology. Nurse Researcher, 17(2), 7-15.
Retrieved from http://nurseresearcher.rcnpublishing.co.uk
Gee, J., Loewenthal, D., & Cayne, J. (2013). Phenomenological research: The case of
empirical phenomenological analysis and the possibility of reverie. Counseling
Psychology Review, 28(3), 52-62. doi:10.1111/j.2044-8341.2011.02053.x
Gill, M. J. (2014). The possibilities of phenomenology for organizational research.
Organizational Research Methods, 17(2), 118-137.
doi:10.1177/1094428113518348
170
Ginsberg, A., & Sinacore, A. L. (2013). Counseling Jewish women: A phenomenological
study. Journal of Counseling & Development, 91, 131-139. doi:10.1002/j.1556-
66760.201300081.x
Giorgi, A. (2012). The descriptive phenomenological psychological method. Journal of
Phenomenological Psychology, 43, 3-12. doi:10.1163/156916212X632934
Hayman, B., Wilkes, L., & Jackson, D. (2012). Journaling: Identification of challenges
and reflection on strategies. Nurse Researcher, 19(3), 27-31. Retrieved from
https://www.homeworkessaymarket.com/write-my-paper/nursing-standard.co.uk
Hays, D. G., & Wood, C. (2011). Infusing qualitative traditions in counseling research
designs. Journal of Counseling & Development, 89, 288-295. doi:10.1002/j.1556-
6678.2011.tb00091.x
Husserl, E. (2012). Ideas: General introduction to pure phenomenology. London, U.K.:
Routledge
Ilkay, J. (2013). Identifying motives of mothers who purchase healthy convenience
snacks for their children: A phenomenological study. Journal of Business Studies
Quarterly, 5, 237-246. Retrieved from http://jbsq.org/
Iwamoto, D. K., Negi, N. J., Partail, R. N., & Creswell, J. W. (2013). The racial and
ethnic identity formation process of second-generation Asian Indian Americans:
A phenomenological study. Journal of Multicultural Counseling and Development,
41, 224-239. doi:10.1002/j.2161-1912.2013.00038.x
Kafle, N. P. (2013). Hermeneutic phenomenological research method simplified. Bodhi:
An Interdisciplinary Journal, 5, 181-200. doi:10.3126/bodhi.v5i1.8053
Khan, S. N. (2014). Qualitative research method – phenomenology. Asian Social
Science, 10, 298-310. 10.5539/ass.v10n21p298
Kumar, A. (2012). Using phenomenological research methods in qualitative health
research. International Journal of Human Sciences, 9, 790-804. Retrieved from
https://www.homeworkessaymarket.com/write-my-paper/j-humansciences.com
Lien, B. Y., Pauleen, D. J., Kuo, Y., & Wang, T. (2014). The rationality and objectivity of
reflection in phenomenological research. Quality and Quantity, 48(1), 189-196.
doi:10.1007/s11135-012-9759-
McGowan, T. (2013). The presence of phenomenology: Hegel and the return to
metaphysics. Mosaic : A Journal for the Interdisciplinary Study of Literature,
46(1), 95-111. doi:10.1353/mos.2013.0010
Moustakas, C. (1994). Phenomenological research methods. New York, NY: Sage.
171
Nicholls, D. (2009). Qualitative research: Part two—methodologies. International
Journal of Therapy and Rehabilitation, 16, 586-592. Retrieved from
https://www.homeworkessaymarket.com/write-my-paper/ijtr.co.uk
Norlyk, A., Dreyer, P., Haahr, A., & Martinsen, B. (2011). Understanding the creative
processes of phenomenological research: The life philosophy of Logstrup.
International Journal of Qualitative Studies on Health and Wellbeing, 6(4), 1-8.
doi:10.3402/quhw.v6i4.7320
Petty, N. J., Thomson, O. P., & Stew, G. (2012). Ready for a paradigm shift? Part 2:
Introducing qualitative research methodologies and methods. Manual Therapy,
17, 378-384. doi:10.1016/j.math.2012.03.004
Phillips-Pula, L., Strunk. J., & Pickler, P.H. (2011). Understanding phenomenological
approaches to data analysis. Journal of Pediatric Health Care, 25, 67-71.
doi:10.1016/j.pedhc.2010.09.004
Pietkiewicz, I., & Smith, J. (2014). A practical guide to using interpretative
phenomenological analysis in qualitative research psychology. Czasopismo
Psychologiczne Psychological Journal, 20, 7-14. doi:10.14691/CPPJ.20.1.7
Pringle, J., Drummond, J., McLafferty, E., & Henry, C. (2010). Interpretative
phenomenological analysis: A discussion and critique. Nurse Researcher, 18(3),
20-26. doi:10.7748/nr2011.04.18.3.20.c8459
Pringle, J., Hendry, C., & McLafferty, E. (2011). Phenomenological approaches:
Challenges and choices. Nurse Researcher, 18(2), 7-18.
doi:10.7748/nr2011.01.18.2.7.c8280
Reiter, S., Stewart, G., & Bruce, C. (2011). A strategy for delayed research method
selection: Deciding between grounded theory and phenomenology. Electronic
Journal of Business Research Methods, 9(1), 35-46. Retrieved from
https://www.homeworkessaymarket.com/write-my-paper/ejbrm.com
Rennie, D. L. (2012). Qualitative research as methodical hermeneutics. Psychological
Methods, 17, 385-398. Retrieved from https://www.homeworkessaymarket.com/write-my-paper/psycnet.apa.org
Roberts, T. (2013). Understanding the research methodology of interpretative
phenomenological analysis. British Journal of Midwifery, 21, 215-218. Retrieved
from https://www.homeworkessaymarket.com/write-my-paper/britishjournalofmidwifery.com
Robertson, J. H., & Thomson, A. M. (2014). A phenomenological study of the effects of
clinical negligence litigation on midwives in England: The personal perspective.
Midwifery, 30, e121-e130. doi:10.1016/j.midw.2013.12.003
Rocha Pereira, H. (2012). Rigour in phenomenological research: Reflections of a novice
172
nurse researcher. Nurse Researcher, 19(3), 16-19. Retrieved from http://nurse
researcher.rcnpublishing.co.uk
Schrag, C. O. (2012). Celebrating fifty years of the society for phenomenology and
existential philosophy. Journal of Speculative Philosophy, 26(2), 86-92.
doi:10.5325/jspecphil.26.2.0086
Smith, J. A. (2011). Evaluating the contribution of interpretative phenomenological
analysis. Health Psychology Review, 5(1), 9-27.
doi:10.1080/17437199.2010.51065
Snelgrove, S. R. (2014). Conducting qualitative longitudinal research using
interpretative phenomenological analysis. Nurse Researcher, 22, 20-25.
Retrieved from http://rcnpublishing.com/journal/nr
Starks, H., & Trinidad, S. B. (2007). Choose your method: A comparison of
phenomenology, discourse analysis, and grounded theory. Qualitative Health
Research, 17, 1372-1380. doi:10.1177/1049732307307031
Stierand, M. B., & Dorfler, V. (2010). Research in brief: Reflecting on phenomenological
study of creativity and innovation in haute cuisine. International Contemporary
Hospitality Management, 24, 946-957. doi:10.1108/09596111211247254
Tan, H., Wilson, A., & Olver, I. (2009). Ricoeur’s theory of interpretation: An instrument
for data interpretation in hermeneutic phenomenology. International Journal of
Qualitative Methods, 8(4), 1-15.Retrieved from
https://ejournals.library.ualberta.ca/index.php/IJQM
Tembo, A. C., Parker, V., & Higgins, I. (2013). The experience of sleep deprivation in
intensive care patients: Findings from a larger hermeneutic phenomenological
study. Intensive and Critical Care Nursing, 29, 310-316.
doi:10.1016/j.iccn.2013.05.003
Tirgari, V. (2012). Information technology policies and procedures against unstructured
data: A phenomenological study of information technology professionals.
Academy of Information & Management Sciences Journal, 15(2), 87-106.
Retrieved from
https://www.homeworkessaymarket.com/write-my-paper/alliedacademies.org/public/journals/journaldetails.aspx?jid=10
Tomkins, L., & Eatough, V. (2013). The feel of experience: phenomenological ideas for
organizational research. Qualitative Research in Organizations and
Management: An International Journal, 8, 258-275. doi:10.1108/QROM-04-2012-
1060
Tufford, L., & Newman, P. (2012). Bracketing in qualitative research. Qualitative Social
Work, 11, 80-96. doi:10.1177/143325010368316
173
Vagle, M. D. (2009). Validity as intended: “Bursting forth toward” bridling in
phenomenological research. International Journal of Qualitative Studies in
Education, 2, 585-605. doi:10.1080/09518390903048784
Van Manen, M. (2007). Phenomenology of practice. Phenomenology & Practice, 1(1),
11-30. Retrieved from https://ejournals.library.ualberta.ca/index.php/pandpr
Wagstaff, C., & Williams, B. (2014). Specific design features of an interpretative
phenomenological analysis study. Nurse Researcher, 21(3), 8-12. Retrieved from
https://www.homeworkessaymarket.com/write-my-paper/nursing-standard.co.uk/
Whittemore, A. H. (2014). Phenomenology and city planning. Journal of Planning,
Education, and Research, 34, 301-308. doi:10.1177/0739456X14536989
Willis, P. (2001). The “things themselves” in phenomenology. Indo-Pacific Journal of
Phenomenology, 1(1), 1-12. Retrieved from https://www.homeworkessaymarket.com/write-my-paper/ajol.info/indenx.php
Wilson, D., & Washington, G. (2007). Retooling phenomenology: Relevant methods for
conducting research with African American women. Journal of Theory
Construction and Testing, 11, 63-66. Retrieved from http://tuckerpub.com/jtct.htm
174
Pilot Studies
Arain, M., Campbell, M.J., Cooper, C.L., & Lancaster, G.A. (2010). What is a pilot or
feasibility study? A review of current practice and editorial policy. BMC Medical
Research Methodology, 10. doi:10.1186/1471-2288-10-67
Cleary, M., Horsfall, J., & Hayter, M. (2014). Data collection and sampling in qualitative
research: Does size matter? Journal of Advanced Nursing, 70, 473-475.
doi:10.1111/jan.12163
Chenail, R. (2011). Interviewing the investigator: Strategies for addressing
instrumentation and researcher bias concerns in qualitative research. The
Qualitative Report, 16, 255-262. Retrieved from
https://www.homeworkessaymarket.com/write-my-paper/nova.edu/ssss/QR/QR16-1/interviewing
Kim, Y. (2011). The pilot study in qualitative inquiry: Identifying issues and learning
lessons for culturally competent research. Qualitative Social Work, 10, 190-206.
doi:10.1177/1473325010362001
Leon, A.C., Davis, L.L., & Kraemer, H.C. (2011). The role and interpretation of pilot
studies in clinical research. Journal of Psychiatric Research, 45, 626-629.
doi:10.1016/j.jpsychires.2010.10.008
Morin, K. H. (2013). Value of a pilot study. Journal of Nursing Education, 52, 547-548.
doi:10.3928/01484834-20130920-10
Rao, U. (2012). Concepts in sample size determination. Indian Journal of Dental
Research, 23, 660-664. doi:10.4103/0970-9290.107385
Schroder, C., Medves, J., Paterson, M., Vaughan, B., Chapman, C., O’Riordan, A., …
Kelly, C. (2011). Development and pilot testing of the collaborative practice
assessment tool. Journal of Interprofessional Care, 25(3), 189-195.
doi:10.3109/13561820.2010.532620
Secomb, J. M., & Smith, C. (2011). A mixed method pilot study: The researchers’
experiences. Contemporary Nurse: A Journal for the Australian Nursing
Profession, 39, 3-35. Retrieved from https://www.homeworkessaymarket.com/write-my-paper/contemporarynurse.com
Thabane, L., Ma, J., Chu, R., Cheng, J., Ismaila, A., Rios, L.P. & Goldsmith, C.H.
(2010). A tutorial on pilot studies: The what, why and how. BMC Medical
Research Methodology, 10. doi:10.1186/1471-2288-10-1
van Teijlingen, E., & Hundley, V. (2002). The importance of pilot studies. Nursing
Standard, 16(40), 33-36. doi:10.7748/ns2002.06.16.40.33.c3214
175
Qualitative Research Foundation
Alcadipani, R., & Hodgson, D. (2009). By any means necessary? Ethnographic access,
ethics and the critical researcher. Tamara Journal, 7(4), 127-146. Retrieved from
https://www.escholar.manchester.ac.uk
Barnham, C. (2010). Qualis? The qualitative understanding of essence. International Journal of
Marketing Research, 52, 757-773. doi:10.2501/S1470785310201648
Bernard, H. R. (2013). Social research methods: Qualitative and quantitative
approaches (2nd ed.). Thousand Oaks, CA: Sage.
Bertolotti, F., & Tagliaventi, M. R. (2007). Discovering complex interdependencies in
organizational settings: The role of social network analysis in qualitative
research. Qualitative Research in Organizations and Management: An
International Journal, 2(1), 43-46. doi:10.1108/174656407107491261
Carr, W., & Kemmis, S. (1986). Becoming critical. London: Falmer Press.
Chenail, R. J. (2011). Ten steps for conceptualizing and conducting qualitative research
studies in a pragmatically curious manner. Qualitative Report, 16, 1713-1730.
Retrieved from https://www.homeworkessaymarket.com/write-my-paper/nova.edu/
Cherryholmes, C. H. (1992). Notes on pragmatism and scientific realism. Educational
Researcher, 21(6), 13-17. Retrieved from https://www.homeworkessaymarket.com/write-my-paper/educ.ttu.edu
Cox, R. (2012). Teaching qualitative research to practitioner-researchers. Theory into
Practice, 51(2), 129-139. doi:10.1080/00405841.2012.662868
Crescentini, A., & Mainardi, G. (2009), Qualitative research articles: Guidelines,
suggestions, and needs. Journal of Workplace Learning, 21, 431-439.
doi:10.1108/13665620910966820
Cunliffe, A. L. (2011). Crafting qualitative research: Morgan and Smircich 30 years on.
Organizational Research Methods,14, 647-673. doi:10.1177/1094428110373658
Davidson, C. (2009). Imperatives for qualitative research. International Journal of
Qualitative Methods, 8, 36-50. Retrieved from
http://ejournals.library.ualberta.ca/index.php/IJQM/article/view/4205
Denzin, N. K., & Lincoln, Y. S. (2011). The Sage handbook of qualitative research (4th
ed.). Thousand Oaks, CA: Sage
Denzin, N. K. (2009). The research act: A theoretical introduction to sociological
methods. New Brunswick, NJ: AldineTransaction.
176
Ellis, T. J., & Levy, Y. (2008). Framework of problem-based research: A guide for novice
researchers on the development of a research-worthy problem. Informing
Science: the International Journal of an Emerging Transdiscipline, 11, 323-337.
Retrieved from http://inform.nu
Eshlaghy, T. E., Chitsaz, S., Karimian, L., & Charkhchi, R. (2011). A classification of
qualitative research methods. Research Journal of International Studies, 20, 106-
123. Retrieved from https://www.homeworkessaymarket.com/write-my-paper/eurojournals.com/rjis
Fassinger, R., & Morrow, S. L. (2013). Toward best practices in quantitative, qualitative,
and mixed- method research: A social justice perspective. Journal for Social
Action in Counseling & Psychology, 5(2), 69–83. Retrieved from
http://jsacp.tumblr.com/
Gringeri, C., Barusch, A., & Cambron, C. (2013). Examining foundations of qualitative
research: A review of social work dissertations, 2008–2010. Journal of Social
Work Education, 49, 760–773. doi:10.1080/10437797.2013.812910
Guba, E. G., & Lincoln, Y. L. (1994). Competing paradigms in qualitative research. In N.
K. Denzin, & Y. S. Lincoln (Eds.), Handbook of qualitative research (pp. 105-
117). Thousand Oaks, CA: Sage.
Hegney, D., & Chan, T. W. (2010). Ethical challenges in the conduct of qualitative
research. Nurse Researcher, 18(1), 4-7. Retrieved from
nurseresearcher.rcnpublishing.co.uk/
Hodson, R. (1998). Organizational ethnographies: An underutilized resource in the
sociology of work. Social Forces, 76(4), 1173-1208. doi:10.1093/sf/76.4.1173
Hussein, A. (2009). The use of triangulation in social sciences research: Can qualitative
and quantitative methods be combined? Journal of Comparative Social Work, 1,
1-12. Retrieved from http:// www.jcsw.no
Lietz, C. A., & Zayas, L. E. (2010). Evaluating qualitative research for social work
practitioners. Advances in Social Work, 11, 188-202. Retrieved from
http://journals.iupui.edu/index.php/advances
Jackson, J. E. (1990). “I am a fieldnote”: Fieldnotes as a symbol of professional identity.
In R. Sanjek (Ed.), Fieldnotes: The making of anthropology (pp. 3-33). Ithaca:
Cornell University Press.
Jansen, H. (2010). The logic of qualitative survey research and its position in the field of
social research methods. Forum: Qualitative Social Research, 11(2), 1-22.
Retrieved from https://www.homeworkessaymarket.com/write-my-paper/qualitativeresearch.net/index.php/fqs/article/view/1450/2946
177
Johnston, J. (2010). Qualitative research methods. Radiologic Technology, 82(2), 188–
189. Retrieved from https://www.homeworkessaymarket.com/write-my-paper/asrt.org
Kahlke, R. (2014). Generic qualitative approaches: Pitfalls and benefits of
methodological mixology. International Journal of Qualitative Methods, 13, 37-52.
Retrieved from
http://ejournals.library.ualberta.ca/index.php/IJQM/article/view/19590
Kisely, S., & Kendall, E. (2011). Critically appraising qualitative research: A guide for
clinicians more familiar with quantitative techniques. Australasian Psychiatry, 19,
364–367. doi:10.3109/10398562.2011.562508
Kramer-Kile, M. L. (2012). Research column: Situating methodology within qualitative
research. Canadian Journal of Cardiovascular Nursing, 22(4), 27-31. Retrieved
from http://pappin.com/journals/cjcn.php
Logie-MacIver, L., Piacentini, M., & Eadie, D. (2012). Using qualitative methodologies to
understand behaviour change. Qualitative Market Research: An International
Journal, 15, 70–86. doi:10.1108/13522751211192008
Maindonald, J. H. (2011). Qualitative research from start to finish by Robert K. Yin.
International Statistical Review, 79, 499-500. doi:10.1111/j.1751-
5823.2011.00159_20.x
Marcus, G. E. (2002). Beyond Malinowski and after writing culture: On the future of
cultural anthropology and the predicament of ethnography. The Australian
Journal of Anthropology, 13,191-199. doi:10.1111/j.1835-9310.2002.tb00199.x
Marcus, G. E. (1999). What is at stake – and is not – in the idea and practice of multisited
ethnography. Canberra Anthropology, 6-14.
doi:10.1080/03149099909508344
Marshall, C., & Rossman, G. B. (2016). Designing qualitative research (6th ed.).
Thousand Oaks, CA: Sage.
Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded
sourcebook (2nd ed.). Thousand Oaks, CA: Sage.
Mishler, E. G. (1986). Research interviewing: Context and narrative. Cambridge, MA:
Harvard University Press.
Moustakas, C. (1994). Phenomenological research methods. Thousand Oaks, CA:
Sage.
Niaz, M. (2009). Qualitative methodology and its pitfalls in educational research. Quality
and Quantity, 43(4), 535-551. doi:10.1007/s11135-007-9136-9
178
Patton, M. Q. (2002). Qualitative research & evaluation methods. Thousand Oaks, CA:
Sage
Powdermaker, H. (1966). Stranger and friend: The way of an anthropologist. New York:
W.W. Norton.
Richardson, L., & Adams St. Pierre, E. (2008). Writing: A method of inquiry. In N. K.
Denzin, & Y. S. Lincoln (Eds.), Collecting and interpreting qualitative materials
(3rd ed., pp. 473-500). Thousand Oaks, CA: Sage.
Rubin, H. J., Rubin, I. S. (2012). Qualitative interviewing: The art of hearing data (3rd
ed.) Thousand Oaks, CA. Sage.
.
Sangasubana, N. (2011). How to conduct ethnographic research. The Qualitative
Report, 16(2), 567-573. Retrieved from https://www.homeworkessaymarket.com/write-my-paper/nova.edu/ssss/QR
Shenton, A. K. (2004). Strategies for ensuring trustworthiness in qualitative research
projects. Education for Information, 22(2), 63-75. Retrieved from
https://www.homeworkessaymarket.com/write-my-paper/iospress.nl
Sherrod, M. M. (2011). Using multiple methods in qualitative research design. Journal of
Theory Construction and Testing, 10(1), 22-25. doi:425.7544788132
Slevitch, L. (2011). Qualitative and quantitative methodologies compared: Ontological
and epistemological perspectives. Journal of Quality Assurance in Hospitality &
Tourism, 12(1), 73-81. doi:10.1080/1528008X.2011.541810
Snow, D. A., Morrill, C., & Anderson, L. (, 2003). Elaborating analytic ethnography:
Linking fieldwork and theory. Ethnography, 4, 2, 181-200.
doi:10.1177/14661381030042002
Srivastava, A., & Thomson, S. B. (2009). Framework analysis: A qualitative
methodology for applied policy research. Journal of Administration and
Governance, 4(2), 72-79. Retrieved from https://www.homeworkessaymarket.com/write-my-paper/joaag.com/Home_Page.php
Tewksbury, R. (2009). Qualitative versus quantitative methods: Understanding why
qualitative methods are superior for criminology and criminal justice. Journal of
Theoretical and Philosophical Criminology, 1, 38-58. Retrieved from
https://www.homeworkessaymarket.com/write-my-paper/jtprcrim.org
Verdinelli, S. (2013). Data display in qualitative research. International Journal of
Qualitative Methods, 12, 359-381. Retrieved from ejournals.library.ualberta.ca
Wengraf, T. (2001). Qualitative research interviewing: biographic narratives and semistructured
methods. Thousand Oaks, CA. Sage.
179
Whyte, W. F. (1955). Street corner society (2nd ed.). Chicago: University of Chicago
Press.
Wolcott, H. F. (2002). Sneaky kid and its aftermath: Ethics and intimacy in fieldwork.
Walnut Creek, CA: AltaMira Press.
Wolcott, H. F. (2004). The ethnographic autobiography. Auto/Biography 12, 93-106.
doi:10.1191/0967550704ab004oa
Wolcott, H. F. (2005). The art of fieldwork. (2nd ed). Walnut Creek, Calif: AltaMira.
(Seminal work in ethnography)
Wolcott, H. F. (2008). Ethnography: A way of seeing. Lanham, MD: AltaMira Press.
Wolcott, H. F. (2009). Writing up qualitative research. Thousand Oaks, Calif: Sage
Wolcott, H. F. (2010). Ethnography lessons: A primer. Walnut Creek, Calif: Left Coast
Press, Inc.
Yilmaz, K. (2013). Comparison of quantitative and qualitative research traditions:
Epistemological, theoretical, and methodological differences. European Journal
of Education, 48, 311-325. doi:10.1111/ejed.12014
Yin, R. K. (2012). Applications of case study research (3rd ed.). Thousand Oaks, CA:
Sage.
Yin, R. K. (2014). Case study research: designs and methods (5th ed.). Thousand
Oaks, CA: Sage.
180
Qualitative and Quantitative Sources
Frankfort-Nachmias, C., & Nachmias, D. (2008). Research methods in the social
sciences (7th ed.). New York, NY: Worth Publishers.
Adams, J., Broom, A., & Jennaway, M. (2012). Qualitative methods in research: One
framework for future inquiry. Journal of Manipulative and Physiological
Therapeutics, 18(3), 55-60. Retrieved from https://www.homeworkessaymarket.com/write-my-paper/jmptonline.org
Ahmed, S. P., & Ahmed, M. T. Z. (2014). Qualitative research: A decisive element to
epistemological & ontological discourse. Journal of Studies in Social Sciences, 8,
298-313. Retrieved from https://www.homeworkessaymarket.com/write-my-paper/infinitypress.info/index.php/jsss/index
Alasuutari, P. (2010). The rise and relevance of qualitative research. International
Journal of Social Research Methodology, 13, 139-155.
doi:10.1080/13645570902966056
Allwood, C. M. (2012). The distinction between qualitative and quantitative research
methods is problematic. Quality and Quantity, 46, 1417-1429.
doi:10.1007/s11135-011-9455-8
Amitabh, M., & Gupta, R. K. (2010). Research in strategy-structure-performance
construct: Review of trends, paradigms and methodologies. Journal of
Management and Organization, 16, 744-763. Retrieved from http://jmo.econtentmanagement.com/
Arghode, V. (2012). Qualitative and quantitative research: Paradigmatic differences.
Global Education Journal, 2012(4), 155-163. Retrieved from
http://franklinpublishing.net/globaleducation.html
Astalin, P. K. (2013). Qualitative research designs: A conceptual framework.
International Journal of Social Science and Interdisciplinary Research 2(1), 118-
124. Retrieved from https://www.homeworkessaymarket.com/write-my-paper/indianresearchjournals.com.
Bailey, L. F. (2014). The origin and success of qualitative research. International Journal
of Market Research, 56, 167-184. doi:10.2501/ijmr-2014-013
Bansal, P., & Corley, K. (2011). The coming of age for qualitative research: Embracing
the diversity of qualitative methods. Academy of Management Journal, 54, 233-
237. doi:10.5465/AMJ.2011.60262792
Bansal, P., & Corley, K. (2012). Publishing in AMJ- part 7: What’s different about
qualitative research? Academy of Management Journal, 55, 509-513.
doi:10.5465/amj.2012.4003
181
Barnham, C. (2012). Separating methodologies. International Journal of Market
Research, 54, 736-738. doi:10.2501/IJMR-54-6-736-738
Bleijenbergh, I., Korzilius, H., & Verschuren, P. (2011). Methodological criteria for the
internal validity and utility of practice oriented research. Quality and Quantity, 45,
145-156. doi:10.1007/s11135-010-9361-5
Bloomer, M. J., Cross, W., Endacott, R., O’Connor, M., & Moss, C. (2012). Qualitative
observation in a clinical setting: Challenges at end of life. Nursing and Health
Sciences, 14, 25-31. doi:10.1111/j.1442-2018.2011.00653.x
Borrego, M., Douglas, E. P., & Amelink, C. T. (2011). Quantitative, qualitative, and
mixed research methods in engineering education. Journal of Engineering
Education, 41, 153-166. Retrieved from https://www.homeworkessaymarket.com/write-my-paper/jee.org
Bristowe, K., Selman, L., & Murtagh, F. E. (2015). Qualitative research methods in renal
medicine: An introduction. Nephrology Dialysis Transplantation, 30, 1424-1431.
doi:10.1093/ndt/gfu410
Bytheway, A. (2013). Qualitative research without money: Experiences with a homegrown
qualitative content analysis tool. The Journal of Community Informatics,
9(4). Retrieved from http://ci-journal.net/index.php/ciej/article/view/978/1058
Cairney, P., & St Denny, E. (2015). Reviews of what is qualitative research and what is
qualitative interviewing. International Journal of Social Research Methodology:
Theory and Practice, 18, 117-125. doi:10.1080/13645579.2014.957434
Carrera-Fernandez, M. J., Guardia-Olmos, J., & Pero-Cebollero, M. (2013). Qualitative
research in psychology: Misunderstandings about textual analysis. Quality &
Quantity, 47, 1589-1603. doi:10.1007/s11135-011-9611-1
Carus, A. W., & Oglivie, S. (2009). Turning qualitative into quantitative evidence: A wellused
method made explicit. The Economic History Review, 62, 893-925.
doi:10.1111/j.1468-0289.2009.00486.x
Camfield, L., & Palmer-Jones, R. (2013). Improving the quality of development
research: What could archiving qualitative data for reanalysis and revisiting
research sites contribute? Progress in Development Studies, 13, 323-328.
doi:10.1177/1464993413490481
Castellan, C. M. (2010). Quantitative and qualitative research: A view for clarity.
International Journal of Education, 2(2), 1-14. Retrieved from http://
www.macrothink.org/journal/index.php/ije/article/download/446/361
182
Cheu-Jey, G. L. (2012). Reconsidering constructivism in qualitative research.
Educational Philosophy and Theory, 44, 403-412. 10.1111/j.1469-
5812.2010.00720.x
Cleary, M., Horsfall, J., & Hayter, M. (2014). Qualitative research: Quality results?
Journal of Advanced Nursing, 70, 711-713. doi:10.1111/jan.12172
Cokley, K., & Awad, G. H. (2013). In defense of quantitative methods: Using the
“master’s tools” to promote social justice. Journal for Social Action in Counseling
and Psychology, 5(2), 26-41. Retrieved from http://jsacp.tumblr.com/
Cole, C., Chase, S., Couch, O., & Clark, M. (2011). Research methodologies and
professional practice: Considerations and practicalities. Electronic Journal of
Business Research Methods, 9(2), 141-151. Retrieved from http://
www.ejbrm.com
Cope, D. G. (2014). Methods and meanings: Credibility and trustworthiness of
qualitative research. Oncology Nursing Forum, 41, 89-91.
doi:10.1188/14.ONF.89-91
Corley, K. (2011). The coming of age for qualitative research: Embracing the diversity of
qualitative methods. Academy of Management Journal, 54, 233-237.
doi:10.5465/AMJ.2011.60262792
Cox, R. (2012). Teaching qualitative research to practitioner-researchers. Theory into
Practice, 51(2), 129-139. doi:10.1080/00405841.2012.662868
DeForge, B. R. (2010). Research design principles. In Neil Salkind (Ed.), Encyclopedia
of research design (Vol. 3, p. 1252). Los Angeles, CA: Sage
Echambadi, R., Campbell, B., & Agarwal, R. (2012). Encouraging best practice in
quantitative management research: An incomplete list of opportunities. Journal of
Management Studies, 23, 801-820. doi:10.1111/j.1467-6486.2006.00660.x
Erickson, F. (2012). Qualitative research methods for science education. Second
International Handbook of Science Education, 24, 1451-1469. doi:10.1007/978-1-
4020-9041-7_93
Erlingsson, C., & Brysiewicz, P. (2013). Orientation among multiple truths: An
introduction to qualitative research. African Journal of Emergency Medicine, 3,
92-99. 10.1016/j.afjem.2012.04.005
Eshlaghy, T. E., Chitsaz, S., Karimian, L., & Charkhchi, R. (2011). A classification of
qualitative research methods. Research Journal of International Studies, 20, 106-
123. Retrieved from https://www.homeworkessaymarket.com/write-my-paper/eurojournals.com/rjis
183
Fassinger, R., & Morrow, S. L. (2013). Toward best practices in quantitative, qualitative,
and mixed- method research: A social justice perspective. Journal for Social
Action in Counseling & Psychology, 5(2), 69-83. Retrieved from
http://jsacp.tumblr.com/
Fisher, W. P., Jr., & Stenner, A. J. (2011). Integrating qualitative and quantitative
research approaches via the phenomenological method. International Journal of
Multiple Research Approaches, 5, 85-99. doi:10.5172/mra.2011.5.1.89
Frankfort-Nachmias, C., & Nachmias, D. (2008). Research methods in the social
sciences (7th ed.). New York, NY: Worth Publishers
Frels, R. K., & Onwuegbuzie, A. J. (2013). Administering quantitative instruments with
qualitative interviews: A mixed research approach. Journal of Counseling and
Development, 91(2), 184-194. doi:10.1002/j.1556-6676.2013.00085.x
Freshwater, D., Cahill, J., Walsh, E., & Muncey, T. (2010). Qualitative research as
evidence: Criteria for rigour and relevance. Journal of Research in Nursing, 15,
497-508. doi:10.1177/1744987110385278
Gergen, J., Josselson, R., & Freeman, M. (2015). The promises of qualitative inquiry.
American Psychologist, 70(1), 1-9. doi:10.1037/a0038597
Gerring, J. (2011). How good is enough? A multidimensional, best-possible standard for
research design. Political Research Quarterly, 64, 625-636.
doi:10.1177/1065912910361221
Gibson, J. W. (2010). A winning combination for business researchers: A review of
qualitative methods in business research. The Qualitative Report, 15(4), 1012-
1015. Retrieved from https://www.homeworkessaymarket.com/write-my-paper/nova.edu/ssss/QR/QR15-4/eriksson
Gibson, S., Benson, O., & Brand, S. L. (2013). Talking about suicide confidentiality and
anonymity in qualitative research. Nursing Ethics, 20, 18-29.
doi:10.1177/0969733012452684
Gioia, D. A., Corley, K. G., & Hamilton, A. L. (2012). Seeking qualitative rigor in
inductive research: Notes on the Gioia methodology. Organizational Research
Methods, 16, 15-31. doi:10.1177/1094428112452151
Goertz, G., & Mahoney, J. (2012). Methodological Rorschach tests: Contrasting
interpretations in qualitative and quantitative research. Comparative Political
Studies, 46, 236-251. doi:10.1177/0010414012466376
Goffin, K., Raja, J. Z., Claes, B., Szwejczewski, M., & Martinez, V. (2012). Rigor in
qualitative supply chain management research. International Journal of Physical
184
Distribution & Logistics Management, 42, 804-827.
doi:10.1108/09600031211269767
Gringeri, C., Barusch, A., & Cambron, C. (2013). Epistemology in qualitative social work
research: A review of published articles, 2008-2010. Social Work Research, 37,
55-63. doi:10.1093/swr/svs032
Grossoehme, D. H. (2014). Overview of qualitative research. Journal of Health Care
Chaplaincy, 20(3), 109-122. doi:10.1080/08854726.2014.925660
Guercini, S. (2014). New qualitative research methodologies in management.
Management Decision, 52, 662-674. doi:10.1108/MD-11-2013-0592
Hazzan, O., & Nutov, L. (2014). Teaching and learning qualitative research: Conducting
qualitative research. Qualitative Report, 19, 1-29. Retrieved from
https://www.homeworkessaymarket.com/write-my-paper/nova.edu/ssss/QR/QR19/hazzan1
Hossain, D. M. (2011, September). Qualitative research process. Postmodern
Openings, 7, 143-156. Retrieved from http://postmodernopenings.com
Humphrey, C. (2014). Qualitative research-mixed emotions. Qualitative Research in
Accounting & Management, 11, 51-70. doi:10.1108/QRAM-03-2014-0024
Ihantola, E. M, & Kihn, L. A. (2011). Threats to validity and reliability in mixed methods
accounting research. Qualitative Research in Accounting and Management, 8(1),
39-58. doi:10:1108/11766091111124694
Isaacs, A. N. (2014). An overview of qualitative research methodology for public health
researchers. International Journal of Medicine & Public Health, 4, 318-323.
doi:10.4103/2230-8598.144055
Johnson, B. C., Dunlap, E., & Benoit, E. (2010). Organizing mountains of words for data
analysis, both qualitative and quantitative. Substance Use & Misuse, 45, 648-
670. doi:10.3109/10826081003594757
Kelemen, M., & Rumens, N. (2012). Pragmatism and heterodoxy in organization
research: Going beyond the quantitative/qualitative divide. International Journal
of Organizational Analysis, 20, 5-12. doi:10.1108/19348831211215704
Kemparaj, U., & Chavan, S. (2013). Qualitative research: A brief description. Indian
Journal of Medical Sciences, 67(3), 89-98. doi:10.4103/0019-5359. 121127
Kisely, S., & Kendall, E. (2011). Critically appraising qualitative research: A guide for
clinicians more familiar with quantitative techniques. Australasian Psychiatry, 19,
364-367. doi:10.3109/10398562.2011.562508
185
Kozlowski, S. W. J., Chao, G. T., Grand, J. A., Braun, M. T., & Kuljanin, G. (2013).
Advancing multilevel research design: Capturing the dynamics of emergence.
Organizational Research Methods, 16, 581-615. doi:10.1177/1094428113493119
Krivokapic-Skoko, B., & ONeill, G. (2011). Beyond the qualitative quantitative
distinction: Some innovation methods for business and management research.
International Journal of Multiple Research Approaches, 5, 290-300.
doi:10.5172/mra.2011.5.3.290
Labaree, D. F. (2011). The lure of statistics for educational researchers. Educational
Theory, 61, 621-632. doi:10.1111/j.1741-5446.2011.00424.
Logie-MacIver, L., Piacentini, M., & Eadie, D. (2012). Using qualitative methodologies to
understand behaviour change. Qualitative Market Research: An International
Journal, 15, 70-86. doi:10.1108/13522751211192008
Malagon-Maldonado, G. (2014). Qualitative research in health design. HERD: Health
Environments Research & Design Journal, 7(4), 120-134.
doi:10.1177/193758671400700411
Michell, J. (2011). Qualitative research meets the ghost of Pythagoras. Theory &
Psychology, 21, 241-259. doi:10.1177/0959354310391351
Nalbone, D. P. (2012). A quantitative look at a new qualitative methodology.
PsycCRITIQUES, 57, 329-335. doi:10.1037/a0026557
Nicholls, D. (2009). Qualitative research: Part two—methodologies. International
Journal of Therapy and Rehabilitation, 16, 586-592. Retrieved from
https://www.homeworkessaymarket.com/write-my-paper/ijtr.co.uk
Pathak, V., Jena, B., & Kalra, S. (2013). Qualitative research. Perspectives in Clinical
Research, 4(3), 192. doi:10.4103/2229-3485.115389
Petty, N. J., Thomson, O. P., & Stew, G. (2012). Ready for a paradigm shift? Part 2:
Introducing qualitative research methodologies and methods. Manual Therapy,
17, 378-384. doi:10.1016/j.math.2012.03.004
Polit, D. F., & Beck, C. T. (2010). Generalization in quantitative and qualitative research:
Myths and strategies. International Journal of Nursing Studies, 47, 1451-1458.
doi:10.1016/j.ijnurstu.2010.06.004
Plowman, D. A., & Smith, A. D. (2011). The gendering of organizational research
methods. Qualitative Research in Organizations and Management, 6(1), 64-82.
doi:10.1108/17465641111129399
Poortman, C. C., & Schildkamp, K. K. (2012). Alternative quality standards in qualitative
research? Quality & Quantity, 46, 1727-1751. doi:10.1007/s11135-011-9555-5
186
Reeves, S., Kuper, A., Hodges, B.D. (2008). Qualitative research: Qualitative research
methodologies: Ethnography. BMJ, 337, 511-514. doi:10.1136/bmj.a1020
Roulston, K. (2010). Considering quality in qualitative interviewing. Qualitative
Research, 10(2), 199-202. doi:10.1177/1468794109356739
Sargeant, J. (2012). Qualitative research part II: Participants, analysis, and quality
assurance. Journal of Graduate Medical Education, 4(1), 1-3. doi:10.4300/JGMED-11-00307.1
Secomb, J. M., & Smith, C. (2011). A mixed method pilot study: The researchers’
experiences. Contemporary Nurse: A Journal for the Australian Nursing
Profession, 39, 31-35. Retrieved from https://www.homeworkessaymarket.com/write-my-paper/contemporarynurse.com
Sarma, S. K. (2015). Qualitative research: Examining the misconceptions. South Asian
Journal of Management, 22, 176-191. Retrieved from https://www.homeworkessaymarket.com/write-my-paper/sajm-amdisa.org
Simpson, S. H. (2011). Demystifying the research process: Mixed methods. Pediatric
Nursing, 37(1), 28-29. Retrieved from https://www.homeworkessaymarket.com/write-my-paper/pediatricnursing.net
Slevitch, L. (2011). Qualitative and quantitative methodologies compared: Ontological
and epistemological perspectives. Journal of Quality Assurance in Hospitality &
Tourism, 12(1), 73-81. doi:10.1080/1528008X.2011.541810
Smythe, L. (2012). Discerning which qualitative approach fits best. New Zealand
College of Midwives, 46, 5-12. Retrieved from https://www.homeworkessaymarket.com/write-my-paper/midwife.org.nz
Swafford, L. G. (2014). Elements and evaluation of qualitative research. Radiation
Therapist, 23(1), 90-91. Retrieved from https://www.homeworkessaymarket.com/write-my-paper/asrt.org/
Terrell, S. R. (2012). Mixed-methods research methodologies. The Qualitative Report,
17(1), 254-280. Retrieved from https://www.homeworkessaymarket.com/write-my-paper/nova.edu/ssss/QR/QR17-1/terrell
Thamhain, H. J. (2014). Assessing the effectiveness of quantitative and qualitative
methods for R&D project proposal evaluations. Engineering Management
Journal, 26(3), 3-12. Retrieved from https://www.homeworkessaymarket.com/write-my-paper/asem.org/asemweb-emj.html
Thomas, R. (2012). Five ways of doing qualitative analysis: Phenomenological
psychology, grounded theory, discourse analysis, narrative research, and
intuitive inquiry. British Journal of Psychology, 103, 291-292.
doi:10.1111/j.20448295.2012.02104.x
Toloie-Eshlaghy, A., Chitsaz, S., Karimian, L., & Charkhchi, R. (2011). A classification of
qualitative research methods. Research Journal of International Studies, 20, 106-
123. Retrieved from http://kgma.kz/en/2748.html
187
Tracy, S. J. (2010). Qualitative quality: Eight “big-tent” criteria for excellent qualitative
research. Qualitative Inquiry, 16, 837-851. doi:10.1177/1077800410383121
Tuli, F. (2010). The basis of distinction between qualitative and qualitative research in
social science: Reflection on ontological, epistemological and methodological
perspectives. Ethiopian Journal of Education and Science, 6(1), 97-108.
Retrieved from
https://www.homeworkessaymarket.com/write-my-paper/ajol.info/index.php/ejesc/article/download/65384/53078
Wahyuni, D. (2012). The research design maze: Understanding paradigms, cases,
methods and methodologies. Journal of Applied Management Accounting
Research, 10(1), 69-80. Retrieved from https://www.homeworkessaymarket.com/write-my-paper/cmawebline.org/jamar
Waite, D. (2014). Teaching the unteachable: Some issues of qualitative research
pedagogy. Qualitative Inquiry, 20, 267-281. doi:10.1177/1077800413489532
Watkins, D. C. (2012). Qualitative research: The importance of conducting research that
doesn’t count. Health Promotion Practice, 13, 153-158.
doi:10.1177/1524839912437370
Westerman, M. A., & Yanchar, S. C. (2011). Changing the terms of the debate:
Quantitative methods in explicitly interpretive research. Theory & Psychology,
21(2), 139-154. doi:10.1177/0959354310393565
White, J., & Drew, S. (2011). Collecting data or creating meaning? Qualitative Research
Journal, 11(1), 3-12. doi:10.3316/ARJ1101003
White, D. E., Oelke, N. D., & Friesen, S. (2012). Management of a large qualitative data
set: Establishing trustworthiness of the data. International Journal of Qualitative
Methods, 11, 244-258. Retrieved from
http://ejournals.library.ualberta.ca/index.php/IJQM/article/view/9883
Wiles, R., Crow, G., & Pain, H. (2011). Innovation in qualitative research methods: A
narrative review. Qualitative Research, 11, 587-604.
doi:10.1177/1468794111413227
Woodside, A. G. (2010). Bridging the chasm between survey and case study research:
Research methods for achieving generalization, accuracy, and complexity.
Industrial Marketing Management, 39(1), 64-75.
doi:10.1016/j.indmarman.2009.03.017
Wuest, J. (2011). Are we there yet? Positioning qualitative research differently.
Qualitative Health Research, 21, 875-883. doi:10.1177/1049732311401424
188
Yilmaz, K. (2013). Comparison of quantitative and qualitative research traditions:
Epistemological, theoretical, and methodological differences. European Journal
of Education, 48, 311-325. doi:10.1111/ejed.12014
189
Reliability, Validity, Transferability, and Generalizability Sources
Abowitz, D. A., & Toole, T. M. (2010). Mixed methods research: Fundamental issues of
design, validity, and reliability in construction research. Journal of Construction
Engineering & Management, 136(1), 108-116. doi:10.1061/(ASCE)CO.1943-
7862.0000026
Ali, A. M., & Yusof, H. (2011). Quality in qualitative studies: The case of validity,
reliability and generalizability. Issues in Social and Environmental Accounting,
5(1/2), 25-64. Retrieved from http://isea.icseard.uns.ac.id
Amerson, R. (2011). Making a case for the case study method. Journal of Nursing
Education, 50, 427-428. doi:10.3928.01484834-20110719-01
Andrade, A. D. (2009). Interpretive research aiming at theory building: Adopting and
adapting the case study design. The Qualitative Report, 14(1), 42-60. Retrieved
from https://www.homeworkessaymarket.com/write-my-paper/nova.edu/ssss/QR/QR14-1/diaz-andrade
Anney, V. (2014). Ensuring the quality of the findings of qualitative research: Looking at
trustworthiness criteria. Journal of Emerging Trends in Educational Research and
Policy Studies, 5, 272-281. Retrieved from
http://jeteraps.scholarlinkresearch.com
Aravamudhan, N. R., & Krishnaveni, R. (2015). Establishing and reporting content
validity evidence of training and development capacity building scale (TDCBS).
Management Journal of Contemporary Management Issues, 20(1), 131-158.
Retrieved from http://hrcak.srce.hr/management
Aust, F., Diedenhofen, B., Ullrich, S., & Musch, J. (2013). Seriousness checks are
useful to improve data validity in online research. Behavior Research Methods
(Online), 45, 527-35. doi:10.3758/s13428-012-0265-2
Azham, A., & Hamidah, Y. (2011). Quality in qualitative studies: The case of validity,
reliability and generalizability. Issues in Social & Environmental Accounting,
5(1/2), 25-64. Retrieved from http://isea.icseard.uns.ac.id
Bekhet, A. K., & Zauszniewski, J. A. (2012). Methodological triangulation: An approach
to understanding data. Nurse Researcher, 20(2), 40-43. Retrieved from
https://www.homeworkessaymarket.com/write-my-paper/nursing-standard.co.uk
Bisman, J. (2010). Postpositivism and accounting research: A personal primer on critical
realism. Australasian Accounting Business & Finance Journal, 4(4), 3-25.
Retrieved from http://ro.uow.edu.au
190
Bleijenbergh, I., Korzilius, H., & Verschuren, P. (2011). Methodological criteria for the
internal validity and utility of practice oriented research. Quality and Quantity,
45(1), 145-156. doi:10.1007/s11135-010-9361-5
Bouckenooghe, D., Clercq, D. D., Willem, A., & Buelens, M. (2007). An assessment of
validity in entrepreneurship research. The Journal of Entrepreneurship , 16(2),
147-171. doi: 10.1177/097135570701600202
Brahma, S. S. (2009). Assessment of construct validity in management research: A
structured guideline. Journal of Management Research, 9, 59-71. Retrieved from
https://www.homeworkessaymarket.com/write-my-paper/indianjournals.com/ijor.aspz?target=ijor:jmr&type=home
Branthwaite, A., & Patterson, S. (2011). The power of qualitative research in the era of
social media. Qualitative Market Research, 14, 430-440.
doi:10.1108/13522751111163245
Brod, M., Tesler, L. E., & Christiansen, T. L. (2009). Qualitative research and content
validity: Developing best practices based on science and experience. Quality of
Life Research, 18, 1263-1278. doi:10.1007/s11136-009-9540-9
Burchett, H. E., Mayhew, S. H., Lavis, J. N., & Dobrow, M. J. (2013). When can
research from one setting be useful in another? Understanding perceptions of the
applicability and transferability of research. Health Promotion International, 28,
418-430. doi:10.1093/heapro/das026
Burghardt, G. M., Bartmess-LeVasseur, J. N., Browning, S. A., Morrison, K. E., Stec, C.
L., Zachau, C. E., & Freeberg, T. M. (2012). Perspectives – minimizing observer
bias in behavioral studies: A review and recommendations. Ethology, 118, 511-
517. doi:10.1111/j.1439-0310.2012.02040.x
Cahoon, M. V., Bowler, J. L., & Bowler, M. C. (2012). A reevaluation of assessment
center construct-related validity. International Journal of Business and
Management, 7(9), 3-19. doi:10.5539/ijbm.v7n9p3
Chenail, R. J. (2010). Getting specific about qualitative research generalizability.
Journal of Ethnographic and Qualitative Research, 5(1), 1-11. Retrieved from
https://www.homeworkessaymarket.com/write-my-paper/jeqr.org
Cho, J., & Trent, A. (2011). Validity in qualitative research revisited. Qualitative
Research, 6, 319-340. doi:10.1177/1468794106065006
Cook, K. E. (2012). Reliability assessments in qualitative health promotion research.
Health Promotion International, 27, 90-101. doi:10.1093/heapro/dar027
191
Crowson, H. M. (2009). Does the DOG scale measure dogmatism? Another look at
construct validity. The Journal of Social Psychology, 149, 265-283.
doi:10.3200/SOCP.149.3.365-383
Da Mota Pedrosa, A., Näslund, D., & Jasmand, C. (2012). Logistics case study based
research: Towards higher quality. International Journal of Physical Distribution &
Logistics Management, 42, 275-295. doi:10.1108/09600031211225963
Donatelli, R. E., & Lee, S. J. (2013). How to report reliability in orthodontic research:
Part 1. American Journal of Orthodontics and Dentofacial Orthopedics, 144(1),
156-161. doi:10.1016/j.ajodo.2013.03.014
Dressman, M., McCarthey, S., & Prior, P. (2011). Generalizability or a thousand points
of light? The promises and dilemmas of qualitative literacy research. Research in
the Teaching of English, 45, 349-352. Retrieved from https://www.homeworkessaymarket.com/write-my-paper/ncte.org
Drost, E. A. (2011). Validity and reliability in social science research. Education
Research and Perspectives, 38(1), 105-124. Retrieved from
https://www.homeworkessaymarket.com/write-my-paper/education.uwa.edu.au/research/journal
El Hussein, M., Jakubec, S. L., & Osuji, J. (2015). Assessing the FACTS: A mnemonic
for teaching and learning the rapid assessment of rigor in qualitative research
studies. The Qualitative Report, 20, 1182-1184. Retrieved from
http://nsuworks.nova.edu/tqr/vol20/iss8/3
Elo, S., Kaariainen, M., Kanste, O., Polkki, T., Utriainen, K., & Kyngas, H. (2014,
January-March). Qualitative content analysis: A focus on trustworthiness. SAGE
Open, 1-10. doi:10.1177/2158244014522633
Feldt, R. C., & Koch, C. (2011). Reliability and construct validity of the college student
stress scale. Psychological Reports, 108, 660-666.
doi:10.2466/02.08.13.16.PRO.108.2.660-666
Gheondea-Eladi, A. (2014). Is qualitative research generalizable? Journal of Community
Positive Practices, 14(3), 114-124. Retrieved from http://jppc.ro/?lang=en
Gibbert, M., & Ruigrok, W. (2010). The what and how of case study rigor: Three
strategies based on published work. Organizational Research Methods, 13, 710-
737. doi:10.1177/1094428109351319
Gibbert, M., Ruigrok, W., & Wicki, B. (2008). What passes as a rigorous case study?
Strategic Management Journal, 29, 1465-1474. Retrieved from
http://smj.strategicmanagement.net/
192
Golafshani, N. (2003). Understanding reliability and validity in qualitative research. The
Qualitative Report, 8, 597-607. Retrieved from
https://www.homeworkessaymarket.com/write-my-paper/nova.edu/ssss/QR/QR8-4/golafshani
Green, L. W., & Glasgow, R. E. (2006). Evaluating the relevance, generalization, and
applicability of research: Issues in external validation and translation
methodology. Evaluation & the Health Professions, 29(1), 126-153.
doi:10:1177/0163278705284445
Hodges, N. (2011). Qualitative research: A discussion of frequently articulated qualms
(FAQs). Family and Consumer Sciences Research Journal, 40, 90-92.
doi:10.1111/j.1552-3934.2011.02091.x
Holloway, I., Brown, L., & Shipway, R. (2010). Meaning not measurement: Using
ethnography to bring a deeper understanding to the participant experience of
festivals and events. International Journal of Event and Festival Management,
1(1), 74-85. doi:10.1108/17852951011029315
Houghton, C., Casey, D., Shaw, D., & Murphy, K. (2013). Rigour in qualitative casestudy
research. Nurse Researcher, 20(4), 12-17.
doi:10.7748/nr2013.03.20.4.12.e326
Humble, A. M. (2009). Technique triangulation for validation in directed content
analysis.International Institute for Qualitative Methodology, 8(3), 34-51. Retrieved
from
http://ejournals.library.ualberta.ca/index.php/IJQM/article/viewFile/1480/5586
Ihantola, E. M, & Kihn, L. A. (2011). Threats to validity and reliability in mixed methods
accounting research. Qualitative Research in Accounting and Management, 8(1),
39-58. doi:10:1108/11766091111124694
Jensen, H. I., Ammentorp, J., Erlandsen, M., & Ording, H. (2012). End of life practices in
Danish ICUs: Development and validation of a questionnaire. BMC
Anesthesiology, 12(1), 16-22. doi:10.1186/1471-2253-12-16
Kane, M. (2012). All validity is construct validity. Or is it? Measurement, 10(1/2), 66-70.
doi:10.1080/15366367.2012.681977
Kelemen, M., & Rumens, N. (2012). Pragmatism and heterodoxy in organization
research: Going beyond the quantitative/qualitative divide. International Journal
of Organizational Analysis, 20, 5-12. doi:10.1108/19348831211215704
Kihn, L. & Ihantola, E. (2015). Approaches to validation and evaluation in qualitative
studies of management accounting. Qualitative Research in Accounting &
Management, 12(3), 230-255. doi:10.1109/QRAM-03-2013-0012
193
Kornbluh, M. (2015). Combatting challenges to establishing trustworthiness in
qualitative research. Qualitative Research in Psychology, 12, 397-414.
doi:10.1080/14780887.2015.1021941
Krippendorff, K. (2011). Agreement and information in the reliability of coding.
Communications Methods & Measures, 5(2), 93-112.
doi:10.1080/19312458.2011568376
Larsson, S. (2009) A pluralist view of generalization in qualitative research. International
Journal of Research & Method in Education, 32(1), 25-38.
doi:10.1080/17437270902759931
Lasch, K. E., Marquis, P., Vigneux, M., Abetz, L., Arnould, B., Bayliss, M., Crawford, B.,
& Rosa, K. (2010). PRO development: Rigorous qualitative research as the
crucial foundation. Quality of Life Research, 19, 1087-1096. doi:10.1007/s11136-
010-9677-6
Molina-Azorin, J. F. (2011). The use and added value of mixed methods in management
research. Journal of Mixed Methods Research, 5(1), 7-24.
doi:10.1177/1558689810384490
Morse, J. M., Barrett, M., Mayan, M., Olson, K., & Spiers, J. (2002). Verification
strategies for establishing reliability and validity in qualitative research.
International Journal of Qualitative Methods, 1(2), 13-22. Retrieved from
http://ejournals.library.ualberta.ca/index.php/IJQM/index
Nakkeeran, N., & Zodpey, S. P. (2012). Qualitative research in applied situations:
Strategies to ensure rigor and validity. Indian Journal of Public Health, 56(1), 4-
11. doi:10.10.4103/0019-557X.96949
Noble, H., & Smith, J. (2015). Issues of validity and reliability in qualitative research.
Evidence-Based Nursing, 18(2), 34-35. doi:10.1136/eb-2015-102054
Oleinik, A. (2011). Mixing quantitative and qualitative content analysis: Triangulation at
work. Quality and Quantity, 45, 859-873. doi:10.1007/s11135-010-9399-4
Oliphant, G. C., Hansen, K., & Oliphant, B. J. (2008). Predictive validity of a behavioral
interview technique. Marketing Management Journal, 18(2), 93-105. Retrieved
from https://www.homeworkessaymarket.com/write-my-paper/mmaglobal.org
Oluwatayo, J. A. (2012). Validity and reliability issues in education research. Journal of
Educational and Social Research, 2, 391-399. doi:10.5901/jesr.2012.v2n2.391
Onwuegbuzie, A. J., & Leech, N. L. (2007). Validity and qualitative research: An
oxymoron? Quality & Quantity: International Journal of Methodology, 41, 233-
249. doi:10.1007/s11135-006-9000-3
194
Pearson, M., & Coomber, R. (2010). The challenge of external validity in policy-relevant
systematic reviews: A case study from the field of substance misuse. Addiction,
105(1), 136-145. doi:10.1111/j.1360-0443.2009.02713.x
Polit, D. F., & Beck, C. T. (2010). Generalization in quantitative and qualitative research:
Myths and strategies. International Journal of Nursing Studies, 47, 1451-1458.
doi:10.1016/j.ijnurstu.2010.06.004
Rennie, D. L. (2012). Qualitative research as methodical hermeneutics. Psychological
Methods, 17, 385-398. Retrieved from https://www.homeworkessaymarket.com/write-my-paper/psycnet.apa.org
Riege, A. M. (2003). Validity and reliability tests in case study research: A literature
review with “hands-on” applications for each research phase. Qualitative Market
Research: An International Journal, 6(2), 75-86.
doi:10.1108/13522750310470055
Rocha Pereira, H. (2012). Rigour in phenomenological research: Reflections of a novice
nurse researcher. Nurse Researcher, 19(3), 16-19. Retrieved from http://nurse
researcher.rcnpublishing.co.uk
Roe, B. E., & Just, D. R. (2009). Internal and external validity in economics research:
Tradeoffs between experiments, field experiments, natural experiments, and field
data. American Journal of Agricultural Economics, 91, 1266-1271.
doi:10.1111/j.14678276.2009.01295.x.
Rossiter, J. R. (2008). Content validity of measures of abstract constructs in
management and organizational research. British Journal of Management, 19,
380-388. doi:10.1111/j.1467-8551.2008.00587.x
Shadish, W. R. (2011). The truth about validity. New Directions for Evaluation,
2011(130), 107-117. doi:10.1002/ev.369
Slater, S., & Yani-de-Soriano, M. (2010). Researching consumers in multicultural
societies: Emerging methodological issues. Journal of Marketing Management,
26, 1143-1160. doi:10.1080/0267257X.2010.509581
Slone, D. J. (2009). Visualizing qualitative information. The Qualitative Report, 14, 489-
497. Retrieved from https://www.homeworkessaymarket.com/write-my-paper/nova.edu/ssss/QR/QR14-3/slone
Soter, A. O., Connors, S. P., & Rudge, L. (2012). Use of coding manual when providing
a meta-interpretation of internal-validity mechanisms and demographic data used
in qualitative research. Journal of Ethnographic and Qualitative Research, 17(6),
69-80. doi:10.24584593467.567945
Steckler, A., & McLeroy, K.R. (2008). The importance of external validity. American
Journal of Public Health, 98(1), 9-10. doi:10.2105/AJP.2007.126847
195
Stone-Romero, E., & Rosopa, P. J. (2010). Research design options for testing
mediation models and their implications for facets of validity. Journal of
Managerial Psychology, 25, 697-712. doi:10.1108/02683941011075256
Street, C. T., & Ward, K. W. (2012). Improving validity and reliability in longitudinal case
study timelines. European Journal of Information Systems, 21(2), 160-175.
doi:10.1057/ejis.2011.53
Thomas, E., & Magilvy, J. K. (2011). Qualitative rigor or research validity in qualitative
research. Journal for Specialists in Pediatric Nursing, 16(2), 151-155.
doi:10.1111/j.1744-6155.2011.00283.x
Tiira, K., & Lohi, H. (2014). Reliability and validity of a questionnaire survey in canine
anxiety research. Applied Animal Behavior Science, 155, 82-92.
doi:10.1016/j.applanim.2014.03.007
Tomasik, T. (2010). Reliability and validity of the Delphi method in guideline
development for family physicians. Quality in Primary Care, 18, 317-326.
Retrieved from https://www.homeworkessaymarket.com/write-my-paper/ingentaconnect.com
Woolcock, M. (2013). Using case studies to explore the external validity of ‘complex’
development interventions. Evaluation, 19, 229-248.
doi:10.1177/1356389013495210
Yildirim, K. (2010). Raising the quality in qualitative research. Ilkogretim Online, 9(1),
79-92. Retrieved from http://ilkogretim-online.org
http://ilkogretim-online.org.tr/vol9say1/v9s1m8.pdf
Yin, R. K. (2013, July 10). Validity and generalization in future case study evaluations.
Evaluation, 19, 312-332. doi:10.1177/1356389013497081
Yu, C., Jannasch-Pennell, A., & DiGangi, S. (2011). Compatibility between text mining
and qualitative research in the perspectives of grounded theory content analysis,
and reliability. The Qualitative Report, 16, 730-744. Retrieved from
https://www.homeworkessaymarket.com/write-my-paper/nova.edu/ssss/QR/QR16-3/yu
196
Sampling and Incentives
Abrams, L. S. (2010). Sampling hard to reach populations in qualitative research: The
case of incarcerated youth. Qualitative Social Work, 9, 536-550.
doi:10.1077/1473325010367821
Acharya, A. S., Prakash, A., Saxena, P., & Nigam, A. (2013). Sampling: Why and how
of it? Indian Journal of Medical Specialties, 4(2), 330-333.
doi:10.7713/ijms.2013.0032
Anderson, R. B., & Hartzler, B. M. (2014. Belief bias in the perception of sample size
adequacy. Thinking & Reasoning, 20, 297-314.
doi:10.1080/13546783.2013.787121
Angelos, P. (2013). Ethical issues of participant recruitment in surgical clinical trials.
Annals of Surgical Oncology, 20, 3184-3187. doi:10.1245/s10434-013-3178-0
Ardern, C. I., Nie, J. X., Perez, D. F., Radhu, N., & Ritvo, P. (2013). Impact of participant
incentives and direct and snowball sampling on survey response rate in an
ethnically diverse community: Results from a pilot study of physical activity and
the built environment. Journal of Immigrant and Minority Health, 15(1), 207-214.
doi:10.1007/s10903-011-9525-y
Baltar, F., & Brunet, I. (2012). Social research 2.0: Virtual snowball sampling method
using facebook. Internet Research, 22, 57-74. doi:10.1108/10662241211199960
Brewis, J. (2014). The ethics of researching friends: On convenience sampling in
qualitative management and organization studies. Journal of British
Management, 25, 849-862. doi:10.1111/1467-8551.12064
Burmeister, E., & Aitken, L. M. (2012). Sample size: How many is enough? Australian
Critical Care, 25, 271-274. doi:10.1016/j.aucc.2012.07.002
Cader, H. A., & Leatherman, J. C. (2011). Small business survival and sample selection
bias. Small Business Economics, 37, 155-165. doi:10.1007/s11187-009-9240-4
Carlsen, B., & Glenton, C. (2011). What about N? A methodological study of sample
size reporting in focus group studies. BMC Medical Research Methodology,
11(1), 26-35. doi:10.1186/1471-2288-11-26
Cleary, M., Horsfall, J., & Hayter, M. (2014). Data collection and sampling in qualitative
research: Does size matter? Journal of Advanced Nursing, 70, 473-475.
doi:10.1111/jan.12163
197
Cohen, N., & Arieli, T. (2011). Field research in conflict environments: Methodological
challenges and snowball sampling. Journal of Peace Research, 48, 423-435.
doi:10.1177/0022343311405698
Dworkin, S. L. (2012). Sample size policy for qualitative studies using in-depth
interviews. Archives of Sexual Behavior, 41, 1319-1320.
doi:10.1007/s105080120016-6
Emerson, R. W. (2015). Convenience sampling, random sampling, and snowball
sampling: How does sampling affect the validity of research? Journal of Visual
Impairment & Blindness, 109(2), 164-168. Retrieved from
http://https://www.homeworkessaymarket.com/write-my-paper/afb.org/jvib/jvib_main.asp
Fetters, M. D., Curry, L. A., & Creswell, J. W. (2013). Achieving integration in mixed
methods designs, principles and practices. Health Services Research, 48, 2134-
2156. doi:10.1111/1475-6773.12117
Francis, J. J., Johnston, M., Robertson, C., Glidewell, L., Entwistle, V. Eccles, M. P., &
Grimshaw, J. M. (2010). What is an adequate sample size? Operationalizing data
saturation for theory-based interview studies. Psychology and Health, 25, 1229-
1245. doi:10.1080/08870440903194015
Fugard, A., & Potts, H. (2015). Supporting thinking on sample sizes for thematic
analysis: A quantitative tool. International Journal of Social Research
Methodology, 18, 669-684. doi:10.1080/13645579.2015.1005453
Gibbs, L., Kealy, M., Willis, K., Green, J., Welch, N., & Daly, J. (2007). What have
sampling and data collection got to do with good qualitative research? Australian
and New Zealand Journal of Public Health, 31, 540-544. doi:10.1111/j.1753-
6405.2007.00140.x
Gillet, J., Cartwright, E., & Van Vugt, M. (2011). Selfish or servant leadership?
Evolutionary predictions on leadership personalities in coordination games.
Personality and Individual Differences, 51, 231-236.
doi:10.1016/j.paid.2010.06.003
Griffith, D. A. (2013). Establishing qualitative geographic sample size in the presence of
spatial autocorrelation. Annals of the Association of American Geographers, 103,
1107-1122. doi:10.1080/00045608.2013.776884
Guyll, M., Spoth, R., & Redmond, C. (2003). The effects of incentives and research
requirements on participation rates for a community-based preventive
intervention research study. Journal of Primary Prevention,
24.doi:10.1023/A:1025023600517
198
Handcock, M. S., & Gile, K. J. (2011). Comment: On the concept of snowball sampling.
Sociological Methodology, 41, 367-371. doi:10.1111/j.1467-9531.2011.01243.x
Hanson, J., Balmer, D., & Giardino, A. (2011). Qualitative research methods for medical
educators. Academic Pediatrics, 11, 375-386. doi:10.1016/j.acap.2011.05.001
Harsh, S. (2011). Purposeful sampling in qualitative research synthesis. Qualitative
Research Journal, 11, 63-75. doi:10.3316/QRJ1102063
Head, E. (2009). The ethics and implications of paying participants in qualitative
research. International Journal of Social Research Methodology, 12, 335-344.
doi:10.1080/13645570802246724
Hochwarter, W. (2014). On the merits of student‐recruited sampling: Opinions a decade
in the making. Journal of Occupational and Organizational Psychology, 87(1), 27-
33. doi:10.1111/joop.12043
Hodges, N. (2011). Qualitative research: A discussion of frequently articulated qualms
(FAQs). Family and Consumer Sciences Research Journal, 40, 90-92.
doi:10.1111/j.1552-3934.2011.02091.x
Hyat, M. J. (2013). Understanding sample size determination in nursing research.
Western Journal of Nursing Research, 35, 943-956.
doi:10.1177/0193945913482052
Jawale, K. V. (2012). Methods of sampling design in the legal research: Advantages
and disadvantages. Online International Interdisciplinary Research Journal, 2(6),
183-190. Retrieved from https://www.homeworkessaymarket.com/write-my-paper/oiirj.org/oiirj/?page_id=924
Jessiman, W. (2013). ‘To be honest, I haven’t even thought about it’ – recruitment in
small-scale, qualitative research in primary care. Nurse Researcher, 21(2), 18-
23. doi:10.7748/nr2013.11.21.2.18.e226
Kadam, P., & Bhalerao, S. (2010). Sample size calculation. International Journal of
Ayurveda Research, 1(1), 55-57. doi:10.4103/0974-7788.59946
Klotz, A. C., Da Motta Veiga, S. P., Buckley, M. R., & Gavin, M. B. (2013). The role of
trustworthiness in recruitment and selection: A review and guide for future
research. Journal of Organizational Behavior, 34(Suppl 1), S104-S119.
doi:10.1002/job.1891
Larson, A. J., & Sachau, D. A. (2009). Effects of incentives and the Big Five personality
dimensions on internet panelists’ ratings. International Journal of Market
Research, 51, 687-706. Retrieved from https://www.homeworkessaymarket.com/write-my-paper/ijmr.com
199
Marshall, B., Cardon, P., Poddar, A., & Fontenot, R. (2013). Does sample size matter in
qualitative research? A review of qualitative interview in is research. Journal of
Computer Information Systems, 54(1), 11-22. Retrieved from
https://www.homeworkessaymarket.com/write-my-paper/iacis.org/jcis/jcis.php
Mason, M. (2010, September). Sample size and saturation in PhD studies using
qualitative interviews. Forum: Qualitative Social Research, 11(3). Retrieved from
https://www.homeworkessaymarket.com/write-my-paper/qualitative-research.net/index.php/fqs/article/view/1428/3027
McQuarrie, E. F., & McIntyre, S. H. (2014). What can you project from small sample
qualitative research? Marketing Insights, 26(2), 34-39. Retrieved from
https://www.ama.org/publications/MarketingInsights/Pages/what-can-you-projectfrom-small-sample-qualitative-research-mi-march-april.aspx
Michaelidou, N., & Dibb, S. (2006). Using email questionnaires for research: Good
practice in tackling non-response. Journal of Targeting, Measurement & Analysis
for Marketing, 14, 289-296. doi:10.1057/palgrave.jt.5740189
Molenberghs, G., Kenward, M., Aerts, M., Verbeke, G., Tsiatis, A., Davidian, M., &
Rizopoulos, D. (2014). On random sample size, ignorability, ancillarity,
completeness, separability, and degeneracy: Sequential trials, random sample
sizes, and missing data. Statistical Methods in Medical Research, 23, 11-41.
doi:10.1177/0962280212445801
Monroe, M. C., & Adams, D. C. (2012). Increasing response rates to web-based
surveys. Journal of Extension, 50(6), 6-7. Retrieved from
https://www.homeworkessaymarket.com/write-my-paper/joe.org/joe/2012december/tt7.php
Namageyo-Funa, A., Rimando, M., Brace, A. M., Christiana, R.W., Fowles, T. L., Davis,
T. L., Martinez, L. M., & Sealy, D. A. (2014). Recruitment in qualitative public
health research: Lessons learned during dissertation sample recruitment. The
Qualitative Report, 19(1), 1-17. Retrieved
https://www.homeworkessaymarket.com/write-my-paper/nova.edu/ssss/QR/QR19/namageyo-funa1
Nolen, A., & Talbert, T. (2011). Qualitative assertions as prescriptive statements.
Educational Psychology Review, 23, 263-271. doi:10.1007/s10648-011-9159-6
Olsen, R., Orr, L., Bell, S., & Stuart, E. (2012). External validity in policy evaluations that
choose sites purposively. Journal of Policy Analysis and Management, 32, 107-
121. doi:10.1002/pam.21660
Oppong, S. H. (2013). The problem of sampling in qualitative research. Asian Journal of
Management Sciences and Education, 2, 202-210. Retrieved from
https://www.homeworkessaymarket.com/write-my-paper/ajmse.leena-luna.co.jp/
200
O’Reilly, M., & Parker, N. (2012, May). Unsatisfactory saturation: A critical exploration of
the notion of saturated sample sizes in qualitative research. Qualitative Research
Journal, 1-8. doi:10.1177/1468794112446106
Palinkas, L. A., Horwitz, S. M., Green, C. A., Wisdom, J. P., Duan, N., & Hoagwood, K.
(2013, November). Purposeful sampling for qualitative data collection and
analysis in mixed method implementation research. Administration and Policy in
Mental Health and Mental Health Services Research, 1-12. doi:10.1007/s10488-
013-0528-y
Perez, D. F., Nie, J. X., Ardern, C. I., Radhu, N., & Ritvo, P. (2013). Impact of participant
incentives and direct and snowball sampling on survey response rate in an
ethnically diverse community: Results from a pilot study of physical activity and
the built environment. Journal of Immigrant and Minority Health, 15(1), 207-214.
doi:10.1007/s10903-011-9525-y
Polit, D. F., & Beck, C. T. (2010). Generalization in quantitative and qualitative research:
Myths and strategies. International Journal of Nursing Studies, 47, 1451-1458.
doi:10.1016/j.ijnurstu.2010.06.004
Poulis, K., Poulis, E., & Plakoyiannaki, E. (2013). The role of context in case study
selection: An international business perspective. International Business
Review, 22, 304-314. doi:10.1016/j.ibusrev.2012.04.003
Pritchard, K., & Whiting, R. (2012). Autopilot? A reflexive review of the piloting process
in qualitative e-research. Qualitative Research in Organizations and
Management, 7, 338-353. doi:10.1108/17465641211279798
Robinson, O. (2014). Sampling in interview-based qualitative research: A theoretical
and practical guide. Research in Psychology, 11(1), 25-41.
doi:10.1080/14780887.2013.801543
Roy, K., Zvonkovic, A., Goldberg, A., Sharp, E., & LaRossa, R. (2015). Sampling
richness and qualitative integrity: Challenges for research with families. Journal
of Marriage and Family, 77(1), 243-260. doi:10.1111/jomf.12147
Sánchez-Fernández, J., Muñoz-Leiva, F., Montoro-Ríos, F. J., & Ibáñez-Zapata, J. Á.
(2010). An analysis of the effect of pre-incentives and post-incentives based on
draws on response to web surveys. Quality and Quantity, 44, 357-373.
doi:10.1007/s11135-008-9197-4
Suen, L. W., Huang, H., & Lee, H. (2014). A comparison of convenience sampling and
purposive sampling. Hu Za Zhi, 61(3), 105-111. doi:10.6224/JN.61.3.105
Suri, H. (2011). Purposeful sampling in qualitative research synthesis. Qualitative
Research Journal (RMIT Training Pty Ltd Trading As RMIT Publishing), 11(2),
63-75. doi:10.3316/QRJ1102063
201
Swift, J. A., & Tischler, V. (2010). Qualitative research in nutrition and dietetics:
Gettingstarted. Journal of Human Nutrition and Dietetics, 23, 559-566.
doi:10.1111/j.1365-277X.2010.01116.X
Szolnoki, G., & Hoffmann, D. (2013). Online, face-to-face and telephone surveys:
Comparing different sampling methods in wine consumer research. Wine
Economics and Policy, 2(2), 57-66. doi:10.1016/j.wep.2013.10.001
Teddlie, C., & Yu, F. (2007). Mixed methods sampling: A typology with examples.
Journal of Mixed Methods Research, 1(1), 77-100.
doi:10.1177/2345678906292430
Tongco, D. C. (2008). Purposive sampling as a tool for informant selection. Ethnobotany
Research & Applications, 5, 147-158. Retrieved from
cholarspace.manoa.hawaii.edu/handle/10125/227
Trotter, R. T. (2012). Qualitative research sample design and sample size: Resolving
and unresolved issues and inferential imperatives. Preventive Medicine, 55, 398-
400. doi:10.1016/j.ypmed.2012.07.003
Uprichard, E. (2013). Sampling: Bridging probability and non-probability designs.
International Journal of Social Research Methodology, 16(1), 1-11.
doi:10.1080/13645579.2011.633391
Weijters, B., Schillewaert, N., & Geuens, M. (2008). Assessing response styles across
modes of data collection. Journal of the Academy of Marketing Science, 36, 409-
422. doi:10.1007/s11747-007-0077-6
202
Sensemaking
Abolafia, M. (2010). Narrative construction as sensemaking. Organization Studies, 31,
349-367. doi:10.1177/0170840609357380
Angus-Leppan, T., Metcalf, L., & Benn, S. (2010). Leadership styles and CSR
practice: An examination of sensemaking, institutional drivers and CSR
leadership. Journal of Business Ethics, 93(2), 189-213. doi:10.1007/s10551-
009-0221-y
Bisel, R. S., & Arterburn, E. N. (2012). Making sense of organizational members’
silence: A sensemaking-resource model. Communication Research Reports,
29(3), 217-226. doi:10.1080/08824096.2012.684985
Bryant, E. M., & Sias, P. M. (2011). Sensemaking and relational consequences of peer
co-worker deception. Communication Monographs, 78(1), 115-137.
doi:10.1080/03637751.2010.542473
Colville, I., Brown, A. D., & Pye, A. (2011). Simplexity: Sensemaking, organizing and
storytelling for our time. Human Relations, 65(1), 5-15.
doi:10.1177/0018726711425617
Conroy, S. A., & O’Leary-Kelly, A. M. (2014). Letting go and moving on: Work-related
identity loss and recovery. Academy of Management Review, 39(1), 67-87.
doi:10.5465/amr.2011.0396
Dana, J., Dawes, R., & Peterson, N. (2013). Belief in the unstructured interview: The
persistence of an illusion. Judgment and Decision Making, 512-520. Retrieved
from http://journal.sjdm.org
Das, T., Kumar, R. (2010) Interpartner sensemaking in strategic alliances: Managing
cultural differences and internal tensions. Management Decision, 48(1), 17-36.
doi:10.1108/00251741011014436
DeKrey, S. J., & Portugal, E. J. (2014). Strategic sensemaking: Challenges faced by a
new leader of SME. Procedia – Social and Behavioral Sciences, 150(15), 56-65.
doi:10.1016/j.sbspro.2014.09.007
Ivanova, M., & Torkkeli, L. (2013). Managerial sensemaking of interaction within
business relationship: A cultural perspective. European Management Journal, 31,
717-727. doi:doi:10.1016/j.emj.2013.07.007
Kelley, K. M., & Bisel, R. S. (2014). Leaders’ narrative sensemaking during LMX role
negotiations: Explaining how leaders make sense of who to trust and when. The
Leadership Quarterly, 25, 433-448. doi:10.1016/j.leaqua.2013.10.011
203
Kezar, A. (2013). Understanding sensemaking/sensegiving in transformational
change processes from the bottom up. Higher Education, 65, 761-780.
doi:10.1007/s10734-012-9575-7
Klein, G., Phillips, J. K., Rall, E. L., & Peluso, D. A. (2007). A data-frame theory of
sensemaking. In R. R. Hoffman (Ed.). Expertise out of context: Proceedings of
the Sixth International Conference on Naturalistic Decision Making (pp. 113-155).
Mahwah, NJ, US: Lawrence Erlbaum Associates Publishers.
Krush, M. T., Agnihotri, R., Trainor, K. J., & Nowlin, E. L. (2013, January 30). Enhancing
organizational sensemaking: An examination of the interactive effects of sales
capabilities and marketing dashboards. Industrial Marketing Management, 42,
824-835. doi:10.1016/j.indmarman.2013.02.017
Landau, D., & Drori, I. (2008). Narratives as sensemaking accounts: The case of an R &
D laboratory. Journal of Organizational Change Management, 21, 701-720.
doi:10.1108/09534810810915736
Lockett, A., Currie, G., Finn, R., Martin, G., & Waring, J. (2014). The influence of social
position on sensemaking about organizational change. Academy of Management
Journal, 57, 1102-1129. doi:10.5465/amj2011.0055
Lüscher, L. S., & Lewis, M. W. (2008). Organizational change and managerial
sensemaking: Working through paradox. Academy of Management Journal,
51(2), 221-240. doi:10.5465/AMJ.2008.31767217
Mantere, S., Schildt, H., & Sillince, J. (2012). Reversal of strategic change. Academy of
Management Journal, 55, 173-196. doi:10.5465/amj.2008.0045
Marshall, A. (2014). Sensemaking in second life. Procedia Technology, 13, 107-111.
doi:10.1016/j.protcy.2014.02.014
Moon, M. Y. (2009). Making sense of common sense for change management buy-in.
Management Decision, 47, 518-532. doi:10.1108/00251740910946769
Olson-Buchanan, J. B., & Boswell, W. R. (2008). An integrative model of experiencing
and responding to mistreatment at work. Academy of Management Review,
33(1), 76-96. Retrieved from https://www.homeworkessaymarket.com/write-my-paper/aom.pace.edu/
Paull, M., Boudville, I., & Sitlington, H. (2013). Using sensemaking as a diagnostic tool
in the analysis of qualitative data. The Qualitative Report, 18(27), 1-12. Retrieved
from https://www.homeworkessaymarket.com/write-my-paper/nova.edu/ssss/QR/QR18/paull54
204
Rodríguez, C., & Bélanger, E. (2014). Stories and metaphors in the sensemaking of
multiple primary health care organizational identities. BMC Family Practice,
15(1), 41-61. doi:10.1186/1471-2296-15-41
Rouleau, L., & Balogun, J. (2011). Middle managers, strategic sensemaking, and
discursive competence. Journal of Management Studies, 48, 953-983.
doi:10.1111/j.1467-6486.2010.00941.x
Santelli, A. G., & Struthers, C. W., & Eaton, J. (2009). Fit to forgive: Exploring the
interaction between regulatory focus, repentance, and forgiveness. Journal of
Personality & Social Psychology, 96, 381-394. doi:10.1037/a0012882
Steigenberger, N. (2015). Emotion in sensemaking: a change management perspective.
Journal of Organizational Change Management. 28, 432-451.
doi:10.1108/JOCM-05-2014-0095
Stigiliani, I., & Ravasi, D. (2012). Organizing thoughts and connecting brains: Material
practices and the transition from individual to group-level prospective
sensemaking. Academy of Management Journal, 55, 1232-1259.
doi:10.5465/amj.2010.0890
Thiel, C. E., Bagdasarov, Z., Harkrider, L., Johnson, J. F., & Mumford, M. D. (2012).
Leader ethical decision-making in organizations: Strategies for sensemaking.
Journal of Business Ethics, 107(1), 49-64. doi:10.1007/s10551-012-1299-1
Thurlow, A., & Mills, J. H. (2009). Change, talk and sensemaking. Journal of
Organizational Change Management, 22, 459-579.
doi:10.1108/09534810910983442
Tsang, E. W. (2012, August 26). Case study methodology: Causal explanation,
contextualization, and theorizing. Journal of International Management, 19, 195-
202. doi:10.1016/j.intman.2012.08.004
Weick, K. E. (2011). Organized sensemaking: A commentary on processes of
interpretive work. Human Relations, 65(1), 141-153.
doi:10.1177/0018726711424235
Welch, C., Piekkari, R., Plakoyiannaki, E., & Paavilainen-Mäntymäki, E. (2011).
Theorising from case studies: Towards a pluralist future for international business
research. Journal of International Business Studies, 42, 740–762.
doi:10.1057/jibs.2010.55
Wetzel, R., & Dievernich, E. F. (2014). Mind the gap. The relevance of postchange
periods for organizational sensemaking. Journal of Systems Research and
Behavioral Science, 31, 280-300. doi:10.1002/sres.2198
205
Qualitative Software Analysis Sources
Abu Bakar, A., & Ishak, N.M. (2012) Qualitative data management and analysis using
NVivo: An approach used to examine leadership qualities among student
leaders. Education Research Journal, 2(3), 94-103. Retrieved from
https://www.homeworkessaymarket.com/write-my-paper/resjournals.com/ERJ
Bak, K., Murray, E., Gutierrez, E., Ross, J., & Warde, P. (2014). IMRT utilization in
Ontario: Qualitative deployment evaluation. International Journal of Health Care
Quality Assurance, 27, 742-759. doi:10.1108/IJHCQA-12-2013-0140
Bergin, M. (2011). NVivo 8 and consistency in data analysis: Reflecting on the use of a
qualitative data analysis program. Nurse Researcher, 18(3), 6-12. Retrieved from
http://journals.rcni.com
Brennan, M. C., & Cotgrave, A. J. (2014). Sustainable development: A qualitative
inquiry into the current state of the UK construction industry. Structural Survey,
32, 315-330. doi:10.1108/SS-02-2014-0010
Burnap, P., Avis, N. J., & Rana, O. F. (2013). Making sense of self-reported socially
significant data using computational methods. International Journal of Social
Research Methodology, 16, 215-230. doi:10.1080/13645579.2013.774174
Cambra-Fierro, J., & Wilson, A. (2011). Qualitative data analysis software: Will it ever
become mainstream? Evidence from Spain. International Journal of Market
Research, 53(1), 17-24. doi:10.2501/IJMR-53-1-017-024
Carcary, M. (2011). Evidence analysis using CAQDAS: Insights from a qualitative
researcher. Electronic Journal of Business Research Methods, 9(1), 10-24.
Retrieved from https://www.homeworkessaymarket.com/write-my-paper/ejbrm.com
Crofts, K., & Bisman, J. (2010). An illustration of the use of Leximancer software for
qualitative data analysis. Qualitative Research in Accounting & Management,
7(2), 180-207. doi:10.1108/11766091011050859
Davis, N. W., & Meyer, B. B. (2009). Qualitative data analysis: A procedural
comparison. Journal of Applied Sport Psychology, 21(1), 116-124.
doi:10.1080/10413200802575700
de Casterle, B. D., Gastmans, C., Bryon, E., & Denier, Y. (2012). QUAGOL: A guide for
qualitative data analysis. International Journal of Nursing Studies, 49, 360-371.
doi:10.1016/j.ijnurstu.2011.09.012
Derobertmasure, A., & Robertson, J. E. (2014). Data analysis in the context of teacher
training: Code sequence analysis using QDA miner(R). Quality and Quantity, 48,
2255-2276. doi:10.1007/s11135-013-9890-9
206
Dierckx de Casterlé, B., Gastmans, C., Bryon, E., & Denier, Y. (2012). QUAGOL: A
guide for qualitative data analysis. International Journal of Nursing Studies, 49,
360-371. doi:10.1016/j.ijnurstu.2011.09.012
Fielding, N. (2012). The diverse worlds and research practices of qualitative software.
Forum: Qualitative Social Research, 13(2). Retrieved from www.qualitativeresearch.net
Fielding, J., Fielding, N., & Hughes, G. (2013). Opening up open-ended survey data
using qualitative software. Quality & Quantity, 47, 3261-3276.
doi:10.1007/s11135-012-9716-1
Franzosi, R., Doyle, S., MClelland, L., Putnam Rankin, C., & Vicari, S. (2013).
Quantitative narrative analysis software options compared: PC-ACE and
CAQDAS (ATLAS.ti, MAXqda, and NVivo). Quality & Quantity, 47, 3219-3247.
doi:10.1007/s11135-012-9714-3
Glaser, J., & Laudel, G. (2013) Life with and without coding: Two methods for earlystage
data analysis in qualitative research aiming at causal explanations. Forum:
Qualitative Social Research, 14(2). Retrieved from
https://www.homeworkessaymarket.com/write-my-paper/qualitativeresearch.net/index.php/fqs/article/view/1886/3528
Hilal, A. H., & Alabri, S. S. (2013). Using NVivo for data analysis in qualitative research.
International Interdisciplinary Journal of Education, 2(2), 181-186. Retrieved from
http://iijoe.org/index.htm
Housley, W., & Smith, R. J. (2011). Telling the CAQDAS code: Membership
categorization and the accomplishment of ‘coding rules’ in research talk.
Discourse Studies, 13, 417-434. doi:10.1177/1461445611403258
Humble, A. (2015). Review essay: Guidance in the world of computer-assisted
qualitative data analysis software (caqdas) programs. Forum : Qualitative Social
Research, 16(2). Retrieved from http://https://www.homeworkessaymarket.com/write-my-paper/qualitativeresearch.net/index.php/fqs/index
Hutchison, A., Johnston, L., & Breckon, J. (2010). Using QSR-NVivo to facilitate the
development of a grounded theory project: An account of a worked example.
International Journal of Social Research Methodology, 13, 283-302.
doi:10.1080/13645570902996301
Iovu, M., & Runcan, P. L. (2012). The potential use of computer-assisted qualitative data
analysis software (CAQDAS) to analyze children’s perceptions of maltreating families.
Social Work Review, 67-77. Retrieved from http://cswr.columbia.edu
207
Kikooma, J. F. (2010). Using qualitative data analysis software in a social
constructionist study of entrepreneurship. Qualitative Research Journal, 10(1),
40-51. doi:10.3316/QRJ1001040
Koenig, T. (2011). CAQDAS comparison. Retrieved from the University of South
Hampton, ReStore: A sustainable Web Resources Repository program funded by
the Economic and Social Research Council website: https://www.homeworkessaymarket.com/write-my-paper/restore.ac.uk/
Leech, N., & Onwuegbuzie, A. (2011). Beyond constant comparison qualitative data
analysis: Using NVivo. School Psychology Quarterly, 26(1), 70-84.
doi:10.1037/a0022711
Leong, D., Bahl, V., Jiayan, G., Siang, J., & Lan, T.M. (2013, July). Secure data
sanitization for archaic storage devices. Global Science and Technology Journal,
1(1), 41-52. Retrieved from
https://www.homeworkessaymarket.com/write-my-paper/gstjpapers.com/static/documents/July/2013/7.Vikram.pdf
Mungal, A. (2009). ATLAS.ti: Using QDA software to manage & analyze your research
material. NYU Research Digest. Retrieved from https://www.homeworkessaymarket.com/write-my-paper/nyu.edu/about/newspublications
Nayelof, J. L., Fuchs, S. C., & Moreira, L. B. (2012). Meta-analyses and forest plots
using a Microsoft Excel spreadsheet: Step-by-step guide focusing on descriptive
data analysis. BMC Research Notes, 5, 52-57. doi:10.1186/1756-0500-5-52
Odena, O. (2013). Using software to tell a trustworthy, convincing and useful story.
International Journal of Social Research Methodology, 16, 355-372.
doi:10.1080/13645579.2012.706019
Pierre, E. A. S., & Jackson, A. Y. (2014). Qualitative data analysis after coding.
Qualitative Inquiry, 20, 715-719. doi:10.1177/1077800414532435
Rabinovich, M., & Kacen, L. (2013). Qualitative coding methodology for interpersonal
study. Psychoanalytic Psychology, 30, 210-231. doi:10.1037/a0030897.
Rademaker, L. L., Grace, E. J., & Curda, S. K. (2012). Using computer-assisted
qualitative data analysis software (CAQDAS) to re-examine traditionally analyzed
data: Expanding our understanding of the data and of ourselves as scholars. The
Qualitative Report, 17(22), 1-11. Retrieved
from//www.nova.edu/ssss/QR/QR17/rademaker
Rush, S. C. (2014). Review of Transana: Qualitative analysis software for video and audio.
Education Psychology in Practice, 30(2), 213-214. doi:10.1080/02667363.2014.903587
Schmidt, M. (2010). Quantification of transcripts from depth interviews, open-ended
responses and focus groups. International Journal of Market Research, 52, 483-
508. doi:10.2501/S1470785309201417
208
Saillard, E. K. (2011). Systematic versus interpretive analysis with two CAQDAS
packages: NVivo and MAXQDA. Forum: Qualitative Social Research, 12(1).
Retrieved from https://www.homeworkessaymarket.com/write-my-paper/qualitativeresearch.net/index.php/fqs/article/view/1518/3133
Sinkovics, R. R., & Alfoldi, E. A. (2012). Progressive focusing and trustworthiness in
qualitative research: The enabling role of computer-assisted qualitative data
analysis software (CAQDAS). Management International Review, 52, 817–845.
doi:10.1007/s11575-012-0140-5
Sinkovics, R. R., & Penz, E. (2011). Multilingual elite-interviews and software-based
analysis. International Journal of Market Research, 53, 705-724.
doi:10.2501/IJMR-53-5-705-724
Sotiriadou, P., Brouwers, J., & Le, T. (2014). Choosing a qualitative data analysis tool: A
comparison of NVivo and Leximancer. Annals of Leisure Research, 17, 218-234,
doi:10.1080/11745398.2014.902292
Talanquer, V. (2014). Using qualitative analysis software to facilitate qualitative data
analysis. Tools of Chemistry Education Research, 1166. doi:10.1021/bk-2014-
1166.ch005
Turner, B. L., Hyunjung, K., & Andersen, D. F. (2014). Improving coding procedures for
purposive text data: Researchable questions for qualitative system dynamics
modeling. Systems Dynamics Review, 29, 253-263. doi:10.1002/sdr.1506
White, D. E., Oelke, N. D., & Friesen, S. (2012). Management of a large qualitative data
set: Establishing trustworthiness of the data. International Journal of Qualitative
Methods, 11, 244-258. Retrieved from
http://ejournals.library.ualberta.ca/index.php/IJQM/article/view/9883
Wiles, R., Crow, G., & Pain, H. (2011). Innovation in qualitative research methods: A
narrative review. Qualitative Research, 11, 587-604.
doi:10.1177/1468794111413227
Wong, L. P. (2008). Data analysis in qualitative research: A brief guide to using NVivo.
Malaysian Family Physician, 3, 1985-2274. Retrieved from
https://www.homeworkessaymarket.com/write-my-paper/ejournal.afpm.org.my/
Woods, M., Paulus, T., Atkins, D. P., & Macklin, R. (2015). Advancing qualitative
research using qualitative data analysis software (QDAS)? Reviewing
potential versus practice in published studies using ATLAS.ti and NVivo, 1994–
2013. Social Science Computer Review, 1-21. doi:10.1177/0894439315596311
Zamawe, F. C. (2015). The implication of using NVivo software in qualitative data
209
analysis: Evidence-based reflections. Malawi Medical Journal, 27(1), 13-15.
doi:10.4314/mmj.v27il.4
210
Triangulation Sources
Almajali, D. A., & Dahalin, Z. M. (2011). Applying the triangulation approach in IT –
business strategic alignment and sustainable competitive advantage. IBIMA
Business Review. doi:10.5171/2011.214481
Alvarez, J., Canduela, J., & Raeside, R. (2012). Knowledge creation and the use of
secondary data. Journal of Clinical Nursing, 21, 2699-2710. doi:10.1111/j.1365-
2702.2012.04296
Arcidiacono, F., & De Gregorio, E. (2008). Methodological thinking in psychology:
Starting from mixed methods. International Journal of Multiple Research
Approaches, 2, 118-126. Retrieved from http://mra.e-contentmanagement.com
Bannon, W. (2015). Missing data within a quantitative research study: How to assess it,
treat it, and why you should care. Journal of the American Association of Nurse
Practitioners, 27, 230-232. doi:10.1002/2327-6924.12208
Baxter, P., & Jack, S. (2008). Qualitative case study methodology: Study design and
implementation for novice researchers. The Qualitative Report, 13, 544-559.
Retrieved from https://www.homeworkessaymarket.com/write-my-paper/nova.edu/ssss/QR/QR13-4/baxter
Bekhet, A. K., & Zauszniewski, J. A. (2012). Methodological triangulation: An approach
to understanding data. Nurse Researcher, 20(2), 40-43. Retrieved from
https://www.homeworkessaymarket.com/write-my-paper/nursing-standard.co.uk
Burau, V., & Andersen, L. B. (2014). Professions and professionals: Capturing the
changing role of expertise through theoretical triangulation. American Journal of
Economics & Sociology, 73, 264-293. doi:10.1111/ajes.12062
Carter, N., Bryant-Lukosius, D., DiCenso, A., Blythe, J., & Neville, A., J. (2014). The use
of triangulation in qualitative research. Oncology Nursing Forum, 41, 545-547.
doi:10.1188/14.ONF.545.547
Denzin, N. (2006). Sociological methods: A sourcebook (5th ed.). New York, NY: Aldine
Transaction.
Denzin, N. K. (2009). The research act: A theoretical introduction to sociological
methods. New York, NY: Aldine Transaction.
Denzin, N. K. (2012). Triangulation 2.0. Journal of Mixed Methods Research, 6(2), 80-
88. doi:10.1177?1558689812437186
Fehrmann, L., Gregoire, T. G., & Kleinn, C. (2012). Triangulation based inclusion
probabilities: A design-unbiased sampling approach. Environmental and
Ecological Statistics, 19(1), 107-123. doi:10.1007/s10651-011-0177-9
211
Fielding, N. G. (2012). Triangulation and mixed methods designs: Data integration with
new research technologies. Journal of Mixed Methods Research, 6, 124-136.
doi:10.1177/1558689812437101
Foster, D. J., Hayes, T., & Alter, F. (2013). Facing the methodological challenges of
reusing previously collected data in a qualitative inquiry. Qualitative Research
Journal, 13, 33-48. doi:10.1108/14439881311314522
Fusch, G. E. (2008, December). What happens when the ROI model does not fit?
Performance Improvement Quarterly, 14(4), 60-76. doi:10.1111/j.1937-
8327.2001.tb00230.x
Fusch, P., & Ness, L. (2015). Are we there yet? Data saturation in qualitative research.
The Qualitative Report, 20, 1408-1416. Retrieved from http://tqr.nova.edu/wpcontent/uploads/2015/09/fusch1
Gorissen, P., van Bruggen, J., & Jochems, W. (2013). Methodological triangulation of
the students’ use of recorded lectures. International Journal of Learning
Technology, 8(1), 20-40. doi:10.1504/IJLT.2013.052825
Heale, R., & Forbes, D. (2013). Understanding triangulation in research. Evidence
Based Nursing, 16(4), 98. doi:10.1136/eb-2013-101494
Hoque, Z., Covaleski, M. A., & Gooneratne, T. N. (2013). Theoretical triangulation and
pluralism in research methods in organizational and accounting research.
Accounting, Auditing & Accountability Journal, 26, 1170-1198. doi:10.1108/AAAJMay-2012-01024
Horne, C., & Horgan J. (2012). Methodological triangulation in the analysis of terrorist
networks. Studies in Conflict & Terrorism, 35.
doi:10.1080/1057610x.2012.639064
Houghton, C., Casey, D., Shaw, D., & Murphy, K. (2013). Rigour in qualitative casestudy
research. Nurse Researcher, 20(4), 12-17.
doi:10.7748/nr2013.03.20.4.12.e326
Humble, A. M. (2009). Technique write my essay triangulation for validation in directed content
analysis.International Institute for Qualitative Methodology, 8(3), 34-51. Retrieved
from
http://ejournals.library.ualberta.ca/index.php/IJQM/article/viewFile/1480/5586
Hussein, A. (2009). The use of triangulation in social sciences research: Can qualitative
and quantitative methods be combined? Journal of Comparative Social Work, 1,
1-12. Retrieved from http:// www.jcsw.no
212
Irwin, S. (2013). Qualitative secondary data analysis: Ethics, epistemology and context.
Journal of Progress in Development Studies, 13, 295-306.
doi:10.1177/1464993413490479
Jonsen, K., & Jehn, K. A. (2009). Using triangulation to validate themes in qualitative
studies. Qualitative Research in Organizations and Management: An
International Journal, 4, 123-150. doi:10.1108/17465640910978391
Lloyd, S. (2011). Triangulation research to inform corporate reputation and practice.
Corporate Reputation Review, 14, 221-223. doi:10.1057/crr.2011.16
Manganelli, J., Threatt, A., Brooks, J., Healy, S., Merino, J., Yanik, P., & Green, K.
(2014). Confirming, classifying, and prioritizing needed over-the-bed table
improvements via methodological triangulation. Health Environments Research &
Design Journal, 8, 94-114. Retrieved from https://www.homeworkessaymarket.com/write-my-paper/herdjournal.com
Marshall, C., & Rossman, G. (2016). Designing qualitative research (6th ed.). Thousand
Oaks: Sage.
Mathison, S. (1988). Why triangulate? Education Researcher, 17(2), 13-17.
doi:10.3102/0013189X017002013
Modell, S. (2005). Triangulation between case study and survey methods in
management accounting research: An assessment of validity implications.
Management Accounting Research, 16, 231-254. doi:10.1016/j.mar.2005.03.001
Modell, S. (2015). Theoretical triangulation and pluralism in accounting research: a
critical realist critique. Accounting, Auditing & Accountability Journal, 28(7).
doi:10.1108/AAAJ-10-2014-1841
Oleinik, A. (2011). Mixing quantitative and qualitative content analysis: Triangulation at
work. Quality and Quantity, 45, 859-873. doi:10.1007/s11135-010-9399-4
Ostlund, U., Kidd, L., Wengstrom, Y., & Rowa-Dewar, N. (2011). Combining qualitative
and quantitative research within mixed method research designs: A
methodological review. International Journal of Nursing Studies, 48, 369-383.
doi:10.1016/j.ijnurstu.2010.10.005
Simpson, S. H. (2011). Demystifying the research process: Mixed methods. Pediatric
Nursing, 37(1), 28-29. Retrieved from https://www.homeworkessaymarket.com/write-my-paper/pediatricnursing.net
Stake, R. E. (1995). The art of case study research. Thousand Oaks: Sage.
Stavros, C., & Westberg, K. (2009). Using triangulation and multiple case studies to
advance relationship marketing theory. Qualitative Market Research, 12, 307-
320. doi:10.1108/13522750910963827
213
Street, C. T., & Ward, K. W. (2012). Improving validity and reliability in longitudinal case
study timelines. European Journal of Information Systems, 21, 160-175.
doi:10.1057/ejis.2011.53
Torrance, H. (2012). Triangulation, respondent validation, and democratic participation
in mixed methods research. Journal of Mixed Methods Research, 6(2), 111-123.
doi:10.1177/1558689812437185
Walsh, K. (2013). When I say … triangulation. Medical Education, 47, 866-866.
doi:10.1111/medu.12241
Wilson, V. (2014). Research methods: Triangulation. Evidence Based Library and
Information Practice, 9(1), 74-75. Retrieved from
http://ejournals.library.ualberta.ca/index.php/EBLIP
Yildirim, K. (2010). Raising the quality in qualitative research. Ilkogretim Online, 9(1),
79-92. Retrieved from http://ilkogretim-online.org.tr/vol9say1/v9s1m8.pdf
Yin, R. K. (2013, July 10). Validity and generalization in future case study evaluations.
Evaluation, 19, 312-332. doi:10.1177/1356389013497081

Published by

Essays

View all posts