IBM

Dünya 524
Seni Bekliyor
ÜNİVERSİTE SIRALAMALARI
Academic Research
UNIVERSITY Methods
RANKINGS and Ethics
 Gambling, Probability, and Risk

• INSTRUCTOR : Prof. Dr. Ufuk Türen

• E-MAIL : ufuk.turen@ostimteknik.edu.tr

• SHEDULE : Friday - 18.00-20.50

• PLACE : Class no - 424

3
 Course Content
Introduction to Course and Research
WEEK 1 WEEK 9 Introduction to SPSS
Methodology
Fundamentals of Probability for
WEEK 2 WEEK 10
Business Research
SPSS-I
WEEK 3 Choosing a research topic and WEEK 11
WEEK 4 Literature Review
WEEK 12 SPSS-II
Research Design ethics and
WEEK 5
Sampling
WEEK 13 Sample Anaysis
The Concept of Measurement,
WEEK 6 Attitude Measurement and Attitude Ethics in Scientific Research
WEEK 14
Scales Research Report Preparation

WEEK 7 Sampling Fundamentals WEEK 15 In class presentations

WEEK 8 Midterm Exam WEEK 16 Final Exam

4
 Grading Homework

• Midterm Exam (30%)

Problem based
• Final Exam (50%)
homeworks – Each week
• Homeworks (20%)

5
 The research onion

Source: © 2018 Mark Saunders, Philip Lewis and Adrian Thornhill

Figure 5.1
 Methodological choice

Figure 5.2
 Characteristics of quantitative research

Table 5.1
 Characteristics of qualitative research

Table 5.2
 Mixed methods research designs

Figure 5.3
 Reasons for using a mixed methods
• Initiation design
• Facilitation
• Complementarity
• Interpretation
• Generalisability
• Diversity
• Problem solving
• Focus
• Triangulation
• Confidence
 Different research strategies
• Experiment
• Survey
• Archival and documentary research
• Case study
• Ethnography
• Action Research
• Grounded Theory
• Narrative Inquiry
 Types of variable (1 of 2)

Table 5.4
 Types of variable (2 of 2)

Table 5.4
 A classical experiment strategy

Figure 5.4
 The three cycles of
the Action Research
spiral

Figure 5.5
 Key elements of Grounded Theory
strategy (1 of 2)
• early commencement of data collection.
• concurrent collection and analysis of data.
• developing codes and categories from the data
as these are collected and analyzed.
• use of constant comparison and writing of self-
memos to develop conceptualisation and build
a theory.
• use of theoretical sampling and theoretical
saturation aimed at building theory rather than
achieving (population) representativeness.
 Key elements of Grounded Theory
strategy (2 of 2)
• use of an abductive approach that seeks to gain
insights to create new conceptual possibilities
which are then examined.
• initial use of literature as a complementary
source to the categories and concepts emerging
in the data, rather than as the source to
categorise these data. Later use to review the
place of the grounded theory in relation to
existing, published theories.
• development of a theory that is grounded in the
data.
 Threats to reliability
Threat Definition

Participant error Any factor which adversely alters the way in which a
participant performs.

Participant bias Any factor which induces a false response.

Researcher error Any factor which alters the researcher’s interpretation.

Researcher bias Any factor which induces bias in the researcher’s

recording of responses

Table 5.5
 Threats to internal validity
Threat Definition
Past or recent events An event which changes participants’ perceptions.

Testing The impact of testing on participants’ views or actions.

Instrumentation The impact of a change in a research instrument between different
stages of a research project affecting the comparability of results.

Mortality The impact of participants withdrawing from studies.

Maturation The impact of a change in participants outside of the influence of the
study that affects their attitudes or behaviours etc.

Ambiguity about Lack of clarity about cause and effect.

casual direction
Table 5.6
 Alternative quality criteria
Criterion Explanation

Dependability This is the parallel criterion to reliability.

Credibility This is the parallel criterion to internal validity.

Transferability This is the parallel criterion to external validity or

generalisability.

Authenticity criteria These were not conceived as parallel criteria but as

criteria
that are specifically designed for the nature of
constructivist/interpretivist research.
Table 5.7 Source: Developed from Guba and Lincoln 1989; Lincoln and Guba 1985; Lincoln et al. 2011
 Strategies that may help you to
gain access

Table 6.1
 Ethical principles and the ethical rationale for
and development of each principle (1 of 3)
Ethical Ethical rationale
principle
Integrity, The quality of research depends in part on
fairness and the integrity, fairness and open-mindedness
open- of the researcher.
mindedness
of the
researcher
Respect for A researcher’s position is based on the
others development of trust and respect.

Avoidance of Any harm to participants must be avoided.

harm (non-
maleficence)
Table 6.3
 Ethical principles and the ethical rationale for
and development of each principle (2 of 3)
Ethical principle Ethical rationale
Privacy of those Privacy is a key principle that links to or underpins several other
taking part principles considered here.
Voluntary nature of The right not to participate in a research project is
participation and unchallengeable.
right to withdraw

Informed consent of The principle of informed consent involves researchers providing

those taking part sufficient information and assurances about taking part to allow
individuals to understand the implications of participation and to
reach a fully informed, considered and freely given decision
about whether or not to do so, without the exercise of any
pressure or coercion.
Table 6.3
 Ethical principles and the ethical rationale for
and development of each principle (3 of 3)
Ethical principle Ethical rationale
Ensuring Research is designed to answer ‘who’, ‘what’,
confidentiality of data ‘when’, ‘where’, ‘how’ and ‘why’ questions, not
and maintenance of to focus on those who provided the data to
anonymity of those answer these.
taking part

Responsibility in the Assurances about privacy, anonymity and

analysis of data and confidentiality must be upheld when analysing
reporting of findings and reporting data.
Compliance in the Research is likely to involve the collection of
management of data personal data.
Ensuring the safety of The safety of researchers is a very important
the researcher consideration when planning and conducting a
research project.

Table 6.3
 Questions to evaluate potential
ethical concerns
• what is the purpose of asking this question?
• what will be the implications of asking it?
• what type(s) of data will you need to collect to
answer it?
• how will you collect these data?
• what are the implications for those whom you
ask to participate in this research?
• how might the research be used and with what
consequences?
 The nature of consent

Figure 6.2
Consent form
 Principles for processing personal
data (1 of 2)
1. processed lawfully, fairly and transparently.
2. obtained for specified, explicit and lawful purposes
and not processed further in a manner incompatible
with those purposes, while allowing data to be
processed further for scientific, historical and
statistical research purposes where this is in
accordance with Article 89 (1).
3. adequate, relevant and limited to the purpose for
which they are processed.
4. accurate and, where necessary, kept up to date.
Source: General Data Protection Regulation EU 2016/679 (GDPR)
 Principles for processing personal
data (2 of 2)
5. kept in a form that allows identification of data subjects
for no longer than is necessary in relation to the
purpose for which they are processed, while allowing
personal data to be stored for longer periods where this
is solely for scientific, historical and statistical research
purposes in accordance with Article 89 (1) and subject
to measures to safeguard the rights and freedoms of
data subjects;
6. kept securely and protected from wrongful processing
and accidental loss or damage;
7. held responsibly by the person who controls them and
compliantly with the points listed above.
Source: General Data Protection Regulation EU 2016/679 (GDPR)
 Population, target population, sample
and individual cases

Figure 7.1
 Sampling techniques

Figure 7.2
 Sample sizes for different sizes of target population at
a 95 per cent confidence level (assuming data are
collected from all cases in the sample)
Margin of error
Target population 5% 3% 2% 1%
50 44 48 49 50
100 79 91 96 99
250 151 203 226 244
500 217 340 414 475
1000 278 516 706 906
2000 322 696 1091 1655
10,000 370 964 1936 4899
1,000,000 384 1066 2395 9513
10,000,000 384 1067 2400 9595
Table 7.1
 Levels of non-response

Level Explanation

Complete refusal none of the questions answered

Break-off less than 50 per cent of all questions answered other
than by a refusal or no answer (this therefore includes
complete refusal)
Partial response 50 per cent to 80 per cent of all questions answered
other than by a refusal or no answer
Complete response over 80 per cent of all questions answered other than by
a refusal or no answer
 Choosing a probability sampling technique
(1 of 2)

Figure 7.3 Note: Simple random sampling ideally requires a sample size of over a few hundred
 Choosing a probability sampling technique
(2 of 2)

Figure 7.3 Note: Simple random sampling ideally requires a sample size of over a few hundred
 Impact of various factors on choice of
probability sampling techniques (1 of 4)

Table 7.2 Source: © Mark Saunders, Philip Lewis and Adrian Thornhill 2018
 Impact of various factors on choice of
probability sampling techniques (2 of 4)

Table 7.2 Source: © Mark Saunders, Philip Lewis and Adrian Thornhill 2018
 Impact of various factors on choice of
probability sampling techniques (3 of 4)

Table 7.2 Source: © Mark Saunders, Philip Lewis and Adrian Thornhill 2018
 Impact of various factors on choice of
probability sampling techniques (4 of 4)

Table 7.2 Source: © Mark Saunders, Philip Lewis and Adrian Thornhill 2018
 Extract of spreadsheet generated random
numbers between 1 and 5011

Table 7.3
 The impact of periodic patterns on systematic
random sampling

✓ Sample selected if you start with 1. * Sample selected if you start with 2.
Table 7.4
 Choosing a non-probability sampling technique (1 of 2)

Figure 7.4
 Choosing a non-probability sampling technique (2 of 2)

Figure 7.4
 Non-probability sample size norms when
using qualitative interviews

Table 7.5 Source: Developed from Saunders and Townsend (2016)

 Impact of various factors on choice of non-
probability sampling techniques (1 of 4)

Table 7.6 Sources: Developed from Patton (2015); Saunders (2012)

 Impact of various factors on choice of non-
probability sampling techniques (2 of 4)

Table 7.6 Sources: Developed from Patton (2015); Saunders (2012)

 Impact of various factors on choice of non-
probability sampling techniques (3 of 4)

Sources: Developed from Patton (2015); Saunders (2012)

Table 7.6
Impact of various factors on choice of non-
probability sampling techniques (4 of 4)

Sources: Developed from Patton (2015); Saunders (2012)

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