Research philosophy

Dr. Anna Triwijayati

Beliefs, philosophies, design
Beliefs and
assumption

Research Research
design philosophies
Belief and assumption
• Scientific research philosophy is a system of the researcher’s thought,
following which new, reliable knowledge about the research object is
obtained.
• Researchers have different beliefs and assumptions to ‘the world’.
• How they see their own world/phenomena
• All research is based on some underlying assumptions about
what constitutes ‘valid’ research
• Paradigms as Basic Belief Systems,
• Based on Ontological, epistemological and methodological
assumptions (Guba and Lincoln, 1994)

Philosphical Perspectives
Research philosophy
• Research philosophy can be defined as the development of research
assumption, its knowledge, and nature.
• Research paradigm can be characterized by the way scientist respond
to 4 components: ontology, epistemology, axiology, methodology

• the scientific research paradigm can be defined as a wide structure

encompassing perception, beliefs, and awareness of different theories
and practices used to carry out scientific research. The scientific
research paradigm is also characterized by a precise procedure
consisting of several stages.
The research Onion (Saunders et al, 2011)

Research philosophy
Approach to theory development

Methodological choices
Strategies

Time Horizon
Technique and
procedure
 Scheme of research philosophy
Research
Paradigms
Research Approach:
Positivist Qualitative Research
Post positivist Quantitative Methodology
Pragmatist Others (mixed,
Realism realism, spiritual) Research Design
Intrepretivism, etc Variables
Research Focus
Nature of Data collecting
method
science
research Data analysis method

Ontology
Epistemology
Axiology
Ontology
• Philosophy of reality
• our view (whether claims or assumptions) on the nature of reality,
and specifically, is this an objective reality that really exists, or only a
subjective reality, created in our minds.
Epistemology
• Philosophy of Knowledge
• How we come to know that reality
• What is the relationship between the knower and what is known?
How do we know what we know? What counts as knowledge?
• ‘knowing how you can know’ and expand this by asking how is
knowledge generated, what criteria discriminate good knowledge
from bad knowledge, and how should reality be represented or
described
axiology
• Philosophy of value
• Material values  daily necessities of human life
• and spiritual values => related to intellect, emotion and will,
goodness
Methodology
• Identifies the particular practices used to attain knowledge it
• The discipline or body of knowledge that utilizes these methods
4 Paradigms
Positivism
1. Determinative
2. Reductive
3. Observation and empiric testing
4. Verification of theory
4
paradigms
Advocate/
participatory
1. Political sense
2. Empowerment issues
3. Collaborative
4. orientation: change
Intrepretivism
1. Understanding
2. Depth meaning from participants
3. Social and historical construction
4. Generating of theory
Pragmatism
1. Effect on act
2. Problem Centre
3. Pluralistic
4. orientation: real world
Others
• Mix Method
• Critical Research
• Spiritual Research
• Constructivism
• Realism
• Post modernism
• etc
Research philosophy
Philosophical Ontology Epistemology Axiology Methods

Positivism Real, external, Scientific method Value-free research Typically deductive,

independent Observable and Researcher is highly structured, large
One true reality measurable detached, samples, measurement,
(universalism) facts neutral and typically quantitative
Granular (things) Law-like independent methods of analysis,
Ordered generalisations of what is but
Numbers researched a range of data can be
Causal explanation and Researcher maintains analysed
prediction as objective stance
contribution
Research philosophy
Philosophical Ontology Epistemology Axiology Methods
Intrepretivism Complex, rich Theories and Value-bound Typically inductive.
Socially concepts research Small
constructed too simplistic Researchers are samples, in-depth
through culture Focus on part of investigations,
and narratives, stories, what is researched, qualitative
language perceptions and subjective methods of
Multiple meanings, interpretations Researcher analysis, but
interpretations, New interpretations a range of data can
realities understandings key to contribution be
Flux of processes, and Researcher interpreted
experiences, worldviews as reflexive
practices contribution
Research philosophy
Philosophical Ontology Epistemology Axiology Methods
Pragmatism Complex, rich, Practical meaning of Value-driven Following research
external knowledge in specific research problem
‘Reality’ is the contexts Research initiated and research
practical ‘True’ theories and and question
consequences knowledge are those sustained by Range of methods:
of ideas that enable successful researcher’s mixed, multiple,
Flux of action doubts and beliefs qualitative,
processes, Focus on problems, Researcher reflexive quantitative, action
experiences practices research
and practices and relevance Emphasis on practical
Problem solving and solutions and
informed future outcomes
practice
as contribution
Research philosophy
Philosophical Ontology Epistemology Axiology Methods
Advocate/ Multiple Knowledge is socially, Judgment is based on Promote social change
participatoris/ realities which historically, politically, experienced oppression • Liberate
Emancipatoris include the culturally situated by • Emancipate
participants • Critique
social, • Interactive/activist • Framed by • Take Political Action
political, link beliefs/values
cultural, class, between researcher of all participants
economical, and • Can be theory driven
gender, etc. participants/context
Approach to theory development
 Methodological choice
Method Description
Mono Method quantitative Single method of quantitative
Mono method qualitative Single method of qualitative

Multi method quantitative Quantitative using multi methods (exp: experiment +

descriptive; causal+ comparative)

Multi method qualitative Qualitative using multi methods (exp: ethnography +

fenomenology; feneomenology + narrative)

Mixed method simple 1,2

Mixed method complex 3, 4, 5, 6
Types/Design/strategies of Research

Quantitative • Qualitative
1.Experiment 1.Narrative
2.Non Experiment: 2.Phenomenology
Descriptive, 3.Ethnography
comparative, 4.Grounded Theory
association, Causal, 5.Case Study
Survey, Exploratory
References
• Creswell, J.W. Research design: Qualitative, Quantitative, and Mixed
Methods approaches. 3rd ed. California: Sage Publication, Inc
• Saunders, M.N.K., Lewis, P., & Thornhill, A. 2019. Research methods
for business students, 8th ed. Harlow: Pearson
• Zukauskas, P., Vveinhardt, J., & Andriukaitiene, R. 2018. Philosophy
and paradigm of scientific research. In book: Management Culture
and Corporate Social Responsibility, 1st. Editors: Jolita Vveinhardt.
IntechOpen
Research Philosophy, Approach
to theory, Methodology,
design/strategies
Week 2

Dr. Anna Triwijayati

 Research Philosophy, Approach to theory, Methodology,
design/strategies
Philosophical Approach to theory Methodology Design/strategies

Positivism Deduction Mono and multi-quantitative Quantitative

1.Experiment
2.Non Experiment:
Descriptive, comparative,
association, Causal, Survey,
Exploratory

Intrepretivism Induction, abduction Mono and multi qualitative Qualitative

3.Narrative
4.Phenomenology
5.Ethnography
6.Grounded Theory
7.Case Study
 Research Philosophy, Approach to theory, Methodology,
design/strategies
Philosophical Approach to Methodology Design/strategies
theory
Pragmatism Deduction Mono and multi- Following research problem and research
Induction quantitative Question. Range of methods: mixed,
Mono and multi multiple, qualitative, quantitative, action
qualitative Research.
Emphasis on practical
solutions and outcomes

Participatory Deduction Quantitative Promote social change

Induction Qualitative • Liberate
Abduction Mixed method • Emancipate
• Critique
• Take Political Action
Research design/strategy/approach
• The research design is the overall plan or structure used to
answer the research question.
• ensure that the design chosen suits the particular
research question.
• it is best to start with the question and then choose the
design.
• Constraints: resources available and by what
participating organizations will allow you to do
QUANTITATIVE QUALITATIVE

Research process is deductive. Research process is inductive.

Measure objective facts. Social reality, meaning is

constructed.
Focus on variables. Focus on in-depth meaning.

Value-free research. Values are present & explicit

(empathy).
Independent of context. Contextual importance.
Many cases, subjects. Few cases, participants.
QUANTITATIVE QUALITATIVE

Statistical analysis Thematic analysis

Objective instruments of data Researcher as the central tool

collection. for data collection.

Highly structured research Loosely structured research

process. process.

Researcher is detached Researcher is immersed

(outsider). (insider).
(Adapted from Neuman, 1997: 14)
 MODEL PENELITIAN KUANTITATIF DAN KUALITATIF

METODE
Qua ntita tif PENELITIAN:
Disain PENUTUP:
Lokasi TEMUAN
DISKUSI Kesimpulan
MASALAH KEPUSTAKAAN Sampel &
HASIL Implikasi
Instrumentasi ANALISIS
Saran
Analisis

PARADIGMA

Hipo
RESEARCH
QUESTIONS THEORITICAL
FRAMEWORK
METODE Existing Model
PENELITIAN:
Disain Diskr Seting Diskusi & PENUTUP:
Keprihatinan KEPUSTAKAAN Seting Penelitian Proposisi Kesimpulan
FOKUS MASALAH
Kegalauan Sampel & Ferifikasi Utama Implikasi
Kekaguman Keabsyahan Data Saran
Keunikan Data
dsbnya Analisis
PARADIGMA

Qua lita tif THEORITICAL Hipo

FRAMEWORK
 Quantitative Qualitative
Qualitative
Quantitative Research
Research
Research Research

Quantitative
Quantitative Qualitative
Qualitative
Research
Research Research
Research

Experimental Large Scale Study Focus groups

Quasi-experimental Large scale study using many Ethnographies
Time series people to answers research questions Interviews
Predictive Observations
Correlational Exploratory Case study
Comparative Small to moderate scale research Grounded theory
exploring the research question Narrative
Descriptive
Surveys Historical
Multivariate Pilot Study Phenomenological
Longitudinal Initial study using a small amount Triangulation
of people to test a research question
Quantitative Research
 Types of
Quantitative
Descriptive Exploratory
Research Research
(research that (research that
describes) explores) Research: Zikmund
Causal
vs. Purists
Causal
Research
Research
(research
(researchthat
thatlooks
looks
for cause & effect)
for cause & effect)
Descriptive Associational
Research Research
(research that (research that
describes) associates)

Comparative
Comparative
Research
Research
(research
(researchthat
that
compares)
compares)
Quantitative Research

Completely Certain:
Causal, Comparative, Ambiguity:
Associative or Exploratory
Descriptive
Exploratory Research: Pilot
• The Effects of Assignment Timelines on
Study Student Procrastination
• 22 individuals took part in the study; 7 turned
the assignment in early, 15 turned in the
assignment on or after the due date. The
findings using a Chi Square were significant
(p=.033) indicating procrastination is
indicative of student behavior.

16

14
BUSI 515
12

10

0
Early Due date
Descriptive Research
• Research that describes
• Describes characteristics of a
population or phenomenon
• Some understanding of the nature
of the problem
• Deals with the who, what, where,
when, how…but not the why?
Descriptive Research
Examples
• Weight Watchers
average customer
• Woman about 40
years old
• Household income of
about $50,000
• At least some college
education
• Trying to juggle
children and a job
Causal Research • Research that looks
at cause & effect
• Conducted to
identify cause and
effect relationships
• Statistics:
Correlations,
regression, t-test,
ANOVA, etc.
 Causal
Causal
Research
Research

Associational
Research
Looks for
relationships

Comparative
Comparative
Research
Research Designs: Stats:
Looks
Looksfor
for
differences
differences
Experimental T-test
Quasi-experimental ANOVA
Ex post facto Correlation
Time series Multiple regression
Predictive Chi Square
Correlational Spearman Rho
Comparative Phi – Cramers V
Surveys Etc, etc, etc
Multivariate
Longitudinal
Causal Study
• In this study the effects of a training program
administered with 360 feedback (IV) are
evaluated using pre- and post-observations of
the participants' managerial skills (DV). A pre-
and post-test control group design was chosen
for this field study because it is classified as an
experimental design…The control group
received …no management training. The
experimental group received feedback and
management training…The results of the study
indicate partially that training enhanced the
effectiveness of the 360 feedback in the
development of managerial skills.

• A study of the impact of training in a management development program

based on 360 feedback, Robert T. Rosti Jr, Frank Shipper, Journal of
Managerial Psychology 1998.
QUALITATIVE RESEARCH
Dalam penelitian kualitatif, tujuan diletakan
dan diarahkan untuk memahami
(understanding) suatu fenomena serta
mengembangkan imajinasi si peneliti.
Bukan untuk menjelaskan (explain) dan
menaf-sirkan (interpretation) serentetan
variabel seperti dalam penelitian

kuantitatif ( Salladien , 2004)

Qualitative research
• Ethnography : • Grounded theory
• Penelitian yang ditujukan untuk
• menyelidiki suatu menghasilkan teori umum dan
kelompok budaya di abstrak dari suatu proses, aksi atau
lingkungan yang alamiah interaksi tertentu yang berasal dari
pandangan-pandangan partisipan
dalam periode waktu yang
cukup lama. • Penelitian harus melalui
serangkaian tahap pengumpulan
• Fleksible dan berkembang data dan penyaringan kategori-
kategori atas informasi yang
sesuai kondisi nyata di diperoleh
lapangan
Qualitative research
• Studi kasus
Penelitian secara cermat
pad asuatu program,
peristiwa, aktivitas, proses
atau kelompok.
Kasus-kasus dibatasi oleh
waktu dan aktifitas
• Fenomenologi
• Peneliti mengidentifikasi
hakikat pengalaman manusia
tentang suatu fenomena
tertentu.
• Prosedur-prosedurnya
mengharuskan peneliti
mengkaji subyek dg terlibat
langsung dan lama, untuk
mengembangkan pola-pola dan
relasi-relasi makna
• Pengalaman pribadi peneliti
harus dikesampingkan
Qualitative research
• Naratif
Menyelidiki kehidupan individu-individu dengan teknik
bercerita
Informasi ini kemudian diceritakan kembali oleh peneliti dalam
kronologi naratif
Di akhir tahap penelitian, peneliti harus menggabungkan gaya
naratif pandangan partisipan dengan pandangan kehidupan
peneliti sendiri
 Beberapa contoh judul
penelitian kualitatif
 MODEL PEMBELAJARAN PORTOFOLIO DALAM MEMBINA JIWA MANAJER PADA
DIRI MAHASISWA
(Penelitian Tindakan pada Pembelajaran DI FE-UNIBRAW))
 MODEL INTERNALISASI ZAKAT BAGI PEMBANGUNAN BANGSA
(Dikaji Dari Nilai-nilai Manajerial Usaha Kecil di Jatim)
 MAKNA SUKSESI KELUARGA DAN PENINGKATAN DAYA SAING EKONOMI YANG
TERKANDUNG DIDALAMNUA
(Kjian di Masyarakat Simalungun Sumatera Utara)
 PENGEMBANGAN SIFAT HEMAT PADA REMAJA MELALUI PENDIDIKAN
MANAJEMEN KELUARGA
(Kajian di Daerah Tabana, Bali)
 NILAI-NILAI MANAJEMEN DALAM MENINGKATKAN JUMLAH NASABAH BANK
SYARIAH
(Kajian Beberapa Bank Pemerintah dan Swasta di Malang
 STRES DAN STRATEGI MANAJEMEN PENGELOLAAN KOPERASI
(Dikaji Dari Pemantapan Nilai Ekonomi Sederhana)
Kriteria pemilihan Metode
• Masalah Penelitian
• Tujuan penelitian
• Karakteristik Obyek
• Sifat: prediksi vs ekploratorif
Ethics in Research

Dr. Anna Triwijayati

Research Ethics

• “… involve a consideration of the conduct of researchers in relation to their own

personal behaviors as well as how they relate to and treat others during the
research………identifying certain norms and standards of behavior that
researchers are expected to follow…” (Connolly, 2003)
Why

• To protect participants
• To ensure that the research is the professional product
Key Ethical Principles

1.Conduct their professional work with integrity

2.Respect the rights and dignity of all those who are involved
in or affected by their research
3.Ensure the physical, social and psychological well-being of
all those who take part in their research or are
subsequently affected by it
 Professional Integrity
1. An appropriate research method is selected
2. The research team has the necessary professional expertise and support
3. Unbiased and objective pursuit of knowledge
4. Interpreting carefully the findings, clearly report any potential limitations, and
only make recommendations that are adequately supported by the data
5. Recognize the boundaries of their competence
6. Considering carefully the consequences of their own behavior
7. Ensure factual accuracy and avoid falsification, suppression or misinterpretation
of data
8. Ensure that reporting and dissemination are carried about in a responsible
manner.
9. Ensure that methodology and finding are open for discussion and peer review
10.Ensure that any debts to previous research as a source should be fully
acknowledged
Respect for the rights and dignity of
participants
1. Seek the informed consent of all they wish to participate in their study
2. Ensure that the participants free to decline and do not
3. It should be made clear to participants that they have the right at any time to
withdraw from the research, either temporarily or permanently, without the
need to provide a reason
4. Clearly explain to the participants for the use of data gathering equipment
(tape-recorders or camcorders) and what they intend to do with the recordings
5. Make arrangement to fully inform the participants of all elements of the
research study that were withheld or misrepresented to them as soon as
possible after participation and the reason for this
6. The participants should be given the right to retrospectively withdraw their
consent to participate and to require that their own data be destroyed
7. Respect the privacy, -- free to decide what information they wish to share or
not
8. Give the explicit consent form
Respect for the rights and dignity of
participants
9. Ensure that they demonstrate proper recognition to the participants for the time and effort they
have given to research study
10.Should not expect people or organization to negotiate participants
11.Consult meaningfully with those groups or communities involved
12.Ensure that they develop mechanism for keeping participants informed as to the progress of the
research
13.Researcher should be mindful of the significance of the relationship with participants during the
research
14.Giving the feedback to participants
15.Ensure that research is commissioned and conducted with respect for gender, social groups, race,
ethnicity religion and culture differences
16.Avoid marginalisation or exclusion
 E n s u r e t h e p h y s i c a l , s o c i a l a n d p s y c h o l o g i c a l w e l l - b e i n g o f a l l t h o s e w h o t a k e p a r t i n t h e i r r e s e a r c h o r a r e s u b s e q u e n t l y a f f e ct e d b y i t

1. Protect the confidentially and anonymity of research participants

2. Store the research data in secure manner
3. Ensure that participants feel secure and at ease during the research process
4. Avoid asking about actual traumatic events
5. Aware the possible consequences of their research when published more
widely
6. Ensure that they make every reasonable effort to avoid placing themselves
or other in situation where they maybe at risk of physical harm
7. The research process does not involve any unwarranted gain or loss for any
participants
References
• Connolly, P. (2003). Ethical Principles for Researching Vulnerable Groups.
Commissioned by the Office of The first Minister and Deputy First minister
• Creswell, J. W. 1994. Research Design: Qualitative and Quantitative Approaches.
Sage Publication
• Dench, S., Iphofen, R., and Huws, U., 2004. An EU Code of Ethics for Socio-
Economic Research. The Institute for Employment Studies
• Flowers. P. 2009. Research Philosophies-Importance and Relevance, Issue 1
• Guba, E. and Lincoln, Y.S. 1994. Competing Paradigms in Qualitative Research
• Kinash, S. (na), paradigms, Methodology and Methods
• Krauss, S.E. 2005. Research paradigm and Meaning Making: A Primer. The
qualitative Report, Vil 10, no 4, December, pp. 758-770
• Myers, M.D. 2008. Qualitative research in business and management
• Orb, A., Eisenhauer, L., Wynaden, D., 2000. Ethics in Qualitative research.
Journal of Nursing Scholarship, 33, 1, pp 93-96
End of Part 2
See you on part 3: Designing research