Bell, Bryman & Harley: Business Research Methods, 5th edition
Correct answers are marked with an asterisk (*). Type: multiple response question Title: Chapter 01 - Question 01 01) Which of the following are reasons to conduct business research? Please select all that apply. Feedback: Academics conduct research because, in the course of reading the literature on a topic or reflecting on what is going on in organizations, questions occur to them. They may notice a gap in the literature or an inconsistency between a number of studies or an unresolved issue in the literature. Another stimulus is a societal development that provides a point of departure for the development of a research question. Page reference: Page 4 *a. There may be a gap or inconsistency in the literature *b. A societal event may bring the issue to the fore *c. When an aspect of business or management is inadequately understood d. Because they have a good feeling about some aspect of business management Type: true-false Title: Chapter 01 - Question 02 02) The topics of business research are deeply influenced by the theoretical position adopted by the researcher: *a. True Feedback: The topics of business are deeply influenced by the theoretical position adopted. Page reference: 5 b. False Feedback: The topics of business are deeply influenced by the theoretical position adopted. Page reference: 5 Type: multiple response question Title: Chapter 01 – Question 03 03) Which of the following is a source of information that contributes to evidence-based management? Please select all that apply. Feedback: There are four sources of information that contribute to evidence-based management: 1. practitioner expertise and judgement; 2. evidence from the local context; 3. critical evaluation of the best available research evidence; 4. perspectives of those who may be affected by a particular decision (Briner et al. 2009: 19). Page reference: 7 *a. Practitioner expertise and judgement *b. Perspectives of those who may be affected by a particular decision c. Discussions on social media *d. Evidence from the local context Type: multiple response question Title: Chapter 01 – Question 04 04) Which of the following is a reason to conduct a literature review? Please select all that apply. Feedback: Existing literature represents an important element in all research. When we have a topic or issue that interests us, we must read further to determine: • what is already known about the topic; • what concepts and theories have been applied to it; • what research methods have been applied in studying it; • what controversies exist about the topic and about how it is studied; • what clashes of evidence (if any) exist; • who the key contributors to research on the topic are. Page reference: Page 8 *a. To understand what is known about a topic b. To solve a business problem *c. To understand what methods have been applied to a topic *d. To investigate clashes of evidence
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Bell, Bryman & Harley: Business Research Methods, 5th edition
Type: true-false Title: Chapter 01 - Question 05 05) Concepts are labels we give to aspects of the social world that have common features: *a. True Feedback: Concepts are the way that we make sense of the social world. They are labels that we give to aspects of the social world that seem to have significant common features. Page reference: 9 b. False Feedback: Concepts are the way that we make sense of the social world. They are labels that we give to aspects of the social world that seem to have significant common features. Page reference: 9 Type: multiple choice question Title: Chapter 01 – Question 06 06) Which of the following is not a feature of a research question? a. It guides your literature search Feedback: research questions are crucial because they will: • guide your literature search; • guide your decisions about the kind of research design to employ; • guide your decisions about what data to collect and from whom; • guide your analysis of data; • guide your writing-up of data; • stop you going on in unnecessary directions; and • provide your readers with a clear sense of what your research is about. Page reference: 10 *b. It will determine your research findings Feedback: research questions are crucial because they will: • guide your literature search; • guide your decisions about the kind of research design to employ; • guide your decisions about what data to collect and from whom; • guide your analysis of data; • guide your writing-up of data; • stop you going on in unnecessary directions; and • provide your readers with a clear sense of what your research is about. Page reference: 10 c. It will guide decisions about which research design to employ Feedback: research questions are crucial because they will: • guide your literature search; • guide your decisions about the kind of research design to employ; • guide your decisions about what data to collect and from whom; • guide your analysis of data; • guide your writing-up of data; • stop you going on in unnecessary directions; and • provide your readers with a clear sense of what your research is about. Page reference: 10 d. It will guide your decisions about what data to collect and from whom Feedback: research questions are crucial because they will: • guide your literature search; • guide your decisions about the kind of research design to employ; • guide your decisions about what data to collect and from whom; • guide your analysis of data; • guide your writing-up of data; • stop you going on in unnecessary directions; and
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Bell, Bryman & Harley: Business Research Methods, 5th edition
• provide your readers with a clear sense of what your research is about. Page reference: 10 Type: multiple choice question Title: Chapter 01 - Question 07 07) A representative sample is a sample that: a. Represents the views of a specific group of people Feedback: Many people associate sampling with surveys and the quest for representative samples. Such sampling is usually based on constructing a sample that can represent (and therefore act as a microcosm of) a wider population. Page reference: 11 *b. Represents a wider population Feedback: Many people associate sampling with surveys and the quest for representative samples. Such sampling is usually based on constructing a sample that can represent (and therefore act as a microcosm of) a wider population. Page reference: 11 c. Tends to be smaller in nature Feedback: Many people associate sampling with surveys and the quest for representative samples. Such sampling is usually based on constructing a sample that can represent (and therefore act as a microcosm of) a wider population. Page reference: 11 d. Is more democratic in its aims and objectives Feedback: Many people associate sampling with surveys and the quest for representative samples. Such sampling is usually based on constructing a sample that can represent (and therefore act as a microcosm of) a wider population. Page reference: 11 Type: multiple choice question Title: Chapter 01 - Question 08 08) Which of the following is not a feature of data analysis? a. Transcription Feedback: Transcription enables the researcher to upload the transcripts into a computer software program of the kind dis- cussed in Chapter 25. In the research by Clarke et al., once the transcripts had been uploaded into the software, the authors began by coding each transcript. This is a process whereby the data are broken down into component parts which are then given labels. The analyst searches for re-occurrences of sequences of coded text within and across cases and for links between different codes. Clarke et al. began by identifying a number of ‘descriptive order’ categories such as ‘emotion’ and ‘changes in the higher education system’ (2012: 8), which they later expanded or collapsed as the analysis progressed, refining them into more analytic categories such as ‘professionalism’, eventually arriving at core themes which they concentrated on. This approach is referred to as thematic analysis. There is a lot going on here: data are being made more manageable than they would be if the researcher just kept listening and re-listening to the recordings; the researcher is making sense of data through coding; and data are being interpreted—that is, the researcher is linking the process of making sense of the data with the research question, as well as with the literature and theoretical concepts. The data analysis stage is fundamentally about data reduction—that is, reducing the large corpus of information gathered in order to make sense of it. Unless the researcher reduces the data collected— for example, in the case of quantitative data by producing tables or aver- ages and in the case of qualitative data by grouping textual material into categories such as themes—it is more or less impossible to interpret the material. Page reference: 13 b. Coding Feedback: Transcription enables the researcher to upload the transcripts into a computer software program of the kind dis- cussed in Chapter 25. In the research by Clarke et al., once the transcripts had been uploaded into the software, the authors began by coding each transcript. This is a process whereby the data are broken down into component parts which are then given labels. The analyst searches for re-occurrences of sequences of coded text within and across cases and for links between different codes. Clarke et al. began by identifying a number of ‘descriptive order’ categories
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Bell, Bryman & Harley: Business Research Methods, 5th edition
such as ‘emotion’ and ‘changes in the higher education system’ (2012: 8), which they later expanded or collapsed as the analysis progressed, refining them into more analytic categories such as ‘professionalism’, eventually arriving at core themes which they concentrated on. This approach is referred to as thematic analysis. There is a lot going on here: data are being made more manageable than they would be if the researcher just kept listening and re-listening to the recordings; the researcher is making sense of data through coding; and data are being interpreted—that is, the researcher is linking the process of making sense of the data with the research question, as well as with the literature and theoretical concepts. The data analysis stage is fundamentally about data reduction—that is, reducing the large corpus of information gathered in order to make sense of it. Unless the researcher reduces the data collected— for example, in the case of quantitative data by producing tables or aver- ages and in the case of qualitative data by grouping textual material into categories such as themes—it is more or less impossible to interpret the material. Page reference: 13 c. Data reduction Feedback: Transcription enables the researcher to upload the transcripts into a computer software program of the kind dis- cussed in Chapter 25. In the research by Clarke et al., once the transcripts had been uploaded into the software, the authors began by coding each transcript. This is a process whereby the data are broken down into component parts which are then given labels. The analyst searches for re-occurrences of sequences of coded text within and across cases and for links between different codes. Clarke et al. began by identifying a number of ‘descriptive order’ categories such as ‘emotion’ and ‘changes in the higher education system’ (2012: 8), which they later expanded or collapsed as the analysis progressed, refining them into more analytic categories such as ‘professionalism’, eventually arriving at core themes which they concentrated on. This approach is referred to as thematic analysis. There is a lot going on here: data are being made more manageable than they would be if the researcher just kept listening and re-listening to the recordings; the researcher is making sense of data through coding; and data are being interpreted—that is, the researcher is linking the process of making sense of the data with the research question, as well as with the literature and theoretical concepts. The data analysis stage is fundamentally about data reduction—that is, reducing the large corpus of information gathered in order to make sense of it. Unless the researcher reduces the data collected— for example, in the case of quantitative data by producing tables or aver- ages and in the case of qualitative data by grouping textual material into categories such as themes—it is more or less impossible to interpret the material. Page reference: 13 *d. Programming Feedback: Transcription enables the researcher to upload the transcripts into a computer software program of the kind dis- cussed in Chapter 25. In the research by Clarke et al., once the transcripts had been uploaded into the software, the authors began by coding each transcript. This is a process whereby the data are broken down into component parts which are then given labels. The analyst searches for re-occurrences of sequences of coded text within and across cases and for links between different codes. Clarke et al. began by identifying a number of ‘descriptive order’ categories such as ‘emotion’ and ‘changes in the higher education system’ (2012: 8), which they later expanded or collapsed as the analysis progressed, refining them into more analytic categories such as ‘professionalism’, eventually arriving at core themes which they concentrated on. This approach is referred to as thematic analysis. There is a lot going on here: data are being made more manageable than they would be if the researcher just kept listening and re-listening to the recordings; the researcher is making sense of data through coding; and data are being interpreted—that is, the researcher is linking the process of making sense of the data with the research question, as well as with the literature and theoretical concepts. The data analysis stage is fundamentally about data reduction—that is, reducing the large corpus of information gathered in order to make sense of it. Unless the researcher reduces the data collected— for example, in the case of quantitative data by producing tables or aver- ages and in the case of qualitative data by grouping textual material into categories such as themes—it is more or less impossible to interpret the material. Page reference: 13
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Bell, Bryman & Harley: Business Research Methods, 5th edition
Type: true-false Title: Chapter 1 - Question 09 09) Big data can only be collected via the internet. a. True Feedback: “Big data” refers to the vast quantities of digital information generated, stored and circulated, including via the internet. (However the internet is not the sole source). Page reference: 20 *b. False Feedback: “Big data” refers to the vast quantities of digital information generated, stored and circulated, including via the internet. (However the internet is not the sole source). Page reference: 20 Type: multiple response question Title: Chapter 01 - Question 10 10) Which of the following are features of writing up a research project? Please select all that apply: Feedback: However, there are core ingredients that dissertations, theses, research articles, and books will include: • Introduction. The research area and its significance are outlined. The research questions will also probably be introduced. • Literature review. What is already known about the research area is examined critically. This section often relates to theoretical concepts that are the focus of the research, as shown in Table 1.1. • Research methods. The research methods (sampling, methods of data collection, methods of data analysis) are presented and justified. • Results. The findings are presented. • Discussion. The findings are discussed in relation to the literature and the research questions. • Conclusion. The significance of the research is reinforced. Page reference: 13 *a. Literature review *b. Research Method c. Editorial *d. Results Type: true-false Title: Chapter 01 - Question 11 11) Business research is a process where the findings can be predicted with reasonable certainly before data is collected. a. True Feedback: There is one final point we want to make before you read on. Business research is often a lot less smooth than accounts of the process you read in books such as this. Our purpose is to provide an overview of the research process and to give advice on how it should ideally be done. In reality, research is full of false starts, blind alleys, mistakes, and enforced changes. Page reference: 13 *b. False Feedback: There is one final point we want to make before you read on. Business research is often a lot less smooth than accounts of the process you read in books such as this. Our purpose is to provide an overview of the research process and to give advice on how it should ideally be done. In reality, research is full of false starts, blind alleys, mistakes, and enforced changes. Page reference: 13
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Bell, Bryman & Harley: Business Research Methods, 5th edition
Correct answers are marked with an asterisk (*). Type: true-false Title: Chapter 02 - Question 01 01) Theory is absolutely central to the conduct of business research: *a. True Feedback: Whatever the stimulus, research data become significant and contribute to knowledge when they are viewed in relation to theoretical concerns. This means that the nature of the relationship between theory and research is crucial. Page reference: 19 b. False Feedback: Whatever the stimulus, research data become significant and contribute to knowledge when they are viewed in relation to theoretical concerns. This means that the nature of the relationship between theory and research is crucial. Page reference: 19 Type: multiple response question Title: Chapter 02 – Question 02 02) Which of the following two statements characterise the term “empiricism”? Please select all that apply. Feedback: The term ‘empiricism’ is used in a number of ways, but two stand out. First, it is used to refer to an approach to the study of reality that suggests that only knowledge gained through experience and the senses is acceptable. In other words, ideas must be subjected to the rigours of testing before they can be considered knowledge. The second meaning of the term is related to this and refers to a belief that the accumulation of ‘facts’ is a legitimate goal in its own right. It is this second meaning that is sometimes referred to as ‘naïve empiricism’. Page reference: Page 20 *a. It suggests that only knowledge gained through experience and the senses is acceptable b. That only quantitative evidence is appropriate to business research *c. The accumulation of facts is a legitimate goal in its own right d. That business research must be relevant to practicing managers Type: true-false Title: Chapter 02 - Question 03 03) In deductive research, theory is something that develops after the collection and analysis of data. a. True This brings us to our next question: in so far as any piece of research is linked to theory, what was the role of that theory? Up to now, we have written as though theory guides and influences the collection and analysis of data. In other words, research is done in order to answer questions posed by theoretical puzzles. But an alternative position is to view theory as something that develops after collection and analysis of data. There is a second factor in considering the relationship between theory and research—whether we are referring to deductive or inductive theory. Page reference: Page 20 *b. False This brings us to our next question: in so far as any piece of research is linked to theory, what was the role of that theory? Up to now, we have written as though theory guides and influences the collection and analysis of data. In other words, research is done in order to answer questions posed by theoretical puzzles. But an alternative position is to view theory as something that develops after collection and analysis of data. There is a second factor in considering the relationship between theory and research—whether we are referring to deductive or inductive theory. Page reference: Page 20 Type: true-false Title: Chapter 02 - Question 04 04) In inductive research, theory is the outcome of research: *a. True “With an inductive stance, theory is the outcome of research”.
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Bell, Bryman & Harley: Business Research Methods, 5th edition
Page reference: Page 25 b. False “With an inductive stance, theory is the outcome of research”. Page reference: Page 25 Type: multiple choice question Title: Chapter 02 - Question 05 05) The term ontology concerns an understanding of what the following is: a. Methods Feedback: “Ontology – our understanding of what reality is”. Page reference: 17 b. Empiricism Feedback: “Ontology – our understanding of what reality is”. Page reference: 17 *c. Reality Feedback: “Ontology – our understanding of what reality is”. Page reference: 17 d. Science Feedback: “Ontology – our understanding of what reality is”. Page reference: 17 Type: multiple choice question Title: Chapter 02 - Question 06 06) The term epistemology concerns how we can know: a. Knowledge Feedback: Epistemology – our understanding of how we can know reality. Page reference: 17 *b. Reality Feedback: Epistemology – our understanding of how we can know reality. Page reference: 17 c. Research Feedback: Epistemology – our understanding of how we can know reality. Page reference: 17 d. Science Feedback: Epistemology – our understanding of how we can know reality. Page reference: 17 Type: true-false Title: Chapter 02 - Question 07 07) Objectivism implies that we socially construct our own interpretation of external facts. a. True Feedback: Objectivism is an ontological position that implies that social phenomena confront us as external facts beyond our reach or influence and that they exist whether we are aware of them or not. Page reference: 26 *b. False Feedback: Objectivism is an ontological position that implies that social phenomena confront us as external facts beyond our reach or influence and that they exist whether we are aware of them or not. Page reference: 26 Type: true-false Title: Chapter 02 - Question 08 08) Constructionism challenges the suggestion that social categories such as organisation and culture are objective phenomena. *a. True Feedback: However, we can consider an alternative ontological position—constructionism (see Key concept 2.12). This position challenges the suggestion that categories such as organization and culture are pre-given and therefore confront social actors as external realities that they have no role in fashioning.
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Bell, Bryman & Harley: Business Research Methods, 5th edition
Page reference: 27 b. False
Type: true-false Title: Chapter 02 - Question 09 09) Postmodernists are sceptical that it is possible to arrive at a definitive version of reality. *a. True Feedback: Postmodernists are deeply suspicious of the idea that it is possible to arrive at a definitive version of reality. Page reference: 28 b. False Feedback: Postmodernists are deeply suspicious of the idea that it is possible to arrive at a definitive version of reality. Page reference: 28 Type: multiple choice question Title: Chapter 02 - Question 10 10) Positivism is informed by which ontological position: a. Social constructionist Feedback: “Positivism is an epistemological position which is informed by an objectivist ontological position” Page reference: 30 b. Subjectivist Feedback: “Positivism is an epistemological position which is informed by an objectivist ontological position” Page reference: 30 c. Pragmatist Feedback: “Positivism is an epistemological position which is informed by an objectivist ontological position” Page reference: 30 *d. Objectivist Feedback: “Positivism is an epistemological position which is informed by an objectivist ontological position” Page reference: 30 Type: multiple choice question Title: Chapter 02 - Question 11 11) Interpretivism is informed by which ontological position: *a. Social constructionist Feedback: “This approach is underpinned by a social constructionist ontology, which holds that reality is constituted by human actions and meaning-making rather than exiting objectively and externally”. Page reference: 30 b. Subjectivist Feedback: “This approach is underpinned by a social constructionist ontology, which holds that reality is constituted by human actions and meaning-making rather than exiting objectively and externally”. Page reference: 30 c. Pragmatist Feedback: “This approach is underpinned by a social constructionist ontology, which holds that reality is constituted by human actions and meaning-making rather than exiting objectively and externally”. Page reference: 30 d. Objectivist Feedback: “This approach is underpinned by a social constructionist ontology, which holds that reality is constituted by human actions and meaning-making rather than exiting objectively and externally”.
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Bell, Bryman & Harley: Business Research Methods, 5th edition
Page reference: 30 Type: multiple choice question Title: Chapter 02 - Question 12 12) Who of the following was a founder of symbolic interactionism? a. Karl Popper Feedback: “the implications of the ideas of the founders of symbolic interactionism, particularly George Herbert Mead (1863-1931), who discusses the way in which our notion of self emerges through an appreciation of how others see us, have been hotly debated”. Page reference: 32 b. Karl Jung Feedback: “the implications of the ideas of the founders of symbolic interactionism, particularly George Herbert Mead (1863-1931), who discusses the way in which our notion of self emerges through an appreciation of how others see us, have been hotly debated”. Page reference: 32 *c. George Herbert Mead Feedback: “the implications of the ideas of the founders of symbolic interactionism, particularly George Herbert Mead (1863-1931), who discusses the way in which our notion of self emerges through an appreciation of how others see us, have been hotly debated”. Page reference: 32 d. Sigmund Freud Feedback: “the implications of the ideas of the founders of symbolic interactionism, particularly George Herbert Mead (1863-1931), who discusses the way in which our notion of self emerges through an appreciation of how others see us, have been hotly debated”. Page reference: 32 Type: multiple choice question Title: Chapter 02 - Question 13 13) Which of the following statements best describes a paradigm? a. The disagreements between scientists in a given field Feedback: “A paradigm is a cluster of beliefs and dictates which for scientists in a particular discipline influence what should be studied and how research should be done”. Page reference: 34 *b. A cluster of beliefs and dictates in a particular discipline which influence what should be studied and how research should be done Feedback: “A paradigm is a cluster of beliefs and dictates which for scientists in a particular discipline influence what should be studied and how research should be done”. Page reference: 34 c. A cluster of beliefs for which there is no consensus amongst scientists Feedback: “A paradigm is a cluster of beliefs and dictates which for scientists in a particular discipline influence what should be studied and how research should be done”. Page reference: 34 d. A set of standards to which a scientific community used to use to evaluate research but no longer adhere to Feedback: “A paradigm is a cluster of beliefs and dictates which for scientists in a particular discipline influence what should be studied and how research should be done”. Page reference: 34 Type: multiple choice question Title: Chapter 02 - Question 14 14) Which of the following is not a paradigm identified by Burrell and Morgan? a. Functionalist Feedback: Plotting the assumptions of researchers along these two axes provides a framework for four paradigmatic positions in the study of organizations: • functionalist—the dominant framework for the study of organizations, based on a problem-solving orientation which leads to rational explanation; • interpretative—focuses on the conceptions of social actors and implies that understanding must be based on the experience of those who work in organizations;
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Bell, Bryman & Harley: Business Research Methods, 5th edition
• radical humanist—proposes that organizations are social arrangements from which individuals need to be emancipated and that research should be guided by the need for change; • radical structuralist—views an organization as a product of structural power relationships, which result in conflict. Page reference: 34 b. Interpretative Feedback: Plotting the assumptions of researchers along these two axes provides a framework for four paradigmatic positions in the study of organizations: • functionalist—the dominant framework for the study of organizations, based on a problem-solving orientation which leads to rational explanation; • interpretative—focuses on the conceptions of social actors and implies that understanding must be based on the experience of those who work in organizations; • radical humanist—proposes that organizations are social arrangements from which individuals need to be emancipated and that research should be guided by the need for change; • radical structuralist—views an organization as a product of structural power relationships, which result in conflict. Page reference: 34 *c. Radical positivist Feedback: Plotting the assumptions of researchers along these two axes provides a framework for four paradigmatic positions in the study of organizations: • functionalist—the dominant framework for the study of organizations, based on a problem-solving orientation which leads to rational explanation; • interpretative—focuses on the conceptions of social actors and implies that understanding must be based on the experience of those who work in organizations; • radical humanist—proposes that organizations are social arrangements from which individuals need to be emancipated and that research should be guided by the need for change; • radical structuralist—views an organization as a product of structural power relationships, which result in conflict. Page reference: 34 d. Radical structuralist Feedback: Plotting the assumptions of researchers along these two axes provides a framework for four paradigmatic positions in the study of organizations: • functionalist—the dominant framework for the study of organizations, based on a problem-solving orientation which leads to rational explanation; • interpretative—focuses on the conceptions of social actors and implies that understanding must be based on the experience of those who work in organizations; • radical humanist—proposes that organizations are social arrangements from which individuals need to be emancipated and that research should be guided by the need for change; • radical structuralist—views an organization as a product of structural power relationships, which result in conflict. Page reference: 34 Type: true-false Title: Chapter 02 - Question 15 15) The values of a researcher have a strong influence upon the type of business research they will produce. *a. True Feedback: Values reflect either the personal beliefs or the feelings of a researcher. On the face of it, we would expect that social scientists should be value free and objective in their research. After all, one might argue that research that simply reflected the personal biases of its practitioners could not be considered valid and scientific because it was bound up with the subjectivities of its practitioners. This view is held with less and less frequency among social scientists nowadays. Page reference: 37 b. False Feedback: Values reflect either the personal beliefs or the feelings of a researcher. On the face of it, we would expect that social scientists should be value free and objective in their research. After all,
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Bell, Bryman & Harley: Business Research Methods, 5th edition
one might argue that research that simply reflected the personal biases of its practitioners could not be considered valid and scientific because it was bound up with the subjectivities of its practitioners. This view is held with less and less frequency among social scientists nowadays. Page reference: 37
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Bell, Bryman & Harley: Business Research Methods, 5th edition
Correct answers are marked with an asterisk (*).
Type: true-false Title: Chapter 3 - Question 01 01) A research design provides a framework for the collection and analysis of data. *a. True Feedback: “A research design provides a framework for the collection and analysis of data”. Page reference: 45 b. False Feedback: “A research design provides a framework for the collection and analysis of data”. Page reference: 45 Type: multiple choice question Title: Chapter 03 - Question 02 02) Which of the following is not a criterion for the evaluation of business research? a. Validity Feedback: “Three of the most prominent criterial for the evaluation of business and management research are reliability, replication and validity. Page reference: 46 b. Reliability Feedback: “Three of the most prominent criterial for the evaluation of business and management research are reliability, replication and validity. Page reference: 46 *c. Quality Feedback: “Three of the most prominent criterial for the evaluation of business and management research are reliability, replication and validity. Page reference: 46 d. Replication Feedback: “Three of the most prominent criterial for the evaluation of business and management research are reliability, replication and validity. Page reference: 46 Type: multiple choice question Title: Chapter 03 - Question 03 03) Which of following best describes “ecological validity”? a. The extent to which findings can be generalised beyond the specific research context Feedback: The criterion is concerned with the question of whether or not social scientific findings are applicable in everyday, naturally occurring social settings. Page reference: 47 *b. The extent to which social scientific findings are applicable in everyday social settings Feedback: The criterion is concerned with the question of whether or not social scientific findings are applicable in everyday, naturally occurring social settings. Page reference: 47 c. The extent to which research has been conducted rigorously Feedback: The criterion is concerned with the question of whether or not social scientific findings are applicable in everyday, naturally occurring social settings. Page reference: 47 d. The extent to which adequate precautions have been taken against inherent bias Feedback: The criterion is concerned with the question of whether or not social scientific findings are applicable in everyday, naturally occurring social settings. Page reference: 47 Type: true-false Title: Chapter 03 - Question 04 04) An independent variable is understood as having a causal influence on dependent variables. *a. True
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Bell, Bryman & Harley: Business Research Methods, 5th edition
Feedback: An independent variable is understood as having causal influence on dependent variables. Page reference: 47 b. False Feedback: An independent variable is understood as having causal influence on dependent variables. Page reference: 47 Type: true-false Title: Chapter 03 - Question 05 05) In a classic experimental design, the experimental, or treatment group does not receive the treatment while the control group does. a. True Feedback: “The experimental group, or treatment group, receives the treatment (some kind of manipulation of the independent variable), and is compared against the control group, which does not). Page reference: 51 *b. False Feedback: “The experimental group, or treatment group, receives the treatment (some kind of manipulation of the independent variable), and is compared against the control group, which does not). Page reference: 51 Type: multiple choice question Title: Chapter 03 - Question 06 06) Which of the following is not a threat to external validity and generalisation? a. Interaction effects of pre-testing Feedback: Campbell (1957) and Cook and Campbell (1979) identify five major threats to the external validity and hence generalizability of an investigation. These can be summarized as follows: Interaction of selection and treatment. This threat raises the question: to what social and psychological groups can a finding be generalized? Can it be generalized to a wide variety of individuals who might be differentiated by gender, ethnicity, social class, and personality? For instance, many influential studies of leadership, conducted on samples comprising a majority of men, appear not to treat gender as a significant variable (Wilson 1995). It is possible that the findings of these studies simply reflect the characteristics of the predominantly male samples and therefore cannot provide a theory of effective leadership that is generalizable across both men and women. Interaction of setting and treatment. This threat relates to the issue of how confident we can be that the results of a study can be applied to other settings. For example, in Research in focus 3.4, Agerström and Rooth conducted their study in Sweden, a society which consistently ranks highly in global equality indexes which measure attitudes towards discrimination, and which has directive legislation to protect employees against discriminatory workplace policy and practice on the grounds of gender and race. As a result, the setting may have been unusual by comparison with the wider world and may have had an influence on the experimental participants’ behaviours. Interaction of history and treatment. This raises the question of whether or not the findings can be generalized to the past and to the future. The original Aston studies (Research in focus 3.5), for example, were conducted in the early 1960s. How confident can we be that these findings would apply today? Interaction effects of pre-testing. As a result of being pretested, subjects in an experiment may become sensitized to the experimental treatment. Consequently, the findings may not be generalizable to groups that have not been pre-tested and, of course, in the real world, people are rarely tested in this way. The findings may, therefore, be partly determined by the experimental treatment as such and partly by how pretest sensitization has influenced the way in which subjects respond to the treatment. This may have occurred in Nielsen et al.’s research (Research in focus 3.8).
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Bell, Bryman & Harley: Business Research Methods, 5th edition
Reactive effects of experimental arrangements. People are frequently, if not invariably, aware that they are participating in an experiment. Their awareness may influence how they respond to the experimental treatment and therefore affect the generalizability of the findings. This was a major finding of the Hawthorne studies (Research in focus 3.7). Page reference: 52 b. Interaction of setting and treatment Feedback: Campbell (1957) and Cook and Campbell (1979) identify five major threats to the external validity and hence generalizability of an investigation. These can be summarized as follows: Interaction of selection and treatment. This threat raises the question: to what social and psychological groups can a finding be generalized? Can it be generalized to a wide variety of individuals who might be differentiated by gender, ethnicity, social class, and personality? For instance, many influential studies of leadership, conducted on samples comprising a majority of men, appear not to treat gender as a significant variable (Wilson 1995). It is possible that the findings of these studies simply reflect the characteristics of the predominantly male samples and therefore cannot provide a theory of effective leadership that is generalizable across both men and women. Interaction of setting and treatment. This threat relates to the issue of how confident we can be that the results of a study can be applied to other settings. For example, in Research in focus 3.4, Agerström and Rooth conducted their study in Sweden, a society which consistently ranks highly in global equality indexes which measure attitudes towards discrimination, and which has directive legislation to protect employees against discriminatory workplace policy and practice on the grounds of gender and race. As a result, the setting may have been unusual by comparison with the wider world and may have had an influence on the experimental participants’ behaviours. Interaction of history and treatment. This raises the question of whether or not the findings can be generalized to the past and to the future. The original Aston studies (Research in focus 3.5), for example, were conducted in the early 1960s. How confident can we be that these findings would apply today? Interaction effects of pre-testing. As a result of being pretested, subjects in an experiment may become sensitized to the experimental treatment. Consequently, the findings may not be generalizable to groups that have not been pre-tested and, of course, in the real world, people are rarely tested in this way. The findings may, therefore, be partly determined by the experimental treatment as such and partly by how pretest sensitization has influenced the way in which subjects respond to the treatment. This may have occurred in Nielsen et al.’s research (Research in focus 3.8). Reactive effects of experimental arrangements. People are frequently, if not invariably, aware that they are participating in an experiment. Their awareness may influence how they respond to the experimental treatment and therefore affect the generalizability of the findings. This was a major finding of the Hawthorne studies (Research in focus 3.7). Page reference: 52 *c. Interaction of researcher and environment Feedback: Campbell (1957) and Cook and Campbell (1979) identify five major threats to the external validity and hence generalizability of an investigation. These can be summarized as follows: Interaction of selection and treatment. This threat raises the question: to what social and psychological groups can a finding be generalized? Can it be generalized to a wide variety of individuals who might be differentiated by gender, ethnicity, social class, and personality? For instance, many influential studies of leadership, conducted on samples comprising a majority of men, appear not to treat gender as a significant variable (Wilson 1995). It is possible that the findings of these studies simply reflect the characteristics of the predominantly male samples and therefore cannot provide a theory of effective leadership that is generalizable across both men and women. Interaction of setting and treatment. This threat relates to the issue of how confident we can be that the results of a study can be applied to other settings. For example, in Research in focus 3.4, Agerström and Rooth conducted their study in Sweden, a society which consistently ranks highly in global equality indexes which measure attitudes towards discrimination, and which has directive
© Bell, Bryman and Harley 2018
Bell, Bryman & Harley: Business Research Methods, 5th edition
legislation to protect employees against discriminatory workplace policy and practice on the grounds of gender and race. As a result, the setting may have been unusual by comparison with the wider world and may have had an influence on the experimental participants’ behaviours. Interaction of history and treatment. This raises the question of whether or not the findings can be generalized to the past and to the future. The original Aston studies (Research in focus 3.5), for example, were conducted in the early 1960s. How confident can we be that these findings would apply today? Interaction effects of pre-testing. As a result of being pretested, subjects in an experiment may become sensitized to the experimental treatment. Consequently, the findings may not be generalizable to groups that have not been pre-tested and, of course, in the real world, people are rarely tested in this way. The findings may, therefore, be partly determined by the experimental treatment as such and partly by how pretest sensitization has influenced the way in which subjects respond to the treatment. This may have occurred in Nielsen et al.’s research (Research in focus 3.8). Reactive effects of experimental arrangements. People are frequently, if not invariably, aware that they are participating in an experiment. Their awareness may influence how they respond to the experimental treatment and therefore affect the generalizability of the findings. This was a major finding of the Hawthorne studies (Research in focus 3.7). Page reference: 52 d. Relative effects of experimental arrangements Feedback: Campbell (1957) and Cook and Campbell (1979) identify five major threats to the external validity and hence generalizability of an investigation. These can be summarized as follows: Interaction of selection and treatment. This threat raises the question: to what social and psychological groups can a finding be generalized? Can it be generalized to a wide variety of individuals who might be differentiated by gender, ethnicity, social class, and personality? For instance, many influential studies of leadership, conducted on samples comprising a majority of men, appear not to treat gender as a significant variable (Wilson 1995). It is possible that the findings of these studies simply reflect the characteristics of the predominantly male samples and therefore cannot provide a theory of effective leadership that is generalizable across both men and women. Interaction of setting and treatment. This threat relates to the issue of how confident we can be that the results of a study can be applied to other settings. For example, in Research in focus 3.4, Agerström and Rooth conducted their study in Sweden, a society which consistently ranks highly in global equality indexes which measure attitudes towards discrimination, and which has directive legislation to protect employees against discriminatory workplace policy and practice on the grounds of gender and race. As a result, the setting may have been unusual by comparison with the wider world and may have had an influence on the experimental participants’ behaviours. Interaction of history and treatment. This raises the question of whether or not the findings can be generalized to the past and to the future. The original Aston studies (Research in focus 3.5), for example, were conducted in the early 1960s. How confident can we be that these findings would apply today? Interaction effects of pre-testing. As a result of being pretested, subjects in an experiment may become sensitized to the experimental treatment. Consequently, the findings may not be generalizable to groups that have not been pre-tested and, of course, in the real world, people are rarely tested in this way. The findings may, therefore, be partly determined by the experimental treatment as such and partly by how pretest sensitization has influenced the way in which subjects respond to the treatment. This may have occurred in Nielsen et al.’s research (Research in focus 3.8). Reactive effects of experimental arrangements. People are frequently, if not invariably, aware that they are participating in an experiment. Their awareness may influence how they respond to the experimental treatment and therefore affect the generalizability of the findings. This was a major finding of the Hawthorne studies (Research in focus 3.7). Page reference: 52
© Bell, Bryman and Harley 2018
Bell, Bryman & Harley: Business Research Methods, 5th edition
Type: true-false Title: Chapter 03 - Question 07 07) Quasi-experiments fulfil all the internal validity requirements for academic research. a. True Feedback: A number of writers have drawn attention to the possibilities offered by quasiexperiments—that is, studies that have certain characteristics of experimental designs but that do not fulfil all the internal validity requirements. Page reference: 54 *b. False Feedback: A number of writers have drawn attention to the possibilities offered by quasiexperiments—that is, studies that have certain characteristics of experimental designs but that do not fulfil all the internal validity requirements. Page reference: 54 Type: multiple response question Title: Chapter 03 - Question 08 08) Which of the following two characteristics are associated with cross-sectional design research? Feedback: The cross-sectional design is defined in Key concept 3.12. A number of elements of this definition have been emphasized. More than one case. Researchers employing a cross- sectional design are interested in variation. That variation can be in respect of people, organizations, nation states, or whatever. Variation can be established only when more than one case is being examined. Usually, researchers employing this design will select a lot more than two cases for a variety of reasons: they are more likely to encounter variation in all the variables in which they are interested; they can make finer distinctions between cases; and the requirements of sampling procedure are likely to necessitate larger numbers (see Chapter 8). At a single point in time. In cross-sectional research design, data on the variables of interest are collected more or less simultaneously; when an individual completes a questionnaire, which may contain fifty or more. Page reference: 58 *a. More than one case b. Data that is only quantitative in nature *c. At a single point in time d. Data that is only quantitative in nature Type: true-false Title: Chapter 03 - Question 09 09) The longitudinal design represents a distinct form of research design that is typically used to map change in business and management research. *a. True Feedback: The longitudinal design represents a distinct form of research design that is typically used to map change in business and management research. Page reference: 61 b. False Feedback: The longitudinal design represents a distinct form of research design that is typically used to map change in business and management research. Page reference: 61 Type: multiple choice question Title: Chapter 03 - Question 10 10) Which of the following is not considered to be a case? a. A single organisation Feedback: A case can be: a single organization, such as Pettigrew’s (1985; see Research in focus 3.16) research at Imperial Chemical Industries (ICI), Joanne Martin’s (1992) study of organizational culture at ‘OzCo’, a high-technology industry company based in California, or Born’s (2004) study of managerialism in the BBC;
© Bell, Bryman and Harley 2018