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Research Methodology > 2 > Flashcards

2 Flashcards

1
Q

Each scientific process can be described by its
(1). (2) and (3)
The (1) scope in the case of management sciences refers to the objects managed - the organization.
The (2) scope includes management and organization
management system.
The (3) scope places the scientific process in the time dimension as limited or unlimited.

A
  1. material
  2. subject
  3. space-time scope/spatio-temporal
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2
Q

The scientific system having (1) is a set co-created by scientific components with strictly defined properties. It is governed by (2). By interacting with (3), it has the ability to (4) and (5). Is focused on getting to (6)

A
  1. a hierarchical structure
  2. the principles of orderliness and consistency
  3. the environment
  4. conduct processes
  5. perform scientific functions
  6. know, assess and shape reality
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3
Q

Generative factors of the scientific process include:
(1,…, and 8)
The components of the system are: (9,…, and 13)
The structure of the system is (14,…, and 17)

A
  1. assumptions,
  2. problem,
  3. values and goals
  4. methodology (including language, activities, function, methods, techniques and instruments),
  5. research entities,
  6. information,
  7. management,
  8. supporting activities.
  9. values,
  10. power,
  11. mission,
  12. vision,
  13. strategic goals, scientific processes and factors.
  14. process,
  15. object,
  16. institutional
  17. social.
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4
Q

The scientific process consists of activities that contribute to (1) in the form of (2).

  1. deliberately defining the state of (3) due to (4) in the solution of the scientific problem,
  2. building (5) as the basis for solving the scientific problem,
  3. performing (6) enabling the problem to be solved (7),
  4. writing a report on the scientific activity including (8) achieved along with (9) and (10),
  5. (11) on scientific activities to the public and submission of (12) and falsification of research results this time,
  6. finally confirmation of the value of scientific activity in
    the research field as a result of (13) in the admission of research results to (14)
A
  1. the added value
  2. a specific scientific result
  3. non-satisfaction
  4. shortcomings
  5. a preliminary study
  6. scientific operations
  7. efficiently
  8. a presentation of the scientific results
  9. the rationale for internal verification
  10. falsification of results
  11. publication of a report
  12. external verification
  13. internal and external falsification
  14. the essence of the paradigm
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5
Q

In the field of basic operations of the scientific process,
which lead to the implementation of scientific activities, we distinguish:

  1. (1) - which translates into the hypothesis - assumptions, (2) formulated (3) the scientific proof,
  2. performing (4) and (5) of each of the hypotheses set up - the activities performed in this case are often complicated - they are (6), (7), based on (8), where the (9), experiments, simulations and (10),
  3. (11) - that is also scientific theses, which are assigned to (12), where the thesis as a scientific theorem is formulated (13) scientific proof,
  4. the synthesis of the course and results of scientific
    operations - includes a set of scientific theses together with their (14) and (15).
A
  1. formulating test claims
  2. theorems
  3. before
  4. internal verification
  5. falsification
  6. iterative
  7. variant
  8. feedback
  9. methods of trial and error
  10. heuristics
  11. formulating the results of theorems
  12. the existing states of nescience
  13. after
  14. ordered categorization
  15. justifications
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6
Q

The scientific process is not required to be (1), that is to say it would result in solving (2), (3) and (4) problems. Each of the problems can, or rather should be (5), although in connection with others.
Nevertheless, it is not possible to carry out a (6) of a given item without (7).

A
  1. complete
  2. cognitive
  3. axiological
  4. normative
  5. solved autonomously
  6. valuation assessment
  7. prior resolution
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7
Q

The cognitive problem can be characterized as the
difficulty in the area of (1,…, or 4) a certain state of (5) as to the fact of its existence. Thus, not every problem that researchers encounter is a cognitive scientific problem.
Science is a collection that combines (6) and their
(7) with which a given problem qualifies.

A
  1. introducing,
  2. removing,
  3. changing
  4. closing
  5. ignorance and certainty
  6. features
  7. parameters
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8
Q

Application of scientific methodology in

  1. to (1), it does not automatically raise it to the rank of a scientific problem.
  2. The object of learning about the research process in the field of cognitive problems in management sciences is to cause the system to (2) it and (3) it - to implement patterns.
A
  1. solve a business problem
  2. evaluate
  3. shape
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9
Q

Features that can be attributed to research problems in the field of management science are: including and describing the state of scientific ignorance or existing uncertainty with the current achievements,

  1. (1) of the state of ignorance or uncertainty with the hitherto achievements,
  2. (2) of the state of ignorance or uncertainty with the hitherto achievements,
  3. the prospect of learning progress as a result of (3) the research problem,
  4. compliance with the (4),
  5. (5) the existing state of ignorance or uncertainty with the current achievements,
  6. (6) in terms of social usefulness (7),
  7. (8), which will translate into (9) in the existing social system.
  8. Determining whether a given scientific problem (10) at all is part of the problem solving and is called (11).
A
  1. scientific significance
  2. scientific objectivity
  3. opening, changing or closing
  4. paradigm of conducting the scientific process
  5. susceptibility to solve
  6. progress
  7. practice, didactics, worldview
  8. innovation
  9. progressive changes
  10. exists
  11. exploration of the problem
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10
Q

The starting point in determining the research
problem is to determine (1) (2).

Another source of generating scientific problems may be the existing real social system, but it must meet the limits of science. This requires describing (3), defining (4), its (5), and (6).

Another possibility of emerging a research problem may be (7). The process in which we can see the existence of the problem is embedded in the process of defining (8) in relation to their nature of science, determined by (9), accepted (10) factors.

A
  1. the current state of scientific knowledge
  2. axiology of knowledge
  3. the genesis of the problem
  4. the essence of scientific difficulties
  5. scope
  6. the values of science
  7. the process of classifying problems
  8. the boundaries and differentiating problems
  9. values and goals
  10. doctrine and external
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11
Q

Explanation of the problem that concerns the problem
closes it. The justification for the purposefulness of solving a given problem should refer to the indication of (1) of undertaking and solving the problem.

After this stage, the obtained set allows to determine (2) between problems, determining (3), or solving one problem, allows to solve another problem and determine the order of problems due to their importance in achieving the goal of the scientific process.

This structure of the problem as a whole is (4) from the environment. In turn, the external structure of the problem is co-created by situating a given scientific problem among other problems (5).

A
  1. the expected added value
  2. the potential cause-and-effect relations
  3. the so-called support relationships
  4. coherent, organized and delimited
  5. superior, subordinate and collateral
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12
Q

 Functional structure of problems
 The scope of problems
 Material scope

A

1.

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13
Q

Cognitive problems

1) , (2) and (3
1. (4) - concerning claims about (5) of a given subject
2. (6) - concerning (7)

A
  1. exploratory
  2. classification
  3. explanations
  4. Idiographic problems
  5. the components
  6. Individual problems
  7. a selected, single item, eg a given enterprise
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14
Q

Axiological problems

1) , (2), and (3
1. (4) problems - concerning claims about (5)
2. (6) problems - concerning (7) with (8).

A
  1. identification
  2. evaluation
  3. valuation
  4. Nomotetic (nomological)
  5. relationships (relations) between components (variables)
  6. Stochastic
  7. a set of objects, eg industry as a whole
  8. distinguished or blurred borders
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15
Q

The classification of scientific problems includes (1) and (2).

Their functional structure is characterized by (3) to (4).

In turn, the subject scope determines (5) that appear as a result of solving the problem.

Finally, the material scope is described by (6) - carriers of the research problem.

A
  1. the attitude to the system
  2. the scientific methods used
  3. the attitude of the subject of the scientific process
  4. the object
  5. the domains of assertions
  6. the boundaries of the reality of objects
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16
Q

Observation is used in the social sciences as a method for collecting data about (1).
Observation, particularly participant observation, has
been the hallmark of much of the research conducted in (2) and is (3). It is also a tool used regularly to collect data by teacher researchers in their classrooms, by social workers in community settings, and by psychologists recording human behavior.

A
  1. people, processes, and cultures
  2. anthropological and sociological studies
  3. a typical methodological approach of ethnography
17
Q

The complete participant is the researcher who is (1); he/she is involved in the setting and in studying other group members (2).
Two problems exist with this stance: Group members are (3) , and may be (4) to another member.

A
  1. a member of the group of people under study
  2. without their knowledge
  3. not aware of being observed
  4. reluctant to disclose information
18
Q

The participant as observer stance involves the researcher who is (1). In this stance, other members are (2).
The disadvantage of this stance is that, as a group
member, others are (3). Hence, there is a trade off between (4) and the (5).

A
  1. a group member and observes other group members with their knowledge
  2. fully aware of the study and its purposes
  3. less likely to divulge personal details
  4. the depth of data the researcher is able to collect
  5. level of confidentiality available to group members
19
Q

The observer as participant is the researcher who

1). Group members are (2). By participating in group activities, the researcher is (3

A
  1. participates in the social setting under study, but is not a group member
  2. aware of the purpose of the research
  3. better able to understand what is being observed
20
Q

The complete observer stance is one in which the researcher is (1). This is typical in situations where the researcher observes (2) in full view of the public, though they may be unaware of being observed. This stance may also be used, for example, when(3).

A
  1. able to observe the setting and group under study without participating, but participants are unaware of being observed
  2. a public event
  3. a psychologist observes a client, using a one-way mirror
21
Q

How and why do we use observations?
Observations help you to
(1), (2), (3), (4) and (5)
Observation is used in(6) .

A
  1. identify and guide relationships with informants,
  2. learn how people in the setting interact and how things are organized and prioritized,
  3. learn what is important to the people,
  4. to become known to participants,
  5. learn what constitutes appropriate questions, how to ask them, and which questions may best help you to answer the research questions.
  6. both quantitative and qualitative studies
22
Q

For example, in a chemical titration experiment, the
researcher may observe the level of product that is
dispensed into a calibrated test tube or beaker
(1). In education, the teacher/researcher may
observe students to determine either the number of times a behavioral infraction occurs or the activities which precipitate certain infractions (2).

A
  1. quantitative

2. quantitative or qualitative

23
Q

What Is a Research Survey Questionnaire?
A research survey questionnaire is a research instrument containing (1) for the purpose of data gathering. The questions may relate to the field of marketing, politics, psychology, or even sociology. The
information gathered from the respondents will then be (2).

The respondents may belong to (3) and often come in (4).

A
  1. a list of questions
  2. analyzed and interpreted for various intentions
  3. an identified group
  4. large numbers for more accurate results
24
Q

One common type of research survey questionnaire, is (1). It is made for the intention of collecting insights on (2). This type of research questionnaire is essential for businesses to understand (3) of customers.
As (4) proves to be the goal for every business, a research survey questionnaire will allow customers to play a huge part in (5).

A
  1. a marketing questionnaire
  2. customer feedback
  3. the needs and the demands
  4. customer satisfaction
  5. product development and improvement
25
Q

Strengths of survey questionnaire

A
  1. Cost-effective and practical.
  2. It has the ability to reach a larger audience.
  3. It allows respondents to remain anonymous.
  4. It can be conducted at a faster rate to receive speedy results.
  5. Covers important aspects of a topic.
  6. The results may easily be quantified depending on the way it was administered.
  7. May receive more precise results as possible answers are often given.
26
Q

Weaknesses of survey questionnaire

A
  1. Respondents may not provide sincere and honest
    answers.
  2. Respondents may not feel comfortable in
    answering questions that may seem intrusive to them.
  3. An individual’s current status or emotion may
    garner misleading responses.
  4. Questions and answers might be interpreted
    differently by a respondent.
  5. Questions and answers might be interpreted
    differently by a respondent.
  6. Questions may seem controversial or inappropriate depending on the respondent’s personal views.
  7. Data complications due to questions that do not
    require responses.

Research Methodology (2 decks)

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