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Research clinic > Lecture 3 > Flashcards

Lecture 3 Flashcards

1
Q

Common mistakes of introduction

A
  1. Overpromising
  2. Lack of focus
  3. Failing to motivate and problematize
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2
Q

Building Blocks of article

A
  1. Common ground
  2. Complication
  3. Concern
  4. Course of action
  5. Contribution
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3
Q

Different types of gaps

A
  • Theoretical gaps
  • empirical gaps
  • Methodological gaps
  • literature gap
  • Temporal gap
  • Spatial gap
  • Conceptual gap
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4
Q
  • Definition: Discrepancy between existing theories or models and observed phenomena
  • Example: Lack of studies examining the relationship between X and Y
  • How to address: Conduct further research to test existing theories or develop new theoretical frameworks
A

Theoretical gap

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5
Q
  • Definition: Insufficiency or inadequacy in the methods used to investigate a research question
  • Example: Absence of studies utilizing qualitative methods in the field
  • How to address: Review and refine research methodologies, consider alternative approaches, or combine methods to address limitations
A

Methodological gap

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6
Q
  • Definition: Missing data or evidence needed to fully understand or explain a phenomenon
  • Example: Limited research on the long-term effects of treatment X
  • How to address: Gather additional data through experiments, surveys, or longitudinal studies to fill gaps in knowledge
A

Empirical gap

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7
Q
  • Definition: Lack of clarity or consensus regarding key concepts or definitions in the field
  • Example: Variation in definitions of “success” across studies
  • How to address: Clarify definitions through consensus-building efforts, standardization of terms, or development of clear conceptual frameworks
A

Conceptual gap

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8
Q
  • Definition: Lack of research over a certain period, leaving a discontinuity in understanding
  • Example: Sparse studies examining the impact of recent technological advancements
  • How to address: Conduct studies to address current gaps and ensure research keeps pace with the latest developments in the field
A

Temporal gap

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9
Q
  • Definition: Absence of research in specific geographical areas, limiting generalizability
  • Example: Few studies exploring the cultural differences in consumer behavior across regions
  • How to address: Expand research efforts to include underrepresented geographical areas, ensuring a more comprehensive understanding of the phenomenon
A

spatial gap

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10
Q
  • Definition: Failure to address existing knowledge gaps or build upon prior research adequately
  • Example: Neglecting to consider recent advancements in the literature when designing a study
  • How to address: Conduct a thorough literature review to identify existing gaps and build upon prior research findings to contribute to the advancement of knowledge
A

Literature gap

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11
Q

A proposed structure

A
  1. Identify topic
  2. Make and fill gap: summarize what is know and show gap and explain why gap should be filled (complication and concern)
  3. move the focus to your thesis: explain how your research addresses the gap and explain how you did it (course of action)
  4. contribution
  5. structure of your thesis
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12
Q

Parts of management research canvas

A
  1. the puzzle
  2. Audience and prior research
  3. Research question
  4. THeoretical constructs and relationships
  5. research setting
  6. research design and analysis
  7. empirical findings
  8. contributions
  9. boundary conditions and limitations
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13
Q

structure of quantitative paper

A
  1. introduction
  2. theoretical background
  3. methods and data
  4. results
  5. discussion
  6. conclusion

Deductively

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14
Q

Structure of qualitative paper

A
  1. introduction
  2. methods
  3. case study/studies
  4. theory
  5. interpretation
  6. conclusion

inductively

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15
Q

components of theory

A
  1. constructs
  2. variables
  3. hypotheses
  4. propositions
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16
Q

terms which, though not observational either directly or indirectly, may be applied or even defined on the basis of the observations” – more abstract

A

construct

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17
Q

“an observable entity which is capable of assuming two or more values” – more concrete

A

variable

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18
Q

More abstract – often formulated as outcome of qualitative research

A

propositions

18
Q

Concrete and operational statements built from specific variables – formulated and tested in quantitative research

A

hypotheses

19
Q

what theory is NOT

A
  • references
  • data
  • list of variables or constructs
  • diagrams
  • hypotheses
20
Q
  • References to prior studies are key, but in and of themselves do not make the theory.
  • Listing references to existing theories is not the same as explicating the causal logic they contain.
  • References are often used as a smoke screen; “argument by citation” (AMJ Editorial nr. 4: p. 1098).
  • If your supervisor says your theory is weak or you need more theory, this doesn’t mean “add more references”.
A

references are not theory

21
Q

only use references in theory section

A

argument by citation

22
Q
  • Data play an important role in confirming, revising, or discrediting existing theory and guiding development of new theory.
  • But: they describe which empirical patterns are observed— theory explains why empirical patterns were observed or are expected to be observed. This applies to any type of data.
    In short, data describe patterns that are observed in the world, while theory explains why those patterns exist
  • Brute empiricism: when hypotheses are motivated by prior data rather than theory. This is why it’s so risky to start from data
A

Data are not theory

23
Q
  • Variables, constructs, and definitions are important to be clear about what you’re focusing on.
  • But without connecting these using logical arguments, they do not make theory. Theory explains why variables or constructs come about and how they are connected.
  • With just variables, you have “a dictionary of a language that possesses no sentences.” (Weick, 1989: p. 517)
A

List of variables are not theory

24
Q
  • Diagrams and figures play an important role in making explicit what your expectations are.
  • But verbal explanation is nearly always necessary to get to the causal mechanisms at play and their motivations.
  • So it’s not enough to engage in a literature review, to draw a figure, and leave it at that.
A

diagrams are not theory

25
Q
  • Hypotheses serve as the crucial bridges between theory and data. Yet, hypotheses do not (and should not) contain the arguments: “hypotheses are concise statements about what is expected to occur, not why it is expected to occur” (Sutton and Staw, 1995: p. 377).
  • Common pitfall: presenting so many hypotheses that none can adequately be explained or motivated.
  • Your grade does not correlate with the number of H’s you test in your thesis!
A

Hypotheses are not theory

26
Q

… explains what and why you are investigating:
* What are the central concepts?
* How are they related?
* Why?
“backward looking” part of the theory section. It introduces the building blocks of your conceptual model, based on prior research

A

Literature review

27
Q
  • NOT: a summary, an abstract, or a reference list
  • Build a logical argument
  • Be cohesive and consistent
  • Cover a particular topic
  • Be complete and to-the-point
  • Use academic sources
  • Reference adequately
A

literature review

28
Q

Literature review is … centric, not … centric

A

literature review is CONCEPT-CENTRIC, not author-centric

29
Q

… are concise statements about what is expected to occur
So they are a summary of what you expect to find, given what you said preceding them in your theory development and your literature review

A

Hypotheses

30
Q

Each hypothesis you present should be somehow related to each other (i.e., fit within your framework)

A

Coherence

31
Q

Multiple … may yield the same hypothesis.

A

mechanisms

32
Q

refers to an approach in research where hypotheses or conclusions are based directly on observations or data, without grounding them in an existing theoretical framework. It involves drawing conclusions purely from the empirical evidence (data) that is collected, without relying on prior theories, models, or explanations about why certain patterns might occur.

A

brute empiricism

33
Q
  • The … needs to be clear: when do you conclude no support for your hypothesis?
A

null hypotheses

34
Q

How broadly applicable are the findings and in what conditions might they not hold?
What are the main limitations of your study and how can future research address them?

A

boundary conditions and limitations

35
Q

A typical discussion and conclusion section exists of …

A
  • Discussion of findings
  • implications (for management)
  • limitations and future research
  • conclusion
36
Q
  • Graphical representation of your hypotheses
  • Blocks represent independent and dependent variables
  • Arrows represent hypotheses
A

conceptual model

37
Q

you have laid out the basic assumptions, boundary conditions, and prescriptions of the literature, forming an agreeable starting point with your readers that gives them confidence you are a reliable guide

A

common ground

38
Q

will be a problem, puzzle, or twist in the ongoing academic conversation. problematizing the situation” and identifying how the current academic conversation is inadequate or incomplete. compelling? you will inspire readers to continue following the story

A

complication

39
Q

you justify your search for a solution. You convince the readers that the complication is important. high hurdle, since inconsistencies, contradictions, and missing pieces are often relatively easy to identify in academic literature but readers may judge attention to these kinds of gaps as trivial, pedantic, or simply needless.

A

concern

40
Q

explains to your readers how you will be addressing and resolving your paper’s central complication.
heart of the paper, but it is a building block that is interdependent with, and cannot be effective without, the four other building blocks

A

course of action

41
Q

explain to the readers how the ideas in the paper are novel and meaningful, and how they take the readers beyond what they think they know from received theory. Ideally, you will describe in a convincing way how the paper may lead to further theoretical exploration and empirical investigation. as well as to insights that will influence practice in organizations and management.

A

Contribution

42
Q

Where are these building blocks used?

A
  • In an abridged form in the article’s abstract
  • In an enticing way in the article’s introduction
  • In a fully elaborated way in the article’s theory development

Research clinic (4 decks)

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