Category: Flow

Learning activity 9.3-Unit 9

Unit 9 Learning Activities

 

The most important thing for me about the conclusions section of a high-quality research report is . . .

 

Interpreting and evaluating the results that answered research question are essential regarding conclusion section. However, the elements of conclusion section presented as follows

The summary of the significant results, Plano-Clerk & Creswell (2015) stated, “when reading a conclusion section, a good first step is to look for statements where the researchers summarize the major findings of the study. Theses summary statement provides a recap of the key results that the researcher found in response to each of research questions” (p.467).As a reader, I benefit reading conclusion first before results, so I have a focus on what to conclude then I learn about how they presented their results and samples, etc….  The summary of the results includes the interpretation of the results in relation to the extensive literature and personal reflection about the results in addition to bringing in prior literature (Plano-Clerk & Creswell, 2015, p.468). Also, the summary of findings is explicitly related to previous research as they compare to, contrast, or extend the prior study.

The implications for practice, that the researchers elicit in their conclusion for audiences based on the results obtained in the study, and how it provides the audiences with the possible outline of practices or expectations. “The researchers often elaborate on the implications of their study for audiences upon completion, the researchers are in a position to reflect and remark on how the different audiences may benefit from the use of results” (Plano-Clerk & Creswell, 2015, p.468).

Thoughtful critique of the study’s limitation is the study limitations focused on shortcomings in the extent of the reasons that researchers chose to use specific research approach at the beginning of their research study.

 Future research suggestion, it’s also another type of interpretation based on the results and limitations that have to consider when conducting further research. It gives directions to researchers for strategies could be used to further the research.

Question

I found one of the reviews included conflict of interest at the end, which it was no conflict of interest. However my question

Is it possible to have a conflict of interest after the completion of the study achieved? And how is it important to include it at the end of the of a research report?

Reference

Plano-Clark, V., & Creswell, J. (2015). Understanding research: A consumer’s guide (2nd ed.). Boston, MA: Pearson.

 

Learning activity 9.2-Unit 9

Unit 9 Learning Activities

Coetzer, M. F., Bussin, M., & Geldenhuys, M. (2017). The functions of a servant leader. Administrative Sciences, 7(5),1-32. Retrieved from http://www.mdpi.com/2076-3387/7/1/5

 

• Are the major results identified and summarized?

The summary of the key results was organized logically by theme which in regards answer their research questions.  They didn’t introduce new results. The results highlighted the eight-servant leadership characteristics, competencies, the outcomes related to individual, team, and organization. Coetzer, Bussin, & Geldenhuys, (2017) stated, “The results were used to identify four general functions of a servant leader clustered into strategic servant leadership and operational servant leadership. The summary of results stated as following “On an individual level servant leadership positively influenced work engagement, organizational citizenship behavior, creativity and innovation, organizational commitment, trust, self-efficacy, job satisfaction, person-job fit or person-organizational fit, leader-member exchange, and work-life balance.” In addition, ” servant leadership was negatively related to burnout and turnover intention. On a team or group level, group organizational citizenship behavior, group identification, service culture or climate, and the procedural justice climate positively influenced by servant leadership.” Finally, “on an organizational level, servant leadership was positively related to customer service and sales performance.”  (Coetzer, et al., 2017, p.19). Each function supported by competencies and characteristics of a servant leader as defined in current literature” (p.19). A discussion relating the results to literature noted in the study.

Rate 3

• Are the results related to the literature?

Coetzer et al., (2017) acknowledged “The purpose of this study was to discover the characteristics, competencies, measures, and outcomes of servant leadership using a systematic literature review.” The results thoughtfully examined in relation to previous literature, and they were all based on quantitative, qualitative, and literature.  Personal reflection as excerpted; “this study made a theoretical and practical contribution to the body of knowledge related to servant leadership ( Coetzer et al.,2017, p.19).

Rate 3

• Are appropriate implications of the results for practice identified and justified?

Suggestion for practice that stems from the study, and the specific audiences that might benefit from the knowing the results of the study are noted. “The results of this study provide managers and practitioners with a possible outline to develop servant leaders within organizations” (Coetzer et al.,2017, p.19). They also indicated the importance of implication of this study also could be used to design curriculums for servant leadership development programmes and to cultivate a servant leadership culture within an organization. In return, management and other stakeholders could expect favorable individual, team, or organizational outcomes that servant leadership produces (Coetzer et al.,2017, p.19).

Rate 3

• Is there a thoughtful critique of the study’s limitations?

Thoughtful critique of the study’s limitations provided. Coetzer et al., (2017) mentioned, “Normally a systematic literature review is done by at least two researchers, especially the evaluation of the quality of articles. In this study, only one researcher evaluated the quality of studies.” Also, “the study excluded studies done before the year 2000 and after 2015 as well as research done in the quaternary sector,” and “it excluded grey literature, books, book reviews, magazine articles, conference presentations, and white papers” (p.19).

Rate 3

• Are suitable suggestions for future research provided?

Suggestion for future research that built from the study’s results and limitation are advanced. Coetzer et al., (2017) proposed “future study might be to design a leadership development programme based on functions and performance areas mentioned in this study and to test its effectiveness to enhance servant leadership attributes. Experimental type studies might be valuable in this regard.” Also, “The functions and performance areas of a servant leader may also help to create serving organizations, organizations that leave behind legacies in individuals and the community throughout its existence. Action research and case studies might validate this possibility” (p.19).

Rate 3

• Is the interpretation consistent with the study?

The researchers draw conclusions that logical extension of the results to address the study’s purpose and research questions

Rate 3

• Is the back mater appropriate for the study report?

Information included in the list of references, supplementary material, author contributions, and conflict of interest, and appendices. They all complete, and relevant to the study.

Rate 3

Quality rating: High quality

0=Poor

1= Fair

2= Good

3= Excellent

Overall quality

0-10= Low quality

11-16=Average quality

17-21= High quality

Total score=21

My overall assessment is 20

Resources

Plano-Clark, V., & Creswell, J. (2015). Understanding research: A consumer’s guide (2nd ed.). Boston, MA: Pearson.

 

Learning Activity 9.1- Unit 9

Unit 9 Learning Activities

In response to Jami-Lee Keith’ podcast about her action research project

Criteria for evaluating the use of action research in research report

 

The researcher focuses on a real problem in practice or the local community

Jamie proposed her action research plan that I can feel the struggle she had at the tutoring center. She focused on one problem which is staff motivation been low due not being paid for extra time, not having feedback, and having few interactions with one another.

Rate 3

The researcher collaborates with staff at workplace/community members

She has a plan to conduct an action research study in the context of her own practice. She wants to start her project, working with the staff member and clients looking for improvement.

Rate 2

The research process includes careful reflection about the problem

The area of her focus mentioned, talking with others in the setting, reading available literature and gathered relevant information.

Rate 3

Multiple sources of good information are used

She is planning to collect quantitative data in the form of a survey from staff who are involved: how happy at work in the center, how their motivation can be improved, what is the important factor for job satisfaction. She has the intention to resolve the problem from the collected data.

Rate 2

A good action plane is advanced

comments from staff, meeting to discuss the results, discussing why these issues were occurring and what can be done to improve, there is an idea sharing the results with the staff and clients to gather more data needed for her action research plan.

Rate 2

The study used good action research process

The research process included thinking, looking and gathering information to act on them. The reflection added in the way she wants to collect feedback from the staff and clients.

Rate 3

The study results in meaningful actions to address the problem

Its based on research that will stimulate a workable solution at her workplace.

The action enhances individuals by improving practice, empowering the staff and solving the problem.

Rate 3

Quality rating: High quality

0=Poor

1= Fair

2= Good

3= Excellent

Overall quality

0-10= Low quality

11-16=Average quality

17-21= High quality

Resources

Plano-Clark, V., & Creswell, J. (2015). Understanding research: A consumer’s guide (2nd ed.). Boston, MA: Pearson.

Learning Activity 8.2

 

Unit 8 Learning Activities

 

References

Plano-Clark, V., & Creswell, J. (2015). Understanding research: A consumer’s guide (2nd ed.). Boston, MA: Pearson.

Learning activity 7.2-Unit 7

 

Unit 7 Learning Activities

Beck, C. D. (2014). Antecedents of servant leadership: A mixed methods study. Journal of Leadership and Organizational Studies, 21(3), 299-314.

What was the purpose of the study?

The absent of empirical studies on the antecedents of servant leadership was the purpose of this study (Beck, C. D., 2014, p.299)

Is there a rationale provided for needing a mixed methods design?

Beck (2014) noted in his study that, “Given the complexities of leadership, quantitative results may be inadequate; therefore, qualitative data are needed to help explain initial quantitative data. The combination of quantitative and qualitative data should provide a complete picture and a “voice of the participants” (p.302). The author follows Creswell and Plano Clark (2007) suggestion, using quantitative data are inadequate in addressing the domain of leadership.

Rate 3

Did the quantitative method are of good quality based on the standard of quantitative research?

All the criterions have chosen for this study

Data collection were from a web-based survey using SLQ form, collected from 499 recruited leaders and 630 raters. All data analysis completed before approaching the next phase. Descriptive statistics and Pearson correlation served as the basis for analyzing the independent and dependent variables. One-way and two-way ANOVA test are done. A significant difference was set to be (p<0.05), the authenticity of the participants included in the study, and the results were achievable (Beck, 2014, p.302-304).

Rate 3

Did the qualitative method are of good quality based on the standard of qualitative research?

Data collection were in-depth one-on-one audiotaped interviews, collected from 12 recruited participants from leader pool- phase. The interview included nine open-ended questions were pilot tested for clarity. The participants informed that the interview would be audio-recorded and transcribed verbatim. The participants reviewed the transcripts of their interviews to clarify or expand their responses as needed. The qualitative data were explored and coded to help explain why these participants demonstrated exemplary servant leadership behavior. They reviewed the themes and codes to check for appropriateness. The validity or inference quality procedures used in this study included member checking, triangulation, and peer review (Beck, 2014, p.304).

Rate 3

Is the choice of the mixed methods design appropriate and justified?

A good method design is used to plan and implement the study. Beck, (2014) “employed a mixed methods sequential explanatory design consisting of two distinct phases: Phase 1, a quantitative study, followed by Phase 2, a qualitative study in which interviews conducted and responses were coded and analyzed for possible themes” (p.302). The mixed method design is fully described, including the decision for timing, priority, and mixing. Beck, C. D., (2014) included the “two phases in his study, the quantitative survey collected data in the form of servant leadership questionnaire (SLQ), and the qualitative data were one-on-one audiotaped interviews” (p. 302, 304). That indicates the initial quantitative components had the priority for addressing the study’s purpose, and the quantitative phase of the study built to the qualitative phase to produce qualitative findings that help to explain quantitative results as the criteria have been set (Plano-Clark & Creswell, 2015, p.396). Triangulation was used to analyze the quantitative and qualitative data to validate the findings of the data collected (Beck, 2014, p.302).

Rate 3

What were the results of the study?

The quantitative and qualitative components were explicitly merged, consistent with the overall mixed method design, and explicitly discussed at the end of the study. The study had four significant findings. First, the longer a leader is in a leadership role, the more frequent the servant leader behaviors. Second, those leaders who volunteer at least one hour per week demonstrate higher servant leader behaviors. Third, servant leaders influence others through building trusting relationships. Lastly, servant leaders demonstrate an altruistic mindset (Beck, 2014, p.304).

Rate 3

Does the use of mixed methods produce a good understanding of the study’s purpose? Does the study use a rigorous application of mixed methods research to address the purpose?

The findings provide complete, valid and in-depth answers to the study’s research questions. The integrated findings go beyond what was learned and answered the research question. The exemplary servant leadership in this study emphasized different aspects of SL in regarding of altruistic calling, emotional healing, wisdom, persuasive mapping, and organizational stewardship. The four major findings and the themes that emerged from the data analysis lend support to the notion that there are characteristics, behaviors, and life experiences that predict a servant leader (Beck, 2014, p.307). Validity in a mixed methods study is defined “as the ability of the researcher to draw meaningful and accurate conclusions from all of the data in the study” (Creswell & Plano Clark, 2007, p. 146).

The mixed method design is a good fit for the study’s research problem purpose. The quantitative and qualitative and diverse aspects of the study fit together in a logical way to address the study’s purpose.

Rate 6

Quality rating

0=Poor

1= Fair

2= Good

3= Excellent

Overall quality

0-10= Low quality

11-16=Average quality

17-21= High quality

Total score=21

My overall assessment=21

References

Plano-Clark, V., & Creswell, J. (2015). Understanding research: A consumer’s guide (2nd ed.). Boston, MA: Pearson.

 

Learning activity 7.1-Unit 7

 

Unit 7 Learning Activities

The heart of the quantitative/qualitative debate is research problem and the purposeful approach. Plano-Clark and Creswell (2015) assert that “a quantitative research approach indicated when the research problem requires an explanation, while qualitative research approach indicated when the research problem requires exploration” (p.85-86). The argument in qualitative research is to explore the central phenomenon to develop and report description and themes. On the other side, the argument in the quantitative research is, the research problems call for explanation and measuring trends or variables to develop and report the results that are objectively compared with predictions and past studies (Plano-Clark and Creswell, 2015, p.193, 287).

Plano-Clerk & Creswell (2015) stated, “many of today’s research problem calls for both explanation and exploration” (p.381). Also added, “authors combined these two datasets to develop a complete understanding of the different modes of communication and the consequences of the use which lead to answer the research question” (p.383). Plano-Clark & Creswell (2015) proposed and explained; “the Mixed method is appropriate when researchers need to combine the strengths of quantitative and qualitative data, build from one type of data to the other, and to answer two research questions (p.385-386).

Thinking of using a combination of qualitative and quantitative data can improve an evaluation by ensuring that the strengths of another balance the limitations of one type of data. Therefore, providing that understanding enhanced by integrating different ways of knowing. Evaluation of invested both quantitative data (numbers) and qualitative data (text, images) disclose the importance of planning how these will be combined.  Stentz, Plano-Clark & Matkin (2012) stated, “researchers can maximize the strengths of each approach while making up for the weaknesses of the approaches, develop complete and complementary understandings, increase validity of results, use one form to build on the results of the other, and/or examine contextualized understandings, multi-level perspectives, and cultural influences” (p.1174).

Also, “quantitative approaches (such as surveys, correlational studies, or experiments) provide opportunities for analyzing existing leadership approaches, combining them with qualitative approaches (such as content analysis, case study, or grounded theory) can support new discoveries within the realm of existing leadership theory” (Stentz et al., 2012, p1174)

Applying both quantitative and qualitative approaches, the GLOBE researchers were able to uncover new understandings about cross-cultural interactions and how culture impacts leader effectiveness and in a way that is generalizable between cultures and within cultures around the world. (Northhouse, 2013).

Although “the GLOBE researchers used an overall quantitative approach for purposes of scientific validity, they applied a mixed methods approach within their multi-phase, multi-method project by embedding content analysis of interviews, focus groups, and published media (representing qualitative approaches) to capture richly descriptive culture-specific interpretations to account for cultural influences on leadership” (House et al., 2001).

I believe it’s a valuable approach to specific extent solving a problem and answer the research question. Plano-Clark & Creswell (2015) they provided in-depth different mixed method research design for scholars to amplify the intent of research and to produce the complete analysis results (p.390-403). Mixed method research appears to have an abroad insight and era on too many fields like healthcare, management, social science, leadership theory and its application.

Question: How many research question I can include in mixed method research design?

References

Creswell, J. (2017, June 1). What is the mixed methods research?[Video file]. Retrieve from http://johnwcreswll.com/videos/

House, R., Javidan, M., & Dorfman, P. (2001). Project GLOBE: An introduction. Applied Psychology: An International Review, 50(4), 489–505, http://dx.doi.org/10.1111/1464-0597.00070.

Northhouse, P. G. (2013). Leadership theory and practice (6th ed.). Thousand Oaks, CA: Sage Publications, Inc

Plano-Clark, V., & Creswell, J. (2015). Understanding research: A consumer’s guide (2nd ed.). Boston, MA: Pearson.