Wednesday, May 22, 2013

A500.9.4.RB_OYEYEMIOLUSANYA


Reflect on your perceived value of this course. Include both positive and negative aspects of your experience. What might you have done to improve your learning experience in this course? How might the University or your instructor provide additional support for your learning? Were there topics covered in this course that seem particularly relevant or irrelevant to your experiences and to what you expect to come in future courses?

Since the inception of this course, it has been my watchword when faced with challenging task, critical thinking will strike through my mind that will even be voiced out in most cases. In addition, the courage to find solution will overshadowed me until I solved it.  This course enhanced my understanding on how to reflect on my thinking. Evaluate other people’s contributions for better judgement.
The course has increased my vocabulary. It is an exposure to the world of scholarly writing. May be because of my profession that is more of technical orientation. I have not seen any negative side to this course. The only advise that comes to mind is that, it will be good if this course can have the second part before the conclusion of this program. It appear to me as if this course is the practical part of this program. However, it may be too early to make such conclusion about the program. Critical thinking is the most essential aspect of every leadership position.
Business and leadership theories may be taught but the strategies to its application require a critical thinking mind. Many confrontations of leadership position, most especially when a leader is in between superior leader and subordinates it require critical thinking.  In fact, all critical thinking element and standard must be implemented for trusted results.

Sunday, May 19, 2013

A500.8.3.DQ_OYEYEMIOLUSANYA-GOOD PRESENTATION DESIGN


Summarizing your current thoughts on good presentation design?
A good presentation must be short and to the point.  Should not be flashy and avoid tautology.  When there is too much repetition, the presentation will be bored.  Be in control.  When presenter is just reading slides to the audience, you are not in control because your audience can read.  Use slide as a guide to the points while you expatiate on as the presentation flows.  The will enable audience to take note. I do not like to be helped in writing note. I believe, writing enhances comprehension.

Both the slide and presenter’s enactment should be synchronized for a clearer presentation.  Good and relevant stories are the best vehicle to convey a clear presentation to the desired audience.  Garr Reynolds points out "Good presentations include stories" (Para 12).  Uniqueness in colour, contrast, and text is of good importance.   

Repetition and the use of memorable topics are of great importance to a great presentation. The slide should be properly aligned with information.  The idea,” KISS” (keep it simple silly) is of great importance to memorable presentation.  When presentation is simple and natural it makes it easy to memorize and practice.  Presentation should be sequentially organized like story line follows.  It should encompass introduction, body, and ending.  This keeps audience concentration and helps to meaning from the topic.

Visuals presentation enhances the understanding of the topic when presented appealingly.  Use of video and audio are good instrumental to better illustration of points.  Professional used of objects is good.  Memorable topics are also essential elements of a great presentation.

When delivering presentation, moving away from the podium to connect with the audience, helps eye contact.  “B” key on the keyboard is of great benefits to control the slide, to make blank when need to digress and restore when ready to continue.
In addition, remote control device can help.  Go at a pace, which will permit audience participations.  When the light is on, it helps to see the faces of the audience and keep them from sleeping.
Finally, while designing a presentation some rules helps to build good presentation; No use of Bullets.  First, develop your presentation on paper before transferring to power point, easy to manipulate without the help of any software.  Use a font size no smaller than 30pt. The use of clip art should not be encouraged to “jazz up” the slide.  Taught should be arranged per slide.  Set a time limit for the presentation.  Logo should not be introduced at every page.  Do not fill the presentation with complex charts that will not be understood within seconds.
Reference
Kipp, B. (2010). Hubspot.10 Rules to Instantly Improve Your Presentations.
http://blog.hubspot.com/blog/tabid/6307/bid/5975/10-Rules-to-Instantly-Improve-Your-Presentations.aspx
Paul A. (2008). Sample page from chapter six of presentation Zen: Simple Ideas on Presentation Design and Delivery by Garr Reynolds http://www.presentationzen.com/chapter6_spread.pdf
Garr R. Presentation Zen. How to Design & Deliver Presentations Like a Pro
http://www.garrreynolds.com/Presentation/pdf/presentation_tips.pdf

Wednesday, May 8, 2013

A500.7.3.RB_OYEYEMIOLUSANYA









A500.7.3.RB Summarize the main elements of Quantitative Research

Olusanya Oyeyemi

MSLD500 Leadership Foundations in Research

Embry-Riddle Aeronautical University

Dr. Barta

08 May 2013











Abstract
To understand the logic and basic principles of quantitative research the idea of inferential statistics: generalization from sample to population
To learn how to obtain quantitative data, describe data, single variables and how to analyse relationships (dependencies) between two or more variables.



Quantitative Research Methods
Sampling
Types of variables and descriptive analysis
Inferential statistics from sample to population, bivariate analysis is Associations between two variables while elaboration and multivariate analysis for three or more variable.
The logic of social research
On the basis of theory we can develop hypotheses about relationships which ought to exist, if the theory is valid” (Rose & Sullivan 1996, 10).
Classic hypothetic deductive research
Go around the circle from theory to deductive reasoning to hypothesis to observations to induction to empirical generation back to theories.
THEORY
1.     Theories
2.     Deductive reasoning
3.     Hypotheses
EMPIRISM
4.     Observations
5.     Induction
6.     Empirical generalizations
Notes on studying societies and human beings
The object of study is not ”deaf” reflects and responds to new knowledge the object of study is not static but in constant flux temporality of knowledge human beings are rational and self-conscious agents causality problematic (probabilistic rather than deterministic) researcher is part of the object of study (society) objectivity problematic measurement problematic?
Description and explanation
Most research includes both description (what) and explanation (why).
Good explanatory research can only be built on solid descriptive knowledge.
Social research can also aim at comparison or classification.
Theoretical and empirical research
Empirical research has as the object of study some aspect (problem) of reality; data is obtained by some systematic method of empirical observation.
Theoretical research studies problems related to concepts, perspectives or theories of a given field (discipline), data consists of previous research (analysis and synthesis).
Sometimes empirical and theoretical researches are pitted against each other: more fruitful to see them as complementing each other.
Quantitative and qualitative research
Qualitative research aims at understanding, it answers primarily to (how) questions. Quantitative research aims at (causal) explanation. It answers primarily to (why) questions. Both qualitative and quantitative research can aim at description of social reality.
Complementary not contradictory different kinds of research questions and objects of research different perspectives on the same research objects questions (methodological triangulation) different stages in the research process
·      Quantitative  = Qualitative
·      Qualitative  = Quantitative
The quantitative method
The observations can be directly numeric information or can be classified into numeric variables. The strength of quantitative research enable description of social structures, processes that are not directly observable and well suited for comparisons between groups, areas etc.
Its weaknesses simplify and compress the complex reality abstract and constrained perspective. Only applicable for measure (quantifiable) phenomena and presumes relatively extensive knowledge on the subject matters in order to be able to ask correct questions.
Research as dialogue between theory and empirical observations
Data analysis should always be based on and discuss with theory and earlier research (theoretical framework). Theoretical formulation of research results enables generalization and enhances the “explanatory power” of the results.
The research process
·      Research idea
·      Literature review
·      Theoretical formulation of the research problem
·      Empirical research questions (operationalization)
·      Research design (planning)
·      Data collection
·      Data analysis
·      Answering the empirical research questions
·      Theoretical interpretation of the results
·      Comparison with earlier research
·      Conclusions
Planning research
1.     Selection of the theme / topic
2.     Getting acquainted with previous research on the same theme
3.     Selection of the theoretical approach
4.     Specification of the research problem
5.     Planning the empirical research process
Research designs
“The function of a research design is to ensure that the evidence obtained enables us to answer the initial question as unambiguously as possible.” (David de Vaus: Research Design in Social Research, 2001). Good research prevents manipulation of data.
1. Experimental design
2. Longitudinal design
3. Cross-sectional design
4. Case study design
·      Design ≠ method of data collection
·      Design ≠ quantitative / qualitative
Research problems
Data and methods are to be selected so that the research questions can be answered. The greatest challenge to any thinker is stating the problem in a way that will allow a solution (Bertrand Russell).
Elements of research design
·      Description, comparison, classification, explanation.
·      Time dimension: longitudinal or cross sectional.
·      Number of measurements? Prospective or retrospective.
·      Interventions.
·      Target population and research units.
·      Need for generalizations.
·      Method of data collection.
·      Comparisons: good research design enables explanations that contradict theory/hypotheses.
Logical structure of research and data.
Sampling methods
The aim of sampling is to produce a miniature copy of the population. Each member of the population has an equal likelihood of being selected into the sample. Hence we can make inferences about the larger population based on the sample. Probability sampling vs. purposive (non-probability) sampling methods.
1. Simple random sampling
2. Systematic selection (interval sampling)
3. Stratified sampling (proportional and disproportional)
4. Clustered sampling
5. Quota sampling (non-probability method)
Representativeness
1. Equivalence of universe and population (sampling frame).
2. Equivalence of population and sample when sampling is done correctly these should be equivalent within a certain error margin the bigger the sample, the lesser the likelihood of sampling error.
Methods for obtaining data
Survey research (all require a structured questionnaire, where each observation unit is posed with the exact same questions)
·      postal questionnaire survey
·      e-mail questionnaire survey
·      (Internet polls)
·      face-to-face interviews
·      telephone interviews
·      Systematic observation
·      Text analysis
·      Statistical data (secondary analysis)
·      Register data
Ethical principles in obtaining data no harm may be done to the participants “informed consent“ anonymity confidence


Friday, May 3, 2013

A500.6.3.RB_OYEYEMIOLUSANYA


            Qualitative research

Qualitative research, broadly defined, means "any kind of research that produces findings not arrived at by means of statistical procedures or other means of quantification" (Strauss and Corbin, 1990, p. 17).
"If you want people to understand better than they otherwise might, provide them information in the form in which they usually experience it" (Lincoln and Guba, 1985, p. 120).
Basis for the Use of a Qualitative Methodology is for a better understanding of any phenomenon, to gain new perspectives on things about which much is already known, or to gain more in-depth information that may be difficult to convey, Strauss and Corbin (1990).
Features of Qualitative Research are:
·      Uses of natural setting as a sources of data
·      Act as the human instrument
·      Use inductive data analysis
·      Reports are descriptive, expressive language and the "presence of voice in the text" (Eisner, 1991, p. 36).
·      Interpretative
·      Pay attention to individual influence or physical effect seeking the uniqueness of each case.
·      Focus on emerging process as well as the outcomes of the research.
·      Uses special criteria for trustworthiness.
 The Role of the Researcher in Qualitative Inquiry
·      Adopt the stance suggested by the characteristics of the naturalist paradigm.
·      Develop the level of skill appropriate for a human instrument, or the vehicle through which data will be collected and interpreted.
·      Prepare a research design that utilizes accepted strategies for naturalistic inquiry
·      Able to interact with the situation.
·      Ability to collect information at multiple levels simultaneously.
·      Perceive situations holistically.
·      Process data as soon as they become available.
·      Provide immediate feedback and request verification of data.

Research Design and Data Collection Strategies
·      Determine a focus for the inquiry.
·      Determine the fit of the research paradigm to the research focus.
·      Determine where and from whom data will be collected.
·      Determine what the successive phases of the inquiry will be.
·      Determine what additional instrumentation may be used.
·      Plan data collection and recording modes.
·      Plan which data analysis procedures will be used.
·      Plan the logistics of data collection, including scheduling and budgeting.
·      Plan the techniques that will be used to determine trustworthiness.
Sampling Strategies for Qualitative Researchers
Data Collection Techniques
·      Interviews
·      Observation
An interview guide or "schedule" is a list of questions or general topics that the interviewer wants to explore during each interview.
 Recording Data. A basic decision going into the interview process is how to record interview data.
An observation is the classic form of data collection in naturalistic or field research is observation of participants in the context of a natural scene. Observational data are used for the purpose of description-of settings, activities, people, and the meanings of what is observed from the perspective of the participants. Observation can lead to deeper understandings than interviews alone, because it provides a knowledge of the context in which events occur, and may enable the researcher to see things that participants themselves are not aware of, or that they are unwilling to discuss (Patton, 1990). A skilled observer is one who is trained in the process of monitoring both verbal and nonverbal cues, and in the use of concrete, unambiguous, descriptive language.
TYPES:
·      Informal, conversational interviews
·      Semi-structured interviews
·      Standardized, open-ended interviews.
Analysis of Data
As the raw data are broken down into manageable chunks, the researcher must also devise an "audit trail"-that is, a scheme for identifying these data chunks according to their speaker and the context. The particular identifiers developed may or may not be used in the research report, but speakers are typically referred to in a manner that provides a sense of context (see, for example, Brown, 1996; Duffee and Aikenhead, 1992; and Sours, 1997).
Judging Qualitative Research
The Role of the Reader
·      Coherence
·      Consensus