Attribute, Ordinal and Numerical Data
Categorical data, ordered scales and agreed measurement scales — the three data shapes described in the teaching source, and the classification tension the source leaves unresol…
Every page in the KEVOS library tagged project management research. 28 pages.
Categorical data, ordered scales and agreed measurement scales — the three data shapes described in the teaching source, and the classification tension the source leaves unresol…
People construct their own views of reality and the researcher seeks to discover this — the position, its social constructivism variant, and the naming inconsistency in the so…
Research influenced by beliefs and values critical of the status quo — what a declared standpoint changes about design, analysis and the claims a study can make.
Observation recorded for later analysis, its dependence on human responses, and the two distortions the source names: selective observation and biased interviews.
The three research purposes named in the teaching source, the verbs that signal each one, and how the purpose you choose constrains every later design decision.
Participants as equal partners in design and interpretation, and research carried out in the real world with little or no control over independent variables.
The three forms the research process takes — identifying a problem, testing theory and proposing solutions, and gaining evidence from observation — and how a project moves betwe…
The subject's own closing statement about itself - that you will not apply most of this immediately and are expected to return to it during your thesis - and what that reframes.
Generating explanations from data against collecting data to test a prior proposition — the two directions of inference and how each shapes sampling, analysis and claims.
People provide their own accounts of situations and behaviours — the interpretive position and the six associated traditions the source groups beneath it.
Objectively collected factual data, hypotheses and scientific laws — the positivist position, the post-positivist softening to probable facts, and what each demands of a project…
Data you gather yourself against data gathered by others for other purposes — relevance, timeliness, reliability and the interpretation layer you inherit with secondary sources.
Why a limit disciplines the writer, which sections should take the majority - and a section headed word limit whose only stated limit is in pages.
Words versus numbers, judgment versus counting — the two major research designs, what each is good for, and why the choice follows the question rather than preference.
The researcher is the instrument, so the instrument has a history - what reflexivity asks of you, and how a position statement is written and where it belongs.
Every term defined in the supplied teaching source, consolidated into one reference — with the conflicting definitions marked rather than reconciled.
Rules of science, logic, systematic analysis of evidence, replicability and cumulative knowledge — what each characteristic demands of a project management study.
Unpredictability, a changing social world and participant awareness — the five characteristics that make social science research different, and what they cost a project research…
What the approach is genuinely good at, what it cannot do, and how to state both in a methodology chapter without either overclaiming or apologising.
Five components that form a complete argumentative arc - what the conversation is about, what is settled, where it divides, what is missing, and what you will add.
The component model the source sets out for building a qualitative study, component by component, with the interactions between them that the list format hides.
Fourteen components - the richest single list in the whole subject - including four design decisions that appear here and are taught nowhere in fourteen weeks.
The philosophical framework informing the methodology, how assumptions become embedded in it, and why the source ties the framework to organisational context.
A critical and evaluative summary, not a summary of everything - the four stated aims, the five things it gives an overview of, and why it narrows towards your research question.
The two dictionary definitions of research used in the teaching source, what it means to say all research generates knowledge, and how a single project adds to a body of knowledge.
Several definitions given for one term, six characteristics of the approach, and two study-note files with identical text and different structure - neither marked current.
The assumptions behind the approach - multiple realities, meaning as the object of study, the researcher as instrument - and the philosophical assumptions the source ties to que…
The humbling discovery that your idea has been had before, why students wrongly conclude nothing exists, and the four concrete things a review gives you before you design anything.