Research Topic: The forced decline in focus of gas vehicles in the car industry
Deadline 30 hours
10 references
15 pages minimum 4125 words
Double spaced
I have provided the guidelines of the paper. Please follow, and if there’s any questions please let support contact me so I can help. And PowerPoints from the course (Business Research), that could help with each step of the research paper
The questionnaire does not have to be filled buy you can indicate as if you did the survey. There should be 40 responses
I have also attached the survey questionnaire I provided in files. To let the writer know which question should be the survey as final.
BUSI 301- Business Research
RESEARCH PROJECT
As part of this course, you are required to write and present a paper on a relevant business research topic. The paper must capture the following elements:
1. Abstract
2. Table of Contents
3. Introduction
4. Purpose of the Study
5. Significance of the Study (contributions of the study)
6. Specific Literature Review
7. Research Hypotheses
8. Conceptual Model
9. Methodology
a. Data
b. Participants
c. Measures
d. Method for collecting data (interview, questionnaire, observation etc.)
e. Development of questionnaire and/or interview questions
10. Analysis of Data
11. Discussion
a. Summary of Major Findings
b. Theoretical Implications
c. Practical Implications
d. Limitations of the Study
e. Future Research
f. Conclusion
12. References
13. Tables
14. Figures
15. Appendices
General Guideline
Prepare your individual research project by using the following general guideline (the instructor will provide more detail on these elements during the class time).
1. Abstract (an abstract is a brief summary of a research article)
2. Table of Contents
3. Introduction (Topic, Research Objectives, Context, and Rationale, some general literature review). In this section, you will present your research topic, rationale for choosing your research topic using academic references, the context for your research topic, some general/brief literature review of the topic, and the general objectives for conducting the research.
4. Here you provide all the purposes of your study
5. Here you provide information about the significance (contributions) of the study.
6. Please note that point # 6 and 7above (6- Specific literature review; 7 -development of Hypotheses) can be combined together or could have separate sections.
Your literature review should review at least 10 published, peer-reviewed scholarly literature relevant to your research topic and question(s). In your review, you should:
· Summarize and analyze the major findings, themes, perspectives, and types of prior research conducted on your topic.
· Connect your research question within the literature you reviewed. In other words, identify the gaps in the literature and determine how your research is related to the problems identified in the literature.
· Research hypotheses (make sure to formulate your hypotheses based on prior research findings and/or based on theoretical background)
7. Hypotheses (you develop your hypotheses here if you did not include them in part 6).
8. Development of a figure that captures your Conceptual Model.
9. Methodology
a. Data
b. Participants
c. Measures
d. Data and method(s) for collecting data (interview, questionnaire, observation etc.)
e. Development of questionnaire and/or interview questions
Make sure to take the following issues in consideration while completing the methodology section (not necessarily in that order)
· Describe the participants and their characteristics.
· Describe the process of collecting the data.
· Discuss the types of data (i.e. qualitative, quantitative, or mixed) you intend to collect with your chosen methodology.
· Critically analyze the ethical implications of your research methodology and methods and explain how you will address any ethical challenges.
· Development of questionnaire and or interview questions
10. Analysis (Present the method of analysis for testing your hypotheses. (Descriptive statistics, correlations, ANOVA, MANOVA, Regression, etc.…)
11. Discussion
a. Summary of Major Findings
b. Practical Implications
c. Limitations of the Study
d. Future Research
e. Conclusion
12. References
13. Tables
14. Figures
15. Appendices
Topic:The forced decline in focus of gas vehicles in the car industry.
Problem Statement:
Many Countries within the next decade are planning to remove and ban the usage and production of gas-powered vehicles, towards a shift in electric powered cars as most areas are still not prepared to accommodate the latter’s type of vehicle.
Background (literature review)
From an article written by Sam Abuelsamid on Automotiveworld, is the infrastructure ready for an electric vehicle future. Overall, the general answer based on data linked, is that it is both a yes and a no. To attempt to carry out a major change that will affect every person dependent on using transportation from getting from A to B, is a lot more effort and readiness that both the car industry and the environments themselves have to make. Many wonder that if it is too soon as countries start imposing coming bans of the gas-powered car, despite the advancing progress made towards the EV branch of the industry.
The purpose and relevance of the study
The car industry is a major part of every 1st world country, and most 3rd world countries. The average person at least uses some form of transportation to move them places, whether by privately owned or public service vehicles. It’s a part of their lives and the industry has been developed overtime for more than a hundred years. The EV (electric vehicle) branch is still fairly new within the last decade, with new surfacing car companies such as Tesla motors spearheading the branch. Imposing a sudden banning and restricting gas powered vehicles so soon will not allow many of the population to catch up and be prepared. Thus this study will show that there are better approaches to shifting the industry completely by expanding the time needed for that shift.
The scope of the study
The study will be focused within UAE, in car companies that are already having their models be replaced with electric ones.
Sample and data collection methods
Primary: Interviews with sales people of Chevrolet and Tesla. And interviews with mechanics of local garages with questions about their view on having to switch to fixing on electric cars.
Secondary: Online articles, data and graphs of vehicle uses throughout certain time periods between EV and gas powered cars globally.
ASSESSMENT CATEGORIES***
Projects BUSI 301
Introduction (Topic, Research Objectives, Context, and Rationale, some general literature review) (4 Marks)
Guiding questions:
· Has appropriate background information been provided with special terms and concepts defined?
· Is the research topic or problem clearly stated and shown to be worth investigating (rational for the chosen topic)?
· Are the research objectives/research questions clear, relevant, coherent and achievable?
· Are the research significance/contributions clearly stated?
Specific Literature Review (4 Marks)
Guiding questions:
· Has a comprehensive range of RELEVANT literature been used to discuss relevant concepts, models and theories?
· You must use at least 10 academic journal articles in your paper
· Are the sources used up to date and sufficient?
· Are the key themes and issues surrounding the research questions clearly drawn from the literature?
· Does the paper give evidence of a critical attitude towards source material?
· Have sources been acknowledged and referenced fairly and properly?
Development of a research model and hypotheses (4 Marks)
Guiding questions:
· Does the paper develop an accurate model based on the relevant literature review?
· Does the paper develop an accurate figure that captures the research model?
· Does the paper develop accurate hypotheses that captures the relationships in the research model?
· Does the paper provide theoretical background and prior research findings that support the paper hypotheses?
·
Research Design and Methodology (4 Marks)
Guiding questions:
· Is there a clear rationale for the research design and methodology?
· Are the research methods fully described and the advantages and disadvantages of chosen methods discussed?
· Are the relevant research instruments (e.g., blank questionnaire, interview questions etc.) included in the appendices?
· Are the research instruments well designed with all questions etc. relevant to research objectives?
· Are sampling methods described in detail? i.e. who the respondents are, how many there are and how they were selected?
· Are data analysis methods discussed?
· Is there evidence of care and accuracy in the data collection process? Are reliability and validity issues addressed?
Presentation, Structure, and Writing (4 Marks)
Guiding questions:
· Is the overall style and presentation of the paper appropriate and clear (titles, section headings, spacing, pagination, appropriate font, bolding, italics, etc.)
· Does the paper use Times New Roman 12 point font?
· Are all citations and references properly formatted in the appropriate referencing style (APA)?
· Is the title concise and appropriate?
· Is the abstract a concise (150 words) summary of the main aims, methodology, findings and conclusions?
· Is the contents page clear, concise and logically numbered?
· Are appendices, tables and figures numbered and listed in the contents page?
· Are all appendices referred to in the text?
· The due date for the individual paper is before 3:00pm April 7, 2021
· You must submit 15-20-page paper (12 point – double spaced – Times new Roman)
· Because we are using virtual class room, you must do a 10-15-minute virtual presentation or submit 10-15-minute video presentation of your paper.
· You must also submit an electronic copy of all the articles that you used in your paper
· You will be requested to submit your progress (e.g., proposal, hypothesis, proposed model) in writing the paper during the semester. Failure to do so will result in losing points from your grade on your final paper.
The nature and prevalence of bullying at x School
Objectives:
The researcher has been approached by x School to undertake a school based survey, with the overarching aim of examining the well-being of pupils currently attending the school. In particular the survey aims to:
· Identify the nature and prevalence of bullying at x School
· Assess the level of school enjoyment among pupils
· Examine the use of technology among pupils and identify the prevalence of risky online behaviours
· Provide the school with an indication of the levels of psychological well being among pupils
· Identify whether bullying is related to school achievement
Please give a brief justification of your proposed research project:
Well-being in adolescence has attracted much research attention in recent years, with a number of studies highlighting the poorer psychological well-being of UK youth compared to youth from other nations, (UNICEF, 2007). As well as being studied as a topic in its own right, psychological well-being has also been examined as a correlate of other behaviours including; experiences of bullying in school (Hawker & Boulton, 2000); use of the internet and social networking sites (Gross et al, 2002) and worries and problems in adolescence (Weems et al 2000). Bullying has for many years been acknowledged as a serious problem in schools, (Smith & Brian, 2002), defined as a systematic abuse of power with the intention to harm and repeatedly experienced over time (Nansel et al 2001). It has been suggested that approximately 10 – 20% of adolescents experience some form of bullying in the previous 3 to 6 months (Smith et al 2004) and has been found to have a serious and sometimes long term negative impact on psychological well-being (Hawker & Boulton, 2000). Recently, research attention has moved towards incorporating cyberbullying; bullying perpetrated through media and communication devices (Campbell 2005; Patchin & Hinduja 2006), although to date research has focused predominantly on prevalence rates (i.e. Smith et al 2008) rather than the psychological impact of experiencing this form of bullying.
Technology has transformed the lives of many adolescents, with over 97% of adolescents aged 12 to 16 years owning a mobile phone (NCH 2005) and approximately that 98% of young people aged 5 to 18 have access to a computer (The Office for National Statistics 2002), technology has become an integral part of the lives of many teenagers. However, much media and research has tended to ignore the beneficial aspects of technology, focusing instead on the risks and dangers associated with the use of technology. The EUKids online project (Hasebrink et al 2007) categorise the risks associated with ICT use into four categories, commercial risks, aggressive risks, sexual risks and values risks. Due to the ethical and methodological difficulties associated with examining young people’s risky behaviours, in particular in relation to sexual risks, research into these risks is fairly limited. In terms of generic use, not focusing on risky use, research studies have highlighted rather inconsistent results, with some studies identifying how internet use is associated with depression and higher levels of social anxiety (Gross et al, 2002). Conversely other studies have identified many positive aspects to internet use, particularly in terms of the benefit to education (Valentine et al 2005).
In response to this research and recent government policy highlighting the need for schools to examine the experiences of their pupils, the head of x School has invited the researcher to undertake a survey of pupils with the principle aim of examining the psychological well-being of pupils.
Please outline the proposed sample group, including any specific criteria:
The head-teacher would like the project to be open to all pupils in the school from their first year (equivalent to year 7: ages 11 to 12) up to their Upper Sixth (equivalent to year 13; ages 17 to 18 years), a total school population of 700 pupils. Letters will be sent out to parents with the option to opt their child out of the project. Only pupils whose parents have not returned this letter will be invited to participate in the project.
Describe how the proposed sample group will be formulated:
As the head-teacher would like all pupils to complete the questionnaire, once permission from parents/ guardians has been gained all pupils in the school will be invited to participate in the project. Any pupil whose parent has refused permission will not be invited to participate in the study.
Indicate clearly what the involvement of the sample group will be in the research process:
The sample group will be requested to complete an online questionnaire consisting of approximately 100 questions which should take approximately 45 minutes to complete. The online questionnaire includes a number of sections/ scales addressing:
· Basic demographic information
· Enjoyment and engagement in school
· Prevalence of being a victim, perpetrator and bystander of bullying
· Use of the internet, including use of social networking sites and instant messenger programmes. This section of the questionnaire asks pupils about their experiences of cyberbullying and their perceptions of safety when using the internet.
· A battery of standardised scales including; The Rosenberg (1965) Self-Esteem Scale; The Adolescent Well-Being Scale (Birleson, 1980); Multidimensional Scale of Perceived Social Support (Zimet, Dahlem, Zimet & Farley, 1988) and the Social Anxiety Scale for Adolescents (SAS-A) (La Greca & Lopez; 1998).
The participants will be requested to complete the questionnaire online in class in exam conditions. Following completion of the questionnaire participants will be asked to complete a safe space exercise. Participants will be provided with a map of the school and school grounds and asked to identify the spaces in school where they feel the least safe. Finally the school will provide the research team with the academic achievement of each pupil participating in the study.
Specify how the consent of subjects will be obtained. Please include within this a description of any information with which you intend to provide the subjects:
Letters will be sent out to all parents/ guardians of pupils currently attending Pocklington School, requesting their permission for their child to participate in the study. The letter will outline the scope and broad aim of the project and will outline that should parents not want their child to participate in the project they should return the form at the bottom of the letter to the school by the given date.
Indicate any potential risks to subjects and how you propose to minimise these:
The questionnaire does ask participants a number of questions which could in some circumstances cause them some degree of distress, for example the questions related to experiences of bullying, due to the potential for distress a number of support mechanisms have been set in place to reduce the risk of distress:
· When the project team introduces the study to potential participants the right to withdraw at any point while completing the questionnaire will be stressed. In addition participants will be informed of their right to simply miss out questions they do not feel comfortable in answering.
· The questionnaire will be completed in test conditions so pupils are assured of their privacy when completing the survey, members of the research team will be present to answer any questions participants may have about the survey.
· At the end of the questionnaire participants will be given a small pack of information, including an advice leaflet on bullying from the bullying.co.uk charity; http://shop.bullying.co.uk/leaflet/default.aspx ; an advice leaflet from Childnet with information on how to stay safe when using the internet and a mobile phone; http://www.childnet.com/downloads/zcards01.pdf ; and finally a leaflet written by the research team. This leaflet includes details of useful websites providing advice and information on the topics covered in the questionnaire; details of named school staff whom pupils can talk to about the survey as well as a special unique identification code and details of how to withdraw from the study should they decide they want to do so.
There is also the potential risk that participants may disclose information which could be viewed as a child protection issue. For this reason before commencing the study the research team will be provided with full class registers of pupils in order to assign unique identification codes for each pupil. This information will be kept completely confidential and will be accessed by the research team only. The reasons for providing the identification codes are twofold; first the project involves the collection of three pieces of data; the questionnaire data, safe space mapping exercise and school attainment score, therefore the codes will be used to collate all this information and store the data collectively in one data base. Secondly, should a child protection issue be identified the research team are legally bound to identify the young person at risk and inform the school, therefore the unique codes will be used to ensure speedy identification of participants. Once all the data have been collected, all pieces of information have been pieced together and the data have been screened for child protection issues, the registers detailing pupils’ names and codes will be destroyed. Furthermore, in terms of child protection, all members of the research team have Enhanced CRB clearance.
Describe the procedures you intend to follow in order to maintain the anonymity and confidentiality of the subjects:
Data collection for this project involves pupils completing an online survey, a paper based school map exercise and lastly gathering data on each pupil’s academic performance. Codes will be assigned to each pupils name on class registered which will be kept secure by the lead researcher, at no point will the school have access to this information. The registers will details of pupils and their assigned codes will be destroyed once all of the pieces of data and been collated and once the data have been screened for child protection issues.
RESEARCH CONSENT FORM (COPY)
· Name of Researcher(s) (to be completed by the researcher)
· Title of study (to be completed by the researcher)
Please read and complete this form carefully. If you are willing to participate in this study, ring the appropriate responses and sign and date the declaration at the end. If you do not understand anything and would like more information, please ask.
· I have had the research satisfactorily explained to me in verbal and / or written form by the researcher.
YES / NO
· I understand that the research will involve: (insert a brief statement of the main features of the research e.g. interview, the conditions under which it will be undertaken, e.g. audiotape and the time involved e.g. 45 mins)
YES / NO
· I understand that I may withdraw from this study at any time without having to give an explanation. This will not affect my future care or treatment.
YES / NO
· I understand that all information about me will be treated in strict confidence and that I will not be named in any written work arising from this study.
YES / NO
· I understand that any audiotape material of me will be used solely for research purposes and will be destroyed on completion of your research.
YES / NO
· I understand that you will be discussing the progress of your research with others …………………………………………….. at York St John University
YES / NO
I freely give my consent to participate in this research study and have been given a copy of this form for my own information.
Signature: …………………………………………………………………………………….
Date: ……………………………………………………………………………………………
Personnel Review The role of privacy invasion and fairness in understanding job applicant reactions to potentially inappropriate/discriminatory interview questions Khaldoun I. Ababneh Mohammed A. Al-Waqfi
Article information: To cite this document: Khaldoun I. Ababneh Mohammed A. Al-Waqfi , (2016),”The role of privacy invasion and fairness in understanding job applicant reactions to potentially inappropriate/discriminatory interview questions”, Personnel Review, Vol. 45 Iss 2 pp. 392 – 418 Permanent link to this document: http://dx.doi.org/10.1108/PR-11-2014-0264
Downloaded on: 05 July 2016, At: 03:25 (PT) References: this document contains references to 105 other documents. To copy this document: permissions@emeraldinsight.com The fulltext of this document has been downloaded 347 times since 2016*
Users who downloaded this article also downloaded: (2016),”An employee who was not there: a study of job boredom in white-collar work”, Personnel Review, Vol. 45 Iss 2 pp. 374-391 http://dx.doi.org/10.1108/PR-05-2015-0125 (2016),”Work-family balance and cultural dimensions: from a developing nation perspective”, Personnel Review, Vol. 45 Iss 2 pp. 315-333 http://dx.doi.org/10.1108/PR-09-2014-0196 (2016),”Effectiveness of performance appraisal: Developing a conceptual framework using competing values approach”, Personnel Review, Vol. 45 Iss 2 pp. 334-352 http://dx.doi.org/10.1108/ PR-07-2014-0164
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The role of privacy invasion and fairness in understanding job
applicant reactions to potentially inappropriate/discriminatory
interview questions Khaldoun I. Ababneh
School of Business Administration, American University in Dubai, Dubai, United Arab Emirates, and
Mohammed A. Al-Waqfi College of Business and Economics,
United Arab Emirates University, Al Ain, United Arab Emirates
Abstract Purpose – Building on organizational justice and privacy literatures, the purpose of this paper is to test a model capturing the impacts of potentially inappropriate/discriminatory interview questions on job applicant perceptions and behavioral intentions in a developing economy context with a multicultural workforce. Design/methodology/approach – An experimental design using senior undergraduate students (n ¼ 221) seeking or about to seek jobs in the United Arab Emirates was used to examine interviewees’ reactions to inappropriate/discriminatory interview questions. A questionnaire was used to collect the data. Structural equation modeling and bootstrapping were used for data analysis and hypothesis testing. Findings – This study demonstrates that inappropriate/discriminatory interview questions influence privacy invasion perceptions, which in turn influence job applicants’ fairness perceptions and behavioral intentions. This study also demonstrates that privacy invasion perceptions fully mediate the effect of inappropriate/discriminatory employment interview questions on fairness perceptions. Moreover, the findings show that privacy invasion directly and indirectly, via fairness perceptions, influence litigation intentions. On the other hand, findings of this study indicate that privacy invasion influence organizational attractiveness and recommendation intentions only indirectly, via fairness perceptions. Originality/value – This is the first study to examine the impact of inappropriate/discriminatory interview questions on applicant reactions in a developing economy context with social, cultural, and legal environment that is different from those prevailing in developed Western societies. This study demonstrates that privacy invasion is an important mechanism to understand job applicant reactions to inappropriate interview questions. Keywords Quantitative, Employment interview, UAE, Fairness perceptions, Inappropriate interview questions, Job applicant reactions, Privacy invasion Paper type Research paper
Introduction Though personnel selection represents a two-way process in which organizations select their future employees and job applicants select their future employers (Dipboye et al., 2012; Ryan and Ployhart, 2000; Smither et al., 1993), the vast majority of early research examined the selection process from the employer’s perspective (Breaugh and Starke, 2000; Salgado et al., 2001; Schmidt and Hunter, 1998). Recently, more and more researchers have examined the employment process from the applicant’s perspective.
Personnel Review Vol. 45 No. 2, 2016 pp. 392-418 © Emerald Group Publishing Limited 0048-3486 DOI 10.1108/PR-11-2014-0264
Received 18 November 2014 Revised 26 May 2015 25 July 2015 Accepted 11 August 2015
The current issue and full text archive of this journal is available on Emerald Insight at: www.emeraldinsight.com/0048-3486.htm
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Specifically, researchers have examined cognitions, attitudes, affects, intentions, and behaviors of job applicants toward the staffing process (Anderson et al., 2010; Gilliland, 1993; Hausknecht et al., 2004; Ryan and Ployhart, 2000). This relatively new stream of research addresses various aspects of what has been generally labeled as applicant reactions (Gilliland, 1993; Ryan and Ployhart, 2000). Applicant reactions are very important for organizations because applicants who perceive an organization selection process as unfair or inappropriate are more likely to form negative views of the organization; be less attracted to the organization; be less motivated to do well during the selection process; pursue job options or offers with other organizations; dissuade other job applicants from pursuing employment with the organization; and pursue litigation actions against the organization (Ababneh et al., 2014; Gilliland, 1993; Goldman, 2001; Hausknecht et al., 2004; Ryan and Ployhart, 2000; Stoughton et al., 2015).
In light of the important consequences of applicant reactions, researchers have examined applicant perceptions of and reactions to various selection methods, among which is the employment interview (Anderson et al., 2010; Hausknecht et al., 2004; Rynes and Connerley, 1993; Saks and McCarthy, 2006). Prior research has documented various positive aspects of the employment interview. For example, researchers have shown that the employment interview is the most widely used selection method (Anderson et al., 2010) and one of the most favorably perceived selection methods among practitioners (Topor et al., 2007) and job applicants (Anderson et al., 2010; Anderson and Witvliet, 2008). Researchers have also reported that in comparison to other selection tools, the employment interview is frequently weighted higher in the hiring decision process (Kinicki et al., 1990).
Nevertheless, researchers continue to document that the employment interview in Western countries is fraught with inappropriate and discriminatory practices (Bennington, 2001; Gilliland, 1995; Hackett et al., 2004; Jablin and Tengler, 1982; Macan, 2009; Madera and Hebl, 2012; Morgeson et al., 2008; Mullen et al., 2007; Saks and McCarthy, 2006; Saunders et al., 1990). For example, researchers have reported that interviewers often request interviewees to answer questions that might be considered inappropriate[1], discriminatory, or illegal such as those related to age, race, family status, nationality, disabilities, and religion (Bennington, 2001; Jablin and Tengler, 1982; Marshall, 2007; Mullen et al., 2007; Saks and McCarthy, 2006; Saunders et al., 1990; Thurman et al., 2009). Researchers also showed that when applicants are screened for the interview stage, interviewers exclude some applicants from the interview process based on irrelevant factors such as gender and nationality (Blommaert et al., 2014; Carlsson and Rooth, 2007; Dipboye et al., 2012; Marshall et al., 1998; Peluchette and Karl, 2009). Moreover, the popular media and social network sites provide anecdotal evidence regarding the prevalence of inappropriate/discriminatory interview questions and offer job interviewees suggestions to tackle such questions (Bloch, 2011; Clarke, 1999).
A number of researchers have highlighted the need for further research on job applicant reactions to the employment interview in general (Chapman and Zweig, 2005; Conway and Peneno, 1999; Goldberg, 2003) and reactions to inappropriate/ discriminatory employment interview questions and practices in particular (Mullen et al., 2007; Posthuma et al., 2002; Saks and McCarthy, 2006; Woodzicka and LaFrance, 2005). Researchers have also called for more research into the role of privacy in understanding applicant reactions (Bauer et al., 2006; Harris et al., 2003; Stone-Romero et al., 2003; Stone and Kotch, 1989; Stoughton et al., 2015). However, despite the negative consequences that are likely to be triggered by inappropriate/discriminatory
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Role of privacy invasion
and fairness
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interview questions, there has been little research on applicant reactions to such questions. One exception is an experimental study conducted by Saks and McCarthy (2006) to investigate the reactions of Canadian MBA students to discriminatory interview questions.
In their study, Saks and McCarthy (2006) employed an experimental design with three interview conditions: an interview with no discriminatory interview questions, an interview with two discriminatory interview questions, and an interview with four discriminatory interview questions. Saks and McCarthy (2006) found that compared to participants in the control condition, participants in the interview with four discriminatory interview questions reported lower ratings of the interview and lower intentions to pursue employment and to recommend the organization to other job applicants. Saks and McCarthy (2006) also showed that participants in the interview with four discriminatory interview questions reported lower reaction to the interviewer and the organization’s treatment compared to participants in both the control condition and the interview with two discriminatory questions. Furthermore, participants in both the two and the four discriminatory question conditions reported lower acceptance intentions than participants in the control condition (Saks and McCarthy, 2006).
Saks and McCarthy (2006) also examined the effects of the interviewer and the interviewee gender on applicant reactions. However, although they found a significant main effect for interviewer gender and interviewee gender on some applicant reactions (e.g. job acceptance) they did not find any two-way nor three-way interaction effect (between discriminatory questions, interviewer gender, and interviewee gender). These findings suggest that discriminatory interview questions have negative impacts on applicant reactions regardless of the interviewee or the interviewer gender. A possible explanation for the absence of two-way and three-way interaction effects in Saks and McCarthy’s study is the relatively low-sample size (n ¼ 116).
In their study, Saks and McCarthy (2006) also tested a post-hoc sequential model capturing the effect of discriminatory interview questions on applicant reactions. The post-hoc analysis revealed that discriminatory interview questions negatively impacted applicant reactions to both the interviewer and the interview, which influence applicant perceptions (e.g. treatment of employees) and applicant perceptions in turn influence applicant behavioral intentions (e.g. accept a job offer, recommend the organization to other applicants). However, although Saks and McCarthy (2006) noted the importance of privacy in understanding applicant reactions to the discriminatory interview questions, they did not examine the role of privacy in their paper. Based on prior relevant research, we argue in this paper that invasion of privacy is a vital factor to understand how inappropriate/discriminatory interview questions impact applicant perceptions and behavioral intentions. Therefore, one goal of this paper is to examine empirically the role of privacy invasion in explaining how inappropriate interview questions impact applicants’ perceptions and behavioral intentions.
Another area that is missing in the existing literature on applicant reactions is an examination of the consequences of inappropriate/discriminatory interview questions in contexts characterized by social, cultural, and legal environments that are different from those prevailing in developed Western societies (Huffcutt et al., 2011; Macan, 2009; Posthuma et al., 2014). Reviewing prior research on reactions to inappropriate/ discriminatory interview questions, we found only two studies, both of them were conducted in a Western context (Mullen et al., 2007; Saks and McCarthy, 2006). While the notion that certain interview questions (e.g. race, gender disabilities) are inappropriate or discriminatory is relatively well established in Western contexts,
The Critical Literature Review
Chapter 4
Important issues regarding our online classes
Dear Students,
I hope you are doing fine. I would like to remind you with important issues regarding our online classes that I mentioned before but unfortunately some students are still not taken them in consideration.
You must know that it is your responsibility to have a reliable Internet and devices every time you come to the class. So, you must select the right place and the right device when you come to the class.
You should be ready to take the quizzes and to complete the in-class exercises at any point during our class. If you cannot take your quiz or submit your exercise on time to Turnitin, do not e-mail it to me because I cannot consider it.
If I call your name in the class and you do not answer my call, I will consider you absent and I will deduct points from you.
If you do not know how to use the class Blackboard, Zoom, Turnitin, etc. please let me know in our next class and I will glad to do my best to help you.
If there is any other issue not clear for you regarding our class, please ask me in our next class and I will be glad to address your issue.
Best wishes
2/10/2021 9:29 AM
2
Research Proposal contains
Working title.
Background of the study (literature review)
The problem statement.
– The purpose of the study.
– Research questions.
The scope of the study.
The relevance of the study.
The research design offering details on:
a. Type of study
b. Data collection methods
c. The sampling design.
d. Data analysis.
Time frame of the study
Budget
Selected bibliography.
© 2012 John Wiley & Sons Ltd. www.wiley.com/college/sekaran
Simple Research Proposal
Working Title:
The problem statement.
Background (literature review)
The purpose and relevance of the study.
The scope of the study. ( e.g. country, industry, organization, participants, etc.)
Sample and data collection methods
Time
© 2012 John Wiley & Sons Ltd. www.wiley.com/college/sekaran
Critical Literature Review
A literature review is “the selection of available documents (both published and unpublished) on the topic, which contain information, ideas, data and evidence written from a particular standpoint to fulfill certain aims or express certain views on the nature of the topic and how it is to be investigated, and the effective evaluation of these documents in relation to the research being proposed” (Hart, 1998, p. 13).
Literature review introduces
Summarizes and criticizes work done so far on specific phenomenon
Identify gaps in the literature
Highlights the chosen problem/Subject study
Slide 4-5
Functions of Literature Review
In general, a literature review ensures that:
The research effort is positioned relative to existing knowledge and builds on this knowledge.
You can look at a problem from a specific angle.
You do not run the risk of “reinventing the wheel”;
You are able to introduce relevant terminology and to define key terms used in your writing.
You obtain useful insights of the research methods others have used to provide an answer to similar research questions.
The research effort can be contextualized in a wider academic debate.
Slide 4-6
Data Sources
Textbooks
Academic journals
professional journals
Theses
Conference proceedings
Unpublished manuscripts
Reports of government departments and corporations
Newspapers
The Internet
Slide 4-7
Common Forms of Plagiarism
Sources not cited
“The Ghost Writer” The writer turns in another’s work, word-for-word, as his or her own.
“The Photocopy” The writer copies significant portions of text straight from a single source, without alteration.
“The Potluck Paper” The writer tries to disguise plagiarism by copying from several different sources, tweaking the sentences to make them fit together while retaining most of the original phrasing.
“The Poor Disguise” Although the writer has retained the essential content of the source, he or she has altered the paper’s appearance slightly by changing key words and phrases.
“The Labor of Laziness” The writer takes the time to paraphrase most of the paper from other sources and make it all fit together, instead of spending the same effort on original work.
“The Self-Stealer” The writer “borrows” generously from his or her previous work, violating policies concerning the expectation of originality adopted by most academic institutions.
Slide 4-8
Common Forms of Plagiarism
Sources cited (but still plagiarized)
“The Forgotten Footnote” The writer mentions an author’s name for a source, but neglects to include specific information on the location of the material referenced. This often masks other forms of plagiarism by obscuring source locations.
“The Misinformer” The writer provides inaccurate information regarding the sources, making it impossible to find them.
“The Too-Perfect Paraphrase” The writer properly cites a source, but neglects to put in quotation marks text that has been copied word-for-word, or close to it. Although attributing the basic ideas to the source, the writer is falsely claiming original presentation and interpretation of the information.
“The Resourceful Citer” The writer properly cites all sources, paraphrasing and using quotations appropriately. The catch? The paper contains almost no original work! It is sometimes difficult to spot this form of plagiarism because it looks like any other well-researched document.
“The Perfect Crime” Well, we all know it doesn’t exist. In this case, the writer properly quotes and cites sources in some places, but goes on to paraphrase other arguments from those sources without citation. This way, the writer tries to pass off the paraphrased material as his or her own analysis of the cited material.
.
Slide 4-9
Research ethics
Ethics refers to the moral values or principles that form the basis of a code of conduct and research ethics focus on the way in which research is conducted and how the results or findings are reported
Research must not harm the participants (physical harm, harm to self-development, self-esteem, career or employment prospects) and they must not be encouraged to perform reprehensible acts
What other ethical principles should researchers take in consideration?
10
Dealing with practical issues
© Jill Collis and Roger Hussey, 2009
10
Research ethics
Participants must be informed of
The purpose of the research
Voluntary participation and the right to withdraw
The right to confidentiality (data) and anonymity (people, firms)
Researchers do not have the right to invade a person’s privacy or to abandon respect for other people’s values
What about deception or representing your research as something other than it is (eg disguised or covert observation)?
Do participants have the right to know what observation techniques are being used?
Do participants have the right to request destruction of recorded data under the Data Protection Act?
11
11
Research Types/Research Questions
12
12
1- Exploratory research questions
Exploratory research questions are typically developed when:
a) not much is known about a particular phenomenon;
b) existing research results are unclear or suffer from serious limitations;
c) the topic is highly complex; or
d) there is not enough theory to guide the development of a theoretical framework.
Exploratory research often relies on qualitative approaches to data gathering such as informal discussions (with consumers, employees, managers), interviews, focus groups, and/or case studies. As a rule, exploratory research is flexible in nature.
E.g., Is there a faculty turnover problem in the UAE?
E.g., A manager of a multinational corporation is curious to know if the work ethic values of employees working in its subsidiary in Dubai city are different from those of Americans.
Slide 4-13
2-Descriptive research questions
The objective of a descriptive study is to obtain data that describes the topic of interest.
Descriptive studies are often designed to collect data that describe characteristics of objects (such as persons, organizations, products, or brands), events, or situations. Descriptive research is either quantitative or qualitative in nature.
E.g., What are the characteristics of faculty members who are quitting their jobs in the UAE?
E.g., What are the characteristics of students who cheat in their written exams?
Correlational studies describe relationships between variables. While correlational studies can suggest that there is a relationship between two variables, finding a correlation does not mean that one variable causes a change in another variable.
Slide 4-14
2-Descriptive research questions
Descriptive studies may help the researcher to:
Understand the characteristics of a group in a given situation (for instance the profile of a specific segment in a market).
Think systematically about aspects in a given situation (for instance, describe the factors related to job satisfaction).
Offer ideas for further probing and research.
Help make certain (simple) decisions (such as decisions related to the use of specific communication channels depending on the customer profile, opening hours, cost reductions, staff employment, and the like).
Slide 4-15
3-Causal research questions
Causal studies test whether or not one variable causes another variable to change. In a causal study, the researcher is interested in delineating one or more factors that are causing a problem.
E.g., “What is the effect of a reward system on productivity?”
E.g., “How does perceived value affect consumer purchase intentions?”
The intention of the researcher conducting a causal study is to be able to state that variable X causes variable Y. So, when variable X is removed (e.g., drinking) or altered in some way, problem Y is solved (note that quite often, however, it is not just one variable that causes a problem in organizations).
In order to establish a causal relationship, all four of the following conditions should be met:
The independent and the dependent variable should covary.
The independent variable (the presumed causal factor) should precede the dependent variable.
No other factor should be a possible cause of the change in the dependent variable.
A logical explanation (a theory) is needed and it must explain why the independent variable affects the dependent variable.
Slide 4-16
Theoretical Framework
A theoretical framework represents your beliefs on how certain phenomena (or variables or concepts) are related to each other (a model) and an explanation on why you believe that these variables are associated to each other (a theory).
Identify and label the variables of the study
State the relationships among the variables: formulate hypotheses
Explain how or why you expect these relationships
Slide 5-17
Theory of planned behaviour (Taylor & Todd, 1995)
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Variable
Variable: any concept or construct that varies or changes in value. The attributes of a variable should be mutually exclusive, no respondent should be able to have two attributes simultaneously
Main types of variables:
Dependent variable
Independent variable
Moderating variable
Mediating variable
Slide 5-19
(In)dependent Variables
Dependent variable (DV)
Is of primary interest to the researcher. The goal of the research project is to understand, predict or explain the variability of this variable.
Independent variable (IV)
Influences the DV in either positive or negative way. The variance in the DV is accounted for by the IV.
Slide 5-20
Example of IV and DV
Slide 5-21
Depression
Stress
Moderators
Moderating variable
Moderator is qualitative (e.g., gender, race, class) or quantitative (e.g., level of reward) variable that affects the direction and/or strength of relation between independent and dependent variable.
Example 1
Slide 5-22
Moderator variable Example 2
Hypotheses: 1. the number of driving lessons has a positive effect on the person’s ability to park a car.
2.Women learn to park a car more quickly than men
Number of driving lessons
Ability to park a car
Gender
Mediating variable
Mediating (intervening) variable
surfaces between the time the independent variables start operating to influence the dependent variable and the time their impact is felt on it.
Helps explain why the independent variable affects the dependent variable. Understand the process.
Hypothesis
It is an empirical statement concerned with the relationship among variables. It tests what the researcher expected to find
Good hypothesis:
Must be adequate for its purpose
Must be testable
Must be better than its rivals/alternates
The expected relationships/hypotheses are an integration of:
Exploratory research
Common sense and logical reasoning
Theory
Slide 5-25
1- Null Hypothesis: a statement of no difference/no relationship
There is NO significant difference between work ethic values of American and Asian employees.
There is no relationship between age and job satisfaction.
2- Alternate : a statement of difference/relationship
A – Alternate Non-directional:
There is a significant difference between the work ethic values of American and Asian employees.
There is a relationship between age and job satisfaction.
B- Alternate Directional:- One increases the other increases or decreases – One decreases the other decreases or increases H: Positive study habits are related positively to GPA.
H: Positive study habits are related negatively to cheating.
Types of Hypotheses
Source: Baregheh, A., Hemsworth D., Rowley, J., Davies, D. (2012) The role of organizational characteristics on position and paradigm innovation, The 5th ISPIM Innovation Symposium, Seoul, Korea.
.
0.77
0.78
0.87
0.90
0.88
0.74
0.80
Size
Age
Marketing Innovation
MI2
MI3
MI4
MI5
MI6
MI6
MI1
0.25
-0.16
Hypothesis: There is a negative relationship between age of an organization and marketing innovation.
Example
27
Exercise
1- Identify what variables are reflected in the following framework:
2- Give the hypotheses for the following framework:
Service quality
Customer switching
Switching cost
Slide 5-28
Exercise
1- Identify what variables are reflected in the following framework:
2- Give the hypotheses for the following framework:
Customer satisfaction
Service quality
Customer switching
Slide 5-29
In a group, identify the factors influencing university criteria selection for students, and then try to develop a conceptual model on the basis of your discussions. Develop also 3 hypotheses.
Exercise
30
A researcher develops hypotheses which suggest that consumers like ads better when they (1) are truthful, (2) creative, and (3) present relevant information.
Picture the conceptual model that would show these relationships.
Which variables are the independent and dependent variables?
Develop the hypotheses related to these relationships.
Exercise
31
Conceptual Model
Perceived Intelligence
Physical Attractiveness
Communality of Interests
Likelihood
to Date
Gender
Perceived Fit
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