Data collection for FLOOD RISK ASSESSMENT TECHNOLOGY AND ITS IMPACT ON RISK MANAGEMENT FRAMEWORK. CASE STUDY: JEDDAH CITY
Read the following early in the week to help you to complete the learning activities and assessments:
- Gray, David E (2018) ‘Doing Research in the Business World’, Sage, London
start on the following activities:
- Your key research method approaches, and identify their methodological ‘home’. (SO1)
- Explain how you will be collecting data, sampling and measuring (SO2)
- Communicate how to embed an ethical approach into your project (SO3)
- Apply descriptive, exploratory and critical analysis – understanding the differences (SO4)
- Deploy language and words in argument development and advocating a position (SO5)
- Apply active voice and authentic voice in writing your project chapters. (SO6)
You should discuss your progress with your supervisor as required. Are your plans agreed with your workplace to ensure your choices are practicable and possible within your time frame.
Read: Gray, David E (2018) ‘Doing Research in the Business World’, Sage, London
- Part C chapters 14 -22 inclusive
- Part D chapter 27
As you read this, please consider these questions:
- What might the limitations be of some of these methods in your project?
- Is there more than one way that you might collect data?
- What is the audience of my project report, is there more than one?
Watch as I explain the following topics:
- key research method approaches and their methodological ‘home’.
- different ways of collecting data, sampling and measuring.
- how to embed an ethical approach into your project.
- the role of language and words in argument develop and advocating a position
- how active and authentic voice might be used in developing a position in academic and report writing.
Whilst watching the first presentation reflect on the different methods, how will these approaches inform your research data gathering? In the second micro lecture think about language and argument whilst you make decisions about methodology and data collection methods and whilst you are drafting your project report chapters.
During this stage of your project you will decide on how best to collect your data as well as continuing to develop the previous chapters, editing and refining as you progress.
Step 1At this stage in your learning on the module you should be, not only engaging with the two narrated presentations and reading materials set out here, but you should also be finalising your research instrument/s and data collection schedule, piloting your instrument if you have not already done so.Step 2After piloting your data collection instrument/s and making any subsequent revisions, you should be carrying out your data collection and completing it during this stage of the module.This may mean you are undertaking research interviews, administering questionnaires, facilitating focus groups or other means of data collection.Step 3You should also be continuing to work on your project report chapters; doing further work on chapters 3 (Research Methods) and 4 (Project Design), whilst starting the initial drafts of chapters 5 (Data gathering and analysis) and 6 (Project Delivery and Implementation).
Think about how you will use language in the final report and who the audience is.
- Saunders, M., Lewis, P., & Thornhill, A. (2019) Research methods for Business Students, Pearson (Chapters: 14 sections 14.1 – 14.10 Writing and presenting your project report)
- Cottrell, S. (2017) Critical thinking skills: effective analysis, argument and reflection, Palgrave Macmillan (Chapter 10, 11 and 12)
Qualitative Data AnalysisQualitative research will primarily concern itself with:
- ‘What’, ‘why’ and ‘how’ questions rather than ‘how many’
- A commitment to viewing events and the social world through the eyes of participants
- Flexible nature of research process
- The use of specific data collection methods such as observation, interviews and focus groups
- Typically involves specific kinds of data i.e. words and images rather than numbers
- Volume and richness of data
- Hypotheses that are commonly generated from the analysis of data rather than stated at the outset.
Qualitative research can generate deeper insights and understanding and form the basis for theoretical development where none exists. However, data collection can be time-consuming and data analysis may require sophisticated and even more time-consuming analysis if conclusions are to be robust rather than simply reflections on the researcher’s own thinking. The associated time demands will normally mean that the data set will be gathered from a relatively small sample (when compared to that for a quantitative approach) meaning that generalisability of findings will always be an issue.Chapter 24 of the following text offers a good introduction to the challenges of qualitative data analysis: click the image to access the associated library page.Bryman A and Bell E. (2015) Business Research Methods, 4th edition, Oxford University Press, Oxford, UK
The following text considers the wide range of approaches to qualitative data analysis. It provides an overview of the whole field from general analytic strategies used in qualitative research, to approaches specific to particular types of qualitative data, including talk, text, sounds, images and virtual data: click the image to access the associated library page.
Flick, U., (2014) The SAGE Handbook of Qualitative Data Analysis, Sage, London, UK
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