Research Methods for Students, Academics and Professionals. Information Management and Systems

338 Pages·2002·5.71 MB·English

by  Kirsty Williamson (Auth.)

Topics in Australasian Library and Information Studies
Series editors: ProfessorRoss Harvey and DrStuartFerguson
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Collection management: Aconcise introduction
JohnKennedy
Number 18
Information management: Aconsolidation ofoperations, analysis andstrategy
Michael Middleton
Number 17
Australianlibrarysupervision and management. Abridged student edition
RoyF.Sanders
Number 15
Organising knowledge in Australia: Principles and practice in libraries and information
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Ross Harvey
Number 14
Theother51weeks: MarketingforAustralian libraries
LeeWelch
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Amost delicate monster: Theone-professionalspeciallibrary
JeanDartnall
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Disaster recovery for archives, libraries and records management systems in Australia
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Judith Doig
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Libraries inAustralia
Peter Biskup, withDoreen Goodman
Research methods for students,
academics and professionals
Information management and systems
Second edition
Kirsty Williamson
with
Amanda Bow
Frada Burstein
Peta Darke
Ross Harvey
Graeme Johanson
Sue McKemmish
Majola Oosthuizen
Solveiga Saule
Don Schauder
Graeme Shanks
Kerry Tanner
Topics in Australasian Library and Information Studies, Number20
•
(ClS)
Centre forInformationStudies
Charles Sturt University
Wagga Wagga New South Wales
Copyright© Kirsty Williamson2000, 2002
This book iscopyright. Apart fromany fairdealing forthepurposesofprivatestudy,
research, criticismorreview aspermittedunder the CopyrightAct, nopart maybe
reproduced,stored inaretrieval system, or transmitted, inanyform orby anymeans,
electronic,mechanical, photocopied,recorded orotherwise, without priorpermissionof
thecopyrightowner. Enquiriesshould be made tothe Centre for InformationStudies,
Charles Sturt University.
ISBN I 87693842 0
ISSN: 1030-5009
National LibraryofAustraliacataloguing-in-publication data
Williamson,Kirsty.
Researchmethods forstudents, academics and professionals: informationmanagement
and systems.
2nded.
Bibliography.
Includes index.
ISBN I 87693842 O.
1.Documentation-Research -Australia -Methodology. 2. Library science-Research
Australia -Methodology. 3.Informationscience -Research-Australia-Methodology.
I. Bow, Amanda. II.Charles Sturt University. Centre for InformationStudies. III. Title.
(Series: Topics inAustralasianlibrary and information studies; no. 20).
020.7094
This edition publishedin2002
Copy editors: P.Whitten, R.Salmond
Index: R.Salmond
Coverdesign: B.Bicket, Reprographics Unit, Charles Sturt University
Printedby:Quick Print, Wagga Wagga
Centre for InformationStudies
Locked Bag 660
Wagga Wagga NSW 2678
Fax: [phone]
Email:[email protected]
List of figures, tables and boxes
Figure 1.1 The island ofresearch 8
Box 1.1 Examplesofbasic research 9
Box 1.2 Example ofbasic researchwith 'appliedelements' 9
Figure 2.1 Positivistresearchdesign 29
Figure 2.2 Qualitativeresearchdesign 33
Box 2.1 Example ofone researchgroup'sapproachtoresearch 35
Box 2.2 Exampleofcombinedqualitativeand quantitativeapproaches 36
Box 3.1 Examplesofmajor researchquestions foraquantitative study 51
Box 3.2 Exampleofaresearchproblemforaqualitativestudy 51
Box 3.3 Examplesofspecific researchquestionsforaquantitativestudy 52
Box 3.4 Examplesofspecific questionsforaqualitativestudy 52
Box 3.5 Examplesofdirectional hypotheses: Informationseekingina 55
CAB
Box 3.6 Examplesofdirectional hypotheses: OPAC/CD-ROMstudy 56
Box 3.7 Exampleofnull hypotheses: InformationseekinginaCAB 56
Box 3.8 Exampleofan unacceptablehypothesis 57
Box 3.9 Part ofatheoretical framework: How itwasdeveloped 60
Figure 3.1 Everydaylife information: An ecologicalmodel ofuse 61
Box 5.1 Example ofadescriptivesurvey: Surveyofinformation 94-96
technologyoutsourcinginAustralia
Figure 5.1 Basic design forstatic group comparisons 98
Figure 5.2 Example ofbasic design forstatic group comparisons 98
Box 6.1 Examplesofcase study research(informationsystems) 120
Box 6.2 Example ofcase studyresearch(informationmanagement) 121
Figure 7.1 Deductivereasoningprocess 127
Figure 7.2 Randornised two-group design 131
Box 7.1 Example ofasimple (randornised two-group) experimental 132
design
Figure 7.3 Variationon the basic two-group design 133
Figure 7.4 Basic model forpre-test/post-testcontrol group design 133
Figure 7.5 Basic model for factorial design 135
Box 7.2 Example ofacomplex factorial experimentaldesign 136
Box 7.3 Experimentsonevaluationofinformationretrievalsystems 137
Box 7.4 The TRECexperiments 138
Figure 7.6 Basic model forone shot case study 139
Figure 7.7 Basic model forpre-test/post-testdesign 139
x Researchmethodsforstudents,academicsandprofessionals
Figure 7.8 Basic model forpre-test/post-testnonequivalentcontrolgroup 141
design
Figure 7.9 Basic model forinterruptedtime series design 142
Figure 7.10 Basic model forregressionand discontinuityexperiments 143
Figure 8.1 Amulti-methodologicalapproachto informationsystems 150
research
Figure 8.2 CMI ArizonaResearchModel 151
Figure 8.3 The systems developmentmethod 152
Figure 9.1 The mostbasic action researchcycle 161
Figure 9.2 Atypical action researchcycle 162
Figure 9.3 Componentsoftheaction researchprocess 164
Box 9.1 Exampleofaction research to investigatecognitiveprocesses 165
underlyingstrategydevelopment
Box 11.1 Detectinginaction 200
Box 11.2 Example ofthe historianacting assceptic 201
Box 11.3 Purposesofattribution 202
Box 11.4 Who verifies what? 204
Box 11.5 Example ofdisentanglement 205
Figure 12.1 Consumerproducts: Results from first round questionnaire 211
Figure 12.2 Consumerproducts: Results from first round and secondround 212
questionnaires
Box 12.1 Examples ofDelphistudies in informationmanagement 215
Table 13.1 Distributionusing proportionatestratifiedrandomsampling 229
Box 13.1 Example ofacomparisonbetweenproportionsofkey groupsin 230
asample andapopulation
Figure 14.1 How not toconductinterviews 246
Box 15.1 Examplesoftheuseoffocus groups ininformation 255
managementand systems
Figure 16.1 Participantobservationcontinuum 268
Box 16.1 Examples ofdoing ethnography/participantobservation 270-271
Figure 17.1 NUD.ISTtree structure 1 298
Figure 17.2 NUD.ISTtree structure 2 299
Box 18.1 Questions forevaluatingresearchreports 319-320
Acknowledgments
The inspirationfor thisbookcame fromProfessorDon Schauder,ofMonashUniversity,
who firstsawthepossibilitiesofatext which would relate researchmethodsto
professionalpracticein informationmanagementand systems. At this time (1998) wehad
recentlybecomepartofanew School ofInformationManagementand Systems(SIMS). I
am indebted toDon, not only forthisinitial inspiration,but also forhisunstinting
encouragementand supportthroughoutthe writing ofthebook.
My thanks go tomycolleagueswhose names are listed onthe titlepage, and who have
contributedchapterstothebook. Ihave very much appreciatedtheir specialistknowledge,
theirdiverse approaches, and their patiencewith the complexprocessofcreatingabook
which aims to meetarange ofresearch-relatedneeds inour field.
Mythanks also go tostudents inSIMS (MonashUniversity), RMIT'sSchoolofBusiness
InformationTechnology(throughKerry Tanner)andThe UniversityofMelboume's
DepartmentofInformationSystems (throughAssociate ProfessorGraeme Shanks). We
receivedvery helpful feedback from students whoread andcommentedonthe draft
chapters during Semester I of1999.
The process offinishing thebook would have been much more difficulthad Professor
RossHarveynotarrivedatCharles Sturt Universityatthe time that the writing ofthebook
wasreachingitsconclusion. Rossread allthe chapters and providedexcellentfeedback, as
wellasgenerous support inother ways. He wasalso able touse hisknowledgeofthebook
towrite the introduction. Iacknowledge hiscontributionwith thanks.
Stuart Ferguson, oftheCentre forInformationStudies, providedvaluable guidance
throughout thewriting andpublishingprocess. The book'seditor, PennyWhitten, mustbe
acknowledgedwith great gratitudeforherperceptiveand conscientiouswork inbringing
thebook uptoahigh standard. Ibelieve that wecould not have had abettereditor.
Finally, Ithank myhusband, Geoff, forhisexcellentproof-readingskills and for themany
hours inwhich heappliedthem tothebook. Hehasbeen anoutstandingsupportinmany
ways,and isgreatlyappreciated
Kirsty Williamson
December 1999
Introduction
Ross Harvey
Whyanotherbookaboutresearchmethods? The answer issimple. Researchissuch an
importantsubjectfor informationprofessionals- those whowork inthe fieldofinformation
managementand informationsystems - that there willalways be aneed for effectiveguides
to it.Researchskills are aprerequisite forthose who wantto worksuccessfullyin
informationenvironments, anessentialsetoftools which enable informationworkersto
become informationprofessionals. Research methodsforstudents. academicsand
professionals: Information managementandsystemsprovidessuch skills and encourages
the informationprofessionaltoacquire criticalandevaluativeattitudes. Italso has the merit
ofbeing Australian-focused, unique among researchtexts forinformationprofessionals.
Also notable is itsmulti-disciplinaryfocus(ofwhich more later).
Research and professional practice
The work ofinformationprofessionals isbeing transformed. The informationserviceswe
offer, theinformationproductswedevelop and sell, the informationsystems wedesign and
implement, are undergoingrapid change. So, too, isthesociety inwhich weoperate. We
have acontinualneed todetermine what ishappening, how itischanging,how itwill affect
our places ofwork, how itwillalter theservicesweoffer. Change and itsramifications is
themost importantreason whyresearch isnecessary, and why itishere to stay. Ifyoudon't
know somethingabout the tools ofresearch and about how touse these tools, then you
cannotbe aneffective informationprofessional.
Researchandprofessionalpractice are inextricablylinked. Researchcan and does playa
vital role inprofessional practiceinthe fieldsofinformationmanagementand information
systems, incorporate, government, educationaland communitysectors. The most obvious
usesofresearch inthese informationenvironmentsare forproblemsolving, for
development, evaluationand improvementofservicesand systems, and toprovide
informationbefore introducingnew systems orservices(perhaps throughtheassessmentof
user needs). As Williamsonnotes inChapter I, researchinprofessionalpracticeis
undertakenformany reasons:
• toassist inunderstandingtheproblemsand issues which arise inthe workplace;
• toaddtoknowledge inthefieldand/orprovidesolutionstoproblems;
• tomaintaindynamicandappropriate services;
xiv Researchmethodsforstudents.academicsandprofessionals
• tomeetrequirements ofaccountability;
• tomaintainandimproveprofessional status;and
• toprovide abodyofresearch fmdingsandtheorytoinformpractitioners.
The inescapableconclusionisthatinformationprofessionals needtobe- attheveryleast
intelligentandcriticalconsumersofresearch.Aquote inChapter 1emphasises thispoint
clearlyandemphatically:
Researchenablesprofessionalstoaddvaluetotheirworkandworkpractices... [Its
use]distinguishesbetweenprofessionalswhomaintainthestatusquowithoutquestion
andthosewhostrivetodeveloptheirworkpracticesthroughcontinualevaluationand
investigation(Lowe 1999,p.1).
The bottomline isthat all informationprofessionalsmustbe able toread researchreports
properly,tounderstandtheir contents, andto ascertainwhetherornot the contentsare
appropriatetoapplyto their own work. Many (but perhapsnot all) information
professionalswillalso require thecriticalfacility and practicalskills tobe able toconduct
their own researchtoaddress workplaceproblemsand issues, toimprovepractice, and/orto
offer betterservicesandproducts.
Research methodsfor students. academicsandprofessionals: Information management
andsystemsfocuses onproducingcriticalconsumersofresearch. Italso goes some way
towards producingresearchers inthe fields ofinformationmanagementand systems.
A multi-disciplinary approach
Who are theinformationprofessionalsatwhom thisbookisdirected?It ismulti
disciplinaryinitsapproach, withitsauthors being drawn from informationmanagement
(librarianship,archivesand recordkeeping) and informationsystems. Examplesare drawn
fromthese multipledisciplines.This reflects thegrowing realisationthat information
management(or informationstudies) isredefining itselfasadiscipline. Formerlydiscrete
areas (librarianship, archives, records management, informationsystemsasacomputing
sub-discipline),they are now coalescing- theimpetus beinginformationand
communicationstechnology. The authors come fromSIMS (the SchoolofInformation
Managementand Systems) atMonashUniversity;Melbourne.Inthis School,the
amalgamationofdifferentdisciplinarygroups, initiallymade forpragmaticreasons,has
been theimpetus foridentifyingand developingproductivesynergies- hence this book.
Introduction xv
Oneoftheoutcomesofthemulti-disciplinaryapproachisthatthisbookprovidesstimulus
forthoseofuswhocomefromadiscreteresearchtradition.Herethevarioustraditionsof
researchareclearlyexplainedanddevelopedwithinaspectrummodel,withpositivist
traditionsatoneend,andinterpretivistattheother.Theinformationmanagementandsystems
discipline,thisbookmakesclear,dealswithalloftheminvaryingmixes.
Anotheroutcomeisthevarietyofviewsprovidedbythebook'smanycontributorsbasedin
differentdisciplinesandresearchtraditions.Althoughthevarietyofcontributorsalso
contributestostylisticvariationwithinthebook,thereaderwillfmdthatanyunevennessof
styleiswellandtrulyoverriddenbythestrengthsthisvarietycontributes- aheadymixofthe
theoreticalandthepractical,andthestimulationprovidedbythemulti-disciplinaryapproach.
How to use this book
Thestructureofthisbookdiffersfromtheusualresearchmethodstextsininformation
studies(BushaandHarter1980;GlazierandPowell1992;GormanandClayton1997;
Powell1997;Slater1990).It distinguishesbetweenresearchmethodsandresearch
techniques, onthebasisthataresearchtechniquefordatagathering(forexample,focus
groups)canbeusedwithanumberofdifferentmethods.Typicallybooksaboutresearch
treattechniqueandmethodtogether,therebyimplicitlylimitingtheuseofaparticular
techniquetoacertainmethod,forexample,questionnaires withsurveys.Theapproach
offeredinthisbookalsohelpsthereaderandbeginningresearchertoavoidthetendencyto
concentrateonasinglemethodortechniquetotheexclusionofotherviableapproaches.
Theresearchproblem,theresearchquestion,hastobethestartingpointoftheresearch,
withthechoiceofmethod(s) andtechnique(s)consequentonthis.Oneofthisbook's
strengthsisthatitpresentsthepaletteofmethodsandtechniquesfromwhichtheresearcher
canidentifythosewhicharemostappropriatetotheresearchproblem.
Williamsonacknowledgesthatitisnotalwayseasytodifferentiateresearchmethodfrom
researchtechnique.Hereresearch methoddenotesadesignforundertakingresearch,
includingthetheoreticalbackgroundtothisdesign.Researchtechniquesareusedto
describethemeansbywhichdataaregatheredandsamplesselected.Chapter1explains
thisfurther.
Thebookhasfoursections.Thefirst, consistingofChapters Ito4,introducesthesubject,
providesaframeworkforthinkingaboutresearch,notesmajorissuesandtypologiesof
research,anddescribeswhatisrequiredtogetstartedonaresearchproject.Chapter4,anew
chapterinthisedition,addressesethics,accommodatingtherealisationinrecentdecadesthat
theethicalimplicationsofourresearchhavetobetakenseriously.Thesecondsection
(Chapters5to12)examinesresearchmethods:survey,casestudy,experimentaldesign,
systemdevelopmentininformationsystemsresearch,actionresearch,ethnography,historical
xvi Researchmethods forstudents, academicsandprofessionals
research, andtheDelphi method. The thirdsection(Chapters 13to 16)describestechniques
used fordatacollection:questionnairedesign, interviewing, focusgroups,andethnographic
techniques, includingobservation.The fmalsection(Chapters 17and 18)deals withdata
analysis, andevaluationofpublishedresearch. APostscriptposesquestionswhich will
encouragefurther thinking about the roleandconductofresearchininformationmanagement
andsystems.
What the book does not cover
Inevitablyabookofthis nature will have omissions. Not presentare someofthe techniques
occasionallyappliedinresearchin informationmanagementand informationsystems.The
most obviousofthese are bibliometricsand itsoffspringcitationanalysis,and content
analysis. Bibliometricsisatechnique which countsand interpretsdata gatheredfrom and
aboutpublications. (Currentlyaclaimisbeingmade to allowwebometricsinto the echelon
ofresearchtechniques.) Contentanalysis isused to analyseabodyofliteratureand deduce
from this analysissomecharacteristicsofthe literature, such as identificationofthemesand
how frequentlythey occur.
Warranty statement
Finally, aguaranteeofquality.The contentsofthis bookhave beenroad-testedwith
studentsand academicsfrom severaldisciplinesatseveraluniversities. Theirinput has been
helpful,gratefullyreceived,and incorporated into the text ofthe book. In researchterms,
thecontentshave beenrefereedand found tobe authoritative!
References for Introduction
Busha,CharlesH. and Harter, StephenP.(1980). Research methodsin
librarianship: Techniques andinterpretations. Academic Press: Orlando, NY.
Glazier, J.D.andPowell, R.R. (1992). Qualitative research ininformation management.
LibrariesUnlimited: Englewood,Co.
Gorman,G.E. and Clayton,Peter. (1997). Qualitativeresearchforthe information
professional:Apracticalhandbook. LibraryAssociationPublishing: London.
Lowe, D. (1999). Introductionto research inrelation to professional practice.
Unpublishedpaper. SchoolofInformationManagementand Systems, Monash
University, ~aulfield, Vic., p. 1.