Effect Sizes in Qualitative Research: A Prolegomenon

The American Psychological Association Task Force recommended that researchers always report and interpret effect sizes for quantitative data. However, no such recommendation was made for qualitative data. Thus, the first objective of the present paper is to provide a rationale for reporting and interpreting effect sizes in qualitative research. Arguments are presented that effect sizes enhance the process of verstehen/hermeneutics advocated by interpretive researchers. The second objective of this paper is to provide a typology of effect sizes in qualitative research. Examples are given illustrating various applications of effect sizes. For instance, when conducting typological analyses, qualitative analysts only identify emergent themes; yet, these themes can be quantitized to ascertain the hierarchical structure of emergent themes. The final objective is to illustrate how inferential statistics can be utilized in qualitative data analyses. This can be accomplished by treating words arising from individuals, or observations emerging from a particular setting, as sample units of data that represent the total number of words/observations existing from that sample member/context. Heuristic examples are provided to demonstrate how inferential statistics can be used to provide more complex levels of verstehen than is presently undertaken in qualitative research.     

农民工城乡迁移个人机会成本的构成及定量分析

农民工城乡迁移的个人机会成本可归纳为经济性个人机会成本、社会性个人机会成本和政治性个人机会成本三大类，基于笔者主持的1012名城乡迁移农民工的问卷调查，文章分析了这三类个人机会成本各自的构成，并对它们进行了定量分析。     

What Prompts the People＇s Bank of China to Change Its Monetary Policy Stance？ Evidence from a Discrete Choice Model

In the present paper, we model the policy stance of the People＇s Bank of China （PBC） as a latent variable, and the discrete changes in the reserve requirement ratio, policy interest rates, and the scale of open market operations are taken as signals of movement of this latent variable. We run a discrete choice regression that relates these observed indicators of policy stance to major trends of macroeconomic and financial developments, which are represented by common factors extracted from a large number of variables. The predicted value of the estimated model can then be interpreted as the implicit policy stance of the PBC. In a second step, we estimate how much of the variation in the PBC＇ s implicit stance can be explained by measures of its policy objectives on inflation, growth and financial stability. We find that deviations of CPI inflation from an implicit target and deviations of broad money growth from the announced targets, but not output gaps, figure significantly in the PBC＇s policy changes.     

Taking the “Q” Out of Research: Teaching Research Methodology Courses Without the Divide Between Quantitative and Qualitative Paradigms

The purpose of this paper is to provide evidence that the debate between quantitative and qualitative is divisive and, hence, counterproductive for advancing the social and behavioral science field. We advocate that all graduate students learn to utilize and to appreciate both quantitative and qualitative research methodologies. As such, students will develop into pragmatist researchers who are able to utilize both quantitative and qualitative techniques when conducting research. We contend that the best way to accomplish this is by eliminating quantitative research methodology and qualitative research methodology courses from curricula and replacing these with research methodology courses at different levels that simultaneously teach both quantitative and qualitative techniques within a mixed methodological framework.An earlier version of this article received the 2003 Southwest Educational Research Association (SERA) Outstanding Paper Award.     

In at the deep end: Conducting processual research on organisational change

This article provides a series of reflections on the practice of carrying out processual research on organisational change. At a broad level, some of the main tasks associated with conducting company case studies are described and the benefits of this approach for dealing with complex change data are outlined. At a more specific level, the article addresses three main areas tied to the actual “doing” of processual research. First, the notion of tacit knowledge and “getting your hands dirty” by engaging in ongoing in-depth fieldwork. Second, the design and implementation of a longitudinal case study research programme. Third, the advantages and concerns of combining a range of different data collecting techniques in carrying out processual studies. Overall, the main intention is to provide some useful reflections and practical insights, as well as providing something of the flavour of carrying out this type of research.     

关联交易信息的核心质量 --层次结构及实现途径

通过对关联交易的组织理性和社会成本进行简要的经济学分析，从节约社会成本的角度，借助FASB“财务会计信息质量的层次结构模型”，构筑了一个关联交易信息的核心质量层次结构，同时，从我国有关关联交易会计规范颁布和变迁的角度，分析现有关联交易信息质量的实现途径及不足，并提出相关改进建议。     

民俗旅游区旅游资源浅析--忻城中华土司民俗旅游区开发研究之一

通过对全国土司文化的保护和开发现状的论证，以及对忻城土司文化的定量、定性分析，从而对忻城中华土司民俗旅游区的旅游资源做出了科学的评价。     

会计国际化背景下的我国会计信息质量特征研究

会计信息质量特征是财务会计概念框架的重要组成部分。本文采用规范分析方法对西方国家的会计信息质量特征进行了国际比较，并结合实证研究结论对影响我国财务会计信息质量特征的因素进行了现状分析。最后指出在当前特殊的环境下确立我国财务会计信息质量特征体系，应该同时兼顾国际协调与中国特色，建议在透明度的总体要求下，依次将会计信息质量特征设定为：可靠性，相关性，充分披露。     

Action Research is Similar to Design Science

In management information systems (MIS) action research is long considered as promising but low-level research approach. It has an utmost relevance because action researchers are working with practitioners to solve the important practical problem. Design science outlined some years ago is just winning a wider audience. Action research was traditionally classified into qualitative research methods. But it seems to be the “wrong” home of action research. We shall show that after comparison of the seven aspects: concrete results of the study, knowledge produced, activities, the intent and the nature of a study, the division of labor in a study and generation, use and test of knowledge, the concordance between the characteristics of action research on the one hand and of design science on the other hand is very good. Hence, action research and design science should next be considered as similar research approaches, and this is a turning point in the history of both action research and design science.     

Research on Basic Design Education: An International Survey

This paper reports on the results of a survey and qualitative analysis on the teaching of ‘Basic Design’ in schools of design and architecture located in 22 countries. In the context of this research work, Basic Design means the teaching and learning of design fundamentals that may also be commonly referred to as the Principles of Two- and Three-dimensional Design. The body of knowledge associated with Basic Design may be regarded as part of the general theory of teaching and learning design as practiced in many design schools and which has its origins in the classical design schools such as the Bauhaus. In the author’s perception and practice, the pedagogy of Basic Design promotes a holistic, creative and experimental methodology that develops the learning style and cognitive abilities of students with respect to the fundamental principles of design. This includes an understanding of the elements of shape, colour, texture, light, and rhythm in a manner complementary but usually unrelated to the common design methods teaching approach. As is well known among design practitioners, including architects and industrial designers, a deep understanding of the purpose of these fundamental design elements and principles is still relevant to contemporary design practice. The main objective of the research described in this paper was to determine the status and development of Basic Design pedagogy in a significant number of contemporary design schools. On the basis of the results of two surveys conducted in 2001–2002, this paper will identify and illustrate interesting aspects concerning the programmes and organisation of courses delivered by teachers of ‘Basic Design’. This work will also survey the viewpoints of Basic Design teachers in elementary years of design courses and of those teaching design through projects during the subsequent years of the same courses. Interestingly, the design project teachers surveyed in this research expressed a desire to be more involved in the teaching of Basic Design fundamentals which indicates strongly that Basic Design principles are still relevant in contemporary design education terms as they have ever been and that more research is needed in order to better understand and apply the related pedagogy.