First Decade of Organizational Research Methods

This study aims to describe the discrimination found in Tere-Liye's Amelia novel. To obtain the data used structural theory. The method used in this research is qualitative research method by way of descriptive analysis. The reason the authors use these methods because the authors attempt to describe the discrimination contained in the novel that became the object in this study. Data collection in this research is done by literature review technique and documentation technique. The author uses this documentation technique by reading the data source in the form of a novel with the purpose of identifying the data in accordance with the theory used. After obtaining research data, further analysis of research data is done by content analysis techniques. The process of data analysis is done by mastering and understanding the novel elements, identifying and analyzing discrimination. The results of data analysis show that there is discrimination contained in Tere-Liye's novel Amelia. the discrimination contained in the novel is the attitude of the community that does not allow the youngest child to go to school outside the region, the lack of freedom to express opinions, the youngest child in the family must stay and stay at home. Details of such discrimination have textual data that can prove the correctness of the analysis of the research data that can be proven. Keywords: discrimination, amelia, tere-liye

Information systems (IS) researchers often explore complex phenomena that result from the interplay between technologies and human actors; as such, IS research frequently involves constructs found at multiple levels of analysis, although rarely recognized as such. In fact, our targeted review of the IS literature found minimal explicit consideration of the issues posed by multilevel research although a number of studies implicitly conducted research at multiple levels. In this paper, we discuss the issues that result from not explicitly recognizing the multilevel nature of one’s work and offer guidance on how to identify and explicitly conduct multilevel IS research. Recognizing the relevance of multilevel research for the IS domain, we discuss a systematic approach to conduct quantitative multilevel IS research that is grounded in an overarching framework that focuses equally on testing variables and entities. We also highlight the unique role of IS in developing multilevel opportunities for researchers. Finally, we identify a number of gaps within the IS literature in which specific multilevel research questions may be articulated. Such explicit consideration of multilevel issues in future IS research will not only improve IS research but contribute to the larger discourse on multilevel research.

Sutirtha Chatterjee) join the editor-in-chief (Robert Davison) to craft a position statement regarding the ISJ's view on theory. It is applicable, with sensitivity, to the empirical research articles that we consider for publication.

Interpretive research designs are increasingly being applied in Information Systems (IS). This chapter is a meta-research study that briefly explains the concepts of positivism, interpretivism, and qualitative and quantitative research, before overviewing the advent of interpretive IS research. The chapter then presents two interpretive models that can serve as research designs for postgraduate studies and ad-hoc research. Action research, which originated in the social sciences, involves longitudinal studies, in which the researcher participatively investigates products or interventions that address real-world problems over several cycles, in a reflective and responsive way. Grounded theory can serve as a research method, as well as a full research design, since it can be integrated into other models as an analysis approach. Grounded theory is applied to generate themes, patterns, and theories from continuous collection, coding, and analysis of contextual data. The patterns and grounded theories emerge inductively, and are expanded and refined as further data is gathered.

The teaching of research design and data analysis to our graduate students has been a persistent problem. A course is described in which students, early in their graduate training, obtain extensive practice in designing experiments and interpreting data. Lecture-discussions on the essentials of biostatistics are given, and then these essentials are repeatedly reviewed by illustrating their applications and misapplications in numerous research design problems. Students critique these designs and prepare similar problems for peer evaluation. In most problems the treatments are confounded by extraneous variables, proper controls may be absent, or data analysis may be incorrect. For each problem, students must decide whether the researchers' conclusions are valid and, if not, must identify a fatal experimental flaw. Students learn that an experiment is a well-conceived plan for data collection, analysis, and interpretation. They enjoy the interactive evaluations of research designs and appreciate the repetitive review of common flaws in different experiments. They also benefit from their practice in scientific writing and in critically evaluating their peers' designs.

The more and more efficiently the community in owning and determining vehicle choices has resulted in increasingly increasing the trend of private vehicle use as the primary transportation mode replacing public transportation. Planned Behavior Theory is expected to accurately predict people's intentions and behavior in using private vehicles. The variables used are the independent variable Attitude Toward, Subjective Norm and Perceived Behavioral Control, then Intention Behavior as the intervening and Behavior dependent variable. The research population is the community of private motorists using cars and motorbikes in the city of Makassar. The number of samples used was 210 respondents. The sampling used is Purposive Random Sampling. Primary data and information through an open questionnaire. Analysis of research data with the Structural Equation Model with IBM AMOS Software. The results obtained show that attitude toward intention to behavior means that attitude variables compared to Subjective Norm and Perceived Behavioral Control variables predominantly affect Intention and Behavior. The Attitude Toward of vehicle users who are influenced by Behavior belief will ensure that the vehicles they use can make social values increase, will be more valued and respected. Vehicles are not only a means of transportation but also a symbol of a person's establishment.

This article examines quantitative panel analysis techniques appropriate for situations in which the researcher models determinants of change in continuous outcomes. One set of techniques, based on the analysis of pooled time-series data sets, has received little attention in the family literature, although there are a number of situations where these techniques would be appropriate, such as the analysis of multiple-wave panel data. The article explores the fixed effect (change-scare) and random effects models based on pooled time-series data and discusses their advantages and disadvantages for the analysis of survey panel data compared with other available approaches. An empirical example of these methods is presented in which the effect of marital duration and number of children on spousal interaction in intact marriages was examined in a four-wave panel sample. A significant development in the field of family research has been the increased availability of large panel survey data sets containing variables of interest to family researchers (e.g., National Survey of Families and Households Panel, Panel Study of Income Dynamics, National Longitudinal Survey of Youth, Marital Instability Over the Life Course Panel). The potential posed by these panel studies is often unrealized because of the greater complexity of panel analyses and the shortage of clear and accessible guidelines for selecting the appropriate analysis models and statistical software. Several guides to panel methods are available (e.g., Campbell, Mutran, & Parker, 1986; Collins & Horn, 1991; Finkel, 1995; Johnson, 1988; Kessler & Greenberg, 1981; Markus, 1979; Menard, 1991). While these guides can be of value, they have the following drawbacks: Some recent developments are not covered, the focus has been largely on methods for two-wave panels, and situations commonly encountered by family researchers in the analysis of survey data, such as missing waves for some respondents, have been neglected. One type of model commonly found in family research involves the analysis of change over time in a continuous dependent variable. For example, a researcher interested in explaining change in marital interaction over the course of a marriage may model the effects of increased duration of the marriage, changes in the number and ages of the children, spells of employment of both spouses, and changes in family income. This situation involves a continuous dependent variable (degree of spousal interaction) with continuous variables (marital duration, income) and events (addition and subtraction of children, spells of employment and unemployment) as explanatory variables. Panel studies of changes in psychological distress brought about by marital dissolution, changes in frequency of sexual intercourse over the duration of the marriage, and the effect of retirement on marital happiness are research problems with similar analytic needs. With two or more waves of panel data and a continuous dependent variable, the researcher has a choice among five basic panel analysis models. These are (a) regression with lagged dependent variables, (b) structural equation models with reciprocal and lagged effects (e.g., LISREL), (c) repeated measures analysis of variance, (d) growth curve and hierarchical effects models, and (e) fixed (change-score) and random effects regression estimators for pooled time-series data sets. Event history, or hazard, models (Teachman, 1982) and panel models for qualitative variables (Clogg, Eliason, & Grego, 1990) are excluded from this list because they are not designed for use with continuous dependent variables. The first three techniques have been widely used with panel data in the family literature, and are generally accessible to the researcher. Many of the regression techniques have been superseded by the structural equation approaches, which are capable of estimating reciprocal effects and control for biases introduced by measurement errors and autocorrelated errors. …

Purpose: The aim of this study was to investigate the effect of transformational leadership dimensions on organizational effectiveness with respect to the mediating role of organizational culture. Methodology: The statistical population of this research is Iranian knowledge-based companies, which at the time of collecting research data, their number is 4551 companies. Data collection method was based on three questionnaires: MLQ leadership styles, Hofstede organizational culture and Parsons organizational effectiveness. The analysis of research data was done through structural equation modeling and using Smart PLS software in two parts: measurement model and structural model. The sampling method used in this study is stratified random sampling method and the sample studied in this study using Cochran's formula, 354 companies were obtained, of which 354 questionnaires were distributed online among these companies and 175 The completed questionnaire was collected for analysis. Findings: The findings of the present study show that the effect of ideal influence and motivational motivation variables on organizational culture and also the effect of organizational culture on organizational effectiveness is positive and significant and also organizational culture mediates the relationship between transformational leadership and organizational effectiveness. Originality/Value: Given that traditional methods of management and leadership, in today's changing and dynamic conditions, lack the necessary effectiveness, so a change in the leadership style of managers and the use of transformational leadership is necessary to achieve organizational effectiveness.

Psychologists are directed by ethical guidelines in most areas of their practice. However, there are very few guidelines for conducting data analysis in research. The aim of this article is to address the need for more extensive ethical guidelines for researchers who are post–data collection and beginning their data analyses. Improper data analysis is an ethical issue because it can result in publishing false or misleading conclusions. This article includes a review of ethical implications of improper data analysis and potential causes of unethical practices. In addition, current guidelines in psychology and other areas (e.g., American Psychological Association and American Statistical Association Ethics Codes) were used to inspire a list of recommendations for ethical conduct in data analysis that is appropriate for researchers in psychology.

There is much rhetoric around the notion that schools educate for the future. This research is an interrogation of the ways in which explicit futures time perspectives exists within school practices. This study investigates the ways in which these perspectives appear within curriculum documents and do/do not influence the ways that teachers think about, and plan for, student learning. Moreover, through ongoing and supported professional learning, this research identifies the ways in which teacher practice and student learning is transformed through increased temporal consciousness. This study has sought to identify and examine the ways in which futures and temporality influence schools and school curricula and the ways in which schools and school curricula influence teachers' perceptions and enactment of futures and temporality. It was framed within the contexts of: Invisible fields of study within mainstream educational practices: futures education and futures studies; Psychological understandings about how human capacities of temporality and time perspectives develop; Curriculum documents which demonstrate temporal bias in the ways they are traditionally oriented towards the past, yet simultaneously claim a role in educating for the future; A school with a time machine which did not go to the future (Wooranna Park Primary School). This research is based on an individual case study undertaken at Wooranna Park Primary School, Dandenong North, Victoria, Australia. It incorporates the perspectives and experiences of six teachers situated within the Grade 5/6 Autonomous Learning Unit [ALU]. In this study, the participant action researcher facilitated two types of targeted professional learning to increase the teachers' futures consciousness and understandings of how futures studies could occur within a learning environment.;In the first instance, through directed Professional Development [PD] the teachers were introduced to the field of futures studies. Through this PD they participated in focused activities intended to raise their futures consciousness and in turn their capacity to reflect upon their teaching through these increased futures perspectives. In the second instance, the teachers participated as a professional learning team [PLT]. With ongoing support, as a PLT the teachers collaboratively planned and reflected upon what occurred as they enacted their futures learning within their classroom practices. They also participated in cyclical action research and evaluative interviews in identifying the ways in which futures time perspectives affected their curriculum practices. Analysis of the data in this research has been undertaken through analytic brackets which identified the ways teachers spoke about the future (discourse?in?action), in comparison with the ways in which they 'did' the future within their work (discursive practices). It is clear from this research that, prior to the commencement of this study, the teachers had given little thought to the ways in which they 'educate for the future'. Further, amongst the 25 key findings which have emerged from this research, there can be little doubt that the introduction of futures time perspectives within the classroom curriculum was transformative. This research suggests many directions for further research, much of which has not been undertaken previously. Most of the research previously undertaken in regard to futures education has been completed by people from outside the school environment noting what should be done. In contrast, this study draws upon practitioner as well as theoretical understandings in order to explore what can occur in educating for futures.

In settings where war, forced migration, and humanitarian crisis have attracted international attention, research participants’ prior experiences with journalists, advocacy groups, state security, and humanitarian organizations influence scholarly work. Building on long-term fieldwork in Iraq and Lebanon, this article argues that individuals’ and communities’ previous and ongoing interactions with these actors affect the content, quality, and validity of data gathered as well as shaping possibilities for ethical academic research. Drawing on observational and interview-based research with humanitarian service providers, journalists, and displaced persons, this article argues that the cross-sector use of “methodological cognates” such as surveys and structured interviews shapes data validity and reliability via four mechanisms: regurgitation, redirection, reluctant participation, and resistance. I contend that these features of the research process should centrally inform academics’ research designs, project siting, case selection, and data analysis.

Grounded in an integration of the Effort-Recovery model and Conservation of Resources theory, this symposium unites five presentations to examine how resource depletion, strain accumulation, and recovery unfold over time. Each presentation focuses on a distinct stage of the work-related stress-recovery cycle, a dynamic process of effort-driven strain accumulation and recovery-facilitated strain dissolution and resource replenishment. Although the E-R model and COR theory emphasize temporal dynamics, empirical research testing these theories all too often overlooks these dynamics and associated temporal processes in research designs and data analyses. This symposium addresses this gap by showcasing five studies that exemplify diverse conceptual models, research designs, and statistical methods to capture differential temporal effects within the effort-recovery cycle. Together, the five presentations provide a comprehensive perspective on (a) systematic patterns such as circadian rhythm and growth, (b) seemingly chaotic fluctuations, and (c) the interplay of both. By exploring strain and resource dynamics across different time frames—from hours to years—this symposium provides a nuanced understanding of temporal dynamics in effort-recovery processes. It examines strain and resource accumulation and reduction over time, feedback loops, simultaneous effort and recovery processes, and phenomena like chronification and sensitization. The symposium concludes with an integrative analysis, contrasting the studies’ approaches to capturing dynamics and temporal processes of the effort-recovery cycle and offering insights on their contributions, limitations, and future directions. How Sleep and Morning Commuting Set the Stage for Workday Physical Activity and Job Performance Author: Fiyinfunjah Dosumu; Virginia Tech Author: Jessica Ann Gass; Virginia Tech Author: Brittany L. Cowan; Virginia Tech Author: Tarah Crowder; Virginia Tech Author: Rebecca Hammond; - Author: Jolee A. Sloss; Virginia Tech Author: Lucas Kerns; Virginia Tech Author: Yena Cho; Virginia Tech Author: Lorena Murro; The London School of Economics & Political Science Author: Tanya Mitropoulos; Radford University Author: Matthew C Camden; Virginia Tech Author: J. Erin Mabry; Virginia Tech Author: Charles C. Calderwood; Virginia Tech Sleepy but Healthy? Leaders’ Sleep Quality as Antecedent of Daily Health-Oriented Leadership Author: Miriam Arnold; University of Groningen Author: Pia Jusufbegovic; Julius Maximilian University of Würzburg Author: Anja Göritz; University of Augsburg Author: Verena C. Haun; Julius Maximilian University of Würzburg Decomposing the Energy Curve: Discontinuous Growth Modeling to Predict Daily Energetic Activation Author: Kirsten Handschuch; University of Lübeck Author: Oliver Weigelt; University of Groningen Author: Richard Janzen; University of Leipzig Author: Corinna Peifer; University of Lübeck How Past Incivility Affects Current Stress Responses: Mediated-Moderation and Latent Growth Analysis Author: Miriam Schilbach; Author: Anja Baethge; Author: Hadar Nesher Shoshan; Johannes Gutenberg University Mainz Author: Thomas Rigotti; Johannes Gutenberg University Mainz A Random Intercept Continuous Time Meta Analysis of the Relation among Workload and Burnout Author: Christian Dormann; Author: Annika Mueller; Johannes Gutenberg University Mainz

Ortaokul öğrencilerinin bilgilendirici metin üretme konusunda yaşadıkları sıkıntıların bilgilendirici metin yapılarını bilmediklerinden kaynaklandığını düşünülmektedir. Bu amaç doğrultusunda metnin yapısal özelliklerinin öğretiminin metin üretme sürecine katkı sağlayacağı varsayılmaktadır. Bu çalışmada, geliştirilen uygulamalar sayesinde ortaokul öğrencilerinin bilgilendirici metinlerin yapısal özelliklerini, metin yazma sürecinde kullanma durumlarını belirlemek amaçlanmıştır. Bu amaç doğrultusunda çalışmada öğrencilerin yazma uygulamaları öncesindeki yazmaya karşı ön algıları ve yaşadıkları yazma sorunları, yazma uygulamaları sürecinde yazma becerilerindeki değişim, yazma uygulamalarından sonra giriş bölümü yazma tekniklerini ve metinlerarası bağlantı kurma tekniklerini kullanma durumları, yazmaya karşı uygulamalar sonrası algıları, ön algı ve son algılarındaki değişim araştırılmıştır. Çalışmada, nitel araştırma desenlerinden ‘Eylem Araştırması’ deseni kullanılmıştır. Çalışma yazma sorunları için geliştirilen uygulamaların sorunları çözüp çözmediğini görme üzerine temellendirildiği için araştırma deseni bu çalışmaya uygundur. Araştırmanın çalışma grubunu, İstanbul İli İl Milli Eğitim Müdürlüğüne bağlı Küçükçekmece ilçesinde bir eğitim kurumunun 7. sınıfına devam eden 44 öğrenci oluşturmaktadır. Çalışmada, öğrenci yazılı anlatım kâğıtları, Ön Algı Açık Uçlu Öğrenci Anketi, Son Algı Açık Uçlu Öğrenci Anketi, Bilgilendirici Metin Yazma Becerisi Analitik Değerlendirme Ölçeği, Giriş Bölümü Yazma Teknikleri Değerlendirme Formu olmak üzere 6 veri toplama aracı kullanılmıştır. Araştırmada veriler, kodlamalar ve temalar aracılığıyla anlamlı hale getirilerek nitel verilerin çözümlenmesinde betimsel analiz uygulanmıştır. Çalışmada, veri toplama araçlarıyla toplanan verilere göre, öğrencilerin yazma uygulamaları öncesi yazma isteği ile ilgili algılarının olumlu olduğu ancak bilgilendirici metin üretiminde yapısal özellikler bakımından algılarının olumsuz olduğu sonucuna varılmıştır. Yazma uygulamaları öncesinde elde edilen ilk bulgudan hareketle yazma uygulamaları yapılmış ve öğrencilerin yapısal özellikleri yazma üretimlerinde genel olarak uyguladığı tespit edilmiştir. Giriş bölümü yazma tekniklerini ve metinlerarası bağlantı kurma tekniklerini kullanma durumlarında da olumlu yönde değişim olduğu belirlenmiştir. Son algı sorularına verdikleri cevaplardan hareketle, öğrencilerin bilgilendirici metin üretimlerinde yapısal özelliklerle ilgili algılarının olumlu yönde değiştiği gözlemlenmiştir.

Today we find a variety of national and international scientific resources that describe different versions of Grounded theory (GT). It is referred to GT authors (Glaser, Strauss & Corbin, Charmaz) and other researchers who apply different versions of GT and write about its fundamental strengths: systematic procedures, emancipatory decisions, self-empowerment of researcher to immerse into the data, and emerging theory being substantiated by empirical data and its interpretation. Reading the resources leads GT researchers to the understanding of this methodology as a set of systematic procedures which are applied in an integrated way by striving to the fundamental outcome – created original and based on empirical data GT. Researchers constantly applying GT alone may learn its principles, progress of adopting the necessary intellectual skills though at some point experience “being trapped”. Why? Because GT application does not stimulate their creativity and this methodology becomes “well-known” routine or “typical” process by recognizing what is “right” and “wrong”. Such attitude regarding the qualitative research methodology is risky due to emerging normative approach to the range of qualitative data collection, analysis and interpretation. Initially, the researchers’ self- empowerment to manage the different GT versions helps to avoid the routine. However, in this case there comes a time when each version is assigned by researcher with “labels”. For example, Glaserian version is named classic, emerging and theory-driven; version of Strauss and Corbin is seen as hypothesis testing, though in fact it is treated as a resource of hypotheses; in Glaserian version GT emerges, and in Strauss and Corbin version GT is forced. Constructivist GT version states that various social realities are relevant, and the common establishment of knowledge is recognized as outcome of cooperation between researcher and research participants. However, is it possible to find the emerging and forced moments in all GT versions? This question is not easy to answer accurately. There are similarities between the mentioned GT versions, though their differences are more conceptual than procedural. When researcher exploits his/her potential of creativity by applying a range of GT versions, then the time may come to make a decision to integrate GT and other methodologies. Thus, researcher’s attempts to combine GT with other methodologies being close to the emerging nature and plural data resources methodology of GT are creditable and deserve encouragement. The article presents the example of such decision when combination or integration of GT and Action Research (AR) is considered. Research question: Do similar features of GT and AR allow combining these methodologies aiming at validity of results within the research process? Research aim is to argue the possibilities to integrate GT and AR. Methods. The information in the article is presented consequently: each methodology is presented individually and then possibilities for integration or combination are discussed. The overview for analysis of possibilities to integrate GT and AR was used in the study by providing arguments and generalization of considerations. Conclusions. Integration of GT and AR illustrates the responsibility of researcher in shaping the design of a specific research and solving specific research issue. Decision to integrate GT and AR allows researcher to be the expert in both methodologies and strictly respect the principles, procedures, and methods. Researcher may not fully apply two methodologies, starting a study with one while concluding it with another. Such a decision is risky, causing uncertainty and leading to unreliable findings. However, the integration of these methodologies cannot and should not be a mechanical action. Researcher must clearly determine the object of the research – is it process or change? This will result in a clear and basic methodology of choice, respectively GT or AR. Then, the study will be based on the fundamental principles and steps of the chosen methodology. And the relevant components will be chosen by researcher in data collection and/or analysis of process (-es). GT and AR integration is possible, therefore GT and AR complement each other and their combinations depend of researcher.

This article emanates from a study which focussed on Managerial Accounting and Financial Management (MAFM) students' experiences of learning in a Writing Intensive Tutorial (WIT) programme. Higher education students often do not either appreciate or realise the benefits of working collaboratively with other students. The WIT programme is based on the principles of collaborative participation among the students and writing-to-learn. Interactive Qualitative Analysis (IQA) (Northcutt and McCoy 2004) informed the research design and data analysis. Following IQA protocols, nine affinities (themes) were generated to describe students' experiences of learning in the WIT programme. The article reports on the affinities personal confidence and interaction. The findings suggested that collaborative engagement in writing to learn activities, designed according to tight specifications, facilitates a process of focussed and directed interaction among students. This has important implications for higher education programme design especially in professional programmes where the requirements of the profession include personal confidence and interaction.