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The research onion was developed by Saunders et al. (2007). It illustrates the
stages that must be covered when developing a research strategy.When viewed
from the outside, each layer of the onion describes a more detailed stage of the
research process (Saunders et al., 2007). The research onion provides an
effective progression through which a research methodology can be designed. Its
usefulness lies in its adaptability for almost any type of research methodology
and can be used in a variety of contexts (Bryman, 2012). This essay will examine
and describe the different stages of the research onion, and explain the concepts
at each stage.
1.1: Understanding the Research Process
The research onion was developed by Saunderset al. (2007) in order to describe
the stages through which the researcher must pass when formulating an
effective methodology. First, the research philosophy requires definition. This
creates the starting point for the appropriate research approach, which is
adopted in the second step. In the third step, the research strategy is adopted,
and the fourth layer identifies the time horizon. The fifth step represents the
stage at which the data collection methodology is identified. The benefits of the
research onion are thus that it creates a series of stages under which the
different methods of data collection can be understood, and illustrates the steps
by which a methodological study can be described.
Figure 1: The Research Onion
Two main ontological frameworks can inform the research process: positivism
and constructionism (Monette et al. 2005). These frameworks might be described
differently (such as empiricism and interpretivism) but the underlying
assumptions are broadly similar (Bryman, 2012). Positivism assumes that reality
exists independently of the thing being studied. In practice this means that the
meaning of phenomena is consistent between subjects (Newman, 1998).
Conversely, constructionism suggests that the inherent meaning of social
phenomena is created by each observer or group (stlundet al. , 2011). In this
philosophy, one can never presume that what is observed is interpreted in the
same way between participants and the key approach is to examine differences
and nuances in the respondents understanding.
Despite the inherent differences between these two practices, it is not
necessarily the case that they form an inherent belief by the researcher that is
then applied to all research contexts. One philosophy is not inherently better
than the other, although researchers may favour one over the other (Podsakoffet
al., 2012). The philosophy simply provides the justification for the research
methodology. The methodology should be informed by the nature of the
phenomena being observed.
1.3: Research Approaches
Two types of approaches are outlined here: the deductive and the inductive
approach.
1.3.1: Deductive Approach
The deductive approach develops the hypothesis or hypotheses upon a preexisting theory and then formulates the research approach to test it (Silverman,
2013). This approach is best suited to contexts where the research project is
concerned with examining whether the observed phenomena fit with expectation
based upon previous research (Wiles et al., 2011). The deductive approach thus
might be considered particularly suited to the positivist approach, which permits
the formulation of hypotheses and the statistical testing of expected results to an
accepted level of probability (Snieder & Larner, 2009). However, a deductive
approach may also be used with qualitative research techniques, though in such
cases the expectations formed by pre-existing research would be formulated
differently than through hypothesis testing (Saunders et al., 2007). The
deductive approach is characterised as the development from general to
particular: the general theory and knowledge base is first established and the
specific knowledge gained from the research process is then tested against it
(Kothari, 2004).
1.3.2: Inductive Approach
The inductive approach is characterised as a move from the specific to the
general (Bryman & Bell, 2011). In this approach, the observations are the
starting point for the researcher, and patterns are looked for in the data (Beiske,
2007). In this approach, there is no framework that initially informs the data
collection and the research focus can thus be formed after the data has been
collected (Flick, 2011). Although this may be seen as the point at which new
theories are generated, it is also true that as the data is analysed that it may be
found to fit into an existing theory(Bryman & Bell, 2011).
This method is more commonly used in qualitative research, where the absence
of a theory informing the research process may be of benefit by reducing the
potential for researcher bias in the data collection stage (Bryman & Bell, 2011).
Interviews are carried out concerning specific phenomena and then the data may
be examined for patterns between respondents (Flick, 2011). However, this
approach may also be used effectively within positivist methodologies, where the
data is analysed first and significant patterns are used to inform the generation
of results.
1.3.3: The Quantitative Approach
As the name suggests, this approach is concerned with quantitative data (Flick,
2011). It holds a number of accepted statistical standards for the validity of the
approach, such as the number of respondents that are required to establish a
statistically significant result (Goddard & Melville, 2004). Although this research
approach is informed by a positivist philosophy, it can be used to investigate a
wide range of social phenomena, including feelings and subjective viewpoints.
The quantitative approach can be most effectively used for situations where
there are a large number of respondents available, where the data can be
effectively measured using quantitative techniques, and where statistical
methods of analysis can be used (May, 2011).
1.3.4: The Qualitative Approach
The qualitative approach is drawn from the constructivist paradigm (Bryman &
Allen, 2011). This approach requires the researcher to avoid imposing their own
perception of the meaning of social phenomena upon the respondent
(Banister et al., 2011). The aim is to investigate how the respondent interprets
their own reality (Bryman & Allen, 2011). This presents the challenge of creating
a methodology that is framed by the respondent rather than by the researcher.
An effective means by which to do this is through interviews, or texts, where the
response to a question can be open (Feilzer, 2010). Furthermore, the researcher
can develop the questions throughout the process in order to ensure that the
respondent further expands upon the information provided. Qualitative research
is usually used for examining the meaning of social phenomena, rather than
seeking a causative relationship between established variables (Feilzer, 2010).
1.4: Research Strategy
The research strategy is how the researcher intends to carry out the work
(Saunders et al., 2007). The strategy can include a number of different
approaches, such as experimental research, action research, case study
research, interviews, surveys, or a systematic literature review.
Experimental research refers to the strategy of creating a research process that
examines the results of an experiment against the expected results (Saunders et
al., 2007). It can be used in all areas of research, and usually involves the
consideration of a relatively limited number of factors (Saunders et al., 2007).
The relationship between the factors are examined, and judged against the
expectation of the research outcomes.
Action research is characterised as a practical approach to a specific research
problem within a community of practice (Bryman, 2012). It involves examining
practice to establish that it corresponds to the best approach. It tends to involve