000			02117nam a2200241 4500
005			20251231141147.0
008			251231b |||||||| |||| 00| 0 eng d
020			_a9783642424786
041			_aeng
082			_a658 _bJonE
100			_aJonker, Jan
245			_aThe Essence of Research Methodology : _bA Concise Guide for Master and PhD Students in Management Science / _cJan Jonker and Bartjan Pennink
260			_aBerlin: _bSpringer; _c©2009
300			_axviii,171p.
520			_aMethodology is a field which is indisputably complex. In the academic world, it is often said to be important, yet in everyday academic practice, it is not always treated accordingly. In teaching, methodology is often a mandatory course. Usually, it consists of learning how to adopt several common approaches when doing research, and how to conceive a research design (often leading to a survey). This usually leads to collecting data on a modest scale and – when the opportunity arises – analysing the data with the help of some statistics. Ask the students of their opinion at the end of such a course and they tend to heave a deep sigh of relief and say, “I have got through it. ” Then their real courses start again, in which methodology often does not play a role at all. We are of the opinion that writing-off methodology in this way is a real pity. It ignores the valuable role that methodology should play in academic teaching as a whole. Here, methodology is presented as a form of thinkingand acting that, while obviously entailing research work, can also include the design and change of organisations. This broad approach has been purposefully chosen, as it is almost obvious from research and graduation projects that the students do not really have a clue what methodology involves and, therefore, wasting their time by producing work that has a little quality.
650			_aBusiness and Management
650			_aApplied Business Research
650			_aManagement Studies
650			_aResearch Methodology
650			_aQualitative Research Methods
700			_aPennink, Bartjan
942			_cBK
999			_c7795 _d7795