Reflections on conceptions of research methodology among management academics

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Reflections on conceptions of research methodology among management academics. / Saunders, M.N.K.; Bezzina, F.

In: European Management Journal, Vol. 33, No. 5, 10.2015, p. 297.

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@article{db416df6cd7e4be78bebb4f1bdf1f14a,
title = "Reflections on conceptions of research methodology among management academics",
abstract = "Taking as its premise that the role of academics as instructors is crucial in forming students’ conceptions of research methodology, we consider differences in conceptions are held by academics involved in its teaching and reflect on associated implications. Drawing on a web based questionnaire data collected from purposive sample of 190 predominantly European Management academics with an expressed interest in research methodology, we reveal differing conceptions about the nature of research and research methodology that are likely to be practically significant; differences between those with qualitative and quantitative expertise being the most salient. Finding fault with one methodology on the basis of the epistemological and ontological beliefs of the other does little to promote understanding or appreciation of qualitative, quantitative and mixed methodologies. Rather, we argue, academics involved in management research methods and methodology teaching need to adopt a pluralist stance in which the legitimacy of different methodologies is both recognised and actively acknowledged.",
author = "M.N.K. Saunders and F. Bezzina",
note = "cited By 0; Article in Press",
year = "2015",
month = "10",
doi = "10.1016/j.emj.2015.06.002",
language = "English",
volume = "33",
pages = "297",
journal = "European Management Journal",
issn = "0263-2373",
publisher = "Elsevier",
number = "5",

}

RIS

TY - JOUR

T1 - Reflections on conceptions of research methodology among management academics

AU - Saunders, M.N.K.

AU - Bezzina, F.

N1 - cited By 0; Article in Press

PY - 2015/10

Y1 - 2015/10

N2 - Taking as its premise that the role of academics as instructors is crucial in forming students’ conceptions of research methodology, we consider differences in conceptions are held by academics involved in its teaching and reflect on associated implications. Drawing on a web based questionnaire data collected from purposive sample of 190 predominantly European Management academics with an expressed interest in research methodology, we reveal differing conceptions about the nature of research and research methodology that are likely to be practically significant; differences between those with qualitative and quantitative expertise being the most salient. Finding fault with one methodology on the basis of the epistemological and ontological beliefs of the other does little to promote understanding or appreciation of qualitative, quantitative and mixed methodologies. Rather, we argue, academics involved in management research methods and methodology teaching need to adopt a pluralist stance in which the legitimacy of different methodologies is both recognised and actively acknowledged.

AB - Taking as its premise that the role of academics as instructors is crucial in forming students’ conceptions of research methodology, we consider differences in conceptions are held by academics involved in its teaching and reflect on associated implications. Drawing on a web based questionnaire data collected from purposive sample of 190 predominantly European Management academics with an expressed interest in research methodology, we reveal differing conceptions about the nature of research and research methodology that are likely to be practically significant; differences between those with qualitative and quantitative expertise being the most salient. Finding fault with one methodology on the basis of the epistemological and ontological beliefs of the other does little to promote understanding or appreciation of qualitative, quantitative and mixed methodologies. Rather, we argue, academics involved in management research methods and methodology teaching need to adopt a pluralist stance in which the legitimacy of different methodologies is both recognised and actively acknowledged.

U2 - 10.1016/j.emj.2015.06.002

DO - 10.1016/j.emj.2015.06.002

M3 - Article

VL - 33

SP - 297

JO - European Management Journal

JF - European Management Journal

SN - 0263-2373

IS - 5

ER -