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Bryman & Bell: Business Research Methods 2e
Student resources
Multiple choice questions
- Chapter 01
- Chapter 02
- Chapter 03
- Chapter 04
- Chapter 05
- Chapter 06
- Chapter 07
- Chapter 08
- Chapter 09
- Chapter 10
- Chapter 11
- Chapter 12
- Chapter 13
- Chapter 14
- Chapter 15
- Chapter 16
- Chapter 17
- Chapter 18
- Chapter 19
- Chapter 20
- Chapter 21
- Chapter 22
- Chapter 23
- Chapter 24
- Chapter 25
- Chapter 26
- Chapter 27
Data sets
- Excel dataset - gym attendance
- SPSS dataset - gym attendance
Interviews with students
- Student experiences
- What is involved in a small-scale research project/dissertation?
- Start thinking about your research early
- Preliminary literature review/discussions to get research ideas
- Using your supervisor
- Managing time and resources
- What do I want to research exactly?
- Asking research questions
- Formulating a research proposal
- The research strategy
- The research design & using a case study design
- Ethical considerations in doing research
- Secondary data and online sources
- Access and sampling issues
- Data collection
- Analysis of results: quantitative and qualitative
- Writing up your research report
- The structure of a dissertation
- The literature review
- Discussion & conclusions
Research Project Guide
Using Excel in data analysis
- Excel 1: Basic Excel Techniques
- Excel 2: Descriptive Statistics
- Excel 3: Contingency Tables (Cross Tabulation)
- Excel 4: Charting and Regression
- Excel 5: Inference (Statistical Significance)
Web links
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- Chapter 15
- Chapter 16
- Chapter 17
- Chapter 18
- Chapter 19
- Chapter 20
- Chapter 21
- Chapter 22
- Chapter 23
- Chapter 24
- Chapter 25
- Chapter 26
- Chapter 27
Lecturer resources
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- Chapter 16
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- Chapter 18
- Chapter 19
- Chapter 22
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- Chapter 24
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Extensive lecturer's guide
- Introduction
- Chapter 01
- Chapter 02
- Chapter 03
- Chapter 04
- Chapter 05
- Chapter 06
- Chapter 07
- Chapter 08
- Chapter 09
- Chapter 10
- Chapter 11
- Chapter 12
- Chapter 13
- Chapter 14
- Chapter 15
- Chapter 16
- Chapter 17
- Chapter 18
- Chapter 19
- Chapter 20
- Chapter 21
- Chapter 22
- Chapter 23
- Chapter 24
- Chapter 25
- Chapter 26
- Chapter 27
PowerPoint slides
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- Chapter 14
- Chapter 15 (part 1)
- Chapter 15 (part 2)
- Chapter 16
- Chapter 17
- Chapter 18
- Chapter 19
- Chapter 20
- Chapter 21
- Chapter 22
- Chapter 24
- Chapter 25
- Chapter 26
- Chapter 27
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Bryman & Bell: Business Research Methods 2e

Chapter 22

Instructions

Choose your answers from a-d by clicking the radio button next to each choice and then press 'Submit' to get your score.

Question 01

Why are general approaches to qualitative data analysis described as iterative?

a) Because they are based on formal, established guidelines.

b) Because they allow for the research process to follow a strictly linear trajectory.

c) Because there is a repetitive interplay between collection and analysis of data.

d) Because they should not fly too close to the sun.

Question 02

Which of the following is a potential limitation of analytic induction?

a) It is too rigorous to be described as a qualitative method of analysis.

b) It is unable to specify the necessary conditions for phenomena to occur.

c) It does not allow for reformulation of an identified hypothesis.

d) All of the above.

Question 03

The two central features of grounded theory are:

a) codification and quantification.

b) the identification of theory and its testing against collected data.

c) linearity and simplicity.

d) the development of theory from data and recursiveness.

Question 04

What is the difference between coding in grounded theory and quantitative data analysis?

a) In grounded theory coding begins soon after the collection of initial data.

b) In grounded theory no pre-conceived codes are utilised.

c) In grounded theory different types and levels of coding are recognized.

d) All of the above.

Question 05

According to Strauss and Corbin (1990) selective coding is the procedure of:

a) breaking down, examining and categorizing data.

b) putting data back together in new ways and making connections between categories.

c) choosing the core category and relating it to other categories.

d) establishing the causal relationships within the data.

Question 06

Which of the following can represent a criticism of grounded theory?

a) There is no such thing as theory-neutral observation.

b) The social world is not 'out there' awaiting discovery.

c) Language is constitutive as well as reflective.

d) Data collection is not a straight forward linear process.

Question 07

Which of the following is not an additional problem associated with grounded theory?

a) The time it takes to transcribe interviews and to engage in a genuinely iterative process.

b) The reluctance of researchers using grounded theory to adopt natural scientific methods.

c) The vague nature of many key points relating to the practice of grounded theory.

d) The fragmentation of data in different categories.

Question 08

In what way does the practice of coding introduce an element of quantification into grounded theory?

a) The significance of data is sometimes based on its frequency within the whole data set.

b) Coding can allow for the researcher to measure the likelihood that a particular issue applies to the entire population.

c) The core category should always be defined in advance of data collection.

d) None of the above.

Question 09

What is the benefit of subjecting qualitative data to secondary analysis?

a) It overcomes ethical concerns about informed consent.

b) It enables the data to be analysed without the hindrance of a contextual understanding.

c) It is more likely that the findings will be published.

d) It can exploit the large volume of qualitative data that is under-explored.

Question 10

Narrative analysis in management research enables the researcher to:

a) relate all of their thought processes during data analysis.

b) discard all data that does not adhere to storytelling guidelines.

c) identify how managers make sense of their environment.

d) assess how managers will react in certain circumstances.

View print version

Oxford University Press, Online Resource Centre, Chapter 22.