Developing Research Hypotheses Essay
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Developing Research Hypotheses Essay
R- SL4 instructions
DEVELOPING RESEARCH HYPOTHESES
Based on the readings for this module, the content of previous courses (especially ORG 601 and 602), and your SLP 3 research question, develop one hypothesis which addresses, in part, your research question.
- Define the variables clearly, and identify the IV and DV.
- Justify the effect you expect using prior research and logic.
- State your hypothesis clearly, and explain how it relates to the research question.
SLP Assignment Expectations
- Answer all questions with clarity and depth. Show your critical thinking ability.
- Show ability to construct hypotheses.
- Show necessary reasoning.
My notes:
(My interest): Market demand and organization culture on innovation and performance relationship
Cite sources within your comment to support your statements.
Include references, properly formatted
5pgs
Attashed my SLP 3 RESEARCH QUESTION
Required Reading
Glynn, M. A., & Raffaelli, R. (2010). Uncovering Mechanisms of Theory Development in an Academic Field: Lessons from Leadership Research. Academy of Management Annals, 4, 359-401. doi: 10.1080/19416520.2010.495530
Alvesson, M., & Karreman, D. (2007). Constructing mystery: Empirical matters in theory development. Academy of Management Review, 32(4), 1265-1281.
Tsang, E. W. K., & Kwan, K. M. (1999). Replication and theory development in organizational science: A critical realist perspective. Academy of Management Review, 24(4), 759-780. doi: 10.2307/259353
Prasad, S., Rao, A., & Rehani, E. (2001). Developing hypothesis and research questions. Retrieved from http://www.public.asu.edu/~kroel/www500/hypothesis.pdf
Wallace, R. (2013). Research questions, hypothesis, and variables. Retrieved from https://www.youtube.com/watch?v=_BmjujlZExQ
Optional Reading
McKinley, W. (2010). Organizational Theory Development: Displacement of Ends? Organization Studies, 31(1), 47-68. doi: 10.1177/0170840609347055
Tsang, E. W. K. (2006). Behavioral assumptions and theory development: The case of transaction cost economics. Strategic Management Journal, 27(11), 999-1011. doi: 10.1002/smj.553
Hallier, J., & Forbes, T. (2004). In search of theory development in grounded investigations: Doctors’ experiences of managing as an example of fitted and prospective theorizing. Journal of Management Studies, 41(8), 1379-1410. doi: 10.1111/j.1467-6486.2004.00479.x
RUBRIC
Excellent Quality
95-100%
Introduction 45-41 points
The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned.
Literature Support
91-84 points
The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned.
Methodology
58-53 points
Content is well-organized with headings for each slide and bulleted lists to group related material as needed. Use of font, color, graphics, effects, etc. to enhance readability and presentation content is excellent. Length requirements of 10 slides/pages or less is met.
Average Score
50-85%
40-38 points
More depth/detail for the background and significance is needed, or the research detail is not clear. No search history information is provided.
83-76 points
Review of relevant theoretical literature is evident, but there is little integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are included. Summary of information presented is included. Conclusion may not contain a biblical integration.
52-49 points
Content is somewhat organized, but no structure is apparent. The use of font, color, graphics, effects, etc. is occasionally detracting to the presentation content. Length requirements may not be met.
Poor Quality
0-45%
37-1 points
The background and/or significance are missing. No search history information is provided.
75-1 points
Review of relevant theoretical literature is evident, but there is no integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are not included in the summary of information presented. Conclusion does not contain a biblical integration.
48-1 points
There is no clear or logical organizational structure. No logical sequence is apparent. The use of font, color, graphics, effects etc. is often detracting to the presentation content. Length requirements may not be met
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