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Essay Instructions: With regards to research methods in social science:

Write an essay about 2500 words on the following topic:

Compare and contrast the purpose, strengths, and weaknesses of field, experimental, and survey research. Describe and give examples of when it is appropriate to use each of these research methods.

Essay Instructions: Request:
1. On pages 2-6...the information in Table 1 and Table 2 it's not providing enough elaboration and only include quotes. It needs to be taken out of Table format and put in paragraph format with the requested information on the document's comments.

2. List at least 2-3 strengths and at least 2-3 weaknesses of quantitative, email survey research design in paragraph format. You can utilize the resources I originally provided in assignment A20077348 or you can provide them yourself whatever is easiest. I'd like for there to be at least 2 references.

I will submit the document that I am revising based on some feedback that I received...scroll down and you will see. The following was a note that also attached....

The main thing I'd suggest you work on, especially in Parts 2 and 4 (Gamemaster, I will address 4), is framing your responses so that it's very clear how they address the questions. In both parts you open with a lot of information to justify your choices -- which is good -- but your actual descriptions of your methods and their strengths & weaknesses are semi-buried at the end of the response. I suggest you highlight those by putting them in their own paragraphs with very clear topic sentences.

Please don't hesitate for questions or clarification. THANKS!!!!

There are faxes for this order.

Customer is requesting that (gamemaster) completes this order.

Essay Instructions: Overall Learning Objective
This PAPER is about the understanding of assessing and developing the survey research methodology within an educational setting. (Use survey research method to determine attitudes and behavioral intentions of the students in a university regarding their acceptance of e-learning.) This paper has three parts; Abstract(1 page)+29 pages for first part, 25 pages plus 15 annotated references for second part, and 5 pages for the last part.(Total 75 pages) (Template of the paper is in Appendix A)
The first part, the breadth component, will identify the differences between three important research paradigms. Then, define, compare, and contrast various types of research methodologies with a particular emphasis on survey research methodology, using a selected bibliography to evaluate the methods.
Second part, the depth component will present the strengths and weaknesses of the survey methodology, evaluate data collection instruments and sampling strategies, and outline the key steps that must be taken to ensure successful use of the approach. This part will also include 15 annotated literature review including particularly relevant studies and dissertations (I have attached some literatures, you may have to find the rest), and an assessment of the research methods and findings covered in the literature, which may be applied to my dissertation.
The third part, application component will provide details of how the survey research method will be specifically used in my thesis work.(to determine attitudes and behavioral intentions of the students in a private university in a rural area of Nigeria regarding their acceptance of e-learning???This can be done by identifying a problem for the research, the research purpose, research questions, theoretical foundations of the proposed research, and the methodology used to conduct the research.


PART 1: The Breadth Component
Breadth Objectives
The objectives of this part are to:
1. Identify the differences between positivist, constructivist, and pragmatic research paradigms.
2. Define a wide range of commonly used quantitative and qualitative research methods in social and behavioral sciences, with a particular emphasis on survey research methodology.
3. Compare and contrast the survey research methodology against other research approaches.

Breadth Demonstration
For a demonstration, I will prepare a bibliography covering the survey and other research methodologies, and write an essay of approximately 30 pages that meets all the objectives I have outlined above.

Breadth References
The materials to be reviewed and interpreted in this paper include, but are not limited to, the following resources:
Babbie, E. (1990). Survey research methods (2nd ed.). Belmont, CA: Wadsworth Publishing Company.
Babbie, E. (2009). The practice of social research (12th ed.). Belmont, CA: Wadsworth/Thompson Learning.
Campbell, D. T., & Stanley, J. C. (1963). Experimental and quasi-experimental designs for research. Chicago: Rand McNally & Company.
Creswell, J. W. (1998). Qualitative inquiry and research design: Choosing among Five Traditions. Thousand Oaks, CA: Sage Publications.
Creswell, J. W. (2003). Research design: Qualitative, quantitative, and mixed methods approaches (2nd ed.). Thousand Oaks, CA: Sage Publications.
Leedy, P. D., & Ormrod, J. E. (2001). Practical research: Planning and design (7th ed.). Upper Saddle River, NJ: Merill/Prentice Hall.
Maxwell, J. A. (1996). Qualitative research design: An iterative approach. Thousand Oaks, CA: Sage Publications.
Singleton, R. A. Jr., & Straits, B. C. (2005). Approaches to social research (4th ed.). New York: Oxford University Press.

PART 2: The Depth Component
Depth Objectives
The objectives of this part are to:
1. Present the strengths and weaknesses of the survey methodology.
2. Evaluate data collection instruments and sampling strategies used in the survey research.
3. Delineate key steps that must be taken to ensure successful use of this approach.

Depth Demonstration
For the annotated bibliography, I will prepare a minimum of 15 annotated literature reviews including particularly relevant studies and dissertations that apply similar research methodology dissertations (I have attached some literatures, you may have to find the rest). Then, I will prepare a written assessment essay of approximately 25 pages on how this research method may fortify my dissertation research design.

Depth References
The materials to be reviewed and interpreted in this paper include, but are not limited to, the following resources:
Babbie, E. (1990). Survey research methods (2nd ed.). Belmont, CA: Wadsworth Publishing Company.
Celik H. (2008).What determines Turkish customers' acceptance of internet banking? The International Journal of Bank Marketing, 26(5), 353-370. Retrieved from ProQuest Central database.
Dwivedi, Y. K., Williams, M. D., Weerakkody, V., Lal, B., & Bhatt, S. (2008). Understanding Factors Affecting Consumer Adoption of Broadband in India: A Pilot Study. Journal of Cases in Information Technology, 10 (3), 35-48. Retrieved from ProQuest Central database.
Fink, A. (2002). The survey handbook. Thousand Oaks, CA: Sage.
Fowler, F. (2002). Survey research methods. Thousand Oaks, CA: Sage.
Li, Y. (2006). Certified health education specialists' opinions regarding direct third party reimbursement for health education services. Retrieved from ProQuest Digital Dissertations. (AAT 3228771)
Murrey, C. (2009). Beliefs and attitudes regarding health-enhancing behaviors in African American and Caucasian women. Retrieved from ProQuest Digital Dissertations. (AAT 3355023)
Petherbridge, D. T. (2007). A concerns-based approach to the adoption of Web-based learning management systems. Retrieved from ProQuest Digital Dissertations. (AAT 3269445)
Ratten, V., & Ratten, H. (2007). Social cognitive theory in technological innovations. European Journal of Innovation Management, 10 (1), 90-108. Retrieved from ProQuest Central database.
Reynolds, R. B. (2008). A study to determine first year medical students' intention to use electronic health records. Retrieved from ProQuest Digital Dissertations. (AAT 3310126)
Tan, X. (2006). Understanding information systems developers' modeling method continuance: A theoretical model and an empirical test. Retrieved from ProQuest Digital Dissertations. (AAT 3216340)

PART 3: The Application Component
Application Objectives
The objectives of this part are to provide details of how the survey research methodology will be used to determine attitudes and behavioral intentions of the students in a private university in a rural area of Nigeria regarding their acceptance of e-learning. In this section I will:
1. Identify a problem of the research, the purpose of the research, the research questions, and the research hypotheses.
2. Present the theoretical foundations of the proposed research model and hypotheses.
3. Explain the methodology used to conduct the research and provide an overview of the target population, data collection and analysis of the data.

Application Demonstration
In this paper, approximately 5 pages, I will design a prototype of the proposal by identifying a problem for the research, the research purpose, research questions, research hypotheses, theoretical foundations of the proposed research, and the methodology used to conduct the research.

Application References
The materials to be reviewed and interpreted in this paper include, but are not limited to, the following resources:
Altinay, L., & Paraskevas, A. (2008). Planning Research in Hospitality and Tourism. Oxford: Butterworth Heinemann.
Babbie, E. ( 1999). The basics of social research. Belmont, CA: Wadsworth
Babbie, E. (2009). The practice of social research (12th ed.). Belmont, CA: Wadsworth/Thompson Learning.
Creswell, J. W. (2003). Research design: Qualitative, quantitative, and mixed methods Approaches (2nd ed.). Thousand Oaks, CA: Sage Publications.
Dooley, D. (2001). Social research methods (4th ed.) Upper Saddle River, NJ: Prentice Hall.
Fowler, F. (2002). Survey research methods. Thousand Oaks, CA: Sage.
Gall, M. D., Gall, J. P., & Bong, W. R. (2003). Educational research: An introduction (7th ed.). Boston: Pearson Education.
Leedy, P. D., & Ormrod, J. E. (2001). Practical research: Planning and design (7th ed.). Upper Saddle River, NJ: Merill/Prentice Hall.
Newman, I., & Benz, C. R. (1998). Qualitative-quantitative research methodology: Exploring the interactive continuum. Carbondale, IL: Southern Illinois University Press
Singleton, R. A. Jr., & Straits, B. C. (2005). Approaches to social research (4th ed.). New York: Oxford University Press.
Yamane, T. (1967). Statistics: An introductory analysis (2nd ed.). New York: Harper & Row.




Appendix A

PAPER TEMPLATE

ABSTRACT
Breadth
This should not exceed 120 words. Note that APA abstracts are not indented. Text of Breadth abstract. Text of Breadth abstract. Text of Breadth abstract. Text of Breadth abstract. Text of Breadth abstract. Text of Breadth abstract. Text of Breadth abstract. Text of Breadth abstract. Text of Breadth abstract. Text of Breadth abstract. Text of Breadth abstract. Text of Breadth abstract. Text of Breadth abstract. Text of Breadth abstract. Text of Breadth abstract. Text of Breadth abstract. Text of Breadth abstract. Text of Breadth abstract. Text of Breadth abstract. Text of Breadth abstract. Text of Breadth abstract. Text of Breadth abstract. Text of Breadth abstract. Text of Breadth abstract. Text of Breadth abstract. Text of Breadth abstract. Text of Breadth abstract.

ABSTRACT
Depth
This should not exceed 120 words. Note that APA abstracts are not indented. Text of Depth abstract. Text of Depth abstract. Text of Depth abstract. Text of Depth abstract. Text of Depth abstract. Text of Depth abstract. Text of Depth abstract. Text of Depth abstract. Text of Depth abstract. Text of Depth abstract. Text of Depth abstract. Text of Depth abstract. Text of Depth abstract. Text of Depth abstract. Text of Depth abstract. Text of Depth abstract. Text of Depth abstract. Text of Depth abstract. Text of Depth abstract. Text of Depth abstract. Text of Depth abstract. Text of Depth abstract. Text of Depth abstract. Text of Depth abstract. Text of Depth abstract. Text of Depth abstract.

ABSTRACT
Application
This should not exceed 120 words. Note that APA abstracts are not indented. Text of Application abstract. Text of Application abstract. Text of Application abstract. Text of Application abstract. Text of Application abstract. Text of Application abstract. Text of Application abstract. Text of Application abstract. Text of Application abstract. Text of Application abstract. Text of Application abstract. Text of Application abstract. Text of Application abstract. Text of Application abstract. Text of Application abstract. Text of Application abstract. Text of Application abstract. Text of Application abstract. Text of Application abstract. Text of Application abstract. Text of Application abstract. Text of Application abstract. Text of Application abstract. Text of Application abstract.


TABLE OF CONTENTS
BREADTH 1
Level 1 Head 1
Level 3 Head 1
Another Level 3 Head 2
Another Level 3 Head 3
DEPTH 4
Annotated Bibliography 4
Literature Review Essay 5
Level 3 Head 6
Another Level 3 Head 7
APPLICATION 8
Level 1 Head 8
Level 3 Head 8
Another Level 3 Head 9
Discussion 9
REFERENCES 11



BREADTH

AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz.
Level 1 Head

AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz.
Level 3 Head

AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz.
AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz.
Another Level 3 Head

AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz.
Another Level 3 Head

AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz.
And so on until the Depth . . .

DEPTH

Annotated Bibliography

Dwivedi, Y. K., Williams, M. D., Weerakkody, V., Lal, B., & Bhatt, S. (2008). Understanding Factors Affecting Consumer Adoption of Broadband in India: A Pilot Study. Journal of Cases in Information Technology, 10 (3), 35-48. Retrieved from ProQuest Central database.

Each annotation should be a page or page and a half long. This paragraph should contain a summary of the research method and its findings. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz.
This paragraph should be a critical assessment of the article. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz.
This paragraph should be a statement about the value of this article for your research agenda or your profession generally. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz.
Next annotation reference entry here
AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. And so on…
Literature Review Essay

AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz.
Level 3 Head

AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz.
AAA bbb cccccccccccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeeeeeeeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnnnnnnnnn oooooooooooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffffffffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvvvvvvvvv wwww xxxx yyyy zzzz. AAAAAAAAA bbb cccc ddddddddddd eeee ffff ggggggggggggg hhhh iiii jjjjjjjjjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttttttttttt uuuu vvvv wwww xxxx yyyy zzzz.
Another Level 3 Head
AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz.
And so on until the Application . . .


APPLICATION

AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz.
Level 1 Head

AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz.
Level 3 Head

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Another Level 3 Head

AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz.
Discussion

The discussion should show how the project has been informed by the theories in the Breadth component and/or the research in the Depth component. It should be about 10 pages. aaa bbb ccc ddd eee fff ggg hhh iii jjj kkk lll mmm nnn ooo ppp qqq rrr sss ttt uuu vvv www xxx yyy zzz aaa bbb ccc ddd eee fff ggg hhh iii jjj kkk lll mmm nnn ooo ppp qqq rrr sss ttt uuu vvv www xxx yyy zzz aaa bbb ccc ddd eee fff ggg hhh iii jjj kkk lll mmm nnn ooo ppp qqq rrr sss ttt uuu vvv www xxx yyy zzz aaa bbb ccc ddd eee fff ggg hhh iii jjj kkk lll mmm nnn ooo ppp qqq rrr sss ttt uuu vvv www xxx yyy zzz
And so on to the reference list . . . .

REFERENCES

Andrade, H. G. (2005). Teaching with rubrics: The good, the bad, and the ugly. College Teaching, 53, 27. doi: 10.3200/CTCH.53.1.27-31

Csikszentmilhalyi, M. (1996). Creativity. New York: Harper Collins.

Geertz, C. (1973). The interpretation of cultures. New York: Basic Books.

Lee, J. (2003). Implementing high standards in urban schools: Problems and solutions. Phi Delta Kappan, 84(6), 449-455.

No Child Left Behind (NCLB) Act of 2001, Pub. L. No. 107-110, § 115, Stat. 1425 (2002).

Merriam, S. B. (1998). Qualitative research and case study applications in education. San Francisco: Jossey-Bass.

Restak, R. M. (2001). The secret life of the brain. Thousand Oaks, CA: Richard M. Restak and David Grubin Productions, Inc.

Silver, A. (2003). Missing links: On studying the connection of arts education to the public good. Arts Education Policy Review, 104(3), 21-26.

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Essay Instructions: This is the begining work I have accomplished so far, which gives a general idea of what I'm attempting to do for my dissertations; although, the problem statement, research questions, hypothosis and etcetera need a lot of work!


The power of the crowd: A study of applying crowdsourcing techniques in developing co-value between call center customers, call center employees and the overall organization.
04/21/10)

Problem Statement

Call centers are critically important as they are a vibrant parts of the American business culture (Dawson, 20006). The importance stems from the fact that they are at the center of an organization’s relationship with its customers. Case and point, call centers are the front door to a business; further, according to Dawson (2006) the call center’s front line position is even more important in today’s global economy. However, the link between how well call center’s perform their mission and translating that into actionable plans for improving other business areas has not been fully capitalized on. This threatens an organization’s competitive advantage and decreases efficiencies in both the call centers and the businesses functional areas.
Purpose Statement
A very promising phenomenon that lends itself to call centers’ ability to improve their own and their other business units’ efficiency is the employment of crowdsourcing. However, there has been limited research on the most effective ways to apply crowdsourcing techniques to foster a collaborative environment between call center employees and customers. The main purpose of the study is to assess the effect that crowdsourcing techniques can have on the development of call center business strategies and functional area operational practices alignment that allows for the identification, socialization and alignment of customer-focused business strategies that create value for both the customer and the organization.
Significance of the study
Crowdsourcing provides a key framework for organizations to capitalize on the wisdom of the crowd, that is, the average of diverse, independent, and decentralized crowds (Surowiecki, 2004). The groundswell is a social development in which people use modern technologies to get the things they need from one another (Li & Bernoff, 2008). Specifically, the impact of the well-informed crowds on an organization’s attempt to develop business strategies and operational efficiencies that allow the organization and its customers to co-develop and co-create value is very promising in the business area of call centers. That said; it is not known to what extent crowdsourcing techniques can be effectively applied in call centers to increase call center performance as measured by established key performance indicators, ultimately resulting in operating efficiencies that fosters an environment where the organization and its customers co-develop value.
Research Questions
The intention of this study is to illuminate and explain the aspects that enable call centers to more effectively assist their organizations main business units in increasing operational efficiencies through the use of crowdsourcing techniques. With this goal in mind, the following research question will be addresseda.
What is the relationship between the application of crowdsourcing techniques and call center performance as measured by normal call center key performance indicators and an organization’s functional business areas operational efficiencies?
Hypothesis
1. The affective application of crowdsourcing techniques leads to increased call center performance.
a. Crowdsourcing techniques are related to an increase in first call resolution in call centers.
b. Crowdsourcing techniques are related to decreased average call handle time in call centers.
c. Crowdsourcing techniques are related to decreased cost per call in call centers.
d. Crowdsourcing techniques are related to decreased abandonment rates in call centers.
e. Crowdsourcing techniques help to optimize call center agent utilization.
2. The increased performance of call centers, which results from the application of crowdsourcing techniques, are associated with increased operational efficiencies in an organization’s major business functional areas.
3. Operational efficiencies, which are the results of increase call center performance due to the affective application crowdsourcing techniques, help foster a business environment where both the organization and its customer co-develop
Methodological Approach
Participants
The participants to be analyzed involves managers of call centers in specifying what they fill is important in effectively running their call centers. Additionally, customers’ value inputs will be analyzed.
Design
The study will employ survey research through the application of questionnaires to the population to analyze the participants with a between-participants approach; that is, the variation needed for the study comes from changes in the participants for a specific period of time. To accomplish this, the researcher will employ a quasi-experimental research design in an attempt to determine a correlation between the application of crowdsourcing techniques and increased efficiencies in call centers and their supported major business functional areas.
The variables, according to Swanson & Holton (2005), are the phenomena , which vary depending on the circumstances affecting them.
The dependent variables in this study are effective application of specific crowdsourcing techniques to the independent variables , which are call center key performance indicators and customer value inputs.
Procedures
Following development of the questionnaires, they will be pilot tested by a small sample of experienced call center managers to assess the validity and reliability of the survey questions as a whole. Additionally, the validity and reliability of the surveys will be accessed qualitatively through conducting interviews of a small number of the samples respondents to provide additional insight into the questionnaire answers.
I will send an introductory letter to the sample frame explaining the purpose of the survey. I will use a mail survey as the tool to employ my questionnaire to the managers and customers. Fowler (2009) suggests that anything that can be done to make a mail questionnaire appear more professional, personalized and/or attractive to the potential respondents usually has a positive effect on response rates. Therefore, work will be done to make the questionnaire as attractive to the participants as possible. For example: the survey’s layout will be clear, easy to read and to follow. Additionally, Fowler (2009) suggests the instrument be easy to complete. The questionnaire will use closed ended questions with check box or similar answers. My questionnaire will be self administered??"mailed to the sample frame .
The returned survey questionnaires will be converted into data files so they can be analyzed on a computer. Each respondent will receive a serial identifier to allow for organization and tracking. Data will be coded in the order it is present in the questionnaire to allow for ease of coding, data entry and programming tasks (Fowler, 2009). The data will be coded with numeric codes by answer; additionally, I will provide a missing answer code to allow for questions that are not answered. I do not have in mind to provide any monetary or other tangible form of motivation to respondents; however, I will provide them the results of the survey if they desire to see them. Again, any results provided will be sanitized to ensure confidentiality of all respondent’s identifiable information.
The research will be theory testing and will be conducted as a quantitative methodology which will test hypothesis quantitatively and thoroughly investigated an assessed in accordance with traditional research practices and procedures. Examining this topic through an interpretative lens would add to the body of knowledge in this area in a productive manner by helping in understanding the meaning of the situations. Examining call centers through observation and communicating face-to-face would bring understanding of the meaning apparatus that individuals bring to and develop from, a dynamic stream of events (Swanson & Holton, 2005).
Analysis of Data
The statistical procedure that will be used for this study is a regression analysis. The response or dependent variable (organizations productivity) will be analyzed through regression testing to see the affect that the independent variables of (1) key performance indicators and (2) customer value input have on the dependent variables. The initial step in the procedure will be to develop a scatter plot of the variables to see if there is any easy to see relationship between them. According to Albright, Winston, & Zappe (2006), a scatterplot graph is an excellent way to determine if there is a relationship between variables. If a relationship is observed between manager’s productivity and both independent variables, a multiple regression analysis will need to be performed to determine if a correlation exist. If a relationship is seen between only one of the variables, a simple regression will be performed between manager’s productivity and the independent variable that shows a relationship.
Ethical Considerations
Research ethics are governed by the National Research Act of July 1974 (Swanson & Holton, 2005). The Act created a commission, which was chartered to protect the interest of humans and subjects in research. The commission produced The Belmont Report, which defined practices and research so the boundaries of the two could be established (Swanson & Holton, 2005). According to Swanson & Holton (2005), the commission defined practice as interventions intended to improve the well-being of a patient or client, and research as activity designed to evaluate hypothesis and add to generalized body of knowledge concerning a topic. In Swanson and Holton (2005), they also noted that The Belmont Report identified three principles that should guide research: (1) Respect for persons??"where persons is identified as autonomous individuals that are able to make independent decisions. (2) Beneficence??"has to do with the researcher’s obligation to protect human subjects. (3) Justice??"requires that parity be at hand in determining who will bear the burden of human subject research.
Creswell (2003) notes that the identification of the problem to be researched is one of the initial decisions that require ethical consideration; that is, the problem studied should benefit the individuals being studied. According to Creswell (2003), a pilot test is an excellent way to gain trust and respect from participants because the pilot test allows for the discovery of marginalization before the study is developed and conducted. Additionally, Creswell (2003) identifies ethical considerations in data collection during research. First, research plans for school projects must be reviewed by the schools institutional review board (IRB). The IRB is chartered with upholding the established research standards. Secondly, an informed consent form (ICF) must be signed by both the researcher and the participants. The ICF should contain the following elements per Creswell (2003):
1. The right of the participants to participate voluntarily and withdraw any time desired.
2. The purpose of the study should be clearly identified.
3. The procedures to be used in the study should be clearly identified.
4. The right of the participants to ask questions and to get a copy of the results of the study.
5. Signatures of both the researcher and participants; signifying that both agree to the terms of the research.
Creswell also wrote about ethical issue in data analysis and interpretations; specifically, they noted that researchers should consider how their study will protect the anonymity of the individuals in the study. Finally, Creswell explained that date should be kept for 5 to 10 years, who owns the data should be clearly outlined, and the proven accuracy of the information extracted from the data should be considered (2003).

Literature Review
Groundswell: Winning in a World Transformed by Social Technologies is a very well written book written by Charlene Li and Josh Bernhoff; in which, they expand on the Forrester Report (2006). They describe how the business environment has been changed by the emergence of powerful social media technologies. However, they note that the relationships that spring from the new technologies are more important than the actual technology. Li and Bernoff (2008) define these relationships as the Groundswell. The book very effectively defines and explains the implications of the groundswell technologies; that is, blogs, social networks, wikis, forums, really simple syndication (RSS), and widgets are characterized and details are provided on how to best employ them. Furthermore, the authors delve into how the technologies threaten institutional power and what organizations can do about the threat. Several strategies are discussed in the book on how to leverage the groundswell. These strategies are illuminated through the use of case studies. The final section of the book enumerates on how connecting with the groundswell transforms an organization.
This book is a must read for any organization wanting to learn how to position itself in a way to be able to exploit the new social technologies that are already or coming available.
Another book that is very insightful in detailing the phenomena of crowdsourcing is “The Wisdom of Crowds”. In the book, Surowiecki puts forth that informed group judgments can be more valuable in reaching business and investment decisions than even the most brilliant individuals conclusion. The key, according to Surowiecki (2004), is the group (crowd) must be diverse, have independence, and be decentralized. Surowiecki briefly describes the seminal research in group dynamics when he touches on Hazel Knight’s (Sociologist) initial group experiments conducted in the 1920; additionally, he mentions several other sociologists’ research on the crowd’s wisdom. However, he does caveat that the majority of the early research for the larger the group the better the decision dynamic remained relatively within the academic world.
Surowiecki uses multiple examples to illustrate his ideas. For instance, he writes about the popular TV show Who Wants to Be a Millionaire. In the show, the contestant is given three life-lines to use if they are unable to answer a questions: (1) They can ask a single smart friend or family member, (2) They can use 50/50??"elliminate two incorrect answers, and (3) They can ask the audience (crowd). According to Surowiecki, the audience picked the correct answer 91% of the time as opposed to the smart friend choosing the correct answer only 65% of the time. This, as noted by Surowiecki, is not scientific proof of the possibilities of group intelligence; however, is does provide a very powerful unproven illustration of the crowds potential.
The principal message of the book’s author is that the average of independent, well-informed decisions on a particular subject matter can be more useful than the determination of one individual, regardless of that one individual’s qualifications. This theory has wide applicability for market research, business and investment decisions.
Redesigning computer call center work: A longitudinal field experiment (Workman,& Bommer, 2004). The problem statement for this study outlines the issue of simultaneous demand for technical and customer service skills that places strain on call center employees and which frequently leads to employee poor job attitudes. This article is a quantitative experimental study that utilized a field study with a randomly assigned pretest-post-test and control group designed to compare three interventions’ effectiveness on employee job attitudes in a computer technology call center. The following hypothesis were clearly stated in the article:
1. Alignment job design will increase employee job satisfaction.
2. Alignment job design will increase employee commitment.
3. High involvement work process will increase employee job satisfaction.
4. High involvement work process will increase employee commitment.
5. Autonomous work team will increase employee job satisfaction.
6. Autonomous work team will increase employee commitment.
The purpose statement and hypothesis fit the experimental research design very nicely. The researcher used randomly assigned subjects for both the experimental and the control group and administered the pretest and posttest to each, while only administering the intervention to one of the groups. This design of study does align with the positivist tradition; that is, it is obvious the author viewed technology call centers as independent and measurable when developing the above listed hypothesis and author identified purpose statement.
The author identified that there may have been some cross group contamination, which was a threat to validity and that due to the short interval (six months) between pre and post test there may not have been enough time to fully group and novelty effects . In the area of external validity, the author raised the question for further research as to whether the study could be generalized to call centers other than computer technology centers .
Another article dealing with this topic, “The application of knowledge management (KM) in call centres” (Koh & Gunasekaran, 2005). The purpose of this article is to evaluate the need for knowledge management in a help desk, for improving the level of customer services through addressing the issues dealing with information KM. The following research questions were depicted from the article:
1. Is it useful to know whether a formal KM effort would improve the quality of customer service in a call centre, and at what price?
2. Can KM be achieved by effectively managing the five roles of knowledge; that is, knowledge acquisition, utilization, adaptation, distribution, and generation?
Evidence??"based management is the practice of using research to acquired evidence (facts) concerning a business situation or problem for the purpose of making the best decision on how to resolve the concern or develop the soundest principles for the issue. Evidence-base research is almost always used to gather the facts surrounding the problem. That is exactly what Biggs and Swailes did in their study .
The role of knowledge repositories in technical support environments: Speed versus learning in user performance (Gray & Durcikova, 2006). This is an article that details a quantitative investigation concerning why technical support analyst prefer specific sources of information over others. Particularly, technical support analyst chose between their colleagues, official company document, and solutions available in technical support knowledge repositories. The authors of the article theorize that technical analyst with stronger learning orientation would engage in higher levels of knowledge sourcing by seeking knowledge directly from their colleagues, official company documents, and technical knowledge repositories. Additionally, the authors presume that technical analyst that face higher perceived intellectual demands, higher levels of work-related time pressure demands, and analyst that are risk adverse would all engage in more knowledge sourcing behavior; consequently, they too would source more knowledge from all three knowledge sources identified earlier. The authors developed a cross-sectional survey to measure how the subjects learning orientation, intellectual demands, risk aversion, and time pressure reaction would affect their preference for sourcing specific information. The results were mostly in line with what knowledge sourcing theory would predict when it came to sourcing knowledge from their colleagues. One notable exception for sourcing knowledge from colleagues occurred when time pressure was introduced into the equation. When analysts were under time pressure, they did not consult their colleagues for information. However, there were some noted exceptions when it came to sourcing knowledge from company documents and repositories. For example, neither time pressure nor risk aversion predicted sourcing from company manuals. On the other hand, risk aversion and intellectual demand (as theorized) both significantly predicted sourcing from repositories, one positively and one negatively.
These are the types of books and articles that provide the relative information that provides seminal information and broad views of the development of the crowdsourcing phenomenon, and its applicability to multiple business situations. In the study, these forms of literature will be thoroughly examined to provide strong foundation for further research on the subject.

References
Albright, S.C., Winston W.L., & Zappe, C. (2006). Data Analysis and Decision Making with Microsoft Excel, 3rd Ed. Mason, OH: Thomson South-Western.
Li, C., & Bernoff, J. (2008). Groundswell: Winning in a world transformed by social technologies. Boston: Harvard Business Press.
Biggs, D., & Swailes, S. (2006). Relations, commitment and satisfaction in agency workers and permanent workers. Employee Relations, 28, ½, 130-143.
Creswell, J. W. (2003). Research design: Qualitative, quantitative and mixed methods approaches (2nd ed.). Thousands Oaks, CA: Sage Publications.
Dawson, K. (2006). ACCE/Special preview: The State of the call center industry. Retrieved February 11, 2009 from http://www.callcentermagazine.com/shared/article/showArticle.jhtml?articleId=192202464.
Gray, P. H., & Durcikova, A. (2006). The role of knowledge repositories in technical support environment: Speed versus learning in user performance. Journal of Management Information Systems, 22, 3. 159-190.
Fowler, F. J. (2009). Survey research methods (4th ed.). Thousand Oaks, CA: Sage Publications, Inc.
Koh, S. C. L., Gunasekaran, A., Thomas, A., & Arunachalam, S. (2005). The application of knowledge management in call centres. Journal of Knowledge Management, 9, 4, 56-69
Swanson, R. A., & Holton, E. F., III. (Eds.). (2005). Research in organizations: Foundations and methods of inquiry. San Francisco: Berrett-Koehler.
Workman, M., & Bommer, W. (2004). Redesigning computer call center work: A longitudinal field experiment. Journal of Organizational Behavior, 25, 3, 317- 337


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