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    – ## EconomicsforManagersECO6301UnitVIIJournal.docx – ## UnitVStudyGuide.pdf – ## UnitVIStudyGuide.pdf **## EconomicsforManagersECO6301UnitVIIJournal.docx** 2 Economics for Managers ECO 6301 **Unit VII Journal** This journal measures your mastery of ULOs 3.2, 4.1, 4.2, and 7.2. **Journal objective:*…

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    – ## EconomicsforManagersECO6301UnitVIIJournal.docx

    – ## UnitVStudyGuide.pdf

    – ## UnitVIStudyGuide.pdf

    **## EconomicsforManagersECO6301UnitVIIJournal.docx**

    2

    Economics for Managers ECO 6301

    **Unit VII Journal**

    This journal measures your mastery of ULOs 3.2, 4.1, 4.2, and 7.2.

    **Journal objective:** Auctions can be an important tool for selling/buying goods and gathering information. Auctions are used in multiple venues including agriculture, eBay, and distressed asset sales. The seller does not have to worry about estimating demand and setting a price because the demanders will do that through the auction process.

    **Length:** Your submission is required to be at least 2-pages in length and not more than 5 pages, not including the title page and references.

    **References:** A minimum of 3 peer-reviewed references are required, any additional resources used are required to be scholarly/academic in nature and found in the CSU Library. APA formatting is required be used for citations and references. Use this definition to define the term in the instructions.

    **Definitions:** Scholarly journals are sometimes called academic journals. The terms are often used interchangeably to describe the same type of publication. These types of publications are published by universities, academic institutions, professional associations, and commercial enterprises and are compiled by scholars, academics, and other subject authorities.

    **Details:** Write a journal response examining the value of auctions in the economy by addressing the following items:

    · Introduction

    · Explain the difference between oral auctions and second-price auctions, including how they work and their results.

    · Use the expected value information to illustrate how having more bidders in an oral auction will likely result in a higher winning bid.

    · Explain how the number of bidders in a common value auction affects the outcome of the auction. Relate this to the effect on price in different market structures based on the number of producers.

    · Auctions lead to outcomes where buyers reveal their value for the products being auctioned. To successfully price discriminate, firms often rely on buyers revealing their value for products. Explain the conditions necessary for firms to be able to price discriminate.

    · Conclusion

    **## UnitVStudyGuide.pdf**

    ECO 6301, Economics for Managers 1

    Course Learning Outcomes for Unit V

    At the end of this unit, you should be able to:

    3. Analyze how price and output influence profit maximization under different market structures.
    3.2 Explain how market power affects different types of pricing strategies.

    4. Evaluate strategic pricing decisions.

    4.1 Explain the conditions necessary to price discriminate.

    Required Unit Resources

    Chapter 12: More Realistic and Complex Pricing (ULO 3.2)

    Chapter 13: Direct Price Discrimination (ULO 4.1)

    Chapter 14: Indirect Price Discrimination (ULO 4.1)

    Article: Public Subsidies and the Location and Pricing of Sports
    This article discusses sports subsidies and pricing by analyzing how sports teams make decisions.

    Unit Lesson

    Lesson: Pricing and Greater Profit (ULOs 3.2, 4.1)
    This lesson introduces you to the topics covered in this unit.

    Firms have to answer two important questions: How much of their product should they produce, and how
    much should they charge for their product? The two are certainly linked, but the pricing decision is generally
    more complicated and drives the production decision. In basic economics, price is determined by the
    intersection of supply and demand, with price (P) determined on output determined by marginal revenue (MR)
    equals marginal cost (MC). A pricing strategy given earlier in the course is to set price such that the following
    equation holds:

    In practice, however, pricing strategies often deviate from this standard theory. Sometimes, for example, firms
    have multiple products and this affects their pricing strategies. A firm might want to lower prices to sell more
    of a product, but if the increase in sales in one product simply comes from “stealing” sales from another of
    their products, then this is not really a net gain to the company. Also, owning more brands in a market gives
    the firm more market power, which means raising prices is more profitable. A potential problem with raising
    prices based on newfound market power is that it could attract the attention of the Antitrust Division of the
    Justice Department.

    The question is what to do strategically. A profit improving approach would be to raise the price on whichever
    product has a lower profit margin. With the lower margin product now being relatively more expensive,
    consumers will be more likely to purchase the higher profit margin.

    The preceding strategy is based on the goods being substitutes. If a single producer yields two products that
    are complements, then the profit maximizing action is to reduce the price on both products. By reducing the

    UNIT V STUDY GUIDE
    Pricing and Greater Profit

    ECO 6301, Economics for Managers 2

    UNIT x STUDY GUIDE
    Title

    price, the producer increases quantity demanded for one good, but as a result, increases demand for the
    other good. Increasing sales of both products increases total profit.

    Another pricing situation of interest is when producers have fixed capacity (think a cruise ship or concert). In
    these cases, lowering prices to sell more product does not necessarily work because there might not be the
    ability to provide more product. The result might be a situation where MR > MC, contrary to the standard profit
    maximizing rule that MR = MC.

    Promotional pricing is another instance where firms might deviate from the standard pricing rule. Advertising
    can serve two broad goals: promote based on price or promote based on quality. The type of advertising will
    determine the appropriate price strategy. If the advertising focuses on promoting products based on price,
    demand will become more elastic, so lowering price makes sense. If the advertising focuses on promoting
    product quality, the demand will become more inelastic so raising price makes sense. This second point is
    important because price can often convey information about product quality. Promoting product quality and
    lowering price can send conflicting messages to consumers.

    Following in a similar vein of consumers inferring information about a product based on price, consumers
    sometimes have price expectations. Managing price expectations is why businesses will sometimes set a
    “suggested retail price” and then give the price of the product they are selling. The goal is to set a high price
    in the customer’s mind so that they will be happy about the lower price. You might also see producers set a
    low price but end up selling at a higher price or generating revenue some other way. Musicians might set low
    concert prices but then hold back tickets to sell themselves on the secondary market. Sports teams might set
    low prices to build up a fan base but then leverage that popularity to receive government subsidies for
    stadiums. If you would like to learn more about sports subsidies and pricing, you can read the article “Public
    Subsidies and the Location and Pricing of Sports” by Porter and Thomas.

    Price Discrimination

    Up until now, the assumption has been that firms can only charge one price to all of their customers, but
    sometimes firms can charge different prices to different customers. This is called price discrimination.
    Examples of price discrimination are matinee ticket prices for movies and discounts for seniors and military
    members.

    Several criteria must be met for firms to successfully price discriminate. There must be consumers with
    different elasticities, that is different price sensitivity, and firms must be able to identify those different
    customers (consumers with more inelastic demands pay higher prices). As part of that identification, they
    must be able to implement different prices for those customers. Finally, firms must be able to prevent resale.
    If consumers who can buy at low prices are able to turn around and sell to the consumers willing to pay a high
    price, then firms lose their ability to sell to the high price consumers.

    Price discrimination comes in three different categories. First-degree price discrimination, also called perfect
    price discrimination, is when firms are able to charge each consumer their maximum willingness to pay. Car
    sales that involve negotiation are an attempt at first-degree price discrimination. Data mining is a growing tool
    to help firms toward first-degree price discrimination.

    Second-degree price discrimination involves things like volume discounts or frequent customer cards. The
    idea is not to charge different prices to every customer but to allow customers to self-select into different price
    points for the producer to increase profit.

    Third degree price discrimination alters prices based on demographics or other group characteristics. This is
    the category of price discrimination with student or military discounts or movie theaters changing prices by
    time of day.

    Firms can use a variety of ways to identify customers based on their elasticity. Take airline tickets, for
    example. There are certain days of the week to travel when ticket prices are lower, and people can often get
    tickets at a lower price if they purchase their tickets a few weeks in advance. Why? Because airlines are
    attempting to separate the elastic buyers (vacation travelers) from the inelastic buyers (business travelers).
    Who likely plans a trip at least a few weeks in advance? Vacation travelers. Who is more likely to need a

    ECO 6301, Economics for Managers 3

    UNIT x STUDY GUIDE
    Title

    ticket on short notice? Business travelers. Who is unlikely to travel over a weekend? Business travelers. Who
    can afford to pay more for their ticket? Business travelers.

    Firms can also sell different versions of a product. Consumers with a high value for a product will likely need
    all of the bells and whistles of the product, but consumers with a low value for a product might only need the
    basic. That is why you might see a “pro” version of software or a “student” or “home” version. Sometimes,
    businesses can separate high use customers, such as printers and ink or razors and razor blades. The cost to
    buy the printer or the razor might be low, but to continue using the product requires ink or razor blades and
    those are sold at a higher markup.

    Firms can also use bundling to extract extra revenue. This strategy led to the value meals at McDonald’s or
    computers with preloaded software. Bundling increases the value of the base product, allowing producers to
    sell the product for a higher price. Customers might also be more inclined to pay a higher price for an all-
    inclusive deal than to pay small amounts to continually add features or products. A similar approach is taken
    with all-inclusive resorts and wrist bands at fairs. There is comfort in knowing that you can pay one price and
    be done with paying.

    Price discrimination sounds bad, largely because of the word discrimination, but it can be beneficial to society.
    When people hear about price discrimination, they often think of charging higher prices to certain consumers,
    but in many cases, it is about lowering prices (coupons, student discounts, matinees, etc.). Since some
    consumers can pay a lower price, that brings them into the market and allows them to benefit from the
    exchange. When looking at value to society, economists generally look at the total amount of exchange that
    occurs. How much the consumer benefits and how much the producer benefits are certainly interesting, but
    ultimately it is the amount of exchange that occurs. With price discrimination, the amount of exchange
    certainly increases, though it does come with more benefit going to producers and less going to consumers.

    Just because producers benefit at the expense of consumers does not mean consumers cannot benefit from
    price discrimination. Take Uber’s surge pricing, for example. Surge pricing is a type of price discrimination.
    People who are going to use an Uber on a busy night, such as Friday or Saturday night are going to pay more
    for an Uber. However, by charging more, Uber also attracts more Uber drivers to work on those busy nights.
    Without these additional drivers, Uber customers looking for an Uber on Friday or Saturday night would likely
    have long waits for an Uber or may not be able to get an Uber at all.

    Similarly, hotels charging higher prices during conferences, sporting events, and even natural disasters
    discourages demand and encourages consumers to be efficient in their consumption. By encouraging efficient
    consumption, there will be more rooms available for other people. Without the higher prices, more people
    would be left out. Certainly, this all works to the benefit of the producers, but it also works to the benefit of the
    consumer, and that is an important feature of price discrimination that should not be overlooked. It is another
    benefit of a free market system. Even if producers are acting in their own best interest, the benefits of those
    self-interested actions help other people.

    Reference

    Porter, P. K., & Thomas, C. R. (2010). Public subsidies and the location and pricing of sports. Southern

    Economic Journal, 76(3), 693–710.
    https://libraryresources.columbiasouthern.edu/login?url=http://search.ebscohost.com/login.aspx?direc
    t=true&db=bsu&AN=47776241&site=ehost-live&scope=site

    **## UnitVIStudyGuide.pdf**

    ECO 6301, Economics for Managers 1

    Course Learning Outcomes for Unit VI

    At the end of this unit, you should be able to:

    4. Evaluate strategic pricing decisions.
    4.2 Describe the different types of auctions and the benefits of each.

    7. Explain the implications of uncertainty in managerial decision-making.

    7.2 Illustrate how to use expected value calculations to deal with uncertainty.

    Required Unit Resources

    Chapter 17: Making Decisions with Uncertainty (ULO 7.2)

    Chapter 18: Auctions (ULO 4.2)

    Article: Auctions versus Negotiations: The Effects of Inefficient Renegotiation (ULO 4.2)
    This article reinforces the concepts of auctions and negotiations.

    Unit Lesson

    Lesson: Uncertainty and Auctions (ULOs 4.2, 7.2)
    This lesson introduces you to the topics covered in this unit.

    Expected Value

    Examples in economics often assume a certain level of knowledge about the market, but this is often not the
    case. Firms often face uncertainty in their decisions. Firms can use expected value to deal with uncertainty.
    Expected value takes the probability of certain outcomes to arrive at a weighted average outcome. This
    concept is best illustrated with an example.

    Assume there are two possible outcomes for a game, such as flipping a coin. The outcome of heads is likely
    to occur 50% of the time. If heads occurs, you win $1. The outcome of tails is likely to occur 50% of the time.
    If tails occurs, you lose $1. What is the expected value of this game? We can determine this by simply
    multiplying the payout by the probability that payout will occur and then summing the products for each
    outcome.

    E[X] = ph * xh + pt * xt where X is the payout of the game, p is the probability, x is the payout for a particular
    outcome and the subscripts h and t stand for heads and tails, respectively.

    In the example described: E[X] = 0.5 * $1 + 0.5 * $1 = $1

    The expected value of the game is $1. You can imagine this simple example could be considerably complex
    with different outcomes and multiple probabilities to match.

    Obviously, a very important part of calculating expected value is to get the probabilities right. Decision-makers
    should be aware that their probabilities are likely not correct. A good way to handle this is to run multiple
    scenarios with different probabilities.

    A growing opportunity for firms is to use data analysis to model probabilities. When using data, however, firms
    need to be conscious of selection bias. Selection bias occurs when there is some difference in the data used

    UNIT VI STUDY GUIDE
    Uncertainty and Auctions

    ECO 6301, Economics for Managers 2

    UNIT x STUDY GUIDE
    Title

    in the model probabilities that is not present in the target population. For a simple example of this, consider
    exit polls at elections.

    Pollsters survey voters coming out of voting booths to see how they voted and then make predictions on how
    the election will turn out based on those surveys. What happens, though, if pollsters primarily go to urban
    polling places to survey voters and do not go to rural polling places? If urban and rural voters vote the same
    way, this is not a problem, but if there are fundamental differences between how urban voters vote and how
    rural voters vote, then the surveys will be inaccurate. The surveys will likely be an accurate representation of
    how urban voters vote but not how voting is cast as a whole.

    Imagine a company making a similar mistake when marketing a new product. Uncertainty can never be
    completely eliminated, but firms can take steps to try to make informed decisions and minimize potential
    damage from unexpected events occurring.

    Auctions

    You are probably most familiar with online auctions from websites like eBay. You might have gone to an
    antique auction when you were younger (possibly dragged there by a parent or grandparent). If you live near
    ranchers, you might have gone to a cattle auction. You have probably seen auctions portrayed on TV. You
    might have seen a silent auction at a charity.

    When sellers are unsure of the market value for their product, they can use auctions to make their sales.
    Auctions allow customers to bid for the product and thus reveal their value. Auctions help sellers sell their
    product and gain more information about the demand for their product. As seen from the previous paragraph,
    auctions can take a variety of forms.

    Auctions are often portrayed with somebody standing in front a room talking quickly and people in the
    audience bidding quickly. These are called oral auctions or English auctions. In these auctions, people make
    successive, increasing bids until only one bidder remains. The last remaining bidder gets the item at the last
    price they bid. So ultimately, the price is set marginally above the value of the second highest bidder (that is,
    a small amount above the value the second highest bidder holds).

    A few points about oral auctions are listed below.

    1. First, the greater losing bids there are in an auction, the higher the winning bid amount will be. This
    point should make sense. The price will still go no higher than the highest valued bidder, but if the
    closer other bidders are to valuing the product similar to the highest valued bidder, the higher the
    winning bid will have to be.

    2. Second, the more bidders there are in an auction, the more likely there will be other high valued
    bidders. On eBay, for example, ten-day auctions return 42% higher prices than three-day auctions as
    more time attracts more bidders (Froeb et al., 2018).

    3. Third, there is an important piece of information that is never disclosed in an oral auction: What is the
    value the highest bidder holds for the product? All sellers know from an oral auction is that somebody
    valued the product more than the product sold for.

    An auction that addresses this problem is a second-price auction, also called a Vickery auction. Second-price
    auctions are sealed-bid auctions, as opposed to the very public oral auction. There are also not multiple
    rounds of the auction where bidders can outbid the last bid. This is a type of sealed-bid auction where bidders
    submit a bid without knowing the other bids. The product is still awarded to the highest bidder, as in the oral
    auction, but rather than paying their bid, they pay the second-highest bid.

    A second-price auction encourages bidders to bid more aggressively and closer to their actual value (in fact
    the optimal strategy is to bid exactly their value) for the good since they know they will not have to pay their
    value, they will pay the bid of the second highest bidder. The outcome of the second-price auction is the same
    as the oral auction (the ultimate price is equal to, or just above, the value of the second-highest bid), but there
    are several benefits with a second-price auction that are not present with an oral auction.

    ECO 6301, Economics for Managers 3

    UNIT x STUDY GUIDE
    Title

    1. First, as mentioned, bidders are encouraged to bid more aggressively. This aggressive bidding will
    likely result in a higher price bid by the bidder with the second highest value. To see this, imagine an
    oral auction where the second-highest value bidder infers from the highest-value bidder that they will
    not be able to outbid the highest value bidder. The second-highest bidder might stop bidding early
    knowing it is futile. Leaving the bidding early results in a lower ultimate price for the seller.

    2. Second, second-price auctions can be conducted from anywhere and bidders do not have to be
    present. Second-price auctions were popular with stamp dealers as far back as the 19th century
    (Froeb et al., 2018). Saving bidders the cost of travel (both explicit and opportunity) increases the net
    value for the product to the bidders, which can also increase bids.

    3. Third, and addressing the information shortcoming discussed with oral auctions, second-price
    auctions give the seller information on the maximum value for their product since people, including
    the winning bidder, will bid their maximum value.

    Now, reading about a second-price auction might lead to the question, “Well, why not do everything with a
    second-price auction but make the highest bidder pay the price they bid?” The problem with this approach is
    that bidders are actually incentivized not to bid their maximum value. Since the winning bidder ultimately has
    to pay their bid, they don’t want to pay their maximum value. If they did, they would be left with no profit (that
    is, the difference between their value and what they pay) and bidders are technically indifferent between
    winning and losing the auction. That means that bidders have an incentive to shade their bid. The seller would
    not get accurate information on bidders’ value and would potentially get a lower price as all bidders shade
    their bids.

    Collusion and Irrational Behavior

    Auctions can lead to attempts at collusion, called bid rigging. In bid rigging, a group of bidders work together
    to keep down bids so that somebody from the group wins the auction at a bid lower than it otherwise would
    have been. Bid rigging is more likely to occur in smaller, frequent auctions. The smaller size increases the
    likelihood of communication between bidders and the frequency gives more opportunity to refine the rigging
    and punish members of the group that attempt to cheat. Collusion is also more likely in oral auctions than
    sealed-bid auctions, giving another benefit to second-price auctions over oral auctions. Finally, bid rigging is
    more likely when the winner of an auction is identified. If bidders can win in secret, there is an incentive to
    cheat (recall game theory from Unit IV).

    Auctions can sometimes lead to irrational behavior. This irrational behavior is particularly true in oral auctions
    where the desire to win overtakes the actual desire for the product being bid on. Oral auctions, more than
    sealed-bid auctions, are likely to suffer from over bidding. For producers, though, this can mean a higher
    winning bid. Bidding more than the value for the product can lead to the winner’s curse, where the winner of
    an auction is actually worse off for having won the auction.

    References

    Froeb, L. M., McCann, B. T., Shor, M., & Ward, M. R. (2018). Managerial economics: A problem solving

    approach (5th ed.) [Vital Source Bookshelf version].
    https://online.vitalsource.com/#/books/9781337468015

    Herweg, F., & Schmidt, K. M. (2017). Auctions versus negotiations: The effects of inefficient renegotiation.

    RAND Journal of Economics, 48(3), 647–672.
    https://libraryresources.columbiasouthern.edu/login?url=http://search.ebscohost.com/login.aspx?direc
    t=true&db=bsu&AN=124623600&site=ehost-live&scope=site

    ECO 6301, Economics for Managers 4

    UNIT x STUDY GUIDE
    Title

    Learning Activities (Nongraded)

    Nongraded Learning Activities are provided to aid students in their course of study. You do not have to submit
    them. If you have questions, contact your instructor for further guidance and information.

    In order to check your understanding of concepts
    covered in this unit, complete the Unit VI Check
    For Understanding activity.

    Unit VI Activity Alternate Format PDF

    NOTE: Be sure to maximize your internet browser
    so that no part of the presentation gets cut off.

    **## UnitVIStudyGuide.pdf**

    ECO 6301, Economics for Managers 1

    Course Learning Outcomes for Unit VI

    At the end of this unit, you should be able to:

    4. Evaluate strategic pricing decisions.
    4.2 Describe the different types of auctions and the benefits of each.

    7. Explain the implications of uncertainty in managerial decision-making.

    7.2 Illustrate how to use expected value calculations to deal with uncertainty.

    Required Unit Resources

    Chapter 17: Making Decisions with Uncertainty (ULO 7.2)

    Chapter 18: Auctions (ULO 4.2)

    Article: Auctions versus Negotiations: The Effects of Inefficient Renegotiation (ULO 4.2)
    This article reinforces the concepts of auctions and negotiations.

    Unit Lesson

    Lesson: Uncertainty and Auctions (ULOs 4.2, 7.2)
    This lesson introduces you to the topics covered in this unit.

    Expected Value

    Examples in economics often assume a certain level of knowledge about the market, but this is often not the
    case. Firms often face uncertainty in their decisions. Firms can use expected value to deal with uncertainty.
    Expected value takes the probability of certain outcomes to arrive at a weighted average outcome. This
    concept is best illustrated with an example.

    Assume there are two possible outcomes for a game, such as flipping a coin. The outcome of heads is likely
    to occur 50% of the time. If heads occurs, you win $1. The outcome of tails is likely to occur 50% of the time.
    If tails occurs, you lose $1. What is the expected value of this game? We can determine this by simply
    multiplying the payout by the probability that payout will occur and then summing the products for each
    outcome.

    E[X] = ph * xh + pt * xt where X is the payout of the game, p is the probability, x is the payout for a particular
    outcome and the subscripts h and t stand for heads and tails, respectively.

    In the example described: E[X] = 0.5 * $1 + 0.5 * $1 = $1

    The expected value of the game is $1. You can imagine this simple example could be considerably complex
    with different outcomes and multiple probabilities to match.

    Obviously, a very important part of calculating expected value is to get the probabilities right. Decision-makers
    should be aware that their probabilities are likely not correct. A good way to handle this is to run multiple
    scenarios with different probabilities.

    A growing opportunity for firms is to use data analysis to model probabilities. When using data, however, firms
    need to be conscious of selection bias. Selection bias occurs when there is some difference in the data used

    UNIT VI STUDY GUIDE
    Uncertainty and Auctions

    ECO 6301, Economics for Managers 2

    UNIT x STUDY GUIDE
    Title

    in the model probabilities that is not present in the target population. For a simple example of this, consider
    exit polls at elections.

    Pollsters survey voters coming out of voting booths to see how they voted and then make predictions on how
    the election will turn out based on those surveys. What happens, though, if pollsters primarily go to urban
    polling places to survey voters and do not go to rural polling places? If urban and rural voters vote the same
    way, this is not a problem, but if there are fundamental differences between how urban voters vote and how
    rural voters vote, then the surveys will be inaccurate. The surveys will likely be an accurate representation of
    how urban voters vote but not how voting is cast as a whole.

    Imagine a company making a similar mistake when marketing a new product. Uncertainty can never be
    completely eliminated, but firms can take steps to try to make informed decisions and minimize potential
    damage from unexpected events occurring.

    Auctions

    You are probably most familiar with online auctions from websites like eBay. You might have gone to an
    antique auction when you were younger (possibly dragged there by a parent or grandparent). If you live near
    ranchers, you might have gone to a cattle auction. You have probably seen auctions portrayed on TV. You
    might have seen a silent auction at a charity.

    When sellers are unsure of the market value for their product, they can use auctions to make their sales.
    Auctions allow customers to bid for the product and thus reveal their value. Auctions help sellers sell their
    product and gain more information about the demand for their product. As seen from the previous paragraph,
    auctions can take a variety of forms.

    Auctions are often portrayed with somebody standing in front a room talking quickly and people in the
    audience bidding quickly. These are called oral auctions or English auctions. In these auctions, people make
    successive, increasing bids until only one bidder remains. The last remaining bidder gets the item at the last
    price they bid. So ultimately, the price is set marginally above the value of the second highest bidder (that is,
    a small amount above the value the second highest bidder holds).

    A few points about oral auctions are listed below.

    1. First, the greater losing bids there are in an auction, the higher the winning bid amount will be. This
    point should make sense. The price will still go no higher than the highest valued bidder, but if the
    closer other bidders are to valuing the product similar to the highest valued bidder, the higher the
    winning bid will have to be.

    2. Second, the more bidders there are in an auction, the more likely there will be other high valued
    bidders. On eBay, for example, ten-day auctions return 42% higher prices than three-day auctions as
    more time attracts more bidders (Froeb et al., 2018).

    3. Third, there is an important piece of information that is never disclosed in an oral auction: What is the
    value the highest bidder holds for the product? All sellers know from an oral auction is that somebody
    valued the product more than the product sold for.

    An auction that addresses this problem is a second-price auction, also called a Vickery auction. Second-price
    auctions are sealed-bid auctions, as opposed to the very public oral auction. There are also not multiple
    rounds of the auction where bidders can outbid the last bid. This is a type of sealed-bid auction where bidders
    submit a bid without knowing the other bids. The product is still awarded to the highest bidder, as in the oral
    auction, but rather than paying their bid, they pay the second-highest bid.

    A second-price auction encourages bidders to bid more aggressively and closer to their actual value (in fact
    the optimal strategy is to bid exactly their value) for the good since they know they will not have to pay their
    value, they will pay the bid of the second highest bidder. The outcome of the second-price auction is the same
    as the oral auction (the ultimate price is equal to, or just above, the value of the second-highest bid), but there
    are several benefits with a second-price auction that are not present with an oral auction.

    ECO 6301, Economics for Managers 3

    UNIT x STUDY GUIDE
    Title

    1. First, as mentioned, bidders are encouraged to bid more aggressively. This aggressive bidding will
    likely result in a higher price bid by the bidder with the second highest value. To see this, imagine an
    oral auction where the second-highest value bidder infers from the highest-value bidder that they will
    not be able to outbid the highest value bidder. The second-highest bidder might stop bidding early
    knowing it is futile. Leaving the bidding early results in a lower ultimate price for the seller.

    2. Second, second-price auctions can be conducted from anywhere and bidders do not have to be
    present. Second-price auctions were popular with stamp dealers as far back as the 19th century
    (Froeb et al., 2018). Saving bidders the cost of travel (both explicit and opportunity) increases the net
    value for the product to the bidders, which can also increase bids.

    3. Third, and addressing the information shortcoming discussed with oral auctions, second-price
    auctions give the seller information on the maximum value for their product since people, including
    the winning bidder, will bid their maximum value.

    Now, reading about a second-price auction might lead to the question, “Well, why not do everything with a
    second-price auction but make the highest bidder pay the price they bid?” The problem with this approach is
    that bidders are actually incentivized not to bid their maximum value. Since the winning bidder ultimately has
    to pay their bid, they don’t want to pay their maximum value. If they did, they would be left with no profit (that
    is, the difference between their value and what they pay) and bidders are technically indifferent between
    winning and losing the auction. That means that bidders have an incentive to shade their bid. The seller would
    not get accurate information on bidders’ value and would potentially get a lower price as all bidders shade
    their bids.

    Collusion and Irrational Behavior

    Auctions can lead to attempts at collusion, called bid rigging. In bid rigging, a group of bidders work together
    to keep down bids so that somebody from the group wins the auction at a bid lower than it otherwise would
    have been. Bid rigging is more likely to occur in smaller, frequent auctions. The smaller size increases the
    likelihood of communication between bidders and the frequency gives more opportunity to refine the rigging
    and punish members of the group that attempt to cheat. Collusion is also more likely in oral auctions than
    sealed-bid auctions, giving another benefit to second-price auctions over oral auctions. Finally, bid rigging is
    more likely when the winner of an auction is identified. If bidders can win in secret, there is an incentive to
    cheat (recall game theory from Unit IV).

    Auctions can sometimes lead to irrational behavior. This irrational behavior is particularly true in oral auctions
    where the desire to win overtakes the actual desire for the product being bid on. Oral auctions, more than
    sealed-bid auctions, are likely to suffer from over bidding. For producers, though, this can mean a higher
    winning bid. Bidding more than the value for the product can lead to the winner’s curse, where the winner of
    an auction is actually worse off for having won the auction.

    References

    Froeb, L. M., McCann, B. T., Shor, M., & Ward, M. R. (2018). Managerial economics: A problem solving

    approach (5th ed.) [Vital Source Bookshelf version].
    https://online.vitalsource.com/#/books/9781337468015

    Herweg, F., & Schmidt, K. M. (2017). Auctions versus negotiations: The effects of inefficient renegotiation.

    RAND Journal of Economics, 48(3), 647–672.
    https://libraryresources.columbiasouthern.edu/login?url=http://search.ebscohost.com/login.aspx?direc
    t=true&db=bsu&AN=124623600&site=ehost-live&scope=site

    ECO 6301, Economics for Managers 4

    UNIT x STUDY GUIDE
    Title

    Learning Activities (Nongraded)

    Nongraded Learning Activities are provided to aid students in their course of study. You do not have to submit
    them. If you have questions, contact your instructor for further guidance and information.

    In order to check your understanding of concepts
    covered in this unit, complete the Unit VI Check
    For Understanding activity.

    Unit VI Activity Alternate Format PDF

    NOTE: Be sure to maximize your internet browser
    so that no part of the presentation gets cut off.

    **## EconomicsforManagersECO6301UnitVIIJournal.docx**

    2

    Economics for Managers ECO 6301

    **Unit VII Journal**

    This journal measures your mastery of ULOs 3.2, 4.1, 4.2, and 7.2.

    **Journal objective:** Auctions can be an important tool for selling/buying goods and gathering information. Auctions are used in multiple venues including agriculture, eBay, and distressed asset sales. The seller does not have to worry about estimating demand and setting a price because the demanders will do that through the auction process.

    **Length:** Your submission is required to be at least 2-pages in length and not more than 5 pages, not including the title page and references.

    **References:** A minimum of 3 peer-reviewed references are required, any additional resources used are required to be scholarly/academic in nature and found in the CSU Library. APA formatting is required be used for citations and references. Use this definition to define the term in the instructions.

    **Definitions:** Scholarly journals are sometimes called academic journals. The terms are often used interchangeably to describe the same type of publication. These types of publications are published by universities, academic institutions, professional associations, and commercial enterprises and are compiled by scholars, academics, and other subject authorities.

    **Details:** Write a journal response examining the value of auctions in the economy by addressing the following items:

    · Introduction

    · Explain the difference between oral auctions and second-price auctions, including how they work and their results.

    · Use the expected value information to illustrate how having more bidders in an oral auction will likely result in a higher winning bid.

    · Explain how the number of bidders in a common value auction affects the outcome of the auction. Relate this to the effect on price in different market structures based on the number of producers.

    · Auctions lead to outcomes where buyers reveal their value for the products being auctioned. To successfully price discriminate, firms often rely on buyers revealing their value for products. Explain the conditions necessary for firms to be able to price discriminate.

    · Conclusion

    **## UnitVStudyGuide.pdf**

    ECO 6301, Economics for Managers 1

    Course Learning Outcomes for Unit V

    At the end of this unit, you should be able to:

    3. Analyze how price and output influence profit maximization under different market structures.
    3.2 Explain how market power affects different types of pricing strategies.

    4. Evaluate strategic pricing decisions.

    4.1 Explain the conditions necessary to price discriminate.

    Required Unit Resources

    Chapter 12: More Realistic and Complex Pricing (ULO 3.2)

    Chapter 13: Direct Price Discrimination (ULO 4.1)

    Chapter 14: Indirect Price Discrimination (ULO 4.1)

    Article: Public Subsidies and the Location and Pricing of Sports
    This article discusses sports subsidies and pricing by analyzing how sports teams make decisions.

    Unit Lesson

    Lesson: Pricing and Greater Profit (ULOs 3.2, 4.1)
    This lesson introduces you to the topics covered in this unit.

    Firms have to answer two important questions: How much of their product should they produce, and how
    much should they charge for their product? The two are certainly linked, but the pricing decision is generally
    more complicated and drives the production decision. In basic economics, price is determined by the
    intersection of supply and demand, with price (P) determined on output determined by marginal revenue (MR)
    equals marginal cost (MC). A pricing strategy given earlier in the course is to set price such that the following
    equation holds:

    In practice, however, pricing strategies often deviate from this standard theory. Sometimes, for example, firms
    have multiple products and this affects their pricing strategies. A firm might want to lower prices to sell more
    of a product, but if the increase in sales in one product simply comes from “stealing” sales from another of
    their products, then this is not really a net gain to the company. Also, owning more brands in a market gives
    the firm more market power, which means raising prices is more profitable. A potential problem with raising
    prices based on newfound market power is that it could attract the attention of the Antitrust Division of the
    Justice Department.

    The question is what to do strategically. A profit improving approach would be to raise the price on whichever
    product has a lower profit margin. With the lower margin product now being relatively more expensive,
    consumers will be more likely to purchase the higher profit margin.

    The preceding strategy is based on the goods being substitutes. If a single producer yields two products that
    are complements, then the profit maximizing action is to reduce the price on both products. By reducing the

    UNIT V STUDY GUIDE
    Pricing and Greater Profit

    ECO 6301, Economics for Managers 2

    UNIT x STUDY GUIDE
    Title

    price, the producer increases quantity demanded for one good, but as a result, increases demand for the
    other good. Increasing sales of both products increases total profit.

    Another pricing situation of interest is when producers have fixed capacity (think a cruise ship or concert). In
    these cases, lowering prices to sell more product does not necessarily work because there might not be the
    ability to provide more product. The result might be a situation where MR > MC, contrary to the standard profit
    maximizing rule that MR = MC.

    Promotional pricing is another instance where firms might deviate from the standard pricing rule. Advertising
    can serve two broad goals: promote based on price or promote based on quality. The type of advertising will
    determine the appropriate price strategy. If the advertising focuses on promoting products based on price,
    demand will become more elastic, so lowering price makes sense. If the advertising focuses on promoting
    product quality, the demand will become more inelastic so raising price makes sense. This second point is
    important because price can often convey information about product quality. Promoting product quality and
    lowering price can send conflicting messages to consumers.

    Following in a similar vein of consumers inferring information about a product based on price, consumers
    sometimes have price expectations. Managing price expectations is why businesses will sometimes set a
    “suggested retail price” and then give the price of the product they are selling. The goal is to set a high price
    in the customer’s mind so that they will be happy about the lower price. You might also see producers set a
    low price but end up selling at a higher price or generating revenue some other way. Musicians might set low
    concert prices but then hold back tickets to sell themselves on the secondary market. Sports teams might set
    low prices to build up a fan base but then leverage that popularity to receive government subsidies for
    stadiums. If you would like to learn more about sports subsidies and pricing, you can read the article “Public
    Subsidies and the Location and Pricing of Sports” by Porter and Thomas.

    Price Discrimination

    Up until now, the assumption has been that firms can only charge one price to all of their customers, but
    sometimes firms can charge different prices to different customers. This is called price discrimination.
    Examples of price discrimination are matinee ticket prices for movies and discounts for seniors and military
    members.

    Several criteria must be met for firms to successfully price discriminate. There must be consumers with
    different elasticities, that is different price sensitivity, and firms must be able to identify those different
    customers (consumers with more inelastic demands pay higher prices). As part of that identification, they
    must be able to implement different prices for those customers. Finally, firms must be able to prevent resale.
    If consumers who can buy at low prices are able to turn around and sell to the consumers willing to pay a high
    price, then firms lose their ability to sell to the high price consumers.

    Price discrimination comes in three different categories. First-degree price discrimination, also called perfect
    price discrimination, is when firms are able to charge each consumer their maximum willingness to pay. Car
    sales that involve negotiation are an attempt at first-degree price discrimination. Data mining is a growing tool
    to help firms toward first-degree price discrimination.

    Second-degree price discrimination involves things like volume discounts or frequent customer cards. The
    idea is not to charge different prices to every customer but to allow customers to self-select into different price
    points for the producer to increase profit.

    Third degree price discrimination alters prices based on demographics or other group characteristics. This is
    the category of price discrimination with student or military discounts or movie theaters changing prices by
    time of day.

    Firms can use a variety of ways to identify customers based on their elasticity. Take airline tickets, for
    example. There are certain days of the week to travel when ticket prices are lower, and people can often get
    tickets at a lower price if they purchase their tickets a few weeks in advance. Why? Because airlines are
    attempting to separate the elastic buyers (vacation travelers) from the inelastic buyers (business travelers).
    Who likely plans a trip at least a few weeks in advance? Vacation travelers. Who is more likely to need a

    ECO 6301, Economics for Managers 3

    UNIT x STUDY GUIDE
    Title

    ticket on short notice? Business travelers. Who is unlikely to travel over a weekend? Business travelers. Who
    can afford to pay more for their ticket? Business travelers.

    Firms can also sell different versions of a product. Consumers with a high value for a product will likely need
    all of the bells and whistles of the product, but consumers with a low value for a product might only need the
    basic. That is why you might see a “pro” version of software or a “student” or “home” version. Sometimes,
    businesses can separate high use customers, such as printers and ink or razors and razor blades. The cost to
    buy the printer or the razor might be low, but to continue using the product requires ink or razor blades and
    those are sold at a higher markup.

    Firms can also use bundling to extract extra revenue. This strategy led to the value meals at McDonald’s or
    computers with preloaded software. Bundling increases the value of the base product, allowing producers to
    sell the product for a higher price. Customers might also be more inclined to pay a higher price for an all-
    inclusive deal than to pay small amounts to continually add features or products. A similar approach is taken
    with all-inclusive resorts and wrist bands at fairs. There is comfort in knowing that you can pay one price and
    be done with paying.

    Price discrimination sounds bad, largely because of the word discrimination, but it can be beneficial to society.
    When people hear about price discrimination, they often think of charging higher prices to certain consumers,
    but in many cases, it is about lowering prices (coupons, student discounts, matinees, etc.). Since some
    consumers can pay a lower price, that brings them into the market and allows them to benefit from the
    exchange. When looking at value to society, economists generally look at the total amount of exchange that
    occurs. How much the consumer benefits and how much the producer benefits are certainly interesting, but
    ultimately it is the amount of exchange that occurs. With price discrimination, the amount of exchange
    certainly increases, though it does come with more benefit going to producers and less going to consumers.

    Just because producers benefit at the expense of consumers does not mean consumers cannot benefit from
    price discrimination. Take Uber’s surge pricing, for example. Surge pricing is a type of price discrimination.
    People who are going to use an Uber on a busy night, such as Friday or Saturday night are going to pay more
    for an Uber. However, by charging more, Uber also attracts more Uber drivers to work on those busy nights.
    Without these additional drivers, Uber customers looking for an Uber on Friday or Saturday night would likely
    have long waits for an Uber or may not be able to get an Uber at all.

    Similarly, hotels charging higher prices during conferences, sporting events, and even natural disasters
    discourages demand and encourages consumers to be efficient in their consumption. By encouraging efficient
    consumption, there will be more rooms available for other people. Without the higher prices, more people
    would be left out. Certainly, this all works to the benefit of the producers, but it also works to the benefit of the
    consumer, and that is an important feature of price discrimination that should not be overlooked. It is another
    benefit of a free market system. Even if producers are acting in their own best interest, the benefits of those
    self-interested actions help other people.

    Reference

    Porter, P. K., & Thomas, C. R. (2010). Public subsidies and the location and pricing of sports. Southern

    Economic Journal, 76(3), 693–710.
    https://libraryresources.columbiasouthern.edu/login?url=http://search.ebscohost.com/login.aspx?direc
    t=true&db=bsu&AN=47776241&site=ehost-live&scope=site

    **## UnitVIStudyGuide.pdf**

    ECO 6301, Economics for Managers 1

    Course Learning Outcomes for Unit VI

    At the end of this unit, you should be able to:

    4. Evaluate strategic pricing decisions.
    4.2 Describe the different types of auctions and the benefits of each.

    7. Explain the implications of uncertainty in managerial decision-making.

    7.2 Illustrate how to use expected value calculations to deal with uncertainty.

    Required Unit Resources

    Chapter 17: Making Decisions with Uncertainty (ULO 7.2)

    Chapter 18: Auctions (ULO 4.2)

    Article: Auctions versus Negotiations: The Effects of Inefficient Renegotiation (ULO 4.2)
    This article reinforces the concepts of auctions and negotiations.

    Unit Lesson

    Lesson: Uncertainty and Auctions (ULOs 4.2, 7.2)
    This lesson introduces you to the topics covered in this unit.

    Expected Value

    Examples in economics often assume a certain level of knowledge about the market, but this is often not the
    case. Firms often face uncertainty in their decisions. Firms can use expected value to deal with uncertainty.
    Expected value takes the probability of certain outcomes to arrive at a weighted average outcome. This
    concept is best illustrated with an example.

    Assume there are two possible outcomes for a game, such as flipping a coin. The outcome of heads is likely
    to occur 50% of the time. If heads occurs, you win $1. The outcome of tails is likely to occur 50% of the time.
    If tails occurs, you lose $1. What is the expected value of this game? We can determine this by simply
    multiplying the payout by the probability that payout will occur and then summing the products for each
    outcome.

    E[X] = ph * xh + pt * xt where X is the payout of the game, p is the probability, x is the payout for a particular
    outcome and the subscripts h and t stand for heads and tails, respectively.

    In the example described: E[X] = 0.5 * $1 + 0.5 * $1 = $1

    The expected value of the game is $1. You can imagine this simple example could be considerably complex
    with different outcomes and multiple probabilities to match.

    Obviously, a very important part of calculating expected value is to get the probabilities right. Decision-makers
    should be aware that their probabilities are likely not correct. A good way to handle this is to run multiple
    scenarios with different probabilities.

    A growing opportunity for firms is to use data analysis to model probabilities. When using data, however, firms
    need to be conscious of selection bias. Selection bias occurs when there is some difference in the data used

    UNIT VI STUDY GUIDE
    Uncertainty and Auctions

    ECO 6301, Economics for Managers 2

    UNIT x STUDY GUIDE
    Title

    in the model probabilities that is not present in the target population. For a simple example of this, consider
    exit polls at elections.

    Pollsters survey voters coming out of voting booths to see how they voted and then make predictions on how
    the election will turn out based on those surveys. What happens, though, if pollsters primarily go to urban
    polling places to survey voters and do not go to rural polling places? If urban and rural voters vote the same
    way, this is not a problem, but if there are fundamental differences between how urban voters vote and how
    rural voters vote, then the surveys will be inaccurate. The surveys will likely be an accurate representation of
    how urban voters vote but not how voting is cast as a whole.

    Imagine a company making a similar mistake when marketing a new product. Uncertainty can never be
    completely eliminated, but firms can take steps to try to make informed decisions and minimize potential
    damage from unexpected events occurring.

    Auctions

    You are probably most familiar with online auctions from websites like eBay. You might have gone to an
    antique auction when you were younger (possibly dragged there by a parent or grandparent). If you live near
    ranchers, you might have gone to a cattle auction. You have probably seen auctions portrayed on TV. You
    might have seen a silent auction at a charity.

    When sellers are unsure of the market value for their product, they can use auctions to make their sales.
    Auctions allow customers to bid for the product and thus reveal their value. Auctions help sellers sell their
    product and gain more information about the demand for their product. As seen from the previous paragraph,
    auctions can take a variety of forms.

    Auctions are often portrayed with somebody standing in front a room talking quickly and people in the
    audience bidding quickly. These are called oral auctions or English auctions. In these auctions, people make
    successive, increasing bids until only one bidder remains. The last remaining bidder gets the item at the last
    price they bid. So ultimately, the price is set marginally above the value of the second highest bidder (that is,
    a small amount above the value the second highest bidder holds).

    A few points about oral auctions are listed below.

    1. First, the greater losing bids there are in an auction, the higher the winning bid amount will be. This
    point should make sense. The price will still go no higher than the highest valued bidder, but if the
    closer other bidders are to valuing the product similar to the highest valued bidder, the higher the
    winning bid will have to be.

    2. Second, the more bidders there are in an auction, the more likely there will be other high valued
    bidders. On eBay, for example, ten-day auctions return 42% higher prices than three-day auctions as
    more time attracts more bidders (Froeb et al., 2018).

    3. Third, there is an important piece of information that is never disclosed in an oral auction: What is the
    value the highest bidder holds for the product? All sellers know from an oral auction is that somebody
    valued the product more than the product sold for.

    An auction that addresses this problem is a second-price auction, also called a Vickery auction. Second-price
    auctions are sealed-bid auctions, as opposed to the very public oral auction. There are also not multiple
    rounds of the auction where bidders can outbid the last bid. This is a type of sealed-bid auction where bidders
    submit a bid without knowing the other bids. The product is still awarded to the highest bidder, as in the oral
    auction, but rather than paying their bid, they pay the second-highest bid.

    A second-price auction encourages bidders to bid more aggressively and closer to their actual value (in fact
    the optimal strategy is to bid exactly their value) for the good since they know they will not have to pay their
    value, they will pay the bid of the second highest bidder. The outcome of the second-price auction is the same
    as the oral auction (the ultimate price is equal to, or just above, the value of the second-highest bid), but there
    are several benefits with a second-price auction that are not present with an oral auction.

    ECO 6301, Economics for Managers 3

    UNIT x STUDY GUIDE
    Title

    1. First, as mentioned, bidders are encouraged to bid more aggressively. This aggressive bidding will
    likely result in a higher price bid by the bidder with the second highest value. To see this, imagine an
    oral auction where the second-highest value bidder infers from the highest-value bidder that they will
    not be able to outbid the highest value bidder. The second-highest bidder might stop bidding early
    knowing it is futile. Leaving the bidding early results in a lower ultimate price for the seller.

    2. Second, second-price auctions can be conducted from anywhere and bidders do not have to be
    present. Second-price auctions were popular with stamp dealers as far back as the 19th century
    (Froeb et al., 2018). Saving bidders the cost of travel (both explicit and opportunity) increases the net
    value for the product to the bidders, which can also increase bids.

    3. Third, and addressing the information shortcoming discussed with oral auctions, second-price
    auctions give the seller information on the maximum value for their product since people, including
    the winning bidder, will bid their maximum value.

    Now, reading about a second-price auction might lead to the question, “Well, why not do everything with a
    second-price auction but make the highest bidder pay the price they bid?” The problem with this approach is
    that bidders are actually incentivized not to bid their maximum value. Since the winning bidder ultimately has
    to pay their bid, they don’t want to pay their maximum value. If they did, they would be left with no profit (that
    is, the difference between their value and what they pay) and bidders are technically indifferent between
    winning and losing the auction. That means that bidders have an incentive to shade their bid. The seller would
    not get accurate information on bidders’ value and would potentially get a lower price as all bidders shade
    their bids.

    Collusion and Irrational Behavior

    Auctions can lead to attempts at collusion, called bid rigging. In bid rigging, a group of bidders work together
    to keep down bids so that somebody from the group wins the auction at a bid lower than it otherwise would
    have been. Bid rigging is more likely to occur in smaller, frequent auctions. The smaller size increases the
    likelihood of communication between bidders and the frequency gives more opportunity to refine the rigging
    and punish members of the group that attempt to cheat. Collusion is also more likely in oral auctions than
    sealed-bid auctions, giving another benefit to second-price auctions over oral auctions. Finally, bid rigging is
    more likely when the winner of an auction is identified. If bidders can win in secret, there is an incentive to
    cheat (recall game theory from Unit IV).

    Auctions can sometimes lead to irrational behavior. This irrational behavior is particularly true in oral auctions
    where the desire to win overtakes the actual desire for the product being bid on. Oral auctions, more than
    sealed-bid auctions, are likely to suffer from over bidding. For producers, though, this can mean a higher
    winning bid. Bidding more than the value for the product can lead to the winner’s curse, where the winner of
    an auction is actually worse off for having won the auction.

    References

    Froeb, L. M., McCann, B. T., Shor, M., & Ward, M. R. (2018). Managerial economics: A problem solving

    approach (5th ed.) [Vital Source Bookshelf version].
    https://online.vitalsource.com/#/books/9781337468015

    Herweg, F., & Schmidt, K. M. (2017). Auctions versus negotiations: The effects of inefficient renegotiation.

    RAND Journal of Economics, 48(3), 647–672.
    https://libraryresources.columbiasouthern.edu/login?url=http://search.ebscohost.com/login.aspx?direc
    t=true&db=bsu&AN=124623600&site=ehost-live&scope=site

    ECO 6301, Economics for Managers 4

    UNIT x STUDY GUIDE
    Title

    Learning Activities (Nongraded)

    Nongraded Learning Activities are provided to aid students in their course of study. You do not have to submit
    them. If you have questions, contact your instructor for further guidance and information.

    In order to check your understanding of concepts
    covered in this unit, complete the Unit VI Check
    For Understanding activity.

    Unit VI Activity Alternate Format PDF

    NOTE: Be sure to maximize your internet browser
    so that no part of the presentation gets cut off.

    **## EconomicsforManagersECO6301UnitVIIJournal.docx**

    2

    Economics for Managers ECO 6301

    **Unit VII Journal**

    This journal measures your mastery of ULOs 3.2, 4.1, 4.2, and 7.2.

    **Journal objective:** Auctions can be an important tool for selling/buying goods and gathering information. Auctions are used in multiple venues including agriculture, eBay, and distressed asset sales. The seller does not have to worry about estimating demand and setting a price because the demanders will do that through the auction process.

    **Length:** Your submission is required to be at least 2-pages in length and not more than 5 pages, not including the title page and references.

    **References:** A minimum of 3 peer-reviewed references are required, any additional resources used are required to be scholarly/academic in nature and found in the CSU Library. APA formatting is required be used for citations and references. Use this definition to define the term in the instructions.

    **Definitions:** Scholarly journals are sometimes called academic journals. The terms are often used interchangeably to describe the same type of publication. These types of publications are published by universities, academic institutions, professional associations, and commercial enterprises and are compiled by scholars, academics, and other subject authorities.

    **Details:** Write a journal response examining the value of auctions in the economy by addressing the following items:

    · Introduction

    · Explain the difference between oral auctions and second-price auctions, including how they work and their results.

    · Use the expected value information to illustrate how having more bidders in an oral auction will likely result in a higher winning bid.

    · Explain how the number of bidders in a common value auction affects the outcome of the auction. Relate this to the effect on price in different market structures based on the number of producers.

    · Auctions lead to outcomes where buyers reveal their value for the products being auctioned. To successfully price discriminate, firms often rely on buyers revealing their value for products. Explain the conditions necessary for firms to be able to price discriminate.

    · Conclusion

    **## UnitVStudyGuide.pdf**

    ECO 6301, Economics for Managers 1

    Course Learning Outcomes for Unit V

    At the end of this unit, you should be able to:

    3. Analyze how price and output influence profit maximization under different market structures.
    3.2 Explain how market power affects different types of pricing strategies.

    4. Evaluate strategic pricing decisions.

    4.1 Explain the conditions necessary to price discriminate.

    Required Unit Resources

    Chapter 12: More Realistic and Complex Pricing (ULO 3.2)

    Chapter 13: Direct Price Discrimination (ULO 4.1)

    Chapter 14: Indirect Price Discrimination (ULO 4.1)

    Article: Public Subsidies and the Location and Pricing of Sports
    This article discusses sports subsidies and pricing by analyzing how sports teams make decisions.

    Unit Lesson

    Lesson: Pricing and Greater Profit (ULOs 3.2, 4.1)
    This lesson introduces you to the topics covered in this unit.

    Firms have to answer two important questions: How much of their product should they produce, and how
    much should they charge for their product? The two are certainly linked, but the pricing decision is generally
    more complicated and drives the production decision. In basic economics, price is determined by the
    intersection of supply and demand, with price (P) determined on output determined by marginal revenue (MR)
    equals marginal cost (MC). A pricing strategy given earlier in the course is to set price such that the following
    equation holds:

    In practice, however, pricing strategies often deviate from this standard theory. Sometimes, for example, firms
    have multiple products and this affects their pricing strategies. A firm might want to lower prices to sell more
    of a product, but if the increase in sales in one product simply comes from “stealing” sales from another of
    their products, then this is not really a net gain to the company. Also, owning more brands in a market gives
    the firm more market power, which means raising prices is more profitable. A potential problem with raising
    prices based on newfound market power is that it could attract the attention of the Antitrust Division of the
    Justice Department.

    The question is what to do strategically. A profit improving approach would be to raise the price on whichever
    product has a lower profit margin. With the lower margin product now being relatively more expensive,
    consumers will be more likely to purchase the higher profit margin.

    The preceding strategy is based on the goods being substitutes. If a single producer yields two products that
    are complements, then the profit maximizing action is to reduce the price on both products. By reducing the

    UNIT V STUDY GUIDE
    Pricing and Greater Profit

    ECO 6301, Economics for Managers 2

    UNIT x STUDY GUIDE
    Title

    price, the producer increases quantity demanded for one good, but as a result, increases demand for the
    other good. Increasing sales of both products increases total profit.

    Another pricing situation of interest is when producers have fixed capacity (think a cruise ship or concert). In
    these cases, lowering prices to sell more product does not necessarily work because there might not be the
    ability to provide more product. The result might be a situation where MR > MC, contrary to the standard profit
    maximizing rule that MR = MC.

    Promotional pricing is another instance where firms might deviate from the standard pricing rule. Advertising
    can serve two broad goals: promote based on price or promote based on quality. The type of advertising will
    determine the appropriate price strategy. If the advertising focuses on promoting products based on price,
    demand will become more elastic, so lowering price makes sense. If the advertising focuses on promoting
    product quality, the demand will become more inelastic so raising price makes sense. This second point is
    important because price can often convey information about product quality. Promoting product quality and
    lowering price can send conflicting messages to consumers.

    Following in a similar vein of consumers inferring information about a product based on price, consumers
    sometimes have price expectations. Managing price expectations is why businesses will sometimes set a
    “suggested retail price” and then give the price of the product they are selling. The goal is to set a high price
    in the customer’s mind so that they will be happy about the lower price. You might also see producers set a
    low price but end up selling at a higher price or generating revenue some other way. Musicians might set low
    concert prices but then hold back tickets to sell themselves on the secondary market. Sports teams might set
    low prices to build up a fan base but then leverage that popularity to receive government subsidies for
    stadiums. If you would like to learn more about sports subsidies and pricing, you can read the article “Public
    Subsidies and the Location and Pricing of Sports” by Porter and Thomas.

    Price Discrimination

    Up until now, the assumption has been that firms can only charge one price to all of their customers, but
    sometimes firms can charge different prices to different customers. This is called price discrimination.
    Examples of price discrimination are matinee ticket prices for movies and discounts for seniors and military
    members.

    Several criteria must be met for firms to successfully price discriminate. There must be consumers with
    different elasticities, that is different price sensitivity, and firms must be able to identify those different
    customers (consumers with more inelastic demands pay higher prices). As part of that identification, they
    must be able to implement different prices for those customers. Finally, firms must be able to prevent resale.
    If consumers who can buy at low prices are able to turn around and sell to the consumers willing to pay a high
    price, then firms lose their ability to sell to the high price consumers.

    Price discrimination comes in three different categories. First-degree price discrimination, also called perfect
    price discrimination, is when firms are able to charge each consumer their maximum willingness to pay. Car
    sales that involve negotiation are an attempt at first-degree price discrimination. Data mining is a growing tool
    to help firms toward first-degree price discrimination.

    Second-degree price discrimination involves things like volume discounts or frequent customer cards. The
    idea is not to charge different prices to every customer but to allow customers to self-select into different price
    points for the producer to increase profit.

    Third degree price discrimination alters prices based on demographics or other group characteristics. This is
    the category of price discrimination with student or military discounts or movie theaters changing prices by
    time of day.

    Firms can use a variety of ways to identify customers based on their elasticity. Take airline tickets, for
    example. There are certain days of the week to travel when ticket prices are lower, and people can often get
    tickets at a lower price if they purchase their tickets a few weeks in advance. Why? Because airlines are
    attempting to separate the elastic buyers (vacation travelers) from the inelastic buyers (business travelers).
    Who likely plans a trip at least a few weeks in advance? Vacation travelers. Who is more likely to need a

    ECO 6301, Economics for Managers 3

    UNIT x STUDY GUIDE
    Title

    ticket on short notice? Business travelers. Who is unlikely to travel over a weekend? Business travelers. Who
    can afford to pay more for their ticket? Business travelers.

    Firms can also sell different versions of a product. Consumers with a high value for a product will likely need
    all of the bells and whistles of the product, but consumers with a low value for a product might only need the
    basic. That is why you might see a “pro” version of software or a “student” or “home” version. Sometimes,
    businesses can separate high use customers, such as printers and ink or razors and razor blades. The cost to
    buy the printer or the razor might be low, but to continue using the product requires ink or razor blades and
    those are sold at a higher markup.

    Firms can also use bundling to extract extra revenue. This strategy led to the value meals at McDonald’s or
    computers with preloaded software. Bundling increases the value of the base product, allowing producers to
    sell the product for a higher price. Customers might also be more inclined to pay a higher price for an all-
    inclusive deal than to pay small amounts to continually add features or products. A similar approach is taken
    with all-inclusive resorts and wrist bands at fairs. There is comfort in knowing that you can pay one price and
    be done with paying.

    Price discrimination sounds bad, largely because of the word discrimination, but it can be beneficial to society.
    When people hear about price discrimination, they often think of charging higher prices to certain consumers,
    but in many cases, it is about lowering prices (coupons, student discounts, matinees, etc.). Since some
    consumers can pay a lower price, that brings them into the market and allows them to benefit from the
    exchange. When looking at value to society, economists generally look at the total amount of exchange that
    occurs. How much the consumer benefits and how much the producer benefits are certainly interesting, but
    ultimately it is the amount of exchange that occurs. With price discrimination, the amount of exchange
    certainly increases, though it does come with more benefit going to producers and less going to consumers.

    Just because producers benefit at the expense of consumers does not mean consumers cannot benefit from
    price discrimination. Take Uber’s surge pricing, for example. Surge pricing is a type of price discrimination.
    People who are going to use an Uber on a busy night, such as Friday or Saturday night are going to pay more
    for an Uber. However, by charging more, Uber also attracts more Uber drivers to work on those busy nights.
    Without these additional drivers, Uber customers looking for an Uber on Friday or Saturday night would likely
    have long waits for an Uber or may not be able to get an Uber at all.

    Similarly, hotels charging higher prices during conferences, sporting events, and even natural disasters
    discourages demand and encourages consumers to be efficient in their consumption. By encouraging efficient
    consumption, there will be more rooms available for other people. Without the higher prices, more people
    would be left out. Certainly, this all works to the benefit of the producers, but it also works to the benefit of the
    consumer, and that is an important feature of price discrimination that should not be overlooked. It is another
    benefit of a free market system. Even if producers are acting in their own best interest, the benefits of those
    self-interested actions help other people.

    Reference

    Porter, P. K., & Thomas, C. R. (2010). Public subsidies and the location and pricing of sports. Southern

    Economic Journal, 76(3), 693–710.
    https://libraryresources.columbiasouthern.edu/login?url=http://search.ebscohost.com/login.aspx?direc
    t=true&db=bsu&AN=47776241&site=ehost-live&scope=site

    **## UnitVIStudyGuide.pdf**

    ECO 6301, Economics for Managers 1

    Course Learning Outcomes for Unit VI

    At the end of this unit, you should be able to:

    4. Evaluate strategic pricing decisions.
    4.2 Describe the different types of auctions and the benefits of each.

    7. Explain the implications of uncertainty in managerial decision-making.

    7.2 Illustrate how to use expected value calculations to deal with uncertainty.

    Required Unit Resources

    Chapter 17: Making Decisions with Uncertainty (ULO 7.2)

    Chapter 18: Auctions (ULO 4.2)

    Article: Auctions versus Negotiations: The Effects of Inefficient Renegotiation (ULO 4.2)
    This article reinforces the concepts of auctions and negotiations.

    Unit Lesson

    Lesson: Uncertainty and Auctions (ULOs 4.2, 7.2)
    This lesson introduces you to the topics covered in this unit.

    Expected Value

    Examples in economics often assume a certain level of knowledge about the market, but this is often not the
    case. Firms often face uncertainty in their decisions. Firms can use expected value to deal with uncertainty.
    Expected value takes the probability of certain outcomes to arrive at a weighted average outcome. This
    concept is best illustrated with an example.

    Assume there are two possible outcomes for a game, such as flipping a coin. The outcome of heads is likely
    to occur 50% of the time. If heads occurs, you win $1. The outcome of tails is likely to occur 50% of the time.
    If tails occurs, you lose $1. What is the expected value of this game? We can determine this by simply
    multiplying the payout by the probability that payout will occur and then summing the products for each
    outcome.

    E[X] = ph * xh + pt * xt where X is the payout of the game, p is the probability, x is the payout for a particular
    outcome and the subscripts h and t stand for heads and tails, respectively.

    In the example described: E[X] = 0.5 * $1 + 0.5 * $1 = $1

    The expected value of the game is $1. You can imagine this simple example could be considerably complex
    with different outcomes and multiple probabilities to match.

    Obviously, a very important part of calculating expected value is to get the probabilities right. Decision-makers
    should be aware that their probabilities are likely not correct. A good way to handle this is to run multiple
    scenarios with different probabilities.

    A growing opportunity for firms is to use data analysis to model probabilities. When using data, however, firms
    need to be conscious of selection bias. Selection bias occurs when there is some difference in the data used

    UNIT VI STUDY GUIDE
    Uncertainty and Auctions

    ECO 6301, Economics for Managers 2

    UNIT x STUDY GUIDE
    Title

    in the model probabilities that is not present in the target population. For a simple example of this, consider
    exit polls at elections.

    Pollsters survey voters coming out of voting booths to see how they voted and then make predictions on how
    the election will turn out based on those surveys. What happens, though, if pollsters primarily go to urban
    polling places to survey voters and do not go to rural polling places? If urban and rural voters vote the same
    way, this is not a problem, but if there are fundamental differences between how urban voters vote and how
    rural voters vote, then the surveys will be inaccurate. The surveys will likely be an accurate representation of
    how urban voters vote but not how voting is cast as a whole.

    Imagine a company making a similar mistake when marketing a new product. Uncertainty can never be
    completely eliminated, but firms can take steps to try to make informed decisions and minimize potential
    damage from unexpected events occurring.

    Auctions

    You are probably most familiar with online auctions from websites like eBay. You might have gone to an
    antique auction when you were younger (possibly dragged there by a parent or grandparent). If you live near
    ranchers, you might have gone to a cattle auction. You have probably seen auctions portrayed on TV. You
    might have seen a silent auction at a charity.

    When sellers are unsure of the market value for their product, they can use auctions to make their sales.
    Auctions allow customers to bid for the product and thus reveal their value. Auctions help sellers sell their
    product and gain more information about the demand for their product. As seen from the previous paragraph,
    auctions can take a variety of forms.

    Auctions are often portrayed with somebody standing in front a room talking quickly and people in the
    audience bidding quickly. These are called oral auctions or English auctions. In these auctions, people make
    successive, increasing bids until only one bidder remains. The last remaining bidder gets the item at the last
    price they bid. So ultimately, the price is set marginally above the value of the second highest bidder (that is,
    a small amount above the value the second highest bidder holds).

    A few points about oral auctions are listed below.

    1. First, the greater losing bids there are in an auction, the higher the winning bid amount will be. This
    point should make sense. The price will still go no higher than the highest valued bidder, but if the
    closer other bidders are to valuing the product similar to the highest valued bidder, the higher the
    winning bid will have to be.

    2. Second, the more bidders there are in an auction, the more likely there will be other high valued
    bidders. On eBay, for example, ten-day auctions return 42% higher prices than three-day auctions as
    more time attracts more bidders (Froeb et al., 2018).

    3. Third, there is an important piece of information that is never disclosed in an oral auction: What is the
    value the highest bidder holds for the product? All sellers know from an oral auction is that somebody
    valued the product more than the product sold for.

    An auction that addresses this problem is a second-price auction, also called a Vickery auction. Second-price
    auctions are sealed-bid auctions, as opposed to the very public oral auction. There are also not multiple
    rounds of the auction where bidders can outbid the last bid. This is a type of sealed-bid auction where bidders
    submit a bid without knowing the other bids. The product is still awarded to the highest bidder, as in the oral
    auction, but rather than paying their bid, they pay the second-highest bid.

    A second-price auction encourages bidders to bid more aggressively and closer to their actual value (in fact
    the optimal strategy is to bid exactly their value) for the good since they know they will not have to pay their
    value, they will pay the bid of the second highest bidder. The outcome of the second-price auction is the same
    as the oral auction (the ultimate price is equal to, or just above, the value of the second-highest bid), but there
    are several benefits with a second-price auction that are not present with an oral auction.

    ECO 6301, Economics for Managers 3

    UNIT x STUDY GUIDE
    Title

    1. First, as mentioned, bidders are encouraged to bid more aggressively. This aggressive bidding will
    likely result in a higher price bid by the bidder with the second highest value. To see this, imagine an
    oral auction where the second-highest value bidder infers from the highest-value bidder that they will
    not be able to outbid the highest value bidder. The second-highest bidder might stop bidding early
    knowing it is futile. Leaving the bidding early results in a lower ultimate price for the seller.

    2. Second, second-price auctions can be conducted from anywhere and bidders do not have to be
    present. Second-price auctions were popular with stamp dealers as far back as the 19th century
    (Froeb et al., 2018). Saving bidders the cost of travel (both explicit and opportunity) increases the net
    value for the product to the bidders, which can also increase bids.

    3. Third, and addressing the information shortcoming discussed with oral auctions, second-price
    auctions give the seller information on the maximum value for their product since people, including
    the winning bidder, will bid their maximum value.

    Now, reading about a second-price auction might lead to the question, “Well, why not do everything with a
    second-price auction but make the highest bidder pay the price they bid?” The problem with this approach is
    that bidders are actually incentivized not to bid their maximum value. Since the winning bidder ultimately has
    to pay their bid, they don’t want to pay their maximum value. If they did, they would be left with no profit (that
    is, the difference between their value and what they pay) and bidders are technically indifferent between
    winning and losing the auction. That means that bidders have an incentive to shade their bid. The seller would
    not get accurate information on bidders’ value and would potentially get a lower price as all bidders shade
    their bids.

    Collusion and Irrational Behavior

    Auctions can lead to attempts at collusion, called bid rigging. In bid rigging, a group of bidders work together
    to keep down bids so that somebody from the group wins the auction at a bid lower than it otherwise would
    have been. Bid rigging is more likely to occur in smaller, frequent auctions. The smaller size increases the
    likelihood of communication between bidders and the frequency gives more opportunity to refine the rigging
    and punish members of the group that attempt to cheat. Collusion is also more likely in oral auctions than
    sealed-bid auctions, giving another benefit to second-price auctions over oral auctions. Finally, bid rigging is
    more likely when the winner of an auction is identified. If bidders can win in secret, there is an incentive to
    cheat (recall game theory from Unit IV).

    Auctions can sometimes lead to irrational behavior. This irrational behavior is particularly true in oral auctions
    where the desire to win overtakes the actual desire for the product being bid on. Oral auctions, more than
    sealed-bid auctions, are likely to suffer from over bidding. For producers, though, this can mean a higher
    winning bid. Bidding more than the value for the product can lead to the winner’s curse, where the winner of
    an auction is actually worse off for having won the auction.

    References

    Froeb, L. M., McCann, B. T., Shor, M., & Ward, M. R. (2018). Managerial economics: A problem solving

    approach (5th ed.) [Vital Source Bookshelf version].
    https://online.vitalsource.com/#/books/9781337468015

    Herweg, F., & Schmidt, K. M. (2017). Auctions versus negotiations: The effects of inefficient renegotiation.

    RAND Journal of Economics, 48(3), 647–672.
    https://libraryresources.columbiasouthern.edu/login?url=http://search.ebscohost.com/login.aspx?direc
    t=true&db=bsu&AN=124623600&site=ehost-live&scope=site

    ECO 6301, Economics for Managers 4

    UNIT x STUDY GUIDE
    Title

    Learning Activities (Nongraded)

    Nongraded Learning Activities are provided to aid students in their course of study. You do not have to submit
    them. If you have questions, contact your instructor for further guidance and information.

    In order to check your understanding of concepts
    covered in this unit, complete the Unit VI Check
    For Understanding activity.

    Unit VI Activity Alternate Format PDF

    NOTE: Be sure to maximize your internet browser
    so that no part of the presentation gets cut off.

    – 1
    – 2
    – 3

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    phisiology – ## FNUCRUZ-ESPAILLAT-APA7thedition-Read-Only.pptx – BSC1085C-SAD-GR01AnatomyandPhysiologyICriticalThinkingAssignmentSeptember2022.pdf **## FNUCRUZ-ESPAILLAT-APA7thedition-Read-Only.pptx** APA Format Research and PowerPoint Assignment APA: What is it? APA style is a style of formatting a…

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    phisiology

    – ## FNUCRUZ-ESPAILLAT-APA7thedition-Read-Only.pptx

    – BSC1085C-SAD-GR01AnatomyandPhysiologyICriticalThinkingAssignmentSeptember2022.pdf

    **## FNUCRUZ-ESPAILLAT-APA7thedition-Read-Only.pptx**

    APA Format
    Research and PowerPoint Assignment

    APA: What is it?

    APA style is a style of formatting and organizing written material. The guidelines help writers organize their writings in a “clear, precise, and inclusive manner” (APA Style Blog, n.d., para. 1).

    2

    The layout of the paper

    In-text citations & references

    Tables/charts, videos, images, etc.

    When Citing Sources, What Info Do I Need?

    Quotes

    Author’s last name OR the name of the organization

    Year of publication

    Page or paragraph #

    A signal phrase

    Quotation marks

    Paraphrases/Summaries

    Author’s last name OR the name of the organization

    Year of publication

    A signal phrase (for narrative citations)

    3

    4

    Helpful Tips and Tricks for Paraphrasing

    Change single words and phrases (there are exceptions)

    Change the sentence structure and grammar

    Keep the meaning of the text

    Use concise and specific language – be brief, but specific

    Avoid looking at the source while trying to paraphrase

    Explain the info to a classmate

    In-Text Citations- Author/ Authors

    Narrative

    Smith (2021)

    Smith and Wilson (2021)

    Smith et al. (2021)

    American Psychological Association (APA, 2021)

    APA (2021

    Parenthetical

    (Smith, 2021).

    (Smith & Wilson, 2021).

    (Smith et al., 2021).

    (American Psychological Association [APA], 2020).

    (APA, 2021).

    5

    If writing isn’t your forte, think in mathematical terms:

    QUOTES

    According to + Author (year) + comma + “direct quote” + (page/para.).

    Author (year) + verb + comma + “direct quote” + (page/para.).

    6

    PARAPHRASES

    Author (year) + verb + that + the text in your own words.

    The text in your own words + (Author, year).

    Paraphrase This:

    7

    According to the APA Style Blog (n.d.), “APA Style consists of a simple set of procedures, or style guidelines, that would codify the many components of scientific writing to increase the ease of reading comprehension” (para. 1).

    The rules and guidelines of APA Style assist writers with organizing their writing in a way that improves the readability of the content (APA Style Blog, n.d.).

    References

    Use same font as the essay with double spacing (no bullets or numbering)

    Place sources in hanging indent

    Invert authors' names (Last, F. M.)

    Alphabetize entries (A-Z) by the last name of the first author of each source

    Adhere to rules for punctuation, capitalization, and italics

    Remember the four W’s: WHO. (WHEN). WHAT. WHERE.

    8

    Always begin with a cover page/slide

    9

    Title

    Your Name

    Florida National University

    Course name/number

    Instructor’s full name

    Due date (Month Day, Year)

    Always include a header/title for each slide

    10

    HEADER

    Use consistent, parallel formatting

    Make references size 12-14 and TNR

    Include 4-6 bullet points per slide

    Make header TNR size ~45; body font b/w 24-30 and TNR

    11

    HEADER

    Paraphrase > Quote

    Always cite your sources!

    You may use short quotations (if you can’t paraphrase the sentence)

    You may use short paragraphs (only one or two)

    Cite, cite, cite!

    12

    HEADER

    (Author, year)

    Or:

    (Author, year, p. #) if you’re quoting

    Include references at the bottom of each slide – hanging indent

    13

    Figures

    Figures must be numbered and titled, and they must include a note that includes a brief description of the image, followed by the copyright attribution. See the following charts for formatting/examples of the copyright attribution, and click the link below for general info on how to title, number, and write notes for the figure.

    [https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/apa_tables_and_figures.html](https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/apa_tables_and_figures.html)

    From What Parents Can Expect in Behavior Therapy, by Centers for Disease Control and Prevention, 2017 (https://www.cdc.gov/ncbddd/adhd/infographics/what-parents-expect.html. In the public domain.

    14

    15

    16

    17

    18

    19

    Visit the Writing Studio on Blackboard to access handouts, links, and videos related to APA and the writing process.

    Use FNU Campus/Online Library. Contact the Writing Lab Director:

    Ms. Ileana Torres, M.S.

    Email:
    [irojas@fnu.edu](mailto:irojas@fnu.edu)

    Writing Lab hours of operation are Monday through Thursday from 8:30 am – 12:30pm pm. and Friday from 9:00 am – 12:00 pm.

    References

    APA Style Blog. (n.d.). About APA style. https://apastyle.apa.org/about-apa-style

    Howard, C. (n.d.). Alzheimer’s disease. MedicineNet. https://www.medicinenet.com/alzheimers_disease_causes _stage s_and_symptoms/article.htm#alzheimers_disease_facts

    Langan, J., & Albright, Z. L. (2015). English skills with readings (9th ed.). McGraw-Hill Education.

    Misser, E., & Bell, S. (n.d.). APA: How to use sources. Laurier.

    https://downloads.wlu.ca/downloads/academics/support-and-advising/documents/apa-sources.pdf

    20

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    **BSC1085C-SAD-GR01AnatomyandPhysiologyICriticalThinkingAssignmentSeptember2022.pdf**

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    **## FNUCRUZ-ESPAILLAT-APA7thedition-Read-Only.pptx**

    APA Format
    Research and PowerPoint Assignment

    APA: What is it?

    APA style is a style of formatting and organizing written material. The guidelines help writers organize their writings in a “clear, precise, and inclusive manner” (APA Style Blog, n.d., para. 1).

    2

    The layout of the paper

    In-text citations & references

    Tables/charts, videos, images, etc.

    When Citing Sources, What Info Do I Need?

    Quotes

    Author’s last name OR the name of the organization

    Year of publication

    Page or paragraph #

    A signal phrase

    Quotation marks

    Paraphrases/Summaries

    Author’s last name OR the name of the organization

    Year of publication

    A signal phrase (for narrative citations)

    3

    4

    Helpful Tips and Tricks for Paraphrasing

    Change single words and phrases (there are exceptions)

    Change the sentence structure and grammar

    Keep the meaning of the text

    Use concise and specific language – be brief, but specific

    Avoid looking at the source while trying to paraphrase

    Explain the info to a classmate

    In-Text Citations- Author/ Authors

    Narrative

    Smith (2021)

    Smith and Wilson (2021)

    Smith et al. (2021)

    American Psychological Association (APA, 2021)

    APA (2021

    Parenthetical

    (Smith, 2021).

    (Smith & Wilson, 2021).

    (Smith et al., 2021).

    (American Psychological Association [APA], 2020).

    (APA, 2021).

    5

    If writing isn’t your forte, think in mathematical terms:

    QUOTES

    According to + Author (year) + comma + “direct quote” + (page/para.).

    Author (year) + verb + comma + “direct quote” + (page/para.).

    6

    PARAPHRASES

    Author (year) + verb + that + the text in your own words.

    The text in your own words + (Author, year).

    Paraphrase This:

    7

    According to the APA Style Blog (n.d.), “APA Style consists of a simple set of procedures, or style guidelines, that would codify the many components of scientific writing to increase the ease of reading comprehension” (para. 1).

    The rules and guidelines of APA Style assist writers with organizing their writing in a way that improves the readability of the content (APA Style Blog, n.d.).

    References

    Use same font as the essay with double spacing (no bullets or numbering)

    Place sources in hanging indent

    Invert authors' names (Last, F. M.)

    Alphabetize entries (A-Z) by the last name of the first author of each source

    Adhere to rules for punctuation, capitalization, and italics

    Remember the four W’s: WHO. (WHEN). WHAT. WHERE.

    8

    Always begin with a cover page/slide

    9

    Title

    Your Name

    Florida National University

    Course name/number

    Instructor’s full name

    Due date (Month Day, Year)

    Always include a header/title for each slide

    10

    HEADER

    Use consistent, parallel formatting

    Make references size 12-14 and TNR

    Include 4-6 bullet points per slide

    Make header TNR size ~45; body font b/w 24-30 and TNR

    11

    HEADER

    Paraphrase > Quote

    Always cite your sources!

    You may use short quotations (if you can’t paraphrase the sentence)

    You may use short paragraphs (only one or two)

    Cite, cite, cite!

    12

    HEADER

    (Author, year)

    Or:

    (Author, year, p. #) if you’re quoting

    Include references at the bottom of each slide – hanging indent

    13

    Figures

    Figures must be numbered and titled, and they must include a note that includes a brief description of the image, followed by the copyright attribution. See the following charts for formatting/examples of the copyright attribution, and click the link below for general info on how to title, number, and write notes for the figure.

    [https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/apa_tables_and_figures.html](https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/apa_tables_and_figures.html)

    From What Parents Can Expect in Behavior Therapy, by Centers for Disease Control and Prevention, 2017 (https://www.cdc.gov/ncbddd/adhd/infographics/what-parents-expect.html. In the public domain.

    14

    15

    16

    17

    18

    19

    Visit the Writing Studio on Blackboard to access handouts, links, and videos related to APA and the writing process.

    Use FNU Campus/Online Library. Contact the Writing Lab Director:

    Ms. Ileana Torres, M.S.

    Email:
    [irojas@fnu.edu](mailto:irojas@fnu.edu)

    Writing Lab hours of operation are Monday through Thursday from 8:30 am – 12:30pm pm. and Friday from 9:00 am – 12:00 pm.

    References

    APA Style Blog. (n.d.). About APA style. https://apastyle.apa.org/about-apa-style

    Howard, C. (n.d.). Alzheimer’s disease. MedicineNet. https://www.medicinenet.com/alzheimers_disease_causes _stage s_and_symptoms/article.htm#alzheimers_disease_facts

    Langan, J., & Albright, Z. L. (2015). English skills with readings (9th ed.). McGraw-Hill Education.

    Misser, E., & Bell, S. (n.d.). APA: How to use sources. Laurier.

    https://downloads.wlu.ca/downloads/academics/support-and-advising/documents/apa-sources.pdf

    20

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    **BSC1085C-SAD-GR01AnatomyandPhysiologyICriticalThinkingAssignmentSeptember2022.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/bsc1085c-sad-gr01anatomyandphysiologyicriticalthinkingassignmentseptember2022-pdf)

    **## FNUCRUZ-ESPAILLAT-APA7thedition-Read-Only.pptx**

    APA Format
    Research and PowerPoint Assignment

    APA: What is it?

    APA style is a style of formatting and organizing written material. The guidelines help writers organize their writings in a “clear, precise, and inclusive manner” (APA Style Blog, n.d., para. 1).

    2

    The layout of the paper

    In-text citations & references

    Tables/charts, videos, images, etc.

    When Citing Sources, What Info Do I Need?

    Quotes

    Author’s last name OR the name of the organization

    Year of publication

    Page or paragraph #

    A signal phrase

    Quotation marks

    Paraphrases/Summaries

    Author’s last name OR the name of the organization

    Year of publication

    A signal phrase (for narrative citations)

    3

    4

    Helpful Tips and Tricks for Paraphrasing

    Change single words and phrases (there are exceptions)

    Change the sentence structure and grammar

    Keep the meaning of the text

    Use concise and specific language – be brief, but specific

    Avoid looking at the source while trying to paraphrase

    Explain the info to a classmate

    In-Text Citations- Author/ Authors

    Narrative

    Smith (2021)

    Smith and Wilson (2021)

    Smith et al. (2021)

    American Psychological Association (APA, 2021)

    APA (2021

    Parenthetical

    (Smith, 2021).

    (Smith & Wilson, 2021).

    (Smith et al., 2021).

    (American Psychological Association [APA], 2020).

    (APA, 2021).

    5

    If writing isn’t your forte, think in mathematical terms:

    QUOTES

    According to + Author (year) + comma + “direct quote” + (page/para.).

    Author (year) + verb + comma + “direct quote” + (page/para.).

    6

    PARAPHRASES

    Author (year) + verb + that + the text in your own words.

    The text in your own words + (Author, year).

    Paraphrase This:

    7

    According to the APA Style Blog (n.d.), “APA Style consists of a simple set of procedures, or style guidelines, that would codify the many components of scientific writing to increase the ease of reading comprehension” (para. 1).

    The rules and guidelines of APA Style assist writers with organizing their writing in a way that improves the readability of the content (APA Style Blog, n.d.).

    References

    Use same font as the essay with double spacing (no bullets or numbering)

    Place sources in hanging indent

    Invert authors' names (Last, F. M.)

    Alphabetize entries (A-Z) by the last name of the first author of each source

    Adhere to rules for punctuation, capitalization, and italics

    Remember the four W’s: WHO. (WHEN). WHAT. WHERE.

    8

    Always begin with a cover page/slide

    9

    Title

    Your Name

    Florida National University

    Course name/number

    Instructor’s full name

    Due date (Month Day, Year)

    Always include a header/title for each slide

    10

    HEADER

    Use consistent, parallel formatting

    Make references size 12-14 and TNR

    Include 4-6 bullet points per slide

    Make header TNR size ~45; body font b/w 24-30 and TNR

    11

    HEADER

    Paraphrase > Quote

    Always cite your sources!

    You may use short quotations (if you can’t paraphrase the sentence)

    You may use short paragraphs (only one or two)

    Cite, cite, cite!

    12

    HEADER

    (Author, year)

    Or:

    (Author, year, p. #) if you’re quoting

    Include references at the bottom of each slide – hanging indent

    13

    Figures

    Figures must be numbered and titled, and they must include a note that includes a brief description of the image, followed by the copyright attribution. See the following charts for formatting/examples of the copyright attribution, and click the link below for general info on how to title, number, and write notes for the figure.

    [https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/apa_tables_and_figures.html](https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/apa_tables_and_figures.html)

    From What Parents Can Expect in Behavior Therapy, by Centers for Disease Control and Prevention, 2017 (https://www.cdc.gov/ncbddd/adhd/infographics/what-parents-expect.html. In the public domain.

    14

    15

    16

    17

    18

    19

    Visit the Writing Studio on Blackboard to access handouts, links, and videos related to APA and the writing process.

    Use FNU Campus/Online Library. Contact the Writing Lab Director:

    Ms. Ileana Torres, M.S.

    Email:
    [irojas@fnu.edu](mailto:irojas@fnu.edu)

    Writing Lab hours of operation are Monday through Thursday from 8:30 am – 12:30pm pm. and Friday from 9:00 am – 12:00 pm.

    References

    APA Style Blog. (n.d.). About APA style. https://apastyle.apa.org/about-apa-style

    Howard, C. (n.d.). Alzheimer’s disease. MedicineNet. https://www.medicinenet.com/alzheimers_disease_causes _stage s_and_symptoms/article.htm#alzheimers_disease_facts

    Langan, J., & Albright, Z. L. (2015). English skills with readings (9th ed.). McGraw-Hill Education.

    Misser, E., & Bell, S. (n.d.). APA: How to use sources. Laurier.

    https://downloads.wlu.ca/downloads/academics/support-and-advising/documents/apa-sources.pdf

    20

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    **BSC1085C-SAD-GR01AnatomyandPhysiologyICriticalThinkingAssignmentSeptember2022.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/bsc1085c-sad-gr01anatomyandphysiologyicriticalthinkingassignmentseptember2022-pdf)

    – 1
    – 2

  • [Solved] Types of Epidemiological Studies

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    2 paragraphs include reference APAformat Please respond to the following: – Compare two of the following types of studies: ecologic, cross-sectional, case-control, and cohort studies. – Provide one example of each type of study and make sure you include a reference for each. – Be sure to respond to …

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    2 paragraphs include reference APAformat
    Please respond to the following:
    – Compare two of the following types of studies: ecologic, cross-sectional, case-control, and cohort studies.
    – Provide one example of each type of study and make sure you include a reference for each.
    – Be sure to respond to at least one of your classmates' posts.- 1 paragraph include reference

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    Imagine you are a manager of an organization in the criminal justice system that is facing a major crisis and you have been tasked with developing effective strategies on how to address the needed changes. Select a contemporary issue affecting one area of the criminal justice system. You may represe…

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    Imagine you are a manager of an organization in the criminal justice system that is facing a major crisis and you have been tasked with developing effective strategies on how to address the needed changes.
    Select a contemporary issue affecting one area of the criminal justice system. You may represent any kind of criminal justice organization that aligns with your career goals: law enforcement, courts, corrections, probation/parole, juveniles, etc. You will research the issue and report your findings to leaders from other departments and similar organizations.
    Using effective organizational management strategies, **write a 1,050 to 1,400 word report that drafts a plan for organizational change** to share with other decision-making leaders. Describe to your fellow leaders how you plan to effectively implement the needed changes that address an issue in your organization. There is no specific format for the report as long as ideas are communicated clearly.
    Your report should include the following information based on your research:
    – Identify the issue and why there is a need to implement organizational changes to your organization. Define a preferred change process strategy to deal with the issue.
    – Explain the handling of resistance to change. Identify key barriers to effective communication. Indicate the methods needed to improve communication regarding the needed changes.
    – Describe effective organizational management strategies that can be used to assess the changes after they are implemented. Explain how trust, conflict resolution, and negotiation influence the plan for organizational change.
    Cite at least 2 peer-reviewed sources according to APA guidelines.

  • [Solved] Qualitative Methods

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    2 paragraphs include references APA format Student response-1 paragraph include references This week we focused on the nature of qualitative data. Using the program you found in Week 1, engage in a conversation with your course community about **one** of the following: – Write some sample interview …

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    2 paragraphs include references APA format
    Student response-1 paragraph include references
    This week we focused on the nature of qualitative data. Using the program you found in Week 1, engage in a conversation with your course community about **one** of the following:
    – Write some sample interview questions you would use to ask these practitioners. What are the ways these questions could help our understanding of how their program is going?
    – Identify some of the ways you would make your qualitative data collection trustworthy and dependable.
    As always, if you are relying on someone else's ideas when presenting yours, you should reference their paper, article, etc. This includes sharing references to your fellow students' ideas!
    ## **Response Guidelines**
    – **Your Participation:** This discussion is an opportunity for you to review the work of other learners to inform your own learning. Your interactions and anything you share should be courteous, succinct, professional, well-written, and organized. Communicating clearly with proper grammar and punctuation will foster more and better interactions with your classmates.
    – **Your Post:** Create a post responding to one of the discussion prompts. Do not create your post as a reply to another post.
    – **Responding to Peers:**As you respond to one of your classmates, please make sure your response is substantive by sharing your professional experiences and helpful thoughts and feedback about ideas they have shared. Try to comment on those where you feel you have the most useful information to share and consider the following:
    – How have your experiences resonated with their ideas?
    – What can you add to their ideas, building upon the connections you have made to the material so far? Supplement course resources and extend consideration of the topic by including new information or findings from current journal articles, discussing more in-depth critical thinking questions, or providing constructive or corrective feedback or an alternative viewpoint supported by empirical evidence.

  • [Solved] 12 pg Research Project and Events

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    Due 8/4 12 pm EST 12 PAGES NOT INCLUDING TITLE AND REFERENCE PAGE. pAY ATTENTION TO WORD COUNT YOUR POPULATION SELECTION IS HOMELESS/ PEOPLE LIVING IN POVERTY. EVENTS WILL BE IN THE TAMPA AREA. INSTRUCTONS ATTACHED \ 2ResearchProject731.docx](https://www.sweetstudy.com/files/2researchproject731-doc…

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    Due 8/4   12 pm EST
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    INSTRUCTONS ATTACHED
    \
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  • [Solved] RCH 5301 VII

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    – ## ResearchDesignandMethodsRCH5301UnitVIIResearchStrategyAnalysis.docx – ## UnitVIIStudyGuide.pdf **## ResearchDesignandMethodsRCH5301UnitVIIResearchStrategyAnalysis.docx** 2 Research Design and Methods RCH 5301 **Unit VII Assignment** This research assignment measures your mastery of ULOs 2.1, 2….

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    – ## ResearchDesignandMethodsRCH5301UnitVIIResearchStrategyAnalysis.docx

    – ## UnitVIIStudyGuide.pdf

    **## ResearchDesignandMethodsRCH5301UnitVIIResearchStrategyAnalysis.docx**

    2

    Research Design and Methods RCH 5301

    **Unit VII Assignment**

    This research assignment measures your mastery of ULOs 2.1, 2.4, 3.1, and 3.2.

    **Research Strategy Analysis**

    Locate a primary research article in an academic journal from the CSU Online Library where the researcher or researchers used a qualitative research strategy. After reading the article, explain the following elements:

    · Phenomena under study,

    · research design,

    · analytical approach,

    · data analysis procedures used,

    · data collection method,

    · sampling design (describe research participants and method of selection),

    · findings,

    · personal reflection on the use of a qualitative versus quantitative research strategy.

    Your assignment should be a minimum of two pages in length, not counting the required references page. Please thoroughly address all required elements listed above. Responses should be written in a narrative format rather than being formatted as short bullet points. Please use APA-compliant headings and sub-headings that align with the individual assignment elements and please respond to the assignment elements in the same sequence they are requested in the

    instructions. Do not combine elements within a section. Each assignment element should have its own section with APA heading. Adhere to all other APA Style and Formatting guidelines, including in-text citations and references for all sources that are used. Include at least the article used as a source, but other credible sources may be used as needed.

    **## UnitVIIStudyGuide.pdf**

    RCH 5301, Research Design and Methods 1

    Course Learning Outcomes for Unit VII

    At the end of this unit, you should be able to:

    2. Discriminate among the characteristics of qualitative and quantitative research methods.
    2.1 Deduce differences between a quantitative methodological research strategy and

    qualitative research strategy.
    2.4 Identify a primary research article in an academic journal where the researcher or

    researchers used a qualitative research strategy.

    3. Evaluate research designs.
    3.1 Differentiate between descriptive, explanatory, and exploratory research designs based on

    their unique characteristics.
    3.2 Analyze an academic study’s research design, analytical approach, data analysis

    procedures, data collection method, and sampling design.

    Required Unit Resources

    Chapter 3: The Use of Theory (ULO 4.3)
    Read the following sections from this chapter:

    Qualitative Theory Use

    Chapter 9: Qualitative Methods (ULOs 2.1 and 3.1)

    Article: Understanding Research: Research Methods, Observation (ULO 4.3)
    This article discusses using observation for qualitative data collection. (3 pages).

    Unit Lesson

    Lesson: The Nature of Qualitative Research (ULOs 2.1 and 3.1)

    Introduction

    Qualitative research is a methodological strategy where it is customary for the researcher to interpret the
    meaning of phenomena by interjecting their own values and, in many cases, participating with research
    participants. This is at odds with a quantitative strategy where subjectivity and interpretation are universally
    eschewed. Another identifying characteristic of qualitative research is that it is non-quantitative, instead
    relying on the interpretation of words, themes, and experiences. This is one of the reasons why the qualitative
    research strategy is popular with students; however, there is a misconception that non-reliance on numerical
    data and statistical analysis translates into an easier approach to research. Quite to the contrary, a qualitative
    research strategy generally requires much more time and effort to collect data and explain phenomena
    without the benefit of using the universal language of numbers (Salkind, 2010). The voluminous, unstructured,
    and often textual qualitative data captured in field notes and transcripts from unstructured interviews,
    participant observation, documents, or visual material is difficult to analyze, and, unlike quantitative data
    analysis, there are no definitive data analysis guidelines to follow (Bell et al., 2022). This unit is intended to
    provide some insights to the complexity and uniqueness of qualitative research. The following information will
    briefly review some of the most common aspects of qualitative research, including analytical approaches,
    data collection methods, and data analysis procedures.

    UNIT VII STUDY GUIDE

    The Nature of Qualitative Research

    RCH 5301, Research Design and Methods 2

    UNIT x STUDY GUIDE

    Title

    Qualitative Analytical Approaches

    Case Study

    The case study is an analytical approach that uses data collected through unstructured interviews and content
    analyses to document the history of an organization, group, person, or event. For example, a case study
    might offer multiple perspectives of an organization during either a relatively short or long period of time. A
    case study, which is written up as a report, normally focuses on a particular event, challenge, or anomaly that
    has resulted in an undesirable outcome. The case study can be meticulously detailed and provide generous
    insights across an entire organization. The case study offers the opportunity for readers to learn from the
    mistakes of others and posit their own approach to similar issues (Cooper & Schindler, 2014; Zikmund et al.,
    2013).

    Ethnography

    Ethnography is an analytical approach where the researcher studies a culture. This is normally an immersive
    process where the researcher participates for an extended period of time with the cultural members they are
    studying. Cultures include groups of people who are differentiated by certain attributes they share, including
    religion, rituals, attitudes, beliefs, customs, habits, practices, values, language, and the like. Cultures can be
    of varying sizes, such as Eastern culture, suburban culture, and organizational culture. Covert participant
    observation is often used as the data collection method for ethnographic studies since participants frequently
    cannot or will not voluntarily provide information. Ethnographers studying cultures sometimes insert
    themselves as members to surreptitiously observe behavior. For example, an ethnographer studying
    salesperson ethics may temporarily serve in a professional selling role on a company’s sales team to collect
    unbiased information about the members’ ethical and unethical sales practices (Zikmund et al., 2013).

    Phenomenology

    Phenomenological research studies human experiences under the assumption that human behavior is
    subjective and heavily influenced by one’s environment. Environmental factors that influence human behavior
    include the physical and natural environment, relationships, brands, products, services, events, objects,
    situations, businesses, politics, laws, technology, culture, society, and people. Phenomenological researchers
    predominately collect data through unstructured interviews to understand and interpret participant
    experiences; however, the phenomenological interviewer avoids leading and direct questions and instead
    strives to promote a conversation to elicit information. One way to accomplish this is to have the participant
    tell stories about their experiences with environmental factors. In some cases, the phenomenological
    researcher may become immersed with the participant in their environment where they are likely to feel
    unencumbered in telling their experiential stories (Zikmund et al., 2013).

    Action Research

    Action research, as its name suggests, is a qualitative approach to practical problem solving that is conducted
    in real time as the problem is recognized. For example, in a medical setting, an administrator may use action
    research to understand and address new problems that arise for which no known solutions have been
    developed. The problem is understood, a solution is proposed, the solution is implemented, the solution is
    monitored, and results are deemed successful or unsuccessful. Based on the results, a decision is made to
    continue with the solution or develop another by repeating the process (Cooper & Schindler, 2014).

    Qualitative Data Collection Methods

    Unstructured Interview

    The unstructured interview is the predominant data collection method used in qualitative research strategies.
    Interviews are typically a one-to-one approach. Although group interviews are also used, this method begins
    to blur lines with the focus group data collection method discussed below. Since unstructured interviews use
    open-ended questions intended to elicit deeper and richer responses from participants, interviewers should
    possess certain qualities, such as natural curiosity, affability, empathy, and sympathy. Interviewers must put
    their interviewees at ease to promote dialog and encourage them to divulge their thoughts without feeling

    RCH 5301, Research Design and Methods 3

    UNIT x STUDY GUIDE

    Title

    pressured. Listening carefully is another important quality so the interviewer can extract important insights
    from the information they are receiving from participants.

    It is preferable that unstructured interviews are conducted face-to-face so non-verbal cues like facial
    expressions and body language can be recorded to supplement the interviewee’s words. Although the
    unstructured interview is intended to facilitate a free-flowing dialog, the interviewer often follows a framework
    of questions. For example, the interviewer might begin with a broad question. For example, “What do you do
    for entertainment?” Then the interviewer would narrow the subject by asking, “Which type of social media is
    your preferred platform?” Then they would further focus the subject by asking, “What about this platform do
    you find most entertaining?” Finally, they would drill down on the subject by asking, “What is it about videos
    that you find so entertaining?” (Cooper & Schindler, 2014).

    Another means of eliciting participant responses is through projective techniques. Interviewees may be asked
    to comment on an image and express the emotions and thoughts it evokes. Interviewees may be asked to
    complete sentences, such as, “People who shop at ALDI are….” Some interviewees are presented with
    situations depicted as cartoon characters and asked to complete thought bubbles. Interviewees may be asked
    to use personification, where they assign human attributes to inanimate objects, products, or brands. There
    are many different types of projective techniques that can be effectively used to extract information and
    simultaneously make the interviewing process fun and interesting for the participant (Cooper & Schindler,
    2014).

    Focus Group

    Among the public at large, the focus group is probably the most well-known type of qualitative data collection
    method. It is the primary data collection method used by advertising and market research firms. The typical
    focus group includes six to ten participants who meet for 1 to 2 hours in a closed setting facilitated by a
    moderator. The moderator will elicit ideas, thoughts, knowledge, and emotions on a range of topics. For
    example, the moderator may promote discussion on a new frozen waffle brand and focus the discussion on
    such attributes as flavor, taste, smell, packaging, instructions, and visual appeal. Perhaps the most iconic
    feature of the focus group is the two-way mirror that is used for non-participant observation. Those behind the
    mirror are often the sponsors of the research, such as the waffle company’s marketing executives. A unique
    benefit of the focus group is that the sponsors can feed new questions to the moderator in real time. This is a
    distinct advantage and the main difference between the focus group and the unstructured group interview
    mentioned above. Like the unstructured interview, a focus group can also employ projective techniques, like
    personification (Cooper & Schindler, 2014).

    Participant Observation

    While non-participant observation can be used to collect insights and information about phenomena,
    participant observation is the most useful method to collect non-numerical information from participants. It is
    simply not feasible in many circumstances to gather qualitative data without participation, and it would be
    impossible to probe for a deeper and richer understanding of the topic of interest. This requires much more
    commitment and time from the researcher than a quantitative approach, but it provides a depth of
    understanding not possible through methods like structured interviews.

    Qualitative Sampling Design

    In the discussion of quantitative research, sampling was described as a representation of a population of
    interest. Especially when using random samples, strong inferences can be made about the population of
    interest. While the term sampling is used in qualitative research, it is not synonymous with the description
    used in quantitative research. For example, qualitative researchers study small groups of people to
    understand why and how they behave or make choices. Non-probability and small samples preclude the
    ability to make inferences or generalize results to a population, as quantitative studies do. Qualitative
    sampling is characteristically non-probability, subjective, purposive sampling. Qualitative researchers use
    purposive sampling by arbitrarily selecting participants or cases that have relevance to the topic of interest,
    and then asking participants for referrals to other potential participants who share attitudes, beliefs, and
    experiences. This is also commonly known as snowball sampling (Cooper & Schindler, 2014).

    RCH 5301, Research Design and Methods 4

    UNIT x STUDY GUIDE

    Title

    Qualitative Data Analysis Procedures

    Besides the obvious differences in quantitative and qualitative data analyses, such as the use of statistics
    versus the interpretation of data, there is another major distinguishing attribute. The quantitative research
    process involves collecting data, analyzing the data, and reporting the results. It is a linear and terminating
    process. Conversely, the qualitative research process is often iterative. For example, it may involve collecting
    data, analyzing the data, collecting more data based on the insights from the first analysis, analyzing the
    additional data, and then reporting the findings. While this example has only two iterations, qualitative data
    analysis can involve many iterations. Two of the most frequently used approaches to qualitative data analysis
    are thematic analysis and grounded theory (Bell et al., 2022).

    Thematic Analysis

    Although thematic analysis is the most frequently used qualitative data analysis procedure, it is an
    undefinable process that can be loosely described as the action of looking for themes. Thematic analysis is
    used in many qualitative studies, such as to identify themes in data collected through historical document
    analysis. Some researchers consider themes synonymous with codes, while others argue that themes are
    structures of multiple codes that represent meanings or patterns. Thematic analysis involves combing through
    data to identify repetition of concepts, categories, similarities, differences, analogies, metaphors, linguistic
    cues, ideas, stories, words, and any other pattern of textual information. Repetition alone does not constitute
    a theme, however, since the repetition must also be related to the research topic or research question (Bell et
    al., 2022).

    Grounded Theory

    Grounded theory, while used less often as a qualitative analytical procedure than thematic analysis, uses an
    inductive process to develop concepts, categories, or theories based on information received from
    participants or content analyses. Grounded theory is, by nature, iterative as the researcher uses collected
    information to develop additional questions for participants to drill down deeper into the topic of interest
    (Zikmund et al., 2013). Grounded theory follows a more definable process than thematic analysis. That
    process includes developing a general research question (step 1), selecting a sample (step 2), collecting
    relevant data (step 3), coding the data (step 4), identifying concepts (step 5), determining what additional data
    are needed (step 6), and returning to step 1 and working through the process again. As the process evolves
    and generates more concepts, they begin to coalesce around a theory (Bell et al., 2022).

    Coding

    Coding should not be thought of as a data analysis procedure in the same vein as thematic analysis or
    grounded theory. Coding is a precursor and necessary means to an end for qualitative research. It is a
    method for reducing the vast volume of data that is representative of qualitative research. At its core, coding
    is the process of analyzing field notes and transcripts and noting within the margins the identification of
    repetitious data like concepts, categories, linguistic cues, ideas, stories, words, and other patterns of textual
    information. The margin notes become the codes, which are also analyzed for meaning. There are software
    tools to facilitate the ease of coding; however, some researchers still perform this function in a manual
    process since they believe software applications tend to fragment and decontextualize the data (Bell et al.,
    2022).

    Closing

    Unit VII is a crash course in qualitative research. The primary focus of this course is the quantitative
    methodology given today’s data-driven world. This should not diminish the role that qualitative research plays
    in evidence-based decision-making. The superiority of research strategies, quantitative or qualitative,
    ultimately depends on one’s research tradition and the nature of the problem(s) to be solved. Although this
    unit only scratched the surface of qualitative research, there is no shortage of information about this research
    strategy on the internet, in the literature, and within volumes of research textbooks, such as your textbook.

    RCH 5301, Research Design and Methods 5

    UNIT x STUDY GUIDE

    Title

    References

    Bell, E., Bryman, A., & Harley, B. (2022). Business research methods (6th ed.). Oxford University Press.

    https://online.vitalsource.com/#/books/9780192640505

    Cooper, D. R., & Schindler, P. S. (2014). Business research methods (12th ed.). McGraw-Hill.

    Creswell, J. W., & Creswell, J. D. (2022). Research design: Qualitative, quantitative, and mixed methods

    approaches (6th ed.). SAGE. https://online.vitalsource.com/#/books/9781071817964

    Brewer, E. W., & Kubn, J. (2010). Causal-comparative design. In N. J. Salkind (Ed.), Encyclopedia of

    research design (pp. 125–131). SAGE.
    http://methods.sagepub.com.libraryresources.columbiasouthern.edu/reference/encyc-of-research-
    design/n42.xml

    Ellis, P. (2023). Understanding research: Research methods, observation. Wounds UK, 19(4), 100-102.

    https://libraryresources.columbiasouthern.edu/login?url=https://search.ebscohost.com/login.aspx?dire
    ct=true&db=cul&AN=173645407&site=ehost-live&scope=site

    Zikmund, W. G., Babin, B. J., Carr, J. C., & Griffin, M. (2013). Business research methods (9th ed.). Cengage

    Learning.

    **## UnitVIIStudyGuide.pdf**

    RCH 5301, Research Design and Methods 1

    Course Learning Outcomes for Unit VII

    At the end of this unit, you should be able to:

    2. Discriminate among the characteristics of qualitative and quantitative research methods.
    2.1 Deduce differences between a quantitative methodological research strategy and

    qualitative research strategy.
    2.4 Identify a primary research article in an academic journal where the researcher or

    researchers used a qualitative research strategy.

    3. Evaluate research designs.
    3.1 Differentiate between descriptive, explanatory, and exploratory research designs based on

    their unique characteristics.
    3.2 Analyze an academic study’s research design, analytical approach, data analysis

    procedures, data collection method, and sampling design.

    Required Unit Resources

    Chapter 3: The Use of Theory (ULO 4.3)
    Read the following sections from this chapter:

    Qualitative Theory Use

    Chapter 9: Qualitative Methods (ULOs 2.1 and 3.1)

    Article: Understanding Research: Research Methods, Observation (ULO 4.3)
    This article discusses using observation for qualitative data collection. (3 pages).

    Unit Lesson

    Lesson: The Nature of Qualitative Research (ULOs 2.1 and 3.1)

    Introduction

    Qualitative research is a methodological strategy where it is customary for the researcher to interpret the
    meaning of phenomena by interjecting their own values and, in many cases, participating with research
    participants. This is at odds with a quantitative strategy where subjectivity and interpretation are universally
    eschewed. Another identifying characteristic of qualitative research is that it is non-quantitative, instead
    relying on the interpretation of words, themes, and experiences. This is one of the reasons why the qualitative
    research strategy is popular with students; however, there is a misconception that non-reliance on numerical
    data and statistical analysis translates into an easier approach to research. Quite to the contrary, a qualitative
    research strategy generally requires much more time and effort to collect data and explain phenomena
    without the benefit of using the universal language of numbers (Salkind, 2010). The voluminous, unstructured,
    and often textual qualitative data captured in field notes and transcripts from unstructured interviews,
    participant observation, documents, or visual material is difficult to analyze, and, unlike quantitative data
    analysis, there are no definitive data analysis guidelines to follow (Bell et al., 2022). This unit is intended to
    provide some insights to the complexity and uniqueness of qualitative research. The following information will
    briefly review some of the most common aspects of qualitative research, including analytical approaches,
    data collection methods, and data analysis procedures.

    UNIT VII STUDY GUIDE

    The Nature of Qualitative Research

    RCH 5301, Research Design and Methods 2

    UNIT x STUDY GUIDE

    Title

    Qualitative Analytical Approaches

    Case Study

    The case study is an analytical approach that uses data collected through unstructured interviews and content
    analyses to document the history of an organization, group, person, or event. For example, a case study
    might offer multiple perspectives of an organization during either a relatively short or long period of time. A
    case study, which is written up as a report, normally focuses on a particular event, challenge, or anomaly that
    has resulted in an undesirable outcome. The case study can be meticulously detailed and provide generous
    insights across an entire organization. The case study offers the opportunity for readers to learn from the
    mistakes of others and posit their own approach to similar issues (Cooper & Schindler, 2014; Zikmund et al.,
    2013).

    Ethnography

    Ethnography is an analytical approach where the researcher studies a culture. This is normally an immersive
    process where the researcher participates for an extended period of time with the cultural members they are
    studying. Cultures include groups of people who are differentiated by certain attributes they share, including
    religion, rituals, attitudes, beliefs, customs, habits, practices, values, language, and the like. Cultures can be
    of varying sizes, such as Eastern culture, suburban culture, and organizational culture. Covert participant
    observation is often used as the data collection method for ethnographic studies since participants frequently
    cannot or will not voluntarily provide information. Ethnographers studying cultures sometimes insert
    themselves as members to surreptitiously observe behavior. For example, an ethnographer studying
    salesperson ethics may temporarily serve in a professional selling role on a company’s sales team to collect
    unbiased information about the members’ ethical and unethical sales practices (Zikmund et al., 2013).

    Phenomenology

    Phenomenological research studies human experiences under the assumption that human behavior is
    subjective and heavily influenced by one’s environment. Environmental factors that influence human behavior
    include the physical and natural environment, relationships, brands, products, services, events, objects,
    situations, businesses, politics, laws, technology, culture, society, and people. Phenomenological researchers
    predominately collect data through unstructured interviews to understand and interpret participant
    experiences; however, the phenomenological interviewer avoids leading and direct questions and instead
    strives to promote a conversation to elicit information. One way to accomplish this is to have the participant
    tell stories about their experiences with environmental factors. In some cases, the phenomenological
    researcher may become immersed with the participant in their environment where they are likely to feel
    unencumbered in telling their experiential stories (Zikmund et al., 2013).

    Action Research

    Action research, as its name suggests, is a qualitative approach to practical problem solving that is conducted
    in real time as the problem is recognized. For example, in a medical setting, an administrator may use action
    research to understand and address new problems that arise for which no known solutions have been
    developed. The problem is understood, a solution is proposed, the solution is implemented, the solution is
    monitored, and results are deemed successful or unsuccessful. Based on the results, a decision is made to
    continue with the solution or develop another by repeating the process (Cooper & Schindler, 2014).

    Qualitative Data Collection Methods

    Unstructured Interview

    The unstructured interview is the predominant data collection method used in qualitative research strategies.
    Interviews are typically a one-to-one approach. Although group interviews are also used, this method begins
    to blur lines with the focus group data collection method discussed below. Since unstructured interviews use
    open-ended questions intended to elicit deeper and richer responses from participants, interviewers should
    possess certain qualities, such as natural curiosity, affability, empathy, and sympathy. Interviewers must put
    their interviewees at ease to promote dialog and encourage them to divulge their thoughts without feeling

    RCH 5301, Research Design and Methods 3

    UNIT x STUDY GUIDE

    Title

    pressured. Listening carefully is another important quality so the interviewer can extract important insights
    from the information they are receiving from participants.

    It is preferable that unstructured interviews are conducted face-to-face so non-verbal cues like facial
    expressions and body language can be recorded to supplement the interviewee’s words. Although the
    unstructured interview is intended to facilitate a free-flowing dialog, the interviewer often follows a framework
    of questions. For example, the interviewer might begin with a broad question. For example, “What do you do
    for entertainment?” Then the interviewer would narrow the subject by asking, “Which type of social media is
    your preferred platform?” Then they would further focus the subject by asking, “What about this platform do
    you find most entertaining?” Finally, they would drill down on the subject by asking, “What is it about videos
    that you find so entertaining?” (Cooper & Schindler, 2014).

    Another means of eliciting participant responses is through projective techniques. Interviewees may be asked
    to comment on an image and express the emotions and thoughts it evokes. Interviewees may be asked to
    complete sentences, such as, “People who shop at ALDI are….” Some interviewees are presented with
    situations depicted as cartoon characters and asked to complete thought bubbles. Interviewees may be asked
    to use personification, where they assign human attributes to inanimate objects, products, or brands. There
    are many different types of projective techniques that can be effectively used to extract information and
    simultaneously make the interviewing process fun and interesting for the participant (Cooper & Schindler,
    2014).

    Focus Group

    Among the public at large, the focus group is probably the most well-known type of qualitative data collection
    method. It is the primary data collection method used by advertising and market research firms. The typical
    focus group includes six to ten participants who meet for 1 to 2 hours in a closed setting facilitated by a
    moderator. The moderator will elicit ideas, thoughts, knowledge, and emotions on a range of topics. For
    example, the moderator may promote discussion on a new frozen waffle brand and focus the discussion on
    such attributes as flavor, taste, smell, packaging, instructions, and visual appeal. Perhaps the most iconic
    feature of the focus group is the two-way mirror that is used for non-participant observation. Those behind the
    mirror are often the sponsors of the research, such as the waffle company’s marketing executives. A unique
    benefit of the focus group is that the sponsors can feed new questions to the moderator in real time. This is a
    distinct advantage and the main difference between the focus group and the unstructured group interview
    mentioned above. Like the unstructured interview, a focus group can also employ projective techniques, like
    personification (Cooper & Schindler, 2014).

    Participant Observation

    While non-participant observation can be used to collect insights and information about phenomena,
    participant observation is the most useful method to collect non-numerical information from participants. It is
    simply not feasible in many circumstances to gather qualitative data without participation, and it would be
    impossible to probe for a deeper and richer understanding of the topic of interest. This requires much more
    commitment and time from the researcher than a quantitative approach, but it provides a depth of
    understanding not possible through methods like structured interviews.

    Qualitative Sampling Design

    In the discussion of quantitative research, sampling was described as a representation of a population of
    interest. Especially when using random samples, strong inferences can be made about the population of
    interest. While the term sampling is used in qualitative research, it is not synonymous with the description
    used in quantitative research. For example, qualitative researchers study small groups of people to
    understand why and how they behave or make choices. Non-probability and small samples preclude the
    ability to make inferences or generalize results to a population, as quantitative studies do. Qualitative
    sampling is characteristically non-probability, subjective, purposive sampling. Qualitative researchers use
    purposive sampling by arbitrarily selecting participants or cases that have relevance to the topic of interest,
    and then asking participants for referrals to other potential participants who share attitudes, beliefs, and
    experiences. This is also commonly known as snowball sampling (Cooper & Schindler, 2014).

    RCH 5301, Research Design and Methods 4

    UNIT x STUDY GUIDE

    Title

    Qualitative Data Analysis Procedures

    Besides the obvious differences in quantitative and qualitative data analyses, such as the use of statistics
    versus the interpretation of data, there is another major distinguishing attribute. The quantitative research
    process involves collecting data, analyzing the data, and reporting the results. It is a linear and terminating
    process. Conversely, the qualitative research process is often iterative. For example, it may involve collecting
    data, analyzing the data, collecting more data based on the insights from the first analysis, analyzing the
    additional data, and then reporting the findings. While this example has only two iterations, qualitative data
    analysis can involve many iterations. Two of the most frequently used approaches to qualitative data analysis
    are thematic analysis and grounded theory (Bell et al., 2022).

    Thematic Analysis

    Although thematic analysis is the most frequently used qualitative data analysis procedure, it is an
    undefinable process that can be loosely described as the action of looking for themes. Thematic analysis is
    used in many qualitative studies, such as to identify themes in data collected through historical document
    analysis. Some researchers consider themes synonymous with codes, while others argue that themes are
    structures of multiple codes that represent meanings or patterns. Thematic analysis involves combing through
    data to identify repetition of concepts, categories, similarities, differences, analogies, metaphors, linguistic
    cues, ideas, stories, words, and any other pattern of textual information. Repetition alone does not constitute
    a theme, however, since the repetition must also be related to the research topic or research question (Bell et
    al., 2022).

    Grounded Theory

    Grounded theory, while used less often as a qualitative analytical procedure than thematic analysis, uses an
    inductive process to develop concepts, categories, or theories based on information received from
    participants or content analyses. Grounded theory is, by nature, iterative as the researcher uses collected
    information to develop additional questions for participants to drill down deeper into the topic of interest
    (Zikmund et al., 2013). Grounded theory follows a more definable process than thematic analysis. That
    process includes developing a general research question (step 1), selecting a sample (step 2), collecting
    relevant data (step 3), coding the data (step 4), identifying concepts (step 5), determining what additional data
    are needed (step 6), and returning to step 1 and working through the process again. As the process evolves
    and generates more concepts, they begin to coalesce around a theory (Bell et al., 2022).

    Coding

    Coding should not be thought of as a data analysis procedure in the same vein as thematic analysis or
    grounded theory. Coding is a precursor and necessary means to an end for qualitative research. It is a
    method for reducing the vast volume of data that is representative of qualitative research. At its core, coding
    is the process of analyzing field notes and transcripts and noting within the margins the identification of
    repetitious data like concepts, categories, linguistic cues, ideas, stories, words, and other patterns of textual
    information. The margin notes become the codes, which are also analyzed for meaning. There are software
    tools to facilitate the ease of coding; however, some researchers still perform this function in a manual
    process since they believe software applications tend to fragment and decontextualize the data (Bell et al.,
    2022).

    Closing

    Unit VII is a crash course in qualitative research. The primary focus of this course is the quantitative
    methodology given today’s data-driven world. This should not diminish the role that qualitative research plays
    in evidence-based decision-making. The superiority of research strategies, quantitative or qualitative,
    ultimately depends on one’s research tradition and the nature of the problem(s) to be solved. Although this
    unit only scratched the surface of qualitative research, there is no shortage of information about this research
    strategy on the internet, in the literature, and within volumes of research textbooks, such as your textbook.

    RCH 5301, Research Design and Methods 5

    UNIT x STUDY GUIDE

    Title

    References

    Bell, E., Bryman, A., & Harley, B. (2022). Business research methods (6th ed.). Oxford University Press.

    https://online.vitalsource.com/#/books/9780192640505

    Cooper, D. R., & Schindler, P. S. (2014). Business research methods (12th ed.). McGraw-Hill.

    Creswell, J. W., & Creswell, J. D. (2022). Research design: Qualitative, quantitative, and mixed methods

    approaches (6th ed.). SAGE. https://online.vitalsource.com/#/books/9781071817964

    Brewer, E. W., & Kubn, J. (2010). Causal-comparative design. In N. J. Salkind (Ed.), Encyclopedia of

    research design (pp. 125–131). SAGE.
    http://methods.sagepub.com.libraryresources.columbiasouthern.edu/reference/encyc-of-research-
    design/n42.xml

    Ellis, P. (2023). Understanding research: Research methods, observation. Wounds UK, 19(4), 100-102.

    https://libraryresources.columbiasouthern.edu/login?url=https://search.ebscohost.com/login.aspx?dire
    ct=true&db=cul&AN=173645407&site=ehost-live&scope=site

    Zikmund, W. G., Babin, B. J., Carr, J. C., & Griffin, M. (2013). Business research methods (9th ed.). Cengage

    Learning.

    **## ResearchDesignandMethodsRCH5301UnitVIIResearchStrategyAnalysis.docx**

    2

    Research Design and Methods RCH 5301

    **Unit VII Assignment**

    This research assignment measures your mastery of ULOs 2.1, 2.4, 3.1, and 3.2.

    **Research Strategy Analysis**

    Locate a primary research article in an academic journal from the CSU Online Library where the researcher or researchers used a qualitative research strategy. After reading the article, explain the following elements:

    · Phenomena under study,

    · research design,

    · analytical approach,

    · data analysis procedures used,

    · data collection method,

    · sampling design (describe research participants and method of selection),

    · findings,

    · personal reflection on the use of a qualitative versus quantitative research strategy.

    Your assignment should be a minimum of two pages in length, not counting the required references page. Please thoroughly address all required elements listed above. Responses should be written in a narrative format rather than being formatted as short bullet points. Please use APA-compliant headings and sub-headings that align with the individual assignment elements and please respond to the assignment elements in the same sequence they are requested in the

    instructions. Do not combine elements within a section. Each assignment element should have its own section with APA heading. Adhere to all other APA Style and Formatting guidelines, including in-text citations and references for all sources that are used. Include at least the article used as a source, but other credible sources may be used as needed.

    **## UnitVIIStudyGuide.pdf**

    RCH 5301, Research Design and Methods 1

    Course Learning Outcomes for Unit VII

    At the end of this unit, you should be able to:

    2. Discriminate among the characteristics of qualitative and quantitative research methods.
    2.1 Deduce differences between a quantitative methodological research strategy and

    qualitative research strategy.
    2.4 Identify a primary research article in an academic journal where the researcher or

    researchers used a qualitative research strategy.

    3. Evaluate research designs.
    3.1 Differentiate between descriptive, explanatory, and exploratory research designs based on

    their unique characteristics.
    3.2 Analyze an academic study’s research design, analytical approach, data analysis

    procedures, data collection method, and sampling design.

    Required Unit Resources

    Chapter 3: The Use of Theory (ULO 4.3)
    Read the following sections from this chapter:

    Qualitative Theory Use

    Chapter 9: Qualitative Methods (ULOs 2.1 and 3.1)

    Article: Understanding Research: Research Methods, Observation (ULO 4.3)
    This article discusses using observation for qualitative data collection. (3 pages).

    Unit Lesson

    Lesson: The Nature of Qualitative Research (ULOs 2.1 and 3.1)

    Introduction

    Qualitative research is a methodological strategy where it is customary for the researcher to interpret the
    meaning of phenomena by interjecting their own values and, in many cases, participating with research
    participants. This is at odds with a quantitative strategy where subjectivity and interpretation are universally
    eschewed. Another identifying characteristic of qualitative research is that it is non-quantitative, instead
    relying on the interpretation of words, themes, and experiences. This is one of the reasons why the qualitative
    research strategy is popular with students; however, there is a misconception that non-reliance on numerical
    data and statistical analysis translates into an easier approach to research. Quite to the contrary, a qualitative
    research strategy generally requires much more time and effort to collect data and explain phenomena
    without the benefit of using the universal language of numbers (Salkind, 2010). The voluminous, unstructured,
    and often textual qualitative data captured in field notes and transcripts from unstructured interviews,
    participant observation, documents, or visual material is difficult to analyze, and, unlike quantitative data
    analysis, there are no definitive data analysis guidelines to follow (Bell et al., 2022). This unit is intended to
    provide some insights to the complexity and uniqueness of qualitative research. The following information will
    briefly review some of the most common aspects of qualitative research, including analytical approaches,
    data collection methods, and data analysis procedures.

    UNIT VII STUDY GUIDE

    The Nature of Qualitative Research

    RCH 5301, Research Design and Methods 2

    UNIT x STUDY GUIDE

    Title

    Qualitative Analytical Approaches

    Case Study

    The case study is an analytical approach that uses data collected through unstructured interviews and content
    analyses to document the history of an organization, group, person, or event. For example, a case study
    might offer multiple perspectives of an organization during either a relatively short or long period of time. A
    case study, which is written up as a report, normally focuses on a particular event, challenge, or anomaly that
    has resulted in an undesirable outcome. The case study can be meticulously detailed and provide generous
    insights across an entire organization. The case study offers the opportunity for readers to learn from the
    mistakes of others and posit their own approach to similar issues (Cooper & Schindler, 2014; Zikmund et al.,
    2013).

    Ethnography

    Ethnography is an analytical approach where the researcher studies a culture. This is normally an immersive
    process where the researcher participates for an extended period of time with the cultural members they are
    studying. Cultures include groups of people who are differentiated by certain attributes they share, including
    religion, rituals, attitudes, beliefs, customs, habits, practices, values, language, and the like. Cultures can be
    of varying sizes, such as Eastern culture, suburban culture, and organizational culture. Covert participant
    observation is often used as the data collection method for ethnographic studies since participants frequently
    cannot or will not voluntarily provide information. Ethnographers studying cultures sometimes insert
    themselves as members to surreptitiously observe behavior. For example, an ethnographer studying
    salesperson ethics may temporarily serve in a professional selling role on a company’s sales team to collect
    unbiased information about the members’ ethical and unethical sales practices (Zikmund et al., 2013).

    Phenomenology

    Phenomenological research studies human experiences under the assumption that human behavior is
    subjective and heavily influenced by one’s environment. Environmental factors that influence human behavior
    include the physical and natural environment, relationships, brands, products, services, events, objects,
    situations, businesses, politics, laws, technology, culture, society, and people. Phenomenological researchers
    predominately collect data through unstructured interviews to understand and interpret participant
    experiences; however, the phenomenological interviewer avoids leading and direct questions and instead
    strives to promote a conversation to elicit information. One way to accomplish this is to have the participant
    tell stories about their experiences with environmental factors. In some cases, the phenomenological
    researcher may become immersed with the participant in their environment where they are likely to feel
    unencumbered in telling their experiential stories (Zikmund et al., 2013).

    Action Research

    Action research, as its name suggests, is a qualitative approach to practical problem solving that is conducted
    in real time as the problem is recognized. For example, in a medical setting, an administrator may use action
    research to understand and address new problems that arise for which no known solutions have been
    developed. The problem is understood, a solution is proposed, the solution is implemented, the solution is
    monitored, and results are deemed successful or unsuccessful. Based on the results, a decision is made to
    continue with the solution or develop another by repeating the process (Cooper & Schindler, 2014).

    Qualitative Data Collection Methods

    Unstructured Interview

    The unstructured interview is the predominant data collection method used in qualitative research strategies.
    Interviews are typically a one-to-one approach. Although group interviews are also used, this method begins
    to blur lines with the focus group data collection method discussed below. Since unstructured interviews use
    open-ended questions intended to elicit deeper and richer responses from participants, interviewers should
    possess certain qualities, such as natural curiosity, affability, empathy, and sympathy. Interviewers must put
    their interviewees at ease to promote dialog and encourage them to divulge their thoughts without feeling

    RCH 5301, Research Design and Methods 3

    UNIT x STUDY GUIDE

    Title

    pressured. Listening carefully is another important quality so the interviewer can extract important insights
    from the information they are receiving from participants.

    It is preferable that unstructured interviews are conducted face-to-face so non-verbal cues like facial
    expressions and body language can be recorded to supplement the interviewee’s words. Although the
    unstructured interview is intended to facilitate a free-flowing dialog, the interviewer often follows a framework
    of questions. For example, the interviewer might begin with a broad question. For example, “What do you do
    for entertainment?” Then the interviewer would narrow the subject by asking, “Which type of social media is
    your preferred platform?” Then they would further focus the subject by asking, “What about this platform do
    you find most entertaining?” Finally, they would drill down on the subject by asking, “What is it about videos
    that you find so entertaining?” (Cooper & Schindler, 2014).

    Another means of eliciting participant responses is through projective techniques. Interviewees may be asked
    to comment on an image and express the emotions and thoughts it evokes. Interviewees may be asked to
    complete sentences, such as, “People who shop at ALDI are….” Some interviewees are presented with
    situations depicted as cartoon characters and asked to complete thought bubbles. Interviewees may be asked
    to use personification, where they assign human attributes to inanimate objects, products, or brands. There
    are many different types of projective techniques that can be effectively used to extract information and
    simultaneously make the interviewing process fun and interesting for the participant (Cooper & Schindler,
    2014).

    Focus Group

    Among the public at large, the focus group is probably the most well-known type of qualitative data collection
    method. It is the primary data collection method used by advertising and market research firms. The typical
    focus group includes six to ten participants who meet for 1 to 2 hours in a closed setting facilitated by a
    moderator. The moderator will elicit ideas, thoughts, knowledge, and emotions on a range of topics. For
    example, the moderator may promote discussion on a new frozen waffle brand and focus the discussion on
    such attributes as flavor, taste, smell, packaging, instructions, and visual appeal. Perhaps the most iconic
    feature of the focus group is the two-way mirror that is used for non-participant observation. Those behind the
    mirror are often the sponsors of the research, such as the waffle company’s marketing executives. A unique
    benefit of the focus group is that the sponsors can feed new questions to the moderator in real time. This is a
    distinct advantage and the main difference between the focus group and the unstructured group interview
    mentioned above. Like the unstructured interview, a focus group can also employ projective techniques, like
    personification (Cooper & Schindler, 2014).

    Participant Observation

    While non-participant observation can be used to collect insights and information about phenomena,
    participant observation is the most useful method to collect non-numerical information from participants. It is
    simply not feasible in many circumstances to gather qualitative data without participation, and it would be
    impossible to probe for a deeper and richer understanding of the topic of interest. This requires much more
    commitment and time from the researcher than a quantitative approach, but it provides a depth of
    understanding not possible through methods like structured interviews.

    Qualitative Sampling Design

    In the discussion of quantitative research, sampling was described as a representation of a population of
    interest. Especially when using random samples, strong inferences can be made about the population of
    interest. While the term sampling is used in qualitative research, it is not synonymous with the description
    used in quantitative research. For example, qualitative researchers study small groups of people to
    understand why and how they behave or make choices. Non-probability and small samples preclude the
    ability to make inferences or generalize results to a population, as quantitative studies do. Qualitative
    sampling is characteristically non-probability, subjective, purposive sampling. Qualitative researchers use
    purposive sampling by arbitrarily selecting participants or cases that have relevance to the topic of interest,
    and then asking participants for referrals to other potential participants who share attitudes, beliefs, and
    experiences. This is also commonly known as snowball sampling (Cooper & Schindler, 2014).

    RCH 5301, Research Design and Methods 4

    UNIT x STUDY GUIDE

    Title

    Qualitative Data Analysis Procedures

    Besides the obvious differences in quantitative and qualitative data analyses, such as the use of statistics
    versus the interpretation of data, there is another major distinguishing attribute. The quantitative research
    process involves collecting data, analyzing the data, and reporting the results. It is a linear and terminating
    process. Conversely, the qualitative research process is often iterative. For example, it may involve collecting
    data, analyzing the data, collecting more data based on the insights from the first analysis, analyzing the
    additional data, and then reporting the findings. While this example has only two iterations, qualitative data
    analysis can involve many iterations. Two of the most frequently used approaches to qualitative data analysis
    are thematic analysis and grounded theory (Bell et al., 2022).

    Thematic Analysis

    Although thematic analysis is the most frequently used qualitative data analysis procedure, it is an
    undefinable process that can be loosely described as the action of looking for themes. Thematic analysis is
    used in many qualitative studies, such as to identify themes in data collected through historical document
    analysis. Some researchers consider themes synonymous with codes, while others argue that themes are
    structures of multiple codes that represent meanings or patterns. Thematic analysis involves combing through
    data to identify repetition of concepts, categories, similarities, differences, analogies, metaphors, linguistic
    cues, ideas, stories, words, and any other pattern of textual information. Repetition alone does not constitute
    a theme, however, since the repetition must also be related to the research topic or research question (Bell et
    al., 2022).

    Grounded Theory

    Grounded theory, while used less often as a qualitative analytical procedure than thematic analysis, uses an
    inductive process to develop concepts, categories, or theories based on information received from
    participants or content analyses. Grounded theory is, by nature, iterative as the researcher uses collected
    information to develop additional questions for participants to drill down deeper into the topic of interest
    (Zikmund et al., 2013). Grounded theory follows a more definable process than thematic analysis. That
    process includes developing a general research question (step 1), selecting a sample (step 2), collecting
    relevant data (step 3), coding the data (step 4), identifying concepts (step 5), determining what additional data
    are needed (step 6), and returning to step 1 and working through the process again. As the process evolves
    and generates more concepts, they begin to coalesce around a theory (Bell et al., 2022).

    Coding

    Coding should not be thought of as a data analysis procedure in the same vein as thematic analysis or
    grounded theory. Coding is a precursor and necessary means to an end for qualitative research. It is a
    method for reducing the vast volume of data that is representative of qualitative research. At its core, coding
    is the process of analyzing field notes and transcripts and noting within the margins the identification of
    repetitious data like concepts, categories, linguistic cues, ideas, stories, words, and other patterns of textual
    information. The margin notes become the codes, which are also analyzed for meaning. There are software
    tools to facilitate the ease of coding; however, some researchers still perform this function in a manual
    process since they believe software applications tend to fragment and decontextualize the data (Bell et al.,
    2022).

    Closing

    Unit VII is a crash course in qualitative research. The primary focus of this course is the quantitative
    methodology given today’s data-driven world. This should not diminish the role that qualitative research plays
    in evidence-based decision-making. The superiority of research strategies, quantitative or qualitative,
    ultimately depends on one’s research tradition and the nature of the problem(s) to be solved. Although this
    unit only scratched the surface of qualitative research, there is no shortage of information about this research
    strategy on the internet, in the literature, and within volumes of research textbooks, such as your textbook.

    RCH 5301, Research Design and Methods 5

    UNIT x STUDY GUIDE

    Title

    References

    Bell, E., Bryman, A., & Harley, B. (2022). Business research methods (6th ed.). Oxford University Press.

    https://online.vitalsource.com/#/books/9780192640505

    Cooper, D. R., & Schindler, P. S. (2014). Business research methods (12th ed.). McGraw-Hill.

    Creswell, J. W., & Creswell, J. D. (2022). Research design: Qualitative, quantitative, and mixed methods

    approaches (6th ed.). SAGE. https://online.vitalsource.com/#/books/9781071817964

    Brewer, E. W., & Kubn, J. (2010). Causal-comparative design. In N. J. Salkind (Ed.), Encyclopedia of

    research design (pp. 125–131). SAGE.
    http://methods.sagepub.com.libraryresources.columbiasouthern.edu/reference/encyc-of-research-
    design/n42.xml

    Ellis, P. (2023). Understanding research: Research methods, observation. Wounds UK, 19(4), 100-102.

    https://libraryresources.columbiasouthern.edu/login?url=https://search.ebscohost.com/login.aspx?dire
    ct=true&db=cul&AN=173645407&site=ehost-live&scope=site

    Zikmund, W. G., Babin, B. J., Carr, J. C., & Griffin, M. (2013). Business research methods (9th ed.). Cengage

    Learning.

    **## ResearchDesignandMethodsRCH5301UnitVIIResearchStrategyAnalysis.docx**

    2

    Research Design and Methods RCH 5301

    **Unit VII Assignment**

    This research assignment measures your mastery of ULOs 2.1, 2.4, 3.1, and 3.2.

    **Research Strategy Analysis**

    Locate a primary research article in an academic journal from the CSU Online Library where the researcher or researchers used a qualitative research strategy. After reading the article, explain the following elements:

    · Phenomena under study,

    · research design,

    · analytical approach,

    · data analysis procedures used,

    · data collection method,

    · sampling design (describe research participants and method of selection),

    · findings,

    · personal reflection on the use of a qualitative versus quantitative research strategy.

    Your assignment should be a minimum of two pages in length, not counting the required references page. Please thoroughly address all required elements listed above. Responses should be written in a narrative format rather than being formatted as short bullet points. Please use APA-compliant headings and sub-headings that align with the individual assignment elements and please respond to the assignment elements in the same sequence they are requested in the

    instructions. Do not combine elements within a section. Each assignment element should have its own section with APA heading. Adhere to all other APA Style and Formatting guidelines, including in-text citations and references for all sources that are used. Include at least the article used as a source, but other credible sources may be used as needed.

    **## UnitVIIStudyGuide.pdf**

    RCH 5301, Research Design and Methods 1

    Course Learning Outcomes for Unit VII

    At the end of this unit, you should be able to:

    2. Discriminate among the characteristics of qualitative and quantitative research methods.
    2.1 Deduce differences between a quantitative methodological research strategy and

    qualitative research strategy.
    2.4 Identify a primary research article in an academic journal where the researcher or

    researchers used a qualitative research strategy.

    3. Evaluate research designs.
    3.1 Differentiate between descriptive, explanatory, and exploratory research designs based on

    their unique characteristics.
    3.2 Analyze an academic study’s research design, analytical approach, data analysis

    procedures, data collection method, and sampling design.

    Required Unit Resources

    Chapter 3: The Use of Theory (ULO 4.3)
    Read the following sections from this chapter:

    Qualitative Theory Use

    Chapter 9: Qualitative Methods (ULOs 2.1 and 3.1)

    Article: Understanding Research: Research Methods, Observation (ULO 4.3)
    This article discusses using observation for qualitative data collection. (3 pages).

    Unit Lesson

    Lesson: The Nature of Qualitative Research (ULOs 2.1 and 3.1)

    Introduction

    Qualitative research is a methodological strategy where it is customary for the researcher to interpret the
    meaning of phenomena by interjecting their own values and, in many cases, participating with research
    participants. This is at odds with a quantitative strategy where subjectivity and interpretation are universally
    eschewed. Another identifying characteristic of qualitative research is that it is non-quantitative, instead
    relying on the interpretation of words, themes, and experiences. This is one of the reasons why the qualitative
    research strategy is popular with students; however, there is a misconception that non-reliance on numerical
    data and statistical analysis translates into an easier approach to research. Quite to the contrary, a qualitative
    research strategy generally requires much more time and effort to collect data and explain phenomena
    without the benefit of using the universal language of numbers (Salkind, 2010). The voluminous, unstructured,
    and often textual qualitative data captured in field notes and transcripts from unstructured interviews,
    participant observation, documents, or visual material is difficult to analyze, and, unlike quantitative data
    analysis, there are no definitive data analysis guidelines to follow (Bell et al., 2022). This unit is intended to
    provide some insights to the complexity and uniqueness of qualitative research. The following information will
    briefly review some of the most common aspects of qualitative research, including analytical approaches,
    data collection methods, and data analysis procedures.

    UNIT VII STUDY GUIDE

    The Nature of Qualitative Research

    RCH 5301, Research Design and Methods 2

    UNIT x STUDY GUIDE

    Title

    Qualitative Analytical Approaches

    Case Study

    The case study is an analytical approach that uses data collected through unstructured interviews and content
    analyses to document the history of an organization, group, person, or event. For example, a case study
    might offer multiple perspectives of an organization during either a relatively short or long period of time. A
    case study, which is written up as a report, normally focuses on a particular event, challenge, or anomaly that
    has resulted in an undesirable outcome. The case study can be meticulously detailed and provide generous
    insights across an entire organization. The case study offers the opportunity for readers to learn from the
    mistakes of others and posit their own approach to similar issues (Cooper & Schindler, 2014; Zikmund et al.,
    2013).

    Ethnography

    Ethnography is an analytical approach where the researcher studies a culture. This is normally an immersive
    process where the researcher participates for an extended period of time with the cultural members they are
    studying. Cultures include groups of people who are differentiated by certain attributes they share, including
    religion, rituals, attitudes, beliefs, customs, habits, practices, values, language, and the like. Cultures can be
    of varying sizes, such as Eastern culture, suburban culture, and organizational culture. Covert participant
    observation is often used as the data collection method for ethnographic studies since participants frequently
    cannot or will not voluntarily provide information. Ethnographers studying cultures sometimes insert
    themselves as members to surreptitiously observe behavior. For example, an ethnographer studying
    salesperson ethics may temporarily serve in a professional selling role on a company’s sales team to collect
    unbiased information about the members’ ethical and unethical sales practices (Zikmund et al., 2013).

    Phenomenology

    Phenomenological research studies human experiences under the assumption that human behavior is
    subjective and heavily influenced by one’s environment. Environmental factors that influence human behavior
    include the physical and natural environment, relationships, brands, products, services, events, objects,
    situations, businesses, politics, laws, technology, culture, society, and people. Phenomenological researchers
    predominately collect data through unstructured interviews to understand and interpret participant
    experiences; however, the phenomenological interviewer avoids leading and direct questions and instead
    strives to promote a conversation to elicit information. One way to accomplish this is to have the participant
    tell stories about their experiences with environmental factors. In some cases, the phenomenological
    researcher may become immersed with the participant in their environment where they are likely to feel
    unencumbered in telling their experiential stories (Zikmund et al., 2013).

    Action Research

    Action research, as its name suggests, is a qualitative approach to practical problem solving that is conducted
    in real time as the problem is recognized. For example, in a medical setting, an administrator may use action
    research to understand and address new problems that arise for which no known solutions have been
    developed. The problem is understood, a solution is proposed, the solution is implemented, the solution is
    monitored, and results are deemed successful or unsuccessful. Based on the results, a decision is made to
    continue with the solution or develop another by repeating the process (Cooper & Schindler, 2014).

    Qualitative Data Collection Methods

    Unstructured Interview

    The unstructured interview is the predominant data collection method used in qualitative research strategies.
    Interviews are typically a one-to-one approach. Although group interviews are also used, this method begins
    to blur lines with the focus group data collection method discussed below. Since unstructured interviews use
    open-ended questions intended to elicit deeper and richer responses from participants, interviewers should
    possess certain qualities, such as natural curiosity, affability, empathy, and sympathy. Interviewers must put
    their interviewees at ease to promote dialog and encourage them to divulge their thoughts without feeling

    RCH 5301, Research Design and Methods 3

    UNIT x STUDY GUIDE

    Title

    pressured. Listening carefully is another important quality so the interviewer can extract important insights
    from the information they are receiving from participants.

    It is preferable that unstructured interviews are conducted face-to-face so non-verbal cues like facial
    expressions and body language can be recorded to supplement the interviewee’s words. Although the
    unstructured interview is intended to facilitate a free-flowing dialog, the interviewer often follows a framework
    of questions. For example, the interviewer might begin with a broad question. For example, “What do you do
    for entertainment?” Then the interviewer would narrow the subject by asking, “Which type of social media is
    your preferred platform?” Then they would further focus the subject by asking, “What about this platform do
    you find most entertaining?” Finally, they would drill down on the subject by asking, “What is it about videos
    that you find so entertaining?” (Cooper & Schindler, 2014).

    Another means of eliciting participant responses is through projective techniques. Interviewees may be asked
    to comment on an image and express the emotions and thoughts it evokes. Interviewees may be asked to
    complete sentences, such as, “People who shop at ALDI are….” Some interviewees are presented with
    situations depicted as cartoon characters and asked to complete thought bubbles. Interviewees may be asked
    to use personification, where they assign human attributes to inanimate objects, products, or brands. There
    are many different types of projective techniques that can be effectively used to extract information and
    simultaneously make the interviewing process fun and interesting for the participant (Cooper & Schindler,
    2014).

    Focus Group

    Among the public at large, the focus group is probably the most well-known type of qualitative data collection
    method. It is the primary data collection method used by advertising and market research firms. The typical
    focus group includes six to ten participants who meet for 1 to 2 hours in a closed setting facilitated by a
    moderator. The moderator will elicit ideas, thoughts, knowledge, and emotions on a range of topics. For
    example, the moderator may promote discussion on a new frozen waffle brand and focus the discussion on
    such attributes as flavor, taste, smell, packaging, instructions, and visual appeal. Perhaps the most iconic
    feature of the focus group is the two-way mirror that is used for non-participant observation. Those behind the
    mirror are often the sponsors of the research, such as the waffle company’s marketing executives. A unique
    benefit of the focus group is that the sponsors can feed new questions to the moderator in real time. This is a
    distinct advantage and the main difference between the focus group and the unstructured group interview
    mentioned above. Like the unstructured interview, a focus group can also employ projective techniques, like
    personification (Cooper & Schindler, 2014).

    Participant Observation

    While non-participant observation can be used to collect insights and information about phenomena,
    participant observation is the most useful method to collect non-numerical information from participants. It is
    simply not feasible in many circumstances to gather qualitative data without participation, and it would be
    impossible to probe for a deeper and richer understanding of the topic of interest. This requires much more
    commitment and time from the researcher than a quantitative approach, but it provides a depth of
    understanding not possible through methods like structured interviews.

    Qualitative Sampling Design

    In the discussion of quantitative research, sampling was described as a representation of a population of
    interest. Especially when using random samples, strong inferences can be made about the population of
    interest. While the term sampling is used in qualitative research, it is not synonymous with the description
    used in quantitative research. For example, qualitative researchers study small groups of people to
    understand why and how they behave or make choices. Non-probability and small samples preclude the
    ability to make inferences or generalize results to a population, as quantitative studies do. Qualitative
    sampling is characteristically non-probability, subjective, purposive sampling. Qualitative researchers use
    purposive sampling by arbitrarily selecting participants or cases that have relevance to the topic of interest,
    and then asking participants for referrals to other potential participants who share attitudes, beliefs, and
    experiences. This is also commonly known as snowball sampling (Cooper & Schindler, 2014).

    RCH 5301, Research Design and Methods 4

    UNIT x STUDY GUIDE

    Title

    Qualitative Data Analysis Procedures

    Besides the obvious differences in quantitative and qualitative data analyses, such as the use of statistics
    versus the interpretation of data, there is another major distinguishing attribute. The quantitative research
    process involves collecting data, analyzing the data, and reporting the results. It is a linear and terminating
    process. Conversely, the qualitative research process is often iterative. For example, it may involve collecting
    data, analyzing the data, collecting more data based on the insights from the first analysis, analyzing the
    additional data, and then reporting the findings. While this example has only two iterations, qualitative data
    analysis can involve many iterations. Two of the most frequently used approaches to qualitative data analysis
    are thematic analysis and grounded theory (Bell et al., 2022).

    Thematic Analysis

    Although thematic analysis is the most frequently used qualitative data analysis procedure, it is an
    undefinable process that can be loosely described as the action of looking for themes. Thematic analysis is
    used in many qualitative studies, such as to identify themes in data collected through historical document
    analysis. Some researchers consider themes synonymous with codes, while others argue that themes are
    structures of multiple codes that represent meanings or patterns. Thematic analysis involves combing through
    data to identify repetition of concepts, categories, similarities, differences, analogies, metaphors, linguistic
    cues, ideas, stories, words, and any other pattern of textual information. Repetition alone does not constitute
    a theme, however, since the repetition must also be related to the research topic or research question (Bell et
    al., 2022).

    Grounded Theory

    Grounded theory, while used less often as a qualitative analytical procedure than thematic analysis, uses an
    inductive process to develop concepts, categories, or theories based on information received from
    participants or content analyses. Grounded theory is, by nature, iterative as the researcher uses collected
    information to develop additional questions for participants to drill down deeper into the topic of interest
    (Zikmund et al., 2013). Grounded theory follows a more definable process than thematic analysis. That
    process includes developing a general research question (step 1), selecting a sample (step 2), collecting
    relevant data (step 3), coding the data (step 4), identifying concepts (step 5), determining what additional data
    are needed (step 6), and returning to step 1 and working through the process again. As the process evolves
    and generates more concepts, they begin to coalesce around a theory (Bell et al., 2022).

    Coding

    Coding should not be thought of as a data analysis procedure in the same vein as thematic analysis or
    grounded theory. Coding is a precursor and necessary means to an end for qualitative research. It is a
    method for reducing the vast volume of data that is representative of qualitative research. At its core, coding
    is the process of analyzing field notes and transcripts and noting within the margins the identification of
    repetitious data like concepts, categories, linguistic cues, ideas, stories, words, and other patterns of textual
    information. The margin notes become the codes, which are also analyzed for meaning. There are software
    tools to facilitate the ease of coding; however, some researchers still perform this function in a manual
    process since they believe software applications tend to fragment and decontextualize the data (Bell et al.,
    2022).

    Closing

    Unit VII is a crash course in qualitative research. The primary focus of this course is the quantitative
    methodology given today’s data-driven world. This should not diminish the role that qualitative research plays
    in evidence-based decision-making. The superiority of research strategies, quantitative or qualitative,
    ultimately depends on one’s research tradition and the nature of the problem(s) to be solved. Although this
    unit only scratched the surface of qualitative research, there is no shortage of information about this research
    strategy on the internet, in the literature, and within volumes of research textbooks, such as your textbook.

    RCH 5301, Research Design and Methods 5

    UNIT x STUDY GUIDE

    Title

    References

    Bell, E., Bryman, A., & Harley, B. (2022). Business research methods (6th ed.). Oxford University Press.

    https://online.vitalsource.com/#/books/9780192640505

    Cooper, D. R., & Schindler, P. S. (2014). Business research methods (12th ed.). McGraw-Hill.

    Creswell, J. W., & Creswell, J. D. (2022). Research design: Qualitative, quantitative, and mixed methods

    approaches (6th ed.). SAGE. https://online.vitalsource.com/#/books/9781071817964

    Brewer, E. W., & Kubn, J. (2010). Causal-comparative design. In N. J. Salkind (Ed.), Encyclopedia of

    research design (pp. 125–131). SAGE.
    http://methods.sagepub.com.libraryresources.columbiasouthern.edu/reference/encyc-of-research-
    design/n42.xml

    Ellis, P. (2023). Understanding research: Research methods, observation. Wounds UK, 19(4), 100-102.

    https://libraryresources.columbiasouthern.edu/login?url=https://search.ebscohost.com/login.aspx?dire
    ct=true&db=cul&AN=173645407&site=ehost-live&scope=site

    Zikmund, W. G., Babin, B. J., Carr, J. C., & Griffin, M. (2013). Business research methods (9th ed.). Cengage

    Learning.

    – 1
    – 2