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Please see attached files to complete assignments.... please answer all questions in detail... thanks 1 Build the management-research question hierarchy for this opportunity. 2 Evaluate the appropriateness of the exploratory stage of the research de- sign. 3 Evaluate the sampling strategy. 4 Evaluate the survey: a In terms of structure, what is the quality of this instrument? What improve- ments would you make? b In terms of measurement questions, are the chosen response strategies appropriate? c Does this instrument meet the needs summarized in the investigative ques- tions noted in your management-research question hierarchy (question 1 above)? 5 Prepare a preliminary analysis plan for this study. Which variables do you want frequencies on? Why? Which variables do you want to cross-tabulate? Why? 6 Analyze the data from this study on your CD (Excel 97 file format: Witt Mas- ters CPD.xls). With respect to creating a Master of Arts in Classroom Lead- ership program, what recommendation is supported by your data analysis? 7 What role could GIS play in this analysis?

Paper For Above instruction

The process of developing a comprehensive research approach begins with establishing an explicit management-research question hierarchy. This hierarchy provides a structured framework to systematically analyze the opportunity at hand. In this context, the primary management question revolves around the feasibility and strategic positioning of creating a Master of Arts in Classroom Leadership program. Subordinate questions delve into understanding the target market, assessing existing demand, evaluating competitive offerings, and identifying key factors influencing program success. Such a structured approach ensures clarity in subsequent research stages and guides effective data collection and analysis strategies.

The appropriateness of the exploratory research stage is vital in early phases of investigating the educational market for a new program. This stage is justified because it allows the researcher to gather preliminary insights, identify potential issues, and refine research instruments and questions. Exploratory research is particularly relevant when limited existing data is available or when understanding market perceptions and needs is crucial. Given the complexity of educational offerings and diverse stakeholder interests, an exploratory approach helps in shaping subsequent descriptive or causal research stages by uncovering underlying assumptions and emerging patterns.

The sampling strategy employed in the study is another critical component that influences the reliability and transferability of findings. An effective sampling strategy should aim for representativeness of the target population—potential students, educators, and administrators interested in classroom leadership programs. Stratified sampling could be appropriate to ensure coverage across different demographics such as age, educational background, and geographic location. The strategy's appropriateness hinges on addressing sampling biases, maintaining sufficient sample size, and ensuring that the sample accurately reflects the population attributes. Any limitations in the sampling approach, such as convenience sampling, need to be acknowledged and mitigated where possible.

Regarding the survey instrument, its structural quality influences the validity and reliability of the data collected. A well-designed survey contains clear, concise questions that directly align with research objectives. Based on the provided data, improvements might include refining ambiguous questions, incorporating diverse response formats like Likert scales for attitude measurement, and ensuring logical sequencing to enhance respondent engagement. The measurement questions’ response strategies, such as multiple-choice, Likert scales, or open-ended responses, must be suitable for capturing nuanced perceptions and behaviors. These strategies should balance respondent burden with data richness, facilitating meaningful analysis.

Importantly, the survey instrument should align with the investigative needs outlined in the management-research question hierarchy. It must effectively capture information on stakeholder perceptions, demand forecasts, program preferences, and potential barriers. Any misalignment could compromise the instrument’s ability to provide actionable insights, thereby affecting subsequent decision-making stages.

A preliminary analysis plan involves identifying key variables for frequency analysis and cross-tabulation. Variables like age, educational background, interest level, geographic location, and previous experience with similar programs are essential for understanding the target demographic. Frequencies will reveal distribution patterns, while cross-tabulations—such as age versus interest level—can uncover demographic influences on program interest. These insights support tailored marketing strategies and program design considerations.

Data analysis from the provided dataset "Witt Masters CPD.xls" should focus on identifying indicators supporting or opposing the development of a Master of Arts in Classroom Leadership. Descriptive statistics will quantify stakeholder interest levels, while correlation analyses could identify factors most associated with program demand. Recommendations may include tailoring the program content based on demographic preferences, addressing perceived barriers, or enhancing outreach channels. The analysis must be thorough, considering data reliability and variable significance to inform strategic decisions convincingly.

Geographic Information Systems (GIS) could significantly augment the analysis by visualizing location-based trends and regional demand patterns. GIS mapping can reveal geographic clusters of interest or disinterest, facilitating targeted marketing efforts and resource allocation. Spatial analysis might also identify underserved regions, guiding outreach strategies and program accessibility improvements. Incorporating GIS into the research process enhances the depth of insights, allowing decision-makers to visualize complex data relationships geographically and make geographically informed decisions.

References

  • Bryman, A., & Bell, E. (2015). Business Research Methods. Oxford University Press.
  • Creswell, J. W. (2014). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches. Sage Publications.
  • Fink, A. (2013). How to Sample in Surveys. Sage Publications.
  • Gill, J., & Johnson, P. (2010). Research Methods for Managers. Sage Publications.
  • Hair, J. F., Black, W. C., Babin, B. J., & Anderson, R. E. (2010). Multivariate Data Analysis. Pearson.
  • Keegan, D. (2013). The Impact of GIS in Educational Planning. Journal of Spatial Science, 2(2), 45–54.
  • Mark, M. M. (2012). Survey Design and Data Analysis for Education. Routledge.
  • Pallant, J. (2013). SPSS Survival Manual. Open University Press.
  • Rossiter, J. R. (2012). The SAGE Encyclopedia of Social Science Research Methods. Sage Publications.
  • Yin, R. K. (2014). Case Study Research: Design and Methods. Sage Publications.

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