The research methodology will adopt a relativist approach. The goal of research is to investigate innovation in organizations. Innovation can result from many causes which must be thoroughly examined. Innovation can result in competitive advantage in specific settings making it a lucrative venture. Innovation is often the result of underlying performance and observable phenomenon making it researchable. What engenders true competitive advantage? This is a question that is observable and recordable. In a corporation, many factors including the companies processes, the structures in place that facilitate processes, the technology a company adopts and the people all contribute to competitive advantage.
The relative approach suggests that there are not truths that are absolute in nature, because people are not absolute. Human beings are fallible, and view the world and perceive the world in different ways; hence there is no external reality that is independent of the beliefs and perceptions of those experiencing it (Whitton, 2007). The relativist perspective further suggests that human thought processes influence the interpretation of fact and classifications that people attach to the world and to research (Whitton, 2007; Robson, 1993). This is different from the positive approach, which is more quantitative in nature (Patton, 1990). The positive approach is factual and quantitative in nature, requiring that results must be accepted as true, thus not arguable (Patton, 1990). Robson (1993) suggests that any research involving people and trends, particularly involving organizations, and in this case trends in innovation, cannot be purely positivist in nature, because this does not “envisage reality” (p. 22). Rather, educational research must consider that there are limitations and biases associated with the perceptions of people and the researcher’s personal perceptions, take on research and the biases associated with the researcher (Robson, 1993). Constructivist research is a construction of multiple social interpretations of what is natural, what exists in nature vs. in reality, and cannot be considered as truthful or considered as 100 percent fact (Whitton, 2007).
Anderson (1986) suggest the relativist approach is a “far superior” approach, especially when compared to the positivistic approach to research methodology. This is because according to the researcher, the relative model provides “more accurate descriptions of how knowledge is generated” which is the goal of this research, and offers a more investigative and rigorous assessment of claims of knowledge generation in the field (156). Further, the relative model provides a framework for coping with problems that come up in research, which are common to research, because it adopts more than one perspective in research. This limits room for error and bias, which is common to other models of research that rely on the presupposition that all information gathered may be factual in basis. The researcher supports the earlier work of Peter and Olson, suggesting that the claims of positive research may be exaggerated because they lack the objectivity provided by a relativist model.
Peter and Olson (1989) note that relativist models recognize data in terms of multiple perspectives. The relativist approach accepts both empirical data, but is also skeptical about empirical data, looking into social perspective as well. The relativist perspective allows the researcher to control more of the process; modifying methods and adopting a more conservative approach taking into consideration multiple factors that may contribute to the results an empirical study may produce (Peter and Olson, 1989).
This is beneficial when considering quantitative data, as time has shown that many studies have provided conflicting results, when studying the same phenomenon (Patton, 1990). If anything one might suggest the relativist model may provide more objective data, because it takes into consideration more than one approach when gathering information about a given phenomenon. The relativist model is a philosophical approach to studying phenomenon that allows perspective on behaviors and phenomenon that is appropriate for studying phenomenon resulting from change, as defined by Peter and Olson (1989), particularly for studying consumer behaviors and practices.
Research Techniques
This section provides an overview of the research techniques that may be used for addressing the research questions and rationale for each. The research will used a mixed methodology, engaging qualitative and quantitative data collection methods.
How does expansion into global markets influence technology change in organizations over time?
Information for this question will be gathered via interviews. Categories of description will be used to analyze the data gathered. A total of 10 organizational employees from companies of 50 to 100 employees will be interviewed to assess their opinions of the organization establishing a rationale for how technology affects organizations over time. The interviews will be semi-structured with open-ended questions to explore perceptions of how change affects the organization.
How can organizations adapt to technological innovations successfully over time within an organization in the global marketplace to remain competitive?
Information for this question will be gathered via survey online. Data will be analyzed using descriptive statistics. Chi-squared analysis will be used to analyze the results. The results will be compiled and graphically displayed.
- Anderson, P.F. (1986). On Method in Consumer Research: A Critical Relativist Perspective.
Journal of Consumer Research. 13(2). 155-173. - Patton, M.Q. 1990, Qualitative Evaluation and Research Methods, Sage, Newbury Park.
- Peter, J.P. & Olson, J.C. (1989). The Relativistic/Constructionist Perspective on Scientific
Knowledge and Consumer Research” in SV – Interpretive Consumer Research, Eds. Elizabeth C. Hirschman, Provo, UT: Association for Consumer Research, pp.24-28. Web. Available: http://www.acrwebsite.org/search/view-conference-proceedings.aspx?Id=12173 - Robson, C. 1993, Real World Research: A Resource for Social Scientists and
Practitioners-Researchers, Blackwell, Oxford.
- Van de Ven, A.H. & Huber, G.P. 1990. Longitudinal Field Research Methods for Studying
Processes of Organizational Change. Organizational Science, 1(3). Web. Retrieved: http://www.jstor.org/discover/10.2307/2635003?uid=2129&uid=2&uid=70&uid=4&sid=21102689212537
