Marcoulides (1998) defines the deductive approach as a testing of theories. The researcher proceeds with a set of theories and conceptual precepts in mind and formulates the study’s hypotheses on their basis. The inductive approach, on the other hand, follows from the collected data and proceeds to formulate concepts and theories in accordance with that data (Marcoulides, 1998). Following from that, the research proceeds to build up theories. While not disputing the value of the deductive approach, the researcher opted for the inductive approach, or the `bottom-up’, as opposed to the `top-down’ method (refers to 5.2.2.1 for further explanation).
5.3.2 Quantitative or Qualitative
Although practitioners from different disciplines may approach research design, implementation and interpretation in a variety of ways, it is asinine to
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suggest that one is more important than the other. Determining whether a method is indeed fit for purpose undoubtedly depends largely on the nature of the study being undertaken and the research questions being asked. Questions of a more quantifiable nature lend themselves to a more quantitative approach whereas those seeking data of a more emergent nature require more qualitative understanding. By making each stage of the research process transparent and incorporating more than one method of interpretation, it is believed that the integrity of the current study has been upheld and the charges levelled at qualitative research (see 5.1.2.2 for details), alluded to earlier in the paper, countered (Berkowitz, 1997: 1).
5.3.3 Case Study
By seeking and comparatively analysing accounts and data one would be able to construct a conceptual account that explains the transferability of the UK DME model to the Chinese contexts. Glaser (2001) encourages the researcher to seek maximum difference between comparative groups. He argues that gaining the perspectives of a cross-section of stakeholders is necessary to inform the development of the substantive model.
Researchers have considered doing case study research using comparison study approaches (Eisenhardt 1989; Fernandez 2004). Eisenhardt (1989) discussed the value of using constant comparison methods in case study research and highlighted the value of the relevance factor, due to ‘the intimate interaction with actual evidence often produces theory which closely mirrors reality’ (Eisenhardt, 1989: 547).
However, case study methodology has been more associated with a positivist approach, testing pre-determined theories or providing in-depth description (Yin, 1994) rather than building theory. Therefore case study methodology was not employed in this study.
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In the 3rd phase of the research, all the interviews undertaken both in the UK and China were examined for the presence of themes and key words were coded and then compared, after three further passes of the data had been carried out. This proved an incredibly time consuming experience and, whilst the experience of previously undertaking a research project indicated that using software, such as QSR*Nudist, greatly improved the ability to collect, compare and make memos to assist in analysing data it was decided to carry out the process manually. For a large project with many multiple data sources, computer-assisted software can facilitate the reliability of the data processes. However, data collection tools are not without their detractors. Rouse and Martin (1994) suggest when using data analysis tools it remains important to know how to use the program features effectively to support the reliability of this approach. Moreover, Glaser (1998:185) warns of the ‘technological traps’ of data analysis tools, like QSR*Nudist, as they can simplify the constant comparative method, provide ‘an easy cop out on the full power of memoing’ and impose time-consuming learning curves. More importantly, as QSR*Nudist did not recognise Chinese characters, in the interests of maintaining comparability and integrity between the UK and Chinese interview data, the scripts were transcribed and analysed manually.
5.4 Chapter Summary
In summary, this chapter has conducted:
An overview of the research philosophy and strategies; it has highlighted the philosophical basis for analysing both the data collection and data analysis at a conceptual level. To conclude the research strategies of this research study, it can be described as a piece of exploratory research with inductive and a multi-method research
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approach. The summary of the research process and methods of this research study have been illustrated in Figure 3.3.
A description of the methodological approach undertaken for analysing
both the data collection and data analysis at a practical level, with an
overview of the approach used to select the most appropriate
methodology for this study, and a detailed explanation of the appropriate research methodologies.
Discussions of the rationale for the comparative research design favoured, including research approach; type of data to be collected; data collection tools and procedures; selection of sites for collecting data; type of analysis planned; data analysis and assessing perspectives on the recommendations.
Following is the summary of section 3. It will illustrate the establishment of the research philosophy; methods and research design of the research thesis.
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Summary of Section Three
This section provides a comprehensive account of the research philosophy; methods and analysis techniques employed in the research, and concludes with the following key insights:
Exploratory research is appropriate for examining the development of postgraduate design management strategy, operation and implementation in China;
Activities to ensure reliability and validity of data are consistent with expectations for mixed methods research;
Analysis of five data sets into three research phases is consistent with the constant comparative approach, allowing capture of all data.
From the literature review in section two, the research unifying both Pg DME in China and culture roles on knowledge transfer issues requires exploratory, inductive research to investigate the systems and processes involved in developing curriculum, and teaching & learning strategy in a Chinese social and economic environment.
Through the multi-method interpretive study, the DME related policy and curriculum development comparative study comprised of 18 semi-structured qualitative interviews, provides three distinct but comparable data sets, allowing investigation of the research objective from three distinct perspectives: strategic, tactical and operational.
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The comparative research study provides formal, publicly appropriate information on current and best policy and practice structures, processes and activities existing for Pg DME engagement both in the UK and China. The interview data provide more information on implementations of design management teaching and how to ensure reliability and validity of the research. Multiple methods were employed, and all the interviews, strategic conversations were digitally recorded, where possible, allowing for the creation of accurate transcripts.
In the following section, the three stages of the sub-findings of the research will be presented, followed by analysis and interpretation of the results in relation to the aims and objectives of the study.
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Section Four:
3-Phased Comparative Research Study
Chapters 6, 7, 8, 9, 10, 11, 12
Introduction
The comparative research study of this research study will be a 3-phased setting investigation in which3 sub-findings will be summarised. The structure and main purposes of the section are:
The 1st Phase of the Comparative Research Study (Chapter 6):
Conduct a comparative study to analyse the environment of DMED at multiple levels, including cultural, governmental and industrial levels both in the UK and China (n=17);
1st
findings of the research study will be generalised; and the framework at the strategic level of Pg DMED in China will be developed as a major part of 1st findings.
The 2nd Phase of the Comparative Research Study (Chapter 7, 8 and 9):
Conduct current comparative research to identify the current models of Pg DME through secondary sources both in the UK and China (n=21);
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2nd
findings of the research study will be generalised; and the framework at the tactical level of Pg DMED in China will be developed as a major part of 2nd findings.
The 3rd Phase of the Comparative Research Study (Chapter 10, 11 and 12):
Investigate best practice in Pg DME systems through in-depth interviews of leading academic individuals selected both in the UK (n=5) and China (n=3);
Test against Chinese needs through a collection of primary data both in public and private sectors in China(n=10); and
3rd
findings of the research study will be generalised; and the framework at the operational level of Pg DMED in China will be developed as a major part of 3rd findings.
135 6.1 HE Policy both in the UK and
China
C6: Higher Education and Design Management Related Policies Study: a Comparison between the UK and China
6.2 DM to meet Economical, Governmental and Industrial Needs both in the UK and China 6.3 Summary of DM Policy and Education Development both in the UK and China
6.4 Discussion1: Developing HE System with Chinese
Characteristics
6.5 Discussion 2: Building up Solid Quality Policy as Foundation of Chinese HE System
6.6 Discussion 3: Developing Chinese DME Context to meet Economical, Governmental and Industrial Needs
6.7 Conclusions of 1st Findings
6.8 Chapter Summary
8.1 Develop a Current Model in Existing Postgraduate DM Courses in China
C8:Content Analysis of Existing Pg DME Courses in China
8.3 Chapter Summary 8.2 Summary of Existing Postgraduate DM Courses in the China: The Chinese DM Curriculum Model
Section Four: Comparative Research Study Chapters 6, 7, 8, 9, 10, 11, 12
7.1 Develop a Current Model in Existing Postgraduate DM Courses in the UK
C7: Content Analysis of Existing Pg DME Courses in the UK
9.2 1Discussions of Key Findings of the Existing Pg DME Courses
in China
C9: Comparative Analysis of Findings of Existing Pg DME Courses between the UK and China
9.3 Conclusions of 2nd Findings 9.1Discussions of Key Findings of the Existing Pg DME Courses
in the UK
9.4 Chapter Summary
10.1 Review of the Questionnaire
C10: In-depth Interviews of Leading Academic Individuals Selected both in the UK and China
10.3 Summary of the Interviews of Leading Academic Individuals Selected both in the UK and China
13.5 chapter summary
10.2 Results of the Interviews
10.4 Chapter Summary
13.5 chapter summary
7.2 Summary of Existing Postgraduate DM Courses in the UK: The Design Management Curriculum Staircase
11.1 Review of Industry Perspectives in China
C11: A Collection of Primary Data in both Public and Private Sectors in China
11.3 Summary of the Primary Data Collection in both Public and Private Sectors in China
13.5 chapter summary
11.2 Results of the Interviews
11.4 Chapter Summary
13.5 chapter summary
12.2 Discussions of the Key Findings of In-depth Interviews of Public and Private Sectors in China 12.3 Conclusions of 3rd Findings 13.3 Conclusions of Findings Two 12.1 Discussions of Key Findings of In-depth Interviews of Leading Academics of DM both from the UK and China
12.4 Chapter Summary
C12: Comparative Analysis of Findings of In-depth Interviews both in the UK and China
Summary of Section Four
Figure 4.1 Section Map: The Comparative Research Study 7.3 Chapter Summary
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