CHAPTER THREE Research Methodology
3.6 Research Design
3.6.1 Construction of the instruments and survey tools 3.6.1.1Questionnaire design and development
The questionnaire consisted of a total of 31 questions. Eight questions focused on the respondent’s demographic and occupational details and 23 questions focused on the actual study. Each question was judiciously constructed to draw out the relevant data necessary for the study and to fulfil the objectives of the study and answer the research question. Each question was built on the relevant and applicable constructs of the models represented in chapter two under the theoretical framework section (2.25). The questionnaire was based on Likert scaling for added validity and reliability (Sekaran and Bougie, 2010). The questionnaire was analysed and approved by a professional statistician to ensure that the questions were linked to the objectives of the study as well as to the constructs of the models used.
109 3.6.1.2Interview Schedule design and development
The interview schedule formed the qualitative part of the study and this instrument was used to gain deep insight into the selected institutions regarding their KM practices, systems and influence on institutional strategy. The interview consisted of 9 questions. Each question was meticulously and carefully formulated to derive valuable and in-depth data from the respective respondent. The questions primarily focused on KM with the intention of attaining a detailed view of the of the overall KM status, investment, motivation, usage, practice, benefits and value derived from or related to the strategic practice of KM at the institution.
Hence the objectives of the questions were primarily to:
Get a clear and detailed view of KM in strategy formulation.
Attain an insight to the motivation involved in developing strong KM strategy.
Identify if KM was represented at board level at the institution.
Acquire a detailed view of the various KM systems at the institution.
Establish what went into the actual process of acquiring/developing strong KM systems.
Look at how the institutions were using the knowledge that was derived from KM systems to make informed decisions.
Acquire a detailed view of the use of Web 2.0 at the institution and its impact.
Acquire a detailed view of E-learning, emerging technologies and MOOCs.
Attain how KM and Web 2.0 has contributed to adding value and enhancing organisational competiveness.
3.6.1.3Mapping of research questions and instrument to Theoretical Frameworks For the study to be successful, the research instruments were underpinned by the relevant frameworks. As shown in Chapter 2 (2.25), the frameworks were the Argyris and Schon (1978), Schein (1985) and Kogut and Zander (1992) frameworks. The research question and sub questions were hence built around the constructs of the relevant frameworks in order to apply the frameworks to the results of the study. The investigator then developed the questionnaire and interview schedule to match the constructs of the model with the intention of drawing out the maximum value from the questions itself in relation the frameworks and its constructs. Figure 11 is a detailed diagram that depicts how this was done.
110 Research Sub- Questions
Figure 11: Building of Research instruments in relation to Frameworks
Frameworks
Constructs -Scanning (Data Collection) Constructs
-Espoused Values -Basic Underlying Assumptions
Constructs -Knowledge Creation -Knowledge Transfer
-Process &
Transformation of Knowledge
Constructs -Knowledge capabilities
Constructs -Efficient Firms /Competitive Advantage -Learning (Action Taken) Constructs
-Interpretation (Data Given Meaning)
Primary Research Question
How do Knowledge Management practices influence Institutional Strategy at leading African Universities?
Survey Instruments Design based on
RQs Findings
What is the role of Web 2.0 technologies in the (i) Creation of knowledge? (ii) Management of knowledge? (iii) Dissemination of knowledge?
What is the role of Web 2.0 technologies in the (i) Creation of e-Learning? (ii) Management of e-Learning? (iii) Dissemination of e-Learning?
Where is KM represented within organisational structure of the institution?
How is KM (i) Adding value to the institution at a continental level? (ii) Adding value to the institution at a global level? (iii) Promoting competitiveness at a continental level? (iv) Promoting competitiveness and global level?
What is the role of KM in strategy formulation at the institution?
111 3.6.2 Data Validation and Pre-testing
The validity and reliability of data is crucial to ensuring that data collected is free from or contains minimal anomalies, inconsistencies and bias (Data Analysis Australia, 2009 and Sekaran and Bougie, 2010). In terms of reliability itself, there are several forms of reliability testing which include Test-retest reliability and reliability within a scale (Data Analysis Australia, 2009). Similarly, there are many tests that can be applied to ensure validity of data which include Face Validity, Content Validity and Criterion Validity/Predictive Validity testing (Sekaran and Bougie, 2010). Furthermore, there are a variety of measurement scaling techniques that can be used to ensure validity and reliability and these include Dichotomous scaling, Category scaling, Likert scaling and Graphic rate scaling among the few (Sekaran and Bougie, 2010). This study utilised Likert Scaling.
3.6.2.1Validation of Questionnaire Instrument
The questionnaire for the study was developed to encompass a high degree of validity, testability and applicability measures. This was done to ensure that valid and purely applicable data could be drawn from the participants in regard to fulfilling the objectives of the study. Hence, the questionnaire consisted of 23 study related questions which were calculatedly designed to derive significant value in regard to the responses obtained.
The respective measures used to ensure this included the following:
Questions were based on Likert scaling.
Some of them based on Forced Likert scaling to minimise neutral based responses.
The questions were built around the constructs of the model/theories that were applied to the study (Refer to Chapter 2 for the models/theories).
The questions were directed primarily towards the objectives and research questions.
Similar type questions were asked using different wording/style to ensure consistency.
The questions were looked at by the investigator’s supervisor for added validity and applicability.
The questions were analysed by a professional statistician to ensure that it was linked to the study objectives and constructs of the model used.
112 3.6.2.2Validation of Interview Instrument
Validation of the interview questions was also given a high degree of priority and attention.
The interview consisted of eleven key questions pertaining to the study’s objectives. Each question was open-ended which allowed the respondents to answer freely and without limitations. This allowed for very descriptive and detail data to be drawn out. The primary questions were backed by follow-up questions in order to ensure further reliability and validity. The questions were also primarily built around the factors and objectives listed under point 3.6.1.2.
3.6.3 Administration of the Questionnaire
The questionnaire was administered on 13 August 2013. The questionnaire was administered using Questionpro®’s distribution tool which enabled it to be sent to each participants via email. These included the Information Technology directorates from the following universities. The progress was tracked from time to time to see how much progress each participant was making. Three reminders were sent out to all participants who did not complete the survey before the responses were collected and analysed. It took approximately 1.5 months for all respondents to respond to the questionnaire. The first response was received on the first day of administration (13/08/2013) and last response was received on 26 September 2013.
3.6.4 Administration of Interviews
The invite to the interviews were sent on the 7 February 2014 describing the purpose, value and conditions of the interview. The invite also requested a date and time that was convenient for the respondent to be interviewed. Upon receipt of confirmation from those respondents that agreed to be interviewed, along with preferred date and time, the interviews were carried out accordingly.
Table 3 gives a summary of interviews conducted along with date and method of interview.
113
Interview Date Institution Method
17 / 02 / 2014 University of Cape Town Skype
18 / 02 / 2014 American University of Cairo Telephone 25 / 02 / 2014 University of Witwatersrand- Interview 1 Telephone
26 / 02 / 2014 Rhodes University Telephone
26 / 02 / 2014 University of Lagos Telephone
1 / 03 / 2014 Addis Ababa University Telephone
6 / 03 / 2014 Stellenbosch University Telephone
7 / 03 / 2014 University of Dar es Salam Telephone 7 / 03 / 2014 University of South Africa Telephone 12 / 03 / 2014 University of Witwatersrand- Interview 2 Telephone
14 / 03 /2014 Polytechnic of Namibia Telephone
17 / 03 / 2014 Cape Peninsula University of Technology Telephone Table 3: List of interviewed Universities
Each interview was recorded using a digital Dictaphone. The interview process was completed on 17 March 2014 and recordings were then submitted to professional transcription services personnel who meticulously transcribed all interviews onto Microsoft Word 2010. The investigator further interrogated the transcriptions ensuring that it matched the recordings. This provided added validity and reliability to the qualitative data collected.
3.7Analysis of the Data