RESEARCH DESIGN AND METHODOLOGY
5.2 Research Methodology and Design
All research is based on some underlying philosophical assumptions about what constitutes
‘valid’ research and which research method(s) is/are appropriate for the development of knowledge in a given study. It is, therefore, important in conducting and evaluating any research, to know what these assumptions are, (Swanborn, 2010). Edmond and Kennedy (2013) argue that research design can be thought of as the logic or master plan of a research study and it throws light on how the study is to be conducted. Creswell (2014) argues that:
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“No single research design or method is the most appropriate choice for studying any particular research problem, for there is a wide range of criteria that may be used in choosing which approach to use” (p. 37).
This section begins by briefly describing the research type and approach adopted for this study of the PPP procurement method. Bajpai (2011) presents an argument on two types of research, i.e. fundamental, basic research and applied research. Fundamental research is mainly concerned with generalisations and with the formulation of a theory and defines applied research as a type of research that aims at finding a solution for an immediate problem facing a society, or an industrial/business organisation. The difference between fundamental research and applied research is that applied research can be applied to related issues, whereas fundamental research studies are used simply to explore certain issues and elements. The difference in purpose is that applied studies are closely associated with the solution of a specific problem while fundamental studies relate to creation of new knowledge or the expansion of current knowledge. This study is designed as applied research. However, the information generated from the data and analysis, not only addressed the applied problems associated with PPP procurement, but also contributed to the expansion of current knowledge on PPP’s as a procurement process. Although the information generated was, by design, used to contribute to the body of knowledge, the proposed guideline was used to solve procurement problems or contribute to the evaluation of the procurement PPP program, hence data collection was conducted within organisations. Therefore, this linked the process to applied research. As it is presented by Vanderstoep and Johnson (2009) it is a process that focuses on outcomes-solving problems or evaluating a program. Vanderstoep and Johnson (2009) argue that applied research is conducted more in organisations or communities. As part of the guide to the strategy, the view was that it would also be applied research as the information to be collected could be applied immediately. In this research, however, there was limited interaction with the participants in the field as it focused on project team leaders because of the expected level of contribution to the body of knowledge.
The researcher thus had to select the most appropriate process approach, within applied research.
The three most basic approaches to social research are surveys, field studies and case studies.
The reasons for the selection of the most appropriate approach for applied studies are provided below. The first approach is the survey approach. Survey research is one of the most
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important areas of measurement in applied social research. Survey research has an advantage of sampling a large group of randomly selected people. It has relatively lower costs on time and money and provides several options for administering them. The most common survey method is telephones, mails, e-mails and face-to-face interviews. This type of research employs questionnaires that allow the researcher to gather data by mail, telephone, online, face-to-face interviews, usually from a large sample of participants. Descriptive research, using surveys, describes the attitude and behaviour observed. The second potential research design is the field study approach. Research through field study designs involve observation and measurement of naturally occurring phenomena for which there are no known natural or experimental controls, (Bajpai, 2011). Field studies can consist of a combination of conventional methods (case studies, questionnaire surveys, and archival data) conducted under naturalistic conditions over a period of time. Among the strengths of a field study, is that the dependant variables are systematically measured in the context of a natural setting.
Field studies can provide insight into the phenomena as they ordinarily occur (Maree, 2016).
As for weaknesses, field studies do not allow the researcher to isolate specific processes and influences among a range of alternate explanations. (Maree (2016:36) is thus of the view that
“field studies are weak in internal validity”.
The third design option is the case study. Creswell (2013) describes a case study approach as a descriptive type of a research undertaking in which individuals, groups or organisations are interviewed or observed or various types of archival records are examined. The case study may often be more qualitative in approach, or may freely be quantitative and qualitative, or seek triangulation of the findings. Creswell (2013) asserts that most case studies are conducted to improve action and thus, make better decisions. Most of the time, the case study approach is chosen in research fields where the biographic, authentic and historic dynamics and perspectives of real social or natural systems are considered. In business, the case study approach provides students with valuable insights towards making sound and highly skilled decisions in administrative affairs.
Chase, (2013) argues that:
“Case study research is the type of research in which a specific situation is studied either to see if it gives rise to any general theories or see if existing theories are borne out of the existing situations” (p. 56).
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It is used when the objects of the research are very complex. Every research design, method and paradigm has strengths and weaknesses. No one alternative can produce perfect research. Anderson & Scott (2012) suggest three basic criteria that a researcher may use to evaluate the appropriateness of a proposed study design. Firstly, it is the purpose of the research, that of exploration, description and explanation. Explorative research is a type of research that provides a beginning that is familiar with the research topic and is necessary in order to develop theories about a phenomenon of interest. Descriptive research is a type of research that provides the context for both adjusting and testing a theory. Explanatory research is a type of research that tests the extent to which a theory adequately represents the phenomenon being studied. The research design for this study is descriptive.
According to Bazely & Jackson (2013:51) “Creative research involves the development of new theories, new procedures and new inventions”. Creative research can be used to some extent in all fields. Compared to experimental research, creative research is less structured and cannot always be pre-planned. It also includes both practical and theoretical research.
Theoretical creative research is about the discovery or creation of new models, theorems and so forth. Mertens & Laughlin (2004) explain expository research, as a third type of research that is based purely on existing information and normally results in a review-type report. In expository research, the researcher reads widely on a field, comparing, contrasting, analysing and synthesising all points of view in a particular subject. Given the focus on applied and creative research, the choice was between using the qualitative and quantitative research method.