{"id":22,"date":"2018-01-17T14:36:08","date_gmt":"2018-01-17T19:36:08","guid":{"rendered":"http:\/\/community.mis.temple.edu\/mis3580sec001s2018\/?page_id=22"},"modified":"2020-01-08T12:07:42","modified_gmt":"2020-01-08T17:07:42","slug":"schedule","status":"publish","type":"page","link":"https:\/\/community.mis.temple.edu\/mis9004sec001spring2020\/","title":{"rendered":"Schedule"},"content":{"rendered":"
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Session<\/th>\nTopics<\/th>\nAssignment<\/th>\n\u00a0<\/th>\n<\/tr>\n<\/thead>\n
\n

Pre-Class #1<\/strong><\/p>\n

Prior to January 14th<\/sup> \u00a0<\/td>\n

\n

Working with basic stats tools <\/span><\/p>\n<\/td>\n

\n

Please go to http:\/\/www.youtube.com<\/a>. Type the words \u201cSPSS tutorial\u201d into the search box. Run several of the resultant videos explaining to you how to use the basic tools on SPSS.\u00a0 Please pay particular attention to the regression tutorials.\u00a0 Next, start working with SPSS by loading a dataset into SPSS for further processing.\u00a0 To find a dataset, go to the \u201cDatasets\/ SPSS-ready datasets from Watertree Press\u201d under Course Resources in my Onedrive directory you have been invited to.\u00a0 Choose one dataset from the choices here after reading the dataset descriptions in \u201cAAA SPSS-ready datasets from Watertree Press.\u201d Using this dataset in SPSS, run a regression of at least two IVs against 1 DV (choose your own IVs and DV). Your deliverable is the resulting output file with the file extension *.spv.\u00a0 Please create the filename with your name.\u00a0 Example: Straub runs a regression and names the SPSS output file Straub.spv. This is one deliverable for this assignment.<\/strong><\/p>\n

**You will also want to view how to run simple descriptive statistics like frequency distributions, means, standard deviations, etc.\u00a0 Also how to run Spearman and Pearson correlations, t-tests, etc.<\/p>\n

Reading:<\/strong> TAM Exercise<\/p>\n

The set of lecture notes (\u201cTAM Exercise\u201d) introduces you quickly to a scientific model explaining IT use.\u00a0 It contains a regression run empirically testing the model at the very end of the graphics (pages 7-8).\u00a0 Please access the dataset \u201cDataset 1 TAM.sav\u201d to run the regression of this model for yourself in SPSS.<\/p>\n

Questions for Pre-Class #1:<\/strong><\/p>\n

Questions: Please answer the following questions about the SPSS output on pages 7-8 of \u201cTAM Exercise.\u201d\u00a0 What is the dependent variable?\u00a0 What are the predictors?\u00a0 What does the column labelled \u201cSig.\u201d refer to?\u00a0 How many hypotheses can be tested with this one regression run?\u00a0 What are these paths?\u00a0 Are there any paths in TAM that are not being tested in this run?\u00a0 How would you interpret these results, i.e., what statistical inferences can you draw about statistical significance and strength of linkages between 2 IVs and the 1 DV?\u00a0<\/p>\n

[Hint: There are two inferences.\u00a0 One is about statistical significance.\u00a0 The other is about explained variances (i.e., effect sizes.]<\/p>\n<\/td>\n

\u00a0<\/td>\n<\/tr>\n
\n

Class #1<\/strong><\/p>\n

Friday, January 17th<\/sup> <\/strong><\/p>\n

8:30-11:30am<\/strong><\/p>\n

12:15pm-1:15pm<\/strong><\/td>\n

\n

The Scientific Method and Quantitative, Positivist Research vis-\u00e0-vis Qualitative Work [Many-to-many relationships between methods, data collection techniques, and data analysis tools]<\/p>\n

The Research Process<\/p>\n

Theoretical Adaptation in QPR<\/p>\n

Review of Basic Statistics with Demos<\/td>\n

\n

Readings:<\/strong><\/p>\n

\u00a0<\/td>\n<\/tr>\n
\n

Class #2<\/strong><\/p>\n

January 28th<\/sup> at 7pm <\/strong><\/p>\n<\/td>\n

Understanding the Basic QPR Scientific Validities<\/td>\n\n

Readings:<\/strong><\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Bhattacherjee, Ch. 5 (\u201cResearch Design\u201d)<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Handout: \u201cRevision Plan to SE\u201d<\/p>\n

Lectures:<\/strong><\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u201cTheory, Internal Validity, and Endogeneity Threats\u201d<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u201cValidity Priorities\u201d<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u201cType I and Type II Errors Simplified\u201d<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u201cExternal and Internal Validity…\u00a0 p-values in the Era of Big Data\u201d<\/p>\n<\/td>\n

\u00a0<\/td>\n<\/tr>\n
\n

Class #3<\/strong><\/p>\n

February 11th<\/sup> at 7pm<\/strong><\/p>\n<\/td>\n

\n

Comparative QPR Approaches or Methodological Tradeoffs<\/p>\n

Studies using archival data vis-\u00e0-vis field studies (using self-reports or other data sources) vis-\u00e0-vis lab experiments<\/p>\n

Working with Archival Datasets and Econometric Modeling<\/p>\n

Endogeneity and Reverse Causality\u00a0 (aspects of internal validity)<\/td>\n

\n

Readings\/Handouts:<\/strong><\/p>\n

    \n
  • Stone, Ch. 7 (\u201cEmpirical Research Approaches\u201d)<\/li>\n
  • Trochim, Chs. 8-9 \u2013 Design and Experiments<\/li>\n
  • Jarvenpaa (1991) – Second-hand data sources: pros and cons<\/li>\n
  • Handout: Pros and Cons of Secondary Data Sources<\/li>\n
  • Trochim, Ch. 7 (\u201cSurvey Research\u201d; i.e., almost always this means studies using self-reports in data collection, either field studies or experiments, for example).\u00a0 Surveys are not a method.\u00a0 They are a way to collect data.\u00a0 Please note this.<\/em><\/strong><\/li>\n<\/ul>\n

    Lecture:<\/strong><\/p>\n

      \n
    • \u201cStone Ch. 7 Matrix\u201d<\/li>\n
    • \u201cEconometric Modeling and Regression\u201d<\/li>\n<\/ul>\n

      Readings:<\/strong><\/p>\n

        \n
      • Goertzel (2002)<\/li>\n<\/ul>\n

        Scan:<\/strong><\/p>\n

          \n
        • Example of econometrics paper: Chen et al. (2019)<\/li>\n<\/ul>\n<\/td>\n
\u00a0<\/td>\n<\/tr>\n
\n

Class #4<\/strong><\/p>\n

\u00a0February 25th<\/sup> at 7pm<\/strong><\/td>\n

\n

Measurement Methods and QPR Scientific Validation<\/p>\n

Multi-Item Measures of Latent Constructs<\/p>\n

Multi-Dimensional Constructs<\/p>\n<\/td>\n

\n

Readings:<\/strong><\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Trochim, Ch. 5 \u201cIntro to Measurement\u201d<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Trochim, Chs. 5 & 6 (\u201cScales, Tests, and Indexes\u201d)<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Polites et al. (2012) [Caveat: Their example of a second order reflective-reflective multi-dimensional scale is not correct. Otherwise, a useful paper.]<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Bhattacherjee, Ch. 6 (\u201cMeasurement of Constructs,\u201d but only pages 43-48)<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Straub et al. (2004) \u201cValidation Guidelines\u201d<\/p>\n

Scan:<\/strong><\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Example of instrument validation paper: Samppa et al. (2019)<\/p>\n

Lectures:<\/strong><\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0\u201cScales\u201d<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u201cInstrument Validation \u201c<\/p>\n

Note:<\/strong> Terms like items, indicators, scale items, response items, observations, proxies, surrogates, or measures have very similar meansings. They are all terms for the data attributes and data values we capture when measuring a research construct. Research constructs are abstractions and, therefore, most often NOT observable. The most interesting constructs are, in fact, said to be \u201clatent.\u201d\u00a0 That is, NOT observable.<\/p>\n

Trust is a latent construct.\u00a0 Yet quite real.\u00a0 [Trust, e.g., leads to sales.] It has even been measured through neural activity in the brain. Age and time, though, especially chronological time, is in many people\u2019s minds observable. But chronological time is seldom an interesting construct, for that reason (IMHO-DW Straub).\u00a0 Marketing research studies people\u2019s ages, certainly, but they are mostly interested in experiential ages, like cognitive age or emotional age.\u00a0 These are much more interesting as theoretical predictors.<\/p>\n

Handouts:<\/strong><\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u201cAssessing Reliabilities and Validities\u201d<\/p>\n

Web site exploration:<\/strong><\/p>\n

\u2022\u00a0\u00a0\u00a0\u00a0\u00a0 Online scales available for your use: (http:\/\/managementscales.com<\/a>); search to see examples of usable scales online in the management field; try \u201ccomputer self-efficacy,\u201d for instance<\/p>\n<\/td>\n

\u00a0<\/td>\n<\/tr>\n
\n

Class #5<\/strong><\/p>\n

March 10th<\/sup> at 7pm \u00a0<\/strong><\/p>\n<\/td>\n

\n

Demos of factor analysis, construct validity (convergent and discriminant validity), reliability<\/p>\n

Interpretation of structural model results<\/p>\n<\/td>\n

\n

Handouts:<\/strong><\/p>\n

    \n
  • \u201cUsing Stats Tools Demo Handout\u201d<\/li>\n
  • \u201cVIFs, Etc.\u201d<\/li>\n<\/ul>\n<\/td>\n
\u00a0<\/td>\n<\/tr>\n
\n

Class #6<\/strong><\/p>\n

March 24th<\/sup> at 7pm<\/strong><\/p>\n<\/td>\n

Instrument Validation in Practice<\/td>\n\n

Scan:<\/strong><\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Example of data analysis in journal-submitted paper: Guo et al. (2020). There are two documents here. One is the manuscript. The other is the appendices, which has a lot of the scientific apparatus for validating the instrument.<\/p>\n<\/td>\n

\u00a0<\/td>\n<\/tr>\n
\n

Class #7<\/strong><\/p>\n

April 3rd<\/sup> at 7pm \u00a0<\/strong><\/p>\n

\u00a0<\/strong><\/p>\n<\/td>\n

\n

External Validity and Sampling<\/p>\n

External Validity, Meta-Analysis, and Cumulative Research Traditions<\/p>\n

Assumptions of Statistical Testing; Testing for Them and Dealing with Violations<\/p>\n

Non-parametric Statistics<\/p>\n

Analytical (or Math) Modeling<\/p>\n

Contingency Theory & Qualitative Comparative Analysis (QCA)<\/p>\n<\/td>\n

\n

Readings: <\/strong><\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Textbook Trochim, Ch. 4 (\u201cSampling\u201d)<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Im and Straub (2015)<\/p>\n

Lectures:<\/strong><\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u201cA Few Basic, Useful Nonparametric Tests\u201d<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u201cSampling Basics\u201d<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u201cPolling Misses in US Presidential Elections\u201d<\/p>\n

Scan: <\/strong><\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Example of analytical modeling (math modeling) paper: Jung et al. (2019)<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Example of paper qualitative comparative analysis (QCA) paper: Lee et al. (2019)<\/p>\n<\/td>\n

\u00a0<\/td>\n<\/tr>\n
\n

Class #8<\/strong><\/p>\n

April 17th<\/sup> at 7pm<\/strong><\/p>\n<\/td>\n

\n

Oral Presentations of Final Group Project<\/strong><\/p>\n

If time, more on advanced analytical tools (CB-SEM); Preparing Manuscripts for Publication<\/td>\n

To complete these presentations in the time available, please limit yourselves to a 20 minute, efficient presentation by the team. Focus mostly on the major ideas of the course, that is, the methodological and validation issues.\u00a0 Allow for a few minutes for questions from the class.<\/td>\n\u00a0<\/td>\n<\/tr>\n
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Session Topics Assignment \u00a0 Pre-Class #1 Prior to January 14th \u00a0 Working with basic stats tools Please go to http:\/\/www.youtube.com. Type the words \u201cSPSS tutorial\u201d into the search box. Run several of the resultant videos explaining to you how to use the basic tools on SPSS.\u00a0 Please pay particular attention to the regression tutorials.\u00a0 Next, […]<\/p>\n","protected":false},"author":12582,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_genesis_hide_title":false,"_genesis_hide_breadcrumbs":false,"_genesis_hide_singular_image":false,"_genesis_hide_footer_widgets":false,"_genesis_custom_body_class":"","_genesis_custom_post_class":"","_genesis_layout":"","footnotes":""},"class_list":{"0":"post-22","1":"page","2":"type-page","3":"status-publish","5":"entry"},"_links":{"self":[{"href":"https:\/\/community.mis.temple.edu\/mis9004sec001spring2020\/wp-json\/wp\/v2\/pages\/22","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/community.mis.temple.edu\/mis9004sec001spring2020\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/community.mis.temple.edu\/mis9004sec001spring2020\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/community.mis.temple.edu\/mis9004sec001spring2020\/wp-json\/wp\/v2\/users\/12582"}],"replies":[{"embeddable":true,"href":"https:\/\/community.mis.temple.edu\/mis9004sec001spring2020\/wp-json\/wp\/v2\/comments?post=22"}],"version-history":[{"count":14,"href":"https:\/\/community.mis.temple.edu\/mis9004sec001spring2020\/wp-json\/wp\/v2\/pages\/22\/revisions"}],"predecessor-version":[{"id":350,"href":"https:\/\/community.mis.temple.edu\/mis9004sec001spring2020\/wp-json\/wp\/v2\/pages\/22\/revisions\/350"}],"wp:attachment":[{"href":"https:\/\/community.mis.temple.edu\/mis9004sec001spring2020\/wp-json\/wp\/v2\/media?parent=22"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}