Uses of multivariate analytical techniques in online and blended business education : an assessment of current practice and recommendations for future research/
Arbaugh, J. B
Uses of multivariate analytical techniques in online and blended business education : an assessment of current practice and recommendations for future research/ created by J. B. Arbaugh and Alvin Hwang - Journal of management education Volume 37, number 2 .
Seeking to assess the analytical rigor of empirical research in management education, this article reviews the use of multivariate statistical techniques in 85 studies of online and blended management education over the past decade and compares them with prescriptions offered by both the organization studies and educational research communities. Although there is variation in the degree to which the techniques have been appropriately used, they appear to have been adopted more quickly than is typically the case in organizational studies research. Recommendations that emerge from the review include greater consideration of moderating effects, particularly those that have been considered historically to be “control” variables, and reduced dependence on exploratory factor analysis techniques for data reduction except when examining conceptual frameworks composed of constructs borrowed from disparate fields. It is the authors’ hope that this review motivates further consideration of appropriate uses of these techniques in other areas of management education research.
10525629
Online management education--Multivariate statistics--Hybrid/blended management education
HD20 JOU
Uses of multivariate analytical techniques in online and blended business education : an assessment of current practice and recommendations for future research/ created by J. B. Arbaugh and Alvin Hwang - Journal of management education Volume 37, number 2 .
Seeking to assess the analytical rigor of empirical research in management education, this article reviews the use of multivariate statistical techniques in 85 studies of online and blended management education over the past decade and compares them with prescriptions offered by both the organization studies and educational research communities. Although there is variation in the degree to which the techniques have been appropriately used, they appear to have been adopted more quickly than is typically the case in organizational studies research. Recommendations that emerge from the review include greater consideration of moderating effects, particularly those that have been considered historically to be “control” variables, and reduced dependence on exploratory factor analysis techniques for data reduction except when examining conceptual frameworks composed of constructs borrowed from disparate fields. It is the authors’ hope that this review motivates further consideration of appropriate uses of these techniques in other areas of management education research.
10525629
Online management education--Multivariate statistics--Hybrid/blended management education
HD20 JOU