Theoretical Implications Thesis

The proliferation of (big) data provides numerous opportunities for service advances in practice, yet research on using data to advance service is at a nascent stage in the literature.

Many studies have discussed phenomenological benefits of data to service.

These methods may be helpful to organize what information you have found and what is shared among the literature, as well as to identify what areas may be missing in the research.

This page provides a matrix for organizing research from multiple articles.

The authors participated in five service design projects with industry and government that used different data sets to design new services.

Drawing on lessons learned from the five projects, this study empirically identifies 11 managerial issues that should be considered in data-use for advancing service. This article is published under the Creative Commons Attribution (CC BY 4.0) licence.

Teacher research derives its reliability from providing enough information to be able to make reasonable "comparisons" to other situations and contexts.

Teacher researchers do not try to recreate the context of a study, but rather consider asking questions such as these: Stainback and Stainback state that "qualitative researchers seldom claim that their reports are totally unbiased.

"..do try to let the reader know, to the best of their knowledge, what their perspectives and biases were and how they collected and analyzed their data, to allow the reader to judge for him or herself the potential usefulness of the findings." (1988, p.83-84).

The most important parts of a research report are the descriptions, analyses, and interpretations of the data. In addition, the researcher needs to "inform the reader of any unexpected findings or patterns that emerged from the data and report a range of evidence to support assertions or interpretations presented." (Stainback and Stainback, 1988, p. Showing, not telling about your findings, is the best way to let your reader know what you discovered.

The research needs to identify for the reader why and how the analyses and interpretations were made and the way key concepts in the analyses evolved.

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