مقاله سال ۲۰۱۶

 مجله بین المللی آموزش مدیریت – The International Journal of Management Education

The lasting success of the field of management hinges on its ability to ask and investigate research questions of scholarly and practical interest (Bettis & Hitt, 1995; Hoskisson, Hitt, Wan, & Yiu, 1999), which itself depends on the rigor of the research designs used to address these questions (Bettis, 1991; Corner, 2002; Cosier, 1983; Daft & Buenger, 1990; Daft & Lewin, 1990; Daft, 1980; Ketchen, Boyd, & Bergh, 2008). Yet, management research as a whole evidences a general stagnation in the types of research methodologies used (Landis & Cortina, 2015; Scandura & Williams, 2000; Stone-Romero, Weaver, & Glenar, 1995), likely caused by researchers’ comfort with the methods they know and have previously used for successful publications (Harlos, Mallon, Stablein, & Jones, 2003; Podsakoff & Dalton, 1987). Addressing this problem and proliferating the methods used in management research requires changes in doctoral education to ensure that researchers gain more familiarity and competence with a wide variety of methodologies (Aguinis, Pierce, Bosco, & Muslin, 2009; Ambuske, Locke, & Manning, 1988; Camerer & Fahey, 1988; Hitt, Gimeno, & Hoskisson, 1998).

Although the question of why doctoral students need deeper knowledge about a wider variety of methods has been addressed (Summer et al., 1990), the question of how doctoral students should gain the variety of research experience they need to further their careers (Mello, Fleisher, & Woehr, 2015) has received less scholarly attention (Shook, Ketchen, Cycyota, & Crockett, 2003). One option is the use of web-based research methods seminars provided by the Consortium for the Advancement of Research Methods and Analysis (CARMA). CARMA offers a comprehensive set of such seminars for management and organization scholars through an ongoing series of live webcasts as well as a recorded library of past webcasts.1 Business school curricula are increasingly incorporating web-based instructional technology and communication options (Martins & Kellermanns, 2004), and online compendia such as the CARMA webcast library offer an opportunity to expand these types of resources to the doctoral level of management education. These webcasts are a potentially valuable source of research methods information and support for doctoral advisors, faculty, and students who seek to gain understanding and expertise across the scope of research methods necessary to advance the field of management (e.g., Hitt et al., 1998; Summer et al., 1990), yet the current structure of adding webcasts to a growing archive without a categorization system limits the impact that this resource can have. This paper documents two approaches for incorporating webcasts into doctoral education to develop breadth of knowledge and in-depth proficiency in research methods. The recommendations and resulting structures, derived from our coding of the 92 webcasts offered during CARMA’s first decade of webcasts, are designed to help faculty and students determine which webcasts will be most useful in achieving their program objectives.