In Search of Evidence

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Effects of Change Interventions a dilemma: maximize precision by reducing scope, so more is learned about less; or, maximize scope by accepting less precision so less is learned about more. McGrath made it clear more than 30 years ago that evidence accrual requires convergence of findings derived from multiple studies that investigate the same constructs and variables with different research designs and in different contexts (McGrath, Martin, & Kulka, 1981). Building on McGrath's work, Edmondson and McManus (2007) noted that a body of evidence’s stage of development is a key factor for determining the appropriate research method. In general, as an area of interest becomes more extensively studied, important contributions tend to take the form of quantitative tests with a high internal validity to identify critical independent, dependent and moderating variables pertaining to an identified causal relationship. Conversely, the less is known about a specific topic, the more open-ended the research questions, requiring exploratory qualitative research with a lower internal validity to further shape the understanding of the topic (Edmondson & McManus, 2007). The strongest contribution to a body of evidence comes from replication. Replication of studies is widely acknowledged as the touchstone of the scientific method, or put differently, “the Supreme Court of the scientific system” (Collins, 1985). Campbell and Stanley stated that “The experiments we do today, if successful, will need replication and cross-validation at other times under other conditions before they can become an established part of science” (Campbell & Stanley, 1966). Thus determining the scope and precision of research findings, replication plays a crucial role in ensuring the integrity of a body of evidence. Lack of replication means there is little or no chance for what is supposed to be the selfcorrecting nature of science to work (Neuliep, 1991). However, as both McGrath (1981) and Edmondson (2007) pointed out, replicating studies in a different context or with a different research design is often not feasible for the individual researcher, who often has a strong preference and comfort level with certain methods. This means that to build a strong, convergent body of evidence, the focus should be on the collective research undertaken by many researchers instead of by a single individual or research team. METHOD To answer the seven sub-questions described above, we conducted a systematic review following the specifications in the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) statement (Moher, Liberati, Tetzlaff, & Altman, 2009).
Chapter 3 Search Strategy Four databases were used to identify relevant studies: ABI/INFORM Global from ProQuest, Business Source Premier from EBSCO, PsycINFO from Ovid, and the Education Resources Information Center (ERIC) database. These databases were selected because they contain publications dedicated to OCM as well as other journals from the field’s supplier disciplines. A search was conducted using combinations of more than 50 different search terms compiled with the assistance of a business librarian (see Table 1 and 2). Table&1:&&SEARCH&STRING&ABI/INFORM& ! 1. SU(management!of!change)! 2. SU(organizational!change)! 3. 1$OR$2$ 4. SU(comparative!studies)! !!! 5. SU(comparative!analysis)! ! 6. SU(effectiveness!studies)! !!!! 7. SU(data!analysis)! ! !!!! 8. SU(experiments)! ! !!!! 9. SU(field!studies)! ! !!!! 10. SU(impact!analysis)! ! !! 11. SU(meta!analysis)! 12. SU(statistical!analysis)! ! ! 13. SU(validation!studies)! 14. SU(qualitative!research)! 15. OR/4+14$ 16. AB(case!control)! 17. AB(cohort!stud*)! 18. AB(comparison!group)! 19. AB(control!group)! ! !! 20. AB(empirical!stud*)! ! !! 21. AB(empirical!assessment)! !!! 22. AB(empirical!research)! !! ! 23. AB(evaluation!stud*)!! !!!! 24. AB(intervention!stud*)! 25. AB(natural!experiment)! 26. AB(outcome!evaluation)! 27. AB(outcome!measurement)! !! ! 28. AB(postLtest)! 29. AB(preLtest)! 30. AB(quasiLexperiment)! 31. AB(randomised)! 32. OR/16+31$ 33. AB(grounded!theory)! 34. AB(discourse!analysis)! 35. AB(field!stud*)! 36. AB(focus!group*)! 37. AB(formative!evaluation)! 38. AB(narrative!analysis)! 39. AB(observational! methods)! 40. AB(phenomenological! research)! 41. AB(process!evaluation)! 42. AB(purposive!sample)! 43. AB(qualitative!validity)! 44. OR/33+43$ 45. TI(empirical*)! ! 46. TI(evidence)! 47. TI(review)! 48. TI(meta*)! 49. OR/45+48$ 50. 15$OR$32$ 51. 44$OR$49$ 52. 50$OR$51$ 53. 3$AND$52$$
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In Search of Evidence Empirical fin
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Barends, E.G.R. In Search of Eviden
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promotoren: prof.dr.mr. S. ten Have
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“Where evidence is strong, we sho
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Chapter 5 manager’s support for t
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Chapter 5 During our discussions of
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Chapter 5 Vision and goal clarity 1
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Chapter 5 Connell, J., Ferres, N.,
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Chapter 5 Moore, A., & Mamiseishvil
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CHAPTER 6 Systematic Reviews and Me
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Systematic Reviews and Meta-Analyse
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CHAPTER 7 Managers’ Attitudes And
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Managers’ Attitudes and Perceived
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CHAPTER 8 Becoming an Evidence-Base
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Becoming an Evidence-Based HR-Pract
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CHAPTER 9 Evidence-Based Management
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Evidence-Based Management: The Basi
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CHAPTER 10 Summary and General Disc
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Summary and General Discussion in t
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Summary and General Discussion •
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Summary and General Discussion comm
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Summary and General Discussion prer
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Summary and General Discussion the
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Summary and General Discussion CONC
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CHAPTER 11 Summary in Dutch: Samenv
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Nederlandse samenvatting bij elkaar
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Nederlandse samenvatting uitkomst v
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Nederlandse samenvatting te voorkom
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Nederlandse samenvatting weg te gaa
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APPENDIX Teaching Evidence-Based Pr
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Teaching Evidence-Based Practice: L
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-Based Practice: Lessons From the P
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Acknowledgments / Dankwoord Steven
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Clare Peel, a big cheers to you for
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