As the bedrock of scientific inquiry, research is a fundamental process that helps to generate and advance knowledge regarding various phenomena. In social science research, the two primary methodologies that are widely used are quantitative and qualitative. As paradigms of scientific inquiry, quantitative and qualitative research methodologies are distinct in terms of approach, characteristics, philosophical assumptions, and methodologies, as each of them caters to different types of research questions and goals.
Quantitative and qualitative research are distinct in terms of their characteristics, approach, and goals. As the name suggests, quantitative research views phenomena as numerically quantifiable and measurable. It therefore views phenomena empirically and aims to find valid mathematical representations of it through analysis of variables (Borgstede & Scholz, 2021). Quantitative research utilizes and analyzes numerical data through specific statistical techniques to provide answers to questions like how much, where, how many, and what (Apuke, 2017). In addition, quantitative research uses large samples and is more structured to enable researchers to quantify relationships, patterns, and trends in the population of study and generate results that facilitate evidence-based decision-making. The approach used in quantitative research is deductive, whereby researchers start by proposing a theory or hypothesis and then design a research protocol to test them through structured experiments, surveys, or statistical analysis. As a result, quantitative research is more generalizable and replicable.
Qualitative research focuses on understanding and uncovering the underlying complexities of human experiences, behaviors, or social phenomena through non-numerical data. According to Aspers and Corte (2019) qualitative research uses multiple methods and assumes an interpretative, naturalistic, and inductive approach to the study of phenomenon. The main analysis method in qualitative research is category formation, where researchers construct descriptive systems for empirical phenomena to enable a higher abstraction of the underlying empirical structure (Borgstede & Scholz, 2021). Quantitative research is also deeper in its exploration and uses methods like interviews in order to gather rich and descriptive data. In addition, qualitative research is subjective and uses smaller samples in order to ensure detailed examination. This methodological approach makes qualitative research less replicable and generalizable compared to quantitative research. Besides the differences in characteristics and methodological approach, quantitative and qualitative research also differ in terms of their philosophical assumptions.
Quantitative and qualitative research differ in their philosophical assumptions. From an ontological standpoint, quantitative research is rooted in positivism, which assumes that reality is single, tangible, and objectively quantifiable (Lewis, 2015). By contrast, qualitative research is based on interpretivism and constructivism, which posit that reality is socially constructed, holistic, and subject to multiple interpretations that vary from one individual to the other. Epistemologically, quantitative research assumes that knowledge is objective and independent of the researcher (Lewis, 2015). Therefore, researchers in quantitative research position detach themselves to avoid influencing or being influenced by the phenomena they study. Conversely, qualitative research an emic perspective, which emphasizes the subjective nature of knowledge. As a result, knowledge is gained through the close interaction between the researcher and the participants.
The most meaningful aspect about qualitative research design and methodology is its ability to explore human experiences and provide a deep and nuanced understanding of complex phenomena. Its focus on the context and the perspectives of participants helps to uncover insights that quantitative methods might overlook. This depth is achieved through methods such as in-depth interviews, participant observations, and case studies, which allow researchers to capture the richness of human experiences. In addition, qualitative research is more flexible than quantitative research, which allows the methodologies to adapt as the study progresses in order to ensure the relevance and responsiveness to the context of study.
References
Apuke, O. D. (2017). Quantitative research methods: A synopsis approach. Deleted Journal, 6(11), 40–47. https://doi.org/10.12816/0040336
Aspers, P., & Corte, U. (2019). What is qualitative in qualitative research. Qualitative Sociology, 42(2), 139–160. https://doi.org/10.1007/s11133-019-9413-7
Borgstede, M., & Scholz, M. (2021). Quantitative and qualitative approaches to generalization and replication – A representationalist view. Frontiers in Psychology, 12. https://doi.org/10.3389/fpsyg.2021.605191
Lewis, S. (2015). Qualitative inquiry and research design: Choosing among five approaches. Health Promotion Practice, 16(4), 473–475. https://doi.org/10.1177/1524839915580941
Business Ethics Reflection
Critical analysis of business ethics tasks is vital in determining how the principles influence conduct in commerce. An analysis of Plato’s and Aristotle’s views on ethics gives the primary grounds and teachings of business ethics and the difference between business and individual ethics. The higher-order thinking skills from Bloom’s taxonomy critically evaluate and reconstruct business and individual ethics concepts to explain the modern business environment.
Defining the Basic Postulates of Business Ethics
Theoretical perspectives, laws, corporate management and governance, CSR, and culture are the basis of business ethics. Plato emphasizes the concept of a shared vision of the good and perceives ethical standards as an infallible approach to generating the highest value in a business environment. Indeed, Betegh (2022) posits that Plato’s approach underlies the practical choice of the greatest good for the most significant number of people. In addition, Aristotle’s theory of the golden mean calls for a balanced and virtuous character of the business ethical decision-maker. The corporate community holds and enforces these moral standards involving the boards of directors and executive managers.
Teaching Business Ethics
Whether business ethics can be taught is based on Aristotle’s view that character is formed through acquiring good knowledge and practice. Ethics can be taught; business schools teach it as a separate course, and many corporate training programs implement this subject. Such programs enable persons to comprehend ethical issues and advance their reasoning abilities. Organizations strengthen the teachability of ethics; capable leaders help to instill moral behavior, supporting Aristotle’s notion of ethical acts shown by a strong character. Hence, there is a need to support the ethics education process since it is not a one-time exercise.
Business Ethics Versus Individual Ethics
Business and personal ethics policies can be compared to the extent of Plato and Aristotle’s approaches to the concept of good and the details of right action. Both concepts depend on ethical foundations, which regulate the action by making choices that affect others. Grigoropoulos (2019) maintains that ethical behavior in business and interpersonal relationships in the 21st century depends on principles of integrity, honesty, and accountability. However, it is essential to emphasize that the subject and significance of business ethics depend on several factors and impact on stakeholders like employees, customers, shareholders, and society. On the other hand, individual ethics majorly relates to behaviors and interactions at a personal level.
Higher Order Thinking Skills (HOTS) Analysis
Applying the higher-order thinking skills mentioned in Bloom’s taxonomy involves analyzing, synthesizing, and applying ethical principles to make difficult moral decisions. The discussion considers teaching business ethics through best practices observed in ethics training programs to influence business entities. For example, organizations with excellent ethics education experience a lower incidence of unethical behavior and more employee satisfaction (Pakpahan et al., 2021). The ideas of business and personal ethics can be merged to develop an ethical perspective. Thus, higher-order thinking skills allow for better comprehension and application of moral values in business and personal spheres.
Conclusion
Business ethics is based on philosophy, law, corporate governance, and culture, and it is taught through education, leadership, and culture to encourage people to act ethically. Consequently, although business ethics is not isolated from individual ethics, both concepts affect different stakeholders. Ethical issues can be resolved by implementing higher-order thinking skills, ensuring that business and personal conduct is ethically positive. This inference explains why ethics is crucial in ensuring a favorable and ethical business environment.
References
Betegh, G. (2022). Plato on philosophy and the mysteries. The Cambridge Companion to Plato, 233-64.
Grigoropoulos, J. E. (2019). The role of ethics in 21st century organizations. International Journal of Progressive Education, 15(2), 167-175.
Pakpahan, S. F., Pakpahan, S., Purba, I. D. S., & Nasution, J. (2021). Analysis reading comprehension questions by using revised Bloom’s Taxonomy on Higher Order Thinking Skill (HOTS). IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature, 9(1).
