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TEST BANK for Business Research Methods, 14th Edition by Pamela Schindler All Chaptrs A+ All Chapters 1-17. Part I: Building the Foundation for Research Chapter 1: Research Foun dations and Fundamentals Chapter 2: The Research Process: An Overview Chapter 3: Stage 1: Clarify the Research Question P...

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  • 29. oktober 2023
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Business Research Methods, 14th Edition by Pamela Schindler



Chapter 1
Research Foundations and Fundamentals


SMARTBOOK

This is a, digital version of Business Research Methods, which can be accessed online via laptop. It is linked to
Business Research Methods‘ CONNECT features. The content of Business Research Methods SmartBook is the
same as the printed version of Business Research Methods but the digital features help focus a student‘s
learning on content. Students pay for a subscription to Business Research Methods SmartBook for the duration
of your term or semester.
 As the instructor, you may assign Business Research Methods SmartBook or students may choose to
subscribe to SmartBook on their own.
 If you want your students to have access to Business Research Methods SmartBook and its learning
features, you will need to set up your Business Research Methods Connect course.



CONNECT

Connect is the location for course preparation resources:
 Quiz questions
o You select from this additional set of multiple-choice and true-false questions for each chapter to
create a self-assessment quiz for that chapter. Each question provides a pop-up learning note for
the correct answer, that you may opt to show (or not).
 Connect Library for Instructors
o PowerPoint Slide Sets for each chapter
o Instructor‘s Manual for each chapter
o Test Bank for each chapter
o Written Cases
o Video cases
o Additional Materials Related to Cases (e.g., Case Discussion Guides, data sets, video material,
etc.)
o Supplemental appendices on topics you may want to assign related to a chapter.
o Supplemental chapter-related materials on topics you may want to assign related to a chapter.
o Sample Student Project
o Excel Chart Templates
 Connect Library for Students
o Written cases
o Video cases
o Additional Materials Related to Cases (e.g., data sets, video material, etc.)
o Additional Materials Related to Chapters


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, Business Research Methods, 14th Edition by Pamela Schindler


o Supplemental appendices
o Supplemental chapter-related materials
o Sample Student Project
o Excel Chart Templates



POWERPOINT

 A complete PowerPoint slide deck comes with this chapter.
o Slides are grouped to assist different teaching styles and to facilitate full use of the book‘s
learning features.
 Most slide groups are designed to facilitate discussion or student engagement;
suggested exercises are embedded in the notes section of the slides.
 The Chapter Outline group can be used to guide a lecture.
 Each slide deck contains the following slide groups:
o Industry Thought Leadership slides
 one or more for each chapter, feature a quote tied to a chapter issue for
discussion.
 Additional quotes may appear in the Active Learning Exercises of this
manual.
o Exhibits slides
 one or more slides for each Exhibit (depending on exhibit size and
complexity), provide a full set of all exhibits that appear in the book.
o Text Image slides
 provide in-text photos that appear with captions or that are cued to in-text
examples; use these for discussion.
o Snapshots/CloseUps/PicProfiles slides
 one or more slides for each featured item in the chapter, serve as discussion
aids for those real research examples.
o PulsePoint
 Provides a research finding that can be the point of discussion; consult the
Active-Learning Exercises section.
o From the Headlines slide
 one per chapter, features the designated discussion question from the
Review and Discussion Questions section at the end of each chapter; the
suggested answer appears later in this manual.
o Video Discussion slide is a divider slide.
 Use the small gold triangle in the lower left corner to enter a link to the
video you wish to use. You‘ll find some recommendations in the Active-
Learning Exercises section.
o Case Discussion slide is a divider slide
 The text and this manual list the cases that are appropriate for this chapter.
 Consult the separate Case Discussion Guide for discussion ideas.
 Use the small gold triangle in the lower left corner to enter a link to the
video case or video case material (for some written cases) you wish to use;
right click the triangle to enter a link location.
o Learning Objectives slide(s)
 one or more slides for each chapter, can be used for chapter review to
determine objective achievement from student reading, or at the end of a
class segment to determine objective achievement.
o Chapter Outline slides


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, Business Research Methods, 14th Edition by Pamela Schindler

 provide a thorough coverage of chapter concepts; these slides are suitable
for use as an aid to the lecture-mode teaching style.




Test Bank Pag

, Business Research Methods, 14th Edition by Pamela Schindler


o Key Term slide(s)
 one or more for each chapter, provide a list of key terms from the chapter
that can be used for oral review and quizzing.
o Any one slide deck might be used for several class sessions, or only one, according to your
plan.
Faculty are encouraged to reorder the slides in any order that fits the activities you plan for your class session or
just make notes of the slides you want and jump to them.

TEST BANK

The test bank for each chapter contains the following:
 Multiple-choice or true-false objective questions of one or more types, with answer noted, categorized
by difficulty according to Bloom‘s Taxonomy.
o Definition-based questions on key terms and concepts
o Application-based questions posing decision scenarios
o Application-based questions asking for justification or explanation
 Essay Questions, with one possible answer noted.



ACTIVE-LEARNING EXERCISES

"Active learning" means students engage with the material, participate in the class, and collaborate with each
other in order to understand and retain the material. In an active-learning environment, students don‘t simply
listen; they aren‘t expected to memorize what is said but to understand the material, and later testing reflects
this. An active-learning environment requires prior preparation, both from you and the students; it helps if you
can tell them ahead of time what you will be doing in the next class.
The essence of an active-learning exercise is that the instructor sets the stage with a scenario and one or
more questions. To get the students to collaborate, the instructor may form teams based on some criteria.
Active-learning exercises do not always have to be team-based. There is always an output to an active-learning
exercise—either written or oral; you can provide a critique or assign another student team to provide one. You
should provide an assessment on these exercises; quality participation in such exercises should carry some
weight in a student‘s grade. My experience is that the more weight you give the exercises, the more and better
the participation. The more participation; the greater the learning.
This text has ample material for active-learning exercises. With the material below, you ask students to
provide a review or critique, provide an alternative approach, given an example, analyze an argument, provide
the alternative to the argument given, or apply concepts to a real management dilemma.


 PicProfiles
o Extended Reality Use in Business…(image: donut graph) an Accenture Consultancy study
identified XR as one of four major technology trends affecting business in the next decade.
 Use this to discuss technology and its impact on business in general and research in particular.
o National Youth Tobacco Survey…(image: man vaping) How the Food and Drug Administration
operationally defined vaping.
 Use this to discuss the importance of operating definitions. Ask students to operationally
define other tobacco/tobacco substitute products.
 Snapshots
o Analytics Under Delivers Compared to its Hype…(Image: Pie chart of State of Data
Analytics)…An MIT/Sloan Management Review and SAS report on data analytics users
 use this to discuss the state of data driven decision making in business.

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