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    Yasir Amin
    The MANQUAL scale is formative in nature, meaning the items are viewed as forming or causing the construct being measured, rather than being effects of it. With formative scales, the items are not necessarily expected to be highly correlated. Each item represents a different aspect or dimension of the overall construct. Assessing inter-item consistency does not make sense for formative scales because the items are not intended to covary - they are defining different parts of the overall construct. The goal is not internal consistency but rather that each item adequately measures its intended aspect of the construct. So for a formative scale like MANQUAL, which aims to measure different dimensions of service quality, assessing inter-item consistency would not provide useful information about how well the scale is

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    Please Follow The Instructions Carefully

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    The MANQUAL scale is formative in nature, meaning the items are viewed as forming or causing the construct being measured, rather than being effects of it. With formative scales, the items are not necessarily expected to be highly correlated. Each item represents a different aspect or dimension of the overall construct. Assessing inter-item consistency does not make sense for formative scales because the items are not intended to covary - they are defining different parts of the overall construct. The goal is not internal consistency but rather that each item adequately measures its intended aspect of the construct. So for a formative scale like MANQUAL, which aims to measure different dimensions of service quality, assessing inter-item consistency would not provide useful information about how well the scale is

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    Mcom BRM

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    The MANQUAL scale is formative in nature, meaning the items are viewed as forming or causing the construct being measured, rather than being effects of it. With formative scales, the items are not necessarily expected to be highly correlated. Each item represents a different aspect or dimension of the overall construct. Assessing inter-item consistency does not make sense for formative scales because the items are not intended to covary - they are defining different parts of the overall construct. The goal is not internal consistency but rather that each item adequately measures its intended aspect of the construct. So for a formative scale like MANQUAL, which aims to measure different dimensions of service quality, assessing inter-item consistency would not provide useful information about how well the scale is

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    53 views3 pages

    Please Follow The Instructions Carefully

    Uploaded by

    Yasir Amin
    The MANQUAL scale is formative in nature, meaning the items are viewed as forming or causing the construct being measured, rather than being effects of it. With formative scales, the items are not necessarily expected to be highly correlated. Each item represents a different aspect or dimension of the overall construct. Assessing inter-item consistency does not make sense for formative scales because the items are not intended to covary - they are defining different parts of the overall construct. The goal is not internal consistency but rather that each item adequately measures its intended aspect of the construct. So for a formative scale like MANQUAL, which aims to measure different dimensions of service quality, assessing inter-item consistency would not provide useful information about how well the scale is

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    © All Rights Reserved
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    of 3

    Department of Commerce

    Bahauddin Zakariya University, Multan

    Subject: Business Research Method Time Allowed: 1.45min


    Instructor: Ms Farheen Zahra Hussain Date: 27 Jan, 2021
    Program: MCom Morning 3rd Max. Marks: 50(15+35)
    Term: Final Term Part 2: Subjective

    Please follow the instructions carefully:


    1. Please provide your answer as handwritten.
    2. Write your name and roll number on top of the answer sheet, which must be numbered.
    3. Answer your question by providing an "answer to question 1," for example. Do not reproduce the
    question, please.
    4. Having finished the exam, scan it, save it with your name and roll no and send it by email at (1)
    [email protected] and cc to (2) [email protected]
    5. Do not submit your paper in the group. 6. The answer sheet should reach within 15 minutes after the
    exam time is over.
    7. Delay in submission would lead to a deduction of marks.
    8. If the exam is not submitted within 15 minutes, you will be awarded zero marks
    9. Teacher can penalize the students if any evidence of Unfair means is found.
    10. Students are fully responsible for ensuring that all their exam scripts are sent to the exam office's
    official email address and cc to the relevant course teacher. The same email should be sent to both email
    addresses.
    11.Students must use a black pointer so that the scan is more visible.
    Q No.1 (Mark: 3+7)

    Answer the following questions:


    A. There is an advantage in stating the hypothesis both in the null and in the alternate; it
    adds clarity to our thinking of what we are testing. Explain.

    B. Below is the scenario A. Indicate how the researcher should proceed in this case; that is,
    determine the following, giving reasons:
    a. Type of research question (exploratory, descriptive, or causal).
    b. The extent of researcher interference.
    c. The study setting.
    d. The research strategy.
    e. The time horizon for the study.
    f. The unit of analysis.
    Scenario A
    A specific department within an organization has a high turnover rate; employees of this
    department have a shorter average tenure than those of other departments in the company.
    Skilled workers are leaving and the worker population contains a high percentage of
    novice workers. Ms Joyce Lynn has no idea what is going on and wants to know more
    about what is happening.

    Q No.2 (Mark: 4+3+3)

    A. How has the advancement in technology helped data gathering via interviewing?
    B. Field notes are often regarded as being simultaneously data and data analysis.
    Why?
    C. Explain the principles of measurement, stating how these are important in
    questionnaire design, citing examples not in the book
    Q No.3 (Mark: 5+3+3+4)
    A. Operationalize the following:
    a. customer loyalty;
    b. price consciousness.
    B. Whenever possible, it is advisable to use instruments that have already been
    developed and repeatedly used in published studies, rather than developing our own
    instruments for our studies. Do you agree? Discuss the reasons for your answer.
    C. “The SERVQUAL-scale is formative in nature.” Comment on this statement. Explain
    why it does not make sense to assess the inter item consistency of this scale.
    D. Nonprobability sampling designs ought to be preferred to probability sampling
    designs in some cases. Explain with an example.
    A. The MANQUAL-scale is formative in nature.” Comment on this statement. Explain why
    it does not make sense to assess the inter item consistency of this scale.

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