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Regression discontinuity (RD) design is a sophisticated quasi-experimental approach used for inferring causal relationships and estimating treatment effects. This paper aims to educate human resource development (HRD) researchers and practitioners on the implementation of RD design as an ethical alternative for making causal claims about training interventions.

To demonstrate the key features of RD designs, a simulated data set was generated from actual pre-test and post-test diversity training scores of 276 participants from three organizations in the USA. Parametric and non-parametric analyses were conducted, and graphical presentations were produced.

This study found that RD design can be used for evaluating training interventions. The results of the simulated data set yielded statistically significant results for the treatment effects, showing a positive causal effect of the training intervention. The analyses found support for the use of RD models with retrospective training intervention data, eliminating ethical concerns from random group assignment. The results of the non-parametric model provided evidence of the plausibility of finding the right balance between precision of estimates and generalizable results, making it an alternative to experimental designs.

This study contributes to the HRD field by explicating the implementation of a sophisticated, statistical tool to strengthen causal claims, contributing to an evidence-based HRD approach to practice and providing the R syntax for replicating the analyses contained herein.

Despite the growing number of scholarly articles being published in HRD journals, very few have used experimental or quasi-experimental design approaches. Therefore, a very limited amount of research has been devoted to uncovering causal relationships.

This chapter reports on a longitudinal quasi-experimental field study within an organizational design of a global consumer products manufacturer moving toward high-performance work systems (HPWSs) in North America by integrating business centers and self-directed work teams (SDWTs) coupled with 13 other action-levers within an integrated and bundled high-performance organizations (HPOs) re-design. The results of this organizational design effort are assessed using different types and levels of organizational outcomes (hard record data, behavioral, and attitudinal measures) along a 5-year temporal dimension punctuated by multiple time periods (baseline, during, and after). The organization, which was “built to change” (Lawler & Worley, 2006), in this research had already highly superior or “exemplar” (Collins, 2001) levels of organizational performance. Consequently, the real research question becomes: “What effect does state of the art organizational design and development have on an exemplar organization?” The study also calls into question the field's ability to truly assess exemplar organizations with existing measures of organizational change and development.

We evaluated the best-available evidence for the effects of receiving business-as-usual or naturally delivered special education services in K-12 US schools. Our best-evidence synthesis of 44 empirical studies evaluated which outcome domains and disability types have been investigated and whether findings varied by the rigor of the study design and methods. Regression-based studies comparing students with educational disabilities (SWED) to students without disabilities (SWOD) yielded mostly negative associations of receiving special education with academic achievement, behavior, and long-term or other outcomes. In contrast, regression-based studies that contrasted SWED receiving special education to other SWED not receiving special education produced a pattern of estimates similar to quasi-experimental designs that contrast SWED to SWOD. The most rigorous designs utilized quasi-experimental methods that compared SWED receiving special education services with SWED not receiving special education services, and generally reported more positive than negative evidence of receiving special education services across most outcome domains. Future research that utilizes rigorous quasi-experimental methodology and appropriate comparison groups to investigate the effectiveness of special education is needed, particularly for nonachievement outcome domains.

This paper covers different types of research designs, like, longitudinal, cross-section and sequential design, experimental design (including factorial experimental design), and correlational design, with illustrative examples. This paper will help a scholar to know how choice of research design depends on a number of parameters, highlighted by author.

Brand mere recognition is the fundamental step in brand awareness and the first hurdle that any brand needs to achieve before brand equity can come into the picture. Thus, consumers’ ability to recognize a brand through its symbol or logo is very crucial and despite its significance, it is considered the lowest order in brand equity assessment but it reveals the initial clue on how well the brand is performing in the market. Therefore, the purpose of this study is to test how well consumers are able to identify the right Halal Malaysia brand (HMB) using Halal semiotic cues.

This study is an exploratory, based on a mixed method approach using qualitative and quasi-experimental design using the implicit association test (IAT) as the instrument. A total of 23 Malay Muslim consumers were involved in the first stage of the study carried out using a semi-structured interview. The second stage of this study was carried out using quasi-experimental design where IAT was used as an instrument. A total of 66 respondents participated in both states of the experiment and the response time was recorded and analysed using D-measure and descriptive.

Findings from qualitative investigation indicate that most of the respondents failed in the mere recognition test. The findings are further supported using IAT where a hesitation in response when facing the current HMB logo has provided a clear indication of lack of mere recognition for this brand. Unfortunately, the proliferation of other Halal logos that have flooded the market, comprising both recognized and unrecognized logos by Jabatan Kemajuan Islam Malaysia (JAKIM), which often adopted a similar logo design strategy, only add to the confusion. Clearly, the findings on HMB logo mere recognition also revealed that there are some problems during the transition from the old JAKIM Halal logo to the current logo, where the information related to the new logo has failed to reached targeted audiences.

Despite there are a lot of studies focussing on the positive impact of Halal Malaysia logo on Muslim consumers purchase decision, however there are few publications that suggest otherwise. Thus, this study will investigate the extend of this problem.

This chapter discusses the role of intervention research in bioethical inquiry. Although many ethical questions of interest are not appropriate for intervention research, some questions can only be answered using experimental or quasi-experimental designs. The critical characteristics of intervention research are identified and strengths of this method are described. Threats to internal validity and external validity are discussed and applied to a case example in bioethical research. Several recent intervention studies that were federally funded in the area of informed consent are discussed, and recommendations for future intervention research are presented.

This chapter describes methodological issues that are relevant for research on recovery. We aim to provide an overview of methodological approaches that have been or can be used in recovery research, and to provide methodological guidelines that researchers may use in assessing the process of recovery. We argue that studies on recovery must be explicit about recovery settings, recovery processes (i.e., activities and experiences) and recovery outcomes. We describe typical operationalizations of these three perspectives and focus in more detail on potential measures of recovery outcomes. We give an overview of research designs including experiments and quasi-experiments, diary studies, and longitudinal field studies. We conclude by pointing to remaining challenges for researchers in the area of recovery.

Insight has grown that for an organization to learn and change successfully, forgetting and unlearning are required. The purpose of this paper is to summarize the relevant existing body of empirical research on forgetting and unlearning, to encourage research using a greater variety of methods and to contribute to a more complementary body of empirical work by using designs and instruments with a stronger reference to previous studies.

As the number of theoretical papers clearly exceeds the number of empirical papers, the present paper deals with the main insights based on the empirical state of research on unlearning and forgetting. So far, these empirical results have shown relationships between unlearning and other organizational outcomes such as innovation on an organizational level, but many of the other proposed relationships have not been investigated. The authors presents suggestion to apply a larger variety of qualitative, quantitative and mixed methods in organizational research.

Unlearning and forgetting research can benefit both from more diverse theoretical questions addressed in research and from a more complementary body of empirical work that applies methods, designs and instruments that refer to previous research designs and results. To understand and manage unlearning and forgetting, empirical work should relate to and expand upon previous empirical work to form a more coherent understanding of empirical results.

The paper presents a variety of research designs and methods that can be applied within the research context of understanding the nature of organizational forgetting and unlearning. Additionally, it illustrates the potential for different methods, such as experience sampling methods, which capture the temporal aspects of forgetting and unlearning.

In the realm of education, there has been an increasing emphasis on developing analytical thinking (AT) in the past few years. This systematic review focuses on an analysis of journal publications that have explored AT within the context of science, technology, engineering and mathematics (STEM) education. This analysis investigated four primary issues: (1) the operational definition that was used; (2) the types of theories that were used; (3) the interventions that were implemented to enhance AT skills; and (4) the research designs that were used.

To ensure a comprehensive and thorough review, we used the guidelines of preferred reporting items for systematic reviews and meta-analysis.

A comprehensive review of 28 pertinent scholarly articles reveals that scholars frequently rely on the concepts proposed by Anderson (2002), Marzano and Kendall (2008), Rodrangsee and Tuntiwongwanich (2021) and Suyatman et al. (2021) to establish a framework for delineating the competencies associated with analytical thinking (AT). Quasi-experimental designs were the most frequently used research designs in the studies analysed, followed by research and development approaches and then correlational designs. Most researchers have focused on investigating the effectiveness of problem-based learning as an intervention for improving AT skills. However, most research indicates that the theories or theoretical frameworks used to guide the research must be evident.

To the extent the authors know, this study represents the initial comprehensive examination of analytical thinking in STEM education. It presents a consolidated summary of the available evidence, assessing its quality and bringing it together in a single resource.

The purpose of this paper is to evaluate a leadership program in a way that captures leadership self-efficacy, political skills (PS) and resilience in the form of indicators of health and well-being that would have relevance for leadership roles in turbulent organizations.

The design was quasi-experimental with pre- and post-measurement with unequal controls. Measurement was made through a mail survey before and after the leadership development program. n=107.

Program participants differed from the control group in the post-measurement in that they reported higher levels on leadership self-efficacy and had better health compared to a year earlier.

Concepts like leadership self-efficacy, PS and measures of health and well-being can be used to operationalize and measure broad and contextually relevant outcomes of leadership development.

Evaluation of leadership development can benefit from including these more psychologically relevant and generic outcomes.

The study illustrates how psychologically based concepts can help to elucidate key outcomes of leadership development that can be critical for meeting the challenges in the turbulent and fluid work situation managers currently meet.