Regression Analysis and the Philosophy of Social Science

Ron, Amit

doi:10.1558/jocr.v1i1.119

Cited by 40 publications

(30 citation statements)

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“…The major benefits of critical realism flow from the reinterpretation of the activity of science (Ron, 2002, p. 140) that then can better explain previous research (e.g. Befani, 2005;Fleetwood, 2001;Pratschke, 2003;Ron, 2002). Indeed, such a reinterpretation of the current practice of information systems research arguably resolves some long-standing theory-practice inconsistencies.…”

Section: Resultsmentioning

confidence: 99%

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Overcoming theory-practice inconsistencies: Critical realism and information systems research

Smith

2006

Information and Organization

134

108

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Section: Resultsmentioning

confidence: 99%

“…They have been persisting across the social sciences where similar ontological assumptions are made (e.g. Fleetwood, 2001;Ron, 2002). This persistence points to an inadequacy in these ontological assumptions.…”

Section: Discussionmentioning

confidence: 99%

Overcoming theory-practice inconsistencies: Critical realism and information systems research

Smith

2006

Information and Organization

134

108

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“…The standard technique for producing/analysing the regularities arising from the action of any particular factor, net of the effects of other factors, is regression, built on the basis of correlation. Ron (2002) has argued that realists should not, contrary to the claims of some, underestimate the usefulness of this set of techniques. Nor do we, especially if what is wanted is knowledge of some average effect.…”

Section: Resultsmentioning

confidence: 99%

“…Pawson, 1989;Ron, 2002) was, in part, focussed on the role regularities play in constructing causal accounts. From the perspective of early Bhaskarian realism, regularities were neither sufficient nor necessary for the establishment of knowledge concerning causal/generative mechanisms.…”

Section: Resultsmentioning

confidence: 99%

Contrasting Variable-Analytic and Case-Based Approaches to the Analysis of Survey Datasets: Exploring How Achievement Varies by Ability across Configurations of Social Class and Sex

Cooper

Glaesser

2010

Methodological Innovations Online

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(2010) 'Contrasting variable-analytic and case-based approaches to the analysis of survey datasets : exploring how achievement varies by ability across congurations of social class and sex.', Methodological innovations online., 5 (1). pp. 4-23. Further information on publisher's website:http://dx.doi.org/10.4256/mio.2010.0007Publisher's copyright statement:Additional information: Use policyThe full-text may be used and/or reproduced, and given to third parties in any format or medium, without prior permission or charge, for personal research or study, educational, or not-for-prot purposes provided that:• a full bibliographic reference is made to the original source • a link is made to the metadata record in DRO • the full-text is not changed in any way The full-text must not be sold in any format or medium without the formal permission of the copyright holders.Please consult the full DRO policy for further details. AbstractThe context for this paper is the ongoing debate concerning the relative merits, for the analysis of quantitative data, of, on the one hand, variable-analytic correlational methods, and, on the other, the case-based set theoretic methods developed by Charles Ragin. While correlational approaches, based in linear algebra, typically use regression to establish the net effects of several "independent" variables on an outcome, the set theoretic approach analyses, more holistically, the conjunctions of factors sufficient and/or necessary for an outcome to occur. Here, in order to bring out key differences between the approaches, we focus our attention on the basic building blocks of the two approaches: respectively, the concept of linear correlation and the concept of a sufficient and/or necessary condition. We initially use invented data (for ability, educational achievement, and social class) to simulate what is at stake in this methodological debate and we then employ data taken from the British National Child Development Study to explore the structuring of the relationship between respondents" early measured ability and later educational achievement across various configurations of parental and grandparental class origin and sex. The substantive idea informing the analysis, derived from Boudon"s work, is that, for respondents from higher class origins, ability will tend to be sufficient but not necessary for later educational achievement while, for lower class respondents, ability will tend to be necessary but not sufficient. We compare correlational analyses, controlling for class and gender, with fuzzy set analyses to show that set theoretic indices can better capture these varying relationships than correlational measures. In conclusion, we briefly consider how our demonstration of some of the advantages of the set theoretic approach for modelling empirical relationships might be related to the debate concerning the relation between observed regularities and causal mechanisms.

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“…Consequently, a more balanced account of quasi-experimental designs and the ways in which they can be adapted to contribute to a realist evaluation approach may be necessary. Statistical analysis cannot stand alone as a formal representation of a mechanism, but it can be used to provide descriptions at the empirical level (Ron, 2002).…”

Section: Moreover This Focus On Context and Trying To Identify What mentioning

confidence: 99%

Football and social inclusion: Evaluating social policy

Tacon¹

2007

Managing Leisure

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Regression Analysis and the Philosophy of Social Science

Cited by 40 publications

References 0 publications

Overcoming theory-practice inconsistencies: Critical realism and information systems research

Overcoming theory-practice inconsistencies: Critical realism and information systems research

Contrasting Variable-Analytic and Case-Based Approaches to the Analysis of Survey Datasets: Exploring How Achievement Varies by Ability across Configurations of Social Class and Sex

Football and social inclusion: Evaluating social policy

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