transferable skills research meaning

What an Executive MBA Is and Reasons to Get One

The purpose of an EMBA is to help business leaders bolster their strategic leadership and management skills.

A Guide to Executive MBA Degrees

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Executive MBA programs mostly skip the basics and focus on the nuances of business.

Key Takeaways

• Executive MBAs are designed for mid- to senior-level business managers.
• These degrees are often more expensive than a traditional MBA.
• The content and dialogue in EMBA programs tends to be at a higher level.

Seasoned business leaders sometimes come to a realization that, although they are experienced managers, there are aspects of business that they wish they understood better.

Executives who are interested in increasing their leadership skills sometimes make the time to attend a graduate business program, despite busy schedules and heavy workloads.

However, because these full-time managers have significant work experience and already understand the essentials of business, they often desire advanced business courses that delve into the intricacies of various management challenges executive MBA programs that are designed for leaders like themselves.

What Is an Executive MBA or EMBA?

Unlike the traditional full-time Master of Business Administration programs that early- to mid-career business professionals often choose, executive MBA programs tend to focus less on business basics and more on the nuances of business. While a conventional MBA may prepare someone to enter a management career, an EMBA is intended to teach a current leader how to be more effective.

According to the Executive MBA Council, or EMBAC, a nonprofit association of business schools that offer executive MBA programs, the average executive MBA student is 39 years old and has about 15 years of work experience , including roughly nine years of management experience. Because this type of student tends to have significant work obligations, EMBA course schedules are designed to accommodate demanding jobs, with classes often occurring on weekends and weeknights or part time.

"These are programs that are designed so that working professionals can fit them into their lives, so you're not going to go on campus during the day four or five days a week," says Michael Desiderio, EMBAC's executive director. "There's a myriad of formats: everything from meeting monthly for three immersive days to meeting biweekly for one or two days."

As a result of the COVID-19 pandemic, distance learning has become a more common way to complete an EMBA, Desiderio says. He notes that EMBA class sessions are often long, allowing coursework to be compressed into fewer days than a full-time MBA program generally requires.

Traditional MBA and EMBA programs typically result in the same credential – a Master of Business Administration degree. In rare cases, schools include the word "Executive" in the formal degree.

"While they both lead to the same type of degree, there are key differences with regard to how they are designed and delivered, as well as the audiences they target," Arman Davtyan, assistant dean of enrollment management at the Pepperdine Graziadio Business School at Pepperdine University in California, wrote in an email. He notes that EMBA programs tend to target mid- to senior-level leaders and managers who are "responsible for the strategic direction of their organizations or businesses."

What Are the Costs and Payoffs of an EMBA?

The average cost of an EMBA, according to EMBAC's 2023 Membership Program Survey, is $94,203 – up more than $11,000 from 2019.

However, many business schools charge significantly more than the average rate. Among the ranked EMBA programs that were evaluated in the U.S. News Best Executive MBA Programs rankings, the total price of an EMBA often exceeds $100,000 and occasionally – in rare instances, at highly prestigious B-schools – the cost surpasses $200,000.

By comparison, for many of the top traditional MBA programs , which typically last one or two years, tuition is around $70,000 to $85,000 per year.

Some EMBA students are fully or partially sponsored by their employers, while others finance their own education. Nearly one-third of Graziadio students receive some level of financial support from their employer, Davtyan says.

But nationally, it's more common now than in the past for EMBA students to self-fund their education, according to EMBAC. In 2023, nearly 55% of EMBA students were paying for their own degrees, up from 53% in 2019.

"As a first step, anyone looking to enroll in an MBA program should inquire with the HR unit of their organization about education benefits that may be offered as part of their benefits package," Davtyan says. "In addition to employer sponsorship and reimbursement programs, some companies may have special arrangements or partnerships with business schools that provide access to other scholarship funds or tuition discounts."

Although full corporate sponsorships for EMBA students are rarer now, the demand for an EMBA is "strong," Desiderio says, noting a 9% increase in the number of applications in 2023 compared to 2019.

The average EMBA grad received a 23.9% increase in compensation between the start and end of their executive MBA program, according to the 2023 EMBAC Student Exit Survey, which primarily polls North American programs. Moreover, during their EMBA education, 42% of students received a promotion.

How Executive MBAs Compare to Other Types of MBAs

EMBA programs don't typically focus as much on fundamental principles or technical concepts of business such as accounting, finance, operations and marketing, Davtyan says. Executive MBA students are generally expected to have mastered those before enrolling.

"Because EMBA programs aim to equip experienced management professionals striving to deepen their impact on an organization, they usually place greater emphasis on strategic leadership, decision-making, innovation, change agency and management," he says.

Another important distinction between a traditional MBA and an EMBA is that the classroom discussions sound and feel different, Desiderio notes.

"The level of discussion, when it comes to business cases, tends to be at a higher level" in EMBA courses, Desiderio says. "People just have more real-world experience."

Most EMBA programs feature seminar-style classes, capstone assignments and company-sponsored projects, Davtyan says. "To support the continuing personal and professional development of students, some programs, including ours at Pepperdine Graziadio, also offer individual or small-group executive coaching sessions for students."

Davtyan says because executive MBA programs typically attract cohorts of experienced and established professionals, they tend to offer a higher level of peer-to-peer learning than traditional MBA programs, along with valuable networking opportunities.

"Most EMBA students find great value in the opportunity to convene and exchange perspectives with classmates from a range of industries and organization types, all in the context of a mutually supportive learning environment," he says.

A traditional MBA program is typically designed to provide students with an "immersive experience" that includes regular and full-time classes as well as experiential learning opportunities such as internships and global study trips, Davtyan says. By contrast, "a typical EMBA program is designed to accommodate the schedule of a busy management professional through less frequent but more intensive class sessions or learning modules."

According to Desiderio, most executive MBA programs "are lock-step programs, meaning you start with a group and you end with the same group. In between, you might take a different elective, but you're with that same peer group for the bulk of the program, which is different than a part-time MBA program."

Some EMBA applications may have more requirements than a traditional MBA application, Davtyan adds. "They may include special candidate assessments, documentation of leadership experiences or accomplishments, reference letters and other items that attest to the applicant's suitability for an Executive MBA."

Prospective EMBA students should also be aware of mandatory commitments a program may have and coordinate with company managers regarding any time their program may take them away from work.

Cheri DeClercq, assistant dean for graduate programs and strategic partnerships at Michigan State University's Eli Broad College of Business , notes that like a traditional MBA, EMBA programs typically last 18-24 months.

"EMBA students routinely indicate that the knowledge and networks they gain in an EMBA position them to make a bigger, better and broader impact inside their organization," she says. "EMBAs deliver value by bringing together professionals from across functions and industries who learn through and with each other, then apply this learning immediately to their organizations."

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Office of Undergraduate Research

Transferable skills: explaining what you’ve learned through research.

As a second semester senior, my time as an undergraduate researcher is reaching an end and I have given my future beyond UConn serious consideration. When reflecting back on my experience while completing medical school applications, I realized that the skills research provides are much richer than the ability to check off a box on any application.

We have all heard of transferable skills, but how do you explain the skills you’ve developed through research and apply them to other settings? While writing about projects, publications, and conference presentations in my primary application, I needed to decide which transferable skills, or core competencies as described by the Association of American Medical Colleges, to highlight and how these experiences will benefit me in my clinical education. Of course, scientific inquiry is applicable here, but I wanted to go beyond this competency and evaluate where else research is intertwined. Based on my independent research experiences working with the Institutional Review Board and leading projects, I chose to highlight “ethical responsibility to self and others” and “resilience and adaptability,” respectively, since as a researcher and a future physician I have an ethical duty to my participants and patients.

During an interview with a medical school, we discussed how my research experiences connect with the school’s mission as well as how I will take what I’ve learned from these experiences and apply them to my clinical work. In this response, I decided to approach the core competency “resilience and adaptability.” Instead of focusing on how I adapted my timelines and procedures according to the COVID-19 pandemic, I emphasized how the resilience that I built while conducting participant-based research during the pandemic has brought a greater awareness of the various life factors that contribute to participation in research. This experience adapting to participants’ schedules and discussing limiting factors in participant interviews will benefit me in building relationships with patients and in understanding how they prioritize health.

It’s not uncommon for undergraduate researchers to pursue medical school, but if you devote time to thinking critically about the skills you’ve gained through research it will allow research to apply to any graduate school or job application. For example, I am also applying to become an Educational Leadership Consultant for the sorority I am a member of, Alpha Omicron Pi, as an alternate plan for the 2022-2023 academic year. This position involves traveling to universities and aiding chapters in strengthening their leadership, recruitment, and function overall- completely unrelated to research. However, while completing the application, I illustrated how my research experience has strengthened my oral and written communication, collaboration, and social skills which are all essential for this position. Fortunately I received an interview invitation, and I hope to expand on how not only my sorority leadership but research leadership experiences will benefit me as an Educational Leadership Consultant.

As you prepare to or are applying to continue your education or join the workforce, take the time to consider where your research experience fits into the picture then paint it so that program or employer understands how valuable your research experience is and how well you’ll fit into your next endeavor.

Lauren is a senior majoring in Exercise Science and minoring in Biological Sciences. Click here to learn more about Lauren.

What Are Transferable Skills? (Examples Included)

Mike Simpson 0 Comments

By Mike Simpson

If you’re getting ready to launch a job search, there’s a good chance you’ve tripped across information about transferable skills. Transferable skills are often touted as the key to a successful career change and getting your first job, particularly if you don’t have much direct experience.

While that’s all true, transferable skills are valuable no matter where your career takes you. In many ways, they are the secret sauce to success, helping you shift your professional direction – both slightly and dramatically – whenever the need arises.

But what are transferable skills? How do you know if you have them? Are there any great transferable skills examples that can serve as a guide? If you’re asking yourself questions like that, you’re in luck. We’re going to cover all of that and more.

What Are Transferable Skills?

Alright, before we take a close look at transferable skills examples, let’s answer an important question: what are transferable skills?

To answer that, it’s best to start with the basics. What is the transferable skills definition? Well, according to the Cambridge Dictionary , transferable skills are “skills used in one job or career that can also be used in another.” That’s pretty spot-on, really.

Any skill that you can apply to multiple different jobs and fields is transferable. That’s also why these capabilities are called “portable skills” in some circles. You can take them with you wherever you go and make use of them once you get where you’re headed.

In many cases, soft skills are the clearest example of transferable skills. They are a set of traits that help you excel in the workplace, not just when doing a particular activity.

However, that doesn’t mean hard skills aren’t portable, too. Now, hard skills usually aren’t quite as versatile as soft skills. Various kinds of technical expertise are only relevant in specific niches.

But that doesn’t mean a whole slew of jobs don’t require similar kinds of technical knowledge or experience with certain tools. That makes those hard skills transferable, though in a more limited capacity.

In the end, any skill that you can apply in more than one job can be considered portable. Some may be more versatile than others, as certain ones are only transferable within a specific context. But some are applicable to nearly any kind of role, making them potent additions to your arsenal of capabilities.

How Are Transferable Skills Relevant to a Job Search?

Saying that transferable skills are incredibly relevant to your career feels like a massive understatement. Those capabilities are little job search powerhouse. Not only can they help you identify opportunities, but they can make you a stronger candidate for most positions you may want to land.

On the job search side of the equation, let’s focus on a few commonly-held transferable skills: research , communication , and organization . Those can all help you throughout the hiring process. They make it easier to identify job ads that meet your needs, track your applications, communicate with hiring managers, and more.

And that’s just three skills that fall into that “portable” category. Many others can also boost your job search.

Once you land a job, those same skills can support your success on the job. Using the example skills above, they help you with problem-solving , time management , and collaboration . All of that is crucial in essentially any role.

Really, that just scratches the surface of how transferable skills make a difference. Plus, most of these are in-demand capabilities that hiring managers want to find in candidates. Bonus!

In some cases, hiring managers will specifically ask for skills that qualify as highly portable. Problem-solving , for instance, is something you may learn at any point in your career, and it’s almost universally valued by employers. Attention to detail is another biggie, as well as accountability, flexibility, and agility.

When hiring managers choose candidates, they aren’t just looking for relevant technical knowledge. Yes, that’s part of the equation, but only a portion.

Today, an increasing number of companies hire for potential. If you have the right transferable soft skills, they may be willing to teach you the technical stuff. That’s a boon for any job seeker who is looking to either launch their first career or pivot into a new one.

Now, it’s important to note that hiring managers aren’t going to ask for “transferable skills” specifically. Instead, they are going to talk about the capabilities they are after. But they might not be worried about where you acquired them. That’s why portable skills are so awesome.

How to Highlight Transferable Skills for Job Search

Okay, by now, you should have a decent idea about what transferable skills are and why they matter. But how do you highlight the right ones during your job search? Well, by using the same approach you would for skills acquired in the field.

With transferable skills, the difference isn’t really in the capability itself. Instead, it’s the fact that you earned or developed it outside of the field the new job is in.

Whether you’re writing a resume , creating a cover letter , or preparing answers for classic job interview questions , you simply want to present the skills the right way. What’s the right way? It’s “showing” instead of “telling.”

Think about it this way. If you were read two resumes, one where the person simply said “I have skill X” and the other that discussed an accomplishment where they put skill X to work, which one would be more compelling? The second one, right? Of course.

As with all skills, you want to use an accomplishment-based approach. By outlining transferable skills examples that demonstrate how you put your skills to work, you give the hiring manager critical context. It’s a must more impactful strategy, and it’s more likely to land you an interview and, ultimately, the job.

How do you know which skills to list? Well, by using the Tailoring Method . With the Tailoring Method, it’s all about showcasing relevant capabilities. You research the exact role, learn more about the must-have capabilities, and focus on highlighting those skills. That way, your application and interview answers speak to the hiring manager’s needs, which is really what it’s all about.

How to Develop Transferable Skills If You Don’t Have Them

Alright, before we dig into how to develop transferable skills, it’s important to understand that there’s a good chance you actually do have transferable skills. The thing is, not everyone realizes that they have them.

In a survey of workers who were displaced by the pandemic, 57 percent couldn’t identify – with a high degree of certainty – their transferable skills. So, if you’re having trouble seeing yours, you aren’t alone.

But that doesn’t mean they aren’t there. Spend time reflecting on your past work, school, volunteering, and other experiences. Consider what skills helped you do what you needed to do. Then, think about how you can use those capabilities elsewhere. Any skill that passes that test is potentially portable.

Now, does that mean you can’t develop more? Of course not. Here’s a look at some steps you can take if you want to boost your skillset.

Skill-Building Jobs

Any job can potentially give you transferable skills. Most positions require you to use a range of soft skills that can easily move into different fields. If you’re genuinely starting from the beginning, any role could be a great option.

Consider which skills could help you move toward your preferred career. Then, explore all of the job options that can let you hone them. While it may mean exploring positions you would have otherwise overlooked, if you’re early in your career or making a dramatic change, this could be worthwhile.

Plus, you don’t have to focus on full-time, permanent opportunities. Even a temporary position can do the trick. Stay open-minded. By doing that, you could find a great option.

If you’re looking for something more flexible, gig work can also be great for skill development. You may be able to find entry-level options that let you hone a wide range of skills, both hard and soft.

Volunteering

Never underestimate the power of volunteering. In many volunteer positions, you’ll learn crucial skills. After all, soft skills like communication, collaboration, and organization are practically universal, so you’ll be able to develop foundational capabilities like those nearly anywhere.

Taking a Class

Thanks to the internet, there’s a class on essentially any skill. As a bonus, many of them are either free or incredibly inexpensive, so you won’t have to invest a ton to take advantage of these skill-building opportunities.

Figure out which skills you want to develop. Then, do a quick search to see if there are courses available. Places like Coursera and Khan Academy can be great places to start, but they certainly aren’t the only options available.

Join a Club

Yes, there are clubs that can help you develop transferable skills. Toastmasters is a prime example, as it helps people get together to work on public speaking, communication, and leadership. However, you don’t have to stop there.

Many meetups are skill-oriented. Plus, even casual ones like book clubs could help you develop your capabilities. If you choose skill-boosting books, you can get a two-for-one experience, making it even more valuable.

Personal Responsibilities

Throughout your daily life, you put all kinds of skills to work. While you might not be able to list them all on your resume, you can use these activities to improve in key areas.

Want to boost your organizational skills? Take a look at your finances, family schedule, and similar responsibilities for opportunities. Need to practice communicating? Schedule talks with friends and family about a certain topic.

If you look at your life, you may be surprised about how many opportunities arise during a typical day. Don’t overlook them. Instead, seize them, allowing you to grow professionally each and every day.

List of Transferable Skills

Okay, you probably have a good idea about what transferable skills are and how to build them. Not, it’s time for some amazing transferable skills examples. Here are some of the most common portable skills today:

• Communication
• Collaboration
• Organization
• Time Management
• Flexibility
• Tech-Savviness
• Attention to Detail
• Accountability
• Relationship-Building
• Active Listening
• Basic Mathematics
• Negotiation
• Public Speaking
• Brainstorming
• Troubleshooting
• Strategic Thinking

Is that every transferable skill on the planet? No, it isn’t. Those are simply the ones that many people have that are highly portable.

Remember, any skill is potentially transferable. It simply depends on the job you’re trying to land. If it’s relevant to the role, where you got the skill isn’t as important as the fact that you have it. So, make sure to highlight it during your job search.

Putting It All Together

Ultimately, any capability that you can take with you, even if you change careers, is potentially a transferable skill. Reflect on your past experience to identify yours, and work to earn the ones you’ll need for your next job. That way, you can keep your career moving, no matter where you want to go.

Co-Founder and CEO of TheInterviewGuys.com. Mike is a job interview and career expert and the head writer at TheInterviewGuys.com.

His advice and insights have been shared and featured by publications such as Forbes , Entrepreneur , CNBC and more as well as educational institutions such as the University of Michigan , Penn State , Northeastern and others.

Learn more about The Interview Guys on our About Us page .

About The Author

Mike simpson.

Co-Founder and CEO of TheInterviewGuys.com. Mike is a job interview and career expert and the head writer at TheInterviewGuys.com. His advice and insights have been shared and featured by publications such as Forbes , Entrepreneur , CNBC and more as well as educational institutions such as the University of Michigan , Penn State , Northeastern and others. Learn more about The Interview Guys on our About Us page .

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Home » Quasi-Experimental Research Design – Types, Methods

Quasi-Experimental Research Design – Types, Methods

Table of Contents

Quasi-Experimental Design

Quasi-experimental design is a research method that seeks to evaluate the causal relationships between variables, but without the full control over the independent variable(s) that is available in a true experimental design.

In a quasi-experimental design, the researcher uses an existing group of participants that is not randomly assigned to the experimental and control groups. Instead, the groups are selected based on pre-existing characteristics or conditions, such as age, gender, or the presence of a certain medical condition.

Types of Quasi-Experimental Design

There are several types of quasi-experimental designs that researchers use to study causal relationships between variables. Here are some of the most common types:

Non-Equivalent Control Group Design

This design involves selecting two groups of participants that are similar in every way except for the independent variable(s) that the researcher is testing. One group receives the treatment or intervention being studied, while the other group does not. The two groups are then compared to see if there are any significant differences in the outcomes.

Interrupted Time-Series Design

This design involves collecting data on the dependent variable(s) over a period of time, both before and after an intervention or event. The researcher can then determine whether there was a significant change in the dependent variable(s) following the intervention or event.

Pretest-Posttest Design

This design involves measuring the dependent variable(s) before and after an intervention or event, but without a control group. This design can be useful for determining whether the intervention or event had an effect, but it does not allow for control over other factors that may have influenced the outcomes.

Regression Discontinuity Design

This design involves selecting participants based on a specific cutoff point on a continuous variable, such as a test score. Participants on either side of the cutoff point are then compared to determine whether the intervention or event had an effect.

Natural Experiments

This design involves studying the effects of an intervention or event that occurs naturally, without the researcher’s intervention. For example, a researcher might study the effects of a new law or policy that affects certain groups of people. This design is useful when true experiments are not feasible or ethical.

Data Analysis Methods

Here are some data analysis methods that are commonly used in quasi-experimental designs:

Descriptive Statistics

This method involves summarizing the data collected during a study using measures such as mean, median, mode, range, and standard deviation. Descriptive statistics can help researchers identify trends or patterns in the data, and can also be useful for identifying outliers or anomalies.

Inferential Statistics

This method involves using statistical tests to determine whether the results of a study are statistically significant. Inferential statistics can help researchers make generalizations about a population based on the sample data collected during the study. Common statistical tests used in quasi-experimental designs include t-tests, ANOVA, and regression analysis.

Propensity Score Matching

This method is used to reduce bias in quasi-experimental designs by matching participants in the intervention group with participants in the control group who have similar characteristics. This can help to reduce the impact of confounding variables that may affect the study’s results.

Difference-in-differences Analysis

This method is used to compare the difference in outcomes between two groups over time. Researchers can use this method to determine whether a particular intervention has had an impact on the target population over time.

Interrupted Time Series Analysis

This method is used to examine the impact of an intervention or treatment over time by comparing data collected before and after the intervention or treatment. This method can help researchers determine whether an intervention had a significant impact on the target population.

Regression Discontinuity Analysis

This method is used to compare the outcomes of participants who fall on either side of a predetermined cutoff point. This method can help researchers determine whether an intervention had a significant impact on the target population.

Steps in Quasi-Experimental Design

Here are the general steps involved in conducting a quasi-experimental design:

• Identify the research question: Determine the research question and the variables that will be investigated.
• Choose the design: Choose the appropriate quasi-experimental design to address the research question. Examples include the pretest-posttest design, non-equivalent control group design, regression discontinuity design, and interrupted time series design.
• Select the participants: Select the participants who will be included in the study. Participants should be selected based on specific criteria relevant to the research question.
• Measure the variables: Measure the variables that are relevant to the research question. This may involve using surveys, questionnaires, tests, or other measures.
• Implement the intervention or treatment: Implement the intervention or treatment to the participants in the intervention group. This may involve training, education, counseling, or other interventions.
• Collect data: Collect data on the dependent variable(s) before and after the intervention. Data collection may also include collecting data on other variables that may impact the dependent variable(s).
• Analyze the data: Analyze the data collected to determine whether the intervention had a significant impact on the dependent variable(s).
• Draw conclusions: Draw conclusions about the relationship between the independent and dependent variables. If the results suggest a causal relationship, then appropriate recommendations may be made based on the findings.

Quasi-Experimental Design Examples

Here are some examples of real-time quasi-experimental designs:

• Evaluating the impact of a new teaching method: In this study, a group of students are taught using a new teaching method, while another group is taught using the traditional method. The test scores of both groups are compared before and after the intervention to determine whether the new teaching method had a significant impact on student performance.
• Assessing the effectiveness of a public health campaign: In this study, a public health campaign is launched to promote healthy eating habits among a targeted population. The behavior of the population is compared before and after the campaign to determine whether the intervention had a significant impact on the target behavior.
• Examining the impact of a new medication: In this study, a group of patients is given a new medication, while another group is given a placebo. The outcomes of both groups are compared to determine whether the new medication had a significant impact on the targeted health condition.
• Evaluating the effectiveness of a job training program : In this study, a group of unemployed individuals is enrolled in a job training program, while another group is not enrolled in any program. The employment rates of both groups are compared before and after the intervention to determine whether the training program had a significant impact on the employment rates of the participants.
• Assessing the impact of a new policy : In this study, a new policy is implemented in a particular area, while another area does not have the new policy. The outcomes of both areas are compared before and after the intervention to determine whether the new policy had a significant impact on the targeted behavior or outcome.

Applications of Quasi-Experimental Design

Here are some applications of quasi-experimental design:

• Educational research: Quasi-experimental designs are used to evaluate the effectiveness of educational interventions, such as new teaching methods, technology-based learning, or educational policies.
• Health research: Quasi-experimental designs are used to evaluate the effectiveness of health interventions, such as new medications, public health campaigns, or health policies.
• Social science research: Quasi-experimental designs are used to investigate the impact of social interventions, such as job training programs, welfare policies, or criminal justice programs.
• Business research: Quasi-experimental designs are used to evaluate the impact of business interventions, such as marketing campaigns, new products, or pricing strategies.
• Environmental research: Quasi-experimental designs are used to evaluate the impact of environmental interventions, such as conservation programs, pollution control policies, or renewable energy initiatives.

When to use Quasi-Experimental Design

Here are some situations where quasi-experimental designs may be appropriate:

• When the research question involves investigating the effectiveness of an intervention, policy, or program : In situations where it is not feasible or ethical to randomly assign participants to intervention and control groups, quasi-experimental designs can be used to evaluate the impact of the intervention on the targeted outcome.
• When the sample size is small: In situations where the sample size is small, it may be difficult to randomly assign participants to intervention and control groups. Quasi-experimental designs can be used to investigate the impact of an intervention without requiring a large sample size.
• When the research question involves investigating a naturally occurring event : In some situations, researchers may be interested in investigating the impact of a naturally occurring event, such as a natural disaster or a major policy change. Quasi-experimental designs can be used to evaluate the impact of the event on the targeted outcome.
• When the research question involves investigating a long-term intervention: In situations where the intervention or program is long-term, it may be difficult to randomly assign participants to intervention and control groups for the entire duration of the intervention. Quasi-experimental designs can be used to evaluate the impact of the intervention over time.
• When the research question involves investigating the impact of a variable that cannot be manipulated : In some situations, it may not be possible or ethical to manipulate a variable of interest. Quasi-experimental designs can be used to investigate the relationship between the variable and the targeted outcome.

Purpose of Quasi-Experimental Design

The purpose of quasi-experimental design is to investigate the causal relationship between two or more variables when it is not feasible or ethical to conduct a randomized controlled trial (RCT). Quasi-experimental designs attempt to emulate the randomized control trial by mimicking the control group and the intervention group as much as possible.

The key purpose of quasi-experimental design is to evaluate the impact of an intervention, policy, or program on a targeted outcome while controlling for potential confounding factors that may affect the outcome. Quasi-experimental designs aim to answer questions such as: Did the intervention cause the change in the outcome? Would the outcome have changed without the intervention? And was the intervention effective in achieving its intended goals?

Quasi-experimental designs are useful in situations where randomized controlled trials are not feasible or ethical. They provide researchers with an alternative method to evaluate the effectiveness of interventions, policies, and programs in real-life settings. Quasi-experimental designs can also help inform policy and practice by providing valuable insights into the causal relationships between variables.

Overall, the purpose of quasi-experimental design is to provide a rigorous method for evaluating the impact of interventions, policies, and programs while controlling for potential confounding factors that may affect the outcome.

Advantages of Quasi-Experimental Design

Quasi-experimental designs have several advantages over other research designs, such as:

• Greater external validity : Quasi-experimental designs are more likely to have greater external validity than laboratory experiments because they are conducted in naturalistic settings. This means that the results are more likely to generalize to real-world situations.
• Ethical considerations: Quasi-experimental designs often involve naturally occurring events, such as natural disasters or policy changes. This means that researchers do not need to manipulate variables, which can raise ethical concerns.
• More practical: Quasi-experimental designs are often more practical than experimental designs because they are less expensive and easier to conduct. They can also be used to evaluate programs or policies that have already been implemented, which can save time and resources.
• No random assignment: Quasi-experimental designs do not require random assignment, which can be difficult or impossible in some cases, such as when studying the effects of a natural disaster. This means that researchers can still make causal inferences, although they must use statistical techniques to control for potential confounding variables.
• Greater generalizability : Quasi-experimental designs are often more generalizable than experimental designs because they include a wider range of participants and conditions. This can make the results more applicable to different populations and settings.

Limitations of Quasi-Experimental Design

There are several limitations associated with quasi-experimental designs, which include:

• Lack of Randomization: Quasi-experimental designs do not involve randomization of participants into groups, which means that the groups being studied may differ in important ways that could affect the outcome of the study. This can lead to problems with internal validity and limit the ability to make causal inferences.
• Selection Bias: Quasi-experimental designs may suffer from selection bias because participants are not randomly assigned to groups. Participants may self-select into groups or be assigned based on pre-existing characteristics, which may introduce bias into the study.
• History and Maturation: Quasi-experimental designs are susceptible to history and maturation effects, where the passage of time or other events may influence the outcome of the study.
• Lack of Control: Quasi-experimental designs may lack control over extraneous variables that could influence the outcome of the study. This can limit the ability to draw causal inferences from the study.
• Limited Generalizability: Quasi-experimental designs may have limited generalizability because the results may only apply to the specific population and context being studied.

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Muhammad Hassan

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If you are looking for a rewarding career in online therapy apply today, sign up for a demo today, does your school need online therapy services, mastering ambiguous language: essential activities for online therapy practitioners.

As an online therapy practitioner, enhancing your ability to clarify ambiguous language is crucial. The research article "Saying One Thing, Meaning Another: Activities for Clarifying Ambiguous Language" by Cecile Cyrul Spector (1997) offers valuable insights and practical activities to improve this skill. Let's delve into how you can implement these findings to better serve your clients.

Understanding Ambiguous Language

Ambiguous language involves words or phrases that have multiple meanings, leading to potential misunderstandings. This is particularly relevant for individuals with language-learning disorders, hearing impairments, brain injuries, and those from culturally and linguistically diverse backgrounds. The ability to navigate and clarify such ambiguities is essential for effective communication.

Key Activities to Implement

The research highlights several activities designed to enhance comprehension and usage of ambiguous language. Here are some you can integrate into your online therapy sessions:

• Multiple Meaning Words: Create exercises where clients identify and explain different meanings of a single word. For example, "bark" (the sound a dog makes) vs. "bark" (the outer covering of a tree).
• Sentence Ambiguities: Use sentences with dual meanings and ask clients to interpret both. For instance, "The chicken is ready to eat" can mean the chicken is cooked and ready to be eaten, or the chicken is prepared to eat something.
• Indirect or Polite Requests: Teach clients to understand and respond to indirect requests. Practice with sentences like, "Could you pass the salt?" which implies a request rather than a question.
• Polite Evasions and Irony: Help clients recognize and use polite evasions and ironic statements. For example, interpreting "That's just great" in a sarcastic tone versus a genuine one.
• Stress and Juncture Changes: Work on changing the stress or pauses in sentences to alter meanings. Practice with phrases like "Let's eat, grandma" versus "Let's eat grandma."

Encouraging Further Research

While the activities mentioned are a great starting point, continuous learning and research are essential. Stay updated with the latest studies and resources in the field of speech-language pathology to refine your skills further.

For more detailed information and additional activities, you can refer to the original research paper. To read the original research paper, please follow this link: Saying One Thing, Meaning Another: Activities for Clarifying Ambiguous Language (1997) .

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