Research Methodology Rev 1 June10 2007

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RESEARCH METHODOLOGY

K. Narasimhan K. Narasimhan

Regional Advisor (India) Regional Advisor (India)

The Emerald Group Publishing Ltd, UK The Emerald Group Publishing Ltd, UK

by by

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Aim of the Session

•• To prepare participants to undertake dissertationTo prepare participants to undertake dissertation or project

or project

•• To inform them of issues involved in 4-Ds of To inform them of issues involved in 4-Ds of research projects research projects •• Define,Define, •• DesignDesign •• DoDo •• DescribeDescribe

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RM: Outcomes of the session

On successful completion of this module par

On successful completion of this module participantsticipants will be able to demonstrate knowledge and

will be able to demonstrate knowledge and understanding of:

understanding of:

•• the process of creating and disthe process of creating and disseminatingseminating knowledge

knowledge

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Defining your Research

Key Challenges: Key Challenges:

–

– Understanding the research processUnderstanding the research process

–

– Taking a systematic approachTaking a systematic approach

–

– Generating and clarifying ideasGenerating and clarifying ideas

–

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Assessing prior knowledge of

participants

•• Why Conduct Research?Why Conduct Research? •• What is Research?What is Research?

•• What are the two main approaches?What are the two main approaches?

•• Participants’ experience in writing researchParticipants’ experience in writing research proposals

proposals

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Why Conduct Research?

–

– To complete an assigned taskTo complete an assigned task –

– To improveTo improve

–

– understanding of the problemunderstanding of the problem –

– our competence in doing researchour competence in doing research –

– the ability to manage researchthe ability to manage research –

– on others’ researchon others’ research

–

– To increase credibility of ones workTo increase credibility of ones work –

– To discover new things/ test ideasTo discover new things/ test ideas –

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Definition of Research for RAE 2008 Definition of Research for RAE 2008

"...original investigation undertaken in order

to gain knowledge and understanding."

What is Research? (1)

Queen's University Belfast (2007), Queen's University Belfast (2007),

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What Research is Not?

It is Not It is Not

–

– Mere information gatheringMere information gathering

–

– Mere transportation of facts from one locationMere transportation of facts from one location to another

to another

–

– Merely rummaging for informationMerely rummaging for information

–

– A catchword to get attentionA catchword to get attention

Leedy and Ormrod (2005, p.2) Leedy and Ormrod (2005, p.2)

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A Research’s Distinct Characteristics

•• Research originates with a question or problem.Research originates with a question or problem. •• It is guided by the sIt is guided by the specific problem/hypothesis.pecific problem/hypothesis. •• It requires clear articulation of a goal/sub-goals.It requires clear articulation of a goal/sub-goals. •• It requires a specific plan for proceeding.It requires a specific plan for proceeding.

•• It accepts certain critical assumptions.It accepts certain critical assumptions.

•• It requires collection and interpretation of It requires collection and interpretation of data.data. •• It is helical.It is helical.

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Types of Research

Basic Commercial

S

Scchhoollaarrlly y SSttuuddeenntt IInntteerreesstt--ddrriivveen n AAssssiiggnneedd

Primary Secondary

IInnddiivviidduuaal l GGrroouupp S

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Key Stakeholders

•• Co-researchers (if applicable)Co-researchers (if applicable) •• SupervisorsSupervisors

•• ExaminersExaminers

•• Sponsors (if applicable)Sponsors (if applicable) •• Others (?)Others (?)

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Research Methodology Hierarchy

Approach Approach Philosophy Philosophy Perspective Perspective Methodology Methodology Design Design Methods Methods

Tools and Techniques Tools and Techniques

Data Collection Data Collection Data Analysis Data Analysis Adopted from Maylor and Blackmon (2005), p. 155 Adopted from Maylor and Blackmon (2005), p. 155

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Research Approaches Research Approaches Objectivist Objectivist Subjectivist Subjectivist O

Onnttoollooggyy EEppiisstteemmoollooggyy

Positivism Positivism Realism Realism Critical realism Critical realism Interpretivism Interpretivism Constructionism Constructionism Subjectivism Subjectivism

Derived from philosophy Derived from philosophy of science. of science.

Derived from philosophy Derived from philosophy of social science. of social science.

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Comparison of Two Broad Approaches

C

Chhaarraacctteerriissttiiccss QuantitativeQuantitative QQuuaalliittaattiivvee

Philosophy Philosophy

Subjectivism

Subjectivism ....

Perspective

Perspective PositivismPositivism ……

Science Science Objectives Objectives Underlying Underlying assumptions assumptions Social

Social sciencescience

To describe and explain To describe and explain To explore and interpret To explore and interpret To understand meaning To understand meaning to generate theory

to generate theory To explain and predict

To explain and predict To confirm and validate To confirm and validate To find patterns to test To find patterns to test theory

theory

World is real & World is real & knowable knowable We can be objective We can be objective Phenomena can be Phenomena can be reduced to numbers reduced to numbers World is complex World is complex

Knowable only through Knowable only through interaction with the social interaction with the social system that it contains system that it contains

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C

Chhaarraacctteerriissttiiccss QuantitativeQuantitative QQuuaalliittaattiivvee

Questions Questions Starting point Starting point Data analysis Data analysis Quality issue Quality issue

What and how What and how Theory-led Theory-led Through rules Through rules Validity, reliability… Validity, reliability… Why, how Why, how Data-led Data-led Through intuition Through intuition Neutrality and Neutrality and transparency transparency

Comparison of Two Broad Approaches

Nature of the Nature of the research research process process Focussed Focussed Known variables Known variables Established guidelines Established guidelines Pre-determined methods Pre-determined methods Somewhat context-free Somewhat context-free Detached view Detached view Holistic Holistic Unknown variables Unknown variables Flexible guidelines Flexible guidelines Emergent methods Emergent methods Context-bound Context-bound Personal view Personal view

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Revise Revise Framework Framework Collect data Collect data Analyse data Analyse data

The SA Research Process

D D e e f f i i n n e e

D D e e s s i i g g n n D D o o D D e e s s c c r r i i b b e e Topic Topic Questions Questions Identify Identify Conceptual Conceptual Framework Framework Literature Literature Review Review

Data collection & analysis & report Data collection & analysis & report

Interpret results Interpret results Finalise

Finalise Data Data collection collection and and analysisanalysis

Pilot study Pilot study Report findings Report findings Project Project report report

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A Qualitative Research Process

Interpret data Interpret data Interim findings Interim findings Literature Literature Review Review Design Report Design Report Revise Revise CF CF

Slides 15 and 16 adopted from Maylor and Blackmon (2005), p. 149 Slides 15 and 16 adopted from Maylor and Blackmon (2005), p. 149

D D e e f f i i n n e e

D D e e s s i i g g n n D D o o D D e e s s c c r r i i b b e e Topic Topic Questions Questions Identify Identify Conceptual Conceptual Framework Framework (CF) (CF) Literature Literature Review Review Collect data Collect data Analyse data Analyse data Questions answered Questions answered or out of time or out of time

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Managing the Research Process

Choose a topic: unanswered Choose a topic: unanswered question & plan.

question & plan. 1

1

Develop concepts, Develop concepts,

framework and theories, framework and theories, form research hypotheses, form research hypotheses, & design studies

& design studies 3

3 Gather evidence, analyse,

Gather evidence, analyse, interpret findings, and draw interpret findings, and draw inferences. inferences. 5 5 4 4 6 6 Form arguments, Form arguments,

identify limitations and identify limitations and ideas for further

ideas for further

research. Write up the research. Write up the dissertation.

dissertation.

Get work published. Get work published.

Write a critical Write a critical literature review literature review 2 2

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Structure of a Research proposal

•• Statement of problemStatement of problem •• Research questionsResearch questions

–

– Sub-objectivesSub-objectives

•• Research approachResearch approach •• MethodologyMethodology

–

– MeasuresMeasures –

– Data analysis approachData analysis approach –

– SamplesSamples

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Statement of Problem

•• Choose or identify ProblemChoose or identify Problem

•• State the problem & Divide it into sub-problemsState the problem & Divide it into sub-problems •• State the hypotheses and limitations of theState the hypotheses and limitations of the

research research

•• State assumptions & why the study is imporState assumptions & why the study is important.tant. •• Define key terms and jargonsDefine key terms and jargons

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Benefits of Writing Literature Review

•• Answers if the field is Answers if the field is worth studying.worth studying.

•• Can offer new ideas, etc and provCan offer new ideas, etc and provides usefulides useful contacts.

contacts.

•• Shows how others have handled similar issuesShows how others have handled similar issues and dealt with potential difficulties.

and dealt with potential difficulties.

•• _{Can reveal sources of data, and tools}_{Can reveal sources of data, and tools} effectively used.

effectively used.

•• Helps link our findings to those of previousHelps link our findings to those of previous studies’.

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Conducting a Literature Search

•• Write clearly the problem and sub-problemsWrite clearly the problem and sub-problems •• Identify key terms from themIdentify key terms from them

•• Specify topics that need to be studied furtSpecify topics that need to be studied further her

•• Identify articles, books, websites, etc for readingIdentify articles, books, websites, etc for reading •• Keep track and record of searches undertakenKeep track and record of searches undertaken

and all basic/important information and all basic/important information

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Ex1: Evaluating Research Articles

•• Was the article published in a refereed journal?Was the article published in a refereed journal? •• Are the objectives clearly stated?Are the objectives clearly stated?

•• Is it primary research or secondary research?Is it primary research or secondary research? •• Is its structure logical?Is its structure logical?

•• Is the problem chosen based on previous work?Is the problem chosen based on previous work? •• Can the method used be repeated by others?Can the method used be repeated by others? •• Is the method of data collIs the method of data collection sound?ection sound?

•• Do you agree with the inferences drawn?Do you agree with the inferences drawn? •• What are its strength & What are its strength & weaknesses?weaknesses?

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Writing a Critical Review (1)

Adapted from Pechenik, Jan. (1993).Cited in Hillsborough Community College Adapted from Pechenik, Jan. (1993).Cited in Hillsborough Community College (no date),

(no date),

Read Read

E

Evvaalluuaattee UUnnddeerrssttaanndd W Wrriittee DDiiggeesstt Interactively and Interactively and for depth for depth Summarise the Summarise the article article Rely on Rely on paraphrasing paraphrasing Establish linkages Establish linkages Look for arguments &

Look for arguments & counter arguments counter arguments

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Writing a Critical Review (2)

•• Provide an overview of the chosen lProvide an overview of the chosen literatureiterature •• Use a “funnel” approach:Use a “funnel” approach:

–

– Start with broad scope of the field and present Start with broad scope of the field and present anan argument for narrowing the field to specific topic argument for narrowing the field to specific topic

•• Identify the gaps in existing research and eIdentify the gaps in existing research and explainxplain how the research to be undertaken will

how the research to be undertaken will fill thefill the void.

void.

•• Provide a critical account: emphasise relatedness;Provide a critical account: emphasise relatedness; don’t just reproduce

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Writing a Critical Review (3)

•• Cite the major experts in the filedCite the major experts in the filed

•• Cite the most recent and important literatureCite the most recent and important literature •• Cite works that take a different vCite works that take a different viewpointiewpoint

•• Give credit where it is due (do not plagiarise)Give credit where it is due (do not plagiarise) •• Evaluate other’s work objectivelyEvaluate other’s work objectively

•• Explain and justify the use of the chosenExplain and justify the use of the chosen

theories, concepts, frameworks, techniques, etc. theories, concepts, frameworks, techniques, etc. •• Include a conceptual model showing all relevantInclude a conceptual model showing all relevant

variables/constructs and their relationships variables/constructs and their relationships

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Guidelines for Reviewing an Article

•• Identify the main points and ‘inference indicators’Identify the main points and ‘inference indicators’ •• Assess the context of the argumentAssess the context of the argument

•• Identify the premises for conclusionsIdentify the premises for conclusions

•• Check if the premises are supported by soundCheck if the premises are supported by sound evidence (reliable citations)

evidence (reliable citations)

•• Are the conclusions strong and logically Are the conclusions strong and logically based?based? •• Could counter conclusions be drawn?Could counter conclusions be drawn?

Adapted from Fisher (2004, p. 77) Adapted from Fisher (2004, p. 77)

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General Guidelines for Writing Reviews

•• Be clear about the goalBe clear about the goal

•• Draw a plan: moving from general to specificDraw a plan: moving from general to specific •• Emphasise relatednessEmphasise relatedness

•• Summarise what does it all meanSummarise what does it all mean

•• Remember first draft is not the final draftRemember first draft is not the final draft •• Critically read your draft after a few daysCritically read your draft after a few days •• Seek advise and feedbackSeek advise and feedback

Adapted from Leedy and Ormrod (2005, pp. 79-80) Adapted from Leedy and Ormrod (2005, pp. 79-80)

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Conceptual Frameworks (1)

•• Concepts Concepts are are key key terms terms used used in tin the he research.research.

•• Frameworks illustrate the connections andFrameworks illustrate the connections and relationships amongst the concepts.

relationships amongst the concepts.

•• CFs provide a ‘map’ for the filed of studyCFs provide a ‘map’ for the filed of study

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Types of Relationships Types of Relationships

•• Cause and effect (Expectancy Model)Cause and effect (Expectancy Model) •• Cyclical or stages in a process (Kolb’s)Cyclical or stages in a process (Kolb’s)

•• Hierarchical Hierarchical (Maslow’s (Maslow’s hierarchy hierarchy of of needs)needs) •• Matrices (BCG Matrix)Matrices (BCG Matrix)

•• Pairs of opposites (Force-Field Analysis)Pairs of opposites (Force-Field Analysis)

•• Exchange and equilibrium (Balanced Scorecard)Exchange and equilibrium (Balanced Scorecard) •• Similarity (McKinsey’s ‘7 S’ Model)Similarity (McKinsey’s ‘7 S’ Model)

Conceptual Frameworks (2)

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Quantitative Research Designs

•• Descriptive ResearchDescriptive Research

–

– Observation studiesObservation studies –

– Correlational researchCorrelational research –

– Developmental designsDevelopmental designs –

– Survey researchSurvey research –

– Interviews: face-to-face, telephone, voicemailInterviews: face-to-face, telephone, voicemail

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Observation Studies

P

Puurrppoossee :: Quantify behaviour in an objective way.Quantify behaviour in an objective way.

F

Fooccuuss :: A particular aspect of A particular aspect of behaviour.behaviour.

Data used:

Data used: Recorded observations by researchers.Recorded observations by researchers.

Methods of Methods of A

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Correlational Studies

P

Puurrppoossee :: Assess relationship between Assess relationship between variablesvariables

F

Fooccuuss :: Ratings assigned or frequencies of Ratings assigned or frequencies of behaviour

behaviour

D

Daatta a uusseedd :: Numbers reflecting specific measurementsNumbers reflecting specific measurements of characteristics being studied.

of characteristics being studied.

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Developmental Designs

P

Puurrppoossee :: Assess how variables change over timeAssess how variables change over time

F

Fooccuuss :: Ratings assigned or frequencies of Ratings assigned or frequencies of behaviour

behaviour

D

Daatta a uusseedd :: Numbers reflecting specific measurementsNumbers reflecting specific measurements of characteristics being studied.

of characteristics being studied.

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Survey Research

P

Puurrppoossee :: To learn about a large population byTo learn about a large population by acquiring information of its sample. acquiring information of its sample.

F

Fooccuuss :: Ratings assigned or frequencies of Ratings assigned or frequencies of

behaviour, opinions, attitudes, experiences behaviour, opinions, attitudes, experiences

D

Daatta a uusseedd :: Self-report data of specific measurementsSelf-report data of specific measurements of characteristics being studied, using

of characteristics being studied, using interviews and/or

interviews and/or questionnaires.questionnaires.

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Experimental and Ex Post-facto Designs

P

Puurrppoossee :: To identify possible cause and effectTo identify possible cause and effect relationships /eliminate some

relationships /eliminate some alternativealternative explanation

explanations for s for an observed changean observed change

F

Fooccuuss :: Independent, dependent, and extraneousIndependent, dependent, and extraneous variables

variables

D

Daatta a uusseedd :: Measurements of characteristics beingMeasurements of characteristics being studied,

studied,

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To get a complete understanding of the problem To get a complete understanding of the problem

under study methods employed are: under study methods employed are: –

– Case studyCase study –

– EthnographyEthnography –

– Phenomenological studyPhenomenological study –

– Grounded theory studyGrounded theory study –

– Content analysisContent analysis –

– Historical researchHistorical research

Qualitative Research Designs

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Case Study

P

Puurrppoossee :: To gain an in-depth understanding of aTo gain an in-depth understanding of a

person/situation (dept, organisation) person/situation (dept, organisation)

F

Fooccuuss :: Case(s) in the natural setting.Case(s) in the natural setting.

D

Daatta a uusseedd :: ParticipantParticipant oobservations, interviews,bservations, interviews,

written documents, audio visual material written documents, audio visual material

Annaallyyssiiss :: Clustering into meaningful groups andClustering into meaningful groups and interpreting based on themes;

interpreting based on themes; overall synthesis and

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Ethnography

P

Puurrppoossee :: To understanding how To understanding how behavioubehaviours reflectrs reflect group cultural norms, beliefs, etc

group cultural norms, beliefs, etc

F

Fooccuuss :: A site with a common culture.A site with a common culture.

D

Daatta a uusseedd :: Participant observations, interviews,Participant observations, interviews, written documents

written documents

Annaallyyssiiss :: Organising in a chronological order Organising in a chronological order Clustering into meaningful groups Clustering into meaningful groups Focussing on critical events

Focussing on critical events

Inferring general nature of culture Inferring general nature of culture

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Phenomenologi

Phenomenological

cal study

study

P

Puurrppoossee :: Understand people’s perceptions,Understand people’s perceptions, perspectives and understandings perspectives and understandings

F

Fooccuuss :: A particular phenomenaA particular phenomena

D

Daatta a uusseedd :: Lengthy unstructured interviews withLengthy unstructured interviews with selected participants

selected participants

Cues from participants’ expressions, etc. Cues from participants’ expressions, etc.

Annaallyyssiiss :: Identifying common themes;Identifying common themes; Grouping them into

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Grounded Theory Study

P

Puurrppoossee :: To derive a theory from data collected iTo derive a theory from data collected in an a natural setting

natural setting

F

Fooccuuss :: AA Process of actions and Process of actions and interactionsinteractions related to a topic: people based

Content analysis

P

Puurrppoossee :: To identify patterns, themes, or biasesTo identify patterns, themes, or biases

F

Fooccuuss :: Any form of communication (verbal, visuaAny form of communication (verbal, visual or l or behavioural)

behavioural)

D

Daatta a uusseedd :: material from books, newspapers, films,material from books, newspapers, films,

videotapes of human interactions, etc. videotapes of human interactions, etc.

Annaallyyssiiss :: Tabulation of frequency of each Tabulation of frequency of each characteristiccharacteristic Statistical analysis to answer questions

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EX2: Group Exercise – Part 1

Objective: To study the teaching style of Objective: To study the teaching style of

academics academics

3.

3. FiFind nd a a pparartntnerer. . DDececidide e wwho ho wwilill l bbe e ththee Researcher.

Researcher. 4.

4. ThThe e rereseseararchcher er nonow w hahas 1s 10 0 miminunutetes ts to o fifindnd out and record information about the

out and record information about the

interviewee’s teaching style whilst at the interviewee’s teaching style whilst at the institution

institution 5

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Group Exercise – Part 2

•• Merge with at least 2 other groups (you willMerge with at least 2 other groups (you will need at least 3 sets of data per group)

need at least 3 sets of data per group)

•• Reduce your data (What categories have youReduce your data (What categories have you formed and why? How have you organised formed and why? How have you organised your data chunks and why?)

your data chunks and why?)

•• Analyse your data (e.g. What patterns haveAnalyse your data (e.g. What patterns have been

been identified? identified? What What issues issues have have beenbeen identified?)

identified?)

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The Sampling Process

•• Define the target population.Define the target population. •• Choose the sampling frame.Choose the sampling frame. •• Select the sampling method.Select the sampling method. •• Determine the ample size.Determine the ample size.

•• Implement the sampling plan.Implement the sampling plan.

Hair, Jr., J. F.,

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Sampling Designs Sampling Designs •• TheoreticalTheoretical

sampling:

sampling: Data sources for developing a theoryData sources for developing a theory

•• DiscriminantDiscriminant sampling:

sampling: Data sources useful for Data sources useful for validatingvalidating theory

theory

•• ProbabilityProbability sampling:

sampling: Choosing a sample in such a way thatChoosing a sample in such a way that each member has an equal chance of each member has an equal chance of being selected

being selected

•• Non-ProbabilityNon-Probability sampling:

sampling: No way of forecasting or guaranteeingNo way of forecasting or guaranteeing that each element of the population will that each element of the population will be represented in the sample

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Probability Sampling

•• Simple random selectionSimple random selection

•• Simple Stratified random samplingSimple Stratified random sampling

•• Proportional Stratified random samplingProportional Stratified random sampling

•• Cluster samplingCluster sampling

•• Systematic sampling (e.g. Picking every 10Systematic sampling (e.g. Picking every 10thth customer)

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Non-Probability Sampling

•• CoConvnvenenieiencnce sae sampmplilingng:: Sample based on what/Sample based on what/ who is available

who is available

•• Quota sampling:Quota sampling: Sample based on what/who isSample based on what/who is availabl

available but e but maintainingmaintaining population’s proportions

population’s proportions

•• Purposive sampling:Purposive sampling: Sample chosen for theSample chosen for the research purpose

research purpose

•• SnSnowowbaball ll sasampmplilingng:: Initial respondents are used toInitial respondents are used to help identify other respondents help identify other respondents

NOTE: Always explain why a certain sampling method

was chosen.

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Bias in Research

Bias is anything that distorts data, and thus attac Bias is anything that distorts data, and thus attacksks

the integrity of facts.

the integrity of facts. (Leedy and Ormrod, 2005)(Leedy and Ormrod, 2005)

Sources of Bias: Sources of Bias:

–

– Sponsoring organisationSponsoring organisation –

– Researcher Researcher –

– SamplingSampling –

– Non-respondents to a surveyNon-respondents to a survey –

– Surveyor or Surveyor or interviewer interviewer –

– Gathering of dataGathering of data –

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Researchers’ Ethical Obligations

•• Maintain scientific rigour Maintain scientific rigour

•• Keep findings confidential (if required)Keep findings confidential (if required) •• Do not ‘massage’ findingsDo not ‘massage’ findings

•• Present findings clearlyPresent findings clearly •• Admit limitationsAdmit limitations

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Questionnaire Design: points to watch

•• Attractive designAttractive design

•• Keep it short and simple (KISS)Keep it short and simple (KISS)

•• Logical and sequential: easy questions firstLogical and sequential: easy questions first •• Clear instructions and questionsClear instructions and questions

•• Watch out for implicit assumptionsWatch out for implicit assumptions •• Avoid leading questionsAvoid leading questions

•• Decide how to code responses for analysisDecide how to code responses for analysis •• Ask personal questions at the endAsk personal questions at the end

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Questionnaire Design:

•• Closed-ended questionsClosed-ended questions

–

– DichotomousDichotomous –

– Multiple choice/Check listsMultiple choice/Check lists –

– Ranking questionsRanking questions –

– Rating scales: verbal, Rating scales: verbal, numerical and numerical and (Behaviou(Behaviourallyrally anchored)

anchored) –

– Likert scale (measures the amount of Likert scale (measures the amount of agreement)agreement) –

– Semantic differential scalesSemantic differential scales

•• Open-ended questionsOpen-ended questions

–

– UnstructuredUnstructured –

– Word associationWord association –

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Rating Scales Exercise

Give a numerical value between 1 and 10 (where Give a numerical value between 1 and 10 (where

10 = greatest frequency) to indic

10 = greatest frequency) to indicate theate the

frequency suggested by the following words frequency suggested by the following words..

–

– Almost Almost always always - - Quite Quite oftenoften –

– Always Always - - RarelyRarely –

– FFrreeqquueennttllyy - - SSeellddoomm –

– Most Most of of the the time time - - SometimesSometimes –

– NNeevveerr -- OOfftteenn –

– OOccccaassiioonnaallllyy - - UUssuuaallllyy

Adapted from Fisher (1999, p. 164) Adapted from Fisher (1999, p. 164)

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Maximising Returns of Mailed

Questionnaires

•• Timing of the mail-shotTiming of the mail-shot

•• Ensure good first impression.Ensure good first impression.

•• Say why the survey should interest theSay why the survey should interest the respondent.

respondent.

•• Include self-addressed & stamped envelop.Include self-addressed & stamped envelop. •• Offer the results/summary of the study.Offer the results/summary of the study.

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Pilot Survey Purposes

•• Testing questionnaireTesting questionnaire

•• wordingwording

•• sequencingsequencing •• layoutlayout

•• TestingTesting

•• sensitivity of respondentssensitivity of respondents •• fieldwork arrangementsfieldwork arrangements •• analysis proceduresanalysis procedures

•• EstimatingEstimating

•• response ratesresponse rates •• completion timescompletion times

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Assessing Practicability of Projects (1)

•• In what area is the problem?In what area is the problem? •• Are data easily accessible?Are data easily accessible?

•• What expertise does the researcher have?What expertise does the researcher have? •• How will data be collected?How will data be collected?

•• Are special equipments or conditions requiredAre special equipments or conditions required for gathering and analysing data?

for gathering and analysing data?

•• What is the estimated time and cost?What is the estimated time and cost?

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Assessing Practicability of Projects (2)

•• Have the following criteria been built into theHave the following criteria been built into the project ? project ? – – UniversalityUniversality – – RepeatabilityRepeatability – – MeasurementMeasurement –

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Common Weaknesses in Proposals (1)

Not able to demonstrate the ability to: Not able to demonstrate the ability to:

–

– Think clearly and logicallyThink clearly and logically –

– To express concisely and cogentlyTo express concisely and cogently –

– To discriminate between the significant andTo discriminate between the significant and inconsequential

inconsequential

–

– To display technical To display technical abilityability –

– To handle abstract thoughtTo handle abstract thought –

– To analyse data objectively and accuratelyTo analyse data objectively and accurately –

– To interpret results To interpret results confidently and conservativelyconfidently and conservatively

Leedy and Ormrod (2005, pp. 126-7) Leedy and Ormrod (2005, pp. 126-7)

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Common Weaknesses in Proposals (2)

•• Related to Research ProblemRelated to Research Problem

–

– Unclear, Unclear, unfocussed, unfocussed, unsound,unsound, –

– more complex, limited relevance, unimportantmore complex, limited relevance, unimportant

•• Research Design and MethodologyResearch Design and Methodology

–

– Vague and unfocussed,Vague and unfocussed, –

– inappropriate data, equipments, methods/ controls,inappropriate data, equipments, methods/ controls, –

– unlikely to yield accurate results.unlikely to yield accurate results.

Leedy and Ormrod (2005, p.

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Common Weaknesses in Proposals (3)

•• Related to the Researcher Related to the Researcher

–

– Insufficient Insufficient training/experitraining/experience,ence, –

– Unfamiliar with the Unfamiliar with the relevant literaturerelevant literature –

– Insufficient time to devote to the researchInsufficient time to devote to the research

•• Related to ResourcesRelated to Resources

–

– UnfavourablUnfavourable e institutionainstitutional l settingsetting –

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Evaluating a Research Proposal

•• Is the research project worth it?Is the research project worth it?

–

– Does it contribute to Does it contribute to knowledge?knowledge? –

– Has an expert’s view been obtained?Has an expert’s view been obtained? –

– What is good about it?What is good about it? –

– What are the drawbacks?What are the drawbacks?

•• What procedure will be adopted for:What procedure will be adopted for:

–

– Literature review, data collection and analysis, andLiterature review, data collection and analysis, and interpretation

interpretation

•• Are the necessary research tools available?Are the necessary research tools available? •• What do peers think about the proposWhat do peers think about the proposal?al?

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Conclusions

Thank you all for giving me this opportunity to Thank you all for giving me this opportunity to

present my thoughts. If you want further present my thoughts. If you want further

information do get in touch with me. information do get in touch with me.

I would much appreciate it, if one of you or I would much appreciate it, if one of you or

some of you combined would summarise some of you combined would summarise

what has been learnt in this session. what has been learnt in this session.

(63)

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