RESEARCH METHODOLOGY_6Oct2008_Singhad_Pune (1).ppt

research methdology is very important part of any research work that we are conductong .Hence it becomes important to study the research methdology

1. RESEARCH METHODOLOGY &
GETTING PUBLISHED
SUCCESSFULLY
K. Narasimhan
Regional Advisor (India)
The Emerald Group Publishing Ltd, UK
by
Workshop held at MATS School of Business,
Belgaum on October 2008

2. Aim of the First Session
•To prepare participants to undertake dissertation
or project
•To inform them of issues involved in 4-Ds of
research projects
•Define,
•Design
•Do
•Describe

3. RM: Outcomes of the Session
On successful completion of this session active
participants will be able to
•demonstrate knowledge and understanding of the
process of creating and disseminating knowledge
•evaluate critically published articles and write
reviews
•Evaluate project proposals

4. Defining our Research
Key Challenges:
–Understanding the research process
–Taking a systematic approach
–Generating and clarifying ideas
–Using the library and internet.

5. Assessing prior knowledge of
participants
•Why Conduct Research?
•What is Research?
•What are the two main approaches?
•Participants’ experience in writing research
proposals
•Are conceptual models/frameworks important?

6. Why Conduct Research?
–To complete an assigned task
–To improve
–understanding of the problem
–our competence in doing research
–the ability to manage research
–on others’ research
–To increase credibility of ones work
–To discover new things/ test ideas
–To Make sense of world around us.

7. 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),

8. What Research is Not?
It is Not
–Mere information gathering
–Mere transportation of facts from one location
to another
–Merely rummaging for information
–A catchword to get attention
Leedy and Ormrod (2005, p.2)

9. A Research’s Distinct Characteristics
•Research originates with a question or problem.
•It is guided by the specific problem/hypothesis.
•It requires clear articulation of a goal/sub-goals.
•It requires a specific plan for proceeding.
•It accepts certain critical assumptions.
•It requires collection and interpretation of data.
•It is helical.

10. Types of Research
Commercial Basic
Student Scholarly
Assigned Interest driven
Secondary Primary
Individual Group
Single discipline Interdisciplinary

11. Key Stakeholders
•Co-researchers (if applicable)
•Supervisors
•Examiners
•Sponsors (if applicable)
•Others (?)

12. Research Methodology Hierarchy
Approach
Philosophy
Perspective
Methodology
Design
Methods
Tools and Techniques
Data Collection
Data Analysis
Adopted from Maylor and Blackmon (2005), p. 155

13. ResearchApproaches
Positivism
Realism
Critical realism
Interpretivism
Constructionism
Subjectivism
Objectivist
Subjectivist
Ontology Epistemology
Derived from philosophy
of science.
Derived from philosophy
of social science.

14. Revise
Framework
The SA Research Process
Collect data
Analyse data
Describe
Interpret results
Report findings
Do
Design
Data collection & analysis & report
Pilot study
Finalise Data collection and analysis
Project
report
Define
Topic
Literature
Review
Identify
Conceptual
Framework Questions

15. A Qualitative Research Process
Literature
Review
Slides 15 and 16 adopted from Maylor and Blackmon (2005), p. 149
Design
Do
Describe
Interpret data
Collect data
Analyse data
Interim findings
Design Report
Questions answered
or out of time
Revise
CF
Define
Topic
Questions
Identify
Conceptual
Framework
(CF)
Literature
Review

16. The Evidence Pyramid
Adapted from A Guide to Research Methods (No date)
http://library.downstate.edu/ebmdos/3ebm100.htmAccessed on 31/07/08
The most clinically relevant
The least clinically relevant
Useful as background
resources
In Vitro (‘Test Tube’) Research
Systematic Review &
Meta Analysis
Randomised
Controlled Double
Blind Studies
Animal Research
Ideas, Editorials and Opinions
Case Reports
Case Series
Case Control Studies
Cohort Studies

17. Limitations of Methods
•Case series/report
•Case control studies
•Cohort
studies
•The double blind method
•Randomized controlled
studies
•Systematic review and
meta analysis
•Lack statistical validity
•Lack reliability
•Affected by changes over
time.
•Lacks high generalisability
•Could be unethical in
some cases (smoking)
•Publication bias

18. Managing the Research Process
Choose a topic: unanswered
question & plan.
1
Develop concepts,
framework and theories,
form research hypotheses,
& design studies
3
Gather evidence, analyse,
interpret findings, and draw
inferences.
5
4
6
Form arguments,
identify limitations and
ideas for further
research. Write up the
dissertation.
Get work published.
Write a critical
literature review
2

19. Structure of a Research proposal
•Statement of problem
•Research questions
–Sub-objectives
•Research approach
•Methodology
–Measures
–Data analysis approach
–Samples
•Schedule and budget

20. Statement of Problem
•Choose or identify Problem
•State the problem & Divide it into sub-problems
•State the hypotheses and limitations of the
research
•State assumptions & why the study is important.
•Define key terms and jargons

21. Benefits of Writing Literature Review
•Answers if the field is worth studying.
•Can offer new ideas, etc and provides useful
contacts.
•Shows how others have handled similar issues
and dealt with potential difficulties.
•Can reveal sources of data, and tools
effectively used.
•Helps link our findings to those of previous
studies’.

22. Conducting a Literature Search
•Write clearly the problem and sub-problems
•Identify key terms from them
•Specify topics that need to be studied further
•Identify articles, books, websites, etc for reading
•Keep track and record of searches undertaken
and all basic/important information

23. Ex1: Evaluating Research Articles
•Was the article published in a refereed journal?
•Are the objectives clearly stated?
•Is it primary research or secondary research?
•Is its structure logical?
•Is the problem chosen based on previous work?
•Can the method used be repeated by others?
•Is the method of data collection sound?
•Do you agree with the inferences drawn?
•What are its strength & weaknesses?

24. Writing a Critical Review (1)
Adapted from Pechenik, Jan. (1993).Cited in Hillsborough Community
College (no date),
Read
Evaluate Understand
Write Digest
Interactively and
for depth
Summarise the
article
Rely on
paraphrasing
Establish linkages
Look for arguments &
counter arguments

25. Writing a Critical Review (2)
•Provide an overview of the chosen literature
•Use a “funnel” approach:
–Start with broad scope of the field and present an
argument for narrowing the field to specific topic
•Identify the gaps in existing research and explain
how the research to be undertaken will fill the
void.
•Provide a critical account: emphasise relatedness;
don’t just reproduce

26. Writing a Critical Review (3)
•Cite
–the major experts in the filed
–the most recent and important literature
–works that take a different viewpoint
•Give credit where it is due (do not plagiarise)
•Evaluate others’ work objectively
•Explain and justify the use of the chosen
theories, concepts, frameworks, techniques, etc.
•Include a conceptual model showing all relevant
variables/constructs and their relationships

27. Conceptual Frameworks (1)
•Concepts are key terms used in the research.
•Frameworks illustrate the connections and
relationships amongst the concepts.
•CFs provide a ‘map’ for the filed of study
•CFs Provide structure and coherence

28. Types of Relationships
•Cause and effect (Expectancy Model)
•Cyclical or stages in a process (Kolb’s)
•Hierarchical (Maslow’s hierarchy of needs)
•Matrices (BCG Matrix)
•Pairs of opposites (Force-Field Analysis)
•Exchange and equilibrium (Balanced Scorecard)
•Similarity (McKinsey’s ‘7 S’ Model)
Conceptual Frameworks (2)

29. Guidelines for Reviewing an Article
•Identify the main points and ‘inference indicators’
•Assess the context of the argument
•Identify the premises for conclusions
•Check if the premises are supported by sound
evidence (reliable citations)
•Are the conclusions strong and logically based?
•Could counter conclusions be drawn?
Adapted from Fisher (2004, p. 77)

30. General Guidelines for Writing Reviews
•Be clear about the goal
•Draw a plan: moving from general to specific
•Emphasise relatedness
•Summarise what does it all mean
•Remember first draft is not the final draft
•Critically read your draft after a few days
•Seek advise and feedback
Adapted from Leedy and Ormrod (2005, pp. 79-80)

31. Content analysis
Purpose: To identify patterns, themes, or biases
Focus : Any form of communication (verbal, visual or
behavioural)
Data used: material from books, newspapers, films,
videotapes of human interactions, etc.
Methods of
Analysis: Tabulation of frequency of each characteristic
Statistical analysis to answer questions

32. EX2: Group Exercise –Part 1
Objective: To study the teaching style of
academics
1.Find a partner. Decide who will be the
Researcher.
2.The researcher now has 10 minutes to find
out and record information about the
interviewee’s teaching style whilst at the
institution
3.Swap roles and repeat step 2.

33. Group Exercise –Part 2
•Merge with at least 2 other groups (you will
need at least 3 sets of data per group)
•Reduce your data (What categories have
you formed and why? How have you
organised your data chunks and why?)
•Analyse your data (e.g. What patterns have
been identified? What issues have been
identified?)
•Identify key discussion themes.

34. The Sampling Process
•Define the target population.
•Choose the sampling frame.
•Select the sampling method.
•Determine the ample size.
•Implement the sampling plan.
Hair, Jr., J. F., et al. (2007, p. 171),

35. Bias in Research
Bias is anything that distorts data, and thus attacks
the integrity of facts. (Leedy and Ormrod, 2005)
Sources of Bias:
–Sponsoring organisation
–Researcher
–Sampling
–Non-respondents to a survey
–Surveyor or interviewer
–Gathering of data
–Analysis and presentation of data

36. Researchers’ Ethical Obligations
•Maintain scientific rigour
•Keep findings confidential (if required)
•Do not ‘massage’ findings
•Present findings clearly
•Admit limitations

37. Questionnaire Design: points to watch
•Attractive design
•Keep it short and simple (KISS)
•Logical and sequential: easy questions first
•Clear instructions and questions
•Watch out for implicit assumptions
•Avoid leading questions
•Decide how to code responses for analysis
•Ask personal questions at the end

38. Questionnaire Design:
•Closed-ended questions
–Dichotomous
–Multiple choice/Check lists
–Ranking questions
–Rating scales: verbal, numerical and (Behaviourally
anchored)
–Likert scale (measures the amount of agreement)
–Semantic differential scales
•Open-ended questions
–Unstructured
–Word association
–Sentence completion

39. Rating Scales Exercise
Giveanumericalvaluebetween1and10(where
10=greatestfrequency)toindicatethe
frequencysuggestedbythefollowingwords.
–Almost always -Quite often
–Always -Rarely
–Frequently -Seldom
–Most of the time -Sometimes
–Never -Often
–Occasionally -Usually
Adapted from Fisher (1999, p. 164)

40. Maximising Returns of Mailed
Questionnaires
•Timing of the mail-shot
•Ensure good first impression.
•Say why the survey should interest the
respondent.
•Include self-addressed & stamped envelop.
•Offer the results/summary of the study.
•Send follow up reminders.

41. Pilot Survey Purposes
•Testing questionnaire
•wording
•sequencing
•layout
•Testing
•sensitivity of respondents
•fieldwork arrangements
•analysis procedures
•Estimating
•response rates
•completion times
•Training and testing field workers

42. Assessing Practicability of Projects (1)
•In what area is the problem?
•Are data easily accessible?
•What expertise does the researcher have?
•How will data be collected?
•Are special equipments or conditions required
for gathering and analysing data?
•What is the estimated time and cost?
•Will the data collected be valid and reliable?

43. Common Weaknesses in Proposals (1)
Not able to demonstrate the ability to:
–Think clearly and logically
–To express concisely and cogently
–To discriminate between the significant and
inconsequential
–To display technical ability
–To handle abstract thought
–To analyse data objectively and accurately
–To interpret results confidently and conservatively
Leedy and Ormrod (2005, pp. 126-7)

44. Common Weaknesses in Proposals (2)
•Related to Research Problem
–Unclear, unfocussed, unsound,
–more complex, limited relevance, unimportant
•Research Design and Methodology
–Vague and unfocussed,
–inappropriate data, equipments, methods/ controls,
–unlikely to yield accurate results.
Leedy and Ormrod (2005, p. 127)

45. Common Weaknesses in Proposals (3)
•Related to the Researcher
–Insufficient training/experience,
–Unfamiliar with the relevant literature
–Insufficient time to devote to the research
•Related to Resources
–Unfavourable institutional setting
–Insufficient equipment and support staff

46. Evaluating a Research Proposal
•Is the research project worth it?
–Does it contribute to knowledge?
–Has an expert’s view been obtained?
–What is good about it?
–What are the drawbacks?
•What procedure will be adopted for:
–Literature review, data collection and analysis, and
interpretation
•Are the necessary research tools available?
•What do peers think about the proposal?

47. Conclusions
Thank you all for giving me this opportunity to
present my thoughts. If you want further
information do get in touch with me.
I would much appreciate it, if one of you or
some of you combined would summarise
what has been learnt in this session.

48. References/Bibliography
Cambridge Theological Federation , AG430022 (A422) -Postgraduate Research
Methods (MA) http://www.theofed.cam.ac.uk/ma_modules/AG430022.html
Fisher, C. (2004), Researching and Writing Dissertation for Business Students, Harlow:
Pearson Prentice Hall
Green and Britten (1998), Qualitative research and evidence based medicine, BMJ
1998;316:1230-1232 (18April)
Hair, Jr., J. F., et al. (2007), Research Methodsfor Business, Hoboken, NJ: John Wiley
Hammersley, M. and Gomm, R.(1997) 'Bias in Social Research‘, Sociological Research
Online,vol. 2, no. 1, <http://www.socresonline.org.uk/socresonline/2/1/2.html>
accessed on 04/05/07
Leedy, P. D., and Ormrod, J. E. (2005), Practical Research Planning and Design, 8
th
Ed.,
New Jersey: Pearson Merril Prentice Hall
Lesser, L. I., et al. (2007) Relationship between Funding Source and Conclusion among
Nutrition-Related Scientific Articles, Veterinary Medical Library News, Vol. 4 Issue 1,
PLoS Medicine, found at http://www.vetmed.lib.umn.edu/news/funding/bias, accessed
on 19/05/07
Maylor, H., and Blackmon, K. (2005), Researching Business and Management,
Basingstoke: Palgrave Macmillan
McQueen, R. A., and Knussen, C. (1999), Research Methods in Psychology: A practical
Introduction, Hemel Hempstead: Prentice Hall Europe
Pechenik, Jan. (1993). A Short Guide to Writing About Biology, 2nd ed.New York: Harper
Collins cited in Hillsborough Community College (no date), How to Write a Critical
Review, found at http://www.hccfl.edu/adjunct/darren_smith/bbs-gwcr.htm accessed
on 5/05/07
Queens university Belfast (2007), Definition of Research for RAE 2008, found at
http://www.qub.ac.uk/home/Research/ResearchPolicyOffice/RAE2008/PUBLIC/Exter
nalRAEdocumentation/DefinitionofResearchforRAE2008/accessed on 04/05/07