Moving from research question to  research design: understandingwhich methods are most appropriate     Dorothy Faulkner an...
Your probationary reviewers will:Review your research project and plans.Assess your skills development against aset of a...
You will need to completeA probation reportA mini-vivaAn oral presentationA summary of PhD skills development         ...
The‘What’ the‘Why’& the‘How’     Your probation reviewers will be looking for clear     answers to these questions:3.   Wh...
This session will ask you to think about: Your disciplinary and theoretical perspective The implications of this for you...
Different disciplinary perspectives:    Examples of PhD research questions/thesesWhat is the role of consumption in the e...
Unpacking a research question from theperspective of technology enhanced learning   How are digital technologies appropria...
Signalling the theoretical/disciplinary focus  How are digital technologies appropriated as  tools for learning and how do...
Research question: theoretical focus Appropriation Tools for learning Mediation  are terms for key theoretical concepts...
Getting more specific: identifying key           areas of enquiry     In what ways do scripted inquiry learning     activi...
Workshop activity 1:      Your research question/thesis• Identify your main research question, central  thesis or area of ...
Situated Inquiry learning study:            Research design Comparative case study design – two schools -  main compariso...
Some sources of              quantitative evidence Large Government data sets (e.g. household survey,  census, school lea...
Some sources of               qualitative evidence Transcripts of conversation & dialogue Documents and texts (letters, ...
Workshop activity 2 Jot down a couple of sources of evidence that  you might use Share these with your table Feedback t...
Workshop activity 3:           Research design Make brief notes about a possible research  design What types of evidence...
Workshop exercise 3                 RemindersWHAT have previous researchers doneWHAT are you going to doHOW are you goi...
Who, how, what, when, where                 Ethics When you have worked out your research design, you  will need to submi...
Workshop Activity 4Make a note of an ethics issue you anticipate arising in your researchWith your group, share and disc...
How – the practicalities?      Who, what, when, where, why•   Sample and location•   Expenses•   Travel•   Procedure: equi...
Resources - websiteshttp://www.phdtips.com/http://www.phd2published.com/http://thethesiswhisperer.wordpress.com/http:/...
Resources - Books Dunleavy, P. (2003) Authoring a PhD: How to  Plan, Draft, Write and Finish a Doctoral Thesis  or Disser...
23
Q & A session•   CARDS•   PHOTOCOPYING:•   ETHICS PROFORMA•   Last two slides                           24
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Moving from research question to research design - Dorothy Faulkner and Cindy Kerawalla

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Moving from research question to research design - Dorothy Faulkner and Cindy Kerawalla

  1. 1. Moving from research question to research design: understandingwhich methods are most appropriate Dorothy Faulkner and Cindy Kerawalla 1
  2. 2. Your probationary reviewers will:Review your research project and plans.Assess your skills development against aset of appropriate benchmarks.Make a recommendation about whetherregistration should continue and beconfirmed for a PhD. 2
  3. 3. You will need to completeA probation reportA mini-vivaAn oral presentationA summary of PhD skills development 3
  4. 4. The‘What’ the‘Why’& the‘How’ Your probation reviewers will be looking for clear answers to these questions:3. What is the main research question, focus of interest or central thesis and why is this interesting?4. What are we going to learn as the result of the proposed project that we do not know now?5. Why is this worth knowing (theoretical, methodological, applied contribution)?6. How will we know that the arguments and conclusions are valid? 4
  5. 5. This session will ask you to think about: Your disciplinary and theoretical perspective The implications of this for your research question, argument or central thesis How you can unpack your research question/argument Your research design, method of enquiry and preliminary analytical perspective What types of evidence you need and why you need it Where you will get it from When you will collect it Who you will collect it from Research ethics 5
  6. 6. Different disciplinary perspectives: Examples of PhD research questions/thesesWhat is the role of consumption in the everyday life of youngmothers? How might young mother’s consumption be regulated bypoverty? How might young women be/feel excluded from consumerpractices by poverty? How might the pressures of consumption be feltas oppressive?The fall of communism altered the population structure of the CzechRepublic and led to profound social and economic change.Climate change stipulates capital flows and migration: How does thisaffect regional economies?The cultural dominance of Freudian theory has obscured the pre-history of child psychiatry in Britain as it emerged from literary sourcesin the second half of the nineteenth century. 6
  7. 7. Unpacking a research question from theperspective of technology enhanced learning How are digital technologies appropriated as tools for learning and how does the conduct and experience of scripted inquiry learning mediate and change the activities of learning? 7
  8. 8. Signalling the theoretical/disciplinary focus How are digital technologies appropriated as tools for learning and how does the conduct and experience of scripted inquiry learning mediate and change the activities of learning? 8
  9. 9. Research question: theoretical focus Appropriation Tools for learning Mediation are terms for key theoretical concepts. Use of these terms locates this question within the sociocultural tradition and signals the researchers theoretical stance. You will need to justify WHY your research is located within a particular theoretical framework, WHAT its key concepts are, WHAT alternative frameworks there are and WHY you have rejected them. 9
  10. 10. Getting more specific: identifying key areas of enquiry In what ways do scripted inquiry learning activities develop childrens learning skills?In this project, learning skills were identified as: Working collaboratively The ability to argue and debate from evidence Judge the veracity of source information Deal with noise in data Construct appropriate visualisations 10
  11. 11. Workshop activity 1: Your research question/thesis• Identify your main research question, central thesis or area of enquiry on the card• Identify a possible specific area of investigation• Swap cards with the person sitting next to you• Explain how what you have written signals your disciplinary and theoretical perspective• Discuss what you expect to learn from your research and how it will contribute to your area15 minutes 11
  12. 12. Situated Inquiry learning study: Research design Comparative case study design – two schools - main comparison Socio-economic status and educational achievement A series of quasi-experimental intervention studies with pre and post test measures over three years with 12 – 15 year-old pupils In classes where teachers were using scripted inquiry learning software Videos of classroom interactions, interviews, standardised tests, attitude questionnaires 12
  13. 13. Some sources of quantitative evidence Large Government data sets (e.g. household survey, census, school league tables) i.e. population/demographic data Research data archives (e.g. ESRC) – previous researchers’ data sets Linguistic corpora Standardised test data (e.g. IQ tests, personality tests, mental health, job satisfaction indices, happiness indices) Bespoke questionnaire & survey data from instruments you have designed 13
  14. 14. Some sources of qualitative evidence Transcripts of conversation & dialogue Documents and texts (letters, diaries, household accounts, draft manuscripts, annotated scores) Archives (film, newspapers, public records, Hansard) Activity protocols and log files of software use, Research diaries and field notes Transcripts of interviews and focus groups Children’s school work Photographs and/or audio visual records 14
  15. 15. Workshop activity 2 Jot down a couple of sources of evidence that you might use Share these with your table Feedback to group5 minutes 15
  16. 16. Workshop activity 3: Research design Make brief notes about a possible research design What types of evidence will you need? How will you know if it is reliable? Swap notes - explain to your partner how this will allow you to answer your research question or how you expect this to support your argument or central thesis Discuss with others at your table15 minutes 16
  17. 17. Workshop exercise 3 RemindersWHAT have previous researchers doneWHAT are you going to doHOW are you going to do itWHEN will you do itWHERE will you do itWHO or WHAT will be your sources of evidenceWHAT form will your data takeHOW will this help answer your researchquestion/support your central thesis? 1715 minutes
  18. 18. Who, how, what, when, where Ethics When you have worked out your research design, you will need to submit an ethics pro forma to the OU HREC https ://intranet-gw.open.ac.uk/strategy-unit/committees/HREC/inde You must adhere to OU & professional ethics guidelines Example issues: permissions, use of images online, anonymity, children and parent consent mismatches, mixed levels of consent within a group or class, data protection, copyright, disclosure of sensitive data, conflicts of interest etc. 18
  19. 19. Workshop Activity 4Make a note of an ethics issue you anticipate arising in your researchWith your group, share and discuss how you might deal with this10 mins(HREC pro forma as resource) 19
  20. 20. How – the practicalities? Who, what, when, where, why• Sample and location• Expenses• Travel• Procedure: equipment• Time span• Access• Your skills: Training in camera use? Interviewing skills?• Building up working relationships (cake!)• Keeping participants on board (benefits to them?)• Transcribing (who, time, money) 20
  21. 21. Resources - websiteshttp://www.phdtips.com/http://www.phd2published.com/http://thethesiswhisperer.wordpress.com/http://researchproposalguide.com/http://www.vitae.ac.uk/researchers/1220/Mana 21
  22. 22. Resources - Books Dunleavy, P. (2003) Authoring a PhD: How to Plan, Draft, Write and Finish a Doctoral Thesis or Dissertation (Palgrave Study Guides), Palgrave Macmillan Marshall, S. & Green, N. (2010) Your PhD Companion: The Insider Guide to Mastering the Practical Realities, How to Books Ltd Petre, M. & Rugg, G. (2010) The Unwritten Rules of PhD Research (Open Up Study Skills), Open University Press 22
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  24. 24. Q & A session• CARDS• PHOTOCOPYING:• ETHICS PROFORMA• Last two slides 24

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