The document provides details about the Research and Knowledge Utilization Symposium organized by the Catholic University of Ghana, led by Prof. Daniel Obeng-Ofori and Prof. Kaku Sagary Nokoe. It covers various aspects of research, including types of scientific research, definitions, benefits, and knowledge utilization processes. The document emphasizes the importance of research in addressing new problems and advancing knowledge across multiple disciplines.

1. Theme: Research and Knowledge
Utilization

2. Symposium Minutiae
Theme Research and knowledge utilization
Editor in Chief Prof. Daniel Obeng-Ofori.
(Catholic University of Ghana)
Section editor Prof. Kaku Sagary Nokoe
(Dean, EBA, Catholic University of Ghana)
Certificate authorisation Prof. Daniel Obeng-Ofori
Symposium date 2nd October 2020
Symposium time 10am to 11:30am
Organiser Atianashie Miracle A.
Organisation link Www.Ijmsir.Org
ISSN online 2413-3248
ISSN print 4132-2894
DOI http://doi.org/10.21681/ijmsir-8-4-1
Journal Scope Multidisciplinary
Pilot speakers Prof. Kaku Sagary Nokoe
(Dean, EBA, Catholic University of Ghana)
Prof. Naomi Soderstrum
University of Melbourne
Visual app use Microsoft team.
Meeting ID N/A
Meeting password N/A
SYMPOSIUM TRAINING: 9

3. Welcome to Research and Knowledge
Utilization Symposium!
International Journal of
Multidisciplinary Studies
and Innovative Research
A moment’s insight is
sometimes worth a
life’s experience.

4. Contents
What is Research
Activities that support the conduct
Activities that do not support the conduct
Types of scientific research
What is Knowledge Utilization
A Revolutionary Worldview
Research and Knowledge Utilization Models
Four dimensions of Knowledge Utilization
Benefits of Research and Knowledge Utilization
Contribution Benefits of RKT
Conclusion
A Short Selected List of Recent Books
Select Bibliography
Questions

5. About myself
Who Prof, Kaku Sagary Nokoe
Catholic University of GhanaWhere
What Applied Statistics
Contact
Information
nokoemaths@gmail.com
0570913204
Office Hours:
Friday mornings, 9-11 am
or set up a time...
When Mondays 7-10pm here in ACB 119
www.ijmsir.org

6. WHAT IS RESEARCH?
Science is about understanding the world, but it is a
process rather than a body of knowledge. Scientific
knowledge is what we learn from the scientific process,
which involves experimenting and collecting data.
Research: is the collecting of data to investigate and
explain a phenomenon. The idea of science is that you can
only learn about a phenomenon in a reliable and accurate
way through collecting empirical data. The scientific
process is designed to reduce human bias as much as
possible and make our conclusions as accurate as they
can be. Research is defined as the creation of new knowledge
and/or the use of existing knowledge in a new and
creative way to generate new concepts, methodologies
and understandings. This could include synthesis and
analysis of previous research to the extent that it leads
to new and creative outcomes.

7.  Professional, technical, administrative or clerical support staff
directly engaged in activities essential to the conduct of research
 Management of staff who are either directly engaged in the conduct
of research or are providing professional, technical, administrative
or clerical support or assistance to those staff
 The activities and training of HDR students enrolled at the HEP
 The development of HDR training and courses
 The supervision of students enrolled at the HEP and undertaking
HDR training and courses
 Research and experimental development into applications software,
new programming languages and new operating systems (such
R&D would normally meet the definition of research)
Activities that support the conduct of research and
therefore meet the definition of research include:

8. Activities that do not support the conduct of research
must be excluded, such as:
 Scientific and technical information services
 General purpose or routine data collection
 Standardization and routine testing
 Feasibility studies (except into research and experimental
development projects)
 Specialized routine medical care
 Commercial, legal and administrative aspects of patenting,
copyright or licensing activities
 Routine computer programming, systems work or software
maintenance.

9. Types of Scientific Research
Research is a logical and systematic search for new and useful information on a
particular topic. Research is important both in scientific and nonscientific fields. In
our life new problems, events, phenomena and processes occur every day.
Practically, implementable solutions and suggestions are required for tackling
new problems that arise.
The research is broadly classified into two main classes:
1. Fundamental or basic research and
2. Applied research.
Basic and applied researches are generally of two kinds: normal research and
revolutionary research. In any particular field, normal research is performed in
accordance with a set of rules, concepts and procedures called a paradigm,
which is well accepted by the scientists working in that field. In addition, the basic
and applied researches can be quantitative or qualitative or even both (mixed
research).

10. Types of Scientific Research Cont.’
1. Fundamental-or-basic-research:
Basic research is an investigation on basic principles and reasons for occurrence of a
particular event or process or phenomenon. It is also called theoretical research. Study or
investigation of some natural phenomenon or relating to pure science are termed as basic
research. Basic researches sometimes may not lead to immediate use or application. It is not
concerned with solving any practical problems of immediate interest. However, the outcomes
of basic research form the basis for many applied research.
Basic research
1. Seeks generalization
2. Aims at basic processes
3. Attempts to explain why things happen
4. Tries to get all the facts
5. Reports in technical language of the topic

11. 2. Applied-research:
In an applied research one solves certain problems employing well known
and accepted theories and principles. Most of the experimental research,
case studies and inter-disciplinary research are essentially applied
research. Applied research is helpful for basic research. A research, the
outcome of which has immediate application is also termed as applied
research. Such a research is of practical use to current activity.
Types of Scientific Research Cont.’
Applied research
1. Studies individual or specific cases without the objec
to generalize
2. Aims at any variable which makes the desired differ
3. Tries to say how things can be changed
4. Tries to correct the facts which are problematic
5. Reports in common language

12. Basic and applied research, further divided into three types of
research bearing some characteristics feature as follows:
Quantitative research
1. It is numerical, non-descriptive, applies statistics or mathematics
and uses numbers.
2. It is an iterative process whereby evidence is evaluated.
3. The results are often presented in tables and graphs.
4. It is conclusive.
5. It investigates the what, where and when of decision-making.
Qualitative research
1. It is non-numerical, descriptive, applies reasoning and uses words.
2. Its aim is to get the meaning, feeling and describe the situation.
3. Qualitative data cannot be graphed.
4. It is exploratory.
5. It investigates the why and how of decision-making.

13. Mixed-research
Mixed research- research that involves the mixing of quantitative and qualitative methods or
paradigm characteristics. Nature of data is mixture of variables, words and images.
Other-types-of-research Include
Exploratory-Research
Exploratory research might involve a literature search or conducting focus group interviews.
The exploration of new phenomena in this way may help the researcher’s need for better
understanding, may test the feasibility of a more extensive study, or determine the best
methods to be used in a subsequent study. For these reasons, exploratory research is broad
in focus and rarely provides definite-answers-to-specific-research-issues.
The objective of exploratory research is to identify key issues and key variables.
variables.

14. Descriptive-research
The descriptive research is directed toward studying “what” and
how many off this “what”. Thus, it is directed toward answering
questions such as, “What is this?”
Explanatory research
1. Its primary goal is to understand or to explain relationships.
2. It uses correlations to study relationships between dimensions
or characteristics off individuals, groups, situations, or
events.
3. Explanatory research explains (How the parts of a
phenomenon are related to each other).
4. Explanatory research asks the “Why” question.

15. Longitudinal-Research
Research carried out longitudinally involves data collection at multiple points in time.
Longitudinal studies may take the form of:
1. Trend study- looks at population characteristics over time, e.g. organizational
organizational absenteeism rates during the course of a year
2. Cohort study- traces a sub-population over time, e.g. absenteeism rates for the sales
for the sales department;
3. Panel study- traces the same sample over time, e.g. graduate career tracks over the
tracks over the period 1990 – 2000 for the same starting cohort.
While longitudinal studies will often be more time consuming and expensive than cross-
sectional studies,
Cross-sectional-Research
One-shot or cross-sectional studies are those in which data is gathered once, during a period
of days, weeks or months. Many cross-sectional studies are exploratory or descriptive in
purpose.

16. Action research
 Fact findings to improve the quality of action in the social world
Policy-Oriented Research
 Reports employing this type of research focus on the question ‘How
‘X’ be solved or prevented?’
Classification research
1. It aims at categorization of units in to groups
2. To demonstrate differences
3. To explain relationships
Comparative research
 To identify similarities and differences between units at all levels
Causal research
 It aims at establishing cause and effect relationship among variable
Theory-testing research
 It aims at testing validity of a unit
Theory-building research
 To establish and formulate the theory

17. Scientific Research helps us in many ways:
1. A research problem refers to a difficulty which a
scientific community or an industry or a government
a society experiences. It may be a theoretical or a
situation. It calls for a thorough understanding and
solution.
2. Research provides basis for many government
example, research on the needs and desires of the
the availability of revenues to meet the needs helps a
to prepare a budget.
3. It is the fountain of knowledge and provide guidelines
problems.
4. Only through research, inventions can be made; for
and novel phenomena and processes such as
and cloning have been discovered only through

18. 1. It is important in industry and business for higher gain
and productivity and to improve the quality of
products.
2. Research leads to a new style of life and makes it
delightful and glorious.
3. It leads to the identification and characterization of
new materials, new living things, new stars, etc.
4. Mathematical and logical research on business and
industry optimizes the problems in them.
5. Social research helps find answers to social
problems. They explain social phenomena and seek
solution to social problems.
Scientific research helps us in many ways: Cont.’

19. Knowledge utilization: is a complex process involving political, organizational,
socioeconomic, and attitudinal components in addition. To the specific information or
knowledge. Any serious study of knowledge utilization must be cognizant of the
contribution-or intrusion
Knowledge utilization is a field crossing many sectors, from agriculture, since the 1920s,
to health care today. Evaluators have made long‐standing contributions to understanding
knowledge utilization. Different models or ways to think about knowledge utilization have
evolved to reflect different perspectives, contexts, and stages of the process, from
knowledge creation to the use of effectiveness results in policymaking.
Part of the scientific process concerns what you do after data has been collected. Once
you have collected the data, it is analyzed; often-using statistics and calculations,
and then conclusions are made from those results. Nevertheless, how do we know that
those conclusions are accurate? One way is through a process called peer review,
which is where research is scrutinized and critiqued by fellow scientists. This process
has to be completed before any scientific paper is published, and it weeds out a lot of
flawed research. It is a big part of why science has been so successful in explaining the
real world.
What is Knowledge utilization:

20. Elements of Scientific Knowledge
Systems are sets of interconnected parts forming a complex whole.
In science, systems are a way of separating the world into sets of
parts to be studied. For example, you may study the oil inside an
engine and how it is affected by heat. If your system is the oil itself,
you might not concern yourself with any effects on the engine. On
the other hand, you may study the variation in temperature across
the entire engine, including the oil, meaning that the whole engine
and its contents is your system. The way you define your system
has an impact on how you conduct your research.

21. A Revolutionary Worldview
Knowledge work varies tremendously in the amount and
kind of formal Research and knowledge required. Some
jobs have fairly low requirements, and others require the
kind of knowledge the neurosurgeon possesses. However,
even if the knowledge itself is quite primitive, only formal
education can provide it.
Education will become the center of Research and
knowledge society and the school its key institution. What
Research knowledge must everybody have? What is
"quality" in learning and teaching? These will of necessity
become central concerns of the knowledge society, and
central political issues. In fact, the acquisition and
distribution of formal knowledge may come to occupy the
place in the politics of the knowledge society, which the
acquisition and distribution of property and income have
occupied in our politics over the two or three centuries that

22. Research and Knowledge Utilization Models
Much of the discussion at the Forum seems to imply the following model:
RESEARCH ----> DISSEMINATION ----> USE/APPLICATION
Or perhaps this model if two-way "exchange" is
considered: DISSEMINATION <----> RESEARCH <---->
USE/APPLICATION

23. Four dimensions of Knowledge Utilization
To make this assertion clearer let us explore what may be some
useful dimensions for conceptualizing or “mapping” the current
domain of thinking about Research and knowledge utilization. Here
we focus on perspectives on knowledge. Four dimensions are
particularly useful to consider. Labeling these dimensions by their
extremes, they are:
1. Objective__Constructed
2. Simple____Complex
3. Explicit____Tacit
4. Individual____Social

24. Benefits of Research and Knowledge Utilization
BENEFITS Freq(n=75) (%)
Widen own Research knowledge 22 29.33
Improved performance 18 24.00
Faster work task completion /time saving 17 22.67
Obtaining good new research knowledge 11 14.67
Improved knowledge sharing 8 10.67
Faster/improved decision making 8 10.67
Improved problem solving 5 6.67
Exploring oneself/ new way of thinking 5 6.67
Business transparency 2 2.67
Sense of achievement 1 1.33
Reduce job mistakes 1 1.33
TOTAL BENEFITS 98
Research and Knowledge Utilization Benefits according to a 2020 Survey by Dr. Kofi
Joshua (Pentecost University of Ghana), published on “Pentvar International Journal
– Volume 6 No 4”
Table 1

25. Contribution Benefits of Research and
Knowledge Utilization
Table
2CONTRIBUTION BENEFITS Frequency(n=45) (%)
Better sharing experience 14 31.11
Sense of achievement/good feeling 9 20.00
Reputation/respect/recognition 8 17.78
Improve others’ work quality 7 15.56
Faster knowledge sharing experience 3 6.67
Benefiting the organization 3 6.67
Reduce duplication 1 2.22
TOTAL CONTRIBUTION BENEFITS 45

26. Conclusion
Conclusion

27. A Short Selected List of Recent Books
Among the hundreds of books dealing with various aspects of
Research and knowledge utilization in education, here are a few
selected titles that may prove useful in obtaining an overview of
more recent thought and practices.
1) Chapman, D. W., Mahlck, L. O. and Smulders, A. E. M. (eds)
1997. From Planning to Action: Government Initiatives for
Improving School-Level Practice. Paris: UNESCO.
2) Fullan, M. 1993. Change Forces: Probing the Depths of
Educational Reform. London: Falmer Press.
3) Haddad, W. 1994. The Dynamics of Education Policy Making.
Herndon, VA: World Bank EDI Development Policy Case Series
4) Hargreaves, A., Lieberman, A., Fullan M. & Hopkins, D. (eds.)
1998. International Handbook of Educational Change. Boston:
Kluwer Academic Publishers.
5) Hargreaves, A., Fullen, M. & Hopkins, D. (eds.) 1998.
International Handbook on School Improvement. London:
Cassell.

28. Select Bibliography
1) Brown, J. S., Collins, A. & Duguid, S. 1989. Situated Cognition
and the Culture of Learning. Educational Researcher, 18(1): 32-
42.
2) Cohen, W., Florida, R., Randazzese, L. & Walsh, J. 1998.
Industry and the academy: Uneasy partners in the cause of
technological advance. In R. G. Noll (ed.) Challenges to
Research Universities: 171-199. Washington, D.C.: Brookings
Institution Press.
3) Drucker, P. 1994. “The Age of Social Transformation,” The
Atlantic Monthly, November. Eidell, T. L. & Kitchel, J. M. (eds.)
1968. Knowledge Production and Utilization in Educational
Administration. Eugene, OR: Center for Advanced Study of
Educational Administration, University of Oregon.

29. Questions
Email: questions.symposium.ijmsir.org
WhatsApp: +233570913204

30. Thank You