Research projects – the process Standard activities in research projects Creating a GANTT Chart Risk management Project tracking Research projects – the outputs Documentation – classic structure Basic writing skills Harvard referencing Plagiarism

1. Research project management Dr Aleksej Heinze Salford Business School University of Salford www.business.salford.ac.uk Friday 16 th October 2009 Based on earlier work of Chris Procter and Helen Hayes

6. The classic project triangle

7. Project triangle – e.g. too expensive:

10. Visual examples

11. Alternative project plan Project task Project Months 1 2 3 4 5 6 7 8 9 10 11 12 Identify problem area Attend workshops X X X X X ... ... Primary data collection X X X ... ... Submission deadline X

12. Activity 2: Develop a schedule plan for your research project’s activities: Project task Project Months 1 2 3 4 5 6 7 8 9 10 11 12

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19. Activity 3: Develop a risk table for your project and make an assessment of the project’s viability. Discuss with your neighbour: Risk Identification: Probability: (1 [low] – 5 [high]) Impact: (1 [low] - 5 [high]) Assessment Mitigation / management

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30. Research map: The introduction of blended e-learning on a part time degree: an interpretive action research study. Chapter 1 Aims: Chapter 1 R. Questions Literature Chapter 6/ 7 / 8 Data Chapter 9 / 10 Discussion / Conclusions Add to the existing general research on Blended Learning a special case of mature part time students. (Rona Sharpe et al report highlighted the need) How is blended learning implemented with the aim of a part time programme improvement? Chapter 2 (BL overview) Comparative blended learning examples highlighted by Bonk / Sharpe etc Students generally like the idea of f2f and eFacilitated aspects > Blended Learning Confirm that there is generally a need for BL in part time HE. IS Domain enhanced with Blended Learning research building on e-Learning Contribute to the blended learning definition and understanding. Experience of blended learning for part time students. a) How do stakeholders conceptualise blended learning? Chapter 2 (2 pages: Historic developments of part time education. Introduction of books, radio, TV, computers,) internet, distance learning > “social” need problem Social learning: ZPD, Johari Window, Community of Practice Concept of six emergent themes of Blended Learning related issues. Need for “social” elements well addressed by creating “community” spirit. Students are easily lost – need support. Blended E-Learning Depends broadly on six general issues: Student| Subject | Pedagogic beliefs (of the tutor) | F2F | eFacilitated | Self Study| Contribute to the practice some potentially practical themes. Answer to the issue raised by Cullen et al regarding the need of theory and practice in HE combination in research by drawing general theory and practice. b) How can we benefit from practice of blended learning? Chapter 3 (technology + BL) Computer Assisted Learning/ e-Moderation / Assessment > Communication Staff development “ Carrot and Stick” Support > Feedback > Assessment > Theory is good but there is a need for customisation of BL to the local context. Generally students need motivation and support. Contribute to the discussion on pedagogic foundations on blended learning. Explore possible options. c) How can pedagogy benefit blended learning? Chapter 3 Historic theory: Associationist/ Functionalist, Instructivism / Constructivism Conversation theory Conversation framework > Amended Conversation Theory (CT) > Academic freedom Because of social need (above) need continuous dialogue > good application of CT Contribute to utilisation of action research in information systems /educational research Methodological question: d) How effective is action research as a method of IS educational research? Chapter 4 IS research > Interpretivist > Action Research > Chapter 5? Qualitative data > Focus groups > interviews > data analysis using NViVo QSR Messy process, reliance of a number of actors is difficult. Multiple interpretations of same problem / action Academic freedom Difficulties with data analysis presentation It works, but highly dependent on the actors. Need rigid management of data – easily overloaded. Great to tease out issues and at least attempt change. Change is not always possible due to the number of stakeholders. Research assessment criteria

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