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Moving from research question to
  research design: understanding
which methods are most appropriate

     Dorothy Faulkner and Cindy
             Kerawalla            1
Your probationary reviewers will:

Review your research project and plans.
Assess your skills development against a
set of appropriate benchmarks.
Make a recommendation about whether
registration should continue and be
confirmed for a PhD.


                                            2
You will need to complete


A probation report

A mini-viva

An oral presentation

A summary of PhD skills development
                                       3
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
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
Different disciplinary perspectives:
    Examples of PhD research questions/theses

What is the role of consumption in the everyday life of young
mothers? How might young mother’s consumption be regulated by
poverty? How might young women be/feel excluded from consumer
practices by poverty? How might the pressures of consumption be felt
as oppressive?
The fall of communism altered the population structure of the Czech
Republic and led to profound social and economic change.
Climate change stipulates capital flows and migration: How does this
affect regional economies?
The cultural dominance of Freudian theory has obscured the pre-
history of child psychiatry in Britain as it emerged from literary sources
in the second half of the nineteenth century.
                                                                         6
Unpacking a research question from the
perspective 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
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
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
Getting more specific: identifying key
           areas of enquiry

     In what ways do scripted inquiry learning
     activities develop children's 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
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 area
15 minutes
                                                       11
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
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
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
Workshop activity 2
 Jot down a couple of sources of evidence that
  you might use

 Share these with your table

 Feedback to group

5 minutes
                                                  15
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 table
15 minutes                                        16
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 research
question/support your central thesis?
                                                17
15 minutes
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
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 this

10 mins

(HREC pro forma as resource)              19
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
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
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
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

  • 1. Moving from research question to research design: understanding which methods are most appropriate Dorothy Faulkner and Cindy Kerawalla 1
  • 2. Your probationary reviewers will: Review your research project and plans. Assess your skills development against a set of appropriate benchmarks. Make a recommendation about whether registration should continue and be confirmed for a PhD. 2
  • 3. You will need to complete A probation report A mini-viva An oral presentation A summary of PhD skills development 3
  • 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. 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. Different disciplinary perspectives: Examples of PhD research questions/theses What is the role of consumption in the everyday life of young mothers? How might young mother’s consumption be regulated by poverty? How might young women be/feel excluded from consumer practices by poverty? How might the pressures of consumption be felt as oppressive? The fall of communism altered the population structure of the Czech Republic and led to profound social and economic change. Climate change stipulates capital flows and migration: How does this affect regional economies? The cultural dominance of Freudian theory has obscured the pre- history of child psychiatry in Britain as it emerged from literary sources in the second half of the nineteenth century. 6
  • 7. Unpacking a research question from the perspective 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. 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. 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. Getting more specific: identifying key areas of enquiry In what ways do scripted inquiry learning activities develop children's 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. 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 area 15 minutes 11
  • 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. 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. 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. Workshop activity 2  Jot down a couple of sources of evidence that you might use  Share these with your table  Feedback to group 5 minutes 15
  • 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 table 15 minutes 16
  • 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 research question/support your central thesis? 17 15 minutes
  • 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. 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 this 10 mins (HREC pro forma as resource) 19
  • 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
  • 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
  • 23. 23
  • 24. Q & A session • CARDS • PHOTOCOPYING: • ETHICS PROFORMA • Last two slides 24