This document outlines an introduction to research methods course. It discusses what research is, the roles of students and supervisors, aims and objectives of the course, unit content including defining research and developing research questions, and tips for managing supervisors and expectations of the research process.
This document outlines an introduction to research methods course. It discusses what research is, the roles of students and supervisors, aims and objectives of the course, unit content including defining research and developing research questions, and tips for managing supervisors and expectations of the research process.
This document outlines an introduction to research methods course. It discusses what research is, the roles of students and supervisors, aims and objectives of the course, unit content including defining research and developing research questions, and tips for managing supervisors and expectations of the research process.
This document outlines an introduction to research methods course. It discusses what research is, the roles of students and supervisors, aims and objectives of the course, unit content including defining research and developing research questions, and tips for managing supervisors and expectations of the research process.
produce a written research/project proposal/report/paper and
effectively present information in an oral presentation
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Unit content
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Key generic skills for this unit of study
Defining research
Specifying roles of student and supervisor
You will be provided with feedback on your progress in attaining
the following generic skills:
Developing a research/project question/problem/objective
analysis
skills,
Presentation techniques
solving skills,
Reviewing the literature
problem
Planning research/project design
communications
Ethics
ability
Writing a research/project proposal
ability
Critical thinking
Qualitative and quantitative research methodologies
Writing a research paper and a technical report with corresponding writing skills
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skills,
to tackle unfamiliar problems, and
to work independently
What should you be prepared? a quiz in classroom
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What isnt research?
What is research?
Research is not mere information gathering (e.g.
information discovery)
Originates with a question or problem
Requires a clear articulation of a goal
Research is not mere transformation of facts from one
location to another (e.g., fact discovery)
Follows a specific plan of procedure
Usually divides the principal problem into more manageable
subproblems
Is guided by the specific research problem, question or
hypothesis
Accepts certain critical assumptions
Requires the collection and interpretation of data in an attempt to
resolve the problem that initiated research
Research is not merely rummaging for information (e.g.
information checking) Research is not a catchword used to get attention
Have you got any (research) ideas?
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Research process
Researcher (Phillips & Pugh, 2002)
Someone who has:
something interesting to say that peers want to hear
knowledge of their area sufficient to evaluate the worth of other work in
that area
ability to discover where they can make a contribution
awareness and conformity to ethical principles
mastery of appropriate techniques and awareness of their limitations
ability to communicate results in professional arena
awareness of international arena
Swinburnes definition of an active researcher
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Student perspective Why are you doing research?
Supervisor perspective Why do supervisors take a research student?
Make a contribution to your chosen field
Contribution to building or maintaining a research profile
Satisfaction of doing research for its own sake
Enhance career opportunities
Satisfaction of watching a student gain the skills and
confidence to become an independent researcher
Cant think of anything else to do!
The opportunity to discuss problems and teach in their
area of specialisation
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Supervision styles
The student as an autonomous researcher (coming of
age model) Student is expected to develop their own research topic and
work as individuals
The student as an apprentice
How not to submit a thesis (1)
Not wanting to do the hard work
Not understanding what is required
More about determination than brilliance
Overestimating: Your work should show some originality, but
you dont have to win a Noble prize or precipitate a paradigm
shift
Student works on problems related to supervisors area of
interest, but have freedom to explore
Underestimating: Research work not just a description of a
topic requires analysis and explanation of a research
question - a thesis is not a text book
Student expected to follow a protocol set out by the supervisor
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How not to submit a thesis (2)
Having a supervisor who is not clear about
requirements
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Managing your supervisor (1)
Independence
Expects too little
Submission of written work that is not just a first draft (i.e.,
Expects too much
Losing contact with your supervisor
Taking on too much outside work
What supervisors expect:
avoid typos, incomplete sentences etc.)
Regular meetings Agree on frequency of meetings Set up a timetable if possible Be well prepared and make it easy for your supervisor to be
prepared (timing, giving text in advance, setting a topic for
discussion)
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Managing your supervisor (2)
Honesty in reporting progress
Let your supervisor know if you are having problems (e.g., if
you are blocked, lost confidence or are having personal
difficulties)
Follow their advice when you ask them for it
Enthusiasm (be excited about what you are doing),
surprise your supervisor with new evidence and thoughts
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Managing your supervisor (3)
Joint supervision (1)
Increase range of expertise Three-way meetings are important, but you may feel
overwhelmed! Problems: Diffusion of responsibility Conflicting advice Playing one supervisor off against another Lack of an overall view
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Managing your supervisor (4)
What you expect from your supervisor (1)
Joint supervision (2)
Make sure all three of you meet early to discuss how the
project will develop
Regular meetings Minor frequent meetings
Send each supervisor a copy of what you are writing but
make it clear whether it is for your information only or for
comments Keep each informed of what you are doing
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Less frequent formal meetings
Read your work well in advance
Written comments and overall evaluation
Be available when you need them
Be friendly, open and supportive
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What you expect from your supervisor (2)
Supervision
The process (for research degree)
Enthusiasm
Harsh criticism is not appropriate
Isolation
Praise is important
Constructive criticism
Increasing interest in work developing self confidence
Good knowledge of research area
Gaining independence from supervisor
Encourage discussion in meetings
Boredom
Point you in the direction of interesting or relevant
information
Frustration
A job
Take an interest in furthering your career (i.e., introduce
and recommend you to other researches)
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Getting in first
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Discussion items
Chapter 1 of the textbook states: "Research is, by its
nature, cyclic or, more exactly, helical." Explain why cyclical is an appropriate description of the research process. Then explain why helical is a better description.
Describe an example of the word research being
used inappropriately. Be clear about how your example deviates from the definition of research offered in the chapter.
