Organisation and Management of - Research Paper Example

 Organisation and management of research Introduction In order to complete a high-involvement dissertation project, the researcher must have the ability to motivate themselves, manage time effectively, and understand what sections of the project should be developed in the correct order. In order to avoid the viva voce, a rigorous post-submission evaluation of the student’s competency or quality of work, all of these factors are required. This paper describes all necessary requirements to build a successful research project. Motivation and time management Personal motivation to complete a project as large as a dissertation (or any other important project) requires the student to have a strong focus on planning and organisation. Planning comes in many different forms and this process involves setting the scope of the project as well as the necessary tools needed to conduct a successful research project. Tools planning might be measured in electronic database availability, resource literature compilation, availability of a non-disruptive environment for thought and secondary research, and also the planning of specific objectives related to the goal of project completion. After the planning stage, the student must be motivated to complete all tasks on time and remain focused on fulfilling all of their planned objectives. Because a project as large-scale as a dissertation involves multi-tasking in all stages of development, motivation is a primary factor to ensure that the project meets its proposed timeline without interruption to attaining a quality end result. There are generally two types of motivation, intrinsic and extrinsic. Intrinsic motivations come from within and are linked specifically to the task itself. For example, this motivation might be developed from having a personal association to the research project in a way that provides value to the researcher. Therefore, the student should be able to come up with a suitable topic that is directly associated with something in their career field that is personally rewarding or they feel would bring value to the reader. By identifying personally with the research topic, the student will probably have more incentive and enthusiasm for conducting all stages of the project successfully. Extrinsic motivations are desires to perform the research based on the reward or outcome itself. For many students, the receipt of their degree is one of the most important goals in their young adult lives as it brings the student closer to attaining their long term career ambitions or might provide them with better financial resources through job opportunities. By focusing on the outcomes of the project, the student will be more motivated to stay on task and remain focused about meeting all of the criteria listed in the project guidelines. Outside of motivational requirements, the student should be focused on how to better organise their time through various time management exercises. In contemporary society, many students are detracted from their research because of technological distractions, such as availability to different mobile communications, Internet or various video game console availability. Many undergraduate students (and likely graduate students as well) tend to sacrifice some of their study time and academic performance in favour of these technological distractions (Tanner, Stewart, Maples, Totaro & Gaines, 2008). It is the responsibility of the student to conduct an audit of how they tend to spend their time on a daily basis in order to discover where different elements can be removed to create a more time-focused environment. Auditing of current activities will offer quantitative results about their lifestyle and allow them to make improvements where needed by removing any distractions that tend to limit their efficiency and performance. A student that is motivated to coordinate better time management skills will also consider consolidation of their activities, both in areas of lifestyle and in research. Once various time-wasting activities have been identified through audit practices, the researcher will be able to create more time availability to produce more high quality outputs in their research tasks. For example, if an audit reveals that students tend to devote more of their time toward socialisation through peer involvement, time management would begin the process of limiting social engagements in favour of research planning or analysis. Especially when a project relies on significant secondary research, limiting external factors leading to time-wasting can give the student more focus on consultation with different source materials to fully understand their topic of interest. “Consolidating the time gained from removing unnecessary activities is a systematic process of managing time to create more time in a work day” (Boone & Peborde, 2008, p.5). Once the student gets a handle on blending activities, they will find they have more time to devote to the research project and remain focused with minimal disruptions. Stress is another factor that tends to predict the ability of the student to devote their time to study or academic performance (Nonis, Philhours & Hudson, 2006). Limiting exposure to stressful situations, such as family conflict, peer conflict, or placing unrealistic demands on the self are methods for removing stress from the research project. Stress can lead to any number of emotional problems if left unchecked and it is the responsibility of the student to understand what the stressors might be in their lives and then seek to isolate them or avoid them when possible. A research project as large-scale as a dissertation will require a stress-free attitude free of externally-driven stress scenarios. A researcher must understand that it is not the responsibility of the module leader to provide motivational activities or advice to improve their ability to conduct and manage a research project of this variety. These come from within and by having a focus on limiting stress and enhancing motivation, the student can identify opportunities to better simplify the research project and make it more personally rewarding step by step throughout the process. Reliance on others to improve motivation or offer tips for enhancing time management skills represents a form of dependency that would only detract from successful self-managed project focus. The methodological approach The first step in creating a reputable dissertation that has value in the researcher’s field of study is identifying key theories or underpinnings that support any hypothesis made. This is the nature of the literature review, which is one of the first sections that is generally constructed based on secondary source evaluation and analysis. These theories often help the researcher base a new theory or propose a method to support existing theories by combining different theories to support their primary topic. Consultation with various journals, academic texts, or industry specific publications is usually the first stage in writing the dissertation and will act as the primary support for any hypothesis constructed or the chosen methodology for further primary research. Once the review of literature has been completed, the student can then use this information to identify their own research objectives; solidifying what the student hopes to achieve through the primary portion of research. The secondary publications might identify gaps in research that the researcher desires to fill or perhaps the student wishes to use primary data to show how certain theories can be applied in a real environment. The next step in this process is to come up with a series of desired outcomes and link them with the topic and theories analysed. This usually constitutes the creation of the introductory chapters that outline the concepts of the topic at hand along with a listing of measurable and attainable objectives that the student will be able to perform successfully through primary research. After all secondary sources have been analysed and specific objectives have been identified, the student then considers the methodology portion of the study. This section outlines the approach being taken for primary study along with a description of the research tools being used as instruments for measurement or assessment and how they intend to go about gathering new data on the topic. This portion of the study is where the researcher considers data measurement, such as whether to take a qualitative approach to research which is often measured by observational research, the use of questionnaires, or various structured or non-structured interviews. It is in this section where the researcher decides whether hard facts are necessary to build a rewarding study outcome or whether more intuitive studies are required, such as those provided by qualitative research. It all depends on what the specific objectives are, the environment where the student must conduct their primary studies, and the type of information needed to support their given hypothesis or evaluation. Consideration of quantitative approaches could involve structured surveys with specific rankings or scores that provide a basis of comparison, using actual averages or scorings, to the literature review. When constructing this section, the researcher also considers whether their study will be reliable. This means that the reader will consider their data results to be valid and justifiable based on the type of research method chosen. Reliability is the ability of your measurement tools to have consistency, or how the chosen instrument would be able to come up with similar or exact results when administered under the same conditions using the same subjects (socialresearchmethods.net, 2010). This must be considered prior to developing any sort of questionnaire or other tool so that the study’s findings could not be considered invalid because of improper measurement. This section also considers validity factors, or “the degree to which a study accurately reflects or assesses the specific concept the researcher is attempting to measure” (writing.colostate.edu, 2010, p.1). This generally involves constructing research instruments that have actual value to the research objectives that have been identified and have language or function that meets these goals. This is very important when coming up with different questions for interviewing to ensure that the research activity does not produce answers unrelated to the topic or in any way make the research go astray from its intended goals. This requires discipline and knowledge for the researcher to check and recheck their instruments for validity. Building this section also involves considering the different constraints that the research process might have, such as the ratio of expected cooperation from identified samples that could impact primary research success. Limitations to both the approach and to successful access to identified sample groups should be considered and listed, along with any ethical concerns that might require the researcher to gain school administration approval, such as when working with juveniles. Once the actual primary study has been conducted and the researcher has analysed their notations, recordings, or other data achieved, the analysis process begins. Analysis consists of using different software programmes, such as SPSS or just by comparing the data found with the materials from the literature review in order to find any commonalities, linkages, or data that might remove some credibility from the findings discovered in secondary research. Analysis or presentation of findings is usually a smaller section of the dissertation that deals with presenting information in a format that is meaningful to the target audience and can be interpreted relatively easily. This could involve chart production, table construction, or any other method of delivering the findings. The final sections involve a conclusion about what has been identified through both secondary and primary research to link theory with data results and then tracking these back to the original objectives. This section highlights whether commonalities or differences have been found or whether the study has actually achieved what it intended to produce. Recommendations are based on any future research studies that might bridge gaps not closed through the actual study or give industry specific recommendations about how to apply the knowledge discovered in a real business, clinical or social environment; depending on the approach and findings. Managing information Approaches will vary to how information is managed throughout the entire dissertation process, and it is usually dependent on the scope of the project or the specific objectives outlined by the researcher. Some students prefer reliance on accessing different digital services, using online or home databases to store and retrieve information. More universities are considering embracing or developing the idea of creating a thesis and dissertation repository for student access (Zhang, Lee & You, 2001). Any university or college with these electronic resources could allow the student to store their dissertation in a controlled environment, therefore removing risk of data deletion or other common home pc issues. Any form of digital library or media storage has benefits for managing information that can be accessed when needed and avoid over-reliance on paper copy that could easily be lost or damaged. Research notations should also be made throughout the study, and can be as simple as a hand-held written notebook or more in-depth, statistical research notations. Putting down information as it occurs or as a thought passes the researcher’s mind will be helpful in putting together workable hypothesis, especially during the first part of the research planning and development stages. In large-scale projects requiring multiple interviews, data findings can be stored on any form of recording instrument for auditory analysis after conducting interviews. Risks to this type of data storage, however, are similar to those with certain digital sources such as erasure or damage that could cause serious problems with analysing results. Having a contingency for data storage is a good idea for the researcher, such as making back-up hard copies when appropriate or back-up storage in electronic format. The viva voce The viva voce is the process of the researcher being compelled to justify their written dissertation to show accuracy, their level of knowledge, honesty, or simply because the dissertation achieved a poor performance outcome. The usual process consists of two different examiners, one who represents the university and another who is elected as an external party, to assess the student’s capabilities related to their final research project. The criteria for the viva voce is usually a measurement of the student’s verbal awareness of what has been included or excluded from the study results, along with assessment of the student’s quality of learning by asking questions about their knowledge gleaned from reading, the literature review, or even the environment where the proposed primary study took place. Assessors will determine, through responses from the researcher, the student’s actual investment in their search for data, their integrity and overall efficiency and competency (biad.uce.ac.uk, 2008). This viva voce is not generally a typical outcome of a submitted research project and is usually demanded when there are anomalous factors in the project, underperformance, or a situation where the receipt of the degree rests on borderline outcomes in the project (lets.dept.shef.ac.uk, 2009). Defence in the viva voce includes the student making preparations to be examined with wide ranges of different persistent questioning and sometimes dynamic interrogation about the overall quality of the submitted project (lancs.ac.uk, 2008). Though the goal of both assessors is not to attack the student and should conduct these meetings in a helpful manner, the student should be prepared in advance for any number of questions relating to the primary research, their general knowledge about what has been identified or cited, and examination of their proficiency in being able to carry out the proposed study. Any notes or supporting evidence of the study should be brought with the student in the event they might require examination for support. Some universities offer a mock viva voce session to identify any shortcomings in the project, usually a brief oral examination based on the project and held by university administration (geog.qmul.ac.uk, 2009). This is a preparatory effort in the event that the student is forced to defend their research data. A student would benefit from this in many ways to avoid a borderline situation or poor assessment of overall study performance. Conclusion Time management, understanding how to construct the project chapter by chapter, and choosing a topic that can motivate performance are key success indicators for a well-respected dissertation. Having the right access to materials and proper planning, especially in areas of developing and carrying out a study’s methodology, will avoid the complications of the strenuous viva voce process. If all of the suggestions offered are considered and executed, the final submitted project will achieve high level marks and lead to approval of the degree. References Biad.uce.ac.uk. 2008, The Viva Voce, University of Central England in Birmingham. http://www.biad.uce.ac.uk/research/rti/rtrc/pdfArchive/V01.PDF (accessed April 3, 2010). Boone, L. & Peborde, M. 2008, Developing leadership skills in college and early career positions, Review of Business, 28(3), pp.3-14. Geog.qmul.ac.uk. 2009, Guide for PhD students, Queen Mary University of London, Department of Geography. http://www.geog.qmul.ac.uk/docs/4617.pdf (accessed April 3, 2010). Lancs.ac.uk. 2008, Examination of research degrees – Guidance notes. Lancaster University. http://www.lancs.ac.uk/sbs/registry/docs/ExternalExaminers/guidance-notes-research-degrees.pdf (accessed April 2, 2010) Lets.dept.shef.ac.uk. 2009, Guidance on viva voce examinations as a secondary form of assessment, University of Sheffield. http://www.lets.dept.shef.ac.uk/flats/vivas.pdf (accessed April 3, 2010). Nonis, S., Philhours, M. & Hudson, G. 2006, Where does the time go? A diary approach to business and marketing students’ time use, Journal of Marketing Education, 28(2), pp.121-135. Socialresearchmethods.net. 2010, Reliability and validity: what’s the difference?. http://www.socialresearchmethods.net/tutorial/Colosi/lcolosi2.htm (accessed April 2, 2010). Tanner, J., Stewart, G., Maples, G., Totaro, M. & Gaines, M. 2008, How business students spend their time – do they really know?, Allied Academies International Conference, Academy of Educational Leadership, 13(2), pp.81-86. Writing.colostate.edu. 2010, Validity, Colorado State University. http://writing.colostate.edu/guides/research/relval/pop2b.cfm (accessed April 2, 2010). Zhang, Y., Lee, K. & You, B. 2001, Usage patterns of an electronic theses and dissertations system, Online Information Review, Bradford, 25(6), pp.370-378. Read More