Doctoral Research Process - Term Paper Example

Doctoral Research Process Doctoral Research Process Part I: Understanding the Doctoral Research Process Doctoral research is a scientific investigation which is conducted on a specific issue, problem or topic. The issue on which the investigation is conducted would be either an existing subject or an emerging issue within a specified discipline (Franke & Arvidsson, 2011). Often, doctoral research involves an investigation into an issue which needs a solution or an answer (Chiang, 2011). The investigation is carried out and reported within a specified time. Doctoral research process involves the use of specific approaches to research with a goal of ensuring that the results or findings of the investigation are valid (Jogulu & Pansiri, 2011). The basic approach to doctoral research is one of the commonly used approaches to conducting a credible scientific research. The basic approach is used in doctoral research process with a goal of identifying or investigating if the existing knowledge within a specific subject or topic is complete or not (Kim & Karau, 2009). Basic research approach in the doctoral research process therefore aims at identifying gaps in existing research information. The goal of basic research approach is coming up with a theory that would help the investigators fill the gap in knowledge. In this sense, it is evident that basic research approach is information oriented (Lambie & Vaccaro, 2011). Through basic research, the doctoral research process is able to determine the reliability of the existing research information in terms of its completeness in answering questions or solving problems within a specified discipline or sector (Chiang, 2011).The second approach that is applied in doctoral research process is the applied research approach. This approach is used in applied doctoral researches in which the main goal is to come up with a direct solution to a specific problem. In this regard, applied research approach is solution oriented and as a result it is easy to validate through the measuring of its reliability in solving the specified problem (Franke & Arvidsson, 2011). More often, the applied research approach is important in industrial or production processes where it is used to come up with a solution to specific problems in processes. On the other hand basic research approach is often aimed at adding into the body of knowledge (Kim & Karau, 2009). Doctoral research must have a predetermined goal so that the results of the investigation would come up with valid and relevant solutions within a specific topic. Depending on the discipline, nature and the expected results of a doctoral research, different researches have different goals (Jogulu & Pansiri, 2011). Nonetheless, the doctoral research process must basically ensure that its goal is predictive and descriptive. Additionally, the goals of doctoral research must be designed in a manner that they are easy to conceptualize and explain (Franke & Arvidsson, 2011). For a doctoral research process to be descriptive, it must classify and define the research subjects or respondents in relation to their relationships. This means that a descriptive goal of a doctoral research requires logical and critical thinking to enhance the creation of relationships among the subjects under investigation. In additionally, the descriptive goals of a doctoral research enable the investigators to establish specifics and generalizations in addition to describing populations or study subjects (Kim & Karau, 2009). The validity and reliability of doctoral research is therefore determined by their accuracy. Moreover, the creation of relationships must be logical for a research process and findings in doctoral research to be termed as reliable and credible (Chiang, 2011). The formulation of goals during a doctoral research process involves careful consideration of the operations, descriptions and concepts of the research through critical thinking processes (Lambie & Vaccaro, 2011). This is important because the various concepts and operations of the research may change the goal of the research completely if they are not logically described (Jogulu & Pansiri, 2011). More importantly, the goals that are used in doctoral research must be predictive (Lambie & Vaccaro, 2011). Hypotheses are commonly used in the prediction of the outcomes of a doctoral research. However what is important is the fact that the predictions must be measurable and testable. This is necessary because it measures the reliability and credibility of the research by finding out if the goals of the doctoral research were achieved or not. In this sense, it can be reflected that a doctoral research would either agree or disagree with a hypothesis. Validity and reliability are the most important measures of the credibility of research. Validity is often measured in terms of content, construct and criterion validities (Chiang, 2011). On the other hand reliability evaluates whether the results that are yielded during the doctoral research process are consistent (Lambie & Vaccaro, 2011). Methods such as alternative, retest, internal consistency and split-halves methods are used to test the reliability of doctoral research findings. More significantly through is the fact that doctoral research must employ the most effective research methodologies in the collection and analysis of data. The analysis must also involve critical thinking so that the presentation of findings, discussion, conclusions and recommendations are credible and reliable (Franke & Arvidsson, 2011). Part II: Annotated Bibliography Chiang, K. (2011). The Experience of Doctoral Studies in the UK and France: differences in epistemology, research objects and training. European Journal Of Education, 46(2), 257-270. doi:10.1111/j.1465-3435.2011.01480.x This article presents credible investigation findings on the perception of doctoral students on their research education in relation to its applicability in conducting scientific investigation. The author presents findings of scientific research based in France and the UK. The comparison of the two different education systems demonstrates the reliability of the research findings are analyzed and presented by the author. The doctoral student findings and their experiences in the two education systems are analyzed into a large extent by the author. The wide scope of the article is demonstrated by the three different theoretical positions which are identified by the author. These are the conceptualization of the research respondents or subjects, epistemological position and the organizational structure in training learners for effectiveness in doctoral research process. These three theories are relevant in the understanding of doctoral research process. The methodology that was used in the research that is presented within the article reveals the reliability of the findings. Questionnaires were distributed to the research subjects with a goal of determining their different experiences in research training. The subjects of the study were doctoral students within the Chemistry Departments and Economics and Management. The article therefore presents sufficient research findings both from the social sciences and natural sciences. The research that was carried in France was compared with the earlier study conducted in the UK which reveals that the findings as presented within the article were validated through comparative analysis. Jogulu, U. D., & Pansiri, J. (2011). Mixed methods: A research design for management doctoral dissertations. Management Research Review, 34(6), 687-701. Doi: 10.1108/01409171111136211 The relevance of the research article is revealed by its focus on doctoral research process. The article however specifically concentrates on the methodology as one of the most important and significant process in doctoral research. The article is wide in scope because it covers both the qualitative and quantitative research methodologies in doctoral research. The advantages and disadvantages of these methods in determining the reliability and credibility of findings are also presented within the article at length. More significantly is the relevance of the article in describing the management of doctoral research projects. The methodology of doctoral research is described in relation to the collection, analysis and presentation of doctoral research findings. In this sense, it is evident that the article presents major parts or processes of doctoral research. The collection and analysis of data as determinants of its reliability in doctoral research are described within the article which reflects the relevance of the research article in the understanding the doctoral research process. The arguments made within the paper are very specific and understandable because the information presented focuses on doctoral research that only utilizes the mixed research methodology. The recommendation that are given within the paper are convincing because they are based on the analysis of the mixed research methodology and especially on its advantages. Franke, A., & Arvidsson, B. (2011). Research supervisors different ways of experiencing supervision of doctoral students. Studies In Higher Education, 36(1), 7-19. doi: 10.1080/03075070903402151 The supervision of doctoral research is presented by the author within the article with a focus on answering the problems and questions of doctoral students during the research process. This article is relevant in the understanding the doctoral research process because it reflects on the problems that doctoral students experience in ensuring credibility and reliability of research findings. The answers provided by their supervisors and their importance to doctoral research further reveals the relevance of this article. In addition, the article presents the role of research supervisors in promoting logical or critical thinking of doctoral students during the research process. The scope of the article is wide as it includes the connection of doctoral students with their supervisors in relation to the impact of this connection in an effective research process. The credibility of the article is demonstrated by the fact that it is based on scientific research findings. The investigators based their study in Sweden where supervisors of doctoral students were interviewed. The supervision structures that are revealed by the investigation are presented as research relation-oriented and research practice-oriented supervisions. These structures are vividly described in relation to the role of the supervisor in ensuring that students participated effectively in the doctoral research process. Therefore, the research article is credible and relevant in demonstrating supervision as one of the doctoral research process and its impact in the credibility and reliability of the research process and findings. References Chiang, K. (2011). The Experience of Doctoral Studies in the UK and France: differences in epistemology, research objects and training. European Journal of Education, 46(2), 257-270. doi:10.1111/j.1465-3435.2011.01480.x Franke, A., & Arvidsson, B. (2011). Research supervisors different ways of experiencing supervision of doctoral students. Studies in Higher Education, 36(1), 7-19. doi: 10.1080/03075070903402151 Jogulu, U. D., & Pansiri, J. (2011). Mixed methods: A research design for management doctoral dissertations. Management Research Review, 34(6), 687-701. doi: 10.1108/01409171111136211 Kim, K., & Karau, S. J. (2009). Working Environment and the Research Productivity of Doctoral Students in Management. Journal Of Education For Business, 85(2), 101-106. Lambie, G. W., & Vaccaro, N. (2011). Doctoral Counselor Education Students Levels of Research Self-Efficacy, Perceptions of the Research Training Environment, and Interest in Research. Counselor Education & Supervision, 50(4), 243-258. 　 Read More