Effective Management of Research - Essay Example

Effective Management of Research: A Handbook Literature Review i. Old Approach to Research Research is a quest for knowledge and full understanding of a facet of life. The dictionary definition of research is "a diligent inquiry or examination in seeking facts or principles." As a hyphenated verb, it is defined thus: "to search and investigate again." To the words "diligent" and "again" may be added "careful" which are the research actions the University of Melbourne-Faculty of Education wants student researchers to invest in this process. In this view, research is not only a careful study and investigation of things already known about a particular subject; more important, it also seeks to uncover new information about that subject. The traditional approach to student research is topical in nature, according to Jamie McKenzie (2000), which reduces research to an information-gathering binge that helps little in the meaningful scholastic development of students. Most research models, in effect, send out students with a shopping cart who go scooping up all the data they can find about the subject assigned to them - a state, a province, a foreign country, an historic battle, a famous person, a scientific issue. Most of the information collected in this manner is available in encyclopedias or books, such that it precludes diligence, care or the need to work "again." This kind of research puts students in the role of information consumers instead of information producers as befit a researcher in the true sense of the word. The implications are that this research, ending up as information consumption, demands little thought, imagination or skill on the part of the students. Working as information producers, on the other hand, the student researchers are encouraged to make up their own minds, create their own answers to the research questions and show independence and judgment. 1.ii. New Research Approach With all kinds of new information technologies around, the "cut-and-paste" method inherent to the topical approach to school research is proving more and more untenable. A new approach has thus emerged enshrining the rule that students cannot embark on a research project without an ideal research model selected for them by a search team composed of teachers, librarians and the school administrators. This team assists the student researchers in analyzing different models then settle for one that matches the projected needs and preferences of the project. The other method synthesizes the best features of all available models to go into the building of a new one. (Assiniboine SSD) Ideally, a research topic is considered worth the students' effort if it is controversial, has attracted much interest and debate, a first-of-its-kind process or product, involves innovative or new techniques, and has value in other disciplines. The work of an eminent researcher is another interesting subject for research, as well as any individual who has achieved prominence the hard way. In the new approach, the students are not only asked to turn in a paper on, let us say, the atrocities ordered by Hitler. They are also required to put together a template of questions that would shed light on many interrelated issues, such as why Hitler behaved the way he did, the history of both the Jews and the Aryan race, the lessons learned from the Holocaust, etc. There is a primary questions accompanied by a set of subsidiary questions to get to the bottom and all angles of the subject. (McKenzie, 2000) In this new perspective, research is a process in repetition (Olin Uris Libraries). The earlier phases of the research influence the later stages, while the later stages have some bearing on the earlier phases. Going back and forth is necessary to ensure the reliability and validity of the research, which can be done only through constant review and revision. Remember that at the end of your journey, your research will be subjected to debate and inquiry and critical assessment as to its completeness, accuracy, veracity, validity and reliability. 2. 7 Steps in the Research Process The stairway that leads to a well-crafted research, according to Olin Uris Libraries, consists of the following steps: 1) identify and develop your topic, framing the topic as a question; 2) find background information from encyclopedias, books, lecture notes); 3) use catalogs find books and periodicals; 4) use indexes to articles in periodicals; 5) find Internet resources; 6) evaluate what you found; and 7) cite sources for what you found, using the standard formats. 3. The Research Cycle 3.i. The Value of Repetition Each time the student researcher goes back to rethink and revise the key points and elements in his project, the quality of his research improves a notch. In the process, the researcher cycles backward and forward through the seven stages of the research cycle. After repetitions of the cycle, the student should have gained sufficient insight about his topic as to be ready for its final reporting. This calibrated research cycle starts with questioning, moves on to the planning stage, then to gathering, sorting and sifting, synthesizing, evaluating and, finally, reporting. 3.ii. Framing the Research Questions Since research is a search for knowledge and understanding, framing the questions that would strategically achieve this purpose is the logical first, and most important, step. The research questions should emphasize those that provoke mental exercises on problem solving and decision-making. First, clarify the dimensions of the basic research question, and then ask the subsidiary questions that would guide you throughout the whole process. For example, you are assigned to research on your favorite fast food restaurant. The main question here is: What is a good fast food restaurant The possible subsidiary questions could be: Does the restaurant provide free drink refills How much does its food cost Can I celebrate my birthday there What kinds of toys does it have How does its French fries taste Is there a playground In most cases, the students will be asked to pick a topic of their own choice. If given such a leeway, choose a topic that is of particular interest to you. This is one way to ensure that your enthusiasm in the project remains unflinching through its conclusion. 3.iii. Planning the Research Outlining the plan for your research is the next big step. It is imperative that you design a "road map" beforehand that will guide you throughout the undertaking. Then think of ways to find pertinent and reliable information to help you draw answers to the subsidiary questions. The answers could be found in a book, the census office, the Internet. Here, the value of information mediation comes in, which is the guidance provided by an information specialist who knows exactly where to find the relevant information with the least fuss and wasted time. An experienced librarian would fill the bill. (McKenzie, J., 2000) At this stage, the researcher should address the issues concerning the broad management of the research before tackling the nitty-gritty of the process. If the students are working as a team, they should study the complexities of working in groups then examine the issues associated with research ethics. With all these preliminaries behind the students, they are all set to study the existing literature on the general subject of their research. Such a study is necessary because it will get you to the bottom of the issues related to your subject, polish your ability to develop arguments and ideas, and help you identify other ancillary issues that may have been overlooked. (Polonsky, M. & Waller, D., 2002) A good grasp of the literature in your area of interest saves times even as it steers you away from errors that others may have committed. This stage includes planning for a storage system that will prevent the students from accumulating mountains of information, most of which may prove useless in the end. The system also provides for the careful selection and easy retrieval of information. 3.iv. Gathering, Sorting and Sifting and Synthesizing Data If the planning is thorough and thoughtful, the researchers are apt to gather only the information that is and relevant to their work. Moreover, such information gathering will be swift and efficient, and the students are less likely to wander about scooping up hundreds of files with little value. In data gathering, the "garbage in, garbage out" admonition could be useful. Once the student researchers have gathered a reasonable amount of information, it is time to sort out and sift all the data to separate the chaff from the grain. The information preserved from the process is then to be arranged and rearranged at the synthesizing stage, much like fitting the pieces of a jigsaw puzzle until a recognizable picture develops. 3.v. Evaluating and Reporting As soon as the data are synthesized and organized, the research team has to get together to discuss the information harvest and share insights on the progress of their work. Does all the information on hand answer the research questions satisfactorily Did the research work cover all the angles that need to be explored If the answer to both questions is yes, it is time to report the research findings and recommendations to an audience of decision makers, real or imagined. (McKenzie, J., 2000) 4. Methods of Research Time management is of the essence in research. You have to plan not only the directions and parameters of your work but also the time and effort you will expend on each research method. (Henderson, J., 2002) The two popular methods of research are observation and direct communication. By using the observation method, the researchers collect data by human, mechanical, electrical or electronic means. This means gathering materials from the Internet, books, periodicals and similar sources. (Pappas, M. & Tepe, A.) Through direct communication, on the other hand, data are collected from the research subjects by dealing directly with the persons involved, through others or through an instrument like a questionnaire. Direct communication may be done on a quantitative or qualitative basis. It is quantitative if the research is conducted by telephone, person-to-person interview or self-administered questionnaire. It is qualitative if it involves case studies, focus groups and pilot studies, among others. If the students need to pass out questionnaires, it is good advice for them to consult their teacher as to the design, layout and wording. Ill-prepared questionnaires tend to confuse people and may not yield the information that the students need. (Olin Uris). 5. Types of Research In function and purpose, a research project can be exploratory, conclusive, descriptive, causal or primary. These are the five basic types of research. The research is exploratory when it is conducted because a problem has not been clearly defined as yet, or its scope is as yet unclear. It is conclusive when the objective is to provide information useful in reaching a definite conclusion or in making decisions. Descriptive research seeks to establish a more factual data about the population or the universe as a whole. Causal research determines which variable might be causing a certain behavior, while primary data is collected specifically for the study at hand. 6. Research Design Design provides the glue that holds the research project together. It reflects the structure of the research, how its major parts work together to address the central research question. The research design may take the form of random selection or random assignment. Random selection is how one draws the sample of people from the population, while random assignment is how one assigns the sample that he has drawn to different groups or treatments in the study. (Myers, J., 1972) 7. Collection, Ownership and Storage of Research Data and Records 7.1. Data and Records In research, there is a distinction between data and records. The research data are bits of information, observation or experience on which an argument, theory or test is based. These may include prepared questionnaires, as well as films and notes taken in the course of the research. The research records, on the other hand, are the documents or instruments that contain the information created, gathered or received in relation to the research work. Usually, schools have formal procedures for the retention of research data. The staff and students must comply with these procedures. The department head is responsible for establishing procedures on data storage, destruction, relocation and for seeing to it that the staff and students are aware of their responsibilities as regard confidentiality and ethics. (Milton, G., 1989) The student researchers, for their part, are obliged to conduct their research in accordance with the school's code of conduct for research. They are also expected to devise procedures for collection, storage, use and retention of data that are acceptable to their supervisor or the department head. Other responsibilities of students: ensure that the department is aware and agrees if the data is stored outside the school, see to it that the procedure for collecting and storing data jibes with the ethics provision. When submitting the research, a formal declaration is made that the student has complied with the code of conduct for research and that all records will be kept for five years from submission. It is also understood that the data will be kept by the department for legal reasons. The standard procedure for completed research is to make two separate copies, one to be kept by the school department in which the research was generated, the other to be kept by the student. The files for the data are stored and properly labeled with the researcher's name, project title, date of submission or presentation, and the total number of the filed documents. Most universities maintain an electronic database to store local non-commercial research projects that may be on the pipeline or already completed and approved. Some also keep a local research support unit that conducts workshops or one-on-one conversations to evaluate the merits of a research project. 8. Conclusion and Recommendation Draw your own research conclusions based on the significance and correlations of every questions asked. As for the recommendation, it should be based on the analysis of the data you have gathered. Summarizing the conclusion is a two-step process - review the conclusions on all the hypotheses and from these conclusions draw the overall conclusion for the main question. (Loertscher, D.) It is important not to succumb to the temptation of making concluding statements that apply to the study's results beyond the parameters set for study under the problem definition. In the summary, recommendations for further study is always called for. No matter how complete you think your study is, there will always be areas that need additional research. 9. Research Dissemination 9.i Dissemination Outlets Dissemination, the process of sharing information and knowledge, is widely acknowledged as an essential means to maximize the impact of research on development. Good research practice calls for the dissemination of such information and knowledge, whatever the discipline. Disseminating the research prevents knowledge from becoming "sticky" and lost and provides added value since the impact of research can be potentially wider than the original focus (DFID-WEDC). The knowledge generated from research should always be made available to as wide an audience and in as many places as possible and in an appropriate format (Portsmouth NHS R&D Consortium). This can be disseminated through local presentations, workshops, seminars and displays and publication in academic journals. It is especially helpful when the researchers are unsure about the quality of their work, and they know that a review and analysis of their peers would help put them on the right track. This becomes possible by exposing their work to a wider segment of the academe. 9.ii. Peer Review through the Internet The traditional method for getting all academic work, research and ideas reviewed and accepted by peers is having it published in a recognized outlet such as an academic journal. In this case, the work must meet the required standard for acceptance into the academic community. This shuts out student researchers working on an idea at a very low level who have to make do with colleagues and peers within the narrow confines of the school to revise and pass comments on their work. Also deprived of helpful appraisal from a bigger number of colleagues are the researchers at the stage when their work is not yet ready for publication but well past the starting point of development. This is a critical stage when a researcher needs the best advice from the widest body of reviewers to assess the ongoing work. For this reason, many research ideas never develop into published materials. Weblog publishing answers the need for a method by which research ideas and drafts can be commented upon, enhanced and further developed by the wider academic community. For student researchers, it is a wonderful means for disseminating academic material for review by one's peers. (e-Portfolio Research & Development Community) A researcher posts information on the weblog, linked to several weblogs which in turn are linked to more and more sites thus creating a valuable community of knowledge. To make the process even easier, some technology has been developed to make work by unknown researchers be accessed by over 1,000 people in six days. This has greater implications for research enhancement. Experience shows that people who access academic papers have interest in the subject. These websites allow comments to be posted and reading through them is an excellent way to pick up advice and suggestions. to learn more on the subject. An additional weblog feature called Trackback also allows you to see who is discussing your posts in the weblog community, thus enabling other users to follow the discussion and learn more about the subject. This can point you in the direction of research, people, institutions and papers you are not previously aware of, all the time increasing the network of knowledge transfer. In sum, weblog allows you to amass a library of sites, people and resources that will help enhance your research. 9.iii. Confidentiality Provisions While dissemination is useful to student researchers, there are conditions when this process can be skipped. There could be some institutional constraints in some cases, as when the research is intended for internal consumption or the project does not have the luxury of time. Some research topics may also be sensitive in the social and cultural contexts. When research invokes such barriers, the project should be disseminated with care as to format, content, style and language. (University of Melbourne-Faculty of Education) The rule of thumb is that if your research invokes matters of confidentiality, then you may keep the data. References: Henderson, John (2002). "Methods of Research." Library Webmaster, Ithaca College, NY; 7/23/02. The Portsmouth NHS R&D Consortium. "Research Dissemination." University of Portsmouth, UK. e-Portfolio Research & Development Community (2004). "Weblogs: A Contributory Element to the Research Dissemination Process." Working Series Report No. 1; 26/03/2005. www.eradc.or Department for International Development. "Spreading the Word: Disseminating Research Findings." WEDC, UK. http://www.lboro.ac.uk/wedc Olin Uris Libraries. "The Seven Steps of the Research Process." Cornell University, Ithaca, NY. olincirc@cornell.edu McKenzie, Jamie (19992). The Research Cycle:" Beyond Technology, Chapter 8; Vol. 9, No. 4, December 1999. University of Melbourne. "Guide to Managing Research Data and Records." Section 1 http://www.unimelb.edu.au/records/research.html Polonsky, Michael Jay & Waller, David Scott (2002). "Designing and Managing a Research Project: A Business Student's Guide." Sage Publications Inc., 2002. Assiniboine South School Division of Winnipeg, Canada. "Infozone." http://www.assd.winnipeg.mb.ca/infozone/ Pappas, Marjorie & Tepe, Ann. "Pathways to Knowledge." Follett's Information Skills Model. http://www.pathwaysmodel.com Loertscher, David. "The Organized Investigator." California Technology Assistance Project. http://ctap.fcoe.k.12.ca.us/Info. Lit/ infolit.html Loertscher, David (2000). "Taxonomies of the School Library Media Program." 2nd Edition, Hi Willow Research & Publishing, 2000. Barron, Dan. "Information Literacy: Generic Model." University of South California. Eisenberg, Michael &berkowitz, Robert. "The Big 6 Skills Problem-Solving Approach to Information Skills Information." http://big 6.com/ University of Melbourne. "Code of Conduct for Research." http://www.unimelb.edu.au/ ExecServe/ Statutes/r171r8.htm Keppel, Geoffrey (1982). "Design and Analysis: A Researcher's Handbook." Englewood Cliffs, NJ: Prentice Hall, 1982. Sieber, Joan (1982). "The Ethics of Social Research: Surveys and Experiments." New York: Springer-Verlag, 1982. Thacker, S.B. (1988). "Meta-Analysis: A Quantitative Approach to Research Intervention." Journal of the American Medical Association 259, No. 11; March 18, 1988. Myers, J.L. (1972). "Fundamentals of Experimental Design." Boston: Allyn & Bacon, 1972. Melton, Gary (1989). "Ethical and Legal Issues in Research and Intervention." Journal of Adolescent Health Care 10, May 1989. Read More