INTRODUCTION TO RESEARCH EiN 732

1. INTRODUCTION TO RESEARCH EiN 732 LECTURE I 2014 SemI JAG Malherbe, Life Fellow, IEEE 

2. I Introduction Research • Essence of university characterized by three aspects • liberal and critical education; 

3. I Introduction Research • Essence of university characterized by three aspects • liberal and critical education; • professional development 

4. I Introduction Research • Essence of university characterized by three aspects • liberal and critical education; • professional development • creation of scientific knowledge, based on research 

5. I Introduction Research • Essence of university characterized by three aspects • liberal and critical education; • professional development • creation of scientific knowledge, based on research Other important differentiating factors include • The entrance into professions by means of theoretical and academic rather than through practical programmes. 

6. I Introduction Research • Essence of university characterized by three aspects • liberal and critical education; • professional development • creation of scientific knowledge, based on research Other important differentiating factors include • The entrance into professions by means of theoretical and academic rather than through practical programmes. • scientific research is mainly conducted by universities rather than specialist research institutions. 

7. Training and research entails • the preservation 

8. Training and research entails • the preservation • the transfer 

9. Training and research entails • the preservation • the transfer • and the creation of new knowledge 

10. Training and research entails • the preservation • the transfer • and the creation of new knowledge • mastering the body of existing knowledge through continuous learning does not work - the best achievement will be that of a follower of science 

11. Goal The goal of this course is to fully develop a research topic, in the form of a research proposal, supported by an extensive investigation and evaluation of the relevant literature. In the process the student will learn how to evaluate information, and to determine the scope of the body of knowledge that surrounds his research topic. 

12. Goal The goal of this course is to fully develop a research topic, in the form of a research proposal, supported by an extensive investigation and evaluation of the relevant literature. In the process the student will learn how to evaluate information, and to determine the scope of the body of knowledge that surrounds his research topic. Για τα πράγματα που πρέπει να μάθουμε για να μπορέσουμε να τους κάνουμε, μαθαίνουμε κάνοντας τους. 

13. Goal The goal of this course is to fully develop a research topic, in the form of a research proposal, supported by an extensive investigation and evaluation of the relevant literature. In the process the student will learn how to evaluate information, and to determine the scope of the body of knowledge that surrounds his research topic. For the things we have to learn before we can do them, we learn by doing them. Aristotle (384 BC – 322 BC) Nichomachean Ethics 

14. Course structure • student completes a number of predesigned tasks learning by doing • research topic developed, in the form of a research proposal • extensive investigation and evaluation of the relevant literature • three assignments, interspersed with two block lectures 

15. Course structure • student completes a number of predesigned tasks learning by doing • research topic developed, in the form of a research proposal • extensive investigation and evaluation of the relevant literature • three assignments, interspersed with two block lectures • learn how to evaluate information, 

16. Course structure • student completes a number of predesigned tasks learning by doing • research topic developed, in the form of a research proposal • extensive investigation and evaluation of the relevant literature • three assignments, interspersed with two block lectures • learn how to evaluate information, • determine the scope of the body of knowledge that surrounds the research topic. 

17. Assessment • The first two assignments are weighted in a ratio • of 1:2 to calculate the semester mark. • The first assignment is on a relatively popular science topic • The second assignment is individual, and is based on the research topic. • In the third assignment the research proposal is • developed; it is a take-home exam and • together with the semester mark forms the final • mark. 

18. Assessment Passing an assignment: if at least all the elements of the assignment have been completed, to the minimum acceptable level (all instructions have been fully carried out), a mark of 50 is awarded. Higher grades are awarded on the basis of insight shown, effort beyond the minimum prescribed. 

19. Supervisor • The programme simulates the start of a research programme, including research topic • the supervisor acts as mentor • role of the supervisor is limited to only certain elements • Provides guidance in the initial phases of research process • not expected that supervisor is necessarily an expert in the exact narrow area of study defined by the research topic, but knowledgeable in field in general • supervisor acts as sounding board; able to • comment or provide guidance. • DISCUSS EACH ASSIGNMENT WITH YOUR • SUPERVISOR 

20. Getting Started • the difficult part of research: • knowing where to start, or defining the research topic • area bounded by own interest • possible professional relevance • availability of equipment and supervisor • supervisor with list of ready-made topics, • is ideal, but not vital. • What if the emphasis of the work shifts? • Radical changes in topic occur. • New and dramatic insights developed during the studies. • Research is in a way an iterative process. • Read Topics and Problems. • Coal Sack 

21. EMA 732 04-a-28  Region near the Southern Cross known as the Coal Sack.