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RESEARCH METHODOLOGY – EXPLORING RESEARCH FUNDAMENTALS

RESEARCH METHODOLOGY – EXPLORING RESEARCH FUNDAMENTALS. SANDEEP SHASTRI Pro Vice Chancellor , Jain A Deemed to be University. FRAMEWORK. Faculty Dialogue Programme, ISME. Method. Session 1. What is Research???. What is Research. Broadest sense – SEARCH FOR KNOWLEDGE

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RESEARCH METHODOLOGY – EXPLORING RESEARCH FUNDAMENTALS

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  1. RESEARCH METHODOLOGY – EXPLORING RESEARCH FUNDAMENTALS SANDEEP SHASTRI Pro Vice Chancellor, Jain A Deemed to be University Faculty Dialogue Programme, ISME

  2. Faculty Dialogue Programme, ISME FRAMEWORK

  3. Faculty Dialogue Programme, ISME Method

  4. Faculty Dialogue Programme, ISME Session 1

  5. What is Research??? Faculty Dialogue Programme, ISME

  6. Faculty Dialogue Programme, ISME

  7. Faculty Dialogue Programme, ISME What is Research • Broadest sense – SEARCH FOR KNOWLEDGE • How does this happen? • Content in Context • Methodology • Focus • Gathering of data, informationandfactsfor the advancement of knowledge • Performing a methodical study in order to answer (a) specific question/s

  8. Faculty Dialogue Programme, ISME What is Research • The Importance of Procedure and Processes • Journey as important as destination • The focus on interpretation – subjectivity vs objectivity • The researchers perspective

  9. Faculty Dialogue Programme, ISME Steps in the Research Process • Formulation of the research topic • Defining what one wishes to investigate • Hypothesis • Gathering of data • Analysis of data • Interpreting of Data , Testing hypothesis • Conclusions

  10. SESSION II Research Question and Research Objectives Faculty Dialogue Programme, ISME

  11. Faculty Dialogue Programme, ISME Objectives

  12. Faculty Dialogue Programme, ISME The Research Question • Providing a Focus – Defining the Investigation • Setting Boundaries • Providing Direction

  13. Faculty Dialogue Programme, ISME Research Question helps in • Defining the Topic - A Clear Focus • Defining the Nature of the Research • Defining Issues that one is Interested in • Defining the Relationship between Concepts

  14. Faculty Dialogue Programme, ISME There are Questions of Boundary Management • What does this have to do with my Research Question? • Actually Nothing!!! • It is Very Relevant • ActuallyNothing .....Really!

  15. Faculty Dialogue Programme, ISME My Research Question and my Creativity • Discovery consists in seeing what every one else has seen, and thinking what no one else has thought Albert SzentGvorgi • Concept Mapping • Thinking Laterally and Linearly • Brainstorming, Drawing Concepts and Building Themes • Converting Research Questions into Testable Research Hypothesis

  16. Faculty Dialogue Programme, ISME Linking the three steps

  17. Faculty Dialogue Programme, ISME Is there a perfect alignment

  18. Faculty Dialogue Programme, ISME Framing of the title

  19. Faculty Dialogue Programme, ISME SESSION I II

  20. A Entrenched At The Centre Faculty Dialogue Programme, ISME RESEARCH DESIGN WORK PLAN RESEARCH METHOD

  21. Faculty Dialogue Programme, ISME ResearchDesign • Research needs a design or a structure • Not similar to work plan; Work Plan flows from the Research Design • Research design ensures that the evidence obtained enables us to answer our Research Question • Research design `deals with a logical problem, not a logistical problem' A Research Design Should…. R Clue – Below

  22. S Faculty Dialogue Programme, ISME Separating Method from DATA COLLECTION Research Design & Method CLUE : ABOVE • Method cannot be equated to design • Research method deals with ways of data collection • Logic of Research design is not dependent on the method of data collection

  23. Faculty Dialogue Programme, ISME r Capturing Research Questions Clue - first • Researchers ask two fundamental types of research questions: • What is going on (descriptive research)? • Why is it going on (explanatory research)?

  24. Faculty Dialogue Programme, ISME C DescriptiveResearch Can Be Explained What comes first Descriptive Research deals with “description of a situation” • Good description is fundamental to the research enterprise • It is vital to understanding issues • Provokes the `why' questions of explanatory research • On the negative side, description often degenerate into mindless gathering of information

  25. Faculty Dialogue Programme, ISME E ExplanatoryResearch • Explanatory research focuses on why questions • Focus on Explanation • Looks into Consequences • It may be comparative or analytical • Research Design is based on nature of Research

  26. Faculty Dialogue Programme, ISME Elaborating on a few issues E • What am I studying • Why am I studying it • Where will I be studying it • What is the nature of data I need • Where can that data be found • What period of time will it take • How do I collect the data • How will I analyse it • How will I present it Raising a few Questions What, Why Where and How

  27. Faculty Dialogue Programme, ISME Characteristics of a Good Research Design • Flexible • Appropriate • Efficient • Economical • Minimum bias • Maximum reliability How do I test my Research Design H

  28. SESSION IV Review of Literature Faculty Dialogue Programme, ISME

  29. Faculty Dialogue Programme, ISME What is Literature Review • Survey of available literature on the said area • Putting together the information to outline a framework • Critically analysing the articles and books read, showcasing the available theories and different points of view, reviewing available results • Locating YOUR study in them

  30. What purpose does Lit. Review serve? • Showcases that the researcher is familiar with the body of knowledge available • This helps to establish the credibility of researcher’s work • Summarises already available research and shows how your study is linked to it • Also shows how your study plans to contribute to the existing knowledge- raising issues and questions Faculty Dialogue Programme, ISME

  31. Faculty Dialogue Programme, ISME Review of Literature • What is Literature Review? • How did I begin Literature Review? • What am I looking for? • What are the possible challenges that I may face?

  32. Faculty Dialogue Programme, ISME What an RoL is NOT • It is NOT a book by book and article by article summary • It is NOT a descriptive list of all that you have read • It is NOT a survey of everything that has ever been written on the said topic

  33. Faculty Dialogue Programme, ISME Things to Note • Read prominent authors in the said area • Quoting important breakthroughs/ patents/ ideas/ debates in research area • Certain historical events / laws/ movements/ inventions can be included if they have changed the way people thought about the topic

  34. Faculty Dialogue Programme, ISME Critical Analysis of Articles • If research study: • how robust are the basic components of the study? • How accurate and valid are the measurements? • Is the analysis of the data accurate and relevant to the research question? • Are the conclusions based upon the data and analysis? • How does the author structure the argument? Does the flow of the argument appear logical (e.g., in establishing cause-effect relationships)? • In what ways does the book or article contribute to our understanding of the problem under study, and in what ways is it useful for practice? What are the strengths and limitations? • How does this book or article relate to the specific thesis or question I am developing?

  35. Faculty Dialogue Programme, ISME

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