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Planning and Managing the Project

Planning and Managing the Project. Cath Sullivan and Colm Crowley Thanks to Nigel King, Siobhan Hugh-Jones and Kathy Kinmond for contributing material for this presentation. Outline. Choosing a research topic Developing a research question Ethical issues Planning

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Planning and Managing the Project

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  1. Planning and Managing the Project Cath Sullivan and Colm Crowley Thanks to Nigel King, Siobhan Hugh-Jones and Kathy Kinmond for contributing material for this presentation

  2. Outline • Choosing a research topic • Developing a research question • Ethical issues • Planning • The supervisory relationship

  3. Identifying a research topic Students need to ask themselves: • Is there something about which I am passionate? • Is there relevant literature on the topic? • Can the topic be researched at undergraduate level? • Is it suitable for qualitative research and for the methods I am able/wish to use? • ACTIVITY: In small groups spend 5 minutes discussing what might make a topic inappropriate for an undergraduate qualitative project

  4. Developing the research question • ACTIVITY: Consider the following questions. What issues arise in relation to the following ideas and how might you address them? Discuss for 10 minutes. • What is the experience of living with diabetes? • Do children sent to day-care have problems? • Are girls more affected by magazine images of ‘perfect’ bodies than boys? • How do football fans using online message boards account for their team’s poor performance?

  5. Ethics • Need to ensure students cover key ethical principles: • Informed consent • Confidentiality • Avoiding harm • Use of deception • Right to withdraw • Identify particular issues in relation to qualitative research • E.g., withdrawal in focus groups • Anonymity in interview data extracts

  6. Planning a final year project ACTIVITY: In small groups spend 10 minutes discussing the following questions • Why does planning matter? • Can a project evolve? • Should students be forced to plan? • What should they plan for? • What do students typically underestimate in conducting qualitative projects?

  7. Types of planning • Conceptual and practical planning

  8. Conceptual planning • What are my research question(s)? • Why is my study important? • What are the gaps in the literature that my project will address? • What research method will best let me answer my research question(s)? • Who are my participants and what is my recruitment strategy? Or what is my data corpus?

  9. Practical planning • What deadlines do I need to meet? • What work needs doing to meet each of these? • Is it dependent on anyone else? • E.g. permissions to access participants, technical assistance, loan of equipment • Planning tools may be useful – e.g. Gannt Charts • But note that qualitative projects are often less linear in how they progress than quantitative

  10. The student-supervisor relationship ACTIVITY: In small groups spend 10 minutes discussing the questions below: • What should your students expect from you as a supervisor? • What should you expect from your students as a supervisor?

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