Managing the Process

1. Managing the Process Where do I begin and will I be able to do it? O'Leary, Z. (2004) The Essential Guide to Doing Research. London: Sage Chapter Two

2. The Research Journey • Research is a process that needs to be actively managed. You need to: • be strategic in your preliminary planning • be organized and prepared • create the mental space necessary for research O'Leary, Z. (2004) The Essential Guide to Doing Research. London: Sage Chapter Two

3. Exploring your ownapproach to knowledge • We all have preferences for how we approach knowledge • Familiarity with your own learning styles can help facilitate the development and implementation of your research plan O'Leary, Z. (2004) The Essential Guide to Doing Research. London: Sage Chapter Two

4. Brain Hemisphere Dominance • Left-brain: Analytic, organized, and logical - can struggle with randomness and spontaneity • Right-brain: Intuitive, holistic, and imaginative - can struggle with structure and order O'Leary, Z. (2004) The Essential Guide to Doing Research. London: Sage Chapter Two

5. VAK • Visual learners: Tend to gather data through ‘sight’. They often think in pictures; learn best from visual displays • Auditory learners: Tend to gather data through ‘hearing’. They learn best through verbal input and often interpret the underlying meanings of speech by listening to tone, pitch, speed, and other nuances • Kinesthetic learners: Tend to learn through moving, doing, and touching and enjoy a hands-on approach to exploring the world around them O'Leary, Z. (2004) The Essential Guide to Doing Research. London: Sage Chapter Two

6. Kolb Learning Styles • Assimilator (or Theorist): Assimilators enjoy creating theoretical models and are interested in abstract concepts • Converger (or Pragmatist): Convergers generally enjoy the practical application of ideas and tend to approach work with objectivity • Accommodator (or Activist): Accommodators enjoy ‘doing’ and can adapt readily to new circumstances  • Divergers (or Reflectors): Divergers generally have excellent imaginations and are often interested in the lives and emotions of others O'Leary, Z. (2004) The Essential Guide to Doing Research. London: Sage Chapter Two

7. Surface, Deep, andStrategic Learners • Surface learners: Interested in ‘facts’ - they often rely on memory and do not enjoy conceptualization, theorizing, or making connections • Deep learners:Enjoy the search for meaning - they are often good at linking learning to experience and have an ability to integrate new knowledge with prior studies • Strategic learners: Pursue learning in order to achieve defined goals. There’s probably a bit of strategist in us all. If there wasn’t, it would be awfully hard to get through formal schooling O'Leary, Z. (2004) The Essential Guide to Doing Research. London: Sage Chapter Two

8. Navigating the Process • In order for students to navigate a path through the research process, they need to: • familiarize themselves with their institution/ program’s resources and requirements • get appropriately set-up • negotiate the advisory process • manage their workload O'Leary, Z. (2004) The Essential Guide to Doing Research. London: Sage Chapter Two

9. Knowing the requirements • To produce research that falls within university guidelines, you need to know your institution’s requirements. This can include: • Meeting deadlines • Staying within word limits • Gaining ethics approval • Providing progress reports • Giving seminars • Going through an examination process • Producing original works that avoids plagiarism O'Leary, Z. (2004) The Essential Guide to Doing Research. London: Sage Chapter Two

10. Become familiar with available resources • Some of the resources you may want to check on are: • accommodation • equipment • funds • library facilities • methods assistance • writing assistance O'Leary, Z. (2004) The Essential Guide to Doing Research. London: Sage Chapter Two

11. Getting Set-Up • Researching requires more independence and autonomy than general learning, so researchers need to get properly set up. This will involve: • access to a quiet place to work • a good reliable computer • proficiency in the use of that computer O'Leary, Z. (2004) The Essential Guide to Doing Research. London: Sage Chapter Two

12. Getting the right advice • Supervisory relationships can be difficult to negotiate. In order to ensure a positive and productive relationship you should attempt to: • work towards good communication • have clear expectations • strive for a sense of comfort in power relations   O'Leary, Z. (2004) The Essential Guide to Doing Research. London: Sage Chapter Two

13. Managing Timelines • Researching can present real challenges in terms of workloads and timelines • Using Gantt charts and working with both discipline and inspiration can help you manage the process O'Leary, Z. (2004) The Essential Guide to Doing Research. London: Sage Chapter Two

14. Gantt Chart O'Leary, Z. (2004) The Essential Guide to Doing Research. London: Sage Chapter Two

15. Getting the creative juices flowing • Some things to try… • work on / read over your research journal • force yourself to get on the computer • write a letter to a real or fictional friend • go for a walk O'Leary, Z. (2004) The Essential Guide to Doing Research. London: Sage Chapter Two

16. Finding a balance • Most students carry the burden of having a variety of roles • Finding balance is essential to personal well-being and therefore success in all endeavours including research O'Leary, Z. (2004) The Essential Guide to Doing Research. London: Sage Chapter Two

17. Dealing with Crisis • The research process is rarely an easy and straightforward journey. It often involves: • crises of motivation • crises of confidence • a lack of direction • feelings of disorganization • and coincides with life’s ups and downs • Knowing that you are not alone, and that there is support can help get you through O'Leary, Z. (2004) The Essential Guide to Doing Research. London: Sage Chapter Two