1. SSP4000 Introduction to the Research Process Wk3: Introduction to the Research Process Model Dr. Harry Bowles
Give a quick overview of the focus of the week 3 session, highlighting how in week 2 we outlined the value of research, week 3 will now begin to introduce the research process model. Any housekeeping to be done at this point in the lecture

2. Welcome Today’s session will cover: Components of the research process
Key considerations in developing the research process
Overview of the plenary tasks for week 4
The focus of the session outlines the research process framework. The week 2 session covered the value of research within the degree programmes, week 3 will now provide a framework/model that enables researchers to begin understanding these topics.

3. Rationale for a ‘Process’
A systematic process of discovery and advancement of human knowledge that is based on sound evidence
A systematic process necessitates that a series of specific steps are followed ensuring that:
studies are replicable and rigorous
that knowledge creation is based on sound evidence (valid/ reliable/ trustworthy)
The quote/definition introduced within week 2, gives us a starting point and rationale for the use of a research process framework. Research as a systematic process necessitates that there are specific steps that each researcher must go through when developing a study. Undertaking these steps is important as it ensures that the research undertaken is a) rigorous b) replicable c) the knowledge created is based on sound evidence

4. Components of a systematic research process
1. Selection of the topic (identifying a problem)
2. Reviewing and Evidencing the problem using literature
3. Developing the research question
4. Identifying and justifying the research design
5. Collecting and analysing data
6. Drawing conclusions/raising new research questions
7. Development of a new research process
Components of a systematic research process
Staff to work through explaining the components of the model (think of a weatherman explaining the forecast).
All research starts with selecting a topic and providing a rationale for why that topic is a problem or of interest to the field of research.
In order to then substantiate the problem, evidence is used to highlight whether the problem has been investigated previously. \
From here, new research questions can be developed. This stage is crucial and we will spend a bit more time discussing its importance over the course of the term
Next, in order for questions to be addressed, researchers must identify and justify a research design. This research design enables the collection and analysis of data, which is necessary to address most research questions.
The analysis of data enables a) questions to be addressed but also b) new questions to be explored.
It is here where a new research process can begin. Thus, research is systematic but also cyclical in the advancement of new knowledge as well as addressing existing questions.
Before moving on, get students to discuss which they think is the most important components of the research process

5. Understanding the Research Process
What elements of the research process are the most important?
At what stage will I be expected to implement the research process?
Focus of level four (1st year) is to understand the initial components of the research process
Learn the skills to collect data at level five (2nd year)
Collect data at level six (3rd year) as part of the dissertation
Acknowledge that the development of the research process takes time, patience and the willingness to explore different ideas and approaches. In relation to this, the research process is broken down over the three years of the student learning experience.
In the first year, students will focus on the initial elements of the research process, namely developing problems, questions and an introduction to designs
In the second year students learn the skills of the research process and develop the knowledge and practices of methods to collect data
In the 3rd year you carry out data collection as part of the dissertation project
The project gives you the ability to potentially carry out further research or inform practice within the field of study

6. Component 1: Selection of the topic
The selection of the topic is based on the following:
The interests and experiences of the researcher
The necessity for change/alter practice (e.g. to find new ways of doing things)
A public need to know
“Research is political: it reflects who you are and your interests and priorities and/or the practices you wish to understand and, possibly, seek to change. Therefore it is important to reflect on the source of your motivation to undertake research in a particular area and for a particular purpose” (Armour and Macdonald, 2012, p.9)
Selection of the topic revolves predominantly around two aspects. Firstly, as the quote highlights, the selection of topics reveals who you are as a researcher and the interests they have within the field. You may wish to give a specific example here or signpost that this will become more evident within week four when your guests come in with their own interests and priorities.
Secondly, the choice of topic is reflective of current issues within the field and whether there is a need for change/alteration to practice. Again, you may wish to give a brief

7. Example: Sociology of Sport
“My interests in this research had been initially stimulated by my experiences as a young professional footballer in the 1980s and 90s. During this time, like many of my teammates, I had considered – and sometimes enjoyed – the status of this ‘profession’…” (Roderick, 2014, pp.84-85)
Motivation to do research can often be found in the biography of the researcher
Selection of the topic revolves predominantly around two aspects. Firstly, as the quote highlights, the selection of topics reveals who you are as a researcher and the interests they have within the field. You may wish to give a specific example here or signpost that this will become more evident within week four when your guests come in with their own interests and priorities.
Secondly, the choice of topic is reflective of current issues within the field and whether there is a need for change/alteration to practice. Again, you may wish to give a brief

8. Example: Sociology of Sport
“… My departure from the professional game… signaled personal rejection and a public recognition that I had failed to achieve the ambitions upon which I had formerly set my sights… throughout my subsequent postgraduate training… the way I thought about sports-work became subject to a much deeper level of scrutiny that led me to contemplate issues broadly concerned with ‘self-identity’: what type of person I had been as a footballer.”
What interests you and why?
Selection of the topic revolves predominantly around two aspects. Firstly, as the quote highlights, the selection of topics reveals who you are as a researcher and the interests they have within the field. You may wish to give a specific example here or signpost that this will become more evident within week four when your guests come in with their own interests and priorities.
Secondly, the choice of topic is reflective of current issues within the field and whether there is a need for change/alteration to practice. Again, you may wish to give a brief

9. Component 2: Developing Good Research Questions
Some questions to consider:
Where do good research questions come from?
Why are they necessary?
How do we judge a good research question?
“The questions you identify will provide a more specific focus for inquiry and will form the foundation of effective research design. It is also the research questions that delimit what you are able to seek to know after you have collected, analysed and synthesised your data” (Armour and Macdonald, 2012, p.10).
Selection of the topic revolves predominantly around two aspects. Firstly, as the quote highlights, the selection of topics reveals who you are as a researcher and the interests they have within the field. You may wish to give a specific example here or signpost that this will become more evident within week four when your guests come in with their own interests and priorities.
Secondly, the choice of topic is reflective of current issues within the field and whether there is a need for change/alteration to practice. Again, you may wish to give a brief example.

10. Judging the Quality of RQs
What are the aims and values of undergraduate students?
Clarity
Unclear
Clear
Focus
Focused
Unfocused
Complexity
Too narrow
Too broad
Research questions can be judged on three elements.
The clarity of the research question highlights whether the focus of the topic is evident
The focus of the question relates to whether a specific focus is evident. This may relate to either identifiable measurements, relationships or evidence of a specific population
Complexity refers to the structure of the question e.g. is it one question or are there several questions in one.
Provide an example for students that is related to the degree programme. Over emphasised examples are useful to reinforce the message. Again reiterate that in week 4 they will be given ‘real’ examples from guest lecturers. At this stage, we just want them to acknowledge that there is a need to consider the development of research questions.
What are the aims and values of 1st year male/female Sport Studies and Dance students?

11. Component 3: Identifying and Justifying the Design
The research design is the ‘blueprint’ by which a researcher is able to address the research question(s) of the proposed study. It has three elements:
Approach: Quantitative or Qualitative (methodology)
Sample: Who the research will be carried out with (participants) and how they are chosen
Method: How the data will be collected including information about the instruments/tools used capture it.

12. Session Review
The key points raised throughout today’s session include:
Research is a process consisting of different components
Interests and problems generate questions
Questions are answered through choice of research approach and design
All elements of the RP are influenced by our beliefs, values and knowledge as researchers

13. Plenary Tasks
In preparation for week 4, students should complete and bring the following tasks:
Describe and briefly explain the first four components of the research process and how each step is connected
Why is it important that academic/scientific researcher to be rigorous and systematic in their approach to researching?