1. Framework for the Study

2. A framework for the study A focus for the study A paradigm for the study Methods associated with the paradigms A format for composing sections Summary

3. A focus for the study Focus for a study is central concept being examined in a scholarly study. May emerge –extensive literature review –be suggested by colleagues, researchers –developed through practical experiences

4. Focus the topic describe it succinctly, draft a working title, and consider whether it is researchable complete the following sentence: “My study is about... “

5. Describe the topic succinctly Frame the answer to the question so that another scholar might grasp easily meaning of project Avoid complex and erudite language. Good, sound research projects begin with straightforward, uncomplicated thoughts, easily read and understood.

6. Draft working title for the study Will help focus direction of research Will help position the central concept before the writer at the beginning. Don’t worry -- the working title will be modified -- many times as you proceed with the project

7. Draft working title for the study Be brief and avoid wasting words, e.g, eliminate unnecessary words such as “ An Approach to... “ and “ A Study of... ”. Use single title or a double title –Consider title no longer than 12 words –Eliminate most articles and prepositions –Include focus or topic of the study

8. Consider whether the topic is researchable Is topic researchable, given time, resources and availability of data? Is there personal interest in topic to sustain attention? Will results be of interest to others (e.g., in the state, region, nation)?

9. Consider whether the topic is researchable Is topic likely to be publishable in scholarly journal (or attractive to dissertation committee)? Does study (a) fill a void, (b) replicate, (c) extend, or (d) develop new ideas in scholarly literature? Will the project contribute to career goals?

10. Consider whether the topic is researchable Needs to weight these factors before proceeding with study Ask others for reactions to the topic

11. A paradigm for the study Once we have specific focus we must select overall paradigm for the study Two paradigms: –qualitative –quantitative Both have roots in 20th-century philosophical thinking

12. Quantitative Approach Termed traditional, Positivist, Experimental, or Empiricist paradigm. Comte, Mill, Durkheim, Newton and Locke

13. Qualitative Approach Constructivist approach or naturalistic Interpretative approach Postpositivist or postmodern perspective Began as countermoverment to positivist tradition in late 19th century Dilthey, Weber and Kant.

14. Assumptions of the paradigms Ontological: –What is the nature of reality? Epistemological: –What is the relationship of the researcher to that being researched? Axiological: –What is the role of values?

15. Assumptions of the paradigms Rhetorical –What is the language of research? Methodological –What is the process of research? Important to understand these assumptions because they will provide direction for designing all phases of a research study

16. What is the nature of reality? ( Quantitative ) Reality is objective and singular and apart from the researcher. ( Qualitative ) Reality is subjective and multiple as seen by participants in a study.

17. What is relationship of researcher to that being researched? ( Quantitative ) Researcher is independent from that being researched. ( Qualitative ) Researcher interacts with that being researched.

18. What is the role of values? ( Quantitative ) Value-free and unbiased ( Qualitative ) Value-laden and biased

19. What is language of the research ( Quantitative ) Formal, based on set definitions, impersonal voice, use of accepted quantitative words ( Qualitative ) Informal, evolving decisions, personal voice, use of accepted qualitative words

20. What is the process of research? ( Quantitative ) deductive process –cause and effect –static design -- categories isolated before study –context-free –generalization leading to prediction, explanation and understanding –accurate and reliable through validity and reliability

21. What is the process of research? ( Qualitative ) inductive process –mutual simultaneous shaping of factors –emerging design -- categories identified during research process –context-bound –patterns, theories developed for understanding –accurate and reliable through verification

22. Single paradigm for the study Identify a single research paradigm for the overall design of the study.

23. Why not use both paradigms? To use both adequately and accurately extends dissertation studies beyond normal limits of size and scope. Studies that employ combined paradigms tend to be funded projects with multiple investigators collecting data over an extended period of time.

24. Why not use both paradigms? Expensive, time-consuming, and lengthy Researchers and faculty seldom are trained in skills necessary to conduct studies from more than one paradigm. Individuals learn one paradigm and this perspective becomes the dominant view in their research.

25. Criteria for selection Worldview of the researcher Training and experiences Psychological attributes of the researcher Nature of the problem Audience for the research

26. Worldview of the researcher ( Quantitative ) more comfortable with an objective stance using survey or experimental instruments ( Quantitative ) see reality as subjective and want a close interaction with informants

27. Training and experience ( Quantitative ) technical writing skills; computer statistical skills; library skills ( Qualitative ) literary writing skills; computer text analysis skills; library skills

28. Psychological attributes ( Quantitative ) comfort with rules and guidelines for conducting research; low tolerance for ambiguity; time for study of short duration (Qualitative) comfort with lack of specific rules and procedures for conducting research; high tolerance for ambiguity; time for lengthy study

29. Nature of the problem ( Quantitative ) previously studied by other researchers so that body of literature exists; known variables; existing theories ( Qualitative ) exploratory research; variables unknown; context important; may lack theory base for study

30. Audience for the study ( Quantitative ) individuals accustomed to /supportive of quantitative studies ( Qualitative ) individuals accustomed to /supportive of qualitative studies

31. Methods associated with paradigms It is useful to consider the method of data collection and analysis to be associated with the paradigm of choice. Identify a tentative guiding method for use within the qualitative or quantitative paradigm.

32. Quantitative methods Experiments include –true experiments with random assignment of subjects to treatment conditions and –quasi experiments that use nonrandomized designs –quasi experiments include single-subject designs

33. Quantitative methods Surveys include –cross-sectional and longitudinal studies –using questionnaires or structured interviews for data collection –with intent of generalizing from a sample to a population

34. Qualitative methods (approaches) Ethnographies –researcher studies an intact cultural group in a natural setting during a prolonged period of time by collecting primarily observational data –process is flexible and typically evolves contextually in response to the lived realities encountered in field setting

35. Qualitative methods (approaches) Critical ethnography –researcher chooses between conceptual alternatives and value-laden judgments to challenge research, policy, and other forms of human activity –attempt to aid emancipatory goals, negate repressive influences, raise consciousness, and invoke call to action leading to social change

36. Qualitative methods (approaches) Grounded theory –attempts to derive a theory by using multiple stages of data collection and the refinement and interrelationship of categories of information –primary characteristics include: constant comparison of data with emerging categories theoretical sampling of different groups to maximize similarities and differences of information

37. Qualitative methods (approaches) Case studies –explores a single entity or phenomenon –bounded by time and activity (a program, event, process, institution or social group) –collects detailed information –using variety of data collection procedures –during sustained period of time

38. Qualitative methods (approaches) Phenomenological studies –human experiences are examined through detailed descriptions of people being studied –understanding the “lived experiences” –involves studying a small number of subjects through extensive and prolonged engagement to develop patterns and relationships of meaning –“brackets” own experiences to understand

39. Format for composing sections Select a format for the overall design of the study Format would depend greatly upon the paradigm chosen Methodology is the format for the entire study

40. Quantitative format Standards easily identified in journal articles and research studies Sections –Introduction –Review of the Literature –Methods –Appendices: Instruments

41. Quantitative format Introduction ( expands to ) –Context (Statement of the Problem) –Purpose of the Study –Research Questions | Objectives | Hypotheses –Theoretical Perspective –Definition of Terms –Delimitations and Limitations of the Study –Significance of the Study

42. Quantitative format Methods ( expands to ) –Research Design –Sample, Population, or Subjects –Instrumentation and Materials –Variables in the Study –Data Analysis

43. Quantitative format Less standardized but should be consistent with the qualitative paradigm assumptions The design should convey strong rationale for choice of a qualitative design Two possible models for format

44. Qualitative format #1 Introduction Procedure Appendices

45. Qualitative format #1 Introduction ( expands to ) –Statement of the Problem –Purpose of the Study –The Grand Tour Question and Subquestions –Definitions –Delimitations and Limitations –Significance of the Study

46. Qualitative format #1 Procedure ( expands to ) –Assumptions and Rationale for the Design –The Type of Design Used –The Role of the Researcher –Data Collection Procedures –Data Analysis Procedures –Methods of Verification –Outcome, its Relation to Theory and Literature

47. Qualitative format #2 Introduction & General Questions or Topic Significance of the Research Site and Sample Selections Role of Researcher in Management, Including Entry, Reciprocity and Ethics Research Strategies

48. Qualitative format #2 Data Collection Techniques Managing and Recording Data Data Analysis Strategies Management Plan, Timeline, Feasibility Appendices