Framework for the Study

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Framework for the Study
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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

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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

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Focus the topic

• describe it succinctly, draft a working title,
  and consider whether it is researchable
• complete the following sentence My study is
  about . . .

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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.

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Draft working title for the study

• Will help focus direction of research
• Will help position the central concept before the
  writer at the beginning.
• Dont worry -- the working title will be modified
  -- many times as you proceed with the project

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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

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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)?

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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?

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Consider whether the topic is researchable

• Needs to weight these factors before proceeding
  with study
• Ask others for reactions to the topic

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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

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Quantitative Approach

• Termed traditional,
• Positivist,
• Experimental, or
• Empiricist paradigm.
• Comte, Mill, Durkheim, Newton and Locke

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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.

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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?

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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

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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.

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What is relationship of researcher to that being
researched?

• (Quantitative) Researcher is independent from
  that being researched.
• (Qualitative) Researcher interacts with that
  being researched.

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What is the role of values?

• (Quantitative) Value-free and unbiased
• (Qualitative) Value-laden and biased

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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

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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

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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

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Single paradigm for the study

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

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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.

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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.

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Criteria for selection

• Worldview of the researcher
• Training and experiences
• Psychological attributes of the researcher
• Nature of the problem
• Audience for the research

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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

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Training and experience

• (Quantitative) technical writing skills
  computer statistical skills library skills
• (Qualitative) literary writing skills computer
  text analysis skills library skills

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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

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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

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Audience for the study

• (Quantitative) individuals accustomed to
  /supportive of quantitative studies
• (Qualitative) individuals accustomed to
  /supportive of qualitative studies

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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.

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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

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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

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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

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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

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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

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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

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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

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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

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Quantitative format

• Standards easily identified in journal articles
  and research studies
• Sections
• Introduction
• Review of the Literature
• Methods
• Appendices Instruments

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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

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Quantitative format

• Methods (expands to)
• Research Design
• Sample, Population, or Subjects
• Instrumentation and Materials
• Variables in the Study
• Data Analysis

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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

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Qualitative format 1

• Introduction
• Procedure
• Appendices

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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

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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

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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

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Qualitative format 2

• Data Collection Techniques
• Managing and Recording Data
• Data Analysis Strategies
• Management Plan, Timeline, Feasibility
• Appendices