RESEARCH DESIGN
RESEARCH PROCESS
It is the entire design of the research project
 It is said as the research proposal
 It involves deciding on all aspects of the research
process
 That includes

Philosophical assumption
 Research method
 Data collection techniques
 Data analysis
 Publication outlet if possible


It matters to get your proposal accepted or
rejected
RESEARCH PROCESS
Problem
Liter., Theory
Data
Interpretation
Research
Design
(Qnt./Qlt.
Develop
Instrument
Data
Collection &
Analysis
Define Problem
Show
Importance
What would a
Better Artifact
Accomplish?
Artifact
Use Artifact to
Solve problem
Process Iterations
Evaluation
Observe How
Effective,
efficient
Iterate Back to
design
Disciplinary
Knowledge
Demonstration
Find Suitable
context
Metrics, Analysis
Knowledge
Design &
Development
How to Knowledge
Define
Objectives of
a Solution
Theory
Identify
Problem &
Motivate
Inference
DESIGN RESEARCH PROCESS
Communication
Scholarly
Publications
Professional
Publications
RESEARCH PROBLEM
A
problem in simple words is some
difficulty experienced by the
researcher in a theoretical or
practical situation

E.g. What is the fastest algorithm for
multiplication of two n-digit numbers?
choice
of a suitable problem is
difficult
SOURCES TO A RESEARCH PROBLEM





Know the field
Study of Relevant Literature on the
Subject
Discussions with persons having rich
practical experience in the field of study
Daily problems
Technological changes
SELECTING A RESEARCH PROBLEM
Get from Literature and then replicate the
research with modifications – population,
geography, method, etc
 Apply an existing technique to a new
domain such as borrowing from
engineering


Population gravity Model from Physics Gravity
Model
Address Contradiction and Ambiguity
 Challenge existing Findings

THINGS TO KNOW ABOUT R.
PROBLEM





Is the problem interesting?
Is it new?
Will it add to knowledge?
Is it feasible?
Has anyone else a prior claim
to it?
GOOD QUALITIES OF RESEARCH PROBLEM
Research statement written clearly
 Problem stated in grammatically complete sentences.
 Problem has clearly stated limitations
 Statement has potential for leading to important results.
 The statement will lead to the analysis of data.
 The problem is focused enough to lead to an answer with
reasonable effort.

CONT’D
Be sure that the topic chosen is neither too vague
nor too broad in scope.
 Define any special terms that must be used in the
statement of your problem.
 Problem has been reviewed by someone else who
provided feedback.

RESEARCH QUESTION
After discussion your research problem, state
your problem as a research questions in the form
of interrogative
 Example
1. What is the impact of ICT on the organization?
2. How do you ICT affects organizational
structure?
3. Why employees frequently use Internet to
browse news rather to browse contents that
solve organizational problems?

CONDITIONS FOR SUCCESSFUL RESEARCH
QUESTION
Importance
 Immediate Application
 Feasibility or Amenability
 Availability of Data
 Availability of Other Facilities e.g. laboratory facilities
 Experience in the Research Problem

RESEARCH OBJECTIVE
Research objective the end result of the research
process.
 It is the output of the research
 Do you develop a theory, an artifact, new
perspectives, etc
 Example for
 RQ


what is the impact of ICT on organizational structure
Objective


To identify the different impacts of ICT on the
organization
you can also make it more specific by stating – to
identify ICT impact on the organization structure
HYPOTHESIS




It is a tentative solution of the problem
It is proved with empirical data
It guides the researcher in data collection and data
analysis process
For the above questions





What is the impact of ICT on the organization
You can have a hypothesis like this ..
Introduction of ICT in the organization will bring flat
organizational structure
Here the researcher collects data about level of ICT
penetration in the organization and the
organizational structure change
Check empirical data collected from field to your
hypothesis
LITERATURE REVIEW
PURPOSE OF THE LITERATURE REVIEW
(RUDESTAM AND NEWTON)
To provide a context for your study
 To explain the importance of your study
 To explain the timeliness of your study
 To clarify the relationship between your
study and previous work in the field
 To demonstrate that your study is
worthwhile and distinctive

LITERATURE REVIEW ….
 offer
new ideas, perspectives, and
approaches to your research
 Help to know researchers who worked
in your research area for advice or
contact
 Inform methodological and design
issues used by others
 Indicate sources of data which are not
known to you
 Introduce you with measurement
tools dealing with problem situations
 Help to develop your argumentation
and analytical skills
SOURCES FOR LITERATURE REVIEW
 Journal
articles published in the last five
years, old last 10 years.
 Internet websites. You find more than 76
billion articles on Internet.
 Not recommended to use books but only for
elaboration purpose
 Libraries which contains collection of different
literatures
 References of articles being reviewed
 Indexes and abstracts in your discipline such
as computer science indexes.
CONTENTS OF LITERATURE REVIEW
(RIDLEY)
Historical background to study
 Definition of key terms and use in context of
work (could be in introduction)
 Discussion of relevant theories and concepts
underpinning research
 Contemporary debates, issues and questions
in field
 Discussion of related research, demonstrating
how study will extend/challenge this
 Supporting evidence for issues you are
addressing

PLANNING THE LITERATURE
REVIEW

Systematic searches by key words
Start writing informally early: it will help develop
plan and save panic later!

Cyclical process:

Searching
Writing
Reading
MAPPING THE LITERATURE REVIEW
OPPORTUNITY AND MOTIVATION IN INSTRUMENTAL AND SINGING
TUITION:
WHY DO CHILDREN TAKE UP AND GIVE UP MUSIC LESSONS?
Music
Why study music?
Cognitive, social and
emotional benefits of
music education
Opportunity
Historical perspective
Status of music
education
Current policy
Availability of tuition
Motivation
Theories of
motivation
Motivation in
education and music
Children’s motivation
SELECTING SOURCES
Read widely, then ask:
1. What is the relevance of this piece for my
topic/research?
2. What information do I need to get from this
piece that feeds into my writing?

‘Build an argument, not a library’ (Rudestam
2001: 59)

Select literature to serve your purposes
 to avoid becoming overwhelmed
 to enhance criticality over description

CRITICAL READING
The critical reader evaluates the
arguments of others:





What evidence does the author produce for their
claims?
Does the author’s reasoning lead logically to the
conclusions drawn?
What values or assumptions are made explicitly
or implicitly?
How do the author’s claims relate to those of
others?
How do the author’s claims relate to the reader’s
own research or knowledge?
CODE LITERATURE
YOU HAVE READ
Keep records of reading and code for future
reference:
(1) Return to this for detailed analysis
(2) Important general text
(3) Of minor importance
(4) Not relevant
Ensure you keep full citations (including
page numbers for future reference)
from the outset!
CRITICAL WRITING
The critical writer constructs their own
argument
 Arguments have 2 components:

A set of claims or assertions (conclusions)
 The warrant (backing) for them (evidence)

OPINION = UNWARRANTED CONCLUSION
ARGUMENT = CONCLUSION + WARRANT
(Wallace and Wray 2006)
DEVELOPING A COHERENT ARGUMENT
Rudestam (2001: 57) the literature review is ‘not
a compilation of facts but a coherent argument
that leads to the description of a proposed
study’
Anticipate reader’s (or marker’s) comments:
What is your evidence for this?
 What point are you trying to make here?
 So what? What are the implications?
 Where is this leading? Why does it matter?

DON’T REPORT - CRITIQUE



Assess the status of existing knowledge
Give both or all sides of the argument
Take a stance or position
Where does weight of argument fall?
 Where are gaps in the knowledge base?


Convince reader of legitimacy of assertions by
sufficient logical and empirical evidence
ORIGINALITY:
ANALYSIS AND SYNTHESIS


Analysis: systematic extraction of ideas /
theories / concepts / assumptions from the
literature
Synthesis: making of connections between
elements derived from analysis to demonstrate
patterns not previously produced
VOICE AND AUTHORSHIP


Foregrounding of writer voice
Make connections between sources


‘X...whilst Y.....’; ‘furthermore, A contends...’
Summarize source text(s) and then evaluate
‘but B’s research does not extend to consideration
of...’
 ‘these examples demonstrate the significance of...’)


Summarize state of play at end of section
ACKNOWLEDGING SOURCES

APA system of referencing

Partial references in text (Fortin 2009: 81)

Full references in Reference List

Fortin, J. (2009) Children’s Rights and the
Developing Law . 3rd ed. Cambridge: Cambridge
University Press
STRUCTURING THE LITERATURE REVIEW
State goal and structure of evolving
argument at the start
 By end, reader will understand the need for
the study to progress knowledge in the area
 At the conclusion, remind reader how each
hypothesis/research question emerged from
theoretical propositions established in the
literature review
 Explain methodology with reference to
literature

STRUCTURE
Structure chapters clearly
 Use headings and sub-headings
 Maintain Logical flow
 Link chapters with brief summary
and highlight of next aspect
 Be consistent

LITERATURE REVIEW ORGANIZATION

Organize topics
SW usability
Ease of
use
troubleshootin
g
Organizationa
l support
Training
usefulness
Organizatio
n strategy
LITERATURE REVIEW CONCLUSION

Show deficiency

Is there missing variables


Missing population groups


Previous study did not address this software type
Replication of the study to a new context


Previous studies did not see this variable
Software usability study was not made in Ethiopian context
Can get research gap from previous journal articles
SUMMARY
Ensures that you are not "reinventing the wheel".
 Gives credits to those who have laid the groundwork
for your research.
 Demonstrates your knowledge of the research problem.
 Demonstrates your understanding of the theoretical
and research issues related to your research question.
 Shows your ability to critically evaluate relevant
literature information.

CONT’D
Indicates your ability to integrate and synthesize
the existing literature.
 Provides new theoretical insights or develops a
new model as the conceptual framework for your
research.
 Convinces your reader that your proposed
research will make a significant and substantial
contribution to the literature (i.e., resolving an
important theoretical issue or filling a major gap
in the literature).
