from research methods to methodical researcher: addressing dissertation students’ preparation for...
TRANSCRIPT
From research methods to methodical researcher:
Addressing dissertation students’ preparation for independent inquiry
Michael Hast
School of Management and Social Sciences
Introduction
• Research as important personal discovery experience for undergraduates (Hunter et al., 2007)
Introduction
• Research methods integral part of most undergraduate degree programmes (Todd et al., 2004)▫ Success depends on motivations, course contents and
how these contents are taught (Mutz & Daniel, 2013)
• But students do not feel sufficiently prepared to carry out independent research projects (Allin, 2010)▫ Students excluded from academic world of research
(Jenkins & Healey, 2011)
Strongly disagree
Disagree Neither Agree Strongly agree
02468
10121416
Below Slightly below
Right Slightly above
Above02468
10121416
Introduction
• Overall satisfaction
• Pitch of teaching
Introduction
• Students have to fall back on what they have already learnt, re-evaluate knowledge and skills▫ Engage with own learning, understand what is known
and what needs to be known (Pritchard, 2009)
• Important to understand effect the dissonance between theory and practice may have ▫ Are students adequately prepared to enter the stage
of applying their research methods knowledge?▫What is necessary for their inclusion in the research
community?
Present research
• How well does the research methods module prepare students for their dissertation?
• How confident do students feel about carrying out research?
• How well do dissertation students feel the module has helped them?
Key findings: Theory
• Second-years▫ Satisfied with how theory was explained to them▫ Felt well prepared▫ Expressed being “more aware of the different
methods for researching and their strengths and weaknesses”
• Third-years▫ Equally high agreement rates about module ▫Heightened awareness of “various ways that data
could be collected”▫ But helpful to have “examples of different data
collection that had been used in real research projects”
Key findings: Practice
• Second-years▫ Some positives, e.g. being “more aware now of the
problems surrounding research such as ethics”▫ But lack of awareness of how to actively carry out
research when in the field▫ Proposed incorporating “real research practice” as
well as “relevant examples e.g. of past students … and the problems they had, how they overcame them”
• Third-years▫Generally positive perception of practical
preparedness▫However, “there could have been more of an
emphasis to pilot research methods”
Key findings: Assessment
• Second-years▫Research proposal was appropriate▫ Appreciation for usefulness of seeing “the similar
layout between the proposal and the dissertation and how to approach such a piece of work”
• Third-years▫ Proposal “prepared a foundation … to work from”▫Useful to approaching dissertation as a whole piece
– “it was obviously helpful in terms of getting a rough idea of what had to be done in the third year”
Key findings: Dissertation
• Second-years felt prepared but expressed lack of confidence in approaching research
• Third-years reported similar perceptions▫ “A good experience writing a dissertation”▫ Easy to relate “the theory … to the appropriate
responses from participants”▫ But difficult to “produce the right questions”▫Hard to “transcribe the data and find meaning”▫ “The methodology section was quite daunting”▫Difficult finding “appropriate structure to
communicate … findings”
Discussion
• Appropriate preparation crucial, particularly where range of paradigms and methods is available (Healey, 2005)▫ But emphasis on talking about research (Ryan et al.,
2014)
• Hands on experience with research to gain appropriate confidence in becoming independent researchers▫Makes learning experiences more meaningful (Edwards et
al., 2007)▫ Active incorporation of students into practice of a
community (Brew, 2003)
Conclusion
• Lessons to be learnt▫Research methods in particular▫Module evaluations in general, where one module
has direct impact on another
• Listening to students in designing and evaluating modules▫ The student voice (O’Neill & McMahon, 2012)▫ Staff and students working together in design
process (Sandover et al., 2012)▫ League table ratings (Swain, 2010)
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