MDD2RDM2-Introduction to Research Design and Methodology

Module Provider: Leadership, Organisations and Behaviour
Number of credits: 15 [7.5 ECTS credits]
Level:NA
Terms in which taught: Summer term module
Pre-requisites:
Non-modular pre-requisites:
Co-requisites: MDD2IAR2 Introduction to Academic Research and MDD2QLA2 Introduction to Qualitative Techniques and MDD2QTA2 Introduction to Quantitative Techniques
Modules excluded:
Current from: 2022/3

Module Convenor: Prof Jane Mckenzie
Email: jane.mckenzie@henley.reading.ac.uk

Type of module:

Summary module description:

This module explores core considerations in research design, and what makes a coherent, viable, ethically justifiable doctoral level research project. It expands on the Introduction to Academic Research module and provides an essential link to two subsequent modules, which consider the practice of qualitative and quantitative methods and techniques.

The module develops essential researcher abilities to critically justify ontological, epistemological and methodological choices; critically evaluate the effect of their axiological position on research quality; communicate academic arguments effectively whilst reflecting on how the choices made shape the potential contribution to knowledge. It equips the researcher with a foundational understanding of the standards for a rigorous academic endeavour.

Overall, the module provides a broad appreciation of the conceptual knowledge and design skills involved in quantitative, qualitative and mixed method approaches so that the learner is better positioned to make a specific choice for their doctorate. Further reading and investigation is expected once the research design is decided.

Aims:

To:

• Develop understanding of the criteria for critically evaluating research designs in relation to quality standards for knowledge production and the extent of its potential contribution to theory and practice


• Contrast the merits of qualitative, quantitative, multiple and mixed methodologies relative to a research problem


• Develop skills in critiquing the methodological foundations of prior research in a chosen field(s)


• Examine ethical concerns in relation to research designs and how to manage them


• Consider pathways for translating the ethos of the research design into a research protocol which details the plan for methodological interventions including specific objectives, methods for data management and analysis and ethical considerations.

The key objectives are to:

• Explain the interdependence between research philosophy, methodological choice, and potential contributions to knowledge and practice


• Choose and apply criteria for evaluating the claims of research to relevant papers and theses


• Critically evaluate the structure and reporting of findings in relevant prior papers


• Develop the skills to justify and deliver a robust research protocol to guide research in their chosen field or discipline(s)

Assessable learning outcomes:

This module is assessed by the specification of an empirical research design justified as suitable for answering one or more defined research questions.

By the end of the module it is expected that programme members will be able to demonstrate their ability to:

• Produce a well-judged and scholarly justification for a research design which may form the basis for either their entire empirical research if producing a monograph, or for one empirical study if they intend to produce a three paper thesis


• Outline the ontological and epistemological foundations for the research design, with reference to relevant principles from the chosen philosophy


• Evaluate alternative methodologies and choose the most suitable for the defined research question(s)


• Specify suitable methods for data collection and data analysis that are consistent with the defined philosophical position, with reference to appropriate methodology texts


• Propose and defend ethical considerations involved in the proposed empirical design, with evidenced explanation of how the design will fit within prescribed University guidance


• Reflect on the potential limitations relative to both the literature in which their study is located, and the specific formulation of the research problem


• Outline how the research design leads to the intended contribution of the research to theory and practice


• Communicate their rationale in a form that is comparable to the preliminary draft of a methodology chapter in a thesis/

��

During this module, it is expected that programme members will continue to demonstrate the ability to:

• Work autonomously, as well as collaboratively, managing the study process and prioritising appropriately


• Verbally debate the suitability of their approach with peers and supervisors


• Select and read relevant texts in support of their philosophical and methodological choices

Reflect on their own understanding and ability to communicate with others in their academic and practice-based field.

Additional outcomes:

In order to practice the skill of communicating a coherent research design programme members are required to produce a formal research presentation. The first presentation will be around the time of the second workshop in the module on “Designing Research”.�� Although not assessed, this presentation is mandatory and will receive formative feedback from peers and faculty.�� The practice of making an annual formal presentation at a colloquium will continue throughout the DBA.

Outline content:

The module teaching is structured around two separate workshop sessions: 1) The Context of Research and 2)��Designing Research using quantitative, qualitative, mixed and multiple methods.

Key topics include:

• An introduction to the essential principles of research designs from within different paradigms


• The role of philosophical stance in designing a coherent framework for research


• The role of literature, and the research question in guiding methodological choices consistent with philosophical stance


• Consideration of the relationship between methodology, methods and their implications for researcher stance, skills and ethical compliance

Examination of the different quality criteria to evaluate method-specific quantitative and qualitative research in their different modalities.

Brief description of teaching and learning methods:

The two workshops on this module are mandatory. Workshops involves a combination of lectures, group and individual activities including a research presentation. In addition, programme members are expected to undertake guided self-study in relevant areas of social science philosophy and methodology, expanding on the set readings in line with their research needs and practical skills development. ��Pre-workshop briefings will give guidance as to the preparatory readings and exercises requir ed to get the best from the teaching.

Summative assessment- Examinations:

None

Summative assessment- Coursework and in-class tests:

A draft proposal for a viable Research design: 5000-word assignment (+20%/-10%) – submitted Summer (early August)

A gateway assessment which involves a short 5-10 slide presentation outlining a possible research protocol to peers and faculty (Summer, after “Designing Research” workshop).�� This would be marked as Pass (100) or Revise (0).

Programme members need to pass BOTH assessment elements to pass the module.

Formative assessment methods:

Penalties for late submission:

Up to 30 days late (with no extension requested) – 10-mark reduction and only one re-submission permitted

More than 30 days late (with no extension requested) – 0 mark applied and only one re-submission permitted

Assessment requirements for a pass:

A percentage mark is given (50-59% pass, 60-69% merit, >70% distinction) A pass at threshold level equals a mark of 50% or above.

Reassessment arrangements:

One re-submission is permitted for failed assignments (capped at 50%)��

Additional Costs (specified where applicable):

Last updated: 22 September 2022