How to select the right research question –

a reflexive approach
SICL, Lausanne Nov 6, 2015

Prof. (FH) Dr. A. Jungmeister

Universität Luzern, IFU I BLI
 4 / 26

„If we‘d know what we are

doing, we wouldn‘t call it
research“

„Wenn wir wüssten, was wir

tun, würden wir das nicht
Forschung nennen.“

(Einstein zit. n. Messing & Huber, 2007, S. V)

1. Reflexivity Model

Reflexivity
Techniques
Scenarios

Perspectives/ Activities/
Organization
Goals Process
(who?)
(why?) (how?)

Object of Environment
Reflexivity (Context)

Validation:
Result Test/ Experiment,
(what?) Authority
(optional)

Benefit/
Value
 2. Reflexivity Processes
Perspektive 3
Perspective 2 Optional:
Perspektive 1 Preconditions

Context Context Context Context Context Context

Conse- Conse- Conse-

Cause Cause Cause
Issue/ quences quences quences
Object of
Relection Conse- Conse- Conse-
Cause Cause Cause
quences quences quences

Result Result Result Result

Optional
Validation:
Test /Authority

Backward Loop Forward Loop

Environment/ Context: Time, personality of researcher, team, institutional constraints,

Selected process (linear/non linear), selected scenario, research questions, research goals etc.
3. Reflexivity within and on the Research Process

Reflexivity Process [R]

R1 R2 R3 R4 R5 R6 R7 R8

Research-Methodology Results

Data / Comments Selection of Implications for

ex bodies of methodology for Theorie
literature interpretation*)
Research Literature Research Research Implications for
Questions Review Hypotheses Results
Design Practice
Source selection,
Interpretation
Sentences of Suggestions for
and Analysis
courts future research

Research planning Research evaluation

[R] … overall Reflexivity on complete research process

R1-x …..single Reflexivity on specific research results *)
•  Critical Historic Interpretation
•  Systematic Interpretation
•  Semantic Interpretation
•  Teleologic Interpretation
•  etc.
4. Reflexivity within and on the Research Process

Reflexivity Process [R]

R1 R2 R3 R4 R5 R6 R7 R8

Research-Methodology Results

Data / Comments Selection of Implications for

ex bodies of methodology for Theorie
literature interpretation*)
Research Literature Research Research Implications for
Questions Review Hypotheses Results
Design Practice
Source selection,
Interpretation
Sentences of Suggestions for
and Analysis
courts future research

Research planning Research evaluation

[R] … overall Reflexivity on complete research process

R1-x …..single Reflexivity on specific research results *)
•  Critical Historic Interpretation
•  Systematic Interpretation
•  Semantic Interpretation
•  Teleologic Interpretation
•  etc.
5. Why is a good research question important?
A good research question helps to:
•  guide the research process
•  construct a logical flow of arguments
(„red line“)
•  write a literature review
•  plan thesis chapters
•  devise efficient search strategies.
6. Common problems with the research question
•  Deciding which area to look at from a range of issues that have
interested you.
•  Not being able to think of any area or topic you find sufficiently
interesting to focus a major piece of work on.
•  Knowing which area you want to focus on (for example, health)
but not a specific topic.
•  Knowing what area and topic but finding it difficult to clearly
articulate a question.
7. Selecting a research question

•  What comes first – lit review or research question?

•  It is important to derive research questions from the literature,
rather than simply from ‘armchair speculation’ or anecdotal musing.
•  Read lit reviews on the research theme first, than opt for the
research question!
•  It is therefore important to take account of the research that has
already been conducted in the area. In this way you do not run the
risk of asking a researchquestion that has been addressed and
answered already!
8. Difference between a research theme/ topic,
question, title, hypothesis & research focus
A research question is not the same as a thesis title, research
problem, hypothesis or research focus, although they are interrelated
and support one another. To further define these elements:
The research theme or topic indicates the body of knowledge
(literature) where the research question is linked to.
A research focus specifies the scope or domain of inquiry.
The research problem explains the knowledge gap your research will
address.
A research question summarises the significant issue your research
will investigate.
The title consists usually of the topic and outcome of a research
project.
A hypothesis is a predicted answer to the research question that can
be tested and is based on prior research.
9. Research theme – Research question –
bodies of literature - Research construct
Research theme: Abuse of children in the catholic church
Research question: What conditions and motives have favored child
abuse in the catholic church in Ireland?
Bodies of literature:
§  Body of literature: child abuse, ca motives, ca conditions
§  Body of literature: catholic church in Ireland
§  Body of literature: catholic church behavior and organization in general
Research construct:
§  Construct: ca (motives, conditions) -> Irish catholic church <- behavior,
organization (characteristics, variables) <- Catholic church <- behavior,
organization (characteristics, variables)
10. What makes a good research question?

Lenses to view
Your research theme

In reflexive terms:
„Perspectives“
10.1 Identify the theoretical construct
•  The theoretical construct is simply the word (or words)
describing a phenomenon, event, idea or experience you will be
researching.
•  Example: Within a thesis titled "An empirical investigation of health
information system failure in regional Sri Lanka" the theoretical
construct is 'health information system'.
•  Later when searching, you may need to find and use synonyms
or related terms for the theoretical construct to ensure you do
not miss finding important research, when people use different
words to describe the same thing.
•  Example: 'Public health planning' is similar in meaning to 'health
information system'. Both these phrases are used in the literature
and might need to be researched.
Excercise 1:

Concepts of trinity in the 2nd vatican council documents

Term/ Aspect 1 Term/ Aspect 2

Core Term
Synonyms

Overarching
Terms
Sub Terms

Scope/ not
included

14
Excercise 2:

What is your specific research question IN YOUR THESIS?

_______________________________________________________________
_______________________________________________________________

What are the 2 or 3 key terms? Establish a concept/ construct!

Term/ Aspect 1 Term/ Aspect 2

Core Term
Synonyms

Overarching
Terms
Sub Terms

Scope/ not
included

15
10.2 Research community: Recognisability
•  Recognisability should be an attribute of a theoretical constructs. The theoretical
constructs should conform with the technical usage in your discipline and help
you identify relevant versus irrelevant research. It ensures that when searching you
are finding results relevant to your research scope. Ask yourself, is the term used
specific or authoritative enough with regard to your area of research and why?
•  For example:
•  Does the theoretical construct reflect the authorized terminology used by
professionals in the field or a scientific association in your discipline?
•  Which key database or search index uses the same subject terminology to describe,
tag or filter information in your area of research?
•  When comparing it to terminology either too broad or too narrow, does the theoretical
constructs used, help describe your area of research interest specifically?

•  Example: The term 'Diabetic retinopathy' receives authority by being used by the
Australian Diabetes Society, the NRHM and the national Clinical Care Guidelines
•  Example: The term 'Soil Structure Interactions' is used as a subject term to search on
or filter by in the database 'Engineering Village'.
•  Example: 'Reliabilism' is a technical theory in epistemology that defends knowledge
as as reliable true beliefs.
10.3 Methodology: Transcend the data
The data or ways of data collection you use to answer your research
question are often not included in the question itself. It depends on the
relevant methodology to produce knowledge for the study or discipline
area. Regardless of this, considering all the relevant types of possible
data that can be used to explain problems in your area of research is
relevant when reflecting on your research question. Ask yourself:
What are the types of data that might be used to solve problems or
explain phenomena in your area of research? How might such data apply
to help answer your research question?
Example: Data might include: conducting interviews for qualitative data
analysis, conducting electronics experiments resulting in numerical data,
MRI imaging data, writing a meta-analysis or studying a particular region
in depth to justify solutions applicable to broader geographic, demographic
or socioeconomic groups.
In some discipline areas the data is occasionally described in the research
question, in line with what counts as a valid methodology to elicit new
knowledge
Example: A creative industries dissertation may define a time period, a
region, a human beeing or type of industry practice...
10.4 Solving a Problem: Significance

Address the 'so what' of your work and sell it. What does the research
question suggest will be achieved? What will the outcome of the
research mean 1) for the phenomena studied, 2) for knowledge in your
discipline, 3) for contexts and applications beyond?
Your research question should suggest how your study will increase
knowledge of the phenomenon, event, idea or experience you will
be researching. You need to convey what interests you about the
theoretical construct and what will be different about it by the time your
work is finished. Significance will reflect new solutions or
specialised knowledge for your discipline and beyond.
10.5 Innovation: Capacity to surprise
•  Valuable research surprises your reader with new ideas or new
relationships between existing ideas or new methodology used. Your
research question needs to hint at surprising possibilities to
increase the probability of original results.
•  Example of an unsurprising research question:
•  "How do local churches fail to address the needs of its members?“
•  A researcher is unlikely to be surprised with this sort of question
because it will simply confirm his judgement.
•  Choosing an unsurprising, expected approach with your research
question compromises your capacity to contribute to your discipline
with original publications. If you already know the answer to your
research question at the start you are simply documenting known
information, rather than researching.
•  Examples of surprising research questions:
•  “What strategies do union organisations use to retain their radicalism over
time?”
•  “What are the impacts of Starbucks on the consuming patterns of its
patrons?”
•  Each of these research questions allow for surprising and original
answers.
10.6 Robustness: Measurability

•  Your question must be capable of generating multiple insights

about the theoretical construct you are studying, and thus lead
to complex results. It should not be a question to which the answer
is 'yes' or 'no' because such an answer is not a complex result.
•  Example of a non-robust research question: "Are public health
information systems in Sri Lanka effective for accurate decision-
making?"
•  Example of a robust research question: "How do regional health
information systems provide information support for evidence
based health planning and interventions?"
11.1 Properties of RQ: Focus – Objectivity –
Complexitivity – Measurability I
Too narrow: What is the childhood obsesity rate in Pheonix, AZ?
This is too narrow because it can be answered with a simple statistic. Questions
that can be answered with a "yes" or a "no" should also typically be avoided.
Less narrow: How does the education level of the parents impact childhood
obesity rates in Pheonix, AZ?
This question demonstrates the correct amount of specificity and the results would
provide the opportunity for an argument to be formed.
Unfocused and too broad: What are the effects of childhood obesity in the
United States?
This question is so broad that research methodology would be very difficult and the
question is too broad to be discussed in a typical research paper.
More focused: How does childhood obesity correlate with academic performance
in elementary school children?
This question has a very clear focus for which data can be collected, analyzed, and
discussed.
Too objective: How much time do young children spend doing physical activity
per day?
This question may allow the researcher to collect data but does not lend itself to
collecting data that can be used to create a valid argument because the data is just
factual information.
11.2 Properties of RQ: Focus – Objectivity –
Complexitivity – Measurability II
More Subjective: What is the relationship between physical activity
levels and childhood obesity?
This is a more subjective question that may lead to the formation of an
argument based on the results and analysis of the data.
Too simple: How are school systems addressing childhood obesity?
This information can be obtained without the need to collect unique
data. The question could be answered with a simple online search and
does not provide an opportunity for analysis.
More Complex: What are the effects of intervention programs in the
elementary schools on the rate of childhood obesity among 3rd - 6th
grade students?
Difficult to measure: Influenceof Intervention programs in US schools
and childhood obesity?
Easy to measure: What are the shortcomings of intervention
programs in Swiss German schools on the rate of childhood obesity
among 3rd - 6th grade students?
12. Research Question Checklist
1.  Is my RQ something that I am curious about and that others might
care about (Motivation)?
2.  Does it present an issue on which I can take a stand (Hypotheses)?
3.  Does my RQ put a new spin on an old issue, or does it try to solve a problem
(Need)?
4.  Is my RQ linked to an established research field/theme (Research community)?
5.  Is my research question linked to defined bodies of literature (Literature)?
6.  Is my research question innovative and stands the „so what“ test (Innovation)?
7.  Is my RQ too broad, too narrow, or just right (Scope)?
8.  Is my RQ researchable…
… within the time frame of the assignment?
… given the resources available at my location?
... can I formulate hypotheses easily out of the research question?

9.  Is my RQ measurable? What type of information do I need? Can I

find actual data to support or contradict a position, a hypotheses?
(Methodology)
10.  What sources will have the type of information that I need to answer
my RQ (journals, books, texts. internet resources, government
documents, interviews with people)? (Reliable sources)
11.  Is my research question interesting for journals, the research
discipline (-> would they publish it?) (Publisher)
13. Summary and Overview

Bodies of literature

Research field & R community Research Paradigms

Research theme Theorie(s)

Research question Research construct

Methodology

Scope / research focus

Innovation
Reflexive processes
Ressources (Time, Money, Manpower)
14. Ressource Links
What Makes a Good Research Question? - Having trouble finding or deciding on
a research question? This journal article provides some tips.
http://jeps.efpsa.org/blog/2012/09/10/what-makes-a-good-research-question/
Formulating a Research Question - This resources provides specific examples of
good research question and addresses the difference between a research topic
and a research question.
http://www.vanderbilt.edu/writing/resources/Formulating%20Your%20Research
%20Question.pdf
The Relationship Between the Research Question, Hypotheses, Specific
Aims, and Long-Term Goals of the Project - This link will explain how the
research question should be developed to guide the creation of the hypotheses
and the research project.
http://www.theresearchassistant.com/tutorial/2-1.asp
How to Write a Good Research Question - Review examples of correctly written
research questions.
http://writingcenter.gmu.edu/?p=307
Research Questions and Hypotheses - This book chapter takes an in-depth look
at the principles used to design and write research questions and hypotheses for
qualitative, quantitative and mixed methods research and describes the differences
in approaches based upon the type of research.
http://www.sagepub.com/upm-data/22782_Chapter_7.pdf
15. Suggested Readings
Alon, U. (2009). How to choose a good scientific problem. Molecular
Cell, 35, 726-728.
Cox, C. (2012). What makes for good research? [Editorial]
International Journal of Ophthalmic Practice, 3(1), 3.
Booth, Wayne (1995). The Craft of Research. Chicago, IL: The
University of Chicago Press. ISBN 0226065650.