WEEK #4:

Understanding the Research Process

Agenda (WEEK #4): 2

 Introduction to the Research Process

 Getting started: The Ideal Stages of Research

 Selecting, narrowing, and formulating the

question(s) to be studied
Introduction: 3

Research as a way of knowing

 Science can be defined as a discipline that collects, weights, and
evaluates the empirical evidence for accepting a particular “theory” or
explanation
 Sociology is “social science” → Therefore, sociologists are also interested in
empirical evidence

 Scientific research involves the attempt to collect evidence in such a

way that others can see why particular evidence was gathered, how
that evidence was gathered, and what the findings were
 observers can then draw their own conclusions o the basis of that evidence
 We use the evidence gathered to test our theory AND/OR to answer our
inquiries (e.g., research questions)
Introduction: Research as a Process 4

 Doing research involves a process or a series of linked activities moving

from beginning to end
 The research process is NOT absolutely rigid, but it will be weakened or
made more difficult if the first steps are not executed carefully
 Those who have done a lot of research develop their own style of going
through the phases of the research process
 With experience, researchers will be able to describe a pattern or a regular
way in which they do their research
 When their patterns are compared, a “normal” sequence begins to emerge –
not in the sense of a strict set of steps but as an order of basic phases, with
related issues considered at each phase

 IMPORTANT: THERE IS NO ONE WAY OF CONDUCTING RESEARCH → IT MAY

VARY AMONG RESEARCHERS & INDIVIDUAL RESEARCHERS HAVE THEIR OWN
STYLE THEY PREFER
Outline of the Research Process: 5

 The following outline of the research process has helped many students
to learn the necessary skills and avoid the major pitfalls involved in
research. It is not the only way of doing research, however, but just one
useful way.

 Phase 1: Essential first steps We will focus

 The researcher clarifies the issue to be researched, creates a question, and on phase 1 in
selects a research method today’s class

 Phase 2: Data collection

 The researcher collects and evaluates evidence related to the research
question
 Phase 3: Analysis and interpretation
 The researcher relates the evidence to the research question, draws
conclusions about the question, and acknowledges the limitations of the
research
Outline of the Research Process: 6

 Phase 1 of the research process involves five essential steps, each

concerning a separate issue
 Failure to satisfactorily address these issues will render the rest of the
research process more difficult OR impossible – therefore, the steps are
essential
 While qualitative and quantitative research designs both follow these steps, there
are differences I the wat they do (these differences will be noted as we process
through this course – in future classes)

 Phase 1: Essential first steps This will be

1. Select, narrow, and formulate the question to be studied focused in
2. Select a suitable research design today’s class
3. Design and devise measures for “variables” or research concepts
4. Set-up tables for analysis, if required
5. Select a “sample” and/or identify participants
 7
Starting a research project

Phase 1:
Essential first steps
(A) Select, narrow, and
formulate the question to
be studied
The Ideal Stages of 8
Research:
 Again, there is no “ONE” way of
conducting research
 As discussed earlier, experienced
researchers often have their own
distinctive style of conducting research
 HOWEVER: It is helpful for early-career
researchers to follow the guideline

 The diagram that you see in the right,

gives you an overview of the ideal stages
of research (we will go through them in
detail) This diagram can be
downloaded on
GoogleSite (Week #4)
 9

Starting a research project

(A) Select, narrow, and

formulate the question to
be studied

MOTIVATION
(A) Select, narrow, and 10
formulate the question to
be studied
Selection of Topic
Starting Point: Motivation (for the
selection of researchable topic)
 The first step of the research process is
selecting and focusing on a research
problem
 The research process begins when we want
to know something → we conduct
“research” to gain empirical evidence for
what we would like to know
 Often, our curiosity sparks our interest. Our
questions can arise from simple observation
(e.g., from something that we read, a claim
someone makes etc) may give us a
motivation to pursue research.
Starting a research project 11

(A) Select, narrow, and

formulate the question to
be studied

RESEARCH
QUESTION(S)
A research question states the purpose of the
study in the form of a question
Selecting a Research Question: 12

 In many ways, this is like picking a destination for a

hike:
 theroute you take and what you will experience along the
way are largely determined by where you want to go
 Ifyou don’t pick a good destination, you will not enjoy your
hiking experience
 Same goes for research! → Therefore, must think carefully
before making a final decision
Formulating a Research Question: 13

It is important to keep in mind that:

 Research question must be realistic
 Your research question should be something that is “do-able” by the researcher
(e.g., must consider how much time you have, and what resources you have)
 Must set realistic standards/goals that are researchable

 Research question should be clear as possible, and it should not be too

broad, nor too narrow

 The research question may change as the study

progresses
(A) Select, narrow, and 14
formulate the question to
be studied Narrowing down a R.Qs →
from a chosen Topic
Starting Point: Narrowing down
 Essential step in the research process is to
move from an ordinary, everyday question
to a researchable question by focusing on
one aspect of the issue arousing your
interest.
 Experience tells us that this step can be the
most difficult in designing any research
project.
(A) Select, narrow, and 15
formulate the question to
be studied Narrowing down a R.Qs →
from a chosen Topic
Narrowing down (Continued…)
 although it may take some time to create, a
narrow, researchable question will determine
the quality of your research project from start
to finish.
 One way to narrow the topic even further,
and to formulate a “researchable” research
question(s) is to consider the purpose of the
project (e.g., what is the issue that you are
trying to examine and/or address?)
(A) Select, narrow, and 16
formulate the question to
be studied Narrowing down a R.Qs →
from a chosen Topic
Narrowing down (Continued…)
 although it may take some time to create, a
narrow, researchable question will determine
the quality of your research project from start
to finish.
 One way to narrow the topic even further,
and to formulate a “researchable” research
question(s) is to consider the purpose of the
project (e.g., what is the issue that you are
trying to examine and/or address?)
EXAMPLE: Going back to the “Why buses are 17
late in Halifax” example from last week…
 1) Research often starts with the choice of a general area of research
interest
 E.g., Transportation system in Halifax

 2) The broad research topic / research interest is now narrowed down to:
 E.g., Why are the buses late in Halifax? (Preliminary research question – a bit
broad)

 3) However, even step 2 is too broad → so another step taken to narrow

down the question even further
 E.g., What are the causes of the bus delay? What do buses do during the idle
time? (More specific research questions)
(A) Select, narrow, and 18
formulate the question to be
studied
Formulating Research
Formulating “RESEARCHABLE” Research Question(s)
Question(s)
 Researchable question(s) should be limited in
scope (to certain times, places, and conditions)
 A researchable question is usually a small fragment
of a larger inquiries
 One of the most difficult tasks for a researcher is to
confront a large issue by tackling only one small,
manageable part of it. Failure to have a
researchable question(s), will result in failure, given
that the research would not have the time, energy,
or other resources necessary to take on the larger
issue.
(A) Select, narrow, and 19
formulate the question to be
studied
Formulating Research
Formulating “RESEARCHABLE” Research Question(s)
Question(s) – Continued…

 More manageable & specific question(s)

are needed (broad questions cannot be
researched)

 Question(s) must be answerable through

observation of some kind (must be suitable
for empirical research)
Phase 1: (A) Select, narrow, and 20
formulate the question to be studied

 In sum, two basic properties of a researchable

question(s) are:
1. They are limited in scope
2. Question must be answerable through
observation of some kind (must be suitable for
empirical research)
Phase 1: (A) Select, narrow, and 21
formulate the question to be studied
 Empirical research: can only deal with the observable,
measurable aspects of the questions we want to answer
▪ identifies some observable, tangible, countable
evidence or data that can be gathered
▪ seeks only to answer those questions that can be
answered by reference to sensory data, which are data
that can be seen, heard, touched, recorded, measured,
or counted
▪ cannot deal with questions of morality or ethics
▪ can be either qualitative or quantitative
Phase 1: (A) Select, narrow, and 22
formulate the question to be studied
EXAMPLE: “Examining the Issues of Poverty among the Aboriginal
Canadians”(From the Optional Reading: Bryman & Bell textbook,
Ch. 1, Page 2-3)

Motivation:
 Inequality experienced by the Aboriginal population
Preliminary (broader) research question:
 Why do Aboriginal Canadians experience poverty?
Narrow (more specific) research question:
 Why are Aboriginal Canadians more likely to experience
poverty than non-Aboriginal Canadians?
 23

Last point to keep in mind about

formulating research question(s):

Research Question(s) = Must have a

potential contribution(s)
Research Question = Must have a 24
potential contribution
Your research question must have a potential contribution, and must have:
1) A Social and/or Policy Relevance
 Why should we care? How is this a social problem? (Refer back to our prior
discussion on sociological imagination)

2) A Contribution to the existing sociological knowledge on the topic (adding to

the existing research)
 Relate in some way to established theory and research that suggests how
your question may be approached
 Making connections with existing theory and research will help to show how your
research can contribute to knowledge and understanding
 25

Starting a research project

(A) Select, narrow, and

formulate the question to
be studied

LITERATURE REVIEW
(A) Select, narrow, and 26
formulate the question to be
studied
Conducting a literature
Narrow research question: review
 Why are Aboriginal Canadians more
likely to experience poverty than non-
Aboriginal Canadians?

 From this research question that has

been narrowed down, can we go even
further? HOW?

 “Literature review” can assist you in this

process!
(A) Select, narrow, and 27
formulate the question to be
studied
Conducting a literature
What is a Literature Review? review
 The literature review is a critical look at the
existing research that is significant to the work
that you are carrying out.

 Literature review can assist in identifying

and preparing good research question(s), &
can help to further develop and polish
them up
 By doing a literature review, it may help you
to consider various factors that you may not
have considered in your research
question(s)
(A) Select, narrow, and 28
formulate the question to be
studied
Conducting a literature
Continuing on with our example research
question: review
 Why are Aboriginal Canadians more likely to
experience poverty than non-Aboriginal
Canadians?
 Perhaps, by reviewing prior research on this
topic, you may find that Aboriginal
Canadians’ poverty was partially due to their
low levels of post-secondary education.

 Such findings from prior research may make

you wonder: Why are Aboriginal youths less
likely to pursue post-secondary education
than non-Aboriginal youths? What barriers
exist for Aboriginal youths to achieve upward
social mobility?
EXAMPLE: “Examining the Issues of Poverty among 29
the Aboriginal Canadians”(From the Optional
Reading: Bryman & Bell textbook, Ch. 1, Page 2-3)

Motivation:
 Inequality experienced by the Aboriginal population
Preliminary (broader) research question:
 Why do Aboriginal Canadians experience poverty?
Narrow (more specific) research question:
 Why are Aboriginal Canadians more likely to experience poverty than
non-Aboriginal Canadians?

After Literature Review: Question is even more specific and detailed

 Why are Aboriginal youths less likely to pursue post-secondary
education than non-Aboriginal youths? What barriers exist for Aboriginal
youths to achieve upward social mobility?
(A) Select, narrow, and 30
formulate the question to be
studied
Conducting a literature
Purpose of the Literature Review: review
 To provide background information
about a research topic
 To establish the importance of a topic
 To demonstrate familiarity with a
topic/problem
 To “carve out a space” for further work
and allow you to position yourself in a
scholarly conversation
(A) Select, narrow, and 31
formulate the question to be
studied
Conducting a literature
An effective literature review provides a review
critical overview of existing research by:
 Outlining important research trends.
 Assessing strengths and weaknesses (of
individual studies as well the existing
research as a whole).
 Identifying potential gaps in knowledge.
 Establishing a need for current and/or
future research projects.
(A) Select, narrow, and 32
formulate the question to be
studied
Conducting a literature
 Identifying potential gaps in review
knowledge (What questions have not
been asked in the prior studies?)
 This is extremely important, given that you
don’t want to conduct a research on
something that has already been
conducted by someone else (this will be a
waste of time and effort)
 Your goal is to “fill-in-the-gap” in the
literature → which means, conducting a
research on something that has NOT YET
BEEN ANSWERED!
(A) Select, narrow, and 33
formulate the question to be
studied
Conducting a literature
 An important step in the research process is: review
embedding your research question and your
subsequent findings within the existing
literature
 At the data analysis stage, it is important for
embedding your findings within the larger
research debates and in advancing
knowledge on a particular topic

 Conducting a literature review is also helpful

in identifying appropriate theoretical and
research design approaches, and assist in
defining central variables
 34
Starting a research project

(A) Select, narrow, and

formulate the question to
be studied

Choosing General
Research Orientation
(A) Select, narrow, and 35
formulate the question to be
studied
Theoretical Framework &
 Earlier, we discussed how literature review Research Orientation
can assist in the “selection of theoretical
approaches”

 Theory can not only help you to answer

your research questions, but it can also
help you to select your “research
orientation” (e.g., whether you will pursue
qualitative vs. quantitative vs. mixed-
methods research)

 How does theory connect to the research

process? → we will discuss this now
qualitative vs. quantitative vs. mixed-methods
(A) Select, narrow, and 36
formulate the question to be
studied
Theoretical Framework &
 Once you’ve come up with a
Research Orientation
researchable research question(s) and
have conducted a literature review →
now we need to choose the general
research orientation

 General Research Orientation (Covered

in Week #3):
How do we
 Quantitative Research know which
 Qualitative Research one to
choose?
 Mixed-Methods Research (covered in
week #3) qualitative vs. quantitative vs. mixed-methods
REVIEW FROM 37
WEEK #3
Choosing a Research Orientation
(Selection of the Methods)

Where do I begin? When do we use

qualitative vs. quantitative?
REVIEW FROM WEEK #3: 38
Quantitative vs. Qualitative Debate
 A guiding principle of all good research is to let the “research question”
determine the data collection strategy, rather than the other way
around

 Good researchers will use the method that best answers the research
question posed → rather than restricting oneself with one particular
methodology
 This means that we must be flexible with what research methodology we use
→ and let the research question led you to your selection of the research
methods
 THEREFORE, THIS IS THE REASON WHY WE STARTED WITH FORMULATING THE
RESEACH QUESTION(S) → which we covered in detail today
(A) Select, narrow, and 39
formulate the question to be
studied
Theoretical Framework &
 General Research Orientation (Covered Research Orientation
in Week #3):
 Quantitative Research
 Qualitative Research
 Mixed-Methods Research

 The selection will be determined,

depending on YOUR RESEARCH
QUESTION(S)

qualitative vs. quantitative vs. mixed-methods

Ideal 40
Stages of
Research: TODAY:
WEEK #4

WILL BE COVERE IN
FUTURE CLASS ON
“RESEARCH DESIGN”