RESEARCH DESIGN ISSUES

Introduction | RCBN Activities | References | Examples | Links | Software

Introduction (return to top)

There has been a general concern over the quality of research designs in education research. In particular these focussed upon the quality of research questions posed, the working definition of sample groups (and how they are chosen), the limited attention to triangulation in the research design, and what conclusions can be made from the research findings (and/or the choice of methods/methodologies employed). Note that this latter concern does overlap with ‘the path from studies to evidence’ – see below. The problem for this programme theme will be how to articulate the need to address basic design issues without appearing to patronise researchers. The primary aim of this programme theme may be, therefore, to invoke greater rigour in the current use of research methods and methodologies rather than with the concern to develop new and innovative research methods and methodologies.

RCBN Activities (return to top)

7 and 8 June 2004, Design and Analysis of Randomised Controlled Trials, London
Two-day workshop, Friends House, London. Please click here for further information.

27 May 2004 Critical Reading for Self-Critical Writing:
Introduction to a Structured Approach for Reviewing Literature
One-day workshop, University of Bath, 20 places. Please click here for further information.

20 May 2004, Randomised Trials in Educational Research, London
One-day seminar, Bonhill House, London. Please click here for further information.

10 November 2003, Context in qualitative research, London
This is a one-day seminar in London on the topic of context in qualitative educational research. The issue of context is inescapable for qualitative researchers in terms of not only the meso-social context of educational institutions and localities, but also in terms of historical and macro-social context. Although this is what many researchers understand by context, this ‘externality’ of context is inherently problematic due to the reflexive nature of lived experience. Further details.

22 October 2003, From research questions to research design, Brighton
Research questions are fundamental to the conduct of social scientific investigation but are often only given cursory attention in discussions of research design and methods. The formulation of research questions is a necessary prerequisite for the conduct of certain kinds of study, yet there is relatively little written about the processes of generating research ideas and formulating, developing and refining research questions. This workshop explores many of these issues and is primarily for new researches (15 places). Please click here for more information about this two-day workshop.

6 -7 October 2003, Applying for large scale grant funding, Glasgow
This is a two-day workshop and seminar for established researchers who are considering or are in the process of applying for large-scale research grant funding. The workshop is led by experienced researchers who have been successful in obtaining such grants (30 places). For more information please click here.

22-23 May 2003, Applying for small grant funding and Introducing quantitative research skills, Belfast
This is a two-day workshop principally for new career researchers. The first day will focus on applying for small grant funding. The second day will then focus on quantitative research in preparing and using such data. Please click here for more information about this two-day workshop.

January 2004
The role of inter-disciplinary research in teaching and learning; Seminar (Oxford – repeated in Birmingham, April 2004); 15 places

April 2004
The role of inter-disciplinary research in teaching and learning; Seminar (Birmingham – repeated from Oxford, January, 2004); 15 places