Personal Growth Designing A Research Project Verschuren Pdf


Monday, September 23, 2019

P.J.M. Verschuren and J.A.C.M. Doorewaard/Eleven International The guidelines and methods presented for designing a research project have. Piet Verschuren and Hans Doorewaard. Second edition The guidelines and methods presented for designing a research project have been developed from a . Find all the study resources for Designing a Research Project by Doorewaard Verschuren; Piet Verschuren; Hans Doorewaard.

Designing A Research Project Verschuren Pdf

Language:English, Spanish, Indonesian
Published (Last):17.12.2015
ePub File Size:23.60 MB
PDF File Size:12.59 MB
Distribution:Free* [*Regsitration Required]
Uploaded by: ARMANDA

Designing a Research Project: Second Edition Piet Verschuren, Hans Project: Second Edition by Piet Verschuren, Hans Doorewaard Free PDF d0wnl0ad. Designing a Research Project: Second Edition [Piet Verschuren, Hans Doorewaard] on *FREE* shipping on qualifying offers. Using insights. Research Design in MSc. Dr. Ir. G.N. Saunders- 4b. Use problem to validate the model. MSc project deliverables project project. Verschuren & Doorewaard] .

Then, it is usually not so hard to develop both a conceptual and a technical research design, in which interviews have a meaningful place in the whole.

Designing a Research Project

In short, in this conception of designing a research there are continual movements back and forwards between the various stages of the design to be. Not only will you need this oscillating motion if you wish to fit in your own preferences and interests; it will also be needed because designing is a very 26 complex activity. The possibilities from which a designer can choose regard ing each part of the design, and the consequences of each decision that is made for the rest of the process, are numerous and complex.

No one can realise this all at the very start of the process. A third reason for opting for an iterative design approach is the fact that the design needs imagination and creativity. Usually, when reflecting on a certain aspect of the design, the designer is inspired by many new ideas concerning earlier and perhaps also later stages.

For example, in the course of drafting a technical design, it may appear important to learn how the respondents appraise a certain phenomenon, whereas the research objective and the set of research questions thus far only allowed for their perception.

In the former case the researcher is looking at values, in the latter case at facts. To include this new perspective, he or she will have to adapt the set of research questions that were formulated earlier.

The new set of research questions will include a question or a number of questions regarding the respondents' appraisal or evaluation of certain issues.

From ideas to studies: how to get ideas and sharpen them into research questions

This modification is likely to trigger off adjust ments to other design elements, and so forth. This iterative approach also supports the efficiency of the design. As the reader has learned by now, the technical design serves to answer the set of research questions.

These answers in turn serve to support the achievement of the research objective. In other words, there is an instrumental chain at work that is as strong as the weakest link.

At each stage of the design various pragmatic decisions need to be taken. The initially adequate set of research questions may call for data that first appears difficult to gather.

It may take too long before the researcher will have them at her or his disposal, it may not be possible to get hold of the right data, or maybe there are those who do not wish to be interviewed. Sometimes, the research designer can avoid such problems by making small adjustments to the set of research questions.

But once he or she has done that, it may be necessary to return to the research objective. If necessary, the designer can change the objective in such a way that the 'new' set of research questions can be logically derived. This exposition concerning the iterative character of the designing opera tion has led us to an important conclusion. We have seen that constructing a research design by nature involves trial and error, deciding and reflecting, drafting and revising.

It can therefore be concluded that designing iteratively is only possible on paper. Limiting himself to thinking things over makes it hard for the researcher to juxtapose matters and methodically adjust them.

In doing so, he will soon find himself in an almost inextricable knot of thoughts. In short, designing iteratively means that while writing, you are continuously aware that whatever you are writing at this stage, will need revision at a later time. Drafting and visualising, e. This, too, can be an important, but very difficult learning moment for the beginner researcher. However, one needs to develop an atti tude in which such a process is considered as a fully normal procedure.

Such an attitude may even lead to the decision to include the process of designing research in a final research report.

The reader may be surprised to learn that some of the crucial decisions made during a research project have resulted from an iterative design approach. Particularly in cases where the researcher had to change his or her original design for practical reasons, without this information the reader may disagree with the designer. This may be the case, for example, when the reader disagrees with the decisions the designer took with regard to the demarcation of the research subject.

In these instances, a deeper insight into the iterative approach of the research design may help con vince the reader about the appropriateness of the research design. A step-by-step approach This book provides the reader with instructions on how to design a research project with the help of the generic step-by-step approach below.

We call this plan 'generic' because each of the seven steps will be worked out in the follow ing chapters. Each step of the generic plan consists of a set of smaller in-between steps.

Please notice that the sequential elaboration presented in this book is not an adequate reflection of the design process. We can only show this sequentially, but in practice designing is an iterative-parallel process. Research design 1. Explore the project context of the research project at hand and decide on a single and a feasible research objective. Construct a research framework that gives a general indication of the steps that you plan to take to achieve the research objective, 3.

Examine, partly on the basis of the research framework, which information will be useful or necessary in order to achieve the research objective.

Then formulate this information into a set of research questions and - if appropriate - into a conceptual model. Determine the core concepts of the project and tailor the definitions and operationalisations of the concepts to the research objective and set of research questions.

Determine what research strategy you are going to follow when gathering and processing the material into answers to the questions. For each research question, examine what type of research material you need in order to arrive at sound answers. Draw up a research plan that indicates the activities you are going to carry out, when this will take place, and which products will result during the separate phases of research.

Part I Conceptual design We are at the beginning of a research project. In most cases this means that the researcher has roughly determined the subject of the project.

In some cases, this subject will be purely theoretical; it may have been decided to unravel a theoretical problem by studying the existing literature in the field and by reflecting on this topic. Or the research project may be carried out in an exist ing profit or non-profit private organisation or a public-sector organisation.

In this case, the research will focus on a practical problem concerning this organ isation, in which the project is supposed to contribute to solving that problem.

The researcher may have generally made up her or his mind about the set of research questions, but may be unsure how exactly to contribute to the theo retical or practical problem at hand.

These matters need to be placed into the conceptual design. Part I deals with the development of such a conceptual design. The conceptual design serves various purposes within a research project.

However, you need to bear in mind when developing a conceptual design that the design flows out of these purposes. By far, the most important purpose of the conceptual design is steering.

Not only does this mean steering in the creation of the technical design, but also in the actual implementation of the research project later on. If the conceptual design meets all the requirements as described in this first part, the researcher will be able to infer correctly which specific research activities need to be carried out during the implemen tation stage.

For example, the conceptual design helps to deduce what research material must be gathered, where this information can be found sources , how the information can be derived from these sources methods of data col lection , and what needs to be done next with the material data analysis. The steering purpose of the conceptual design can be compared to the archi tectural design of a building. The design the drawings and the detailed descriptions the specifications of a house are presented in such a way that others can build the house exactly in the way the architect has meant for it to be built.

The same is true of the conceptual design of a research project. If someone else were to carry out the project according to what was originally anticipated, then the collected data would have to be in accordance with what was originally anticipated.

In Part I, we will show that this is a feasible crite rion, although it makes many and high demands on the quality of the concep tual design. A great number of methods, procedures and heuristics will be offered to support this steering purpose.

Two additional purposes of a conceptual design are the motivational and the evaluative purpose. These are primarily relevant to the researcher and, occasion ally, a supervisor. When designing the research project the researcher should select a research objective and a set of research questions that are of interest to her or him. Motivation is something the researcher will need when perfor ming time-consuming activities, which research projects tend to be.

Finally, the evaluative purpose is generally realised by the conceptual design serving as a product specification. This design indicates the type of information the research is going to produce and, in turn, how this information can contribute to solving a theoretical or practical problem. This research objective and the set of research questions are suitable as a standard for assessment after the research project has been finalised: Has the project really produced what the researcher, the supervisor or the client had intended at the start and does it comply with the view that they presented to third parties, i.

Research objective Don't bite off more than you can chew. At this stage it is important to realise that a subject is always part of a wider context. In the case of a theo retical subject, the context will include literature relevant to a specific field, research group's research programme or an ongoing large-scale scientific research project. If he or she decides to opt for a practice-oriented approach, the context will often be placed within an organisation in which the research is to take place.

It is important not to wait too long before becoming acquainted with the wider context. For example, the researcher can search on the Internet in order to find relevant information about the research subject or the organi sation that is enabling her or him to carry out the research project.

In addition, a search at the library will reveal what has been published on the subject, and the researcher may consider approaching an expert who is familiar with the subject.

Designing a research project

In the case of practice-oriented research, it would be a good idea to visit the organisation where the researcher expects to carry out the research project as early as possible. As soon as the researcher has become acquainted with the wider theoretical or practical context, he or she will find it necessary to deal with many impres sions.

Most subjects are covered by vast amounts of literature, and the organ isation where the research is to be located can be large, complex and prone to rapid change. The E-mail message field is required.

Please enter the message. Please verify that you are not a robot. Would you also like to submit a review for this item?

Reader's Guide

You already recently rated this item. Your rating has been recorded. Write a review Rate this item: Preview this item Preview this item.

Designing a research project Author: Piet Verschuren Publisher: The Hague: Eleven International Publishing, Print book: View all editions and formats Rating: Subjects Learning and scholarship. Research -- Methodology. View all subjects More like this Similar Items. Find a copy online Links to this item Inhaltsverzeichnis download pdf.

Allow this favorite library to be seen by others Keep this favorite library private.

Find a copy in the library Finding libraries that hold this item Ratgeber Material Type: Internet resource Document Type: Piet Verschuren Find more information about: Piet Verschuren. Reviews User-contributed reviews Add a review and share your thoughts with other readers. Be the first. Add a review and share your thoughts with other readers. Similar Items Related Subjects: Forschungsprojekt Planung.

From ideas to studies: how to get ideas and sharpen them into research questions

Linked Data More info about Linked Data. Primary Entity http: Book , schema: InformationResource , genont: Home About Help Search.More details about this follow in Chapter 8, which deals with research planning. The greatest minds kept track of their thoughts. Resaerch added it Nov 15,. However, you need to bear in mind when developing a conceptual design that the design flows out of these purposes.

Hammersley, and P.

Writing a paper can easily take 5—10 revisions, which might span a full year inclusive of the time it takes your supervisor or your colleagues to produce comments.

HILDE from Florida
I am fond of studying docunments fully. Also read my other posts. I'm keen on cluster ballooning.