1. Research in International Academia: Quality Research for Quality Publications Assel Kambatyrova and Duishon Shamatov April 22, 2016

2. Importance of research in academia Research Teaching Service

3. The audience will discuss three questions What is research? Why to conduct research? How to conduct research?

4. What is Research? Research is a process of steps used to collect and analyze information to increase our understanding of a topic or issue. Three steps:  The researcher poses a question.  The researcher collects data to answer the question.  The researcher presents an answer to the question.

5. Why to conduct research? Reason 1: Research adds to our knowledge. Reason 2: Research helps improve practice. Reason 3: Research helps inform policy debates. Reason 4: others?

6. How to conduct research: The Process of Research Identify the Research Problem Review the Literature Report and Evaluate Research Specify a Research Purpose Collect Data Analyze and Interpret Data

7. Identify the Research Problem Select the topic Specify and justify a problem Suggest a need to study the problem for audiences

8. Review the Literature Locate resources (books, journals, electronic resources) Choose resources to include in the review Summarize the literature in a written report

9. Specify a Research Purpose Identify the purpose statement  The major intent of the study  The participants in the study  The site of the study Narrow the purpose statement to research questions

10. Collect Data  Determine the data collection methods  Select the individuals to study  Obtain permissions  Design data collection instruments and outline data collection procedures  Gather data

11. Analyze and Interpret Data Take the data apart to look at individual responses Represent the data in tables, figures, and pictures Explain conclusions from the data that address the research questions

12. NO’s in research Pre-conceived idea Biases may influence and shape one’s study Fabrication of data

13. Research Paradigms

14. Qualitative vs. Quantitative starts with a general research question or problem, selects a purposive sample a relatively small sample Interviews and observation explicitly stated hypotheses, purposes, or questions ideally uses a random sample uses larger sample of participants (upto 1,500) instruments (e.g. survey) that can be scored objectively

15. RESEARCH PROCESS Research Problem Research Questions Questions Literature Review Quantitative ResearchQualitative Research Research Designs Quantitative Designs -Experimental -Correlational -Survey Combined Designs -Mixed methods Qualitative Designs -Grounded theory -Ethnography -Narrative Sampling Instruments/Pr otocols N Data AnalysisInterpretation Discussion, Conclusions, Limitations, Future Research

20. RESEARCH QUESTONS

21. Formulate a research questions  express clearly a research question which will subsequently form the basis for design  RQs guide decisions about methodology in deciding what to collect data on and how to collect those data

22. Good research questions They should be clear, in the sense of being intelligible researchable Connection(s) with established theory and research (literature) linked to each other. Able to make an original contribution – however small to the topic Neither too broad nor too narrow

23. Practice with research questions In pairs, develop your research questions Try to use these words for formulating your RQs:  NU library resources  Students  Learning

25. Data Collection Interview Survey Observation Focus group discussions Experiments Others

26. What is interview?

27. Purposeful conversation (between two or more people) directed by one person to get information from another (Bogdan & Biklen, 1998)

28. Types of interviews 1. Structured (standardized) interview 2. Semi-structured interview 3. Unstructured interview

29. Common problems in interview question formulation Affectively worded questions The double-barreled questions  E.g., How many times have you smoked marijuana, or have you only tried cocaine? Complex questions  Long and complex questions puzzle the listener Poor sequencing  Begin with mild non-thretaning to complex and sensitive questions

30. Three approaches to interview recording Use of tape recorder  The tapes may be replayed many times  Sound quality  Some feel uncomfortable  Transcription is difficult and time consuming Taking notes verbatim  Doing several things at a time  interviewee becomes curious  Difficult to write fast Write up after the interivew  Less anxiety  Memory is not perfect

31. Ethics in research o “Nothing is more indicting to a professional than to be charged with unethical practices” (Bogdan and Bicklen, 1992, p. 49). o Eisner (p.213) writes, “If the matter was quite so simple, the need for books, chapters in books, and scholarly articles on ethical issues in social research would be unnecessary”.

32. Principles of Ethical Practice According to Burman and Kleinsasser (2004) human beings enjoy rights to  self-determination or autonomy (independent decisions, no coercion; choose or decline to participate or may quit with no penalty) informed consent Privacy Confidentiality anonymity  nonmaleficence (no harm) and beneficence (positive benefits)  justice

33. Origins of ethics in bio-medics Nazi Research (Experiments)  Expose to freezing temperatures  Life viruses, poisons and malaria  Untested drugs and experimental operations  Led to 1949 the Nuremberg Code – principles of research on humans with voluntarily consent The Tuskegee Project  Longitudinal study of over 40 years by US Public Health Service  Research on black men for the consequences of untreated syphilis without consent  Began in 1932 when no cure existed, but the study continued after penicillin was found. 28 to 100 men died from syphilis  Free burial service  Declared “ethically unjustified” and after 23 years it ended, Clinton apologized.