1. Research Question and/or Research Hypothesis

2. Because this course is a supervision course, rather than a research design course, there is little emphasis on the methodological aspects of PG study. This is also because the very form and function of research differ so much from discipline to discipline.
There are however a number of useful resources in this regard on the course website, as well as information about research design courses available in South Africa.
This session just briefly touches on the initial stage of postgraduate research: supervising the development of a Research Question or Hypothesis.

3. What do research questions do?
Guide the research
Help delimit the methodological approach
Indicate the population and possibly the sample
Delimit the analytical approach
Focus the literature review
Provide the anchor
for the Golden Thread
So it is crucial to get this right!

4. Students…. Need to work at the research question/hypothesis
Keep reading and discussing the implications of what they have read for their study
Keep thinking through methodological implications of draft question/hypothesis
Get feedback from others

5. RQ or Hypothesis? One asks a question the study will seek to answer
The other states a proposed explanation that the study will seek to prove

6. Questions to ask students
If your student wants to know whether or not the study requires a hypothesis, ask her these questions:
Does the study take an experimental approach to answering questions?
Are you making an explicit prediction about the phenomenon being studied?
If your answer to these questions is 'yes', then the student will need a hypothesis, but if it is 'no' then the student will need a research question.
This is because a hypothesis is a tentative statement predicting a particular relationship between two or more variables, which the research then sets out to (dis)prove. 

7. Topic versus RQ/Hypothesis
General area in which research is positioned = Topic.
Generates broad discussion.
Research Question/Hypothesis = specific focus of this study.
Certain areas are closed off by the RQ/Hypothesis
It generates a focused research study.
Many students battle to identify the boundaries of their topic and then battle to formulate a research question which specifies what specific aspect of that topic their study will focus on.

8. Topic versus Research Question
In groups of three or four:
Each name one broad topic of interest in your discipline (for example: representation of women, design of rehabilitation environments, treatment of HIV/Aids)
Now select just ONE of these topics to work with as a group
Develop five possible research questions or hypotheses for this topic
Discuss whether it should be a RQ or hypothesis and why.

9. The process….
Often begins with field of interest and then narrow down to RQ/Hypothesis
Students should be encouraged to enjoy this generative process and to actively read, develop mind-maps and discuss to develop a focused, do-able study.
Set a deadline for this – some students stay in the broad field forever, and never hone in on one study encapsulated by a focused RQ/Hypothesis

10. Each word matters…
Words are important and each word in the RQ needs to be carefully weighed.
What is the difference between these questions:
What are students’ perceptions of using IT?
How do students use IT for learning Geography?
What discourses do students use to describe IT?
How is student learning of Geography enhanced through the use of IT?
What are the assumptions of each question? What could the unit of analysis for each study be?

11. Focus, Focus, Focus – RQ/Hypothesis
It needs to guide the study.
It needs to be as specific and focused as possible.
It needs to be kept in mind throughout the study: have it as screensaver, have it as a poster above the desk.
Can you improve the focus of the following questions?
Why is there so much domestic violence and rape in South Africa?
What would be the best way to develop sustainable farming in the Eastern Cape?
Why do middle-aged and old people have difficulties adopting changes in technology?

12. Do-able Possible Interesting Relevant
A Research Question..
Do-able
 is about one issue;
 is clear and concise;
 addresses an important, controversial and/or an unresolved issue;
 is feasible to undertake within a specified timeframe;
 is adequately resourced
Possible
Interesting
Relevant

13. Sub-questions Sub-questions unpack, they don’t add.
If sub-questions are necessary, these should unpack the main question in more detail.
They should not add extra bits to the study.
All Research Questions must provide a single golden thread for ONE study and not a few threads for a few related studies.

14. Supervising this early stage…
What can the supervisor do to help the student narrow her focus?
What can the supervisor do to ensure that a suitable RQ/Hypothesis is developed?