1. The research process
András István Kun

2. Different disciplines
Research methodology is a supporting discipline
Different disciplines have different paradigms
Only the substance of research is similar

3. Empirical generali-zations
The Wheel of Science
Theories
Empirical generali-zations
Hypo-theses
Obser-vations

4. In other words: practical and theoretical science do not exist in separation.
They should mutually:
Build on each other
Strengthen each other
'There is nothing more practical than a good theory' Lewin (1952)
Theory:
new ideas for understanding and conceptualization
suggesting maps and potential ways of solution
Practice:
providing key information and facts in a detailed and coherent manner

5. The „research journey”
(I) Deciding what
(II) Planning how
(III) Actually doing

6. An 8 step model of research processes
Formulating the research problem (specification)
Conceptualizing
(valid, workable, manageable)
Constructing an instrument for data collection
Selecting a sample (sampling)
Writing a research proposal
Collecting data
Processing data
Writing a report

7. Finding a good research topic
Topic: the wide or general problem + our approach (it is NOT the research question, yet)
Interesting and motivating
Feasible (knowledge, resources, time, connections, ethics)
Timely, even when finished (at least until it will be defended)
Theoretically grounded, and also provide contribution to theory
Can be translated into research questions/aims/hypotheses
Symmetrical for all potential outcomes
Appropriate challenge level
Accepted by the institution/buyer
Contributes to the researcher’s career and/or development

8. Generating research ideas
Source: Saunders, Lewis, Thornhill

9. Some more hints Mind mapping
You can find hints on further research in literature (at the end of the studies)
One should always have a B plan (a second best topic).
If the good idea is not coming, consider changing the broader topic area.

10. An example how to explore your preferences via examining past projects
Source: Saunders, Lewis, Thornhill

11. Brainstorming Defining the problem Asking for questions
Recording suggestions (no evaluation)
Reviewing suggestions
Analysing suggestions

12. How to decide? What am I interested in (motivation)?
What kind of work would I like to do (methods)?
What am I capable of (knowledge)?
What resources can I get an access to? (data!)
What help can I get (everything)?
(Who do I like to be my supervisor?)
Do you like to join a larger research group or program ?

13. Purposes of reseach
Exploration: familiarizing with the topic/area/etc.
Description
Searching for correlations OR Explanation
Idiographic (for one or a few cases)
Nomothetic (looking or factors accounting for a large part of of the variation of a phenomenon)

14. Nomothetic causality Correlation / association Time order
Nonspuriousness
Necessary and sufficient causes
Spurious - hamis

15. Difference between qualitative and quantitative research
Empiricist (sensation)
Flexible/open/unstructured
To describe variation, situation, issue…
Fewer cases
Wider focus (multiple issues)
To explore
Narrative
Quantitative:
Rationalism (reason)
Rigid/predetermined/structured
Quantification
Greater sample
Narrow focus
To explain
Statistical methods, analytical

16. Source: Saunders, Lewis, Thornhill

17. Finding a good supervisor/consultant
Is it necessary?
Should have:
Knowledge, skills
Capacity
Motivation/interest
Can provide help with contacts, resources…
Personality
Ways to find:
Offered topics/titles
Literature review
Course lecturers
Networking
How to get accepted?
Do have at least one good esearch proposal
Do have more than one ideas

18. Refining the research idea
Decision supporting techniques
Discussions
Preliminary research: literature, pilot research
Integrating ideas

19. Conceptualization
Fuzzy and imprecise notions (concepts) are made more specific and precise. (specification of the concepts)
„What do you mean on…” type questioning.
Dimensions: a specifiable aspect of the concept.
Indicators: an observation considered as a reflection of a varible we wish to study.

20. What can a researcher measure?
Direct observables
Indirect observables
Constructs

21. Units of analysis Individuals Groups Organizations Documents
Social interactions and artifacts

22. Time dimension Cross-sectional studies Longitudinal studies
Trend studies
Cohort studies
Panel studies

23. The research question / aim
Must be derived from the reseach problem
Clear definitions, concepts are needed
This is what will be answered during the research (through this we will contribute to the understanding of the problem)
Must be one or a few. We can use subquestions if necessary.
Needs on the research method and the data are drawn from the questions.
The research aim is a translation of the question.

24. Questions vs. aims
Source: Saunders, Lewis, Thornhill

25. The Goldilocks test A research question must not be Too big Too small
Too hot

26. General focus research question examples
Source: Saunders, Lewis, Thornhill

27. Hypotheses Hypothetical answers to the research questions
Can be supported or rejected through the research
Not always necessary, but can help

28. The role of theory “Nothing as practical as a good theory” (Lewin)
Provide guidence and hints: question, hypotheses, method, …
What makes a theory:
Concepts, definitions, terms
Relationships between the concepts
Logical reasoning
Limitations
Our contribution to the theory:
Testing
Developing

29. The research proposal Why?
A help throughout the research project
To gain resources
There is no ultimate structure for research proposals.
A general structure:
Title
Background
Introduction/Motivation
Literature Review
Specifying the Problem/Question/Hypotheses/Aim/Topic
Research design: data needed, data-collection method, data analysis, ethical issues
Schedule (Gantt chart), budget, resource planning
Expected outcomes
References

30. Thanks for your attention