PART II. 10: Research Competency---Competency Ten (10)---Conducting, Evaluating, and Reporting Research
Conducting, Evaluating, and Reporting Research
(Competency 10)
Introduction
In the 21st century, to engage in some scholarly studies, one needs to be well equipped with research
method tools that are acquired through some specific research courses in order to conduct and process
well recognized scholarly research projects. When I started my program in 2016, I didn't have enough of
such tools for the research business because of my lecture-oriented system in those days. Later on, higher
education shifted more into research-oriented system (at least in my part of the world). That's why, I
needed to upgrade myself in taking research method courses, which I did, in order to acquire competency
therein.
Definitions
Quantitative research
Research process where the researcher describes “a research problem through a description
of trends or a need that for an explanation of the relationship among variables . . .” (Creswell &
Guetterman, 2019, p. 13), using statistical data. Creswell and Creswell (2018) clarify things by stating that
“quantitative research is an approach for testing the objective theories by examining the relationship
among variables” (p. 4).
Qualitative research
Creswell & Poth (2018) define qualitative research as “a set of interpretive, material practices that
make the world visible . . qualitative research involves an interpretive, naturalistic approach to the world
. . .” (Creswell & Poth, 2018, p. 7). Creswell and Creswell (1018) add to the above definition by showing
that “qualitative research is an approach for exploring and understanding the meaning individuals or
groups ascribe to a social or human problem” (p. 4).
Scientific inquiry
Scientific inquiry is a process of acquiring knowledge and determining the truth thereof in a scientific way, using empirical data that need to be observable, measurable, quantifiable, and verifiable repeatedly (see. What is scientific inquiry, 2021, January 28, p. 1)
Data
From Merriam-Webster Dictionary, we learn that data refers to “factual information (such as
measurements or statistics) used as a basis for reasoning, discussion, or calculation.”
Population
A population is a target group for study from which the researcher will select his/her sampling for
conducting the study.
Sampling
A sampling (or a sample) is a specimen group selected from the research population to run an instrument such as interviews or a survey for the collection of data for analysis, interpretation, and reporting the findings.
Some key competency components
Without being exhaustive, some aspects of the various components of this particular competency
regarding research designing and running are as follows:
Quantitative research
Research process where the researcher describes “a research problem through a description of trends or a need that for an explanation of the relationship among variables . . .” where the “research questions and hypotheses that are specific, narrow, measurable, and observable” (Creswell & Guetterman, 2019, p. 13), even quantifiable, and verifiable repeatedly.
Qualitative research
Creswell & Poth (2018) define qualitative research as “a set of interpretive, material practices that make the world visible . . qualitative research involves an interpretive, naturalistic approach to the world . . .” This means that qualitative researchers study things in their natural settings, attempting to make sense of, or interpret, phenomena in terms of the meanings people bring to them” (p. 7). This means also that qualitative research is a research method that is concerned with both the head and the heart of the participants so that they may express in a more holistic way for more pieces of information to analyze, interpret, and report on.
Scientific inquiry
As defined above, scientific inquiry is a process of acquiring knowledge and determining the truth thereof in a scientific way, using empirical data that need to be observable, measurable, quantifiable, and verifiable repeatedly (see.What is scientific inquiry, 2021, January 28, p. 1). This is fundamental because once you postulate this kind of definition, you definitely exclude all other ways of acquiring knowledge, particularly in the area of intuition, revelation, etc. that are not less true. So, in trying to acquire knowledge and determine the truth, you need to also be open to other possibilities because you should not cage yourself in only one method.
Research methodology
The qualitative research methodology is the way a researcher “provides a detailed description of all aspects of the design and procedures of the study, including the research setting, population, and sample, and describes all relevant data collection and analysis methods that have been used” (Dale & Volpe, 2019, pp. 12, 13). Unlike the quantitative method where the statistical analysis will give the results to the researcher to analyze and interpret. Of course, the reporting of those results will also be detailed.
Research problem
“Research problems are the educational issues, controversies, or concerns that guide the need for conducting a study” (Creswell & Guetterman, 2018, p. 59). However, it is worth noticing here that research doesn’t always deal with problem. Therefore, this research problem can be expanded to research center of interest or research focal point, etc. For example, when I studied the accomplishments, the problems, and the leadership styles of Niels-Erik Andreasen, there was no problem per se. However, the study was very rich because there was a center of interest which was: How did he manage to contribute significantly well to the development of Andrews University? That was the center of interest of the study not a problem to research about.
Data
As indicated in the definition above, from Merriam-Webster Dictionary, we learn that data refers to “factual information (such as measurements or statistics) used as a basis for reasoning, discussion, or calculation.” This is the material that is needed for the analysis, interpretation, and tabulation for satisfactory result reporting in a research project. It means that without the proper data collection, the whole research project will not be reliable.
Population
A population in a qualitative research approach whereby there is a target group to focus on. For instance, right now, I am running a project for Andrews University. The population of the project is made of the international students on Andrews campus. From that group, I sill select 15 students spread around the globe (in 5 major regions of the globe) who will constitute my sample for the study.
Sampling
A sampling is, in a broad way, a subsection of the population (the main group of the study). Therefore, the sampling is a smaller unit of the main group selected to facilitate the study.
Acquisition of competency
Research competency acquisition is the area in academia where I saw my development in a very concrete way. As I said earlier, I studied in the lecture system, and then left for mission in the field. While serving other there, I was completely cut off from the knowledge industry. Acquisition of knowledge moved from the lecture system to the research system. With the development of computer science, making research a bit easier than before, things moved very fast even exponentially.
When I came back to school and now wanted to upgrade myself, I discovered that things had gone far, very far. What to do? Being a believer, I started calling on the name of my God so that He may help me out because I didn’t want to go back empty-handed. At the same time, I was to understand that prayer without work would not produce any positive effect. So, I had to start and work harder in order to make things happen.
I still very vividly remember Randy Siebold advising me to meet with Tevni Grajales and arrange to work on research methods with him. I went and met with Grajales, and he agreed to help me. I then enrolled started with EDRM 505 Research methods (independent study, see materials below). The following semester, EDRM 605 Qualitative research methods was scheduled (always with Grajales, see materials below). Then I added EDRM 611 Applied Statistics I with Jimmy Kijai (see below). After that, it was EDRM 712 Applied Statistics II also with Kijai (see below). It was then that my competency in research now became obvious.
In fact, for my Optional Practical Training (OPT), I am currently running a qualitative research project for Andrews University about "how to help new international students to get adjusted to their new environment upon arrival on Andrews University campus." Without the formation that I listed above and the tools that I was able to acquire, I would not have been able to engage in such a project. Even my dissertation project, I would not have been able to run it. It means, therefore, that it is very good even critical to upgrade oneself and acquire knowledge. Things become easier, and performing a duty gets to the point of being a delight rather than a burden.
Research Coursework
EDRM 505 - Research Methods. Through EDRM 505, I was initiated into quantitative and qualitative
research designs for conducting basic and applied research in education and psychology. The primary
focus was the research process, including defining variables, formulating and stating the problem,
planning and designing the research, conducting the literature review, selecting and designing
instrumentation, collecting data, analyzing data, and researcher ethical and legal responsibilities. In this
course, I was able to develop a research instrument (a survey questionnaire).
EDRM 605 - Qualitative Research Methods. In this class, I was able to discover and learn about some
theories, methods, and application of qualitative research in education and leadership which I later used
in my dissertation applying one of the five qualitative research methods which is a Case study.
EDRM 611 - Applied Statistical Methods I. This course equipped me with skills for conducting,
analyzing, interpreting, and reporting data gathered from the statistical findings. It was in this class that I
was able to learn how to use the SPSS software for collected data analysis.
EDRM 712 - Applied Statistical Methods II. This course expanded further my knowledge in statistics
and deepened my use of the SPSS software multivariate analysis. In this way, I was able to gain more
expertise in analyzing research data from the statistical point of view.
EDRM 637 - Issues in Research. In this course, I learned how sensitive doing research is. The rules
concerning plagiarism, how to cite authors, how to get scholarly materials (articles in particular). how to
use EndNotes for writing and classifying references, etc.
However, I must admit that, there is a lot more to know. I don't pretend to have mastered all I needed
needed to know. I still confess some weaknesses regarding some areas in statistics which comes to me as
a challenge to overcome. If I were able to grow that much, it means, I can keep on improving. And with
God on my side due to His tender mercy, only the sky is the limit.
Conclusion
Of all the competencies that I have acquired during my six-year formation in my Higher Education
administration program, I think that of research development competencies is very outstanding. I literally had to start from scratch, and the effort was worth investing in. Today, I am very happy for filling that huge gap that was in my educational formation.
Of course, I still have a long way to go (and it will never end since knowledge keeps on increasing). However, I have at least acquired the needed foundation to build my academic research structure confidently.
From now on, I will no longer stay from academia as I did in the past (and that cost me much effort) so that I may evolve as the knowledge industry keep developing and that I may no more be left behind.
Reflection Papers:
EDRM 605: Qualitative Research Methods
EDRM 712: Applied Statistics II
Reference
Bloomberg, L. D. & Volpe, M. (2019). Completing your qualitative dissertation: A road map from beginning to end. (4thed.). Thousand Oaks, CA: SAGE Publishing, Inc.
Creswell J. W. & Creswell, J. D. (2018). Research design: Qualitative, quantitative, and mixed methods approaches. (2018). (5th ed.). Thousand Oaks, CA: SAGE Publishing, Inc.
Creswell, J. W. & Guetterman, T. C. (2019). Educational Research: Planning, conducting, and evaluating quantitative and qualitative research. Upper Saddle River, NJ: Pearson Educational Inc.
Creswell, J. W. & Poth, C. N. Qualitative inquiry & research design: Choosing among five approaches. (4th ed.). Thousand Oaks, CA: SAGE Publishing, Inc.
What is scientific inquiry. (2021, Jan 28). Retrieved from https://phdessay.com/what-is-scientific-inquiry/
Gustavo Gregorutti Jimmy Kijai Tevni Grajales
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