Postgraduate conception of research methodology: implications for learning and teaching

Abstract

This qualitative inquiry investigates postgraduate students' conceptions of research methodology and how it contributes to their learning. It explores factors likely to motivate student choice of research methodology and challenges in understanding research methods. The research was carried out at research-intensive universities in New Zealand and in Malaysia with similar postgraduate programmes. Participants were enrolled in Masters and Ph.D. programmes. Findings revealed that participants share a recognition that research methodology is a significant body of knowledge in postgraduate education. However, there were noticeable differences in perspectives regarding what constitutes research methodology and whether or not it should be conceived as a discipline. To some participants, learning research methodology is less of a discipline but rather an acquisition of a set of isolated facts and skills without necessarily acquiring a deeper understanding of research. Furthermore, postgraduate students choose research methodology based on a number of factors such as familiarity with a method, methodological orientation of the primary supervisor, the domain of study, and the nature of research problems pursued. Participants reported that the key challenges they face in understanding research methodology include framing research questions, understanding the theory or literature and its role in shaping research outcomes, and difficulties in performing data analysis.

Encouraging Practitioner Research Engagement: Overcoming Barriers

“…Overcoming the barriers to practitioner research engagement begins with identifying the barriers that stand in the way: the busyness of daily practice (Schroeder & Pike, 2001;Sriram, 2011), negative perceptions surrounding research's value to daily practice (Kezar, 2000), and a lack of competency in performing research activities (Daniel et al, 2016;Herdlein, 2004;Schroeder & Pike, 2001;Sriram, 2011;Waple, 2006;Young & Janosik, 2007). Although these barriers may feel overwhelming to the practitioner, there are simple steps that can be taken to overcome these challenges, such as collaborating with peers (Bettencourt et al, 2017;Hanson & Denzine, 2000) or identifying questions that are related to one's daily practice (Hanson & Denzine, 2000).…”

“…However, the literature suggests that many practitioners do not engage in regular research activities (Hatfield & Wise, 2015;Jablonski et al, 2006), which can negatively impact practitioners' ability to make data-informed decisions regarding services and programming (Carpenter, 2001;Schuh et al, 2016;White, 2002). This lack of practitioner engagement in research is due to three key factors: the busyness of daily practice (Schroeder & Pike, 2001;Sriram, 2011), the perception that research is irrelevant to applied practice in higher education (Kezar, 2000), and inadequate training in research methodologies and skills (Daniel et al, 2016;Herdlein, 2004;Schroeder & Pike, 2001;Sriram, 2011;Waple, 2006;Young & Janosik, 2007).…”

Research methodology practices among postgraduate Information Studies students in Tanzania

“…In terms of data analysis, the literature shows LIS scholars apply statistical methods in research (Ngulube, 2005b;Zhang et al, 2018); however, generally students have little knowledge on applying mathematical and statistical knowledge in research methodology (Daniel et al, 2018). In fact, in the last three decades, descriptive statistics has been predominantly used relative to inferential statistics (Ngulube, 2005b;Ullah and Ameen, 2018).…”

“…Although the literature found some similarities and differences in research methodology usage across the globe, a literature synthesis indicates extensive use of quantitative methods and survey, and least use of qualitative and mixed methods among LIS scholars. Usually, the choice of a research methodology scholars apply is influenced by factors such as researchers' experience, methodological orientation of the supervisor, familiarity with methods, lack of exposure, cost and the nature of the research inquiry (Bryman, 2006;Creswell, 2003;Daniel et al, 2018;Manda, 2002;Silverman, 2010).…”

“…Although most HLIs around the globe train postgraduate students in research methodology, students still face challenges in comprehending the subject and applying research knowledge when conducting research (see Abdoulaye, 2002;Daniel et al, 2018;Ngulube, 2015). The challenges encountered in the research process include interpreting and comprehending research, difficulties in framing the right question, conducting a critical literature review, weak methodological choices, applying statistical and mathematical knowledge, poor supervision, teaching loads and quality of students admitted (Daniel et al, 2018;Manda, 2002;Mutula, 2011). In eastern, central and southern Africa, postgraduate students have also continued to face research methodology when conducting research (Mutula, 2011).…”