Download - What constitute excellence in research
WHAT CONSTITUTES EXCELLENCE IN RESEARCH
KAMARIAH ABU BAKARKAMARIAH ABU BAKARUniversiti Putra MalaysiaUniversiti Putra Malaysia
Colloquium Graduate Students: USM
13.12.2005
WHAT IS RESEARCH?• A PROCESS – (THE NATURE OF THE
PROCESS)– FORMAL, SYSTEMATIC, INTENSIVE PROCESS OF
SCIENTIFIC METHOD – BEST– CAREFUL INQUIRY OR EXAMINATION – RUMMEL– SYSTEMATIC, CONTROLLED, EMPIRICAL AND
CRITICAL INVESTIGATION – KERLINGER– UNUSUALLY STUBBORN AND PERSISTING
EFFORT TO THINK STRAIGHT – HAMLIN (‘RESEARCH WITHOUT IMPORTANT IDEAS IS BUSY WORK’)
– SYSTEMATIC PROCESS OF COLLECTING, ANALYZING INFORMATION TO INCREASE UNDERSTANDING OF CONCERNED PHENOMENON – LEEDY & ORMROD
Colloquium Graduate Students: USM
13.12.2005
AIM OF RESEARCH
• DISCOVER NEW INFORMATION OR RELATIONSHIPS; TO EXPAND AND TO VERIFY EXISTING KNOWLEDGE – RUMMEL
• GATHERS NEW KNOWLEDGE; DISCOVER GENERAL PRINCIPLES – BEST
• PROVIDE NEW KNOWLEDGE – COOK• INVESTIGATION OF HYPOTHETICAL
PROPOSITIONS ABOUT THE PRESUMED RELATIONS AMONG NATURAL PHENOMENA - KERLINGER
Colloquium Graduate Students: USM
13.12.2005
WHAT CONSTITUTES EXCELLENCE IN RESEARCH?
IT IS A VERY DIFFICULT ISSUE TO QUANTIFY AND I AM NOT EVEN GOING TO TRY. THE BEST I CAN SAY IS THAT WHEN YOU SEE IT, YOU KNOW IT, BUT IT IS HARD TO DESCRIBE, LET ALONE TO QUANTIFY IT.
I WOULD LIKE TO SUGGEST THAT AT LEAST IN EDUCATION, EXCELLENCE IS RESEARCH THAT PROVIDES ESSENTIAL KNOWEDGE THAT ALLOWS US TO MAKE UNIMAGINABLE IMAGINABLE, THE PURSUIT OF DISCOVERY AND IS JUSTIFIED BY ITS UTILITY.
Colloquium Graduate Students: USM
13.12.2005
HOW CAN WE FOSTER EXCELLENCE IN RESEARCH?
THREE ISSUES NEED TO BE CONSIDERED:
• EXCELLENT RESEARCHERS
• EXCELLENT MANAGEMENT
• ADEQUATE FUNDING
Colloquium Graduate Students: USM
13.12.2005
HOW DO WE GET EXCELLENT RESEARCHERS?
• NEED TO HAVE EXCELLENT MENTORING AND TRAINING
• NEED TENACITY, PERSEVERANCE AND COURAGE
• NEED INSIGHT, CRITICAL THINKING AND CREATIVITY
• NEED SUFFICIENT MONEY
Colloquium Graduate Students: USM
13.12.2005
ADOPTION OF EXCELLENT MANAGEMENT
• FOR LECTURERS/SUPERVISORS:– CHOOSE OUTSTANDING PEOPLE AND GIVE THEM
INTELLECTUAL FREEDOM (IDEAL)– SHOW GENUINE INTEREST IN EVERYONE’S WORK,
GET EVERYONE EXCITED– FACILITATE THE INTERCHANGE OF IDEAS, HAVE NO
SECRECY (BE TRANSPARENT)– ENGENDER A HAPPY ENVIRONMENT WHERE
PEOPLE’S MORALE IS KEPT HIGH
• FOR GRADUATE STUDENTS:– MANAGE YOUR RESEARCH– MANAGE YOUR SUPERVISOR, COMMITTEE
MEMBERS– MANAGE YOUR LIFE
Colloquium Graduate Students: USM
13.12.2005
GRADUATE STUDENT SUPERVISION
MAIN PURPOSE SHOULD BE TO PROVIDE STUDENTS WITH THE OPPORTUNITY TO LEARN HOW TO (BEST) PRACTICE WHAT THEY HAVE LEARNED
IT IS NECESSARY FOR STUDENTS’ PERFORMANCE TO BE EFFECTIVELY MONITORED AND EVALUATED IN ORDER TO CHECK THAT ADEQUATE STANDARDS ARE BEING REACHED FROM FACULTIES’ PERSPECTIVES AS WELL AS STUDENTS’
Colloquium Graduate Students: USM
13.12.2005
GRADUATE STUDENT SUPERVISORS
RESPONSIBLE TO GIVE EFFECTIVE FEEDBACK TO STUDENTS. FEEDBACK IS THE PROCESS OF RELAYING OBSERVATIONS, IMPRESSIONS, FEELINGS OR OTHER EVALUATIVE INFORMATION ABOUT STUDENTS’ BEHAVIOUR FOR THEIR OWN USE AND LEARNING
BE ROLE MODEL, DEMONSTRATE SKILLS TO ENSURE STUDENTS EVOLVE INTO CLEAR-THINKING, SENSITIVE PRACTITIONERS
Colloquium Graduate Students: USM
13.12.2005
SUPERVISORS
SHOULD NOT LET THESIS / DISSERTATION WRITING BE A FEARFUL EXPERIENCE FOR YOUR STUDENTS
NOT YOUR ROLE TO “BAWL A STUDENT OUT” AT EVERY OPPORTUNITY
SHOULD ATTEMPT TO BE POSITIVE WHEN ENGAGING WITH AND ASSESSING
STUDENTS’ WORK
Colloquium Graduate Students: USM
13.12.2005
GRADUATE SUPERVISION
UNITED KINGDOM►RUDD’S STUDY (1985) INTO
POSTGRADUATE FAILURE REVEALED THAT 40%-50% OF CANDIDATES FAILED TO SUCCESSFULLY COMPLETE DISSERTATION
►DUNKERLEY AND WEEKS (1994) FOUND THAT, OUT OF 1,969 POSTGRADUATE CANDIDATES, 46% WITHDREW
Colloquium Graduate Students: USM
13.12.2005
GRADUATE SUPERVISION
NORTH AMERICA
►BASED ON 4 STUDIES MADE: RESULTS SHOWED THAT 50% OF STUDENTS ENTERING POST GRADUATE PROGRAMMES DROPPED OUT BEFORE FINISHING THEIR THESES OR DISSERTATION
Colloquium Graduate Students: USM
13.12.2005
GRADUATE SUPERVISION
QUALITY OF SUPERVISION PROCESS HAS OFTEN BEEN HIGHLIGHTED AS ONE OF THE MAIN REASONS FOR FAILURE OF POSTGRADUATES TO COMPLETE THEIR RESEARCH
Colloquium Graduate Students: USM
13.12.2005
SUPERVISORS’ CONTRIBUTIONS TO GRADUATE STUDENTS’
EXCELLENCE IN RESEARCH
TWO FACTORS:COMMITMENT TO SUPERVISORY
WORK IN TERMS OF TIME AND EMOTION.
ABSTRACTION IN TERMS OF THINKING SKILLS
Colloquium Graduate Students: USM
13.12.2005
LEVELS OF SUPERVISORS’ COMMITMENT
LOW MODERATE HIGH
LITTLE CONCERN FOR SUPERVISEE
SOME CONCERN FOR SUPERVISEE
HIGH CONCERN FOR SUPERVISEE
LITTLE TIME OR ENERGY EXPENDED
ENERGY EXPENDED SPORADICALLY OR ONLY IN CERTAIN AREAS
EXTRA TIME AND ENERGY EXPENDED
PRIMARY CONCERN WITH KEEPING ONE’S JOB
PRIMARY CONCERN VARIES ACCORDING TO CIRCUMSTANCES
PRIMARY CONCERN WITH DOING MORE FOR OTHERS
Colloquium Graduate Students: USM
13.12.2005
LEVELS OF SUPERVISORS’ ABSTRACT THINKING
LOW MODERATE HIGH
CONFUSED ABOUT THE PROBLEM
CAN DEFINE THE PROBLEM
CAN THINK OF THE PROBLEM FROM MANY PERSPECTIVES
DO NOT KNOW WHAT CAN BE DONE
CAN THINK OF ONE OR TWO POSSIBLE RESPONSES TO THE PROBLEM
CAN GENERATE MANY ALTERNATIVE PLANS
“SHOW ME” HAVE TROUBLE THINKING THROUGH A COMPREHENSIVE PLAN
CAN CHOOSE A PLAN & THINK THROUGH EACH STEP
Colloquium Graduate Students: USM
13.12.2005
FOUR TYPES OF SUPERVISORS
QUADRANT III
(ANALYTICAL OBSERVERS)
QUADRANT IV
(PROFESSIONALS)
QUADRANT I
(SUPERVISOR DROPOUTS)
QUADRANT II
(UNFOCUSED WORKERS)
LEVEL OF COMMITMENT
LEVEL
OF
ABSTRACT
Colloquium Graduate Students: USM
13.12.2005
TYPES OF SUPERVISORS
QUADRANT I: SUPERVISOR DROPOUTS• LOW LEVEL OF COMMITMENT AND
LOW LEVEL OF ABSTRACTION• HAVE LITTLE MOTIVATION FOR
IMPROVING COMPETENCIES• DO NOT SEE ANY REASONS FOR
IMPROVEMENT• BLAME CAUSES OF DIFFICULTIES ON
OTHERS
Colloquium Graduate Students: USM
13.12.2005
TYPES OF SUPERVISORS
QUADRANT II: UNFOCUSED WORKERS• HIGH LEVEL OF COMMITMENT BUT
LOW LEVEL OF ABSTRACTION• ARE ENTHUSIASTIC, ENERGETIC, AND
FULL OF GOOD INTENTIONS• WORK HARD BUT LACK ABILITY TO
THINK PROBLEMS THROUGH• INVOLVED IN MULTIPLE PROJECTS
BUT EASILY CONFUSED
Colloquium Graduate Students: USM
13.12.2005
TYPES OF SUPERVISORS
QUADRANT III: ANALYTICAL OBSERVERS• HAVE LOW LEVEL OF COMMITMENT BUT
HIGH LEVEL OF ABSTRACTION• ARE INTELLIGENT, HIGHLY VERBAL
PEOPLE, FULL OF GREAT IDEAS BUT IDEAS OFTEN DO NOT RESULT IN ANY ACTION
• KNOW WHAT NEEDS TO BE DONE BUT UNWILLING TO COMMIT TIME & ENERGY
Colloquium Graduate Students: USM
13.12.2005
TYPES OF SUPERVISORS
QUADRANT IV: PROFESSIONALS• HAVE HIGH LEVEL OF COMMITMENT
AND HIGH LEVEL OF ABSTRACTION• COMMITTED TO CONTINUALLY
IMPROVE THEMSELVES & SUPERVISEES
• MORE EFFECTIVE, REGARDED AS INFORMAL LEADERS TO WHOM OTHERS GO TO SEEK HELP
Colloquium Graduate Students: USM
13.12.2005
SKILLS NEEDED FOR SUCCESSFUL SUPERVISORS
1. BE DYNAMIC AND HAVE ABILITY TO INSPIRE STUDENTS
2. ABLE TO MOTIVATE STUDENTS3. ABLE TO DIRECT STUDENTS TO AND
THROUGH THE RIGHT DIRECTION4. NEED TO HAVE CONCEPTUAL AND
TECHNICAL COMPETENCE5. NEED AN OPEN MIND, ALWAYS SEARCH
OUTSIDE THE EVERYDAY ROUTINE FOR A BETTER METHOD, A NEW POLICY, AN IMPROVED WAY OF DOING THINGS
Colloquium Graduate Students: USM
13.12.2005
SKILLS NEEDED FOR SUCCESSFUL SUPERVISORS
6. ABLE TO DISCOVER WHAT THE PROBLEM IS IN TIMES OF TROUBLE (ABLE TO GET TO THE HEART OF THE PROBLEM, TO DISCOVER THE REAL COURSE, AND TO TAKE ACTION TO CURE THE PROBLEM)
7. ABLE TO THINK8. ABLE TO EXPRESS HIMSELF / HERSELF
CLEARLY9. SHOULD POSSESS MORAL INTEGRITY10. ABLE TO ORGANIZE
Colloquium Graduate Students: USM
13.12.2005
SKILLS NEEDED FOR SUCCESSFUL SUPERVISORS
11. ABLE TO RESOLVE CONFLICTS WITH GOOD JUDGEMENT, UNDERSTANDING AND OPENNESS (FOCUS ON SOLVING THE CONFLICT)
12. ABLE TO LISTEN, RECOGNIZE AND UNDERSTAND INDIVIDUAL’S PROBLEM AND ABILITY
13. ABLE TO BE SENSITIVE TO NEEDS OF OTHERS
14. ABLE TO MAINTAIN FRIENDLY ATTITUDE15. ABLE TO MAINTAIN ENTHUSIASM
Colloquium Graduate Students: USM
13.12.2005
WHAT CONSTITUTES EXCELLENCE IN RESEARCH?
• PHASE 1:– PROBLEM FORMULATION RESEARCH
PROPOSAL - PROBLEM STATEMENT, OBJECTIVES, RESEARCH QUESTIONS, HYPOTHESES, SIGNIFICANCE; LITERATURE REVIEW; PLANNED METHODOLOGY
• PHASE 2:– MECHANICS – PROCESS OF IMPLEMENTING THE
PLANNED METHODOLOGY; ANALYSIS OF DATA; REPORTING THE RESEARCH
Colloquium Graduate Students: USM
13.12.2005
WHAT CONSTITUTES EXCELLENCE IN RESEARCH?
• PHASE 3: SYNTHESES - RELEVANCY OF RESEARCH– CONTRIBUTION TO KNOWLEDGE IN EDUCATION– CONTRIBUTION TOWARDS IMPROVED
PRACTICES – CONTRIBUTION AS BASIS FOR POLICY CHANGE– CONTRIBUTION TOWARDS NATION BUILDING– CONTRIBUTION TOWARDS CAPACITY BUILDING
Colloquium Graduate Students: USM
13.12.2005
TRADEOFF BETWEEN RELEVANCE AND RIGOR IN RESEARCH
• STAW (1985) - FROM A RESEARCH PERSPECTIVE, RELEVANCE MEANS THE IMPORTANCE OF A FINDING OR IDEA TO THE ADVANCEMENT OF KNOWLEDGE. WE OFTEN JUDGE THE RELEVANCE OF A WORK AGAINST THE RESEARCH ALREADY CONDUCTED.
• RESEARCH THAT IS LITERATURE DRIVEN FOCUSES MORE ON FINDING GAPS IN EXISTING THEORIES RATHER THAN FRESH LOOKS AT ORGANIZATIONS. ‘DEVIANT’ IDEAS ARE USUALLY SCREENED OUT, THOUGHT UNACCEPTABLE.
• RIGOR IS THE STRENGTH OF INFERENCE MADE POSSIBLE BY THE GIVEN RESEARCH STUDY. ITS MORE THAN THE QUANTITATIVE NATURE AND STATISTICAL POWER OF THE STUDY.
Colloquium Graduate Students: USM
13.12.2005
IMPACT OF EDUCATIONAL RESEARCH
• RESEARCH IS ONLY ONE OF THE INFLUENCES ON POLICY FORMATION AND PRACTICE, AND ANY IMPACT IS LIKELY TO BE INDIRECT RATHER THAN DIRECT THROUGH A VARIETY OF TRANSMISSION MECHANISMS AND INTERMEDIARIES
• ACTION AND DECISIONS OF POLICY-MAKERS AND PRACTITIONERS ARE SOMETIMES INSUFFICIENTLY INFORMED BY RESEARCH
• RESULTS FROM RESEARCH EFFORT THAT IS PREDOMINANTLY SUPPLY (RESEARCHER) DRIVEN: RESEARCH AGENDA TENDS TO BE BACKWARD RATHER THAN FORWARD LOOKING – FOLLOWING POLICY NOT PROMPTING IT
Colloquium Graduate Students: USM
13.12.2005
ETHICS IN RESEARCH
• EXCELLENT RESEARCH IMPLEMENTS ETHICS IN RESEARCH
• EACH RESEARCHER HAS A PERSONAL RESPONSIBILITY FOR IMPLEMENTING ETHICS IN RELATION TO ANY SCHOLARLY WORK WITH WHICH HE OR SHE IS ASSOCIATED AND FOR HELPING HIS OR HER ASSOCIATES IN CONTINUING EFFORTS TO AVOID ANY ACTIVITY WHICH MIGHT BE CONSIDERED IN VIOLATION OF THIS POLICY.
Colloquium Graduate Students: USM
13.12.2005
AWFUL REPUTATION OF EDUCATION RESEARCH
• POOR UNDERSTANDING OF RESEARCH METHODOLOGY
• DISHONESTY
• CENSORSHIP
Colloquium Graduate Students: USM
13.12.2005
(1) FABRICATION, FALSIFICATION, PLAGIARISM, OR OTHER PRACTICES THAT SERIOUSLY DEVIATE FROM THOSE THAT ARE COMMONLY ACCEPTED WITHIN THE SCIENTIFIC COMMUNITY FOR PROPOSING, CONDUCTING, OR REPORTING RESEARCH;
(2) MATERIAL FAILURE TO COMPLY WITH REQUIREMENTS FOR PROTECTION OF RESEARCHERS, HUMAN SUBJECTS, OR THE PUBLIC OR FOR INSURING THE WELFARE OF LABORATORY ANIMALS;
(3) FAILURE TO MEET OTHER MATERIAL LEGAL REQUIREMENTS GOVERNING RESEARCH
MISCONDUCT IN RESEARCH DOES NOT INCLUDE HONEST ERROR OR HONEST DIFFERENCES IN INTERPRETATIONS OR JUDGMENTS OF DATA
MISCONDUCT IN RESEARCH
Colloquium Graduate Students: USM
13.12.2005
EXCELLENCE IN RESEARCH
• REQUIRES EXCELLENT RESEARCHERS• EXCELLENT RESEARCH PROJECTS THAT
WILL BE ABLE TO CONTRIBUTE TOWARDS EXPANDING THE FRONTIER OF KNOWLEDGE IN EDUCATION, TOWARDS IMPROVED PRACTICES, TOWARDS NATION BUILDING, TOWARDS CAPACITY BUILDING, AND AS BASIS FOR POLICY CHANGE IN EDUCATION
• FREE FROM ANY FORM OF MICONDUCT
Colloquium Graduate Students: USM
13.12.2005
QUOTATION FROM BEST
FOR A RESEARCH TO BE EXCELLENT, THE RESEARCHER SHOULD BE
“……A SCHOLARLY PERSON OF THE HIGHEST INTEGRITY”
Colloquium Graduate Students: USM
13.12.2005
Colloquium Graduate Students: USM
13.12.2005
• EXCLUDED FROM THE DEFINITION OF MISCONDUCT IN RESEARCH AND FROM THE RESPONSIBILITY OF THE ETHICS COMMITTEE ARE: 1) HONEST ERROR OR HONEST DIFFERENCES IN INTERPRETATIONS OR JUDGMENTS OF DATA. 2) DEVIATIONS FROM GRANT OR CONTRACT MANAGEMENT POLICIES RESULTING FROM WEAKNESS IN INSTITUTIONAL CONTROLS OR DISAGREEMENT WITH GRANTOR AGENCIES. 3) CIVIL RIGHTS VIOLATIONS, SUCH AS DISCRIMINATION AGAINST OR HARASSMENT OF RESEARCH PERSONNEL.