Basics of Research Design and Theory in Higher Education

Research Design - Step 1

Aligning Research Questions with paradigm and methods

Wicked problems: In a student-services unit in a community college on a joint military base, how and to what extent does participation in a peer-mentoring program encourage a transition from an environment of predetermined problems and solutions by management to a collaborative culture of inquiry and problem resolution? (qualitative and quantitative)

Which paradigm is the most appropriate?

Critical Research Paradigm

I value empowerment and the leveling of hierarchy to effectively engage all team members and attain maximum effort toward a shared goal. Within my context, we operate under a highly hierarchical system that has persisted as result of historical relationships between administers, faculty and staff. While, several efforts have been made to reduce power dynamics, many staff members have accepted their historical positions as they relate to the prevailing power structures. Therefore, our efforts have been unsuccessful. The question above is an attempt to take a critical view of the power dynamics and articulate how peer-mentoring may support reducing this acceptance of power structures in favor of a new inquiry-based approach to our work context.

Critical Research, from both qualitative and quantitative perspective, appropriately align with this research question. The focus of the question is empowerment and redefining power dynamics through peer-mentoring. According to Sage and Manning (2014), the purpose of critical paradigm research (qualitative) is to generate knowledge that may support transformation of oppressive structures through empowerment. The research findings are intended to critically assess context(s) and contribute to the liberation of the oppressed (Stage and Manning, 2014). Critical research (quantitative) is an approach within this paradigm in which researchers seek to identify injustices in education through quantitative data collection. They investigate cause and effect relationships that can assist educators, policy makers, and other stakeholders in identifying and understanding sociocultural disproportions in education and devise plans to address them. (Stage and Manning, 2014).

Methods Qualitative

            Interests

Transformation

                        Advocacy

                        Empowerment

                        Justice

                        Social Change

                        Cultural critique

            Possible Methods

                        Participatory Action Research

                        Case Studies

                        Counterstorytelling

                        Policy Analysis

                        Ethnography

Methods Quantitative

            Interests

Transformation

                        Justice

                        Social Change

                        Cultural critique

Possible Methods

                        Secondary data analysis

                        Survey Research

                        Correlational Studies

Which paradigm is not appropriate?

Positivist Research Paradigm

A positivist paradigm does not align with this research question because its purpose is explanation, prediction, and control. The findings are intended to be objective and researchers are most often seeking to prove a theory. Critical inquiry and addressing social challenges are not specific values of researchers using this paradigm. Moreover, generalizations refer to findings that may be applied to a wider population. Therefore, depth is not a goal of this paradigm. Quantitative methods are the primary data source in positivist studies and they are used critical inquiry. However, quantitative methods in critical inquiry have a purpose of addressing inequity in education. In critical inquiry, quantitative methods are often not enough to support change. Rather, qualitative methods are needed to fully illustrate the need for transformation (Stage and Manning, 2014).

Methods Quantitative

Interests

            Aggregate

            Inferential

            Broad

            Generalizable

            Deductive

Methods

            Survey/questionnaire

            Experiment

            Quasi-experimental

            Correlational studies

            Evaluation

            Secondary date analysis

                       

Stage, F. & Manning, K. (2014). Choosing a method: What is your question? In F. Stage & K. Manning (eds.), Research in the college context (pp. 3-18). Routledge.

Manning, K. & Stage, F. (2014). What is your research approach? In F. Stage & K. Manning (eds.), Research in the college context (pp. 19-44). Routledge.

Research Design - Step 2

How do I define Theory? 

Theory in my research is being used as a guide for developing an innovation and it is the lens through which I am viewing my context. Wicked problems is a theory that may be used to illuminate social challenges within given contexts. These contexts often involve issues of underrepresentation, disproportionate power relationships, and cultural inequities. Within wicked problems, there are underlying values of empowerment, social justice, and societal transformation. These values align well with my grand theory of critical inquiry and the potential benefits of my study. The benefits include increased empowerment, engagement, and redefined power dynamics within context. Wicked problems may be given to interpretation. Social issues are often given to subjectivity. Additionally, the methods used to operationalize this theory can also be viewed as subjective. However, transparency is a key component of my research. Participants will be able to review my findings and validate my interpretations of their contributions. Within my research, there is an active interplay between experience (inductive) and existing literature (deductive). I believe that the tandem lends greater support to subjective knowledge as theory. I believe that theories can be unifying as they relate to the overarching goal of the study. Transformation through empowerment is the overarching goal of my study. Wicked problems is one the three theories I am employing to achieve this goal. I believe theory is derived from reviewing the literature, interacting within the context, and interacting with participants, or observing an experimental setting. Theory may be developed through multiple interactions with these sources. Theory development is needed to identify problems of practice. These problems may be operational, cultural, social, or issues of policy. However, theory needs operationalization in practice to test its effectiveness, appropriateness, and for change to be realized (Kezar, 2006).

Kezar, A. (2006). To use or not to use theory: Is that the question? In J. Smart (ed.), Higher education: Handbook of theory and research, Volume XXI (pp. 283-344). Springer.