Campus Session 5
Thanks once again to the BAPP network, I am finally able to submit my last diary entry on Campus Session 5. From reading several blogs, in particular Paula’s and Ciera Mullan’s I have gathered that this last session was focused on running through what should be handed in on the 6th May and all the last details to consider before doing so.
I have to say that these last few weeks have been rather panicky and although now my project proposal is almost complete, I am still feeling on edge about having everything ready on time. I still have to:
· Complete Activity 7
· Write the 500 word critical commentary
· Write my 500 word rationale for my award title
· Write last section of project proposal (reflecting on learning in the module and from constructing project proposal)
· Fill in the two forms
I just hope that what I have left to do is feasible in the time left, I think there is a chance if I keep my head down and stick to it.
Although still having a fair amount to do whilst juggling various performances and rehearsals alongside, I do however feel like I am on the right track and that I know and understand what is being asked of me in each remaining activity (apart from perhaps Activity 7 about which I still feel a little dubious.)
If like me you have been unable to attend the campus sessions, then you will understand the isolated feeling that I have often had regarding knowing what to do in this module. I just want to acknowledge, in general, how much help the BAPP network has been to me as a long distance learner, so thank you to all of those that have put up detailed information on the campus sessions. If you are still not sure what was discussed in the last campus session, I recommend in particular Ciera Mullan’s blog which has a clear and detailed entry that I will certainly be referring to in the last stages of this module.
Sunday, April 25, 2010
Can anybody help me?
Hi there everybody! Hope everyone's getting on ok in the last couple of weeks of this module.
I am hoping to start on my Critical commentary of my learning in this module (blog, 500 words) asap,but wanted to consult the learning objectives that are supposed to be in the Handbook before doing this. The WBS 3835 handbook says to refer to section 4 'Reflecting on learning', but i can't find it anywhere, as far as I can see section 4 is on analysing data. This is the only handbook I know of so I don't understand where else it could be. Very confused and hoping for some help,
Thanks,
Laura
I am hoping to start on my Critical commentary of my learning in this module (blog, 500 words) asap,but wanted to consult the learning objectives that are supposed to be in the Handbook before doing this. The WBS 3835 handbook says to refer to section 4 'Reflecting on learning', but i can't find it anywhere, as far as I can see section 4 is on analysing data. This is the only handbook I know of so I don't understand where else it could be. Very confused and hoping for some help,
Thanks,
Laura
Friday, April 23, 2010
Learning Diary Entry 4
Research Ethics
From what I have read and learnt, Ethics in research seems to me to play a huge part in the success and efficiency of the research that is being undertaken. Whether access to participants and the information that they give is easy or not, every researcher is expected to either make their own ethics clear or to follow the ethics and guidelines of the institution involved in order to eliminate (as much as possible) any doubts and concerns of the participant and to try and avoid any breeches of confidence.
So how can I make sure that I do my best to make my research as ethical as possible?
On page 57 of Bell’s book, I think there is an extremely helpful ‘ethics and integrity in research’ checklist which makes clear each pointer that must be considered when embarking on the challenge of producing ethical research.
The checklist helped me to identify several ethical issues that I must consider including:
· Being aware of research contracts, codes of practice and protocols
· Informed consent and its principles
· The involvement of Ethics committees
· Confidentiality and Anonymity
· Safeguarding confidentiality and anonymity if disseminating information by computer
· Ethical research in practice and the problems of ‘inside research’
· Codes of Ethical practice relating to intellectual ownership or property
Having already read through the chapter on ‘The Ethics and Integrity in Research’, from which there was a lot of information to take in, I found the checklist helped me compile all the information down into the most important points to give me a clearer understanding of each issue that I would need to address.
In addition to this, from looking at Rosemary’s blog entitled ‘Research Ethics’ and a few fellow students’ blogs, campus session 4 also prompted us to:
1. Realise the importance (when analysing a questionnaire) of taking a whole sentence so the meaning of it is clear and to avoid taking it out of context. (example on Rosemary’s slideshow). You must make sure that you are attributing fairly.
2. Be aware that there are different types of Ethics, two were discussed in detail: Pragmatic Ethics and Moral Ethics.
An example of Pragmatic Ethics is: ‘You must always drive on the left hand side of the road in England.’ Do something because you should, not because it is based on moral grounds.
An example of Moral Ethics is: ‘Adults must not have sexual relations with minors’ Doing something (or not) because it is morally correct.
3. Be aware of Ethical considerations
· Be ethical in the questions you set, don’t show bias.
· Be aware of deliberate fraud to produce desired results. DO NOT LIE
· You must state how you define confidentiality and anonymity to avoid misconceptions.
· Carefully consider what you are promising to participants, particularly when considering the previous point.
· Consider any risks to humans when conducting an experiment. If in doubt, would you be prepared to do it yourself, as this might have to be an option?
· Be aware of potentially sensitive subject matter, for example, eating disorders.
As a researcher it is also vitally important that you obtain consent from participants. This is usually a signed consent form that provides sufficient information on your proposed topic. Those under the age of 16 need careful consideration and attention.
As participants voluntarily agree to take part in your research, it is important to inform them that they have the right to withdraw at any time, even when the data has already been collected.
And last but not least, it is also important that the researcher very carefully considers the confidentiality and respect of the participant’s privacy. For example; consider how to avoid revealing participant identities to anyone, including those that live and work alongside the individual, how data that is gathered will be stored and what will be done with the data after it is finished with.
It seems Paula and Peter also touched on two other different topics. Paula discussed the 2500 word research proposal which I’ve read she has posted on her blog and so will hopefully get round to reading that next.
Peter informed the group about Survey Monkey, something I have never come across before. Being one of those people that if they so much as touch a computer it malfunctions, I haven’t yet had the confidence to try it out but I have watched the handy slideshow that Peter posted on his blog and will probably watch it again before having a crack at it.
Having read a lot about ethics, including colleagues blogs and the slide show Rosemary presented I feel I have a good understanding of the importance of conducting ethical research and what doing that will involve. I do however still feel intimidated by the amount of consideration that has to go into making my research as ethical as possible and have concerns that there will still be things that I miss, and that won’t be discovered until I have actually begun to collect the information from the participants. I understand, however, that even if I am as thorough as possible, not all problems that may crop up can be solved, so I think that you have to do your best in making a thorough checklist and hope that you have done enough so that the people who partake in your project stay enthusiastic and trusting towards your role as a worker/researcher and your research.
From what I have read and learnt, Ethics in research seems to me to play a huge part in the success and efficiency of the research that is being undertaken. Whether access to participants and the information that they give is easy or not, every researcher is expected to either make their own ethics clear or to follow the ethics and guidelines of the institution involved in order to eliminate (as much as possible) any doubts and concerns of the participant and to try and avoid any breeches of confidence.
So how can I make sure that I do my best to make my research as ethical as possible?
On page 57 of Bell’s book, I think there is an extremely helpful ‘ethics and integrity in research’ checklist which makes clear each pointer that must be considered when embarking on the challenge of producing ethical research.
The checklist helped me to identify several ethical issues that I must consider including:
· Being aware of research contracts, codes of practice and protocols
· Informed consent and its principles
· The involvement of Ethics committees
· Confidentiality and Anonymity
· Safeguarding confidentiality and anonymity if disseminating information by computer
· Ethical research in practice and the problems of ‘inside research’
· Codes of Ethical practice relating to intellectual ownership or property
Having already read through the chapter on ‘The Ethics and Integrity in Research’, from which there was a lot of information to take in, I found the checklist helped me compile all the information down into the most important points to give me a clearer understanding of each issue that I would need to address.
In addition to this, from looking at Rosemary’s blog entitled ‘Research Ethics’ and a few fellow students’ blogs, campus session 4 also prompted us to:
1. Realise the importance (when analysing a questionnaire) of taking a whole sentence so the meaning of it is clear and to avoid taking it out of context. (example on Rosemary’s slideshow). You must make sure that you are attributing fairly.
2. Be aware that there are different types of Ethics, two were discussed in detail: Pragmatic Ethics and Moral Ethics.
An example of Pragmatic Ethics is: ‘You must always drive on the left hand side of the road in England.’ Do something because you should, not because it is based on moral grounds.
An example of Moral Ethics is: ‘Adults must not have sexual relations with minors’ Doing something (or not) because it is morally correct.
3. Be aware of Ethical considerations
· Be ethical in the questions you set, don’t show bias.
· Be aware of deliberate fraud to produce desired results. DO NOT LIE
· You must state how you define confidentiality and anonymity to avoid misconceptions.
· Carefully consider what you are promising to participants, particularly when considering the previous point.
· Consider any risks to humans when conducting an experiment. If in doubt, would you be prepared to do it yourself, as this might have to be an option?
· Be aware of potentially sensitive subject matter, for example, eating disorders.
As a researcher it is also vitally important that you obtain consent from participants. This is usually a signed consent form that provides sufficient information on your proposed topic. Those under the age of 16 need careful consideration and attention.
As participants voluntarily agree to take part in your research, it is important to inform them that they have the right to withdraw at any time, even when the data has already been collected.
And last but not least, it is also important that the researcher very carefully considers the confidentiality and respect of the participant’s privacy. For example; consider how to avoid revealing participant identities to anyone, including those that live and work alongside the individual, how data that is gathered will be stored and what will be done with the data after it is finished with.
It seems Paula and Peter also touched on two other different topics. Paula discussed the 2500 word research proposal which I’ve read she has posted on her blog and so will hopefully get round to reading that next.
Peter informed the group about Survey Monkey, something I have never come across before. Being one of those people that if they so much as touch a computer it malfunctions, I haven’t yet had the confidence to try it out but I have watched the handy slideshow that Peter posted on his blog and will probably watch it again before having a crack at it.
Having read a lot about ethics, including colleagues blogs and the slide show Rosemary presented I feel I have a good understanding of the importance of conducting ethical research and what doing that will involve. I do however still feel intimidated by the amount of consideration that has to go into making my research as ethical as possible and have concerns that there will still be things that I miss, and that won’t be discovered until I have actually begun to collect the information from the participants. I understand, however, that even if I am as thorough as possible, not all problems that may crop up can be solved, so I think that you have to do your best in making a thorough checklist and hope that you have done enough so that the people who partake in your project stay enthusiastic and trusting towards your role as a worker/researcher and your research.
Thursday, April 15, 2010
Learning Diary Entry 3
Data collecting techniques
Feeling incredibly behind and unprepared, wishing I could attend the campus sessions but unable to do so, I turned to Abbi’s blog in the hope that she could enlighten me on what has been happening in the recent campus sessions as I often feel she is very much on top of things. However I learnt that she too seems to be rather swept off her feet at the moment and so was grateful when she suggested Sophie’s blog as being well informed and helpful to read.
It seems, from reading Sophie’s blog that the focus of Campus Session 3 was on identifying and learning about the different research tools. Three of them were discussed in depth; Questionnaires, Interviews and Observations.
Questionnaires
A Questionnaire is:
‘A prepared set of questions designed to generate data necessary for accomplishing the objectives of the research project’ (http://www.glencoe.com/)
‘Questionnaires have advantages over some other types of surveys in that they are cheap, do not require as much effort from the questioner as verbal or telephone surveys, and often have standardised answers that make it simple to compile data. However such standardized answers may frustrate users. Questionnaires are also sharply limited by the fact that respondents must be able to read the questions and respond to them. Thus for some demographic groups conducting a survey by questionnaire may not be practical. As a type of survey, questionnaires also have many of the same problems relating to question construction and wording that exist in other types of opinion polls.’ (Wikipedia.org)
References:
http://www.glencoe.com/sec/busadmin/marketing/dp/mktg_resrch/gloss.shtml
http://en.wikipedia.org/wiki/Questionnaire
http://sophiejgilbert.blogspot.com/2010/03/learning-diary-entry-4.html
Interviews
‘An interview is a conversation between two or more people (the interviewer and the interviewee) where questions are asked by the interviewer to obtain information from the interviewee.’ (Wikipedia.org)
‘Interviews provide in-depth information about a particular research issue or question. Because the information is not quantifiable (i.e., not amenable to statistical analysis), the interview often is described as a qualitative research method. Whereas quantitative research methods (e.g., the experiment) gather a small amount of information from many subjects, interviews gather a broad range of information from a few subjects’. (www-usr.rider.edu)
References:
en.wikipedia.org/wiki/Job_interview
http://www-usr.rider.edu/~suler/interviews.html#whatis
http://abbiwilliams.blogspot.com/2010/03/ways-of-collecting-data.html
Observations
‘Observation methods have been developed with the objective of observing people in their natural setting – as they go about their everyday lives’. They can ‘overcome some of the criticisms of quantitative research methods (Validity, bias etc.) and can be useful when its subject can't provide information, or can only provide inaccurate information’. (Information by Design Ltd)
‘Non participant observation is where the researcher observes behaviour from a distance without interacting with the subject being studied.’(Information by Design Ltd)
‘Participant observation involves the researcher participating in the daily life of an individual, group or community and listening, observing, questioning and understanding (or trying to understand) the life of the individuals concerned.’ (Judith Bell, 2005:p186)
Unstructured observation is often conducted by researchers who ‘generally do so because although they may have a clear idea of the purpose of the observation, they may not be so clear about the detail. They are prepared to spend sufficient time on fieldwork, familiarization and accumulation of data, from which they anticipate that focus and structure will emerge’. (Punch 1998: p186)
A researcher using structured observation has already decided on the focus rather than allowing the focus to emerge. However they will already have formulated a hypothesis or identified the objectives of their study and the importance of observing some aspect of behaviour will have become apparent.
References:
Information By Design. Ltd, NHS, Date unknown: South East Public Health Observatory Lifestyle Survey Toolkit. http://www.lifestylesurvey.org.uk/observation.html
Judith Bell (1995:p186) ‘Doing your Research Project’
Punch (1998:p186) cited in Judith Bell (2005:p185) ’Doing your Research Project’
From looking at both Abbi and Sophie’s blogs, (which were both very helpful so thank you girls!), looking at the slide shows on Paula and Rosemary’s blogs and reading the appropriate sections in Judith Bell’s book, I think I have acquired a much better understanding of what data collection techniques are available to me and which ones will be of most use for collecting information on my project topic. Although I will almost certainly be devising a questionnaire to collect some of my primary data, I think that already the ‘semi structured’ interview method that is mentioned in both Paula’s slide show and Bell’s book is looking like a strong contender for my main data collecting tool. I understand that there is a huge amount to consider before making any definite decisions so I plan to continue making notes and to consult a checklist of pros and cons so I can fully understand what I’ll be taking on and hopefully do it to the best of my ability.
Feeling incredibly behind and unprepared, wishing I could attend the campus sessions but unable to do so, I turned to Abbi’s blog in the hope that she could enlighten me on what has been happening in the recent campus sessions as I often feel she is very much on top of things. However I learnt that she too seems to be rather swept off her feet at the moment and so was grateful when she suggested Sophie’s blog as being well informed and helpful to read.
It seems, from reading Sophie’s blog that the focus of Campus Session 3 was on identifying and learning about the different research tools. Three of them were discussed in depth; Questionnaires, Interviews and Observations.
Questionnaires
A Questionnaire is:
‘A prepared set of questions designed to generate data necessary for accomplishing the objectives of the research project’ (http://www.glencoe.com/)
‘Questionnaires have advantages over some other types of surveys in that they are cheap, do not require as much effort from the questioner as verbal or telephone surveys, and often have standardised answers that make it simple to compile data. However such standardized answers may frustrate users. Questionnaires are also sharply limited by the fact that respondents must be able to read the questions and respond to them. Thus for some demographic groups conducting a survey by questionnaire may not be practical. As a type of survey, questionnaires also have many of the same problems relating to question construction and wording that exist in other types of opinion polls.’ (Wikipedia.org)
References:
http://www.glencoe.com/sec/busadmin/marketing/dp/mktg_resrch/gloss.shtml
http://en.wikipedia.org/wiki/Questionnaire
http://sophiejgilbert.blogspot.com/2010/03/learning-diary-entry-4.html
Interviews
‘An interview is a conversation between two or more people (the interviewer and the interviewee) where questions are asked by the interviewer to obtain information from the interviewee.’ (Wikipedia.org)
‘Interviews provide in-depth information about a particular research issue or question. Because the information is not quantifiable (i.e., not amenable to statistical analysis), the interview often is described as a qualitative research method. Whereas quantitative research methods (e.g., the experiment) gather a small amount of information from many subjects, interviews gather a broad range of information from a few subjects’. (www-usr.rider.edu)
References:
en.wikipedia.org/wiki/Job_interview
http://www-usr.rider.edu/~suler/interviews.html#whatis
http://abbiwilliams.blogspot.com/2010/03/ways-of-collecting-data.html
Observations
‘Observation methods have been developed with the objective of observing people in their natural setting – as they go about their everyday lives’. They can ‘overcome some of the criticisms of quantitative research methods (Validity, bias etc.) and can be useful when its subject can't provide information, or can only provide inaccurate information’. (Information by Design Ltd)
‘Non participant observation is where the researcher observes behaviour from a distance without interacting with the subject being studied.’(Information by Design Ltd)
‘Participant observation involves the researcher participating in the daily life of an individual, group or community and listening, observing, questioning and understanding (or trying to understand) the life of the individuals concerned.’ (Judith Bell, 2005:p186)
Unstructured observation is often conducted by researchers who ‘generally do so because although they may have a clear idea of the purpose of the observation, they may not be so clear about the detail. They are prepared to spend sufficient time on fieldwork, familiarization and accumulation of data, from which they anticipate that focus and structure will emerge’. (Punch 1998: p186)
A researcher using structured observation has already decided on the focus rather than allowing the focus to emerge. However they will already have formulated a hypothesis or identified the objectives of their study and the importance of observing some aspect of behaviour will have become apparent.
References:
Information By Design. Ltd, NHS, Date unknown: South East Public Health Observatory Lifestyle Survey Toolkit. http://www.lifestylesurvey.org.uk/observation.html
Judith Bell (1995:p186) ‘Doing your Research Project’
Punch (1998:p186) cited in Judith Bell (2005:p185) ’Doing your Research Project’
From looking at both Abbi and Sophie’s blogs, (which were both very helpful so thank you girls!), looking at the slide shows on Paula and Rosemary’s blogs and reading the appropriate sections in Judith Bell’s book, I think I have acquired a much better understanding of what data collection techniques are available to me and which ones will be of most use for collecting information on my project topic. Although I will almost certainly be devising a questionnaire to collect some of my primary data, I think that already the ‘semi structured’ interview method that is mentioned in both Paula’s slide show and Bell’s book is looking like a strong contender for my main data collecting tool. I understand that there is a huge amount to consider before making any definite decisions so I plan to continue making notes and to consult a checklist of pros and cons so I can fully understand what I’ll be taking on and hopefully do it to the best of my ability.
Activity 2
Influences on the worker/researcher
Whilst contemplating the role of the worker/researcher and the advantages and disadvantages that it might entail, I was able to come up with both positive and negative aspects of someone undertaking the role. However since summer is on its way, the sun is finally coming out and the snow melting, I am leaning towards a more positive outlook on life and so have chosen to talk about one of the advantages.
I believe that one of the benefits of being a worker/researcher is that you are surrounded and motivated by the thing that inspired you in the first place; your job. When choosing a project topic, a lot of emphasis was put on the fact that the researcher needs to be inspired and passionate about their topic and as much as possible have it present in their daily routine. A worker/researcher has the support of the organisation surrounding them as well as their own personal interest and that of their peers to motivate them. An outsider researcher may lack key motivation if they do not receive much support from the organisation they wish to work with, and because they are detached from the people participating, may lack the interest and passion that is necessary to do the job thoroughly and make any kind of difference. They may also have less or more restricted access to the organisation that is concerned therefore gaining less experience of the problem that they are trying to research.
Whilst contemplating the role of the worker/researcher and the advantages and disadvantages that it might entail, I was able to come up with both positive and negative aspects of someone undertaking the role. However since summer is on its way, the sun is finally coming out and the snow melting, I am leaning towards a more positive outlook on life and so have chosen to talk about one of the advantages.
I believe that one of the benefits of being a worker/researcher is that you are surrounded and motivated by the thing that inspired you in the first place; your job. When choosing a project topic, a lot of emphasis was put on the fact that the researcher needs to be inspired and passionate about their topic and as much as possible have it present in their daily routine. A worker/researcher has the support of the organisation surrounding them as well as their own personal interest and that of their peers to motivate them. An outsider researcher may lack key motivation if they do not receive much support from the organisation they wish to work with, and because they are detached from the people participating, may lack the interest and passion that is necessary to do the job thoroughly and make any kind of difference. They may also have less or more restricted access to the organisation that is concerned therefore gaining less experience of the problem that they are trying to research.
Activity 1
Glossary
Qualitative Research
Qualitative research is mostly concerned with the individual and their perception of the world. It aims to gain insights into the thoughts and feelings of the participants. Its purpose is to try and specify the quality of the relationship between two or more things.
Semi- structured interview
A semi-structured interview involves set questions and themes but with enough flexibility that any interesting or useful emerging issues can be followed and discussed.
More words of interest:
Annotate/Annotation - adding explanatory notes
Critique – a critical assessment
Document – a piece of work that provides information or evidence. It can be in written, printed or electronic form.
Ethics - research ethics is about being clear about the nature of the agreement that you enter into with the participants/ organisations of your research
Fieldwork - is the process of going out to collect data
Leading questions – these are questions that are not concise or easily understandable that may lead the participant into giving a desired answer
Observation – is analysing events of interest by watching and recording them
Primary Data – is material collected directly from a source by the researcher
Rationale – a reason or set of reasons for a specific belief or course of action
Reflexivity - work that includes self criticism and alerts the individual to the human subjective processes involved in undertaking research.
Research proposal – a proposal for a work based research whose findings/results will alter a situation/ action in the workplace.
Validity – measuring and investigating what you set out to research.
e.g by asking questions and using legitimate methods to obtain information which is analyzed and leads to logical conclusions and recommendations
Qualitative Research
Qualitative research is mostly concerned with the individual and their perception of the world. It aims to gain insights into the thoughts and feelings of the participants. Its purpose is to try and specify the quality of the relationship between two or more things.
Semi- structured interview
A semi-structured interview involves set questions and themes but with enough flexibility that any interesting or useful emerging issues can be followed and discussed.
More words of interest:
Annotate/Annotation - adding explanatory notes
Critique – a critical assessment
Document – a piece of work that provides information or evidence. It can be in written, printed or electronic form.
Ethics - research ethics is about being clear about the nature of the agreement that you enter into with the participants/ organisations of your research
Fieldwork - is the process of going out to collect data
Leading questions – these are questions that are not concise or easily understandable that may lead the participant into giving a desired answer
Observation – is analysing events of interest by watching and recording them
Primary Data – is material collected directly from a source by the researcher
Rationale – a reason or set of reasons for a specific belief or course of action
Reflexivity - work that includes self criticism and alerts the individual to the human subjective processes involved in undertaking research.
Research proposal – a proposal for a work based research whose findings/results will alter a situation/ action in the workplace.
Validity – measuring and investigating what you set out to research.
e.g by asking questions and using legitimate methods to obtain information which is analyzed and leads to logical conclusions and recommendations
Learning Diary Entry 2
I’ve finally figured out what my project topic is going to be and so now I need to be looking into ways that I might be able to research that project idea.
Although I could not attend Campus Session 2, I was able to access the slide show that was presented on the day about ‘Developing a Research Design’. As I understand it, a research design is a plan that you make for yourself in order to organise your research so that you are collecting the appropriate information for your specific topic. It makes the job of researching easier by giving you a clearer focus on what type of information you are going to collect and how you are going to collect it.
The slide show introduced me to many different research approaches, Quantitative research,
Qualitative research, Secondary research, Primary research, Exploratory research, Descriptive research and Causal research.
Quantitative Research is concerned with the collection and analysis of data in numeric form. It involves interviewing a large number of people in order to try and quantify the relationship between two or more things.
Qualitative Research is more concerned with the individual and their perception of the world. It aims to gain insights into the thoughts and feelings of the participants. Its purpose is to try and specify the quality of a relationship between two or more things.
Secondary Research gathers data from already existing pieces of research or information.
Primary Research is information that is collected directly by the researcher and is specific to the particular problem they are investigating.
Exploratory Research helps the researcher to develop an understanding of their specific problem or topic and is often used in the initial stages of the research.
Descriptive Research describes the behaviour of phenomena in a research problem by answering the questions ‘who?’, ‘what?’, ‘when?’, ‘where’? and ‘how?’ Descriptive research has a clear statement of the research problem and specifies exactly what needs to be measured.
Causal Research describes the relationship between two or more variables. It is used to gather evidence on cause and effect relationships, and is basically used to answer the question ‘why?’
Although many of these approaches will be touched upon whilst conducting my research, as many of them can be used alongside one another, I have already selected three that I know will be of particular use regarding my own project topic.
These are Secondary Research, Primary Research and Qualitative Research.
I will be relying a lot on the secondary research that I will gather to give me an understanding of exactly what nerves and stress are and why people in general suffer from them. I will also need to use secondary research to find out about existing forms of stress relief and their effectiveness in order for me to formulate my own ideas on how those ways might be better applied or adapted to dancers.
The primary and qualitative research I will conduct will overlap as the evidence that I will collect myself will be mostly that of people’s personal opinions, their perception of how to deal with nerves and stress and their thoughts and feelings on the topic. I will most likely conduct a survey and have in depth interviews with the participants in order to gather this information.
Although I could not attend Campus Session 2, I was able to access the slide show that was presented on the day about ‘Developing a Research Design’. As I understand it, a research design is a plan that you make for yourself in order to organise your research so that you are collecting the appropriate information for your specific topic. It makes the job of researching easier by giving you a clearer focus on what type of information you are going to collect and how you are going to collect it.
The slide show introduced me to many different research approaches, Quantitative research,
Qualitative research, Secondary research, Primary research, Exploratory research, Descriptive research and Causal research.
Quantitative Research is concerned with the collection and analysis of data in numeric form. It involves interviewing a large number of people in order to try and quantify the relationship between two or more things.
Qualitative Research is more concerned with the individual and their perception of the world. It aims to gain insights into the thoughts and feelings of the participants. Its purpose is to try and specify the quality of a relationship between two or more things.
Secondary Research gathers data from already existing pieces of research or information.
Primary Research is information that is collected directly by the researcher and is specific to the particular problem they are investigating.
Exploratory Research helps the researcher to develop an understanding of their specific problem or topic and is often used in the initial stages of the research.
Descriptive Research describes the behaviour of phenomena in a research problem by answering the questions ‘who?’, ‘what?’, ‘when?’, ‘where’? and ‘how?’ Descriptive research has a clear statement of the research problem and specifies exactly what needs to be measured.
Causal Research describes the relationship between two or more variables. It is used to gather evidence on cause and effect relationships, and is basically used to answer the question ‘why?’
Although many of these approaches will be touched upon whilst conducting my research, as many of them can be used alongside one another, I have already selected three that I know will be of particular use regarding my own project topic.
These are Secondary Research, Primary Research and Qualitative Research.
I will be relying a lot on the secondary research that I will gather to give me an understanding of exactly what nerves and stress are and why people in general suffer from them. I will also need to use secondary research to find out about existing forms of stress relief and their effectiveness in order for me to formulate my own ideas on how those ways might be better applied or adapted to dancers.
The primary and qualitative research I will conduct will overlap as the evidence that I will collect myself will be mostly that of people’s personal opinions, their perception of how to deal with nerves and stress and their thoughts and feelings on the topic. I will most likely conduct a survey and have in depth interviews with the participants in order to gather this information.
By George, I think I've got it!
Choosing my project topic
Since my first diary entry I went back to my gigantic list of possible project topics and looked through again. I felt that I only had to ask myself one question in order to narrow it down to 5 and that was ‘do I find it interesting?’ I thought there was no point to go through each one with a checklist of questions until I had established whether or not I would enjoy it.
Once I had narrowed it down to 5 topics, I then used the 5 questions that Peter Bryant put up on his blog to select my final three topics. I asked myself;
1. ‘so what?’- what is the relevance of this topic?
2. Is it just ‘nice to know’ or is it relevant, interesting, does it explore aspects of my or somebody else’s practice?
3. Is it ‘done to death’, can my research add anything new to existing research?
4. Does it stimulate my imagination and passion?
5. Is it really obvious? Is there a simple and obvious answer or is it worth the research?
My final three choices were:
Dance Psychology - dealing with nerves and stress
Theatre and money issues – how to attract and keep faithful audiences-how to deal with the economic crisis
Prejudice towards male dancers/boys doing ballet and the public perception that they are gay
I ended up with three very different topics, all very interesting and closely connected to my line of work so I turned to friends and family to discuss each topic in order to help me choose.
I went through one by one sharing my ideas, and my friends and family helped my analyse them until I came to my final conclusion for each one.
The topic of ‘Theatre and money issues’, I realised, was interesting but not very feasible. I would only have access to one theatre so my project could only relate to that theatre’s specific problems. There would also be very little secondary data in order to help me understand this project topic, and if there are existing files, access to them would be difficult and most likely written in Estonian.
At first I was really interested and passionate about doing my project on prejudice of male dancers and the public perception that they are gay. It is something that I would really like to get to the bottom of so that right from the age of 3 or 4 boys wouldn’t have to feel worried or ashamed if they felt they wanted to do ballet. I also work for a ballet company in which only two men are gay out of almost 20 guys, a prime example of public misconception. However I realised that I was very opinionated about this topic and I was worried I’d end up fighting one side and trying to convince people of my opinion. I also thought it would need a large sample of people to conduct the research which for me is not really feasible, especially as most of the public here in Estonia do not speak English. It is also a delicate subject that people may not feel comfortable talking about which leaves room for a lot of untruthful or misguiding answers that would not be conducive to my research.
So finally I have decided that I will go with the first topic ‘Dance psychology - dealing with nerves and stress’. I felt that this topic would not only be of great use to me personally but also help my colleagues and other dancers outside of my company. I think that it will be of interest to directors of companies and choreographers too, if it can provide them with more confident, stress free performers. Hopefully the research I’ll conduct will not only make a difference to dancers today but also for many to come in the future.
Although I have referred to my topic with the original title ‘Dance Psychology-dealing with nerves and stress’, I decided I needed a slightly more specific working title in order to form the questions that I would like to answer in my project, so the current title I am now working with is ‘How can dancers cope with nerves and stress?’
These are some of the questions that I will be aiming to answer in my project:
· What are nerves and stress?
· Why do dancers suffer from nerves and stress?
· How do nerves and stress affect dancers at work?
· Are dancers able to control their nerves and stress? If so, what methods do they use to do this?
· Have dancers ever been taught/educated in how to cope with nerves and stress? If not how can we educate dancers to cope with nerves and stress
· Are there any new methods or rarely used methods to cope with nerves and stress that can either be improved, be brought more to our attention or be more effective?
Please let me know what you think about this, I know there are a lot of fellow dancers on this course so it would be great to know if you would find the subject of my project topic interesting or helpful. If there’s anything I’ve missed about this topic that you think I should include or you would like me to find out, any suggestions are welcome.
Hope everyone’s getting on ok!
Since my first diary entry I went back to my gigantic list of possible project topics and looked through again. I felt that I only had to ask myself one question in order to narrow it down to 5 and that was ‘do I find it interesting?’ I thought there was no point to go through each one with a checklist of questions until I had established whether or not I would enjoy it.
Once I had narrowed it down to 5 topics, I then used the 5 questions that Peter Bryant put up on his blog to select my final three topics. I asked myself;
1. ‘so what?’- what is the relevance of this topic?
2. Is it just ‘nice to know’ or is it relevant, interesting, does it explore aspects of my or somebody else’s practice?
3. Is it ‘done to death’, can my research add anything new to existing research?
4. Does it stimulate my imagination and passion?
5. Is it really obvious? Is there a simple and obvious answer or is it worth the research?
My final three choices were:
Dance Psychology - dealing with nerves and stress
Theatre and money issues – how to attract and keep faithful audiences-how to deal with the economic crisis
Prejudice towards male dancers/boys doing ballet and the public perception that they are gay
I ended up with three very different topics, all very interesting and closely connected to my line of work so I turned to friends and family to discuss each topic in order to help me choose.
I went through one by one sharing my ideas, and my friends and family helped my analyse them until I came to my final conclusion for each one.
The topic of ‘Theatre and money issues’, I realised, was interesting but not very feasible. I would only have access to one theatre so my project could only relate to that theatre’s specific problems. There would also be very little secondary data in order to help me understand this project topic, and if there are existing files, access to them would be difficult and most likely written in Estonian.
At first I was really interested and passionate about doing my project on prejudice of male dancers and the public perception that they are gay. It is something that I would really like to get to the bottom of so that right from the age of 3 or 4 boys wouldn’t have to feel worried or ashamed if they felt they wanted to do ballet. I also work for a ballet company in which only two men are gay out of almost 20 guys, a prime example of public misconception. However I realised that I was very opinionated about this topic and I was worried I’d end up fighting one side and trying to convince people of my opinion. I also thought it would need a large sample of people to conduct the research which for me is not really feasible, especially as most of the public here in Estonia do not speak English. It is also a delicate subject that people may not feel comfortable talking about which leaves room for a lot of untruthful or misguiding answers that would not be conducive to my research.
So finally I have decided that I will go with the first topic ‘Dance psychology - dealing with nerves and stress’. I felt that this topic would not only be of great use to me personally but also help my colleagues and other dancers outside of my company. I think that it will be of interest to directors of companies and choreographers too, if it can provide them with more confident, stress free performers. Hopefully the research I’ll conduct will not only make a difference to dancers today but also for many to come in the future.
Although I have referred to my topic with the original title ‘Dance Psychology-dealing with nerves and stress’, I decided I needed a slightly more specific working title in order to form the questions that I would like to answer in my project, so the current title I am now working with is ‘How can dancers cope with nerves and stress?’
These are some of the questions that I will be aiming to answer in my project:
· What are nerves and stress?
· Why do dancers suffer from nerves and stress?
· How do nerves and stress affect dancers at work?
· Are dancers able to control their nerves and stress? If so, what methods do they use to do this?
· Have dancers ever been taught/educated in how to cope with nerves and stress? If not how can we educate dancers to cope with nerves and stress
· Are there any new methods or rarely used methods to cope with nerves and stress that can either be improved, be brought more to our attention or be more effective?
Please let me know what you think about this, I know there are a lot of fellow dancers on this course so it would be great to know if you would find the subject of my project topic interesting or helpful. If there’s anything I’ve missed about this topic that you think I should include or you would like me to find out, any suggestions are welcome.
Hope everyone’s getting on ok!
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