A topic in research methodology
Research needs to be carefully planned in advance, by developing a research design
"Carrying out research techniques will only comprise research when they are part of a coherent research plan, or research design, which needs to be informed by a research strategy. This is what is usually described as methodology: an educational research methodology guides the selection and sequencing of appropriate techniques in a study."
Taber, 2013: 43
Research is generally designed, in outline at least, before data collection commences. The extent to which research designs are flexible, depends upon the paradigmatic commitments underpinning the research. Designs in confirmatory research tends to be fixed, but in discovery research there is more flexibility, and scope for 'emergent' research design. In grounded theory studies, the research design is said to be 'emergent' as the final form becomes clear during the study after data analysis has commenced.
| Role metaphor | Level | Responsible for |
| Executive | Philosophy | Paradigm |
| Manager | Strategy | Methodology |
| Technician | Tactics | Techniques |
Generally, the specific research design is developed after selecting the most suitable methodology (type of overall research strategy) to answer the research questions that have been framed after a careful review of the literature to form a conceptual framework (a conceptualisation of the current state of knowledge in the topic) for the research, and often to select a specific theoretical perspective to inform the study.
Multiple methods and coherence
Some research designs are based around a single approach to collecting and analysing data (i.e. method or technique) and others involve multiple techniques. Sometimes in studies triangulation will be used to collect different different 'slices' of data pertaining to one research question. Sometimes analytical pluralism may be indicated where the same data set is analysed through several distinct analytical 'lenses'. However, choices of data collection and analysis techniques should always be consistent with the conceptual framework informing the study, any theoretical perspective adopted, and the way in which research questions have been framed.
Source/s cited:
Taber, K. S. (2013). Classroom-based Research and Evidence-based Practice: An introduction (2nd ed.). London: Sage.
My introduction to educational research:
Taber, K. S. (2013). Classroom-based Research and Evidence-based Practice: An introduction (2nd ed.). London: Sage.
