PHILOSOPHICAL DESIGN

This may cover a variety of approaches, but will draw primarily on existing literature, rather than new empirical data. A discursive study could examine a particular issue, perhaps from an alternative perspective (eg feminist). Alternatively, it might put forward a particular argument or examine a methodological issue.

Examples:

·Davies, P. (1999) ‘What is Evidence-Based Education?’ British Journal of Educational Studies, 47 (2), 108-121. [A discussion of the meaning of ‘evidence- based education’ and its relevance to research and policy]

Understood more as a broad approach to examining a research problem than a methodological design, philosophical analysis and argumentation is intended to challenge deeply embedded, often intractable, assumptions underpinning an area of study. This approach uses the tools of argumentation derived from philosophical traditions, concepts, models, and theories to critically explore and challenge, for example, the relevance of logic and evidence in academic debates, to analyze arguments about fundamental issues, or to discuss the root of existing discourse about a research problem. These overarching tools of analysis can be framed in three ways:

·Ontology -- the study that describes the nature of reality; for example, what is real and what is not, what is fundamental and what is derivative?

·Epistemology -- the study that explores the nature of knowledge; for example, on what does knowledge and understanding depend upon and how can we be certain of what we know?

·Axiology -- the study of values; for example, what values does an individual or group hold and why? How are values related to interest, desire, will, experience, and means-to-end? And, what is the difference between a matter of fact and a matter of value?

What philosophical analysis studies tell you

1. Can provide a basis for applying ethical decision-making to practice.

2. Functions as a means of gaining greater self-understanding and self- knowledge about the purposes of research.

3. Brings clarity to general guiding practices and principles of an individual or group.

4. Philosophy informs methodology.

5. Refine concepts and theories that are invoked in relatively unreflective modes of thought and discourse.

6. Beyond methodology, philosophy also informs critical thinking about epistemology and the structure of reality (metaphysics).

7. Offers clarity and definition to the practical and theoretical uses of terms, concepts, and ideas.

SEQUENTIAL DESIGN:

Sequential research is that which is carried out in a deliberate, staged approach [i.e. serially] where one stage will be completed, followed by another, then another, and so on, with the aim that each stage will build upon the previous one until enough data is gathered over an interval of time to test your hypothesis. The sample size is not predetermined. After each sample is analyzed, the researcher can accept the null hypothesis, accept the alternative hypothesis, or select another pool of subjects and conduct the study once again. This means the researcher can obtain a limitless number of subjects before finally making a decision whether to accept the null or alternative hypothesis. Using a quantitative framework, a sequential study generally utilizes sampling techniques to gather data and applying statistical methods to analyze the data. Using a qualitative framework, sequential studies generally utilize samples of individuals or groups of individuals [cohorts] and use qualitative methods, such as interviews or observations, to gather information from each sample.

OTHER DESIGNS:

There are a lot more design types like a Quasi experimental research design, where the research design approximates the experimental design but does not have a control group. There is more error possible in the results. There is also a diagnostic research design governed by Bayesian principles which is probabilistic, multivariable and sequential in nature.

CONCLUSION:

Most research designs are meant to meet the demands and needs of the objective that a researcher wants to assess. Most of the designs sometimes do overlap in their nature. The classification of designs is just to understand the nuances of designing a proper protocol and method. A design can be flexible in terms of the classification if it does not prejudice the outcome for assessing the objective. Therefore an efficient and appropriate design must be prepared before stetting research operations. The design helps the researcher to organize his ideas in a form, which can be used and reproduced as per requirement.

Date: 2014-12-28; view: 1047