Turning Ideas into Research

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Barbara Fawcett. Turning Ideas into Research

Turning Ideas into Research

Contents

Researcher reflections

List of Tables

Figure

Introduction

One Why do research?

Developing research ideas from practice

Inclusive knowledge building in practice

Ideas and theory building

Change and transformation

Rigour and trustworthiness

Concluding remarks

Two Partnerships in research

Exploring partnerships in research

Academic–practitioner partnerships

Researcher Reflection 2.1. Thinking about research opportunities

Student–supervisor research partnerships

Research teams

Researcher Reflection 2.2. Characteristics of research teams

Keeping the policy–practice interplay on the agenda

Researcher Reflection 2.3. Key players and stakeholders in research

Establishing meaning and sustainability in research partnerships

Concluding remarks

Notes

Three Ethical considerations

Ethics and research

Ethics, research and inclusivity

Ethics, research and trustworthiness

Understanding research ethics committees

Concluding remarks

Four Creating viable research from good ideas

The influence of ontology and epistemology on ideas

A sense of purpose

Inclusivity in research

Action-orientated research

Turning ideas into viable research projects. The literature review

Researcher Reflection 4.1. Brainstorming good ideas

Timelines and resources

Research design

Research approach

Data collection methods

Sampling

Data analysis techniques

Evaluation of research process

Research dissemination

Concluding remarks

Five Designing a research project: qualitative researching

Exploring the qualitative continuum

Sampling

Research design and qualitative research approaches

Case studies

Content analysis

Grounded theory

Interpretative ‘biography’ or narrative

Researcher Reflection 5.1. Interpretative biography or narrative: An example

Ethnography

Discourse analysis

A rough guide to undertaking discourse analysis

Researcher Reflection 5.2. Choosing a research approach

Arts-informed research approaches

Data collection methods: interviews and focus groups

Concluding remarks

Notes

Six Designing a research project: quantitative and mixed method researching

Research approaches with a quantitative orientation

Validity, reliability, generalizability

Sampling

Data collection. Experimental social research

Secondary quantitative analysis

Longitudinal studies

Surveys

Researcher Reflection 6.1. Designing a quantitative project

Mixed method approaches

Concluding remarks

Notes

Seven Evaluative researching

Exploring evaluative research

Researcher Reflection 7.1. Evaluative research in the workplace

Shaping understandings of ‘needs’ and issues of concern

Evaluative research and inclusion

Researcher Reflection 7.2. Developing an evaluation study

Researcher Reflection 7.3. Further issues to consider – silent voices

Researcher Reflection 7.4. Finding available evidence

Evaluative research and trustworthiness

Researcher Reflection 7.5. Identifying the programme hypothesis

Researcher Reflection 7.6. Programme hypotheses and outcomes from different perspectives

Evaluative research and policy practices

Concluding remarks

Eight Constructively and critically appraising research

Looking for inclusion

Considering debates of trustworthiness

Critical thinking and the research process

Considering research reports — styles and impact

Evidence-based practice — opportunities and constraints

Researcher Reflection 8.1. Systematic reviews and meta-analyses: Cochrane Collaboration and Campbell Collaboration

Researcher Reflection 8.2. Evidence-informed practice: SCIE

Concluding remarks

Notes

Nine Research dissemination, sustainability, making a difference and writing for publication

Making a difference from the outset

Developing and sustaining a research writing culture

Writing for publication

Concluding remarks

Notes

Ten Common pitfalls and dilemmas

Looking for pitfalls at all stages of the research process

The research plan

Pilot studies

Research protocols

Researcher Reflection 10.1. Dilemmas created by differences in definitions of data elements, time periods and in methods of recording and presenting data

Dealing with disagreements and conflict

Researcher Reflection 10.2. Completing a SWOT analysis

In the field and researching safely

Researcher Reflection 10.3. Safety protocol

Methodological issues

Researching ethically

Communicating research findings

Articulating theoretical frameworks

Researcher Reflection 10.4. Revisiting the research question

Theorizing practice

Communities of practice

Developing effective research supervisory relationships

Building research infrastructure

Concluding remarks

Eleven Concluding remarks. Revisiting key themes

New horizons in practice research

References

Index

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Theory, Design & Practice

Throughout the book, we develop three key themes. Each of these informs the content of each part of the book and the accompanying researcher reflections. The first theme refers to world-views, understandings of knowledge and theoretical frameworks, and here we acknowledge that these are vital aspects of carrying out any research project. Examining what informs research projects and what the overarching purpose is emphasizes the centrality of critical reflection and the examination of values. This ensures that the critical development of research questions that leads to the interrogation of knowledge remains a central focus.

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The workplace and policy context of practice can often provide opportunities to undertake small-scale studies that aim to review or evaluate an aspect of the service. These are often good starting points for workplace collaborations. Let us now turn to an example to illustrate a workplace peer research collaboration.

A number of workers in a family support agency continually complain to their supervisors about the lateness of or failure to attend by some clients, blaming this on clients’ lack of responsibility, inability to organize themselves and lack of respect for the service. Managers decide to undertake a small research study into the problem. A quantitative study is undertaken, gathering statistical data about attendance, lateness and failure to attend by clients. The results indicate that there are several repeat offenders and the reported problems have been verified or proven by the data collected in the study. One of the outcomes of the study is the recommendation to discontinue with some clients.

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