One of the most contested areas of arts practice research concerns the nature and role of writing. For many artist-scholars, research predicated on artistic practice does not require written contextualization. For those who engage in writing, questions as to the nature, mode, register, and purpose of writing abound. The growing body of publications addressing this question illustrates two broad responses. On the one hand, the ethnographic tradition attempts to capture phenomenological aspects of the artistic and reflexive experience. On the other, writing itself is approached as an integral part (a generative strand) of an artist’s creative process. In this article, the development of arts practice research at the Irish World Academy of Music and Dance, University of Limerick, Ireland is reviewed and it serves as a point of departure to discuss an engagement with writing that invites a dialogue between ethnographic and generative approaches, the balance of which is ultimately decided by the research question, and the approach taken to answer the question.
The authors describe challenges of following professional standards for educational achievement testing due to the complexity of gathering appropriate evidence to support demanding test interpretation and use. Validity evidence has been found to be low for some individual testing standards, leading to the possibility of faulty or impoverished test interpretation and use. In response to this context, measurement professionals have called for a theory of action including behavior changes of multiple agents involved in the testing process. Also, changing roles have been seen for a broad range of agents including test developers, those who influence testing, and those influenced by testing. Some of these roles are discussed and others illustrated with examples from practice. A sociocultural theory of action noted in the literature is proposed as a thematic guide to practice. The paper concludes with a call for dialogue and two research and development tasks that might advance practice.
We report on the implementation experience of carrying out data collection and other activities for a public health evaluation study on whether U.S. President's Emergency Plan for AIDS Relief (PEPFAR) investment improved utilization of health services and health system strengthening in Uganda. The retrospective study period focused on the PEPFAR scale-up, from mid-2005 through mid-2011, a period of expansion of PEPFAR programing and health services. We visited 315 health care facilities in Uganda in 2011 and 2012 to collect routine health management information system data forms, as well as to conduct interviews with health system leaders. An earlier phase of this research project collected data from all 112 health district headquarters, reported elsewhere. This article describes the lessons learned from collecting data from health care facilities, project management, useful technologies, and mistakes. We used several new technologies to facilitate data collection, including portable document scanners, smartphones, and web-based data collection, along with older but reliable technologies such as car batteries for power, folding tables to create space, and letters of introduction from appropriate authorities to create entrée. Research in limited-resource settings requires an approach that values the skills and talents of local people, institutions and government agencies, and a tolerance for the unexpected. The development of personal relationships was key to the success of the project. We observed that capacity building activities were repaid many fold, especially in data management and technology.
Agile methods, initially used by cross-functional teams in software development projects, can also facilitate teamwork in collaborative research processes. For this, project management-related issues need to be addressed, including the challenge of finding practical means for coordinating scientific collaboration, while garnering commitment from all participants. This article explores the utilisation of agile methods by a semi-distributed scientific team, for coordinating a multidisciplinary research project. It examines how these methods can contribute to task coordination in scientific research and highlights key factors for successful adoption of the agile framework in collaborative research projects. Data are collected from a research team, after a 10-week phase of implementing agile methods. Data analysis focuses on the effectiveness of team dynamics and the digital tools used for communication and coordination during the project. The findings indicate a perception that agile methods contribute to improved coordination and teamwork during project development, with less agreement on the utility of some of the tools used. Also, it suggests the importance of involvement of the Principal Investigator and the role and contribution of a Facilitator.
This article explores narrative-based, person-centered research, carried out by the author for his PhD dissertation, titled "Modern Day Slavery and the Sex Industry: Raising the Voices of Survivors and Collaborators While Confronting Sex Trafficking and Exploitation in Manitoba, Canada." The article describes interview dynamics considered and accounted for, including positionality of the researcher and the narrative-based research methodology. The author provides detailed description of the grounded, inductive, "old school," low technology data analysis process used, some of the challenges encountered, and recommendations for similar studies in future. The key challenges arose from the positionality of the researcher and the need to protect the participants from potential repercussions. The recommendations relate to the relevance of narrative-based research, limited transferability of the results of such research, and the value of a more open-ended interviewing style.
This article presents an overview of internet-based research, highlighting the absence of a standard terminology to define and classify such research. The label internet-based research or online research can cover a diverse range of research designs and methods, involving different degrees of ethical concern regarding privacy, transparency, confidentiality, and security. Although the basic principles of human research ethics (such as respect, integrity, justice, and beneficence) are still applicable in this context, interpreting and applying these principles correctly and protecting the interests of the research participants effectively are not easy to ensure. While the nature of the internet poses challenges of user authentication and confidentiality, the diversity of national laws and codes of ethics poses additional challenges. The article refers to relevant Canadian laws, with which the author is familiar. Finally, a set of recommendations are offered to mitigate the ethical challenges of internet-based research. These include ethical practices such as ensuring transparency while recruitment, considering participants’ expectations about privacy, ensuring legal compliance, using secure communication protocols, obtaining informed and knowledgeable consent, offering participants the opportunity to withdraw from the research and retract their data, and ensuring that data are not used for subsequent non-research purposes.
There is very little written regarding developing the skills of doing peer reviews. In this piece we use our own experience as postdoctoral fellows to offer our reflections on how to get the most out of doing peer reviews as a trainee researcher. We touch upon the variety and complexity of peer reviews, the debates concerning the nature and validity of peer reviews, the issue of conflict of interest, the menace of predatory journals, but also the potential gain from doing peer reviews. In sharing our reflections, we hope that future graduate students and postdoctoral fellows may be better prepared to do peer reviews and benefit from the experience.
The purpose of this article is to discuss the key elements of a meaningful research collaboration strategy between community-service organizations and academia. We discuss the challenges in developing an effective partnership, and we highlight current strategies for sustainable research partnerships between academia and community. To address the issue of effective partnership we include a case study to illustrate the connections among community-service organization contexts, by focusing on the research and capacity building infrastructure and specific forms of research education. Although the community-university relationship tends to push the work toward a consultant-driven model, this article emphasizes the need for a guiding framework to foster a more meaningful agenda for collaborative research in future.
This article is a review of a book on research methodology. The book covers a broader range of issues than is usually covered in the training of scientists. It deals with the aims and limitations of science and how one may distinguish between science and other forms of intellectual activity. The book offers elaborate coverage of the process of science, the uncertainties involved in it, and the issues of ethics and integrity. Thus, it delves into areas essential for the practice of science. It equips the reader with the conceptual repertoire and the critical outlook necessary to perform and write about science in a responsible manner. The book is highly recommended for both science students and practicing scientists.
Social-ecological systems are breaking down at local, regional, and global scales, and sustainability seems an increasingly distant aspiration. Social harmony and economic systems are connected to ecological systems and climate, in multiple complex ways, at many scales. Adapting research practice to match integration opportunities within social-ecological systems could contribute foresight capabilities emerging from landscape change studies, which can be coupled with emerging policy transformation opportunities. The shaping of landscapes by human imagination and physical action creates meaningful contexts for building sustainability. However, the policy landscape is often dominated by circularity and "lock-in" to unsustainable pathways that are hard to escape. Moments for change emerge through timely convergence of circumstances, within a landscape context, that provide a window of opportunity-a "landscape loophole"-through which the transformation to more sustainable social-ecological relationships might be achieved. Creating future options redundancy (FOR) plans, a variety of possible pathways and alternative landscape futures within the characteristics and capacity of a region, could facilitate policy shifts and adaptive capacity, and reduce risk through reflexive future options. The convergence of circumstances providing loophole opportunities to escape existing lock-in might be understood, and even predicted, by closely coupling landscape sciences and policy research.
This study was aimed at determining whether a specific research methodology was dominant within a cohort of master's level engineering management students and, if so, whether this preference was directed by their personal epistemology, rather than the dictates of their research questions. Secondary data were used to determine the dominant research approaches. Interviews with a selected sample of students were undertaken to obtain a more detailed understanding of how personal epistemology impacts on the students' methodological approaches to research. It was found that empirical-analytical approaches account for 72% of all studies within the student cohort, indicating a strong preference for such approaches. Furthermore, it was revealed in the interviews that the students tended to overlook methodological considerations, focussing only on research design. There was a general lack of self-reflection and awareness of personal epistemology, despite the latter being an important influence over the type and topic of the research, its purpose, research design, analytical techniques, and even the interpretation of results. The rather superficial approach could result in research designs biased by personal epistemologies and ill-suited to the research problems. This suggests possible changes to the teaching of research methodology in order to improve the research practice of students.
In a collaborative research process, the participation of interdisciplinary researchers and multi-sectoral stakeholders supports the co-creation, translation, and exchange of new knowledge. Following a scoping review methodology, we explored the collaborative research processes in the specific context of environment and human health research. Initially, our literature search strategy identified 1,328 publications. After several phases of reviewing and applying screening criteria to titles, abstracts, and full text, 45 publications were selected for final review. Data were charted by different topics and then collated, summarized, and analyzed thematically. From the different experiences and research approaches analyzed, we identified comprehensive details of the key components, facilitators, challenges, and best practices that impact the collaborative research process. Specifically, we identified the following seven emerging themes: (a) allocating time and resources, (b) addressing disciplinary and sectoral issues, (c) building relationships, (d) ensuring representation, (e) embedding participation in the research, (f) supporting ongoing collaboration, and (g) developing knowledge translation and exchange.
This article describes how a research institute went about reviewing the relationship between its members and external research partners in engaging in collaborative research. A systematization of experiences (SE) process was implemented to enable such review and draw implications for the institute's strategy regarding research into the sustainability of Mediterranean agriculture. The SE exercise included four workshops attended by selected researchers, one questionnaire survey targeting the institute's research community, and three focus group discussions with external research partners. The rate of participation by researchers decreased during the process; however, those that followed through to the end of the SE exercise found it to be useful in clarifying both individual and institutional perspectives. Further, SE was seen as a vehicle for increasing the level of understanding between researchers and their willingness to engage in collaborative actions. However, the rapid pace of today's academic world and the dominant mode of evaluating scientific performance were identified as hindering the conditions needed to allow the necessary space and time for reflection and collaborative efforts. Therefore, the results highlight the current tension between the production of scientific knowledge according to existing patterns and the development of socially meaningful research.
This article explores the relationship between institutional funding for research and community-based or co-enquiry research practice. It examines the implementation of co-enquiry research in the COMBIOSERVE project, which was funded by the European Commission’s Seventh Framework Programme for research and innovation, between the years 2012 and 2015. Research partnerships between Latin American and European civil society organisations, research institutions, and Latin American rural communities are analysed. Challenges for effective collaboration in co-enquiry and lessons learned for research policy and practice are outlined. Based on our case study we suggest that: (1) the established values and practices of academia seem largely unfavourable towards alternative forms of research, such as co-enquiry; (2) the policies and administrative practices of this European Commission funding are unsuitable for adopting participatory forms of enquiry; and (3) the approach to research funding supports short engagements with communities whereas long-term collaborations are more desirable. Based on our case study, we propose more flexible funding models that support face-to-face meetings between researchers and communities from the time of proposal drafting, adaptation of research processes to local dynamics, adaptation of administrative processes to the capacities of all participants, and potential for long-term collaborations. Large-scale funding bodies such as European Commission research programmes are leaders in the evolution of research policy and practice. They have the power and the opportunity to publicly acknowledge the value of partnerships with civil society organisations and communities, actively support co-enquiry, and foment interest in innovative forms of research.
The consideration of the impact of the dissertation services industry on the academy is a welcome piece by Jeffry L. White. White raises interesting questions and calls on educators and researchers to think deeply about the role they play in encouraging or combating the use of this industry by graduate students. In this piece, I respond to White's viewpoint by arguing that stronger language is needed to define this industry and that programs and institutions must be more clear and transparent about their definitions of contract cheating and what kind of assistance they allow their graduate students to use in the writing of their dissertations or theses.
Plagiarism is a growing phenomenon in higher education institutions. The primary method used to measure student engagement in plagiarism is self-reporting. Self-reporting is problematic for a number of reasons, and with respect to investigating plagiarism rates, it does more harm than good. Inaccuracy in student self-reported plagiarism rates, limited student understanding of plagiarism, the inability to compare findings across studies, and requesting students self-report within a specified timeframe lead to reliability and validity concerns in these studies. This article addresses these issues and provides suggestions for researchers when investigating plagiarism rates.
This article is a review of a book that contains reflective accounts by western anthropologists who were accompanied by their children when they were conducting their anthropological fieldwork in rural China. The presence of the children resulted in unplanned interactions, leading to new data for their research. It also triggered new questions on the researchers' cultural assumptions. Although set in the specific context of anthropological fieldwork, the reflective accounts can serve as useful learning material for early-stage researchers in many other fields.
