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Chapter 4
Research Topics, Research Questions and
Hypotheses
Learning Outcomes
After studying this chapter, you should be able to:
1. Distinguish between a research topic, a research question, and an
hypothesis, showing how the three items inter-relate.
2. Describe the process of research topic selection and indicate what
constitutes a good research topic.
3. Explain the process of research question selection and the parameters
of a good research question.
4. Explain the process of hypothesis or proposition selection and the
requirements for a strong and symmetrical hypothesis.
5. Describe a range of research question selection and appraisal
techniques, including brainstorming, De Bonos Six Hat Method, and
SWOT analysis.
6. Distinguish between deductive and inductive research approaches,
and the effect these can have on the selection of research topics and
research questions.
7. Discuss how the research question and hypothesis or proposition
relate to the overall research process.
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4.1 Introduction
Conventional academic commentaries on the research process suggest
that the selection of the research question occurs after the study of the
literature and the familiarisation with the field are complete. The research
process is assumed to be linear and sequential, with the definition of the
research question representing a systematic focusing of the scope of the
research, a narrowing of many potential studies down to one. There is a
deliberate and well-founded logic to this, based on making decisions
from a position of knowledge and a wide perspective. It is based on the
premise that if the research question and the definition of the entire
research project are not considered against a broad setting, the results are
unlikely to be widely applicable.
The act of defining the research question usually involves producing an
explicit written statement about the boundaries of the research project, in
terms of the scope of its coverage, and commenting on the assumptions,
which are being made. The research question or its justification may also
stipulate specific issues, which the research will not cover. You should
begin the identification of your research question by first finalising the
research topic.
Activity
In this chapter will be involved in the process of selecting a research
topic and a research question. You will require a realistic or actual issue
to act as a focus for the activities. If you do not already have a specific
research field in mind for your dissertation, choose one for which you
have rounded background knowledge.
Record it in the box below now, before starting work on the chapter.
Research Field:
When you have completed the literature review, you may find that the
maturity of knowledge in the research field significantly influences the
final selection of your research topic. Highly evolved research fields,
such as the physical and chemical sciences, progress by building upon a
vast and established body of knowledge. The research conventions and
methodologies are usually well defined, and therefore the selection of a
research topic and research question is generally a fairly straightforward
exercise.
In contrast, emerging research fields tend to be turbulent and are often
characterised by the fluidity of their definitions and theories and rapidly
changing boundaries. These research fields usually reach maturity before
a significant amount of research can progress in a co-ordinated manner.
In such instances, the research topics, contemporary literature, and
associated research methodologies tend to be exploratory in nature (such
as happened recently with the fields of quality and environmentalism).
Here the selection of a coherent research topic and research question,
which will not date rapidly, can be more challenging.
For construction, and in particular construction management, the research
field appears to be approaching an intermediate phase, where an
emerging consensus on some fundamental issues will start to offer a
sufficient body of knowledge to explore specific research questions in a
co-ordinated manner. For now there are still so many issues requiring
attention that finding an issue to research is not difficult. The difficulty
often lies in identifying a base for your conceptual foundations and
research question.
You can best accommodate the differences in maturity of the research
fields and their contemporary research approaches by adopting different
topic selection techniques and research methodologies. In order to do so,
it is worthwhile to consider the principles of research topic selection and
the definition of research questions more closely.
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Activity
version of your research topic now and record it here. It may change as
you progress through the chapter.
Is your research topic accessible to quantitative or qualitative analysis, or
both? Why?
Record your thoughts here;
statement about the evidence to support existing data and findings, The
purpose behind this is to ensure that the research topic is worthy of
contributing resources to its study, and also to define the foundations
upon which these studies can build.
The major research questions could arise from a variety of circumstances,
such as the identifiable gaps between existing theories or evidence.
Where there are overlaps between findings or theories, there may be
contradictions, which you wish to explore. Apparently sound findings
may simply be out of date and need repeating for todays context. In
some cases, the assumptions underlying previous research may render
them invalid for your application. In these circumstances, your research
might focus on testing others findings in your own context.
If you were working within the scientific method paradigm (see Chapter
6), you would next go on to identify your hypothetical answers and
preferred methodology for gathering the evidence to test these
hypotheses. By considering these issues now you can filter the research
questions on the basis of availability of data or methodological expertise.
The advocates of some alternative methodological paradigms dispute that
this is always the most appropriate way of selecting realistic research
topics and research questions. The main arguments against the scientific
method hinge on the constraints which its methodological paradigms
place upon realism. Undertaking a linear and focal approach to research
tends to stifle the open-ended questioning from which new perspectives
and new knowledge comes. In essence the scientific method, or
deductive approach, is claimed to perpetuate the methodology and
assumptions underlying existing work and therefore constrain novelty.
Certainly the conventional research process presents the researcher with
conventional views and methodologies, but this may be a strength rather
than a weakness for the novice researcher. In the context of an industry
based upon engineering and scientific experience, research findings
produced using recognisable and traditional methodologies tend to be
given a greater amount of credit compared with the novel, qualitative
insights emerging from some of the more interventionist social science
methodologies.
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misunderstandings
about
the
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As always, research questions and research methodologies are interlinked. An inductive, or alternative, approach to the research question
will attract an inductive research methodology. The inductive approach is
more suited to theory building than theory testing, and is therefore better
for fields where there is not a strong body of accepted theory. Examples
include action research that can be used to influence and measure change
from a position internal to the research problem. This is particularly
useful for researchers undertaking a piece of reflective study on an issue
in which they have the scope to make changes. These methodologies are
outlined in Chapter 6.
A deductive research question will require a deductive research
methodology. Examples include experimentation, questionnaires, and
surveys, all of which involve collecting evidence to test a hypothesis. The
deductive approach is more suited to theory testing than theory building,
and is therefore better for fields where there is a strong body of accepted
theory.
Activity
Think of some research issues for which the construction industry needs
answers and distinguish between those, which have to be tackled in a
deductive manner and those, which could be dealt with inductively. Can
any issues be addressed in both ways?
Record your thoughts here;
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Activity
What sources of information did you use to select your research
question? How could you supplement these?
Record your thoughts here.
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code is delayed for a significant period of time? Can you afford the
specialist literature if you have to purchase it? Is your key reference
source an overseas one, which will attract special costs, delays in access,
and/ or language problems?
Data: The issue of accessibility may extend beyond simply accessing
data, since it is important that you have confidence in the reliability and
pertinence of the data that becomes available. For instance, it is very
difficult to get neutral interview or questionnaire data on quality
assurance, partly because of the difficulties in defining it, but also
because of sensitivities and the unwillingness to admit that there is any
shortcoming in a quality assurance system.
Activity
For your chosen topic, list examples of data which will be readily
available, and data which will be difficult to get hold of (or verify).
Record your thoughts here;
The form of data is also relevant. Is your research question one which
requires access to subjective or objective data? For instance, a research
question concerned with exploring the differing perspectives of truth
about the causes of adversarialism in the construction industry will
probably involve the collection and analysis of subjective opinion. This
raises several issues of accessibility. First, can you access the breadth and
depth of opinion needed to make a rounded assessment of the issue? Will
it be available to a sufficient depth to make a meaningful analysis?
Perhaps the negotiation of access will involve signing a confidentiality
agreement, which may compromise the publication of your analysis
and/or findings? Once collected, these opinions are unlikely to directly
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Activity
What sort of study approach do you find most appealing, and how might
this be reflected in your research design (through the research question)?
Activity
Who are the gatekeepers for your data?
Record your answer here.
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Activity
Consider your research question. What are the accessibility issues
surrounding it and how can they be resolved? Use the sample
accessibility issues outlined above as a starting point. Are there any
other accessibility issues particular to your research topic?
Record your thoughts here;
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Activity
Consider your research question again. What are the achievability issues
surrounding it, and how can they be resolved? Use the sample
achievability issues outlined above as a starting point. Are there any
other achievability issues particular to your research topic?
After considering the issues of research question selection outlined in this
chapter, you may feel that you need to re-define your research question
from that which you recorded at the start of the chapter.
If your research question has changed, record the new version here and
compare it with the old version. Why have you changed it and in what
ways is it a better research question now?
Record the current version of your research question here;
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Activity
Create a series of symmetrical and asymmetrical hypotheses for your
current research question using the guidelines in the above section.
Indicate which you think are strong, or weak. Which is the best one and
why?
Use all the techniques, in the order in which they appear to:
a) systematically open up your research topic and research question
issues (Brainstorming and De Bonos Six Hat Method)
b) define the specific objectives and controlling parameters for the entire
context of the research project (Who, ...)
c) refine the design of the research topic and research question back
down to a focused, informed and rounded decision made on the basis
of coincident strength and opportunity (SWOT Analysis).
Used properly, these exercises will show you how to make a robust
research topic and research question selection. Expect this exercise to
take a little while if done properly, and reflect on the decision before
moving on to the next part of the research process.
4.5.7 Brainstorming
Brainstorming can be a useful starting point if you have a group available
to you. The process operates by the generation of unevaluated lists (the
brainstorming), followed by their analysis and clarification to produce a
collection of ideas for rejection or uptake.
The key rules of brainstorming are that, during the generation phase, any
perspective or issue related to the research problem can be raised, all of
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which are recorded by the person who takes the facilitating or chairing
role. This person also ensures that everyone has the chance to participate
and that no issues are pursued during the brainstorming session.
Immediately after this all the emergent points are discussed by the group
in rotation to allow their categorisation, and to look for cross-overs and
opportunities for solving the research problem, and eventually to make a
selection of options by rejection or uptake. This technique was originated
by Edward de Bono.
Activity
If you can arrange a group meeting about your research with colleagues
at work or other IGDS students, organise a Brainstorming session on
your research question.
Review the Brainstorming session to systematically open up your
research topic and research question issues.
The black hat represents caution and the assessment of risks. This is
useful for taking a realistic view of the problems in achieving the
research goals, or accessing the literature, other information or data. It
could also be used to critically explore issues such as the risks to
methodological success or to proving/ disproving the hypothesis.
Whilst wearing the yellow hat the researcher considers the benefits,
values and feasibility of the research question. In commercially driven, or
problem-solving research, this may be a useful hat to commence with.
The green hat signifies creativity and energy, so could be used to explore
the originality of the research, also novel ways of approaching the
research question, the collection of data, and/ or the application of
methodologies and/ or findings. It is concerned with new possibilities.
The blue hat corresponds to the organisation of the thinking process, so is
best used for looking at the operational and strategic design of the
research process.
The red hat addresses feelings, such as intuitive feelings about the
research, its probable findings, needs, and the researchers likes and
dislikes about the content and process as proposed.
Clearly, the hats need to be interpreted loosely for maximum benefit; the
value lies in addressing the research question from several perspectives
in isolation. There is no particular order for considering the different
perspectives, and they can be revisited if you like. Once all six
perspectives have been considered the results are compared and crosscorrelated to identify the opportunities and threats for each possible
research question.
Activity
Use De Bonos Six Hat Method to systematically open up your research
topic and research question issues. Record your comments in the boxes
on the following pages. The technique depends on rigorously thinking
about a single perspective at a time. You may take the hats in any order,
but once you have selected a particular hat you should not change to
another hat until you have completed your written comments on that
page:
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Wear the yellow hat and consider the benefits, values and feasibility of
the research topic and the research question. Do not change to another hat
until you have completed your comments on this page.
Wear the green hat and consider the creativity, energy, and originality
which your research will bring to the research topic and the research
question. What creativity can you build into your research question, your
hypothesis, and the methodology of collecting your data? Do not change
to another hat until you have completed your comments on this page.
Wear the red hat and consider your feelings about the research. Include
your intuitive feelings about the needs for the work, and your likes and
dislikes about the field, the existing works, and your proposed research
question. Do not change to another hat until you have completed your
comments on this page.
Wear the white hat and consider the balance between the availability and
requirements of data. What data is available to you, and in what form
does it appear? Is it qualitative or quantitative? Are there access issues?
Do not change to another hat until you have completed your comments
on this page.
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Wear the black hat and consider the risks and requirements for caution in
undertaking the research. Looking at the research project realistically,
what are the potential blockers to answering the research question, for
testing the hypothesis, for accessing and interpreting the data? Is your
research question or hypothesis weak in any way which could be
resolved? Consider any identified risks which you are unwilling to
continue with. Do not change to another hat until you have completed
your comments on this page.
Wear the blue hat and consider the thinking process which is required to
design and conduct the research. What is required to answer the research
question, to test the hypothesis, to collect the data? What steps do you
have to take in order to process the research? If you can encapsulate your
conceptual thoughts about the topic, do so here as well. Do not change to
another hat until you have completed your comments on this page.
Start this page only when you have worn all six hats.
If you have any other thoughts about any of the hats you may go back to
the pages and include them now.
Now gather together your summarised thoughts to systematically open up
your research topic and research question issues. Consider:
does your research topic need altering?
does your research question need altering?
is your hypothesis strong?
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the
vulnerability
to
external
knowledge
availability
be
minimised
can the vulnerability to data availability be minimised?
will the assumptions affect the value/ applicability of the results?
could the research project be made smaller without compromising
its value?
will you know when the research is complete (seriously)?
will the output and process be evaluated?
will the results be disseminated (and to whom)?
much work has already been done in this area?
Activity
Use the Who, Why, What, Where, When, and How? technique to review
your research topic and research question. Gather together your
summarised thoughts to define the specific objectives and controlling
parameters for the entire context of the research project.
Record your comments in the boxes on the following pages;
Who are the immediate and ultimate customers for the research, who will
benefit?
is funding the research (and what are their priorities and terms)?
are the other stakeholders (and what are their obligations and
priorities)?
will do the research (who else will assist, manage, or facilitate)?
else could be doing similar research (collaborators
competitors)?
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or
or
unwittingly
block
the
research
(the
gatekeepers)?
may be sensitive to the output?
Any Other Who Questions?
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to
external
knowledge
availability
be
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Start this page only when you have completed all the sections on Who,
Why, What, Where, When, and How.
Now gather together your summarised thoughts to define the specific
objectives and controlling parameters for the entire context of the
research project.
Consider, does your research topic need altering? Does your research
question need adjusting again? Is your hypothesis strong? Is the process
clear and of an acceptable level of risk? How do you plan to move
forward from here?
Activity
Use the SWOT Analysis Technique to refine the design of the research
topic and research question back down to a focused, informed and
rounded decision made on the basis of coincident strength and
opportunity
Record your comments in the boxes on the following pages. The
technique depends on rigorously thinking about a single perspective at a
time. You should not change to another perspective until you have
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completed your written comments on the first. If you have completed the
previous exercises, you should find that this is essentially a systematic
refinement and re-presentation of the issues you have raised earlier into a
structured format.
Summarise the Strengths of your Research Topic, Research Question,
and Hypothesis, ranking them where you can:
Summarise
the
Opportunities
for
your
Research
Topic,
Research
4.7 Summary
You should now be familiar with the roles and format of a research topic,
a research question, and an hypothesis. You should also understand the
process of research topic selection and how to distinguish between strong
and weak research questions and hypotheses. Having been introduced to
a range of techniques for deriving research questions, you should be able
to apply creativity to the design and evaluation of the remainder of the
research process as you undertake it.
The next stage of the research process involves creating a written
research proposal which will encapsulate your research topic; the
conceptual thoughts you have on it after reading around the subject; the
research question; the hypotheses or propositions which you are starting
with; and the outline design for the remainder of the research process.
This will include methodological issues and the terms of reference for the
collection and analysis of the data to support your studies. This exercise
represents a design freeze for the research, and is dealt with in Chapter 5.
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PF 4.2
PF 4.3
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