CETM11 Unit 11

Critical analysis Part II:

The V diagram and Q5 technique

V diagrams and the Q5 technique

This lecture
describes 2
related
techniques,
V diagram and
Q5, that will
help you both
analyse research
papers and plan
your own
research.

A useful video clip on

the process in planning
your research can be
found at
http://www.youtube.co
m/watch?v=EcnufgQzMjc

Objectives
At the end of this session you will be able
to:
Describe how the Q5 technique can be
applied to a brief description of a research
plan
Describe how to apply the Q5 technique in
order to build a V diagram
Describe other factors relevant to
critiquing a research paper

Structure of a v diagram
(adapted from p36, Gowan and Alvarez (2009)

METHODOLOGICAL
(doing)

CONCEPTUAL/ THEORETICAL
(thinking)
World view:

FOCUS/ RESEARCH
QUESTIONS

The general belief system

motivating and guiding the inquiry

Value claims:
Statements based on
knowledge claims that
declare the worth or value
of the enquiry

Philosophy:
The beliefs about the nature of
knowledge and knowing guiding the
enquiry

Knowledge claims:
Statements that answer the focus or
research question (s) and are
reasonable interpretations of the
transformed records (or data) obtained

Theory:

The general principles guiding the

enquiry that explain why events or
objects exhibit what is observed

Transformations:

Principles:
Statements of relationships between
concepts that explain how events or objects
can be expected to appear or behave

Constructs:
Ideas showing specific
relationships between concepts

Concepts:
Perceived regularity in events or objects
(or records of events or objects)
designated by a label

Events and/or objects:

Description of the events or
objects to be studied in order
to answer the focus/research
question

Tables, graphs, concept maps,

statistics or other forms of
organisation of the records
made
Records: The observations
made and recorded from the
events/ objects studied

Steps in the construction of a V diagram

CONCEPTUAL/ THEORETICAL
(thinking)

FOCUS/ RESEARCH
QUESTIONS

World view:

Philosophy:

The beliefs about the nature of

knowledge and knowing guiding the
enquiry

Theory:

The general principles guiding the

enquiry that explain why events or
objects exhibit what is observed

Knowledge claims:

Transformations:

Statements of relationships between

concepts that explain how events or objects
can be expected to appear or behave

Constructs:

Concepts:
Perceived regularity in events or objects
(or records of events or objects)
designated by a label

11
10

Statements that answer the focus or

research question (s) and are
reasonable interpretations of the
transformed records (or data) obtained

Principles:

Ideas showing specific

relationships between concepts

Value claims:
Statements based on
knowledge claims that
declare the worth or value
of the enquiry

The general belief system

2
motivating and guiding the inquiry

METHODOLOGICAL
(doing)

Events and/or objects:

Description of the events or
objects to be studied in order
to answer the focus/research
question

Tables, graphs, concept maps,

statistics or other forms of
organisation of the records
made
Records: The observations
made and recorded from the
events/ objects studied

Focus questions/ research

questions
CONCEPTUAL/ THEORETICAL

FQ/RQ

METHODOLOGICAL

The aim of enquiry, research or study is to supply answers to key

questions. There are two functions to focus/research questions:
To sharpen the view we need to limit the scope or range of view- a
question with well-defined concepts increases precision but there is a
danger you can narrow the view too much.
Magnification enlarges the view but sometimes this leads to a very
general and high level view with a lack of precision.

World view- a point of view on the

world
CONCEPTUAL/ THEORETICAL

METHODOLOGICAL

World view

A world view simplifies complexity. This is a point of view or a position taken with
respect to an issue. This is individual and can be subjective or value-laden. An
example is the stance people take about global warming.
This view is a starting point and one to make you aware of what your starting bias is
towards any issue. Subjective bias must be put to one side when conducting and
reporting research.

Philosophy
CONCEPTUAL/ THEORETICAL

METHODOLOGICAL

Philosophy

Philosophy takes simple things and makes them complex and takes complex
matters and makes them simple (p 51, Gowan and Alvarez, 2009). This
process unsettles our established view and makes us ponder.
A guiding principle is Seek simplicity and distrust it (Alfred Whitehead,
quoted in Gowan and Alvarez, p 52).
This part of the V diagram is useful for planning research but not necessarily
for analysing other peoples research.

Theory
CONCEPTUAL/ THEORETICAL

METHODOLOGICAL

Theory

A good theory simplifies complexity, can stimulate imagination and curiosity. A

good theory is a place where you can pose various questions. It is a map, a
guide to methodology- a way of knowing. A good theory gives you answers that
explain. It answers the question why? with Because we think that ........... .
The theory is the idea we are going to test in our experiment/ research.
See Gowan and Alvarez p 53 for a definition of theory.

Principles
CONCEPTUAL/ THEORETICAL

METHODOLOGICAL

Principles
Principles are conceptual guides to action in events. An action is a behaviour with
meaning. Principles are knowledge claims shaped for valued human uses.
When considering the ethics of a particular situation/ issue we can call on
principles to guide us.
This can useful for planning research as often research projects have to be
approved by the University or company ethics committee. This is not particularly
useful when analysing a paper unless there are outstanding deficiencies in the way
the authors have or have not applied principles in planning their research.

Constructs
CONCEPTUAL/ THEORETICAL

METHODOLOGICAL

Constructs

Constructs are conceptual creations that connect sets of concepts e.g. The
Dow Jones Average (a number made up of hundreds of numbers of events
called trades in a stock exchange). Education is another construct
Activity: Brainstorm all the concepts connected to education and try to link
them together.

Constructs example: Education

EDUCATION

LEVELS
University

Tertiary

School

Secondary

Primary

Concepts
CONCEPTUAL/ THEORETICAL

METHODOLOGICAL

Concepts
A concept is an idea. People think with concepts. Concepts are one step above perceived
experience. The ability to conceptualise is an example of the metacognitive skills (thinking
about thinking/ knowledge) that are required to successfully analyse and plan research.
Example: wind is a name for an event of regular motion of the air.
A research example can be found in the paper:
Milosevic D. and Patanakul, P. (2005) Standardized project management may increase
development projects success International Journal of Project Management , 23: 181192.

In this paper Section 1 is the introduction, Section 2 is Conceptual background.

Events
CONCEPTUAL/ THEORETICAL

METHODOLOGICAL

Events/ Objects
Events are composed of happenings. Events are the foundations of a
Constructivist point of view.
These events directly relate to the focus/ research question(s) that have been
posed. These events are monitored by the research instruments selected
(methods).

Constructivism is a theory of knowledge that argues that humans generate

knowledge and meaning from their experiences.

Records of events
(Methodology and analysis)
CONCEPTUAL/ THEORETICAL

METHODOLOGICAL

Records

This is the process of recording data from events of interest using reliable instruments.
These instruments should be deemed reliable by experts in the field. When planning your
research make sure that you can cite an expert in that methodology and be able to justify
your choice of method.
Be critical when you are recording data:
What is happening?
Does this make sense?
If not, why not?
This is the first attempt at analysis and this can be an iterative process you may need
to change the methods after an initial analysis of the data.

Transformations
CONCEPTUAL/ THEORETICAL

METHODOLOGICAL

Transformations

Once your facts have been collected and analysed you have the foundation to
make factual judgements. You will be trying to make sense of the data. You
can conduct statistical analysis (data analysis) but this is not the same as
concept analysis this requires different skills more philosophical than
methodological.
Depending on the data you may wish to rank, correlate, rate, synthesise or
build a model. These factual judgements are transformations.

Knowledge claims
CONCEPTUAL/ THEORETICAL

METHODOLOGICAL

Knowledge claims

Knowledge claims are answers to questions posed by the focus/ research

question(s). You may have specified precise hypotheses and this is where you
accept or reject the null hypothesis. Each knowledge claim needs to be
explained clearly with justification for your interpretations.

Value claims
CONCEPTUAL/ THEORETICAL

METHODOLOGICAL

Value claims

After you have analysed and interpreted your data and made your knowledge claims the
question should be so what?
Value claims are answers to value questions (Gowin, 1981):
1.Instrumental value question. Is X good for Y?
2.Intrinsic value questions. Is X good in itself
3.Comparative value question. Is X better than Y? Eg is Science better than Philosophy
4.Decision value question. Is X right? Ought we to choose X? Eg ought you to choose v
diagrams to help plan research?
5.Ideal value question. Is X as good as it can be or can it be made better ideally? Is
Gowins V diagram as good as it could be? Can we make it better? *
* You will notice that I have adapted and reinterpreted Gowins V diagram for this module so I have already
made a value judgement to tweak his original design.

V diagram of research to investigate competing theories of

global warming
(adapted from a V diagram showing global warming, p 145, Gowan an Alvarez (2005)

This exercise is based on a research review of

the literature to assess contrasting theories of
the causes of global warming. Is global
warming a result of:
the impact of the gases released from burning
coal, oil and gas or
changes in the suns magnetic activity and
suns luminosity
First we shall plan the research using the Q5
technique

Q5 Technique:
Coherence as a theory of truth

The Q 5 technique asks 5 questions-it helps formulating

ideas that you can map onto a V diagram when planning
research and also when analysing someone elses work.
Using the Q5 according to Gowan and Alvarez gives the
research a sense of the extent of the coherence of the
research investigation.

1.What is the question?

2.What are the key concepts?
3.What are the methods used?
4.What answers are presented?
5.So what?

An example of using Q5 for planning a study into

Global Warming
(based on p143, Gowin and Alvarez(2005)
1

2 Key concepts:
Global warming,
Greenhouse gases,
solar luminosity,
Suns magnetic
activity, Solar-like
stars

Focus/Research
Questions:
RQ1. Can global warming be
explained by correlating the
amount of carbon dioxide and
other greenhouse gases in the
atmosphere brought about through
the burning of coal, oil and gas?
RQ2 Can global warming be
explained due to a relationship
between solar luminosity and
changes in the Suns luminosity?

Events (leading to methods to collect the

data)
Reviewing the literature and data contrasting
human effects on global warming

Value:
Becoming better informed about global
warming aids government policy making
issues. Understanding the contrasting
theories influence personal consumption and
daily living activities

Answers (Knowledge claims):

Cannot say until the investigation
has been carried out.

Methods:
Global temperatures over a 200-year period
of time. Production of greenhouse gases and
carbon dioxide over a 100-year period.
Astronomical data from sun-like stars.

Completing a full V diagram for Global

Warming

Two contrasting theories of the causes of global warming can be summed

up as on the one camp those that believe that there is a link between solar
luminosity and changes in the suns magnetic activity (more warming on
earth) and those in another camp that believe that burning fossil fuels
(coal, oil and gas) produces CO2 and other greenhouse gases and these are
the cause of global warming.
How can we use the above brief summary to lay out the left hand side of a
V diagram showing:
World view
Constructs
Concepts
Events/object- describe briefly how you could plan to write a review paper
on the issues.
See the completed V diagram on p145, Gowin and Alvarez (2005)

How to Critique
Ask yourself questions like these about each book or article
you include:

Has the author formulated a

problem/issue?
Is it clearly defined?
Is its significance (scope, severity,
relevance) clearly established?
Could the problem have been approached
more effectively from another
perspective?
What is the author's research orientation
(e.g., interpretive, critical science,
combination)?

Tutorial activity

1.
2.
3.
4.
5.

Read the journal article

Gelbard, R. and Carmeli, A. (2009) The interactive effect of team dynamics and
organizational support on ICT project success. International Journal of Project Management
27 (2009) 464470 or
the anonymous student paper appended to the Tutorial notes (entitled Moving User-Focused
Phishing Experiments Forward: The State of Current Research and How to Improve It).
Analyse the paper and use the Q5 technique to analyse the paper
What are the telling questions (Focus/ Research questions)
What are the key concepts?
What are methods used? (Events/objects)
What are the knowledge claims?
What are the value claims?

Summary
At the end of this lecture you should be
able to
Describe the V technique and the Q5
technique
Understand how these may help in your
assignment