Task 2 What is Research?

What is Research?

It is a the systematic investigation into and study of materials and sources in order to establish facts and reach new conclusions. 

To research is to purposely and methodically search for new knowledge and practical solutions in the form of answers to questions formulated beforehand.

The definition of the problem consists of the following components:

• The goal of the research (what do I hope to achieve with the research?)
• The research questions (what knowledge do I need to achieve this objective?)

The research design refers to:

• The subject of the research (who or what do I research)?
• The research methods (how do I research? which methods of data collection and –analysis do I use?)

The research plan is part of the research report.

Experimental (validating) research mainly uses quantitative research data. Interpretative (explanatory) research and reflective (action) research mainly uses qualitative research data. Often you see that researchers combine both types of data collection and –analysis in their research.

Fundamental research and practice based research

Another distinction which can be made is the one between fundamental research and practice based (or applied) research. Fundamental research is mainly aimed at increasing the body of knowledge or our knowledge of the world, without there needing to be a practical side to this. Practice-based (or applied) research is connected to questions and needs from our daily life or from the professional practice. It generates knowledge, insights, solutions, methods and products, which contribute to the improvement of daily life and the innovation of the professional practice. Results from scientific research are often translated into practical uses. The research into these is also called applied research. The difference between practice based research and applied research is the fact that applied research is looking for a solution for a practical problem using theory and then evaluating this. Practice based research starts from the practical problem, explores all aspects of it, and based on this comes up with a well-founded solution which is subsequently evaluated. The results of practice based research also have their repercussions on the forming of theory: it increases our knowledge about reality.

Two types of research we encounter frequently in the arts are design or evaluation research and artistic research. 　

Design research and evaluation research

Research at universities of applied sciences as a rule distinguishes itself from research conducted at universities because the research is aimed at the design of new products or services for the development of the professional practice. Also for the research in the arts it is true that there is a strong connection between this design research and the development of the arts and artistry. Evaluation research is closely connected to this, aimed at determining the effectiveness of a product.

To design means to systematically invent and develop a solution to a practical problem. This is done by way of a design method, in which the steps are described which systematically lead from question to design. The following steps can be distinguished:

• the preliminary research (what are the design requirements)

• the inventing of a design (the concept)

• the formulating of the prototype

• the evaluating and readjusting of this

• the implementing of the design

Formative and summative evaluation

An important distinction which should be mentioned here is that of formative and summative evaluation. Formative evaluation is aimed at the improvement of a product/programme, even before it has been ‘marketed’. It can be aimed at determining whether the developed product/programme is clear to all the users. It is mainly aimed at determining the usability of a product/programme to be developed.

Summative evaluation is aimed at the assessment of a final product/programme (for example a new method). Summative evaluation concerns aspects such as:

• is the product/programme effective?

• is it valued in a positive way?

• is it sold?

• is it used?

Artistic research 

Artistic research is research in which the musician researches his own professional practice and publishes his findings in the form of a report in which the research process is described (this can also include visual materials) and a musical performance in which the musical sound results are made public. Artistic research is characterised by a combination of creativity and reflective research skills. The artistic process and the artistic product together are the object of the research, both are involved in each other. This type of research (research ‘in’ the arts) distinguishes itself from research ‘into’ and ‘on behalf of’ the arts as is done in academic disciplines such as philosophy of art, musicology, theatre arts and history of art (Borgdorff, 2006).

Artistic research does not only focus on the gathering of knowledge about artistic practices (like academic research into the arts), but also on the intervening in these practices. This brings about new art and new practical knowledge about the making of art. Borgdorff (2006) cites the example of research in music into ‘extended techniques’ of a cello which can be electronically manipulated. This is research in service of the artistic practice. The research supplies the tools and knowledge of materials which in turn benefit the creative process, in the making of art (a composition or a performance).

Artistic research, another widely-used phrase for this type of research is ‘arts based research’ (Barone, 2012), often has characteristics of action research. It offers a methodology to improve upon artistic practices (Boog en Wagemakers). Action research is pre-eminently suited for artists who focus on the participation with their ‘audience’. They are extremely aware of the ‘social’ importance of art and create ‘community art’. Through this process new knowledge and insights (also artistic) are produced by way of a social learning process (community of practice).

Quantitative Research

Through Wikipedia: In sociology, quantitative research refers to the systematic empirical investigation of social phenomena via statistical, mathematical or numerical data or computational techniques. The objective of quantitative research is to develop and employ mathematical models, theories and/or hypotheses pertaining to phenomena. The process of measurement is central to quantitative research because it provides the fundamental connection between empirical observation and mathematical expression of quantitative relationships. Quantitative data is any data that is in numerical form such as statistics, percentages, etc.

Qualitative Research

Through Wikipedia: Qualitative research is a method of inquiry employed in many different academic disciplines, traditionally in the social sciences, but also in market research and further contexts. Qualitative researchers aim to gather an in-depth understanding of human behavior and the reasons that govern such behavior. The qualitative method investigates the why and how of decision making, not just what, where, when. In the conventional view, qualitative methods produce information only on the particular cases studied, and any more general conclusions are only propositions (informed assertions). Quantitative methods can then be used to seek empirical support for such research hypotheses.

Thesis

Frascati Definition of Research

A clear definition of research is critical to Higher Education statistical reporting, such as the Research Activity Survey commissioned by the Higher Education Statistics Agency. The internationally recognised definition is taken from the Frascati Manual ( http://bit.ly/V9CCk3), an OECD publication which has become a standard reference for R&D surveys and data collection in the OECD, EU and beyond.

The Frascati definition of research:

Research and experimental development (R&D) comprise creative work undertaken on a systematic basis in order to increase the stock of knowledge, including knowledge of man, culture and society, and the use of this stock of knowledge to devise new applications.

The term R&D covers three activities: basic research, applied research and experimental development.

Basic research is experimental or theoretical work undertaken primarily to acquire new knowledge of the underlying foundation of phenomena and observable facts, without any particular application or use in view.

Applied research is also original investigation undertaken in order to acquire new knowledge. It is, however, directed primarily towards a specific practical aim or objective.

Experimental development is systematic work, drawing on existing knowledge gained from research and/or practical experience, which is directed to producing new materials, products or devices, to installing new processes, systems and services, or to improving substantially those already produced or installed. R&D covers both formal R&D in R&D units and informal or occasional R&D in other units.

R&D must be distinguished from a wide range of activities relating to R&D with a scientific and technological basis; such activities are excluded from the definition of R&D unless they are carried out solely or primarily for R&D purposes. Pure R&D activities should have an element of novelty and the resolution of scientific and/or technological uncertainty, i.e. when the solution to a problem is not readily apparent to someone familiar with the basic stock of common knowledge and techniques for the area concerned.

Reference to the Frascati Manual should be made for detailed analysis of exclusions, but general exclusions to highlight are:education and training other than PhD researchgeneral purpose data collection (such as recording weather statistics)routine testing and analysis of materials, components, products, processes, etc.

Feasibility StudiesPolicy-Related Studies

phase IV of clinical trials (unless they result in a further scientific or technological advance).The AHRC's definition of research is primarily concerned with the definition of research processes, rather than outputs. This definition is built around three key features and your application must fully address all of these in order to be considered eligible for support:

it must define a series of research questions or problems that will be addressed in the course of the research. It must also define its objectives in terms of seeking to enhance knowledge and understanding relating to the questions or problems to be addressed

it must specify a research context for the questions or problems to be addressed. You must specify why it is important that these particular questions or problems should be addressed; what other research is being or has been conducted in this area; and what particular contribution this project will make to the advancement of creativity, insights, knowledge and understanding in this area

it must specify the research methods for addressing and answering the research questions or problems. You must state how, in the course of the research project, you will seek to answer the questions, or advance available knowledge and understanding of the problems. You should also explain the rationale for your chosen research methods and why you think they provide the most appropriate means by which to answer the research questions.

This definition of research provides a distinction between research and practice per se. Creative output can be produced, or practice undertaken, as an integral part of a research process as defined above. The Council would expect, however, this practice to be accompanied by some form of documentation of the research process, as well as some form of textual analysis or explanation to support its position and to demonstrate critical reflection. Equally, creativity or practice may involve no such process at all, in which case they would be ineligible for funding from the Council. For further guidance concerning practice-led research, please see additional guidance for the Fellowships in the Creative and Performing Arts Scheme, below.

The AHRC's primary concern is to ensure that the research it funds will address clearly-articulated research questions or problems, set in a clear research context, and using appropriate research methods. The precise nature of the outputs of the research may vary considerably, and may include, for example, monographs, editions or articles; electronic data, including sound or images; performances, films or broadcasts; or exhibitions. Teaching materials may also be an appropriate outcome from a research project provided that it fulfils the definition above.

Primary Research

Primary research consists of a collection of original primary data collected by the researcher. It is often undertaken after the researcher has gained some insight into the issue by reviewing secondary research or by analyzing previously collected primary data. It can be accomplished through various methods, including questionnaires and telephone interviews in market research, or experiments and direct observations in the physical sciences, amongst others.

The term primary research is widely used in academic research, market research and competitive intelligence.

Secondary Research

Secondary research (also known as desk research) involves the summary, collation and/or synthesis of existing research rather than primary research, where data is collected from, for example, research subjects or experiments.