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See discussions, stats, and author profiles for this publication at: https://www.researchgate.net/publication/371340711 Introduction to Research & Literature Review Presentation · June 2023 DOI: 10.13140/RG.2.2.13666.91842 CITATION...

See discussions, stats, and author profiles for this publication at: https://www.researchgate.net/publication/371340711 Introduction to Research & Literature Review Presentation · June 2023 DOI: 10.13140/RG.2.2.13666.91842 CITATION READS 1 805 1 author: Umer Hameed University of Liverpool 177 PUBLICATIONS 17 CITATIONS SEE PROFILE All content following this page was uploaded by Umer Hameed on 06 June 2023. The user has requested enhancement of the downloaded file. Introduction to Research & Literature Review https://www.linkedin.com/in/umer-hameed/ Research The systematic investigation into and study of materials, sources, etc, in order to establish facts and reach new conclusions. An endeavour to discover new or collate old facts etc by the scientific* study of a subject or by a course of critical investigation. A careful investigation for new facts in any branch of knowledge *Science is a systematic enterprise that builds and organizes knowledge in the form [Oxford Concise Dictionary] of testable explanations and predictions about the universe System Fact Knowledge How did all this happen? The Scientific Revolution was a period of intellectual and cultural transformation that took place during the 16th and 17th centuries in Europe. It marked a significant shift in the way people approached the understanding of the natural world, moving away from traditional explanations based on religious authority and embracing empirical observation, experimentation, and logical reasoning. This revolution led to the emergence of the scientific method, a systematic approach to acquiring knowledge about the world. Enlightenment and the Age of Reason The Enlightenment, also known as the Age of Reason, was an intellectual and philosophical movement in the 18th century. It emphasized reason, skepticism, and critical thinking as essential tools for acquiring knowledge. This emphasis led to the adoption of empirical methods, increased reliance on evidence-based reasoning, and the application of scientific principles to various fields of study, promoting the advancement of research and human understanding. Empiricism vs Empiricism relies on experience and observation, emphasizing empirical evidence and experimentation. Rationalism Rationalism emphasizes reason and logic as the primary sources of knowledge, emphasizing innate truths and logical deduction. Positivism vs Positivism emphasizes empirical observation, scientific methods, anti-positivism and objectivity in acquiring knowledge. Anti-positivism challenges strict empiricism, recognizing the influence of subjective factors and advocating for a more nuanced approach. Positivists seek general laws, while anti-positivists emphasize theory, interpretation, and multiple perspectives. Pragmatism vs absolutism Pragmatism values practical consequences and usefulness of ideas, emphasizing context and problem-solving. Absolutism asserts fixed, universal truths as the basis of knowledge, independent of practical consequences. Pragmatism focuses on the practical and contextual aspects of truth, while absolutism seeks objective and unchanging principles. These positions represent contrasting approaches to truth and the evaluation of beliefs.  Idealism Vs Realism Idealism posits that reality is primarily subjective, emphasizing the role of ideas and consciousness. Realism, on the other hand, asserts the existence of an objective external world independent of our perception. Idealism focuses on the mind's influence, while realism emphasizes empirical evidence and the study of the physical world. These philosophical perspectives offer contrasting views on the nature of reality and our understanding of it. Essentialism vs. Existentialism  Ancient Mesopotamia and Egypt (4000-2000 BCE) Ancient Greece (6th to 4th centuries BCE) Islamic Golden Age (8th to 14th centuries CE) Renaissance (14th to 17th centuries CE) Scientific Revolution (16th to 17th centuries CE) 19th and 20th centuries Standardization of Scientific Methodology Rise of Academic Institutions and Laboratories Professionalization of Research Peer Review and Publication Technological Advancements Research Ethics and Standards Why do research? Desire to get a research degree along with its consequential benefits Desire to face the challenge in solving the unsolved problems Desire to get intellectual joy of doing some creative work Desire to be of service to society Desire to get respectability Directives of government, employment conditions etc Validate intuition Improve methods Demands of the Job For publication/patent Why do we document the research? “If it isn’t written it doesn’t exist”. Why do we document the research? Give and Take Credit Make Research Shareable Authenticity to your work Pursue research degrees Scholarship and Bursaries Funding and Grants Project submission Application for art, architecture and design residencies Collaboration and Partnership Intellectual Property To meet the academic requirements Research Foundations Based on an idea Based on your experience- Observation Based on your reading Based on a Problem area of concern area of influence  Illusion of uniqueness / Illusory superiority Megalomania Grass is greener syndrome Essentials literature written works, especially those considered of superior or lasting artistic merit.  Title and Abstract Key Words Introduction Objectives Literature Review Conceptual Frameworks and Theoretical Perspectives Research Design and Methods Results Discussion and Conclusion References How do we see the literature in research?  Relevance Scope and Depth Currency Credibility Gaps and Contradictions Consensus and Controversies Synthesis ❖ The review of literature is a summary of all the reviews from various research literatures related to the current study carried out by a researcher. ❖ It helps to discover what is already known about the research problem/idea/topic and what more must be done. ❖ According to Abdellah and Levine, the material gathered in literature review should be included as a part of the research data, since it influence the problem and research design it can be used to compare the results and findings for the current study. ❖A literature review is an assessment of a body of research that addresses a research question. ❖An organized written presentation of what has been published on a topic by the scholars. (Burns and Grove, 2005) ❖An Account of what has been published by accredited scholars and researchers. (Taylor, 2011) DEFINITION Characteristics of a Good Quality Review of Literature ❖A good review of literature must be comprehensive. ❖It should include up-to-date references. ❖It should be systemic. ❖It should be reproducible. ❖It should be free from bias. ❖It should be well written. ❖It should be in the form of sum of its parts. ❖It should be clearly searched and selected. ❖Accurate references should be given in the review. Factors Affecting Review of Literature ❖ Researcher’s Background: An experienced researcher finds it easy to prepare a review of literature than a beginner. ❖ Complexity of the research project: It is easy to collect review of literature for simple and easy research projects than complex ones. ❖ Availability of resources: Availability of resources like computer, internet facility, online and offline journal subscription makes it easy to prepare a good review of literature. ❖ Study time frame: To conduct a relevant review of literature sufficient time is needed. ❖ Availability of support system If there are many research scholars involved in the research then a good review of literature can be gathered.  Perspective Framing Theme Paradigm Intention Scope Aims & Objectives Purpose of Review of Literature ❖ It helps to identify what is already known about a research problem. ❖Many published research studies contain recommendation for future research, from which we can get idea for a new research study. ❖It makes researcher know what research has already been done in a particular area to avoid duplication. ❖Identify questions a body of research does not answer ❖It helps researcher to get acquainted with the relevant theory, strategies, tools and instruments for conducting the research. ❖It helps to understand the different ways of conducting the research study. ❖It helps to identify comparative data so helps in interpretation and discussion of previous study Resources of Literature Review  Sources of Review of Literature ❖ Literature sources may be classified as primary source and secondary source PRIMARY SOURCE: ❖A primary Source is a literature resource of a study written by the original researcher. It is research publication written by the person or people who conducted the research. ❖Examples: Research Articles, Unpublished Thesis/Dissertation, Personal Diary, hand written records and reports, etc.  SECONDARY SOURCE: ❖ These are second hand information prepared or written by someone other than the original author.  They provide an analysis, critique, or evaluation of primary sources and offer a perspective or interpretation of the original data or events ❖ Examples: Newspaper, Book Chapters, Television, Radio, Magazine, Wikipedia, Journals, etc. TERTIARY SOURCE: ❖These are sources that can provide general background information to help narrow or broaden the focus of a topic. Tertiary resources are not typically used as direct evidence or original research, but they can be helpful for gaining a general understanding of a subject. Examples of tertiary resources include encyclopedias, dictionaries, handbooks, textbooks, and general-purpose website Steps of a literature review Collect Choose your Read/skim relevant topic articles material Find Use citation Group articles agreement and database by theme disagreement  1. Choose your topic Work with your supervisor / lecturer to help define your topic if you are not assigned one Sometimes you may want to research an area, but it is much more complex than you realise Speaking to somebody who is familiar with the field will help to clarify any areas that you are uncertain about 2. Collect relevant material Before you start searching, think! Look at your topic critically and select the best keywords to use Combine these with search strategies Think about alternative search terms to use as well Databases sometimes use more general terms, and sometimes more specific terms, so make sure that you have alternative search words Search strategies Creating search strategies combines your keywords with using advanced search options or operators that speak directly to the database To get tips on how to create search strategies: Use the ‘search help’ on the database Use the specific advanced searches on the database OR consult a librarian on how to use Boolean operators Quick intro to search strategies Keyword 1 AND Keyword 2 Keyword 1 AND “ Phrase – two or more words together “ Keyword 1 AND Keyword 2 OR Keyword 3  3. Read / skim articles Most articles have abstracts These summarise what the article is about so you know if to include it You are not looking for every article ever written Just the seminal ones that convey the main academic opinions about the topic 4. Group articles by theme Topics come and go in popularity Sometimes certain topics get ‘revived’ many years later When grouping your articles, group them by the general opinion – often this will also be grouped by years Looking at things in date order often tell the story of the topic’s development 5. Find agreement and disagreement Don’t ignore things presented that you disagree with or that don’t fit into your argument Present all sides, but look at how the arguments fit into each other This way you build the full story around the topic Referencing Why referencing is important ? Proves that substantial research has been done to support our analysis Enables others to follow up on our work. Gives credit to other people's work. Avoids charges of plagiarism. Required to support all significant statements. Used to indicate the origin of material & source for research & further reading.  A referencing style Is a set of rules to acknowledge and refer a source or author when her/his thoughts, ideas and works have been used in one’s academic writings. Is important for an effective writing and avoiding plagiarism in one’s research reporting and publication. Are standardized and accepted rules for referring information about the sources used in a text. Describes how to organize information about author(s), publication year, title, page numbers, location of the publishing company, journal title, or DOI (Digital Object Identifer). Different citation styles have different rules for in-text citations, reference list entries, and (sometimes) the formatting of academic writing and research papers. is a way of giving credit to individuals for their creative and intellectual works that has been used in someone else’s manuscript to support research. It can also be used to locate particular sources and combat plagiarism.  Citation/Referencing styles Citation style Disciplines Type of citation MLA Humanities Parenthetical (author-page number) (Modern Language Association) APA Psychology, education, Parenthetical (author- social sciences date) (American Psychological Association) Chicago A History, humanities Notes (footnote or endnote) Chicago B Sciences, social sciences, Parenthetical (author-date) humanities in the text Turabian Humanities, social sciences, Notes or author-date sciences (based on Chicago style)  Citation style Disciplines Type of citation Harvard Economics Parenthetical (author-date) (There is no official style guide) Vancouver Medicine Numeric (the source is indicated by numbers in the (developed by the International Committee text) of Medical Journal Editors) OSCOLA Law Notes (the text with footnote numbers) (The Oxford University Standard for the Citation of Legal Authorities) IEEE Engineering, IT Numeric (the source is indicated by numbers in the (Institute of Electrical and Electronics text) Engineers) Citation style Disciplines Types of Citation AMA (American Medical Medicine Numeric (superscript in Association) text, page number included in parentheses) ACS (American Chemical Chemistry Numeric, Author-page Society) number or Notes NLM (National Library of Medicine Numeric Medicine) AAA (American Anthropological Anthropology, an author-date system; Association) social studies Based on Chicago style; citations in parentheses APSA ((American Political Political Parenthetical (author- Science Review) science date)  APA Full Form as American Psychological Association The standard style used in psychology, but it is widely used in other of social sciences. The latest edition of manual is "Publication Manual of the American Psychological Association" 7th edition (2019). The “APA style” is an author-date style for citing and referencing information for publications and academic writing.  In-text quick guide Parenthetical: (Lee, 2020) Narrative: Lee (2020)  Quoting, paraphrasing or summarizing Author name (Gaudio & Snowdon, 2008, pp.441-444) Page (s) Year of Publication  Title of the Article Year Li, S., & Seale, C. (2007). Learning to do qualitative data analysis: An observational study of doctoral work. Qualitative Health Research, 17(10), 1442-1452. Journal (in Volume & Issue Pages Authors italics) Sub-title of the article Software for Citation Management Zotero (www.Zotero.com): eases the formatting of the components, appendices, and references. PERRLA (www.perrla.com): StyleEase (www.styleease.com): EndNote (www.endnote.com): (VanderMey et al., 2011; Sheperis et al., 2017)  Reference management tools Programs that assist you in storing your citations, managing your citations and then inserting citations in a specific citation style while you write your assignment There are a number of different Programs programs that can be used – the Library downloadable currently supports the following: from ICTS Website Writing and Referencing There are two golden rules of writing: Write early and write often the more you write, the easier it becomes and it becomes a habit Don't get it right, get it written drafting helps you to clarify your thoughts, start by writing the parts you are clear on, this identifies the bits that need more work Things to avoid Avoid long quotations rather paraphrase or break up the quote with your own commentary Avoid sloppy and inaccurate presentation and ensure that your references are correct The funnel approach Go from the general to the specific in relation to your topic  Harem pants Ladies Bottoms Pret e porter Apparel Body fashion Fashion Design Ecology humanities and social sciences Idea Development using the Funnel Approach In this task, you will apply the funnel approach to develop a creative idea in the context of art, design, or architecture. The funnel approach is a method that starts with a broad concept and progressively narrows it down to a specific and refined idea. Here's how the task will unfold: 1.Step 1 - Exploration: Begin by exploring a broad theme or concept related to your field of study. This could be anything from nature, identity, technology, or cultural heritage. 2.Step 2 - Brainstorming: Generate a wide range of ideas and possibilities within your chosen theme. Don't worry about feasibility or practicality at this stage. Let your creativity flow and come up with as many ideas as possible. 3.Step 3 - Selection: Review your brainstormed ideas and identify the most promising ones that align with your interests, skills, and the project requirements. Choose three to four ideas that stand out to you. 4.Step 4 - Refinement: Take your selected ideas and start narrowing them down by adding more details and specificity. Consider factors such as materials, techniques, scale, context, or audience engagement  Structure of paragraphs Paragraph structure Summarises argument Topic Sentence Indicates approach May provide additional information or restate the Elaboration topic sentence in a more extended way. Maybe be quantitative or qualitative data, or Evidence analysis of data. This makes the connection to the next paragraph Link explicit. Referencing techniques In-text referencing is where the citations are in the text itself An example is Harvard citations In-text Reference list Bourke (2007: 135) discusses that public Bourke, C. 2007. Public libraries: libraries tend to be the central hub of partnerships, funding and relevance. activity in a community. Australasian Public Libraries and Public libraries tend to be the central hub Information Services. 20(3): 135-139. of activity in a community (Bourke, 2007: 135).  Thanks. https://www.linkedin.com/in/umer-hameed/ View publication stats See discussions, stats, and author profiles for this publication at: https://www.researchgate.net/publication/364639624 Design Research & and Documentation Presentation · October 2022 DOI: 10.13140/RG.2.2.26459.64802 CITATIONS READS 0 480 1 author: Umer Hameed University of Liverpool 177 PUBLICATIONS 17 CITATIONS SEE PROFILE All content following this page was uploaded by Umer Hameed on 22 October 2022. The user has requested enhancement of the downloaded file. Design Research & and Documentation Umer Hameed In the last three decades, practising artists, designers And craft people have taken up an innovative position as practitioner-researchers in academia by conducting academic research through their own practice. The notion of research through practice can be traced back to the separation made by Christopher Frayling (1993) in his examination of the role of art and design in relation to research practices.  “ These are introduced in an article titled Research in Art and Design, published in 1993 by Sir Christopher Frayling. He proposes three categories of design research: Research into art and design Research through art and design Research for art and design Research into art and design is the most straightforward.. Historical Research Aesthetic or Perceptual Research Research into a variety of theoretical perspectives on art and design - social, economic, political, ethical, cultural, iconographic, technical, material, structural.....whatever. That is research into art and design. At the College, it involves PhD theses or MPhil dissertations. And it is straightforward, because there are countless models - and archives - from which to derive its rules and procedures. Research through art and design accounts for the next largest category, although less straightforward but still identifiable and visible. Materials research: such as the titanium sputtering or colorization Development work - for example, customizing a piece of technology to do something no one had considered before, and communicating the results Action research - where a research diary tells, in a step-by-step way, of a practical experiment in the studios, and the resulting report aims to contextualize it. Both the diary and the report are there to communicate the results, which is what separates research from the gathering of reference materials. Research for art and design is what Picasso considered was the gathering of reference materials rather than research proper. Research where the end product is an artifact - where the thinking is, so to speak, embodied in the artifact, where the goal is not primarily communicable knowledge in the sense of verbal communication but in the sense of visual or iconic or imagistic communication. Why do we document the research? Give and Take Credit Make Research Shareable Authenticity to your work Pursue research degrees Scholarship and Bursaries Funding and Grants Project submission Application for art and design residencies Collaboration and Partnership Intellectual Property To meet the academic requirements Which is the critical tool for documenting the design research? Reflection is a process of exploring and examining ourselves, our perspectives, attributes, experiences and actions / interactions. It helps us gain insight and see how to move forward. Reflection is often done as writing, possibly because this allows us to probe our reflections and develop them more thoughtfully. However, it can also take the form of a conversation with a 'critical friend', tutor or mentor Reflection-in-action takes place during an action Reflection-on-action takes place after an event has occurred. Reflective Journals and Learning Logs Reflective journals are personal records of students’ learning experiences. Students typically are asked by their instructors to record learning-related incidents, sometimes during the learning process but more often just after they occur. Entries in journals and learning logs can be prompted by questions about course content, assignments, exams, students’ own ideas or students’ thought processes about what happened in a particular class period. Journals and learning logs are then submitted to the instructor for feedback. Both paper-based and online journals or logs can be turned in before or after each class period or at any other designated time. Observations Questions Integration of theory and ideas Speculations Critique Self-Awarness Northern Illinois University Center for Innovative Teaching and Learning. (2012). Reflective journals and learning logs. In Instructional guide for university faculty and teaching assistants. Retrieved from https://www.niu.edu/citl/resources/guides/instructional-guide Outcome of academic research Dissertation a long essay on a particular subject, especially one written for a university degree or diploma. (Academic) Report An academic report is a piece of writing produced for class that uses a formal style to convey information learned through reading and experimentation (Research) Paper A research paper is a piece of academic writing that provides analysis, interpretation, and argument based on in-depth independent research usually published or intended to publish in academic journals/periodical Proposal A proposal is a document that outlines the thesis topic, defines the issues that the research will address, and explains why the topic warrants further research Annotated bibliography An annotated bibliography includes a list of sources that you have found to use in your research paper (books, websites, journal articles, etc.) along with a brief summary and analysis of those sources. Writing an effective annotation requires you to clearly describe and evaluate the overarching argument of the source Some of the important platforms for data collection Journal of textile design research and practice Clothing and Textiles Research Journal Researchgate Academia.edu ProQuest Google Scholar PubMed Pakistan Textile Journal Jstor Elsevier  thank you [email protected] View publication stats See discussions, stats, and author profiles for this publication at: https://www.researchgate.net/publication/381156113 U Hameed mean media mode range Presentation · June 2024 DOI: 10.13140/RG.2.2.29605.51684 CITATIONS READS 0 8 1 author: Umer Hameed University of Liverpool 177 PUBLICATIONS 17 CITATIONS SEE PROFILE All content following this page was uploaded by Umer Hameed on 04 June 2024. The user has requested enhancement of the downloaded file. Mean, Median, Mode, & Range O Mean : (average) O The "Mean" is computed by adding all of the numbers in the data together and dividing by the number elements contained in the data set. O Example : O Data Set = 2, 5, 9, 3, 5, 4, 7 O Number of Elements in Data Set = 7 O Mean = ( 2 + 5 + 9 + 7 + 5 + 4 + 3 ) / 7 = 5 O Median : (middle) O The "Median" of a data set is dependent on whether the number of elements in the data set is odd or even. O First reorder the data set from the smallest to the largest O Mark off high and low values until you reach the middle. O If there 2 middles, add them and divide by 2. O Examples : Odd Number of Elements O Data Set = 2, 5, 9, 3, 5, 4, 7 O Reordered = 2, 3, 4, 5, 5, 7, 9 ^ O Median = 5 O Examples : Even Number of Elements O Data Set = 2, 5, 9, 3, 5, 4 O Reordered = 2, 3, 4, 5, 5, 9 ^^ Median = ( 4 + 5 ) / 2 = 4.5 O Mode : (most often) O The "Mode" for a data set is the element that occurs the most often. O It is not uncommon for a data set to have more than one mode. O This happens when two or more elements occur with equal frequency in the data set. O Example : O Data Set = 2, 5, 9, 3, 5, 4, 7 O Mode = 5 O Example: O Data Set = 2, 5, 2, 3, 5, 4, 7 O Modes = 2 and 5 O Range : O The "Range" for a data set is the difference between the largest value and smallest value contained in the data set. O First reorder the data set from smallest to largest then subtract the first element from the last element. Examples : O Data Set = 2, 5, 9, 3, 5, 4, 7 O Reordered = 2, 3, 4, 5, 5, 7, 9 O Range = ( 9 - 2 ) = 7 O To find the mean: O 1. ------------------- all values. O 2. ----------------------- by the number of the values. O Example : O Data Set = 2, 5, 9, 3, 5, 4, 7 O Number of Elements in Data Set = 7 O Mean = ( 2 + 5 + 9 + 7 + 5 + 4 + 3 ) / 7 = 5 To find the median:  O 1. Put numbers in -------------------- from least to greatest.  O 2. Mark off high and low values until you reach the  O 3. If there 2 middles, add them and ------------  ------ by 2 O Examples : Odd Number of Elements O Data Set = 2, 5, 9, 3, 5, 4, 7 O Reordered = 2, 3, 4, 5, 5, 7, 9 ^ O Median = 5 O Examples : Even Number of Elements O Data Set = 2, 5, 9, 3, 5, 4 O Reordered = 2, 3, 4, 5, 5, 9 ^^ Median = ( 4 + 5 ) / 2 = 4.5 O To find the mode: O 1. Put numbers in ------------------ from least to greatest. O 2. Find the numbers that appears the -----------. O 3. There may be more than one mode, or O there may be ---------------. O Example : O Data Set = 2, 5, 9, 3, 5, 4, 7 O Mode = 5 O Example: O Data Set = 2, 5, 2, 3, 5, 4, 7 O Modes = 2 and 5 To find the range: 1. Put numbers in ----------------- from least to greatest. 2. --------------------------- the lowest number from the highest number.  Examples : O Data Set = 2, 5, 9, 3, 5, 4, 7 O Reordered = 2, 3, 4, 5, 5, 7, 9 O Range = ( 9 - 2 ) = 7 View publication stats See discussions, stats, and author profiles for this publication at: https://www.researchgate.net/publication/377384211 Qualitative Data Analysis Presentation · January 2024 DOI: 10.13140/RG.2.2.18417.25440 CITATIONS READS 0 2,544 1 author: Umer Hameed University of Liverpool 177 PUBLICATIONS 17 CITATIONS SEE PROFILE All content following this page was uploaded by Umer Hameed on 13 January 2024. The user has requested enhancement of the downloaded file. Qualitative Data Analysis  The Continuum Quantitative Qualitative There is no such thing as All research ultimately has a qualitative data. qualitative grounding Everything is either 0 or 1 (D.T Camp bell) (Fred Kerlinger) Different approaches to arrive at the same destiny http://www.socialresearchmethods.net/kb/qualdeb.php 2  Outline Qualitative research Qualitative data Qualitative analysis Qualitative software Qualitative reporting 3 Qualitative Research 4  What is qualitative research? “Development of concepts which help us to understand social phenomena in natural (rather than experimental) settings, giving due emphasis to the meanings, experiences and views of the participants.” Pope & Mays BMJ 1995;311:42-45 5  Dimensions of qualitative methods Understanding context How economic, political, social, cultural, environmental and organizational factors influence health Understanding people How people make sense of their experiences of health and disease Understanding interaction How the various actors involved in different public health activities interact each other 6  Qual Vs Quan: Basic differences Qualitative Quantitative Purpose To describe a situation, To measure magnitude-How gain insight to particular widespread is a practice... practice... Format No pre-determined Pre-determined response response categories categories, standard measures Data In-depth explanatory data Wide breadth of data from large from a small sample statistically representative sample Analysis Draws out patterns from Tests hypotheses, uses data to concepts and insights support conclusion Result Illustrative explanation & Numerical aggregation in individual responses summaries, responses are clustered Sampling Theoretical Statistical 7  Qual Vs Quan: Analytic approaches Quantitative Qualitative Research question Fixed/Focused Broader, contextual, flexible Expected outcome Identified in Usually not predefined, advance emergent research question Hierarchy of phases Linearity Circular Confounding factors Controlled during Searched in the field design & analysis Time dimension Slower Rapid to slower 8  Qual Vs Quan: Data collection method Quantitative Qualitative Sampling Random sampling Open ended and less structured protocols (Flexible) Tools Structured data Depend on interactive collection instruments interviews Results Produce results that Produce results that give generalize, compare and meaning, experience and views summarize 9  Important concepts in Designing qualitative research Concept Description Natural setting Participants are free from any control & data are collected in their natural environment Holism The whole is more than the sum, take magnitude of contextual factors in to account Human as a Researcher is involved in every step being responsive, research flexible, adaptive and good listener instrument Emergent design Study design emerges as further insights are gained through data collection and analysis Saturation or A stage where additional interview or observation is not redundancy believed to add new information-enough is enough! 10  Common qualitative study designs Study design Description Ethnography Portrait of people- study of the story and culture of a group usually to develop cultural awareness & sensitivity Phenomenology Study of individual’s lived experiences of events-e.g. the experience of AIDS care Grounded theory Going beyond adding to the existing body of knowledge-developing a new theory about a phenomenon-theory grounded on data Participatory action Individuals & groups researching their own personal research beings, socio-cultural settings and experiences Case study In-depth investigation of a single or small number of units at a point (over a period) in time. E.g. Evaluation of s service 11  Sampling in Qualitative research To generate a sample which allows understanding the social process Aim of interest Purposive sampling- selection of the most productive sample to answer the research question Technique Ongoing interpretation of data will indicate who should be approached, including identification of missing voices The one that adequately answers the research question-until new Size categories, themes or explanations stop emerging from the data Depend on available time and resources 12  Sampling techniques in qualitative research Snow ball/chain Extreme/deviant Homogeneous sampling case sampling sampling Maximum Convenience Opportunistic variation sampling sampling sampling 13 Qualitative Data 14  What is qualitative data? Data that are not easily reduced to numbers Data that are related to concepts, opinions, values and behaviours of people in social context Transcripts of individual interviews and focus groups, field notes from observation of certain activities, copies of documents, audio/video recordings... www.socialresearchmethods.net/kb/qualdata.php 15  Types of Qualitative Data Structured text, (writings, stories, survey comments, news articles, books etc) Unstructured text (transcription, interviews, focus groups, conversation) Audio recordings, music Video recordings (graphics, art, pictures, visuals)  Qualitative data collection methods Methods Brief explanation Observation The researcher gets close enough to study subjects to observe (with/without participation) usually to understand whether people do what they say they do, and to access tacit knowledge of subjects Interview This involves asking questions, listening to and recording answers from an individual or group on a structured, semi-structured or unstructured format in an in-depth manner Focus Group Focused (guided by a set of questions) and interactive Discussion session with a group small enough for everyone to have chance to talk and large enough to provide diversity of opinions Other methods Rapid assessment procedure (RAP), Free listing, Pile sort, ranking, life history (biography) 18 Questions for qualitative interviews Types of Examples questions Hypothetical If you get the chance to be an HIV scientist, do you think you can discover a vaccine for HIV? Provocative I have heard people saying most evaluations are subjective-what do you think? Ideal In your opinion, what would be the best solution for eliminating gender-based violence? Interpretative What do you mean by good? Leading Do you think prevention is better than cure? Loading Do you watch that culturally degrading TV show on condom use? Multiple Tell me your three favourite authors, the book you like best by each author, and why you like those books? 18  Focus of Qualitative questions Experience: When you told your manager that the project has failed, what happened? Opinion: What do you think about the role of evaluation for program improvement? Feelings: When you got to know that the project was a success, how did you feel? Knowledge: Tell me about the different ways of promoting PME? Input: When you have lectures on evaluability assessment, what does the instructor tell you? 19  Preparing transcript Transcribe word by word (verbatim) Consider non-verbal expressions Try to do the transcribing yourself Be patient-Time consuming 20  Preparing Metadata(Log) Project/research title Date of data collection Place of data collection ID-code of informant(s) Research team Method of data collection Documentation type: Tape recorder, notes and observations 21 Qualitative Analysis 22 What is Qualitative Data Analysis? Qualitative Data Analysis (QDA) is the range of processes and procedures whereby we move from the qualitative data that have been collected into some form of explanation, understanding or interpretation of the people and situations we are investigating. QDA is usually based on an interpretative philosophy. The idea is to examine the meaningful and symbolic content of qualitative data http://onlineqda.hud.ac.uk/Intro_QDA/what_is_qda.php 23  Approaches in analysis Deductive approach – Using your research questions to group the data and then look for similarities and differences – Used when time and resources are limited – Used when qualitative research is a smaller component of a larger quantitative study Inductive approach – Used when qualitative research is a major design of the inquiry – Using emergent framework to group the data and then look for relationships 24  Points of focus in analyzing text data The primary message content The evaluative attitude of the speaker toward the message Whether the content of the message is meant to represent individual or group-shared ideas The degree to which the speaker is representing actual Vs hypothetical experience 25  Qualitative Vs Quantitative Data analysis Quantitative Key explanatory and outcome Qualitative variables identified in advance Begins with more general open- Contextual/confounding variables ended questions, moving toward identified and controlled greater precision as more Data collection and analysis information emerges distinctly separate phases Pre-defined variables are not Analysis use formal statistical identified in advance procedures Preliminary analysis is an inherent part of data collection 26  Tools for helping the Analytical Process Summaries: Should contain the key points that emerge from undertaking the specific activity Self Memos: Allow you to make a record of the ideas which occur to you about any aspect of your research, as you think of them Researcher Diary  Terms used in Qualitative data analysis Theory: A set of interrelated concepts, definitions and propositions that presents a systematic view of events or situations by specifying relations among variables Themes: idea categories that emerge from grouping of lower-level data points Characteristic: a single item or event in a text, similar to an individual response to a variable or indicator in a quantitative research. It is the smallest unit of analysis Coding: the process of attaching labels to lines of text so that the researcher can group and compare similar or related pieces of information Coding sorts: compilation of similarly coded blocks of text from different sources in to a single file or report Indexing: process that generates a word list comprising all the substantive words and their location within the texts entered in to a program 28  Principles of Qualitative data analysis 1. People differ in their experience and understanding of reality (constructivist- many meanings) 2. A social phenomenon can’t be understood outside its own context (Context- bound i.e. book is in the pen) 3. Qualitative research can be used to describe phenomenon or generate theory grounded on data 4. Understanding human behaviour emerges slowly and non-linearly 5. Exceptional cases may yield insights in to a problem or new idea for further inquiry 29  Features of Qualitative data analysis Analysis is circular and non-linear Iterative and progressive Close interaction with the data Data collection and analysis is simultaneous Level of analysis varies Uses inflection i.e. “this was good” Can be sorted in many ways Qualitative data by itself has meaning, i.e. “apple” 30 Noticing, Collecting and Thinking Model Think Collect about things things Notice things 31  The Process of Qualitative data analysis Step 1: Organize the data Step 2: Identify framework Step 3: Sort data in to framework Step 4: Use the framework for descriptive analysis Step 5: Second order analysis 32  Step 1: Organize the data Transcribe the data (you can use hyperTRANSCRBE software) Translate the data (You can use language translation software like SYSTRAN) Data cleaning Label the data – Structuring – Familiarizing 33  Step 2: Identify a Framework Read, Read, Read... Identify a Framework – Explanatory – Guided by the research question – Exploratory-Guided by the data Framework will structure, label and define data Framework=Coding plan 34  Step 3: Sort data into Framework Code the data Modify the Framework Data entry if use computer packages 35  Step 4: Use Framework in descriptive analysis Descriptive analysis – Range of responses in categories – Identify recurrent themes Stop here if exploratory research 36  Step 5: Second order analysis Identify recurrent themes Notice patterns in the data Identify respondent clusters – Search for causality – Identify related themes Build sequence of events Search data to answer research questions Develop hypothesis and test 37  Types of qualitative analysis Content analysis Narrative analysis Discourse analysis Framework analysis Grounded theory 38  Content analysis Content analysis is the procedure for the categorization of verbal or behavioural data for the purpose of classification, summarization and tabulation The content can be analyzed on two levels – Descriptive: What is the data? – Interpretative: what was meant by the data? 39  Narrative analysis Narratives are transcribed experiences Every interview/observation has narrative aspect-the researcher has to sort- out and reflect up on them, enhance them, and present them in a revised shape to the reader The core activity in narrative analysis is to reformulate stories presented by people in different contexts and based on their different experiences  Discourse analysis A method of analyzing a naturally occurring talk (spoken interaction) and all types of written texts Focus on ordinary people method of producing and making sense of everyday social life: How language is used in everyday situations? – Sometimes people express themselves in a simple and straightforward way – Sometimes people express themselves vaguely and indirectly – Analyst must refer to the context when interpreting the message as the same phenomenon can be described in a number of different ways depending on context 42  Framework Analysis Familiarization: Transcribing & reading the data Identifying a thematic framework: Initial coding framework which is developed both from a priori issues and from emergent issues Coding: Using numerical or textual codes to identify specific piece of data which correspond to different themes Charting: Charts created using headings from thematic framework (can be thematic or by case) Mapping and interpretation: Searching for patterns, associations, concepts and explanations in the data 42  Grounded Theory Analytic induction – Starts with an examination of a single case from a ‘pre-defined’ population in order to formulate a general statement about a population, a concept or a hypothesis – Then the analyst examines another case to see whether it fits the statement – If it does, a further case is selected – If it doesn’t fit there are two options Either the statement is changed to fit both cases or the definition of the population is changed in such a way that the case is no longer a member of the newly defined population – Then another case is selected and the process continues – In such a way one should be able to arrive at a statement that fits all cases of a population-as- defined – This method is only for limited set of analytic problems: those that can be solved with some general overall statement 43  Strategies for analyzing observations Chronology: describe what was observed chronologically overtime, to tell the story from the beginning to the end Key events: describing critical incidents or major events, not necessarily in order of occurrence but in order of importance Various settings: describe various places, sites, settings, or locations in which events/behaviours of interest happen People: describing individuals or groups involved in the events Process: describing important processes (e.g. Control, recruitment, decision-making, socialization, communication) Issues: Illuminating key issues – how did participants change 44  Quality in Qualitative studies Criteria Issues Solution Credibility Truth value Prolonged & persistent observation, (=internal validity) Triangulation, peer-debriefing, member checks, deviant case analysis Transferability Applicability Thick description, referential adequacy, (=external validity) prevention of premature closure of the data, Reflexive journal Dependability Consistency Dependability audit (=reliability) Reflexive journal Conformability Neutrality Conformability audit (=objectivity) Reflexive journal 45 Data Collection Have you just conducted a qualitative study involving…  Interviews  Focus Groups  Observations  Document or artifact analysis  Journal notes or reflections? 46 How to use this type of data? Just as there are numerous statistical tests to run for quantitative data, there are just as many options for qualitative data analysis… 47 48 THEMATIC APPROACH Most common forms of analysis in qualitative research It emphasizes Pinpointing Examining Recording Patterns (or "themes") within data. 49 Themes Themes are patterns across data sets that are important to the description of a phenomenon and are associated to a specific research question. 50 Themes become categories for analysis 51 Approach to Thematic Analysis 52 Let’s suppose you’ve interviewed 10 to 12 participants and gathered data in the form of keynotes and Audio Recordings 53 TRANSCRIPTION Many qualitative studies collect audio or video data (e.g. recordings of interviews, focus groups or talk in consultation), and these are usually transcribed into written form for closer study 54 55  TRANSCRIPTION After data collection, the researcher needs to begin copying the data into written form. It involves:  Quickly Browse through all records, as a whole  Make notes about your first impression  Read the transcripts again, one by one  Read vary carefully, line by line 56 Coding Coding is an analytical process in which data sets are categorized to facilitate analysis. “Coding is used to identify Themes” 57  LIKE CLEANING A CLOSET Think of managing your qualitative analysis process like cleaning your closets – the same basic steps apply! 58 It’s the same process… Take everything out of the closet Sort everything, Keep or free Organize leftovers it into sub-groups (chunking) Organize sub-groups into clusters of similar things that belong together (codes) As you put things back, how would you group them to maximize functionality? (interpretation, presentation) 59  PHASES Psychologists Virginia Braun and Victoria Clarke developed this approach  performed through the process of coding in six phases to create established, meaningful patterns. These phases are: 1. Familiarization with data 2. Generating initial codes 3. Searching for themes among codes 4. Reviewing themes 5. Defining and naming themes 6. Producing the final report 60  Physical Description Widowed Positive Qualities Humor Keep Busy Future plans Traveling hobby INSTITUTE OF ADMINISTRATIVE SCIENCES, UNIVERSITY OF PUNJAB. 20 Coding a)Data reduction b)Data complication 62 How to do this:  Label relevant words  Stay close to transcription  The data which is most relevant. It can be :  Repeated several times.  It surprises you  It explicitly states that it is important  It reminds you of a theory or concept  It is related to published reports  Create categories by bringing several codes together. 63 Data Reduction Reduce data to classes or categories in which the researcher is able to identify segments of the data that share a common category or code. Siedel and Kelle (1995) suggest three ways to aid with the process of data reduction and coding: (a) Noticing relevant phenomena (b) Collecting examples of the phenomena (c) Analyzing phenomena to find similarities, differences, patterns and overlying structures. 64 Data Complication Going beyond the data Create new interpretations Finding hidden Patterns INSTITUTE OF ADMINISTRATIVE SCIENCES, UNIVERSITY OF 65 PUNJAB. 66 67 68 3. Searching for themes In this phase, it is important to begin by examining how codes combine to form over-reaching themes in the data. At this point, researchers have a list of themes and begin to focus on broader patterns in the data, combining coded data with proposed themes. Researchers also begin considering how relationships are formed between codes and themes and between different levels of existing themes. 69  Frequency Descriptive codes Sub Theme / Category Themes INSTITUTE OF ADMINISTRATIVE SCIENCES, UNIVERSITY OF 29 71  Producing the report After final themes have been reviewed, researchers begin the process of writing the final report. While writing the final report, researchers should decide on themes that make meaningful contributions to answering research questions which should be refined later as final themes. 72 Qualitative Software 73  Choosing and Using Computer software It is possible to conduct qualitative analysis without a computer Concerns: relying too much on computers shortcuts will impede the process by distancing the researcher from the text Advantages: ease the burden of cutting and pasting by hand, and produce more powerful analysis by creation and insertion of codes in to text files, indexing, construction of hyperlinks, and selective retrieval of text segments 74  Traditional Method of Qualitative analysis Traditional Qualitative data analysis is labor-intensive. After gathering data researchers – Transcribe the source material with a word processor, – Make multiple photocopies of the text, – Painstakingly read through and assign codes to the material, – Cut the pages up in to coded passages, and then – Manually sort the coded text in order to analyze the patterns they find 75  Qualitative analysis with softwares With qualitative softwares, your workflow will be similar, but each step will be made easier by the computer’s capability for data storage, automated searching and display. You can use text, picture, audio and video source files directly You can assign codes manually (autocode) to any section of text, audio or video or part of a picture Analysis is easy with the report feature, where you can select a subset of cases and codes to work with, choose what data to use, and sort your reports automatically 76  Uses of computer software in Qualitative Studies 1) Transcribing data 2) Writing/editing the data 3) Storage of data 4) Coding data (keywords or tags) 5) Search and retrieval of data 6) Data linking of related text 7) Writing/editing memos about the data 8) Display of selected reduced data 9) Graphic mapping 10) Preparing reports  How to choose software - Key Questions Type and amount of data Theoretical approach to analysis Time to learn Vs time to analyze Level of analysis (Simple or detailed) Desired “closeness” to the data Any desired quantification of results Individual or working as a team Peer software support available Any cost constraints (Weitzman and Miles 1995; Lewins and Silver 2005)  Common qualitative softwares Atlas ti 6.0 (www.atlasti.com ) HyperRESEARCH 2.8 (www.researchware.com ) Max QDA (www.maxqda.com ) The Ethnograph 5.08 QSR N6 (www.qsrinternational.com ) QSR Nvivo (www.qsrinternational.com ) Weft QDA (www.pressure.to/qda ) Open code 3.4 (www8.umu.se)  Basic steps in using Qualitative softwares 1. Install the program (note the requirements) 2. Learn the operation using the help menu 3. Prepare a source document (in text format) 4. Open a project/study unit/Hermeneutic unit 5. Import text, audio, video, picture source files 6. Read the imported text documents 7. Select the segment of the text 8. Insert codes, categories, memos, quotations etc 9. Search, sort, manage categories, manage quotations etc 10. Mapping of concepts, layering, linking etc 11. Producing reports, matrices, exporting data, print (Demonstrate with Open code 3.4) 80 Writing a Qualitative report 81  Writing qualitative report Qualitative research generates rich information- thus deciding where to focus and the level of sharing is very challenging. 82  Getting Ready to Write Must come close to the point of maturation – Be aware of resource constraints and sponsors interests Organize your materials – List of codes – Summary device: Tables, thematic structure Writing a chronicle (“writing it out of your head”) 83  Choosing a Style and Focus Format Research report Scientific research article Report to donor Field report Evaluation report... Focus – Academic: conceptual framework/theories, methodology and interpretation – Practitioners: Concrete suggestions for better practice, policy recommendations – Lay readers: Problem solving, reform on practice/policy 84  Variations in the Report Format Problem-solving approach (problem-based) Narrative approach (chronological) Policy approach (evidence-based) Analytic approach (Theory/conceptual framework based) 85  Reporting Qualitative Research Typically use quotes from data – Descriptive – Direct link with data – Credibility Ways to use quotes – Illustrative – Range of issues – Opposing views 86  Reporting without Quotes List range of issues Rank or sequence issues Describe types of behaviour, strategies, experiences Report proportions (most, many, the majority) Flow diagrams: decision-making, event sequencing etc 87  Interpretation Interpretation is the act of identifying and explaining the core meaning of the data Organizing and connecting emerging themes, sub-themes and contradictions to get the bigger picture-what it all means – Think how best to integrate data from multiple sources and methods Make generalization-providing answers to questions of social and theoretical significance Ensuring credible or trustworthy interpretations 88  Thank You 89 View publication stats See discussions, stats, and author profiles for this publication at: https://www.researchgate.net/publication/365318627 Qualitative Research Presentation · November 2022 DOI: 10.13140/RG.2.2.22417.71525 CITATIONS READS 0 786 1 author: Umer Hameed University of Liverpool 177 PUBLICATIONS 17 CITATIONS SEE PROFILE All content following this page was uploaded by Umer Hameed on 11 November 2022. The user has requested enhancement of the downloaded file. Qualitative Research Dr Umer Hameed https://www.linkedin.com/in/umer-hameed/ Qualitative research is an interdisciplinary, transdisciplinary, and sometimes counter disciplinary field. It crosses the humanities and the social and physical sciences. Qualitative research is many things at the same time. It is multi- paradigmatic in focus. Its practitioners are sensitive to the value of the multimethod approach. They are committed to the naturalistic perspective, and to the interpretative understanding of human experience. At the same time, the field is inherently political and shaped by multiple ethical and political positions. Nelson et al’s (1992, p4) https://www.linkedin.com/in/umer-hameed/  Qualitative Research…involves finding out what people think, and how they feel - or at any rate, what they say they think and how they say they feel. This kind of information is subjective. It involves feelings and impressions, rather than numbers’ Bellenger, Bernhardt and Goldstucker, Qualitative Research in Marketing, American Marketing Association https://www.linkedin.com/in/umer-hameed/  Qualitative Researchers study “things” (people Qualitative and their thoughts) research is in their natural multimethod in settings, focus, involving attempting to an interpretative, make sense of, or interpret, naturalistic phenomena in approach to its terms of the subject matter. meanings people bring to them. https://www.linkedin.com/in/umer-hameed/ Qualitative research involves the studied use and collection of a variety of empirical materials - case study, personal experience, introspective, life story, interview, observational, historical, interactional, and visual texts-that describe routine and problematic moments and meanings in individuals lives. Deploy a wide range of interconnected methods, hoping always to get a better fix on the subject matter at hand. https://www.linkedin.com/in/umer-hameed/  2. Non-Positivist Paradigm 1. Questions the assumptions of the positivist paradigm Positivist Paradigm Argues that our society Emphasises that human places too much emphasis reason is supreme and on science and technology that there is a single Argues that this ordered, objective truth that can be rational view of consumers discovered by science denies the complexity of Encourages us to stress the social and cultural the function of objects, world we live in celebrate technology and Stresses the importance of to regard the world as a symbolic, subjective rational, ordered place experience with a clearly defined past, present and future https://www.linkedin.com/in/umer-hameed/ Qualitative Research as a Process 01 Theory Analysis 02Method 03 All three interconnect to define the qualitative research process https://www.linkedin.com/in/umer-hameed/  Theoretical Approach Inductive Deductive Seek to use Seek to build up a existing theory to theory which is shape the adequately grounded approach which in a number of you adopt to the qualitative relevant cases. research process Referred to as and to aspects of Interpretative and data analysis Grounded Theory https://www.linkedin.com/in/umer-hameed/  Participant Observations In depth Interviewing Techniques & Tools Focus Groups Projective Techniques https://www.linkedin.com/in/umer-hameed/ Method  Analysis Categorisation Unitising data Recognising relationships and developing the /; categories you are using to facilitate this Developing and testing hypotheses to reach conclusion https://www.linkedin.com/in/umer-hameed/ Common qualitative designs Phenomenological 70% Ethnographic 81% Historical 63% Case study 50% Action research 73% Grounded theory 73% https://www.linkedin.com/in/umer-hameed/ Phenomenological studies Phenomenological studies examine human experiences through the descriptions provided by the people involved. These experiences are called lived experiences. The goal of phenomenological studies is to describe the meaning that experiences hold for each subject. This type of research is used to study areas in which there is little knowledge (Donalek, 2004). https://www.linkedin.com/in/umer-hameed/ Little research has been conducted into the relationship between fashion and psychology, even less on how individuals create wellbeing through appearance and clothing. In this study, the subjective experience of wearing an “outfit that makes you happy” was analyzed using interpretive phenomenological analysis (IPA). Six participants, both male and female, were interviewed wearing an outfit that “made them happy.” The semi-structured interviews highlighted the importance of “intentionally managing identity.” Analysis found subordinate themes: shaping identity, coping strategies, and social identity. These were broken down into “knowing who I am,” “matching my outsides to my insides,” “creating my best self,” “managing moods,” “resilience,” “fashioning positive relationships,” and “shared values,” and linked to the concept of flourishing in positive psychology (PP). The results suggest that how the participants dress plays an active part in their wellbeing through expressing positive emotions, engagement, relationships, meaning, and accomplishment (PERMA) Smith, Rebecca & Yates, Julia. (2018). Flourishing Fashion: An Interpretive Phenomenological Analysis of the Experience of Wearing a Happy Outfit. Fashion Studies. 1. 1-39. 10.38055/FS010105.  Ethnographic Studies Ethnographic studies involve the collection and analysis of data about cultural groups. Agar (1986) described ethnography as “encountering alien worlds and mak- -’ ing sense of them” (p. 12). He further stated that ethnographers try to show how actions in one world make sense from the point of view of another world. Cameron (1990) wrote that ethnography means “learning from people” (p. 5). https://www.linkedin.com/in/umer-hameed/  Moroccan garment design and consumption have experienced major shifts in recent history, transforming from a traditional craft-based enterprise to a thriving fashion industry. Influenced by western fashion, dress has become commoditized and has expanded from tailoring to designer labels. This book presents the first detailed ethnographic study of Moroccan fashion. Hailey Maxwell found the book interesting but hoped for more vibrant language and a more generous selection of images Moroccan Fashion: Design, Culture and Tradition Originally published: 2014 Author: M. Angela Jansen  Grounded Theory Studies Grounded theory is a qualitative research approach developed by two sociologists, Glaser and Strauss (1967). Grounded theory studies are studies in which data are collected and analyzed and then a theory is developed that is grounded in the data. https://www.linkedin.com/in/umer-hameed/  The first author is currently registered as a doctoral research student at The Hong Kong Polytechnic University. This paper is derived from the findings of a full-time doctoral research programme relating to the design theory of international fashion designers. The researcher stayed in London for three weeks for the purpose of data collection. The method of data collection included in-depth interviews, observations and questionnaire survey. The purpose of this paper is to formulate the underlying design theory of British fashion designers by using the qualitative research method of grounded theory developed by Glaser and Strauss (1967) and Glaser (1978). Different factors influencing fashion designers when creating new fashion are examined. A framework of factors influencing fashion designers is developed. Constructs for a grounded theory of fashion designers are synthesised from in-depth interviews, observations and questionnaire surveys of 25 fashion designers, students and educators in London. The design theory of the British fashion designers is portrayed through the major constructs subsequently identified, namely, ‘psychological satisfaction’ and ‘aesthetic presence’. Au, J.S., Taylor, G. and Newton, E.W. (2002), "GROUNDED DESIGN THEORY OF BRITISH FASHION DESIGNERS", Research Journal of Textile and Apparel, Vol. 6 No. 1, pp. 63-81. https://doi.org/10.1108/RJTA-06-01-2002- B007  //Occidental Petroleum Corporation is an international Historical Studies Historical studies concern the identification, location, evaluation, and synthesis of data from the past. Historical research seeks not only to discover the events of the past but to relate these past happenings to the present and to the future. Leininger (1985) wrote, “Without a past, there is no meaning to the present, nor can we develop a sense of ourselves as individuals and as members of groups” (p. 109). https://www.linkedin.com/in/umer-hameed/ Textiles played underestimated role in the research on cultural relations between Roman Empire and Barbaricum, although they depict certain aspects of the mutual exchange between these two worlds. Textile studies explore ancient technology and changes it underwent, they offer insight into labour organisation, the degree of specialisation, they add to the store of knowledge about trade and other means of exchange. Textile also provide information about social and economic standing of their users, as well as their aesthetic preferences. Basing on textile material sources, historians and archaeologists are able to obtain more information about Barbarian economy, which left no written evidence of its condition. Eventually, archaeological finds of fabrics help to reconstruct ancient trade routes. The thesis that textiles had their significance in cultural relationship between Roman Empire and Barbaricum is supported by the presence of the so-called imports registered on these territories. Although not all textile types can be recognized as certain import, they provide valuable evidence that both Romans and Barbarians produced high-quality fabrics, which were also characterised by the fine quality of the raw material, i.e. wool. The weaving industry of the Roman times appears to be highly developed, while contacts, especially cultural ones, between Romans and Barbarians prove relatively complex when approached from the perspective of the textile industry. Kaczmarek, Zofia. (2014). Roman Textiles and Barbarians:: some observations textile exchange between the Roman Empire and Barbaricum. 10.2307/j.ctvh1dh8b.20.  Case Studies Case studies are in-depth examinations of people or groups of people. A case study could also examine an institution, such as hospice care for the dying. The case method has its roots in sociology and has also been used a great deal in anthropology, law, and medicine. https://www.linkedin.com/in/umer-hameed/ Historically, universities have adopted a “sink or swim” approach with their hiring of art and design faculty. After years of professional experience, these new faculty enter classrooms without pedagogical training and are expected to succeed as educators. However, designing product and educating students require significantly different skillsets. Additionally, faculty challenges are radically increased due to the seismic changes occurring in design education, the evolving student generation, and the increasingly volatile professional world for which students must be trained. Through trial and error, new faculty often rely on outdated teaching methods used during their own undergraduate experiences. This lack of faculty preparation negatively impacts programs, the graduates’ preparation, and ultimately our design industries. This article will discuss the critical need for tomorrow’s art and design faculty to acquire –and master– solid pedagogical skills if they are to successfully educate and train future designers. This study aims to provide fashion design educators and program directors with awareness for the importance of providing pedagogy support for new faculty in order to strengthen the students’ learning. Building best practices for fashion design pedagogy: meaning, preparation, and impact by Steven Faerm * http://www.scielo.org.ar/pdf/ccedce/n53/n53a16.pdf  Action Research Studies Action research is a type of qualitative research that seeks action to improve practice and study the effects of the action that was taken (Streubert & Carpenter, 2002). Solutions are sought to practice problems in one particular place or setting. There is no goal of trying to generalize the findings of the study, as is the case in quantitative research studies. In action research, the implementation of solutions occurs as an actual part of the research process. //Occidental Petroleum Corporation There is no delay in implementation of is an international oil and gas the solutions. https://www.linkedin.com/in/umer-hameed/  Conducting research in design is a process of investigating how materials, ideas, and systems intersect and operate, and then further impact the society, culture, and people’s lives (Crouch & Pearce, 2012). Qualitative research is the major form of design research, which assess the behavior and sensitivities of human beings (Swann, 2002). When designers face research problems, a key strategy is to ask basic questions (Crouch & Pearce, 2012). Lawson (1984) also stated that when designers need to solve a problem, they propose a variety of possible solutions until they find a gratifying one. Different from the “problem-focused” strategy posed by natural scientists, designers employ “solution-focused” strategies. Thus, “synthesis” is emphasized in the design research process (Swann, 2002). The purpose of this study is to employ the action research model in design. It synthesizes designing textile prints and apparel design. Zhang, L., (2019) “Action Research in Apparel Design Using Digital Textile Printing Technology”, International Textile and Apparel Association Annual Conference Proceedings 76(1). doi: https://doi.org/10.31274/itaa.8378  Limitations It can be very subjective It can’t always be repeated It can’t always be generalisable It can’t always give you definite answers in the way that quantitative research can It can be easier to carry out (or hide) ‘bad’ (poor quality) qual research than ‘bad’ quant research https://www.linkedin.com/in/umer-hameed/ Which research design will you adopt in the final thesis/project? 91% 79% 75% https://www.linkedin.com/in/umer-hameed/ Theme vs inspiration Linkography Critical moves are design moves that are rich in links to other moves and can be unidirectional or bidirectional. In Linkography, critical moves are significant because they are indicators of a high level of interconnectivity between moves, which is typically how synthesis in design is established (Goldschmidt). If a design move has a high number of backlinks, it means that the move referred back to a great deal of previous design moves, implying that new thoughts that were proposed were developed, explored or summarised. Similarly, a design move with a high number of forelinks suggests that the move was an important new thought that emerged during designing, and was critical in the development of the overall thought process of the designers. In the social sciences, framing comprises a set of concepts and theoretical perspectives on how individuals, groups, and societies organize, perceive, and communicate about reality. Framing can manifest in thought or interpersonal communication. Frames in thought consist of the mental representations, interpretations, and simplifications of reality. Frames in communication consist of the communication of frames between different actors. Framing is a key component of sociology, the study of social interaction among humans. Framing is an integral part of conveying and processing data on a daily basis. Successful framing techniques can be used to reduce the ambiguity of intangible topics by contextualizing the information in such a way that recipients can connect to what they already know. Framing Theory The Hierarchy of Ideas is based on Harem the understanding that language, pants concepts and ideas fall within a Ladies continuum of communication that Bottoms range from specific details to big picture abstractions. As an example, Pret e porter the notion of “Harem pants ” is expressed at a particular level of Apparel abstraction Body fashion Fashion Design Ecology Hierarchy of ideas humanities and social sciences What is your biggest difficulty regarding the final project/collection now?  Thank You Occidental Petroleum Corporation is an international oil and https://www.linkedin.com/in/umer-hameed/ View publication stats See discussions, stats, and author profiles for this publication at: https://www.researchgate.net/publication/377565391 Developing Questionnaire for Research Presentation · January 2024 DOI: 10.13140/RG.2.2.22972.00644 CITATIONS READS 0 305 1 author: Umer Hameed University of Liverpool 177 PUBLICATIONS 17 CITATIONS SEE PROFILE All content following this page was uploaded by Umer Hameed on 21 January 2024. The user has requested enhancement of the downloaded file.  Developing Questionnaire for Research 1  Outline of Discussion What is Questionnaire Purpose of Questionnaire Elements of Questionnaire Characteristics of Questionnaire Types of Questionnaire Steps to develop Questionnaire When to use a questionnaire Issues related content of Questionnaire Guideline in developing questionnaire Advantage and Disadvantages of Questionnaire Questions from Participants  What is a Questionnaire “Questionnaire is a tool / Instrument made of set of Questions” Questionnaire is a set of standard Purpose of Concise, questions for gathering related Questions particular & information from a group of individual information oriented ICT application School Students Dietary Pattern Obese/Diabetic Motive behind exercise Exercising Individual Personality Traits Athlete ❖ Questionnaire typically used to measure affective domains such as attitude and opinions.  What is a Questionnaire A set of Questions designed to generate the statistical information from a specific demographic needed to accomplish the research objectives A questionnaire is a research tool consisting of a series of questions and o t h e r pro m p t s (Fa c t ) a s k e d t o individuals to obtain statistically useful information about a given topic. The questionnaire is invented by the Sir Francis Galton. (S.Pandya, 2010) 4 What is a Questionnaire The questionnaire is probably most used and most abused of the data gathering devices.It is easy to prepare and to administer. The questionnaire is a form prepared and distributed to secure responses to certain questions. It is a device for securing answers to questions by using a form which the respondent will fill by himself. It is a systematic compilation of questions. It is an important instrument being used to gather information from widely scattered sources. Normally used where one cannot see personally all of the people from whom he desires responses or where there is no particular reason to see them personally. What is a Questionnaire The Questionnaire design is a long process t h a t d e m a n d s car e f u l a t t e n t i o n. A questionnaire is a powerful evaluation tool and should not be taken lightly. Design begins with an understanding of the capabilities of a questionnaire and how they can help your r es earc h. If it is d et ermined that a questionnaire is to be used, the greatest care goes into the planning of the objectives. Questionnaires are like any scientific experiment. One does not collect data and then see if they found something interesting. One forms a hypothesis and an experiment that will help prove or disprove the hypothesis.  Purpose of Questionnaire The primary purpose of a questionnaire is to extract data from respondents. (in form of Interview, Opinion, and questionnaire) It is an Inexpensive way to gather data from a potentially large number of respondents (by mail, email or telephonic) It helps to Increases speed and accuracy of recording When properly constructed and responsibly administered It becomes a very important tool for providing a standardised data gathering procedure. Helps to save time, money and energy Improper design can lead to? ▪ Incomplete information ▪ Inaccurate data 7 ▪ Higher costs  Elements of Questionnaire Eating Habits Motive Behind Exercise Teacher Questionnaire on use of ICT 1 Title: It should be very clear and precise This helps to identifies the domain of the investigation. The respondent is initially get oriented to the investigation. It should be captivating enough to attract attention and enthusiasm.  Elements of Questionnaire 2 General introduction: POLLUTION QUESTIONNAIRE This questionnaire is designed to allow This has a description of underwriters to assess the exposures that exist, the purpose of study. in your activities, in connection with pollution and/ or contamination or other environmental work related issues The respondent is assured of confidentiality of information, making clear that there are no wrong or right answers. Honest answers are also requested.  Elements of Questionnaire 3.Specific instructions: This offers concise demonstration on how to carry on with the business of responding to the questionnaire. 4.Questionnaire items: It is the main part of the questionnaire schedule, to be clearly separated from the aforementioned parts. 5. Additional information: includes the full contact information of the researcher/ administrator. May include a promise that a copy of the summary of the final report would be send to the respondent on request. 6 "Thank you" may end the questionnaire.  Cha