advanced research methods assignment

Advanced research methods: Overview

• Reading scholarly research

This guide is a  general introduction  to scholarly inquiry and the use of advanced research methods, scroll down for definitions, examples and helpful resources.

Understanding Formal Research

Research is defined as the systematic investigation of a subject in order to find something new.

There are many different Advanced Research Methods which are used to conduct research . These methods include:

• Originating with a question or problem
• Starting with a clear articulation of a goal
• Creating a specific plan for proceeding
• Dividing the problem into smaller more manageable sub-problems
• Leading with the specific research problem, question, or hypothesis
• Explaining the assumptions the researcher is starting with
• The collection & interpretation of data
• Results in further questions and new tangents for further research

[Adapted from: Leedy, Paul D, Jeanne E. Ormrod, and Laura R. Johnson.  Practical Research: Planning and Design . Ninth edition, Pearson, 2010. ]

Qualitative versus Quantitative

Quantitative studies are best suited for answering questions that require 'count-able' data, quantities that are often easy to translate into a graph.

For example: "How many times an hour do 22 to 32 year olds check their cell-phone?"

Quantitative: think "describe" ... precise measurements - specific data variables - large sample size - randomly selected - Objective - generalisable to larger populations - Confirmatory : the researcher expects to prove or disprove a hypothesis - Output = Statistical report with clear categories of data

Quantitative Methods: surveys, questionnaires, experiments, analyzing existing data

Qualitative studies are best suited for investigating qualities of a specific issue, often human behaviours or motivations which cannot be easily transformed in to a graph. 

For example: "Why do 22 to 32 year olds prefer social media app A over social media app B." or “what motivates 22 to 32 year olds to stop using a social media platform or app?”

Qualitative: think "discover" ...open-ended responses - non-specific data - small sample size - not randomly selected - Subjective - situational or highly specific information - Exploratory : the researcher is looking for connections, patterns or themes  Output = narrative and contextual reporting or summaries of responses. 

Qualitative Methods: Interviews, case studies, action research, historical research, participant observer, phenomenology and philosophical / intellectual analysis

Mixed Method studies are best suited for highly complex questions: for example the number of times a specific  behaviour is observed, under what conditions.

The research question for a mixed methods study could be " Are people who check their phone more than average also more likely to discard social media apps?”

Sampling and Sample types

You must choose a sample that is likely to help answer your research question!

Sample types: the many diverse possible sources of data that researchers choose from.

Sampling: the process of choosing which source of data to focus on.

Example: Choosing between an online survey , or interviewing 22 to 32 year olds , to discover which social media apps they have used and then discarded, or used and kept, and what they think motivated those decisions? The researcher could also contact the App creators for any demographic or usage statistics that they are willing to provide.

Validity and Reliability

Validity means that your methods measure what you actually set out to measure and that the results you gain from your methods can be trusted.

Reliability means that a different researcher could reproduce your methods - using similar conditions/ same variables - and see the same results as you did or draw similar conclusions.

If you chose to use a  question with   Likert scale  responses on your survey about social media apps:

“How likely are you to Keep Social media app 'A3' on your mobile device?”

Answer options: 1. “very likely” 2. “somewhat likely” 3. Neutral    4. “somewhat unlikely” 5. “very unlikely”

How can you guarantee that the people taking the survey will interpret those categories in the way you meant them?  Perhaps you could change the question to something more concrete and less open to interpretation.

"How long did you use social media app 'A3' on your Mobile device before deleting it?"

A. 5 days or less.      B. 1 -2 weeks      C.   1 - 2 months        D. 3 to 6 months      E. 7 months or longer.

Definition of Likert Scale: "A method of ascribing quantitative value to qualitative data, to make it amenable to statistical analysis. A numerical value is assigned to each potential choice and a mean figure for all the responses is computed at the end of the evaluation or survey."   <Definition from: Business Dictionary >

VIDEO Adv Research Methods

Advanced Research Methods

Before you get started ⇒ think about the questions below, and keep them in mind as you work on your project.

• What type of new knowledge are you seeking?
• Will your research answer a clearly defined question or fill a specific information gap?
• Have you considered how each method might impact your results?
• Are you certain that the methods you have chosen are valid and reliable?

Remember: 

• Your method should be directly related to the nature of the answers you are seeking.
• Each research method requires unique measures of validity
• Tutorial: How to Read Scholarly Materials (2019 update)
• Video: How to Read Scholarly Materials
• Reading Scholarly Research - Camosun
• Conducting a Literature Review - UToronto
• Research methods and statistics in psychology
• Essentials of business research methods
• A concise introduction to mixed methods research

Examples & more resources

• RADAR Framework - Loyola Marymount University Rationale - Authority - Date - Accuracy - Relevance
• Writing a Research Proposal - UCLA
• "Mixed Methods" Chap 7 of Leedy & Ormond's Practical Research
• Sample Qualitative Study (UBC ~ Health Research)
• Sample Mixed Methods study (Undergrad UBC)

Evaluating sources

• Evaluating the Evidence:Evidence-Based Practice for Nursing (East Carolina University)
• Evidence Based Medicine 'Evidence Pyramid' (UToronto)

Resources from other colleges

• Research Questions - the good and the not so good. (Prezi)
• Key Elements of the Research Proposal
• Tips for Reading scholarly research (AET Guide)
• UCLA Guide to Advanced Research Methods
• The Four Types of Data
• NCRM Podcasts Podcasts from the National Centre for Research Methods (UK)
• Duke University Qualitative Methods Guide
• Duke University Research Data Management

BC Campus Open Textbooks

Find more Open Access Textbooks at:

• BC Open Campus
• Principles of Sociological Inquiry: Qualitative and Quantitative Methods
• Research Methods in Psychology
• Communication Theory

Ask a librarian

Need help with your research? Use AskAway, a chat-based library help service.

• Next: Reading scholarly research >>
• Last Updated: Aug 1, 2024 3:54 PM
• URL: https://camosun.libguides.com/advanced_research

The Ultimate Guide: Navigating the Research Process Using Advanced Research Skills

• Research Process

In this ultimate guide, we go show you how to use advanced research skills to navigate the research process.

Updated on March 7, 2024

As an experienced researcher, you're undoubtedly familiar with the mechanics of the research process. It generally looks something like this .

Embedded within the research process framework is the scientific method , a specialized approach that employs techniques like controlled experiments and empirical evidence. It follows this basic outline:

Both are firmly grounded in the development of your research skills. As you progress through the research process, your skills advance, and honing those skills enhances every part of your research journey.

What are advanced research skills?

Research skills commonly entail finding answers or solutions by gathering, reviewing, analyzing, and interpreting information. In the realm of academic research, advancing these skills involves :

• Immersing yourself in the principles of research design and analysis
• Understanding the ethics surrounding research
• Navigating scientific controversies
• Mastering the art of scientific critique
• Honing your skills in scientific communication

Here are some actionable steps to help strengthen your research skills:

Strategy 1: Develop information literacy

• Learn to identify reliable sources
• Assess information credibility
• Navigate diverse research databases effectively

Strategy 2: Enhance critical thinking

• Sharpen your ability to analyze information
• Question assumptions and evaluate arguments critically
• Identify biases.
• Consider alternative perspectives

Strategy 3: Master research methodology

• Know the different research methodologies used in your field
• Thoroughly understand the strengths and limitations of qualitative, quantitative, and mixed methods research

Strategy 4: Improve time management

• Dedicate time and effort to each stage of the research process
• Use project management software
• Delegate tasks to those with expertise

Strategy 5: Embrace collaboration

• Engage in discussions, share ideas, and actively seek feedback
• Attend conferences and symposiums to expand your network
• Offer mentorship opportunities to gain new perspectives

Strategy 6: Update your knowledge

• Stay abreast of the latest developments and advancements in your field
• Regularly read scholarly articles
• Follow reputable sources to stay current with research trends

How can I apply these skills to the research process?

Countless benefits, from increased efficiency to improved outcomes, arise from implementing these advanced research skills throughout the research process. Let’s explore how your expertise can both streamline and bolster every step.

1. Developing a problem statement and research questions (checklist)

By guiding the reader towards a compelling question, a well-executed problem statement enhances engagement and serves as a catalyst for further investigations. It ultimately provides the framework for the introduction of your final manuscript.

Here are some tips for How to Write a Statement of the Problem for Your Research Proposal :

Do: Ensure the research problem is challenging, original, and offers new scientific insight.

Don’t: Adopt incremental problems that lack new answers.

Do : Develop a problem statement with systematic planning and realistic objectives.

Don't : Overlook the need for clear feasibility and realistic achievability.

Do : Apply feasible research methods suitable for the research question.

Don't : Use impractical or unusable research methods.

Do : Conduct literature work, drawing ideas from discussions, conferences, or papers read.

Don't : Select problems that are not thoroughly investigated and lack clarity.

Once you have identified a solid research problem, compose specific questions that precisely address that problem. Search existing literature to determine the relevance and complexity of your questions. Don’t be afraid to refine the problem statement based on these insights.

2. Composing a hypothesis that translates your research questions into predictions

The effectiveness of a study's conclusion hinges on the quality of the research hypothesis; it predicts the outcome. By proposing a relationship between an independent variable ( the part that is changed ) and a dependent variable ( the part that is measured ), a strong hypothesis offers clarity and reproducibility for the project team and the readers.

While there are various types of hypotheses , most research utilizes two broad categories:

• Null Hypothesis : Often denoted by H0, it presents no relationship between variables and is opposite of the alternative hypothesis. 
• Alternative Hypothesis : Denoted as H1 or Ha, it states that the variables have a relationship and is the proposed answer to your research question.

The null and alternative hypotheses serve as contrasting perspectives, collaboratively establishing a foundation for an experiment by providing a baseline for testing. Incorporating mathematical symbols , they read like this:

• H0: No more than 30% of the registered voters in Santa Clara County voted in the primary election. p ≤ 30
• Ha: More than 30% of the registered voters in Santa Clara County voted in the primary election. p > 30

To ensure effectiveness, use this checklist when writing your hypothesis:

1. Testability : Is there a method for proving or disproving your claim?

2. Variables : Have you included at least one independent and one dependent variable?

3. Clarity : Is the language concise and easy to understand?

4. Relevance : Is the hypothesis clearly aligned with your research topic?

3. Constructing a project design for answering research questions and testing your predictions using empirical data

When starting a new project, you need a solid strategy for effectively navigating the complexities of the research process. By outlining how all the components work together, your project design serves as the blueprint that ensures the chosen methods match your objectives. 

While the actual layout varies with each project, all project designs incorporate these elements : 

• A clear purpose based on well-defined research questions and hypotheses
• A sensical research methodology that determines the overall approach of the project
• A thorough understanding of the target population and sampling method
• A realistic approach to data collection to gather, record, and organize information
• A data analysis plan that is specific to the project’s objectives and requirements
• A careful consideration of the resources needed to carry out the project

Delineating the various facets of your research project at the outset helps it run smoothly and efficiently by reducing errors and unnecessary busywork. As you go through this process of designing your research project, keep these key recommendations in mind:

Do : Maintain neutrality throughout study setup.

Don’t : Allow pre-conceptions to influence findings.

Do : Ensure consistent measurement for reliable results.

Don’t : Overlook random errors that may affect reliability.

Do : Minimize systematic errors for valid outcomes.

Don’t : Use measurement tools that compromise the accuracy of results.

Do : Ensure broader relevance for the larger population.

Don’t : Limit applicability of results to a small sample.

Do : Adapt research plans based on collected data.

Don’t : Stick rigidly to initial plans without considering new information.

4. Choosing data collection methods that match the goals, scope, and resources of the project

Given the abundance of available information and the various perspectives to consider when addressing questions, it is crucial to devise a specialized plan for data collection.

First, consider whether your project demands a qualitative or quantitative research approach as identified in your design. Remember:

• If you are testing a hypothesis to understand the causal or correlational relationship between variables, your overall approach is quantitative.
• If, however, your project seeks to understand a phenomenon in a real-world environment, it is using a qualitative approach.

As guidelines to help focus your efforts, these approaches are not mutually exclusive. They’re complimentary with one simply more emphasized. Overlapping your corresponding data collection methods, therefore, may lead to more comprehensive study outcomes.

Consider a combination of techniques drawn from both primary and secondary sources like these:

Primary data

Surveys and questionnaires : collecting data from individuals or groups.

Interviews : direct interaction between the researcher and the respondent.

Observations : researchers observe and record behaviors, actions, or events in their natural setting.

Experiments : manipulating variables to observe their impact on outcomes.

Focus groups : small groups of individuals discuss specific topics in a moderated setting.

Secondary data

Published sources : reading published materials that contain relevant data.

Online sources : platforms available for consuming and downloading from the internet.

Government and institutional sources : records, statistics, and other pertinent information to access and purchase.

Publicly available data : shared by individuals, organizations, or communities on public stages.

Past research : studies and results available through communal archives.

5. Employing the data analysis tactics that will extract maximum value from your collected data

When determining which data analysis strategies to use, look again at your project’s goals and objectives, revisit your proposed research questions and hypotheses, and examine the data your project has collected. Next, ask yourself and your team:

• Do we thoroughly understand the data, its structure, sources, and quality? If yes, move forward. If not, return to the data collection phase.
• What are we trying to achieve with this data, which answers are we seeking and as they relate to whom or what? Be mindful of the project’s overarching purpose.
• Which methods best fit the project’s time constraints and our team’s capabilities? Only accurate analysis that is produced on time will benefit your outcomes.

To choose the most accurate data analysis tools and techniques for your current project, evaluate how your research questions coincide with these four broad categories:

Descriptive analysis : summarizes data to reveal patterns, particularly useful for examining changes over time through data aggregation and mining techniques.

Example : Counting the number of species of trees in a forest ecosystem

Diagnostic analysis : examines data to understand the root causes, using tools like drill-down, data discovery, data mining, and correlations to identify patterns, trends, and connections.

Example : Tracking past weather patterns to understand a decrease in crop yields

Predictive analysis : utilizes statistical algorithms and machine learning to analyze historical data and forecast future events or trends by analyzing variables and their relationships.

Example : Following student attendance to predict grade outcomes

Prescriptive analysis :  provides actionable recommendations based on possible scenarios to optimize outcomes by suggesting the best course of action to achieve desired results.

Example : considering patient demographics to optimize treatment for diabetes

6. Representing data in a structured, understandable, and accessible format

Next, after carefully choosing the best methods for collecting and analyzing data, present it in a way that tells your story. To make sure this message comes across clearly, consider the data’s characteristics, your project’s goals, and the intended audience.

While you may have initial ideas about how to present your project's findings, explore various methods to ensure clarity and readability. Experimenting with different presentation approaches can help you determine the most effective way to convey the information.

Here are some conventional and more contemporary options for representing research data:

Device : Tables

Function : Organize and present numerical data in a structured format

Device : Charts and graphs

Function : Visual representations illustrating trends, patterns, and relationships in data

Device : Diagrams and illustrations

Function : Graphical representations conveying complex concepts, processes, or relationships

Device : Maps

Function : Spatial representations of geographical data, distribution patterns, and spatial relationships

Device : Infographics

Function : Combination of text, images, and graphical elements presenting information in a visually appealing and easy-to-understand format

Device : Heatmaps

Function : Graphical representations using color gradients to visualize patterns, density, and correlations in large datasets

Device : Interactive visualizations

Function : Dynamic data exploration through interactive dashboards, exploration tools, and web-based visualizations

Device : Statistical Models

Function : Mathematical representations for analyzing and interpreting data

Device : Network diagrams

Function : Represent complex relationships and interactions between entities in a network

Device : Word clouds

Function : Visualize the frequency or importance of words in text by varying the size or color of each word based on its frequency or relevance

Determining the most suitable and effective method among these approaches can be challenging, especially when patterns are not readily apparent or are influenced by preconceived expectations. It is also quite daunting and time-consuming to experiment with diverse ways of representing your data.

Fortunately, there are numerous AI visualization tools built specifically to analyze datasets and present your results visually. By using advanced algorithms, they can quickly convert raw data into easy to understand formats, like graphs and diagrams.

This not only helps you identify patterns and trends that may not have been obvious but also saves time and resources that you can commit to other aspects of the project. Consider these questions when choosing an AI visualization tool:

• Is it easy to use and can I use it right away?
• Is it capable of handling the amount of data for this project?
• Can I customize the results to fit the project’s format and scale?
• Can I efficiently share with and get feedback from other team members?

These are some of the most popular options :

7. Reporting the project’s findings in a responsible and accessible way

Ultimately, all the hard work you put into this research project will culminate into a written manuscript. This comprehensive document encapsulates your experience, methodologies, and conclusions to function as your own record and a resource for others.

By communicating your project’s processes and insights with a broader audience, this manuscript paves the way for your research to positively impact the existing body of knowledge. Paying close attention to the quality of each section is vital. Here are some tips :

Title and abstract

Do : Use descriptive phrases for headings and titles, setting clear expectations for the scope of the paper.

Don't : Overextend on the content of your title, avoid excessive length or brevity. 

Do : Make sure you know the type of abstract required for your selected journal.

Don't : Assume the requirements or ignore the guidelines .

Do : Put the main points about your paper’s importance up front, summarize only the main points.

Don't : Include a long lead-in or go into needless detail.

Introduction

Do : Treat the introduction as the actual start of the paper, assuming no one reads the abstract.

Don’t : Assume that the abstract adequately covers all necessary information.

Do : Provide background information explaining the problem with recent references.

Don’t : Leave readers without context, unanswered questions, or gaps in knowledge.

Do : End the introduction with a clear hypothesis/objective statement and a brief description of how you addressed the question.

Don’t : Conclude the introduction ambiguously, leaving readers uncertain about the study's direction.

Materials and methods

Do : Thoroughly answer the question, "How did my experiments lead me to answer my questions?"

Don’t : Provide vague or incomplete descriptions of experimental methods.

Do : Check journal requirements for specific statements regarding ethics.

Don’t : Omit key ethical items like inclusion/exclusion criteria.

Do : Ensure experimental methods are explained in sufficient detail by focusing on the most relevant.

Don’t : Offer vague or incomplete descriptions of experimental methods, hindering reproducibility.

Discussion and conclusions

Do : Give a clear interpretation of the data that addresses the project’s objectives.

Don’t : Overgeneralize the discussion of results or make claims not supported by current data.

Do : Base conclusions directly on the data presented as it relates to the research questions.

Don’t : Leave readers wondering about the relevance or significance of your research.

Do : Ensure conclusions relate to the broader application and highlight the advancement achieved in the field.

Don’t : Make statements without clear proof or avoid seeking critical feedback from colleagues before submission.

This process solidifies the credibility of your work and fosters collaboration, discussion, and further advancements in your field.

8. Proofreading, editing, and revising to create a polished manuscript

The final step to telling a compelling and understandable story of your research project is one that is often overlooked and underrated. However, navigating all phases of the research process with equal vigor, including proofreading, editing, and revising, is pivotal to success.

Taking the time to polish your manuscript provides numerous benefits (I didn’t find a blog or content from AJE for this but it may exist) and improvements, such as:

• Error correction : Proofreading helps identify and correct spelling, grammar, punctuation, and typographical errors, ensuring clarity and professionalism in the manuscript.
• Clarity enhancement : Editing improves coherence and flow by refining language, restructuring sentences, and eliminating redundant or ambiguous phrases.
• Content improvement : Revising clarifies arguments, expands ideas, and addresses inconsistencies or gaps in logic to refine and strengthen the content of your manuscript.
• Audience engagement : Polishing your manuscript makes it more engaging and accessible to readers.

Through these processes, the manuscript reflects your attention to detail, commitment to quality, and dedication to accuracy throughout the entire project.

Advanced Research Methods

• Writing a Research Proposal
• What Is Research?
• Library Research

What Is a Research Proposal?

Reference books.

• Writing the Research Paper
• Presenting the Research Paper

When applying for a research grant or scholarship, or, just before you start a major research project, you may be asked to write a preliminary document that includes basic information about your future research. This is the information that is usually needed in your proposal:

• The topic and goal of the research project.
• The kind of result expected from the research.
• The theory or framework in which the research will be done and presented.
• What kind of methods will be used (statistical, empirical, etc.).
• Short reference on the preliminary scholarship and why your research project is needed; how will it continue/justify/disprove the previous scholarship.
• How much will the research project cost; how will it be budgeted (what for the money will be spent).
• Why is it you who can do this research and not somebody else.

Most agencies that offer scholarships or grants provide information about the required format of the proposal. It may include filling out templates, types of information they need, suggested/maximum length of the proposal, etc.

Research proposal formats vary depending on the size of the planned research, the number of participants, the discipline, the characteristics of the research, etc. The following outline assumes an individual researcher. This is just a SAMPLE; several other ways are equally good and can be successful. If possible, discuss your research proposal with an expert in writing, a professor, your colleague, another student who already wrote successful proposals, etc.

• Author, author's affiliation
• Explain the topic and why you chose it. If possible explain your goal/outcome of the research . How much time you need to complete the research?
• Give a brief summary of previous scholarship and explain why your topic and goals are important.
• Relate your planned research to previous scholarship. What will your research add to our knowledge of the topic.
• Break down the main topic into smaller research questions. List them one by one and explain why these questions need to be investigated. Relate them to previous scholarship.
• Include your hypothesis into the descriptions of the detailed research issues if you have one. Explain why it is important to justify your hypothesis.
• This part depends of the methods conducted in the research process. List the methods; explain how the results will be presented; how they will be assessed.
• Explain what kind of results will justify or  disprove your hypothesis. 
• Explain how much money you need.
• Explain the details of the budget (how much you want to spend for what).
• Describe why your research is important.
• List the sources you have used for writing the research proposal, including a few main citations of the preliminary scholarship.

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• Last Updated: Aug 22, 2024 3:43 PM
• URL: https://guides.library.ucla.edu/research-methods

• Postgraduate study
• Postgraduate taught courses

Psychological Research Methods with Advanced Statistics

Explore this course:.

Applications for 2024 entry closed at 5pm on Friday 6 September. Applications for 2025 entry open on Monday 16 September.

School of Psychology, Faculty of Science

Course description

Through our advanced statistical training program, you’ll learn the latest research methods that are needed to handle and interpret large datasets documenting human behaviour, preparing you for clinical training, a PhD or an exciting psychological career.

Our advanced statistical training program will equip you with the latest modelling techniques, ranging from generalised and multilevel models to the intricacies of structural equation modelling. We'll teach you essential skills and provide hands-on opportunities to apply these techniques using the R statistical environment.

Whether your interests lie in cognitive and developmental psychology, or you're drawn to social and clinical psychology, our course is tailored so you can apply advanced statistical methods across the breadth of the discipline.

Alongside your statistical training you'll learn a broad range of research techniques such as neuroimaging (EEG, fMRI), behavioural genetics, clinical trial design, qualitative interview, diary study methodologies and specialist methods for working with infants, children and clinical populations.

We’ll also train you in a range of skills that are important for psychologists in academia and professional roles: you'll understand ethical issues in research, learn how to write a grant proposal, and develop your presentation skills ready to take part in our summer postgraduate students' conference

The research project and literature review elements of the course, which include coverage of meta-analysis, give you the opportunity to focus on a chosen psychological research question in detail under the supervision of one of our world-class researchers. You can choose a supervisor from an area of psychology that matches your research interests and future career aspirations within cognitive, developmental, social or clinical psychology.

This project gives you the opportunity to put your new statistical skills and research methods knowledge into practice while addressing an issue at the cutting edge of psychological research.

MSc research projects and literature reviews often form the basis of publications in peer-reviewed journals.

• Identifying subtypes of autism
• Relationships between drinking motives and alcohol consumption: secondary data analysis of the Offending, Crime and Justice Survey
• Comparing the characteristics of child psychopathology reported by self, parent and teacher: Analysis of the British Child and Adolescent Mental Health Survey.
• Simmonds-Buckley, M., Osivwemu, E. O., Kellett, S., & Taylor, C. (2022). The acceptability of cognitive analytic therapy (CAT): Meta-analysis and benchmarking of treatment refusal and treatment dropout rates . Clinical Psychology Review , 96 , 102187.
• Griffin, B., Conner, M., & Norman, P. (2022). Applying an extended protection motivation theory to predict Covid-19 vaccination intentions and uptake in 50–64 year olds in the UK . Social Science & Medicine, 298 , 114819.  
• Tait, J., Edmeade, L., & Delgadillo, J. (2022). Are depressed patients’ coping strategies associated with psychotherapy treatment outcomes? Psychology and Psychotherapy: Theory, Research and Practice, 95 , 98–112.
• Vaci, N., Stafford, T., Ren, Y., & Habgood, J. (2024). Experiments in games: Modding the Zool Redimensioned warning system to support players’ skill acquisition and attrition rate . Proceedings of the Annual Meeting of the Cognitive Science Society, 46(0). 

Psychological Research Methods at Sheffield

In addition to Psychological Research Methods with Advanced Statistics, at Sheffield we offer two other specialist masters courses in this area that allow you to specialise further and develop the skills you need for a successful career:

• MSc Psychological Research Methods
• MSc Psychological Research Methods with Data Science

Book a 15-minute online meeting with our director of postgraduate recruitment to find out more information and ask further questions.

Book an appointment with Dr Vanessa Loaiza

An open day gives you the best opportunity to hear first-hand from our current students and staff about our courses.

You may also be able to pre-book a department/school visit as part of a campus tour. Open days and campus tours

• 1 year full-time
• 2 years part-time

You’ll learn through hands-on laboratory sessions, problem-solving classes, lectures, seminars and individual projects.

Your individual research project is the biggest part of your course, where you’ll be working alongside PhD students and experienced postdoctoral researchers. Here you’ll gain extensive first-hand experience as a researcher, and will have access to the outstanding research facilities in Sheffield.

You'll be assessed through formal examinations and coursework which may include essays, poster presentations, coding assignments, and a dissertation.

Regular feedback is also provided, so you can understand your own development throughout the course.

Your career

This course is great preparation for a PhD, and our graduates have gone on to PhD training with an advanced quantitative dimension in neuroimaging, health psychology and social psychology. Others have started their career in the higher education, health or charity sectors working as:

• Graduate Statistical Analyst or Programme Analyst in Higher Education.
• Psychological Wellbeing Practitioner, Assistant Psychologist or Research Assistant in NHS trusts or other public health organisations.
• Psychological Researcher or Lecturer in academia.

Learn more about where your psychology masters could take you here .

By choosing the School of Psychology for your postgraduate study, you'll join our global alumni network, where hundreds of our employed graduates are working across academia, healthcare, and related fields, and completing further study around the world. Explore our interactive map of graduate destinations:

School of Psychology

The School of Psychology at Sheffield is focused on exploring the science behind the human brain and human behaviour.

Our teaching is informed by cutting-edge scientific research, which ranges from cognitive and neural processes across the lifespan to the wellbeing of individuals and society . All of this has an impact on the population.

Our work explores child development, psychological therapies, health and wellbeing, lifestyle choices, cognitive behavioural therapy, safe driving, mother-baby interaction, autism, Parkinson's disease, and reducing prejudice and inequality. It’s research like this that our students are able to get involved in throughout their course.

At Sheffield, we have a range of practical teaching and research facilities where you can get hands-on, applying the knowledge you’ve gained in your masters.

For your statistical training, we have computer labs where you can access industry standard statistical analysis software SPSS, computational modelling software MATLAB, as well as flexible programming languages Python and R.

You’ll also have the chance to access a range of tools for testing participants during your research projects. Depending on your project, these may include eye-tracking technology used in perception studies, TMS and TDCS equipment for experiments involving brain stimulation, and our state-of-the-art EEG suite for measuring brain activity. Individual and group testing rooms are also available.

Student profiles

My dissertation supervisor was enthusiastic and engaging, providing guidance and support

Peter Carr Statistical Analyst in Higher Education, MSc Psychological Research Methods with Advanced Statistics

Peter began studying the MSc Psychological Research Methods with Advanced Statistics course to help him to develop the strong statistical and data science skills to be able to pursue a career in this area.

Entry requirements

Minimum 2:1 undergraduate honours degree in a relevant subject with relevant modules.

Subject requirements

We accept degrees in the following subject areas: 

• Experimental Psychology
• Psychology with Research Methods
• Quantitative Psychology

We may be able to consider degrees relating to Statistics for Psychology.

Module requirements 

You should have studied at least one module from the following areas:

• Advanced Research Methods in Psychology
• Data Analysis in Psychology
• Experimental Design
• Psychology of Research
• Quantitative Research Methods
• Research Ethics in Psychology
• Research Methods in Psychology
• Research Skills for Psychology
• Scientific Writing for Psychology
• Statistics for Psychology

IELTS 6.5 (with 6 in each component) or University equivalent

If you're an international student who does not meet the entry requirements for this course, you have the opportunity to apply for a pre-masters programme in Science and Engineering at the University of Sheffield International College . This course is designed to develop your English language and academic skills. Upon successful completion, you can progress to degree level study at the University of Sheffield.

If you have any questions about entry requirements, please contact the school/department .

Fees and funding

Each year we offer a select number of bursaries to students on our courses. If you're awarded a bursary you'll receive a £1,500 reduction in your tuition fees. These bursaries are awarded on a competitive basis, based on:

• academic performance as indicated by a grade point average and transcript
• other relevant skills and knowledge (for example, programming courses outside the degree or relevant work experience)
• research activity (co-authoring papers, conference presentations, etc)
• personal statement, which should include information on why you want to do the course you have applied for and how it fits with your aspirations

To be considered for a bursary in the year that you intend to start your course, submit your application to study with us by 31 May. All applications received before this deadline will automatically be considered for a bursary.

Applications for 2024 entry closed at 5pm on Friday 6 September. Applications for 2025 open on Monday 16 September.

More information

[email protected] +44 114 222 6533

• Programs and Courses

Advanced Research Methods

An undergraduate course offered by the Research School of Psychology .

• Code PSYC3018
• Unit Value 6 units
• Offered by Research School of Psychology
• ANU College ANU Joint Colleges of Science
• Course subject Psychology
• Areas of interest Psychology
• Academic career UGRD
• Dr Dirk Van Rooy
• Mode of delivery In Person
• Offered in First Semester 2021 See Future Offerings

• Introduction

Learning Outcomes

Indicative assessment, inherent requirements, requisite and incompatibility, prescribed texts, specialisations.

• Offerings and Dates

This course has been adjusted for remote participation in Sem 1 2021 due to COVID-19 restrictions. On-campus activities will also be available.

A consolidation and extension of the methods and analysis techniques introduced in PSYC2009 . Topics include the measurement of psychological constructs, experiments and survey designs; analysis of variance for one- and two-way between- and within-subjects designs, planned and post-hoc contrasts, integration of ANOVA and regression as an introduction to the general linear model, searching and analysing the psychological literature, using SPSS ANOVA and Regression models to analyse data, reporting analyses. Examples are extrapolated from published studies in the psychological literature. The course will be taught at a level appropriate for intending honours students.

This is an Honours Pathway Course.

Upon successful completion, students will have the knowledge and skills to:

• Knowledge and Understanding of the application of statistics within Psychology
• Critical Thinking Skills in Psychological research
• Knowledge and Understanding of research methods within Psychology
• Communication Skills in statistics and research methods in Psychology
• Mid Semester Exam (35) [LO 1,2,3,4]
• End of Semester exam (45) [LO 1,2,3]
• Lab Exercises (20) [LO 1,2,3]

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The expected workload will consist of approximately 130 hours throughout the semester including:

• Face-to face component which will consist of 1 x 2 hour lecture per week plus 16 hours of labs spread across the semester.
• Approximately 90 hours of self-study which will include preparation for lectures, laboratory classes and other assessment tasks.

To be determined

Statistical Methods for Psychology 8th Edition Professor David C Howell ISBN-13:9780495597841 ISBN-10:0495597848.

Tuition fees are for the academic year indicated at the top of the page.  

Commonwealth Support (CSP) Students If you have been offered a Commonwealth supported place, your fees are set by the Australian Government for each course. At ANU 1 EFTSL is 48 units (normally 8 x 6-unit courses). More information about your student contribution amount for each course at Fees . 

If you are a domestic graduate coursework student with a Domestic Tuition Fee (DTF) place  or international student you will be required to pay course tuition fees (see below). Course tuition fees are indexed annually. Further information for domestic and international students about tuition and other fees can be found at  Fees .

Where there is a unit range displayed for this course, not all unit options below may be available.

Course fees

Offerings, Dates and Class Summary Links

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First Semester

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Course details

Advanced qualitative research methods.

Advancing skills and knowledge of complex issues in qualitative research

This module will provide students with the knowledge, insights and techniques relating to the more advanced aspects of qualitative research. This will include providing students with a comprehensive understanding of the theoretical perspectives within qualitative research designs, specific qualitative methodologies and analyses, advanced data collection methods and complex issues in qualitative research (e.g. critical appraisal). Students will be taught the knowledge and skills needed to critically engage with complex concepts relevant to the more advanced aspects of qualitative research. 

By the end of this module, students will be able to understand and deal with complex issues associated with qualitative research. They will demonstrate critical engagement with theoretical concepts, methodological approaches, and critical challenges in conducting and appraising qualitative research, and be able to apply this knowledge within their research or practice. They will be able to:

• Appraise a range of different methodological approaches in qualitative research to evaluate quality and to aid in the design of a qualitative research study
• Discriminate between and compare a range of different methodological approaches to choose an approach most suited to a qualitative research question
• Understand the challenges and complexities associated with qualitative research and recognise their implications for conducting qualitative research
• Describe epistemological stances and how these inform the design of a qualitative research study 
• Understand how theory informs the analysis in a qualitative research study
• Describe and apply advanced methods of qualitative data collection
• Determine the different types of bias in qualitative research and how they impact on the findings
• Understand the challenges associated with reflexivity and how it impacts on qualitative research
• Develop the critical skills required to publish written reports of qualitative research

Students will need to have basic prior knowledge of:

• Sampling and recruitment in qualitative research
• Data collection methods (interviews, focus groups, ethnography)
• Thematic analysis or another methodological approach
• The ethical issues raised in undertaking qualitative research

If you do not have these pre-requisites, the Qualitative Research Methods course is recommended.

For a detailed comparison of these two courses please click  here.

Programme details

This accredited short course is run over an eight week cycle where the first week is spent working on introductory activities using a Virtual Learning Environment, the second week is spent in Oxford for the face to face teaching week (this takes place on the dates advertised), there are then four weeks of lower intensity learning activities (delivered through the VLE) which are designed to help you write your assignment. You then have a week of personal study and you will be required to submit your assignment electronically the following week (usually on a Tuesday at 14:00 UK Local Time).

The last date for receipt of complete applications is 5pm Friday 14th March 2025. Regrettably, late applications cannot be accepted.

Recommended reading

• Denzin, N.K. and Lincoln, Y.S. eds., 2011.  The SAGE handbook of qualitative research . Sage
• Morse, J.M. and Field, P.A., 1995. Qualitative research methods for health professionals
• Creswell, J. (2012). Qualitative inquiry and research design: Choosing among five approaches (3rd ed.). Thousand Oaks, CA: Sage

Details of funding opportunities, including grants, bursaries, loans, scholarships and benefit information are available on our financial assistance page.

If you are an employee of the University of Oxford and have a valid University staff card you may be eligible to receive a 10% discount on the full stand-alone fee. To take advantage of this offer please submit a scan/photocopy of your staff card along with your application. Your card should be valid for a further six months after attending the course.

Dr Marta Wanat

Module coordinator.

Marta Wanat is a Post-Doctoral Researcher at the Department of Primary Care Health Sciences, Oxford. She works in the Oxford Infectious Diseases Research Group where she specialises in synthesising qualitative research with quantitative data.

Assessment methods

Assessment will be based on submission of a written assignment which should not exceed 4,000 words.

Academic Credit

Applicants may take this course for academic credit. The University of Oxford Department for Continuing Education offers Credit Accumulation and Transfer Scheme (CATS) points for this course. Participants attending at least 80% of the taught course and successfully completing assessed assignments are eligible to earn credit equivalent to 20 CATS points which may be counted towards a postgraduate qualification.

Applicants can choose not to take the course for academic credit and will therefore not be eligible to undertake the academic assignment offered to students taking the course for credit. Applicants cannot receive CATS (Credit Accumulation and Transfer Scheme) points or equivalence. Credit cannot be attributed retrospectively. CATS accreditation is required if you wish for the course to count towards a further qualification in the future.

A Certificate of Completion is issued at the end of the course.

Applicants registered to attend ‘not for credit’ who subsequently wish to register for academic credit and complete the assignment are required to submit additional information, which must be received one calendar month in advance of the course start date. Please contact us for more details.

Please contact [email protected] if you have any questions.

Application

This course requires you to complete the application form and to attach a copy of your CV. If you are applying to take this course for academic credit you will also be required to provide a reference. Please note that if you are not applying to take the course for academic credit then you do not need to submit a reference.

Please ensure you read the guidance notes which appear when you click on the symbols as you progress through the application form, as any errors resulting from failure to do so may delay your application.

• Short Course Application Form
• Terms and Conditions

Selection criteria

To apply for the course you should:

• Be a graduate or have successfully completed a professional training course
• Have research or professional work experience in the health service or health-related field
• Be able to combine intensive classroom learning with the application of the principles and practices of evidence-based health care within the work place
• Have a good working knowledge of email, internet, word processing and Windows applications (for communications with course members, course team and administration)
• Show evidence of the ability to commit time to study and an employer's commitment to make time available to study, complete course work and attend course and university events and modules.
• Have completed an introductory course in qualitative research methods or have experience of conducting qualitative research projects. This course will not provide teaching on how to conduct fundamental aspects of qualitative research (e.g. sampling, data collection and analysis). For an introductory module on qualitative research apply for Qualitative Research Methods . For information on how these two courses compare, click here .
• Be able to demonstrate English Language proficiency at the University’s higher level . 

Accommodation

Accommodation is available at the Rewley House Residential Centre , within the Department for Continuing Education, in central Oxford. The comfortable, en-suite, study-bedrooms have been rated as 4-Star Campus accommodation under the Quality In Tourism scheme , and come with tea- and coffee-making facilities, free Wi-Fi access and Freeview TV. Guests can take advantage of the excellent dining facilities and common room bar, where they may relax and network with others on the programme.

IT requirements

Please ensure that you have access to a computer that meets the specifications detailed on our technical support page.

Terms & conditions for applicants and students

Information on financial support

Sign up for course news

This is a an accredited short course and is part of the Evidence-Based Health Care portfolio of courses.

Scholarships are available (see fees and funding sections below for more information)

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• Knowledge Base

Methodology

Research Methods | Definitions, Types, Examples

Research methods are specific procedures for collecting and analyzing data. Developing your research methods is an integral part of your research design . When planning your methods, there are two key decisions you will make.

First, decide how you will collect data . Your methods depend on what type of data you need to answer your research question :

• Qualitative vs. quantitative : Will your data take the form of words or numbers?
• Primary vs. secondary : Will you collect original data yourself, or will you use data that has already been collected by someone else?
• Descriptive vs. experimental : Will you take measurements of something as it is, or will you perform an experiment?

Second, decide how you will analyze the data .

• For quantitative data, you can use statistical analysis methods to test relationships between variables.
• For qualitative data, you can use methods such as thematic analysis to interpret patterns and meanings in the data.

Table of contents

Methods for collecting data, examples of data collection methods, methods for analyzing data, examples of data analysis methods, other interesting articles, frequently asked questions about research methods.

Data is the information that you collect for the purposes of answering your research question . The type of data you need depends on the aims of your research.

Qualitative vs. quantitative data

Your choice of qualitative or quantitative data collection depends on the type of knowledge you want to develop.

For questions about ideas, experiences and meanings, or to study something that can’t be described numerically, collect qualitative data .

If you want to develop a more mechanistic understanding of a topic, or your research involves hypothesis testing , collect quantitative data .

You can also take a mixed methods approach , where you use both qualitative and quantitative research methods.

Primary vs. secondary research

Primary research is any original data that you collect yourself for the purposes of answering your research question (e.g. through surveys , observations and experiments ). Secondary research is data that has already been collected by other researchers (e.g. in a government census or previous scientific studies).

If you are exploring a novel research question, you’ll probably need to collect primary data . But if you want to synthesize existing knowledge, analyze historical trends, or identify patterns on a large scale, secondary data might be a better choice.

Descriptive vs. experimental data

In descriptive research , you collect data about your study subject without intervening. The validity of your research will depend on your sampling method .

In experimental research , you systematically intervene in a process and measure the outcome. The validity of your research will depend on your experimental design .

To conduct an experiment, you need to be able to vary your independent variable , precisely measure your dependent variable, and control for confounding variables . If it’s practically and ethically possible, this method is the best choice for answering questions about cause and effect.

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Your data analysis methods will depend on the type of data you collect and how you prepare it for analysis.

Data can often be analyzed both quantitatively and qualitatively. For example, survey responses could be analyzed qualitatively by studying the meanings of responses or quantitatively by studying the frequencies of responses.

Qualitative analysis methods

Qualitative analysis is used to understand words, ideas, and experiences. You can use it to interpret data that was collected:

• From open-ended surveys and interviews , literature reviews , case studies , ethnographies , and other sources that use text rather than numbers.
• Using non-probability sampling methods .

Qualitative analysis tends to be quite flexible and relies on the researcher’s judgement, so you have to reflect carefully on your choices and assumptions and be careful to avoid research bias .

Quantitative analysis methods

Quantitative analysis uses numbers and statistics to understand frequencies, averages and correlations (in descriptive studies) or cause-and-effect relationships (in experiments).

You can use quantitative analysis to interpret data that was collected either:

• During an experiment .
• Using probability sampling methods .

Because the data is collected and analyzed in a statistically valid way, the results of quantitative analysis can be easily standardized and shared among researchers.

If you want to know more about statistics , methodology , or research bias , make sure to check out some of our other articles with explanations and examples.

• Chi square test of independence
• Statistical power
• Descriptive statistics
• Degrees of freedom
• Pearson correlation
• Null hypothesis
• Double-blind study
• Case-control study
• Research ethics
• Data collection
• Hypothesis testing
• Structured interviews

Research bias

• Hawthorne effect
• Unconscious bias
• Recall bias
• Halo effect
• Self-serving bias
• Information bias

Quantitative research deals with numbers and statistics, while qualitative research deals with words and meanings.

Quantitative methods allow you to systematically measure variables and test hypotheses . Qualitative methods allow you to explore concepts and experiences in more detail.

In mixed methods research , you use both qualitative and quantitative data collection and analysis methods to answer your research question .

A sample is a subset of individuals from a larger population . Sampling means selecting the group that you will actually collect data from in your research. For example, if you are researching the opinions of students in your university, you could survey a sample of 100 students.

In statistics, sampling allows you to test a hypothesis about the characteristics of a population.

The research methods you use depend on the type of data you need to answer your research question .

• If you want to measure something or test a hypothesis , use quantitative methods . If you want to explore ideas, thoughts and meanings, use qualitative methods .
• If you want to analyze a large amount of readily-available data, use secondary data. If you want data specific to your purposes with control over how it is generated, collect primary data.
• If you want to establish cause-and-effect relationships between variables , use experimental methods. If you want to understand the characteristics of a research subject, use descriptive methods.

Methodology refers to the overarching strategy and rationale of your research project . It involves studying the methods used in your field and the theories or principles behind them, in order to develop an approach that matches your objectives.

Methods are the specific tools and procedures you use to collect and analyze data (for example, experiments, surveys , and statistical tests ).

In shorter scientific papers, where the aim is to report the findings of a specific study, you might simply describe what you did in a methods section .

In a longer or more complex research project, such as a thesis or dissertation , you will probably include a methodology section , where you explain your approach to answering the research questions and cite relevant sources to support your choice of methods.

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ADVANCED RESEARCH METHODOLOGIES

Research is a word which can’t be defined or explained in a certain way, however, the word research have a wide variety of meanings to different people. Research is process of enquiry which is systematic and methodical whereby it increases ones knowledge. Investigation or research may be defined as the art of scientific investigation, or the movement from the known to the unknown. Research may be defined as an academic activity in defining, redefining problems, formulating hypothesis, organizing, collecting and evaluating data making recommendations and reaching conclusions. Research is a very important factor in academics because it helps to find solutions to problem and are mostly based on exciting theory to link the findings with your specific study.

Related Papers

Bakhtawer Zain

Research is any original and systematic investigation undertaken to increase knowledge and understanding and to establish facts and principles. It comprises the creation of ideas and generation of new knowledge that lead to new and improved insights and the development of new material, devices, products and processes. The word " research " perhaps originates from the old French word recerchier that meant to 'search again'. It implicitly assumes that the earlier search was not exhaustive and complete and hence a repeated search is called for.

Fatjon Muca

The term “research” is semantically overloaded given its use in everyday language. In an academic context, research is used to refer to the activity of a diligent and systematic inquiry or investigation in an area, with the objective of discovering or revising facts, theories, applications etc.

Oscar Masaka

Egesa Romans

According to Mugenda & Mugenda (2010), research is process of carrying out a diligent inquiry or a critical examination of a given phenomenonexhaustive study that follows some logical sequence. Mouly defines research as a process of arriving at effective solutions to problems through systematic collection, analysis and interpretation of data. Research also involves a critical analysis of existing conclusions or theories with regard to newly discovered facts Research is the continued search for knowledge and understanding of the world around us. Clifford Woody argues that research is the process of designing and redefining problems, formulating hypothesis or suggested solutions, collecting, organizing and evaluating data, making deductions and reaching conclusions and carefully testing the conclusions to determine whether they fit the formulated hypothesis.

RESEARCH METHODOLOGY (Basis in the Management and Business Process)

Boyke Hatman

Research method is a method or scientific technique to obtain data with specific purposes and uses. The scientific means or techniques in question are where research activities are carried out based on scientific characteristics. This is a set of rules, activities, and procedures used by the perpetrators. The methodology is also a theoretical analysis of a method or method. Research is a systematic investigation to increase knowledge, as well as systematic and organized efforts to investigate certain problems that require answers. The nature of research can be understood by studying various aspects that encourage research to do it properly. Every person has a different motivation, including influenced by their goals and profession. Motivation and research objectives in general are basically the same, namely research is a reflection of the desire of people who always try to know something. The desire to acquire and develop knowledge is a basic human need which is generally a motivation to conduct research. The validity of research data can be obtained by using valid instruments, using appropriate and adequate amounts of data sources, as well as correct data collection and analysis methods. To obtain reliable data, the instrument must be reliable and the research carried out repeatedly. Furthermore, to obtain objective data, the number of sample data sources approaches the population.Each study has specific goals and uses. In general, there are three types of research objectives, namely the nature of discovery, verification and development. The finding means that the data obtained from research is truly new data that has not been previously known.

Educational Journal

Ganizani Nkhambule

In the simplest of terms, the research definition is a process of seeking out knowledge. This knowledge can be new, or it can support an already known fact. The purpose of research is to inform and is based on collected and analyzed data. This exploration occurs systematically, where it is either tested or investigated to add to a body of knowledge. Research is a systematic and scientific approach to understanding the world around us. It is a process of inquiry that involves the collection and analysis of data to answer questions or solve problems.

Akshay Jain

Research may be very broadly defined as systematic gathering of data and information and its analysis for advancement of knowledge in any subject. research attempts to find answer intellectual and practical questions through application of systematic methods. Types of research can be classified in many different ways.

Saeed Anwar

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Advanced Research Methods

Course code.

Qualifications are made up of courses. Some universities call these papers. Each course is numbered using six digits.

The fourth number of the course code shows the level of the course. For example, in course 219206, the fourth number is a 2, so it is a 200-level course (usually studied in the second year of full-time study).

Each course is worth a number of credits. You combine courses (credits) to meet the total number of credits needed for your qualification.

Course planning information

General progression requirements, learning outcomes.

What you will learn. Knowledge, skills and attitudes you’ll be able to show as a result of successfully finishing this course.

• 1 Demonstrate an understanding of the significance of social and/or health research philosophies and theories.
• 2 Examine how research paradigms are applied in different social and cultural contexts.
• 3 Critically evaluate the literature on a chosen research topic.
• 4 Formulate appropriate data collection and analysis methods to address chosen research aims.
• 5 Demonstrate knowledge of ethical, social and cultural issues in the design and implementation of a research project.
• 6 Design a research proposal to address chosen research topic.

Learning outcomes can change before the start of the semester you are studying the course in.

Assessments

Assessment weightings can change up to the start of the semester the course is delivered in.

You may need to take more assessments depending on where, how, and when you choose to take this course.

Explanation of assessment types

Textbooks needed.

Textbooks can change. We recommend you wait until at least seven weeks before the semester starts to buy your textbooks.

THE ESSENTIAL GUIDE TO DOING YOUR RESEARCH PROJECT

Recommended, developing effective research proposals.

Campus Books stock textbooks and legislation. For more information visit Campus Books .

Get more information

Ask an Academic Adviser for more information about this course.

Enrol in this course

You can enrol to study this course in the student portal if you have already been accepted to study at Massey. New students need to apply for admission to a qualification first.

If you want to study a course without completing a qualification, you can apply for a Certificate of Proficiency .

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• Find more courses or qualifications
• Planning your study
• Application process overview
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BUSI 710 Advanced Business Research Methods

• Course Description

For information regarding prerequisites for this course, please refer to the  Academic Course Catalog .

Course Guide

View this course’s outcomes, policies, schedule, and more.*

*The information contained in our Course Guides is provided as a sample. Specific course curriculum and requirements for each course are provided by individual instructors each semester. Students should not use Course Guides to find and complete assignments, class prerequisites, or order books.

Applied doctoral research projects often require the use of both quantitative and qualitative research methods to ensure the reliability and validity of the results being presented. This course provides the student with an understanding of the art of critical thinking. It will also provide the student the ability to identify and explore research problems and practical application of various research methods and designs.

Course Assignment

Textbook readings and presentations.

No details available.

Course Requirements Checklist

After reading the Course Syllabus and Student Expectations , the student will complete the related checklist found in the Course Overview.

Discussions (4)

Discussions are collaborative learning experiences. Therefore, the student must complete 4 distinct discussions. Please refer to the Discussion Assignment Instructions provided for each discussion. The student’s post should be a minimum of 500 words and use a minimum of four scholarly resources and three verses for biblical integration. The student will then reply to at least two classmates’ threads in at least 250 words using at least two scholarly resources and one biblical integration.

The student will discuss the art of critical thinking and why it is important in research. The student will also identify biases in research and articulate how it can impact the validity of a research study.  Finally, the student will explain how his/her biblical worldview informs his/her perspective on research. This assignment will be 700-1000 words excluding title page and references.

Critical Analysis: Strategic Deviation Assignment

At the end of the Doctoral program, the final product produced will result in either a project or dissertation. In order to complete this task effectively, one of the first steps is to write properly phrased problem statements. This exercise will allow for an initial practicing of identifying and developing a problem statement. The length of this assignment will be one to two pages plus the completed template as an appendix. 

After reviewing a provided scholarly article, the student will identify a   potential researchable problem, create research questions, and select an appropriate methodology for a proposed study. The overall length will be dependent on the context provided, but the average length is two to three pages of content fully substantiated by research. 

The problem frame is the cornerstone or foundation upon which credible and robust research is built. It provides the significance and justification for designing and conducting a research effort to expand knowledge. The student will draw upon earlier learning to conduct further independent research to find a scholarly peer-reviewed journal article that is relevant to the discipline of business. The research framework paper should include unbiased deep discussion on the reason for proposing further research based on the single main article that has laid the ground for future research. The length of this assignment is a minimum of 5 pages. Page length excludes the title page and references.

Each quiz will test the student’s recall of information provided in the course. This quiz will cover the Learn material for the assigned module: week. This quiz will be open-book/open-notes, contain 20 multiple-choice or true/false questions, and will have no time limit.

Each quiz will test the student’s recall of information provided in the course. This quiz will cover the Learn material for the assigned module: week. This quiz will be open-book/open-notes, contain 25 multiple-choice or true/false questions, and will have no time limit.

Each quiz will test the student’s recall of information provided in the course. This quiz will cover the Learn material for the assigned module: week. This quiz will be open-book/open-notes, contain 20 true/false questions, and will have no time limit.

Each quiz will test the student’s recall of information provided in the course. This quiz will cover the Learn material for the assigned module: week. This quiz will be open-book/open-notes, contain 40 true/false questions, and will have no time limit.

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Information Literacy Teaching Toolkit

• Research Assignment Design
• Information Literacy Toolkit
• Information Literacy
• Videos & Tutorials

Designing Effective Research Assignments

• Designing a Research Assignment
• Designing an Information Literacy Curriculum

Below are questions to ask yourself when designing an assignment that promotes information literacy and critical thinking skills.

• What will students learn as a result of completing this assignment?
• What are the information literacy student learning outcomes?
• What are the writing or presentation outcomes?
• What are the discipline-specific outcomes?
• Are these goals clear to students?
• Does our library have these resources? Are they freely and easily available elsewhere?
• Is there a link to the library (or other needed resources) in the assignment and/or syllabus?
• Is there a link to any related student services (peer tutoring, technology help desk, etc.) in the assignment and/or syllabus?
• Does this model a process students can repeat in the future? Is that clear to students?
• Is there space for students to reflect on what they are doing, which strategies are working and which aren’t?
• Does this provide enough time for students to be successful?
• Does it provide time for you to give feedback to students, and for students to revise and/or integrate that feedback into their next piece of work?
• Do you have grading criteria or a rubric to help you score student work? Is this available to students?
• Might you ask past students if you can use their work as a sample, or can you create your own?
• How will students access the sample(s)? Hand out in class, provide in Moodle, etc.?

Source: Greenfield Community College Library.  “Information Literacy Toolkit for Faculty.”  gcc.mass.edu, Greenfield Community College. Accessed 1 Jan. 2021.

Scaffolding and reinforcing information literacy skills and concepts throughout your courses and program, will allow students to develop and master their skill set. Below are a number of questions to think about while creating course and program materials. 

• Is it clear to students how these skills connect to continued study and/or real life?
• What do they already know? Can you assume, or do you need to find out?
• Which information literacy skills do you need to teach, in addition to your course content?
• What can a librarian help teach?
• What needs to be done during class time (for face-to-face classes)?
• What can be done outside of class, as homework?
• What supports does the library already have available (i.e. Moodle plug-ins, videos, handouts, etc.)?
• If you want a librarian to teach, where does that fit in the course schedule?
• If not, what needs to change? Course content, the research assignment, or both?

Greenfield Community College Library.  “Information Literacy Toolkit for Faculty.”  gcc.mass.edu, Greenfield Community College. Accessed 1 Jan. 2021.

Ideas and Examples

• Classic Examples of Research Assignments
• Ideas for Research-related Assignments

Assignments below are linked to documents. Please feel to download and edit for your classroom or context and to remix assignments. A librarian would be happy to tailor a version of an assignment or scaffold research skills into your class.

Example of a short assignment that asks students to think critically about two news sources.

Example of an annotated bibliography assignment that asks students to think critically about their sources.

Example of a research paper abstract assignment that asks students to closely evaluate their topics and sources needed.

Example of an assignment that asks students to brainstorm and evaluate research questions.

Example of an assignment that asks to compare and evaluate various sources.

Example of an assignment that asks students to critically approach source use and paraphrasing.

Example of an assignment that asks students to detail the research process by recording search strategies and resources located.

Example of an assignment that asks students to choose and refine a research topic.

Example of an assignment that asks students to think critically about sources.

Example of an assignment that asks students to crucially evaluate their research topic by evalauting sources.

There are any number of library-related assignments that can be incorporated into a course. Here are a few examples that can be adapted to most subjects (assignments may be repeated across categories).

Critical Evaluations & Comparisons

• Locate a popular magazine article, then find a scholarly article on the same subject. Compare the two articles for content, style, bias, audience, etc.
• Analyze the content, style, and audience of three journals in a given discipline.
• Choose an autobiography of someone related to the course content. Find secondary sources which deal with an idea or event described in the autobiography. Compare and contrast the sources.
• Evaluate a website based on specific criteria.
• Determine the adequacy of a psychological test based on the literature about the test. Then develop a test battery designed for a particular clinical (or other) situation, by using published tests and the literature about them.
• To develop the ability to evaluate sources, students prepare a written criticism of the literature on a particular issue by finding book reviews, by searching citation indexes to see who is quoting the context of the scholarship in a particular field.
• Students use bibliographies, guides to the literature and the Internet to find primary sources on an issue or historical period. They can contrast the treatment in the primary sources with the treatment in secondary sources including their textbook.
• Write a newspaper story describing an event--political, social, cultural, whatever suits the objectives-based on their research. The assignment can be limited to one or two articles, or it can be more extensive. This is a good exercise in critical reading and in summarizing. The assignment gains interest if several people research the same event in different sources and compare the newspaper stories that result.
• Contrast journal articles or editorials from recent publications reflecting conservative and liberal tendencies.
• Write a review of a musical performance. Include reference not only to the performance attended, but to reviews of the composition's premiere, if possible. Place the composition in a historical context using timetables, general histories and memoirs when available, using this information to gain insight into its current presentation.

Fact-Finding Research

• Read an editorial and find facts to support it.
• In biology or health classes, assign each student a 'diagnosis' (can range from jock itch to Parkinson's Disease). Have them act as responsible patients by investigating both the diagnosis and the prescribed treatment. Results presented in a two-page paper should cover: a description of the condition and its symptoms; its etiology; its prognosis; the effectiveness of the prescribed treatment, its side effects and contradictions, along with the evidence; and, finally, a comparison of the relative effectiveness of alternate treatments. This can also be accompanied by oral or visual presentations, slideshow, poster session, etc.
• Students follow a piece of legislation through Congress. This exercise is designed primarily to help them understand the process of government. However it could also be used in something like a 'critical issues' course to follow the politics of a particular issue. (What groups are lobbying for or against a piece of legislation? How does campaign financing affect the final decision? etc.).
• Similar to the above, have students follow a particular foreign policy situation as it develops. Who are the organizations involved? What is the history of the issue? What are the ideological conflicts?
• Nominate someone or a group for the Nobel Peace Prize. Learn about the prize, the jury, etc. Justify the nominations.
• Write an exam on one area; answer some or all of the questions (depending on professor's preference). Turn in an annotated bibliography of source material, and rationale for questions.

Career-Based Research

• Assemble background information on a company or organization in preparation for a hypothetical interview. For those continuing in academia, research prospective colleagues' and professors' backgrounds, publications, current research, etc.
• Ask each student to describe a career they envision themselves in and then research the career choice. What are the leading companies in that area? Why? (If they choose something generic like secretarial or sales, what is the best company in their county of residence to work for? Why?) Choose a company and find out what its employment policies are-flex time, family leave, stock options. If the company is traded publicly, what is its net worth? What is the outlook for this occupation? Expected starting salary? How do the outlook and salaries vary by geography?

Personal Research

• Locate primary sources from the date of your birth. You may use one type type of material only once, i.e., one newspaper headline of a major event, one quotation, one biography, one census figure, one top musical number, one campus event, etc. Use a minimum of six different sources. Write a short annotation of each source and include the complete bibliographic citation.

Historical Research (for any subject)

• Select a scholar/researcher in a field of study and explore that person's career and ideas. Besides locating biographical information, students prepare a bibliography of writings and analyze the reaction of the scholarly community to the researcher's work.
• Pick a topic and research it in literature from the 60s and 70s. Then research the same topic in the literature of the 80s and 90s. Compare and contrast the topic in a bibliographic essay.
• Write a biographical sketch of a famous person. Use biographical dictionaries, popular press and scholarly sources, and books to find information about the person.
• Everyone becomes an historical figure for a day. Students research the person, time-period, culture, etc. They give an oral presentation in class and answer questions.
• Similar to the above, students adopt a persona and write letters or journal entries that person might have written. The level of research required to complete the assignment can range from minimal to a depth appropriate for advanced classes.
• News conferences offer good opportunities to add depth to research and thus might work particularly well with advanced students. A verbatim transcript of an analytical description of a news conference can serve as a format for simulated interviews with well known people of any period. What questions would contemporaries have asked? What questions would we now, with hindsight, want to ask? How would contemporary answers have differed from those that might be given today? Here students have an opportunity to take a rigorous, analytical approach, both in terms of the questions to be asked and the information contained in the answers.

Biographical Research

(annotated) bibliography variations.

• Prepare an annotated bibliography of books, journal articles, and other sources on a topic. Include evaluative annotations.
• Create a Web page on a narrow topic relevant to the course. Include meta sites, e-journals, discussion lists, and organizations.
• Update an existing bibliography or review of the literature.
• Compile an anthology of readings by one person or on one topic. Include an introduction with biographical information about the authors, and the rationale for including the works [justify with reviews or critical materials].
• Choose a topic of interest and search it on the Internet. Cross reference all search engines and find all websites which discuss the topic. Like a research paper, students will have to narrow and broaden accordingly. The student will then produce an annotated bibliography on the topic, based solely on internet references.
• Create an anthology. The model for this format is the annotated book of readings with which most students are familiar. In this case, however, rather than being given the anthology, they are asked to compile it themselves. The assignment can limit the acceptable content to scholarly articles written within the last ten years, or it can be broadened to include chapters or excerpts from monographs and significant older materials. Students should be asked to write an introduction to the anthology that would display an overall understanding of the subject. In addition, each item should be described, and an explanation given as to why it is included. The assignment could also require a bibliography of items considered for inclusion as well as copies of the items selected. In any subject course in which students would benefit from finding and reading a variety of scholarly, such an assignment would guarantee that they use their library skills to locate the articles, their critical reading skills to make the selections, and a variety of writing skills to produce the introduction, the summaries, and the explanations.

Literature Review Variations

• Each student in the class is given responsibility for dealing with a part of the subject of the course. He or she is then asked to 1) find out what the major reference sources on the subject are; 2) find out "who's doing what where" in the field; 3) list three major unresolved questions about the subject; 4) prepare a 15 minute oral presentation to introduce this aspect of the subject to the class.
• Conduct the research for a paper except for writing the final draft. At various times students are required to turn in 1) their choice of topic; 2) an annotated bibliography; 3) an outline; 4) a thesis statement; 5) an introduction and a conclusion.
• Write a grant proposal addressed to a specific funding agency; include supporting literature review, budget, etc. Have class peer groups review. (Best proposal could be submitted for funding of summer research).

Collins Memorial Library.  “Ideas for Library-Related Assignments.”  Pugetsound.edu, University of Puget Sound. Accessed 1 Jan. 2021.

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ARPA-H announces project to scale methods for making more affordable personalized cell therapies

Published September 10, 2024

ARPA-H announces project to scale methods for making more affordable personalized cell therapies 

Major biomanufacturing investment aims to improve cell therapy development to treat a range of diseases  

The Advanced Research Projects Agency for Health ( ARPA-H ), an agency within the U.S. Department of Health and Human Services (HHS), today announced the funding of the NExt-generation Biomanufacturing ULtra-scalable Approach (NEBULA) project. NEBULA seeks to develop a more affordable and accessible method to manufacture personalized cell therapies using an individual’s own cells for the treatment of chronic or degenerative diseases, such as heart disease, Parkinson’s disease, or diabetes.  

Cellino Biotech , a woman-founded company in Cambridge, Massachusetts, will lead the project with up to $25 million in research funding from ARPA-H over five years. While current methods to manufacture cell therapies are time- and cost-intensive, Cellino’s modular biomanufacturing approach using a patient’s stem cells will yield more of the desired cell types while reducing the manufacturing footprint and number of expert personnel required, thus creating more affordable therapies overall. The autonomous process represents ARPA-H’s first investment in boosting domestic production capability and capacity of cellular therapies. 

“Advancements in biomanufacturing, artificial intelligence, and supply chain logistics are all critical pieces to provide cutting-edge therapeutics to people across the country,” said Jason Roos, Ph.D., ARPA-H Scalable Solutions Mission Office Director . “Enhancing affordability and broader access to essential medications is as challenging as developing those novel therapies. ARPA-H is committed to ensuring we can scale manufacturing right alongside other regenerative health innovations.”  

NEBULA aims to enable more health care facilities, like hospitals, to generate cell-based therapies on demand, reducing dependence on specialized manufacturing facilities. Improvements in manufacturing could translate to faster drug development and more affordable and accessible new treatments for millions of Americans with chronic and disabling diseases.  

Cellino was a semi-finalist in last year’s ARPA-H Dash challenge, and this award is one of multiple projects solicited through the agency’s Open Broad Agency Announcement (Open-BAA). ARPA-H continues to seek transformative ideas for health research or technology innovation through the Mission Office Innovative Solution Openings . Continued support of each award is contingent on projects meeting aggressive milestones, typical of the  ARPA-H process .  

To learn more about projects as they are awarded, visit the  project awardee page .  

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