content of Biggam’s (2018) text demonstrates.
The approach taken in this book is that, for
undergraduate study, having a grasp of the
philosophical positions of positivism and
interpretivism and the differences between
quantitative and qualitative research will
equip students well for their studies. So, this
means that if your particular research methods
module includes other philosophical aspects as
highlighted earlier, or if you are studying
at postgraduate level, you will need to add
your own reflections on these aspects to your
journal entries.
In addition, some research terminology
is potentially confusing, especially the
terms ‘method’ and ‘methods’. These
particular terms are often used
interchangeably in published literature.
For the purpose of clarity in this book,
and in response to feedback from other
educators in higher education, they are
used in this way: the term ‘method’ in the
singular is used to refer to the choice of
approach to research, whether quantitative
or qualitative. The term ‘methods’ in the
plural is used to refer to more specific
techniques that researchers use to carry
out their studies, such as questionnaires,
interviews and observations.
A decision was also made not to use two
particular terms in relation to research. First, the
term ‘research objectives’, which usually refers
to the specific things that someone is trying to
achieve (or even answers they are trying to
find) by carrying out their study. In this book
the term ‘research questions’ is used because
in the social sciences research often involves
gaining insights and understandings rather than
specific outputs. Second, the term ‘research
strategy’ has also not been used. This is an
umbrella term that encompasses each aspect of
the design of your study; the focus in this book
is on each aspect of your research. However,
you will need to be strategic at all times in your
approach in order to succeed.
Outline of contents
The Research Journal is organised in two parts.
Part 1 has ten themes, each focusing on a
particular issue or area. These themes have short
pieces of relevant content, broken down into
subsections, with reflective activities to complete
to enable you to develop your critical thinking,
your ideas and your work. They are designed
7
to take you through the research process from
start to completion, with Theme 1 focusing on
the beginning of the research process through to
Theme 10 on submission and review. However,
please remember that, in doing a research
project, there is no single correct order in which
to do things and sometimes the process can
feel quite cyclical. Each theme starts with a brief
introduction and is followed by five pieces of
content based on the theme, where some key
issues, theories and helpful approaches are
introduced. There are also a number of practical
activities and some space for writing your
reflections. Towards the end of each theme there
is a larger activity to carry out to help you to
cement your understanding further.
Based on feedback received and on my own
work, students often need help to understand
what a research journal might look like. Part 1
contains extracts from Alex’s journal, a student
who is carrying out a project on single-use plastic
and its effects on the environment. These journal
extracts serve two purposes: to show how the
student’s understanding develops through the use
of journal writing and to give an example of what
a research journal might look like. However, any
research journal is very much an individual thing,
so remember that you will need to develop your
own style of reflective writing. This means resisting
the temptation to follow this example too closely,
assuming that because it is in this book this is how
you should do it. Each theme concludes with a
top tip to help you succeed in your studies or a
case study example.
Part 2 focuses on your own particular research
project; it is more personal to you and is
structured in seven sections around a series of
key questions for you to reflect on in relation
to your own work. Many students struggle
with moving from the generalities of a research
methods module to applying what they have
learned to their own project, and this section is
designed to help you to do this. The questions
in Part 2 will help you as you work through the
research process and will provide an important
record that you can return to when you get to
the writing-up stage. There are more top tips and
case studies here too. At the end of the journal
you will find a list of references.
I hope that you find The Research Journal
helpful at this vital stage of your academic
development. Good luck and here’s to your
successful graduation!