Dr. Katharine Janzen Assoc. Vice President Research & Innovation Seneca College

Dr. Katharine Janzen May 5, 2009

Dr. Katharine Janzen

Assoc. Vice PresidentResearch & Innovation

Seneca Collegehttp://www.senecac.on.ca/ori

416 491-5050 Ext. [email protected]

Seneca Faculty ForumMay 5, 2009

“Introduction to Research”


Invitation to Reflect & share:

How would you define “research” for your students?

What has been your experience in research?

What role does research play in the courses that you teach?


Defining “Research”

systematic exploration of something in the physical or psychosocial context

to gain a more accurate understanding of specific aspects of that phenomenon

… “a method of reducing uncertainty” (McM & S, p. 14)


“Invitation” to engage in the Research Process”

Working on your own or with a colleague, brainstorm some questions, curiosities or hypotheses related to your area of expertise


Characteristics of “good” Research:

Reliable – same findings obtained regardless of who is collecting data, when it is collected etc.

Verifiable – “audit trail” hold data 5-7 years to be able to validate/verify interpretations

but participants are NOT identifiable



Explanatory – adds to our understanding e.g., cause-effect relationships; correlations; deeper understanding of what actually exists

Empirical – based on observable data (reliable and verifiable)



Logical – make sense – not built on hunches, educated guesses, “evidence based”

probabilistic - NOT absolute

demonstrates“humility in research claims”


Challenges in Research:

interdependence of many variables

because of the complexity of the subjects

Real world context vs. single variable isolation in the lab

methodological challenges, e.g., voluntary participation, perceived risk, reliance on recall, anonymity/ non-identifiability


Challenges of Research:

human subjects are complex

context is often a public institution – politics interfere

complexity of research problem – need to narrow the focus to researchable questions


Invitation:

To discuss YOUR 2 or 3 questions with a colleague – are they specific enough?

Narrow enough to be able to answer??

Are there potential sources of information to help answer the question(s) …?


Research Perspectives: “Gingerbread house” or “diamond”

Research can be viewed from a variety of perspectives

e.g., Karl Jaspers’ notion of the “gingerbread house”

e.g., a diamond – reflections depend on how you “cut it”


Four Worldviews for doing ResearchJohn Creswell

Postpositivism Constructivism

DeterminationReductionismEmpirical observation and measurementTheory verification

UnderstandingMultiple participant meaningsSocial and historical construction

Theory generation

Advocacy/Participatory Pragmatism

PoliticalEmpowerment issue-orientedCollaborativeChange-oriented

Consequences of actionsProblem-centeredPluralisticReal-world practice oriented


•Basic

•Applied

•Evaluative

•Exploratory

•Experimental

•Quantitative

•Qualitative


Basic (pure) ... generates new knowledge (university mandate)

Applied... provides solutions to specific real socio-economic problems (colleges)


Basic Research:

concerned with knowing, explaining, and predicting natural and social phenomena

creation of new knowledge

may have implications for real world practice e.g., “tech transfer”


Basic Research continued:

starts with theory, principle or generalization

tests theories - i.e.,unprooven but educated observations that predict relationships


Basic Research continued:

seeks to develop models that “explain” phenomena e.g., human behaviour

traditionally the focus of university based research

e.g.,


Applied Research:

addresses real life, practical issues and problems

findings are immediately applicable to specific socio-economic problems

e.g., …


Applied Research continued :

Often conducted in the field (real context)

may be “Action Research” i.e., researcher is active participant

e.g.,


Action Research… aims to improve practice

through involvement of the researcher

researcher is an active participant

aim of action research: initiation of change in practice, reflection and ultimately improvement in practice and deeper understanding of the practice and the context

Applied Research continued:


Evaluative Research:

assesses the merit and worth of particular practices/programs

recommends changes aimed at improvement

e.g.…


seeks to identify (explore) what exists e.g., cause-effect relationships or deeper understanding

Descriptive…. Seeks to describe what exists

Exploratory Research:


Ethnographic… describes what is experienced by a group of study subjects from THEIR perspective

Phenomenological … describes the lived experience of subjects IN THEIR OWN WORDS!


Invitation

To identify the type of research that would support YOUR research question(s), hypothesis etc.

Is this BASIC research? Is in Applied (“pragmatic”) research? Is it Exploratory, Evaluative etc??


Quantitative

Qualitative


The Three Types of Designs based on data type:

Quantitative research

Qualitative research

Mixed methods research


Strategies of Inquiry

Quantitative Qualitative Mixed Methods

Experimental designsNon-experimental designs,

such as surveys

Narrative researchPhenomenologyEthnographiesGrounded theory studiesCase study

SequentialConcurrentTransformative


Differ in: assumptions research purpose research methods and process prototypical studies researcher role importance of the context

Quantitative vs Qualitative Studies


Characteristics of Quantitative Research:

Objectivity - Explicit description

Empiricism- NUMERICAL data

Precision - measurement and stats

Verification - replicated by others


Characteristics of Quantitative Research continued:

Explanation - simplest preferred

Logical Reasoning - deductive

Probabilistic thinking - statements of statistical probability i.e., What is the likelihood that the findings are real or just by chance statistical significance p= >.05


Characteristics of Qualitative Research:

Objectivity - Explicit description; triangulation

Precision - detailed description – careful analysis of “themes”

Verification - understandings extended

Explanation - summary generalizations


Characteristics of Qualitative Research continued:

Empiricism – WORDS (not numbers) from sources, evidence

Logical Reasoning - inductive

Probabilistic thinking - tentative synthesized interpretations of what likely exists, suggestions



Types of Quantitative Research Designs:

Experimental: isolate 1 variable introduce intervention record impact (cause-effect)

requires experimental and control groups to determine if findings are “real”


Experimental Quantitative Design:

researcher manipulates INDEPENDENT variables

to investigate cause-effect relationship between INDEPENDENT and DEPENDENT variables

e.g., change in entry level skills (Independent variable) to see impact on student achievement (Dependent variable)


Experimental Quantitative Design:

True experimental - intervention strategy

Quasi-experimental – not as clean as true experimental; not as controlled


Types of Quantitative Research Designs continued

Non-experimental:

NO intervention

researcher describes things that have occurred, examines relationships without suggesting causation

explores causal relationship among variables that CANNOT be manipulated

e.g.….


Non - Experimental Quantitative Design:

Descriptive – seeks to describe phenomenon with numbers (Stats Canada)

Correlation - seeks strength of relationships


Non - Experimental Quantitative Design:

Survey - count number, frequency of responses to questions; weighted responses, calculate mean and modal responses

Ex post facto – study AFTER the event has occurred

e.g.,


Quantitative Data Collection:

Parametric i.e.,Numbers - counts/ per cent

Types of collection tools: structures observationsstandardized interviewstestsquestionnairesunobtrusive measures



Qualitative Research Design:

Researcher describes things/behaviours as they occur in the natural environment


Types of Qualitative Research Design:

Ethnographic Analytical – data comes directly from the study subjects without any prompting from the researcher – “in their own words”

Concept Analysis – themes that emerge from data

Historical – review of existing documents, artifacts


Qualitative Data Collection:

Non - Parametricuse WORDS to collect data

Types: ethnographic observations and

interviewsdocuments


DATA COLLECTION TECHNIQUES:

The challenge: - need to ensure they generate valid and reliable data

How do we make sure that any differences/impacts observed are NOT due to chance diversity????

Key informants on the issue/question studied


Invitation

Identify all the sources of data (information) you can think of that would answer YOUR question(s) …

How could you ACCESS those sources of information?

Decide on the most appropriate data collection tools/processes


traditionally associated more with physical sciences (quantitative)

behavioural and social sciences have greater uncertainty than physical sciences

move is away from reliance on quantitative research e.g., controlled labs

Trends in Research


increasingly BOTH quantitative and qualitative data are used

e.g., walk a km on flat road vs. 1 km on hilly road

“triangulation” provides 3 different perspectives on the same phenomenon and looks for common themes that validate qualitative data

Trends in Research



Objective – free of researcher bias e.g.,

How does X create problems for

you? Describe your experience with X

Precise – “just the facts, ma’am”



Valid – Are we getting responses to what we actually wanted to ask?

validity rests within the instrumentation (data collection tool)

sample selection method and size determine level of generalizability


Research and

Ethical Implications


Focus of College Research (Strategic Plan):

Mandate of the colleges is to focus on Applied Studies – vocational relevance

Colleges’ New Charter (2002, c. 8, Sched. F, s. 2 (3) “..the colleges may undertake …… (f) applied research


Applied Research

has immediate, real-life application

solves specific socio-economic problems reduces uncertainties results in incremental innovation

(enhancement of products and processes)


COLLEGE Responsibilities: “Safeguard the rights of students, faculty and

staff and other members of the Seneca community”

Ensure compliance with: Ethical Conduct for Research involving

Human Subjects Integrity in Research & Scholarship and

Research involving cadavers or animals is EXCLUDED at Seneca at this time

Includes research completed by students as part of their curriculum outcomes


Implementation of Ethics Principles

1995 Initial Research Ethics Committee struck to review applications from faculty and staff doing research for graduate studies at Seneca or external communities

2007 Received eligibility for funding by the Tri-Council Federal Granting agencies: Natural Science and Engineering Council (NSERC) Social Sciences and Humanities Research Council

(SSHRC) Canadian Institutes of Health Research (CIHR)

Eligibility requires adherence to formalize Ethics Principles


COLLEGE Responsibilities:

Policies (Oct 2004, rev. Oct 2007): http://www.senecac.on.ca/ori/research/policies_procedures.html

All research conducted in association with Seneca College must be approved in writing by the Research Ethics Board (REB) prior to beginning any research

Any major changes made during the research process must be approved by the REB before making the change


COLLEGE Responsibilities:

Establish an independent Ethics Review Board (REB) based on Tri-Council criteria (TCPS)

Provide professional development related to ethics policies and standards

For REB, faculty, staff and students


RESEARCHER Responsibilities:

i.e., ALL INDIVIDUALS CONDUCTING RESEARCH associated with Seneca community (local and international)

… ensure integrity of their work

… uphold principles and responsibilities articulated by the Tri-Council Statement on Ethical Conduct involving Human Subjects (2003)


Definitions:

Research involving human subjects: ANY “research” in which any human

beings participate in any way

All employees, students, parents/ guardians, alumni, clients, partners or any individuals external to the college in any jurisdiction (local, national, international)


Definitions continued

Research involving human subjects:

Use of data bases or information about these humans that will be included in the research study



Non-Research Data collection: Data collected purely for program/

institutional decision making (which will NOT be reported in any form as “research”) e.g., program review, faculty, student and course evaluations

These are part of College’s core mandate and operations

do NOT require Ethics Approval



Non-Research Data collection:

Curriculum projects that are not disseminated as “research” can be delegated for review by faculty only (NOT REB) TCPS 1.4.a

These are part of College’s core mandate and operations


Underlying Principles - Respect:Tri-Council Ethics Principles and Requirements:

http://www.pre.ethics.gc.ca/english/policystatement/policystatement.cfm

1. Human Dignity (cardinal principle)

protect participant’s integrity

safeguard from harm (physical, psychological or cultural)


Underlying Principles - Respect:

2. Free and Informed Consent

Clear disclosure of the nature of the research and potential impact or risk

Informed consent means the participant UNDERSTANDS any anticipated risks

………>



2. Free and Informed Consent continued…

Voluntary participation (real and perceived)

Free to withdraw or not answer without explanation or penalty

All data collected will be destroyed when the participant withdraws



3. Vulnerable Persons

e.g., children or vulnerable adults

Requires HIGHER standard of protection e.g., consent of parents/ guardians



4. Privacy and confidentiality Confidentiality, anonymity (i.e., “non-

identifiability” in all reporting of the findings)

Unless written, informed, specific consent to identify (? impact on credibility of the research)

Unless information is in the public domain



5. Justice and inclusiveness

Fair and just process and standards for ethics review of all proposals

No unfair burden to participants


Underlying Principles:

6. Balance harms and benefits foreseeable harm should NOT outweigh

potential benefits – ensure qualified assistance is available in the event of ANY potential harm

7. Minimize harm

8. Maximize benefits


Research Ethics Board:

Members: Appointed by the AVP Research &

Innovation in collaboration with college admin staff

Minimum of 5 members per board: Men and women NO admin staff 2 with expertise in research 1 with expertise in ethics 1 external with research expertise


Research Ethics Board:

Members: Appointed for 3 year term – renewable

Chair is elected for 3 years by the REB

Meet face-to-face monthly and electronically as appropriate

Agreement of 4 out of 5 = quorum


Proportional Review: “proportionate to level of risk”

FULL Review: - potential risk In depth review - at the request of the

applicant or decision of the chair

Full committee participates

Applicant may present case but not be present at decision time


Proportional Review: proportionate to level of risk

Expedited Review:

no foreseeable harm or minimal risk

or if already approved by another REB Chair and 1 or 2 members only


Appeals process:

Standing Research Ethics Appeals Committee (REAPC)

Same membership as REB but NO current REB members

Applicants may present their case


Application process:

Application Form

Supporting Documents

See website: http://www.senecac.on.ca/ori


QUANTITIVATE - traditionally associated more with physical sciences

QUALITATIVE – associated with behavioural and social sciences

have greater uncertainty than physical sciences

can’t “isolate” variables in a meaningful way

Trends in Research


increasingly BOTH quantitative and qualitative

data are used i.e., MIXED modes e.g., walk a km on flat road vs. 1 km on hilly road

“triangulation” provides 3 different perspectives on the same phenomenon and looks for common themes that validate qualitative data

Trends in Research


External Funding resources …

Tri-Council Granting Agencies: Social Sciences & Humanities Research Council

(SSHRC)

Natural Sciences & Engineering Council (NSERC)

Canadian Institutes for Health Research (CIHR)

Seneca eligibility



Canadian Foundation for Innovation (CFI) – infrastructure for research only

Ontario Ministry of Research & Innovation (MRI) e.g., CONII grant

Ontario Research Fund (ORF)

Ontario Centres of Excellence (OCE)



Tri-Council SSHRC http://www.sshrc.ca NSERC http://www.nserc.ca CIHR http://www.cihr.ca

CFI http://www.innovation.ca

MRI http://www.mri.gov.on.ca OCE http://www.oce-ontario.org ORF http://www.mri.gov.on.ca/english/

programs/ResearchFund.asp



Canadian Directory of Funding Sourcessmaller amounts related to specific

“causes”

e.g., Kidney FoundationHeart & Stroke Lung AssociationCanadian Diabetes Association



Calls for Proposals (LOI/NOI/Full) traditionally a SHORT response time and

long wait time for decision

Need for PROACTIVE research project development

Academic record of Principal Investigator – we are advocating that this be more than publications in peer reviewed journals, patents etc.


External Funding requirements …

Sound research methodology and procedures

Potential to add real socio-economic value to Ontario, Canada

“Training of HQP” – highly qualified personnel (i.e., students and faculty involved in research)

Private Sector contribution – cash or in-kind


Assistance available from Office of Research & Innovation:

Dr. Dawn Mercer – assistance with writing research proposals, grant applications

Seneca Industry Innovation - Deepak Bajaj – link between SMEs and Seneca resources

Some central funds for staffing costs – replacement for release time, hiring students etc.


Internal Funding resources to enable faculty engagement in Research:

CONII funding:Fellowship FundProof of Principle Fund Internship Fund

Employee Initiated Research Fund (graduate research) - Request to Seneca Foundation

10 PD days and sabbaticals Partial 11th month payments Secondments


Questions ???