MDD2RDM2: Introduction to Research Design and Methodology

Module code: MDD2RDM2

Module provider: Leadership, Organisations and Behaviour; Henley Business School

Credits: 15

Level: NA

When you'll be taught: Semester 2

Module convenor: Professor Jane McKenzie, email: jane.mckenzie@henley.ac.uk

Pre-requisite module(s):

Co-requisite module(s):

Pre-requisite or Co-requisite module(s):

Module(s) excluded:

Placement information: No placement specified

Academic year: 2024/5

Available to visiting students:

Talis reading list:

Last updated: 19 November 2024

Overview

Module aims and purpose

Module aims and purpose 

This module explores core considerations in research design, and what makes a coherent, viable, ethically justifiable doctoral level research project. It expands on the Introduction to Academic Research module and provides an essential link to two subsequent modules, which consider the practice of qualitative and quantitative methods and techniques. 

The module develops essential researcher abilities to critically justify ontological, epistemological and methodological choices; critically evaluate the effect of their axiological position on research quality; communicate academic arguments effectively whilst reflecting on how the choices made shape the potential contribution to knowledge. It equips the researcher with a foundational understanding of the standards for a rigorous academic endeavour.  

Overall, the module provides a broad appreciation of the conceptual knowledge and design skills involved in quantitative, qualitative and mixed method approaches so that the learner is better positioned to make a specific choice for their doctorate. Further reading and investigation is expected once the research design is decided.  

 The module aims to:

• Develop understanding of the criteria for critically evaluating research designs in relation to quality standards for knowledge production and the extent of its potential contribution to theory and practice 
• Contrast the merits of qualitative, quantitative, multiple and mixed methodologies relative to a research problem 
• Develop skills in critiquing the methodological foundations of prior research in a chosen field(s) 
• Examine ethical concerns in relation to research designs and how to manage them 
• Consider pathways for translating the ethos of the research design into a research protocol which details the plan for methodological interventions including specific objectives, methods for data management and analysis and ethical considerations. 

The key objectives are to: 

• Explain the interdependence between research philosophy, methodological choice, and potential contributions to knowledge and practice 
• Choose and apply criteria for evaluating the claims of research to relevant papers and theses 
• Critically evaluate the structure and reporting of findings in relevant prior papers 
• Develop the skills to justify and deliver a robust research protocol to guide research in their chosen field or discipline(s).

Module learning outcomes

By the end of the module, it is expected that programme members will be able to: 

Produce a well-judged and scholarly justification for a research design which may form the basis for either their entire empirical research if producing a monograph, or for one empirical study if they intend to produce a three-paper thesis. This justification should critically integrate thinking on the following topics to provide a coherent argument:  

• Outline the ontological and epistemological foundations for the research design, with reference to relevant principles from the chosen philosophy 

• Evaluate alternative methodologies and choose the most suitable for the defined research question(s) 

• Specify suitable methods for data collection and data analysis that are consistent with the defined philosophical position, with reference to appropriate methodology texts 

• Propose and defend ethical considerations involved in the proposed empirical design, with evidenced explanation of how the design will fit within prescribed University guidance 

• Reflect on the potential limitations relative to both the literature in which their study is located, and the specific formulation of the research problem 

• Outline how the research design leads to the intended contribution of the research to theory and practice 

• Communicate their rationale in a form that is comparable to the preliminary draft of a methodology chapter in a thesis. 

Module content

Module content 

The module teaching is structured around two separate workshop sessions: 1) The Context of Research and 2) Designing Research using quantitative, qualitative, mixed and multiple methods.

Key topics include: 

• An introduction to the essential principles of research designs from within different paradigms 
• The role of philosophical stance in designing a coherent framework for research 
• The role of literature, and the research question in guiding methodological choices consistent with philosophical stance 
• Consideration of the relationship between methodology, methods and their implications for researcher stance, skills and ethical compliance 
• Examination of the different quality criteria to evaluate method-specific quantitative and qualitative research in their different modalities. 

During this module, it is expected that programme members will continue to demonstrate the ability to: 

• Work autonomously, as well as collaboratively with supervisors and peers, managing the study process and prioritising appropriately 
• Verbally debate the suitability of their approach with peers and supervisors 
• Select and read relevant texts in support of their philosophical and methodological choices 
• Reflect on their own understanding and ability to communicate with others in their academic and practice-based field. 

Structure

Teaching and learning methods

The two workshops on this module are mandatory. Workshops involve a combination of lectures, group and individual activities including a research presentation. In addition, programme members are expected to undertake guided self-study in relevant areas of social science philosophy and methodology, expanding on the set readings in line with their research needs and practical skills development.  Pre-workshop briefings will give guidance as to the preparatory readings and exercises required to get the best from the teaching.

The contact hours are shown by semester in the table below for illustrative purposes only. The actual timing will vary depending on your cohort start date.

Study hours

At least 56 hours of scheduled teaching and learning activities will be delivered in person, with the remaining hours for scheduled and self-scheduled teaching and learning activities delivered either in person or online. You will receive further details about how these hours will be delivered before the start of the module.

Please note the independent study hours above are notional numbers of hours; each student will approach studying in different ways. We would advise you to reflect on your learning and the number of hours you are allocating to these tasks.

Semester 1 The hours in this column may include hours during the Christmas holiday period.

Semester 2 The hours in this column may include hours during the Easter holiday period.

Summer The hours in this column will take place during the summer holidays and may be at the start and/or end of the module.

Assessment

Requirements for a pass

Students need to achieve an overall module mark of 50% to pass this module.

Completion of a gateway assessment which involves a short 5-10 slide presentation outlining a possible research protocol to peers and faculty (Summer, after “Designing Research” workshop).  This would be marked as Pass (100) or Revise (0). 

Programme members need to pass BOTH assessment elements to pass the module.

Summative assessment

Penalties for late submission of summative assessment

This module is subject to the Penalties for late submission for Postgraduate Flexible programmes policy, which can be found at:

https://www.reading.ac.uk/cqsd/-/media/project/functions/cqsd/documents/qap/penaltiesforlatesubmissionpgflexible.pdf

The Module Convenor will apply the following penalties to work submitted late:

• where the piece of work is submitted up to one calendar month after the original deadline (or any formally agreed extension to the deadline): 10% of the total marks available for that piece of work will be deducted from the mark; 
• where the piece of work is submitted more than one calendar month after the original deadline (or any formally agreed extension to the deadline): a mark of zero will be recorded.

You are strongly advised to ensure that coursework is submitted by the relevant deadline. You should note that it is advisable to submit work in an unfinished state rather than to fail to submit any work.

Formative assessment

Formative assessment is any task or activity which creates feedback (or feedforward) for you about your learning, but which does not contribute towards your overall module mark.

Reassessment

Additional costs