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The Workshop aimed to impart skills and

share experiences with Graduate Students

(PhDs & Master Degree students) and

researchers at Gulu University in the broad

area of Research Management to promote

quality and effective research as well as

building a strong research culture and

financial management in Research in public

Universities. O r g a n i z e d b y t h e D i r e c t o r a t e o f R e s e a r c h a n d

G r a d u a t e T r a i n i n g M a k e r e r e U n i v e r s i t y U n d e r t h e

M a k e r e r e R e s e a r c h C a p a c i t y B u i l d i n g P r o g r a m s u p p o r t e d

b y S i d a P . O . B o x 7 0 6 2 K a m p a l a U g a n d a T e l : + 2 5 6 -

4 1 4 - 5 3 0 9 8 3 F a x : + 2 5 6 - 4 1 4 -5 3 3 8 0 9 5 / 3 1 / 2 0 1 1

Research Management Workshop Report - Gulu University

1st -4th August 2011 Page 2

Summary

Makerere Research Capacity Building Program supported by Sida (Phase III) organized a

Training Workshop on Research Management from 1st to 4th August 2011 at Gulu

University.

The workshop aimed to impart skills and shared experiences with Master Students, and

researchers at Gulu University in various aspects of Research Management to promote

quality and effective research as well as building a strong research culture and financial

management in Research in Public Universities. Gulu University is the first among the

Public Universities to benefit from this training in Uganda under this program.

A total of 25 academic and administrative staff participated throughout the course

duration. On the first day, the discussions centered on the overall issues on Research

management, Grant proposals writing, problem identification and justification. These

issues are key in success of grant proposals.

On the following meetings, participants were taken through qualitative and qualitative

research paradigms, research ethics and case studies. The key issues in the proposal

writing and project management were discussed as well.

Participants were also taken through the process of library resources for research.

At the end of the workshop, an evaluation showed that the expectations were met; the

content and materials used were adequate to improve research management skills of the

academic staff in favor of research and publication. A number of suggestions and

recommendations were made for emphasis in the subsequent workshops.



Table of Contents Summary ....................................................................................................................................................... 2

1.0 Introduction ............................................................................................................................................ 5

1.1 Opening remarks ..................................................................................................................................... 5

1.2 Objectives of the Research Management Workshop ............................................................................. 6

1.3 Expectations of the Research Management Workshop Program........................................................... 7

1.4 Methodology ........................................................................................................................................... 7

1.5 Participants ........................................................................................................................................... 7

2.0 DAY ONE SESSIONS: 1ST AUGUST 2011 ................................................................................................... 7

2.1 Introduction to Research Management - Assoc. Prof. G.W.Nasinyama ............................................. 7

2.2 Introduction to Proposal Writing - Prof. Katunguka-Rwakishaya ..................................................... 15

3.0 DAY TWO SESSIONS: 2ND AUGUST 2011 ................................................................................................ 22

3.1 Exercise in Problem Identification and Justification ......................................................................... 22

3.2 Overview of Research Methods by Prof. Rubaire Akiiki ................................................................... 25

3.3 Quantitative Research Paradigm by Prof. Rubaire-Akiiki ................................................................. 31

4.0 DAY THREE SESSIONS: 3RD AUGUST 2011.............................................................................................. 36

4.1 Qualitative Research by Dr. Juliet Kiguli, Ph.D .................................................................................. 36

4.2 Philosophy, Paradigms, Methods and Approaches .......................................................................... 47

By Dr. Juliet Kiguli, Ph.D .......................................................................................................................... 47

4.3 Information resources for research: researching in Gulu University by Raphael Aregu .................. 50

4.4 ETHICS & Ethical Conduct of Research.............................................................................................. 53

By Assoc. Prof. G.W.Nasinyama ............................................................................................................ 53

5.0 DAY FOUR SESSIONS: 4TH AUGUST 2011 ........................................................................................... 59

5.1 Reviewing Proposals ......................................................................................................................... 59

5.2 Assessing access to diagnosis and adherence to treatment among diabetic patients in Iganga and

Bugiri districts in Eastern Uganda ........................................................................................................... 60

5.3 RESEARCH MANAGAMENT WORKSHOP EVALUATION, 1ST– 4TH, AUGUST 2011. ............................. 60

6.0 Closing remarks by Vice Chancellor Gulu University ............................................................................ 64

Appendix 1 .................................................................................................................................................. 65



Appendix 2 .................................................................................................................................................. 67



1.0 Introduction

The research and financial management workshop was conducted at Gulu University from

1st to 4th August 2011. This was part of the activities for the Makerere-Sida Bilateral

Research Program (2010-2014) support for capacity building. Under this funding, the

component of training for PhD, masters training and research management was

incorporated and this benefits Makerere University and other public Universities.

In his opening remarks, the Director of Research and Graduate Training, Makerere

University informed participants that with the current global trends, Universities are no

longer valued based on research but because of the research outputs. In all public, two

workshops had been conducted at Busitema and Mbarara Universities and it was now time

for Gulu to benefit.

1.1 Opening remarks

By the DVC Gulu University Prof. Baliddawa (DVC) on behalf of the VC, welcomed participants to the workshop. He

thanked Makerere University for this initiative and hoped that the collaboration with other

public Universities was a good move. Prof. Baliddawa also extended his appreciation to the

Swedish Government for this support adding that it will improve research in Public

Universities.

The DVC informed participants that Gulu University is getting on to promote staff based on

research and publications made and encouraged staff to start working towards publishing

their research.



The Deputy Vice Chancellor, Gulu University

On the part of research initiatives at Gulu University, he noted that the research office has

been established at the School of Graduate Studies and one of the core functions is to

manage research grants. Participants were further informed that the finance department

and procurement office have been strengthened through more recruitment of staff and

noted that the two offices will work hand in hand to improve the system.

He acknowledged that the workshop program was enriching and would cover most of the

research aspects that Gulu academic staff needs to do research. Once again, thanked Prof.

Katunguka and the team, as well as the Sida program for extending this service.

He therefore opened officially and asked everybody to participate.

1.2 Objectives of the Research Management Workshop

The objectives of the workshop were:

To enhance research management capacity of academic staff

Share experiences in research management among academic staff

To identify the challenges in research at Gulu University and suggest strategies for

further improvement



1.3 Expectations of the Research Management Workshop Program

At the end of the workshop, participants will have acquired knowledge and skills on

the following:

Role of the research office

Grant proposals: The Do’s and Don’ts and identification of a research problem

Application of the appropriate and relevant and quantitative research methods and

analytical approaches

Use of electronic library resources f research

Ethical issues in research

Budgeting and accountability in research

1.4 Methodology

The training lasted r 4 days. The training format involved key presentations by competent

facilitators to stimulate discussion and sharing of experiences.. Plenary sessions were

handled by capturing participants’ ideas through questions and answers, group work and

use of cards to get views from participants.

The evaluation of the training was assessed on whether the objectives were met including

at the content, materials used and general welfare during evaluation.

1.5 Participants

The workshop attracted 25 participants across the research spectrum from the university -

both senior researchers and junior academic members of staff, of these 4 were female

2.0 DAY ONE SESSIONS: 1ST AUGUST 2011

2.1 Introduction to Research Management - Assoc. Prof. G.W.Nasinyama

The objectives of the presentation

Overview of key responsibilities and activities associated with Research Management in a university setting

key risks and compliance issues and how to manage them Key principles associated with Research Ethics and Integrity Case study to inform discussions



What Research Management is all about?

Research Management provides professional expert advice, coupled with internal structures and processes to maximize the quality and impact of university research.’ ‘To support the university mission –‘teaching, research and knowledge transfer’

Role of the Research Office

Primary role is to grow the research base of the institution. Research Office assists in:

Identifying and securing external funding Ensuring that the technical and financial reporting requirements are met Grants and contract support Indirect cost recovery

An institution that does not increase its research funding is doomed to fall behind its peer universities Funding information sources

Databases e.g. Research Professional Africa Internet-use of mailing lists Direct interaction with funding agencies, Government Departments Influence / lobby stakeholders Private sector visits to the university –through the PSF

The Research cycle



Challenge

Delivering the RIGHT information to the RIGHT people! College, Faculty, School -briefing sessions

Emails, intranet, direct mailing/bulletins

One-to-one contact a never ending task and there is not one single solution, combination of above.

Internal University Research Funding

Supports the University Research Strategic Priorities

What are your universities research priorities? Seed / Encourage Novel areas of research

•Provide ‘core’ funding to existing strengths

•Fill gaps not addressed by Government and/or funding agencies –e.g. Basic research •Reward success

Activities supported e.g. Makerere Research office

Conference travel support programme

International Visitors Programme

Equipment Maintenance Fund

Support to Research Centers of Excellence

Research Fellowships (Graduate degree and Post doc research)….all should be competitive

Research Overhead (indirect costs) -distribution policy

Proposal Development

Institutional vs. Team Vs individual

Offer advice and insight

Examples of previous successful proposals

Internal (peer) review

CV optimization

Budgeting

Proposal Submission

Institutional signature(s) required?

Internal requirements



External funding source requirements

Costing & Pricing Submission method and responsibility:

Electronic e.g. European Union, NIH

By Post/courier (beware of deadline!)

Hand delivery Retention of submitted proposals (hard copy and/or electronic)

Contract Negotiation

Research Contracts: Protect all parties

Key question: who is responsible for drafting research contracts at MUST? Generic approved university contract templates (including Non-disclosure

agreements, Material Transfer Agreement) Increasingly complex

Standardized National Funding agencies vs. Non-standard e.g. industrial

Expert advice required…key role of Research Office

Challenge is management of multiple contracts

Legal costs Potentially very costly for all if not executed correctly

Define exact roles and expectations

Define price and payment method, timing…

Other rights e.g. publication, PhD Thesis, IP

How do deal with problems e.g. arbitration

LEGALLY Binding

The Contract Basics

Don’t be scared

Get the technical parts of the contract right

State clearly what the obligations of each party are

State what risks and obligations you will accept and NOT accept

Get the timescales right

Check the sums!

Pick a suitable set of contract conditions (related to risk)

Read the Terms & Condition’s carefully



Check the Appendices

Get professional advice, if unsure

Contract Negotiation

Intellectual property protection Know-how, about IP e.g. patents, copyrights, trademarks

Commercial value Who owns the IP?

What rights do the inventors(s) / sponsors have

Financial rewards

Is Key contract area for industrial partners

Right to publish Appropriate review and approval process (timeline?)

Right to conduct a PhD viva Termination clause

Taxes –who pays

Dispute Resolution process

Contractual Risk

A. Reputational Non-delivery on project objectives

Poor research quality B. Financial

Non-payment

Staged payments Currency Risk –exchange rates Indemnities and Warranties

DO NOT PROVIDE

Disclosure of confidential information Public disclosure resulting in loss of IP

Risk Management

Clear processes for review and sign-off on research contracts



Availability of appropriate expertise (internal and/or external) Communication to stakeholders of terms and conditions Governance / oversight structures and process Good Research Practice

Note: Risk Management cannot eliminate all risk, but can take steps to minimize

exposure

Project Management

Implementation of activities premised on sound methodology

Managing budgets (and budget adjustments)

Interactions with collaborators and funding agencies

Unforeseen space and infrastructure needs

Audit and Reporting

Auditing Internal processes and controls important

Paper trail

Ever increasing audit requirements

Potential for many years after project end Policy on retention of records and information (~3 years)

Reporting requirements

Scientific (lead investigator)

Financial (finance office)

Institutional (research office)

Outputs

Dissemination Journals / books / conferences / theses

E-repositories / open access journals

Inform Government policy / national debate (expert input)



Media (print, TV, radio)

Graduate output (often most tangible!)

Photo taken during the Deputy Vice Chancellor’s Speech

Technology Transfer

Know-how /patents, licensing Industrial collaboration Spin-out companies Consultancy

Strategy & Policy

University Strategic Plan Focus on Research Agenda/Priorities

Essential in terms of planning for research infrastructure and capacity development (human and physical)

What Strategies/Policies exist that support research & innovations at MUST?

Strategy and Policies

Research & Innovations Policy Intellectual Property Management Policy



Research Misconduct Conflict of Interest Good Research Practice Research Overhead Distribution Policy Consultancy Policy

Research Integrity/Research Ethics

Protecting science, society, individuals and universities

Principles of Integrity

Highest professional and ethical standards in designing and conducting investigations

A critical, open-minded approach in conducting research and scholarship and analyzing data

Frankness and fairness with regard to the contribution of colleagues, partners, competitors and predecessors

Absolute honesty at all stages of scientific enquiry

Financial integrity in the management of research funds

Research Misconduct (FFP)

Fabrication: making up results and recording or reporting them Falsification: manipulating research processes or changing or omitting data Plagiarism: appropriation of another person’s ideas, research results or words without giving appropriate credit e.g. Use of electronic / web sources Questionable research practices (QRP)

Research misconduct

How prevalent is it at GULU? How prevalent?

Frequency: between 0.1 and 1.0 %;

In Europe & USA: between 100 and 1000 cases per year



Increasing incidence Harmful for:

Research/science

individuals and society

trust in science

Trust in universities

2.2 Introduction to Proposal Writing - Prof. Katunguka-Rwakishaya

Definition of a proposal A proposal is a written presentation of an intended research specifying the problem, purpose, scope, methodology and budget. It may include a synopsis/summary or abstract Types of proposals

solicited/unsolicited, institutional capacity building proposals, academic i.e. masters and PhD

Research

This is a planned structured investigation to gain new knowledge. It is a movement from the known to the unknown. It aims at discovering new facts, their correct interpretation and solving problems.

This applies particularly to academic research where problem identification and contribution of the research findings to the existing body of knowledge are essential

Culture

The customary beliefs, social forms and material traits of a social group The set of shared attitudes, values, goals and practices that characterise a

company or corporation Why should a university care about research?

Research is connected to learning and deeply embedded in a top flight learning environment

Research enriches outreach and engagement with community and the public**** Research creates opportunities locally, nationally and internationally Research enhances economic opportunities for an institution



Research at an institution will attract top faculty and staff The Idea

You must have a good idea but a good idea is not enough. Is it significant, Innovative? How will it contribute to:

Science and development of new knowledge Consolidation of knowledge Human health and development Social and economic development , Education, agriculture

The Topical Issues

Poverty Eradication Action Plan and its 5 pillars The eight Millennium Development goals Research priorities set by the university

University priorities

ICT Library services Research Science based disciplines Good governance and human rights Gender mainstreaming

Strategic research agenda

Research into education for development (UPE, education policy) Food, nutrition and value addition (NORAD, CARNEGIE ) Sustainable environmental development Good governance, equity and service delivery Health Natural resources utilization and conservation ICT for development

Cross cutting research priorities

Appropriate technology

Economics

Biotechnology

Methodological studies

Research for staff development



PEAP Pillars/NDP

Economic management

(Macroeconomic stability, fiscal consolidation, private investements)

Production, competitiveness and incomes

(Modernisation of agriculture, preservation of natural resources, infrastructure,

business development)

Security, conflict-resolution and disaster management

(Ending rebel insurgency and cattle-rustling, internal displacement)

Governance

(Human rights and democratisation, legal system dev., elimination of corruption)

Human development

(Primary and secondary education, health, family planning, community

empowerment)

Millennium development goals (MDGS)

MDGS adopted 5 years ago by all the world’s governments as a blue print for

building a better world in the 21st Century.

Are a response to the world’s main development challenges and to calls of civil

society

Set for the year 2015. Poor countries have pledged to govern their people better and

invest in health and education, rich countries pledged support through aid, debt

relief and fairer trade

MDGS

Eradicate extreme poverty and hunger

Achieve universal primary education

Promote gender equality and empower women

Reduce child mortality

Improve maternal health

Combat HIV/AIDS, malaria and other diseases

Ensure environmental sustainability

Develop a global partnership for development

Style

Be expressive (do not use passive language, write in first person (I, we)

Avoid ambiguity and irrelevant information

Be consistent and concise

Use short sentences



Adhere to the rules (page limits, margins, type size/font)

Elements of a research proposal

Title/topic

Background/Introduction

Research problem/Statement of the problem

General objective/Aim/Purpose

Significance/Justification

Theoretical or conceptual framework

Literature review

Hypothesis

Methodology, Ethical considerations, Limitations/anticipated problems, references,

budget

Participant reading out a paragraph

Background/Introduction

Rationale of the study providing evidence and conditions of the existing situations,

identifying gaps in knowledge

Making the reader feel the urgency for the study in order to solve a problem or

contribute to its solution



Research problem

What has been detected and needs a solution in the practical world

Clearly state the nature of the problem and its known or estimated

magnitude/extent

Specific objectives

These arise from the general objectives of the study. For each objective, there

would be different methodology to address it

Significance /Justification

Refers to the relevance of study in terms of academic contribution and practical use

that may be made of the findings. It should reflect on knowledge creation,

technological and socio-economic value to the community

Theoretical/conceptual framework

Theoretical framework is an examination of existing or self formulated theories in

relation to the research objectives

Conceptual framework is a scheme of concepts (variables) which a researcher will

be operational in the study in order to achieve the set objectives

Literature review

Analysis of existing literature on the subject with the aim of revealing contributions,

weaknesses and gaps

It should be according to the themes of the study and should reflect the objectives,

hypotheses, methods and research questions

Hypothesis/Postulates

These are investigative assumptions which guide the study. In cases of hypotheses,

they should be testable. Hypotheses are usually null or alternate

Methodology

Detailed description of selected methods and includes e.g design (survey,

experimental), location, populations, sampling strategies, data collection methods,

data analysis methods, interpretation of data

Ethical considerations

Includes getting clearance from ethical review bodies and consent of respondents.

Refers to moral justification of the study or intervention regarding minimal abuse,

disregard, safety, social and psychological well being of persons/and or community.



National Council for Science and Technology handles this.

Limitations/Anticipated problems

Anticipate constraints imposed by methods, location, situation of research or ethical

issues

Also considers potential sources of bias in the proposed study

They must not be seen to be so big to make the study unachievable

References

List of all works cited in the proposal

Written according to the approved format (American Psychological Association,

Harvard etc

Budget

Financial plan for implementation of the study. It should be realistic, clear and

reasonable.

Items: equipment, stationery ,materials and consumables, travel, subsistence,

research assistants, services(secretarial, photocopying, printing)

Time frame work

Schedule/timetable of activities over the period of the research. Normally presented

in a tabular form.

It is a valuable guide to monitor progress of research

A good proposal answers the following questions

What?, The idea

Why? (problem, related research, preliminary studies)

Who?

How?

When?

Where?

Outcome?

Benefit? To whom

Why-Common mistakes

Statement or purpose unclear or diffuse (language is not precise)

Limited significance or insufficient importance in view of agency’s priorities

Scope overly complex or ambitious



How-common mistakes

Inadequate analysis

Potential pitfalls not addressed

Unrealistic time schedule

Responsibilities or duties not clear

How much $ £ €

Budget categories

Salaries and fringe benefits

Travel

Equipment

Supplies

Consultants

Other direct costs (printing, photocopying, animals, and maintenance)

Participant costs (tuition and fees, stipends)

Indirect costs (facilities and administration)

Budget justification

Most important part of the budget

Make sure it ties back to your scope of work and methodology identifying the

activities to be funded and using the correct rates

No page limitation, so take full advantage

Explain projected costs for subsequent years to include escalation/inflation rate

(3%)

A thorough explanation of the rationale of each expense in your budget

Dos in proposal writing

Make contact with a real person and then address the proposal to him or her

Plan ahead so that your proposal is not rushed or crisis related

Show that you know who else is working in the same field and what they are doing

Involve others in editing the proposal

Explain acronyms

Keep it short- normally not more than 10 pages for the body of the proposal and less

if possible

Show that you can shout the work-show some passion

Pitch the tone correctly-be human rather than academic. Let the human story come

out but do not go overboard on emotion



Don’ts in proposal writing

Take ‘a one proposal fits all’ approach. If you have done your homework about the

agency, make the proposal fit the agency’s objectives

Pad your budget to include things that are not relevant to the project

Hide information that the donor is entitled to (partial funding etc)

Send much documentation that the reader gives up before he/she begins

Assume that the donor knows all about you so you do not need to present yourself

well

Use unnecessary jargon

Make your project fit the donor criteria at the expense of what you think needs to be

done

Planning the process

What will you do? (Actions)

Where will you do this?

How will you do it?

Who will be involved?

What outputs will there be?

When will various activities and outputs happen?

How will progress be monitored?

How will the project be evaluated? (criteria for success and failure)

What resources will be needed to carry out the activities

Strategies for success

You will succeed if you

Persevere

Keep a clear vision of your goal at all times

Consider all steps that need to be taken to reach your goal

Have the patience to actually take the steps to reach your goal

You only lose if you give up and qui

3.0 DAY TWO SESSIONS: 2ND AUGUST 2011

3.1 Exercise in Problem Identification and Justification

Discussions on objectives, framework’s scope, literature review, a

hypothesis



Group 1:

Title: The burden of food insecurity versus government intervention in Isingiro district

Statement of the problem

Food insecurity is a major burden for Africa as a whole. Efforts to reduce food insecurity in

Uganda have been highlighted in the Ugandan constitution. For example; The formulation

and implementation of PEAP, PMA and Uganda food and nutrition policy. The government

of Uganda with numerous other development partners have made many other

interventions. However, despite government and non-government interventions, most

households continuously suffer from severe food insecurity during most parts of the year.

This problem is manifested as malnutrition, uncertainty of the next meal, stunted growth,

and many others.

The extent of food insecurity in the district is unknown and the factors contributing to this,

have not been identified despite the prevalence of food insecurity in the district.

Justification

The study seeks to find out if policy and implementation of intervention programs is

relevant and informed. To explore how the findings could inform policy to make it relevant

to the beneficiaries. If there are no interventions put in place, there is likelihood of death

and failure of government policy implementation.



GROUP 2

Effect of Medical Male Circumcision on male sexual behaviour amidst the increased

prevalence of HIV/AIDS in Uganda

Prospective study on MMC on the effect of sexual behaviours among men in Mbarara

District

Problem Statement:

Previous studies show circumcision reduces the risk of HIV/AIDS infection by 60%. The

medical male circumcision programme has already been rolled out by WHO and the

Ministry of Health to advocate for MMC in order to reduce HIV spread. However, MMC does

not absolutely prevent the spread of HIV/AIDS. If not clearly understood, MMC will create

the illusion that there is absolute protection from spread of HIV/AIDS and may increase

high risk sexual behaviours like abandoning other preventive measures – ABC.

JUSTIFICATION

1. This is urgent because the progromme/MMC has already been rolled out and

several people have turned up for the procedure. Ideally it should be done with

counselling which is not currently observed by most service providers. Clients go

without counselling and therefore the adquate knowledge on the level of protection

and expected sexual behaviour is not given.

2. Currently there is an increase in HIV/AIDS prevelence from 6.5% to 11%

3. There is evidence of high HIV/AIDS infections among the moslem communities

despite their culture of circumcision.

Group 3:

Molecular characterization of the Mycobacterium tuberculosis complex in TB

patients in a post conflict Acholi sub-region of northern Uganda



Background

In 2008, it was estimated that there were 440 000 cases of MDR-TB globally

Studies conducted in four Eastern European countries have shown that TB patients

living with HIV appeared to be more at risk of harbouring multi-drug resistant-TB

(MDR-TB) strains.

Uganda is ranked number 16 on the list of 22 high-burden TB countries in the world

Acholi sub region has just emerged from war to post conflict with associated socio-

economic problems, hence vulnerable to TB infection

Problems

HIV/AIDS prevalence of 8.2% in Northern Uganda against national average of 6.4%

High prevalence of TB – HIV co infection of 60%

Poor management of suspected MDR-TB patients

Geographical variation among katG mutations for INH resistance

Justification

There are inconclusive findings about development of MDR-TB and HIV infection

Identification of resistant strains is essential for efficient treatment and control of

the MDR-TB strains.

This study will use molecular technique for diagnosis which is highly sensitive and

specific for MDR-TB.

It will help in setting up an appropriate public health intervention in the community.

The two groups discussed these two topics with the guidance of the resource persons. At the end of the presentations, participants learnt the following:

Designing a research problem has to be done systematically back by the evidence from the existence situation by looking at what has been done, what is and what needs to be done.

Participants also learnt that designing a problem statement, one should share with peers for easy comprehension.

3.2 Overview of Research Methods by Prof. Rubaire Akiiki

What is research?

If you have not done research you have no right to speak”, It is said.

A systematized effort to gain new knowledge

A movement from the known to the unknown.

A pursuit of truth through study, observation, comparison and experimentation.

A planned, structured, critical & exhaustive investigation to solve a problem.



Research environment

Research occurs within a dynamic

Shifting environment

But the more prepared we are, the better stand our chances of success.

Research aims at:

The discovery of new facts

Their correct interpretation

Solving problems.

Repeatability & generalization

The structure used is the ‘scientific method’.

Concerns of Research

The collection of data relevant to a problem

Their analysis and interpretation

Presentation of the results to various end users.

Research motto for 21st Century

People propose, science studies, technology conforms”

Simply spreading information means as a rule only passing on facts about an

innovation, it does not mean that it will automatically be adopted & disseminated.

Scientific method: method of difference

It is not easy to establish the truth - The old adage states that ‘truth lays at the

bottom of the well’.

The scientific method is ‘truth by verification’ and through use of reliable method of

reasoning.

Not the ‘post hoc ergo prompter hoc’- reasoning based on the fact that the cause must

precede the effect.

Characteristics of the scientific method:

Clear conceptual framework (theory)

Hypotheses (non-trivial) -extend understanding

Systematic, objective and valid data collection and analysis.

Insightful interpretation.

Publishable

What are research methods?



Methods/ techniques used in conducting research.

Categories/phases:

Collection of data

Analytical tools

Statistical techniques

To evaluate accuracy

Data Analysis

Data are more than just numbers and text; you have to be able to put them in their

correct context. And data management is more than just entering data.

Life cycle - a chain of data transformations.

What is research methodology?

Science of studying how research is done scientifically/correctly:

steps adopted by researchers

The logic behind them.

Assumptions underlying methods/tests.

Methods constitute part of methodology.

Methodology will vary with problems.

The research process

The steps which research go through.

not mutually exclusive nor

separate and distinct, nor

-in any specific order,

Aids in anticipating requirements in subsequent steps.

Steps of the Research Process

Formulating the research objectives to address particular problems.

Develop the protocol

Design the observation.

Collect the data.

A well-structured dataset

Query and analyze (as).

Published - Knowledge accumulation.

Step 1: Formulation of problem

First & foremost step

related to states of nature or



relationship between variables;

Some difficulty experienced in the context of theoretical or practical situation; it

needs a solution.

Non ambiguous. Susceptible to research.

Don’t huff and puff

Step 2: Extensive literature review & synopsis

The more extensive a man’s knowledge of what has been done, the greater will be

his power of knowing what to do.

Step 3. Formulation of working hypothesis

Tentative predictive statements to keep you on track/sharpened.

Output of a-priori thinking resulting from lit. Search &contacts.

Research and statistical hypotheses.

Research hypothesis: conjecture or supposition that motivates the research.

Statistical hypothesis: This is stated in such a way that it may be evaluated by

appropriate statistical techniques.

Step 4. Research design (R.D)

Complete sequence of steps taken ahead of time, of the experiment or study, to

ensure that appropriate data will be obtained to permit an objective analysis,

leading to valid inferences with respect to the problem.

Purpose = exploratory/descriptive

Diagnostic/ experimental

Maxim: ‘statistical efficiency & resource economy.

Research / study designs

Decisions

what is the study about;

when to conduct it;

Where (The population)

what data to collect & Techniques for collecting data

-Methods for analyzing the data

report

The time and cost budget & constraints

Skills of researcher and/ supervisors

Step 5. Determining Sample design



Method of selecting items to be observed in the given study.

Is a definite (predetermined) plan for obtaining a sample from a given population;

May well lay down the number of items to be included in the sample.

Options = purposive, simple random, systematic, stratified, quota, cluster, multistage.

Bias

Is the occurrence of some systematic influence on the results that tends to make the

results from one /more of the treatments look consistently better/worse than they

would otherwise be.

Bias should be prevented. The experimenter must be above the slightest limit of

suspicion.

Step 6. Data collection

Lab., observations, interviews etc.

Consider:

Nature of investigation;

Objective & scope of inquiry;

Resources;

Time;

Desired degree of accuracy;

Step 7. Processing and analyzing data

Clean the data

Classify the data into categories

Statistical tests: role of statistics - a tool in

Designing research,

Analyzing data and

Drawing conclusion there from

Step 8. Hypothesis testing

Statement about one or two populations.

Results from observations by researcher

2 types of hypotheses:

(a) Research hypothesis: conjecture/ supposition that motivates the research

(b) Statistical hypothesis: One stated in such a way that it may be evaluated by

appropriate statistical technique.

Decision rule



Is a probability of rejecting a true Ho, i.e., type I error

P value: Main statistic in hypothesis testing.

The number that tells us how unusual our sample results are given that the Ho is

true.

Probability that observed data will depart from the null by chance alone.

If it indicates the sample results are not likely to have occurred, if the Ho is true, it

provides justification for doubting the truth of the Ho.

Low p-value shits credibility from Ho to Ha.

The Place of Statistics in Research

Statistics: a field of study concerned with:

The collection, organization, summarization and analysis of data.

The drawing of inferences about a body of data when only a part of the data is

observed.

Data are numbers, numbers contain information, statistics investigates and

evaluates the nature & meaning of this information.

Determining whether differences in outcomes were due to differences in treatments

or to chance.

Relates sample to population - conclusion about a population on basis of

information in a sample drawn from that population.

Measures the amount of subjectivity/uncertainty.

‘Whereas faith is truth without proof, science is proof with uncertainty’.

Do not use statistics as a drunk does a lump-post- more for support than illumination!

Step 9. Generalization and interpretation

Real value of research

Step 10. Preparation of report/ thesis/ feedback workshops

Research results must enter the general store of knowledge’.

Research approaches

Qualitative (Naturalist)

Build a theory; create meaning, holistic (seeing thru participants’ eyes).

Seeks not to measure but rather understand, represent or explain something

(complex social phenomenon).

the study of subjects in their natural settings whereby enquiry into meanings,

interpret and make sense of phenomena and the meanings that people attribute to

them

Aims at understanding the problem as it is.



Studies a situated world,- phenomena in their specific macro and micro, social,

institutional, political, economic and technological contexts.

engages directly in intense, prolonged contact and experience in the field amidst

‘live’ situations

capture the perceptions & understandings of the actors ‘from the inside’ to better

understand how they make sense of, act in and manage their daily work and

situations

Subjective assessment of attributes, opinions.

Quantitative (Positivist) approach

Focuses upon the measurement of causal relationships between variables with

A view to building models that can predict outcomes.

Concerned with measuring and establishing quantity, amount, frequency, and

intensity.

The two paradigms

Either could be exploratory, system research approach (SRA) or

descriptive/diagnostic.

Differences in styles boil down to differences between research strategies.

Let us eliminate the ‘warfare’!

3.3 Quantitative Research Paradigm by Prof. Rubaire-Akiiki

Quantitative Study Design

Traditional scientific approach

Placing value on:

Rationality, objectivity (statistical rigor), prediction and control

Committed to discovery of quantifiable information.

Levels of Quantitative Research

Descriptive/diagnostic: account of characteristics.

Co relational research:-examine links (relationships) between variables without

introducing an intervention.

Experimental research –establishes/ proffers a relationship between cause and

effect.



Descriptive/ Diagnostic research

An accurate description of the situation/ phenomenon

An account of characteristics

First stage of more complex designs.

Can’t establish cause and effect.

Overall aim: discover new meanings, describe what exists & categorize information.

Frequency with which something occurs or its association with something else.

Example?

Hypothesis can be gleaned

System research approach (SRA)

A system is a set of components working together to achieve the overall objectives

of the whole system.

Identifies components and the environment in which they operate.

It is holistic (constructivist) - not reductionist

Requires: - interdisciplinary

Participatory approach

Interdisciplinary

Various disciplines are more occupied in making their own detailed “bricks” than in

fitting them together.

In the past this has led to “chaos in the brickyard” where no effort was made even to

maintain the distinction between a pile of bricks and a true edifice” Forscher, 1963.

Paradigm shift in SRA

Understanding of the parts leads to the suitable solutions for the whole.

The ‘Aristotle an’ process:

Solving problems by splitting them into smaller categories has resulted into making

biomedical scientists specialists in smaller and smaller fields of practice /study without any

effective mechanisms for achieving a functional synthesis over broad areas of biomedical

knowledge (Whitlock, J.H. 1985, the future of Parasitology. Cornell Vet. 75:86-92.

Basis of Experiment

‘Method of difference’ replaces the ‘post hoc ego propter hoc’ (after that therefore

because of that = cause must precede effect) argument

An expt. has not justified the hypothesis unless the figures in the results could not

occur by chance alone more than once in 20 trials (α =0.05).



Aim of Experience

A workmanlike expt. Is one:

Well planned

Well carried out

Well recorded &

Well analyzed

To answer questions with a clear ‘yes’/ ‘no’- no tickling/patting on the back BUT hit

with a hammer.

Steps in Experiment Design

State the problem clearly and concisely.

Objective(s) in order of importance.

State the hypothesis

Experimental unit

Is the largest unit of experimental material to which the treatment is allocated and

applied

Is the unit to which one application of a treatment is applied in one replication of the

basic experiment

Sampling unit

When the effect of a treatment is measured, it is measured on a sampling unit –

some fraction of the experimental unit. A sampling unit may be the complete

experimental unit.

Requirements for a good experiment

The treatment comparisons be free from systematic error.

Achieved by randomization.

As simple as possible.

Treatment comparison made sufficiently precisely.

Able to estimate the S.E of the differences

Conclusions have a wide range of validity.

The principle of randomization

Chance mechanism to allocate treatments – every treatment should have an equal

chance of being assigned to any experimental unit.

Allows rigorous inductive inferences based on the calculus of probability.

Protects against effects of extraneous factors

Ensures unbiased estimates/results;



No association between treatments and any characteristics of units.

It makes tests valid as though ‘assumption of independence of errors’ was true.

Errors associated with experimental units adjacent in space and time will tend to be

correlated.

All randomization does is to assure the effect of correlation on any comparison

among treatments is as small as possible BUT not eliminated.

Ways of Randomization

Tables of random nos.

Drawing random nos. from a continuer

Use of computer

Shuffling a deck of cards

Tossing the coin or dice.

Exposure

The objective of cohort studies is to identify the consequences of a specific exposure

factor.

Exposure= any potential cause of disease.

Measured on dichotomous scale (exposed none exposed) on ordinal scale (low,

medium, high) or continuous scale (organisms per gm of faeces).

Risk factor = determinant

A risk factor is a variable associated with an increased risk of disease or infection.

A variable that is thought to be related to some outcome variable.

It may be a suspected cause of some specific state of the outcome variable.

Sometimes, determinant is also used, being a variable associated with either

increased or decreased risk.

Risk factors/determinants are co relational and not necessarily causal.

Epidemiology identifies risk factors for disease and determines optimal treatment

approaches to clinical practice and for preventative medicine.

Confounding Factors

The risk of an outcome usually depends on interplay between multiple

determinants (confounding factors).

Epidemiology is the science of denominators and, as such is the rational counter-

balance of clinical training which tends to be pre-occupied with numerators

Study types

Descriptive –designed solely to describe health related phenomena.



No comparisons are made between study groups and hence no conclusions about

associations between exposure & outcomes can be made.

Include: case-reports (rare condition/an unusual manifestation of a more common

disease), case-series reports (of the usual clinical course of the condition of interest) and

surveys (to estimate with some specified precision, the frequency and distribution of an

outcome in the population).

Analytic (explanatory) study designs: The investigator sets out to make comparisons

between groups of study subjects.

Allows the investigator to make inferences about relationships between exposure and

outcomes

Subdivided into: experimental and observational.

Retrospective Study

A reverse of a prospective study

Samples are selected from those falling into the categories of the outcome variable.

The investigator then looks back (retrospectively) at the subjects and determines which

ones have (or had) and which ones do not have (or did not have) the risk factor-

distribution of the risk factor.

Instruments of Measurements

William F. Ogburn motto: “When you cannot measure, your knowledge is meager &

unsatisfactory” =

We measure with some yardstick: weight, height, etc. (physical objects).

QUANTITATIVE

We also measure when we judge how well we like something. QUALITATIVE

(Abstract concepts)

The instrument must have

Validity - does the instrument measure what it purports to

Reliability- consistency

Questionnaire

Common method of measurement -

A written document used to obtain information from study subjects.

Should have validity and reliability

Structured/standardized/formal or Unstructured/unstandardized/informal

Closed-ended or Open-ended.



4.0 DAY THREE SESSIONS: 3RD AUGUST 2011

4.1 Qualitative Research by Dr. Juliet Kiguli, Ph.D

Overview

Approaches to research

Comparison between quantitative and qualitative research

Field methods and Library searches

Data coding

Data analysis

Software packages for qualitative research

Aim of Qualitative Research

Understanding the meaning, context and uncovering multiple realities

Identify unanticipated phenomena and influences

Understanding the process of events

Generating causal explanations e.g., what is the process by which “x” may cause “y”

in a specific context

But quantitative focuses on variance in “x” associated with variance in “y.”

Is descriptive in nature and exploratory



Dr. Kiguli

Paradigms in Scientific Research

The Rationalistic paradigm:

Stems from the branch of science known as empiricism

Resulted from a group of philosophers known as the Vienna Circle in the 1930s

They believed every variable in man could be allocated a number and counted

They strove to explain nature through observation and testing of hypotheses

It is a search for rules that govern or explain reality

Health professionals can predict and control behaviour

The Naturalistic paradigm:

These theorists share their assumptions with the most recent view of science

They view science as the process of understanding human behaviour

Reality is multiple, interrelated and determined by context – not randomly

Individuals share varying perceptions of a given situation

They believe the world is constantly changing and individuals have to adapt

Qualitative and Quantitative Methods

Methods of Research:

From the above paradigms, there are two distinct methods of research

Quantitative and Qualitative research

Participatory Research:

Research in which the subject of the study plays a prominent role in some or all

phases of the research

Qualitative Research is often participatory research

Respondents are democratically involved in reshaping the direction the research

should take

The study participants play a prominent role in some or all phases of the research

Characteristics of Quantitative Methods

Based on measures of quantity/frequency

Findings are described in numbers rather than words

A pre-determined series of questions which are structured e.g., how many children

do you have? Response: 10

Questions are asked in the exact same way to every respondent and require yes or

no responses

This approach has long dominated biomedical investigations

Mainly for Analytical Inquiry and Hypothesis Testing



Surveys attempt to measure prevalence of important parameters

They are attractive because of the sampling

They allow statistical inference from relatively small sample to large population

When to use Quantitative Methods

When the subject matter is clearly defined and familiar

When measurement problems are minor or have been resolved

When there is need to relate findings to the broader socio- cultural settings that are

already sufficiently understood

When detailed numerical description for representative sample is required

When repeatability of measurements is important

When generalization of results and comparison across populations is desired

When to use Qualitative approaches

When exploratory depth is required

When there is no baseline information available of factors

When detailed linkages between factors are required

When detailed individual expertise and experiences are required

When the interest is to understand all possible variations of a given phenomenon

Characteristics of Qualitative Research

It seeks to describe and analyze culture and behaviour of humans and their groups

from the point of view of those being studied

It emphasizes providing a comprehensive or "holistic" understanding of the social

settings in which research is conducted

It embodies four approaches:

Explorative flexibility: Inquiry changes with the situation

Iteration: Inquiry changes repeatedly

Triangulation: Inquiry is re-enforced by different methods

Contextualization: Judgements are made based on context

Qualitative researchers spend more time in community, develop rapport & study the

context

Focus of study participants

Emphasis on Depth rather than numbers

Flexibility

Patience and prudence

Complementary but not opposed to quantitative approach



Why are Qualitative Methods used in Research?

To serve as formative research in designing quantitative studies

To go into more exploratory depth on issues raised in quantitative studies for

deeper understanding

To complement and triangulate the findings of quantitative research

To improve participation of programme beneficiaries and health programmes

To improve cross-cultural communication between programme beneficiaries and

programme staff

To improve quality of programme planning and management

Complementarities of Qualitative and Quantitative Research

• Qualitative and Quantitative research are complementary

• Often combined in a way that maximizes the strength and minimizes limitations of

each

• Qualitative research can facilitate quantitative research

– By identifying factors appropriate to survey methods

• Quantitative research can be used to facilitate qualitative research by:

– Generalizing findings to a large sample

– Identifying groups that warrant in-depth study

When Qualitative approach is most appropriate to use

When the subject matter is unfamiliar

For exploratory research, when relevant concepts and variables are unknown or

their definitions are unclear.

For explanatory depth; when you want to relate aspects of behaviour to a wider

context.

When a meaning rather than frequencies is sought

When flexibility of approach is needed to allow for discovery of the unexpected, in-

depth investigations of some topics

For studying selected issues, cases or events in depth & detail

Qualitative Research especially useful for:

Exploring a health, agricultural, veterinary or scientific problem/issue of which little

is known

Identifying local perceptions of health, agriculture, veterinary or science priorities

Identifying relevant interventions and target populations

Investigating feasibility, acceptability and appropriateness of potential new

scientific programs

Identifying problems in ongoing interventions & solutions



Complementing Quantitative data in routine M&E

Designing more valid survey instruments

Selection of Approach

The type of research questions

The depth of data you want to collect on each individual variable

Whether your variables are defined or not

Generalisability Vs. Depth of experiences

The form you want the data to take (Numerical or textual)

Your data analysis plan

Your research plan (Amount of staff and time to conduct the research)

Summary of Qualitative Methods

Over 50 Methods exist

However, the commonest are:

Focus Group Discussions (FGDs)

Key Informant Interviews (KII)

In Depth Interviews

Secondary data analysis

Participant Observations

Non-participant observations and Clinical assessment

Narratives

Focus Group Discussions

A qualitative method that gathers people of similar backgrounds or experiences

To discuss a specific topic of interest to the researcher

Group participants are homogeneously composed

They are guided by a moderator

The moderator introduces the topic and keeps the discussion lively

Usually, consensus is sought

Participants agree or disagree and a rich description is given

About 8-12 participants are gathered together at a convenient venue

They last approximately one hour

Specific topics are addressed to the participants by the moderator

Notes are taken by a notes taker

The proceedings are often recorded

A topic guide is used

This is mainly made up of open ended questions a

Some questions may be closed ended to maintain the flow of the discussion



The sum total of the group interaction and dynamics in better than combined

information from individuals

Provide a broad understanding of how issues apply to the cultural groups or sub-

groups

FGDs

Advantages

Quick information at less cost

Obtaining data from illiterate communities

Good at exploring attitudes and opinions

Researcher can be present at session

FGD participatory & well accepted method by the community

FGDs identify relevant and appropriate questions for individual interviews

Limitations

Limited generalisation

Moderator may influence participants

Limited value in exploring complex beliefs of individuals

Errors if there is no homogeneity

Researcher has less control (Flow)

Results are harder to analyze, interpret (avoid lifting comments out of context and

sequence)

Limited number of themes (1-2 hrs)

Recording and transcribing difficult

Key Informant Interviews

Interview between a key informant and an interviewer

It proceeds flexibly, much like a dialogue

The same KI may be interviewed several times, to clarify certain emerging issues

The questions are open ended

Interviewer makes an active effort at building rapport with the KI

Interviewer can use an interview guide, but does not need to follow it exactly

Guides can be developed and revised based on information gained during earlier

interviews

Who is the Key Informant?

KIs are individuals that the research interviewer comes to trust

They are regarded as honest, reliable and forthcoming

They should be capable of providing in-depth information about the topic of interest



KIs share basic characteristics of the intended participant population

Because of their position or experience, KIs have greater knowledge of what is being

investigated than the average person

Key Informants

Advantages

Small sample

Access to culture & values

Respondents have time & willingness to share

The methods are non analytic

Key informants develop relationship to researcher

Disadvantages:

Difficult to identify good Key Informants

Key informants may take advantage for political gains

Key Informants may insight false hopes to community

In-depth Interviews

Face to face encounters between the researcher and the informant

Directed towards understanding informant’s perspectives

Focus is on their lives, experiences or situations

There are as few respondents as possible

Focus is on learning the entire experience of one individual or a few of them

They enable understanding of contextual details and bridges that a structured

interview cannot achieve

Advantage:

They have the advantage of long, one to one interaction which gives an opportunity

to understand the details and the context

Disadvantage:

Focus on one or very few individuals

Secondary Data Analysis

Involves collection of data by reviewing documents

Documents can be medical records, reports etc.

One can generate quantitative or qualitative information

One can analyse for trends (Quantitative) and emerging themes (Qualitative)



Advantages:

Accessible subjects (whether living or dead),

Non reactivity

Longitudinal analysis (Documents can be studied retrospectively)

Low cost compared to surveys, experiments

Limitations

Most documents are kept for clinical, administrative purposes and not for research

Degree of bias if the documents have monetary implications e.g. taxes

Incompleteness or non-availability; Lack of standard format

Coding difficult as documents are written for various purposes

Documents cannot be supplemented with observation data

Often hand writing is difficult to read

Non-participant Observations

Involve observing people at a distance

Investigator makes comments using a semi-structured guide

If structured, then it is a quantitative method

Investigator does not interact with the subjects

Use full in assessing processes e.g. patient management and infection control

practices

Major disadvantage is that subjects can modify their behaviour if they know they are

being observed

Participant Observations

Careful systematic observation of social and cultural events

Followed by systematic recording of these observations

Quite often what is not said is as important as what is said

Investigator lives with the research subjects and blends with them

It involves getting close to people and making them feel comfortable so that you can

observe and record

PO is an approach rather than a data collection technique

Mainly unstructured observation and unstructured interviewing

Mainly used in anthropological studies of community behaviours

Advantages

Allows contextual data

Facilitates coop. with study subjects

Facilitates immediate data follow-up



Allows wide range of data

Data collected in natural setting

Allows discovery of complex relationships

Obtains data from non verbal behaviour/communication

Facilitates analysis validity checks & triangulation

Discovers subjective perspective of organizational processes

Limitations

Cultural differences can cause data mis-interpretation

Dependent on small groups

Ethical dilemmas

Difficult to replicate

Data subject to observer effect

Process can cause danger & discomfort to researcher

Dependent on researcher honesty& responsibility

Narratives

The narrative research approach has recently gained the attention of researchers in

health

Perceived as an opportunity to tap into respondents’ or patients’ experiences

A narrative is a story that tells a sequence of events that are significant to the

narrator and his or her audience

It has a plot, a beginning and an end

The process of narrating experience is always set within a historical and temporal

frame that the teller brings to the story.

Development of research narratives should therefore be understood as a form of

reflection upon an event.

Every narrative describes a sequence of events that have happened

The method is also described as an active (re) construction of events and

experiences which the narrator decides to include and tie them

Other Methods

There are so many other methods used in qualitative research.

Mainly used in participatory rapid appraisals (PRA tools- transect walks,

observation, FGDs, KIs, Livelihood analysis, pair wise ranking gender analysis,

problem tree analysis, etc)

Some of these include:

Participatory or social Mapping: A method of collecting geographically

related information such as resources so as to show gaps and opportunities



Free-listing: An informant is asked to list all of the different components of

an issue of interest

Pile sorting: Used to understand how issues of interest and their

components are interrelated in a culture by allowing informants to group

together items

Timeline (History line): Used to gather time-related information such as

the sequence for key events in the history of a particular population

Snow-balling: Sampling technique in which the current study subjects

recruit other study subjects from among their acquaintances

Ranking: Participants Rank their priorities

Problem Trees: Used in Problem Analysis

Qualitative Data analysis

Analysis of grounded theoretical work and explorative or descriptive studies has several

approaches:

A) manifest content analysis which deals with obvious immediate observations

B) latent content analysis deals with logical detailed interpretation of relationships

C) thematic analysis

Data analysis examples

Table showing identified theme, relational theme or sub theme, data, interpretation.

This goes with content analysis

Thematic analysis employs identification of themes and looking out for similarities

and differences. It focuses on word usage.

Literature review

Systematic reviews are commonly used today.

These help people to review data with related themes

It also helps to organise data with a focus on drawing similarities and differences

Example: HIV?AIDS in general, then secondly HIV and female infection etc

Data Cleaning

This involves identification of what one does not need or considers irrelevant or off

path the objectives and research questions for the study

Constantly refer to the objectives of the study and research questions

Read through all your transcripts and clean the data , ready to begin coding

Coding of qualitative data

Coding is an approach to data analysis



One develops codes by identifying themes and abbreviating responses e.g., human

influenza

Code for the above is larger theme human to “hum”, then followed by secondary

theme “flu”

Final code: huflue as sub set for the later theme

Presentation of Data

It can be presented in form of notes, tables, circles, diagrams etc

Data can also be shown as a logical story

It can have quotes of important sayings for emphasis of factors

It should include interpretations of validity

Many ways to describe data especially behavioural information

Identification of Quotes

• When analysing qualitative data, it is important to identify rich information which

can be quoted in the report.

Example of a quote:

‘If a woman doesn’t take care of herself and gets sobre-parto, we take her to the hospital, if

she doesn’t get care quickly, she can die’.

It was after giving birth that women died. It was then that they needed medical care.

Although the women knew to go directly to the hospital in the case of haemorrhage after

birth, they expressed surprise that the doctors did not offer routine post-natal care in

addition to pre-natal care. This preference is clearly related to the recognition of sobre-

parto as well as pasmo and escalofrios as serious illnesses that occur during the post-

partum period. At the same time, however, the women do not see the potential for

preventing many of the risky moments by means of pre-natal care.

A logical and compelling argument for why women consider themselves to be at greater

risk after than before birth emerges from the analysis of the focus-group narratives

concerning reproductive health conditions (frequency of home delivery, poor hygienic

conditions in some hospitals, high rates of maternal mortality, and women’s traditional

explanations of post-partum illnesses).

Risks of using Quotes

Quotes should be directly related to topic of study

A quote should be chosen to suit a particular purpose

Avoid using many quotes and flow of many ideas can obscure message of the study



Avoid lengthy quotes or else you lose the meaning

Reports and Articles for Publication

Reports are structured with Abstract, background, objectives, methods, findings,

discussions, Conclusion, References

Different journals require different ways of presenting information so style varies

Some book chapters prefer thematic approach, very typical of qualitative research

Referencing e.g., use Endnote software and determine e.g., applying Harvard etc

4.2 Philosophy, Paradigms, Methods and Approaches

By Dr. Juliet Kiguli, Ph.D

Important Approaches in Qualitative research

Biography

Phenomenology

Grounded Theory

Ethnography

Case Study

A Biography

Biographical study:

Autobiography,

Life Histories: Approach found in the social sciences and anthropology

The investigator collects data primarily through interviews and

conversations with the individual

Biography - Procedural Steps

The Investigator begins with set of experiences in the subject’s life The stages may

be childhood, adolescence, early adulthood, or old age

Next, the researcher gathers concrete contextual biographical materials using

interviewing thus, a focus is on gathering stories.

These stories are organized around themes that indicate pivotal events in an

individual's life.

The researcher explores the meaning of these stories, relying on the individual to

provide explanations and searching for multiple meanings.

The researcher also looks for larger structures to explain the meanings, such as

social interactions in groups, cultural issues, ideologies, and historical context, and



provides an interpretation for the life experiences of the individual (or cross-

interpretations if several individuals are studies).

A PHENOMENOLOGICAL STUDY

Describes about a concept or the phenomenon

The history of phenomenology starts with German mathematician Edmund Husseri (1859-

1938) and his extensive writings addressing phenomenological philosophy from 1913 until

his retirement (Stewart & Mickunas, 1990).

Phenomenology

Focus

Understanding the essence of experience about a phenomenon

Discipline origin

Philosophy, Sociology, Psychology

Data Collection

Long interviews with up to 10 people

Data analysis

Statements

Meanings

Meaning themes

General description of the experience

A Phenomenology

The specific steps in data analysis used are as follows:

The researcher first reads all descriptions in their entirety.

The author then extracts significant statements from each description.

These statements are formulated into meanings, and these meanings are

clustered into themes.

The researcher integrates these themes into a narrative description.

Major Procedural issues in using Phenomenology

The researcher needs to understand the philosophical perspectives behind the

approach, especially the concept of studying how people experience a phenomenon.

The concept of epoch is central, where the researcher brackets his or her own

perceived ideas about the phenomenon to understand it through the voices of the

informants (Field & Morse, 1985)

The investigator writes research questions that explore the managing of that

experience for individuals and asks individuals to describe their everyday lived

experiences



The investigator then collects data from individual who have experienced the

phenomenon under investigation. Typically, this information is collected through

long interviews (augmented with researcher self-reflection and previously

developed descriptions from artistic works) with informants ranging in number

from 5 to 25 (Polkinghorne, 1989)

FEATURES OF A PHENOMENOLOGICAL STUDY:

The author suggests there is an “essential structure of a caring interaction”

The study reports briefly the philosophical perspective of the phenomenological

approach.

The author studies a single phenomenon, the caring interaction.

The researcher “brackets” preconceptions so as not to inject hypotheses, questions,

or personal experiences into the study.

The researcher advances specific phenomenological data analysis steps.

The author returns to the philosophical base at the end of the study.

Challenges for using a Phenomenological Study

The researcher requires a solid grounding in the philosophical precepts of

phenomenology.

The participants in the study need to be carefully chosen to be individuals who have

experienced the phenomenon.

Bracketing personal experiences by the researcher may be difficult.

The researcher needs to decide how and in what way his or her personal

experiences will be introduced into the study.

Grounded Theory

Grounded Theory is most accurately described as a research method in which the theory is

developed from the data, rather than the other way around

About Grounded Theory

The phrase "grounded theory" refers to theory that is developed inductively from a

corpus of data.

If done well, this means that the resulting theory at least fits one dataset perfectly.

This contrasts with theory derived deductively from grand theory, without the help

of data, and which could therefore turn out to fit no data at all

When do you use grounded theory research?

To generate a theory rather than use one “off the shelf”



To explain a process, action, or interaction

When you want a step-by-step, systematic procedure

When you want to stay close to the data

AN ENTHNOGRAPHY

Ethnography is a description and interpretation of a cultural or social group or system.

The researcher examines the group’s observable and learned patters of behaviour,

customs, and ways of life (Harris, 1968).

As a process, ethnography involves prolonged observation of the group, typically through

participant observation in which the researcher is immersed in the day-to-day lives of the

people or through one-on-one interviews with members of the group.

The researchers study the meanings of behaviour, language, and interactions of the culture-

sharing group.

Challenges in Ethnography

The researcher needs to have grounding in cultural anthropology and the meaning

of a social-cultural system as well as the concepts typically explored by

ethnographers.

The time to collect data is extensive, involving prolonged time in the field.

In many ethnographies, the narratives are written in a literary, almost storytelling

approach, an approach that may limit the audience for the work and may be

challenging for authors accustomed to traditional approaches to writing social and

human science research.

There is a possibility that the researcher will “go native” and be unable to complete

the study or be compromised in the study. This is but one issue in the complex

array of field work issues facing ethnographers who venture into an unfamiliar

cultural group or system.

4.3 Information resources for research: researching in Gulu University by

Raphael Aregu

Presentation outline

Research process

Information resources

Leading to:

Authoritative sources of research information



Online sources of information

Scholarly online journal Databases available to Ugandan University

researchers

Electronic libraries available at Gulu University Library

Information: the research context

Meaningful data that has been processed to aid decision making (Heeks, 1007)

Decision making in the research process

Focus Making decisions that matter (Sol, 1992) during the research process

Ability to evaluate information in all its contexts (social, economic, political,

cultural etc)

Researcher requires higher levels of information literacy

Internet based sources

Internet & Search Engines as Information Sources

a search engine is a computer program that retrieves documents or files or data

from a database or from a computer network (especially from the internet)

E.g. 9. Google http://www.google.com : In recent years, it has become the leading

search engine

Google Scholar: http://shcolar.google.com/

Plumed: http://www.pubmed.gov/

Examples of traditional sources

Print journals and periodicals

Books

Almanacs and Books of facts http://www.worldalmanac.com/

https://www.cia.gov/library/publications/the-worldfactbook/geos/ug.html

Encyclopedia

http://en.wikipedia.org/wiki/Wikipedia

Year Books

The Gulu University case

Library and Information Services (Hybrid)

Mandated to plan, control and provide all library and information services

Key stakeholders

Students, staff and alumni :: also funders, civil society, etc

Structure : By function and discipline

Medical, Africana, User services, Technical, ICT & e-resources

http://www.google.com/

http://shcolar.google.com/

http://www.pubmed.gov/

http://www.worldalmanac.com/

https://www.cia.gov/library/publications/the-worldfactbook/geos/ug.html

http://en.wikipedia.org/wiki/Wikipedia



Governance: Library Board, Senate Library and ICT Committee, Senate and Council

Services

lending (text books) (about 30,000 text books now in stock)-undergraduate mainly

Ratio: with about 4000 students, exclude non-students: 7:1

Reference services

Print resources

Digital resources

Resources

Print resources

Africana and special collections

Print journals (challenge of space)

Digital resources

Subscribed on-line databases

Open on-line resources

Locally generated resources

CDs and hard drive (eg. TEAL)

Digital Sources in Gulu University

Greenstone digital Library software

Software meant to empower university libraries build their own digital

libraries

Environment & Infrastructure

CD with detail work of GTZ with over 450 full text documents such as flyers,

reports, books, etc

TEAL for agricultural and related sciences

More and necessary details (ICT/E-Resources Section) and at Branch Library

Challenges= Strategies

Space for both resources and users

E-library development

Required expertise and skills development

Institutional, national and global infrastructure (ICT focus): ICTs depend on the

levels of other infrastructures

Institutional, national and global policies and regulations, including politics

Possible failure to transform to digital era



Opportunities

Formation of research and educational networks in Africa (KENET, RENU etc); the

Ubuntu Net Alliance

arrival of terrestrial sea fiber

Progress in National fiber backbone

Enabling policies and institutions (thought some mix of roles seems to result

4.4 ETHICS & Ethical Conduct of Research

By Assoc. Prof. G.W.Nasinyama

Ethical Issues –Is it a power Game

Regulation of research

Goal of research is to advance knowledge through critical inquiry and ‘scientific’

experimentation

Assumption - normal peer review is sufficient to keep researchers honest

Activity routinely monitors itself hence no self regulation needed

Professional societies developed Code of Ethics

General statements about ideals

The need to regulate research

Nuremberg trials code htttp://www.hhs.gov/ohrp/references/nurcode.htm

Result of Nazi war crimes during WW II

The principles outlined in the Nuremberg Code include:

Voluntary consent

Avoidance of unnecessary suffering

Avoidance of accidental death or disability

Termination of research if harm is likely

Experiments should be conducted by highly qualified personnel

Results should be for the good of society and unattainable by any

other means

The need to regulate research

Ban anything like what Nazi doctors did

torture, maim/mutilate, even murder to captive subjects in concentration

camps

Could this situation arise today?



In Internally Displaced People’s Camps

Ethical issues are topical now-days

Ethical committees / Institutional Review Boards

Institution level

College

School

Department

Ethics in Research

Universities have an obligation to maintain the public’s trust by:

Conducting research ethically and responsibly

Ensuring proper stewardship of research funds

Protecting animal and human subjects

Assuring compliance with national/international regulations

Why so much emphasis on this topic now

The Academic Culture is at risk for compliance failures due to

Decentralized organizations

Potential for conflicts of interest

Undefined roles and responsibilities

Lack of comprehensive training

Expanded Requirements e.g. promotions…

Compliance failures at research institutions

Research Compliance – Why?

Increased funding for biomedical research resulting in greater scrutiny, increased

inspections

Findings of liability on the part of universities have become more frequent in recent

years

Public funding to Research

Positive correlation between increased (public) support to research and

development

AU Heads of State Meeting in Addis (Jan 2008) pledged at least 1% of GDP to

support research & development

Developed countries - Sweden, Japan and Korea all spent more than 3% of GDP on

R&D in 2008

Some developing countries e.g. South Africa -0.95, India - 0.80%, Argentina - 0.51%,

China - 1.49% in 2008; Uganda 0.4% (2009)



As public support for research grows, concerns on how research is conducted also

increases

Define Ethics

a set of moral principles or values

the philosophical study of moral values and rules

the "science (study) of morality"

With regard to professions

a code of professional standards, containing aspects of fairness and duty to

the profession and the general public

Main Ethical issues

Safety of the research participant

Informed consent

Written/Oral

Privacy and confidentiality of information/person

Handling of Adverse effects

Injuries, care of the sick etc

Blinding single/double blinding

Five Components of a valid informed consent

Disclosure

Nature & purpose of research

Benefits & risks to society/individual

Confidentiality/anonymity

Compensation/treatment in case of research related injury

Contact person – for any further information

Consent

authorize participation - in writing/orally

Understanding

Opportunity to ask questions

No technical jargon

Voluntariness

Free from coercion or promises of benefits

Competence

participant must be competent to give consent

Use a designated surrogate in case of mental status, disease, or emergency if

it is in the participant's best interest to participate.



In certain emergency cases, consent may be waived due to the lack of a

competent participant and a surrogate

Deception

Is deception allowable

Jeopardizes informed consent

Has to be broad if being specific would influence the participants

behavior/responses

Responsibility/Beneficence

obligation to maximize benefits while minimizing risk of harm to the

individual/society

Research should be based on sound experimental/study design

Poor study design:

is unethical

may be harmful instead of being beneficial

unlikely to yield useful scientific data

hence does not advance the scientific body of knowledge

Two Philosophical underpinnings...

Consequentiality/Utilitarian –

The result is what matters i.e. end justifies the means?

Compromise rights of individual if research benefits society in general

Non-consequentiality/Deontologists disagree

it is the principles that make an action good or bad, right or wrong—not the

consequences

Justice

Equitable selection of participants

Coerced population into participating, such as prisoners and institutionalized

children

Equality in distribution of benefits and burdens among the population group(s)

likely to benefit from the research

The 3 Rs

Replacement

Conscious animals be replaced with insentient material in research, and higher

animals be replaced with lower ones when possible



Reduction

Use fewer animals without loss of significance or precision

Refinement

Procedures be designed so as to minimize the incidence and severity of harm to the

animal subjects

Ethics in Research & the Law

Under which law in Uganda is ethics in Research covered?

Which is the responsible national body for overseeing Ethics in Research?

How about at Busitema University?

Is Ethical approval always needed?

Some research is eligible for "exempt" status

routine educational experience/tests e.g. IQ

research involving the collection or study of existing data, documents,

records, pathological specimens, or diagnostic specimens, if unidentifiable or

publicly available;

Expedited proposals

involves only procedures that are commonly done in clinical settings, such as

taking hair, saliva, excreta or small amounts of blood

Research Misconduct – FFP

Definition:

“Fabrication, Falsification, or Plagiarism in proposing, performing, or reviewing research,

or in reporting research results”

Principles of Integrity

Highest professional and ethical standards in designing and conducting

investigations

A critical, open minded approach in conducting research, analysing data and

scholarship

Frankness and fairness with regard to the contribution of colleagues, partners,

competitors and predecessors

Absolute honesty at all stages of scientific enquiry

Financial integrity in the management of research funds

Misconduct defined

Fabrication



making up data or results and recording or reporting them

Falsification

manipulating research materials, equipment, or processes, or changing or

omitting data or results such that this is not accurately represented in the

research record

Plagiarism

Appropriation/use of another person’s ideas, processes, results, or words

without giving due credit

Questionable research practices (QRP)??

Questionable Research Practices (QRP)

• Personal misconduct

intimidation, harassment, discrimination…

undesirable or unacceptable, but not ‘scientific misconduct’

• Bad research practices

data management, research procedures, publication related misconduct…

objectionable, harmful, but not basic infringement of scientific integrity.

• Minor misdemeanours

tampering with data, cutting cornes, omitting an unwelcome observation….

unacceptable infringements of scientific integrity.

Misconduct and Data

Integrity of research is based on the integrity of the data

Data is the factual basis for scientific work

Integrity of research depends on integrity in all aspects of the collection, use,

retention, and sharing of data

Conflict of Interest or Commitment – Is it always bad?

Conflict of Interest (COI)

two or more competing interests create the perception or the reality of an increased

risk of bias or poor judgment

Research on safety of a product funded by company where you work

Research supervised by a spouse

Conflicts…

Conflict of Commitment (COC) or Effort

demands from separate entities jeopardize the duties and responsibilities

associated with one of or more of those entities

e.g. outside consulting activities interfering with duties of one's primary

employment



Conflict of Conscience

Occurs by having to maintain objectivity in the face of your convictions, which go

against the grain of something you must act on or evaluate

Message:

Conflicts encountered in research are not inherently bad. Indeed, they are to

be expected.

It's how they are handled that is important

5.0 DAY FOUR SESSIONS: 4TH AUGUST 2011

5.1 Reviewing Proposals

Sexual and Reproductive health and the environment of young people of

9 – 14 years in the rural and slum settings in Uganda

Problem statement = 4.3/10

No citation, magnitude of problem not spelt

Project necessary = 7.5/10

Objectives clearly linked to methods = 4/10

Too many, not specific and SMART, lack focus and failure to identify correctly

what to do.

Feasibility of key methods = 2/5

Comparing environment with human

Output feasible = 2/5

Project financially reasonable = 5.5/10

Plan for dissemination = 2/5

Gender issue = 2/5

Ethics = 4/10

Total = 33.3/80 = 41.6%



Participants reviewing Proposals

5.2 Assessing access to diagnosis and adherence to treatment among diabetic

patients in Iganga and Bugiri districts in Eastern Uganda

Problem statement = 9/10

Project is in line with UDP & MDG = 9/10

Objectives = 7/10

Feasibility of key methods = 3/5

Are output feasible = 5/10

Is study financially reasonable = 8/10

Plan for dissemination = 3/5

Gender issues = 4/10

Ethics = 8/10

Multidisciplinary of the project = 8/10

Total 64/85 = 75.3%

5.3 RESEARCH MANAGAMENT WORKSHOP EVALUATION, 1ST– 4TH, AUGUST

2011.

Thank you for participating in the above mentioned workshop. You are kindly requested to

evaluate the workshop based on the following objectives:



Objectives:

To develop research management capacity of the academic staff

To discuss strategies for improving the research management processes in Gulu

University

At the end of the workshop, participants are expected to have a better understanding of:

1. What it requires to write a good proposal 2. What it requires to be a good researcher 3. What is required in the problem statement and literature review 4. Which qualitative and quantitative methodologies are used in research 5. Why it is necessary to network in the research process 6. Why it is necessary to consider ethics in research 7. How to use resources for research and publication 8. How to review proposals for funding

(A) Kindly express your opinion by ticking one of the given responses (very good “expectations surpass” Good “expectations met” Fair “expectations partially met” Poor “expectations not met”).

Ver

y

Go

od

G

oo

d

Fa

ir

Po

or

1 To what extent were the workshop objectives achieved? 16 8

2 What is your overall assessment of the content of the workshop? 16 8

3 To what extent were resource persons’ presentations in this

workshop relevant to the theme?

15 9

4 What is your assessment of the resource persons? 19 4

5 Did the workshop help you to improve on your journey towards

research management?

17 8

From the above table, on average out of the 24 participants who answered the

questionnaire, majority rated that the workshop was very good.

(B) List at least two most important things you have learned that are relevant to the objectives of the workshop.

i. Importance of getting a good research title or topic of study

ii. How to come up with a research problem

iii. How to write a good proposal

iv. How to budget, monitor and evaluate

v. Ethical researching

vi. Peer review of proposals especially budgeting process and work plan development



vii. That one can be a better supervisor using the presentation on research methods but

also a better researcher

viii. That reviewing is not an exact science but a fair assessment based on consideration

of a proposal/article.

ix. Skills of stating clear research problem

x. What is required to make a good proposal

xi. Research methodologies

xii. The ethical issues to consider in research

xiii. Major differences between qualitative and quantitative methods and the interplay

between the two

xiv. Additional skills and knowledge in research management especially in supervision

of all levels

xv. How to manage research right from proposal writing to implementation

xvi. Procedures for paper review

(C)Indicate areas that you think should have been included in the program but was

not talked about in the workshop.

i. How to come up with a clear hypothesis

ii. Publication of research papers

iii. Attaining post doctorate qualification through research

iv. There should have been a separate presentation on project proposal for social

development issues which are slightly different from the academic research

proposals that were covered.

v. Practical skills in ICT Research

vi. Data analysis packages

vii. Technicalities involved in back translation in research process

viii. The need for comprehensive techniques in statistical data analysis like spss in data

management Collaboration and partnership

ix. Research report writing

x. Monitoring and evaluation

xi. Intellectual property rights

xii. Scholarly writing especially writing an acceptable article for a journal or review in

the book

xiii. More training is still required in the area of methodology

xiv. Budgeting and accountability not elaborate

(C) Assess the effectiveness of the methods used in this workshop from the list below;



Method Ver

y

Eff

ecti

ve

Eff

ecti

ve

Fa

irly

effe

ctiv

e N

ot

effe

ctiv

e

1 Presentations 21 4

2 General Discussions 12 9

From the above table, the participants showed that the presentations and general

discussions were effective.

(D) Indicate the quality of the following services/facilities

Ver

y G

oo

d

Go

od

Fa

ir

Po

or

1 Conference Room 18 4

2 Quality of meals 16 4

3 Availability of learning materials 11 11

4 Availability of reference materials 9 13

5 Interaction of workshop resource persons with

participants

20 2

As indicated above, the quality of services and facilities were scored to be very good very

good.

From the views of the participants, the following were advanced as Suggestions on what should be done to enhance research at Gulu University?

i. Giving time for research to both academic and administrative staff

ii. Communicate effectively on the availability of research funds

iii. Allocate research funds transparently

iv. Avail more research opportunities (workshops) in future

v. There is need for more funding opportunities for graduate students

vi. Avail at least 5% of the income for research

vii. Organize another workshop of this nature but with focus on project proposal

writing and increase internet facilities

viii. Enhancing access to data sources (Information sources internationally)

ix. Information resources of Gulu University should be enriched through the

subscription for better sources of information

x. The institute of research and graduate studies should speed up the process of

research procedure of applicants so that they progress with the study.

Vetting, assigning supervisors and registering the applicants.

xi. The need for more research grants to enable staff conduct research



xii. ICT facilities be improved to enhance access to information

xiii. Gulu University should register with other research professionals

xiv. The university should subscribe to research professional Africa that gives a

variety of information on funding conferences and publications.

xv. Continuous enhancement of capacity coupled with monitoring and

evaluation of research projects

xvi. Increase on collaboration with other institutions/researchers

xvii. Mentoring of young researchers in Gulu by senior researchers in the field.

xviii. Regular workshops to enhance research capacity of the academic staff

xix. The need to increase research funding at Gulu University and from

Government of Uganda

xx. Academic staff training on skills of scientific writing. This will enhance

capacity of staff in publications

xxi. Research becomes integrated to all research to all departmental priorities.

6.0 Closing remarks by Vice Chancellor Gulu University

The closing ceremony was officiated by Prof. Pen Mogi, the Vice Chancellor of Gulu

University. On his part, Prof. Pen Mogi thanked the team of resource persons from

Makerere for the coming to share knowledge with Gulu University. He noted that a team

from Makerere was composed mainly of teaching staff from Veterinary Medicine discipline

and these have worked hard. He noted that being an academician one has to go beyond

his/her discipline. That one can be an academician beyond the science to history and look

at a wider perspective.

That the workshop was very important to Gulu noting that most staff in the University are

young in age and academics. That majority of them lack competence and confidence and

when calls for proposals come, they may think they are incompetent and cannot write and

convince the donors.

That a lot has been acquired from the training, and encouraged his staff to go back and

write proposals. That there is a lot of research in Northern Uganda highlighting that most

research has been conducted in Mukono and Kampala in central Uganda. That research

being a design to find out new knowledge to add on what exists, people should continue to

do it over time and publish. That whatever, comes out, it can’t be similar there must be

changes.

That Gulu has just been working on the promotional criteria for the academic staff and

publications will be considered and this goes to research. That what has been learnt in the



workshop is an eye opener and the staff should use it to succeed in doing research. That

there is a lot of advantage in the Northern Uganda because it is a rural area where research

must be done on poverty, agriculture, and social reconstruction among others. That many

Europeans come to carry out studies and go with a lot of yet we are watching. This gives us

a big task.

The Vice Chancellor, Gulu University

The professor requested that Makerere University should extend this training by

organizing a workshop for other staff to benefit for a wider Gulu University community.

That Gulu looks at Makerere University as a mother and mentor University and appreciates

the work done at Makerere University especially the recent rankings which put Makerere

at 10th position and actually the 1st in real Africa.

Thanked Makerere team for sparing time and to go back in peace.

Appendix 1

Participants at Gulu University

1. Ambrose Okot

2. Amito Scholastica

3. Ayine Robert



4. Ayot Elizabeth

5. Biryomumeisho Justus

6. Dr. Bill Khizzah

7. Dr. Charles Amone

8. Dr. Kitara David Lagoro

9. Dr. Mucunguzi Abel

10. Dr. Oyat Christopher

11. Duncan Ongeng

12. Eger Ambrose

13. Ejang Mary

14. John Olanya

15. Julius Odongo

16. Kilama Justine Luwa

17. Lam-Lagoro James

18. Martin Nyeko

19. Obol James Henry

20. Odama Stephen

21. Okello G.N

22. Onyango Paul Delewa

23. Prof. I. Okello Uma

24. Sr. Margaret Aceng

25. Sr. Rosalba Aciro

Facilitators at Gulu University 1. Prof. Katunguka-Rwakishaya

2. Assoc. Prof. George Nasinyama

3. Prof. Rubaire-Akiiki

4. Dr. Juliet Kiguli

5. Mr. Raphael Aregu

Rapportuers at Gulu University 1. Ms. Carolyn Mirembe

2. Mr. Nestor Mugabe



Appendix 2

GULU UNIVERSITY

RESEARCH MANAGEMENT WORKSHOP PROGRAM 1ST - 4TH AUGUST, 2011 AT

GULU UNIVERSITY

Day 1: 1st August 2011

Item Mode Resource Person

8.30 – 9.00 a.m. Registration Secretariat

9.00 – 9.15 a.m. Opening Remarks VC, Gulu

9.15 – 10.00 a.m. Introduction, objectives, expectations, outputs

Plenary Prof. Eli Katunguka

10.00 – 10.45 a.m. Introduction to Research Management

Plenary and discussion

Assoc. Prof. George Nasinyama

10.45 – 11.15 a.m.

B R E A K T E A

11.15 – 1.00 p.m. Introduction to Proposal Writing

Presentation and discussion

Prof. Eli Katunguka

1.00 – 2.00 p.m. L U N C H

2.00 – 4.30 p.m. Exercise in Problem Identification and Justification

Exercise in groups

Prof. Eli Katunguka

4.30 – 5.00 p.m. Wrap up of the day Plenary Participant

Day 2: 2nd August

Item

Mode

Resource Person


9.00 – 10.30 a.m. Discussions on objectives, Framework’s (Theoretical and conceptual) scope, literature review, a hypothesis


Assoc. Prof. George

Nasinyama & Prof. Eli Katunguka

10.30 – 11.00 a.m.

B R E A K

11.00 – 1.00 p.m. Overview of Research Methods


Prof. Rubaire-Akiiki

1.00 – 2.00 p.m. L U N C H

2.00 – 4.00 p.m. Quantitative Research Methods (continued)


Prof. Rubaire-Akiiki

4.00 – 4.30 p.m. Wrap of the day Plenary Participant

Day 3: 3rd August Item Mode Resource Person


9.00 – 11.00 a.m. Qualitative Research Methods


Dr. Juliet Kiguli

11.00 – 11.30 a.m B R E A K

11.30 – 1.00 p.m Library Resources for research


Mr. Raphael Aregu

1.00 – 2.00 p.m. LUNCH

2.00 – 4.00 p.m. Research ethics and case studies


Assoc. Prof. George Nasinyama



Day 4: 4th August

Item Mode Resource Person

8.30 – 900 p.m. Registration Secretariat

9.00 – 11.00 a.m. Budgeting and accountability of funds


Mr. Olango ojwiya Vicent

11.00 – 11.30 a.m B R E A K

11.30 – 1.00 p.m. Exercise on review of proposals


Prof. Eli Katunguka

1.00 – 2.00 p.m. L U N C H

2.00 – 4.00 p.m. Exercise of reviewing proposals

Presentation to the Plenary

Prof. Eli Katunguka / Assoc. Prof. George Nasinyama

Workshop Evaluation Assoc. Prof. George

Nasinyama

Closing VC – Gulu University