Dr. Katharine Janzen May 5, 2009
Dr. Katharine Janzen
Assoc. Vice PresidentResearch & Innovation
Seneca Collegehttp://www.senecac.on.ca/ori
416 491-5050 Ext. [email protected]
Seneca Faculty ForumMay 5, 2009
“Introduction to Research”
Dr. Katharine Janzen May 5, 2009
Invitation to Reflect & share:
How would you define “research” for your students?
What has been your experience in research?
What role does research play in the courses that you teach?
Dr. Katharine Janzen May 5, 2009
Defining “Research”
systematic exploration of something in the physical or psychosocial context
to gain a more accurate understanding of specific aspects of that phenomenon
… “a method of reducing uncertainty” (McM & S, p. 14)
Dr. Katharine Janzen May 5, 2009
“Invitation” to engage in the Research Process”
Working on your own or with a colleague, brainstorm some questions, curiosities or hypotheses related to your area of expertise
Dr. Katharine Janzen May 5, 2009
Characteristics of “good” Research:
Reliable – same findings obtained regardless of who is collecting data, when it is collected etc.
Verifiable – “audit trail” hold data 5-7 years to be able to validate/verify interpretations
but participants are NOT identifiable
Dr. Katharine Janzen May 5, 2009
Characteristics of “good” Research:
Explanatory – adds to our understanding e.g., cause-effect relationships; correlations; deeper understanding of what actually exists
Empirical – based on observable data (reliable and verifiable)
Dr. Katharine Janzen May 5, 2009
Characteristics of “good” Research:
Logical – make sense – not built on hunches, educated guesses, “evidence based”
probabilistic - NOT absolute
demonstrates“humility in research claims”
Dr. Katharine Janzen May 5, 2009
Challenges in Research:
interdependence of many variables
because of the complexity of the subjects
Real world context vs. single variable isolation in the lab
methodological challenges, e.g., voluntary participation, perceived risk, reliance on recall, anonymity/ non-identifiability
Dr. Katharine Janzen May 5, 2009
Challenges of Research:
human subjects are complex
context is often a public institution – politics interfere
complexity of research problem – need to narrow the focus to researchable questions
Dr. Katharine Janzen May 5, 2009
Invitation:
To discuss YOUR 2 or 3 questions with a colleague – are they specific enough?
Narrow enough to be able to answer??
Are there potential sources of information to help answer the question(s) …?
Dr. Katharine Janzen May 5, 2009
Research Perspectives: “Gingerbread house” or “diamond”
Research can be viewed from a variety of perspectives
e.g., Karl Jaspers’ notion of the “gingerbread house”
e.g., a diamond – reflections depend on how you “cut it”
Dr. Katharine Janzen May 5, 2009
Four Worldviews for doing ResearchJohn Creswell
Postpositivism Constructivism
DeterminationReductionismEmpirical observation and measurementTheory verification
UnderstandingMultiple participant meaningsSocial and historical construction
Theory generation
Advocacy/Participatory Pragmatism
PoliticalEmpowerment issue-orientedCollaborativeChange-oriented
Consequences of actionsProblem-centeredPluralisticReal-world practice oriented
Dr. Katharine Janzen May 5, 2009
•Basic
•Applied
•Evaluative
•Exploratory
•Experimental
•Quantitative
•Qualitative
Dr. Katharine Janzen May 5, 2009
Basic (pure) ... generates new knowledge (university mandate)
Applied... provides solutions to specific real socio-economic problems (colleges)
Dr. Katharine Janzen May 5, 2009
Basic Research:
concerned with knowing, explaining, and predicting natural and social phenomena
creation of new knowledge
may have implications for real world practice e.g., “tech transfer”
Dr. Katharine Janzen May 5, 2009
Basic Research continued:
starts with theory, principle or generalization
tests theories - i.e.,unprooven but educated observations that predict relationships
Dr. Katharine Janzen May 5, 2009
Basic Research continued:
seeks to develop models that “explain” phenomena e.g., human behaviour
traditionally the focus of university based research
e.g.,
Dr. Katharine Janzen May 5, 2009
Applied Research:
addresses real life, practical issues and problems
findings are immediately applicable to specific socio-economic problems
e.g., …
Dr. Katharine Janzen May 5, 2009
Applied Research continued :
Often conducted in the field (real context)
may be “Action Research” i.e., researcher is active participant
e.g.,
Dr. Katharine Janzen May 5, 2009
Action Research… aims to improve practice
through involvement of the researcher
researcher is an active participant
aim of action research: initiation of change in practice, reflection and ultimately improvement in practice and deeper understanding of the practice and the context
Applied Research continued:
Dr. Katharine Janzen May 5, 2009
Evaluative Research:
assesses the merit and worth of particular practices/programs
recommends changes aimed at improvement
e.g.…
Dr. Katharine Janzen May 5, 2009
seeks to identify (explore) what exists e.g., cause-effect relationships or deeper understanding
Descriptive…. Seeks to describe what exists
Exploratory Research:
Dr. Katharine Janzen May 5, 2009
Ethnographic… describes what is experienced by a group of study subjects from THEIR perspective
Phenomenological … describes the lived experience of subjects IN THEIR OWN WORDS!
Dr. Katharine Janzen May 5, 2009
Invitation
To identify the type of research that would support YOUR research question(s), hypothesis etc.
Is this BASIC research? Is in Applied (“pragmatic”) research? Is it Exploratory, Evaluative etc??
Dr. Katharine Janzen May 5, 2009
Quantitative
Qualitative
Dr. Katharine Janzen May 5, 2009
The Three Types of Designs based on data type:
Quantitative research
Qualitative research
Mixed methods research
Dr. Katharine Janzen May 5, 2009
Strategies of Inquiry
Quantitative Qualitative Mixed Methods
Experimental designsNon-experimental designs,
such as surveys
Narrative researchPhenomenologyEthnographiesGrounded theory studiesCase study
SequentialConcurrentTransformative
Dr. Katharine Janzen May 5, 2009
Differ in: assumptions research purpose research methods and process prototypical studies researcher role importance of the context
Quantitative vs Qualitative Studies
Dr. Katharine Janzen May 5, 2009
Characteristics of Quantitative Research:
Objectivity - Explicit description
Empiricism- NUMERICAL data
Precision - measurement and stats
Verification - replicated by others
Dr. Katharine Janzen May 5, 2009
Characteristics of Quantitative Research continued:
Explanation - simplest preferred
Logical Reasoning - deductive
Probabilistic thinking - statements of statistical probability i.e., What is the likelihood that the findings are real or just by chance statistical significance p= >.05
Dr. Katharine Janzen May 5, 2009
Characteristics of Qualitative Research:
Objectivity - Explicit description; triangulation
Precision - detailed description – careful analysis of “themes”
Verification - understandings extended
Explanation - summary generalizations
Dr. Katharine Janzen May 5, 2009
Characteristics of Qualitative Research continued:
Empiricism – WORDS (not numbers) from sources, evidence
Logical Reasoning - inductive
Probabilistic thinking - tentative synthesized interpretations of what likely exists, suggestions
Dr. Katharine Janzen May 5, 2009
Dr. Katharine Janzen May 5, 2009
Types of Quantitative Research Designs:
Experimental: isolate 1 variable introduce intervention record impact (cause-effect)
requires experimental and control groups to determine if findings are “real”
Dr. Katharine Janzen May 5, 2009
Experimental Quantitative Design:
researcher manipulates INDEPENDENT variables
to investigate cause-effect relationship between INDEPENDENT and DEPENDENT variables
e.g., change in entry level skills (Independent variable) to see impact on student achievement (Dependent variable)
Dr. Katharine Janzen May 5, 2009
Experimental Quantitative Design:
True experimental - intervention strategy
Quasi-experimental – not as clean as true experimental; not as controlled
Dr. Katharine Janzen May 5, 2009
Types of Quantitative Research Designs continued
Non-experimental:
NO intervention
researcher describes things that have occurred, examines relationships without suggesting causation
explores causal relationship among variables that CANNOT be manipulated
e.g.….
Dr. Katharine Janzen May 5, 2009
Non - Experimental Quantitative Design:
Descriptive – seeks to describe phenomenon with numbers (Stats Canada)
Correlation - seeks strength of relationships
Dr. Katharine Janzen May 5, 2009
Non - Experimental Quantitative Design:
Survey - count number, frequency of responses to questions; weighted responses, calculate mean and modal responses
Ex post facto – study AFTER the event has occurred
e.g.,
Dr. Katharine Janzen May 5, 2009
Quantitative Data Collection:
Parametric i.e.,Numbers - counts/ per cent
Types of collection tools: structures observationsstandardized interviewstestsquestionnairesunobtrusive measures
Dr. Katharine Janzen May 5, 2009
Dr. Katharine Janzen May 5, 2009
Qualitative Research Design:
Researcher describes things/behaviours as they occur in the natural environment
Dr. Katharine Janzen May 5, 2009
Types of Qualitative Research Design:
Ethnographic Analytical – data comes directly from the study subjects without any prompting from the researcher – “in their own words”
Concept Analysis – themes that emerge from data
Historical – review of existing documents, artifacts
Dr. Katharine Janzen May 5, 2009
Qualitative Data Collection:
Non - Parametricuse WORDS to collect data
Types: ethnographic observations and
interviewsdocuments
Dr. Katharine Janzen May 5, 2009
DATA COLLECTION TECHNIQUES:
The challenge: - need to ensure they generate valid and reliable data
How do we make sure that any differences/impacts observed are NOT due to chance diversity????
Key informants on the issue/question studied
Dr. Katharine Janzen May 5, 2009
Invitation
Identify all the sources of data (information) you can think of that would answer YOUR question(s) …
How could you ACCESS those sources of information?
Decide on the most appropriate data collection tools/processes
Dr. Katharine Janzen May 5, 2009
traditionally associated more with physical sciences (quantitative)
behavioural and social sciences have greater uncertainty than physical sciences
move is away from reliance on quantitative research e.g., controlled labs
Trends in Research
Dr. Katharine Janzen May 5, 2009
increasingly BOTH quantitative and qualitative data are used
e.g., walk a km on flat road vs. 1 km on hilly road
“triangulation” provides 3 different perspectives on the same phenomenon and looks for common themes that validate qualitative data
Trends in Research
Dr. Katharine Janzen May 5, 2009
Characteristics of “good” Research:
Objective – free of researcher bias e.g.,
How does X create problems for
you? Describe your experience with X
Precise – “just the facts, ma’am”
Dr. Katharine Janzen May 5, 2009
Characteristics of “good” Research:
Valid – Are we getting responses to what we actually wanted to ask?
validity rests within the instrumentation (data collection tool)
sample selection method and size determine level of generalizability
Dr. Katharine Janzen May 5, 2009
Research and
Ethical Implications
Dr. Katharine Janzen May 5, 2009
Focus of College Research (Strategic Plan):
Mandate of the colleges is to focus on Applied Studies – vocational relevance
Colleges’ New Charter (2002, c. 8, Sched. F, s. 2 (3) “..the colleges may undertake …… (f) applied research
Dr. Katharine Janzen May 5, 2009
Applied Research
has immediate, real-life application
solves specific socio-economic problems reduces uncertainties results in incremental innovation
(enhancement of products and processes)
Dr. Katharine Janzen May 5, 2009
COLLEGE Responsibilities: “Safeguard the rights of students, faculty and
staff and other members of the Seneca community”
Ensure compliance with: Ethical Conduct for Research involving
Human Subjects Integrity in Research & Scholarship and
Research involving cadavers or animals is EXCLUDED at Seneca at this time
Includes research completed by students as part of their curriculum outcomes
Dr. Katharine Janzen May 5, 2009
Implementation of Ethics Principles
1995 Initial Research Ethics Committee struck to review applications from faculty and staff doing research for graduate studies at Seneca or external communities
2007 Received eligibility for funding by the Tri-Council Federal Granting agencies: Natural Science and Engineering Council (NSERC) Social Sciences and Humanities Research Council
(SSHRC) Canadian Institutes of Health Research (CIHR)
Eligibility requires adherence to formalize Ethics Principles
Dr. Katharine Janzen May 5, 2009
COLLEGE Responsibilities:
Policies (Oct 2004, rev. Oct 2007): http://www.senecac.on.ca/ori/research/policies_procedures.html
All research conducted in association with Seneca College must be approved in writing by the Research Ethics Board (REB) prior to beginning any research
Any major changes made during the research process must be approved by the REB before making the change
Dr. Katharine Janzen May 5, 2009
COLLEGE Responsibilities:
Establish an independent Ethics Review Board (REB) based on Tri-Council criteria (TCPS)
Provide professional development related to ethics policies and standards
For REB, faculty, staff and students
Dr. Katharine Janzen May 5, 2009
RESEARCHER Responsibilities:
i.e., ALL INDIVIDUALS CONDUCTING RESEARCH associated with Seneca community (local and international)
… ensure integrity of their work
… uphold principles and responsibilities articulated by the Tri-Council Statement on Ethical Conduct involving Human Subjects (2003)
Dr. Katharine Janzen May 5, 2009
Definitions:
Research involving human subjects: ANY “research” in which any human
beings participate in any way
All employees, students, parents/ guardians, alumni, clients, partners or any individuals external to the college in any jurisdiction (local, national, international)
Dr. Katharine Janzen May 5, 2009
Definitions continued
Research involving human subjects:
Use of data bases or information about these humans that will be included in the research study
Dr. Katharine Janzen May 5, 2009
Definitions continued
Non-Research Data collection: Data collected purely for program/
institutional decision making (which will NOT be reported in any form as “research”) e.g., program review, faculty, student and course evaluations
These are part of College’s core mandate and operations
do NOT require Ethics Approval
Dr. Katharine Janzen May 5, 2009
Definitions continued
Non-Research Data collection:
Curriculum projects that are not disseminated as “research” can be delegated for review by faculty only (NOT REB) TCPS 1.4.a
These are part of College’s core mandate and operations
Dr. Katharine Janzen May 5, 2009
Underlying Principles - Respect:Tri-Council Ethics Principles and Requirements:
http://www.pre.ethics.gc.ca/english/policystatement/policystatement.cfm
1. Human Dignity (cardinal principle)
protect participant’s integrity
safeguard from harm (physical, psychological or cultural)
Dr. Katharine Janzen May 5, 2009
Underlying Principles - Respect:
2. Free and Informed Consent
Clear disclosure of the nature of the research and potential impact or risk
Informed consent means the participant UNDERSTANDS any anticipated risks
………>
Dr. Katharine Janzen May 5, 2009
Underlying Principles - Respect:
2. Free and Informed Consent continued…
Voluntary participation (real and perceived)
Free to withdraw or not answer without explanation or penalty
All data collected will be destroyed when the participant withdraws
Dr. Katharine Janzen May 5, 2009
Underlying Principles - Respect:
3. Vulnerable Persons
e.g., children or vulnerable adults
Requires HIGHER standard of protection e.g., consent of parents/ guardians
Dr. Katharine Janzen May 5, 2009
Underlying Principles - Respect:
4. Privacy and confidentiality Confidentiality, anonymity (i.e., “non-
identifiability” in all reporting of the findings)
Unless written, informed, specific consent to identify (? impact on credibility of the research)
Unless information is in the public domain
Dr. Katharine Janzen May 5, 2009
Underlying Principles - Respect:
5. Justice and inclusiveness
Fair and just process and standards for ethics review of all proposals
No unfair burden to participants
Dr. Katharine Janzen May 5, 2009
Underlying Principles:
6. Balance harms and benefits foreseeable harm should NOT outweigh
potential benefits – ensure qualified assistance is available in the event of ANY potential harm
7. Minimize harm
8. Maximize benefits
Dr. Katharine Janzen May 5, 2009
Research Ethics Board:
Members: Appointed by the AVP Research &
Innovation in collaboration with college admin staff
Minimum of 5 members per board: Men and women NO admin staff 2 with expertise in research 1 with expertise in ethics 1 external with research expertise
Dr. Katharine Janzen May 5, 2009
Research Ethics Board:
Members: Appointed for 3 year term – renewable
Chair is elected for 3 years by the REB
Meet face-to-face monthly and electronically as appropriate
Agreement of 4 out of 5 = quorum
Dr. Katharine Janzen May 5, 2009
Proportional Review: “proportionate to level of risk”
FULL Review: - potential risk In depth review - at the request of the
applicant or decision of the chair
Full committee participates
Applicant may present case but not be present at decision time
Dr. Katharine Janzen May 5, 2009
Proportional Review: proportionate to level of risk
Expedited Review:
no foreseeable harm or minimal risk
or if already approved by another REB Chair and 1 or 2 members only
Dr. Katharine Janzen May 5, 2009
Appeals process:
Standing Research Ethics Appeals Committee (REAPC)
Same membership as REB but NO current REB members
Applicants may present their case
Dr. Katharine Janzen May 5, 2009
Application process:
Application Form
Supporting Documents
See website: http://www.senecac.on.ca/ori
Dr. Katharine Janzen May 5, 2009
QUANTITIVATE - traditionally associated more with physical sciences
QUALITATIVE – associated with behavioural and social sciences
have greater uncertainty than physical sciences
can’t “isolate” variables in a meaningful way
Trends in Research
Dr. Katharine Janzen May 5, 2009
increasingly BOTH quantitative and qualitative
data are used i.e., MIXED modes e.g., walk a km on flat road vs. 1 km on hilly road
“triangulation” provides 3 different perspectives on the same phenomenon and looks for common themes that validate qualitative data
Trends in Research
Dr. Katharine Janzen May 5, 2009
External Funding resources …
Tri-Council Granting Agencies: Social Sciences & Humanities Research Council
(SSHRC)
Natural Sciences & Engineering Council (NSERC)
Canadian Institutes for Health Research (CIHR)
Seneca eligibility
Dr. Katharine Janzen May 5, 2009
External Funding resources …
Canadian Foundation for Innovation (CFI) – infrastructure for research only
Ontario Ministry of Research & Innovation (MRI) e.g., CONII grant
Ontario Research Fund (ORF)
Ontario Centres of Excellence (OCE)
Dr. Katharine Janzen May 5, 2009
External Funding resources …
Tri-Council SSHRC http://www.sshrc.ca NSERC http://www.nserc.ca CIHR http://www.cihr.ca
CFI http://www.innovation.ca
MRI http://www.mri.gov.on.ca OCE http://www.oce-ontario.org ORF http://www.mri.gov.on.ca/english/
programs/ResearchFund.asp
Dr. Katharine Janzen May 5, 2009
External Funding resources …
Canadian Directory of Funding Sourcessmaller amounts related to specific
“causes”
e.g., Kidney FoundationHeart & Stroke Lung AssociationCanadian Diabetes Association
Dr. Katharine Janzen May 5, 2009
External Funding resources …
Calls for Proposals (LOI/NOI/Full) traditionally a SHORT response time and
long wait time for decision
Need for PROACTIVE research project development
Academic record of Principal Investigator – we are advocating that this be more than publications in peer reviewed journals, patents etc.
Dr. Katharine Janzen May 5, 2009
External Funding requirements …
Sound research methodology and procedures
Potential to add real socio-economic value to Ontario, Canada
“Training of HQP” – highly qualified personnel (i.e., students and faculty involved in research)
Private Sector contribution – cash or in-kind
Dr. Katharine Janzen May 5, 2009
Assistance available from Office of Research & Innovation:
Dr. Dawn Mercer – assistance with writing research proposals, grant applications
Seneca Industry Innovation - Deepak Bajaj – link between SMEs and Seneca resources
Some central funds for staffing costs – replacement for release time, hiring students etc.
Dr. Katharine Janzen May 5, 2009
Internal Funding resources to enable faculty engagement in Research:
CONII funding:Fellowship FundProof of Principle Fund Internship Fund
Employee Initiated Research Fund (graduate research) - Request to Seneca Foundation
10 PD days and sabbaticals Partial 11th month payments Secondments
Dr. Katharine Janzen May 5, 2009
Questions ???