Research studies are designed to find answers to a specific question

or topics under
investigation. Professionals across
different settings conduct research to investigate topics
relating to their field of study, increase knowledge to support evidence
-
based practices, test
new hypotheses or to further understanding of existing theories.
Researchers use different methods to c
onduct their investigations. Ideally, all research
questions should be addressed using the scientific method to avoid
inaccurate information;
however, that it is not always the case. Some researchers seek to find
answers through non
-
scientific approaches,
which are often based on experts’ knowledge, instincts, beliefs, and
professional reputation.
In order to understand and evaluate the quality of research studies
and apply findings
effectively, it is necessary to become familiar with the characteristics t
hat differentiate scientific
research studies from nonscientific approaches.
Research is a careful and detailed study into a specific problem, concern, or issue using the scientific
method. It is the systematic study of trend or event which involves careful collection, presentation,
analysis and interpretation of quantitative data or facts that relates man’s thinking with reality.

 Characteristics of Research 1. Empirical – research is based on direct experience or

observation by the researcher. 2. Logical – research is based on valid procedures and principles.
3. Cyclical – research starts with a problem and ends with a problem.
 6. Characteristics of Research 4. Analytical – research utilizes proven analytical procedures in
gathering data, whether historical, descriptive, experimental, and case study. 5. Critical –
research exhibits careful and precise judgment.
 7. Characteristics of Research 6. Methodical – research is conducted in a methodical manner
without bias using systematic method and procedures. 7. Replicability – research design and
procedures are repeated to enable the researcher to arrive at valid and conclusive results

Qualities of a Good Researcher Research Oriented Efficient Scientific Effective Active Resourceful
Creative Honest Economical Religious
 1. Intellectual Curiosity – researcher undertakes deep thinking and inquiry of the things,
problems, and situations around him. 2. Prudence – researcher is careful to conduct his study at
the right time and at the right place wisely, efficiently, and economically.
 12. Characteristics of the Researcher 3. Healthy Criticism – the researcher is always doubtful
as to the truthfulness of the results. 4. Intellectual Honesty – researcher is honest to collect or
gather the data or facts in order to arrive at honest results.
 13. Characteristics of the Researcher 5. Intellectual creativity – a resourceful investigator
always creates new researches. He enjoys inventing unique, novel and original researches, and
considers research as his hobby. (creative researcher is innovative)

 Business research is almost always applied research. This means that it is problem-
oriented with the objective of obtaining information to help solve a specific business
problem or make a decision.
 Business research tends to have a time limit. It makes little sense to gather information
about a decision that was made three weeks ago or to get information next week that we
need today. Information is highly perishable. It gets old and useless very quickly. Like
fish, if you don't consume it when fresh, it loses a lot of its flavor-and starts to smell bad!
 Business research is done in an environment in which conditions change rapidly. The
answers to research questions asked today may very well differ from the answers to the
same questions obtained yesterday. In those areas where the manager needs to "stay in
tune" with the changing landscape, the same research questions might need to be asked
repeatedly. Successful organizations develop a culture where constant research is an
integral part of their operation.

What are the various types of research?

Posted in Research Methodology | Email This Post

1. Pure research
a. Also called as the fundamental or the theoretical research.
b. Is basic and original.
c. Can lead to the discovery of a new theory.
d. Can result in the development or refinement of a theory that already exists.
e. Helps in getting knowledge without thinking formally of implementing it in practice based on
the honesty, love and integrity of the researcher for discovering the truth.

2. Applied research
a. Based on the concept of the pure research.
b. Is problem oriented.
c. Helps in finding results or solutions for real life problems.
d. Provides evidence of usefulness to society.
e. Helps in testing empirical content of a theory.
f. Utilizes and helps in developing the techniques that can be used for basic research.
g. Helps in testing the validity of a theory but under some conditions.
h. Provides data that can lead to the acceleration of the process of generalization.

3. Exploratory research
a. Involves exploring a general aspect.
b. Includes studying of a problem, about which nothing or a very little is known.
c. Follows a very formal approach of research.
d. Helps in exploring new ideas.
e. Helps in gathering information to study a specific problem very minutely.
f. Helps in knowing the feasibility in attempting a study.

4. Descriptive research
a. Simplest form of research.
b. More specific in nature and working than exploratory research.
c. It involves a mutual effort.
d. Helps in identifying various features of a problem.
e. Restricted to the problems that are describable and not arguable and the problems in which
valid standards can be developed for standards.
f. Existing theories can be easily put under test by empirical observations.
g. Underlines factors that may lead to experimental research.
h. It consumes a lot of time.
i. It is not directed by hypothesis.

5. Diagnostic study
a. Quite similar to the descriptive research.
b. Identifies the causes of the problems and then solutions for these problems.
c. Related to causal relations.
d. It is directed by hypothesis.
e. Can be done only where knowledge is advanced.

6. Evaluation study
a. Form of applied research.
b. Studies the development project.
c. Gives access to social or economical programmes.
d. Studies the quality and also the quantity of an activity.

7. Action research
a. Type of evaluation study.
b. Is a concurrent evaluation study.

Descriptive (What is the current situation?)

‐
numerical data gathered through tests, surveys, o
bservations, interviews
‐
variables are not manipulated but are measured as they occur
‐
subgroups may be compared on some measure
‐
two or more variables of a group may be correlated
‐
does not attempt to identify cause of differences or relationships, ju
st if they
exist
Experimental (What is the cause?)
‐
at least one variable is manipulated and its effects are measured
‐
subjects randomly assigned to experimental treatment and control
groups
who are treated the
same
except for the treatment variable
‐
determines cause and effect
‐
(when intact groups are used it's called quasi
‐
experimental)
Ex post facto/Causal comparative (What was the possible cause?)
‐
identifies
an effect that has already occurred and attempts to infer cause
‐
a treatment variable (alleged cause) is identified (but not manipulated)
and
effects are measured
‐
groups exposed to the treatment variable are compared to groups who
are
not
‐
identifica
tion of cause can be called into question because groups were not
randomly assigned and other extraneous variables were not controlled
QUALITATIVE RESEARCH
Historical (What was the situation?)
‐
description of past events, problems, issues, facts
‐
data ga
thered from written or oral descriptions of past events, artifacts, etc.
‐
describes what was in an attempt to reconstruct the past
‐
involves much interpretation of events and its influence on the present
Ethnographic (What is the current situation?)
‐
in
‐
depth analytical description of educational systems, processes, and
phenomena within a specific context based on detailed observations
and
interviews
‐
detailed examination of a single group, individual, situation, or site is
called
a case stud

The descriptive study

This approach attempts to identify the characteristics of a problem through description. Because
the subject cannot be described in all its detail, careful selection of facts must occur. Facts should
be gathered according to pre-determined criteria and for the purpose of demonstrating
relationships of interest. To the extent that the descriptive study of a particular problem provides
one with a generalized understanding of a phenomenon that, in turn, can be employed to
understand other specific problems, this approach is useful and acceptable. An example of this
approach would be a description of an unusual planning program in operation in one
Municipality, with the objective being to illustrate how the program differs from similar
programs found in other Municipalities.

The explanatory study

This approach attempts to find the answer to an enigmatic question. For example, why has an
urban area acquired its particular shape, or why has a city council refrained from allowing
mobile home parks in the community? The explanatory studies are designed to investigate origin
- cause-effect relationships. The typical study includes the collection of empirical data for the
formulation of hypotheses or less pretentious hunches and the subsequent test of these
hypotheses by any one of a number of ways available to the researcher.

The remedial study

The remedial study seeks to formulate plans to correct or improve undesirable social, economic,
political, and environmental conditions. These undesirable conditions, causes and processes
associated with them are analyzed. Plans, strategies, and policies are formulated to remedy the
undesirable conditions. Implementation methods may be suggested. A remedial study may be
directed to the solution of pollution of a lake ringed by cottages or to pedestrian and vehicular
conflicts in the central business district.

The methodological study

The methodological study attempts to devise, test or improve new research methods in Planning.
The study may deal with the development of a specific technique for the discipline or may take a
technique developed by another discipline and attempt to apply it to a Planning context. Possible
examples of this approach are innumerable; for example, the application of new forecasting
techniques developed in Management Science to a planning problem, or an attempt to develop
methods for breaking down cross census information into smaller temporal or areal units.

The historical study

If it is designed to facilitate a deeper understanding of historical processes and is not merely an

attempt to fill gaps in our factual knowledge, the historical approach can be very useful. Studies
detailing the transference of the modern town Planning movement from Europe to North
America or the evolution of company towns in Ontario would be appropriate uses of the
historical approach