WELKOM Research is any scholarly inquiry that is systematic, - - PDF document
5/20/2014 WELKOM Research is any scholarly inquiry that is systematic, intentional, and collaborative (integrative). Consuming and producing research is the collective responsibility of all members of the higher education advising
Research is any scholarly inquiry that is
systematic, intentional, and collaborative (integrative).
Consuming and producing research is
the collective responsibility of all members of the higher education advising community, including advisors, faculty, administrators and students.
What do you want to know more about?? What are your “wonderings” . . . ??
I. I. Arti Articulate an an in inqu quiry qu ques estion II. Establish theoretical framework and conduct literature review III. Identify appropriate design and methodology IV. Collect and interpret data V. Dissemination
What are they? Why are they used? How are they useful?
Revise at least one of your “wonderings” to
become research questions (pages 3-4)
Share it with the rest of us!
How do _________ describe _______________? What are the perceptions of ________ about
__________?
How do __________ describe _______________?
importance of advising sessions on their academic success?
What are the perceptions of ________ about
__________?
How frequently do _______ do this: ________? How frequently do _______ do this: ________?
seek assistance from study advisors on their own initiative?
What is the relationship between ________ and
_______ on ______?
Does _______ & _______ predict ___________? Is there a relationship between _________ and
_______ on/in ______?
learning-strategy levels and self-efficacy in academic planning?
Erlich & Russ-Eft (2013)
Do _______ & _______ predict ___________?
cluster predict academic success in the first year?
What is the difference between _________ and
_______ with regard to ____________?
What is the difference between _________ and
_______ with regard to ____________?
students and traditional (continuing-generation) college students with regard to their understanding
A research question is a clear,
clear, focuse focused, conci concise, comp complex x and and ar arguable le question around which you center your research.
You should ask a question [or questions]
about an issue that you are genuinely curious about.
Source: http://writingcenter.gmu.edu/how-to-write-a-research-question/
What is the educational issue you’d like to
explore in a research project? What’s the difference?
Statement of the Problem Purpose of the Study Research Questions/Hypotheses Theoretical Framework Literature Review Method Results Discussion and Implications A problem statement defines the
Reflect and write – (pg. 6) The purpose statement defines
Reflect and write under statement
The theoretical framework defines
Reflect and write . . . A process and synthesis of
The researcher reads, evaluates,
topics
Reflect and write . . .
States the topic as a question which the
researcher sets out to answer
Important elements:
collecting/analyzing?
The whom or what you will
Identify who is available and
Determine how you will select a
What data are already available? Data collection tools used in the
Describe the measure (what is
Provide psychometric
Description of how data are to
How, when and where will data
Employ techniques involving
Provide confidence to the reader
Equations or description of
Presentation of the data
Brief summary of findings in light
Implicat
Discuss Limitations Present ideas for future research
Remember that anytime you’re conducting
research on HUMANS you need approval from the Ethic Ethics Commi Committee on your campus
It is about protecting participants from harm
and minimizing risk:
criminal or civil liability)
Knowledge claims to enhance practice Demonstration of impact on students and
institutions
Advising is field with an important vantage
point to examine higher education
Illuminate educational complexities that
Erlich & Russ-Eft (2013) Pizzalato (2006)
Some tips:
1) Decide on initial search terms 2) Choose a database to get started 3) Enter your first search term 4) Look at keywords and suggested terms (add to your list if needed) 5) Stick to “peer-reviewed” articles in scholarly journals 6) Examine titles and abstracts for relevance 7) Scan relevant articles 8) Keep track of your search strategies and articles
Share refined research
Developing your research plan Writing time
Designed to describe and measure the
behavior of participants as it occurs in everyday life.
measured variables OR documentable trends .
Advantage: The observer can see firsthand
the interaction between advisee and themselves.
When conducting observations of
advising interactions, the advisor must decide whether or not to let the advisee know that s/he is being
meeting.
ledged dged P Partic icipa ipant: Advisee knows s/he is being observed.
The largest problem is rea reacti tivity, which occurs when the advisee changes the way s/he would normally behave.
Systematic observation involves specifying
ahead of time exactly which components of the advising meeting are being
choose what to observe.
questions).
see.
Even
Event Samp Sampli ling: focusing in on specific behaviors for all advisees over a given period of time
Individual S
vidual Sampling ling: randomly select one
and focus for the observational time period
Anec
Anecdotal Obse Observ rvation: The advisor freely writes what he or she recalls during the advising meeting.
Semi-st
uctured O d Observ rvation ation: Focus on particular components of the advising meeting (opening, middle,
Ti
Time-T me-Topic
Sampling mpling: Recall a specific point in advising meeting (only the introduction; only the closing; only discussions of changing major)
Behavior Ca
havior Categories tegories: Describe what behaviors
Event
nt Fre Frequen uencies ies: The number of times a particular event takes place
Eve
Event Du Durati tion: The amount of time an event takes place
Advisors are invested in their observations.
less attention to “everyday events.”
influenced by their past experiences.
situation (a.k.a. Reactivity).
A sheet to assist before the interview,
during the interview, and after the interview
Use for note taking and organization Useful when sharing information with
Befo
Before re inter interview: Used to create questions
Duri
During inte interview: Used to take notes, obtain consent, get important information
Aft
After i r interview rview (field not ield notes) s): Contains important notes and information about interview
He
Header ader
De
Description ription
Openin
ing Q g Question tion
Co
Core re Q Question tions
information you want to obtain
Fi
Fina nal Cl l Closin ing g Co Commen ents ts
are other people who would be good to contact/interview
Determine the type of interview (focus group,
Audiotape interview (raises “risk”)
preferably in the interview setting with the advisees!
Take brief notes; enough to follow advisees
main points but still pay attention
Make questions clear, not vague Avoid bias in your questions (i.e. presenting
an idea as negative, using negative or positive wording)
Avoid technical jargon or complicated
statements
Use language familiar to students Remain neutral in both questions and
responses
Check equipment after picking up Arrive early Greet advisee Have advisee sign consent/get verbal consent Read verbal introduction/description Have a planned outline but be flexible
depending on where the advisee takes the interview (semi-structured interviewing)
If the interview is long, you may want to take
a break
and focus or refocus on concepts
End interview courteously and professionally Maintain as much eye contact as is possible,
comfortable, and natural
What
What is is your career orienta your career orientation ion?
Star
Starti ting fr from
as early as you y as you can can r remember member, de describe you your car career or
ientatio ion pr proce
Having lo
Having looked at ed at this this proces ess, please id ease identi entify fy the the ke key y reason asons s for for ch choos
your car career or
ientatio ion.
Please id
Please identi entify the the key key reason asons for for ch choosi
your career orienta career orientation ion.
What influenc
influences es sha shaped ed yo your ur decision
his could uld be be pe peopl
factors)?
How w
were re you s u specifical ically i ly influe uence nced? ?
What campus
us reso resources urces (if a f any) y) d did yo you u use use in in makin making th this is de decis cision?
F15 If
If you you utiliz utilized campu campus resou resources, s, desc describe be how they did how they did
did not help you? help you?
Who (if anyon
Who (if anyone) did you did you consu consult when t when you you were were consider nsidering thi ing this de decisio cision?
Did you s
d you seek eek out
academic ic advi advisin sing when when you were you were makin king t this is deci decision? Why o Why or why why no not?
Plea
Please desc describe the the advi advising expe experience.
Descr
scribe any di be any discussions that i s that involv volved ed as assist stan ance wi with th career eer p planning. ning.
How
How did the adviso did the advisor r help help or
not help help you? you?
What chan
What changes would s would you recom you recommend to to enha enhance academ academic advisin ic advising f for s r stud uden ents who are ts who are in the proce the process s
choosin sing a a career ori career orientat atio ion?
What advic
What advice would would you you give give a a new stud new student who is t who is in in the the process process of
ctin ing g a a career career ori
ion?
Slide 64 F15 The process of selecting a majo, so important in the US, is not very relevant to the Dutch situation. A lot
a lesser extent career orientation. It is difficutl for me to come up with alternatives, it would be easier to do so if there would be a hypothetical research question, that the interview should help answer. Any ideas? I definitely want to help help come up with new questions.
FJJBO, 5/5/2014
What’s your purpose and what are the
research questions?
What do you hope to glean from the
advisors/advisees?
Can other instruments get at the same
data/add to it?
Big decision: use existing instrument or
design your own?
Instructions and purpose Demographics (beginning or end) Likert-type (4, 5, or 7 points) Open-ended On-line or hard copy?
Issues of Reliability Face and Construct Validity Factor Analysis and Alpha Coefficients
Advising F ng First S t Satisf tisfac action tion Survey ey
Strongly Disagree Disagree Neutral Agree Strongly Agree N/A My academic advisor is knowledgeable about liberal studies/university-wide requirements.
O O O O O O
My academic advisor is knowledgeable about my major requirements.
O O O O O O
My academic advisor encourages me to meet with them regularly.
O O O O O O
My academic advisor assists me in planning my schedule and selecting my courses.
O O O O O O
My academic advisor helps me understand university policies and procedures.
O O O O O O
My academic advisor helps me understand my academic standing (warning, probation, dismissal, good academic standing).
O O O O O O
My academic advisor helps me match my academic abilities with potential majors.
O O O O O O
My academic advisor assists me with career planning.
O O O O O O
My academic advisor refers me to other
O O O O O O
My academic advisor is easy to talk to.
O O O O O O
My academic advisor is available when I need help.
O O O O O O What did
What did you find to u find to be be most helpfu st helpful durin l during your your aca academic ad advi vising ap appointment? __________ ______ _____ _____ _____ _____ ______ _____ _____ ______ _____ _____ ______ ____
Is t
there a e anything w ything we could d d do to improve o
aca academic ic ad advi vising ser services? __________ ______ _____ _____ _____ _____ ______ _____ _____ ______ _____ _____ ______ ____
Ag
Age: ________
Gender
Gender: _____Male _____Female
Classif
sifica catio tion: : _____ Bachelor 1 _____ Bachelor 2 _____ Bachelor 3 _____ Master
What is
What is your curren ur current GPA? GPA?
_____Below 6 _____ 8-8.9 _____ 6-6.9
_____ 9-10
_____ 7-7.9
But be careful . . . .
Means, Standard Deviations Frequencies Chi-square Inferential (ANOVA and Correlations) By the way, it’s okay to ask for help on this! Great opportunity for collaboration!
What other artifacts might be relevant?
NACADA Research Committee
NACADA Clearinghouse
http://www.nacada.ksu.edu/clearinghouse /advisingissues/index.htm Developing your research plan Considering evidence (data)
Share data collection and
“Critical Friends” round 2
Discussion Develop individual action plans Commit to yourself Ask for help from colleagues and collaborate
with others
Follow sound research practices from the
start
Take pride in your accomplishments and
share them (both formally and informally)!
Stay in touch!
And don’t forget to complete the evaluation . . .