Research Project: Design, Conduct and Report,
Leading to Diploma Postgraduate - in
Research Project Management, Double Credit, 60 Credit-Hours,
Accumulating to A Postgraduate Certificate, with 120
additional Credit-Hours, and a Postgraduate Diploma,
with 300 Additional Credit-Hours.
Click to download the PDF Brochure for this Course.
Course contents include: Employing Data Elicitation
Techniques, Employing Surveys as a Research Tool:
Cross-Sectional Surveys, Longitudinal Surveys, Participant
Observation as a Qualitative Data Elicitation Tool:
Enacting the Complete Observer Role,
Contextualising the Complete Participant Role, The
Participant-Observer Role, Being an
Observer-Participant Role, The Practicality of the
‘Complete Participant as Observer’ Role.
Conversation Analysis:
Conversation Analysis as Qualitative Methodological
Technique, Quantifying Conversation Analysis,
Combining Qualitative and Quantitative Approaches
in Conversation Analysis, Documentary
Analysis, Qualitative
Methodological Technique, Quantifying Documentary
Analysis, Combining Qualitative and Quantitative
Approaches in Documentary Analysis, Focus
Groups, Optimising
Focus Group Size, Constituting Focus Groups,
Operationalising Focus Groups, Quantifying Focus
Group Responses, Analysing Focus Group Output,
Validating Focus Groups in Ethnographic Research,
Interviews and Questionnaires as Data Elicitation
Techniques in Qualitative and Quantitative Research
Methodologies, Distinguishing between Interviews
and Questionnaires, Positive Issues associated with
the use of Questionnaires, Negative Issues
associated with the use of Questionnaires, Positive
Issues associated with the use of Interviews,
Negative Issues associated with the use of
Interviews, Sampling
as an Important Element of Research Design, Determining
the ‘Population’, The ‘Theoretical Population’,
The ‘Accessible Population’, Factors that Define a
‘Population’, A Sample as a Factor of the
‘Theoretical Population’, Sampling the ‘Accessible
Population’, What Constitutes a ‘Representative
Sample’, The Sampling Frame, Determining a
Suitable Sampling Frame, Factors Mitigating against
a ‘Sample Frame Choice’, Sampling Techniques,
Convenience or Non-random Samples, Quota Sample,
Systematic Sample, Probability or Random Samples?,
Simple Random Sample, Stratified Sampling, Bases
of Stratification, Multi-stage Sampling: Its
Organisation and Execution, Interview
and Questionnaire Design and Administration, Salient Issues in Questionnaire Design, Designing Unstructured
Questions for Questionnaires, Designing Structured
Questions for Questionnaires, Designing Structured
Closed-Ended Questions for Questionnaires,
Designing Structured Open-Ended Questions for
Questionnaires, Multiple-choice Format as the basis
for Designing Structured Closed-Ended Questions in
Questionnaires, Avoiding ‘Forced-choice’ in
Structured Closed-Ended Questions in Questionnaires,
Questionnaire Administration, Personal
Questionnaire Administration, Timing of
Questionnaire Administration, Web-based
Questionnaire Administration, Protecting against
multiple-responses, Anti-bot Security Measures.
For Whom This Course is Designed
This Course is Designed For:
Data Analysts;
Data-Set Developers;
Data-Set Utilisers;
Doctoral Students;
Ethnographic Researchers;
Executives;
Managers;
Market Researchers;
Postgraduate Research Students;
Postgraduate Research Supervisors;
Quantitative Researchers;
Research Analysts;
Research Assistants;
Research Commissioners;
Research Project Managers;
Research Team Leaders;
Research Tutors;
Researchers;
Sales and Marketing Managers;
Supervisors;
Team Leaders, Generally;
Undergraduate Dissertation Supervisors;
All others who are
desirous of undertaking postgraduate level training in
Research Methodology - generally - but more
specifically:
Ethnographic
Research;
Qualitative Research;
Quantitative
Research;
Research
Triangulation;
Research Design,
Research Project
Management,
Questionnaire Design,
Population and
Sampling Frame Choice,
Sampling Design,
Questionnaire Design;
Interview
Formulation;
Data Elicitation;
Data Analysis;
Date Interpretation;
Research Report
Writing.
Course Coordinator:
Prof. Dr. R. B. Crawford is the Director of HRODC
Postgraduate Training Institute, A Postgraduate-Only
Institution. He has the following Qualifications and
Affiliations:
Doctor of Philosophy {(PhD) {University College London (UCL)
- University of London)};
MEd Management (University of Bath);
Postgraduate (Advanced) Diploma Science Teacher Ed.
(University of Bristol);
Postgraduate Certificate in Information Systems
(University of West London, formerly Thames Valley
University);
Diploma in Doctoral Research Supervision, (University of
Wolverhampton);
Teaching Certificate;
Fellow of the Institute of Management Specialists;
Human Resources Specialist, of the Institute of
Management Specialists;
Member of the Asian Academy of Management (MAAM);
Member of the International Society of Gesture Studies
(MISGS);
Member of the Standing Council for Organisational
Symbolism (MSCOS);
Member of ResearchGate;
Executive Member of Academy of Management (AOM). There,
his contribution incorporates the judging of
competitions, review of journal articles, and guiding
the development of conference papers. He also
contributes to the Disciplines of:
Human Resources;
Organization and Management Theory;
Organization Development and Change;
Research Methods;
Conflict Management;
Organizational Behavior;
Management Consulting;
Gender & Diversity in Organizations; and
Critical Management Studies.
Professor Dr.
Crawford has been an Academic in the following UK
Universities:
University of London
(Royal Holloway), as Research Tutor;
University of
Greenwich (Business School), as Senior Lecturer
(Associate Professor), in Organisational Behaviour and
Human Resource Management;
University of
Wolverhampton, (Wolverhampton Business School), as
Senior Lecturer (Associate Professor), in Organisational
Behaviour and Human Resource Management;
London Southbank University (Business School), as Lecturer and
Unit Leader.
His responsibilities
in these roles included:
Doctoral Research
Supervisor;
Admissions Tutor;
Postgraduate and
Undergraduate Dissertation Supervisor;
Programme Leader;
Personal Tutor
Classroom-Based Duration and Cost:
Classroom-Based
Duration: 10 Days
Classroom-Based
Cost: £10,000.00 Per Delegate
Online (Video-Enhanced) Duration and Cost
Online Duration:
20 Days @ 3 Hours Per Day
Online Cost:
£6,700.00 Per Delegate
Classroom-Based Course and Programme Cost includes:
Free Continuous snacks throughout the Event Days;
Free Hot Lunch on Event Days;
Free City Tour;
Free Stationery;
Free On-site Internet Access;
Postgraduate Diploma/ Diploma – Postgraduate –or
Certificate of Attendance and Participation – if unsuccessful on
resit.
Students and Delegates will be given a Selection of our Complimentary
Products, which include:
Our Branded Leather Conference Folder;
Our Branded Leather Conference Ring Binder/ Writing Pad;
Our Branded Key Ring/ Chain;
Our Branded Leather Conference (Computer – Phone) Bag – Black or
Brown;
Our Branded 8-16 GB USB Flash Memory Drive, with Course Material;
Our Branded Metal Pen;
Our Branded Polo Shirt.;
Our Branded Carrier Bag.
Daily Schedule:
9:30
to 4:30 pm.
Classroom-Based Course
Delivery Locations:
Central London, UK;
Dubai, UAE;
Kuala Lumpur,
Malaysia;
Amsterdam, The
Netherlands;
Brussels, Belgium;
Paris, France; and
Durban, South Africa;
Other International
Locations, on request.
Research Project: Design, Conduct and Report,
Leading to Diploma Postgraduate - in
Research Project Management, Double Credit, 60 Credit-Hours,
Accumulating to A Postgraduate Certificate, with 120
additional Credit-Hours, and a Postgraduate Diploma,
with 300 Additional Credit-Hours.
Click to download the PDF Brochure for this Course.
Course Objectives
By the conclusion of the specified learning and development
activities, delegates will be able to:
Design a research
project, taking account of important issues;
Choose sources of
information appropriate for the type of research being
conducted;
Assess the value of
secondary sources of information as a prelude to the
conduct of primary research;
Choose the
methodology that best suits the type of investigation
being conducted & appropriate to the research
objectives;
Choose the most
appropriate data elicitation techniques, in relation to
the sampling frame, sampling unit, sample size & time
span, among other factors;
Advise others of the
situations in which participant observation,
conversation analysis, documentary analysis, focus
groups, interviews & questionnaires, respectively, are
appropriate;
Design interviews &
questionnaires that will elicit information appropriate
to the research objectives;
Design structured &
unstructured questions, determining the conditions under
which they should be used;
Design questionnaires
& interview schedules, with a mixture of open-ended &
closed-ended questions, avoiding forced-choice in the
latter;
Employ appropriate
data analysis techniques, based on the type & volume of
data available;
Use SPSS and, or,
Excel software packages in analysing data;
Identifying ‘trends’
& ‘patterns’ in information, in an effort to arrive at
conclusions;
Produce effective
reports, adhering to conventional styles, presenting
evidence from the data, & exploiting visual
representations;
Make research
proposals, taking pertinent factors into account;
Manage research
projects, from inception to reporting;
Identify appropriate
roles in research project management & produce realistic
costing; and
Design a research
project that incorporates a high ethical standard.
Research
Project: Design, Conduct and Report,
Leading to Diploma Postgraduate - in
Research Project Management, Double Credit, 60 Credit-Hours,
Accumulating to A Postgraduate Certificate, with 120
additional Credit-Hours, and a Postgraduate Diploma,
with 300 Additional Credit-Hours.
Click to download the PDF Brochure for this Course.
Course Contents, Concepts and Issues
Part 1: Research Design: Important Considerations
What is involved in Research Design;
Understanding Sources of Information:
Secondary Sources of Information;
Primary Sources of Information.
Choosing a Broad Research Area;
Preliminary Readings: Familiarising with Broad Research Area;
Narrowing the Field, from Initial Literature Review;
Choosing Relevant Primary Sources of Information;
Techniques of the Literature Review;
Recording Information from Literature Review;
Citations and their Conventions;
Literature Review as the basis for Conceptual Framework;
Literature Review as Empirical Pointers;
Choosing The Empirical Data Elicitation Methods:
Exploring the Qualitative Approaches to Data Elicitation;
Quantitative Approaches to Data Elicitation: Their Value and
Practical Issues;
Triangulating’ The Methodology.
Part 2: Employing Data Elicitation Techniques (1)
Employing Surveys as a Research Tool:
Cross-Sectional Surveys;
Longitudinal Surveys.
Participant Observation as a Qualitative Data
Elicitation Tool:
Enacting the Complete Observer Role;
Contextualising the Complete Participant Role;
The Participant-Observer Role;
Being an Observer-Participant Role;
The Practicality of the ‘Complete Participant as Observer’ Role.
Conversation Analysis:
Conversation Analysis as Qualitative Methodological Technique;
Quantifying Conversation Analysis;
Combining Qualitative and Quantitative Approaches in Conversation
Analysis.
Part 3: Employing Data Elicitation Techniques (2)
Documentary Analysis:
Documentary Analysis as Qualitative Methodological Technique;
Quantifying Documentary Analysis;
Combining Qualitative and Quantitative Approaches in Documentary
Analysis.
Focus Groups:
Optimising Focus Group Size;
Constituting Focus Groups;
Operationalising Focus Groups;
Quantifying Focus Group Responses;
Analysing Focus Group Output;
Validating Focus Groups in Ethnographic Research.
Interviews and Questionnaires as Data Elicitation Techniques in
Qualitative and Quantitative Research Methodologies:
Distinguishing between Interviews and Questionnaires;
Positive Issues associated with the use of Questionnaires;
Negative Issues associated with the use of Questionnaires;
Positive Issues associated with the use of Interviews;
Negative Issues associated with the use of Interviews:
Part 4: Sampling as an Important Element of Research
Design
Determining the ‘Population’:
The ‘Theoretical Population’;
The ‘Accessible Population’.
Factors that Define a ‘Population’.
A Sample as a Factor of the ‘Theoretical Population’;
Sampling the ‘Accessible Population’
What Constitutes a ‘Representative Sample’;
The Sampling Frame:
Determining a Suitable Sampling Frame;
Factors Mitigating against a ‘Sample Frame Choice’.
Sampling Techniques:
Convenience or Non-random Samples;
Quota Sample;
Systematic Sample.
Probability or Random Samples?
Simple Random Sample;
Stratified Sampling;
Bases of Stratification;
Multi-stage Sampling: Its Organisation and Execution.
Part 5: Interview and Questionnaire Design and
Administration (1)
Salient Issues in Questionnaire Design;
Designing Unstructured Questions for Questionnaires;
Designing Structured Questions for Questionnaires;
Designing Structured Closed-Ended Questions for Questionnaires;
Designing Structured Open-Ended Questions for Questionnaires;
Multiple-choice Format as the basis for Designing Structured
Closed-Ended Questions in Questionnaires;
Avoiding ‘Forced-choice’ in Structured Closed-Ended Questions in
Questionnaires;
Questionnaire Administration:
Personal Questionnaire Administration;
Timing of Questionnaire Administration;
Web-based Questionnaire Administration:
Protecting against multiple-responses;
Anti-bot Security Measures.
Part 6: Interview and Questionnaire Design and
Administration (2)
Designing the Interview Schedule:
Designing Unstructured Interview Questions;
Designing Structured Interview Questions;
Designing Structured Closed-Ended Interview Questions;
Designing Structured Open-Ended Interview Questions;
Multiple-choice Format as the basis for Designing Structured
Closed-Ended Interview Questions;
Avoiding ‘Forced-choice’ in Structured Closed-Ended Questions;
Incorporating Prompts and Guides;
Arranging and Conducting Interviews:
Determining an appropriate Time-Frame for the Interview
Administration;
Establishing Standard for Interview Administration;
Keeping to a common duration;
Using Unstructured Questions in Interviews;
Using Open-ended Questions in Interviews;
Recording General Responses during an Interview;
Recording responses to Open-ended Questions;
Recording responses to Closed-ended Questions;
Recording Multiple-Responses from an Interviewee;
Recording Verbatim Comments, during an Interview;
Recording Verbatim Comments, as an addition to responses to
Closed-ended Questions;
Dealing with the unexpected occurrences during an Interview.
Part 7: Data Analysis and Interpretation
Instruments of Analysis:
Using a ‘Tally System’;
Using SPSS Package;
Using Excel Package.
Data Interpretation:
Making Sense of the Information;
Identifying ‘Trends’ & ‘Patterns’ in Information;
Arriving at Conclusions.
Part 8: Presenting the Research Findings
Report Planning;
Outlining the Report;
Report Format:
Formatting the Report;
Principles of Document Design.
Guidelines for Report Writing:
Drafting the Report
Revising the Drafts;
Reviewing the Appearance of Draft;
Preparing the Final Copy;
Logical Ordering of Information;
Exploring the Evidence.
Creating an Outline;
Getting Ready to Compile the Report;
Presenting the ‘Evidence’;
Revising and Editing the Report;
Writing Style and Lapses:
Choosing a Writing Style;
Frequently Occurring Writing Lapses (FOWLs);
Electronic Tools in Identifying FOWLs;
Collaborative Writing.
Report Illustration:
Impact of Visuals;
Determinants of Effective Visuals;
Selecting and Developing Visuals;
Generating Graphs and Charts from Tables;
Graphics Tools for Developing Visuals.
Part 9: Research Project Management
Project Life Cycle;
Project Life Cycle Phases:
Project Initiation;
Project Planning;
Project Execution;
Project Evaluation.
Project Completion;
Project Commissioning.
Project Cost Management:
Cost Estimating;
Cost Budgeting;
Cost Control.
Work Breakdown Structure (WBS)
Process Breakdown Structure
Responsibility Matrix;
Project Planning Process;
Project Life Cycle Management;
Project Portfolio Management System;
Project Co-ordination;
Project Sustainability;
The Project Manager’s Role.
Defining the Project Scope:
Project Objectives;
Deliverables;
Milestones;
Technical Requirements;
Limits and Exclusions;
Reviews with Project Owner/s.
Project Priority.
Part 10: Writing a Research Proposal
Establishing Research Objectives;
Identifying & Defining The Problem;
Presenting the Research Synopsis
Ethical Concerns in the Formulation & Conduct of Research.
The proposed research area;
The importance or relevance of the proposed research
project
How the proposed research fits with existing theories
and empirical research findings;
How the proposed research paper will address any gaps in
knowledge created by pre-existing research;
The theoretical base that will be employed;
The general approach that will be adopted;
The broad research
methods - qualitative research method, quantitative
research method, or a combination of both - that will be
employed;
The data elicitation techniques to be adopted;
The anticipated types, or likely direction, of any
recommendations that might emerge from the research
findings.Research Project: Design, Conduct and Report,
Leading to Diploma Postgraduate - in
Research Project Management, Double Credit, 60 Credit-Hours,
Accumulating to A Postgraduate Certificate, with 120
additional Credit-Hours, and a Postgraduate Diploma,
with 300 Additional Credit-Hours.
Click to download the PDF Brochure for this Course.
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