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The Introduction must clearly explain wh...View Answer
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The Introduction must clearly explain wh...
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A research proposal must eventually be accepted or rejected, so the person or committee making that decision must be persuaded of the proposal's merits. For example, a graduate student's supervisors must be persuaded that the research is feasible and rigorous and the student is capable of completing it successfully, and a funding agency must be persuaded that the research is important and can deliver value for money (often in competition with other proposals). The best way to achieve this is, as far as possible, to approach the proposal from the reader's perspective. Make the proposal clear, concise, and focused on the reader's needs.
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A research proposal must eventually be accepted or rejected, so the person or committee making that decision must be persuaded of the proposal's merits. For example, a graduate student's supervisors must be persuaded that the research is feasible and rigorous and the student is capable of completing it successfully, and a funding agency must be persuaded that the research is important and can deliver value for money (often in competition with other proposals). The best way to achieve this is, as far as possible, to approach the proposal from the reader's perspective. Make the proposal clear, concise, and focused on the reader's needs.
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Tertiary education increasingly focuses ...View Answer
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Tertiary education increasingly focuses ...
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A section describing quantitative methods will usually be more detailed and will often use subheadings, for example, Procedure, Sample, and Instruments (headings may differ; e.g. Sampling methods, Analysis). In contrast, a qualitative methods section is often simpler and may do little more than justify the choice of method and describe its proposed use; however, subheadings might still be appropriate. An important point to stress is that the reader should easily be able to understand the reasons for the choice of method and have enough detail to assess whether the method can deliver the desired information.
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A section describing quantitative methods will usually be more detailed and will often use subheadings, for example, Procedure, Sample, and Instruments (headings may differ; e.g. Sampling methods, Analysis). In contrast, a qualitative methods section is often simpler and may do little more than justify the choice of method and describe its proposed use; however, subheadings might still be appropriate. An important point to stress is that the reader should easily be able to understand the reasons for the choice of method and have enough detail to assess whether the method can deliver the desired information.
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Rather than directing students to your institution's webpage or giving contact details for the Research Ethics Office (or equivalent), set this as an exercise. As reinforcement, provide students with a list of links to the homepages of several
tertiary institutions and ask them to locate any codes of practice, ethics committees or other relevant resources.
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Rather than directing students to your institution's webpage or giving contact details for the Research Ethics Office (or equivalent), set this as an exercise. As reinforcement, provide students with a list of links to the homepages of several
tertiary institutions and ask them to locate any codes of practice, ethics committees or other relevant resources.
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