Structuring the Thesis

423 Pages·2018·6.19 MB·English

by  David Kember

Editors
David Kember · Michael Corbett
Structuring
the Thesis
Matching Method, Paradigm, Theories
and Findings
Structuring the Thesis
David Kember Michael Corbett
(cid:129)
Editors
Structuring the Thesis
Matching Method, Paradigm,
Theories and Findings
123
Editors
DavidKember Michael Corbett
University of Tasmania Schoolof Education
Launceston,TAS Acadia University
Australia Wolfville, NS
Canada
ISBN978-981-13-0510-8 ISBN978-981-13-0511-5 (eBook)
https://doi.org/10.1007/978-981-13-0511-5
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Preface
Aconventionalstructurehasbeendevelopedforwritingtheses,whichisconsistent
with the needs of the scientific research method. However, research students in
education, the social sciences and the humanities rarely follow the scientific
method. There are several reasons for this. Firstly, the issues or problems resear-
ched in these fields are normally ill-defined, messy or wicked. One key feature of
wicked problems, as defined by Rittel and Webber (1973) in their now classic
formulation, is thelack ofa clear and agreed-upon definition of theproblemitself.
Additionally, the problem is nested in other equally wicked problems. Finally, the
way the problem is defined determines the potential solutions and the ways in
which the problem is approached and studied. At the outset, it is often hard to
identify exactly what the problem is, let alone formulate a well-defined research
question.Astheissuesinvestigatedarehardtodefine,theyhavemultiplevariables
or aspects that interact in complex ways. We began thinking about this book
because the problems our higher degree research (HDR) students want to study
were almost always wicked, but at the same time, they very often wished to tame
these problems with the authoritative techniques of the scientific method.
Indeed, defining precisely what the research problem represents an important
part of setting out most dissertation projects in the social sciences. Definition of
problemsisitselfcontestedandunavoidablytheoretical,whileatthesametimethey
arecaughtupinthecomplexitiesofpracticeitselfaswellascompetingdefinitions
of the situation. Since the nature and framing of problems involves theoretical and
ultimatelypoliticalengagementonthepartoftheresearcher,acleararticulation of
foundational assumptions that situate and give shape to the particular research
problem is essential. This means that the simplifying assumptions common to the
scientific method are inappropriate to research in these areas. Naturalistic
researchers have also moved away from the methods commonly used by positivist
researchers to ones more suited to ill-defined problems.
In spite of the fact that few social science research projects adhere to the sci-
entific method, the conventional thesis structure adopted by the scientific method
stillhasastronginfluence.Thereisalonghistoryofeducationalandsocialanalysis
more generally attempting to adopt and co-opt the methods of the natural sciences
v
vi Preface
and to promote the use of analytic tools designed to study the material world.
Philosophical developments of the twentieth century, beginning with phe-
nomenology and hermeneutics in Europe and pragmatism and symbolic interac-
tionism in the USA expanded and developed into what has been called
postmodernism,poststructuralism,deconstructionorthe‘linguisticturn’thatbegan
following World War Two. These are movements that have challenged the hege-
monyofthescientificmethodinsocialanalysis.Theongoingcritiqueoffeminism,
Marxistanalysisandmorebroadlycriticaltheoryhasfurthercomplicatedthenotion
that social life can and should be objectively and neutrally investigated.
Thisconfigurationofpragmaticproblemsofeducationresearchersseekingtobe
relevant and to improve practice, in conjunction with philosophical currents that
challengepositivisthegemony,createsdifficultyforbeginningHDRstudents.This
uncertainty and complexity also cause problems for research students when they
come to write up their study, and they find it hard to fit their work into a standard
structure developed for a method very different from the one they have followed.
Thisbookaddressesthisissuebyshowingthatalternativestructuresmoresuitedto
researchinthesocialsciencesarenotonlypossible,theyareactuallycommon.The
heart ofthebookconsistsof32examplechaptersthat illustrate thispoint.Inthese
chapters, research students explain how the subject matter, method, paradigmatic
orientationandtheoriesdrawnuponintheirresearchledtothestructureadoptedfor
their particular and unique thesis projects. Rather than following a formula as is
suggested in many standard research texts, we begin with actual HDRs describing
thecreativeandinnovativemethodologicalchoicestheyhavemadetoanswertheir
research questions and to write up their dissertations.
While they are each unique and creatively designed research narratives, each
of these chapters follows a standard format. They begin with a research question
thatwesuggestedtothematthebeginningofthisbookproject.Ourquestionwas:
‘What is an appropriate structure for reporting a study of subject matter X, fol-
lowing paradigm Y and adopting methodology Z?’ Then we suggested a series of
questions eliciting common features of the thesis, i.e. subject matter; method;
theories and paradigms; structure; table of contents; and commentary. In the
example chapters, therefore, the HDR students explain how their paradigmatic
orientation,themethodtheyfollowedandthefindingsoftheirresearchledthemto
devise the particular structure for their thesis.
The 32 example chapters have been grouped into four parts by methodological
orientation:mixedmethods(PartB);actionresearch(PartC);interpretive(PartD);
and emerging theoretical approaches (Part E). The book, therefore, includes
examples of a very wide range of research fields in the social sciences, diverse
methodological orientations and theories that were drawn upon. These range from
work that is positivist in orientation and that seeks to make particular realist
knowledge claims, to more pragmatist, embedded work in the action research tra-
dition,toworkinspiredbyinterpretivistformsofsocialscience,andfinallytowork
that seeks to employ contemporary theory to frame and explore diverse research
questions that problematise educational phenomena within matrices of power and
materiality, typically employing creative methods.
Preface vii
As there is such a diverse range of methodologies, in addition to being a book
about structuring theses, it works very well as a research methods text. In this
respect,it isunusual incovering such wide range ofmethods. Thiscoverage takes
the form of narrative accounts of individual research journeys and of the practical
problems and considerations that led HDR students tomake consequentialchoices
that shaped the thesis. We do not offer here a methodological how-to manual, but
rather a retrospective ‘how-did’ approach that provides an analysis of the real
decisions, emerging theoretical understandings and methodological judgments that
shaped actual research products. The actual methods employed range from con-
ventional social science approaches such as documentary and discourse analysis,
observation, interviewing and focus groups to arts based, participatory and visual
approaches emerging in the social sciences today.
Inadditiontothe32examplechapters,thereareeightotherchapters.Chapter1
explainstheorigins ofthebookbyreflectingonhowtheissuehadtroubledDavid
as both an examiner and supervisor. Chapter 1 also introduces the four research
questions, which are addressed throughout the book. Chapter 2 explains the pro-
cesses followed in developing the book.
Parts B–E group the example chapters; each begins with a framing chapter.
These framing chapters situate the work found in each section within the philo-
sophicaltraditionsthatinformthepieces.Eachsectioninsomewaysrepresents an
ongoing conversation with the positivist tradition which tends to stand as a theo-
reticalandmethodologicalshadowtobeaddressed,andinasense,circumventedby
HDRs as they make their way to producing independent work. The framing
chapters each situate the philosophical movements which grew up in response to
positivism and have sought to provide social science research with viable frame-
works of inquiry each focussed in different ways on dealing with problems of
reflexivity, subjectivity, interpretation, multiplicity, mutability, materiality, space
and place, the challenge of making sense of practice all of which have challenged
positivistically oriented educational and social research.
The penultimate chapter (Chapter 39) contains reflections on methodological
issues, which have arisen throughout the book. The main topic is the scientific
research method, which has been the underlying rationale for producing the book.
We consider why it is unsuited to research in the social sciences and examine
alternative directions that have emerged.
The final chapter (Chapter 40) contains overall lessons about structuring the
thesis synthesised from across the book. This chapter is organised around main
emerging themes threading through the substantive research chapters. The chapter
discussesthepositioningandfunctionofliterature,asthetraditionalcomprehensive
literaturereview,asChapter2,wasregardedasinappropriateforinductiveresearch,
which explored an ill-defined topic. There was a need for a relatively short initial
literature review to frame the study. The bulk of the literature was then dispersed
through the thesis, as findings were presented in an organised framework and
comparedtotheliterature.Inviewofthealternativestructuresadopted,mostofthe
example theses included a section explaining and justifying the structure adopted.
viii Preface
The structures reported in this book, therefore, differ markedly from the con-
ventional structure, which appears more or less as:
Chapter 1 Introduction of the problem
Chapter 2 Literature review
Chapter 3 Methodology
Chapter 4 Results
Chapter 5 Discussion
Chapter 6 Conclusion
The second chapter of this conventional structure is a comprehensive review
oftheliterature.Thisreviewisnecessary,asthosefollowingthescientificmethod,
researchwell-definedproblemsorhypotheses.Theliteraturereviewisneeded,asit
expounds what has been discovered in the well-defined area, so that the research
student can formulate a limited number of well-defined hypotheses or research
questions. The third chapter is the methodology chapter. As tightly defined
hypotheses or research questions have been formulated, the research method to be
followedintheprogrammeofresearchcanbespecifiedindetail.Researchstudents
following the scientific method are normally expected to stick closely to the plan.
Yet in social science research, and in educational research particularly, we have
foundthatfewdothis.Thisbookrespondstothisdisjuncturebetweenconventions
abouthowthesesaresupposedtobestructuredandhowtheyareactuallystructured
by working researchers.
Thebookwillbeofvaluetoallresearchstudentsinthesocialscienceswhoare
not following the scientific method, or indeed those HDR students who encounter
frustrationworkingtounderstandhowtofittheirmessypragmaticproblemsintoan
inquiry framework that makes sense. The guidelines for how to derive an appro-
priatestructuretosuittheirfindings,methodology,paradigmaticorientationandthe
theories they draw upon will enable them to develop an appropriate structure for
their own thesis. Going through this process will also facilitate the organisation
of their analysis. With the wide range of topics, methodologies and interpretive
theories covered in the example chapters, it is almost certain that there will be
examples of relevance to their own study.
Launceston, TAS, Australia David Kember
March 2018 Michael Corbett
Reference
Rittel, H. W. J., & Webber, M. M. (1973). Dilemmas in a general theory of planning. Policy
Sciences,4(2),155–169
Contents
Part A Introduction
1 Critical Reflections on the Conventional Thesis Structure and a
Guide to the Research Questions Addressed in the Book . . . . . . . . 3
David Kember
2 The Collective Voyage of Discovery: How the Book Was
Developed and Produced. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
David Kember and Michael Corbett
Part B Mixed Methods
3 The Paradigmatic Challenge of Mixed-Methods Research:
Positivism, Relativism or Pragmatism? . . . . . . . . . . . . . . . . . . . . . . 27
Rosemary Callingham and Ian Hay
4 An Exploration of Epistemological Beliefs, Learning
Environment Expectations and Persistence Intentions: Insights
into the Shaping of Student Persistence in the First Semester
of University Study at Three Australian Universities . . . . . . . . . . . 39
Julie Godwin and David Kember
5 The Challenges Faced by Male Primary Teachers . . . . . . . . . . . . . 47
Vaughan Cruickshank
6 English Language Teaching in Nepal: An Investigation of Issues
and Challenges . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55
Ananda Aryal, Megan Short and Si Fan
7 How Do Students Make Decisions About Overseas Higher
Education? A Case Study of Chinese International Students
at a Regional Australian University . . . . . . . . . . . . . . . . . . . . . . . . 65
Qian Wu and David Kember
ix
x Contents
8 Linguistic Complexity in English Textbooks: A Functional
Grammar Perspective . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 77
Vinh To and Ahmar Mahboob
9 Structure by Design: Reasoning About Covariation with
TinkerPlots . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 87
Noleine Fitzallen
10 Researching in the ‘Cultural Interface’: Working Between
Non-indigenous and Indigenous Research Paradigms . . . . . . . . . . . 97
David Hicks, Mary O’Dowd and Michael Corbett
Part C Action Research
11 Action Research and Criticality: Working Out the Stone
in Your Shoe. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 109
Michael Corbett and Allen Hill
12 Students’ Understanding of Statistical Inference: Implications
for Teaching . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 121
Robyn Reaburn
13 The Design and Implementation of a Short Course, Focusing on
Metacognition, to Develop Writing Skills for University Students
for Whom English Is an Additional Language: An Action
Research Study. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 129
Adnan Satariyan, Bronwyn Reynolds and David Kember
14 Intersections of Indigenous Knowledge and Place Based
Education: Possibilities for New Visions of Sustainability
Education in Uganda . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 139
Kevin Kezabu, Jenny McMahon, David Kember and Allen Hill
15 ‘I Only Look Forward to Mondays’. Facilitating Creative
Writing Groups: Ageism, Action and Empowerment . . . . . . . . . . . 149
Joan Webb
16 A Journey Around Tongan Education . . . . . . . . . . . . . . . . . . . . . . 161
W. John Phelps
Part D Interpretive Methods
17 Ways of Working in the Interpretive Tradition . . . . . . . . . . . . . . . 171
Angela Thomas and Michael Corbett
18 Fluid Methods to Make Sense of an Unknown: An Emergent
Grounded Theory Study of Cultural Wellbeing . . . . . . . . . . . . . . . 183
Sherridan Emery and Jill Fielding-Wells