Process involved in conducting literature based research methodology

1. Dr H.Comerasamy
University of Brighton
UK

2. My personal experience
 Students knowledge and understanding of research
 Questioning the purpose of the dissertation
1) what in essence are we trying to achieve ?
2) Is it just to get students through the academic
hoop?
3) Is it about transferable knowledge and skills?
4) Is it about career progression?

3. My philosophical position :
Constructionist approach to teaching and
learning.

4. The theory rests on several assumptions
 knowledge is socially constructed rather
than truth or fact.
 Learning is an active, rather than passive,
process of knowledge construction.

5. Research informed teaching
Particular focus- developing students as
researchers

6. In constructionist classroom students are
encouraged to:
 pose questions
 pose statements
 explore ways to find the answers to
questions & statements

7. Development of:
 Analytical/ critical skills and skills that
can be applied to other problems.
 Enquiring mind.
 Research mindedness ,
 knowledgeable and skilled.

8. Tool – the dissertation
Research based
Literature based research methodology
Getting students to engage in the process
Importance of language
 Engaging them as researchers rather than
students
 Changing a mindset & inculcating a
different form of thinking

9. Philosophical basis
Empirical research Non-empirical research
Positivism/ naturalism Positivism/naturalism
Research methodology
Quant/qual Systematic/traditional review
Research methods
People/object of study The literature is the population
is the population
Observation, interviews are examples Different data bases are used & literature is
of data collection tool the „textual‟ data

10. Literature based research methodology has
often been referred to in many texts as :
literature review
To some extent this is true but the problem is that
as such it has blurred the understanding
between literature review as a methodology in its
own right and its utilisation in the process of
empirical research. So we need to differentiate
between the two purposes.

11. Literature based methodology – designing a
research project where existing literature is
the population where the researcher
needs to go for:
 Sampling
 Data collection
 Data analysis
 Ethics

12. Constitutes two types
1. Systematic literature review [also known
as systematic overview]
2. Traditional literature review [also known
as narrative or comprehensive

13. Definition:
“ A scientific tool which can be used to summarise,
appraise and communicate the results and implications
of otherwise unmanageable quantities of research”
[ CRD Report 4: 2001]
Philosophical basis:
Positivism – Quantitative methodology
Purpose:
To synthesise the results of a number of small studies

14. Rationale:
 Small studies- design may be rigorous but
may lack Statistical power to show significant
effect.
Methodology:
Quantitative approach
May include meta-analysis [the specific statistical
method to combine results from different studies
into single summary estimate
for quick reference].

15. The research process
 Research problem
 Research question[s]
 carrying out the review- searching the data
- critical analysis of the data
- combining and synthesising the data
Basically it is a:
 Reanalysis of results
 Reanalysis of findings
Method of data analysis
 Descriptive
 Data extraction tool

16. A methodology in its own right
Epistemological basis:
Interpretivism: Comprehensive review
May combine positivist elements

17. The criticism here is:
 Methodological- not based on explicit
specified method
 No clear cut steps in design

18. The key issue:
To ensure that the quality and rigour of the
research is demonstrated and the link is
made apparent from beginning to end.

19. What are the students required to do?
Engaging students in the process.
Pedagogical issues
The process should be the same as empirical design
Four main considerations:
1) Defining the research problem and posing the
research question
2) Overview of the literature to support the study
3) Methodology – Design of the study
4) Ethics and ethical approval

20. 1 .Defining the research problem [ may come from
practice ]
Examples may be as issue with:
 domestic violence
 patient experience with obesity
 transition to motherhood
 postnatal depression
 attending to patients spiritual needs
 effective communication with patients

21. Posing the research question:
 May start with reflecting on a particular issue from
practice that the student has observed.
 May involve talking the issue with others- obtaining as
wide a perspective as possible.
 Questioning- what is going on here?
1) policies
2) protocols
3) guidelines
 Working research question

22. 2.Overview of the literature:
Purpose
 What exists on the subject if enquiry
 Identify gaps in knowledge
 Confirms the research question
 Reformulation of the research question
 Support feasibility of the study

23. 3. Methodology:
[Note that in secondary ,methodology the literature
is the Population –i.e all sources where data are
found]

24. Method of data collection:
Methods
 Sampling and sampling strategy
 Inclusion & exclusion criteria
 Data collection tool- where and how will data be
collected?
Search strategy
 Which data bases ?
 Search terms
 Reviewing the search terms, data bases

25. Inclusion criteria- defines the boundaries of the
study
 Type of data – research papers to include both qualitative
and quantitative methodology
 Language and context
 Time frame- e.g. 1990 – 2011
 A variety of studies- research as well as grey literature
Exclusion criteria
 Papers that are not current
 Research conducted externally
 Any other methodology – i.e. mixed methodology

26. Data analysis
Includes two analytical phases
1) Appraising the data
2) Synthesis of the data
How to go about doing the analysis ?
Needs a structured approach
Employs the principles of systematic review.
Data extraction tool + a theoretical framework

27. The data extraction tool
Can be constructed by using:
 a combination of research critique frameworks
 Precise identification of the information to
be extracted.
What can it do?
 Enables a schematic presentation of findings
 Enables development of student own thinking and
position.

28. Appraising the data
 Appraising how the authors have arrived at their
findings, themes and conclusions
 Background of the authors
 Have they been true to their chosen methodology?
 Theoretical frameworks
 Epistemological orientation
 Findings and relationship to the research question
 Contribution to existing evidence

29. Synthesis of the data :
May calls for the examination of the findings in the
following Contexts
Disciplinary context
Professional education
Professional acculturation

30. How has these contexts shaped the
essence the research findings and the
contribution to evidence ?

31. Findings :
Can be organised in themes
Address how the primary researchers arrived at
themes
Discussion and implications for practice
 Can the evidence be trusted?
 Has the research question been answered
 What are the challenges for the area of practice?
 Can the findings be applied to the area of practice?
direct day to day care
policy
 What is the student‟s own position?
 Conclusion and recommendations

32. Completing the research cycle
What are the issues:
 quality of evidence
 understanding of knowledge
 utilisation of knowledge
 protocols and policies
 barriers to implementation of research
 political issues
 economical issues
 ethical issues
Recommendations

33. Moving from secondary to primary
methodology
Ideally students should be advised to raise
future research question

34. Aveyard.H ( 2010) Doing a literature review
in health and social care – A practical
guide, London: Sage publication
Hart. C.(2001) Doing a literature review - a
comprehensive guide for the social
sciences. London: Sage publications