Chapter 3: Starting out: research plans and proposals

Chapter 3: Starting out:

research plans and proposals

STAGES IN PLANNING RESEARCH PROJECTS (Fig. 3.1)

5. List information needs

6. Decide research strategy

7. Obtain ethics clearance (if applicable)

8. Conduct Research

10. Store data

3. Devise conceptual framework

1. Select topic

2. Review literature

4. Decide research question(s) NB. Stages 1-4 may occur in any order and will probably involve iteration

9. Report findings

A. J. Veal & S. Darcy (2014) Research Methods for Sport Studies and Sport Management: A practical guide. London: Routledge

1. Choosing a topic: sources of ideas (Fig. 3.2)

a. Personal interestb. The literaturec. Policy/management problems/issuesd. Social concernse. Popular/media-based issuesf. Published research agendasg. Brainstorming re. topics arising from a – fh. Opportunism


1. Topic selection - from the literature (Fig. 3.3)

Reason for doing research

Theories/propositions/observations from the literature:

Geographical .. may have been tested only in one country or region

Social … may have been established on the basis of the experience of one social group only

Temporal … may be out of date

Contextual … may have been established in fields other than sport

Methodological … may have been tested using only one methodology


1. Topic selection: Purpose of research (Fig. 3.4)

Purpose/motive FeaturesPursue knowledge for its own sake Academic/scientific criteria – may combine with others below

Ideologically driven: - Conservative - Reformist - eg. social-democratic - eg. environmental - Radical/critical - eg. neo-liberal - eg. neo-Marxist - eg. radical-feminist - eg. anti-globalist

- Defence of/acceptance of the status quo

- a more egalitarian society- sustainability

- defence/extension of the market- demonstration of class conflict/exploitation- demonstration of patriarchy/women's oppression- demonstrate undesirable features of global market trends

Policy/management: - Critical

- Instrumental

- Critiques current policy/management - may reflect one or more radical/critical stances above- Accepts broad philosophy of organisational milieu being studied


2. Review literature: roles of the literature (Fig. 3.5)

• Can be the entire basis of the research• Source of ideas on topics for research• Source of information on research already done by

others• Source of methodological or theoretical ideas• Basis of comparison• Source of information that is an integral/ supportive

part of the research • + See Chapter 6


3. Devise conceptual framework

• A conceptual framework explains the main things to be studied

• can be either graphical or in narrative form,– • uses the key factors, constructs or variables – and the

presumed relationships among them.• can be rudimentary or elaborate,• theory-driven or commonsensical,• descriptive or causal. (Miles and Huberman, 1994: 18)


Development of a conceptual framework (Fig. 3.6)

1. Explore/explain relationships

between concepts

3. Define concepts

4. Operationalise concepts

2. Identify/list concepts


Explore relationships between concepts – narrative eg.Statements/hypotheses (concepts in red) (Fig. 3.7)

A. Participation in a sporting activity arises as a result of an individual (or household/ family) decision-making process.

B. Whether or not a person participates could depend on a variety of events and circumstances. For example:- the availability of and access to facilities may by good or bad;- advertising and promotion may vary in quantity and influence;- the cost of participation my be high or low;- a chance event, such as meeting up with a group of friends, may trigger participation.

C. Whether or not individuals participate will also depend on their characteristics, such as:- age- income- personality and- past experience in participating in that or similar experiences.


Concept map example (Fig. 3.8)

Individual

Participant

Non-participant

A

Influencing event or circumstances:

Availability/access Advertising Price Chance event

B

Individual characteristics:

Age Income Personality Experience

C


Defining and operationalising concepts (Fig. 3.9)

• Participant – Definition: Person who engages in sport or exercise

activity during leisure time. – Operationalisation: Participation in sport or exercise

activity at le– ast once in a week.


Defining and operationalising concepts (Fig. 3.9) contd

• Chance event:– Definition: Unplanned occurrence which affects decision

to participate. – Operationalisation: Events which an individual claims

affected recent decisions to participate: eg. past experience, advice from friend/relative, item read or seen in the media.


Defining & operationalising concepts (Fig. 3.9) contd

• Individual characteristics– Definiton: Individual attributes (which influence leisure/

tourism decisions), for example:• a. Age• b. Income• c. Personality• d. Past leisure/tourism experience

– Operationalisation:– a. Age last birthday– b. Annual household income before tax– c. Results of Myer-Briggs test– d. Leisure: activities undertaken in last six months (from

checklist); Tourism: trips taken in last 5 years.A. J. Veal & S. Darcy (2014) Research Methods for Sport Studies and Sport Management: A practical guide. London: Routledge

Operationalisation of concepts: further example: racial groups and urban park use (USA) (West, 1989) (Fig. 3.10)

Concept Definition OperationalisationCity park Park within the

cityAll parks within Detroit city boundaries

Regional park

Park outside the city

All parks located in three counties surrounding Detroit city


Urban parks, West (Fig. 3.10) contd

Concept Definition OperationalisationRace Ethnic/racial identity Subjects' response to self-identification

question with the following categories: black, Hispanic, white, other

Marginality Limitations on participation due to a. limited income or b. b. access to

transportation

Objective indicators: a. annual income and b. automobile ownershipSubjective indicators: subjects' reported perception of barriers to park use: a. 'expense', b. transportation


Urban parks, West (Fig. 3.10) contdConcept Definition OperationalisationSubcultural preference

Unconstrained preference for use or non-use of parks

Coded responses to open-ended question on non-use of parks or reasons for not using parks more often, such as 'no interest' or 'prefer to do other things'

Inter-racial constraints

Actual or subjective feelings of racial discrimination resulting in feelings of being 'uncomfortable' or 'unwelcome' in parks

Coded responses to open-ended questions on reasons for use/non-use of parks and specific questions on experience of 'negative reactions of other people' in parks.


Conceptual framework as quantifiable model (Fig. 3.11)

Conceptual framework/theory The frequency of holiday-taking of a particular group is positively related to the group's average level of income

Concepts/variables H = average number of holiday trips per year N = annual income in £'000s

Relationship/equation H = a + bN

Example of calibrated equation(value of a and b found from survey-based research)

H = 0.1 + 0.05N

Use of the equation for prediction (assume N = £30k)

H = 0.1 + 0.05 x 30 = 0.1 + 1.5 = 1.6 trips a year


Conceptual framework for holiday/leisure choice (Fig. 3.12)

HD/LF = Holiday destination/ Leisure facilityBased on Witt & Wright (1992)

Satisfaction with holidays/leisure

experience

Needs

Attractiveness of HD/LF attributes

Choice of holiday/ activity

Relative preference for difference

holidays/activities

Knowledge of HD/LF

characteristics

Instrumentality of holiday/activity for providing attributes

Limiting factors, eg. cost, others’ preferences,

disability access

Expectation of being able to take the holiday/use the

facility being considered

Actual characteristics

of HD/LF


Concept map: performance monitoring (Fig. 3.13)

KPI 2

KPI 3b

KPI 1

Objectives

Measure 2

Measure 3b

Measure 1

KPI 3a

Objective 2

Objective 3

Objective 1

Measure 3a

Key performance indicators (Concepts

Measures (operationalisaton)

Compare/assess


Conceptual framework: Market research study (Fig. 3.14)

Demand for new attraction:-quantitative-qualitative-present-future

Demand:-% visiting- frequency-$ spentMarket profile:- age-socio-economic group

Quality assessment

Regional population (daytrippers)

Tourists

Local population Total demand

for this type of attraction in local market areaa. currentb. b. future

Existing attractions

Specify local market area

Local demand estimates

Inventory

National surveys etc.

Local census/ tourist surveys etc. + forecasts/trends

Surveys/focus groups

Specify type of attraction


4. Decide research question(s)

• Questions or hypotheses?• A question requires an answer• A problem requires a solution• A hypothesis is expressed as a statement

which must be proved:– ‘true’ (consistent with data), or– ‘false’ (not consistent with data)


Research questions vs hypotheses (Fig. 3.16)

Research question HypothesisA. Simple version1. Pose research question: Why have visitor levels declined in the last two years at site X?

1. State hypothesis: Visitor levels declined in the last two years at site X because of the attraction of newer, better value sites.

2. Conduct research. 2. Conduct research

3. Answer: Because of the attraction of newer, better value sites.

3. Result: Consistent with the evidence



• See Fig. 3.17 (based on Fig. 3.14)


Demand for new attraction:-quantitative-qualitative-present-future

Demand:-% visiting- frequency-$ spentMarket profile:- age-socio-economic group

Quality assessment

Regional population (daytrippers)

Tourists

Local population Total demand

for this type of attraction in local market areaa. currentb. b. future

Existing attractions

Specify local market area

Local demand estimates

Inventory

National surveys etc.

Local census/ tourist surveys etc. + forecasts/trends Surveys/focus groups

Specify type of attraction

-Local/regional population levels and characteristics-Tourist numbers and characteristics

-Demand levels (%)-Frequency of visit- $ spent per head- Socio-economic characteristics-Age-structure

-User assessment of quality of existing attractions

6. Decide research strategy

a. Identify project elements/stagesb. Decide information gathering techniques to be usedc. Decide data analysis techniques to be usedd. Decide budgete. Draw up timetable


Research programme diagram example (Fig. 3.19)

Collect inventory data

Design quest’re Resident surveySurvey analysis

Steering Committee meeting

Draft reportSteering C’ttee meeting

Finalise report

Review existing research/data

Define concepts etc.

Review brief

Focus groups

Week

3

4/5

6/8

1/2


Research project timetable, example (Fig. 3.20)

Week: 1 2 3 4 5 6 7 8Review literatureSecondary data analysisConduct surveyAnalyse surveyFocus groupsMeetings with clients ✪ ✪ ✪ ✪Write-up report


8. Conduct the research

• See the rest of the book/course.


9. Communicate findings

• See chapter 18


10. Store data

• Numerous issues arise in relation to:– Security of data– The length of time for which it should be stored– Storage format– Protection of privacy of subjects– Access for secondary analysis

• This is discussed particularly in Chapter 4.


The research process in the real world

• Research does not always follow the smooth path suggested in the formal flow-charts

• See Fig. 3.21 for some problems which can arise.



6. Research strategy

7. Ethics clearance

8. Conduct Research

10. Store data

3. Conceptual framework

1. Select topic

2. Literature

4. Research question(s)

9. Report findings

New literature causes modification to lit. review, etc.

Writing up process leads to re-wording of research questions

Consideration of info. needs causes refining of concept definitions

Some re-design required

Pilot survey results cause re-thinking of research questions

Disagreements with stakeholders

Cost/time factors cause modification to research questions


Case-studies of the research design process

• See Case Studies:– 3.3: Facility use– 3.4: Evaluation public recreation services


RESEARCH PROPOSALS

• Self-generated:– Academics seeking funding– Student projects/theses

• Responsive– Consultants responding to research briefs

prepared by potential clients (govt, commercial, non-profit)


Self-generated research proposals content (Fig. 3.30)

Item Fig. 3.1 Chapt

1 Background and justification for selection of topic. 1 32 (Preliminary) review of the literature. 2 33 Conceptual/theoretical framework/theoretical discussion. 3 34 Statement of research questions or hypotheses. 4 35 Outline of data/information requirements and research

strategy5, 6 3

6 Details of information collection methods: structured by the research strategy, but including:-Literature-Secondary data-Empirical work - Sampling - Sample size - Quality measures

6

67

7-12


Self-generated research proposals content: contdItem Fig. 3.1 Chapt

7 Ethical implications. 7 4

8 Data analysis methods. (Chapters 6-9, 11-12) 6 9, 11,12, 14-17

9 Timetable or work/tasks. (Section 6e above) 6d 3

10 Budget ..costing of each element/stage/task 6 3

11 Report/thesis chapter outline ; No. & type of publications.

9 18

12 Other resources, researcher skills/experience/'track record' (necessary when seeking funds)

6d 3


Responsive proposals: content

Item Fig. 3.1 Chapt1. Summary of key aspects of the proposal, including :-

- unique approach - particular skills/experience of the consultants.

2. Re statement of the key aspects of the brief + ‑interpretation/definition of key concepts.

3. Conceptual framework/theoretical discussion. 3 34. Research strategy - methods/tasks. 6 35. Details of information collection methods –

structured by the research strategy, but including: - Literature- Secondary data- Fieldwork – quant or qual.- Sample sizes and justification- Quality assurance

5, 6

2

67

7-121313


Responsive proposals: content contd

Item Fig. 3.1 Chapt6. Timetable of tasks, including interim reporting/

meetings with clients/draft and final report submission

6 3

7. Budget: Costing of each element/stage/task 6 38. Chapter outline of report + other reporting

formats – eg. interim reports, working papers, articles.

9 18

9. Resources available, staff, track record 3


Chapter 3: Starting out: research plans and proposals

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