Importance of Research to Graduate Stutudents

8/12/2019 Importance of Research to Graduate Stutudents

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Importance of research to graduate stutudents

Module 6: The Importance of Research

Study Implications

The purpose of research is to inform action. Thus, your study should seek to contextualize its findings within the larger body of

research. Research must always be high quality in order to produce knowledge that is applicable outside of the research settingwith implications that go beyond the group that has participated in the research. Furthermore, the results of your study should have

implications for policy and project implementation.

One problem that often plagues progress in global health is the slow translation of research into practice. Oftentimes, a disconnect

exists between those who create the evidence base and those who are positioned to implement the research findings. The

underlying problem is in the way in which the production of evidence is organized institutionally with highly centralized mechanisms,

whereas the application of that science is highly decentralized. This social distance prevails because scientists are more oriented to

the international audiences of other scientists for which they publish than to the needs of practitioners, policy makers, or the local

public.(1)

Thus, as researchers, it is imperative to take steps to overcome this barrier. Publishing your study may be one initial step to make

your research known to the global community. Other proactive measures can be taken to encourage the uptake of evidence-based

interventions. For example, you can present your research findings at various venues such as the Unite for Sight sponsored Global

Health and Innovation Conference. Furthermore, you can send the results of your study to local officials, policy-makers, and

community leaders.

Goals of ResearchThere are relatively few published studies about eye care in developing countries, and Unite For Sight encourages all volunteers to

consider developing a research study to contribute important knowledge to the eye care community on a global scale. Pursuing a

research project will be a challenging and rewarding experience, and this opportunity enables you to pursue an in-depth original

study about a topic of interest.

Well-conducted research is vital to the success of global heath endeavors. Not only does research form the foundation of program

development and policies all over the world, but it can also be translated into effective global health programs. Research draws its

power from the fact that it is empirical: rather than merely theorizing about what mightbe effective or what couldwork, researchers

go out into the field and design studies that give policymakers hard data on which they can base their decisions. Furthermore, good

research produces results that are examinable by peers, methodologies that can be replicated, and knowledge that can be appli ed

to real-world situations. Researchers work as a team to enhance our knowledge of how to best address the worlds problems.

The Iterative Process of Research

Ultimately, the key to a successful research project lies in iteration: the process of returning again and again to the researchquestions, methods, and data, which leads to new ideas, revisions and improvements. It is easy to think of research as a step-by-

step 1,2,3 process, but it is important to be fluid and open to change. Oftentimes, by discussing the research project with advisers

and peers one will find that new research questions need to be added, variables need to be omitted, and other changes made. As a

proposed study is examined and reexamined from different perspectives, it may begin to transform and take a different shape. This

is to be expected and is a component of a good research study. In addition, it is important to examine study methods and data from

different viewpoints to ensure a comprehensive approach to the research question. In conclusion, there is no one formula for

developing a successful research study, but it is important to realize that the research process is cyclical and iterative.

Module 6: The Importance of Research

Study Implications

The purpose of research is to inform action. Thus, your study should seek to contextualize its findings within the larger body of

research. Research must always be high quality in order to produce knowledge that is applicable outside of the research setting

with implications that go beyond the group that has participated in the research. Furthermore, the results of your study should have

implications for policy and project implementation.One problem that often plagues progress in global health is the slow translation of research into practice. Oftentimes, a disconnect

exists between those who create the evidence base and those who are positioned to implement the research findings. The

underlying problem is in the way in which the production of evidence is organized institutionally with highly centralized mechanisms,

whereas the application of that science is highly decentralized. This social distance prevails because scientists are more oriented to

the international audiences of other scientists for which they publish than to the needs of practitioners, policy makers, or the local

public.(1)

Thus, as researchers, it is imperative to take steps to overcome this barrier. Publishing your study may be one initial step to make

your research known to the global community. Other proactive measures can be taken to encourage the uptake of evidence-based

interventions. For example, you can present your research findings at various venues such as the Unite for Sight sponsored Global
http://www.uniteforsight.org/research-methodology/module6#_ftn1http://www.uniteforsight.org/research-methodology/module6#_ftn1http://www.uniteforsight.org/research-methodology/module6#_ftn1http://www.uniteforsight.org/research-methodology/module6#_ftn1http://www.uniteforsight.org/research-methodology/module6#_ftn1http://www.uniteforsight.org/research-methodology/module6#_ftn1http://www.uniteforsight.org/research-methodology/module6#_ftn1http://www.uniteforsight.org/research-methodology/module6#_ftn1


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Health and Innovation Conference. Furthermore, you can send the results of your study to local officials, policy-makers, and

community leaders.

Goals of Research

There are relatively few published studies about eye care in developing countries, and Unite For Sight encourages all volunteers to

consider developing a research study to contribute important knowledge to the eye care community on a global scale. Pursuing a

research project will be a challenging and rewarding experience, and this opportunity enables you to pursue an in-depth original

study about a topic of interest.

Well-conducted research is vital to the success of global heath endeavors. Not only does research form the foundation of program

development and policies all over the world, but it can also be translated into effective global health programs. Research draws its

power from the fact that it is empirical: rather than merely theorizing about what mightbe effective or what couldwork, researchers

go out into the field and design studies that give policymakers hard data on which they can base their decisions. Furthermore, good

research produces results that are examinable by peers, methodologies that can be replicated, and knowledge that can be appli ed

to real-world situations. Researchers work as a team to enhance our knowledge of how to best address the worlds problems.

The Iterative Process of Research

Ultimately, the key to a successful research project lies in iteration: the process of returning again and again to the research

questions, methods, and data, which leads to new ideas, revisions and improvements. It is easy to think of research as a step-by-

step 1,2,3 process, but it is important to be fluid and open to change. Oftentimes, by discussing the research project with advisers

and peers one will find that new research questions need to be added, variables need to be omitted, and other changes made. As a

proposed study is examined and reexamined from different perspectives, it may begin to transform and take a different shape. This

is to be expected and is a component of a good research study. In addition, it is important to examine study methods and data from

different viewpoints to ensure a comprehensive approach to the research question. In conclusion, there is no one formula fordeveloping a successful research study, but it is important to realize that the research process is cyclical and iterative.

Research Methodologyis a way to find out theresult of a given problem on a specific matter orproblem that is also referred as research problem. InMethodology, researcher uses different criteria forsolving/searching the given research problem.Different sources use different type of methods forsolving the problem. If we think about the wordMethodology, it is the way of searching or solvingthe research problem. (Industrial Research Institute,2010).

According to Goddard & Melville(2004),answering unanswered questions or exploring which

currently not exist is a research. The AdvancedLearners Dictionary of current English lays downthe meaning of research as a careful investigation orinquiry especially through search for new facts inany branch of knowledge. Redmen & Mory (2009),


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define research as a systematized effort to gain newknowledge.In Research Methodology, researcher always tries to

search the given question systematically in our ownway and find out all the answers till conclusion. Ifresearch does not work systematically on problem,there would be less possibility to find out the finalresult. For finding or exploring research questions, aresearcher faces lot of problems that can beeffectively resolved with using correct research

methodology (Industrial Research Institute, 2010).

- See more at:http://www.howtodo.dissertationhelpservice.com/what-is-research-methodology-and-its-importance#sthash.ZxMYc5mS.dpuf

What is the Difference Between the Theoretical and the Conceptual

Framework?

P. RegonielFOLLOW

Many students, both in the undergraduate and graduate levels, have difficulty discriminating the theoretical from the conceptual framework. This

requires a good understanding of both frameworks in order to conduct a good investigation. This article explains the two concepts in easily

understandable language. Read on to find out.

Many graduating college students and even graduate students have difficulty coming up with the conceptual framework and the theoretical framework

of their thesis, a required section inthesis writingthat serves as the students' map on their first venture into research. The conceptual framework is

almost always confused with the theoretical framework of the study.

What is the difference between the conceptual and the theoretical framework?

A conceptual framework is the researchers idea on how the research problem will have to be explored. This is founded on the theoretical framework,

which lies on a much broader scale of resolution. The theoretical framework dwells on time tested theories that embody the findings of numerous

investigations on how phenomena occur.
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The theoretical framework provides a general representation of relationships between things in a given phenomenon. The conceptual f ramework, on

the other hand, embodies the specific direction by which the research will have to be undertaken. Statistically speaking, the conceptual framework

describes the relationship betweenspecific variablesidentified in the study. It also outlines the input, process and output of the whole investigation.

The conceptual framework is also called the research paradigm.

Examples of the Theoretical and the Conceptual Framework

The difference between theoretical framework and conceptual framework can be further clarified by the following examples on both concepts:

Theoretical Framework: Stimulus elicits response.

Conceptual Framework: New teaching method improves students academic performance.

Notice in the illustrative example that the theoretical framework basically differs from the conceptual framework in terms of scope. The theoretical

framework describes a broader relationship between things. When stimulus is applied, response is expected. The conceptual framework is much more

specific in defining this relationship. The conceptual framework specifies the variables that will have to be explored in the investigation. In this example,

the variable teaching method represents stimulus while the students academic performance representsthe response. The variables make clear the

kind of statistical treatment that will have to be used to analyze the relationship.

Image Source

How can students come up with their theoretical and conceptual framework?

In order to come up with their own set of theoretical and conceptual framework that will guide the conduct of the research, students have toreview

literaturepertaining to their chosen research topic. Students need to read a lot and find out what has been studied so far in their respective fields and

come up with their own synthesis of the literature. They should look for gaps in knowledge and identify what questions need to be answered or what

problems need to be given solutions. Thus, they will be able to formulate their own conceptual framework to serve as guide in their research venture.

For more information on examples of variables, visit simplyeducate.me,a free website devoted to research and statistics topics.

Related Literature. It is a section in a research paper, thesis dissertation,and research project in which the sources are taken from books, journals,magazines, novels, poetry, etc that contains facts, laws, theories and otherdocumented observations. This is in a chronological order from recent topast when presented. It is unscientific if related literature are presented and
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of no explanation at the relevance to the present study. 2. Chapter 6 34The Literature Review Example: Murrays (1998) article on nurseexecutives leadership roles stated that chief nursing officers (CNO) leavetheir position due to lack of power conflict with chief executive officer(CEO), and inadequate nursing personnel. [Related literature by Bruce P.Murray. 1998. Nurse Executives Leadership Roles. Journal of NursingAdministration. 28(6):48. (June 1998)]. The article of Murray has bearing tothe present study because staff nurses performance would be affected ifthe middle managers or chief nursing officers have conflict with the chiefexecutive officer or top manager and with problems met related to their job,for instance, inadequate nursing personnel. (EXPLANATION OF THERELATED LITERATURE) 3. Related Studies refers to theses, dissertationand research studied substantially characterized by the presence of thefollowing part: research problems, hypotheses, objectives, related

literature, methodology, findings, conclusions and recommendations andbibliography. (Local if printed in the Philippines and Foreign if in the foreignland). Published and unpublished research studies are sources of materialsthat included in this section. This studies are segregated into foreign andlocal studies. This is also arranged chronological order from recent to past.Each related study has explanation on the relevance of the present study,otherwise, it is unscientific. Example of LOCAL STUDY: In 1999, Sultan inher study on perceived sources of stress among staff nurses at a tertiaryhospital in Quezon City, found out that lack of administrative support andno rewards were perceived by staff nurses as the most stressing(Related local study by Vilma Sultan. 1999. Perceived Sources of StressAmong Staff Nurses at Tertiary Hospital in Quezon City. MA Thesis inNursing. Central Philippine University, Iloilo City, Philippines.) Sultansstudy has bearing to the present study because lack of administrativesupport, no rewards, and no opportunities for career development areamong the job-related problems met by staff nurses in private andgovernment hospitals in Iloilo City which block their way to performeffectively and efficiently. (EXPLANATION OF THE RELATED STUDY) 6.2Importance, Purpose and Functions of Related Literature and Studies A

survey of review and related literature and studies is very importantbecause it serves as thefoundation of the proposed study. Relatedliterature and studies serve as a guide for the researcher inpursuing hisresearch venture. Reviewed literature and studies help or guide theresearcher in thefollowing ways: 1. They help or guide the researcher insearching for or selecting a better research problem or topic. By reviewingrelated materials, a replication of a similar problem may be found better


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than the problem already chosen. Replication is the study of researchproblem already conducted but in another place. 2. They help theinvestigator understand his topic for research better . Reviewing relatedliterature and studies may clarify vague points about his problem

3. Chapter 6 35 The Literature Review 3. They ensure that there will be noduplication of other studies. There is duplication if an investigation alreadymade is conducted again in the same locale using the same respondents.This is avoided if a survey of related literature and studies be made first. 4.They help and guide the researcher in locating more sources of relatedinformation. This is because the bibliography of a study already conductedindicate reference about similar studies. 5. They help and guide theresearcher in making his research designs especially in a. The formulationof specific questions to be researched on. b. The formulation ofassumptions and hypothesis if there is any c. The formulation of conceptualframework d. The selection and application to the methods of research e.The selection and application of sampling techniques f. The selection andor preparation and validation of research instruments for gathering data; g.The selection and application of statistical procedures h. The analysis,organization, presentation and interpretation of data i. The making of thesummary of implications for the study j. The formulation of the summary offindings, conclusions and recommendations 6. They help and guide theresearcher in making comparisons between findings with the findings ofother researchers on similar studies with the end view of formulating

generalizations or principles which are the contributions of the study to thefund of knowledge

The Parts of a ThesisDETAILS ON THE PARTS OF A THESIS

Length and Content

Submission and Production

Acknowledgments

Abstract

Table of Contents

Lists of Abbreviations, Illustrations, Figures and Tables

Chapter Titles and Section Headings

Citing References
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List of References

Appendices

LENGTH AND CONTENT

The body of the thesis should be no more than 50 pages, including tables,figures and illustrations. Writers should keep in mind that this is a ceiling, not atarget.

Many writers write more when they ought to write more clearly. All researchwriting should be clear and concise. The basic document specifications arelisted here.

Paper Size A4

Text - Font andPoint Size

Times New Roman 12pt

Line Spacing

Single spaced,except in cases wherethe use ofmathematical symbolswould make the textdifficult to read.

Margins

Left margin: 3.0cm

Right margin: 2.5cmTop margin: 2.5cmBottom margin: 2.5cm

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SUBMISSION AND REPRODUCTION OF FINAL DRAFT

Requirements may vary from School to School. Check with your advisor or theSchool Secretary to confirm the process for submission, production and bindingof your final draft.

The final version of the thesis should be submitted to the Chair of the Academic Committee or the School Secretary on or before the

announced date prior to graduation.
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Title Page ( page i of your document)

The AIT approved format for the title page must be followed precisely and all titlepages must be approved by the Language Center and the Registry.

Click here for Thesis title samples

Four steps for having your title page approved: (1) Print a copy of your titlepage; (2) have your advisor sign and date the title page; (3) write you emailaddress at the top of the page; and, (4) submit the signed and dated page to theLanguage Center. If changes are required, you will receive an email fromRegistry within four days of submission to the Language Center.

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ACKNOWLEDGEMENTS (page ii )

The content and phrasing of acknowledgments are for you as the author todecide. The Chicago Manual of Style notes that, Extravagant dedications arethings of the past.

Number this page with a lower case Roman numeral ii (two).

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ABSTRACT (page iii )

The abstract should be 200words maximum. If your abstract exceeds 200words, shorten it.

Abstracts are commonly entered into computer databases where storagecapacity is a consideration.

Number this page with a lower case Roman numeral iii (three).

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TABLE OF CONTENTS (page iv )

The Table of Contents should fit on one page. There are two styles for chaptertitles and so there are two styles for the Table-of-Contents page. They arethe word - processed styleand the typewritten style.

Choose one style and be consistent. Make sure every chapter and section is
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entitled in the same style both in the Table of Contents and throughout thedocument.

For both styles, follow these rules.

Omit third level sub-section headings from the table of contents.

Second level section headings may use either title capitalization or sentencecapitalization (i.e., as in sentences only the first letter of the first word andnames (proper nouns and adjectives) are capitalized; all other words in the titleappear in lower case). Normally third level headings (subsection headings)follow sentence capitalization.

Compare Example 1 and 2 below. Note that first level chapter titles differ in thetwo styles. Note that these are written in bold typein both styles.

Number the Table of Contents page with a lower case Roman numeral iv (four).

See Figure 2below for a sample of a word-processsed table-of-contents page.The page has been manually constructed by a three-column table in MicrosoftWord. SeeFigure 3below for the table with gridlines.

Figure 2: Sample word-processed table-of-contents page.
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iv

As mentioned, the Table of Contents shown above was created manually. Thethe table's gridlines and paragraph boundaries are visible in Fig. 3.

Figure 3: Sample table- of-contents pagewith MS Word gridlines.


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Download the Table of Contents template (in Microsoft Word 2000) here.

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LISTS OF ABBREVIATIONS, ILLUSTRATIONS, FIGURES AND TABLES(pages v vi vii viii )

Lists of abbreviations, illustrations, figures and tables should match the Table ofContents in style and layout.

Titles of illustrations, figures and tables may be shortened if necessary.

A list of illustrations is not required if there are less than four illustrations in thetext or if the illustrations are tied closely to the text.

Number these pages with Roman numerals v (five), vi (six), vii (seven) and viii(eight).

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CHAPTER TITLES AND SECTION HEADINGS

Chapter titles or section headings should give the reader a clear indication of the content that follows. Chapter titles should be centered

and bold. Sections may be bold; first level must use title capitalization or ALL CAPS; second level be in title or sentence capitalization -

not all caps.Third level headings should be in sentence capitalization. Compare the two styles in Examples 1 and 2 below.

Example 1 - Word-processed style

First levelChapter Title

(titlecapitalization)

CenteredChapter 1

Introduction

Second levelSectionheading(titlecapitalization)

Left-

al igned

1.1Background of

the Study1.2 Statementof the Problem1.3 Objectivesof theResearch

Third levelSubsection(sentencecapitalization)

Left-

al igned

1.3.1 Overallobjective1.3.2 Specificobjectives

Example 1 - Typewritten style

First levelChapter Title

CenteredCHAPTER I

INTRODUCTION

Second levelSection

heading(sentencecapitalization)

Left-

al igned

1.1 Backgroundof the study1.2 Statement ofthe problem1.3 Objectivesof the research

Third level

Subsection(sentencecapitalization)

Left-

al igned

1.3.1 Overall

objective1.3.2 Specificobjectives

Try to avoid a fourth level subsection (e.g. 1.3.2.1). Discuss appropriate chaptertitles and section headings with your advisor.

Traditional thesis chapter titles include:


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Introduction

Literature Review

Methodology

Results and Discussion

Conclusion and Recommendations

Appendices

References/Bibliography

Methodology may be replaced with Model Formulation or a more appropriatetitle depending on the type of research conducted.

Results and Discussion or Analysis of Results may be treated as separatesections or chapters.

Conclusion and Recommendations are usually treated as two within the finalchapter. Note there is usually only one conclusion in respect to the Introduction'sStatement of the Problem; normally, more than one recommendation is made(e.g., one or more for application of the current findings and one or more forfurther research) so this word is often plural. If only one recommendation ismade, however, then the singularRecommendationshould be used in the title.

The Referencessection is a list of all works the writer has cited or referred to inthe text. A Bibliographyis a list of works the writer read or consulted but did notcite directly in the text. Use whichever is appropriate. As always, consult youradvisor if you are unsure.

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CITING REFERENCES

When citing references in the text, use the authors last name only.

If there are two authors: Nordberg and Wildung (1978).

Notice that the full stop (or period) follows the closing parenthesis.

If there are more than two authors: Nordberg et al. (1978).

Notice there is no period after et.

Do not CAPITALIZE or boldfacethe authors name.

Example: Writer A

It has been found, for example, that sodium selenite administered at appropriate


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doses increases the life span of experimental animals given toxic doses of bothcadmium and mercury (Nordberg, 1978).

Here the reference or citation is (Nordberg, 1978). Notice that that in this casethe emphasis is on Nordberg's findings rather than Nordberg.

Example: Writer B

Nordberg (1978) found, for example, that sodium selenite administered atappropriate doses increases the life span of experimental animals given toxicdoses of both cadmium and mercury.

Here Writer B refers to or cites Nordberg using the word "found." Notice that herethe emphasis is not only on Nordberg's findings but on Nordberg or theNordberg approach to investigating administration of selenite .

When citing multiple references, separate the authors names with semi-colons.

ExampleVarious types of irrigation models have been developed for specific uses(Mahbub et al., 1975; Kraazt, 1975).

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LIST OF REFERENCES

There are many acceptable variations in referencing style. Whatever style is

chosen (or invented), the key is consistency. Standard style manuals havedetailed guidelines for books, journal articles, conference proceedings, a singlechapter in a book, unpublished material, public documents, magazines andnewspapers, international bodies and non-book materials. Consult one of thestandard reference works listed in Resources for Writers for details.

Recall that the References section is a list of all works the writer has cited orreferred to in the text. A Bibliographyis a list of works the writer read orconsulted but did not cite directly in the text. Use whichever is appropriate. Asalways, consult your advisor if you are unsure.

For a thesis, a list of references is arranged in alphabetic order by last name of

the author with the date of publication immediately following the authors name.The following information is usually included.

Books

name of author(s), editor(s) or the organization responsible for the book ordocument


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date of publication

full title, including subtitle if any

title of series, if any, and volume number in the series

volume number or total number of volumes in a multi-volume work

edition, if not the original

city of publication (use the first city if there is a list) and country

publishers name, if given.

Examples

Journ al art ic les

name of author(s)

date of publication

title of article (use title or sentence capitalization; seeexample)

name of journal or periodical

volume number


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issue number

first and last page number.

Examples


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For more about citing on-line information, take a look at the links on languages'Writing and ResearchHow to Reference page.

NUMERICAL REFERENCING

In some fields of study, the preferred style is to number references in the textrather than cite the authors name. If the number style is used, the references arelisted in numerical order, not in alphabetic order.

Example

In the text:

Anecdotes intended to associate individual radar operators actual healthproblems with their use of radar equipment have appeared in the literature [1,2].These concerns have led some law enforcement agencies to suspend the use ofradar [2].
http://www.ait.ac.th/education/LanguageCenter/ait-writing-services/guide-book/referencing.htmlhttp://www.ait.ac.th/education/LanguageCenter/ait-writing-services/education/LanguageCenter/english/ait-style-guide/the-parts-of-a-thesis.htmlhttp://www.ait.ac.th/education/LanguageCenter/ait-writing-services/education/LanguageCenter/english/ait-style-guide/the-parts-of-a-thesis.htmlhttp://www.ait.ac.th/education/LanguageCenter/ait-writing-services/guide-book/referencing.html


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In the list of references

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APPENDICES

Appendices follow the list of references. Number or letter appendices and giveeach a title as if it were a chapter.

Example:

Appendix 1: QuestionnaireAppendix 2: BOI Regulations

Appendix A: Derivation of Equations

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Now that more and more non-researchers are populating the research departments at many

corporations, I often find myself explaining the differences between qualitative and quantitative

research, since many think they can be used interchangeably.

Qualitative researchis by definition exploratory, and it is used when we dont know what to

expect, to define the problem or develop an approach to the problem. Its also used to go deeper

into issues of interest and explore nuances related to the problem at hand. Common data

collection methods used in qualitative research are focus groups, triads, dyads, in-depth

interviews, uninterrupted observation, bulletin boards, and ethnographicparticipation/observation.

Quantitative researchis conclusive in its purpose as it tries to quantify the problem and

understand how prevalent it is by looking for projectable results to a larger population. Here we

collect data through surveys (online, phone, paper), audits, points of purchase (purchase

transactions), and click-streams.
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Here are some guidelines to use both types of research:

Ideally, if budget allows it, we should use both qualitative and quantitative research since they

provide different perspectives and usually complement each other. If you are a SurveyGizmo

user, you can now integrate in-depth interviews via iModerate chat sessions with your surveys,

which can give the best of both worlds. This methodological approach is a cost-effective

alternative to the combination of in-person focus groups and a separate quantitative study. It

allows us to save on facility rental, recruitment costs, incentives and travel usually associated

with focus groups. Clients still are able to monitor the sessions remotely from the convenience of

their desktops and ask questions to respondents through the moderator.

If you still want to go with traditional methods and can only afford one or the other, make sure

you select the approach that best fits the research objectives and be aware of its caveats. Never

assume that doing more focus groups is a substitute for quantitative research or that a longsurvey will give you all the in-depth information you can get though qualitative research

methods.

The difference between an interview guide and research questions

by Sam Ladneron March 23, 2012 1 comment

The interview guide is not as important a document as mostpeople think. Most if not all qualitative research would beimproved if researchers stopped focusing on the guide, andfocused more on the research questions.

Many qualitative researchers have had this very sameexperience: the client wants to add too many questionsfocusing too narrowly on their product. They are afraid to haveopen-ended, general questions for fear they wont get theinsight theyre looking for. They insist on structuring the

interview guide to only see a tiny slice of the customerexperience.

The result is a narrow understanding of the overall customerexperience, which fails to provide deep insight.
http://copernicusconsulting.net/the-difference-between-an-interview-guide-and-research-questions/#commentshttp://copernicusconsulting.net/the-difference-between-an-interview-guide-and-research-questions/#commentshttp://copernicusconsulting.net/the-difference-between-an-interview-guide-and-research-questions/#commentshttp://copernicusconsulting.net/the-difference-between-an-interview-guide-and-research-questions/#commentshttp://www.surveygizmo.com/wp-content/uploads/2010/03/Qual_Vs_Quant.png


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Show the gaps in current customer knowledge:I oftenlike to ask clients what they know about their customers.They usually start by saying a lot but when you delvedeeper, it turns out they dont know much beyond theirimmediate product space. What keeps her up at night?Would she drive a Volvo or a Hummer? Is she interested inbook clubs? They often have no idea because theirresearch has been narrow. I then show them that knowingif she likes book clubs will help them reach her better.

Put the consumer in the centre: Its all well and good tosay to your clients, Trust me. But chances are, theyre

going to need some more evidence. The best way to dothis is to put the consumer at the centre of every project,and not the product. You can use past projects to showclients what youve managed to achieve with open-endedquestions. You can demonstrate that narrow productanswers is no substitute for deep understanding. But youcan only do this if make the consumers own experiencethe main research question. Product fit into the consumers

world (or perhaps they dont). In everyday life, people dontrun around thinking about products. Deep insight comesfrom this starting point.

Truly relevant questions may appear as only tangentiallyrelated when crafting the guide. Its our job as researchers toshow how general questions are always valuable.

Importance of Research to Graduate Stutudents

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