Chapter 5 Project Preparation | Research Project Student Handbook

5.0.1 Establishing the focus of the independent investigational project:

Only setting a title for the independent investigational project may be too vague to allow a student to effectively manage and start their dissertation.

When planning a project, it is advised to initially write a short paragraph to summarise the proposed study, the approaches to be taken and the main findings that they expect to reveal. During this phase of the process the student should identify research that has been conducted the field. Critically reviewing existing studies and identifying methodological problems of past research will be an essential guide to the student’s own dissertation. Setting clear objectives/specific hypothesis(es) at the outset is also crucial in clarifying and refining the question. This serves to concentrate a student’s focus on what data they will record and which research methods to employ. This consideration of a topic and methodology, and a set of aims, is the minimum a student should do before approaching a potential supervisor.

5.0.2 Develop a tmietable of progression:

This is not normally performed until the focus and objectives of a project have been determined. Set SMART (specific, measurable, acceptable, realistic and time-phased) goals for the project in collaboration with the project supervisor, who will have experience of this.

5.0.3 Selecting the study design (experimental design only):

In approaching the study, a student may wish to think of the alternatives available (e.g., qualitative or quantitative methods, observation, questionnaire, practical measurements, etc.) A project supervisor is not appointed to teach a student the research methods or statistics needed to undertake the project, so students should be prepared to inform themselves of the viable techniques and make informed suggestions in the early meetings that are held.

5.0.4 Identify the participants (if needed)

This process must relate to the background of the study and the empirical support that exists from previous work in the topic area. That is, will the findings from these participants provide meaningful results that can be generalised to the wider population? Such things as age, gender, skill levels, health characteristics, activity styles, organisational affiliation, etc, all identify, constrain and/or facilitate the external validity of the study.

5.0.5 Negotiating access

There are perhaps five essential points to bear in mind when speaking to people about access to information, participants and facilities required for the study.

The student must convey that the investigation you are conducting is worthwhile and that you are a competent person to carry it out.
The student must explain why they need the co-operation of the person or institutions being approached.
The student must indicate the use that may be made of the research material and how confidentiality will be maintained.
The student should be prepared (if requested) to forward an abridged copy of their proposal, including ethical approval documents.

AND/OR

The student should be able to provide the name of their supervisor and a contact address, telephone number, and email address. Especially if they are seeking access to write it into the draft proposal; they student may need the support of the supervisor in place of written evidence that the dissertation is approved. This obviously requires that the student has already agreed, at least in principle, the general specification for the

The student may well experience problems in negotiating adequate access to the people they wish to see or use. In addition, participants may drop out or fall ill. Students should be prepared for considerable delays in this part of the dissertation and make sure that they build the time into the schedule, or plan some form of fallback strategy, to facilitate completion of the dissertation.

5.0.6 Developing the research instrument(s) (experimental design only)

A student will need to further refine the techniques they wish to use in collecting data. For example, if a student decides upon using a questionnaire to collect information, they will need to ensure that its design links with the purpose(s) of the study. In addition, the student must determine the questions, their length, the number of items and so on… are clear, unambiguous and free from bias (i.e., issues of validity and reliability). If a student decides to adopt methods that use testing and measuring methods to generate data, they must ensure that the equipment is appropriate (including validity concerns), correctly calibrated or adjusted and that the activities being tested or measured actually generate the appropriate data. It is important to pilot test any data acquisition method before using it with your intended participants.

Qualitative designs may need specific attention. Students relying on the use of interviews must decide the extent to which they will use structured, semi-, or unstructured interview approach.

Students are encouraged to always bear in mind the subsequent data analysis when developing the data collection instrument(s). For example, if the analysis has a heavy quantitative basis, it might be appropriate to design the data collection for encoding and storage/collation/ analysis using appropriate computer hardware and software. For a qualitative study, they may need recording and transcription equipment that facilitates data encoding and extraction.

5.0.7 Written Informed Consent

Students must obtain the informed consent of any participant before involving that person in the research project. Obtaining the informed consent of participants, whether written or verbal, is a matter of professional ethics in every discipline at the University.

Informed consent assumes that participants understand the experiences and outcomes of their participation, and an Information Sheet that ensures all participants receive the same information about the research dissertation must accompany any Consent Letter/Form.

The investigator must ensure that the circumstances under which consent is sought will provide the participants (or their representative) with sufficient opportunity to consider whether or not to participate. The circumstances must also minimise the possibility of coercion or undue influence that might be experienced by participants. Sometimes the situation of the participants may be inherently coercive (i.e., their freedom of choice may be restricted by the nature of their employment, their age, associations with certain groups, socio-economic status, or their mental or physical capacities). Restriction of freedom of choice may also occur due to confinement, such as a gaol or correctional institution. Participants in any of these categories are not necessarily excluded from research. Rather, the investigator must make special efforts to ensure that potential participants are given every opportunity to exercise free choice in consenting to participate, despite their circumstances.

5.0.8 Collecting the data (experimental design only)

Remember, data can take different forms, and data collection uses a variety of methods. For example, data can be interview transcripts, video tapes, archive documents, scores from a questionnaire, and measurements of VO2. Whichever the case, the student should set aside a clear period for the collection of data. There may be a temptation to continue the data collection period for ‘just a little while longer’ in certain methodologies, students are advised to avoid this if it extends beyond their original design.

5.0.9 Collating and protecting the data

Under no circumstances should the information collected be committed to memory. Record, record, and record, immediately! All data stored on computer files must be backed up. Check that, if data is automatically transferred to computer records from test and measurement equipment, appropriate backup facilities are in place or that ‘real time’ data printouts are generated. All videos and audiotapes should be immediately transcribed, or copies made and stored in a safe place.

Students will need to be able to produce evidence of the original data as support for their findings and conclusions. That is, students will need to develop a way of providing measurements, tests, interviews, etc as appendices to the dissertation. Students may also be required to produce original data to, for example, defend their results, develop alternative analyses in the case of referral from a fail assessment, or to rework the data for a publication or other higher-level presentation.

5.0.10 Analysing the data

Remember that the analysis must directly relate to the research question(s) as approved in the proposal document. Students should not be tempted to ‘trawl’ the data for significant findings and then form/write new questions! Students should be aware of the analytic process used and be able to justify and defend these under examination. A supervisor can advise on the most suitable data analysis method to use.

5.1 Ethical Procedures

Students will have also been introduced to the Staffordshire University study protocol/ethics application and are encouraged to complete this in preparation for the personal and professional development module at level 6. Students are encouraged to meet with their supervisor within the first few weeks of the semester in order to prepare this document for the institutional ethics review [key dates]. The document should include details pertaining to the research project title, background (literature review), rationale and methodology –the level of detail and transparency should enable an independent researcher to be able to conduct the project without assistance.

The ethical procedures are in place to protect students, researchers, supervisors and university staff. All students are required to complete and submit an ethical application in accordance with the University’s ethical principles regardless of project type, that is available on the virtual learning environment

Failure to submit an ethical application by [key dates] [unless exceptional circumstances are upheld], will result in the student being restricted to a systematic/literature review only.

5.1.1 Ethical Application Decisions

Upon submission Staffordshire University School of Health, Science and Wellbeing, Sport and Exercise Department will review each students research proposal and award one of the following decisions:

Accepted with no revisions
Accepted with minor revisions
Accepted with major revisions
Rejected

When reviewing an ethical application, panel members will consider the following criteria:

What is the research question that will be addressed by the proposed study?
Why is it considered important that this research is carried out?
How will this research study contribute directly to the advancement of knowledge and evidence?
Has the applicant considered the feasibility of the study?
What is the research design and how will the research be implemented?
Is the size and population suitable for a research design of this nature?
Are resources available, cost effective and time schedule appropriate?
Has the applicant considered any barriers, limitations or potential obstacles they may encounter?
Have they devised any ways to overcome point 8.
Has the applicant sought approval from a supervisor

5.1.2 Reasons for Ethical Application Rejection

Common reasons that a project is rejected include:

Applicant has poorly formulated objectives
The research project is too ambitious for undergraduate level
Study attempts to answer to many questions
There has been insufficient engagement and exploration of the literature
Poor, unfeasible research design (Not clear, concise and transparent)
Limited justification for the importance of answering the research question
Are resources available, cost effective and time schedule appropriate?
Analysis has not been pre specified
Lack of detail
Poorly structured and challenging to interpret.

If a student receives one of the following decisions “Accepted with minor amendments”, “Accepted with major amendments” or “rejected” they will receive feedback and/or requests for specific information. A student must collaborate with their supervisor to address these requests and re-submit their ethical application by [key dates]. Failure to do so will result in a student being restricted to a systematic/literature review only [unless exceptional circumstances are upheld].

NB: Failure to comply with Staffordshire University ethical guidelines prior to the implementation of research represents serious academic misconduct and may lead to disciplinary procedures and substantial penalty.