It’s easy to list what constitutes good research in relation to the methodology we are most familiar with. In fact, my initial reflex was to list off the qualities of good scientific research. There does however exist a continuum of research philosophies, each possessing its own philosophical assumptions that “underpin an educational researcher’s decision to conduct research” (Gay, Mills, & Airasian, 2012, p. 6). Previous design-research experience has revealed that good research involves:
- Awareness of the strengths and weaknesses of each research method.
- Identification of which method is most effective/appropriate for a particular research inquiry.
- Researcher’s knowledge and awareness of the paradigms in which they operate.
- Acknowledgement of one’s own biases and position in relation to the research.
- Selection and planning of an effective research strategy.
Gay, L.R., Mills, G.E., & Airasian, P.W. (2012). Educational research: Competencies for analysis and application (10th ed.). Upper Saddle River, NJ: Merrill Prentice Hall. p. 6-8
Image source: Neil Conway. (2011). Research. [Image File]. Retrieved from Flickr under CC by 2.0 license.