research methods course new york

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Research Methods

T h e   N e w   S c h o o l

Course catalog, research methods, new school for social research: psychology.

CRN : 17029

Credits : 3

This course provides hands-on experience in designing, running, and reporting psychology experiments. Class time is devoted to discussion on individual research projects at each phase of the work.

College : New School for Social Research (GF)

Department : Psychology (PSY)

Campus : New York City (GV)

Course Format : Seminar (R)

Modality : In-Person

Max Enrollment : 16

Add/Drop Deadline : September 9, 2024 (Monday)

Online Withdrawal Deadline : November 17, 2024 (Sunday)

Seats Available : Yes

Status : Open *

* Status information is updated every few minutes. The status of this course may have changed since the last update. Open seats may have restrictions that will prevent some students from registering. Updated: 5:00am EDT 8/13/2024

CRN : 11259

Seats Available : No

Status : Closed *

Max Enrollment : 15

Add/Drop Deadline : February 4, 2024 (Sunday)

Online Withdrawal Deadline : April 16, 2024 (Tuesday)

CRN : 15305

Qualitative Research Methods

• Description

This course offers a hands-on opportunity for doctoral and advanced masters students to experience the practice of qualitative research. We will address the nature of qualitative research in the administrative and policy sciences, with ample opportunities to discuss the implications of the choices made in designing, implementing and reporting on the findings of a “mock” project which we will determine in class, with your input. The course will require a considerable investment of time, with intensive reading and writing, recurrent team discussions based on assignments, and individual fieldwork (with journal writing before, during and after site visits). The course is a program requirement for doctoral students. For all masters students, it will help develop skills to collect qualitative data during capstone projects and for policy/finance students interested in a methods course sequence, it will also serve as a good complement to the available quantitative courses.  For all students, understanding the basics of qualitative research will make you a better researcher (independent of whether your research is only qualitative or only quantitative) and will increase your research competency by offering a foundation to do mixed methods.

Either one of the following: PADM-GP.2171 Program Analysis and Evaluation, PADM-GP 2172 Advanced Empirical Methods for Policy Analysis, PHD-GP 5902 Research Methods, an upper level research methods undergraduate course, or more than 3 years experience of research in a university or other research institution.  Masters students must fill an application and be approved to take the course.  The application is found on the Course Highlights page.

Spring 2024 PHD-GP 5905.001

Download Syllabus

Spring 2022 PHD-GP 5905.001

Spring 2021 phd-gp 5905.001.

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Course Outline: Research Methods (PSY360)

Course information.

• Department: Psychology
• Prepared By: Psychology Department
• Prepared Date: Fall 2017
• Course Title: Research Methods
• Course Code: PSY 360
• Contact Hours: 75
• Prerequisites: PSY 348 or permission from Department Chairperson
• Required For: B.S. in Applied Psychology
• Required Texts: Myers, A. & Hansen, C. (2006).  Experimental Psychology, 6 th  Ed. Wadsworth Publishing.    American Psychological Association (2001).  Publication Manual of the American Psychological  Association (5 th  ed.)  

Course Description

This course will present the scientific method within the context of applied psychology.  Research techniques and methods will be examined for the formulation of hypotheses, development of testable objectives, experimental design, subject selection, data collection, data analysis and interpretation, and report preparation.  This course will focus on laboratory-based methods and simple statistical procedures for the analysis of data.  Students will apply the concepts and methods in laboratory exercises.

Required Facilities and Software

Computer laboratory equipped with SPSS V16.0 software

Course Objectives      

• The student will acquire knowledge of the basic principles of the scientific method.
• The student will be able to locate information necessary to conduct research, to use computerized databases, and be familiar with psychology web-based resources.
• The student will be capable of critically reviewing research reports and to synthesize a body of literature.
• The student will be able to develop testable hypotheses.
• The student will be knowledgeable of general research designs, experimental methods, and good research practices. They will be able to select appropriate experimental designs to test hypotheses.
• The student will understand the ethical treatment of human and animal participants in research and will be knowledgeable of the institutional requirements for conducting research.
• The student will be able to conduct simple statistical analyses of data and to interpret the results of the analyses.
• The student will be able to draw conclusions from the research and to assess the generalizability of study results.
• The student will be able to write research reports and to present findings to colleagues.

Course Outline

The following is an overview of the topics to be covered in this course.  Each unit will include relevant theory, current research, and its application.

Unit 1: The Role of Scientific Methods and Theories in the Construction of Knowledge

The field of experimental psychology addresses the scientific methods and practices used by basic and applied psychologists to conduct research.  In this unit an introduction to experimental psychology will be presented.  Psychological research methodology will be considered within the framework of the hypothetico-deductive system.  This is one approach to knowledge development and other epistemological approaches will be discussed as a basis for contrast with scientific approaches. The limits of theory development and testing will be addressed.

Unit 2:  Ethics in Research

In this unit, the ethical treatment of people and animals that participate in studies and experiments will be presented and discussed.  While these topics will be continuously discussed during this course, in this unit the formal requirements for conducting research and the researcher's responsibility for ensuring that ethical standards are met will be addressed.  Requirements such as informed consent and the rights of participants to terminate their participation in research without consequences, are essential to responsible research. In addition to federal, state, and institutional requirements, a code of ethics exists in the discipline of psychology.  We will review these issues as an integral aspect of conducting research.

Unit 3: Hypotheses Formation

Hypotheses are statements about nature that are developed from theory and generally specify something about nature that the scientist thinks to be accurate and that can be tested in research.  In this unit the distinction between conceptual and experimental hypotheses will be presented.  The operationalization of hypotheses will be discussed in terms of specifying the relationship between independent variables and dependent variables.

Unit 4:  Literature Analysis

One very basic type of research is the literature analysis.  The purpose of literature analyses is to examine a large body of studies in order to determine common methods, findings, and issues and to develop new hypotheses. In this unit we will present the methods involved in information evaluation including how to search for information (including library resources, computerized databases, and web-based resources), conduct critical literature reviews, and to apply statistical techniques called meta-analysis to facilitate the analysis.

Unit 4: Psychometrics: Variable measurement

While hypotheses specify the relationships between independent and dependent variables, a fundamental aspect of research is the ability to measure both.  In this unit, the measurement of such variables will be presented.  Variables will be discussed in terms of measurement scales and measurement properties such as reliability and validity. Measurement provides the means to quantify variables of interest. Equally important in many types of research is the specification of measurement criteria, i.e., what the observed values mean.  Each of these aspects of measurement will be discussed.

Unit 5: Research and Hypothesis Testing

Once researchers have specified the variables in their hypotheses in measurement terms, they are ready to begin the process of testing their hypotheses.  In most simple studies, the independent variable is manipulated (varied by the researcher) and the variation in the dependent variable is observed and recorded.  The essence of hypothesis testing is the evaluation of how much of the variation observed in the dependent variable can be explained by the independent variable.  Statistical techniques provide tools for this analysis.  However, statistical tools are not enough.  The research must consider other factors as well.  These factors can be summarized by examining a studies internal and external validity.  Good studies try to maximize the primary variance, control the secondary variance, and minimize error variance.  In this unit, the principles and the practices that scientists use to accomplish these goals will be presented and discussed.  The use of statistical techniques will also be introduced as being fundamental to the research design process.

Unit 6:  Types of Research 

A great variety of approaches are available to researchers from single participant to large group designs, from field studies to laboratory experiments, from one shot studies to long-term longitudinal investigations.  In this unit a road map to the types of research will be presented and the advantages and disadvantages of each will be discussed.  Designs covered will include observational, correlational, quasi-experimental, and true experimental designs.  This includes specification of research participants, identification of independent variables and their levels, selection of appropriate measures of performance, identification of an experimental design, the logic and process of randomization, and the concepts of between and within-subject variability.  The application of these components of experimental designs to single and multifactor designs will be discussed.  Statistical analysis of data that are collected using these designs will be discussed.

Unit 7:  Reporting Research

Research reports follow a fairly standardized format.  This format aids the writer to organize the material and helps readers rapidly find the information they need. In this unit the research reporting format of the American Psychological Association (APA) will be presented.  Laboratory exercises conducted for this project will be required to be in APA format.

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ADVANCED METHODS IN NURSING RESEARCH

Building upon the foundational knowledge acquired in the quantitative and qualitative research method courses, this course will introduce advanced research methods in nursing research. It explores three pivotal areas in nursing research: Health Services Research, Omics Research, and Data Science Research. Students will learn theoretical principles or frameworks for the three advanced methods, and critically review the commonly used research methods. Additionally, the course examines the interplay between science, policy, and healthcare delivery and identifies critical questions shaping the future policy research agenda.

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Clinical Research Methods

Director: Todd Ogden, PhD

The Mailman School offers the degree of  Master of Science in Biostatistics, with an emphasis on issues in the statistical analysis and design of clinical studies. The Clinical Research Methods track was conceived and designed for clinicians who are pursuing research careers in academic medicine.  Candidacy in the CRM program is open to anyone who holds a medical/doctoral degree and/or has several years of clinical research experience.

Competencies

In addition to achieving the MS in Biostatistics core competencies, graduates of the 30 credit MS Clinical Research Methods Track develop specific competencies in data analysis and computing, public health and collaborative research, and data management. MS/CRM graduates will be able to:

Data Analysis and Computing

• Apply the basic tenets of research design and analysis for the purpose of critically reviewing research and programs in disciplines outside of biostatistics;
• Differentiate between quantitative problems that can be addressed with standard methods and those requiring input from a professional biostatistician.

Public Health and Collaborative Research

• Formulate and prepare a written statistical plan for analysis of public health research data that clearly reflects the research hypotheses of the proposal in a manner that resonates with both co-investigators and peer reviewers;
• Prepare written summaries of quantitative analyses for journal publication, presentations at scientific meetings, grant applications, and review by regulatory agencies;

Data Management

• Identify the uses to which data management can be put in practical statistical analysis, including the establishment of standards for documentation, archiving, auditing, and confidentiality; guidelines for accessibility; security; structural issues; and data cleaning;
• Differentiate between analytical and data management functions through knowledge of the role and functions of databases, different types of data storage, and the advantages and limitations of rigorous database systems in conjunction with statistical tools;
• Describe the different types of database management systems, the ways these systems can provide data for analysis and interact with statistical software, and methods for evaluating technologies pertinent to both; and
• Assess database tools and the database functions of statistical software, with a view to explaining the impact of data management processes and procedures on their own research. 

Required Courses

The required courses enable degree candidates to gain proficiency in study design, application of commonly-used statistical procedures, use of statistical software packages, and successful interpretation and communication of analysis results. A required course may be waived for students with demonstrated expertise in that field of study. If a student places out of one or more required courses, that student must substitute other courses, perhaps a more advanced course in the same area or another elective course in biostatistics or another discipline, with the approval of the student’s faculty advisor.

The program, which consists of 30 credits of coursework and research, may be completed in one year, provided the candidate begins study during the summer semester of his or her first year. If preferred, candidates may pursue the MS/CRM on a part-time basis. The degree program must be completed within five years of the start date.

The curriculum, described below, is comprised of 24 credits of required courses, including a 3-credit research project (the “Master’s essay”) to be completed during the final year of study, and two electives of 6 credits. Note that even if a course is waived, students must still complete a minimum of 30 credits to be awarded the MS degree.

Commonly chosen elective courses include:

Master's Essay

As part of MS/CRM training, each student is required to register for the 3-credit Master's essay course (P9160). This course provides direct support and supervision for the completion of the required research project, or Master's essay, consisting of a research paper of publishable quality. CRM candidates should register for the Master's essay during the spring semester of their final year of study. Students are required to come to the Master's essay course with research data in hand for analysis and interpretation.

CRM graduates have written excellent Master's essays over the years, many of which were ultimately published in the scientific literature. Some titles include:

• A Comprehensive Analysis of the Natural History and the Effect of Treatment on Patients with Malignant Pleural Mesothelioma
• Prevalence and Modification of Cardiovascular Risk Factors in Early Chronic Kidney Disease: Data from the Third National Health and Nutrition Examination Survey
• Perspectives on Pediatric Outcomes: A Comparison of Parents' and Children's Ratings of Health-Related Quality of Life
• Clinical and Demographic Profiles of Cancer Discharges throughout New York State Compared to Corresponding Incidence Rates, 1990-1994

Sample Timeline

Candidates may choose to complete the CRM program track on a part-time basis, or complete all requirements within one year (July through May). To complete the degree in one year, coursework must commence during the summer term. 

Note that course schedules change from year to year, so that class days/times in future years will differ from the sample schedule below; you must check the current course schedule for each year on the course directory page .

Paul McCullough Director of Academic Programs Department of Biostatistics Columbia University [email protected] 212-342-3417

More information on Admission Requirements and Deadlines.

• Topical Reference Works
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Online Full Text of Research Methods Texts

Online Reference Works on Research Methods

• SAGE Encyclopedia of Social Science Research Methods by Michael S. Lewis-Beck; Alan Bryman; Tim F. Liao
• Encyclopedia of Research Design by Neil J. Salkind
• Encyclopedia of Measurement and Statistics by Neil J. Salkind
• Oxford Dictionary of Statistics by Graham Upton; Ian Cook; Graham J. G. Upton
• Oxford Handbook of Qualitative Research by Patricia Leavy
• Qualitative Research: A Guide to Design and Implementation by Sharan B. Merriam; Elizabeth J. Tisdell
• << Previous: Topical Reference Works
• Next: Social Theory >>
• Last Updated: Aug 6, 2024 10:40 AM
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Research Methods

Psychology in Everyday Life

Concepts and connections third edition | ©2021 michael passer.

ISBN:9781319363536

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ISBN:9781319363529

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ISBN:9781319184513

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PACKAGE WITH LAUNCHPAD SOLO FOR RESEARCH METHODS The book professors can depend on—for introducing research methods to any kind of student

With over two decades of classroom experience, Michael Passer knows how to guide students through the ins and outs of research methods. In this remarkable text, Passer’s experience leads to chapters filled with clear explanations, resonant examples, and contemporary research from across the breadth of modern psychology, all while anticipating common questions and misunderstandings. The new edition has been fully updated to reflect the latest  APA style guidelines,  as well as the updated APA Code of Conduct and ethical principles. It features full-page infographics summarizing key concepts and fully updated research. It can be packaged FREE with Worth Publishers’ LaunchPad Solo for Research Methods —the ideal online component for the text, featuring videos and activities that put students in the role of either experimenter or research subject.

New to This Edition

“I do appreciate [the author’s] realistic expectation of research methods. I believe his focus on diverse subfields while understanding the planned trajectory of students, gives this book a lot of street credibility.” -Ryan Hjelle, University of Minnesota   “The book is well designed. I particularly like the mix of academic knowledge, aligned with pop-culture grounded by research and attractive graphics and illustrations.” -Karen Thomas-Brown, University of Michigan - Dearborn   “It is straightforward, concise, and carries fundamental information for research methods.” -Guangying Wu, George Washington University   “The tone is conversational, and easy for students to understand. The concepts are presented accurately” -Guangying Wu, George Washington University   “It was very detailed and advanced, but presented in an accessible way. Students will gain a very sophisticated understanding of scale development and measurement.” -Lauren Coursey, University of North Texas – Dallas   “The text is amazing and one of the best research methods texts on the market.” -Chrysalis Wright, University of Central Florida   “The book is well designed with appropriate, meaningful figures and expected (and useful) practice opportunities” -Pam Marek, Kennesaw State University   “I am a fan of this text. I have used it for a few years and both me and my students really like it. I find that it covers the main concepts in a way that is easy for students to grasp and it provides a very good foundation for me to further explain issues during lectures.” -Karen Lawson, University of Saskatchewan   “Passer has done an excellent job of covering survey research, considerably better than many research methods textbooks I have reviewed.” -Carie Buchanan, St. Thomas More College   “I have found over the last few years that the text covers the material to a degree that is appropriate for the level of student in my course. The text is well- written” -George Alder, Simon Fraser University – Burnaby

Third Edition | ©2021

Michael Passer

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Third Edition | 2021

Table of Contents

Michael W. Passer is Senior Lecturer in Psychology at the University of Washington. Born and raised in Brooklyn, New York, he entered the University of Rochester fully expecting to be a physics or chemistry major, but he became hooked on psychological science after taking introductory psychology and a seminar course on the nature of the mind. He got his start as an undergraduate researcher under the mentorship of Dr. Harold Sigall, was a volunteer undergraduate introductory psychology Teaching Assistant, and received a Danforth Foundation Fellowship that partly funded his graduate studies and exposed him to highly enriching national conferences on college teaching. Dr. Passer received his Ph.D. from UCLA, where he conducted laboratory research on attribution theory under the primary mentorship of Dr. Harold Kelley and gained several years of field research experience studying competitive stress, self-esteem, and attributional processes among boys and girls playing youth sports, mainly working with Dr. Tara Scanlan in the Department of Kinesiology. At the University of Washington he has conducted hypothesistesting field research on competitive stress with youth sport participants, collaborated on several applied research projects in the fi eld of industrial-organizational psychology, and for the past 20 years has been a Senior Lecturer and faculty coordinator of U.W.&#8217;s introductory psychology courses. In this role, he annually teaches courses in introductory psychology and research methods, developed a graduate course on the teaching of psychology, and is a U.W. Distinguished Teaching Award nominee. With his colleague Ronald Smith, he has coauthored five editions of the introductory textbook Psychology: The Science of Mind and Behavior (McGraw-Hill), and has published more than 20 scientific articles and chapters, mostly on attribution theory and competitive stress. &#160;

Third Edition | 2021

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Qualitative research methods ii.

Research Methods for Psychology

Psy-301-020, suny cortland.

• Cost & Fees
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• Semester Summer 2024
• Instructor Bridget Hier
• Start Date 06-24-2024
• Total Credits 3
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• Center for Qualitative and Multi-Method Inquiry >
• Institute for Qualitative & Multi-Method Research

The Institute for Qualitative and Multi-Method Research (IQMR)

Since its founding more than twenty years ago, the Institute for Qualitative and Multi-Method Research has welcomed more than three thousand graduate students and junior faculty.

Participants in IQMR are either nominated by their home school or department or selected from an "open pool" (largely funded by the National Science Foundation, with additional support from the American Political Science Association).

IQMR 2024 will run from June 16-28

participants

nominating institutions

How to participate

There are four separate open pool competitions to attend IQMR 2024: the general open pool; applications from researchers at African scholarly institutions; applications from researchers at Latin American scholarly institutions; and applications from scholars based in the Arab MENA region. You can find links to the separate application forms in the table below.

Scholars admitted through the general track will have their participation at IQMR covered, receive a stipend to contribute towards cost of meals, as well as shared-accommodation for the duration of the program. General track attendees will be responsible for their own transportation costs to and from Syracuse University. Scholars admitted through the African, Latin American and MENA tracks will have participation at IQMR covered, meals, and shared-accommodation for the duration of the program, as well as roundtrip economy-class airfare.

Distinct from the open pool process, IQMR also accepts attendees who are nominated to attend by their home unit (center/department/school) using their own selection procedures. The participation fee varies depending on the number of people being nominated. For 2024, the participation fee per nominee is $1670 if one, $1640 if two, $1620 if three, $1600 if four, and $1580 if five. The participation may be paid by either the nominating home unit, or by the nominee. If you have any questions about the nominating process, please contact Colin Elman  at [email protected] . 

Application Information

Application deadline: 10/23/23 Number of slots: 15 Travel bursary: No Part, room and board: Yes

Latin America

Application deadline: 10/23/23 Number of slots: 5 Travel bursary: Yes Part, room and board: Yes

The Ethnography module at #IQMR2021 has me 🤯 over and over again. I feel like even the questions I didn't know I wanted to ask have been answered, and the description/reflexivity/analysis chart is going straight in my toolbelt. Thank You!" via Twitter.

Piper Biery @Piper_Biery

Download the IQMR Digital Brochure

Hear From Our Participants

Learn to create and critique methodologically sophisticated qualitative research designs, including case studies, tests of necessity or sufficiency, and narrative or interpretive work. Explore the techniques, uses, strengths, and limitations of these methods, while emphasizing their relationships with alternative approaches. And receive constructive feedback on your own qualitative research designs. 

Watch our YouTube playlist for video introductions to each of the conference sessions.

New Voices Initiative

IQMR’s New Voices Initiative aims to identify, encourage and support early career researchers (ECRs) who are interested in teaching at IQMR. Our hope is that each fall several ECRs will be selected through a transparent, competitive process, and will join the teaching team for particular module sequences during the following summer’s institute. Seasoned instructors will guide and mentor ECRs who are selected, and will learn from and draw on their fresh insights and perspectives about the methods being taught. The initiative’s broader goals are to grow the number and diversity of faculty who teach qualitative and multi-method research in the social sciences. As part of the New Voices Initiative, three ECRs were selected as teaching fellows at IQMR 2023. 

IQMR 2023 ECR Teaching Fellows:

Dana El Kurd

Gabreélla (Ella) Friday

Gabreélla (Ella) Friday is a postdoctoral researcher dually appointed in the Watson Institute for International and Public Affairs and the Center for the Study of Race and Ethnicity at Brown University. Her areas of specialization include mass incarceration, women, gender and sexuality studies, time and social theory, and social movements. She worked as a prisoner’s rights advocate, community organizer, and researcher for her forthcoming book project, Weaponizing and Resisting Time. Here, she explores incarcerated women’s relationship to and resistance of time in a rural upstate New York jail where she conducted four-years of ethnographic advocacy. Friday received her Ph.D. in Sociology from Binghamton University in 2022. 

Rachel Schwartz

Rachel Schwartz is an Assistant Professor of International and Area Studies at the University of Oklahoma. Her research focuses on civil war and its legacies, statebuilding, corruption, and human rights in Central America, as well as qualitative methods. Her book Undermining the State from Within: The Institutional Legacies of Civil War in Central America was published by Cambridge University Press in early 2023. Her research has been supported by the Fulbright Program and the United States Institute of Peace (USIP), and her work has been published in scholarly journals like the  Journal of Peace Research ,  Journal of Global Security Studies ,  Latin American Politics & Society ,  Revista de Ciencia Política, Small Wars and Insurgencies , and  Studies in Comparative International Development . During the 2019-2020 academic year, she was a postdoctoral fellow at the Center for Inter-American Policy and Research (CIPR) at Tulane University. Schwartz received her Ph.D. in Political Science from the University of Wisconsin–Madison in 2019.

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Research Methods Information : Research Study Design

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• Research Study Design
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Selected Books on Research Methods & Design

Web Resources: Types of Research Design

• Basic Research Design for Quantitative Studies This is a section by Dr. Robert V. Labaree on q.uantitative methods.
• Mixed Methods Research Designs | Research Rundowns By Dr. J. Patrick Biddix (Ph.D., University of Missouri - St. Louis). Dr. Biddix is assistant professor of Higher Education and Research Methodology in the Department of Curriculum, Leadership, and Technology.
• Qualitative Research Designs Comparison table from the University of Missouri - St. Louis.
• Research Design Comparison/Contrast | LibGuide Includes a chart with pros and cons and citations to sample studies. From the University of Toledo, University Libraries.
• Types of Designs From the Research Methods Knowledge Base.
• Types of Research Design: Education Portal Academy Focus is on Psychological Studies. Runtime: 7:39 min.
• Types of research designs you can use for your dissertation From Dissertation-Statistics.com

Introduction to Research Design

Before beginning your paper, you need to decide how you plan to design the study .

The research design refers to the overall strategy that you choose to integrate the different components of the study in a coherent and logical way, thereby, ensuring you will effectively address the research problem; it constitutes the blueprint for the collection, measurement, and analysis of data. Note that your research problem determines the type of design you can use, not the other way around!

Kirshenblatt-Gimblett, Barbara. Part 1, What Is Research Design? The Context of Design. Performance Studies Methods Course syllabus . New York University, Spring 2006; Trochim, William M.K. Research Methods Knowledge Base . 2006.

General Structure & Writing Style

The function of a research design is to ensure that the evidence obtained enables you to effectively address the research problem as unambiguously as possible. In social sciences research, obtaining evidence relevant to the research problem generally entails specifying the type of evidence needed to test a theory, to evaluate a program, or to accurately describe a phenomenon.

However, researchers can often begin their investigations far too early, before they have thought critically about about what information is required to answer the study's research questions. Without attending to these design issues beforehand, the conclusions drawn risk being weak and unconvincing and, consequently, will fail to adequate address the overall research problem.

 Given this, the length and complexity of research designs can vary considerably, but any sound design will do the following things:

• Identify the research problem clearly and justify its selection,
• Review previously published literature associated with the problem area,
• Clearly and explicitly specify hypotheses [i.e., research questions] central to the problem selected,
• Effectively describe the data which will be necessary for an adequate test of the hypotheses and explain how such data will be obtained, and
• Describe the methods of analysis which will be applied to the data in determining whether or not the hypotheses are true or false.

Kirshenblatt-Gimblett, Barbara. Part 1, What Is Research Design? The Context of Design. Performance Studies Methods Course syllabus . New Yortk University, Spring 2006.

Types of Research Design

Each section below includes additional information that addresses the following:

• What do these studies tell you?
• What do these studies not tell you?

ACTION RESEARCH DESIGN

Definition and Purpose

The essentials of action research design follow a characteristic cycle whereby initially an exploratory stance is adopted, where an understanding of a problem is developed and plans are made for some form of interventionary strategy. Then the intervention is carried out (the action in Action Research) during which time, pertinent observations are collected in various forms. The new interventional strategies are carried out, and the cyclic process repeats, continuing until a sufficient understanding of (or implement able solution for) the problem is achieved. The protocol is iterative or cyclical in nature and is intended to foster deeper understanding of a given situation, starting with conceptualizing and particularizing the problem and moving through several interventions and evaluations.

CASE STUDY DESIGN

A case study is an in-depth study of a particular research problem rather than a sweeping statistical survey. It is often used to narrow down a very broad field of research into one or a few easily researchable examples. The case study research design is also useful for testing whether a specific theory and model actually applies to phenomena in the real world. It is a useful design when not much is known about a phenomenon.

CAUSAL STUDY DESIGN

Causality studies may be thought of as understanding a phenomenon in terms of conditional statements in the form, “If X, then Y.” This type of research is used to measure what impact a specific change will have on existing norms and assumptions. Most social scientists seek causal explanations that reflect tests of hypotheses. Causal effect (nomothetic perspective) occurs when variation in one phenomenon, an independent variable, leads to or results, on average, in variation in another phenomenon, the dependent variable.

Conditions necessary for determining causality:

• Empirical association--a valid conclusion is based on finding an association between the independent variable and the dependent variable.
• Appropriate time order--to conclude that causation was involved, one must see that cases were exposed to variation in the independent variable before variation in the dependent variable.
• Nonspuriousness--a relationship between two variables that is not due to variation in a third variable.

COHORT DESIGN

Often used in the medical sciences, but also found in the applied social sciences, a cohort study generally refers to a study conducted over a period of time involving members of a population which the subject or representative member comes from, and who are united by some commonality or similarity. Using a quantitative framework, a cohort study makes note of statistical occurrence within a specialized subgroup, united by same or similar characteristics that are relevant to the research problem being investigated, r ather than studying statistical occurrence within the general population. Using a qualitative framework, cohort studies generally gather data using methods of observation. Cohorts can be either "open" or "closed."

• Open Cohort Studies [dynamic populations, such as the population of Los Angeles] involve a population that is defined just by the state of being a part of the study in question (and being monitored for the outcome). Date of entry and exit from the study is individually defined, therefore, the size of the study population is not constant. In open cohort studies, researchers can only calculate rate based data, such as, incidence rates and variants thereof.
• Closed Cohort Studies [static populations, such as patients entered into a clinical trial] involve participants who enter into the study at one defining point in time and where it is presumed that no new participants can enter the cohort. Given this, the number of study participants remains constant (or can only decrease).

CROSS-SECTIONAL DESIGN

Cross-sectional research designs have three distinctive features: no time dimension, a reliance on existing differences rather than change following intervention; and, groups are selected based on existing differences rather than random allocation. The cross-sectional design can only measure diffrerences between or from among a variety of people, subjects, or phenomena rather than change. As such, researchers using this design can only employ a relative passive approach to making causal inferences based on findings.

DESCRIPTIVE DESIGN

Descriptive research designs help provide answers to the questions of who, what, when, where, and how associated with a particular research problem; a descriptive study cannot conclusively ascertain answers to why. Descriptive research is used to obtain information concerning the current status of the phenomena and to describe "what exists" with respect to variables or conditions in a situation.

EXPERIMENTAL DESIGN

A blueprint of the procedure that enables the researcher to maintain control over all factors that may affect the result of an experiment. In doing this, the researcher attempts to determine or predict what may occur. Experimental Research is often used where there is time priority in a causal relationship (cause precedes effect), there is consistency in a causal relationship (a cause will always lead to the same effect), and the magnitude of the correlation is great. The classic experimental design specifies an experimental group and a control group. The independent variable is administered to the experimental group and not to the control group, and both groups are measured on the same dependent variable. Subsequent experimental designs have used more groups and more measurements over longer periods. True experiments must have control, randomization, and manipulation.

EXPLORATORY DESIGN

An exploratory design is conducted about a research problem when there are few or no earlier studies to refer to. The focus is on gaining insights and familiarity for later investigation or undertaken when problems are in a preliminary stage of investigation.

The goals of exploratory research are intended to produce the following possible insights:

• Familiarity with basic details, settings and concerns.
• Well grounded picture of the situation being developed.
• Generation of new ideas and assumption, development of tentative theories or hypotheses.
• Determination about whether a study is feasible in the future.
• Issues get refined for more systematic investigation and formulation of new research questions.
• Direction for future research and techniques get developed.

HISTORICAL DESIGN

The purpose of a historical research design is to collect, verify, and synthesize evidence from the past to establish facts that defend or refute your hypothesis. It uses secondary sources and a variety of primary documentary evidence, such as, logs, diaries, official records, reports, archives, and non-textual information [maps, pictures, audio and visual recordings]. The limitation is that the sources must be both authentic and valid.

LONGITUDINAL DESIGN

A longitudinal study follows the same sample over time and makes repeated observations. With longitudinal surveys, for example, the same group of people is interviewed at regular intervals, enabling researchers to track changes over time and to relate them to variables that might explain why the changes occur. Longitudinal research designs describe patterns of change and help establish the direction and magnitude of causal relationships. Measurements are taken on each variable over two or more distinct time periods. This allows the researcher to measure change in variables over time. It is a type of observational study and is sometimes referred to as a panel study.

OBSERVATIONAL DESIGN

This type of research design draws a conclusion by comparing subjects against a control group, in cases where the researcher has no control over the experiment. There are two general types of observational designs. In direct observations, people know that you are watching them. Unobtrusive measures involve any method for studying behavior where individuals do not know they are being observed. An observational study allows a useful insight into a phenomenon and avoids the ethical and practical difficulties of setting up a large and cumbersome research project.

PHILOSOPHICAL DESIGN

Understood more as an broad approach to examining a research problem than a methodological design, philosophical analysis and argumentation is intended to challenge deeply embedded, often intractable, assumptions underpinning an area of study. This approach uses the tools of argumentation derived from philosophical traditions, concepts, models, and theories to critically explore and challenge, for example, the relevance of logic and evidence in academic debates, to analyze arguments about fundamental issues, or to discuss the root of existing discourse about a research problem. These overarching tools of analysis can be framed in three ways:

• Ontology -- the study that describes the nature of reality; for example, what is real and what is not, what is fundamental and what is derivative?
• Epistemology -- the study that explores the nature of knowledge; for example, on what does knowledge and understanding depend upon and how can we be certain of what we know?
• Axiology -- the study of values; for example, what values does an individual or group hold and why? How are values related to interest, desire, will, experience, and means-to-end? And, what is the difference between a matter of fact and a matter of value?

SEQUENTIAL DESIGN

Selected Journals on Research Approaches

• Journal of Mixed Methods Research An innovative, quarterly, interdisciplinary, international publication that focuses on empirical, methodological, and theoretical articles about mixed methods research across the social, behavioral, health, and human sciences.
• European conference on research methodology for business and management studies European conference on research methodology for business and management studies
• Qualitative Report A peer-reviewed, on-line bi-monthly journal devoted to writing and discussion of and about qualitative, critical, action, and collaborative inquiry and research. The Qualitative Report, the oldest multidisciplinary qualitative research journal in the world, serves as a forum and sounding board for researchers, scholars, practitioners, and other reflective-minded individuals who are passionate about ideas, methods, and analyses permeating qualitative, action, collaborative, and critical study.
• Sociological Methodology Sociological Methodology is the only American Sociological Association periodical publication devoted entirely to research methods. It is a compendium of new and sometimes controversial advances in social science methodology.

VIDEO: Developing a Quantitative Research Plan: Choosing a Research Design

Presented by Navigating the Doctoral Journey . Although tageting doctoral students, master's students doing their thesis/capstone research will find it of use as well.

Published June 6, 2013 Runtime: 46:12 min

VIDEO: Qualitative Research for Public Health and Clinical Investigation

A "soup-to-nuts" presentation. Long, but worth the viewing time!

[Video description] "This video is a one-hour lecture that Roberta E. Goldman, PHD delivered as part of the Harvard Catalyst lecture series in 2011. The lecture presents an overview of qualitative research methods that can be used in combination with each other, and in combination with quantitative methods for mixed methods primary care and public health study designs."

Published on July 25, 2012 | Runtime 1:09.54 min.

Design Flaws to Avoid

The research design establishes the decision-making processes, conceptual structure of investigation, and methods of analysis used to address the central research problem of your study. 

Taking the time to develop a thorough research design helps to organize your thoughts, set the boundaries of your study, maximize the reliability of your findings, and avoid misleading or incomplete conclusions.

Therefore, if any aspect of your research design is flawed or under-developed, the quality and reliability of your final results and, by extension, the overall value of your study will be weakened.

Click here for detailed descriptions on the following design flaws.

• Lack of Specificity
• Poorly Defined Research Problem
• Lack of Theoretical Framework
• Significance
• Relationship between Past Research and Your Study
• Contribution to the Field
• Provincialism
• Objectives, Hypotheses, or Questions
• Poor Method
• Proximity Sampling
• Techniques or Instruments
• Statistical Treatment
• Ethical Dilemmas
• Limitations of Study

Flow Charts for Research Methods

• Flow Chart of the Research Process No author is noted for this diagram. It is in PDF format.

A flow chart is a " diagram that shows step-by-step progression through a procedure or system especially using connecting lines and a set of conventional symbols." [from Merriam-Webster.com ] 

Some people find using a flow chart a very good way of visualizing the research method process.

• Flow Chart of Process for Research Involving Statistics This is a Word document created in 2010 by Martha K. Smith for a Summer Statistics Institute course at the Department of Mathematics at the University of Texas at Austin.
• "Meta Interpretation": A Method for the Interpretive Synthesis of Qualitative Research This open acess journal article includes a detailed flow chart. Citation: Weed, M. (2005). "Meta Interpretation": A Method for the Interpretive Synthesis of Qualitative Research. Forum Qualitative Sozialforschung / Forum: Qualitative Social Research, 6(1). Retrieved from http://www.qualitative-research.net/index.php/fqs/article/view/508/1096

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