Lesson Report:
**Class Summary Report: Research Methodology – Process-Oriented vs. Variable-Oriented Approaches**
**Title:** Research Design and Methodological Frameworks: Balancing Process-Oriented vs. Variable-Oriented Approaches
*Synopsis:*
This session focused on helping students solidify their research designs for their theses, specifically within the framework of process-oriented and variable-oriented approaches. Each student presented their research question and discussed which approach – process or variable-oriented – best fit their project. The instructor provided guidance on how to refine their questions, structure their proposals, and identify appropriate methodologies. The session also covered the practical aspects of conducting research, such as data collection methods (surveys, case studies, archival research) and the importance of the literature review. Students were encouraged to focus on scope, timeframe, and theory selection in preparation for their thesis proposals due October 29th.
**Attendance:**
Mentions of notable absentees:
– Rashad was not present.
**Topics Covered:**
1. **Opening and Structuring the Class Discussion:**
– The instructor began by reminding students of some basic organizational housekeeping and welcomed everyone back after the last session.
– Transition to continuation of student research-specific discussions, focusing on individual projects’ methodological challenges.
2. **Student Research Design Check-in:**
– Each student shared their research question and discussed whether they would be using a *process-oriented* or a *variable-oriented* approach for their theses.
– **Elina’s Research Inquiry:**
– Discussed whether Turkey should become a member state in relation to Greece’s standing and global implications.
– Decided on a process-oriented approach, owing to the qualitative nature of the geopolitical case study.
– **Emrebek’s Research on Presidential Education and Policy Linkage:**
– Closer to a variable-oriented approach to gather quantitative data about the correlation between education, political leadership, and policy outcomes.
– The instructor suggested focusing on measurable aspects, such as policy shifts influenced by education backgrounds.
– **Danaya’s Political Dynamics and Psychological Traits:**
– Pivoted towards two research questions involving political leadership and responses to domestic violence.
– Ultimately chose a variable-oriented approach, framed to examine measurable public and governmental relationships.
– **Hamdam’s Taliban Relations with Central Asia and Dependency Theory:**
– Instructor advised a process-oriented approach focused on the theory-dependent relationship dynamics presented in Central Asia.
– **Hafaza’s Research on Afghan Resistance Fighters:**
– The instructor praised the student’s progress in developing a clear process-oriented framework involving the examination of resistance movements.
– **Akhtar’s UN and Regional Security Organizations:**
– After lengthy discussion, the instructor advised a variable-oriented design assessing UN involvement’s effect on regional security organization efficiency.
3. **Research Approaches Explained:**
– *Process-Oriented Approach* is suited for qualitative-focused research questions where developing a narrative or assessing evolution over time is key.
– *Variable-Oriented Approach* works best for studies where measurable relationships between specific factors or variables are the focus.
– Discussions emphasized the flexibility of approaches, as some research questions could lend themselves to either framework depending on the angle of analysis.
4. **Scope and Key Timeframe Choice:**
– An important discussion followed dealing with the scope of students’ research timelines. The instructor had students clarify why they chose specific dates to begin their studies.
– Some key proposed timelines:
– **Tuba:** August 2021 (U.S. withdrawal from Afghanistan).
– **Akhtar:** Post-Cold War (1991 onwards), as regional security organizations gained relevance in a new geopolitical landscape.
– **Sana:** 2020 or earlier (clarifying the relevance of pre-Taliban considerations).
5. **Qualitative and Quantitative Data Collection Techniques:**
– The instructor covered appropriate data collection techniques for both types of oriented research designs:
– **Quantitative Methods** – Secondary data analysis from established datasets, surveys, and content analysis.
– **Qualitative Methods** – Interviews, case studies, and document (archival) analysis.
– Special attention was given to how *surveys and interviews* require Institutional Review Board (IRB) approval for ethical research compliance.
6. **Writing a Literature Review:**
– Emphasis was placed on the importance of the literature review for establishing the current state of scholarship around a topic.
– Students were advised to categorize their readings based on:
– Theoretical groundwork.
– Historical context.
– Empirical studies.
– Scope decisions would help determine which sources are most relevant and aid in refining the research’s theoretical positioning.
7. **Upcoming Deadlines and Final Remarks:**
– Reminder of the thesis proposals due October 29th.
– PDFs about research design structures and methodologies will be posted on the course platform for further guidance.
– Encouraged self-study of research design theory in alignment with each student’s target approach and methodology.
**Actionable Items:**
– **Critical Homework (by October 20th):**
– Each student should prepare:
– One reading about their *theoretical framework*.
– One historical text relevant to their topic.
– One empirical study that provides recent research reflective of their project.
– Come prepared to explain how these texts support their thesis development.
– **Proposal Deadline Reminder:**
– **Thesis Proposals Due:** October 29th, 11:59 p.m.
– Ensure that your selected research design and collected literature fit within the structure recommended, and review the guide to structuring variable vs. process-oriented research posted by the instructor.
– **Data Collection Prep (Dependent on Method):**
– For students working with *surveys or interviews*: Reminded to start the Institutional Review Board (IRB) process ASAP if they plan on collecting new data from human subjects. Ensure IRB proposals are submitted early to avoid delays.
Homework Instructions:
NO HOMEWORK
Justification: There was no direct mention of any specific homework assignment in the transcript. Although there was a considerable amount of discussion on research questions, methodologies, and next steps in supervising academic work, no explicit homework task was assigned to be completed outside of the lesson. The closest mention was a brief discussion of a PDF that would be posted on the class platform, but this was not framed as a formal assignment.