This is one of the longest chapters in the book, mainly because it brings together various matters that must be considered at the outset of a research project but the length is also indicative of the fact that the early stages of research are of crucial importance and merit careful thought.

Initiating the research process

After attending to the matters raised in Chapter 2, the educator may well turn their thoughts to an approach they can recommend to students for beginning their research. Much will depend on the nature of the task and, in particular, the extent to which the subject is prescribed but if we assume that the students will be allowed a reasonable degree of choice in the territory, they may benefit from following the model shown in Figure 4.1 on the next page. The word ‘model’ is ambiguous in research, however, and it is wise to take a moment to clarify its use here. It is variously employed very commonly to mean:

• • a delineation of the processes associated with good practice in a particular area and which should be followed

• • an exemplar that exhibits ideal characteristics

• • a generalised representation of reality, often in diagrammatic form

• • an analysis or extrapolation based on what is known and whose purpose lies in informing prediction and decision making.

The model that is presented here fits the first definition, although in Chapters 6 and 9 models of the second type will be featured and the final chapter will offer an example of the third kind.

The good-practice model shown in Figure 4.1 features three actions that are pivotal to the research process – topic identification, question formulation and information collection – and demonstrates how they should interact. It is useful to share the diagram with the students before they embark on even the beginnings of their research, so as to help them structure their activities, achieve a sense of purpose and work towards a clear goal-state. Each individual should start with an idea that excites them. Whilst some may talk animatedly of a particular subject immediately ‘jumping out’ at them as soon as they have been briefed on the task, more usually students benefit from defining – and then refining – an area for investigation whilst exploring pertinent literature.