Last revised 08/14/06
UNIVERSITY OF ARIZONA
FALL 2006
School of Information Resources and Library Science
Research Methods 506
Instructor: Margaret Higgins, PhD
Email: Margaretahiggins@yahoo.com or higginsm@u.arizona.edu
Tel: 520 623 4590 / 520 406 7813
Office Hours: By appointment
Course Content
The course offers an introduction to research techniques and their application in social research.
The main emphasis of the course is on good research design, rather than on statisticalanalysis of data. Students will gain both an appreciation of factors involved in research and an ability to critically evaluate research. Statistics will be addressed, with the emphasis being on inculcating a level of familiarity with statistical concepts. This course will not create statisticians but it will provide a platform for discussion, with experts ,of the statistics required for research.
Aims of the course
To provide an understanding of the nature, role and value of research, and to demonstrate the importance of, and necessity for, research; To familiarize students with a variety of research methods and designs; To enable students to interpret and evaluate research.
Objectives of the course
By the end of the course students should be able to
• identify and implement research strategies appropriate for addressing problems in their own working environment.
• identify well executed, reliable, and valid research
• identify research results which can be applied to their own library or information centre.
Code of Academic Integrity
Students are required to comply with the University's expectation of academic honesty as stated in the University of Arizona's Code of Academic Integrity (1991 Revision).
Required Text: Orcher, Lawrence T. Conducting Research: Social and Behavioral Methods (2005). California: Pyrczak Press. (Note: this may be obtainable from recent students of 506. Otherwise, it is readily acquired directly from Pyrczak)
Required Reading: Campbell, D & Stanley, J. (1963). Experimental and Quasi-Experimental Designs for Research. Reprinted from Handbook of Research on Teaching. Chicago, IL: Rand McNally College Publishing Company.
A readings list can be supplied on request. However, the class emphasis will be on demonstrating absolute and complete knowledge of the assigned text, and of Campbell & Stanley. To this end, to demonstrate their grasp of the material covered in the text and in class, students will be reading and providing weekly written reviews of assigned chapters.
Assessment
Participation 5%
Assignment 1: 15%
Assignment 2: 15%
Research Proposal 45%
Exam 20%
Grades: A: 100-90 B: 89-80 C: 79-70 Less than 'C' is fail.
i) Expectations: Students are expected to participate in class - you are especially expected to take an active role in discussions. My rationale for this is that in your work you will often have to speak for a service in which only you believe - and you may, for example, have to argue for your department's (rightful?) budget allocation. You therefore have to speak with confidence and knowledge, and you have to make a positive impression. You might as well practice now.
ii) Other than for medical (or other super-good) reason, no late assignments will be accepted.
iii) Prepare all written work in APA format; and word process or type all work; Identify your work by locating your name on the back of your assignments.
Lecture Schedule (Subject to refinement as the semester progresses)
Aug 21st General Introduction & Expectations
Aug 28th What is Research & Why do it? Ways of Knowing
Sep 11th Research Process
Sep 18th Science & Positivism
Sep 25th Designs & Error Readings: Campbell & Stanley
Oct 2nd Designs & Error Readings: Campbell & Stanley
Oct 9th Basic & Applied research
Oct 16th Introduction to Statistics
Oct 23rd Introduction to Statistics (cont)
Oct 30th Qualitative I
Nov 6th Qualitative II
Nov 20th Sampling; Survey research
Nov 27th Different countries / different research concerns
Dec 4th Review
Dec 11th Exam