Choosing a topic and designing the research 3

Choosing a topic and designing the research 3. Crafting the research design Munirah Osman-Hyder UKZN School of Law

What is research design? • A plan or protocol; • A map of the various elements of research and how they inter-relate; • Ensuring that the research question may be answered within logistical and financial constraints; • A bridge between the research questions and the execution of the research; • A plan showing how the data will be collected analysed in the most economical possible way; • A plan that allows for plausible conclusions or inferences from systematic observation.

Differences between research design and research methodology Research design Research methodology Holistic – focuses on endproduct and how elements fit together Focuses on research process, tools and procedures Research problem is central Tasks performed to answer research question central Overall logic of the research Steps to be taken in the research

But … Research design is not a fixed blueprint. In designing research we must allow for flexibility. Design is an iterative process.

The research process as iterative Research question Data analysis Literature review Data collection

The elements of research design Research Design Paradigm Theory Question Method Context Good research design is all about making sure that these elements fit together and cohere with one another.

Design and theory decisions Where you place your theory in the research is a design decision. It is a decision that is made depending on whether your study is deductive or inductive, whether it involves testing a theory, applying a theory or using a theory as a way of understanding or analysing data; or whether you intend to use the data to develop a theory. So theory might come first or last, might be the starting point or the outcome of your project. So where will your theory be in thesis? Will it be one chapter or many? Will it be integrated with data analysis or separate? Will it be at the beginning or end?

Research design is also about practical matters: • How much will it cost -- travel, data processing, etc. ; • Is research assistance needed and of what type? • Sampling (e. g. hard to reach populations; time frame required; how will access be gained? ); • Equipment (what is needed; how much does it cost; is there technical expertise required? ); • Ethical clearance and other ethical concerns.

The RESEARCH QUESTION is central to ensuring design coherence Throughout the research process ask: • What is my research question? • How does what I am currently doing relate to my research question? • Does my research question have to change as a result of what I am currently doing? • How does my research question as a result of the literature I am currently reading? • Does everything I have written in my literature review relate directly to my research question? • Do my research question and my theoretical framework correspond? • Do my research question and method correspond?

Paradigm Positivism Sampling: High school learners in Grades 8 to 12 in 10 schools in the rural areas of Transkei representative of the range of schools in the Transkei; experimental group and control group What does the literature say? Programmes that are participatory and that include a gender perspective can have the effect of reducing unsafe sex. Data Collection Conceptualisation/ Operationalisation Unsafe sex: early sexual debut; first sex without contraception/condom; sex in the last year without contraception/condom Unwanted pregnancy: pregnancy that is unplanned and unwanted Main research question: Does the Teen Outreach Programme, which uses participatory methods and gender perspective, reduce unsafe sex practices and unwanted pregnancy amongst high school learners in rural areas of the Transkei ? Administration of questionnaire pre- and post - intervention; Records of number of pregnancies one year prior to and one year post intervention Theory Targeting individual behaviour in interventions is ineffective as it places responsibility on the individual woman. Unsafe sex practices are underpinned by unequal gender relations. Rationale High rate of unwanted pregnancy amongst high school learners in rural areas of Transkei Unit of analysis Individuals Instruments Data Analysis Descriptive statistics to describe patterns of unsafe sex and unwanted pregnancy; Inferential statistics: Analysis of variance to compare groups and change in unsafe sex patterns and unwanted pregnancy Questionnaire, drawing on previous questionnaires measuring unsafe sex practices

Paradigm: Interpretivism Sampling: All women aged 20 and younger presenting at three family planning clinics in rural areas of the Transkei over a three week period What does literature say? Young pregnant women experience high levels of stigma and discrimination from health service providers. Young women’s experience of family planning clinics can have effects in terms of contraceptive usage. Data Analysis: Interpretive Phenomenological Analysis Main research question: What are young women’s experiences when visiting family planning clinics in rural areas of the Transkei? Unit of analysis: Individuals Data Collection: Interviews with young women Instruments : Semi-structured interview schedule with open-ended questions relating to various components of a family planning clinic visit: access to clinic; waiting room; contraceptive information; health service provider interaction and counselling Theory relating to content : Personal experiences underpin health behaviours; Stigma is a social relation that has implications in terms of people’s experience of interactions Rationale: Research indicates high levels of unsafe sex amongst young women, which has been related to lack of access to contraceptives Conceptualisation/operationalisation Experience: manner of interpreting and giving meaning to events in our lives: Contraceptive information: information obtained through pamphlets, posters, counselling by health service provider, s informal conversations with peers in waiting room; Family planning counselling: discussion between health service providers and young women regarding all aspects of sexual and reproductive health

Paradigm Social contructionism Sampling Training programme and participants (health service providers) What does literature say? Training that uses narrative theory to help health service providers work through their personal narratives and the social narratives surrounding young people and sexuality assists in creating youth friendly approaches. Instruments Open-ended observation schedule for training programme; Open-ended evaluation questions for participants Data Analysis Theory Formative programme evaluation using narrative theory Main research question How can the training provided to family planning health service providers be improved to ensure that family planning clinics are youth friendly? Unit of analysis Training programme Data Collection Programme materials; Observation; Qualitative evaluation. Formative evaluation assists in improving programmes through looking at processes and content of a programme; The interaction between people is underpinned by the personal narratives that people draw on in relation to the other person. Rationale Research indicates that young people find the family planning clinics to be unfriendly and unresponsive to their needs. Conceptualisation/ operationalisation Youth friendly clinics: environments that are accessible and welcoming to young people and that cater specifically to their particular sexual and reproductive health needs.