Learning Outcome: Ph.D. Coursework

 Reflections on the Ph.D. Coursework

This blog reflects my learning outcomes and personal insights from the recently completed Ph.D. Coursework organized by Prof. (Dr.) Dilip Barad, Department of English, Maharaja Krishnakumarsinhji Bhavnagar University, held from 1st to 8th June 2025. The coursework was designed for newly enrolled research scholars in English and marked the formal beginning of our research journey. Though preliminary online sessions had already been conducted earlier by Dilip Barad sir to introduce us to the structure and expectations of the program, this intensive one-week course served as an enriching and rigorous academic initiation.

This year, the Ph.D. batch consists of only three scholars, all working under the esteemed guidance of Barad sir. The small group size proved to be a boon, allowing for personalized attention, in-depth discussion, and a more interactive, dialogue-based learning environment. It created a space where we could freely discuss our individual research interests, raise doubts, and critically engage with both foundational concepts and practical challenges of research.

Key Components and Learning Highlights:

The coursework was thoughtfully designed to cover the core aspects of academic research, from reading and reviewing literature to writing a research thesis. The sessions combined asynchronous learning (through assigned video lectures and online quizzes) and synchronous classroom engagement, ensuring a blended learning approach that catered to different modes of understanding.

We were assigned a series of video lectures covering fundamental research topics such as:

• The mind and temperament of a research scholar

• The art of literary research (based on Richard D. Altick’s work)

• Understanding research hypotheses and framing research questions

• Basics of qualitative and quantitative research

Following each video, we had to reflect on our learning through blog writing, which encouraged critical thinking and articulation of ideas in academic prose. These were accompanied by online quizzes to reinforce conceptual understanding.

In-Class Learning and Practical Insights

During the classroom sessions, Prof. Barad not only elaborated on the concepts introduced in the videos but also provided practical strategies and tips. Some of the major themes discussed included:

• Tools and strategies for literature review

• How to organize reading and writing in research

• The difference between good and poor academic writing

• How to make compelling arguments

• Using digital tools like Google Scholar, ResearchGate, and OpenAlex

• Creating researcher IDs (ORCID, Scopus ID, Vidwan, etc.)

• Accessing and evaluating scholarly databases and journals

• Exercises for developing academic discipline and inquiry

What stood out the most was the emphasis on the researcher’s mindset. We learned that research is not just about collecting data or summarizing books—it’s about developing a habit of questioning, interpreting, and contributing new perspectives. Prof. Barad encouraged us to embrace skepticism, uncertainty, and doubt as necessary components of the research process. As beginners, we were reassured that confusion is the starting point of clarity.

For me, this coursework was much more than a formal academic requirement—it was a transformative experience. It helped me:

• Gain confidence in navigating the landscape of academic research

• Understand the ethical and intellectual responsibilities of a scholar

• Cultivate a habit of reflective writing

• Begin to see my research area in clearer and more focused terms

The small batch size fostered a deeply engaging learning atmosphere. Every query—no matter how basic—was welcomed and addressed. Discussions were often spontaneous and shaped by our individual curiosities, making the sessions dynamic and intellectually stimulating.

Here is the list of blogs written as part of the Ph.D. Coursework:

1. Literature Review: Ph.D. Coursework Activity
2. Smart Researcher: How I Mapped My Citation Landscape
3. Citation Landscape of ' Narrative Cartography: From Mapping Stories to the Narrative of Maps and Mapping'
4. Reflective Writing on AI Tools for Literature Review
5. Flipped Learning Task: Mastering Academic Writing - Reflection and Application: Video-Based Analysis
6. Academic Writing
7. Exercise
8. Critic, Scholar, Researcher & Mind and Temperament of Research Scholar
9. Understanding Hypothesis
10. Learning Outcome: Practical Ways to Organise Research Reading and Writing

The Ph.D. Coursework has laid a strong foundation for my research journey. It has equipped me not only with knowledge but also with the tools and mindset needed to undertake meaningful academic inquiry. I am grateful to Prof. Dilip Barad sir for his constant support, detailed guidance, and visionary teaching approach. As I move forward with my research, I carry with me the learnings, reflections, and inspiration gained during this vital academic initiation.

Thank you...

Webinar: Learn How to Access Taylor & Francis Journals Subscribed Under One Nation One Subscription

Webinar

Today, I had the opportunity to attend an insightful webinar titled “Learn How to Access Taylor & Francis Journals Subscribed Under One Nation One Subscription,” conducted by Ms. Radhika Sharma and organized by Taylor & Francis. This free webinar was open to all and specifically designed to benefit researchers, faculty members, and students across Indian academic institutions.

The session proved to be highly informative, particularly for those engaged in academic research and scholarship. Ms. Sharma provided a comprehensive demonstration of the Taylor & Francis Online platform, covering key aspects such as account registration, search techniques, advanced filtering, and accessing full-text articles. The webinar focused on how to effectively utilize the extensive collection of peer-reviewed journals made available under the One Nation One Subscription (ONOS) initiative launched by the Government of India.

The session was structured to be both informative and practical. It offered a comprehensive walkthrough of the Taylor & Francis Online platform, guiding attendees through registration, article searches, the use of advanced filters, and accessing full-text research articles via institutional access provided under ONOS.

A significant highlight of the webinar was the hands-on practice session, where participants were encouraged to engage directly with the platform. This real-time demonstration helped bridge theoretical understanding with practical application, making the platform accessible and familiar, especially for new users.

Key Features and Learnings

1. Free Access Through ONOS

• Indian users affiliated with ONOS-registered institutions can access millions of peer-reviewed research articles at no cost.

• Access is provided via institutional Wi-Fi, LAN, or specific IP ranges, without needing personal subscriptions.

2. Account Registration and Login

• Guidance was provided for creating a personal account on the platform.

• Although institutional access works without login, having a personal account enables bookmarking, saving searches, setting alerts, and personalized reading lists.

3. Multiple Search Options

• Users can search for content using:

  • Title

  • Author

  • Keywords

  • DOI

  • Journal Name

• Advanced Search Filters allow refinement by:

  • Subject area

  • Date of publication

  • Access type (Open Access or Subscription)

  • Article type (Research, Review, etc.)

4. Broad Disciplinary Coverage

• The platform provides access to journals across:

  • Humanities and Social Sciences

  • Science, Technology, and Medicine (STM)

  • Health and Allied Sciences

• Journals are published under renowned imprints like:

  • Taylor & Francis

  • Routledge

  • Dove Medical Press

5. Accessibility and Listening Feature

• A text-to-speech (audio) feature is available, allowing users to listen to articles, making the platform accessible and user-friendly for diverse learning needs.

Additional Features of the Platform

1. Personalized Dashboard

• Users can:

  • Save and organize articles

  • Create reading lists

  • Set up content alerts based on keywords, topics, or journals

2. Citation and Reference Management

• The platform supports various citation styles such as APA, MLA, Chicago, and Harvard.

• Direct export options to tools like:

  • Zotero

  • EndNote

  • RefWorks

  • Mendeley

  • BibTeX

3. Article-Level Metrics

• Articles include:

  • Altmetric scores

  • Citation counts

  • Download statistics

  • These metrics help in evaluating academic visibility and impact.

• All references are hyperlinked for seamless cross-referencing.

• Some articles include supplementary files like datasets, charts, or multimedia elements.

• The platform is fully optimized for mobile and tablet use, enabling flexible, on-the-go research.

Hands-On Practice Session

The interactive hands-on session allowed attendees to:

• Register or log in to the platform

• Execute sample searches using various filters

• Browse specific journals and topics

• Access full-text articles through institutional login

This participatory approach helped users navigate the platform efficiently, encouraging confidence and ease in exploring scholarly content.

Personal Reflection

As a Ph.D. researcher, I have been actively using the Taylor & Francis Online platform for my academic work. This session proved particularly beneficial for deepening my understanding of the platform’s advanced features and helped me explore resources in a more organized and systematic way. It also highlighted tools that I had not used before, such as citation exports and listening features, which will support my future research.

Moreover, the session also emphasized that researchers can submit and publish their work through Taylor & Francis journals. This dual opportunity—for accessing and contributing to global scholarship—makes the platform highly valuable for emerging scholars and experienced researchers alike.

Conclusion

The webinar conducted by Ms. Radhika Sharma served as a comprehensive guide for maximizing the use of Taylor & Francis journals under the ONOS initiative. By blending technical instruction with hands-on experience, the session empowered participants with practical research tools and deeper engagement with quality academic resources. For any researcher seeking to strengthen their research practice, sessions like these are an essential step toward informed and efficient scholarly exploration.

This blog, I hope, serves as a useful starting point for accessing quality scholarly resources available through Taylor & Francis.

Thank you for reading...

Learning Outcome: Practical Ways to Organise Research Reading and Writing

In this blog, I reflect on my learning from the insightful video by Dr. Kalyani Vallath, which focuses on practical strategies for organizing one's reading and writing in the context of academic research.

What is Research?

Research is a systematic and organized process of investigating a specific topic or problem to gain new knowledge, verify existing facts, or find solutions to questions. It involves asking questions, gathering data or information, analyzing it critically, and drawing logical conclusions. Research is engaging deeply with existing literature on a given topic. It requires reading, analyzing, synthesizing, and arranging various ideas, much like assembling the pieces of a jigsaw puzzle to derive new meaning or insights.

As T.S. Eliot famously noted, the concept of tradition suggests that research, including literary criticism, is not an isolated, individual pursuit. Instead, it is a collective intellectual effort rooted in historical continuity and intertextuality. Eliot emphasized the importance of recognizing the "present moment of the past" and understanding literature as a living, evolving dialogue.

Research is the critical interpretation of prior scholarship through the lens of one’s own inquiry. It is about positioning oneself within the broader scholarly tradition and contributing thoughtfully to it. A researcher draws upon the ideas of others, acknowledging them properly through citation, and organizes their findings coherently. This structured approach not only validates the researcher’s work but also makes it valuable for future scholars. In this sense, being part of a scholarly tradition, as Eliot highlighted, means contributing to a continuum of thought, not working in isolation.

Preliminary Reading of Existing Literature

The initial stage of any research involves an in-depth reading of existing literature. This foundational step is essential for formulating a meaningful and relevant research question. Engaging with prior scholarship offers a broad understanding of the existing knowledge in a particular area and helps identify what has already been studied and what remains unexplored. This process enables the researcher to pinpoint a research gap—an area that has not yet been sufficiently addressed—and to determine how this gap can be investigated further. Such reading not only informs the direction of the study but also provides a solid framework upon which the research can be built. This critical engagement with existing work is formally known as the literature review, and it plays a vital role in shaping the research before any actual writing begins.

Understanding a Research Area

Identifying and narrowing down a research area is a foundational step in any academic inquiry. For instance, the theme "Depiction of Bandits in Eastern Literature" can serve as a broad research area. Within this, a more specific scope—such as Chinese literature—can be selected to examine how bandits are represented across different historical and cultural contexts.

Subsections and Thematic Focus

The broader research area should be divided into subsections based on relevant categories such as geography (e.g., Chinese, Japanese, Indian literature), time period (classical, modern, postcolonial), or thematic concerns (banditry and law, rebellion, morality, or folklore). Extensive reading of comparative literatures will offer insights into varied portrayals and interpretations of bandit figures. This comparative approach helps in recognizing different narrative strategies, ideological positions, and cultural values associated with the figure of the bandit.

Critical Reading Practices

While engaging with academic texts, it is essential to move beyond summary and engage in critical questioning. Key considerations may include:

• What is the core argument of the study?

• Which critics are cited, and in what context?

• How is this work relevant to the selected research area?

• What methodology has been used, and can it be adapted?

• Are there specific terms or frameworks that can help narrow or expand the scope of investigation?

Such questions help identify the scholarly position of a text and assist in developing one’s own analytical lens. Reviewing citations and bibliographies also reveals influential works and commonly referenced scholars in the field.

Material Collection and Organization

The success of any research project depends significantly on sourcing appropriate and relevant materials. Bibliographies of existing studies are valuable in locating primary and secondary sources. Platforms like Google Scholar are useful for accessing peer-reviewed articles. Once collected, materials should be organized according to themes, methodologies, theoretical frameworks, or relevance to chapters. Moreover, now we are using ONOS, Taylor and Francis, Springer, and JSTOR for finding quality material.

Gaps in the existing research can be identified through such organization, allowing the researcher to position the study meaningfully within the larger academic discourse.

Tools for Efficient Research

Several digital tools and techniques can aid the research process:

• Use table of contents or indexes to locate relevant sections in texts.

• Utilize "Find in Page" functions for keyword-based searching.

• Apply bookmarks to highlight important sections for later reference.

• Add comments or annotations for personal observations or cross-references.

• Hyperlink online resources for quick access to primary or related materials.

Applications like Google Docs and MS Word are effective for organizing notes, structuring arguments, and maintaining a clean record of the research process.

Structuring the Research

A clear methodological and structural approach strengthens the research. This includes:

• Maintaining separate files for different subsections.

• Using numbered outlines or codes for easy reference.

• Organizing the literature review thematically or chronologically.

• Planning chapters around key arguments: typically including an Introduction, Literature Review, Analysis/Key Arguments, and Conclusion.

My research: 

As an example, in the domain of Digital Humanities, I have chosen a focused topic: Digital Cartography, and within that, I am studying the novels of Amitav Ghosh. To build the foundation of my research, I am reading extensively on cartographic representations in literature and exploring various digital literary mapping projects. This reading helps me understand how other researchers have mapped literary texts—what aspects they focus on, what methods they use, and how spatial data is interpreted. It also gives me clarity on how I can shape my own methodology.

While going through such works, I came across The Atlas of European Novels and other digital mapping initiatives, which serve as useful models. These readings introduce me to foundational texts and key scholars in the field of literary cartography. The bibliographies in these works are especially helpful, as they lead me to critical debates and the most cited arguments in the area.

In my own study, the maps will revolve around themes such as migration and ecological displacement, which are strongly evident in novels like The Hungry Tide and Gun Island. The critical questions I raise while reading—both about and against the arguments—are gradually shaping the core arguments of my chapters. This kind of reading not only guides my research path but also deepens my understanding of how to connect theory with the narrative worlds created by Ghosh.

Best Practices in Research Management

• Maintain separate and well-labeled files for each subsection.

• Assign codes or numbers for efficient cross-referencing.

• Frame analytical questions as potential chapter arguments.

• Note both supportive and opposing views during reading.

• Document the historical development of the research area.

• Keep track of all bibliographic details for accurate citation.

Writing should be a continuous process alongside reading. Consistent engagement with primary and secondary texts, coupled with organized note-taking and critical thinking, builds a strong foundation for original academic research.

References: 

DoE-MKBU. Practical Ways to Organise Research Reading and Writing: Kalyani Vallath. YouTube, https://youtu.be/QVRLr_8uH0E?si=8O-_UTr0a3tC6ALC.

Understanding Hypothesis

This blog explores the concepts of Research Hypothesis and Research Question, highlighting their key distinctions in the context of academic research. It reflects on the insights gained from four video lectures by Prof. Dr. Dilip Barad. The first video introduces the foundational ideas of hypotheses in research, while the second, third, and fourth videos delve into the research article "A Practical Guide to Writing Quantitative and Qualitative Research Questions and Hypotheses in Scholarly Articles" by Edward Barroga and Glafera Janet, offering a detailed analysis of how to effectively frame research questions and hypotheses.

Here are the videos:

What is Hypotheses?

The word hypothesis dates back to the 1590s, originally meaning "a particular statement," and by the 1650s, it came to refer to "a proposition assumed and taken for granted, used as a premise." It derives from the French hypothèse, the Latin hypothesis, and the Greek hypothesis, meaning "base," "groundwork," or "foundation"—literally "a placing under" (hypo- meaning "under" and thesis meaning "placing" or "proposition"). In logic and science, the term evolved to indicate a supposition or assumption serving as the basis for further investigation.

A hypothesis is a provisional idea whose merit is subject to evaluation. It requires testing to either confirm or refute it. It can be described as an educated guess or prediction about the relationship between variables. These variables may include:

• Independent variables – those that are changed in an experiment,

• Dependent variables – those that are observed or measured,

• Controlled variables – those that are kept constant.

A hypothesis can be tested through scientific methods and empirical evidence. In research, it is used to make predictions about expected outcomes under certain conditions. Essentially, it offers a possible explanation for a phenomenon, based on limited evidence, which must be verified through further study.

Understanding a hypothesis also involves recognizing what it is not. It is not a fact or a proven theory, nor is it a research question. Rather, it is a clear, testable proposition. If the results of the research do not support the hypothesis, it must be revised or abandoned.

Scientists like Richard Feynman and Ray Hilborn emphasize that a hypothesis emerges from previous observations that cannot be fully explained by existing theories. It must be framed in a way that allows for testing.

A working hypothesis is a tentative proposition accepted for the purpose of further research. Though it begins as an educated guess, it should not be random—it must arise from thoughtful reflection and prior investigation.

Functions of a Hypothesis

• Brings clarity to the research problem.

• Provides the study with a specific focus.

• Identifies which aspects of the research problem need to be investigated.

• Informs the researcher what data to collect and what to exclude.

• Enhances the objectivity of the research process.

• Enables the researcher to draw clear conclusions—what is true and what is false.

• Ensures the hypothesis is falsifiable, meaning it can be tested and potentially disproven.

Falsifiability is a key criterion for evaluating scientific hypotheses, introduced by Karl Popper in his influential work The Logic of Scientific Discovery. A hypothesis is considered falsifiable if it can be logically contradicted by empirical evidence using current technologies. Whereas, verificationism holds that only statements that are empirically verifiable are cognitively meaningful; otherwise, they are either tautologies (logical truths) or lack scientific relevance.

The later three videos discuss some theoretical framework or we can say rather practical approaches to what is Qualitative and Quantitative research, What sort of hypothesis each one have and how it can be formated.

Types of Research: Qualitative and Quantitative

There are two primary types of research: Qualitative and Quantitative.

In disciplines like Social Sciences and Natural Sciences, quantitative research is often predominant, though it is frequently complemented by qualitative methods. In contrast, Humanities research tends to rely more heavily on qualitative approaches.

• Qualitative research explores concepts, meanings, opinions, and experiences. It seeks to understand the “why” and “how” of phenomena through methods like interviews, observations, and textual analysis.

• Quantitative research, on the other hand, involves numerical data and statistical analysis. It focuses on testing hypotheses and measuring relationships through tools like surveys, experiments, and structured instruments.

Both types of research are grounded in research questions and hypotheses. As emphasized by Edward Barroga and Glafera Janet Matanguihan, these elements are crucial for ensuring ethical, focused, and meaningful inquiry. Research questions and hypotheses are typically derived from existing theories and real-world observations, forming the foundation for designing effective and reliable studies.

However, these fundamental components are often overlooked or poorly constructed. Whether in qualitative or quantitative research, it is essential to develop research questions and hypotheses with careful planning and critical forethought to ensure the success and integrity of the study.

Difference Between Research Question and Hypothesis

A research question defines what the study aims to answer through data analysis and interpretation. It guides the research process by identifying the topic, objective, scope, and variables involved. The answer to the research question is usually discussed in detail in the discussion section of a paper.

In contrast, a research hypothesis is an educated prediction about the expected outcome, based on background research and existing knowledge. It proposes a relationship between variables—typically an independent and a dependent variable—and offers a tentative answer to the research question that can be tested.

Hypotheses are grounded in reasoning and often derived from theories. They must be testable, reproducible, and ethically researchable. A single research question may lead to multiple hypotheses, and poorly framed questions can result in weak hypotheses and flawed research designs.

Characteristics of Good Research Questions and Hypotheses

• Research Questions: It Should be clear, focused, and specific; they guide data collection and interpretation.

• Hypotheses: It Should be

  1. Empirically testable

  2. Based on prior evidence

  3. Grounded in ethical practices

  4. Original and logically reasoned

  5. Predictive and reproducible

  6. Developed using deductive or inductive reasoning

Both well-formed research questions and hypotheses ensure a strong foundation for a meaningful and reliable study.

Research questions and hypotheses are developed according to the type of research. 

In quantitative research, research questions are formulated at the beginning of the study and focus on the relationships among variables. They are precise and relate to the study’s population, independent and dependent variables, and overall design.

Types of Quantitative Research Questions

Type of Research Question	Key Features	Example
Descriptive	- Measures responses of subjects to variables - Identifies variables to measure, analyze, or assess	What is the proportion of resident doctors in the hospital who have mastered ultrasonography as a diagnostic technique in their clinical training?
Comparative	- Clarifies differences between groups with and without outcome variables - Compares effects of variables	Is there a difference in the reduction of lung metastasis in osteosarcoma patients who received vitamin D adjunctive therapy compared to those who did not? How does the vitamin D analogue 22-Oxacalcitriol mimic the antiproliferative activity of 1,25-Dihydroxyvitamin D in osteosarcoma cells?
Relationship	- Defines trends, associations, or interactions between independent and dependent variables	Is there a relationship between the number of medical student suicides and the level of medical student stress in Japan during the first wave of COVID-19?

Types of Quantitative Research Hypotheses

Type of Hypothesis	Key Features	Example
Simple Hypothesis	- Predicts relationship between single dependent variable and single independent variable	If the dose of the new medication is high, blood pressure is lowered.
Complex Hypothesis	- Foretells relationship between two or more independent and dependent variables	The higher the use of anticancer drugs, radiation therapy, and adjunctive agents, the higher the survival rate.
Directional Hypothesis	- Identifies study direction based on theory towards particular outcome	Privately funded research projects will have a larger international scope than publicly funded projects.
Non-directional Hypothesis	- Nature of relationship or study direction not identified; does not involve theory	Women and men are different in terms of helpfulness.
Associative Hypothesis	- Describes variable interdependency; change in one causes change in another	A larger number of people vaccinated will reduce the incidence of COVID-19 infection.
Causal Hypothesis	- Predicts effect on dependent variable from manipulation of independent variable	A high-fiber diet will reduce the patient’s blood sugar level.
Null Hypothesis	- Indicates no relationship or difference between two variables	There is no significant difference in pulmonary metastases between the new drug and the current drug.
Alternative Hypothesis	- Predicts a relationship between two variables following null hypothesis	The new drug is better at reducing pain from pulmonary metastasis than the current drug.
Working Hypothesis	- Initially accepted for further research to develop a theory	Dairy cows fed with different concentrate formulations will produce different amounts of milk.
Statistical Hypothesis	- Assumption about population parameters; tested statistically	The mean recovery rate from COVID-19 is not significantly different between two populations.
Logical Hypothesis	- Proposes explanation with limited or no extensive evidence	If healthcare workers provide more contraception education, adolescent pregnancies will decrease.
Hypothesis-testing (Quantitative Hypothesis-testing Research)	- Uses deductive reasoning; involves hypothesis formation, data collection, analysis, and validation	Involves steps: form hypothesis → collect data → analyze → draw conclusion to confirm or reject hypothesis.

 

Qualitative Research Questions and Hypotheses

Qualitative Research Questions

Type	Description	Example
Contextual research question	Asks the nature of what already exists. Individuals or groups function to further clarify and understand the natural context of real-world problems.	What are the experiences of nurses working night shifts in healthcare during the COVID-19 pandemic?
Descriptive research question	Aims to describe a phenomenon.	What are the different forms of disrespect and abuse experienced by Tanzanian women when giving birth in healthcare facilities?
Evaluation research question	Examines the effectiveness of existing practice or accepted frameworks.	How effective are decision aids in helping decide whether to give birth at home or in a healthcare facility?
Explanatory research question	Clarifies a previously studied phenomenon and explains why it occurs.	Why is there an increase in teenage pregnancy in Tanzania?
Exploratory research question	Explores areas that have not been fully investigated to have a deeper understanding of the research problem.	What factors affect the mental health of medical students during the COVID-19 pandemic?
Generative research question	Develops an in-depth understanding of people’s behavior by asking ‘how would’ or ‘what if’ to identify problems and find solutions.	How would the extensive research experience of the behavior of new staff impact the success of the novel drug initiative?
Ideological research question	Aims to advance specific ideas or ideologies of a position.	Are Japanese nurses who volunteer in remote African hospitals able to promote humanized care of patients in the areas of safe patient environment, respect of patient privacy, and provision of accurate information related to health and care?
Ethnographic research question	Clarifies peoples’ nature, activities, their interactions, and the outcomes of their actions in specific settings.	What are the demographic characteristics, rehabilitative treatments, community interactions, and disease outcomes of people in China who are suffering from pneumoconiosis?
Phenomenological research question	Knows more about the phenomena that have impacted an individual.	What are the lived experiences of parents who have been living with and caring for children with a diagnosis of autism?
Grounded theory question	Focuses on social processes asking about what happens and how people interact, or uncovering social relationships and behaviors of groups.	What are the problems that pregnant adolescents face in terms of social and cultural norms, and how can these be addressed?
Qualitative case study question	Assesses a phenomenon using different sources of data to answer “why” and “how” questions. Considers how the phenomenon is influenced by its contextual situation.	How does quitting work and assuming the role of a full-time mother change the lives of women in Japan?

Qualitative Research Hypotheses

Hypothesis-generating (Qualitative hypothesis-generating research):

- Qualitative research uses inductive reasoning.

- This involves data collection from study participants or the literature regarding a phenomenon of interest, using the collected data to develop a formal hypothesis, and using the formal hypothesis as a framework for testing the hypothesis.

- Qualitative exploratory studies explore areas deeper, clarifying subjective experience and allowing formulation of a formal hypothesis potentially testable in a future quantitative approach.

the fourth part of the videos, framework for developing research questions and hypotheses, a general flow for constructing them, and algorithms for building research questions and hypotheses for both quantitative and qualitative research are discussed.

To construct effective research questions and hypotheses:

1. Clarify the background and define the research problem within a set timeframe.

2. Review existing literature and conduct preliminary research to gather relevant knowledge.

3. Formulate research questions based on the problem, identifying key variables and defining constructs.

4. Develop hypotheses using deductive or inductive reasoning.

5. State the study’s aim clearly to guide the overall research direction.

It is called the general flow of writing Research Questions and hypothesis...

In qualitative research, research questions are preferred over hypotheses or objectives. They are open-ended, aiming to explore, understand, or describe experiences using “What” or “How” questions. These questions are revised throughout the study. In quantitative research, especially in survey-based studies, research questions are often used instead of hypotheses to compare variables and relationships.

Flow of Qualitative Research Questions and Hypothesis:

Flow of Qualitative Research Questions and Hypothesis:

Understanding the distinction between research questions and hypotheses is vital for any scholar aiming to conduct meaningful and methodologically sound research. While research questions help frame the scope and direction of inquiry, hypotheses offer a predictive lens through which relationships between variables can be tested. The decision to use one or both depends on the research paradigm—qualitative or quantitative—and the nature of the study. In a nutshell, clear, focused, and well-structured questions or hypotheses are essential for conducting ethical and impactful research.

Learning Outcome:

At first glance, the concepts of hypothesis and research question might seem straightforward—often described simply as an educated guess or prediction. However, after watching the videos and thoroughly reading the research article by Barroga and Matanguihan, I realized how much deeper and more complex this process truly is. Crafting effective research questions and hypotheses requires a robust understanding of the subject matter, a thorough review of existing literature, and a visionary outlook that anticipates how the research can contribute new knowledge. It is not merely about posing questions or guesses; it demands careful consideration of the research context, variables, and methodology, whether qualitative or quantitative.

This nuanced understanding became especially clear as I reflected on my own research proposal, which focuses on a digital cartographic study of spatial representation in Amitav Ghosh’s novels. In my proposal, I included both research questions and hypotheses to guide the study methodically, which falls under the Exploratory, Interpretive, Evaluation, Generative, Descriptive, and Comparative types of research questions. Also, organisation and reframing of the research question are needed in terms of Technicality. 

References:

Barroga, Edward, and Glafera Janet Matanguihan. “A Practical Guide to Writing Quantitative and Qualitative Research Questions and Hypotheses in Scholarly Articles.” Journal of Korean Medical Science, vol. 37, no. 16, Apr. 2022, p. e121. PubMed Central, https://doi.org/10.3346/jkms.2022.37.e121.

BAOUGujarat, and Dilip P. Barad. Ph.D. Coursework - Hypothesis 01. 2023. YouTube, https://www.youtube.com/watch?v=guv8WVXXnZk&t=1185s.

BAOUGujarat, and Dilip P. Barad. Ph.D. Coursework - Hypothesis 02. 2023. YouTube, https://youtu.be/ISpza-aXRd8?feature=shared.

BAOUGujarat, and Dilip P. Barad. Ph.D. Coursework - Hypothesis framework and formation Part 4. 2023. YouTube, https://youtu.be/MQZwXqwq3H0?feature=shared.

BAOUGujarat, and Dilip P. Barad. Ph.D. Coursework- Hypothesis Part 3. 2023. YouTube, https://youtu.be/aSuEWblkjJc?feature=shared.