Research Supervision
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Conceptions of research

Overview and research

While there are conceptual frameworks that exist for identifying undergraduate students' conceptions of learning and teachers' conceptions of teaching and learning, it is only recently that studies have been undertaken that throw some light on conceptions of research held by candidates and supervisors.

As with undergraduate students' conceptions of learning it is possible that postgraduate students' conceptions of 'research' guide the way they approach research and engage in the process of researching.

Candidates' conceptions of research

Initial empirical research suggests that students hold the following conceptions of academic research, that it involves:

  • Discovering the truth
  • Insightful exploration and discovery
  • Re-examining existing knowledge
  • A problem-based activity

One other possible conception was hinted at in the data: Research as gathering data.

Furthermore there were conceptions labelled 'misconceptions' and these included (Meyer, et al 2005, p. 236)

  • Gathering data that support preconceived ideas or that will back a particular argument
  • Correctly followed research procedures will always yield positive results
  • When qualified people do research the results are always unbiased
  • It is acceptable to modify research data if it does not look exactly right
  • Research becomes true after it is published
  • If research is properly conducted the contradictory findings will never occur
  • There is generally only one way to interpret research findings

Clearly if a supervisor is working with a candidate who might hold one or more of the misconceptions outlined above then it would be critical that discussions occur early and often regarding alternative conceptions.

Supervisors' conceptions of research

Research by Angela Brew at the University of Sydney suggests that experienced researchers conceive research as: ". 'domino', 'trading', 'layer' and 'journey' conceptions" (Brew, 2001 p. 276).

  • The Domino conception suggests that research consists of a series of separate tasks.
  • Trading refers to the conception that what it driving the research is its products, for example, publications and grants which are then traded for kudos and promotion.
  • The Layer conception suggests that research is about uncovering or unearthing that which is hidden and bringing; To the fore.
  • Finally the Journey conception is that research informs life and the individual and collective journey.

In terms of supervisors' conceptions of research, some work by Kiley & Mullins (2005) suggests that the following encapsulate the 54 respondents' conceptions of research within the doctoral education context:

  • Systematic inquiry, and even more specific, a systematic process with a purpose
  • Hypothesis testing
  • Critical inquiry
  • Discovery or production of new knowledge and understanding
  • Contribution to the development of their discipline
  • Academic scholarship

Bills (2004) using similar data suggests that supervisors identify differences between what they call small 'r' research and big 'R' research with the latter being the kind that is done in universities.

Clearly these varying conceptions of research have real importance for candidates and supervisors and the progress of the research project. If conceptions of research, so basic to research education, vary substantially then it is critical that this variance be identified early and discussed. Some strategies, based on supervisor comments, are provided in the Ideas and Tools section.

The above text was based on the following research:

Akerlind, G. (2008). An academic perspective on the nature of research: A review and empirical extension of the literature. Studies in Higher Education 33(1) 17-31.

Bills, D. (2004). Supervisors' conceptions of research and the implications for supervisor development. International Journal for Academic Development, 9(1), 85 - 97.

Brew, A. (2001). Conceptions of Research: A phenomenographic study. Studies in Higher Education, 26(3), 271-285.

Kiley, M., & Mullins, G. (2005). Supervisors' conceptions of research: What are they? Scandinavian Journal of Educational Research, 49(3), 245-262.

Meyer, J., Shanahan, M., & Laugksch, R. (2005). Students' conceptions of research: I: A qualitative and quantitative analysis. Scandinavian Journal of Educational Research, 49(3), 225-244.

Ideas and tools

How would you describe 'research' to a new research student?

The most common strategy reported by supervisors in helping students to develop a more mature conception of research involved:

  • Communication: "Talk. Lots and lots of talk" - for the pupose of finding out their interests and developing rapport.
  • Questioning and probing: "Challenging them with questions".
  • Exposing students to the approaches of others: "The best mechanism is shared experience with other students."
  • A more formal induction to research and the supervisor's way of doing research: "I explain how to arrive at a workable topic"
  • Leading by example: "Use the mentoring process to the full".

Kiley, M., & Mullins, G. (2005). Supervisors' conceptions of research: What are they? Scandinavian Journal of Educational Research, 49(3), 245-262.

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