Thoughts on: Strategies to win: Six steps for creating problem statements in doctoral research (Blum & Preiss, 2005)

I thought it might help to get back to basics with my research and dig into some of the papers and articles in my “how to PhD” reading list. This paper by Blum & Preiss in the Journal of College Teaching & Learning describes the process that they use at the University of Phoenix for creating problem statements – essentially the first stage of developing research questions.

As an institution they’ve had some problems in the last decade but I liked this guide because it offers a pretty straightforward (and brief) overview and I was able to quickly knock together a first pass at a statement that reasonably sums up what I’m trying to do. They also cite some fairly reputable sources, including Creswell (2004) and it all seems to align with things that I’ve heard before.

In a nutshell, they suggest beginning with the problem. “The problem is… what… for who… where” (p.48). Then select the research design needed to explore the problem – “this type of design (qualitative, quantitative) will do what (explore, describe) what (topic) by doing what (interviewing, observing) who (subjects or population) where (location). If the study is qualitative, students should explain how research patterns would be triangulated (p.49)

From here they offer advice on ensuring relevance and citing research to strengthen ideas and theory. Now maybe this all seems slightly cookie-cutter (one of their problems institutionally) but I’ve still found it useful as a structure to organise my core thoughts. After each described section they offer an exemplar that shows that you don’t have to follow the model precisely and they finish with a basic checklist to ensure clarity, relevance and methodological rigour.

This is what I ended up with:

The increasing sophistication of TELT practices in Higher Education that are afforded by emerging technology (add citation) has necessitated a new class of support staff to assist academics in this space. Whitchurch (2008) labels this domain, sitting across professional and academic roles, the “third space” (p.378) and it is inhabited by workers carrying a plethora of titles (add citation) that might broadly sit under the umbrella term of ‘educator advisors’ (edvisors).

The problem is that edvisor advice about implementing better TELT practices often goes unheard by academics and institutions in the Australian HE context because they don’t understand the roles, benefits or values of these workers.

This mixed-methods study will survey and interview edvisors, academics and institutional managers in Australian Universities to gather information about the perceptions held of edvisors, their roles, benefits and values. It will also gather data on institutional practices relating to the employment of edvisors and placement within organisational structures to triangulate this evidence relating to perceptions.

This research will seek to clarify understanding of the roles, benefits and values of edvisors and identify strategies that edvisors can (and do) use to establish greater understanding of these things which can result in more effective collaborations between edvisors, academics and the institution.

Looking at it now there is still plenty of room for polishing but it does seem to capture the broad ideas and aims of my research. So that feels like something. For a five and a bit page paper, it has helped me feel that I’m slightly more on track.