Research Proposal Presentation

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Group Presentation Power Point

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Presentation 1
Presentation 2
Presentation 3
Presenation 4 - my group
Presentation 5
Presentation 6

Wrap up on my research proposal

Hi everyone............

Seriuosly, that my research proposal gonna be my priority for my Masters thesis, because it is already getting the approvement from my supervisor (Dr. S), (gladly we knew our SV early) on the last Friday's evening,and also after the research proposal presentation(on Thursday) ...so, i just thought why don't I asked her opinion on my RP title, so that i just can continue on this seriuosly before i submit the RP, not just semata-mata mau hantar the assigment.he3..........
However, very unfortunate for me, didn't make to meet Dr. T on that evening....sorry Dr.T...
very last minute, i got this idea..!! God...what to do..???
I'm very glad that she is actually agree and approve my idea..because i know that my scope on the research, here in Malaysia still very rare.She gave the idea to do it at public universities or private one...well, still have time to think.. 
I just try to find as many as possible things about empowerment and teacher's job development..however..difficult maybe..instead, job satisfaction, yes very EZ...ha3!!!
It's ok....i'll make this as my biggest challenge.he3.......

Things ain't be easy..so many things to find, to study..Yuup....i'm going try my hardest then, to focus in this research...

It just i know that my research proposal isn't perfect and good..Grammar errors especially..but hoping to get higher marks..ha3
Hope my lecturer, Dr.T reads this post and understand my research proposal what's all about...

huhuhu~~~~got to go..wanna finish up my research study report..wahh still hv many things to do!!!

My Reference Journal On Research Proposal

Click to view
1)   Effective Empowerment
2)   Empowerment & Participation
3)   Empowerment Evaluation
4)   Empowerment_Presentation_A_Napier.s06
6)   Leadership - Empower Others
7)   Leadership Through Empowerment
8)   Likert_Scale_Debate
9)   Measuring Empowerment
10) Measuring Empowerment in Practice
11) Montes_Empowerment

RESEARCH PROPOSAL SITI FAIRUZ

RESEARCH PROPOSAL click here

RM -instrumentation 2

THIS IS OUR GROUP PRESENTATION FOUR

testing

PE

Notes Words For Reporting

Summary 6 of Presentation 6: Data Analysis – Descriptive Statistics, Inferential Statistics, and Statistics in Perspective

a)      Descriptive analysis

·         A parameter is a characteristic of a population. It is a numerical or graphic way to summarize data obtained from the population.

·         A statistic is a characteristic of a sample. It is numerical or graphic way to summarize data obtained from a sample.

·         There are two types of numerical data ;1) Quantitative data are obtained when the variable being studied is measured along a scale that indicates how much of the variable is present. It is calculated in terms of scores.

·         2)Categorical data simply indicate the total number of objects, individuals, or events a researcher finds in a particular category.

·         There are several techniques for summarizing quantitative data such as frequency polygons, skewed polygons, histograms and stem-leaf plots, the normal curve,  averages/measures of central tendency and others.

b)     Inferential Statistics

·         Are certain types of procedures that allow researcher to make inferences about a population based on findings from a sample.

·         The techniques of inferential statistics differ depending on which type of data- categorical or quantitative.

·         The term probability as used in research refers to the predicted relative frequency with which a given event will occur.

·         There are several aspects are considered in inferential statistics such as the sampling error, the distribution of sample means, confidence interval, hypothesis testing, significance levels.

·         Test of statistical significance (parametric and nonparametric tests) for both categorical data and quantitative data.

c)       Statistics in Perspective

·         To discuss the appropriate use of the descriptive and inferential statistics described in the topics above.

·         Approaches to research – a good deal of educational research is done in one of two ways, either two or more groups are compared, or variables within one group are related.

·         When comparing two or more groups using quantitative data, researchers can compare them through frequency polygons, calculation of average and calculation of spreads.

·         Other approaches to research are; relating variables within a group using quantitative data; comparing groups using categorical data; and relating variables within a group using categorical data.

·         Besides that, both parametric and nonparametric techniques should be used to analyze data rather than either one alone.

Reference:

Fraenkel J.R., & Wallen N.E.(2010). How to Design and Evaluate Research in Education, 7,183-255.

Summary 5 of Presentation 5: Qualitative Research Methodologies (Ethnographic Research & Historical Research

a) What is Ethnographic Research?

·         Documenting or portraying every experiences of individuals by observing and interviewing them and relevant others.

·         It is in-depth interviewing and continual, ongoing participant observation of a situation.

·         It requires 3 things :

o   A detailed description of the culture-sharing group being studied;

o   An analysis of this group in terms of perceive themes or perspectives; and

o   Some interpretation of the group by the researcher as to meanings and generalizations about the social life of human beings in general.

The ethnographic concepts are:

·         Culture, a holistic perspective, contextualisation, an emic perspective, thick description, member checking, a non-judgemental orientation.

Data analysis in ethnographic research:

·         Triangulation, patterns, key events, visual representations, statistics, crystallization

Advantages:

·         It provides the researcher with a much more comprehensive perspective than other forms of educational research.

·         One may gain a much deeper and richer understanding of the observed behaviours.

b) What is historical research?

·         It focuses directly / exclusively on the past

·         To help people learn from the past failures and success

·         4 Steps in historical research are : defining problems/ hypothesis; searching for relevant sources material; summarizing and evaluating the sources and ; interpreting the evidence obtained.

·         4 basic categories of historical sources : documents, numerical records, oral statemens and relics.

·         Advantage: it permits the investigation of topics that could be studied in no other way.

·         Disadvantage :  controlling for many of the threats to internal validity is not possible in historical research.

 Reference:

 Fraenkel J.R., & Wallen N.M.(2010). How to Design and Evaluate Research in Education,7,500-553.

Summary 3 – Instrumentation 1 (Questionnaires)

What is Data?

The term data refers to the kind of information researches obtain on the subjects of their research. An important decision for every researcher to make during the planning phase of an investigation therefore is what kind of data she/he intends to collect.

What is instrumentation?

The device (such as a pencil-and-paper test, a questionnaire, or a rating scale) the researcher uses to collect data is called an instrumentation. Generally, the whole process of preparing to collect data is called instrumentation.

Four important key questions are:

a)      Where – the location of the data collection

b)      When – the time of collection

c)      How often – the frequency of collection, eg : once?twice?

d)      Who – the administration of the instruments. Who is to collect the data?

Considerations of using a valid instrumentation

Validity – the defensibility of the inferences researchers make from the data collected through the use of an instrument.

Reliability – one that gives consistent results

Objectivity – the absence of subjective judgements (should avoid the subjective judgements)

Usability- a number of practical considerations face every researcher.

Examples of Data-Collection Instruments

i)                    Researcher completes – Eg: Rating scales, interview schedules, observation forms, tally sheets, flowcharts, performance checklists, anecdotal records, time-and-motion logs.

ii)                  Subject completes – Eg: Questionnaires, self-checklist, attitude scales, personality/character inventories, achievement/aptitude tests, performance tests, projective devices, sociometric devices

QUESTIONNAIRES

·         The subjects respond to the questions by writing or more commonly by marking an answer sheet.

·         The advantage of questionnaires is that they can be mailed or given to large numbers of people at the same time.

·         The disadvantage is that unclear or seemingly ambiguous questions cannot be clarified, and the respondent has no chance to expand on or react verbally to a question of particular interest or importance.

·          Selections items on questionnaires are multiple-choice, true-false, matching, or interpretive-exercise questions.

Reference:

 Fraenkel J.R., & Wallen N.M.(2010). How to Design and Evaluate Research in Education,7,109-145.

Summary 2 : Sampling

·         A sample in a research study is a group on which information is obtained. The larger group to which one hopes to apply the result is called the population.

·         However, a group may be both a sample in one context and a population in another context. Eg : All state university students who own the mobiles constitute the population of mobile owners at State, yet they also constitute a sample of all automobile owners at state universities across the United States.

·         Random Sampling : After making a decision to sample, researchers try hard, in most instances, to obtain a sample that is representative of the population  of interest -  that means they prefer random sampling. There are three types of this which are: simple random sampling, stratified random sampling, and cluster sampling. A less common method is two-stage random sampling.

·         Simple Random Sampling is the purest form of probability sampling. Each member of the population has an equal and known chance of being selected. When there are very large populations, it is often difficult or impossible to identify every member of the population, so the pool of available subjects becomes biased.

·         Stratified random sampling is commonly used probability method that is superior to random sampling because it reduces sampling error. A stratum is a subset of the population that share at least one common characteristic. Examples of stratums might be males and females, or managers and non-managers. The researcher first identifies the relevant stratums and their actual representation in the population. Random sampling is then used to select a sufficient number of subjects from each stratum. "Sufficient" refers to a sample size large enough for us to be reasonably confident that the stratum represents the population. Stratified sampling is often used when one or more of the stratums in the population have a low incidence relative to the other stratums.

·         Cluster random sampling is the selection of groups, or clusters of subjects rather than individuals.

·         There are three types of non-random sampling which are systematic sampling, convenience sampling, and purposive sampling.

Reference:

Fraenkel J.R., & Wallen N.M.(2010). How to Design and Evaluate Research in Education,7,90-105.

Article Review of

TOP-DOWN MANAGEMENT: AN EFFECTIVE TOOL IN HIGHER EDUCATION?             By: Yau Tsai , Fooyin University. Kaohsiang, Taiwan, and Sue Beverton, Durham University, Durham UK


The article was discussed about the education in globalisation era and how the education system tries to adapt to the changes. It focused mainly on the top-down management issues in universities and to propose ways for the improvement of the top-down management procedures. Some issues such as marketisation and managerialism in education which were affected by the globalisation also play some vital part in this article. When, decentralisation management is become the focus of most universities nowadays, the authors brought up back that top-down management with some added ideas as important for universities in order to be more effective in their management system. For my opinion, I would rather say that in Malaysia higher education system, the top-down management is still dominating where many decisions come from the top and people under just have to follow orders.

It is true that globalisation is a factor that changes this world. It is just as fast as the spreading virus affecting the victims. Globalisation generally could be defined as the integration of economic, political and cultural systems across the globe (Laurence, 2003). If we go deeper, education and technologies are also not excluded from the aura of globalisation. Organisations and people could not run from the globalisation. It has both bad and good impacts on societies and systems. According to Laurence, 2003, “Globalization is neither good nor bad. Rather, certain aspects of the complex, and multi-faceted process of globalization have impacts that can be viewed in different ways depending on the values at stake”.

Education is important for once society to achieving improvements and being developed. However, how the management could take the positive remarks from the globalisation impacts? Reforms and changes are made by the higher education management in facing the global effects. The terms such as marketisation, manegerialism, reforms and changes, and decentralisation in education are popular issues discussed by many researches and academicians. The market in higher education is growing stronger by the demand of commercial interest and success. According to Barbara, 1999 who analyzes European higher education reforms, there are efforts to make higher institutions be more competitive, commercial, marketable, competent and efficient. Education which is in public sector in European countries, was restructured based on the New Public Management (NPM) to strengthen the system.

Quality, efficiency-drive, customer- awareness and effective leadership are types of reforms try to be achieved by many higher institutions. Moreover, managerialism can be described as the execution of the reforms. The global wave of managerialism has hastened the progress of higher education system towards the market, where can be described by the principles of “the market knows best” (Jose,2005). Marketisation is one type of the execution of reforms where higher education has becoming more entrepreneurial in their routine activities. For example, Russia government has encouraged privatization for state universities (Jose, 2005). Besides, Malaysia also has a large number of private institutions nowadays. These can develop competitiveness strike for public universities. Generally, changes in education are varied and can come in forms of humanistic aspects or institutional aspects. New decision-making is one of the NPM approaches to increase the quality of decision making of how universities could be more entrepreneurial, competitive and effective.

Top-down management is also levelled as “centralised”, whereas bottom-up management lies as “decentralised” approach, these two are types of decision-making system which were been argued in this paper. The paper has discussed advantages and disadvantages of both styles. The centralised structure is better in controlling where top person get pleasure from larger control over the organisation and the use of standardised actions ensuing in cost saving. Instead in decentralised structure, people at lower rank would have a better understanding in their own working situation hence their decision making is more reliable for their own community. Within academic organisations, the authority would be divided into two which are professional and administrative which administrative authority is based in the responsibilities of the position that resides in a bureaucratic hierarchy, while professional authority is based in specialist knowledge of individuals with accountability confident through self-regulation (Jose,2005 ;Larson, 1977; Freidson, 1970,1986, 1994).

A case of top-down management in Taiwan’s universities was studied by the authors where they have screened the problems such as the lack of agreement and shared vision; restricted faculty development; limited understanding of curriculum content; and insufficient way in to outdoor resources (Yau & Sue, 2007).  In Malaysia, I think we have enough of faculty development and easy access to outdoor resources; nevertheless we are maybe lack of understanding in agreement and shared vision and also curriculum content from everybody in the institutions.

The authors came out with better suggestions to support the top-down management system. They suggested reshaping the culture of the new departments. However it is not an easy task for everyone inside especially to the top leader to run it. The process must be continuous so that success of the new culture is achievable. There is not easy for the top official of universities often involve in the universities’ programmes such as recommended by the authors, but at some point the leaders should know the progress of their down-line management. This is where the empowerment of staff should come in.  Last suggestion from the authors that I’m completely agreed was by enlightening good leadership styles. Managing organisation and people with an appropriate leadership style will bring fortune and succeed; goals and objectives of institutions will be more achievable and will be accomplished with a much better way. I suggest transformational leadership is one of the best leadership styles to be implemented in managing the organisations.

Last but not least, I would like to say that I’m partially agreed with the idea of top-down management to be the management styles of decision making in higher education. Instead, I would like to recommend of using both management styles which are top-down/centralised management and bottom-up/decentralised management in the higher education systems. Both management styles will be more effective where top-down management is important to make sure that higher education is centralised in some conditions because it could give benefits to team as a whole. However, bottom-up should also be applied because it is encouraging empowerment to the staff which could bring more creativity into the higher education system and also could increase motivation, hence staff output also increases. I yet agree with the authors that management and leadership should be working together in order to achieve whatever goals and achievement that universities focused on. There is a quote about leadership stated, “The quality of leadership, more than any other single factor determine the success or failure of an organisation”- Fred Fiedler & Martin Chemers.

References:

i)                    Barbra Sporn. Convergence or Divergence in International Higher Education Policy : Lessons from Europe. Vienna University of Economics and Business Administration. Retrieved from http://net.educause.edu/ir/library/pdf/ffp0312s.pdf

ii)                  José Joaquín Brunner &  Anthony Tillett (August 2005) . Marketization and Management in Higher Education. Santiago. Retrieved from http://mt.educarchile.cl/mt/jjbrunner/archives/DynamicReader_NOV2.htm

iii)                Geoff Scott (2003). Effective Change Management in Higher Education. Educause Review, November/December 2003. Retrieved from http://net.educause.edu/ir/library/pdf/ERM0363.pdf

iv)                Patricia Gumport & Barbara Sporn(1999). Institutional Adaptation: Demands for Management Reform and University Administration. National Centre for Postsecondary Improvement, Stanford University. Retrieved from www.stanford.edu/~gumport/publications.html

v)                  Centralised and Decentralised Organisation. Retrieved from http://www.learnmanagement2.com/centraliseddecentralised.htm

vi)                Jyothi M John. (February 10, 2008). Top Down Management vs Bottom Up Management. Retrieved from http://www.kenneyjacob.com/2008/02/10/top-down-management-vs-bottom-up-management/

vii)              Laurence E. R. (2003) Globalization 101 : The Three Tensions of Globalization. Occasional Papers from the American Forum for Global Education.Issue 176. 2003. Retrieved  from www.globaled.org/issues/176.pdf

Summary 1 of Presentation 1: Types of Educational Research (Qualitative & Quantitative )

There are mainly two categories of educational research, which are :

(a) Quantitative research – research studies that investigate the quality of relationships,  activities, situations, or materials . It has five types of research :

i)                    Experimental research – To establish cause and effect of relationship among variables.

ii)                  Single subject research – Data are collected and analyzed for only one subject at a time. Commonly use to study the changes behaviour in an individual exhibit.

iii)                Correlational research – Also known as associational research. Investigate the possibility of relationships between two variables only. Use to help explain important human behaviours or to predict likely outcomes.

iv)                Causal – comparative research – to determine the cause consequences of differences that already exist between @ among group of individual.

v)                  Survey research – focuses on the opinions of a large group of people about a particular topics or issues.

(b) Qualitative research – comparison between alternative methods of teaching; examining research among variables; comparing groups of individuals or interviewing different groups of professionals. Qualitative research can be divided into two parts which are :

i)                    Ethnographic research – usually consists of a description of events that occur within the life of a group – with particular reference to the interaction of individuals in the context of the sociocultural norms, rituals, and beliefs shared by the group.

ii)                  Historical research - generates descriptions, and sometimes attempted explanations, of conditions, situations, and events that have occurred in the past.

Reference :

 Jack R. Fraenkel and Norman E. Wallen (2008).How to Design and Evaluate Research in Education. Seventh Edition McGraw Hill International Edition.

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Research Methodology

Saya yang bernama seperti yang tersebut telah membuat blog ini untuk tatapan umum amnya,dan untuk A/P Dr. Teoh Sian Hoon...