By Lorraine Blaxter, Christina Hughes, Malcolm Tight

Study thoughts to discover the knowledge you wish This revised 3rd version provides precious suggestions on how to assemble facts, write proposals, and make displays. supplying you step by step innovations for the best and targeted learn at school or paintings tasks, the right way to study comprises hands-on routines that construct up abilities and enhance study options worthwhile for any undertaking, in any box.

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How to Research

Examine innovations to discover the data you would like This revised 3rd variation supplies beneficial information on how to gather information, write proposals, and make displays. supplying you step by step innovations for the best and targeted learn at school or paintings initiatives, find out how to learn contains hands-on workouts that construct up talents and enhance study concepts helpful for any venture, in any box.

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It is quite possible, depending upon the limitations on WHAT TO DO IF YOU CAN’T THINK OF A TOPIC 31 the subject area for your research, that you could link your research to one of these interests. Thus, if you are carrying out management research, you might base it, at least partly, on a voluntary or community group you work with. Think of a title You may find that thinking of possible titles for research suggests topics of interest to you. After all, a lot of the initial attraction in a book, television programme or film resides in the title.

Or they may put you in touch with a colleague in a similar position. Similarly your manager and colleagues at work may have ideas for research which would be of value to your organization. Or your friends and neighbours might have suggestions for research which could help your local community in some way. Talking about your ideas to people who aren’t involved with research can be very revealing and helpful. 30 2: GETTING STARTED Look at previous research work This is another obvious suggestion, and one which we have already made in the previous section.

It does seem significant that the supervisors appear to have fewer expectations than the students. 6. 9, were unrealistic? You would be very lucky indeed to find all of these qualities in one person. In practice, you will probably have to settle for someone who has some of the qualities identified – perhaps those which you regard as the most essential – or use a number of people to address your different expectations. In our judgement, there is only one quality which is essential for a successful supervisor–researcher relationship: that both you and your supervisor are committed to you successfully completing your research.

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