What is Research-hanze.nl

5/27/2018 What is Research-hanze.nl

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1. What is research?http://www.hanze.nl/home/International/Research/Research+Group+in+Lifelong+Learning+in+Music+and+the+A

rts/Online+Research+Coach/Online+Research+Coach/whatisresearch.htm

1.1 Definition and conceptsTo research is to purposely and methodically search for new knowledge and practical solutions

in the form of answers to questions formulated beforehand.Research is conducted with a certain o"#ecti$e. %he o"#ecti$e that &ou want to attain with &ourresearch is called the research o"#ecti$e 'or instance( this could "e that &ou want to impro$ethe efficienc& of &our practicing. %o attain this goal &ou as) &ourself *uestions research*uestions,. -ou as) &ourself how &ou practice and whether this is the most effecti$e method. Indoing so &ou are defining the pro"lem pro"lem definition,. In order to do this &ou can o"ser$e&our own wa& of practicing to determine eactl& what &ou do. -ou can consult with an epertwho )nows a great deal a"out practicing effecti$el& and as) him how &ou can ma)e &our wa& ofpracticing more effecti$e and efficient. -ou can also stud& the rele$ant literature a"out practicingmethods in music. In all these cases &ou gain more insight into &our own practicing strategies(as well as into practicing strategies which ha$e "een pro$en effecti$e and efficient. -ou read#ust&our own practicing method accordingl& and chec) whether the new method is more efficient

than the old one( for eample "& )eeping chec) of how *uic)l& the desired learning o"#ecti$e isachie$ed with the new method.

%he research descri"ed in the eample a"o$e( is a form of a structured action e$er&onepro"a"l& )nows from their own eperience. Real research in effect is not that different from whatis descri"ed a"o$e. It distinguishes itself "ecause the whole process is more s&stematic(methodical and controlled. 'or this purpose the researcher presents a research plan at the"eginning of his research. %he researcher states clearl& what he wants to research and wh&.hat is the purpose of his research and which research *uestions does he formulate to achie$ethis o"#ecti$e. 0u"se*uentl& he chooses the research methods with which answers can "eo"tained to the research *uestions. Moreo$er he states how the data o"tained will "e anal&sed.

A research plan therefore consists of a problem definition and a research plan.

The definition of the problem consists of the following components: %he goal of the research what do I hope to achie$e with the research1,

%he research *uestions what )nowledge do I need to achie$e this o"#ecti$e1,

The research design refers to: %he su"#ect of the research who or what do I research,1

%he research methods how do I research12 which methods of data collection and 3

anal&sis do I use1,


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%he research plan is part of the research report. Added to this are the research data( theanal&sis of this data( and the e$aluation/assessment which )nowledge has the research &ieldedand to which etent has the research goal "een accomplished,. 4& writing a report a"out theresearch process the researcher ma)es his research replica"le and $erifia"le. Others can"enefit from this( criticise it or "ase their followup research on it.

Serendipity...0ometimes research can also lead to surprising results which do not match with the pre$iousl&formulated research o"#ecti$es and/research *uestions. %his phenomenon is also calledserendipit&: finding something unepected and useful while &ou are loo)ing for somethingcompletel& different. A famous eample of this is the disco$er& of penicillin "& Aleander'leming. %his( "& the wa&( is not a plea against a structured research plan. %hat 'leming madehis unepected disco$er&( was partl& than)s to the research he was conducting.

1.2 What types of research do we distinguish?

Research comes in all shapes and sizes. %here is academic research "ut also( for eample(

#ournalistic research. 4oth t&pes of research ha$e their own methods and standards. ithin thesciences the different academic fields 5., also ha$e their own research traditions( which can "e*uite different from one another( as well as o$erlapping with each other. Research can "econcerned with o"#ects for eample scores, "ut also with su"#ects for eample musicians,. Itcan "e a"out research in which large num"ers of people or o"#ects are researched( "ut theresearch can also concern itself with one person or one o"#ect. %he researcher can "e outsidethe research setting as an eternal o"ser$er outsider,( "ut he can also "e part of the researchsetting insider,. In this case he researches himself.

In order to organise the different t&pes of research( the following su"di$ision can "e helpful( withwhich we restrict oursel$es to empirical research 6., :

Experimental (validating)researchIn eperimental e$aluating,research one tries to understandrealit& "& descri"ing it andascertaining how o"#ects or people"eha$e in the real world undercertain circumstances. %hishappens "& wa& of predeterminedtheories and h&potheses premises,deri$ed from these theories a"outhuman "eha$iour. 0u"se*uentl&

people are o"ser$ed( inter$iewed(as)ed to fill in something or toperform certain tas)s in a controlledresearch/test situation. %heoutcomes can confirm or den& thepremises.

%his t&pe of research assumes that the researcher:

has no influence on the e$ents in the research situation outsider,2


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is aiming to o"tain new )nowledge a"out the real world in the form of facts and causal,

connections "etween the e$ents that he finds/researches2 generates research data which ha$e "een o"tained through statistical anal&sis and2

which are replica"le and can "e generalised in similar situations.

%his research gi$es insights into human "eha$iour with a highl& predicti$e $alue. In other words:

the pro"a"ilit& that people will "eha$e in the same wa& in similar circumstances is considera"le(as was determined in the research.

As a rule we are concerned here with *uantitati$e research: the "eha$iour of people testsu"#ects, is epressed "& a num"er. %hese num"ers are then su"#ected to statistical anal&ses.%he o"#ecti$e of the anal&sis is to determine connections "etween the $aria"les which are notdirectl& apparent on the one hand and to determine to what etent a certain finding is significanton the other hand. %he latter means that the finding is chec)ed whether or not it is determined"& chance.

Interpretative (descriptive/explanatory) researchInterpretati$e research does not endea$our to find patterns a"out how people will "eha$e undercertain conditions. %his research is more a"out gaining insights into the wa& things happen in

realit&( how can this "e understood. 7ow does something happen1 hat meaning do peopleascri"e to certain e$ents1 7ow does the interaction "etween the mem"ers of a string *uartetta)e place during rehearsals1

%his t&pe of research assumes that the researcher

researches people in their natural setting and( "ased on this( descri"es and eplains

their "eha$iour2 mainl& wor)s with *ualitati$e data 3 what people sa& and write 3 and anal&ses this

concerning content and meaning2 is responsi"le for the results of the research: ultimatel& the findings of the researcher

how he interprets the "eha$iour of the test su"#ects in the research, are what is madepu"lic.

Interpretati$e research in the social sciences often ta)es place in the form of a case stud&. iththis case stud& of a person or a social situation, the researcher tries to understand whathappens.

Reflective (action) research%his t&pe of research is a"out understanding a certain situation in order to change/impro$e it.

Action research is deepl& connected to how people act( "ased on the perspecti$e to impro$ethese actions( to "ring them more in alignment with the goals and "asic principles people use toorganise their li$es.

%his t&pe of research assumes that the researcher:

is personall& in$ol$ed in the research2 he researches his own professional practice2alone or with colleagues( in order to impro$e his own actions and those of his colleaguestheir professional practice,2

continuall& as)s himself what he does and wh&( what can "e impro$ed upon( tests this

and su"se*uentl& e$aluates this and su"se*uentl& goes through the whole se*uenceagain( continuing until a satisfactor& impro$ement occurs/a solution is found for him and(in case he wor)s with colleagues( for them,2

is not out to find solutions which are uni$ersall& applica"le and can "e generalised

immediatel&( "ut tries to find solutions that wor) in the practical situation "eing researched(


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ta)ing into account the wishes of people and the $alues the& adhere to in their professionalpractice.

Action research not onl& results in new practices how to act in a certain situation,. It alsogenerates new )nowledge a"out these practices new practical )nowledge,. %his )nowledge isalso the steppingstone for the generalising of the results of action research.

Quantitative and ualitative research

In literature &ou often come across the distinction "etween *uantitati$e and *ualitati$e research.%he difference lies in the t&pe of data which is collected. In the case of *uantitati$e research itmostl& centres on numerical data. 'or eample( &ou can measure the effect of a stressreduction training "& letting test su"#ects fill in a *uestionnaire which measures the degree ofstress represented "& a num"er, preceding the training. Afterwards the& fill in the *uestionnaireagain. If the num"er in the second instance is lower( then this is an indication that the trainingwas successful.

In *ualitati$e research no numerical data is collected( "ut *uotes of people. In accordance withthe eample of the stress reduction training( these would "e literal *uotes from the test su"#ects

a"out their own stress le$els in relation to the training the& recei$ed. %his wa& &ou o"tain moreinformation a"out which aspects of the training wor)ed for the test su"#ects and which did not orhad less effect.

8uantitati$e research can "e used if &ou want to chec) something $er& directl&( for eample:does it wor) or not. If the more important o"#ecti$e is the o"taining of indepth insights into what&ou are researching the wh&, then *ualitati$e research is more suita"le. %he latter is importantwhen &ou don9t )now which factors can pla& a part. In the case of the stress reduction research(it ma& "e important to )now whether there are personal aspects which &ou had not thought of"eforehand( and which ma& influence the outcomes. *uall&( if &ou want suggestions a"out howthe training can "e impro$ed( then *ualitati$e research is the "etter option.

If &ou com"ine *uantitati$e and *ualitati$e research methods in &our research &ou use the

strong points of "oth t&pes of research.

Quantitative research

8uantitati$e research is used when &ou ha$e a $er& clear research *uestion to which &ou wantto ha$e an e*uall& clear answer. 'or eample: is the new method more effecti$e than the oldone1 %he effect is measured in a num"er and with the help of statistical anal&sis it is determinedwhether the differences "etween the old and the new method are significant and not su"#ect tochance,.

Qualitative research

Is the su"#ect &ou want to research a lot less clear and do &ou want to gain more clarit& andinsight( then the collecting of *ualitati$e data "rings &ou closer to &our o"#ecti$e. 8ualitati$e data

are more a"out how the people concerned the test su"#ects, eperience a certainthing/situation. %he o"#ecti$e of the research here is to o"tain more insight into the "ac)groundsof what happens in the situation that is "eing researched.

perimental $alidating, research mainl& uses *uantitati$e research data. Interpretati$eeplanator&, research and reflecti$e action, research mainl& uses *ualitati$e research data.Often &ou see that researchers com"ine "oth t&pes of data collection and 3anal&sis in theirresearch.


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!undamental research and practice based research

Another distinction which can "e made is the one "etween fundamental research and practice"ased or applied, research. 'undamental research is mainl& aimed at increasing the "od& of)nowledge or our )nowledge of the world( without there needing to "e a practical side to this.

;ractice"ased or applied, research is connected to *uestions and needs from our dail& life orfrom the professional practice. It generates )nowledge( insights( solutions( methods andproducts( which contri"ute to the impro$ement of dail& life and the inno$ation of the professionalpractice. Results from scientific research are often translated into practical uses. %he researchinto these is also called applied research. %he difference "etween practice "ased research andapplied research is the fact that applied research is loo)ing for a solution for a practical pro"lemusing theor& and then e$aluating this. ;ractice "ased research starts from the practical pro"lem(eplores all aspects of it( and "ased on this comes up with a wellfounded solution which issu"se*uentl& e$aluated. %he results of practice "ased research also ha$e their repercussionson the forming of theor&: it increases our )nowledge a"out realit&.

%wo t&pes of research we encounter fre*uentl& in the arts are design or e$aluation research and

artistic research.1." Design research and evaluation research

Research at uni$ersities of applied sciences as a rule distinguishes itself from researchconducted at uni$ersities "ecause the research is aimed at the design of new products orser$ices for the de$elopment of the professional practice. Also for the research in the arts it istrue that there is a strong connection "etween this design research and the de$elopment of thearts and artistr&. $aluation research is closel& connected to this( aimed at determining theeffecti$eness of a product.

%o design means to s&stematicall& in$ent and de$elop a solution to a practical pro"lem. %his isdone "& wa& of a design method( in which the steps are descri"ed which s&stematicall& leadfrom *uestion to design. %he following steps can "e distinguished:

the preliminar& research what are the design re*uirements,

the in$enting of a design the concept,

the formulating of the protot&pe

the e$aluating and read#usting of this

the implementing of the design

Research is part of all the steps in this methodolog&. Research in this case is the s&stematicstud&ing of all the characteristics of this solution. It is arri$ed at after the specifications ha$e"een defined which the design has to meet. %he customers pla& an important part in thedetermining of the specifications that the product needs to meet. It is the researcher9s #o" toclarif& these specifications this is also called *uestion anal&sis,. 4& wa& of these specificationsthe researcher is a"le to in$ent a solution( in the form of a design.


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school. In the first instance the researcher has to clarif& the *uestion whom the concert series isaimed at. 0u"se*uentl& the target audience is as)ed a"out their wishes: how do these concertsneed to "e organised for how long( which musicians etc,. %hen the researcher de$elops a draft"lueprint, in which the wishes of the future audience( the financial possi"ilities of theorganisation that is going to organise the concerts and all other aspects are ta)en into account.hen the researcher is a"le to reach consensus with the customer( then the series can "e

prepared and organised. %he net step is a tr&out of the design and the e$aluation of it.

$aluation research is aimed at determining the efficienc& of a product and/or programme thecorrect procedure,. A product can "e: a series of lessons or a wor)shop( a practice method( astrateg& with which to reduce stage fright( a composition strateg& etc. ffecti$eness in this casema& relate to *uestions such as: does it wor) does it meet the formulated o"#ecti$es,1


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in which the musical sound results are made pu"lic. Artistic research is characterised "& acom"ination of creati$it& and reflecti$e research s)ills. %he artistic process and the artisticproduct together are the o"#ect of the research( "oth are in$ol$ed in each other. %his t&pe ofresearch research =in9 the arts, distinguishes itself from research =into9 and =on "ehalf of9 the artsas is done in academic disciplines such as philosoph& of art( musicolog&( theatre arts andhistor& of art 4orgdorff( 6>>?,.

Artistic research does not onl& focus on the gathering of )nowledge a"out artistic practices li)eacademic research into the arts,( "ut also on the inter$ening in these practices. %his "ringsa"out new art and new practical )nowledge a"out the ma)ing of art. 4orgdorff 6>>?, cites theeample of research in music into =etended techni*ues9 of a cello which can "e electronicall&manipulated. %his is research in ser$ice of the artistic practice. %he research supplies the toolsand )nowledge of materials which in turn "enefit the creati$e process( in the ma)ing of art acomposition or a performance,.

Research =into9 the arts is aimed at researching the practice of a certain art practice for instancemusic, and wants to ma)e $alid pronouncements a"out this practice with a certain theoreticaldistance. Moreo$er a fundamental di$iding line a certain distance, is maintained "etween theresearcher and the researched. hat also applies here according to 4orgdorff, is that theresearched o"#ect is unaffected "& the in$estigating e&es of the researcher,. %his t&pe ofresearch in the musical domain is found in musicolog& and the social sciences.

%he distincti$e feature a"out artistic research is that is can onl& "e done "& an artist. A musicianfor eample utilizes artistic research in order to de$elop his/her =own $oice9( to come up with anartistic product with which he/she can distinguish him/herself from other musicians.Generalisa"ilit& is no criterion in this( the *ualit& of the artistic product is what art does it &ield,and the replica"ilit& of the research process which other researching artists can "enefit from,.

@owada&s the added $alue of research in the arts is widel& supported. %he contemporar&professional practice has a need for =reflecti$e practitioners9 who )now who the& are and wherethe& stand. %he uropean League of Institutes of the Arts LIA, concluded "efore that artistic

research is inetrica"l& lin)ed to the changing role of the arts and artists in uropean societies.Artists no longer function alone in relati$e autonom& within welldelineated art disciplines. %heirwor) is interwo$en more and more with other social practices the creati$e industr& and newcultural citizenship,.It is eactl& this amalgamation of artistic and reflecti$e research s)ills thatincreases the emplo&a"ilit& of future artists immensel& in the commercial and pu"lic sector.

In artistic research the focus lies on the professional practice( the practice of creating andpla&ing( at four le$els: as su"#ect( as contet( as method and as outcome. %he research*uestions are inspired "& what is going on in the actual professional practice. 'urthermore theprofessional practice is the rele$ant contet of the research. %he research relates to thede$elopments in the art world( to the art discourse and to other research in the arts( and theph&sical results of it are of importance to the professional practice. Artistic researchdistinguishes itself further from the methodolog& of uni$ersit& research into the arts "ecause it

ta)es place during and "& creating and performing music. %he results of the research aretherefore partl& also artistic practices and products: performances( compositions( productions(installations( sculptures. In this sense artistic research has more in common with technicaldesign research than with research in the humanities.

Artistic research( another widel&used phrase for this t&pe of research is =arts "ased research94arone( 6>56,( often has characteristics of action research. It offers a methodolog& to impro$eupon artistic practices 4oog en agema)ers,. Action research is preeminentl& suited forartists who focus on the participation with their =audience9. %he& are etremel& aware of the


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=social9 importance of art and create =communit& art9. %hrough this process new )nowledge andinsights also artistic, are produced "& wa& of a social learning process communit& of practice,.

1.# $ow does research develop?

Research in the domain of musicians9 professional practice( as all research in the cultural andsocial sciences( is fundamentall& "ased on the empirical c&cle. %his empirical c&cle roughl&ta)es the following form:

%he empirical c&cle starts with the identification of a research pro"lem( defining a su"#ect. It isimportant for the researcher to "e interested in the su"#ect matter. Research demands a greatdeal of a researcher and personal in$ol$ement with the su"#ect is an important prere*uisite to"e a"le to put in the effort re*uired to finish the research successfull&.

0u"se*uentl& &ou immerse &ourself in the su"#ect matter "& reading a"out it what is )nowna"out the su"#ect,. %his leads to new *uestions to which the literature does not ha$e an&answers &et,.

In the pro"lem definition &ou further specif& these *uestions. -ou ma)e clear for &ourself whatthe purpose of &our research is what do &ou plan to do with it1,. -ou formulate the *uestionswhich are needed to reach that goal. -ou decide which research methods &ou want to use fordata collection( which people and/or situations &ou want to research( and &ou indicate how thedata will "e anal&sed.

%he net steps consist of the collection of the research data( followed "& the anal&sing of thesedata. %he interpretation of the results comprises aspects such as( what is the $alue of theresults how relia"le and $alid are these, and to what etent do the& answer the *uestions that&ou had1 're*uentl& the answers to &our *uestions raise new *uestions.

%he entire research process( from the identif&ing of the research pro"lem to the anal&sis and

interpretation of the data( is descri"ed in &our research report. In this &ou also e$aluate what&ou ha$e found eactl&( what the limitations of &our research are and which *uestions for furtherresearch ha$e originated from it. ith this &ou pro$ide insights into &our research for thirdparties( who can concur with &our research( criticise it and/or use it as inspiration for furtherresearch.


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;ractice"ased research is structured "& a particularization of the empirical c&cle namel& thepractice c&cle( also called the regulati$e c&cle and polic& c&cle.

%he practice c&cle consists of se$eral phases:

5. In the first phase the pro"lem/the *uestion is anal&sed. %he purpose of this phase is thatthe researcher gets a grip on the *uestion and through research determines there*uirements that the solution the design, has to meet. %his is also called the "lueprint.

6. In the design phase phase 6, the "lueprint is made concrete( for instance( "& choosingand practicing the repertoire for a concert( the de$elopment of a teaching method( or thede$elopment of a creati$e pro#ect. It is important at this stage that concrete products arede$eloped which meet the re*uirements of the "lueprint phase 5,. %he "lueprint can "e

read#usted during the design phase if necessar& if it is not feasi"le in that wa&,.. In phase the design concert( teaching method( creati$e pro#ect, is implemented

eecuted( applied, and the effects( depending on what the researcher wants to )now(are e$aluated.

A special t&pe of practice"ased research is action research also called practitioner research.Characteristic of this is that it concerns professionals for eample musicians, who research anaspect of their own professional practice in order to impro$e upon it. %he process is c&clical "&nature. After anal&sis of the current situation( an impro$ement plan is formulated and tried out(after which the e$aluation ta)es place. %his entire process can "e repeated se$eral times until asatisfactor& result is achie$ed. Research methods from $arious scientific disciplines can "euseful in this.

@ot onl& does the use of the practice c&cle contri"ute to the epansion and impro$ement of theprofessional practice see the loop at the left side of the figure,( )nowledge a"out theprofessional practice is also made $isi"le. ;eople create this t&pe of )nowledge ="& doing9 andthis is put into words through reflection.

Action research has the following c&cle:


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;ro"lem diagnosis what is the pro"lem: description and anal&sis,( ;lan what does the desired

approach loo) li)e,( Act putting the new approach into practice,( Loo) e$aluating of the results,and %hin) has the desired situation "een attained( what can "e impro$ed,.

Action research is often conducted in cooperation with colleagues( "ut can also "e conducted"& one researcher. Action research is participati$e "& nature( the researched also act as coresearchers. Researcher and researched colleagues( fellow students( pupils( clients, learn fromeach other and through each other. %his wa& the& wor) towards an impro$ed practice together.

In the literature a distinction is made "etween:

!irst%person action research%he )ind of research that ena"les the researcher to foster an in*uiring approach to his or herown life( to act choicefull& and with awareness( and to access effects in the outside world while

acting.Second%person action researchhen the practitioner in*uires facetoface with others a"out issues of mutual concern.&hird%person action researchLoo)s at influencing wider social s&stems( and to createB a wider communit& of in*uir&in$ol$ing persons who( "ecause the& cannot "e )nown to each otherB ha$e impersonal*ualit&9Mc@iff hitehead( 6>55( p. 5D,.

Rele$ant to mention is that there is also research which is important to the professional artspractice which follows a far less rigorous approach than the empirical c&cle: =grounded theor&9.In this t&pe of research there is a constant mo$ement "etween pro"lem definition( datacollection and data anal&sis. %he stud& of literature is not done in the initial phase "ut onl& lateron in the research process when the outcomes can "e matched against what is )nown in the

literature a"out the research su"#ect.

1.' Quality reuirements of research

Research has to meet certain *ualit& re*uirements.

%here ha$e to "e a research o"#ecti$e and research *uestions. In the research o"#ecti$e &oustate what &ou want to achie$e with &our research. If the research is commissioned "& a thirdpart&( it is important to reach an agreement with the client to ma)e sure that the research


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contri"utes to the solution of the client9s pro"lem. %he research *uestions that &ou formulate inrelation to the research o"#ecti$e indicate what )nowledge &ou need for this. If the researcho"#ecti$e is to impro$e the practicing methods of music students for eample( then the rele$antresearch *uestions are:

hich practicing methods do music students use1

hich practicing methods in music are effecti$e1 In what wa& is the effecti$eness of practicing methods connected to the learning st&les

of students1

%he formulating of the research o"#ecti$e and the research *uestions is part of the pro"lemdefinition. In the definition of the pro"lem &ou state clearl& what &ou want to research and wh&with which o"#ecti$e,. A whole process precedes the formulation of the pro"lem definition alsocalled the preliminar& in*uir&/in$estigation,. -ou ha$e to read up on &our su"#ect( possi"l&spea) to eperts a"out &our su"#ect( in order to get a clear picture of what &ou do and do notwant to research. If the research concerns the sol$ing of an eisting pro"lem( the pro"lemdescription and anal&sis constitutes the pro"lem definition. In the pro"lem anal&sis &ou tr& tofigure out what the actual pro"lem is. %hat is not alwa&s apparent in the pro"lem that &ouo"ser$e. It is possi"le that differences "etween outstanding students and underperforming

students can "e caused "& the fact that the latter are a"le to reser$e insufficient time forpracticing "ecause the& need to de$ote more time to wor)ing in order to ma)e a li$ing.

(ollecting data

In order to answer all &our *uestions( &ou use certain methods of data collection and methodsfor data anal&sis. %here are three wa&s to o"tain data:

5. Esing eisting information the stud& of literature and sources: for eample what is )nown inthe literature a"out effecti$e practicing,2

6. %he o"taining of data through o"ser$ation for eample concerning the practicing "eha$iourof music students who are outstanding and of students who perform moderatel& or whounderperform,2

. %he o"taining of data through written or oral inter$iews instead of o"ser$ing students( &oucan also choose to inter$iew them,.

4ased on the methods for data collection *uantitati$e and/or *ualitati$e, are the methods fordata anal&sis. %here is a wide di$ersit& of choice here as well. In *ualitati$e research thecollected material tets( inter$iews( audio( $ideo, constitutes the "asis for the anal&sis. %hemost important o"#ecti$e of the anal&sis of *ualitati$e data is the structuring or the putting into amodel of the mountain of material. %he plan is to come to a satisfactor& categorisation as aresearcher( through which the rele$ant terms can "e disco$ered. 0tarting point for the anal&sisis the pro"lem definition and the research o"#ecti$e. After all( the data ha$e to answer a

*uestion that has "een as)ed with a certain o"#ecti$e in mind.

Another important *ualit& re*uirement is the writing of a report. %his has to "e written in such awa& the research in all its aspects as descri"ed a"o$e, is replica"le for others. %he reader hasto "e a"le to form an opinion of the research( in order to determine the $alue of it. 'or this thefollowing *ualit& criteria are important:

5. Is the research reliable1 In *ualitati$e research it is important whether the research wasconducted correctl& with regard to data collection and anal&sis.


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6. Is the research valid1


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autonomous in their anal&ses and impartial in their reports.

#. HPE Researchers are ans$era%le for their choices and %ehavior

%he& will "e accounta"le concerning the rele$ance of their chosen theme( their choice ofresearch setup and the used methods and their restrictions( the care concerning the carr&ingout( the underpinning of the conclusions( the sources consulted( the implementation in theprofessional practice( as well as the wa& it will affect education.

!ootnotes-5. %he

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