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What are the key components of a research design for studying leadership in higher education?

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Research design is the blueprint for conducting a systematic and rigorous inquiry into a specific question or problem. It guides how you collect, analyze, and interpret data, and how you draw conclusions and implications from your findings. If you are interested in studying leadership in higher education, you need to consider some key components of a research design that suit your purpose, context, and resources.

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Sarit Shimony-Kanat

Head of BSN, Nursing Department RN, MHA, PhD

1 Purpose and question

The first component of a research design is to define the purpose and question of your study. What are you trying to achieve, understand, or explore? How does your study contribute to the existing knowledge or practice of leadership in higher education? Your purpose and question should be clear, specific, and feasible, and they should align with your theoretical framework and methodology.

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Sarit Shimony-Kanat

Head of BSN, Nursing Department RN, MHA, PhD
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I find it helpful to be attentive to interactions on/with the subject of research. Look, listen, read, ask, talk. What is not working? What is painful or awesome? What is missing? A meaningful research is one that will answer these questions.

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2 Theoretical framework

The second component of a research design is to choose a theoretical framework that informs and guides your study. A theoretical framework is a set of concepts, assumptions, and principles that explain or interpret a phenomenon or problem. It helps you to connect your question to the relevant literature, to justify your methodological choices, and to interpret your findings. For studying leadership in higher education, you can draw from various theories of leadership, such as transformational, transactional, distributed, or adaptive leadership.

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3 Methodology and methods

The third component of a research design is to select a methodology and methods that match your purpose and question. A methodology is the overall approach and rationale for conducting your study, such as quantitative, qualitative, or mixed methods. Methods are the specific techniques and tools for collecting and analyzing data, such as surveys, interviews, observations, or experiments. For studying leadership in higher education, you need to consider the strengths and limitations of different methodologies and methods, and how they address your research question and ethical issues.

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Sarit Shimony-Kanat

Head of BSN, Nursing Department RN, MHA, PhD
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Research is an effort. When the methodology is well thought, well structured, and achievable the results will be a celebration of ideas and information to bring a change.

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4 Sampling and recruitment

The fourth component of a research design is to plan your sampling and recruitment strategies. Sampling is the process of selecting a subset of the population that you want to study, such as leaders, followers, or stakeholders in higher education. Recruitment is the process of inviting and obtaining the consent of the participants for your study. For studying leadership in higher education, you need to consider the criteria, size, and diversity of your sample, and the methods, incentives, and challenges of your recruitment.

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5 Data collection and analysis

The fifth component of a research design is to execute your data collection and analysis procedures. Data collection is the process of gathering relevant and reliable information from your participants or sources, such as responses, behaviors, or documents. Data analysis is the process of organizing, coding, and interpreting the data, using appropriate statistical or thematic techniques. For studying leadership in higher education, you need to ensure the validity, reliability, and rigor of your data collection and analysis, and to address any potential biases or errors.

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6 Findings and implications

The sixth component of a research design is to present and discuss your findings and implications. Findings are the results and outcomes of your data analysis, such as patterns, trends, or relationships. Implications are the meanings and significance of your findings for the theory, practice, or policy of leadership in higher education. For studying leadership in higher education, you need to report your findings clearly and accurately, and to explain how they answer your research question, how they compare to the existing literature, and how they inform or challenge the current or future leadership in higher education.

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7 Here’s what else to consider

This is a space to share examples, stories, or insights that don’t fit into any of the previous sections. What else would you like to add?

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What are the key components of a research design for studying leadership in higher education?

1

2

3

4

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1 Purpose and question

2 Theoretical framework

3 Methodology and methods

4 Sampling and recruitment

5 Data collection and analysis

6 Findings and implications

7 Here’s what else to consider

Higher Education

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What are the key components of a research design for studying leadership in higher education?

1

2

3

4

5

6

7

1 Purpose and question

2 Theoretical framework

3 Methodology and methods

4 Sampling and recruitment

5 Data collection and analysis

6 Findings and implications

7 Here’s what else to consider

Higher Education

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