HC’s – Research Methods for Analyzing Complex Problems
HC’s - Research Methods for Analyzing Complex Problems
HC 1A – Introduction part 1
d.lynch@vu.nl
final grade RMCP: 40% Research Design (deadline 24/9). 60% combination of Exam I (60%, 27/9) and
Exam II (40%, 19/10). RD and Exam grade need to be 5,50 or higher. Attendance of workgroups
compulsory (you can miss 1), no hybrid! Passing RMCP = requirement to embark on internship I.
This course will teach you how to design a ‘real world research’; not in a lab, but in the real world.
Not in a controlled environment.
Complex problems are unpredictable, uncertain, not easy to solve, multiple answers, uncertain,
multi-dimensional, multiple actors. There are different perceptions; problem definitions, problem
roots, solutions. There are different (conflicting) facts, values and perspectives. People come with
their own facts that support their decision (blinded for the rest). Rules and regulations, management,
markets; many things that make problems complex.
Research
Research is something people undertake in order to find out things in a systematic way, thereby
increasing their knowledge. Real world research: the society is our laboratory, we do the research in
an uncontrolled environment (unpredictable → you need to keep adjusting things), the focus on
change, there are complex problems. How to study a real word research?
- Measuring the world
o Quantitative research; how big of a problem? How much
will it cost?; numbers, facts
o Surveys, experimental research
- Understanding the world
o Talk to someone, different tools are needed
o Case study, ethnography
- Transforming the world
o Different research methods are needed. Also a research
method is needed that values scientific/expert knowledge
o Action research, transdisciplinary research (also involves
non-academical actors)
How to design real world research?
You have an objective, a research question, and an answer. The outcome really depends on your
perspective. What are you contributing to? Why do I want to do this (my contribution)? What are
you going to study (my research area/concepts)? How will you study it (How to proceed)? How will
you collect the material, and how will you analyse it? Which glasses will you put on; what will be your
theoretical perspective when you’ll think about the Why, What and How?
Designing a research is a process, an iterative process (not linear, going back and forward). Research
design is developed through a process of research. New insights will revise your definitions. There is
a theoretical (literature) and practical (problems and questions of the workplace and community
setting) part of each research.
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,HC’s – Research Methods for Analyzing Complex Problems
The research objective (RO) is …(a)… by …(b)…;
a) External objective = contribution of your research
project to solution of the problem / what results can be
expected
b) Internal objective = the way in which this will be done
/ the insights, information, knowledge needed. This is
always a knowledge question; gather the knowledge
‘b’ provides an indication of the kind of knowledge,
information and/or insights that is needed to meet ‘a’.
Criteria for an effective RO are: needs to be relevant,
realistic, feasible (time, knowledge, resources), clear,
and informative. Demarcation is key! Otherwise
infeasible, invalid, and unreliable results.
The contextual background is very important for real-world research. What is the contextual
background? Specific aspects you (and your reader) need to know to understand the complexity of
the research. E.g. Which are the relevant stakeholders, and what is their position/intension in
relation with the problem/issue/solution? What are the relevant political, economical, and social
developments that have to do with the research? Demographics? Type of organization (horizontal vs.
vertical organization)? Context changes! Needs to be relevant.
HC 1B – Introduction part 2
There are 4 basic questions of doing research; why what how and which? Gives an indication of the
relevance of the research.
Making the research design is an iterative process; not linear; going back and forward; not stepwise.
The core elements of the research design are the; introduction, objective/main research question,
theory and concepts, research questions, and methodology. When you refine these elements you
have to keep going back and forward to see if it still fits.
Be aware of; you are the designer (you will design how it will look like, what you will write down,
how to collect data, the focus, who to involve; shaping the outcome of the research; be honest,
critical and reflective), problematizing (why are we studying these things? Why and to whom is this
relevant? Who’s stake are really at stake?; find the positions of the different stakeholders),
interpreting is relating to your data (how do you do the analysis? Not just statistics).
Complex and persistent problems
Complex and persistent because; Not one clear definition of the problem. Stakeholders have
different perspectives on the problem. Sometimes different morals and values are at stake (histories
maybe); difficult to work together. Causes and consequences at different systematic levels (micro-
meso-macro). Therefore; no unequivocal/one simple solution. You can never please them all.
Complex problems are social, in causes, effects and solutions; based on deeper values, beliefs,
culture; not easy to change! Sometimes solutions to one problem are new problems.
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, HC’s – Research Methods for Analyzing Complex Problems
Hisschemöller has a famous model of
unstructured problems. Two axes in
total. One axes; whether there is
certainty/consensus about what relevant
knowledge is needed to solve the
complex problem. One axes; whether
there is consensus on the relevant norms
and values.
If there is consensus on the norms and
values, and about the knowledge needed, you have a structured problem. If there is uncertainty
about the knowledge needed, and the values of the stakeholders confict (so no consensus on norms
and values), it is an unstructured problem; learning is the solution; learn on the way how to solve
this. E.g. the AIDS epidemic in the 80’s: there was no knowledge about the virus, and no agreement
on the moral basis of behavior → unstructured problem. But e.g. when people agree that the
solution against the AIDS problem is hard to find, but more investigations in labratories will give
more information, this is the way to go → structured problem.
So topics have elements where the problem is structured; people agree on where to find the
solution. But also at the same time have unstructured elements; try to find the solution. This also
depends on the perspective you take.
Problem structuring is very important because we seem to fail more often because we solve the
wrong problem, than because we get the wrong solution to the right problem.
So complex and persistent problems are;
- Complex; because of multiple causes and consequences exist; they cover several societal
domains and are rooted in societal structures and institutions.
- Uncertain; no easy solution exists. Reduction of uncertainty by more knowledge is not always
possible, and every possible solution changes the perception of the problem.
- Difficult to manage; many different actors are involved, with different interest, and they try to
influence each other while being relatively autonomous.
- Difficult to grasp; because of unclear structure and boundaries.
- No agreement on values, facts and relevance of facts, and that are firmly rooted in our existing
institutions and structures.
- Every solution will have negative effect on problems elsewhere.
Selecting, defining and refining a relevant research topic
Selecting:
- Every research starts with a problem, a relevance
- There’s also a problem owner
- Many topics or questions can pop up on a specific area; very different research areas, and the
one you chose is one that interests you (the researcher) as well. E.g. more overweight children in
primary education. You can ask:
o What are the causes of overweight amongst children and does primary education play a role in
this?
o What are the risks of being overweight for children’s lives?
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