When we need/want to deal with any issue we should be aware to set the problem or “research” questions right away. As shoved in the Module 1 solving not relevant “problem” is often the main issue that we are not able to move forward and come with relevant solutions. Therefore as we are not limited with any particular method we can, and should, design the research according to our needs, purposes and the topic concerned.

In classical research approach the research is standardly designed within specific scientific field with specific topics, methods and approaches. In most times the researchers follow previous research and want to fill gaps (“white spots”) of what has not been yet explained (of course also in the context of actual situation). Mostly (and this is arguable) they do not pay much attention to the formulation of the problem itself. We can say that it is quite “normal” that there are “problems” that are objects of the specific field of science without further questioning those problems itself (those are not further problematized unless someone comes with some new and disrupting finding). In other words one professor use to said that “scientists are like chicken, all will jump on the research that is trending right now”. In this case we could discuss how much are actually free to choose which topic they will explore and to witch extend they are forced or influenced to focus on certain topic (to get finances, to get prestige, to be published atc.).

When we want to orient ourselves in certain topic we might generally proceed inspired by design thinking approach. That mean to start with divergent phase were I am trying not to restrict myself in the scope of the research and then, based on the information acquired, I can begin to narrow the research and begin to formulate decision.

We are talking about collecting evidence as our goal is to have relevant information for or decisions. In this sense we when collecting evidence to explore an issue or to answer specific questions we have to go beyond fact-checking and find factually accurate and relevant information.

Evidence: generally we will understand evidence as data (facts) and information that are signs showing or proving the hypothesis or theory.  Generally speaking proving that it has happened or has or had certain properties. The evidence can by categorized by its relevance and validity.

When we are designing research we should be aware of the aspects of interpreting the findings and strength of the evidence. For this reason we can recommend to see also Module 4 Making sense of information.

In the enquiry generally inductive and deductive approaches are combined in iterative process:

Inductive: from specific to general. Formulate hypothesis or theory from specific evidence (so we start with observation of specific and want to detect patterns to understand)

Deductive: from general to specific. Test existing theory/hypothesis by collecting evidence (so we start with a theory and hypothesis to be tested against evidence)

..poss. develop a picture/schema to illustrate inductive and deductive approach…

SUMMARY) Take into the class  Our goal is to collect evidence to understand the issue we are dealing with (inductive approach) and to confirm or dismiss our (or someone’s) hypothesis about the issue (deductive approach). In reality we will need both as the process will go in the following order:

1.   collecting first information: we will start with orientation in the issue

2.   problem definition and hypothesis: than formulating and finding the possible explanations

-        we formulate based on the observed patterns

-        adopting from others considering different views and explanation

3.   design the research: choose the right approach and methods for obtaining the data that enable us to support/confirm or dismiss the possible explanations (hypothesis)

4.   collect data: collect data using the selected methods and data sources

5.   make sense of it: analyze, make a synthesis and formulate conclusions (or another hypothesis and test them) (part of Module 4)

NOTE: Even if there are already clear possible explanations (hypothesis) at the beginning, we would still suggest not to skip the step 1. So to collect the information about the issue from brother perspective and context (as not to forget about some assumptions or solve for example the “wrong problem”).

When collecting evidence we should be guided by the following basic principles:

• Collect and asses evidence: as an expert opinions are valuable we should still consider the rule:
    evidence based not eminence based information is needed

-        we need to distinguish between opinion and evidence and asses strength of the evidence (see Module 4 for more details)

-        thought we should respect the expertise and knowledge of people respected in the concerned field, they should use their expertise to provide relevant explanation supported by evidence (that’s they are experts in the field)

-        (expert) opinions need not to be dismissed but further evidence should be found to support it. If this is not possible we have to take the expert opinion in to account for our decisions but considering that (see Module 4 for more details)

• Go beyond fact-checking: we want to understand the situation not just fact-check the data provided. Find factually accurate and relevant information.

• Quality of data: The data and information that serve as evidence should comply with the quality criteria for data and information – relevance, reliability and completeness, validity (accuracy), accessibility (see below).

• Triangulation: follow the principle of triangulation (see below).

• Choose relevant methods: design the research phase (the way haw the data will be collected) according to the needs and purposes of the topic (see chapter 1.5 Sources and methods to collect data.

• Healthy skepticism: be critical but not paranoid (see below).

• Understand biases: when collecting evidence we should be aware of our own biases and biases of others (see Module 2)

• Understand limits of evidence: not everything can be supported by evidence and many decisions are necessarily not only evidence (information) based but also based on norms and values (see more in Module 5 Goals, decision and strategy)

-        admit what you know and what you do not know

-        understand also the limits of rationality (see Module 2 Values and norms)

Triangulation: make sure to support the evidence by data from different sources and if possible by different methods. This is called triangulation, so best to have at least 3 sources/methods for the evidence:

-        look up and use multiple sources

-        combine multiple methods (e.g. desk research + interviews and/or questionnaire)

Healthy skepticism: We should be skeptical and critical about the data, information and presented explanations in the pursuit of knowing, understanding and seeking. Skepticism should drive us to seek, to explore not to believe everything or on the other hand to dismiss anything without further examination. Do not mistake skepticism with suspicion (that is paranoia). Skepticism should mean to be open not to discard everything in principle.

SUMMARY) Take into the class  We aim to collect evidence to support or dismiss our assumptions and claims. When collecting evidence follow the above mentioned principles.