(IMAESCII521) Forum Personal Post: Module 1 - Reflections on Assumptions and Beliefs in Social Research (Ontology and Values Systems)

(I got this chance to take to a splendid photo of the Clyde River with almost perfect reflection of the bridge. Yet research allows us to investigate the causalities and relationships. And sometimes, they may be similar from externally, but internally (and empirically, there are some variations. Research allows us too, to reflect on these observed phenomena and continuously engage with them.)

Since starting our Research Methods Modules in January 2021, we have already started posting in our discussion board our thoughts and insights on the different modules presented in class. Discussion boards in the midst of learning during the pandemic, became sites for discussion and discourse, and presents us creative ways to frame our engagement with the reading and the different worldviews using critical and contributory discourses.

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For Module 1, our Course Lead, Dr. Andreas Kollias shared this question for us:

Reflecting on our assumptions and beliefs in relation to social research

by Andreas Kollias - Tuesday, 12 January 2021, 3:19 PM

Number of replies: 64

Reading the candidates' descriptions of themselves as researchers can you identify what are their assumptions and the scientific paradigms they adopt? Briefly explain which one (or which of them) you consider to be closer to your assumptions and beliefs about social research. Why do you think so? Can you identify strengths and weaknesses in your assumptions and beliefs in relation to social research? Please write and post a short text (or a concept map, an inforgraphic, etc) with your thoughts in this week's forum discussion...

This is my contribution to the discussion for this module:

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In reply to Andreas Kollias

Re: Reflecting on our assumptions and beliefs in relation to social research

by Mc Ronald Ι Banderlipe - Monday, 1 February 2021, 4:19 PM

Hi Andreas, hi classmates,

I have not read any of your replies yet. And I will engage you in a conversation later once I am done reading them. I am sure these responses, though varied will be just as exciting!

I am sharing with you an evaluation sheet I prepared to put my thoughts into perspective. As someone who has recruited staff members in the past, I usually adopt this approach to compare them in specific areas where my decision-making will be impacted. For this position, a researcher on adult education, I am privy that a mix of qualitative and quantitative approaches will be needed. Primarily because, lifelong learning does not specifically rely only on individuals alone, but with the larger community and society. As LL is a collective, policy-driven approach, quantitative data is needed to analyse and predict trends, compare perspectively with other countries and regions, and validate assumptions on an positivist-pragmatic perspective (because data is available). Yet, a researcher should also be able to identify themes and unearth concepts that numbers alone could not explain. Does the general statistics prove that an entire population benefits to a lifelong learning policy. If not, who are the ones needing more support? What should the government and policymakers do to allocate a justified proportion of welfare and subsidy for learning and skills development.

In establishing pragmatic realities, I think a mix of both skills will be relevant for any research undertaking. 

I also gave my final ranking based on the information they gave me. If these alone were my essential criteria to hire them.

Of course, I still need to learn more about their attitudes and capability to work in teams. Sadly, Andreas did not highlight it. 

Grateful for your comments and feedback!

(NOTE: To access the PDF document of my attachment to this post, click HERE.)