RM

MODULE 1.1 INTRODUCTION TO RESEARCH METHODS

Research is a term used liberally for any kind of investigation that is intended to uncover interesting or
new facts.

Research is a very general term for an activity that involves finding out, in a more or less systematic way,
things you did not know. A more academic interpretation is that research involves finding out about
things that no‐one else knew either. It is about advancing the frontiers of knowledge.

What is research to others? There are almost as many definitions of research as there are authors
writing about the subject.

- There may not be a problem only interesting in answering a question or query.

- A research problem is more rigorous and broader in scope.
- The research problem is not necessarily defined specifically.
- All research is intended to solve some kind of problem, but this is not the primary aim.
- Research is conducted not primarily to solve a problem but to make a contribution to general kn
owlede.
- Research is concerned with broad problems, recurrent phenomena, and wide application throug
h generalization.

Research methods are the techniques you use to do research. They represent the tools of the trade, and
provide you with ways to:

COLLECT, SORT, AND ANALYSE

information so that you can come to some conclusions. If you use the right sort of methods for your
particular type of research, then you should be able to convince other people that your conclusions have
some validity, and that the new knowledge you have created is soundly based.

The following are the significance of research:

1. It’s a tool for building up knowledge and facilitates new ideas & learning.

2. It provides basis for decision‐making in any industry – business,

education, government and other undertakings.

3. It is a way to prove lies and to support truths.

4. It provides means to find, gauge, and seize opportunities.

5. It helps to nourish and exercise the mind.

MODULE 1.2 PURPOSE OF RESEARCH

So, what can we use research to do in order to gain this new knowledge?

CATEGORIZE

This involves forming a typology of objects, events or concepts, i.e. a set of names or ‘boxes’ into which
these can be sorted. This can be useful in explaining which ‘things’ belong together and how.

DESCRIBE

Descriptive research relies on observation as a means of collecting data. It attempts to examine

situations in order to establish what is the norm, i.e. what can be predicted to happen again under the
same circumstances.

EXPLAIN

This is a descriptive type of research specifically designed to deal with complex issues. It aims to move
beyond ‘just getting the facts’ in order to make sense of the myriad other elements involved, such as
human, political, social, cultural and contextual.

EVALUATE

This involves making judgements about the quality of objects or events. Quality can be measured either
in an absolute sense or on a comparative basis. To be useful, the methods of evaluation must be
relevant to the context and intentions of the research.

COMPARE

Two or more contrasting cases can be examined to highlight differences and similarities between them,
leading to a better understanding of phenomena.

CORRELATE

The relationships between two phenomena are investigated to see whether and how they influence
each other. The relationship might be just a loose link at one extreme or a direct link when one
phenomenon causes another. These are measured as levels of association.

PREDICT

This can sometimes be done in research areas where correlations are already known. Predictions of
possible future behaviour or events are made on the basis that if there has been a strong relationship
between two or more characteristics or events in the past, then these should exist in similar
circumstances in the future, leading to predictable outcomes.

CONTROL

Once you understand an event or situation, you may be able to find ways to control it. For this you need
to know what the cause and effect relationships are and that you are capable of exerting control over
the vital ingredients. All of technology relies on this ability to control.
MODULE 1.3 TYPES OF RESEARCH

BASIC AND APPLIED RESEARCH

The research is broadly classified into two main classes: 1. Fundamental or basic research and 2. Applied
research. Basic and applied researches are generally of two kinds: normal research and revolutionary
research. In any particular field, normal research is performed in accordance with a set of rules,
concepts and procedures called a paradigm, which is well accepted by the scientists working in that
field. In addition, the basic and applied researches can be quantitative or qualitative or even both (mixed
research).

BASIC RESEARCH

Basic research is an investigation on basic principles and reasons for occurrence of a particular event or
process or phenomenon. Study or investigation of some natural phenomenon or relating to pure science
are termed as basic research. Basic researches sometimes may not lead to immediate use or application.
It is not concerned with solving any practical problems of immediate interest. But it is original or basic in
character. It provides a systematic and deep insight into a problem and facilitates extraction of scientific
and logical explanation and conclusion on it. It helps build new frontiers of knowledge. The outcomes of
basic research form the basis for many applied research.

- Seeks generalization
- Aims at basic processes
- Attempts to explain why things happen
- Tries to get all the facts
- Reports in technical language of the topic

APPLIED RESEARCH

In an applied research one solves certain problems employing well known and accepted theories and
principles. Most of the experimental research, case studies and inter‐disciplinary research are essentially
applied research. Applied research is helpful for basic research. A research, the outcome of which has
immediate application is also termed as applied research. Such a research is of practical use to current
activity.

- Studies individual or specific cases without the objective to generalize

- Aims at any variable which makes the desired difference
- Tries to say how things can be changed
- Tries to correct the facts which are problematic
- Reports in common language

Basic and applied research, further divided into three types of research bearing some characteristics
feature as follows:

QUANTITATIVE RESEARCH

1. It is numerical, non‐descriptive, applies statistics or mathematics and uses numbers.

2. It is an iterative process whereby evidence is evaluated.
 3. The results are often presented in tables and graphs.
4. It is conclusive
5. It investigates the what, where and when of decision making.

QUALITATIVE RESEARCH

1. It is non‐numerical, descriptive, applies reasoning and uses words.

2. Its aim is to get the meaning, feeling and describe the situation.
3. Qualitative data cannot be graphed.
4. It is exploratory
5. It investigates the why and how of decision making.

MIXED RESEARCH

Mixed research‐ research that involves the mixing of quantitative and qualitative methods or paradigm
characteristics. Nature of data is mixture of variables, words and images.

OTHER TYPES OF RESEARCH

- EXPLORATORY

Exploratory research might involve a literature search or conducting focus group interviews. The
exploration of new phenomena in this way may help the researcher’s need for better understanding,
may test the feasibility of a more extensive study, or determine the best methods to be used in a
subsequent study.

Its primary goal is to understand or to explain relationships. It uses correlations to study relationships
between dimensions or characteristics off individuals, groups, situations, or events.

- DESCRIPTIVE

The descriptive research is directed toward studying “what” and how many off this “what”. Thus, it is
directed toward answering questions such as, “What is this?”.

- LONGITUDINAL

Research carried out longitudinally involves data collection at multipl e points in time. Longitudinal
studies may take the form of:

Trend study‐ looks at population characteristics over time

Cohort study‐ traces a sub‐population over time

Panel study‐ traces the same sample over time

- CROSS-SECTIONAL

One‐shot or cross‐sectional studies are those in which data is gathered once, during a period of days,
weeks or months. Many cross‐sectional studies are exploratory or descriptive in purpose. They are
designed to look at how things are now, without any sense of whether there is a history or trend at
work.
 - ACTION

Fact findings to improve the quality of action in the social world.

- POLICY ORIENTED

Reports employing this type of research focus on the question ‘How can problem ‘X’ be solved or
prevented?’

- CLASSIFICATION

It aims at categorization of units in to groups, to demonstrate differences, and to explain relationships.

- COMPARATIVE

To identify similarities and differences between units at all levels.

- CASUAL

It aims at establishing cause and effect relationship among variable.

- THEORY TESTING

It aims at testing validity of a unit.

- THEORY BUILDING

To establish and formulate the theory.

MODULE 2.1 CHARACTERISTIC OF A GOOD RESEARCH

RESEARCH IS SYSTEMATIC

It follows an orderly and sequential procedure that leads to the discovery of truth, solution of a
problem, or whatever is aimed to be discovered.

RESEARCH IS CONTROLLED

All variables except those that are tested or being experimented upon are kept constant (not allowed to
change or vary) so that the changes made on the subjects of the study can be attributed only to the
experimental variable. This is especially true in an experimental research.

RESEARCH IS EMPERICAL

All the procedures employed and the data gathered are perceived in the same manner by all observers.

RESEARCH IS ANALYTICAL

There is a critical analysis of all the data used so that there is no error in their interpretation.
RESEARCH IS OBJECTIVE, UNBIASED AND LOGIC

All the finding and conclusions are logically based on empirical data and no effort is made to alter the
results of the research.

RESEARCH EMPLOYS HYPOTHESIS

This is to guide the investigation process. In experimental studies, hypotheses are expressly stated but in
descriptive studies, the specific sub‐problems or specific questions serve as the hypotheses and the
hypotheses are tested and not proved.

RESEARCH EMPLOYS QUANTITATIVE OR STATISTICAL METHODS

Data are transformed into numerical measures and are treated statistically to determine their
significance or usefulness.

RESEARCH IS ORIGINAL WORK

Except in historical research, data are gathered from primary sources or first‐ hand sources and not from
secondary sources (usually printed materials such as books, or theses, etc.)

RESEARCH IS DONE BY AN EXPERT

The researcher uses valid and carefully designed procedures, valid data‐ gathering instruments, and
valid data. He subjects his data to expert scrutiny.

RESEARCH IS ACCURATE AND INVESTIGATION, OBSERVATION AND DESCRIPTION

in fact, every research activity must be done accurately so that the findings will lead to the formulation
of scientific generalizations. All conclusions are based on actual evidences

RESEARCH IS PATIENT AND UNHURRIED ACTIVITY

This is to ensure accuracy. Research that is hurriedly done or conducted carelessly due to racing against
time may lead to shaky conclusions and generalizations.

RESEARCH REQUIRES AN EFFORT MAKING CAPACITY

No research can be conducted without the exertion of much effort. No one with any effort‐making
capacity can conduct a research because research involves much work and time.

RESEACH REQUIRES COURAGE

Research requires courage because the researchers oftentimes undergo hazards, discomforts and the
like. At times the researcher encounters public and social disapproval. Also, disagreements with
colleagues may arise.
MODULE 2.2 INTRODUCTION TO ARCHITECTURAL RESEARCH

WHAT IS ARCHITECTURAL RESEARCH?

As a discipline, architecture often struggles with the idea of research, leading to the question: What is
research in architecture? The answer is not singular, of course, but as multifaceted as the discipline of
architecture itself.

WHAT IS ARCHITECTURAL RESEARCH?

This need not sound intimidating, and it is appropriate as the process of conducting research has its
foundation in asking a question. The ways in which you ask that question are important, and if you apply
the most appropriate and rigorous methods, this will ensure that your answers represent an original
contribution to knowledge.

CONTRIBUTION TO KNOWLEDGE

This contribution to knowledge is the potential of research in architecture: to move on the established
or overarching debate within the discipline, rather than replicating conventional knowledge and
rehearsing arguments that have established positions and no clear resolution. In order for architecture
to progress, we must continue to conduct research into its history as context and precedent; the social
and cultural role of buildings; and the theory of what it means to build and dwell.

ETIC

an approach to the study or description of a particular language or culture that is general, nonstructural,
and objective in its perspective.

Etic perspective is the perspective of the observer.

EMIC

an approach to the study or description of a particular language or culture in terms of its internal elem
ents and their functioning rather than in terms of any existing external framework.

Emic perspective is the perspective of the studied social group.

ETIC AND EMIC

This is a crucial distinction when considering the role of architectural research as a scaffold for human
activity, and represents two ways of approaching the study of how contemporary architecture operates
in the world. The etic account is from the point of view of an observer who is outside the culture or
activity in question, whereas the emic account is produced from within a culture.

DEPTH

Multiple or divided research methodologies will split the researcher’s attention and even allow
inconsistencies to emerge. There is then the possibility for those very inconsistencies to become
research questions in themselves, but the results are often muddied and difficult to act upon.
FOCUS

A focused research methodology, immersed in a single approach, can often appear to be more thorough
as there is greater opportunity for depth of engagement within the scope of a research project. While
not allowing multiple facets of a problem to be engaged with, the narrow field allows the researcher to
produce results with certainty, and that can be acted upon more easily.

CONTEXT, METHODOLOGY AND THEORY

There are a variety of combinations of context, method and theory. These are the fundamental building
blocks of any research project, allowing you to determine which aspect is driving your work. This is a
characterization of the research question itself. While not covering every permutation, it is fruitful to
consider each focus as a potential starting point, with implications for the kind of findings you will be
able to make.

CONTEXT

Allowing the context to take the lead in your research process is one way of establishing the primary
importance of the physical, social or historical setting.

This can be used to determine a typical context, which then provides an example of conditions found
elsewhere. Examining a context as a case study of a type – particularly with reference to other
circumstances following the same rules – allows a typology to be established: a repeating pattern.

The second form of context commonly discussed is the unique. This kind of contextual study seeks to
understand what it is that sets a place apart as different and specific, rather than everyday.

METHODOLOGY

Beginning with an established methodology and applying this to a new context offers other possibilities.
Methodological research places itself firmly within the parameters of this practice, often as a test case
examining the applicability or relevance of a particular analytical model, or as a survey from which
further research is made possible.

Knowledge of the method is crucial, and gives structure to the activities; from the ways in which data is
to be collected, to the eventual analysis and presentation of results. A common criticism of this
approach is that it is relatively procedural or completist and contributes little to our knowledge other
than a sense of completeness.

There is value in this thoroughness, however, and the temporality of studies undertaken must be taken
into account – the context is a changing set of parameters, and a place studied according to a given
method will yield different results, even a couple of years apart.

THEORY

Similar to beginning with a method, establishing a theory‐led piece of research exists within a
framework of understanding first, applied to a context by means of a methodology second. The theory‐
led process of research employs an established form of understanding in order to determine the deeper
meaning. This is research that is critique, analysis or dialectically oriented. A number of different
methodologies can be used.

Theory is a broad category, and the distinction between theory and method is not straightforward, given
that many methods have a strong association with theoretical content. That said, the priority in
theoretically focused studies is the critical nature of the engagement, where the methodology is
descriptive. Theoretically led studies are most often cross‐disciplinary, borrowing their theory from
fields such as philosophy, social sciences or politics.

DIALECTICAL THINKING

is a process of first presenting a thesis or position, discussing its antithesis (an alternative related to this
first position but differing from it substantially) and then elaborating a synthesis of these two positions
by way of conclusion.

THESIS

The term ‘thesis’ often denotes a long‐form essay, a substantial piece of work establishing a theoretical
agenda, but the word’s origins lie in a more fundamental act of argumentation. This idea of discourse
lies at the heart of a good piece of research, where positions are presented that are alternative to,
supplementary to, or opposed to the author’s own. The researcher must then prove their point, making
a case for it.

BASIS OF ARCHITECTURAL RESEARCH

ARCHITECTURAL HISTORY

History needs to be explored in a manner that analyses the historical record in service of the design of
buildings rather than as a specialist subset of history. In simple terms, architectural history can and
should serve the needs of architecture as a whole, responding to the role of designers in bringing
historical precedent to bear on the present practice of architects as source material to be understood.

In elaborating architectural history, it might be helpful to consider the role of the prototype or
precedent, as the evolution of design disciplines builds upon past models despite perceived ruptures
and leaps such as the emergence of modernism.

ARCHITECTURAL SOCIAL SCIENCE

Architecture is constructed to serve the needs of people. This is a simple truism that opens up a much
larger research question: How can we find out more about the engagement people actually have with
buildings? The social sciences consider the contemporary context in detail, and encourage us to make
fewer assumptions about the nature of our occupation of space.

Social sciences give us some access to how people actually live, what is important to them, and how
something as fundamental as identity can be constructed through engagements with the built
environment.
An architectural social science can offer an understanding of architecture as a set of practices. This
affords the designer opportunities to adapt their approaches to meet the needs of clients and users,
redrawing the processes of commissioning, designing and occupancy of buildings.

ARCHITECTURAL PHILOSOPHY

Architecture can be described as an understanding of the built environment. This is in addition to the
conventional definition of architecture as a design discipline, but it is important to stake our claim to this
territory that we have developed, through a variety of means, and a deep understanding of space and
place – what it means to dwell and occupy.

MODULE 2.3 DEFINING YOUR RESEARCH QUESTION

DEFINING YOUR RESEARCH QUESTION

The research question – ‘What do you want to find out?’ – is both a crucial starting point for your
research and an ongoing process of refinement.

DEFINING YOUR TERMS

Your question should include the terms of your engagement with the material, the context and the
works of architecture in question. It is important, usually in your introduction, to ‘unpack’ the
terminology you intend to use. In considering a word as a container of ideas, it is conceptually helpful to
open this out, and, in an orderly manner, lay out the various constituent parts of the term, what its
implications are, and how you intend to use it. Certain words might seem, at first glance, to be obvious
and clear, but even the simplest language can be used in very specific ways.

FRAMING A RESEARCH

Research often begins with a question. While this is a simple idea, it offers a great deal of flexibility to
the researcher and expresses the fundamental character of the activity as grounded in a spirit of
curiosity ‐ what is it that you would like to find out in the first place?

THE GIVEN QUESTION

While a given question might be a substitute for your own research agenda in some cases, it is best
practice to make the question your own, and to explore this further in your introduction. In
straightforward and simple terms, tell the reader what your understanding of the given question is.

A GAP IN LITERATURE

Many good examples of research are founded in a lack of

material, identifying an area that has not received enough attention from the research community. This
presents a significant problem immediately: where to source literature
for your work. This approach requires some lateral thinking, finding analogous situations in other fields o
f study.

TAKING ISSUE WITH THE EXISTING LITERATURE

Many good examples of research are founded in a lack of material, identifying an area that has not recei
ved enough
attention from the research community. This presents a significant problem immediately: where to sour
ce literature for your work. This approach requires some lateral thinking, finding analogous situations in
other fields of study.

STATE OF THE ART

A CRITICAL SURVEY OF THE STATE OF THE ART

A further category of research is the ‘state of the art’ survey, where the available literature on a
topic is gathered together as a kind of extended literature review. A key question to ask here is: What
are the criteria for selecting texts and examples? The criteria might be geographical, works by a
particular fi rm of architects, or those that can be characterized by a style or period.

One of your first tasks is to define the criteria further, giving a detailed and justified account of
the limits of your category. This allows for cross comparability of the examples chosen – that they each
have something in common with one another. This research question can be as simple as asking, ‘What
is the state of the art in...?’

A PRECEDENT STUDY

Architecture is built upon the idea of precedents, and the close examination of earlier works. This
approach to research seeks to understand the qualities of a piece of architecture, how it came about in
terms of its design and commissioning, and how people used it once built.