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How to do your research project by Gary Thomas

Article  in  British Educational Research Journal · January 2010

DOI: 10.2307/27823624

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How to do Your Research Project

Thomas, Gary 2009

SAGE Publications. 254pp

Price: £18.99

ISBN: 978-1-84787-443-6

This book is a must have purchase for all involved in social sciences research. It is

accessible, humorous but serious, and succeeds in covering all the important parts of

doing a research project. It is in this respect, quite different to the mainstream how to

do it genre for research methods literature. It comprises a preface and nine chapters

covering the job of planning and doing your research project. The main sections deal

with specific stages in the research process, and are organized as you would expect to

structure a thesis. This is not unusual for the ‘how to do it’ book but Thomas is

perhaps unique in how he makes this structure work. Thomas successfully captures

the continuing interplay between structure and process in a research project.

Secondly, he consistently uses a structure for each chapter involving an advance

organizer, as well as drawing upon a balanced use of cartoon and quip, with an

overview and annotated reading list. The greatest strength of this book, however, lies

with its accessibility and style. It is chatty and grounded in the actual world of the

student and supervisor.

In an approach which repeats itself throughout the book, Thomas underlines the

importance of thinking through the work in hand. Time and again, Thomas reminds

the reader to make a project manageable and resist an ambition to pack a life time’s
work in to one project. He makes a robust case for the researcher taking small steps

but often and this ‘little and often’ advice is extremely pertinent to the reality of social

science research, even for the full time researcher. Table 1.1 is particularly useful in

matching forms of evidence and modes of inquiry to the types of question to be

framed.

The first substantial stage in a research project is a literature review which if handled

well provides direction and information about methodology as well as the topic itself.

Thomas argues this is partly about developing an ability to call upon scepticism and

judgment. Relevant too is his contention that a literature review is by definition,

summary, synthesis and critical analysis of the knowledge field. It should also include

managing the necessary task of thinking through research methodology, namely the

‘ologies’ (axiology, epistemology, ontology and methodology), as a practical and

functional part of the research design and process. What is very helpful here is the

relaxed handling of a potentially difficult and commonly self defeating preoccupation

for methodology in the work of students and practitioners and which so often results

in distraction, diversion and the doldrums.

Thomas reminds us too about ethics forming a central part of the research endeavour,

both as a basic respect for people and as a concern for the integrity of the project. We

are reminded that a ‘duty of care’ for the researcher is also an obligation ‘to doubt’

and we are reminded of the importance of caution in making claims about our work,

skepticism in accepting reported research and making a tentative interpretation of

evidence. As Thomas says, we should remember the ‘duty of doubt’! (p228). This

section, very helpfully, is also supported by a series of worked through examples and
 illustrations of various approaches, often from Thomas’s own experience, which

reinforce the ‘teacherly tone’ and ‘conversational’ nature of this book.

Overall, this is a very useful book for the researching practitioner at any stage of the

research process. We think it should add it to any list of recommended reading in

work with postgraduate students whether at masters or doctoral level. Similarly,

academic staff should make this part of their essential reading. Thomas has succeeded

in thinking through the research process and sharing a perspective that offers clarity,

wit, wisdom and common sense.

Professor Mary Fuller

Professor Steve Rayner

Department of Education

University of Gloucestershire

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