**11. Research approaches**

Interestingly, in all social work research proposals analyzed, it was found that students chose uniform research approaches, namely, qualitative approach. It may not be difficult to fathom why these students choose the same research approaches. The researchers do suspect that such a case could be caused by peer pressure, if not students' supervisors' influences on how to write a research proposal (that will not prolong one's stay on campus as a student). The researchers observed the fact that at times supervisors meet with students before writing "first time proposals" to discuss issues related to proposal writing. Thus, it is likely that supervisors might have an influence on the choice of methodology/approach that these social work students chose.

Moreover, with the background that fourth year social work students usually have a high workload [14], then they are more likely to (be influenced) to choose a research methodology (even a topic) that would not delay completion of their studies. Given the fact that fourth year social work students begin their research projects nearly at the beginning of their second semester, where they have only 6 months (or less) to complete their studies (and every student would wish to complete his/her studies on (record) time) (**Table 3**).

Researchers note that some social work students struggle to differentiate on the application of qualitative and quantitative research. This can be seen in the (above) table that: on number 1 the students mentioned that their approach will be qualitative but their data collection tools/method is quantitative in nature. The researchers mention this because "close-ended and questionnaire" are tools for quantitative research. Again, the students without stating in the approach section that their study will adopt a mixed method research design, they go on to say that "*for the closed-ended questions, the quantitative research method will be used."* In the second row of the table, number 2, it is clear that a qualitative research approach was selected; however, the students talk about questionnaires and yielding "…*responses that are usually easy to tabulate or score*…"; concepts that are completely quantitative in nature and intending to measure certain occurrences/phenomenon, which is not what qualitative research pursues (namely, understanding phenomenon).

In the last row number 3, the same mistakes that students committed in other research proposals (row 1 and 2) can be found, that questionnaires are going to be used to collect data, whereas the selected research approach is qualitative, therefore interviews, observations, and focus groups seem to be the (only) choice for the students.


**143**

commended.

*An Analysis of Salient Aspects of the Research Proposals of Fourth Year Student Social Workers…*

Writing a proposal in preparation for conducting research is often overwhelming for undergraduate students who are confronted with this task for the first time. The challenge is more than the mundane assignment, tests, and quizzes. Unlike what students are expected to do generally at undergraduate level, most students would be expected to translate knowledge into praxis. For those students who did not master the research material well, more especially the basic research concepts, the translation of knowledge gathered in lecture halls to an applied context is

Students of course react differently to the challenge. Others would stick it out, burn the candle on both ends to ensure that mastery of the content takes place. These students normally present proposals with genuine structural or content weaknesses which would be corrected on subsequent supervision sessions with the lecturers. Inevitable delays notwithstanding, these students would learn and internalize the research concepts and apply them even beyond their undergraduate classes to doctoral level. On the flip side of the coin, one has a group of students who are uncomfortable with challenges and find an easier (shorter) way around preparing the proposal through cut and paste, reproduce and plagiarize the entire proposal from the internet or whatever source, or ask a friend or whoever to do it for them in return for cash or kind. These students produce very "impressive" proposals at first attempt, but check them in your Master's class the following year, they are nowhere to be found. Consistent with the underpinnings of sociocultural theory, almost all students wish to research on issues that they are confronted with daily. The setback though is that undergraduate students almost invariably write proposals on what was researched before, particularly within the Department of Social Work. Of all the topics presented in this study, surely there is a research report lying somewhere on campus on a similar study. There does not seem to be growth and creativity, notwithstanding the fact that extended essays were introduced more than 15 years ago

As noted, quite a few topics are misaligned to the research approaches; however, the hiatus between the two is easy to bridge. As far as this aspect is concerned, one could acknowledge growth and development. At introduction of extended essays, helping the students align their study title, problem statement or research question

A more worrying factor, associated with the previous one is the proclivity towards providing solutions where a problem statement is required. Perhaps social work training makes it difficult to stay and confront a problematic situation. In order to resolve this seemingly perennial problem, students would be advised to wear science caps and put down therapist orientation when they conduct research. Such a feat may also be difficult to attain when one considers the fact that the

From all the proposals analyzed, the research approach in each is qualitative. This could be that students find it easier to grasp qualitative methods because of their nature and resonance with most modules in the humanities. Another reason could be that supervisors are more entrenched in qualitative methods and influence students to select same. However, a balanced student must be literate in both

Language issues were noted from some proposals. Yet these were not so serious, and could be easily ironed out. For students whose first language is not English, one could safely infer that the proposals read fairly well, and for this feat the

seminar hosted by colleagues in the English Department and the Writing Centre are

students are deeply immersed in qualitative research.

qualitative and quantitative research.

*DOI: http://dx.doi.org/10.5772/intechopen.89503*

**12. Conclusion**

daunting.

at fourth year level.

was a challenge.

#### **Table 3.**

*Research approach and data collection method.*

*An Analysis of Salient Aspects of the Research Proposals of Fourth Year Student Social Workers… DOI: http://dx.doi.org/10.5772/intechopen.89503*
