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This study aimed to discuss the key success factors in focus group discussions among the elderly as a means of supporting novice researchers and also to share the experiences of novice researchers with focus group discussions.

This study used a literature review of previous studies that revealed three themes regarding the key success of focus group discussions with the elderly. Focusing on issues published between 2009 and 2019, four health-related databases, namely the Cumulative Index of Nursing and Allied Health Literature (CINAHL), ScienceDirect, PsycARTICLES and Thaijo were investigated using keyword searches, both individually and in combination, and the inclusion criteria used in selecting relevant articles as primary sources included research written in the English and Thai languages.

The literature review involved eight published articles related to this topic in the nursing field. Three themes for key successes were identified as follows: good planning and convenient organization, being accepting and flexible concerning their opinions and good management.

Focus group discussions with the elderly are complex and challenging for novice researchers. It is necessary that a novice researcher in the nursing field builds up the skills of a moderator in conducting focus group interviews if he or she wishes to obtain rigorous data.

The main purpose of the study was to identify the key elements that characterize successful grant proposals and the relative importance of issues that constitute difficulties and concerns in preparing the proposals. The study aimed, in particular, to explore grantsmanship perceptions based on the experiences of researchers in Thailand who had, or had not yet, successfully been awarded domestic and/or international research funding.

Anonymous online questionnaires were distributed to researchers in biomedical and public health fields in Thai academic institutes. The online survey asked the anonymous participants to complete a questionnaire comprising both multiple-choice and open-ended questions.

About 19% of 300 respondents had received both domestic and international research grants, and 60% of domestic research grants. The top 5 issues in grant applications were: (1) choosing a topic that matched the grant opportunity, (2) feasibility of research design and methods, (3) suitable research design and methodology, (4) model and theoretical justification, and (5) ethical considerations. Significant differences in perceptions among researchers were found for the feasibility of research design and methods and proposing a reasonable and justifiable budget.

The information derived from this analysis reflected the perceptions of the researchers and may or may not correlate with those of grant agency reviewers. The results of this study may be insightful and instructive for other researchers and form the basis for training and mentoring researchers in informed and effective grantsmanship, particularly novice researchers with limited or no experience in grant proposal writing. This study particularly reflected grantsmanship perceptions among researchers in Thailand. It may also serve to exemplify lessons learned for researchers in other low-income and middle-income countries (LMIC) exposed to similar settings and situations applying for research grants.

Many management scholars view templates as rigid rulebooks suffocating qualitative research. This viewpoint article recommends that, instead, templates should be viewed through the lens of organizational routines.

To facilitate this viewpoint, this article first clarifies the confusions surrounding templates. It points out that how using templates, like following routines in an organization, constitutes three parts - the artifact, the ostensive and the performative; the latter two being often neglected by template critics. The use of templates is encouraged by discussing the learning advantages for novice researchers, through an autoethnographic note narrating the author’s own research and teaching experiences.

This article deliberates upon the criticisms against templates. It then discusses templates using a perspective offered by organizational routines. Thereafter, the use of templates in qualitative management research is discussed, with the help of examples from published reports. Finally, the article explains a way of reflexively using templates through an autoethnographic note detailing the author’s own research and teaching experiences.

In its entirety, the article submits that the artifacts offered by the templates and the ostensive and performative engagements of the template-users must co-exist for co-creating excellent qualitative research.

This paper aims to consider the realities and problematics of applying a grounded theory (GT) approach to research, as a novice, within a mixed methods study during post graduate research. Its intention is to provide the novice user with a framework of considerations and greater awareness of the issues that GT can expose during research activity.

Using empirical evidence and a comparative approach, the paper compares the efficacy of both the classic Glaserian and Straussian models. It observes the effects of a positivist academic environment upon the choice of approach and its application. This study was specific to design education; however, its reliance upon a social science epistemology results in findings beneficial to research novices across broader disciplines.

GT presents the novice researcher with several potential pitfalls. Most problematic were the immutable, positivist institutional requirements, researcher a priori knowledge, the reliance upon literature for the research proposal and structure of the proposal itself. These include suspension of the notion that the purist use of either model can be applied in the current academic environment, the need for a close relationship with the data and toleration of a non-linear process with unexpected results.

The practicalities of GT research are often reflected upon by the academy, but use by novice researchers is little considered. The findings from this study provide a novel set of guidelines for use by those embarking on GT research and particularly where the requirements of formal education may cause a conflict.

The undergraduate research experience program is a funding program offered by the Qatar National Research Fund. The purpose of the program is to provide hands-on research experience for undergraduate students in order to increase their capacity for future research activities. However, leading a team of unexperienced researchers can be challenging. Minimal literature exists of how to overcome these challenges and provide a positive learning experience for novice researchers. The purpose of this paper is to: 1) describe a ‘situated learning’ framework, and teaching methods and approaches that may be helpful for future researchers to actively engage students in the research learning process; 2) describe our own experiences with creating a professional community of research using a team approach; and, 3) offer some practical strategies for scaffolding students to gain research skills through working in close proximity to more experienced colleagues. Helpful situated learning strategies included active engagement of students throughout the project, setting meaningful activities, meeting regularly as a team, scaffolding student learning, setting both individual and group work, assigning specific roles, engaging students in dissemination activities, sharing responsibility, and fading control of project activities to the students as their competency increased. Using a structured mentoring strategy resulted in students being actively engaged in all stages of the project. This approach helped to overcome many challenges of working with novice researchers. It was also rewarding to observe the growth of young researchers through the experiences that they gained in working as members of a research community of practice.

The purpose of this study is to determine the capacity map of professional learning community (PLC) practicing community-based research (CBR) in Ubon Ratchathani Rajabhat University, Thailand, and the implementation of the lessons learnt from the process and essential skills at Hua Don Primary Health Care (PHC).

Participatory action research (PAR) design was conducted in two phases, one on campus and the other in the PHC. For gathering and validating the data, the snowball sampling technique, focus group, in-depth interviews and the triangulation method were used.

The PLC capacity map from the first phase provided the essential skills of CBR and the second phase revealed lessons learnt from the implementation in the Hua Don PHC. The shortcut in researching a new target area by a collaboration of the community leader and village health volunteers was prominent. The results could be interpreted in creating collaboration in health care with a new community.

The capacity map is a practical guideline for a beginner or CBR novice researcher, and the lessons learnt help the implementation in the health field, particularly in PHC, succeed smoothly.

This article explores challenges faced by doctoral candidates using grounded theory (GT) in their theses, focusing on coding, theory development and time constraints. It also examines the impact of doctoral committees on GT dissertations, addressing epistemological clashes and the desire for familiarity over novelty.

Drawing from a multilevel autoethnography and related literature, this study offers pragmatic solutions and strategies for a seamless research journey.

Coding, theory development and time constraints pose universal challenges, requiring mentorship for effective navigation. Addressing committee dynamics is crucial for developing novel theoretical frameworks.

The article empowers researchers to overcome GT challenges, delving into various positions within the GT paradigm, fostering transparency and facilitating original contributions to their fields.

The purpose of this paper is to illustrate the development and testing of an innovative mobile application using design-based research.

This paper reports on the process of transformation of existing printed course material into digitized content through design-based research where design, research and practice were concurrently applied through several iterations of the mobile application. For this transformation, one session each from BSc in Nursing, Bachelor of Pharmacy and Bachelor of Medical Laboratory Sciences was selected. In the first phase of the design-based research, the main research question was formulated. In the second phase, a mobile learning application (OUSL MLearn) was designed and developed to address the research question. In the third phase, this application was evaluated by five groups of stakeholders: content experts to validate the content; educational technologists to check the alignment of technical and pedagogical features; novice users to check the overall effectiveness of the application; developer to develop the application, to check the ease of usage; and researchers to identify the impact of this innovation. These stakeholders were closely involved throughout the whole process which lasted over a period of four months. At the end of this development phase, the results were reflected upon and used for further enrichment.

It was observed that the developed mobile application was accessible, appealing and pedagogically constructive for users. However, optimization, development time, technical and organizational issues, workload of academics and production costs were identified as major challenges.

This study was based on the findings of a small sample of potential users.

The findings have implications for designing culturally adaptive interactive mobile applications.

This study will benefit practitioners to design culturally sensitive mobile learning courses and researchers to conduct design-based research.

Design-based research (DBR) involves multiple iterations, and innovations are needed in analytical methods for understanding how learners experience a learning experience in ways that both embrace the complexity of learning and allow for data-driven changes to the design of the learning experience between iterations. The purpose of this paper is to propose a method of crafting design moves in DBR using network analysis.

This paper introduces learning experience network analysis (LENA) to allow researchers to investigate the multiple interdependencies between aspects of learner experiences, and to craft design moves that leverage the relationships between struggles, what worked and experiences aligned with principles from theory.

The use of network analysis is a promising method of crafting data-driven design changes between iterations in DBR. The LENA process developed by the authors may serve as inspiration for other researchers to develop even more powerful methodological innovations.

LENA may provide design-based researchers with a new approach to analyzing learner experiences and crafting data-driven design moves in a way that honors the complexity of learning.

LENA may provide novice design-based researchers with a structured and easy-to-use method of crafting design moves informed by patterns emergent in the data.

To the best of the authors’ knowledge, this paper is the first to propose a method for using network analysis of qualitative learning experience data for DBR.

This paper aims to present the fundamental aspects for the development and validation (D&V) of attitudes’ measurement scale, as well as its practical aspects that are not deeply explored in books and manuals. These aspects are the results of a long experience of the authors and arduous learning with errors and mistakes.

The nature of this paper is methodological and can be very useful for an initial reading on the theme that it rests. This paper presents four D&V stages: literature review or interviews with experts; theoretical or face validation; semantic validation or validation with possible respondents; and statistical validation.

This is a methodological paper, and its main finding is the usefulness for researchers.

The main implication of this paper is to support researchers on the process of D&V of measurement scales.

Became a step-by-step guide to researchers on the D&V of measurement scales.

Support researchers on their data collection and analysis.

This is a practical guide, with tips from seasoned scholars to help researchers on the D&V of measurement scales.