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The paper seeks to provide an overview and update of thinking in relation to the theory and practice of formulation of answerable research questions within evidence based information practice.

The paper reviews the healthcare and information literature on question formulation, augmented by structured and purposive internet searches.

Although a few key authors have published extensively on all aspects of the evidence‐based information practice process, including question formulation, there is little in the way of empirical research.

In the absence of an empirical research base from within the specific domain of information practice, this conceptual paper extrapolates findings from healthcare research to general librarianship.

This article models the process of question formulation using a proposed conceptual framework (SPICE) and encourages practitioners to identify their own practice‐based questions.

This is the first article specifically to address question formulation for a general (i.e. non‐health) library audience.

This paper describes and discusses aspects that affect research questions in a practice-based research study, where learning study is used as a framework. The purpose of this paper is to contribute to understanding of the process where teachers and a researcher collaborate in transforming practical teaching problems into research questions.

A case study is conducted. Data consist of field notes, logbooks, manuscripts and conference papers from two learning studies conducted in grade 4 by three teachers and one researcher, and notes from meetings in a subject-teacher group at the school. The analysis focuses on how the research questions emerge and change in relation to discussions among teachers and in the research group of teaching, previous research and learning theory.

Questions about students’ discernment of the structure in the base-ten system emerged in learning study 1 and in the subject-teacher group. Discussions of previous research and the didactical theory learning activity transformed the research questions in learning study 2, into focusing students’ theoretical knowledge, examining general structures in the base system, using learning models as tools. Conditions for identification of specific teaching problems and alternative theory in a learning study are discussed.

The explicit example where research questions are transformed can be used in further discussions and methodological questions regarding formulation of research questions in educational research. Discussions, specifically of transforming research questions, when learning study is used may be promoted.

Action design research (ADR) has become widely accepted as a prominent research method within information systems when managing design-oriented research projects. One purpose of the ADR method is to provide methodological guidance for the building of IT artefacts. However, several scholars have reported a lack of guidance of method support at the micro level. This article aims to complement the macro level of the ADR method by integrating prescriptive method support at the micro level.

A qualitative approach including direct content analysis. An empirical ADR project was analysed in order to identify method support that could be integrated into the ADR method.

Method support at the micro level was identified for all the stages of the ADR method. The method support consists of procedural support, guiding concepts, and various techniques for the documentation of project tasks stated in the ADR method.

The contribution to theory consists of aspects concerning the integration of macro and micro levels: relationships between normative and prescriptive support, continuous focus shifts, and method completeness.

The contribution to practice consists of explicit suggestions for method support that could be integrated into the ADR method.

This study extends previously provided knowledge by offering empirical evidence concerning theoretical constructions consisting of explicit relationships between ADR tasks and integrated method support, and elaboration on the integration of macro and micro levels.

This chapter presents a conceptual framework and methodological guide for researching the process of public management policy change in the Latin America region. It provides an explicit the methodological approach for case study research on this topic. The focus on the Latin America region is due to the sponsorship of the Inter-American Development Bank, which desired an explicit methodological guide for conducting research on public sector management reform. While the chapter is specifically geared to this purpose, it also exhibits a distinctive general approach to a large class of case study research designs. This class includes instrumental case study research about processes, incorporating variants that are rich in narrative, explicit in their explanatory framework, and comparative (Barzelay, 2002).

This chapter addresses the common assumption that research questions are fixed at the outset of a study and should remain stable thereafter. We consider field-based organizational research and ask whether and when research questions can legitimately change. We suggest that change can, does, and indeed should occur in response to changes in the context within which the research is being conducted. Using an illustrative example, we identify refinement and reframing as two distinct types of research question development. We conclude that greater transparency over research question evolution would be a healthy development for the field.

This paper aims to improve the understanding of individual transdisciplinary PhD research in a developing country context, focusing on three individual PhD case studies in South Africa.

Multiple-case method was used, and three completed transdisciplinary PhD research efforts undertaken at the Stellenbosch University were selected. They were coordinated through the TsamaHub, an inter-faculty platform at the University which organises educational modules for transdisciplinary research. Using actual research experiences and reflections of the three individual PhDs, the paper evaluates their work in terms of ontological, epistemological, methodological and methodical/methods aspects.

The central challenge to individual PhD researchers is engagement with non-academic actors to enable joint problem formulation, analysis and transformation. To overcome this, the paper suggests that developing individual epistemic relationships to build “transdisciplinary epistemic communities” should be considered for inclusion as an intentional aspect of transdisciplinary research design.

“Transdisciplinary epistemic communities” is still a concept in its infancy and needs more work before it may be theoretically and practically useful.

Continuously guiding the individual transdisciplinary research process in a reflexive, recursive, transparent and equal manner is absolutely critical because transdisciplinary research cannot be done successfully if dominated by overly methods-driven approaches.

The discourse around transdisciplinary methodology has major implications for the design of individual PhD research. The paper provides recommendations to enhance the theory and practice of individual transdisciplinary PhD research.

The knowledge generated by academics in the field of management is often criticized because of its reduced relevance for professionals. In the review of the literature, the authors distinguish between three streams of thought. The review of the literature and the understanding of the research streams that have been addressed by the academic–practitioner gap in management has allowed to clarify that what truly underlies each of these approaches is a different assumption or paradigm from which the management science focusses.

This paper reviews the main approaches that have analysed this topic, drawing a number of conclusions.

The knowledge generated by academics in the field of management is often criticized because of its reduced relevance for professionals. In the review of the literature, the authors distinguish between three main perspectives. The review of the literature and the understanding of the research streams that have been addressed by the academic–practitioner gap in management has allowed us to clarify that what truly underlies each of these approaches is a different assumption or paradigm from which the management science focusses. To represent the findings of the literature review in this sense, the authors will present, first, a model that serves as a framework to interpret the different solutions proposed in the literature to close the gap from a positivist paradigm. Subsequently, they question this view through a reflection that brings us closer to a more pragmatic and interpretive paradigm of management science to bridge the research–practice gap.

In recent studies, researchers agree that there is an important gap between management research and practice, which may bear little resemblance to each other. However, the literature on this topic does not seem to be guided by a rigorously structured discourse and, for the most part, is not based on empirical studies. Moreover, a sizeable body of literature has been developed with the objective of analysing and contributing solutions that reconcile management researchers and professionals. To offer a more systematic view of the literature on this topic, the paper classifies previous approaches into three different perspectives based on the ideas on which they are supported. Finally, the paper concludes with some reflections that could help to reorient the paradigm from which the management research is carried out.

This study, using systematic literature review (SLR) aims to highlight and summarise current studies on the factors influencing customers’ Islamic home financing (IHF) selection and Islamic banking product preference, which has gained popularity within the banking sector over the past three decades. The SLR could map evolution and research fields, recommend a particular categorisation and determine primary issues to demonstrate current trends, future research directions and theoretical development.

The SLR was performed with a four-step reporting standard for the systematic evidence syntheses review method (research question formulation, systematic searching, quality assessment and data extraction) using 33 screened articles between 2008 and 2020 from two primary databases (Scopus and Web of Science) and one supporting database (Google Scholar).

The resulting factors could be categorised into four primary themes: consumer behaviour, consumer attributes, bank attributes and bank attributes (Islamic). The themes were subsequently divided into 16 sub-themes. Notably, all the factors proved essential for consumers’ evolving preferences and product competitiveness in the market.

This study encountered two limitations based on database selection and research period.

This SLR aimed to offer useful insights into the factors that should be prioritised by financial institutions for marketing approaches by investigating consumer behaviours.

This study pioneered an SLR on the study area for useful insights into the current research limitations and recommendations on future study directions. Specifically, the study method facilitated critical discussions and comparisons to past research outcomes and objectivity with triangulation from distinct perspectives.

Research is important in responding to changing environments. Acquaintance with qualitative research methodologies provides an opportunity for understanding digital and hybrid libraries. This article explores three approaches to research that Library and information professionals can use to structure the way in which they look at their environment, and the organization in and with which they are working: observation, case studies and action research. Four essential considerations for good research are: adding to existing knowledge; a clear purpose or research question; objectivity and reliability; and, access, ethics and politics. Observation can be developed into a research approach through attention to structuring of the observation. Different types of observation are participant and non‐participant, and overt and covert. Case studies are useful for lending a deeper understanding of a situation. Rigour is injected into case study methodology through consideration of questions, propositions, units of analysis, methods of evidence gathering, and the criteria for the interpretation of findings. Action research encourages practitioners to acquire the habit of the researcher in the workplace, and typically has the twin goals of solving a management problem and making a contribution to knowledge. There are two cycles in action research, the action research cycle that relates to the action research project, and the meta‐learning cycle that relates to the learning processes that are part of action research. Common principles that apply to all of these approaches are identified, and suggestions for potential areas of application are made.