STC Research Methodology

Researcher’s Attitude, Ethics, and Digital Profile Essentials 

In today’s rapidly evolving academic landscape, mastering research methodology and ethics is crucial for scholars across disciplines. During the Short Term Course on Research Methodology, participants were introduced to key aspects of developing a strong research attitude, adhering to ethical guidelines in publishing, and leveraging digital tools to enhance their scholarly work. Through three insightful presentations, the course covered fundamental topics such as the vocation of a researcher, the importance of publication ethics, and the use of modern digital platforms for creating a robust academic profile. This blog shares the highlights from these presentations, providing participants with a comprehensive understanding of how to conduct ethical and impactful research in the digital age.

1. Research Attitude and Ethics in Research​

This presentation covers the fundamental aspects of research attitude and the role of ethics in the research process. It highlights the difference between a researcher and a scholar, emphasizing the vocation and spirit of scholarship. Participants will explore the mindset required for conducting genuine and ethical research, including the principles of evidence-based research and intellectual curiosity.

Key Concepts:

• Vocation of a Scholar: The presentation distinguishes between mere research and the higher calling of scholarship, highlighting the historical sense and intellectual breadth that define true scholarship.
• Mental Temperament: Law and Journalism

Assignment Questions:

1. Discuss the key differences between a researcher and a scholar, and explain why scholarly habits are essential for long-term success in academia.
2. How does Law and Journalism help in mental makeup of a research scholar in writing thesis / dissertation?

The presentation can be viewed here: https://www.slideshare.net/slideshow/attitude-ethics-and-journal-finder-research/271864413

2. Research and Publication Ethics (RPE) and Finding Quality Journals​

The final presentation deals with ethics in research and publication, providing guidance on selecting appropriate journals for publication. Ethical issues such as falsifiability, the philosophy of science, and the proper conduct of research are covered.

Key Concepts:

• Philosophy of Science: The importance of falsifiability, testability, and verificationism in scientific theories is discussed, alongside the challenges of justifying scientific beliefs.
• Publication Ethics: Ethical guidelines from organizations like COPE (Committee on Publication Ethics) and WAME (World Association of Medical Editors) are introduced, along with the risks of predatory publishing.
• Journal Selection: The presentation highlights tools like journal suggesters (e.g., Springer, Elsevier) to help scholars find high-quality journals for their work.

Assignment Questions:

1. Discuss the concept of falsifiability in scientific research and its importance in establishing the validity of scientific theories.
2. What are the main ethical considerations in academic publishing, and how can researchers avoid falling prey to predatory journals?
3. Describe the process of selecting a journal for publication. What tools and strategies can a researcher use to find a reputable journal?

The presentation can be viewed here: https://www.slideshare.net/slideshow/research-and-publication-ethics-ugc/250427934

Research and Publication Ethics | UGC from Dilip Barad

3. Digital Tools for Research and Researcher Profile​

This presentation focuses on the modern tools available for research, including databases, reference management tools, and plagiarism prevention software. It also addresses the creation of a digital researcher profile on platforms like ORCID, Scopus, and Google Scholar to maintain an online academic presence.

Key Concepts:

• Research Tools: Various tools for conducting qualitative and quantitative research are introduced, such as Zotero, Mendeley, and Turnitin. Databases like Google Scholar, JSTOR, and Web of Science are discussed for accessing high-quality academic papers.
• Researcher Metrics: The importance of metrics like the h-index, g-index, and journal impact factors is emphasized for evaluating research impact.
• Digital Profile Management: Scholars are encouraged to create profiles on platforms such as ORCID, Scopus, and Google Scholar to interlink their research accounts and track citations.

Assignment Questions:

1. Discuss the role of digital tools in modern research and how they help streamline the research process.
2. How can a researcher effectively manage their digital academic profile, and why is it important for career development?
3. Compare different research metrics such as h-index and g-index. Which metric do you think is the most reflective of a scholar’s impact?

The presentation can be viewed here: https://www.slideshare.net/slideshow/digital-tools-for-research-and-researcher-profile/271864414

UGC-RPE: Research and Publication Ethics

 A Course on Research and Publication Ethics (RPE) - for Ph.D. Students

University Grants Commission (UGC) in its 543rd meeting held on 9th August 20-19 approved two Credit Course for awareness about publication ethics and publication misconducts entitled "Research and Publication Ethics (RPE)" to be made compulsory for all PhD students for pre-registration coursework. Click here to download the syllabus.

In view of the above, many PhD scholars as well as resource persons may be in need of the recommended books to carry out this coursework. All these resources are in public domain and can be downloaded from below given links:

UGC has prepared a booklet in which all these resources are compiles. Click here to download UGC-Academic Integrity & Research Quality 

1. Beall, J. (2012). Predatory publishers are corrupting open access. Nature, 489(7415), 179-179. https://doi.org/10.1038/489179a
2. Bird, A. (2006). Philosophy of Science. Routledge.
3. Chaddah, P. (2018). Ethics in Competitive Research: Do not get Scooped; do not get Plagiarized. ISBN: 978-938748086
4. Indian National Science Academy (INSA) (2019). Ethics in Science Education, Research and Governance. ISBN: 978-81-939482-1-7. http://www.insaindia.res.in/pdf/Ethics_Book.pdf
5. MacIntyre, Alasdair (1967). A Short History of Ethics. London.
6. National Academy of Sciences, National Academy of Engineering and Institute of Medicine (2009). On Being a Scientist: A Guide to Responsible Conduct in Research: Third Edition. National Academies Press.
7. Resnik, D.B. (2011). What is Ethics in Research & Why is it Important. National Institute of Environmental Health Sciences, 1-10. Retrieved from https://www.niehs.nih.gov/research/resources/bioethics/whatis/index.cfm

Hypothesis - PhD Coursework

Research Hypothesis

Dilip Barad

Abstract:

This comprehensive lecture series delves into the multifaceted realm of hypotheses in academic research, encompassing their origins, formulations, analyses, and applications. Hypothesis-I traces the linguistic roots of the term "hypothesis" to its Latin and Greek foundations, elucidating its role as a tentative proposition subject to empirical scrutiny. Emphasizing its significance as an initial step in scientific investigation, the lecture underscores the necessity of clear definitions and operational terms, delineating hypotheses from established theories. In Hypothesis-II, the discourse expands to examine hypotheses in both quantitative and qualitative research. In qualitative studies, hypotheses aid in unearthing thematic patterns, while their quantitative counterparts guide rigorous variable analysis. Hypothesis-III, the third installment, delves into crafting effective research questions and hypotheses. A thorough differentiation between quantitative and qualitative paradigms unfolds, encompassing diverse question and hypothesis types. The lecture series culminates in Hypothesis-IV, where pragmatic considerations in developing hypotheses take the spotlight. Ethical, feasible, and relevant criteria are probed, bolstered by frameworks like PICOT and FINER MAPS. The construction of impactful research questions and hypotheses is elucidated through a six-step process, which harmonizes contextual understanding, problem identification, preliminary research, hypothesis formulation, and study aim articulation. This comprehensive exposition navigates the nuanced landscape of hypotheses, concurrently mapping their evolution from nascent propositions to research catalysts across diverse academic domains.

Keywords:

 hypothesis, academic research, qualitative research, quantitative research, research questions, frameworks

 Hypothesis - Ph.D. Coursework

1. Hypothesis - I:

• The lecture is about the topic of hypothesis in academic research.
• The etymology of the word "hypothesis" is traced back to Latin and Greek roots, emphasizing its foundation and groundwork.
• A hypothesis is an educated guess or prediction about the relationship between variables.
• It is a statement that can be tested through scientific research and requires specific definitions and operational terms.
• A hypothesis is not a proven theory or fact, but a starting point for further investigation and is subject to revision based on research findings.

If the video is not played here, please visit this link to watch the video: https://youtu.be/guv8WVXXnZk

Summary:

In this lecture on PhD coursework, Professor Dilip Barad discusses the topic of hypothesis in academic research. The etymology of the word "hypothesis" reveals its Latin and Greek roots, highlighting the importance of laying a foundation for research. A hypothesis is not merely a preposition, but rather a result of groundwork and scientific thinking.

A hypothesis is an educated guess or prediction about the relationship between variables. It is based on limited evidence and requires further testing and verification. Variables play a crucial role in hypothesis formulation, with independent variables being the ones that can be changed, dependent variables being what is observed or measured, and controlled variables being the ones that remain constant.

A hypothesis is not a proven theory or fact, but rather a starting point for further investigation. It requires scientific research and testing to determine its validity. If research findings do not support the hypothesis, it may need to be revised or even abandoned. Hypotheses inform the collection of relevant data and enhance objectivity in research.

It is important to differentiate between a hypothesis and a proven theory. A hypothesis is falsifiable and subject to empirical testing, whereas a theory has been extensively supported by evidence. The lecture also touches on the challenges of verifying hypotheses in qualitative research and the meaningfulness of hypotheses in different fields like ethics and aesthetics.

Overall, the lecture emphasizes the significance of hypothesis in academic research as a tool for making predictions, guiding data collection, and advancing scientific understanding.

2. Hypothesis-II:

• The speaker discusses the purpose and analysis of hypothesis in quantitative and qualitative research.
• In qualitative research, hypothesis formulation helps uncover themes and develop a general understanding of the topic.
• In quantitative research, hypothesis testing and confirmation play a vital role in narrowing down variables and producing high-quality data.
• If the video is not playing or visible here, click this link to watch video: https://youtu.be/ISpza-aXRd8

Summary:

The speaker, Professor Dilip Bharat, discusses the purpose and analysis of hypothesis in both quantitative and qualitative research.

In qualitative research, the purpose of a hypothesis is to formulate a general understanding of a topic and uncover themes. It helps researchers obtain deeper information about a subject and serves as a foundation for developing research questions and hypotheses. Qualitative research often precedes quantitative research, providing a baseline understanding that allows for the formulation of hypotheses related to correlation and causation. While quantitative researchers consider hypotheses essential, qualitative researchers primarily use them to frame their analysis and interpret the data, moving from a hypothesis to a broader theory.

On the other hand, in quantitative research, hypotheses play a crucial role in testing and confirming expected outcomes. These hypotheses are educated statements based on background research and current knowledge. They make specific predictions about the relationship between independent and dependent variables. Quantitative research relies on statistical analysis and structured data sets, often analyzed using software tools like Excel, R, or SPSS. Hypothesis formulation in quantitative research helps narrow down variables and ensures a controlled research outline to generate high-quality data.

The analysis of data differs between qualitative and quantitative research. Qualitative research generates highly textual data, where researchers identify key themes and patterns by reading and analyzing the text. In contrast, quantitative research produces data sets that can be analyzed using statistical software and includes factors such as ratings, rankings, and metrics. The analysis approaches and questions raised from the data also vary between the two research types.

The transcript highlights the interconnectedness between research questions and hypotheses. Research questions aim to answer specific aspects of a study after data analysis and interpretation. In qualitative research, research questions hold great importance, particularly for fields like literature, psychology, sociology, and history, where interpretations play a significant role. In quantitative research, research questions are fewer, and hypotheses take precedence, providing specific predictions to be tested and explored.

In summary, the lecture explains that the purpose and analysis of hypotheses differ in quantitative and qualitative research. Qualitative research employs hypotheses to uncover themes and develop a general understanding, while quantitative research relies on hypotheses to test and confirm expected outcomes. The analysis of data also varies, with qualitative research focusing on textual analysis and quantitative research utilizing statistical tools. The lecture emphasizes the interconnectedness between research questions and hypotheses, with qualitative research placing more emphasis on research questions and quantitative research prioritizing hypotheses.

3. Hypothesis-III

• This is Part 3 of a lecture series on hypothesis in academic research for a PhD coursework.
• The speaker discusses the characteristics of good research questions and hypotheses.
• It explains the differences between quantitative and qualitative research questions and hypotheses.
• Quantitative research questions can be descriptive, comparative, or relationship-based, while qualitative research questions can be contextual, descriptive, evaluative, explanatory, or generative.
• The transcript also mentions different types of quantitative and qualitative hypotheses, such as simple, complex, directional, associative, null, and alternative hypotheses.
• If the video is not playing or not visible, please click this link to watch video: https://youtu.be/aSuEWblkjJc

Summary:

In Part 3 of the lecture series on hypothesis in academic research for a PhD coursework, the speaker, Professor Dilip, discusses the characteristics of good research questions and hypotheses. He emphasizes that excellent research questions should be specific and focused, integrating collective data and observations to confirm or refute subsequent hypotheses. On the other hand, good hypotheses should be empirically testable, backed by preliminary evidence, testable by ethical research, based on original ideas, supported by evidence-based logical reasoning, and capable of being predicted.

The lecture further explores the differences between quantitative and qualitative research questions and hypotheses. Quantitative research questions can fall into three categories: descriptive, comparative, and relationship-based. In contrast, qualitative research questions cover a broader range, including contextual, descriptive, evaluative, explanatory, and generative questions. It is interesting to note that while quantitative research questions generate multiple hypotheses due to the various variables involved, qualitative research questions typically generate only one hypothesis.

The lecture provides examples of different types of hypotheses for both quantitative and qualitative research. For quantitative research, these include simple, complex, directional, associative, null, and alternative hypotheses. Each type of hypothesis serves a distinct purpose, such as predicting relationships, describing interdependencies, or clarifying differences. In qualitative research, hypotheses may emerge from the exploration of subjective experiences, allowing for the formulation of formal hypotheses that can be tested in future quantitative approaches.

The speaker also highlights the importance of understanding the natural context of real-world problems and tailoring research questions and hypotheses accordingly. He discusses examples such as the experiences of nurses working night shifts during the COVID-19 pandemic or the forms of disrespect and abuse experienced by individuals in specific contexts.

Overall, this part of the lecture series delves into the technicalities of understanding hypotheses in academic research. While the information may not directly apply to all research endeavors, it provides valuable insights for formulating research questions and hypotheses in various contexts.

4. Hypothesis-IV:

• The video is from the fourth and final part of a Ph.D. coursework on research questions and hypotheses wherein the criteria for developing research questions and hypotheses, including feasibility, interest, novelty, ethics, and relevance are discussed.
• It mentions frameworks such as PICOT (Population, Intervention, Comparison, Outcome, Time Frame) and FINER MAPS (Feasibility, Interest, Novelty, Ethical, Relevant, Manageable, Appropriate, Potential Value, Publishable, Systematic).
• The video outlines six important points for constructing effective research questions and hypotheses, including clarifying the background, identifying the research problem, conducting preliminary research, constructing research questions, formulating hypotheses, and stating the study aims.
• The video also highlights the differences between quantitative and qualitative research in terms of forming research questions, hypotheses, and conclusions.
  
• If the video is not visible or not playing here, please click this link to watch the video: https://youtu.be/MQZwXqwq3H0

Summary:

This is the final part of a Ph.D. coursework on research questions and hypotheses. The video emphasizes the importance of developing research questions and hypotheses that meet certain criteria. It introduces frameworks like PICOT (Population, Intervention, Comparison, Outcome, Time Frame) and FINER MAPS (Feasibility, Interest, Novelty, Ethical, Relevant, Manageable, Appropriate, Potential Value, Publishable, Systematic) to guide the process.

The video outlines six key points for constructing effective research questions and hypotheses. Firstly, it is essential to clarify the background of the study. Secondly, researchers need to identify the research problem within a specific time frame. Thirdly, conducting preliminary research and reviewing existing knowledge is crucial to formulating research questions. Fourthly, researchers should construct specific research questions that investigate the identified problems and identify the necessary variables for assessment. Fifthly, researchers need to formulate specific deductive or inductive predictions in the form of hypotheses. Finally, they should state the aims of the study.

The video also distinguishes between quantitative and qualitative research in terms of forming research questions, hypotheses, and conclusions. For quantitative research, researchers need to test or verify hypotheses, whereas qualitative research focuses on formulating research questions and choosing appropriate methods, sites, and subjects for the study. The conclusion of a qualitative study can lead to the formulation of new hypotheses for further research.

Overall, the video provides guidance on developing research questions and hypotheses that adhere to specific criteria and outlines the step-by-step process for constructing them. It emphasizes the importance of conducting preliminary research, formulating clear and specific questions, and differentiates the approaches between quantitative and qualitative research.

References

Barroga, E., & Matanguihan, G. J. (2022). A Practical Guide to             Writing Quantitative and Qualitative Research Questions and             Hypotheses in Scholarly Articles. Journal of Korean Medical             Science, 37(16). https://doi.org/10.3346/jkms.2022.37.e121

Black, J. A., & Champion, D. J. (1976). Methods and issues in social research. John Wiley & Sons.

Feynman, Richard (1965) The Character of Physical Law p.156

Grinnell, F. (2013). Research integrity and everyday practice of science. Science and Engineering Ethics, 19(3), 685-701. T

Harper, Douglas. "hypothesis". Online Etymology Dictionary.

Hilborn, Ray; Mangel, Marc (1997). The ecological detective: confronting models with data. Princeton University Press. p. 24. ISBN 978-0-691-03497-3. Retrieved 22 August 2011.

Kerlinger, P., & Lein, M. R. (1986). Differences in Winter Range among age-sex Classes of Snowy Owls Nyctea scandiaca in North America. Ornis Scandinavica (Scandinavian Journal of Ornithology), 17(1), 1–7. https://doi.org/10.2307/3676745

Mellor, Will. (2022). Qualitative vs. Quantitative Research — Here’s What You Need to Know. GLG. https://glginsights.com/articles/qualitative-vs-quantitative-research-heres-what-you-need-to-know/

Popper, Karl (1959). The Logic of Scientific Discovery (2002 pbk; 2005 ebook ed.). Routledge. ISBN 978-0-415-27844-7.

Research Directions in Humanities - BKNMU - Junagadh

 Research Directions in Humanities

Abstract: 

The video discusses possible research directions in humanities and literature, with a focus on the next five to ten years. The speaker highlights the need to adapt to the changing world and rethink traditional ways of looking at topics such as epidemics and digital culture. The speaker suggests that humanities research should consider the impact of pandemics, not just wars, on society and cultural memory. Additionally, the speaker discusses how digital culture is shaping our lives and the distinction between creative and generative literature. The video aims to inspire PhD scholars to think about their research topics and to become future research supervisors.

Detailed summary:

The video is about a seminar on the future of research in Humanities and literature, held at the BKNMU in Junagadh, India. The speaker starts by acknowledging the dignitaries on the dias, the research scholars and students of the masters or graduation who are going to make various presentations in the seminar. He then proceeds to discuss the possible futures of research in Humanities and literature.

He notes that multidisciplinary, interdisciplinary, and even transdisciplinary approaches are going to be buzzwords around this century. However, apart from that, what other things can be seen or visualized? Those who are PhD scholars may have already decided on their topic, but the speaker hopes that the ideas he presents may be useful to those who will be research supervisors in the future, and their students or somebody looking for guidance.

The speaker acknowledges that predicting what may happen in 20-25 years is nearly impossible, but he suggests looking at the possibilities in the coming five to ten years. He notes that the world is moving so fast that it's hard to predict, but there are some important things to consider.

One of the most significant issues to consider is the epidemic. The speaker notes that most of the documents on epidemiology or literature review on epidemiology predicted that a pandemic was possible, but they were more concerned with the third world countries than the first world. However, the pandemic has hit the first world more severely than the third world, and this requires a new way of looking at the situation. The speaker suggests that the way we remember wars is different from the way we remember epidemics, and this could be an interesting concern to look into.

The speaker also discusses digital culture, which is shaping our lives, thoughts, and philosophies. He suggests that the questions around digital cultures and digital Humanities are important to consider. One of the emerging distinctions is between creative literature and generative literature. The speaker notes that machines are developing algorithms that can write literature, and someday people may be researching poets who are robots. This distinction between machines generating literature and humans creating literature is an emerging concern that requires further questioning.

The speaker also touches on feminist discourse and how it is being transformed by digital culture. He suggests that there is a need to look at the poetics of digital culture and the feminist discourse in more detail.

In conclusion, the speaker suggests that there are many new and emerging directions in Humanities and literature research, and it is important to keep an open mind and embrace new ideas and approaches. He encourages the scholars to be curious, explore new fields, and be open to interdisciplinary and multidisciplinary approaches.

Video Recording:

Dissertation Writing

 

Research Project Writing: Dissertation Writing

Course Objectives:

The learning objectives for writing a dissertation can be organized using Bloom's Taxonomy, which categorizes educational goals into six levels:

1.       Remembering: recall relevant information from memory, such as key concepts and theories related to the dissertation topic.

2.       Understanding: comprehend the meaning of the information and how it relates to the dissertation topic.

3.       Applying: use the information to solve problems or make decisions relevant to the dissertation topic.

4.       Analyzing: break down the information into component parts and understand how they relate to each other and to the dissertation topic as a whole.

5.       Evaluating: make judgments about the value or quality of the information and its relevance to the dissertation topic.

6.       Creating: use the information to generate new ideas, designs or theories related to the dissertation topic.

For example, a dissertation on the impact of social media on political participation, the learning objectives could be:

1.       Remembering key theories of political participation

2.       Understanding how social media affects political participation

3.       Applying data analysis techniques to study the relationship between social media and political participation

4.       Analyzing the impact of social media on different groups' political participation

5.       Evaluating the strengths and limitations of existing studies on the topic

6.       Creating new hypotheses or theories about the relationship between social media and political participation.

For more examples, visit study material website > https://sites.google.com/view/maengmkbu2020/

 Description

 

Marks: 70 | Hours: 60 | Credit - 4

 

• The dissertation of 75 to 100 pages or 20,000 to 25,000 words shall be submitted to the University.

• The format of writing dissertation shall be as given below:

• Font Size: 16 - Main Title of the Chapter > 14 Sub-titles within the chapter > 12 for main content.

• Line Space: 1.5 line space.

• Print: On both sides of the pages

• Bind: Spiral 

• The dissertation shall be approved by the Department teacher/s and duly forwarded through the Head of the Department.

The evaluation of the dissertations shall be done by internal and external examiners similar to that of answer books of MA – English programme.

Internal evaluation in form of presentation shall be carried out at the Department in presence of the Head of the Department and/or concerned teacher / supervisor. 

 

Continuous Internal Evaluation

Presentation - 25 Marks

Seminar / attendance - 05 Marks

Written Test - 00 Marks

Note:

Integration of ICT for blog, presentation, video resources will be integral part of CIA. All works produced by the students for internal evaluation shall be presented as digital portfolio.

Course Specific Learning Outcome:

1.   Remember: Students will be able to recall key concepts, theories, and research methods related to dissertation writing.

2.   Understand: Students will be able to explain the purpose and significance of their research topic, as well as the research methods they plan to use.

3.   Apply: Students will be able to use appropriate research methods to collect and analyze data for their dissertation.

4.   Analyze: Students will be able to critically evaluate and interpret their data, and integrate it with existing literature to make original conclusions and recommendations.

5.   Evaluate: Students will be able to assess the limitations and implications of their research, and consider potential future directions for further study.

6.   Create: Students will be able to compose a well-written, coherent dissertation that effectively communicates their research findings and conclusions.

These course-specific learning outcomes focus on the cognitive process of dissertation writing and how students will be able to demonstrate their understanding of the subject matter, and the skills they've acquired by the end of the course.

Suggesting Reading List:

1. Film Adaptation of a Literary Text

2. Feminist Reading of a Literary Text

3. Eco-critical Reading of a Literary Text

4. Comparative Literature Studies

5. 
   

 Research Publication: Guidelines for the Beginners

Publishing a Research Paper: A Step-by-Step Guide

Read this on ResearchGate - click here

Writing a research paper is a critical part of an academic career. Whether you are presenting it in a seminar, conference, or sending it for peer review, it is important to understand the process of publishing a research paper. In this article, we will discuss the typical steps involved in publishing a research paper, so you can get your work out there and make a lasting impact on your field of study.

1. Identifying the research area 

The first step in publishing a research paper is identifying the area you want to focus on. This requires you to reflect on your interests and expertise, and decide on a topic that aligns with your goals.

2. Deciding on a topic for research paper

Once you have identified the research area, the next step is to decide on a specific topic for your research paper. You need to choose a topic that is both relevant and meaningful, and that you have enough knowledge and experience to write about.

3. Problem statement or question to be answered

Next, you need to frame a problem statement or a question to be answered through your research. This will provide the foundation for your research, and help you stay focused throughout the process.

4. Literature Review
Once you have framed the problem statement or question, you need to conduct a comprehensive literature review. This involves reviewing existing research in your area of study, and identifying gaps in the current knowledge.

5. Methods and Methodology
The next step is to determine the methods and methodology you will use in your research. Method refers to the technique used to collect and organize data, such as fieldwork, questionnaires, and databases. Methodology refers to the critical approach used to interpret the data collected, including the political position and interpretive strategies of the researcher.

6. Critical Analysis and Interpretation

After collecting and analyzing the data, you need to critically evaluate the findings and draw conclusions. This includes interpreting the results and drawing insights from the data.

7. Conclusion
Finally, you need to summarize your findings and provide recommendations for future research in your conclusion. This is your opportunity to demonstrate the significance of your research, and to provide insights into the broader implications of your findings.

8. Choosing a Journal
Once your research paper is complete, the next step is to choose a suitable journal for publishing your work. This involves considering factors such as the scope and focus of the journal, and the audience you want to reach.

9. Writing your paper
The next step is to write your paper, following the guidelines and format of the chosen journal. This involves organizing your research and presenting it in a clear and concise manner.

10. Making your submission
Once you have written your paper, you need to make a formal submission to the journal. This involves following the submission guidelines, including providing an abstract, introduction, methodology, results, discussion, and conclusion.

11. Navigating the peer review process
The peer review process involves having your paper reviewed by experts in your field. This is an important step in the publication process, as it helps ensure the quality and validity of your work.

12. The production process
Finally, once your paper has been reviewed and accepted for publication, the final step is the production process. This involves working with the journal to prepare your paper for publication, including finalizing the format and layout, and incorporating any revisions or corrections recommended by the reviewer.

In conclusion, publishing a research paper involves a series of steps that require careful planning and attention to detail. By following these steps, you can ensure that your research is communicated effectively and reaches the right audience.

ALA, A. (2011, October 10). Publication Guidelines and Procedures [Text]. Public Library Association (PLA). https://www.ala.org/pla/resources/publications/publish/guide

APA, A. (n.d.). Research and publication. Https://Apastyle.Apa.Org. Retrieved October 28, 2023, from https://apastyle.apa.org/style-grammar-guidelines/research-publication

Nature, S. (n.d.). Submission guidelines | Scientific Reports. Retrieved October 28, 2023, from https://www.nature.com/srep/author-instructions/submission-guidelines

OpenEdition, A. (2022, November 28). Guidelines for Submission and Publication of Manuscripts [Text]. Revista Crítica de Ciências Sociais; ​​Centro de Estudos Sociais da Universidade de Coimbra. https://journals.openedition.org/rccs/4612

Patwardhan, B. (2015). Guidelines for Research Publications. https://doi.org/10.13140/RG.2.1.4005.7768

PLOS, A. (2020, September 16). Understanding the Publishing Process. PLOS. https://plos.org/resource/understanding-the-publishing-process/

TandF, A. (n.d.). How to publish your research. Author Services. Retrieved October 28, 2023, from https://authorservices.taylorandfrancis.com/publishing-your-research/

Presentation:

Video Recording:

This video is about a workshop on research methodology organized by the Postgraduate Department of English at DAV College in Chandigarh. The workshop was attended by around 70 participants who were mostly Master's students. The speaker in the video, Professor Dilip Barad, is a guest speaker and is sharing his views on research publication guidelines for beginners. He explains that the first step in publishing a research article or research paper is writing a research paper and the participants are given a small activity to identify a research area and topic. He then moves on to the second and third steps of reading the research paper in seminars, conferences or sending it for peer review and publishing it as a research article.