Exploring Consistency and Diversity in Research Designs: A Case of One University in Tanzania

Abstract

The need for quality research outputs is clearly undeniable in any context that values quality knowledge production. This study examined consistency among epistemologies, theoretical perspectives, methodologies, and methods in students’ dissertations. It also aimed to assess the extent to which the dissertations employ a variety of research designs. The study used a sample of 154 students’ dissertations, which were thoroughly analysed. In addition, five supervisors and five graduate students from one university in Tanzania were interviewed to supplement data from documents. With regard to consistency, overall, findings indicate that students’ dissertations observed consistency in only two levels of methodology and methods, leaving epistemology and theoretical perspective unexploited. We also found an overreliance on qualitative (65.6 per cent) and mixed methods (24.7 per cent) research, with 59 per cent of dissertations using case study design. We argue that such an overreliance on one research design (case study) is a limiting factor for the production of a variety of forms of knowledge. Furthermore, it can also act as a barrier to enhancing research productivity as emphasised in policy documents. We recommend capacity-building programmes in the area of research methods (particularly on specific research designs) for academic staff and students.

Keywords:

• educational research
• methodology
• methods
• research design
• Tanzania