Dr Hennie Conradie can be reached at conradie.hendrik@gmail.com +27(0)76 525 1634 whatsapp
WANT TO COMPLETE YOUR RESEARCH PROPOSAL OR DISSERTATION/THESIS IN THE SHORTEST POSSIBLE TIME?
THEN YOU NEED TO UNDERSTAND THIS:
A) What are the most fundamental research principles and concepts?
B) How crucial is a researchable topic and viable research design/methodology in effective research proposal writing?
C) How can I do effective data generation and comparative data analysis, and clearly present research findings?
D) How do I work productively with my current research supervisor – OR, find an academic supervisor from CRI?
ONLINE MASTERCLASSES FOR HONOURS, MASTERS AND DOCTORAL STUDENTS are available for student groups. conradie.hendrik@gmail.com
PROBLEM STATEMENT
Dear Postgraduate Research Student
If you answer ‘yes’ to any of the following questions, you will benefit tremendously by attending our online lectures: READ MORE…
- Are you a postgraduate student (Postgraduate Diploma, Honours, Master, Doctorate)?
- Are you now starting out with research theory, Research Proposal writing, or collecting/analysing data?
- You do not know where to start in drafting a Research Proposal Framework?
- Are you struggling to make progress with your research project due to unclear and confusing research theory explanations by lecturers?
- You struggle to make progress due to delays and confusing feedback from your research supervisor?
- You just cannot get your research proposal approved by the university/college committees? You repeatedly are requested to make changes, and much of it do not make sense?
- You struggle with academic writing and referencing?
- You must register and pay every year but feel completion of your studies is delayed due to ineffective academic service to students at the institution where you study?
- Instead of being an exciting and important journey in your student life, the entire research project is just one big pain?
Numerous postgraduate students worldwide who are busy with research theory, research design/methodology, research proposals, data analysis, and report/thesis writing are unfortunately receiving a ‘raw deal’ from institutions where they are studying: students simply do not receive clear and logical research methodology explanations by the responsible academics; students are confused and delayed by the research supervisors allocated to them; students feel they need a miracle just to get a basic research proposal approved (and obtain ethics clearance) by universities/colleges… and then the actual research and report-writing must still take place!
As we speak, too many postgraduate students – on all continents – have these frustrating and disappointing experiences in their research projects. Many students even take unnecessary additional years to complete their qualifications. These postgraduate diploma, honor’s, master’s, and doctoral students really deserve better !!
It unfortunately is true that the causes behind failed research projects often are not of students’ own making, and totally beyond their control. Again, we emphasise: incomprehensible and confusing explanations by research theory lecturers; inadequate student empowerment in relation to the writing of research proposals; ineffective and illogical guidance to students by some academic research supervisors; cumbersome research proposal approval processes; insufficient schooling of students in the fundamentals of data collection/generation and analysis – these are some of the serious obstacles students have to overcome, often without much support.
Research Training, Consultation and Support
Clear, practical solutions and help for postgraduate students.
For Postgraduate Students
Research training and support for postgraduate students:
- Online Lectures
- Individual Online Consultations
Other Products and Services
- Empowerment workshops for novice research supervisors – per arrangement with CRI.
- Assistance with publishing postgraduate research findings in accredited academic journals.
- Collaboration with experienced researchers.
Solutions to the problems experienced by Postgraduate Students
Rationale for existence of the Conradie Research Institute (CRI)
Presenter: Dr Hendrik Conradie (Hons B Public Admin; MPA; PhD)
Dr Conradie has 30 years experience across sectors and industries; as practitioner, academic and researcher. During the last twelve years he lectured extensively in research design/methodology and in the management sciences. He is an award-winning lecturer and acclaimed researcher, and collaborate with renowned researchers worldwide.
Dr Conradie acquired his D.Phil degree from Nelson Mandela University, South Africa, in 2020. Also a Master’s degree in Public Administration, Hons B Public Admin, and BA Soc Sc, all from Stellenbosch University, South Africa. In 2012 a Eurosa doctoral-level part-time scholarship for research in Europe has been awarded to him.
He worked for the initial 18 years (since 1991) of his career as development practitioner across the public, civil society, private and community sectors, in project management, programme coordination and managerial capacities. This work involved facilitation and contributions to numerous socio-economic development programmes, as well as innovative government immovable asset management that had concrete economic development and job creation as result.
Since 2010 he has been a fulltime academic, completing his Master’s dissertation in 2010. Since 2011 he successfully lectured at institutions such as Cape Peninsula University of Technology, the IIE Vega School and Varsity College (award-winning lecturer in 2017 and 2018), and Durban University of Technology.
He coordinated and supervised postgraduate research, built capacity of postgraduate students and research supervisors, and managed academic programs. As academic he lectured extensively in governance, public administration, public policy, public sector leadership, research theory and methodology, project management, programme management, strategic management, stakeholder management, risk management, procurement management, local economic development (LED) and related fields. He thus is a specialist expert in the management sciences.
He is an accomplished researcher and the author of a number of research and other articles, including work on inner-city and municipal turnaround published in Mail & Guardian Thought Leader in 2020.
Currently he is a Research Associate at Durban University of Technology. He is doing substantial work (through workshops, seminars, and coaching/advice/consulting) to develop the research capacity of postgraduate students, as well as the academic research supervision capacity of novice academics.
The Postgraduate Research Empowerment Course is based on theoretical and practical insights from the following works:
Babbie, E. 2010. The Practice of Social Research (International Edition). Wadsworth. Belmont.
Belotto, MJ. 2018. Data Analysis Methods for Qualitative Research: Managing the Challenges of Coding, Interrater Reliability, and Thematic Analysis. The Qualitative Report 2018 Volume 23, Number 11, How To Article 1, 2622-2633.
Bergin, M. 2011. NVivo 8 and consistency in data analysis: reflecting on the use of a qualitative data analysis program. Nurse Researcher. 18, 3, 6-12.
Bless, C. and Higson-Smith, C. 2000. Fundamentals of social research methods. Juta: Cape Town.
Bless, C. Higson-Smith, C. Kagee, A. 2006. Fundamentals of social research, an African perspective. Juta. Cape Town.
Bryman, A. 2012. Social science research. 4th edition. Oxford University Press. New York.
Bryman, A. and Bell, E. (Eds.). 2016. Research methodology – Business and management contexts. Oxford University Press. Cape Town.
Brynard, DJ. Hanekom, SX, and Brynard, PA. 2014. Introduction to research. 3rd edition. Van Schaik. Pretoria.
Conradie, HF. 2020. An assessment of city government program management in the context of inner-city decay and problem buildings in South Africa. Unpublished PhD thesis. Nelson Mandela University.
Creswell, JW. and Creswell, JD. 2017. Research Design Qualitative, Quantitative, and Mixed Methods Approaches. 4th Edition, Sage, Newbury Park.
Du Plooy-Cilliers, F. Davis, C. and Bezuidenhout, R. 2016. Research matters. Juta: Cape Town.
Kumar, R. 2012. Research methodology 3rd edition. Sage. London.
Lincoln, YS Lynham, SA. and Guba, EG. 2011. Paradigmatic controversies, contradictions, and emerging confluences, revisited (in Denzin and Lincoln: The Sage handbook of qualitative research. Sage. London.
Maree, K. 2016. First steps in research. (Ed.) Van Schaik. Stellenbosch.
Mouton, J. 2008. How to succeed in your master’s and doctoral studies. Van Schaik. Pretoria.
Neuman, WL. 2007. Basics of Social Research: Qualitative and Quantitative Approaches. Allyn and Bacon. Boston.
Paulus, T. Woods, M. Atkins, DP. and Macklin, R. 2017. The discourse of QDAS: reporting practices of ATLAS.ti and NVivo users with implications for best practices. International Journal of Social Research Methodology. Vol. 20, NO. 1, 35–47.
Richards, KAR. and Hemphill, MA., 2019. A Practical Guide to Collaborative Qualitative Data Analysis. Journal of Teaching in Physical Education, 2018, Vol. 37, No. 2, 2018. 225-231.
Saldana, J. 2012. The coding manual for qualitative researchers. Sage: London.
Salkind, N.J. 2014 as customised by Van Zyl, L.E., 2014. Research methodology for the economic and management sciences. Pearson. London.
Saunders, M. Lewis, P. and Thornhill, A. 2016. Research methods for business students. 7th edition. Pearson. New York.
Sequeira, AH. 2014. Conceptualization in Research. National Institute of Technology Karnataka. Mangalore. India.
Strauss, AL. and Corbin, JM. 2015. Basics of qualitative research – grounded theory procedures and techniques. Sage. University of California. Sage. New York.
Terre Blanche, M. Durrheim, K. and Painter, D. 2011: Research in practice – Applied methods for the social sciences. UCT Press. Cape Town.
Thorne, S. 2008. Interpretive description. University of British Columbia. Left Coast Press. Vancouver.
Van Zyl, LE. 2014. Research methodology for the economic and management sciences. Pearson. London.
Verschuren, P. and Doorewaard, H. 2010: Designing a Research Project, 2nd edition. Eleven International Publishing. The Hague.
Wagner, C. Kawulich, B. and Garner, C. 2012. Doing social research – A global context. McGraw-Hill. Berkshire.
Dr Hennie Conradie (PhD) founded CRI early in 2023, due to the clear and urgent need around the globe for such an initiative, not only for English mother-tongue speakers, but also to assist students to which English may be a second or third language.
So, there is hope – CRI is here to assist you as a student to succeed, and to help you enjoy the research journey. You will be able to attend informative and to the point online lectures during 2023. You will receive advice on how to manage an unproductive supervisor-student relationship, and be guided as to what your options are in terms of rather working with an alternative supervisor.
Progress in societies is seriously hampered due to insufficient and slow development of innovative research insights – to solve individual, family, community and societal problems and improve standards of living and quality of life we need to get research right. Not only in the so-called ‘developing world’, but also in the ‘developed world’. Something needed to be done in situations that often are unfair to the student, and even sabotage students’ success and future! It is into this gap that the Conradie Research Institute (CRI) is stepping – with clear, practical solutions and aid to postgraduate students, as well as complementary products and services to societies.
CRI ensures global best practice through constant consultations and collaborations with pioneering intellectuals, research academics and experts. At CRI emphasis is placed on why research is important, and how effective research can help the individual student, families, communities, and societies. Creativity and academic freedom are important aspects we pursue.
CRI is leading and managing an effective global Postgraduate Research Empowerment Course (PG-REC), with concrete and positive outcomes for students. Students are for instance guided to draft a Research Proposal Framework (RPF) (© CRI) as important foundation towards a successful Complete Research Proposal (CRP).
The CRI academic excellence programme stands out as a result of its valuable theoretical and practitioner/industry underpinning – and the focus is on real problem-solving, as opposed to the ‘academic cleverness’ that students unfortunately often have to put up with.
The CRI programme is closely led and managed by the founder of the institute, Dr HF Conradie (PhD), who presents lectures/seminars personally, with selective use of expert guest speakers (academics; industry leaders). Students are set up for success by from the outset being guided towards researchable/viable research themes and topics.
The CRI approach is lively and interactive. Key concepts we work with are: research logic; problem-solving; research success; fully grasping and understanding research; excellent education/training methods; effective tutoring/mentorship; global consulting perspectives; effective program and project management; resonant leadership.
Open for Bookings
Specialised Research Lectures for Postgraduate Students
FREE RESEARCH LECTURE: OVERVIEW OF CHALLENGES EXPERIENCED BY STUDENTS AND GUIDANCE TOWARDS SOLUTIONS
For students starting out on their academic research journeys for the first time, and for students who feel they are not making sufficient progress with their research projects, be that writing of a research proposal, generating and analysing data, or writing up a research report or thesis – this training is for you !
The following themes will be covered:
- What are the main steps in the research journey?
- What are the secrets to success?
- Introducing research theory; the scientific research process; fundamental principles of effective academic research – why is this important?
- How can research be meaningful and be enjoyed?
- The importance of a valid and researchable research topic. Solving problems vs. exploring opportunities.
- How can academic research knowledge and skills be beneficial and helpful to me as student or working person?
- What if research theory is confusing and incomprehensible?
- What do I do if my research supervisor confuses me, or delays my progress?
- Why is it so important to work with a viable and meaningful research theme and topic?
- How do I structure an effective research proposal?
- How do I overcome obstacles to get university approval and ethics clearance for my research proposal?
POSTGRADUATE STUDENT RESEARCH EMPOWERMENT COURSE (PG-REC)
POSTGRADUATE STUDENT RESEARCH EMPOWERMENT COURSE
COURSE OUTLINE :
Workshop 1:
Principles for a successful research project
- What is the bigger picture I need to see and understand when I am busy with postgraduate research?
- What are the fundamental principles of successful postgraduate research studies – the critical points of departure?
- What are the secrets to success?
- I am considering Master or Doctoral studies – what critical aspects must I bear in mind?
- What are the logical steps in the scientific research process?
- How do I make sure my research topic is viable and researchable?
Workshop 2:
Academic writing, referencing and avoiding plagiarism
- What is meant with ‘academic writing style’ and ‘proper referencing’?
- How do I avoid high similarity scores on Turnitin systems, and even being accused of plagiarism?
- What is paraphrasing about?
- How do I do proper in-text referencing, Harvard style?
Workshop 3:
Research fundamental concepts, theory, design and methodology (qualitative studies)
- What should be my fundamental understanding and interpretation of the key concepts in research theory/ methodology (without which meaningful research is impossible)?
- Important concepts explained in understandable language: Rationale; Paradigms (research traditions); Approach (e.g. qualitative, quantitative, mixed-methods); Conceptualisation; Literature review and components; Design and methodology; Legislative regime; Research ethics
Workshop 4:
The Research Proposal Framework (RPF)
- A framework to assist the student towards creating an effective Complete Research Proposal
- Covers the key foundations (researchable topic; primary research question/s; sampling; methodology)
- Ensuring alignment
- If this foundation is not in place, the research project often is a non-starter !!
- Drafting of initial research instrument e.g. questionnaire
- IN THE RPF WORKSHOP students are provided with a template/structure document, and can leave the workshop with a draft RPF !
Workshop 5:
The Complete Research Proposal (CRP)
- Building onto the RPF
- What is purpose of the CRP? How useful is it?
- How do I compose a preliminary literature review for my research proposal, and a complete literature review for my research report/ dissertation/ thesis?
- What is meant with the term ‘legislative context’, and where does this fit into a research study?
- Additional work on the research instrument (e.g. interview questions; questionnaire; focus group questions; framework for desktop studies)
- Ethics clearance issues … complexities.. Example: gatekeepers letters
- How does the proposal approval processes work at universities?
- Complexities re proposal approval and ethics clearance processes.
Workshop 6:
Research Report Writing – Part A
- The generic structure of a research report (dissertation/ thesis)
- Data generation and Analysis;
- Arriving at Findings – completing the logical research cycle !
- Creating a normative model
Workshop 7:
Research Report Writing – Part B
- (Final chapter) Conclusion and Recommendations – critical; impactful research; not just rehash what has been said
- (First chapter) General Orientation – back to the 1st chapter: leaning on the CRP
Workshop 8:
Problems with your research supervisor?
- Managing your relationship with your supervisor, and the university – this is an area of major concern, and a big headache to many students… we will provide guidance and advice !
Workshop 9:
Quantitative Data Generation and Analysis – overview
POSTGRADUATE STUDENT RESEARCH EMPOWERMENT COURSE
GENERAL INFO:
- The PG-REC consists of 9 one-hour online workshops, ONE HOUR PER WEEK ONLY. That means that you are able to radically increase your chances of success with your research project over a nine-week period, by investing only an hour of your valuable time per week!
- Online workshops presented in English by Dr HF Conradie.
- Postgraduate students around the globe are welcome to attend.
- Download Google Meet to attend (free download)
- Helpful documents, templates and examples will be shared with participating students.
- Students who complete the entire PG-REC will receive a formal CRI Research Empowerment Certificate.
Postgraduate Online Consultations
1-ON-1 ONLINE CONSULTATION – email conradie.hendrik@gmail.com for an appointment or whatsapp (27) 076 525 1634
