African Doctoral Academy
Welcome to Stellenbosch University

Workshop information

​​​​​​​​​​​​​​​​Please click on the course you would like to read more about.​​

​Course 1: ​Creating a successful dissertation

Course 2: Preparing for the PhD: A road map for your dissertation

Course 3: Intrduction to quantitative research design and methodology

Course 4: Introduction to qualitative research design and methodology

Course 5: The productive PhD: creating structure, gainin clarity and overcoming blocks

Course 6: Writing and publishing an artivle during the final phases of the PhD

Course 7: Doctoral supervision for novice supervisors

Course 8: Essentials for 'R' - an introduction​

Course 9: Ethics for real world research within a range of settings​

Course 10: Grant writing fundamentals

Course 11: Project management principles: Planning and execution for your PhD

Course 12: Fundamentals of publishing

Course 13: Fundamentals of instrument and questionnaire design

Course 14: Design and analysis of experimental data

Course 15: Mixed methods

Course 16: The digital scholar

Course 17: Effective scientific communication: presenting a poster, writing an article and giving an oral presentation

Course 18: Introduction to SPSS

Course 19: Introduction to qualitative data analysis with ATLAS.ti


Course 1: Creating a successful dissertation

​Presenters​
​Dr Layla Cassim - Layla Cassim ERS Consultants
​Cost
​Flat rate of R4 860 + R380 for prescribed Toolkit. 
​Prescribed material
​Postgraduate Toolkit, a roadmap for your postgraduate studies - by Dr Layla Cassim. 
​Capacity
​25 Delegates
​Format

​This preparatory course overlaps to a large extent with the course Preparing for the PhD, co-presented by Dr Cassim and Dr Herman in the first week of the Summer School, and can be seen as a condensed version of this valuable workshop. We have decided to offer this course before the Doctoral School formally starts, so delegates that want to attend Research Design Courses in the first week can also do so.
​Target audience
​Delegates planning to start their PhDs imminently or are in the early phase of their PhD and want to understand the background and context of the doctoral process. Delegates who are preparing for a research degree or project. If you think that you would benefit from further lectures in managing the supervisor relationship, building resilience and publishing from the PhD, please consider Preparing for the PhD in week 1. 
​What to bring
​The course will include lectures, exercises and group work. Participants are encouraged to bring their own writing to the workshop but it is not compulsory. Each participant and his/her writing will be treated confidentially and with respect.

​Day 1: The research proposal
On day 1, we cover the fundamentals of research – what research is, ethical considerations in research, the importance of narrowing down the scope of the research project, defining key terminology (such as the research question, problem statement, aims and objectives) and the importance of a well-conceptualised research proposal.  We look at the structure of a comprehensive research proposal, with each component covered in detail.  In the afternoon, there is a group exercise, in which participants are asked to formulate key components of a research proposal, present this and are given feedback.

Day 2: Research design and methodology
Now that we have the basics in place, on day 2 we spend the whole day looking at research design and methodology.  We define what this is, look at the importance of effective record keeping, as well as different types of data and 18 commonly used research methods.  It is emphasised that participants need to be able to rationalise why they have selected certain methods.  We also cover key concepts that examiners are likely to raise, such as sampling, error, bias, reliability, validity and pilot testing.  We also take a quick look at data analysis, both quantitative and qualitative.  We go through an example of a comprehensive research design and methodology chapter, so that participants have a framework within which to structure and plan for their research design and methodology.  Project management principles in research are also covered.  In the afternoon, participants go back into their groups from the previous day, make changes in the light of the feedback that has been received and then take the exercise further and develop a detailed research design and methodology.  It is interesting to note how the group projects evolve over the two days of the workshop.

Day 3: Thesis writing
We start the day by looking at important initial considerations, such as when to start writing, institutional requirements regarding the thesis, the process of editing, writer’s block and other problems that students may have, which may act as stumbling blocks to the completion of the thesis.  Then we look at different structures of a thesis, what goes where and how to write the different chapters or sections in detail.  Special emphasis is placed on writing a high quality literature review.  We then cover university requirements relating to thesis submission, and examiners’ expectations.  We go through a typical examiner’s form, so that participants can ensure that they have covered these aspects in their theses.  We also look at common mistakes in academic writing that students make when writing their theses.  This list is based on what I have noticed when editing more than 250 theses, papers and reports across different disciplines.  There is a detailed consideration of the thesis examination process, what can go wrong in this and how to address examiners’ feedback.

Course outcomes
  • At the end of the course, the delegates will be able to:
  • Complete a comprehensive, well conceptualised research proposal
  • Justify why they have used particular research methods, and show how these are appropriate for their research
  • Discuss what steps they have undertaken to decrease the potential for error and bias, and what they have done to increase the reliability and validity of their research
  • Have an interdisciplinary, intersectional understanding of research
  • Present their findings in a logical, user-friendly thesis format that meets the university’s requirements for submission and that satisfies examiners​

​Presenters
​Dr Layla Cassim - Layla Cassim ERS Consultants
Dr Nicoline Herman - Deputy Director of the Centre for Teaching and Learning, SU
Dr Marina Joubert - Centre for Research on Evaluation, Science and Technology, Su
​Costs
​Early Bird Rate: R7 550+ R380 for prescribed Toolkit. 
SU staff and students paying by OE code/student account, retain this price until bookings close.
Standard Rate: R8 500 + R380  for prescribed Toolkit
​Prescribed material
​Postgraduate Toolkit, a roadmap for your postgraduate studies - by Dr Layla Cassim. 
​Capacity
​25 delegates
​Target audience
Delegates planning to start their PhDs imminently or are in the early phase of their PhD and want to understand the background and context of the doctoral process. Delegates who are preparing for a research degree or project. If you think that you would benefit from further lectures in managing the supervisor relationship, building resilience and publishing from the PhD, please consider Preparing for the PhD in week 1. 
​What to bring
​This five-day workshop covers the entire research process, and each day builds on what was covered the previous day.  This format below allows us to cover a considerable amount of content as well as giving us sufficient time for group work, feedback and individual interactions.  Participants also receive a copy of the Postgraduate Toolkit. The Toolkit and the workshop reinforce each other, and participants can refer to the Toolkit chapters and voice recordings to revisit what was covered in the workshop.  

This workshop is co-presented by our seasoned lecturers in postgraduate student success and has two distinct sessions.
Dr Nicoline Herman
During the two book-end sessions of the workshop (Monday and Friday), Dr Herman who is the facilitator of a monthly PhD discussion group for support staff at SU undertaking PhD studies with an educational research focus, will deal with the following aspects:

Monday:
  • Introduction to doctoral studies
  • Identity development as key to doctoral studies
  • Dealing with the PhD
  • Selecting a supervisor and supervisory roles
  • Resilience in your studies

Dr Layla Cassim
This part of the workshop will be an intensive session on the practicalities of getting started with your degree. This three-day sessoion covers the research process, and each day builds on what was covered the previous day.   

The research proposal
During this part of the workshop, we cover the fundamentals of research – what research is, ethical considerations in research, the importance of narrowing down the scope of the research project, defining key terminology (such as the research question, problem statement, aims and objectives) and the importance of a well-conceptualised research proposal.  We look at the structure of a comprehensive research proposal, with each component covered in detail.  In the afternoon, there is a group exercise, in which participants are asked to formulate key components of a research proposal, present this and are given feedback.

Research design and methodology
Now that we have the basics in place, on the second day we spend the whole day looking at research design and methodology.  We define what this is, look at the importance of effective record keeping, as well as different types of data and commonly used research methods.  It is emphasised that participants need to be able to rationalise why they have selected certain methods.  We also cover key concepts that examiners are likely to raise, such as sampling, error, bias, reliability, validity and pilot testing.  We also take a quick look at data analysis, both quantitative and qualitative.  We go through an example of a comprehensive research design and methodology chapter, so that participants have a framework within which to structure and plan for their research design and methodology.  Project management principles in research are also covered.  In the afternoon, participants go back into their groups from the previous day, make changes in the light of the feedback that has been received and then take the exercise further and develop a detailed research design and methodology.  It is interesting to note how the group projects evolve over the two days of the workshop.

Thesis writing
We start the day by looking at important initial considerations, such as when to start writing, institutional requirements regarding the thesis, the process of editing, writer’s block and other problems that students may have, which may act as stumbling blocks to the completion of the thesis.  Then we look at different structures of a thesis, what goes where and how to write the different chapters or sections.  Special emphasis is placed on writing a high quality literature review.  We then cover university requirements relating to thesis submission, and examiners’ expectations.  We go through a typical examiner’s form, so that participants can ensure that they have covered these aspects in their theses.  We also look at common mistakes in academic writing that students make when writing their theses.  This list is based on what I have noticed when editing more than 100 theses across different disciplines.  There is a detailed consideration of the thesis examination process, what can go wrong in this and how to address examiners’ feedback.

Friday:

Disseminating your research

Dr Marina Joubert
Dr Joubert will focus on how researchers could make their research more visible and accessible to society, and the career benefits they could gain from effective science engagement. She will introduce a science communication toolkit for early-career researchers.

​​The cours​e will include lectures, exercises and group work. The Toolkit and class notes will be distributed during the classes.

Course Outcomes
By the end of the course, the participants will be able to :
  • Describe the role and importance of identity development in doctoral studies
  • Explain the notion of ‘doctorateness’
  • Articulate their individual needs in terms of selecting a supervisor as well as their expectations of a supervisor
  • Identify the requisites for being resilient and successful in their PhD journey
  • Have an academic presence on Twitter
  • Explain the importance of structuring their research with a focus on dissemination, from the start
  • Apply the basics of academic writing in their own writing practices
  • Share their research with various audiences in various ways​​​​​

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C​ourse 3: Introduction to quantitative research design and methodology
Presenter Prof Timothy C Guetterman, PhD, - University of Michigan, Ann Arbour, USA
​Cost Early Bird Rate: R7 550
SU staff and students paying by OE code/student account, retain this price until bookings close.
Standard Rate: R8 500
​Capacity ​25 Delegates
​Requirements Participants should have a basic understanding of the process of research. It is critical to come with an idea for a research project and topic. We will refine and work on it throughout the course.
​Target audiance
This course will benefit delegates who want to learn more about quantitative research design and methods. It is idea for students who are at the early phases of their PhD, who can actively develop their proposal through the course. Delegates planning a quantitative research study will benefit. The course is highly interdisciplinary, as is the instructor, and will use examples from the education, social, and health sciences conducted across locations.

Introduction to Quantitative Research Design is an introductory course to develop foundational quantitative research design knowledge and skills. Quantitative research may be broadly defined as an inquiry approach useful for describing trends and explaining the relationship among variables generally through collecting and analyzing numeric, closed-ended data. 

The primary expectation is that delegates will work on their project and exit with the building blocks of a quantitative research design. As a group, we will actively work on the major aspects of quantitative research designs, including 
  • the statement of the problem;
  • purpose statements, 
  • research questions, or hypotheses; 
  • a specific quantitative design; 
  • data collection and analysis plans; 
  •  limitations. 

At the completion of the course, students will have skills to:
  • Understand the process of conducting research using a quantitative approach
  • Plan a research design
  • Specify a quantitative purpose, research question, or hypothesis
  • Understand the types of quantitative research designs including
    • Survey design
    • Correlational design
    • Causal comparative design
    • Quasi-experimental/ Experimental designs
  • Know how to select a research design
  • Plan quantitative data collection procedures
  • Understand threats to validity in quantitative research
Class notes and readings will be provided.

Presenter Prof Wayne A Babchuk, University of Nebraska-Lincoln, USA
​Cost Early Bird Rate: R7 550 + R520 for Textbook.
SU staff and students paying by OE code/student account, retain this price until bookings close.
Standard Rate: R8 500 + R520 for Textbook
​Textbook
Merriam, S., & Tisdell, E.J. (2016). Qualitative research: A guide to design and implementation (4th ed.). San Francisco: John Wiley and Sons.
Capacity   
​Capacity ​30 Delegates
​Requirements Participants are expected to have a general broad-based knowledge of the process of research but there are no prerequisites for this workshop.  
​Target audience
This course will benefit participants who want to learn more about and fine-tune their skills in qualitative design and implementation. The course will have a strong holistic and interdisciplinary focus and draw upon examples from the social and health sciences and education over time and across cultures.
​What to bring
Please come with an idea for a research project you are working on or planning on working on in the future. Please bring a laptop computer with power cord. ​

Introduction to Qualitative Research Design and Methodology is an introductory course
presented in two parts. 
Part 1 provides fundamental knowledge of several interlocking topics important to our 
understanding of qualitative research methodology including: ​​

  • the history of qualitative research across disciplines,
  • the ethics and responsible conduct of research; 
  • the epistemological or philosophical assumptions underlying qualitative designs;
  • key attributes and procedures of widely utilized contemporary qualitative approaches including basic qualitative research, narrative, phenomenology, grounded theory, ethnography, grounded ethnography, case study, and participatory action research.

Part 2 extends our untderstanding of these qualitative approaches as participants learn more 
about the actual practice and conduct of qualitative research. As an engaged community 
of learners, we will focus on core processes of qualitative design and implementation: 
writing problem statements, purpose statements, and research questions, sampling strategies, 
interviewing and participant observation, and data analysis. We will also discuss assessment, 
validation, and writing reports for diverse audiences. This course will draw upon examples 
from participants’ own research interests that we will hone through collaborative problem-solving
and instructional techniques. Upon completion of this course, participants will gain a deeper 
understanding of qualitative research and will have refined and practiced the skills needed to 
design and conduct their own studies.
After completion of the course, the participants will have insight into

Important themes and scholars that define the history of qualitative research over time and across disciplines
  • Ethics and the responsible conduct of research
  • Philosophical or epistemological assumptions undergirding qualitative research
  • Principles and practices of contemporary approaches to qualitative research (i.e., basic qualitative research, narrative, phenomenology, grounded theory, ethnography, grounded ethnography, case study, and participatory action research)
  • Designing qualitative research studies (purpose, sample, research questions)
  • Qualitative interviewing skills, participant observation, and other data collection techniques
  • Strategies of qualitative data analysis
  • Evaluating, writing, and publishing qualitative research
Course material will consist of notes distirbuted during the class, a 'reader' hosted online and further texts.
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Course 5: The productive PhD: Creating structure, gaining clarity & overcoming blocks

Presenter​Prof Sebastian Kernbach - University of St Gallen, Switzerland
​CostEarly Bird Rate: R7 550.
SU staff and students paying by OE code/student account, retain this price until bookings close.
Standard Rate: R8 500
​Capacity
​18 delegates
​Requirements
Delegates must be computer literate and competent to register for this course.
​Target audience
The course is designed for PhD students and researcher at all levels who wish to be more productive, making progress through visual thinking and finding ways to get unstuck. You do not have to consider yourself to be good at drawing or creative, an open mind for new methods and tools is helpful.

About design thinking
​Simply put, design thinking is a method for problem solving, popularized in the early 1990s by applying it to product design. Since that time, a variety of design thinking approaches have been applied to an ever-increasing range of challenges including research challenges. Think of it as a constellation of iterative steps and best practices for tackling complexity rather than a specific process.

Participants will be given short input sessions from the instructor and will have time to apply design thinking to their own project(s), giving and getting feedback and improving their research project.

In this hands-on one-week workshop, participants will have the opportunity to apply visual thinking and design thinking tools and methods to their own research projects. They will apply simple and easy to learn visual tools to structure their ideas, literature, academic discourses, and potential contributions, among others. Through the process of prototyping and iterating they will gain clarity in their PhDs and for their future research careers. In addition, interventions from the field of positive psychology and positive leadership will help participants to overcome blocks and flourish in their PhD.

Based on the design thinking framework and mind-set established at the d.school at Stanford University, participants will gain creative confidence in their research process and when facing challenges, get problem-solving abilities to better deal with ambiguity using analytical skills and creative intelligence and improve their emotional well-being by being proactive about their emotional needs which ultimately leads to improved productivity.

The goal of this workshop is to recognize the creative, playful mind-set that underlies successful innovation in scholarship and explore how design thinking can improve the research process to make us more innovative scholars or scientists. And with this, to increase the ability of researchers to create quality research and a systematic application of creativity in their own research development. Especially because emerging scholars and interdisciplinary researchers need tools, techniques, support, and inspiration to approach their research in an innovative and playful spirit of design.

Participants will explore a variety of design skills and mind-sets, but focus especially on how being mindful of your own research process, work styles, emotional state, and sometimes-hidden assumptions can help you get “unstuck” when facing research bumps in the road. The instructor seeks to help participants to explore potential solutions to problems in their research efforts.
During this workshop, participants will gain…
Creative confidence
  • with tools, techniques and inspiration for an innovative mind-set
  • to improve their research process
  • to make themselves more innovative scholars
  • to become “unstuck” in times of research blocks
Problem-solving abilities
  • reflecting, iterating and tolerating ambiguity
  • refining questions, processes, and methods, viewing setbacks as opportunities for further learning
  • highlighting the creative process of scholarly research
  • combining analytical skills and creative intelligence
Emotional well-being
  • being proactive about emotional needs (as it leads to greater productivity)
  • creating a social-support network (academic, non-academic)
  • creative a supportive, non-judgmental environment
  • work in tandems and experience peer-coaching

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Course 6: Writing and publishing and article during the final phases of the PhD​

​Presenters​

​Dr Ruth Albertyn - Centre for Higher and Adult Education, SU
Dr Christel Troskie-De Bruin - Centre for Higher and Adult Education, SU
​Cost
​Early Bird Rate: R8 500
SU staff and students paying by OE code/student account, retain this price until bookings close.
Standard Rate: R9 000
Capacity​​16 Delegates (The size of the class is kept purposefully small, so delegates have optimal time with their facilitator) 
​Requirements
​Participants must have the following in place before the course commences:
  • The first rough draft of an article based on completed research (for example completed data analysis or completed section of the literature review)
  • Identified a journal where you would like to submit an article
  • The guidelines for authors of this journal
  • A laptop to use during the workshop (not only a tablet or iPad)
  • Power cables and adaptor for laptop.
​Target audience
​This course is aimed at doctoral candidates who have already begun their doctoral research project and are at a stage where they have completed some sections of their research and have  publishable material from any part of their study. It is essential that the data has already been analysed or the literature already collected as there is not sufficient time for these tasks during the workshop.  The focus of this workshop is on actual writing of the article and there is thus minimal formal lecturing during the workshop. 


During this hands-on course, participants plan and write an article for publication in a scholarly journal. Participants work on material from their doctoral studies and it is essential for this workshop to have a draft manuscript to work on during your time with the ADA. 

Course Outcomes: 
After completion of the course, the participant will have a completed article which can be submitted for consideration by the intended journal. Throughout the week:
  • Input is provided on each section of the article
  • Participants write the relevant section
  • Facilitator reads work and provides feedback
  • Participants redraft before writing the next section of the article
  • Course material: A reading consisting of key readings that will be distributed during the class.

Course 7: Doctoral supervision for novice supervisors​​

​Presenter
Prof Leslie Swartz​ - Psychology department, SU
​Prof Jan Botha - The Centre for Research on Evaluation, Science and Technology (CREST), SU
​Cost
​Early Bird Rate: R7 550 + R440 textbook
SU staff and students paying by OE code/student account, retain this price until bookings close.
Standard Rate: R8 500 + R440 textbook
​Capacity
​30 Delegates
​Textbook
​Mouton, J. 2001. How to succeed in your master's and doctoral studies: A South African guide and resource book. Pretoria: Van Schaik Publishers.
​Requirement
​Delegates must already have a PhD (or be graduating in the next few months) in order to participate in the workshop.

The Doctoral Supervision course is an accredited short course at the University of Stellenbosch. The University will issue a Certificate of Competence to delegates who complete and submit all the assignments and meet the assessment criteria.

The focus of the course is on the PhD as knowledge production accompanied by the appropriate pedagogical principles and practices. Insights based on up-to-date research on doctoral education underpin the course. Theoretical and practical dimensions of doctoral supervision are blended in the presentations and activities.  Delegates will have the opportunity to do hands-on exercises, participate in group work, and work on projects related to the supervision of their own PhD students.  Delegates will also have opportunities to interact with experienced supervisors in different disciplines.

The course will cover topics such as:
  • The context of doctoral supervision in Africa
  • The nature of the PhD-qualification
  • Roles and responsibilities of supervisors
  • Models and styles of supervision
  • Joint or co-supervision
  • Research integrity
  • The process of supervision (guidance, feedback and assessment)
  • Supervising the development of the research proposal
  • The literature review
  • The examination of PhD theses
A reader with key readings and class notes will be provided online and/or printed and distributed d​uring the classes.​

Cou​rse 8: Essentials for 'R' - an introduction

​Presenter
Prof An Carbonez, KU Leuven​, Belgium
​CostEarly Bird Rate: R7 550
SU staff and students paying by OE code/student account, retain this price until bookings close.
Standard Rate: R8 500
​Capacity
​20 Delegates
​RequirementsThere are no prerequisites, but previous knowledge about basic mathematical and statistical principles (e.g., vectors, descriptive statistics) is recommended for the introduction in statistical techniques.
​Target audience
This course is meant for everyone who is motivated to use the R programming language for their professional/research activities.


This course gives an introduction to the use of the statistical software language R. R is a programming language for data analysis and graphics. In five sessions of four hours, the participants will learn the basics of R. This is a hands-on course with practical assignments.

The course includes:
    • An introduction to the software package R
    • Different data structures in R
    • Importing data in R
    • Writing your own functions
    • Making basic graphics in R; use of GGPLOT2
    • Performing some basic descriptive analysis in R
    • Performing some basic inference tests in R (i.e., testing independence, proportions, t-tests, regression analysis)

At the end of the course participants should be able to start and perform an analysis by themselves and, in case they need something fancy, they can find out where to get help.

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Course 9: Ethics for real world research within a range of settings​

This course take place on Saturday 12 January 2019

​Presenter
Professor Catherine Comsikey - School of Nursing and Midwifery, Trinity College Dublin, Dublin University, Ireland
​Cost​Flat rate of R1550
​Capacity​25
​Requirements
Participants should have an experimental or intervention study planned and should bring with them a copy of their proposed ethics application form   
The course will be interdisciplinary and will focus on practical examples and workshops where students can develop their own project work with hands on input from the facilitator for ehtics in research settings.  
Target audience
This course will benefit those who wish to undertake research involving child and adult participants within a range of real world settings and contexts. 

The following topics will be covered
  • Review of  the origins of ethics
  • Ethical principles and responsabilities
  • Data Protection Acts
  • Levels of anonymity and confidentiality
  • Data storage, accessing and processing
  • Types of consent
  • Access to participants and gate keeping
  • Service user engagement
  • Working with vulnerable populations
  • Working with children
  • Working in a range of settings
  • Completing an ethics application form
  • Planning ethical dissemination and feedback of results 

Course outcomes
At the end of the course participants will be able to:
  • ​Describe  the ethical principles and their origins
  • Have an awareness of the relevant data protection, data storage and sharing regulations
  • Be aware of how to obtain consent and work with gate keepers
  • Know how to work ethically with people who use services, vulnerable populations and children within a range of settings
  •  Complete an ethics application form
  • Plan appropriate dissemination and feedback to research participants.

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​​This course take place on Saturday 12 January 2019

​PresenterMs Riana Coetsee - Division of Research Development, SU
​CostFlat rate of R1550
​Capacity​18 Delegates
​RequirementsParticipants should be busy with research, be it at postgraduate or postdoctoral level or in full-time academic staff capacity.
​Target audience
Researchers (including postgraduate students and postdocs) who need to generate research funds.

Although funding organisations and their application requirements differ, there are important elements expected from all funding agencies, whether it relates to small or to large grants.  The following elements will be thus be discussed and practised in the workshop:

  • Basic structure of grant proposal
  • Why grant proposals fail
  • The core components of a grant proposal
  • Why writing style matters
  • The budget
  • Where to look for funding
  • Explaining peer review panels

Course Outcomes:
Participants will understand the following:

  • What basic and core components an application should have to make it competitive
  • What pitfalls should be avoided when writing grant proposals
  • What elements should be included in the budget
  • Where to start looking for funding

Course material: Notes on what will be presented in the workshop, as well as additional reading material

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This course take place on Saturday 12 January 2019

​PresenterDr Joubert van Eeden, Department of Industrial Engineering, SU
​Cost​Flat rate of R1550
​Capacity​30 Delegates 
​Target audience
Researchers who are preparing for or have recently started with an individual research projects (PhD, Masters or other).

The course will provide participants insight into the following aspects of project management: project management theory; scope management; stakeholder engagement; quality management; time management;  risk management; project control and progress monitoring.

The course has a specific focus on individual research projects for participants that are involved in research towards a degree.

Course Outcomes:
  • Understand how the basic principles of project management relates to individual research projects
  • Argue the importance of time management within research project delivery and describe the cost and quality interdependency
  • Plan a research project at a high level and provide a clear scope statement and project plan
  • Be able to apply the basic risk management process to rank and mitigate risk on research projects
  • Have the ability to compile a (brief) report on project progress against defined key milestones

Course material: Notes will be provided.

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Course 12: Fundamentals of publishing

This course take place on Saturday 12 January 2019

​Presenter
​Prof Leslie Swartz - Department of Psychology, SU​
​Cost
​​​Flat rate of R1550
​Capacity
25 delegates
​Requirements
This course is open to all who are committed to publishing in their chosen academic fields
​Target audience
This course will benefit those who wish to learn the fundamentals of academic publishing and will also be of use to authors wishing to increase the number and quality of their publication outputs 

This is an interactive course and will be driven in large part by participant skills and interests.  The following topics will be covered
  • Publishing principles
  • Choosing journals
  • Academic writing style
  • Dealing with and responding to reviews and reviewers   

Course outcomes    

    At the end of the course participants will be able to: 

  • Identify the process of peer review and academic publishing
  • Make informed choices about article format and journal conventions
  • Read reviewer feedback and manage the revision and re-submission process
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Course 13: Fundamentals of instrument and questionnaire design

​Presenters
Prof Sarah Howie, Africa Center for Scholarship, SU
​CostEarly Bird Rate: R7 550
SU staff and students paying by OE code/student account, retain this price until bookings close.
Standard Rate: R8 500
​Capacity​30 Delegates
​Requirement
Participants should have a basic understanding of the process of research and if at the stage of proposal writing this can be refined and worked on throughout the course.
​Target audience
This course will benefit delegates in the their early stages of postgraduate studying who have little or no experience of designing questionnaires and other data collection instruments  and who want to learn more about instrument design and methods in order to collect their data. Delegates planning a quantitative research study will benefit especially as the focus will be on designing questionnaires in particular although the principles underpinning designing data collection instruments in general will also be covered. The course is highly interdisciplinary, examples from the education and social sciences conducted across locations.​

Fundamentals of Instrument Design: How to Design your questionnaire is an introductory course to develop foundational knowledge and skills as well as understanding the ethical considerations regarding collecting data by means of standardised instruments. The primary focus with be on understanding the fundamental principles and criteria needed to design valid, reliable and ethical instruments such as questionnaires and for effective utilization thereof.  

The course is a mix of theoretical and practical sessions on design and implementation of instruments with a focus on questionnaire design, implementation and the implications for analysis. Classes will concentrate on the central aspects of what should be included in a thesis and proposal regarding instrument design; linking the instruments to the main research design; logic of instrument design and conceptual development for instruments; essential terminology and principles; design issues such as process, types of items, rating scales, construction and evaluation, pilot testing, validity and reliability of instruments; and practical sessions on how to design, implement and approach the analysis the data from your instruments.

Course outcomes    

At the completion of the course, students will have skills to:
  • Understand the fundamental principles and criteria related to instrument design
  • Understand the process of designing, developing and administering research instruments
  • Identifying and operationalising variables needed for instruments
  • Understanding options available to measure variables under investigation
  • Understanding the components of ethical design for data collection instruments
  • Understanding core components and principles of valid and reliable instruments

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Course 14: Design and analysis of experimental data

​PresenterProfessor Catherine Comiskey
​Cost
​Early Bird Rate: R7 550
SU staff and students paying by OE code/student account, retain this price until bookings close.
Standard Rate: R8 500
​Capacity​25 Delegates
​Requirements
Participants should have an interest in, and a basic knowledge of quantitative research.  This course will be most beneficial to those who have a specific research project planned in the area of prevention or intervention within a real world community, education, social or healthcare setting. 

The course will be interdisciplinary and will focus on practical examples and workshops where students can develop their own project work with hands on input from the facilitator. Students will be encouraged to use the time and their learning to write or develop grant and tender applications relevant to their project.​​
​Target audience
This course will benefit those who plan to undertake and evaluate an intervention or prevention study using an experimental or quasi-experimental design. 
The facilitator will directly respond to the needs of the participants and the stage they are at in their research careers.
A range of facilitation approaches will be used including formal lectures, workshops, videos and class presentations.

The following topics will be covered
  • Review of  basic quantitative study designs (survey, correlational, causal)
  • Gold standards, experimental and quasi-experimental designs (randomised control trials (RCT’s),  pragmatic RCT’s and observational studies)
  • Chosen design and level of measurement
  • Data collection methods and data types
  • Sampling and the sample frame
  • Sample size determination and power analysis
  • Writing a logical data analysis plan
  • Reporting on results and using writing guides (Consort guidelines and Strobe checklists)
  • A note on the philosophical and theoretical underpinnings of experimental and quasi-experimental research
  • Planning the analysis of your study data
  • Writing an appropriate  data analysis plan Introduction to the role of Implementation Science when conducting an intervention or prevention study (fidelity in implementation, enablers and barriers to implementation)
Course outcomes

At the end of the course participants will be able to:
  • ​Describe an appropriate experimental or quasi-experimental design for an intervention or prevention study
  • Conduct a power analysis and decide how many cases/participants are required within a study
  • Describe and defend their choice of sample selection
  • Write an appropriate data analysis plan for their study design
  • Understand and write a statement on the philosophical underpinnings and the theoretical framework to their study 
  • Write a report on their study in line with the Consort or Strobe guidelines
  • Write an appropriate data analysis plan for their study
  • Address the implementation of  their intervention or prevention study
  • Summarise and critically analyse  related studies
  • Understand and know where to access additional resources for their studies

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Course 15: Mixed methods​​ in research design

​Presenters​
Prof Timothy C Guetterman, PhD, - University of Michigan, Ann Arbour, USA
​Cost
​Early Bird Rate: R7 550
SU staff and students paying by OE code/student account, retain this price until bookings close.
Standard Rate: R8 500
​Capacity
​​30 Delegates
​Requirement
Participants should have a basic understanding of the process of research. It is critical to come with an idea for a research project and topic. We will refine and work on it throughout the course.
​Target audience
This course will benefit delegates who want to learn more about quantitative research design and methods. It is idea for students who are at the early phases of their PhD, who can actively develop their proposal through the course. Delegates planning a quantitative research study will benefit. The course is highly interdisciplinary, as is the instructor, and will use examples from the education, social, and health sciences conducted across locations.
​​What to bring
Please bring an idea for a mixed methods project or a mixed methods project underway.  ​



Mixed methods research studies, sometimes also called methodological triangulation, is an in-novative and increasingly important way to conduct research in the social sciences. This research design combines qualitative and quantitative components in a single research study and over-comes many of the inherent limitations of mono-method research. As a research and design strategy, it often yields results which go beyond the "sum" of a qualitative and quantitative component within a single research project. 

Course Outcomes
This workshop will have four distinct sessions: 
In the first session, definitions and characterisations of qualitative and quantitative research methods will be explored. The limitations and opportunities of these approaches with regards to combining both techniques in a mixed methods framework is discussed. Various research designs and the different possibilities of integrating qualitative and quantitative techniques are examined, as well as the justification for mixed methods research, their implications and potential problems. 

The second and third sessions are divided into qualitative and quantitative aspects of mixed methods design respectively. Research projects are used to illustrate different approaches to mixed methods research. Theoretical implications, the research question, characteristics of data collection, data analysis and design issues with a specific focus on the integration of qualitative and quantitative techniques will be discussed. Central themes include sampling, research process and project planning. 

The fourth session explores practical problems and solutions to mixed methods research with a special focus on issues raised during the workshop or connected to the delegates' research projects. Finally, future directions and new opportunities of mixed methods research will be discussed. 


  • ​At the end of this workshop, delegates will understand the principles of mixed methods research, be able to apply components of rigorous mixed methods studies, identify the possibilities and limitations of mixed methods research and outline the basics of a mixed methods design appropriate for any specific purpose.  

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Course 16: The digital scholar

​Presenter
Prof Wim van Petegem  -KU Leuven  
Dr JP Bosman - US
​Cost
​Early Bird Rate: R7 550
SU staff and students paying by OE code/student account, retain this price until bookings close.
Standard Rate: R8 500
​Capacity
​25 Delegates
​Requirement

​Participants should have a genuine interest in modern multimedia technol-ogies and their application in research and education. Some basic experi-ence with the use and/or production of multimedia materials or affinity with social media might be helpful in the practical sessions.
​Target audience

​The course is designed for the Digital Scholar of the future, i.e. PhD students and graduates from all disciplines, starting lecturers, or more senior academics, with a keen interest in digital technologies. Participants want to further develop their skills on how to drive project websites, how to use social media, how to set up a personal blog on their academic activities, how to visualize research outcomes or learning analytics, how to cope with fast moving new trends in multimedia technology for research and teaching, how to develop multimedia learning materials, etc.
What to bring​​
​It is strongly recommended for the participants to bring their own devices (laptop, smartphone) to make use of them during the course

The whole course will be immersed in the idea of cumulative knowledge building and representation through multimedia communication.

The course will concentrate around the following themes: 
  • Understanding the digital scholar concept,
  • Making your research felt on the web, 
  • Creating interactive multimedia materials, 
  • Coping with new multimedia technology in research and teaching.  

The course will include presentations of theoretical evidence-based concepts, models and frameworks, good practices, inspiring examples, practical illustrations, and interesting (open) resources, combined with some hands-on exercises. Together with the instructors participants will engage in a co-creation process and will start to build their own digital scholarly presence on the web during the course.

Furthermore, guest lectures by local experts will be provided on certain aspects of the course, either face-to-face or online.

Course outcomes
After completion of the course, the participants will:
  • Be able to represent and further their own, as well as research teams’ research projects on the web
  • Better understand cumulative knowledge building and representation as a framework to integrate research and teaching
  • Be aware of the huge potential of emerging and multimedia technologies for research and teaching
  • Be able to use multimedia and social media in research and teaching

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Course 17: Effective scientific communication: Presenting a poster, writing an aritcle, and giving an oral presentation

​Presenters​

Professorr John Creemers - KU Leuven
Ms Vicky Davis - SU
​Cost
​Early Bird Rate: R7 500
SU staff and students paying by OE code/student account, retain this price until bookings close.
Standard Rate: R8 500
Capacity​​17 Delegates
​Requirements

​Target audience

During this hands-on course, participants plan and write an article for publication in a scholarly journal. Participants work on material from their doctoral studies and it is essential for this workshop to have a draft manuscript to work on during your time with the ADA. Input is provided by the facilitator and participants then craft their article with one-on-one discussion and feedback from facilitators during the writing process.

Course Outcomes: 
After completion of the course, the participant will have a completed article which can be submitted for consideration by the intended journal. Throughout the week:
  • Input is provided on each section of the article
  • Participants write the relevant section
  • Facilitator reads work and provides feedback
  • Participants redraft before writing the next section of the article
  • Course material: A reading consisting of key readings that will be distributed during the class.

Course 18: Introduction to SPSS

​Presenters​
Dr Cindy Steenekamp – Research Associate at the Centre for International and Comparative Politics, SU
​Cost
​Early Bird Rate: R7 500
SU staff and students paying by OE code/student account, retain this price until bookings close.
Standard Rate: R8 500
Capacity​ ​25 Delegates
​Requirements
Delegates must be computer literate and competent to register for this course.
​Target audience
​Postgraduate students, supervisors and researchers interested in acquiring quantitative research skills and techniques. This course is especially useful for participants who make use of surveys or want to conduct secondary data analysis based on survey research.

​Software
The SPSS classroom is equipped with computers which provide delegates with the latest version of SPSS. A license for the SPSS package for private use is not included in the price of the workshop and must either be purchased or provided by delegates or their institution if they wish to make use of the software. Please note that we cannot accommodate private laptops in the class.​


During this course, participants will be introduced to the Statistical Package for the Social Sciences (SPSS) – one of the most widely used social statistical packages in the world. It needs to be emphasized that this is an introductory course, ideally suited for first time users or participants with limited experience with the software program. Participants should be computer literate and competent as this is a computer-based course with an emphasis on skills transfer. 

This short course focuses specifically on the knowledge and skills required for quantitative data analysis. The broad objectives of this course are to provide participants with an understanding of the logic of quantitative data analysis and to give participants the opportunity to develop the practical computer skills required for data analysis.

Course outcomes
When delegates have completed this course they should:
  • Be familiar with the layout and basic functioning of SPSS
  • Be able to create and maintain a database
  • Be able to do a summary analysis of a data set - produce frequencies, de-scriptive statistics, cross-tabulations and comparison of means
  • Be able to manipulate data - recode, treat missing values and construct a variable
  • Be able to graphically illustrate data using a variety of chart options
  • Be able to interpret and present the ensuing results
  • The following aspects are covered:
    • Levels of measurement, creating and editing a data file, transporting a file from Excel
    • Univariate analyses: Frequencies and summary statistics
    •  Bivariate analyses: Cross-tabulations and comparison of means
    • Inspecting variables: Recoding variables, computing variables, selecting cases and splitting files

​​Presenter
​Dr Lauren Wildschut - CREST, Stellenbosch University 
​Cost
​Early Bird Rate: R7 550
SU staff and students paying by OE code/student account, retain this price until bookings close.
Standard Rate: R8 500
​Capacity
​30 Delegates
​Requirements
​Delegates must be computer literate and competent to register for this course.
​Target audience
This course is interesting for all those who want to learn about a tool that can support them during their literature review stage in their research and for those who plan to work with qualitative data like interview or focus group transcripts, field nodes, reports, images or videos. ATLAS.ti is a tool that supports the process of analysing such data.

This course will feature version 8 of ATLAS.ti, which is now able to import data from reference manages like Mendeley, Evernotes and Twitter. Thus, those already familiar with an older version of ATLAS.ti might also find this course valuable.​
Software This course will feature version 8 of ATLAS.ti. The classes are presented in a fully equipped computer laboratory (classroom) and personal laptops cannot be accommodated. Please note that the course fee does not include the software. However, if you are a student, you can purchase the software at a discounted price via the ATLAS.ti website. ​

This is an introductory course dealing with qualitative data analysis (QDA) using a software programme called ATLAS.ti. Participants will learn the technical side of handling and working with qualitative data in ATLAS.ti.

Specific course elements are the following:
  1. Introduction to qualitative data analysis
  2. The ATLAS.ti interface
  3. Project Management
  4. Working with various data types
  5. Coding
  6. Exploratory data inspection
  7. Autocoding
  8. Search
  9. Writing comments and memos
  10. Basic Analysis
  11. Networks
  12. Presenting QDA​

Course Outcomes 
Participating in the course will enable you to begin to work with the soft-ware and to utilise it for your own research project.​