The Personal Model for Research version 2 and its visualization method to learn design of research proposals

Abstract

This paper introduces the “Personal Model for Research” (PMR) version 2 as a framework and a tool to learn design of research proposals. It is better to say “design” instead of “writing” as usually referred in literature because “writing” cognitively induces to see the making of a research proposal as a linear sequence of steps, when in practice the articulation of its elements is a “design” activity: non-linear and iterative. Consequently, the Design Thinking approach is one core foundation of the PMR. Another core foundation is Personal Motivation because it is the driving force to move towards an end and, therefore, complete projects. Thus, to identify personal interests as sources for motivation to do a research is a key activity that must be made at the beginning. The application of the PMR is supported by the “Canvas for Research”, a visualization method created to make visible its conceptual design and facilitate the articulation of elements for a research proposal before writing it as a document. As an ultimate purpose, the PMR aims to help students to think of research as an opportunity to demonstrate the best that they are able to do, thus contributing to knowledge and to humankind.

Keywords

Canvas for research design thinking motivation personal model research proposal

1. Introduction

To begin a research for a thesis or dissertation, higher education students face two main challenges: first, to choose a topic they find interesting and motivating; and second, to make a well-designed research proposal that becomes later a viable research project. Failure to do both can lead to “All But Dissertation”, an informal denomination of the phenomenon that refers to students who complete all the requirements to graduate, except the completion of a thesis or dissertation (Jacks et al., 1983).

On one hand, doing a research is perceived by many students only as a mandatory requirement to graduate (with all its negative connotation meaning “stress”, “forced to make unpleasant things”, etc.), instead of an opportunity to research a topic motivated for personal interests that could be an important contribution to knowledge or to solve a problem. Such interests could be a remarkable source for motivation many times wasted, mainly because students do not relate a research topic in their career with their personal curiosity and concerns about events and phenomena in the world.

On the other hand, articulating the elements to make a research proposal used to be a significant challenge for many reasons (Casanave & Li, 2015; Komba, 2015; Stapa et al., 2014). Mostly, literature refers the making of a research proposal as a “writing process”, cognitively inducing us to see this activity as a linear sequence of steps to follow, from the research idea conception to the selection of research methods. However, since the ideas and concepts around a research are often not well defined at the beginning, this linear approach is inadequate to set clear and precise research objectives, to make a solid argumentation of the reasons and value to conduct such research, and to structure coherently the logical steps to follow for the research.

2. The Personal Model for Research

To overcome the disadvantages previously exposed, the “Personal Model for Research” (PMR) is introduced as a construct that “describes the rationale of how a person creates, delivers, and captures value through research”. This description is an adaptation of the definition of “business model” from Osterwalder et al. (2010), a concept that later became the foundation of the business model applied to personal brand and professional career (Clark et al., 2012). The first version of the PMR was based on this last approach (Casado, 2019), evolving later to the current version described in this paper.

The design of the PMR was developed over two core foundations:

Personal Motivation is a key factor to strongly commit in doing a research with a diligent attitude from the beginning to the end.

Design Thinking is the most convenient approach to propose and organize ideas that leads to clear and precise research objectives and a solid argumentation of their value, leading to a well-designed research proposal.

2.1 Personal Motivation as a key factor in the PMR

The following quotation from Ryan and Deci (2000) reflects the first core foundation of the PMR:

To be motivated means to be moved to do something. A person who feels no impetus or inspiration to act is thus characterized as unmotivated, whereas someone who is energized or activated toward an end is considered motivated. (p. 54)

In other words, “to be motivated” means to have a driving force that sustains all the efforts to achieve a goal. This is a need for doing a research, because it used to be a complex and a mid- to long-term work.

There are several psychological theories to explain human motivation. However, PMR is best aligned with the Self-Determination Theory described by Deci and Ryan (as cited in Casado, 2019) as follows:

Self-determination is a quality of human functioning that involves the experience of choice, in other words, the experience of an internal perceived locus1 of causality. It is integral to intrinsically motivated behavior and is also in evidence in some extrinsically motivated behaviors. Stated differently, self-determination is the capacity to choose and to have those choices, rather than reinforcement contingencies, drives, or any other forces or pressures, be the determinants of one’s actions. (p. 38)

One of the key concepts it derives from the previous cite is “freedom of choice to act”; in other words, the ability to choose what to do without dependency on external forces or pressures, so it is possible to sustain an effort for a long time. It is clear that if the mentioned dependency exists, the lack of pressure simply stops the effort.

Ryan and Deci’s studies about Self-Determination Theory (as cited in Casado, 2019) classifies motivation in several types. The most relevant in the context of the PMR are listed in Table 1.

Table 1
Main types of motivation in the Self-Determination Theory.

Type of motivation	Description	Example
According to the source of motivation:
Intrinsic motivation	It is driven by own interest and enjoyment in making the activity, without dependence of external influences or pressures.	A student works in his/her research because the challenge of finding a solution to a problem, or the desire to contribute to a better knowledge of a phenomenon or situation, gives him/her a feeling of gratification without expecting a reward (for example, become a graduate) as an end.
Extrinsic motivation	It is externally influenced and not necessarily by own interest and enjoyment in making the activity.	A student that dislikes the topic that chose for his/her research can work in it very hard because his/her graduation is an external reward he/she pursues.
According to the driving forces of motivation:
Autonomous motivation	Derived from a feeling of psychological freedom of choice and a locus of causality internally perceived.	A student is enthusiastic in working on his/her research because is deeply committed to give solutions to a problem or contribute to enhance the knowledge of a phenomenon or situation.
Controlled motivation	Derived from a contingent situation of reward or punishment and a locus of causality externally perceived.	A student works in his/her research because he/she will not get a well-payed job if he/she does not graduate.

For the PMR, the intrinsic and especially, autonomous motivation are the cornerstones to make a well-designed research proposal and work later in the research project until its completion. According to Deci and Ryan (as cited in Casado, 2019), autonomous motivation tends “to yield greater psychological health and more effective performance on heuristic types of activities. It also leads to greater long-term persistence, […]” (p. 183). Thus, such motivation becomes a key factor to complete a high quality research: on one hand, although many step-by-step guides for doing research are available, their application still involves many elements of heuristic nature; on the other hand, working in a research use to be a mid- to long-term project, so persistence is essential to complete it.

2.2 Design Thinking as approach for the PMR

Dunne and Martin (cited in Casado, 2019) have a particular definition about Design Thinking, especially relevant for a research project: “Design Thinking is the way designers think: the mental processes they use to design objects, services or systems, […] Design thinking results from the nature of design work: a project-based work flow around ‘wicked’ problems” (p. 517).

Table 2
Relationships between Design Thinking aspects and doing a research

Aspect and how it manifests in Design Thinking	Advantages of the aspect for doing a research
Cognitive aspect:
Design Thinking applies inductive, deductive and abductive ${}^{2}$ reasoning.	The three types of reasoning are applied when needed in doing a research.
Attitudinal aspect:
Conventional Thinking sees constraints as undesirable barriers to create and implement ideas; Design Thinking sees constraints as drivers to create solutions.	To think barriers as drivers are a desirable feature to make a research until its completion.
Interpersonal aspect:
Design Thinking involves working with people in two dimensions: Understanding of perspectives and needs of users and beneficiaries; and Collaborating with other people.	A research to propose solutions or improve knowledge about a phenomenon or situation must take in account the points of view and needs of users and beneficiaries; also, collaborating with other people help to improve the execution and outcomes of the processes involved in doing the research.

“Wicked problems” refers to a kind of problems not so easy to describe or define, whose nature could change over the time. According to Koh, Chai, Wong, and Hong (cited in Casado, 2019), this condition makes necessary to delimit the specific problem at the beginning and thus the range of possible solutions. Then, we can find a similar situation when a research is starting: the (research) problem is not always easy to describe or define precisely; therefore, the researcher must strive to delimit such problem, defining the scope of the results that the research could reach.

Dunne and Martin (cited in Casado, 2019) also refer to cognitive, attitudinal and interpersonal aspects of Design Thinking which can be applied in doing a research with special advantages (Table 2).

As an additional feature, the aspects of Design Thinking from Table 2 connect with two of the three basic psychological needs that the Self-Determination Theory posits (Ryan & Deci, 2017):

The first need is “competence”, referred as “an inherent striving, manifested in curiosity, manipulation, and a wide range of epistemic motives” (Deci & Moller, 2005, as cited in Ryan & Deci, 2017, p. 11). On one hand, this quotation links competence with the reasoning processes of the cognitive aspect; on the other hand, the quotation links competence with the “barriers as drivers” of the attitudinal aspect.

The second need is “relatedness”, referred to as “belonging and feeling significant among others” (Ryan & Deci, 2017, p. 11). This quotation links relatedness with the interaction and collaboration with people of the interpersonal aspect.

The third need, “autonomy”, is linked to personal motivation (see Section 2.1).

3. Conceptual design and visual approach of the PMR

The PMR is a framework to learn design of research proposals based in a logical, systematic and visual approach, conceived with three main objectives:

Take advantage of the personal motivation as driving force to achieve goals, connecting such motivation with the identification of a research topic and, later, with the definition of research objectives that leads to a research proposal.

Take advantage of the Design Thinking approach to determine the elements and scope of the research, overcoming eventual barriers in the research project, and taking into account multiple perspectives about the value of the research proposal.

Take advantage of visualization methods to iteratively organize and connect ideas, defining linkages between the motivators identified and the main elements of a research proposal (research problem statement, research objectives, research justification, theoretical framework and research methods), leading to a viable and well-designed research project.

Table 3
Concepts in the PMR

Concept	Definition of the concept	Questions to answer for the concept
1. My personal traits and resources.	Traits and skills the researcher owns, which could be a support to make the research.	Who I am? My interests, my skills, my personality What do I have? My knowledge, my experience, my personal and professional contacts, other tangible resources (money, books, etc.) and intangible resources (prestige, credibility, etc.)
2. My inquiries and my concerns.	Topics about which the researcher wants to find responses or solutions.	What do I want to know? What do I want to understand? What do I want to confirm? What problems do I want to help in finding solutions?
3. My contributions.	Value proposal of the research.	Why my research would be interesting for other people? Which benefits would deliver my research?
4. My beneficiaries.	People would be beneficiated with the results and products of the research.	Who would benefit with my research? Individuals, groups, organizations, communities, countries, humankind.
5. My supports.	People and organizations the researcher could turn to get support for the research.	Who could be a motivation source? Who could give me guidance or advice? Who could supply me with resources?
6. My rewards.	Benefits the researcher would obtain from the results and products of the research.	What would be my “tangible rewards”? Money, prizes, grants, acknowledgements, etc. What would be my “intangible rewards”? Prestige, personal and professional satisfaction, pride, etc.
7. My investments.	Efforts and expenses the researcher would do to get the rewards produced by the research.	What would be my “tangible investments”? Office supplies, materials, training, external advising, tools, travels, etc. What would be my “intangible investments”? Stress, more time for working, less time for entertainment, etc.
8. My theories and my methods.	Topics that would be included in the theoretical framework. Outlines of the research scope, research methods, data collection methods, and data analysis methods.	Which knowledge areas would be relevant for my research? Which would be the scope of my research? Which methods, techniques and tools would I use for my research?

3.1 Concepts of the PMR and their cause-and-effect relationship

The first and most distinctive feature of the PMR are their eight concepts, each one referring to a concrete topic related to motivation or elements of a research proposal (Table 3). According to the definition of each concept, researchers are encouraged to make visible their ideas and thoughts in the form of text or graphics, or combination of both, with the help of a visualization method described later; next, these ideas and thoughts are progressively connected and organized, leading to a coherent and well-designed research proposal supported by personal motivators.

About the personal motivators, the ideas and features in concepts 1 and 2 should include personal traits, resources, inquiries and concerns of every nature, not only related to the research discipline or career of the student (see some examples later in Table 4). Therefore, these ideas and features could reveal unsuspected and valuable sources of personal motivation, which will drive the efforts to complete the research whose proposal is in development.

Table 4
Steps to answer questions for each concept of the PMR

Step	Example
1. Identify and list personal traits and resources.	Analytical skills. Honesty.
2. Identify and list inquiries and concerns.	Why fake news increases their rate of spread? Which are the interests to bring disinformation to people?
3. Write statements that relate personal resources with inquiries and concerns.	“My analytical skills could help me to identify the factors why fake news increase their rate of spread and which are the interests to bring disinformation to people, because honesty is a big concern for me.”
4. Write statements that define my contributions, showing their value proposals.	“Make visible the factors which influence fake news rate of spread, in order to propose policies and countermeasures to reduce such rate.”
5. Identify and list beneficiaries.	Every people in the world.
6. Identify and list supports.	My parents. My professor of Sociology. Special grant offered by my university.
7. Identify and list rewards.	Be recognized as an expert in fake news and disinformation strategies. Pride to complete the research project. Professional satisfaction for conducting a valuable research.
8. Identify and list investments.	Training in computational analytical methods. Enhance time management skills. Postpone vacation travel to Europe.
9. Identify and list topics for theoretical framework; identify and list research and analysis methods.	Topics for theoretical framework: Psychological factors in disinformation. Fake news. Data analytics. Research, data collection and analysis methods: Virtual ethnography. Extraction of posts from social networks. Interviews. Social network analysis.

The numbers in each concept also indicate the basic sequence of steps to follow, in order to answer its respective question (as listed in Table 3) to identify a research topic and define the main elements of the research proposal. It is necessary to remark however, that such steps are not linear but iterative as needed. Table 4 lists these steps.

“My contributions” is the core concept of the PMR, because it contains the value proposal of the research. Between this and the rest of the concepts, exist cause-and-effect relationship that help to verify the coherence of the research proposal and its alignment with motivations and availability of resources that will support the research project until its completion. Figure 1 shows these relationships.

3.2 Concepts of the PMR and their influence in the research project

Each one of the eight concepts of the PMR is related to several factors that influence a research project (Table 5):

Table 5
Influences of the PMR concepts in a research project

Concept	Influence on:
	Viability	Importance	Urgency	Availability	Motivation
				of resources
1. My personal traits and resources.	X			X	X
2. My inquiries and my concerns.		X	X		X
3. My contributions.		X	X		X
4. My beneficiaries.	X	X	X		X
5. My supports.	X			X	X
6. My rewards.	X				X
7. My investments.	X			X
8. My theories and my methods.	X			X

Figure 1.

Cause-and-effect relationships between concepts of the PMR.

Viability: the likelihood to execute the research project until its completion, without disruptive constraints or lack of resources.

Importance: the results and products of the research can be of great positive effect or significance for the beneficiaries.

Urgency: the research involves problems or situations that require attention at the shortest term possible.

Availability of resources: the awareness of the current available resources to execute the research project, and the ability to procure lacking resources at the appropriate time.

Motivation: the forces that drive the execution of the research project until its completion.

The relationships showed in Table 5 are explained with the following statements and examples:

“My personal traits and resources” are the main source of motivation for the research. If, for example, the researcher lacks time management skills, the viability to complete the project on time will be threatened; as other example, it could be assessed that there is no availability of enough statistical skills, but it is possible to increase this resource through training.

“My inquiries and my concerns” are also a main source of motivation, because the researcher “needs” to satisfy them. Depending on their nature, the inquiries and concerns will have more or less importance and urgency.

“My contributions” can reinforce the power of the motivators previously identified because, once stated appropriately, the importance and urgency of the research will be emphasized.

“My beneficiaries” will be a source of motivation according to the priorities of the researcher, and these priorities can define the importance and urgency of the research. Also, the viability of the research project will be conditioned by the level of access to the beneficiaries in order to get the best knowledge of their reality and needs.

“My supports”, thinking in people as advisers or inspiration, can be important sources of motivation. Furthermore, supports as suppliers of resources can condition the availability of these and, therefore, the viability of the research project.

“My rewards” will be a source of motivation in the extent the researcher wants to pursue. Also, rewards can condition the viability of the research project because, if they do not constitute enough motivation, this can inhibit the commitment to the project and, therefore, threaten its completion.

“My investments”, can on one hand, supply the resources needed for the research project. Furthermore, investments can condition the viability of the research project to the extent the researcher have the will to make them (for example, practice to enhance time management skills).

“My theories and my methods”, and particularly the research methods to employ, will determine which resources (for example, computers, research assistants, skills to analyze data, etc.) need to be available. Also, the viability of the research project will be conditioned in the extent of such availability.

3.3 Concepts of the PMR and their relationships with the elements of a research proposal

The concepts of the PMR can be related to the elements of a research proposal in two ways (Table 6):

Table 6
Relationships between PMR concepts and elements of a research proposal

Concept	Type of relationship with:
	Research	Research	Research	Theoretical	Research
	problem	objectives	justification	framework	design
	statement
1. My personal traits and resources.					Influence
2. My inquiries and my concerns.	Source
3. My contributions.		Source	Source		Influence
4. My beneficiaries.		Source	Source		Influence
5. My supports.					Influence
6. My rewards.
7. My investments.					Influence
8. My theories and my methods.				Source	Source

As source to derive the content of one or several elements in the proposal.

As influence (but not a mandatory condition) for the usage of a specific research method or tool.

The relationships showed in Table 6 are explained below:

“My personal traits and resources”: selection of a specific research method or tool will be influenced to the extent that the researcher has expertise or he/she feels comfortable using it.

“My inquiries and my concerns”: by their nature, there are direct sources for the research problem statement.

“My contributions”: by their nature, there are direct sources for the research objectives and research justification. Also, they could influence the selection of research methods and tools depending on the research scope.

“My beneficiaries” by their nature, are also direct sources for the research objectives and research justification. They could influence the selection of research methods and tools depending on the beneficiaries’ characteristics (culture, geographical spread, etc.)

“My supports”: selection of a specific research method or tool will be influenced to the extent that the researcher could obtain resources from their supports.

“My rewards”: At present, they have not been identified as a direct source for the research proposal, or as a significant influence to select a specific research method or tool.

“My investments”: selection of a specific research method or tool will be influenced to the extent that the researcher makes the investments needed to take them into account.

“My theories and my methods”: by their nature, are direct sources for the theoretical framework and the research methods.

3.4 The visualization method for the PMR

To allow the practical use of the PMR as a tool to learn design of research proposals, a visualization method was designed. According to Lengler and Eppler (2007, p. 1), a visualization method “is a systematic, rule-based, external, permanent, and graphic representation that depicts information in a way that is conducive to acquiring insights, developing an elaborate understanding, or communicating experiences.” Figure 2 shows the visualization method (named “Canvas for Research” from now on) designed for the PMR according to the previous definition. Figures 3–5 show details of the Canvas for Research with some samples of ideas written during a simulated activity to design a research proposal.

Figure 2.

The Canvas for Research (full view).

Figure 3.

The Canvas for Research (left side view).

Figure 4.

The Canvas for Research (middle zone view).

Figure 5.

The Canvas for Research (right side view).

In addition to being a visible representation of the PMR concepts and their relationships as described earlier, the Canvas for Research includes the following visual elements:

“Research Plan” blocks, where the researcher can put ideas to build the research proposal, derived from the ideas put in the corresponding PMR concept. “(2) My inquiries and my concerns”, “(3) My contributions”, “(4) My beneficiaries”, and “(8) My theories and my methods” are the only PMR blocks which have a “Research Plan” block, because they are sources to derive elements of the proposal as seen in Table 6. A special case is “(4) My beneficiaries”, which “Research Plan” block is referred to “(3) My contributions” since both are a source to derive research objectives and research justification.

A “My research title” block where the researcher can write a title for his/her research once the research objectives are defined.

A “My personal vision” block where the researcher, optionally, can write a “vision statement” for his/her research. Doing this could be an additional motivation resource, because it makes explicit an ultimate purpose that the researcher wants to achieve.

4. History of the development of the PMR and current status

The project for developing the PMR began in August 2016 in the Information Sciences School of the Pontificia Universidad Católica del Perú (PUCP). It started as an adaptation of the Clark et al. (2012) personal business model and its canvas, that were modified to focus on the learning of research methods. The objectives of the adaptation were:

Identify personal inquiries and concerns as motivators to start a research project.

Identify a research topic and its value proposal (contributions to knowledge or problem solution; external beneficiaries and personal rewards), driven by the motivators previously identified.

Assess the viability of the research project from the perspective of availability and procurement of resources (for example, personal skills and funds).

Identify the methods, techniques and tools to carry out the research.

The adaptation results in the PMR version 1 became a tool to design and write the plan required by the School to start a research thesis project. In the pilot testing of this version, 17 Information Sciences students participated during the first half of 2017. Later, an assessment of usability and effectiveness was carried out. Consequently, the new conceptual design and visualization method for the PMR described in this paper were produced, resulting in the PMR version 2.

The testing of the PMR version 2 was conducted during the second half of 2017, 5 Information Sciences students and 5 students invited from other careers (2 from Communication Sciences, 2 from Linguistics and 1 from Literature) took part in the evaluation. The posterior assessment of the test led to some minor adjustments to the PMR, and since the first half of 2018, it has been used as regular tool in the Research Methods courses of the PUCP Information Sciences School. Also, an independent course named “Methods for Research Development” where the PMR version 2 is used, is currently offered to students of any career and level (from undergraduate to postgraduate), as an opportunity to learn more about the effectiveness of the tool with a wider profile of users.

At present, the total number of users for this version of the PMR is 32 undergraduate and 4 postgraduate students, coming from the following fields and levels of study:

Information Sciences: 19 undergraduate students.

Communication Sciences: 5 undergraduate students.

Linguistics: 2 undergraduate students and 1 postgraduate student.

Literature: 1 undergraduate student and 1 postgraduate student.

Education: 1 undergraduate student and 2 postgraduate students.

Civil Engineering: 2 undergraduate students.

Industrial Engineering: 2 undergraduate students.

As a work in progress, monitoring is currently ongoing for the research projects of the students who began and continue to use the PMR version 2, giving them advice at request. At present, 2 projects have been completed with minor changes in relation to the first version of the research proposal designed with support of the PMR, while another 10 projects are still in progress.

5. Conclusions

The Personal Model for Research is a new approach to learn design of research proposals that, as opposed to the traditional way, it takes into account the personal motivation as driving force and takes advantage of the Design Thinking approach to facilitate the free organization of ideas and concepts.

The effective application of the PMR is supported by a visualization method that makes visible the relationships between their concepts and the elements of a research proposal. Also, each concept is related to several factors that influence the execution of the research as a project, thus enabling to make a diagnostic about the likelihood of success and take actions to ensure it if needed.

While the PMR has made important advancements, it is still a work in progress. It began as a project to support the design of research proposal by Information Science undergraduate students but now is being employed by students from other fields and from postgraduate levels. Finally, the ultimate purpose of the PMR is to help research design to be perceived by students as an opportunity instead of an obligation: an opportunity to contribute to knowledge or to solve a problem by demonstrating one’s ability.

Footnotes

Referred to the extent that a subject perceives that the origin of events, behaviors and their own behavior is internal or external to him/her.

Acknowledgments

The author thanks to the Academic Direction of the Teaching Staff, Pontificia Universidad Católica del Perú, which supports the first phase of this project through its Fund for Innovation in University Teaching.

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