1 LEARNING UNIT 1
1 INTRODUCTION TO RESEARCH

1.1 INTRODUCTION
As human beings, we are inherently curious of our surroundings and aspects that take
place around us. When situations arise, we are inclined to constantly ask questions
and search for answers to solve the problem. For example, what happens when you
plan to buy a house or a new car? You conduct research before deciding on where
to buy a house, what type of house you need, what specifications are required for
the house – the same happens when you buy a new car.

Learning unit 1 is intended to help you understand the important concepts of research.
Chapter 1 of the prescribed book (Fouché, C.B., Strydom, H. & Roestenburg, W.J.H.
[Eds.]. 2020. Research at grass roots – for the social sciences and human services professions.
5th edition. Cape Town: Van Schaik – ISBN 9780627038211) is titled research
and professional practice. In this chapter, the main elements that play a role in
professional practice and research ethics are briefly discussed.

FIGURE 1.2
Prescribed textbook

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LEARNING UNIT 1: Introduction to research

We will also work through chapter 2 of the prescribed book (an Afro-sensed
perspective on decolonising research methodologies). This chapter provides
a discussion of indigenised research. It further creates the connection between
decolonised research and indigenous communities.

Research is the process of finding facts to answer questions from an identified gap
and to use these facts to solve a problem. The purpose of research is to prove or
disprove a theory and to contribute to the existing body of knowledge. Research is
an important knowledge tool that facilitates learning; it is nourishment and exercise
for the mind (Zarah, 2019).

The research process is based on systematic steps used to conduct research (King,
Aslam, Donald, Henderson, Anderson & Nortje, 2017:3). Research is a process of
investigation with many characteristics. It is systematic and controlled and aims to
explain why an aspect is the way it is and how it can be connected. The empirical
meaning of research is based on the collection of evidence which may be primary
(new) data or secondary (theoretical) data (Bertram & Christiansen, 2020:6).

Research methods on the other hand are a technique used to conduct specific research
operations. These research methods will be discussed as the module advances.

So why is research conducted? Research is conducted to gain acknowledge and to

develop new knowledge. Research helps us gain an understanding of the world,
its people, concepts and theories. Research allows us to ask questions, to make
suggestions and to challenge previous (old) theories (Cohen et al., 2017:7). You may
now be asking yourself where this research takes place. Research is not classroom-
bound nor is it bound to any one particular building and/or environment. Yes, there
are some types of research that can only be conducted within a specific building
or environment, like scientific research that is conducted in a laboratory setting.
Research can happen anywhere and it is essential that you understand that research
is part of both your personal and work life (Cohen et al., 2018:7).

You will find a list of self-assessment questions at the end of this learning unit. Please
attempt to answer the questions without referring to the prescribed book to see how
well you have mastered the content of this unit. Another useful way of testing your
own knowledge and understanding is to explain the concepts to somebody else.

Many of the learning unit activities will refer you to academic articles and existing
research to show you how the concepts that you are learning can be implemented
in practice.

1.2 LEARNING OUTCOMES

After working through this learning unit and the relevant parts of the prescribed
book, you should be able to:

• differentiate between the philosophical foundations for professions

• consider hierarchical levels of decision making in the research process
• link professional and research ethics in your research
• explain the features of a profession
• describe how diversity in professional practice challenges research
• explain the decolonisation of research methodologies at grass roots

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• clarify how colonisation and apartheid impacted indigenous knowledge acquisition

and dissemination
• apply an Afro-sensed perspective to research methodologies in the African context
• explain core considerations for conducting indigenised research

1.3 CONTENT OF THE LEARNING UNIT

To achieve the aim and learning outcomes of this unit, you will cover the following
topics in chapter 1 of the prescribed book:

(1) philosophical foundations for professions

(2) professional practice
(3) professional and research ethics
(4) diversity of professional practice

We will also look at the following topics in chapter 2 of the prescribed book:

(1) an Afro-sensed perspective on indigenised research

(2) core considerations for conducting decolonised research with indige-
nous communities

After reading and thinking about the contents of chapter 1 and chapter 2 of the
prescribed book, you will have to explain the concepts of professional and research
ethics and an Afro-sensed perspective on research methodologies.

1.4 KEY CONCEPTS

The following key terms are important in this learning unit:

• absolutism • grounded theory • professional

• aesthetics • indigenous effectiveness
• afro-sensed knowledge • professional ethics
perspectives • indigenous • professional identity
• approach knowledge systems • professional service
• axiology (IKS) delivery
• co-construction • interpretivism • positivism
• collaborative • interprofessionality • qualitative
participation • interprofessional • quantitative
• collegiate responsibility • reconstruction
(empowering) • language • research audience
participation • lay readers • research design
• colleagues • lifelong learning • research ethics
• constructivist • metatheory • research method
• consultative • methodology • research
participation • objectivism methodology
• contract (passive) • ontological sense • researching back
participation • ontology • scope of practice
• data collection • ownership • social accountability
• decolonisation • paradigm • social reality
• deconstruction • paradigmatic • subjective
• duty of care diversity • transformative
• duty of loyalty • paradigm shift research
• duty to act lawfully • perception

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LEARNING UNIT 1: Introduction to research

• emancipatory • perspective • unsilencing silenced

research • philosophy voices
• empirical • positionality • utilitarian justification
• epistemology • positivist • value theory
• ethics • post-positivism • virtue ethics
• experimental • practitioners • neo-Weberianism
• fiduciary • pragmatism • Weberianism
• fourth industrial • Zoroastrianism
revolution

Remember to take a look at the glossary of terms that has been uploaded on myUnisa
under Additional Resources. If you see a term and you do not know what it means,
stop and go to the glossary. This will familiarise you with the terminology of research
and you will get comfortable with the content of this module much quicker.

https://mymodules.dtls.unisa.ac.za/pluginfile.php/15594258/mod_folder/content/0/
SMA4801_Glossary%20of%20terms%20Eng.docx?forcedownload=1

After working through the learning unit, you should be able to explain all of the
above-mentioned concepts. These concepts are all explained or defined in the
prescribed textbook and this unit.

1.5 PHILOSOPHICAL FOUNDATIONS FOR PROFESSIONS

Study the section titled philosophical foundations for professions in the prescribed
textbook.

This section starts with an explanation of the term “philosophy”. From the original
use of the term as a love of wisdom, to where we now see philosophy as the way
in which we see and interpret the world around us, philosophy is applicable to us
as individuals, our research and the field of study that we will be investigating.
Important terms that you need to look out for in this discussion of philosophy
include absolutism, Zoroatrianism, and paradigm.

A paradigm relates to a way of doing things. So, if you think of the term “paradigm
shift”, it literally means changing the way we view or do things.

ACTIVITY 1.1: PROFESSION

You need to log on to myUnisa to access and complete this activity. Remember that
the SMA4801 myUnisa site is a vital part of your module content.
According to the prescribed book, profession is described as a calling, vocation or
occupation.

(1) Do you think safety can be a calling?

(2) Do you see safety as your calling?

The section in the prescribed book discussing “paradigm” also gives us more
information on pragmatism, Weberianism, neo-Weberianism, objectivism,
interpretivism, positivist, constructivist, quantitative, qualitative, epistemology,
and ontology.

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The term “ontology” relates to the study of the nature of things. There is a difference
between philosophical ontology and scientific ontology. In order to understand
ontology, or the nature of things, this section of the prescribed textbook explains
the concepts of objectivism, interpretivism, and pragmatism.

ACTIVITY 1.2: ONTOLOGY

You need to log on to myUnisa to access and complete this activity. Remember that
the SMA4801 myUnisa site is a vital part of your module content.
Download the following article and answer the question:

Esterhuyzen, E. & Louw, L.B. 2019. Fundamentals of safety hazards: A scientific

perspective. Jàmbá: Journal of Disaster Risk Studies, 11(1): a675. https://doi.org/10.4102/
jamba.v11i1.675.

(1) Identify which ontological perception (objectivism, interpretivism or pragmatism) is

followed to describe the study object or nature of safety and explain why.

The next aspect described in the prescribed textbook is epistemology.

Epistemology is the study of knowledge of reality as understood in professions.

The knowledge word cloud in figure 1.3 below shows an image consisting of words
related to “knowledge”. You will note words such as epistemology, thinking and
cognitive. The size of the words indicate how closely the word is associated with the
root concept. This means that word clouds are a simple way to show people what a
concept (like knowledge) entails and what concepts are related to it.

FIGURE 1.3
Knowledge word cloud

As you work through this section on epistemology, you will find more information
about the three epistemological frameworks: positivism, post-positivism and
constructivism. These three frameworks are not mutually exclusive but they form
a continuum.

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LEARNING UNIT 1: Introduction to research

FIGURE 1.4
Positivism

Take a look at this video for a short explanation of what positivism is:

https://www.youtube.com/watch?v=8QkVqT3EPyk (3:19)

Axiolog y is also known as value theory. This relates to the value or worth attached
to something. This is not only aspects such as having a value for money approach
to customer service but also our internal value systems. Axiology or value theory
can be divided into ethics and aesthetics.

FIGURE 1.5
Ethics word cloud

So, why would axiology matter to research in safety management? Axiology looks
at how our values, emotions, expectations and assumptions influence our research
design and approach. There is no such thing as completely unbiased research. We

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are human and we all have aspects that influenced and continue to influence our
ways of thinking. The most responsible thing that we as researchers can do is to
acknowledge these biases and ensure that our research is as objective as possible.

For a further explanation on epistemology, ontology and axiology in research, you

can view the following video clip:

https://www.youtube.com/watch?v=AhdZOsBps5o (8:03)

As you continue working through this section of the prescribed textbook, you
will find detailed explanations of metatheory, research approaches and research
methodologies. These concepts all help us to make sense of the world around us,
our professions and the way in which we view the world.

1.6 PROFESSIONAL PRACTICE

Study the section titled professional practice in the prescribed textbook. This
section of the prescribed textbook describes profession as

• an ideal of service;
• a virtue; and
• a fiduciary duty.

Look out for the following key terms as you work through this section of the
prescribed textbook: service, professional service delivery, social wellbeing, virtue
ethics, fiduciary, duty of loyalty, duty of care, duty to act lawfully, and beneficiary.

1.7 PROFESSION AND RESEARCH ETHICS

Study the section titled profession and research ethics in the prescribed textbook.
This section of the prescribed textbook introduces us to the concepts of professional
and research ethics. We take a more detailed look at ethics in learning unit 5. Codes
of conduct guide both professional and research ethics in order to guide acceptable
behaviour and ensuring that no harm is done to others.

1.8 DIVERSITY OF PROFESSIONAL PRACTICE

Study the section titled diversity of professional practice in the prescribed textbook,
paying close attention to the discussions on paradigm wars, audiences for research,
professional practice during 4IR, and interprofessionality.

1.9 AN AFRO-SENSED PERSPECTIVE ON INDIGENISED RESEARCH

Study the section titled an Afro-sensed perspective on indigenised research
in the prescribed textbook. In this section of the prescribed textbook, you will
find a discussion of decolonisation, Afro-sensed perspectives, indigenisation, and
researching back.

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LEARNING UNIT 1: Introduction to research

The final section of an Afro-sensed perspective on indigenised research depicts

a framework for indigenised research (prescribed book, figure 2.1), integrating the
concepts of decolonisation, Afro-sensed perspectives, indigenisation, and researching
back. This process comes down to respect: Respect for the views and experiences
of all people, regardless of any demographic classification in order to promote
collaboration and partnerships.

ACTIVITY 1.3: INDIGENISED RESEARCH

You need to log on to myUnisa to access and complete this activity. Remember that
the SMA4801 myUnisa site is a vital part of your module content.
In your own words, explain how research methodologies can be applied in
indigenous communities.
The fundamental point in decolonising research methodologies is about how research is
still steeped in the Euro-North American-centric worldview. Decolonisation of research
is explained as a process of conducting research in such a way that the worldviews
of those who have suffered a long history of oppression and marginalisation are given
spaces to communicate using their frames of reference. The decolonising of research
methodologies involves a process of “researching back” and reordering to challenge
how the disciplines (psychology, education, history, anthropology, sociology, science,
etc) have been described and theorised.

Decolonisation can mean many things. This process brings potential benefits, such
as the ability to conduct emancipatory and participatory research, but only if all those
involved have a common understanding and set of beliefs and expectations. As such,
the research process should be conducted through the indigenised research process
in a decolonised manner. Significantly, the process of decolonisation research should
be an ethical, ontological and political exercise rather than simply one of approach and
ways of producing knowledge.

The transformation and indigenisation of research play a vital role in the future of
research as illustrated in this video:

https://www.youtube.com/watch?v=j-ArtoIl68s (13:57)

This video also explores the role of ethics and social justice in terms of creative
research methods.

1.10 CORE CONSIDERATIONS FOR CONDUCTING DECOLONISED

RESEARCH WITH INDIGENOUS COMMUNITIES
Study the section titled core considerations for conducting decolonised
redefining environmental management in the prescribed textbook. This section
of the prescribed textbook provides more information about participatory research
methodologies, language and languaging, restoration, avoiding pitfalls, and core
considerations for applying decolonising Afro-sensed methodologies.

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ACTIVITY 1.4: CORE CONSIDERATIONS

You need to log on to myUnisa to access and complete this activity. Remember that
the SMA4801 myUnisa site is a vital part of your module content.
Select one of the core considerations for conducting decolonised research and in your
own words, explain how you can apply this in your field of study.

Ontological sense Researchers should be honest about their ontology.

Decolonising methods require researchers to answer the
questions Who am I? and Why am I doing this? using the
local community as a mirror for the conversation. Researchers
should acknowledge that indigenous approaches require
collaboration, coexistence and acceptance. An indigenous
paradigm comes from the fundamental believe that knowledge
is relational, shared by all creation, and is negotiated with
the community.
Co-construction Research does not involve pre-packaging questions but
an intent to create a space to co-construct questions.
Acknowledge that local communities have the capacity
and competence to generate research questions and that
different knowledge frames should be respected. The wealth
of knowledge among the elders in African communities is an
important source of vibrant intellectualism to which African
researchers should turn.
Language Embrace the gift of constructing new terminologies and
expressions found in local communities. Accept philosophical
and sociolinguistically constructed frames. The lack of
appreciation and skill of local languages render the validity
of any research conducted null and void.
Lifelong learning Researchers should appreciate the continuous learning that
takes place from engaging with local communities. Every
step of research in indigenous spaces presents opportunities
for learning.
Ownership It is important for every researcher to refer back to the
source of knowledge through a commitment to the site of
research. Data collected should be treated with respect and
its use negotiated while the integrity of the knowledge from
local communities is protected.
Transformative research Indigenous research comprises a deliberate focus to
empower and transform. This should be intentional, and
the design should account for redress, equity and clarity
of historical facts. Researchers should ask how they can
ensure that local communities benefit, are recognised and
are empowered to use their knowledge to alleviate poverty
and to regain dignity.
Unsilencing silenced The researcher has to find ways to capture and express local
voices voices. This requires a special hermeneutical gift to unlock
voices that have been silenced through oppressive histories
and cultures. Decolonising methods liberate and empower
those who have been oppressed.

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LEARNING UNIT 1: Introduction to research

1.11 SUMMARY OF LEARNING UNIT

This learning unit provided an overview of the philosophical foundations for
professions and hierarchical levels of decision making in the research process. We
also looked at linking professional and research ethics in your research and explaining
the features of a profession. Diversity in professional practice challenges research
and an understanding of the decolonisation of research methodologies at grass roots
is required. This learning unit concluded with a discussion of how colonisation
and apartheid impacted indigenous knowledge acquisition and dissemination, the
application of an Afro-sensed perspective to research methodologies in the African
context, and core considerations for conducting indigenised research.

The next learning unit will look at the research process (Learning unit 2) followed
by a discussion of framing the proposed study and developing a research proposal
in lesson 3.

1.12 REFERENCES
Bertram, C. & Christiansen, I. 2020. Understanding research. An introduction to reading
research. Pretoria: Van Schaik.
Cohen, L., Manion, L. & Morrison, K. 2018. Research methods in education. New York:
Routledge.
Epistemology, ontology and axiology in research by Organizational Communication
Channel (8:03). Available at: https://www.youtube.com/watch?v=AhdZOsBps5o
(accessed on 29 August 2020).
Fouché, C.B., Strydom, H. & Roestenburg, W.J.H. (Eds.). 2021. Research at grass
roots – for the social sciences and human services professions. 5th edition. Cape Town:
Van Schaik.
King, B., Aslam, V., Donald, A., Henderson, S., Anderson, W. & Nortje, A. 2017.
Research in practice. Cape Town: Edge Learning Media.
Zarah, L. 2019. “7 Reasons why research is important”. [Online] Available at: https://
owlcation.com/academia/Why-Research-is-Important-Within-and-Beyond-
the-Academe [accessed on 19 March 2020].

Assessment 1 (part 1) MCQ

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