Nancy Jean Vyhmeister and Terry Robertson Quality

¶ … Nancy Jean Vyhmeister and Terry Robertson

Quality Research Papers, 3rd Edition, provides updates to the 2nd Edition book on how to perform research in religious and theological studies. The aims of the book are four-fold: first, to promote and develop the ability of students to perform research work; second, to teach students how to better express themselves in their research writing; third, to help students achieve their academic goals; and fourth, to act as an overall how-to with detailed descriptions of step-by-step procedures in performing research.

The book is divided into three sections, not including the introductory section which defines research. The first main section is on the different kinds of theological education research, from exegeses to doctoral dissertations. The second section deals with the process of carrying out research, from critical thinking and choosing a topic to using the Internet and organizing the different parts of the research paper. The third and final section deals with presenting the research, from proper formatting of the paper to APA citation techniques.

Chapter 1 begins with a good example of how to create a research paper: start by defining your subject. That is what Vyhmeister and Robertson do when on the first page of their book, they define what they mean by "research." They state that research is a "method of study that…arrives at a solution."[footnoteRef:1] Thus, implicit in the conducting of research is the idea that somewhere there is a problem that the researcher intends to understand and solve. Taking it step-by-step is what research is all about. The steps in that process involve: a searching process based on a systematic approach that can be duplicated if necessary; the collection of "adequate information" -- this is data that is precise, to the point, and relevant; the obtaining of objective knowledge -- this is bit trickier since the empirical age is replete with subjectivism; nonetheless, objectivity can be achieved by developing a theory understanding of the subject prior to research engagement; the narrowing down one's research scope until it rests on a "single topic" -- because researching several topics or problems can quickly and easily become unwieldy and too large for one to adequately solve. Most importantly, "research is the search for truth -- God is truth," state Veymeister and Robertson. This notion captures the essence of the chapter and distills it into a simple statement. As long as the research adheres to a truthful approach to the problem at hand, he will be on the right course. [1: Nancy Jean Vyhmeister, Terry Robertson, Quality Research Papers: For Students of Religion and Theology (MI: Zondervan, 2014), 1.]

However, the course of research is one that can be adequately maneuvered by having a good understanding of the academic expectations for researchers in the field. These expectations are like signposts or landmarks -- directions that help both the researcher and the audience understand what the study is about and where it is going. It is quite easy to be sidetracked in research and it is important to use the guides that other scholars have accepted as common practice.

There are many kinds of research -- from essays to sermons to reviews to theses to dissertations. Effective research is more than just a "compilation of quotes," it is the gathering of data concerning a certain problem topic and interpreting the data to draw a conclusion/solution regarding the problem topic. It contains analysis that is essential -- not just a listing of points.

Chapters 2 through 10 make up the main first section of the book. They discuss the research aspects of various types of works, from biblical exegesis to doctoral dissertations. Each chapter takes on a different type of theological research. In an exegesis report (Chapter 2), the researcher's primary task is to make Scripture the main focus and place the text in its proper spiritual, historical context. In literary research (Chapter 3), the focus is on literature regarding the subject and contextual analysis can be key in formulating a decisive study. The use of primary as well as secondary sources is highly recommended in literary research. This method of study is applicable in theology, history, and pastoral theology. In descriptive research (Chapter 4), the steps are detailed and how to conduct sampling, surveys and interviews is shown. In program development as research (Chapter 5), the steps are outlined and the keys to proper organization are given. In case study research (Chapter 6), the difference between social science case studies and pastoral research case studies is illustrated, and the different parts of a case study are described.

The case study can be one of the most helpful or useful ways to do research because it isolates a specific problem within a small group, enabling one to do a tighter focus and closer examination of the causes and effects of the problem within a narrow community. The findings are rarely viewed as all-conclusive because the focus is typically on a smaller sub-set within a community, but the findings may be compared with other findings of other small groups and a consensus formed by identifying common or contrasting themes. The case study is typically used in doctoral dissertations because it represents the most advanced scrutiny of ideas in actual reality -- the measuring of causes and effects in real time using real subjects that the researcher can observe first hand. For pastoral theology, the case study can be particularly helpful because it presents the opportunity to develop a better understanding of the immediate issues that one might face within his or her own community as a leader of a parish or a group.

In action research (Chapter 7), the stages of this type of research as well as the challenges are discussed briefly. The next chapter (Chapter 8) discusses the method required for writing for publications, whether one is doing book reviews or journal articles -- scholarly journals have expectations regarding submissions. For academic Theses and dissertations, Chapter 9 provides the procedure for performing literature reviews -- this is analysis of the relevant articles published in academic, peer-reviewed journals. Literature reviews are essential parts of any research project, even if they are not included as separate chapters or parts in smaller research projects as they are in dissertations. They enable the researcher to verify his own understanding of the subject and to provide a better explanation of the field in general. The researcher may need to summarize particular works of literature (books or articles) and compare methodologies and findings or simply give an overview of what other researchers have stated -- it all depends on the type of research being conducted. Chapter 10 describes the doctoral dissertation process, giving the different types of projects one might choose to do as well as the stages of the work involved.

Chapter 11 begins the second section of the book, which examines the overall process of performing research. The first three chapters of this section (11-13) deal with the first steps that one must take when beginning research. This deals with pinpointing exactly what sort of project/research one is about to undertake. This step cannot be stressed enough: because it shapes the entire rest of the process, knowing exactly what you are about to do is essential. It is not enough to say that you will decide what kind of research you are doing as you go along. It is important that you know the type of study to be performed and the approach you must take.[footnoteRef:2] This section as shows you how to decide upon a particular research topic and what steps to take when planning to write the research paper. The best way to choose a topic is to read up on material that relates to your field/subject, and then to start asking questions. It is important to always ask questions, because you be assured that any peer who reads your study will be doing just that. Advancements in knowledge and understanding only come by means of questioning what is there, so when beginning to decide upon a possible topic, the best way to do that is to ask questions about research that is already out there -- or even about a particular religious or theological point. Question, read, question, read -- and gradually narrow your scope until it rests upon a single problem that you would like to solve.[footnoteRef:3] Then it is time to make a proposal and an outline of the research study you are proposing. Chapter 13 discusses this procedure and the importance of analyzing your own research methods and approach as objectively as possible -- even identifying weaknesses within your own framework as well as limitations and assumptions you are making as a researcher. This will help you later when you discuss your findings and need to suggest a topic for further research. [2: Nancy Jean Vyhmeister, Terry Robertson, Quality Research Papers: For Students of Religion and Theology (MI: Zondervan, 2014), 99.] [3: Nancy Jean Vyhmeister, Terry Robertson, Quality Research Papers: For Students of Religion and Theology (MI: Zondervan, 2014), 113.]

Chapters 14-16 further describe the research process by examining the next steps of the process, from finding and analyzing sources to taking notes. Chapter 14 looks at using library materials for doing research, while Chapter 15 examines the possibilities of Internet research. Dissertation Abstracts International (DAI), Vyhmeister and Robertson note, is a great source for identifying abstracts (summaries of scholarly journals) that look like they might pertain to one's research subject. DAI is found in most libraries and helps the researcher save time by accumulating in one index a host of "summarizations" which can lead to more in-depth analysis. The researcher may simply browse abstracts and take note of which works appear to fall within his scope and then locate those works for further reading and analysis. Chapter 16 discusses good reading skills and the best methods of taking notes as well as keep good bibliographic records for later when you need to cite your sources. These three chapters as a whole constitute one of the most informative sections of the book, because they deal directly with the meat and potatoes of research -- how to identify scholarly sources and how to judge whether or not it is beneficial to your study. This procedure is essential and involves a process of analysis that can be quite demanding, but once mastered, it allows the entire research effort to proceed much more smoothly and assuredly. For example, Vyhmeister and Robertson assert that "mistakes can happen" but that "experience sharpens your skills" and helps make the process of doing research that much lighter of a load.[footnoteRef:4] [4: Nancy Jean Vyhmeister, Terry Robertson, Quality Research Papers: For Students of Religion and Theology (MI: Zondervan, 2014), 148.]

How to do this when using Internet sources is essentially a three-step formula provided by Vyhmeister and Robertson. They call it "taming the Internet" but really the Internet can be the best place to conduct research because of the ease of access and the quantity of information stored on databases that no physical library is likely to match. However, in order to take advantage of Internet research, Vyhmeister and Robertson admit that you first have to know what is available on the Internet -- and this requires doing a little research of its own. Typically the scholarly databases that contain the bulk of academic journals to be used are subscription-based and therefore users must pay a fee for access. Search engines like Google Scholar can provide a quick overview of what articles are out there and where they can be found.

The key to using a search engine like Google Scholar, though, is part of the second step in the Vyhmeister-Robertson formula: one must know how to "find" the research that has been performed in the past. Finding data means utilizing search engines and typing in keyword searches. Keyword searches are a fundamental part of finding information. Keywords are used by academics and researchers to assist others in finding their material. Typically keywords are general phrases or terms that relate to the main gist of the subject being researched. One can try a variation of keywords and see what other keywords scholars are using to identify their work, and build a database of keywords that can help one locate a wide range of articles or focus in on a tight sample of research when it comes time to narrow the scope of the project. But the most "indispensible" part of the three-step formula is learning how to "evaluate" Internet sources once you have found them. Evaluating sources is based on a method of scrutinizing the journal to see whether it is peer-reviewed and then scrutinizing the article to see whether it merits inclusion in your research. Even if the conclusions of the article contradict your own findings or assumptions, it can provide an opportunity for "showing the other side" of the argument or problem and allowing you the chance to engage yourself as Devil's Advocate, so to speak. So knowing where to look, learning how to find, and understanding how to evaluate, constitute substantial skills when it comes to performing research. And Vyhmeister and Robertson admit that like anything in the process of doing research, research reading takes "time, thought and skill."[footnoteRef:5] It requires organization and tactics, such as remembering to locate material for citation puporses, something the beginning research can often overlook. So remembering to find the name of the author, the title of the article, the name of the journal and the other relevant source data to be used for citations is important. Keeping track of this information is a reliable fashion is also important. [5: Nancy Jean Vyhmeister, Terry Robertson, Quality Research Papers: For Students of Religion and Theology (MI: Zondervan, 2014), 154.]

Chapters 17-20 look at the actual writing process portion of the research, from examining proper English grammar basics for research writing to organization, documentation and the usage of stats, tables and graphs within the paper. These steps may seem trivial but they are actually very important for the presentation of your material as well as the overall structure of writing. Understanding the best method of organization allows the researcher to keep his own thoughts ordered. They also emphasize the importance of using academic language and styles of writing as opposed to informal usages of English. The research project is one that is meant to look professional, sound professional, and be professional. Thus, it is an important and valuable lesson to know what is expected and what constitutes professionalism in research.

The last section, Chapters 21-23, is on presenting the research and this discusses the way to format the paper, the method of including reference notes and a bibliography in Turabian style, and the method of doing APA citations. It covers the use of footnotes in Turabian style, but notes that depending on one's school the types of citation that are required can differ. Therefore, it is best to familiarize oneself with the latest standards and rules of Turabian, APA, MLA (if necessary), and any others that might be used by religious or theological schools. Vyhmeister and Robertson do assert that Turabian and APA are the most common styles used in such schools and for this reason they provide an overview of both. However, because the APA style is constantly being revised and updated, it is better to locate the latest edition of that style's guidelines so as to avoid being out of date. Typically, footnotes are used most extensively in longer research projects such as theses and dissertations. They are helpful in providing data and information that would otherwise disrupt the flow of the study. By including information in a footnote or endnote, the reader may pause to pursue a digressing point-of-view or continue reading without fear of missing anything of vital importance. Nonetheless, footnotes are important in theological dissertations because they provide pivotal information that expands on points being made within the main body of the paper or deepens one's understanding of an issue or of what is at stake regarding certain uses of terms or translations. Footnotes often act as signals of scholarly strength, and help to ease the burden of inclusivity while maintaining a degree of academic rigor and quality. They serve the interests of both researcher and reader in that they make available subtle digressions that may act as the inspiration for further reflection and the possible motive for later research.