How to Publish High-Quality Research: Discovering, Building, by Jeff Joireman

By Jeff Joireman

In compelling, hassle-free prose, the authors clarify how younger students can create top of the range examine that attains a excessive impression. They describe easy methods to generate robust, unique rules, how one can layout experiments, and the way to prepare findings into transparent and compelling study articles. They then study the paintings of widely-admired students who've built leading edge evaluate instruments and learn equipment, and researchers whose paintings has shifted paradigms, bridged disciplines, and challenged long-held assumptions. all through, the authors express an infectious enthusiasm for colleagues whose paintings has encouraged them of their personal careers.

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Learning complex digital photo­ graphy skills, quilting skills, or both). Compared with nonengaged control conditions (socializing, and routine activities not requiring new learning), the engaged conditions saw significant improvements in their (episodic) memory. 25 26 How to Publish High-Quality Research Another way authors can use the creative approach is to develop a new theoretical model to understand a phenomenon. In one recent study, for example, Wayne, Casper, Matthews, and Allen (2013) were motivated to develop a model to understand the impact of familysupportive organizational practices on employees’ commitment to the organization.

In this chapter, we consider the many different ways researchers discover, identify, and develop highquality ideas. ” Good ideas come from many sources, and yet all possess a common feature. At the end of the day, quality ideas pose questions that readers feel compelled to answer. Ideas offer a paradox, a puzzle, a mystery, or a problem that needs to be solved. Ideas are the bait that gets readers to bite, and once hooked, readers want answers. 1037/14525-002 How to Publish High-Quality Research, by J.

Oftentimes, of course, profitable ideas come from reading the literature. We would not disagree, but given time to reflect, many experienced researchers would add that reading is only part of the equation. Indeed, as we illustrate in this chapter, ideas come not only from reading the literature but also from an intuition, a hunch, a curiosity, an observation, a personal interaction, or the need to solve an immediate and practical problem (see also Fiske, 2004). ” A closer inspection, however, suggests that this approach would ultimately lack power.

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