By Gabriele Bammer
How do different perceptions arise of what makes for ‘good’ research? How can researchers come to understand such differences and their impacts on how problems are framed, understood and responded to, as well as how they affect the ability of those contributing to the research to work together?
Differences arise because training in a discipline involves inculcating a specific way of investigating the world, including which types of questions are worth addressing; legitimate ways of gathering, analysing and interpreting data; standards for validation; and the role of values in the research process. Educating someone in a discipline aims to make the discipline’s specific approach to research ingrained and tacit.