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Applying a Reverse Induction Process for Improved Definition of Higher Education Technology-Supported Research Projects
PROCEEDINGS

, , University of Southern Queensland, Australia

ASCILITE - Australian Society for Computers in Learning in Tertiary Education Annual Conference, ISBN 978-0-473-22989-4 Publisher: Australasian Society for Computers in Learning in Tertiary Education

Abstract

Scoping out the detail of a Higher Education research project can be a time -consuming and frustrating experience. The excitement of a research project is frequently stifled by the tedious process of mapping out project activities, estimating required resources and developing project schedules. Reverse induction provides a fresh approach to defining technology-supported research projects. In much the same way as new product development must be guided by an understanding of customer needs, reverse induction focuses on research outcomes before formulating research aims. Using a systematic process of backward reasoning, researchers can define a project concept in a structured and efficient manner. There is significant potential for reverse induction to deliver time and cost savings in a complex and challenging Higher Education environment.

Citation

Doyle, J. & Farley, H. (2012). Applying a Reverse Induction Process for Improved Definition of Higher Education Technology-Supported Research Projects. In M. Brown, M. Hartnett & T. Stewart (Eds.), Proceedings of ASCILITE - Australian Society for Computers in Learning in Tertiary Education Annual Conference 2012. Australasian Society for Computers in Learning in Tertiary Education. Retrieved July 21, 2019 from .

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