The purpose of this reflection was to initiate a discussion regarding the contradictions raised in the university academic environments around the dialectic of the objectives and purposes in research. In the final considerations it was concluded that an investigation to acquire the character of scientificity requires a purpose, purpose or goal that is expressed through objectives considered as a naturally simple aspect, however, in practice it translates into one of the more complex problems that are significantly affecting the investigative process.
These reflections must like intention initiate a discussion with respect to the contradictions provoked in university academic atmospheres around dialectic of the objectives and the intentions in the investigation.. I conclude, so that an investigation acquires the cientificidad character requires of a purpose, intention or goal that is nevertheless expressed through objectives considered as a naturally simple aspect, actually is translated in one of the problems more complex than it is affecting the investigative process significantly.
Introduction
Dialectics is a method of reasoning, questioning and interpretation that has received different meanings in philosophical schools. Some of these meanings are: art of dialogue and discussion, a reasoning technique that proceeds through the deployment of a thesis and its antithesis, resolving the contradiction through the formulation of a final synthesis.
It was called dialectic by Hegel because it is the motor principle of the concept that dissolves, but also produces, the particularities of the universal. The highest dialectic of the concept consists in not considering determination merely as a limit and opposite, but in producing from it the positive content and the result, the only procedure by which dialectics is development and immanent progress.
This art of dialogue and discussion was used as a reasoning technique in this research, since it was considered pertinent to reflect on the dialectic between objectives and purposes of research in postgraduate studies. Taking into account what has been said, a series of interpretations around the objectives of the research are started, conceptualizing it as the verification data stated in a precise and clear way of the goals pursued by the researcher.
These objectives are formulated after having selected a topic centered on the ideas that the researcher has. It should be noted that the selected topic can strengthen the idea, based on the reading, interpretation and understanding of the theories in accordance with the researcher's concerns, which will allow making decisions appropriate to the needs of the environment. Hence the meaning of the choice of research methods and paradigms consistent with the objectives, since at the end of the research it will be evaluated through their systematic achievement.
To carry out this evaluation, it is necessary to examine the research project from the beginning, the clarity of how the objectives are written, this aspect of the research cannot be neglected because its orientation towards the nucleus of interest would probably fail. Research projects can fail mainly for lack of clearly defined objectives.
Methodology
Due to the experience and natural language as a teacher and that of the participants of the Educational Sciences Doctorate, it was possible to investigate since these two elements are the source of all the agreements, which cannot be substituted by any other scientific procedure. It was considered pertinent to carry out this study under the comprehensive method supported by human events, contextualized in permanent interaction with the horizon of meaning of the others of each of the participants. Here an attempt was made to elaborate a meaning based on the researchers' insight and sensitivity, their ability to capture the events studied, which results in an unfinished meaning dependent on their present conceptual horizon.
For the type of research, the collection of information was focused on a bibliographic observation, since the criteria of several authors that deal with their reflections on issues related to the process of elaboration of the objectives and the purpose of the research were analyzed. The documentary and methodical observation was based on the prior establishment of the categories on which they need to collect information. Subsequently, individual reflections on the bibliographies consulted were systematically examined during face-to-face classes, in order to find the data contained in them regarding the objectives and purposes of research in the social sciences.
Theoretical references
By taking into account the systematic planning of the objectives, to the same extent, the valid strategies to be able to achieve them could be selected, since throughout the development of the research, in each of its phases, they must be controlled. Such actions validate the study based on these objectives. However, in most cases, objectives tend to be confused with purposes. It is necessary to clarify that the research objectives refer to what is intended to be achieved by describing, creating new knowledge, satisfying a need, solving a problem, proposing a plan or evaluating a program as appropriate.
Consequently, the research objectives are considered by certain authors that will later be analyzed as the goals, purposes or ends set by the researcher in accordance with the aspects that he wishes to verify and discover, characterized by being the verification or discovery data by the researcher, they are:
- Successive achievements in a systematic process of investigation. They must be written clearly to avoid confusion in the research development. Possess a single action avoiding the inclusion of more than one verb in infinity. In each of the phases they must be controlled, in order to adjust or change them. Do not confuse them with instructional objectives. They are the goals that are pursued to solve a problem through the application of the scientific method. Understand the concrete results of the investigation. Its scope must be within the capabilities of the investigator. They must be focused on decision making and a theory that allows generalization to solve problems of the same nature.
It has been considered that in order to carry out the investigative process, attention should be focused on the objectives as they constitute successive achievements in a systematic way, rather than a final result. By having the objectives adequately defined, both the methods and the techniques to be used will be selected in a pertinent way and in accordance with the nature of the research, however, the depth levels of scientific knowledge must be limited to the depth of the objectives.
Objectives and purposes of the investigation
The authors studied suggest that the purposes and objectives of research can be confused, in that sense, Cerda (2005) considers that the purpose of the objectives of the research is to provide answers to the questions. Hurtado (2005: 132) differs from some authors by saying that “the research objectives are those that are reached at the end of the activity; The purposes are the greatest aspirations that transcend the activity and are often manifested in the possible contributions derived from it.
In that order of ideas, Tamayo and Tamayo (2005) express that the objective of the research is the clear and precise statement of the purposes for which the research is carried out. Similarly, Arias (2006) affirms that there are different types of objectives but the purposes are actions that can escape the scope of the investigation.
In qualitative studies, the objectives are closely related to the various research methodologies. There are some classifications that have been proposed regarding the objectives of qualitative research and its potential in relation to the generation of theories. Martínez (2004) says that in qualitative research objectives are set that they want to achieve.
All objectives (general or specific) are relevant to people interested in the research. Sometimes it is preferable to set only general objectives, and to determine specific ones during the march, so as not to seek goals that are trivial or impossible.
In this sense, Bartolomé cited by Sandin (2003), recalls the importance of contemplating the goal of transformation, especially when we think that the educational field is our main object of knowledge: Intervention and research. Thus, the objective of understanding in depth educational phenomena can be the first step towards a real transformation, from the needs felt by the protagonists themselves in that educational context and for that reality.
However, many authors focus on the general objective of in-depth understanding, which globally outlines the majority of qualitative research methods, forgetting their potential, to develop studies whose purpose is educational optimization and innovation. Around this, Buendía, Colas and Hernández (2005) carried out a bibliometric investigation of educational studies based on qualitative methodology to identify the scientific objectives that are covered from this approach:
Descriptive: description of processes, contexts, institutions, systems and policies, Interpretative: develop new concepts, rework existing concepts, identify policies, refine knowledge, explain and create generalities, classify and understand complexity, theoretical contrast: Evaluate, contrast or verify postulates, generalities and theories. and evaluative: Evaluate policies and innovations.
In this referential framework, Tesch cited by Sandin (2003) carried out an interesting ordering of the various types of qualitative research based on whether the research interests (analytical objectives) are related to the following aspects: (a) characteristics of language; (b) discovery of regularities; (c) understanding the meaning of a text / action and (d) reflection.
These dimensions are presented in a continium, in which as one advances from left to right, the various types of qualitative research are characterized by less structuring and a more holistic nature, delving into what constitutes the object of qualitative research of the study is the in-depth understanding, either of natural behaviors, social situations, meanings, processes, patterns.
The objective, as it has been shown, has been defined in a very different way, but the most generalized is the one that states it as a goal, clear and precise purposes. For some authors it is the for what? for others it is what? or both, characterize the objectives of an investigation becoming the means that allows making decisions and constituting a theory to solve and generalize problems.
In accordance with the theories studied above, it can be summarized that an objective can be according to:
| Tamayo and Tamayo (2005)
Flórez and Tobón (2003) Hurtado de Barrera (2000) Nava de Villalobos (2002) Chávez (2004) Arias (2006) |
- A goal.
- Type of knowledge to be achieved. - Purpose of the investigation. - Goals, purposes and achievements. - It constitutes the decisive factor of the Investigation. - These are goals that the researcher sets for himself in relation to the aspects he wishes to study |
It has been found that the purpose of the general objective is to discover the answers to the question posed by the problem through research techniques and procedures. I particularly consider that the general or fundamental objective is implicit in the scientific, social, personal, professional and institutional relevance (towards what, where, for what, why, when, with whom and for whom).
Each of these aspects must be derived from the empirical objectives set out at the beginning of the study, since they allow the evaluation of the entire process as it progresses, they are reviewed and reformulated before reaching the final result. They allow to define the methodology to be used, additional objectives may arise, modify those already proposed and even be replaced by new ones, depending on the direction the research is taking.
Types of research objectives
In the development of scientific research, different types of objectives are usually categorized, including intrinsic, extrinsic, fundamental, derivative, deep understanding, general, specific, classifying or explanatory; qualitative and quantitative, whatever their categorization, what is important is the degree of depth of knowledge to achieve the purpose as well as the type of research to be carried out.
To achieve the realization of an objective, in the first place it must be defined clearly and precisely so that they are understood by a scientific community, which would result in the effectiveness of the research phases. Second, the feasibility of the study must be guaranteed by foreseeing its acceptance, limitations for its preparation, theoretical, geographical, temporal and financial delimitation and the perspectives of the objectives in relation to the capacity of its execution. Third, to make the decision on how to approach the collection of information, you must determine the quantitative, qualitative or other epistemological approach.
General objectives
On the basis of the ideas presented, it follows that a general or fundamental objective consists of a set of words with various combinations allowing the expression of the purpose of the research. For this reason, it must answer the question that the researcher intends to investigate. In this writing, the words that best fit the investigative purpose should be selected.
According to Arias, (2006) the general objective expresses the specific purpose of the research in direct correspondence with the formulation of the problem. This can be broken down into at least two specific objectives. While for Tamayo and Tamayo, (2005) a general objective can state several results to be achieved or several general objectives can be formulated, each presenting a result to be achieved. It is important to bear in mind that for each result a range of specific objectives must be set to ensure its achievement.
Cerda (2005) says that the general objectives encompass the entire set of goals, achievements and purposes of an investigation, and for it to be expressed in the statement of the objectives, they must cover a wide range of content, concepts and information. While Martínez (2004) considers that they are relevant. It is preferred to initially set only general objectives.
As for the amount of general or fundamental objectives that an investigation should have, the use of only one arises, it would be a mistake to formulate several, because what is investigated is reflected in it. It covers all the variables contained in the title “the general objective must have complete correspondence with the title of the work, with the question that formulates the problem or research topic, what changes is the way of writing it.
Other researchers suggest that two general or fundamental objectives can be used without specific ones or derivatives, since these can arise during the investigation (Martínez, 2002). Hurtado de Barrera (2005) says that to achieve an objective of greater complexity it is necessary to first have achieved the respective objectives of less depth or complexity.
It should be noted that, although it is true, although the purpose of the research is detected in the general objective, Nava de Villalobos (2002) also considers it appropriate that in a field investigation there may be more than one general objective because everything depends on the extension of the object of study and of the purposes of the research with which we totally disagree since the general objective as expressed in previous paragraphs contains the purpose of the same.
Regarding the design of the objectives, it was considered one of the great conflicts that the researcher must face, which can seriously affect the success of this activity. However, teachers dedicated to teaching research have underestimated the design of the objectives, considering them as a formal requirement with little or little operational or methodological relevance. In most cases, there are sterile discussions on how to formulate or propose both specific and general objectives due to the disparity of criteria that exist among academics in this area of knowledge.
Reflecting on these definitions, I realize that the objectives are classified as a goal because it is being affirmed that it is an end towards which the actions or desires of a person are directed. It is a purpose because they involve a situation and for this it is required that it become a central point of reference to understand the specific nature of the actions to be performed. The goal achieved is a product that becomes an achievement.
The general or fundamental objectives then, encompass a whole set of goals, achievements, purposes of an investigation so that it is expressed in the statement of the objectives, these must cover a wide range of content, concepts and information. Therefore, I refuse to accept that qualitative research attempts to substitute the general or fundamental objective of the research for the purpose of the research. The general objectives must then guarantee their broad results. To write them, you start with the verb in the infinitive (ar - er - go) plus the variable (s) or categories, plus the object or event under study.
Specific objectives
According to the experience acquired advising, orienting the participants of specialties, masters and doctorates, I have been able to verify that there are no pre-established formulas to write the specific objectives, which derive the concrete actions that the researcher must fulfill to achieve the general objective, that is,, are the consequences of the general objectives.
The specific objectives are not essential in qualitative research, however, they are the research requirements of quantitative research or, according to their nature, having as a fundamental axis the general objective, they represent the systematic operation of the general objective in the investigative action, promoting the fulfillment of the expectations originated in the questions and the systematization of the problem.
Through them, the actions necessary to fulfill the purpose of the investigation are broken down in a concrete and delimited way by determining the stages or the precision and fulfillment of the necessary aspects of the scientific process. It is important to clarify that, in the investigative process, some authors have conflicting opinions about the way to write the specific objectives, given the diversity of existing investigative epistemological paradigms.
However, if the opinion of Cerda (2001, p. 223) is taken into account, he defines them as the goals, purposes, ends, precise and concrete achievements of the study. They are the why and why of the actions that will be carried out during the development of the research. Thus, it is proposed to take into account the approach of Sabino (2002: 59) who considers that the purposes of an investigation must also be specified in terms of the type of knowledge that the scientist hopes to obtain at the end of the work, referring in this case to the objectives internal research or the type of finding to be achieved.
- To do so, reflect on the types of research that scientists most consider from the point of view of internal objectives, which are generalized answers to the questions asked. They are classified as exploratory, descriptive and explanatory. Each of these levels must be considered in their full autonomy respecting their continuity with the other levels.
Exploratory phase
The exploratory phase is the most elementary level of scientific research. It is a mandatory phase in theoretical and empirical inquiry. Each of these levels must be considered in their full autonomy respecting their continuity with the other levels. In this sense, the objectives of the exploratory level will give an approximate overview regarding the object of study, such as:
- Investigate the principles of ……………………. o Explore the elements of - - - - - - - - - - - Know the arguments - - - - - - - - - - - -
The principles, elements, statements, particularities or arguments of the variable X are explored to choose the alternatives for solving problems originated or in relation to Y. Which means finding out about something and discovering the existence of something not evident. These objectives are of a general nature that can facilitate a first approximation of the problem to be investigated since it allows us to perceive some aspect of the object studied. I agree with the criteria of Arias (2001, p. 91) since he proposes the following verbs to facilitate the writing of objectives in this first level of complexity: know, detect, explore, inquire, probe.
Descriptive phase
The second level of complexity of scientific knowledge is the descriptive one whose purpose is focused on the description or on mentioning in detail the fundamental characteristics, relationships, relevance, evidence, parts, defects, causes or ideas of the set of phenomena using systematic procedures that allow to reveal its structure or behavior.
The specific objectives of this descriptive phase will allow the researcher to make a judgment about a situation, to delve into the study of some fact or variable. In this regard, Arias (2001) proposes the following verbs to write the objectives: analyze, calculate, characterize, describe, diagnose, examine, identify, coinciding with Sabino (2002, p. 60) who points out that the diagnoses made by planners start from a An organized description of a certain situation as complete as possible and then offer recommendations or make projections about its future development. The relationships, evidence, relevance, parts, ideas, causes, effects, veracity, defects are described.
Explanatory phase
The third level of complexity of knowledge that sustains the writing of objectives that we highly recommend, has as its fundamental purpose to determine the origin or cause of a phenomenon, it is the final character of the investigation in the sense of satisfying the origin of the situations, they allow demonstrate or set the terms of an idea or situation.
In this phase the researcher can discover and know the causes and origin of the problems. For this level, Arias (2001) proposes the use of the following verbs to write objectives: check, demonstrate, determine, establish, explain, relate and verify. The ends, means, efficiency, utility, alternatives, action plans, solutions, facts, specifications, behaviors and behaviors are explained. Aware of the confusion faced by new researchers, it should be considered pertinent to reflect on the descriptive and explanatory research referred to by Cerda Gutiérrez (2005), who, interpreting the importance of descriptive research, points out that there is confusion about the term because the word is generally defined describe how the act of representing or depicting people,animals or things through language highlighting the most characteristic and particular aspects of such elements.
However, I must warn that the level of complexity assumed here to write the specific objectives (exploratory, descriptive and explanatory) should not be confused with the types of research, since the recommendation focuses on conducting research development from a specific stage. simple to the most complex. As for explanatory research, it is associated with design and the explanatory method, but it also constitutes one of the levels of complexity of scientific knowledge.
This categorization has been used in the interrelationships during the research process with the students as levels of complexity of the knowledge to be achieved. It is about establishing with these levels through specific objectives how far it is going to go on the scale of scientific knowledge. Consequently, to write the specific objectives, it is proposed to go through each of these levels, starting with the simplest, which is the exploratory, through the descriptive, until reaching the most complex, which is the explanatory.
Reflections
Regarding the conditions required by an objective to be considered well formulated, there are different coinciding and contradictory opinions, including that of Chávez (2004), who considers that when writing a general objective, all the variables must be included, the The term will identify the type of research to be carried out and the intended achievement.
Example: "Determine the incidence that administrative strategies produce on the work performance of university authorities in order to establish to what extent such incidence is generated" (It has two verbs in infinitive). Hurtado de Barrera (2000) agrees with this author when she considers that objectives in addition to an action must express an achievement. Example: “Study the relationship between the manager's leadership style and the work performance of the workers in order to determine the aspects that influence the appearance of submissive or rebellious behaviors.
This way of writing the objectives has two aspects criticized by other authors. In the first place, Arias (2001) considers it an error to add phrases such as: “with the purpose of…” and “with the purpose of” (p.59) to a research objective. While Nava de Villalobos (2002) states that the objectives must contain a single action, that is, they must avoid including several verbs in a single objective (which imply several objectives in one), since this causes confusion and uncontrol in the investigative work (p. 55).
Consequently, one should avoid confusing “knowing” with “doing” since it first refers to inquiring, detecting: it is investigating while “doing” refers to the activities or procedures to achieve the purpose of the investigation, therefore applying A program, designing a plan, proposing guidelines or formulating policies could not be considered research objectives, since these are the translation of the questions in the affirmative.
However, both elements are inseparable, so the activities (applying a program) allow us to achieve the objective (obtain knowledge - know the effects of…). A well formulated goal would be:
- Determine the epistemological bases in the training of the Proactive teacher in the context of globalization. Analyze the alternatives to the prosecution of the criminal process in the Venezuelan legal framework.
In this broad spectrum, Hurtado de Barrera (2000: 139) points out that the type of research is given by the general objective, if it is directed towards the configuration of strategies, activities and concrete plans through which changes in the event or produce one that does not exist, then the general objective is written as follows: "Design a program aimed at improving the application of creative instructional strategies in the classroom by a group of high school teachers" (p. 331).
Thus arises the type of projective research also called a feasible project by some Venezuelan universities, which will be widely discussed in later phases because it has produced contradictory opinions in the different authors of texts on research methodology. Similarly, Chávez (2004, p. 88), writes the objectives of a variable to develop a model, program or operational plan as follows:
“Design a model for the supervision of administrative activities that allows university authorities to carry out such function in accordance with the technical - specific principles, in order to achieve greater work effectiveness ”.
This objective is complemented by the author with specific objectives such as:
- Execute a bibliographic review process….. Select the elements and sub-elements that make up the model. Prepare the model of….. Apply the model of ……
In the opinion of Arias (2001), these are not objectives but implicit actions in the research process that contribute to the achievement of the objectives (p. 58). Which are obvious research activities and should not be confused with the research objectives.
In general terms, say Flórez and Tobón (2003), the objectives refer to the types of knowledge that are intended to be achieved in relation to the questions that constitute the research problem. The relationship between the objectives and the problem is treated in a different way; For some authors it is preferable to first establish the objectives and then formulate the problems, others start from the framework of theories and then formulate the objectives because they have already expanded the knowledge around the initial idea.
Consequently, at the time of writing the objectives, the researcher must assume the criterion of the author with whom he best identifies, arguing his suitability to the research, for which he must have some flexibility choosing from the theoretical reading to the objectives, from these to the question and from it to the statement of the problem with a wide spectrum of the situation under study.
Although it is true, that in the later phases a reformulation of both the problem and the objectives is required. In this case, the least important thing is the order in which the research phase is going to be developed, the most significant thing is that the researcher feels satisfied with the work carried out and is aware of what she is doing, how she is doing
Final thoughts
After having analyzed bibliographies framed in different paradigms, it was concluded that there is confusion among novice researchers about the objectives and purposes of the research, they know that the purposes are long-term aspirations that transcend research; However, the consequences and contributions derived from the study that will contribute in one way or another to their aspirations are more distant from them because it is difficult for them to meet the goals that are proposed.
They also have knowledge about the purposes that are referred to the scientific, social, personal, professional and institutional relevance, however, when they were asked to identify these aspects in writing, they did so in a confusing way. The purposes reported by the majority of the participants do not respond to the why or the reason of the research, while the objectives do not make clear the purpose of the research. The general objective does not guide the research nor does it allow to maintain a constant reference in the work to be executed despite the fact that the participants obtained a Master's degree where they presented a degree project.
Despite these reflections, the writing of the research objectives in the projects presented at the end of 64 hours of academic activities including tutorials and individualized advice, it was detected that this phase of the research continues to constitute a task with an unsuccessful path for the given new researcher its complexity. Hence the need to insist on qualifying the objectives as the central axis of the research, since they systematically guide the questions (formulation and systematization of the problem, the system of variables, the matrix of analysis categories, the dimensions or subcategory, collection of the information, the hermeneutical approach, the epistemological bases, conclusions and recommendations).
It was considered that the design of the objectives is one of the great conflicts that the researcher must face, which can seriously affect the success of this activity. However, teachers dedicated to teaching research have underestimated the design of the objectives, considering them as a formal requirement with little or little operational or methodological relevance. In most cases, there are sterile discussions on how to formulate or propose both specific and general objectives due to the disparity of criteria that exist among academics in this area of knowledge.
The objective, as it has been shown, has been defined in a very different way, but the most generalized is the one that states it as a goal, clear and precise purposes. In this sense, the general objective of the research is defined in more global terms, it is related to the thematic area to be studied and to the title of the research. Seen in this way, this objective is practically linked to the title of the research, which it is assumed, identifies, without going into details of what it is desired to investigate or analyze. The specific objectives, while it is true that they are related to the general objective or the general objectives, are defined in more options terms. They fulfill the purpose of linking the level of abstraction present in the general objectives, with the immediate reality to be studied.
In this type of objectives, it must be projected which components or elements are considered to be achieved in the research. It is a matter of disaggregating through a conclusion of knowledge, the elements or dimensions of the problem present in or the general objectives, at the same time, limit and specify what we want to study. When formulating specific objectives, it should also be borne in mind that in terms of their presentation and organization in the project, it is necessary to prioritize the components of cognitive action demarcated in this type of objectives.
For the correct relation of the objectives, it is recommended to use several descriptive verbs, as this facilitates their clarity and precision.The specific objectives are elaborated according to what is desired to be achieved with the general objective, because they are derived from it, if The study is descriptive and a specific objective related to the issuance of conclusions and recommendations can be written.
It is recommended to formulate a single global general objective, consistent with the problem posed, and more specific objectives that will lead to achieving the general objective and that are achievable with the proposed methodology, it must be written with an infinitive verb at the beginning that denotes the search for a knowledge. According to the complexity of the research, the number of general objectives and their corresponding achievements will be determined, when the research is carried out in stages, not all the research objectives should be included in a single statement, since it is convenient in this case to state one objective general for each stage; otherwise, a single general statement that includes several results is recommended.
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