Abstract
This article presents a method to help PhD candidates in the implementation of Design-Based Research (DBR). It focuses on a process and a set of guides designed to accompany doctoral candidates in the different stages of their thesis. It also proposes a tenth principle concerning the definition of indicators used to drive the thesis. Evaluation is driven using a qualitative approach. Training programmes were conducted with 57 PhD students and 47 supervisors in 2019 and 2020. Participants in these sessions used the guides in the context of their thesis topic, then evaluated them. The results obtained show that the guides allow doctoral students to structure their reflections and better manage their thesis work. They also enhance the relationship between PhD students and their supervisor because they offer a means by which to collaborate regarding the thesis subject and research tasks.
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Notes
The book “The Sciences of the Artificial” was translated into French by J.L. Le Moigne in 2004. We have used this translation. (Simon & Le Moigne, 2004).
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Acknowledgements
This research was funded by APACHES, an I-SITE ULNE project, grant number FIPE18-007-VERMEULEN. We would like to thank the participants of the training courses who contributed to the improvement of the guides. We would also like to express our sincere thanks to Craig Sutton, translator and proofreader of this article.
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APACHES project (labelled FIPE 2018 i-Site ULNE)
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Mandran, N., Vermeulen, M. & Prior, E. THEDRE’s Framework: Empowering PhD Candidates to Efficiently Implement Design-Based Research. Educ Inf Technol 27, 9563–9586 (2022). https://doi.org/10.1007/s10639-022-10993-x
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DOI: https://doi.org/10.1007/s10639-022-10993-x