ABSTRACT
In this chapter, we suggest a collegial approach to classroom-based research which may alleviate many of the problems often assumed inherent to such research whether it be qualitative, quantitative, or a combination of the two. Although unforeseen obstacles inevitably arise in the course of research, many of the difficulties often associated with large institutions may be avoided or at least diminished. After providing a general overview of a specific research project, this chapter examines not only the aspects that complicated its implementation, but also those that made it run smoothly. We suggest that an understanding of the sociology of a major institution and its communication networks (see Markee, this volume) is at the core of the successful completion of many research projects. In our varying roles as researcher (India Plough) and teacher/assistant to the coordinator of language instruction (Lawrence Kuiper), we recount our experiences in this specific situation, focusing on the various participants and the resulting interpersonal dynamics. By revisiting this project from the multiple perspectives of those involved, we are able to extrapolate several effective strategies for promoting the co-operation that we believe is intrinsic to successful research in a major institution. We hope that this descriptive examination is of use to the seasoned researcher, and we also wish to provide a tool to those who are new to classroom-based research and foresee undertaking a project at a large institution.
