Abstract
This study offers a conceptual explanation of a holistic methodology that has utility in how we engage with complex situations. This is the VIPLAN Methodology developed by Raul Espejo and first published in 1988. A case is presented that evaluates whether this methodology has impact when tacitly embedded in a postgraduate research methods course. The underlying argument is that research can be usefully viewed as a form of engagement in complex problem situations, with one challenge being to make sense of situational complexity and establish the question. Thus, it becomes appropriate to introduce the principles underpinning this methodology into a research methods course in order to develop student understanding of how to move from making sense of the situation to a clearly defined problem that is then handled. The study examines a research methods course delivered annually over a period of three years, but drawing upon data from the previous two years, permitting a five year perspective. The evidence from this study in the form of marks attained and proposal - dissertation topics, indicates that this more holistic approach to a research methods course has a positive impact, especially in terms of establishing a research question. It is concluded that the introduction of the principles underpinning this methodology into a research methods course does enhance the student ability to handle complex situations.