Chapter 15 Designing qualitative research

Designing qualitative researchChapter 15 In qualitative researchResearcher is primary data collection instrumentParticipation and observation are integratedFocuses on specific interactants in specific communication contexts and eventsResearcher skillsNeeds theoretical knowledge and social sensitivityMust be able to recognize his/her role in the research experienceMust be able to think abstractly to make connections among dataForms of participant observationComplete participantParticipant-as-observerObserver-as-participantComplete observerCommitted membershipPeripheral memberActive memberComplete memberResearcher as interviewerDo you have the ability to move among these researcher roles?Identifying the research focusIs the research question personally interesting or compelling?Should be contextually bound Each project will result in a unique design solutionDevelop a purpose statement as road mapConsider researcher’s flexibility to fit inConsulting the literatureBecome familiar with content literatureTerminology or practices in this settingTheories that can be supported or challengedBecome familiar with research which used the method you’re planning to useBecome familiar with research techniques before gaining accessConcept mapsSketchy or detailedHelps inGrouping ideas togetherIdentifying relationships among conceptsIdentifying boundaries for the studyUse to aid creativity and thinking about the projectResearch questions and objectivesQualitative emphasizes description and explanationMore commonResearch question or series of questions Research purpose or objective Connected to context studiedInitially considered as tentativeSampling in qualitative designsSnowball samplingAsk participants for referralsPurposive samplingSeek individuals who meet criteriaMaximum variation samplingSeek participants until data are redundantSample sizeCannot be predeterminedEnough data when:New information is not being addedExisting information is not challengedNot enough data will limit interpretationToo much data can be paralyzingSampling in qualitative reserachImpossible to observe every interaction of all interactantsIdentify settings, persons, activities, events, and time periodsDistinguish between routine, special, and untoward eventsRandomly selecting days and times increases the representativeness of your observations Gaining accessWhat would you tell the people you approach that you wanted to study?What if they asked why you want to study them?Consider alternative ways of gaining accessBe careful of invading personal space or private conversations in public settingsGaining accessIf you take on a covert role, your acceptance by others depends on your ability to play the partConsider a gatekeeper or sponsorWill your observations provide the data you need?Is the setting suitable?Can you observe what you want to observe?Will your observations be feasible?Can you observe in such a way that you are not suspect to others?BECOMING FAMILIAR WITH PEOPLE AND PLACESDEVELOPING TRUSTTrust must be addressed due to researcher’s intimate role with participantsMust be addressed in first contactTrust is person-specificTrust is established over timeTrust can be destroyed with one eventTrust between researchers and participants is paramountDEVELOPING RAPPORTAsk simple questionsMaintain positive conversation postureLearn names and titles Perform commitment actsLocate key informantsDESIGNING THE RESEARCH PROJECTWhat communication phenomenon do you want to study?What is the historical, economic, political, cultural background of the phenomenon?How will you determine what you are observing is that phenomenon?What is the physical setting of this phenomenon?How will you enter the interaction environment?Do you have the time to commit to the project?Do you have resources to manage the data?What constitutes data in qualitative research?The concept of data is broadly castranges from public to privateMore continuous than discreteField notesRecordingsWritten or digital documentsPhotographs or mapsArtifactsYour impact as a researcherYour sex, age, and ethnicity affect what you observe and how you observe itReport similarities and differences that you believe affected data collection or interpretationResearch teams should be diverseFinalizing the designWhat questions guide your study?Have you identified site and participants?Have you negotiated access and entry?Have you considered ethical issues?Do you need informed consentWhat is the time frame for your study?What techniques will be used for collecting data?Have you addressed credibility?How does theory inform your study? Or, are you developing theory?Have you acknowledged biases you bring?