Phenomenological Research 1

1. Phenomenological Research 1 Group A Bilal Kilic (11M8052) NeliaEusoff (11M8187) SitiNorbayuHjAbdSamad (11M8118) Nor AsnawatiHjMohdYassin (11M8117) Hjh. AzrinaHj. Yusof (11M8120)

3. Our Presentation Outline • Phenomenological Research • Types of Phenomenology • Research Discussion • Conclusion

4. What is Phenomenological Research? Definition: • answers the questions, “What is it like to have a certain experience?” Purposes: • seeks to understand the phenomenon of a lived experience related to an emotion, a relationship or being part of an organization or group

5. Phenomenological Methodology • Interview - In depth interview • Participant observation • Conversation • Action Research • Focus Meeting • Analysis of Personal Texts - Diary Writing

6. Types of Phenomenology • Transcendental focus on essential meaning of individual experiences • Existential the social construction of group reality where nature and perception of reality (ontology) form epistemologies (how we know what we want to know) • Hermeneutic structure and interpretation of texts which focuses on language and communication

7. Strengths • Help to give a better understanding of real life situation and experiences • Good at surfacing deep issues and making voices heard. • Has the ability to query and probe in-depth issue of a phenomenon

8. Limitation • Huge compilations of data – time consuming. • Sample size – it can be hard to get over to people that a single-figure sample is valid. • Difficulty in gaining access to participants for more than a single session of an hour or less.

9. Research Title Research 1 : “Pathways to Building Leadership Capacity” by Lorraine Slater Research 2 : “Developing leadership: exploring childhoods of women university presidents” by Susan R. Madsen Research 3 : “Work-shadowing as a process for facilitating leadership succession in primary school” by Tim Simkins, Paul Close and Robin Smith Research 4 : “No sleeping partners : relationship between head teachers and critical friends” by Sue Swaffield Research 5 : “Student’s perspectives of workplace learning and training in vocational education” written by Christine Velde and Tom Cooper

10. What is the phenomenon? Research 1 : The knowledge and experience of stakeholders about collaboration. Research 2 : The childhood experiences, characteristics and memories of women university presidents as they relate directly or indirectly to possible leadership development influence. Research 3 : Work-shadowing experiences and emotion of head teachers contribute to the leadership development. Research 4 : Insight into nature and challenges of the relationship between head teachers and other professional who play the role of their critical friends. Research 5 : The existence of gaps in the perceptions of vocational education between teachers and students.

11. The purpose: Research 1 : To describe how principals used communication strategies and skills to foster the empowerment of other stakeholders within the context of collaborative initiatives. Research 2 : To investigate the perception and experiences of women in higher educational leadership in relation to the development of their leadership skills, abilities and competencies throughout their lives. Research 3 : To place work shadowing in the broader context of responses to the challenges of managing leadership succession and to consider some of the keys issues that work shadowing raised. Research 4 : To examine external support for school leaders and focuses on the relationship between head teachers and other professionals who play the role of their ‘critical’ friends. Research 5 : To investigate competencies learning outcomes and training acquired during the programme.

12. Methodology : Research 1 : • Focus group interview Research 2 : • In-depth interview (one to one basis) Research 3 : • In-depth interview Research 4 : • In-depth interview Research 5 : • Individual and focus group interviews • Observation at school and workplaces

13. Sampling : Research 1 : 16 individuals comprises parents, principals, assistant/vice principal and teachers that came from 14 different elementary school. Research 2 : 10 participants were selected from the 12 out of 25 women university presidents who accepted the researcher’s invitation to participate in this study. They were from different populations and levels of leadership. Research 3 : It consists nine of the 20 participating teachers who shadowed heads and five of the head teachers who were shadowed selected from Research 4 : 5 head teachers, 3 LEA Advisers and 2 line managers of the ‘critical’ friends who were referred to as ‘Senior Advisers’. Research 5 : 30 students, 12 vocational educators, three administrators working with vocational programme and 15 employers from site.

14. Data Collection: Research 1 : • Focus group interviews. The interview including 16 individuals representing a broad range of stakeholder roles in the school such as; parents, principals, assistant/ vice principals and teachers. They were selected from 14 different elementary schools. The interview was the first methods to get primary data sources. The study included a total of eight focus group interviews that involved 16 hours of taped interviews and approximately 500 pages of professionally transcribed dialogue. • After the interview, they searched researcher field notes of the interview which are called artifacts. Sometimes researcher field notes can be supportive sources to complete interview data. During the interview, people may not say everything easily or limitations of the character may affect the interview section negatively. So taking the researcher field notes will be more supportive data source to complete your data section. After researcher field notes, they did correspondence with participants as a supplementary data source.

15. Data Collection: Research 2 : • Drafted open-ended probing questions designed to extract all types of information about the participants’ experiences and perceptions before becoming leaders. • Designed some similar follow-up questions to encourage the participants to search deeper for additional answers and rich descriptions. • Managed to make slight adjustment to the instrument based on the feedback given by two experienced leadership researchers’ review prior to the interviews. • Collected interview responses. • Transcribing the interview responses • Analysed each interview • Categorised all responses to identify key ideas and phrases about the participants’ experiences related to each category. • Assembled all interview phrases or statements by topics. • The emerging themes were then noted by the researcher.

16. Data Collection: Research 3 : • The researchers did mentioned that the method of conducting the research was through in-depth interview. The researchers also did not state how the data from the interviewed was analyzed whether it was transcribed or not. However, the researchers did described and discussed in details the findings of the interviewed. Research 4 : • Data was collected from the five teachers, three LEA advisers and the two line managers. • Sample was also selected through a process of negotiation. • Data were gathered through semi-structured interviews and questionnaires. • Interviews were conducted in the interviewees’ workplaces each lasting between 45 minutes and one hour, and all were audio-taped and transcribed. • Data gathered through interview were supplemented by a short questionnaire which provided a more standardized way of considering some of the issues as well as a means of cross-checking comments made in the interview.

17. Data Collection: Research 5 : The audio tapes were transcribed and the responses entered in the computer, using an appropriate word processing package. These means that it was typed back to the Word program. Common themes were then refined and constructed into categories. Where possible, results were coalesced across questions. The responses are summarised under the survey section.

18. The Procedural Rigor: Research 1 : The journal did not state any procedures. Research 2 : The researcher requested the participants to review the emerging themes and results to provide corrections, additional perspective and insight that may not have been captured in the original interviews. Research 3 : The researchers did not state any procedures on how the interviews was carried out. No consent from the sample participants was mentioned too. Research 4 : The researcher did not mention any activity in fact once the data collected from the interviews were transcribed, she come up with some conclusions relating them to other theories.

19. The Procedural Rigor: Research 5 : • Throughout the research the instruments for the component of the study reported in the paper was semi structured interview guide designed for the students. • Questions were asked about the student’s participation in the college’s vocational education programme including their reasons, their preferred future employment and the advantages the scheme gave them, their feelings about learning arrangements at school and at workplace and their perceptions of the programme. • Similar surveys were asked to employers and teachers in order to facilitate comparison of the results. Prior to this a pilot survey were sent out. • There were no specific time mentioned on how data was gathered nor was there any reason describing as to why the researcher took or withdrawn the students from class to be interviewed in a meeting room instead.

20. Findings Research 1 : Principals employ various communication skills and strategies to build trusting relationship that promote leadership opportunities and build capacity in others. Research 2 : The findings from the study were divided into four major themes. It was which found that there were similarities in childhood influences of the participants which demonstrated evidence of the importance of individual upbringings and experiences on personal assumptions, potential aspirations and leadership development. Research 3 : Effective work shadowing can addressed the issues that have been highlighted by the researchers in relation to transition, capability, and identity whereby the perception of the head teachers on headship were changed after the shadowing experiences.

21. Findings Research 4 : The factors such as trust; values, purpose and personal qualities ; communication and practical action contributed to effective relationship and ‘critical’ friends. Research 5 : Despite the student’s low educational background , they cited that programs are opportunities for hands on experiences for future employment. In relation to this they perceived vocational education as benefits of increasing career and employment options. The teachers however were concerned that vocational had low status at college. Factors such as leadership qualities, self esteem and further training development were taken into considerations.

22. Conclusion • This method may consume our time and drained our energies but engagements with this research may experience a life time learning to listen and understand other’s experiences. • Also remember that in this method approach , a researcher chooses to study the waysin which people experience a given a phenomenon not to study a given phenomenon.

23. The End “ Thank You”