Chapter 14 Designing Qualitative Research

1. Chapter 14Designing Qualitative Research • Variety of methodologies • Researcher is primary data collection instrument • Participation and observation are integrated • Focuses on specific interactants in specific communication contexts and events

2. Researcher’s Role in Qualitative Methodologies • Role of researcher is integrated within the context of individuals being observed • In the research context for extended periods of time • Observes the communication firsthand

3. Forms of Participant Observation • Complete participant • Participant-as-observer • Observer-as-participant • Complete observer

4. Identifying the Research Focus • Is the research question personally interesting or compelling? • Should be contextually bound • Each project will result in a unique design solution • Develop a purpose statement as a road map • Consider researcher’s flexibility to fit in

5. Consulting the Literature • Become familiar with content literature • Terminology or practices in this setting • Theories that can be supported or refuted • Become familiar with research which used the method you’re planning to use • Become familiar with research techniques before gaining access

6. Asking or Statingthe Research Objective • Qualitative tends to emphasize description and explanation • More common • Research question or series of questions • Research purpose or objective • Connected to context studied

7. Sampling in Qualitative Studies • Snowball sampling • Ask participants for referrals • Network sampling • Seek individuals who fit profile • Purposive sampling • Seek individuals who meet criteria • Maximum variation sampling • Seek participants until data are redundant

8. Sampling Qualitative Data • Impossible to observe every interaction of all interactants • Determine the sample by identifying settings, persons, activities, events, and time • Distinguish between routine, special, and untoward events • Randomly selecting days and times increases the representativeness of your observations

9. Gaining Access • Consider • What would you tell the people you approach that you wanted to study? • What if they asked why you want to study them? • Always consider alternative ways of gaining access • Researcher can still invade personal space or private conversations in public settings

10. Gaining Access • If you take on a covert role, your acceptance by others depends on your ability to play the part • Consider a gatekeeper or sponsor • Will 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?

11. Becoming Familiar with People and Places • Draw a map of the interaction setting • Take a tour • Ask for relevant background

12. Developing Trust • Trust must be addressed due to researcher’s intimate role with participants • Must be addressed in first contact • Trust is person-specific • Trust is established over time • Trust can be destroyed with one event • Trust between researchers and participants is paramount

13. Developing Rapport • Ask simple questions • Maintain positive conversation posture • Learn names and titles • Perform commitment acts • Locate key informants

14. Collecting Qualitative Data • Observing is purposeful not accidental • Be aware of the interdependence among people observed, their social situation, and the context • Observe for prolonged periods of time • Observation strategies • Seamless container • Ask questions • Write descriptive then analytical notes

15. Field Notes • Field notes – created on the spot; a sequential record of what was observed • Read through and reflect immediately after leaving the scene • Jot down additional detail or questions • Number and date each page • Take lots of notes – more than you believe are necessary

16. Audio or Videotaping • Depends on the situation and researcher role • Some people are uncomfortable with recording devices • Even the best recordings cannot capture the full spectrum of nonverbal behavior • Recording devices can fail • Ethically maintain the recordings – they cannot be played for others or circulated

17. If You Can’t Take Notes • Retreat to a setting away from the interaction scene • Take frequent breaks so you don’t overload your memory • After leaving the interaction setting, review the notes you made – add detail and ask questions

18. What Constitutes Data in Qualitative Research? • The concept of data is broadly cast in qualitative research – ranges from public to private • More continuous than discrete • Field notes • Recordings • Written or electronic documents • Photographs or maps • Artifacts

19. Your Impact as a Researcher • Your sex, age, and ethnicity affect what you observe and how you observe it • Report similarities and differences that you believe affected data collection or interpretation • Research teams should be diverse • Males and females • Age • Ethnic, racial, or cultural groups

20. Credibility as the Criterion • Credibility may replace reliability and validity • Plan for and carry out the research so that findings are believable to others • Use respondent validation • Participants can correct errors • Participants can challenge interpretations • Participants can provide their perspective