[uO5a1] PSL-7868 Research Overview

Methodology and Data Collection

Introduction

As you read the literature, you will find various terminologies used to describe qualitative design, including qualitative methodologies and qualitative approaches.

Once you have developed a research question, the next step is to apply an appropriate qualitative research methodology (that is, ethnography, case study, grounded theory, generic qualitative inquiry, or phenomenology) to the research question. When choosing a research methodology, it is essential that the researcher chooses a methodology that matches the research question. Each methodology is designed to answer a certain type of question, and this match between question and methodology will lead the researcher to the development of methods of data collection and analysis that are consistent within the research methodology and throughout the study.

There are a number of ways to collect data from qualitative study participants. The types of data collected and used vary greatly from study to study. However, in the types of data collected, there is an emphasis on the understanding of human experience. It is essential when collecting data using open-ended interviews, open-ended questions, and open-ended questionnaires to not lead the participant, and for researcher bias to not interfere with the data collected.

Types of Data

Following is a list of a variety of data types:
?Field work.
?Participant observation.
?Direct observation.
?Naturalistic observation.
?Purposeful sampling.
?Interviewing.
?Open-ended questions.
?Guiding questions.
?Open-ended questionnaire.
?Focus groups.
?Journaling.
?Literature, poetry, and biography.
?Personal documents.
?Historical documents.
?Photos, video, and film.

Reference

Patton, M. Q. (2015). Qualitative research & evaluation methods (4th ed.). Thousand Oaks, CA: Sage Publications.

Objectives

To successfully complete this learning unit, you will be expected to:
1. Identify the key characteristics, purposes, strengths, and limitations of qualitative research designs.
2. Analyze qualitative research design methods and methodologies.
3. Describe a detailed research methodology designed to support a specific research question.

Studies

Screenshot
Qualitative Research Proposal

Transcript iconTranscript

Readings

Use your Qualitative Research & Evaluation Methods text to review pages 85?120 of Chapter 3, “Variety in Qualitative Inquiry Frameworks: Paradigmatic, Philosophical, and Theoretical Orientations.”

Use your Qualitative Inquiry and Research Design text to complete the following:
?Read Chapter 5, “Five Different Qualitative Studies,” pages 114?128. Focus on the following subsections: “A Phenomenological Study.”
“A Grounded Theory Study.”
“An Ethnographic Study.”
“A Case Study.”

?Review Chapter 4, “Five Qualitative Approaches to Inquiry,” pages 76?110. Focus on the following subsections: “Phenomenological Research.”
“Grounded Theory Research.”
“Ethnographic Research.”
“Case Study Research.”

?Read Chapter 7, “Data Collection,” pages 145?178. Focus on data collection techniques.

Use the Capella library to review Percy, Kostere, and Kostere’s 2015 article, “Generic Qualitative Research in Psychology,” from The Qualitative Report, volume 20, issue 2, pages 76?85

Capella University logo Print Credits

Qualitative Research Proposal

The Scholarly Literature

Everything that we research is driven by the scholarly literature, and more precisely, the recent scholarly literature. If a topic is not contained in the recent scholarly literature, then the discipline is not interested in that topic and it cannot be researched for a dissertation. The scholarly literature not only lets us know what topics are appropriate to research but also which methodology (qualitative or quantitative) should be used and what theories are appropriate to use as an underpinning for the dissertation.

Research Topic

The research topic emerges from the literature of the discipline and must be acceptable within that discipline. All disciplines have topics relevant to them and topics that lie outside the bounds of the discipline. For example, researchers in the field of criminal justice investigate different topics than researchers in the fields of health care or emergency management. One of the best places to obtain ideas for appropriate dissertation research topics is to look at current dissertations (those written within the past five years) and read the sections in them concerning suggestions for future research. All dissertations must have a section that addresses future research. These sections reflect the cutting edge of current research.

Research Problem

The research problem emerges from the literature. If the literature does not support a research problem, then it cannot be researched. Likewise, if a research problem has already been answered by the discipline, then it cannot be researched again. The research problem is generally written in the following format:
?A is known (reference from the literature).
?B is known (another reference from the literature).
?C is known (another reference from the literature).
?What in not known is D (D then becomes the problem that is being researched).

Keep in mind, the known pieces of the literature must logically lead to the research problem; they must all be connected, otherwise you are just citing random pieces of literature.

Scientific Merit Review Form Content

On the Scientific Merit Review Form, you must present the research problem for your dissertation in exactly the format discussed here: “A is known (reference from the literature). B is known (another reference from the literature). C is known (another reference from the literature). What in not known is D (D then becomes the problem that is being researched).”

In addition, you must answer the following three questions:
1.Does the study address something that is not known or has not been studied before? Explain how this study is new or different from other studies.
2.If your research questions are studied, how could your findings affect your field of interest? This is the answer to the “So What?” question.
3.What possible practical implications do you predict the results of your research will have? Explain how the results will affect your sample, your site location, or your workplace. This is the answer to the “Who cares?” question.

Research Questions

The research questions also emerge from the literature. The goal of the study, which guides the proposed research, is to answer the research questions. The goal must be feasible and the questions answerable by the method proposed in the research. In addition, the research questions must be specific. A question such as, “What is leadership?” is too general. If the answers are already known and reflected in the literature, there is no reason to conduct the study.

The research questions clearly identify the concepts under investigation by the study. (In a quantitative study, these concepts are referred to as variables. In a qualitative study they are referred to as concepts.) Concepts in qualitative studies are often perceptions or experiences. A qualitative study most often focuses on only one concept, whereas a quantitative study always includes at least two variables that are under investigation.

Scientific Merit Review Form Content

On the SMR form, you must list your research questions and clearly identify your variables (concepts).

Methodology

The methodology also emerges from the literature. For this course, the methodology must be qualitative, but when an actual research study is designed, the methodology must be accepted by the discipline and must be appropriate for the state of the overall research on that topic. Topics where considerable research has already been conducted are generally investigated using quantitative methods, whereas topics with little research are more often investigated using qualitative methods. This is because the nature of qualitative research is to “see what’s out there” when we don’t already know. On the other hand, the nature of quantitative research is to make generalizable statements.

Credits
Interactive Design:Gregory RomeroInstructional Designer:Stephen SorensonProject Manager:Kathryn Green

PSL Learners

Use your Completing Your Qualitative Study text to review Chapter 9 “Qualitative Methods,” pages 60?72.

COUN Learners

Read Atkinson and Flint’s 2001 article, “Accessing Hidden and Hard-to-Reach Populations: Snowball Research Strategies,” from Social Research Update, volume 33, pages 1?8. While snowball sampling is not expected to be a dissertation researcher’s primary sampling method, if it is used, it needs to be justified. This article discusses situations in which snowball sampling may be necessary.

[u05s2] Unit 5 Study 2

Assignment ? Preparation

Resources
Scoring Guide icon Research Theory Scoring Guide.

Your Research Theory assignment is due in Unit 6. Take some time in this unit to begin work on this assignment.

To learn more about the requirements of the assignment, refer to the assignment description as well as the Research Theory Scoring Guide (given in the resources).

Print
Research Theory Scoring Guide

Due Date: End of Unit 6.
Percentage of Course Grade: 10%.

Criteria

Non-performance

Basic

Proficient

Distinguished

Analyze how a proposed study will contribute to theory in the field by meeting one or more of the following criteria: 1) The study should generate new theory; 2) The study should refine or add to an existing theory; 3) The study should test to confirm or refute a theory; and 4) The study should expand theory by telling readers something new about application or processes.
25%
Does not describe how a proposed study will contribute to theory in the field by meeting one or more of the following criteria: 1) The study should generate new theory; 2) The study should refine or add to an existing theory; 3) The study should test to confirm or refute a theory; and 4) The study should expand theory by telling readers something new about application or processes. Describes how a proposed study will contribute to theory in the field by meeting at least one of the following criteria: 1) The study should generate new theory; 2) The study should refine or add to an existing theory; 3) The study should test to confirm or refute a theory; and 4) The study should expand theory by telling readers something new about application or processes. Analyzes how a proposed study will contribute to theory in the field by meeting at least one of the following criteria: 1) The study should generate new theory; 2) The study should refine or add to an existing theory; 3) The study should test to confirm or refute a theory; and 4) The study should expand theory by telling readers something new about application or processes. Evaluates how a proposed study will contribute to theory in the field by meeting one or more of the following criteria: 1) The study should generate new theory; 2) The study should refine or add to an existing theory; 3) The study should test to confirm or refute a theory; and 4) The study should expand theory by telling readers something new about application or processes.

Analyze the theoretical implications the proposed study could have to one’s field and specialization area.
25%
Does not describe the theoretical implications a proposed study could have to one’s field or specialization area. Describes the theoretical implications a proposed study could have to one’s field or specialization area. Analyzes the theoretical implications a proposed study could have to one’s field or specialization area. Evaluates the theoretical implications a proposed study could have to one’s field and specialization area.

Describe the specific practical implications that may result from a research study that can be used by any or all of the following stakeholders: the population being studied, professionals for whom this topic pertains, and the wider community itself.
25%
Does not describe the practical implications that may result from a research study that can be used by any or all of the following stakeholders: the population being studied, professionals for whom this topic pertains, and/or the wider community itself. Describes the practical implications that may result from a research study that can be used by any of the following stakeholders: the population being studied, professionals for whom this topic pertains, and/or the wider community itself, but implications are not specific. Describes the specific, practical implications that may result from a research study that can be used by any or all of the following stakeholders: the population being studied, professionals for whom the topic pertains, and/or the wider community itself. Describes and evaluates the specific, practical implications that may result from a research study that can be used by any of the following stakeholders: the population being studied, professionals for whom this topic pertains, and/or the wider community itself.

Write in a manner that is sufficiently scholarly in tone and contains few editorial or mechanical (grammar, usage, typographical, et cetera) errors.
25%
Writes in a manner that is insufficiently scholarly in tone and contains more than two editorial or mechanical errors per page. Writes in a manner that is sufficiently scholarly in tone and contains fewer than two editorial or mechanical errors per five pages. Writes each item in a manner that is sufficiently scholarly in tone and contains fewer than two editorial or mechanical errors per five pages. Writes each item in a manner that is sufficiently scholarly in tone and contains no editorial or mechanical (grammar, usage, typographical, et cetera) errors.

[u05a1] Unit 5 Assignment 1

Research Overview

Resources
Website icon Research Overview Scoring Guide.
Website icon APA Style and Format.

Note: You are required to complete the unit discussion before this assignment.

After receiving feedback from your fellow learners in the discussion in this unit, complete Sections 2 and Subsections 5.1, 5.2, and 5.3 of the Qualitative Research Plan Template, which includes:
?A brief summary of your review of the research literature on the topic.
?The primary research question.
?The purpose of the study.
?An overview of the basic research methodology and the research model.
?The title for the study.
?A detailed description of each step to be taken from the beginning of recruitment to consent from the participants to participate.
?A description of where and how date will be collected and the exact procedures that will be used to collect the data.
?A description of the interview method to be used and how interviews will be conducted.
?A list of guiding interview questions.

You will continue to fill out the Qualitative Research Plan Template as you progress through the course. Be sure to follow current APA guidelines while filling out the template.

Print
Research Overview Scoring Guide

Due Date: End of Unit 5.
Percentage of Course Grade: 10%.

Criteria

Non-performance

Basic

Proficient

Distinguished

Form the title correctly: It is aligned with the research question; reflects the key variables or constructs to be studied; reflects the method to be employed in the research; and is concise (12 words or less).
9%
Forms one or more elements of the title incorrectly. Forms all elements of the title correctly, but one or more elements are not aligned with the other elements of the study. Forms the correctly: It is aligned with the research question; reflects the key variables or constructs to be studied; reflects the method to be employed in the research; and is concise (12 words or less). Forms the title exceptionally well in a manner that states it eloquently and aligns it fully with the research question; reflects the key variables or constructs to be studied; reflects the method to be employed in the research; and is concise (12 words or less).

Name and correctly select the basic methodology for the research problem and question.
9%
Does not name the basic methodology. Names the basic methodology, but it is incorrect for the research problem and question. Names and correctly selects the basic methodology for the research problem and question. Names and correctly selects for the research problem and question, and the selection is logical and well-supported.

State the purpose of the study using the language of the specific study, topic, research problem, and research question.
9%
Does not state the purpose of the study using the language of the specific study, topic, research problem, and research question. States a purpose but does not use the language of the specific study, topic, research problem, and research question. States the purpose of the study using the language of the specific study, topic, research problem, and research question. States the purpose of the study skillfully, integrating the language of the specific study, topic, research problem, and research question, and provides clarity and continuity to the research plan.

Summarize a review of the research literature on the topic, including a statement about the body of existing literature on the topic, a summary of recent research findings on the topic, the highlighting of findings relevant to the proposed study, and an explanation of how the proposed research will add to the existing literature on the topic.
9%
Does not summarize a review of the research literature on the topic. Summarizes a review of the research literature on the topic, but one or more of the following is not clearly articulated: a statement about the body of existing literature on the topic, a summary of recent research findings on the topic, highlighted findings relevant to the proposed study, and/or an explanation of how the proposed research will add to the existing literature on the topic. Articulates clearly a summary of the review of the research literature on the topic demonstrated by a statement about the body of existing literature on the topic, a summary of recent research findings on the topic, the highlighting of findings relevant to the proposed study, and an explanation of how the proposed research will add to the existing literature on the topic. Articulates clearly a summary of the review of the research literature on the topic that is highly sophisticated and organized, demonstrated by statements about the body of existing literature on the topic, summaries of recent research findings on the topic, and the highlighting of findings providing compelling and accurate evidence that convinces the reader to agree with the supporting argument in the presentation of the background and with how the proposed research will make a significant contribution to the existing literature on the topic.

Form research questions that are aligned with the research problem, research topic, and title; identify separate research questions or sub-questions for each intended analysis; and ensure the research questions can be answered by the data derived from the intended analysis.
9%
Forms research questions that are not aligned with the research problem, research topic, title, or analyses. Forms research questions that are aligned with one or more, but not all of the other elements of the study (research problem, research topic, title, or analyses). Forms research questions correctly that align with the research problem, research topic, and title; identifies separate research questions or sub-questions for each intended analysis; and ensures the research questions can be answered by the data derived from the intended analysis. Forms exceptional research questions that align with the research problem, research topic, and title; identifies separate research questions or sub-questions for each intended analysis; ensures the research questions can be answered by the data derived from the intended analysis; and there are no errors in APA-compliant, grammar, usage, or spelling.

Describe data collection methods that are appropriate to the design, will provide the data necessary to answer the research question, and are supported by appropriate references.
9%
Does not describe data collection methods. Describes data collection methods insufficiently or chooses methods that are not appropriate for the design or that will not provide data necessary to answer the research question. Describes data collection methods that are appropriate to the design, will provide the data necessary to answer the research question, and are supported by appropriate references. Describes data collection methods in detail that are appropriate to the design, will provide the data necessary to answer the research question, and are supported by appropriate references.

Provide details of the recruitment sites and recruitment permission processes from the potential sites.
9%
Does not provide details of the recruitment sites or recruitment permission processes from the potential sites. Provides details of the recruitment sites or recruitment permission processes from the potential sites, but the details are incomplete or incorrect. Provides details of the recruitment sites and recruitment permission processes from the potential sites. Provides details of the recruitment sites and recruitment permission processes from the potential sites, and includes permissions from the sites in writing.

Describe all of the means by which recruitment will occur.
9%
Does not describe the means by which recruitment will occur. Describes the means by which recruitment will occur, but the strategies are incomplete or would not be effective. Describes all of the means by which recruitment will occur. Describes all of the means by which recruitment will occur, and describes the content of each of the recruitment strategies.

Describe the interview methods to be used and how interviews will be conducted.
9%
Does not describe the interview methods to be used and how interviews will be conducted. Identifies, rather than describes, the interview methods to be used and how interviews will be conducted. Describes the interview methods to be used and how interviews will be conducted. Describes the interview methods to be used and how interviews will be conducted, and supports chosen methods with appropriate literature.

Create interview questions that are relevant to the research question and are free from leading or biased language.
9%
Does not create interview questions that are relevant to the research question and are free from leading or biased language. Creates interview questions that are relevant to the research question, but may not be free from leading or biased language. Creates interview questions that are relevant to the research question and are free from leading or biased language. Creates interview questions that are relevant to the research question and are free from leading or biased language, and ensures that questions exemplify the skills of a qualitative researcher.

Write in a manner that is sufficiently scholarly in tone and contains few editorial or mechanical (grammar, usage, typographical, et cetera) errors.
10%
Writes in a manner that is insufficiently scholarly in tone and contains more than two editorial or mechanical errors per page. Writes in a manner that is sufficiently scholarly in tone and contains fewer than two editorial or mechanical errors per five pages. Writes each item in a manner that is sufficiently scholarly in tone and contains fewer than two editorial or mechanical errors per five pages. Writes each item in a manner that is sufficiently scholarly in tone and contains no editorial or mechanical (grammar, usage, typographical, et cetera) errors.

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