Qualitative research is identified
by having findings that are not based on statistical means or other types of
quantification. (Hoepfl, 1997)
My personal experiences with this type of research come from dealing with cultural
anthropologists in the field of Diversity and Inclusion. Attempting to express
the cultural reasons as to why someone does, or does not do, something requires
the findings that qualitative research produces. For example, it is easy to use quantitative
measure to determine what flavor of ice cream is most preferred by a group of
500 elementary school students. However,
if we wish to determine why a particular flavor is the predominant choice, the
capabilities provided by qualitative research through observation and interviews,
are far more capable of providing results.
Qualitative
research can be used to look at phenomenon that little is known about or gain
new perspectives on issues or situations about which much is already known. (Hoepfl, 1997)
Qualitative data can fully describe a situation or phenomenon in ways that are
helpful to readers, as well as researchers. (Hoepfl, 1997)
Qualitative
research can also be identified by the way it can use natural settings as a
source of data. The researcher acts as the instrument of data collection, the
reports that are generated are descriptive in nature and the research is judged
on its trustworthiness. (Hoepfl, 1997)
In considering the quantity of data collected, that is left to the researcher
to decide. The reader is allowed to decide if the sample set was adequate as
they judge the legitimacy of the study as well.
The researcher must be keenly aware
of the subtleties that could be affecting his or her research. The ability to
do this can come from past experience or personal study. The researcher needs
to be able to make adjustments as new information is collected. The capability
to see the whole as a sum of its parts is something that human researchers
bring to qualitative research.
In determining how to collect qualitative
data the researcher needs to consider the logistics of the collection, the
focus of the inquiry, whether there will be more than one round of inquiry and
if adjustments will be needed, as well as if there will be other data collectors
than just the researcher. Additionally, how the data will be analyzed, how
trustworthiness will be determined, and
the process for faithfully reproducing the information must be considered.(Hoepfl, 1997)
Data
collection for qualitative research is primarily in two forms. One technique is
to use interviews and the other is observations. Interviews can be structured,
semi-structured, or free-form. The variations allow for broader exploration if
needed. Observational collection can allow for the setting to be researched or
for the natural happenings to be viewed. How much the researcher will impose themselves
into the situation must be determined prior to the study taking place. There
will be impacts to the data that must also be taken into account. Another
important consideration is the decision to stop collecting data.
Analyzing
the data can be daunting because of the amount and breadth of information
collected through the previously described means. Determining a plan to break
the data down into manageable packets will be mandatory. As the analysis is
undertaken, taking time to review the overall information to see if the story
the researcher is attempting to tell needs revision, will be important.
There are
terms that can be used to determine the quality of the qualitative research. Hoepfl,
in Table 1 (Hoepfl, 1997)
denotes credibility, transferability, dependability, and confirmability as
terms to consider. Credibility refers to the abundance and quality of the
information gathered. Transferability refers to the ability to use the data
collected in one study as a reference for another situation. There must be some
similarity between the two situations for the data to transfer across. Dependability is difficult to assess for
qualitative research. Consideration should be taken to document the processes
to indicate they were followed over time. Confirmability is also difficult,
given the subjective nature of the research. Keeping detailed research notes
and cataloging information are excellent steps to help the reader maintain
confidence in the research.
Hoepfl
provides a very succinct conclusion that I find meaningful. “The decision to
use qualitative methodologies should be considered carefully; by its very
nature, qualitative research can be emotionally taxing and extraordinarily time
consuming. At the same time it can yield information not obtainable through
statistical sampling techniques.” (Hoepfl, 1997)
Hoepfl, M. C. (1997). Choosing Qualitative
Research: A Primer for Technology Education Researchers. Journal of Technology Education, 9(1), 14.
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