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Lecture Communication research: Asking questions, finding answers (4e) Chapter 14: Introduction to qualitative research. After reading this chapter, you should be able to: Describe qualitative research and its assumptions, identify examples of qualitative research, explain inductive analysis, explain the qualitative research model, describe issues of credibility that must be addressed in qualitative research,... Đề tài Hoàn thiện công tác quản trị nhân sự tại Công ty TNHH Mộc Khải Tuyên được nghiên cứu nhằm giúp công ty TNHH Mộc Khải Tuyên làm rõ được thực trạng công tác quản trị nhân sự trong công ty như thế nào từ đó đề ra các giải pháp giúp công ty hoàn thiện công tác quản trị nhân sự tốt hơn trong thời gian tới.
Chapter 15 DESIGNING QUALITATIVE RESEARCH IN OUA ñ * Researcher is primary data collection instrument * Participation and observation are integrated * Focuses on specific interactants in specific communication contexts and events > eae == ans * Needs theoretical knowledge and social sensitivity * Must be able to recognize his/her role in the research experience * Must be able to think abstractly to make connections among data FORMS OF PAR * Complete participant D2ANT OBSERVATION * Committed membership * Particioant-as-observer * Peripheral member * Observer-as-participant * Active member * Complete observer TMA LAR * Researcher as interviewer DO YOU HAVE THE ABILITY TO MOVE_ AMONG THESE RESEARCHER ROLES? IDEN -YÌNG TT * 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 road map * Consider researcher's flexibility to fit in JIN NW it * Become familiar with content literature + Terminology or practices in this setting + Theories that can be supported or challenged * Become familiar with research which used the method you re planning to use + Become familiar with research techniques before saining access CONCEPT MAPS * Sketchy or detailed * Helps In + Grouping ideas together + Identifying relationships among concepts + Identifying boundaries for the study * Use to ald creativity and thinking about the project R ARCH C DIN AND OF * Qualitative emphasizes description and explanation * More common + Research question or series of questions + Research purpose or objective * Connected to context studied * Initially considered as tentative AIVIPFLING IN QUA ù ii aN * Snowball sampling + Ask participants for referrals * Purposive sampling + Seek individuals who meet criteria * Maximum variation sampling + Seek participants until data are redundant SAMPLE SIZE Cannot be predetermined Enough data when: New information is not being added Existing information is not challenged Not enough data will limit interpretation Too much data can be paralyzing — _~ €opyric r Education: Alllr gnis.resenvedn reproductionor di stributioannitbSe Z z -_the prior writen consent of McGraw-Hill atioon xỉ AIVIPFLING IN QUA A * Impossible to observe every interaction of all interactants * Identify settings, persons, activities, events, and time periods * Distinguish between routine, special, and untoward events * Randomly selecting days and times increases the representativeness of your observations GAINING ACCESS * What 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 access * Be careful of invading personal space or private conversations in public settings 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 BECOMING FAMILIAR WITH PEOPLE AND PLACES Ask for a tour Ask for relevant background L ~the out prior written consent c McGraw-Hill eae z DEVELOPING TRUST * Trust must be addressed due to researcher's intimate role with participants + Must be addressed tn first contact + Trust is person-specific + Trust Is established over time + Trust can be destroyed with one event * Trust between paramount researchers and participants Is i} JFING RAPPOR * Ask simple questions * Maintain positive conversation posture * Learn names and titles * Perform commitment * Locate key informants acts iP 1INIIN3 ff * What communication R ARCH PRU phenomenon 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 cast + ranges from public to private More continuous than discrete Field notes Recordings Written or digital documents Photographs or maps f\ ' ` JUR LIVIPA AS AP ARCHER * 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