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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 Copyright © 2015 McGraw-Hill Education. All rights reserved No reproduction or distribution without the prior written consent of McGraw-Hill Education IN QUALITATIVE RESEARCH Researcher is primary data collection instrument Participation and observation are integrated Focuses on specific interactants in specific communication contexts and events Copyright © 2015 McGraw-Hill Education. All rights reserved No reproduction or distribution without the prior written consent of McGraw-Hill Education RESEARCHER SKILLS 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 Copyright © 2015 McGraw-Hill Education. All rights reserved No reproduction or distribution without the prior written consent of McGraw-Hill Education FORMS OF PARTICIPANT OBSERVATION Complete participant Participant-as-observer Observer-as-participant Complete observer Committed membership Peripheral member Active member Complete member Researcher as interviewer Copyright © 2015 McGraw-Hill Education. All rights reserved No reproduction or distribution without the prior written consent of McGraw-Hill Education DO YOU HAVE THE ABILITY TO MOVE AMONG THESE RESEARCHER ROLES? 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 road map Consider researcher’s flexibility to fit in Copyright © 2015 McGraw-Hill Education. All rights reserved No reproduction or distribution without the prior written consent of McGraw-Hill Education CONSULTING THE LITERATURE Become familiar with content literature Terminology Theories or practices in this setting 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 gaining access Copyright © 2015 McGraw-Hill Education. All rights reserved No reproduction or distribution without the prior written consent of McGraw-Hill Education CONCEPT MAPS Sketchy or detailed Helps in Grouping ideas together Identifying relationships among concepts Identifying boundaries for the study Use to aid creativity and thinking about the project Copyright © 2015 McGraw-Hill Education. All rights reserved No reproduction or distribution without the prior written consent of McGraw-Hill Education RESEARCH QUESTIONS AND OBJECTIVES 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 Copyright © 2015 McGraw-Hill Education. All rights reserved No reproduction or distribution without the prior written consent of McGraw-Hill Education SAMPLING IN QUALITATIVE DESIGNS Snowball sampling Ask participants for referrals Purposive sampling Seek individuals who meet criteria Maximum variation sampling Seek participants until data are redundant Copyright © 2015 McGraw-Hill Education. All rights reserved No reproduction or distribution without the prior written consent of McGraw-Hill Education 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 Copyright © 2015 McGraw-Hill Education. All rights reserved No reproduction or distribution without the prior written consent of McGraw-Hill Education SAMPLING IN QUALITATIVE RESERACH 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 Copyright © 2015 McGraw-Hill Education. All rights reserved No reproduction or distribution without the prior written consent of McGraw-Hill Education 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 Copyright © 2015 McGraw-Hill Education. All rights reserved No reproduction or distribution without the prior written consent of McGraw-Hill Education 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? Copyright © 2015 McGraw-Hill Education. All rights reserved No reproduction or distribution without the prior written consent of McGraw-Hill Education BECOMING FAMILIAR WITH PEOPLE AND PLACES Draw a map of the interaction setting Ask for a tour Ask for relevant background Copyright © 2015 McGraw-Hill Education. All rights reserved No reproduction or distribution without the prior written consent of McGraw-Hill Education 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 Copyright © 2015 McGraw-Hill Education. All rights reserved No reproduction or distribution without the prior written consent of McGraw-Hill Education DEVELOPING RAPPORT Ask simple questions Maintain positive conversation posture Learn names and titles Perform commitment acts Locate key informants Copyright © 2015 McGraw-Hill Education. All rights reserved No reproduction or distribution without the prior written consent of McGraw-Hill Education DESIGNING THE RESEARCH PROJECT What communication 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? Copyright © 2015 McGraw-Hill Education. All rights reserved No reproduction or distribution without the prior written consent of McGraw-Hill Education 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 Artifacts Copyright © 2015 McGraw-Hill Education. All rights reserved No reproduction or distribution without the prior written consent of McGraw-Hill Education 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 Copyright © 2015 McGraw-Hill Education. All rights reserved No reproduction or distribution without the prior written consent of McGraw-Hill Education