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Selecting methods 2 july 24

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Transcript

  • 1. Thinking Methodology 2
    VBQU234 Undertake Academic Research
  • 2.
  • 3. Thinking Phenomenologically
  • 4. Quantitative
    Comparison of Research Approaches
    Number
    Point of View: Researcher
    Distant
    Static
    Structured
    Generalised
    Reliable
    Behaviour
    Artificial
    Macro
    Word
    Point of View: Participant
    Close
    Process
    Flexible
    Contextual
    Deep
    Meaning
    Natural
    Micro
    Qualitative
  • 5. An inductive approach to theories and concepts
    Qual research focuses on VARIETY of the concept, how it ‘really is’ in the social world, how it is used to create meaning for people.
    NUANCES
    Indicators are seen as ‘straitjackets’
    Charisma / leadership / enthusiasm / concentration / learning / anger / sensitivity / disbelief
    How would a qual researcher find these? Would they be so ‘one-dimensional’?
    Read Research in focus 16.1
  • 6. Validity in Qualitative Research
    Validity means the integrity of the conclusions reached by your research
    Internal Validity: Congruence between data and theory and Analysis
    Seen as a strength of Qual. Participation ensures empathy
    External Validity: Can the results be generalised?
    Seen as a weakness of Qual. Case studies and personalisation / subjectivity
    Credibility: Trustworthiness
    Respondent validation
    Good practice - triangulation
  • 7. Validity in Qualitative Research 2
    Validity means the integrity of the conclusions reached by your research
    Transferable – thick description
    Seen as a weakness – do the findings hold in the same context elsewhere? THICK DESCRIPTIONS Read 16.3 / p. 387
    Dependable and transparent
    Making transcripts available and peer reviewed
    All data is appendicle
    Make a Qualitative Quality Checklist: see pp 380-381
    The checklist will be your RR criteria for assessment
  • 8. Preoccupation # 1
  • 9. Preoccupation # 2
  • 10. Emerging Concepts – time for the researcher to revise their questions and do more research about things they had not thought of
    Process over time – people and change is a focus for ethnographers
    Preoccupation # 3
  • 11. Participant Observer: Access
  • Field Notes
    Jotted Notes
    Visual / photographic field notes
    Full Field notes
    Recorded Notes
    Time and date / code & category / context
    See example: pp 421 / 17.7
  • 17.  Focus Groups
    Conversation Analysis – recorded
    Set period of time – be flexible
    Pre-explained – researcher decides how much to reveal
    Guided by question sheet prepared by researcher
    Selection criteria for group members
    Background for each member of the group
    Age / sex / occupation / postcode / education etc
    Code each participant by voice
    Transcribe as group and as participant (2 types of transcription)
    Intra – group observations: the participants’ interaction with each other
  • 18. Read chapter 18 to cover all practical aspects of interviews.
    Write up 5 questions in the styles shown in the reading that are relevant to your line of enquiry. To whom would you ask these?
    Life Histories & Interviews
  • 19. Talking Methods
    In pairs, hold a discussion about each Report back to the class.
    What is your research project about?
    What is the context you are looking at?
    What quantitative data collection would you choose? Why? What are you looking for?
    What qualitative data method would you choose?
  • 20. Identify possible Qualitative Methods for your project stating advantages
    Read up on interview techniques: chapter 18 in Bryman
    Download and begin your presentation preparation
    REVIEW RESEARCH QUESTION
    Homework
  • 21. Presentation Prep: presenting well in academic contexts
    &
    Method statements
    Next Week: Workshop

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