Phenomenology research methodology

273 views

Published on

Presents some important characteristics about Phenomenological Methodology as a Research Approach

Published in: Education
2 Comments
0 Likes
Statistics
Notes
  • Be the first to like this

No Downloads
Views
Total views
273
On SlideShare
0
From Embeds
0
Number of Embeds
2
Actions
Shares
0
Downloads
12
Comments
2
Likes
0
Embeds 0
No embeds

No notes for slide

Phenomenology research methodology

  1. 1. ESSAY Title: Phenomenological Research – Methodology (Methods and Techniques) Student: Luis Santos October 4, 2016
  2. 2. 1 PHENOMENOLOGY RESEARCH METHODOLOGY 1. GENERAL OVERVIEW ABOUT THE METHODOLOGY When tackling upon Phenomenology Research Methodology, some authors assert that the researcher should have to start from the point that there is no any definedor specific method or bunchof methodsattached to this methodology (Holloway, 1997 and Hycner, 1999, p. 143; citedinLester,S.1999).Therefore,itisnecessarytotake intoaccountsomecriteriaorprinciples for developing procedures conducting to obtain the research objectives and results we are pursuing. What is mentionedabove leads us to think that by a good understanding of the concept of Phenomenology,itsnature and the Researchobjectives,the researchercan conduct hisor her investigation with different methods, techniques and procedures, especially those associated withthe Qualitative ResearchMethodologysuchasthe inductive method,andtechniquessuch as interviews, discussions and participant observation, focus group (Hernandez, R.; 2014 and Lester,S.;1999) Some criteriaand aspectsrelatedto the nature and concept of the Phenomenologythatcould enable the researchertoconducta Phenomenological Study are presentednext: Phenomenologyis the study of lived, human phenomena within the everyday social contextsinwhichthe phenomenaoccurfrom the perspective of those whoexperience them”(Titschen&Hobson,2011: 121, citedin Pacurar,A. ;2013) Below, some definitions and key words about Phenomenology cited and stated by Lester, S. (1999) “Pure phenomenological research seeksessentiallytodescribe ratherthanexplain,and to start froma perspectivefree fromhypothesesorpreconceptions”(Husserl 1970) “Phenomenologyisconcernedwiththe studyof experiencefromthe perspective of the individual” “Phenomenological methods are particularly effective at bringing to the fore the experiencesandperceptionsof individualsfromtheirownperspectives”. “…is based in a paradigm of personal knowledge and subjectivity, and emphasize the importance of personal perspectiveandinterpretation”. “…taken-for-grantedassumptionsandconventional wisdom”.
  3. 3. 2 On the other hand, Groenewald,T. (2004) cites the next points of view from different authors aboutPhenomenology: “Realities are treated as pure ‘phenomena’ and the only absolute data from where to begin”(Eagleton,1983, p.55). “The aim of the researcher is to describe as accurately as possible the phenomenon, refrainingfromanypre-givenframework,butremainingtrue tothe facts”(Giorgi;cited inStones,1988) Accordingto Welmanand Kruger (1999, p. 189) “the phenomenologistsare concerned with understanding social and psychological phenomena from the perspectives of people involved” “A researcher applying phenomenology is concerned withthe lived experiences of the people involved,orwhowere involved,withthe issuethatisbeingresearched”(Greene, 1997; Holloway,1997; Kruger,1988; Kvale,1996; Maypole & Davies,2001; Robinson& Reed, 1998), and with the “ways in which ordinary members of society attend to their everydaylives”(Gubrium&Holstein,2000, pp. 488-489) According to Roberto Hernandez (2014), there are two perspectives on Phenomenological Studies, the Hermeneutical and Empirical Phenomenology. The first one is centered on the interpretationof the humanexperienceincludingthe description.The Empirical,transcendental or Physiological perspective focuses less on the researcher interpretation and more on the descriptionof the participant’sexperiences. Finally,inthe attempttoanswerthe questionwhatkind of abilities,conditionsorpre-requisites Researchersshouldhave fordeveloping aResearchunderthe PhenomenologicalMethodology?, among a variety of skills, Raquel Ayala (2016) proposes that strong writing skills are very importantandalsosuggeststhatisdecisive totake onthechallengeof ‘makingexperience’from the Phenomenology, this is, not to pay attention to the researcher’s limitations to let things manifestingbythemselvesinthe developmentof theirinvestigations,sothat,these themselves can become a learningexperience. 2. METHODS AND TECHNIQUES OF THE PHENOMENOLOGICALMETHODOLOGY As mentioned above, some authors suggested that no prescription or list of defined methods and techniques are suggested, but the Researcher must follow and observe the concept and nature of the Phenomenological Methodology,besides asitisstatedbyLester,S.(1999) “if there
  4. 4. 3 isa general principleinvolved,itisthatof minimumstructure andmaximumdepth”.Moreover, according to Hycner (1999, cited in Groenewald, T.; 2004) “the phenomenon dictates the method(notvice-versa) includingeventhe type of participants”. Regardlesswhatismentionedonthe previousparagraph,Lester,S. (1999) and Groenewald,T. (2004) presentsome guidelinesandcriteriathatcan be useful todevelopaResearchunderthe Phenomenological Methodologyasfollows:  The selection of the population of study can be applied to single cases or to serendipitous (deliberatelyselected)samples.  This methodology is not strong at setting generalizations. Phenomenological research can be robustinindicatingthe presence of factorsandtheireffectsinindividual cases,but these mustbe tentative insuggestingtheirextentinrelationtothe population.  Phenomenological studies make detailed comments about individual situations which do not lend themselvesto direct generalization in the same way which is sometimesclaimed for surveyresearch.  In multiple-participant research, the strength of inference increases rapidly once factors start to recur withmore thanone participant.  As a researcher, seek for a balance betweenkeeping a focus on the research issues and avoidingundue influence bythe researcher.  Establish a good level of rapport and empathy is critical to gaining depth of information, particularlywhere investigatingissueswherethe participanthasastrong personal stake. Accordingto Hernandez,R. (2010/2014) the followingguidelinescanbe takeninto account for conductinga Phenomenological approach-basedResearch:  Itisnecessaryfirsttoidentifythe phenomenonandafterthat,the dataisgatheredfrom the people that have experienced it. Finally, a shared-participative description of the core experience isdevelopedforall participants(2014).  Gatheredinformation fromthe people whohave experiencedthe studiedphenomena can be related to their feelings, emotions, reasoning, pointsof view,perceptions, etc. (2010), suchas happiness,anger,sorrow,pain,quietness,determination(2015:493).  The Phenomenonof study isidentifiedsince theProblemdefinitionof the Researchand it can be as diverse asthe humanexperiencesare (ibid).  A common Research Question of a phenomenological study is: What is the meaning, structure and core of a person’s lived experience (individual), a group, or community (collective) aboutaphenomenon?(ibid).
  5. 5. 4  To minimizegapscomingfromthe researcher,Creswelletal.(2007;citedin Hernandez, R. 2014) suggeststodescribe the experiencestogetherwiththe participantsanduse at leasttwoinstrumentsforgatheringthe data. Finally, as was already said in the first paragraphs, a variety of methods and techniques that match with Qualitative Research can be taken into account in a Phenomenological-based- research, including interviews, conversations,participant observation, action research, focus meetingsandanalysisof personal texts. 2.1.Main activitiesimplementedinaPhenomenological Design According to Norlyk and Harder (2010; cited in Hernandez, R. 2014), the next activities are commonlyused inPhenomenological Research:  Problemapproachingordefinition.  Contextandparticipantselection.  Fieldimmersion.  Data gatheringrelatedto the phenomenon.  Transcriptionsof experiencesandnarrations.  Descriptions andinformationreviewing.  Identifythe unitsof analysis.  Generate categories,themes,andpresentpatterninthe descriptionandnarration.  Describe the connectionbetweenparticipantexperiencesrelatedtothe phenomenon.  Determine the phenomenon from the experiences analysis in a constructive and participative way.  Developageneral narrativeincludingthe commonanddifferentcategoriesandthemes (Descriptionof the phenomenon).  Validate the narrative and description of the phenomenon with participants and with otherresearchers.  Elaborate a Final Report. 3. PHENOMENOLOGYANT ITS ASSOCIATION WITH OTHER RESEARCH METHODOLOGIES Hernandez, R. (2010), affirms that the borders among Qualitative designs do not exist. For example, a study oriented by Fundamental theory embraces Narrative and Phenomenological elements.
  6. 6. 5 The difference betweenthe Narrative andPhenomenological designisthatthe first isfocus on the connection or succession (sequence) of the events (the chronological point of view or the sequential history), and the second one, in the essence of the shared-experience (Hernandez, R.; 2014) Hernandez (2010), assertsthat the studentshouldnotbe concernedthat much about whether his study is, either Narrative or Ethnographic, but instead should be focus on realizing the Research Study in a systematic and deepway, as well as responding to the ProblemDefinition (problemsetting). On the other hand, Auto-ethnographic study has a close relationship with Phenomenological study,since the firstone alsogathersexperiences,howevernotfromothers,butfromthe same researcher(Sparkes,2000; citedinNaidoo,L.; 2013), as it ismentionedbyNaidoo,L. (2013:2)” Auto-ethnography as a research method became the looking glass that reflected my principalshipanditsenactmentswithinaparticularsociocultural environment.” Finally, the close relationship between Phenomenological studies and Autobiography and Ethnographystudiesis settledbecausethe firstone mergesthese twolastResearchDesigns,as it issaidby Cahnmann-Taylor(2008,citedin Naidoo,L.;2013) 4. EXAMPLES OF PHENOMENOLOGICALBASED-RESEARCH Roberto Hernandez (2010/2014), cites some cases of studies that can be developed under the Phenomenological ResearchDesign,asfollows:  Experiencesof sexual abuse cases.  Aninquirytopeoplewhohave beenKidnapedtounderstandhowtheydefine,describe, understandandfeel thisterrible experience.  A cancer case:for example,anindividual internal sensationof breastcancer.  Sensations and feelings coming from experiences such as: insomnia, parental divorce, couple engagement,preferencesona particularproduct,workingwitha new machine or technology,accidentssuchasafactoryfire,aneducativesystem,acertaininnovation, etc. 5. SCOPE AND LIMITATIONS OF THE METHODOLOGY 5.1.Issuesand limitations Accordingto LesterS. (1999), these are some issuesand limitationsthatthisMethodologycan presentwhenapplying:
  7. 7. 6  Expecting similar parameters to apply as for quantitative research, in aspects such as sample size,statistical validation,accurate general interpretations,etc.  The time to studya big groupof participants canbe limited.  Phenomenological approaches are good at surfacing deep issues and making voices heard.In sensitive cases,thiscanbe a problemwheninterest’sconflictsare involved. Furthermore, it is not suggested for generating Generalizations and theoretical models (Hernandez,R.;2014:493) and accordingto Pacurar, A.(2013) some formsof conceptualization in advance or preconception from the Researcher could influence later the theoretical developmentinthe contactbetweenthe researcherandthe empirical data. 5.2.Advantages and scope  Get in-depthinformationandcomprehensionof certain phenomenon.  Excellentforexploringanddescribingindividual experiences(Hernandez,2014).  Suitable forinquiringsensitive cases.  Free of complexitiesof statistical procedures.  Couldbe developedwithLessHumanandmaterial Resources.  Suitable forfieldssuchas Psychology,Education,Nursery,Management(Gallagherand Francesconi, 2012; citedinAyala,R.;2016), andalso JournalismandLaw. 6. CONCLUSION In the field of Social Sciences, the Phenomenological-based-research is a great asset to the Academia, since it offers to researchers the possibility to deeply develop Social Studies, being this, one of the main features of this approach, regardless its limitationsfor generalizations in the interpretation process and for generating theoretical models as the Fundamental Theory Methodologydoes. Phenomenological Methodology is strongly recommended for studying ‘sensitive topics or phenomena’ such as problems or disorders related to emotions, health, relationships, bad performance andoutcomesinschool,business,andothersimilartopics,butalsoforresearching outstanding experiences such as good performance and success in business, school, sports, innovations, relationships, andothers. This Methodology can be developed through a variety of methods, techniques or procedures associated to the Qualitative Research Model, in a flexible and open way. It means that it can perfectly be combinedwithdifferentmethods andactivities linkedtothe Social Sciences.
  8. 8. 7 Procedures or Techniques in-situ are best guided by the ‘Defined Problem and Phenomenon’, including the Objectives and Nature of the Study, rather than an established framework of prescribed techniques and procedures. In other words, there is not any exclusive method, technique or procedure strictly attached to the Phenomenological Methodology, and if there are some few methods or techniques recurrently used in this methodology, based on the literature I read, these are the Participant observation, Interview, testimony and narrations. Moreover,triangulationorthe usage of more thanone instruments ortechniquesforgathering data, can strengthen the Research results. Finally, some recommendations that the researcher should take into account when following the Phenomenological Methodology are: a good immersion into the community or studied- group,developgoodempathyorrelationshipswiththemandavoidincludinggapsorbias inthe interpretationand results of the Research that could come from preconceptionsor emotional interference. References: Ayala,R. (2016). Social Science andHumanitiesResearchtrainingbasedonvanManen’s HermeneuticPhenomenological Approachwithin the HispanicAmericancontext. EducaciónXX1, 19(2), 359-381, doi:10.5944/educXX1.13945 Groenewald,T.(2004). A phenomenological researchdesignillustrated. InternationalJournal of Qualitative Methods,3(1).Article 4. Retrieved [2016-09/20] fromhttp://www.ualberta.ca/~iiqm/backissues/3_1/pdf/groenewald.pdf Hernández,R.;Fernández,C.;Baptista,M.(2014). Metodologíade laInvestigación.6ta.Ed, McGraw. México. Hernández,R.;Fernández,C.;Baptista,M.(2010). Metodologíade laInvestigación. 5ta.Ed., McGraw. México. Lester,Stan(1999). An introduction to phenomenologicalresearch.Taunton,UK.StanLester Developments(www.sld.demon.co.uk/resmethy.pdf,accessed[2016-09-21]) Naidoo, Lingesperi (2013). An Autoethnographic Study of the Person in the Principal’s Office. Doctorate Thesis.Universityof KwaZulu-Natal.SouthAfrica.Retrieve 2016-09-20. Pacurar,Adrian(2013).GroundedTheoryandthePhenomenologicalApproachinSocialSciences. AnEpistemological Controversyuponthe Buildingof ConceptsinGroundedTheory:The Forgotten Concept of Intentionality. Revista de cercetare Si interventie sociala; V.40. Romania.Retrieve fromhttp://www.rcis.ro/images/documente/rcis40_12.pdf

×