Qualitative Research Design: Employment Relations - Assignment Example

Employment Relations Thesis: Qualitative research aims to disclose a specific participant’s spectrum of behavior as well as the insights that drive it in reference to particular issues or topics, by employing detailed studies of sample groups to support and guide the construction of hypotheses. Introduction Qualitative study methods have their origin in the behavioral and social science: anthropology, sociology and psychology (Saldaña, 2011, p13). In the contemporary society, qualitative techniques in the spheres of marketing research consist of detailed interviews with people, group discussions; journal and diary exercises as well as in-context observations. Sessions can be conducted by telephone, in person, through the Internet, and via video-conferencing. The outcomes of the qualitative research are rather descriptive than predictive (Maxwell, 2012). DQ 7.2 Question #1 A researcher might affect the outcomes of the results manipulation the hypothesized factor to influence the results of their interest. The factor they are manipulating can be referred to as treatment or intervention. For instance, a researcher can influence whether his subjects obtain treatment for an antidepressant medicine through just an option of YES or NO. This may affect the result in that there may be patients who do not wish to take medicine. Participant observation is usually not exhaustive enough in reaching valid conclusions (Silverman, 2013). The sample being observed may not be representative enough so the conclusions made may often not be as valid and exhaustive as possible. Again, more often than not, researchers introduce research bias my shifting questions to suit their desired outcomes, expectations, or results. In some instances, the researcher may influence the participants to give false answers or wrong observations by using inappropriate gestures or miscommunication (Denzin & Lincoln, 2011). Question #2 In order to mitigate the aforementioned issues, researchers need to only representative samples in their research. It would be important to use investigator triangulation to ensure that a single researcher does not let their personal preferences of biases get in the way of recording or observing significant experiences. There would be the a need to enlist many research group members collecting data about similar events; however, this technique guarantees that diverse recorded observations because of different theoretical perspectives of every research group member. Typically, there would be need to crosscheck the data collected (Peräkylä, 2011). For instance, a researcher may ask for a participant’s feedback about their recorded observations to ensure the researcher’s accuracy in portraying the experiences of the participant as well as in ensuring accurate conclusions from the data collected. In brief, triangulation and member checking are favorable methods to employ when carrying out participant observations. DQ 7.3 Question #1 Sometimes, researchers may be focused on getting the outcome of the research according to their pre-determined hypothesis. Thus, the scientists performing an experiment may manipulate the results to depict a particular result. Research biases usually occur during data collection, planning, analysis, as well as publication on research phases (Merriam, 2014). It is always important that a researcher understands research bias so that he or she makes their outcomes as valid and as accurate as possible. The publicity about a research should incorporate cautions of the researchers for instance Judith Macman’s longitudinal research of separated children based only on a very small sample of white, middle class with not control group yet she confirms the fundamental belief that divorce is not good for kids, makes such argument invalid. Perhaps another instance to illustrate this would be by choosing the most impoverished people to research on the impacts of anti-poverty programs (Merriam, 2014). Question #2 Researchers should ensure that they have representative samples. They should understand that they are not just doing the result for their own convenience, but that they have to validate their hypotheses. As such, respondents should be randomly selected. Even when the nature of a research can be argumentative, it would be important for the researcher to maintain a neutral position; not preferring a preconceived position about the issue at hand (Erickson, 2012 p1461). Where interviews are used, the questions asked should not be leading. As such, participant researchers maintain their data shows and should never manipulate the outcome. Questionnaires should be adequately prepared so that they give diverse options for the respondent. Data collections procedures should be accurate and take into account issues such as language and cultural barriers. Researchers should include many sources of information. In brief, participant researchers should be cautious in ensuring that they have accurate data, analysis and authenticity (Erickson, 2012). Dq7.4 Question #1 Triangulation implies employing more than a single method in data collection about a particular topic. It is a way of guaranteeing the accuracy of the research by using many methods to gather data about one topic that involves various types of samples and methods of collecting data. Nonetheless, the reason for triangulation is not to cross-validate data but to depict various dimensions of a similar phenomenon (Ritchie et al., 2013). Validity in research refers to the accuracy of a research. Thus, triangulation is used to check this validity. It actually helps researchers to assess and ascertain the validity of research from diverse perspectives. The goal of triangulation may not just be to arrive at uniformity across data approaches or sources because such inconsistencies may always exist given the comparative strengths and weaknesses of various approaches. Researchers should not view the inconsistencies as deteriorating the evidence; rather they should view the inconsistencies as uncovering the deeper implications of the data. Thus, triangulation ensures accurate data and conclusion (Robson, 2011). Question #2 By way of example, various sources of data may be considered. The sources can be assumed as stakeholders in a program. In the program, we may have participants, program staff, affiliate community members, extra researchers, as well as other variables (Creswell, 2013). Considering the case of an afterschool program, for instance, the process of research would begin with recognizing the stakeholder samples such as the youths in the program, their parents and guardians, the school administrators and their parents. Detailed interviews could then be carried out with each of the groups in order to have a deeper understanding into their points of view about the program outcomes (Denzin, 2012). In the analysis stage, response from the these stakeholder groups could then be compared so as to determine areas of consensus and areas of disagreements so as to have a more valid. Conclusion The discussions have been insightful in understanding the various perspectives of qualitative research. Since qualitative research aims to disclose behaviors of individuals within a groups and arriving at accurate or valid conclusions, the discussions have highlighted issues such as researcher biases and how to reduce them; it specifically mentioned triangulation and how it can be used to mitigate research bias. The paper discussed important aspects of qualitative research, giving relevant examples about how qualitative researchers might be more careful and perhaps reliable in when making conclusions about on their qualitative researchers. References Creswell, J. W. (2013). Research design: Qualitative, quantitative, and mixed methods approach, 11-28, Sage. Denzin, N. K. (2012). Triangulation 2.0. Journal of Mixed Methods Research, 6(2), 80-88. Denzin, N. K., & Lincoln, Y. S. (Eds.). (2011). The SAGE handbook of qualitative research, 19- 27, Sage. Erickson, F. (2012). Qualitative research methods for science education. In Second international handbook of science education (pp. 1451-1469). Springer Netherlands. Maxwell, J. A. (2012). Qualitative Research Design: An Interactive Approach: An Interactive Approach, 55-59, Sage. Merriam, S. B. (2014). Qualitative research: A guide to design and implementation, 55-68, John Wiley & Sons. Peräkylä, A. (2011). Validity in research on naturally occurring social interaction. Qualitative research, 365-382. Ritchie, J., Lewis, J., Nicholls, C. M., & Ormston, R. (Eds.). (2013). Qualitative research practice: A guide for social science students and researchers, 88-97, Sage. Robson, C. (2011). Real world research: a resource for users of social research methods in applied settings, 56-76 Wiley. Saldaña, J. (2011). Fundamentals of qualitative research, 11-15, Oxford University Press. Silverman, D. (2013). Doing qualitative research: A practical journal, 98-107, Sage Publications Limited. Read More