The researchers have to recognize that what might appear to be a totally new idea to them in terms of an “innovative breakthrough” in their research might simply be a reflection of their own ignorance of the literature (Thornberg, 2012; Lempert, 2007).
As with all research, the researcher begins with a burning desire to answer a question to a problem. The researcher employs a map or theoretical framework to provide direction for the research. The researcher determines if the study is focused on a single or multiple entities as well as will the study be in the participants natural environment or contextual. Ethnography, Grounded theory, Case studies, Phenomenological research, and Narrative are five qualitative research approaches.
Ethnography commonly utilized in the field of social science is a prolonged qualitative research design aimed at exploring cultural phenomenon reflecting knowledge and meaning of a cultural group such as historical formations, compositions, resettlements, social welfare characteristics, materiality, spirituality, and a people's heritage (Creswell, 2009). The researcher provides a brief history as well as an analysis of the natural habitat. Ethnography inquiry should be reflexive from the researcher as experienced by the subjects to form an understanding of the human condition of the population being studied in order to impact the audience emotionally. In providing reflexivity, the researcher must be aware of biases that may impact the study. The researcher recruits participants that are knowledgeable of the culture as data collection by conducting audio and video interviews, field notes, and surveys; then transcribing the data into contextual data.
Grounded theory is a complex iterative process (Trochim, 2006) in qualitative research to develop theory surrounding phenomenon grounded in observation. The research begins with the raising of multiplicative questions which aids to guide the research, however, are not intended to be either stagnant or sequestering. Core theoretical concept(s) are identified as the researcher gathers data. Trochim (2006) notes tentative linkages are developed between the theoretical core concepts and the data; while the research is open and can take months to form verification and summary in the later phase to cumulate one core theme.
In a case study the researcher explores a particular entity or phenomenon identified as “the case” restricted by time and activity (e.g., a program, event, institution, or social group) and collects detailed information through a multitude of data collection procedures over a constant period of time (Creswell, 1994, 2007). The case study provides a descriptive account of the entities’ experiences and/or behaviors kept by the researcher through field notes, interviews (formal and conversational), survey, or observation (Patton, 2002).
Phenomenological research identifies the essence of human experience about a phenomenon as described by the participants (Creswell, 2009). The researcher is utilized as an instrument to interact and collaborate with participants through observation in the participant’s natural environment. This method is useful for gathering stories, narratives and anecdotes from individuals and groups of people. The researcher can adopt one of four roles as a participant observer. A "complete observer" does not participate at all in the group studied, while a "complete participant" engages fully in group activities. In both these roles, the group is unaware of the observer's status as a researcher. A "participant-as-observer" participates in the activities of the group, as does an "observer-as-participant," though on a more minimal scale. For both of these roles, group members are aware of the researcher's role.
Narrative inquiry is utilized to acquire a deeper understanding in which individuals organize and derive meaning from events (Polkinghorne, 1995) by studying the impact of social structures on an individual and how that relates to identity, intimate relationships, and family (Frost, 2011). The researcher is the tool for extracting the meaning and telling the experience(s) of the event as observed by the researcher in the subjects natural environment. The researcher employs field notes, interviews, autobiographies, and photos of the human experience and provide context to develop a deeper, richer understanding for the audience.
I hope this helps, Mark!
References
Creswell, J. W. (2009). Research Design: Qualitative, quantitative, and mixed methods approaches (3rd ed.). Thousand Oaks, CA: Sage Publications, Inc.
Creswell, J. W. (2007). Qualitative inquiry and research design: Choosing among five approaches (2nd ed.). Thousand Oaks, CA: Sage Publications, Inc.
Creswell, J.W. (1994). Research Design: Qualitative and Quantitative Approaches. Sage Publications: Thousand Oaks, CA. Denzin, N.K. & Lincoln, Y.S. (1998). Collecting and interpreting qualitative materials. Thousand Oaks: Sage Publication.
Frost, David M. (2011). "Stigma and Intimacy in Same Sex Relationships: A Narrative Approach". Journal of Family Psychology 25 (1).
Patton, M. Q. (2002). Qualitative research and evaluation methods (3rd ed.). Thousand Oaks, CA: Sage Publications, Inc.
Polkinghorne, Donald (1995). "Narrative Configuration in Qualitative Analysis". Qualitative Studies in Education 8 (1).
Trochim, W. M. K. (2006). The research methods knowledge base. Retrieved from:
http://www.socialresearchmethods.net/kb/
Hi Mark, I am also not sure about what are you asking exactly. I think the most important thing to decide a metodological framework is the research question. The research design depends on what are you looking for...
As with all research, the researcher begins with a burning desire to answer a question to a problem. The researcher employs a map or theoretical framework to provide direction for the research. The researcher determines if the study is focused on a single or multiple entities as well as will the study be in the participants natural environment or contextual. Ethnography, Grounded theory, Case studies, Phenomenological research, and Narrative are five qualitative research approaches.
Ethnography commonly utilized in the field of social science is a prolonged qualitative research design aimed at exploring cultural phenomenon reflecting knowledge and meaning of a cultural group such as historical formations, compositions, resettlements, social welfare characteristics, materiality, spirituality, and a people's heritage (Creswell, 2009). The researcher provides a brief history as well as an analysis of the natural habitat. Ethnography inquiry should be reflexive from the researcher as experienced by the subjects to form an understanding of the human condition of the population being studied in order to impact the audience emotionally. In providing reflexivity, the researcher must be aware of biases that may impact the study. The researcher recruits participants that are knowledgeable of the culture as data collection by conducting audio and video interviews, field notes, and surveys; then transcribing the data into contextual data.
Grounded theory is a complex iterative process (Trochim, 2006) in qualitative research to develop theory surrounding phenomenon grounded in observation. The research begins with the raising of multiplicative questions which aids to guide the research, however, are not intended to be either stagnant or sequestering. Core theoretical concept(s) are identified as the researcher gathers data. Trochim (2006) notes tentative linkages are developed between the theoretical core concepts and the data; while the research is open and can take months to form verification and summary in the later phase to cumulate one core theme.
In a case study the researcher explores a particular entity or phenomenon identified as “the case” restricted by time and activity (e.g., a program, event, institution, or social group) and collects detailed information through a multitude of data collection procedures over a constant period of time (Creswell, 1994, 2007). The case study provides a descriptive account of the entities’ experiences and/or behaviors kept by the researcher through field notes, interviews (formal and conversational), survey, or observation (Patton, 2002).
Phenomenological research identifies the essence of human experience about a phenomenon as described by the participants (Creswell, 2009). The researcher is utilized as an instrument to interact and collaborate with participants through observation in the participant’s natural environment. This method is useful for gathering stories, narratives and anecdotes from individuals and groups of people. The researcher can adopt one of four roles as a participant observer. A "complete observer" does not participate at all in the group studied, while a "complete participant" engages fully in group activities. In both these roles, the group is unaware of the observer's status as a researcher. A "participant-as-observer" participates in the activities of the group, as does an "observer-as-participant," though on a more minimal scale. For both of these roles, group members are aware of the researcher's role.
Narrative inquiry is utilized to acquire a deeper understanding in which individuals organize and derive meaning from events (Polkinghorne, 1995) by studying the impact of social structures on an individual and how that relates to identity, intimate relationships, and family (Frost, 2011). The researcher is the tool for extracting the meaning and telling the experience(s) of the event as observed by the researcher in the subjects natural environment. The researcher employs field notes, interviews, autobiographies, and photos of the human experience and provide context to develop a deeper, richer understanding for the audience.
I hope this helps, Mark!
References
Creswell, J. W. (2009). Research Design: Qualitative, quantitative, and mixed methods approaches (3rd ed.). Thousand Oaks, CA: Sage Publications, Inc.
Creswell, J. W. (2007). Qualitative inquiry and research design: Choosing among five approaches (2nd ed.). Thousand Oaks, CA: Sage Publications, Inc.
Creswell, J.W. (1994). Research Design: Qualitative and Quantitative Approaches. Sage Publications: Thousand Oaks, CA. Denzin, N.K. & Lincoln, Y.S. (1998). Collecting and interpreting qualitative materials. Thousand Oaks: Sage Publication.
Frost, David M. (2011). "Stigma and Intimacy in Same Sex Relationships: A Narrative Approach". Journal of Family Psychology 25 (1).
Patton, M. Q. (2002). Qualitative research and evaluation methods (3rd ed.). Thousand Oaks, CA: Sage Publications, Inc.
Polkinghorne, Donald (1995). "Narrative Configuration in Qualitative Analysis". Qualitative Studies in Education 8 (1).
Trochim, W. M. K. (2006). The research methods knowledge base. Retrieved from:
http://www.socialresearchmethods.net/kb/
Hi Mark,
I would be interested to see your response to Nakpangi's comprehensive reply.
It sounds as if you are posing
1) a valid question regarding research approaches and
2) a statement about research process - finding something that has already been discovered.
At the moment I do not fully understand what you are asking in putting these together, nor do I profess to have any answers, however, you have piqued my interest and I am curious to find out how you move forward with this.
It might be, that by sticking with/working through this combined question/statement and continuing to refine it (seeking out responses as you progress) you may formulate the answers you are looking for?
Best wishes
I thank you for participating in this discussion. This question (a referenced statement) was purposely meant to trigger a hot debate about grounded theory (GT).
As you may probably know, there are different and conflicting perspectives in academic literature about GT. I believe that Thornberg's (2012) contribution sheds light on Strauss and Corbin's GT. Modern grounded theorists maintain that research ought to build on extant theoretical underpinnings and empirical analysis (Bruce, 2007; Silverman, 2000; Suddaby, 2006; Bruce, 2007; Clarke, 2005; Dunne, 2011; Hallberg, 2010; McCallin, 2006; Burton, 2007; Stern, 2007).
Originally, GT methodologies operated in reverse fashion from other research methods. Rather than beginning with hypotheses, which are based on conceptual ideas, GT's first step was data collection through a variety of methods (Glaser and Strauss, 1967).
My point is that any academic contributions cannot ignore previous findings...
Regards to all,
Mark
It dependes on the qualitative research you refere to. Focus group methodology is different than depth interwievs.
Can we employ a mix of Narrative and Phenomenology or a mix of Narrative and GT in a qualitative study? What risks are there in doing so?
- Badges
- Science method
- Similar topics
- Methodology
- Research Methodology
- Qualitative Research