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approached a local centre that had <strong>in</strong>dicated an <strong>in</strong>terest <strong>in</strong> the study but they had<br />

also noted that they needed permission to be granted from the Auckland Area<br />

Manager, who <strong>in</strong> turn, told me that she needed to get permission from the overseas<br />

corporate office. Three months later I was <strong>in</strong>formed that due to staff<strong>in</strong>g<br />

difficulties, research with this group would not be viable at this time. In h<strong>in</strong>dsight,<br />

approach<strong>in</strong>g either the Auckland or the overseas manager first may have made a<br />

difference. This is consistent with what Anderson (1998) argues when he asserts<br />

that understand<strong>in</strong>g the hierarchy of an organisation may be helpful <strong>in</strong> ga<strong>in</strong><strong>in</strong>g<br />

access.<br />

As a consequence of the refusal of access, I approached a friend and<br />

former colleague who was employed with another large group of centres. She was<br />

<strong>in</strong>terested <strong>in</strong> participat<strong>in</strong>g <strong>in</strong> the study but also <strong>in</strong>dicated that she needed to ga<strong>in</strong><br />

approval from her head office. Eventually, 7 weeks later, the reply came back that<br />

this was not a suitable time for their organisation to be <strong>in</strong>volved <strong>in</strong> research. There<br />

are not many cha<strong>in</strong>s and corporate centres <strong>in</strong> Auckland – and there were no others<br />

with whom I already had a relationship.<br />

As Well<strong>in</strong>gton (2000) expla<strong>in</strong>s, “The bus<strong>in</strong>ess of access can therefore<br />

seriously affect the design, plann<strong>in</strong>g, sampl<strong>in</strong>g and carry<strong>in</strong>g out of educational<br />

research” (p. 63) and compromise is always <strong>in</strong>volved. Given these two <strong>in</strong>stances of<br />

not be<strong>in</strong>g able to ga<strong>in</strong> access, I determ<strong>in</strong>ed that a compromise would be needed.<br />

This compromise had two dimensions: first, I decided that I had little choice but to<br />

jettison the idea of <strong>in</strong>vestigat<strong>in</strong>g a sett<strong>in</strong>g from an <strong>early</strong> childhood education cha<strong>in</strong><br />

of centres or a corporate body because there was cl<strong>early</strong> a barrier of access to<br />

overcome. Further, and as a second dimension, I realised that some of the elements<br />

I wished to study had already been explored with<strong>in</strong> Case Study One. As noted<br />

already, Case Study One was a member of a cluster of four <strong>in</strong>dividual centres<br />

managed by the two owners. Although this is not the same as a large corporation,<br />

there was another level of management above that of the centre. Hence, some of<br />

the k<strong>in</strong>ds of questions I had <strong>in</strong>tended to ask with<strong>in</strong> a cha<strong>in</strong> or corporate sett<strong>in</strong>g had<br />

actually already been posed, and the emergent data will be outl<strong>in</strong>ed <strong>in</strong> chapter 5.<br />

Nevertheless, the pos<strong>in</strong>g of these questions was with<strong>in</strong> a smaller group rather than<br />

with<strong>in</strong> a large corporate cha<strong>in</strong>.<br />

131

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