Qualitative Research Basics: A Guide for Engineering Educators

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Marshall, C., & Rossman, G. B. (2006). Designing qualitative research (4 th ed.). Thousand Oaks, CA: Sage. Patton, M. Q. (2002). Qualitative research and evaluation methods (3 rd ed.). Thousand Oaks, CA: Sage. Schram, T. H. (2006). Conceptualizing and proposing qualitative research (2 nd ed.). Upper Saddle River, NJ: Pearson. 22
4. Data Collection Methods Data collection is not simply the mechanical gathering of data for later analysis. As with all aspects of the research design, data collection must be tied to the research questions and epistemological perspective of the study. Crotty (2003) points out, “Justification of our choice and particular use of methodology and methods is something that reaches into the assumptions about reality that we bring to our work. To ask about these assumptions is to ask about our theoretical [epistemological] perspective” (p .2). Table 2 is from Koro- Ljungberg and Douglas (2008), which links data collection methods to epistemological perspectives. While one should not feel constrained by the links shown in this table, it does emphasize that there is a connection between methods and perspective that needs to be considered as part of the study design. This chapter focuses on the most commonly used qualitative data collection methods of interviews, observation, and documents and materials. The discussion covers not only some of the practical aspects of data collection, but also how the different kinds of data can be used and what assumptions are made in understanding the data. Interviews Interviews are a common method for collecting data in qualitative research. Interviews allow the researcher to collect data from specific participants, focus the participants’ attention on specific items of interest, and obtain the participants’ views on the topic. From an interview the researcher learns about the experiences, perceptions, and feelings of those being interviewed. However, it is important to remember that interviewing does not produce an authentic re-creation of those experiences. Rather, interview data are filtered through the perceptions of the interviewees and reflect their own personal views. Thus, interviews are most appropriate when the researcher is interested in those views, such as in phenomenological or constructivist studies. The interview is a complex process that has many different elements and can be used in many different ways. In preparing for an interview, one needs to consider the type of interview that is most appropriate to the chosen research design, what types of questions to ask, and how to conduct the interview. Each of these areas will be considered in turn, and the treatment of the interview will then conclude with a discussion of the role of the interviewer in the process. Types of Interviews There are many different ways to classify interviews, based on the types of questions being asked, the group that is being interviewed, or the purposes for which the interview data are to be used. Interviews are generally classified into three types: 23
Page 1 and 2: Qualitative Research Basics: A Guid
Page 3 and 4: The Authors Nancy Van Note Chism (g
Page 5 and 6: 1. Epistemological Perspectives Wha
Page 7 and 8: math preparation, test anxiety, etc
Page 9 and 10: Critical and new meanings can be di
Page 11 and 12: Koro-Ljungberg, M., & Douglas, E. P
Page 13 and 14: 2. Research Strategies The Role of
Page 15 and 16: • The study is conducted to under
Page 17 and 18: The instrumental case may be chosen
Page 19 and 20: Charmaz, K. (2006). Constructing gr
Page 21 and 22: Emergent design: Rather than laying
Page 23 and 24: � Interview type (Will I use an i
Page 25: o If there are changes to the resea
Page 29 and 30: questions are broad questions that
Page 31 and 32: The interview itself is a complex p
Page 33 and 34: are particularly adamant about powe
Page 35 and 36: natural setting. In some cases audi
Page 37 and 38: meaning is derived, and the social
Page 39 and 40: Minutes from local workshops are us
Page 41 and 42: 5. Maintaining and Judging Quality
Page 43 and 44: this research is to produce change
Page 45 and 46: participants or seek to promote cha
Page 47 and 48: 6. Data Analysis Novices to qualita
Page 49 and 50: opposed to microlinguistic studies
Page 51 and 52: oundaries to better accommodate the
Page 53 and 54: References Cited in This Section Ch
Page 55 and 56: Related to issues of author reflexi
Page 57 and 58: • Include more description about
Page 59 and 60: • Researchers must also decide ho
Page 61 and 62: elay these propositions in a narrat
Page 63 and 64: The goal of this chapter was to int
Page 65 and 66: 8. Resources The literature on cond
Page 67 and 68: student researchers through their s
Page 69: Examples Bloor, M. (2006). Keywords

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