Updated thinking about researcher influence on research design

A couple of days ago it was a year since I laid out a few questions in a blog post that I was asking myself at the time regarding the role that researcher beliefs and perspectives of reality play in the research design. I thought I would provide an update on the current thinking regarding these questions.

First Question: Could a researcher, even within a Social Science discipline, really be objective?

Whilst this is being continuously thought about, at the moment I do not have the belief that any researcher can really remain objective, even quantitative researchers. When we talk about qualitative researchers, the argument is obvious in that objectivity is difficult to achieve although this really depends on the way in which objectivity is actually defined. For example, the nature of qualitative data requires the construction of a grounded interpretation of what the data is trying to suggest. Qualitative researchers construct meaning of the data, but this construction of meaning is an interpretation but grounded in the data.

It can be argued that it is this interpretation that gives the process subjectivity whilst the grounding of the interpretation can give research a sense of objectivity. This sounds similar to retroductive and abductive analyses and to some it does not make sense, but it is making increasing sense to me as it appears in my opinion to be good common sense to continuously construct an interpretation and ground any beliefs that stem from that interpretation in the data. Grounded interpretation means all beliefs, thoughts, ideas, and so on, coming from an interpretation that do not fit within the data itself should be discarded. This however does not necessitate the use of grounded theory but everything that is observed must be grounded in the data in some way.

Even social scientists using quantitative data could be viewed as subjective because from a broader sense the research questions and the fact that the social scientist has decided to use quantitative approaches is subjective because it is based on the way that they understand the research problem and the research question. So, whilst an experimental or quasi-experimental and other positivist, objective leaning approaches do collect and analyse data in a matter of fact way, the way in which those findings can be applied to different situations and indeed the way in which the findings are perceived will differ between social science researchers, in my opinion.

What I am considering further is the way in which we really relate to the data and therefore the way in which we interpret the data, and this is important for qualitative researchers. What is the relationship between the researcher and the data, and what factors are involved with such a relationship?

Second Question: Is a researcher drawn towards research methodologies more so because that methodology and methods match their framework of perceptions, beliefs, perspectives, values and attitudes of and towards reality?

Though I am still thinking about this, I would say yes: a researcher is drawn towards not what is actually best to answer a research question and to solve a research problem but is drawn towards that which best aligns with a researcher’s framework of perceptions, beliefs, perspectives, values and attitudes of and towards reality. But what are we talking about when we are talking about perceptions? Perceptions of what exactly? The research problem? Our own interpretation of the research questions that we ask? Where do these perceptions come from and what is it that we are meant to perceive? In what way do our perceptions influence our beliefs, values and attitudes?

My Philosophical perspectives have changed during the past year from constructivist to critical realist because I have come to realise the complexity of reality relative to the phenomena of investigation; that neither exploring the process of the phenomena nor exploring the experiences that people have of the phenomena are enough to gain a full understanding of the phenomena. Risk taking has and still is involved, but so far I think I am on the right track with my philosophical and methodological development and development of argumentation for them. It’s been especially easier since dropping case study. Well, that’s the other issue: sometimes we can become quite set on a particular methodology that we come across difficulties and struggles when we attempt to integrate particular methodologies and methods with other methodologies and methods, but this really depends on the way in which methodologies and methods are used. E.g., I was proposing to use a case study approach as a strategy for question formation, data collection and data analysis but came to the realisation that it was not compatible with grounded theory therefore dropped all case study elements. Since then in my opinion the methodology has been more workable.

I suppose we could say that researchers are initially drawn to methods and methodologies that meet their frameworks of preferences, but then later when they really begin to think about their design, the phenomena and the context of exploration they begin to understand what really might or might not work.

Third Question: Are we as individuals within our society really able to reach or understand objective truth about reality, or will people forever be led by their own preconceptions, perspectives, values and attitudes of and towards reality?

Answer to this for me is a lot more stable than it was a year ago: from a critical realist perspective the answer is, whilst objective truth about phenomena might be out there independent of our thinking, experiencing and perceiving such phenomena, our understanding and knowledge of this phenomena is subjective and always prone to fallibility and defeasibility. This is exactly because our personal frameworks of observation and understanding reality are based on our own experiences of and interactions with reality.

Fourth Question: What should be the extent or role of a researcher’s subjective framework of beliefs of reality play on their role of being a researcher and the development of their research design?

I have the current belief that this is really down to the individual researcher to decide. For me personally, my philosophical and methodological approaches have changed as my own understanding of the phenomena and the context and situation within which the phenomena are to be explored has increased and developed. Has the research design altered based on my own framework of beliefs of reality? You could say yes, but then can also abstract a step higher and say that the research design has changed because of being open minded, cautious about being absolutely certain about research designs, and the willingness to change beliefs about reality: to let my understanding of the phenomena and its explorative context influence my beliefs about reality and therefore about the way in which reality and the phenomena, is to be explored and should be explored.

Summary

Thinking about the role of the researcher, the relationship that the researcher has between him/herself and the participants and between him/herself and the data is a current topic of thinking and consideration for my research. This is because if we do not think about ourselves as researchers, our positioning within reality, the way in which we view data, and the way in which we view research designs we are in danger of becoming stagnant and willing to accept any design that we come across just because it basically works. But, this pragmatic approach to “what works” does not necessarily mean that it is the right or best suitable answer.

‘till next time: keep designing!

Alex Darracott : 18 Oct 2016 11:58 |  Tags: Philosophy Qualitative Quantitative Reflections |  Comments (2) |  Close comments |  Report a problem

Introducing Quality Characteristics For Research Design

I have been thinking more about the quality characteristics of my research and therefore the way in which my research could be defined as quality research, and this is an ongoing process that shall no doubt continue throughout the duration of the Ph.D. as quality characteristics need to be integrated across all stages of the research from the formation of the research questions right the way through to thesis writing and presentation.

Four questions immediately come to mind:

What makes a quality research design?

What makes a quality set of research findings?

What makes a quality set of inferences that are born from these findings?

What makes a quality thesis?

Guess what? These questions are all related so when you think about the quality of the research findings you have to think about the quality of the research design. There is in some sense some sort of sequence here: quality findings come from a quality design, and quality inferences should in theory come from quality findings. But actually reaching and working towards such high levels of quality involves an iterative approach. As an example, if you think you have a quality design then it can be reasonable to suggest that you think that the findings will also be of high quality; however, this is not always the case. This is not an exercise of slotting everything where you think best fits and have your fingers crossed for the best without any sort of foundational understanding of whether or not the design really will work. I recently found this with my own research design: I initially slotted the different components into place and then really went through the process of linking everything together and then came across significant problems as has been discussed in recent blog posts leading to case study elements no longer being useful or relevant for the research. The extent to which the various incompatibilities existed would have led to low quality data born from a mismatched design.

The quality of research design, findings and so on are defined by a series of quality characteristics. What is a quality characteristic? A quality characteristic evaluates and determines the extent to which a research design, set of findings and discussions (verbose inferences, descriptions, assumptions, possible application of findings and so on) have been designed, organised, constructed and presented using an adequate, sound, reasonable and careful approach to thinking and reasoning that is free from error and threats to the correctness and soundness of the design and the data. All these quality characteristics combined make a quality criteria framework. There are many quality characteristics grouped into three main categories:

Validity

Generalisability

Reliability

All characteristics within each group and therefore the groups themselves are applied differently in both quantitative and qualitative research, and their differences between each type of research have been the source of much debate and discussion.

My research design is mixed methods therefore not only have I been thinking about the different quality characteristics within both quantitative and qualitative research, but also that which are unique to mixed methods design such as the quality of the design itself relative to the research problem and questions, and the quality of the data integration process. Essentially what I have found when thinking about quality characteristics and thinking about the development of a suitable framework there are three levels of possible criteria: at the method (grounded theory and questionnaire) level, at the methodology (mixed methods) level and at the philosophical level (critical realism). What I might find in the future is a lot of overlapping and integration. For example a characteristic of the qualitative is “trustworthiness” which defines the extent that a particular inference I make is trustworthy, and a question here in a mixed methods sense is in what way can quantitative data add to this trustworthiness? In what way can the specific mixed methods design add to the general trustworthiness of the research? So already I have taken a concept specific to a particular methodology and applied it to an overall design. Therefore the different levels might overlap and interact with each other in many different ways. I can’t confirm this though till I am someway through analysing all the data.

It is quite a complex area and it will differ depending on what methodology and methods you are using for your research but the general categories of validity, generalisability and reliability apply to near enough all research, they just might be treated a little differently depending on your overall research design and research problem.

I will more than likely return to this topic several times in the future as I continue to work towards a quality criteria framework and the way in which all the characteristics are identified as relative and appropriate for my research.

‘Till next time, stay quality!

Alex Darracott : 02 Oct 2016 17:20 |  Tags: Generalisability Quality Reliability Validity |  Comments (0) |  Close comments |  Report a problem

All Case Study Aspects Dropped: the case, pun intended, for this

Ok, after much deliberation I have decided to drop all case study elements from my research. Debates and discussions regarding the inclusion of case study elements within a mixed methods context utalising grounded theory vary widely. But for me the case study approach goes against the nature of the research and the research intentions even if it were used for only framing the research questions and the data collection and analysis procedures, because quite frankly relevant approaches from critical realism, mixed methods and grounded theory appear to encompass all that is required, making the case-based study or strategy rather redundant. Despite numerous reasons for being initially attracted to case study aspects e.g., exploration of phenomenon in its natural setting and the carrying out of an intensive and detailed study on a phenomenon, the five key deciders for dropping any mention of a case study are discussed. Note that what is discussed has come not from actually carrying out case study research, but from logic and reason based on my current understanding.

Theoretical incompatibility

Intentions of my research are to develop theory from the grounded theory data within the quantitative strand, test the theory using the quantitative strand, and then use the quantitative data to refine the theory. Case study emphasises not the development of theory, according to key authors Eisenhardt and Yin, but the testing of a theoretical framework, either existing or developed through the analysis of literature, before commencing any case study research.

The emphasis on the theory development through literature and prior to carrying out the research is incompatible with grounded theory, which suggests that an existing theoretical framework should not be forced onto the data but emerge and develop from the data. I accept however that there are theses out there that have not developed a theory prior to carrying out a mixed methods case study, but for me and the intentions of my research that approach would not work.

Additionally, I am unsure of case study’s stance on theory refinement. Plentiful literature describes it as an effective strategy or methodology, depending on the way it is used, for theory development, but nothing on actual theory refinement.

Sampling Incompatibility

From my understanding, everything needs to be designed, developed and explored relevant to the case or a series of cases. Whilst case study research employs a form of purposive sampling of cases, it appears to me that all participants of a particular case must be included in the research with no "outsiders". Whilst this is fine if that is the intention, the mixed methods approach being developed for my research requires different population samples from outside of the cases that shall be explored, and this does not appear to fit within the use of sampling for a case study. If I were to use a sequential explanatory mixed methods this would not be an issue, but because I am developing a sequential exploratory, an amended version, this would be a problem. A problem would involve the fact that the theory would be tested on a population sample different to the participants of the cases explored through grounded theory. The fact the samples shall differ between qualitative and quantitative makes case study incompatible.



Non-Triangulated research

Case study actively encourages triangulation of research findings, meaning that the findings come from different research methods for a variety of purposes including corroborating data and improving research validity. The concurrent triangulation variation of mixed methods was going to be used until it was realised that this would have led to difficulties in the research design and therefore render it unreliable, therefore it was switched to a sequential exploratory approach. Concurrent triangulation would have achieved the triangulation objective of the case study approach, but the sequential exploratory does not: at least, not the in the way it is being used in this research to develop a theory.

Replication Logic

Replication logic is what gives case study a mode of generalisability or in other words the ability to generalise identified events and activities across a series of cases. Replication appears on two levels: literal replication if few cases are explored and theoretical replication if several are selected. The former is used for predicting similar results across cases whilst the latter is used for predicting contrasting results across cases but for reasons that can be anticipated. Yin’s description of replication logic is akin to experimental designs: the focus is on replicating findings in some way, and therefore highlights a positivist approach to research, which would in my opinion oppose the general philosophical stance of grounded theory. Grounded theory is a mode of interpreting data and is therefore not a mode of enforcing a particular theoretical framework upon data in order to find some sort of replication. There is a form of replication that can be found within grounded theory, but this does not come from an enforcement of a theoretical perspective but is allowed to emerge naturally from the data relative to the perspectives and interpretations of the researcher.

Therefore, replication logic appears to be based on replication based on pre-existing theoretical frameworks and assumptions. This is unlikely to work in my research.

Well then!

No, no, I am not going to say that the sequential exploratory mixed methods using grounded theory and questionnaire (more than likely: depends on the findings of the grounded theory) underpinned by critical realism shall be the research design because I might change my mind, but it’s not likely though I have said that before! But that’s the beauty of research: you can never really be certain or absolute of anything.

All of my latest ideas about the research design is to be confirmed as appropriate by the supervisor.

References

Those of you interested:

Robert Yin’s book on case study methods: Case Study Research: Design and methods. The fourth edition is available on Google books, and all University libraries! Though a bit difficult to get hold of from a University library if you are not a registered student or researcher at that University……

Plus, Kathleen Eisenhardt’s research paper Building Theories From Case Study Research available from The Academy of Management Review journal.

Plus, before any person comments, I realise that is not the formal way to reference materials! Have to adore Harvard referencing………

Alex Darracott : 25 Sep 2016 20:05 |  Tags: Casestudy Design Groundedtheory Methodology Mixedmethods |  Comments (0) |  Close comments |  Report a problem

Case study? Case–based strategy? Not a case–based strategy? What is it then?

Remember the time I posted up a post that began with remember the time when I said that my research design is complete? I’m saying it again: remember the time when I said that my research design is complete? Well, earlier in the day a thought literally struck my ideas of a case study down, stamped all over them, and performed some sort of war dance over them chanting in some intelligible language. So, I will not dance about and sing claiming that I have found my research design because, given that I am a critical realist, to claim that I have found an absolute research design would be complete and utter nonsense.

Regardless, the intention was never to implement a full case study design as the research uses a particular variant of the mixed methods methodology. Whilst mixed methods can be used within a case study design, I have come to realise that the type of mixed methods that I am proposing (an amended version of Creswell’s sequential exploratory to reflect better the theory refinement phase) and the types of methods being used is making me question the use and role of a case study approach.

So I began thinking about the idea of calling case implementation a case-based strategy for framing the research questions and acting as a general guide for guiding the mixed methods data collection and analysis sequences, but it was realised that this didn’t really make much sense because it would only apply to the qualitative aspect and not the quantitative aspect, and also from what I understand all phases of a sequential mixed methods approach would have to study the same participants because it is about studying a single case e.g., a group of people, an organisation and so on. Sequential exploratory calls for different population samples, though sharing the same basic characteristics, for both qualitative and quantitative strands.

A key question that has been playing on my mind is, is it really the right way to call something a case study or even a case study strategy if some of the key aspects of such an approach are not going to be utalised? Can you really mould and combine bits of different methodologies and methods and call it by a particular name e.g., is it really right to call my study an exploratory mixed methods case study on X phenomenon if most of the key functions of a case study shall not be used?

If not, then what can I call it? What does it all even mean?

Case-based?

Could my research be case-based? There are clear examples of cases existing, with a case being defined as simply an instance of a phenomenon of interest e.g., I am exploring a particular process of learning so a case would simply be defined as a separate but related instance of this phenomenon. In terms of Education think of a “case” as a classroom, or an individual student, or a group of learners.

A discussion on the academic site ResearcherGate included a comment suggesting that within a sequential mixed methods design, a case study can be used as part of the qualitative component but because my research design has been amended slightly to reflect theory refinement, it kind of goes beyond the limit of what a case study is supposed to achieve, in my opinion from what I can currently understand. Another debate revolves around if whether or not aspects of case study can really be used within a grounded theory exploration, and opinions on this appear to vary widely with some supporters of this idea whilst former Ph.D. candidates stated that their examiners were critical of this approach. An interesting comment suggests that if an approach uses an existing theoretical framework upon the data then it is difficult to call this grounded theory, because all versions of grounded theory does not work strictly within a theoretical framework. The commentator suggests that if a project contains more case study principles than grounded theory principles then it would be incorrect to call it a grounded theory study, which makes sense. If on the other hand, as another commentator alluded, and as my research appears to be leaning towards, the project contains more grounded theory elements than case study elements then it would be wrong to call that something like a case study grounded theory project, because it would not be adhering to case study principles.

So perhaps I have to think of my research in terms of it being case-based, and not actually call it a case study or even a case strategy. Interestingly I have just read a research paper that states that studying cases is not exclusive to case study research, but can be present in all approaches that adhere to qualitative assumptions and this includes grounded theory.

Ultimately, is there really a need for any reference to case study or case strategy if all what I need in reference to studying instances (cases?) qualitatively resides within a grounded theory approach?

Something to think about!

Alex Darracott : 25 Sep 2016 14:45 |  Tags: Casestudy Design Groundedtheory Mixedmethods |  Comments (0) |  Close comments |  Report a problem

Current Reflections On Mixed Methods Methodology

Right at the beginning of the Ph.D. all researchers are presented with an introduction to various research philosophies and methodologies, and the many ways in which these have been defined and applied. The research introduction is not extensive: it is designed to initiate your thinking about what philosophical perspectives, methodological approaches and methods might be suitable for your research. Usually it also introduces you to some of the general advantages and disadvantages of and some of the more general arguments for and against each approach. Basically, it acts as a platform upon which you jump off into a much wider arena of discussion, debate and application.

At this point, given that the state of the research is in the upgrade process, my experience of mixed methods has revolved around designing and developing mixed methods as a methodology guided by a case study strategy, which itself can be applied to a research design in many ways but this will be discussed in another blog post, underpinned by a critical realist Philosophy. Explaining the way all this fits together is beyond the purpose of this blog post, but specific to mixed methods and thinking about the way that mixed methods can work with my research design has been an extremely interesting adventure and continues to be so.

When I began thinking about mixed methods methodology I found various typologies that explain the way in which different components of a mixed methods methodology fit together, and their general functionality. Creswell is a prolific writer of mixed methods research, and has come up with various typologies of mixed methods designs: sequential, concurrent, embedded, and transformative. When I first began reading through the various types and their applications, I initially chose concurrent parallel variety but then changed to sequential exploratory. Read previous blog posts to read all about why the transition took place.

Initially, I thought these typologies were fixed with no flexibility with their amendments to fit particular contexts. I did struggle with this somewhat as the context calls for some amendments to take place, but had decided to put these amendment ideas aside for the time being. Through the trialling of grounded theory (to be discussed further another time) and through careful reading so far of relevant grounded theory and case study literature, I found that methodologies and methods are continuously shifting and amending based on current discussions of research methodology. Following this, literature was discovered from various authors criticising typologies from Creswell and other mixed methods authors, stating that these typologies are not meant to be used in an absolutely unchangeable way, but should be used as a guide and therefore amendable relative to the context.

Reading this has been somewhat of a relief. Since the research is based on theory development I wanted some process or element of the design to deal with theory refinement following the development and testing phases. I am now amending the sequential exploratory approach developed by Creswell to reflect an iterative, extra phase of theory refinement.

Reading methodologies, methods and even philosophies are continuously shifting concepts adds a new layer of complexity to understanding, designing, developing, testing and applying a research design. Not only are there actual philosophical perspectives and methodological approaches, and methods, but these are shifting positions all the time with researching continuously adding, for example, different philosophical arguments for or against different methodological approaches. Research can combine philosophies, methodologies and methods in various different ways relative to the research problem, the research questions, and the skills and experiences of the researcher. This would lead to not just simply applying a particularly defined approach to exploring reality, but also gives the researcher a chance to remedy criticisms and push the boundaries of methodological knowledge.

When a researcher begins to realise this, a new chapter begins. A new layer of understanding begins as you explore to the most detailed and in-depth level what research philosophies, methodologies and methods are about and to locate opportunities to extend and push current knowledge about these different philosophical and methodological approaches.

I have really only just begun to realise and push for developing new philosophical and methodological arguments and perspectives relative to the research problem and the phenomenon of interest. This is risky, I’m not sure if it will work, but I feel that what I am doing is right. Sometimes you just have to take that academic risk to push forward with what you want to achieve, because knowledge cannot push forward to new arenas if no person is willing to saddle up and ride the horse of knowledge! I’ll be talking about this adventure more in future blog posts.

‘till next time: keep playing with your designs!

Alex Darracott : 20 Sep 2016 18:11 |  Tags: Mixedmethods Reflection |  Comments (0) |  Close comments |  Report a problem

Are All Research Designs Pragmatic and Relativist?

Developing a research design is quite an experience, and is a complex mesh of investigating and exploring different philosophies, strategies, methodologies and methods and, in the case of my research design, the way in which they can be combined and / or amended to fit the research context and research questions. I continuously reflect upon my research design and question it, and the process of actually getting to the point where I have a research design therefore sometimes I wonder if the design, regardless of its philosophical positioning, is actually pragmatic and relativist process.

I reflect on this question because research design development is based on our own prejudices, experiences, philosophies and theories, and the identified research problem. The way that we interpret and understand reality can in some way limit the way that we choose to investigate reality, or in some way restrict ourselves with our research design preferences, and the reality of the research problem. But should our own preferences determine the research design or should it be the research questions? This depends, in my opinion, on several factors including our experiences and developed skills, and enthusiasm for other approaches. A solid quantitative experimental researcher, for example, might not be able to learn about qualitative ethnographic or coding approaches within a short space of time required to complete a research project. They might not even be willing to actually do this instead continue to view reality and all research problems through the lens of an experimentalist. Research textbooks do emphasise the idea that research questions do drive the research design, but is this absolute? Are research questions the only factor?

Where do research problems come from? Are they constructed by the individuals or are research problems already out there independent of human thought waiting to be discovered? What makes us identify research problems in a different way to other researchers? I identified the basis of my research project many years ago through observation, and it has taken many years of reading and an MSc course to really refine the research to where it is now and even then refinement is still an ongoing process. Perhaps research problems exist independent of a researcher’s perceiving, understanding and knowing them but each researcher perceives and chooses to explore the problem in different ways based on prejudices, experiences and so on. Perhaps they are not actually independent and depends on our interpretations and engagement with the natural or social reality?

Our perspectives of reality do not have to be fixed and certain: my own philosophical views have changed from a relativist perspective to a critical realist perspective, and this has entailed a change to my methodological approach to investigating reality and the research problem. The research questions have changed numerous times as I have read and explored the phenomenon of interest further. Understanding reality is more than just statistically analysing two or more variables in order to correlate them and create a cause-effect relationship and then to go on testing this relationship. Understanding reality is also more than just a researcher enveloping or immersing themselves with participant observation and experiences. Reality is more than just being a single, certain, absolute reality easily accessible and understandable through using hypo-deductive scientific methods and it is more than just being based on our subjective knowledge and experiences of reality

Does this make the process pragmatic and relativist? Pragmatic as in, I am selecting “whatever works” to address the research questions and the research problem therefore I perceive from reflection upon my own perspectives of reality that a critical realist case study using a mixed methods approach is the most appropriate design for this research. Relativist as in, I have developed the research design relative to the research problem, relative to my own philosophical views, and relative to the methodological concerns that I have identified in existing published literature.

This is something that is worth continuing to think about!

Alex Darracott : 20 Sep 2016 18:07 |  Tags: Philosophy Reflection |  Comments (0) |  Close comments |  Report a problem

Slightly Amended Research Design

Since the research methodology chapter of the thesis is going to be around ten thousand to fifteen thousand words, it’s impossible to really explain all aspects of the research design in a blog post of less than a thousand words. Firstly because I’ll probably bore people to the point they would rather listen to One Direction, and secondly because understanding the relationship between all the components is a continuous and ongoing task.

The mixed methods variety has changed and the research is now encapsulated within a case study approach. The research design is now a critical realist multiple-case based sequential exploratory mixed methods design. So, why the change? The change came about through a conversation with the supervisor and the progress of the trial study.

Sequential Exploratory Mixed Methods

The trial study, as indicated in the previous blog post, has been and still is a serious, reflective exercise of the research activity and the research design. The previous preferred mixed methods flavour was concurrent triangulation meaning that the questionnaire data collection and analysis and grounded theory analysis would have been carried out at the same time, or concurrently.

This proved to be problematic during the trial study as it became apparent that the emerging theory’s constructs would not have been testable or explored further using the quantitative instrument. Why is this? Because the concurrent nature would have meant the construction of the questionnaire occurring before quantitative and qualitative data collection and analysis, leaving no room for further amendments to it. This would have led to the research being susceptible to validity problems and potential gaps in the theory therefore the theory’s integrity, relevance, completeness and even generalisability would have been questioned. After returning to the research methodological literature (Ph.D. potentials reading this will come to know the iterative nature of the Ph.D.) I found that the sequential exploratory approach to be more suitable.

The sequential exploratory variety of mixed methods involves the qualitative phase occurring first therefore the grounded theory method shall be used to generate an emerging, developing theory from the data. The constructs that emerge from the data shall then be converted to a format suitable for development of a quantitative instrument (likely to be a questionnaire) and then the third phase shall be the quantitative phase where aspects of the theory shall be tested for generalisability across different contexts. This solves the identified problem therefore the quantitative instrument shall take into account constructs found in the literature along with constructs built from the grounded theory data, with in some cases both sets being used to support each other with regards to evidencing the need to explore certain constructs further.

Case Study

A case study has been defined in so many ways and can be used in various ways such as either a strategy or as a methodology. A case study enables the researcher to explore a particular case, or multiple cases, in substantial detail hence it is suitable for mixed methods research, in order to generate significant understanding of the phenomenon of interest. It is the depth of detail the case study brings to the research that makes it an attractive option. It is not usually famed for allowing generalisability of data but this is determined by the type of case study that is being used. Multiple-case study using mixed methods enables more of a generalizable approach to be considered.

For this research, case study shall be used as a general strategy for guiding the quantitative and qualitative phases of the mixed methods and their respective methods, whilst the case study strategy is being guided by critical realism.

This research shall adopt the variety known as a multiple-case study, which means that multiple cases or instances of the similar activity shall be explored using grounded theory (hence, a relationship between case study and grounded theory) in order to increase the validity of the findings, with the selection of the cases being determined by the findings of the first case. The multiple-case study has been deemed as appropriate given the nature of grounded theory’s approach towards sampling of data, and given the depth of detail that case study allows.

Summary thoughts

The blog post doesn’t do the research design justice, as for example I have only lightly touched on the relationship between critical realism, case study, mixed methods, and grounded theory. Understanding this relationship between the different components is ongoing and progressing and will be explained more in the upgrade paper and fully elaborated in the thesis. But it is enough on here to say that I am convinced that these amendments to the research are correct and the way that the design should be. But I must not have the mindset where I am absolutely sure that the research design is correct as it has to pass the upgrade assessment panel later this year.

It’s been challenging working towards the research design, but it’s been a rewarding experience. A key activity at this time is to further understand the relationship between critical realism, case study, mixed methods and grounded theory, and that is no easy feat.


So, the research design shall not change! Till next time, that is!

Alex Darracott : 21 Aug 2016 20:40 |  Tags: Casestudy Design Groundedtheory Mixedmethods |  Comments (0) |  Close comments |  Report a problem

Thoughts On The Trial Study

Research designs and research activities need to be trialled before they are deemed appropriate for full research implementation to ensure their validity, fitness for task, fitness for purpose, and their reliability, and to make any amendments. Research activity within educational research is the task that research participants interact with, and the interaction between participants and task is the object of investigation. The trail study is effectively ensuring a fit between the activity and the design as best as possible so that the interactions between participants and tasks are captured as effectively as possible relative to the research problem and research questions.

Activity trial

In what way does the activity match the research problem? In what way will the activity facilitate the needed interactions between it and the participants in order to produce suitable data for analysis relevant to the research questions? There are no easy answers due to the dynamism of the human subjects. Even in experimental designs (to some extent depending on the specific design type), famed for allowing the researcher to have freedom of manipulation of the environment and variables, it is difficult to predict exactly what kind of interaction shall occur between participant and activity. An important objective of a trial study therefore is to ensure the activity is suitable and interesting enough to sustain interaction and generate enough data for analysis.

The activity of my research is collaborative therefore it was important to carry out a trial study to ensure interest among the participants and therefore their interactions with the activity is sustainable to the point where enough data can be generated for suitable analysis. Success criteria of any research activity varies widely depending on its type and the way in which it is used to assist with resolving a particular research problem, and can be determined therefore through understanding your research problem, your research questions and your research design.

I considered the trial of the activity a success not in terms of the quantity of participants but the quantity of the data: the activity was able to hold the attention of the participants to the point where enough data had been collected. The nature of the research design enabled this success due to its focus on the importance of the content of the activity and not the quantity of participants. Other research methods using the same activity would likely emphasise quantity of the participants.

Research design trial

Following the activity, the design was then trialled. It has to be emphasised that depending on the design, either a part or the whole design can be testable. Again, because of the nature of my research design only a part of the design is trialled at this time for the purpose of fulfilling the requirements of the upgrade paper, and also obviously because I want to make sure that it works! The other half of the design shall be trialled at a later time with that trial discussed in the thesis.

Essentially, in a sequential exploratory mixed method approach the qualitative phase occurs first followed by the quantitative phase. The findings from the qualitative phase, which in this case is based on grounded theory, shall be used to develop the methods of the quantitative phase. Reasons why are extensive and are beyond the point of this blog post, but essentially because of the nature of this design the grounded theory approach is being trialled first.

Are you still with me? Yes? Brilliant, if any person could explain to me what the heck I am talking about, answers on a post card to………

The first part of the research design trial, the grounded theory trial, is currently ongoing but initial thoughts and findings suggest that the grounded theory aspect is working and has really helped me to understand mixed methods research more to the point that I have altered the mixed methods variety for this research.

Summary thoughts

There has been a lot to understand and process regarding this trial study especially considering that now the trial study can actually turn into a case study as part of the multiple case study approach of the research. It has been, and is, challenging because I am not just doing the trail study as a slap on attachment to the upgrade paper. This has been and continues to be a serious, detailed, reflective exercise of my research design and research activity and has helped a lot with my understanding of the activity data, ways to approach the analysis and understand the data, and understand the effectiveness of the research approach.

The trail study has evidenced the fact that whilst it is extremely important to read the relevant literature around your research design for academic argumentation for and against (and with just grounded theory alone there is a wide variety of different arguments), it is just as important to simply try it out. It is because of this trying out of the design that I figured out a potential fault with the previous favoured mixed method variety, concurrent triangulation, fixable only through switching to another mixed method variety, the sequential explorative variety.

Alex Darracott : 21 Aug 2016 20:19 |  Tags: Trial Upgrade |  Comments (0) |  Close comments |  Report a problem

Research update

Been quite a while since I have written a blog post on here as there have been plenty of things going on to distract me, but now is time for a series of blog updates! The following is a brief overview of the key areas of activity, with further blog posts following that explore these in more detail.

Update on the Trial study

The trial study is based on trialling a collaborative activity and trialling a grounded theory approach adapted from the ideas of Strauss and Corbin. I say adapted because there are a variety of authors suggesting Strauss and Corbin’s version is too regimented and difficult to follow, but Strauss and Corbin did respond by suggesting their procedures for coding do not have to be followed through strictly, therefore researchers should logically and constructively apply grounded theory procedures relevant to the research context. I might alter aspects of the approach as the trail and the main thesis study continues.

The trial appears to be coming along well. As reported in earlier posts I managed to successfully carry out the trail activity so it is now the case of continuing to use grounded theory to learn about it more, and to learn about the data that I have collected. I am fascinated with grounded theory! Lots of information on grounded theory online but for now it suffices to say that grounded theory is a key methodology (or method: it can be viewed both ways depending on its purpose and position within the research design) in developing new conceptualisations, a new theory, or new theorising of the phenomenon of interest. This is challenging and I have the belief that in order to really be successful at this you have to be quite creative and able to think about data, events, observations and aspects of reality at an abstract level. You begin with exploring the data but you have to think about the data at a higher, abstract level. It’s about interpreting the data based on your observations, though the validity of these interpretations can be increased depending on the research design and the way in which existing literature is used. But despite it being challenging it is an exciting approach to exploring data.

Trial Study as the Thesis Study

The most significant feedback and conversations during the past month or so has been the idea of using the trail study as a thesis study, or acting as a case within the thesis study. This was and still is huge, because it effectively means that when I am exploring and coding the data not only am I exploring data to benefit the production of the upgrade paper but also to benefit the thesis and the research itself. This has been deemed feasible therefore I shall be using the activity as part of the thesis and also explore other activities, known in the thesis as cases, in order to locate differences and similarities, which shall increase the validity of the theorising and theory development.

Change of Research Design

This change has actually come about through working through the trial study. Previously I had mentioned about adopting a critical realist, concurrent triangulation variety of mixed methods where the quantitative and qualitative aspects of the study would be carried out at the same time. In other words, I would have been carrying out grounded theory analysis of the activity whilst collecting thoughts and beliefs of the learners at the same time and then integrate the findings and discussions.

The only aspect that has changed is the mixed methods variety: I’ve ditched the concurrent triangulation and adopted the sequential, exploratory variety. Briefly, during the trail study I was struggling with the way in which data from the grounded theory findings and questionnaire findings could merge due to the abstractness of grounded theory. There would have been a chance of new concepts and new conceptualisations emerging from the data but exploring them via quantitative measures would not have been possible because the quantitative phase would have started at the same time, or in other words concurrently.

Using a sequential exploratory approach enables the constructions and conceptualisations, the theory, to emerge first and then test these out using the questionnaire and generalise across a wider population. This makes a lot more sense than to carry out both threads concurrently given the potential for extra insights that would not have been possible to explore had the mixed methods approach remained unchanged.

I’ve also encapsulated the research into a multiple case study, therefore the research design is now a critical realist multiple case based sequential exploratory mixed methods design.

Progress on the Upgrade Paper

This has been rewritten more times than I care to remember and will be reread and edited in various places before actually handing it in. When I rewrite each section I ask myself why did I not think about things in a particular way and communicate in a particular way before. But that is the beauty of re editing: it makes you think and contemplate more as you go through the document and think if you can explain anything in a more concise, or more sophisticated way without dropping the meaning behind the text. I know this, but still, sometimes it takes me by surprise at the differences that are found between each modified version of a particular document.

Most of the sections are now complete. Only sections that need to be completed are the trial study section, and talk a bit more about potential problems and possible outcomes.

That’s the brief overview of the main things that have been going on during the past month or so!

Alex Darracott : 20 Aug 2016 18:59 |  Tags: Design Mixedmethods Trial Upgrade |  Comments (0) |  Close comments |  Report a problem

Rambling load of updates!

Research Design

The components of the research design were decided a few weeks ago and the components are now unlikely to change. The research design is based on a critical realist approach to a convergent paralleled variety of mixed methods, which includes the use of a questionnaire and grounded theory methods based on the Strauss and Corbin version. I did go through a phase of feeling overwhelmed a few weeks ago as I had decided to change the grounded theory method component, which spurred a huge quantity of questions and thoughts about compatibility and research design validity all at once. I think reflecting back I had become so convinced that Charmaz’s Constructivist Grounded Theory would work, till the philosophical stance changed from relativism to critical realism, that the need to change the grounded theory method was impactful on my confidence of the research design and my overall ability to understand it all. But with patience, time, careful thinking and further reading my confidence in the validity and feasibility of the research design is growing.

This is not to say however that I know everything about the research design components and I do not actually know that the research design will take off. However, at the moment I am meticulously and comprehensively studying each of the research design components and threading them together to make a complete, compatible research design that is relevant to the research context and phenomena of interest. This is being achieved through constructing arguments for the need of the research design within the specific context and relevance for the phenomena of interest, and also through building critiques of existing research designs and relevant design components within Educational research, particularly relevant to the phenomena of interest. This is a current, ongoing task with argumentation and critiques continuously being constructed and amended in various ways through reading relevant literature and thinking about this literature.

Upgrade Paper

Coming along nicely though I shall be dealing with a few questions at the next meeting with the supervisor, including questions regarding the methodological section: is it best to focus on describing the process of the research design? E.g., describe critical realism in a way that is relevant to explaining the process of mixed methods then explain the process of mixed methods and so on. Or is it best to focus on argumentation of the research design? Or a mixture of both?

First draft should be completed soon. The sections have been figured out, so now it’s a case of completing the sections and then begin the process of editing. This is an ongoing process.

Trial study

Decided to let an aspect of the trial period run on for a while longer than previously planned, just to find out what would happen further with the trial and I am pleased that I made this choice because I now have more than enough data to build a practical understanding of the qualitative analytical research methods relating to grounded theory. Additionally, I wonder if there is merit in using the data from trial period in the actual research study, given that grounded theory has an “all is data” perspective. It would be interesting if I could use this data, because that would give me a start on theorising from the codes and categories generated from the data, as described by grounded theory.

Questionnaire is yet to be trialled, but this will happen in the future. This shouldn’t take too long, as all that is required is to trial the design, think about possible statistical analysis methods, then trial the analysis methods, and then think about the way in which quantitative and qualitative data can be analysed to complement or converge with each other. Oh, not too much to do then!

Summary

So that’s about it, but enough to get on with! In summary, the immediate tasks are: continue to thread the research design together through argumentation, critique of existing research, and experimenting with the design theoretically and practically; continue with the upgrade paper, and continue with the trial study through trialling the grounded theory methods, and the questionnaire.

Alex Darracott : 10 Jul 2016 20:25 |  Tags: Design Reflection Trial Upgrade |  Comments (0) |  Close comments |  Report a problem