Data-Collection Method Comparison



Data-Collection Method ComparisonMonica R. WoodsUniversity Of PhoenixData-Collection Method ComparisonWell-designed qualitative research studies depend heavily on the ability of the researcher to apply rigor within the process of conducting the study. Rigor can only be achieved through the knowledge of the researcher and to the extent to which theory and practice is utilized to inform about the topic being examined. Key to having keen knowledge of the study topic and being knowledgeable of the philosophical underpinnings or personal bias is a crucial need for researchers to have insight of primary concepts vested in the qualitative design. Researchers’ knowledge and understanding vital to the success of a qualitative study include (1) awareness of when to employ qualitative research, (2) the different types of qualitative methods (e.g. case study, ethnography, phenomenology, ground theory, and narrative), and (3) all other data that contribute to the immediate production of effective qualitative design related to the root of the study (Creswell, 2013). This paper is intended to explore the differences and similarities found in the process of collecting data in three of the five qualitative research design approaches. Such examination will hopefully give insight to the novice researchers’ ability to compare and contrast details of qualitative design approaches that lead to understanding and discernment in order to produce a solid qualitative study.Case StudyCase study design is described by its use to examine a specific case or cases with clear boundaries. Following case study’s four major characteristics (descriptive, inductive, particularistic, and heuristic), researchers focus on specific events, programs, or issues within a case or cases (Hesse-Biber and Leavy, 2011). According to Baxter and Jack (2008), case study approaches the phenomenon in a manner that ensures an issue is explored through more than one lens using various sources for data. Case studies have been identified specifically as explanatory (causal), exploratory (leading to social research), and descriptive (develop theory) (Tellis, 1997). Case study is often used when a researcher seeks to explore an issue that will result in the understanding of a problem, program, or issue (Baxter and Jack, 2008). Researchers should consider a case study design to be appropriate when: (1) behavior of participants cannot be altered during the study, (2) the research question is “why” or “how” in the focus of the study, (3) when the researcher desires to examine context of conditions believed to be relevant to the phenomenon being studied, or (4) boundaries are blurry between the context and the phenomenon (Baxter and Jack, 2008). Tellis (1997) describes case study as an idealistic methodology that takes a holistic, in-depth examination of a problem, program, or issue. Case studies are used to investigate sociological issues, especially instructional studies (Tellis, 1997). Case study design is appropriate when the researcher needs to use repetition in complex phenomenon or context (Baxter and Jack, 2008). Case study researchers have the ability to employ a number of methods for data collection in pursuit of collecting vast amounts of data for a single case. Case study methods of data collection are also guided by the primary research questions (Creswell, 2013). According to Hesse-Biber and Leavy (2011), qualitative ethnography also shares this similar trait of analysis of documents, interviews, and other data gained through examination of the context. Unlike other qualitative approaches, case study allow researchers the unique availability to collect and integrate quantitative survey data, which brings the researcher to a holistic understanding the phenomenon under study (Baxter and Jack, 2008). The convergence of data from various sources adds to the rigor and strengthens the findings promoting a building of knowledge and understanding of the case study. Phenomenological StudyQualitative research phenomenological approach focuses on the intensity of asking “what or “how” involving a particular phenomenon where the emotional experience is conveyed to the reader through the response of the individual whom experienced the phenomenon (Patton, 2002). In phenomenology, the strength of the research question is the key in having an effect on the reader. According to Moustakas (1994), as cited by Creswell (2013), qualitative phenomenology focuses on an individual or individuals’ making of meaning from the core elements resulting from a lived experience. The researcher of phenomenology study seeks to understand “what” the individual experienced, and “how” the individual experienced the phenomenon. The job of the researcher is to describe the phenomenon in as accurate terms as possible, avoiding any preconceived frameworks void of the facts to the truth of the phenomenon (Groenewald, 2004). Phenomenology being concerned with the lived experience of an individual from that individual’s perspective leads to ‘bracketing’ or taking one’s assumptions and normal way of perceiving for granted (Creswell, 2013). Phenomenological research emphasizes a paradigm of personal knowledge, subjectivity, interpretation, and perspective of a lived experience (Groenewald, 2004). Creswell (2013) stated that phenomenological approach intends to develop deep understanding and meaning from collected data.Phenomenological research methods are appropriate to use when the researcher needs an effective method to bring forth experiences and perceptions of individuals responding from their own perspective (Groenewald, 2004). Phenomenology uses a variety of investigative modes (hermeneutical, transcendental, and empirical) to focus on understanding the phenomenon from the collection of data that emerges the essence of the individual’s experience (Creswell, 2013; Groenewald, 2004). Phenomenology researchers also use the essence of experiences from more than one individual whom experienced the same phenomenon, and through analysis, reduces the data to develop a description of the lived-experience all participants have in common, thereby producing the essence of those experiences (Groenewald, 2004). Phenomenology lends itself to studies requiring the researcher to ask questions to derive information from individuals about a lived-experience to provide information about the process of the phenomenon and not seeking an outcome (Hesse-Biber and Leavy, 2011).Ethnography StudyEthnography research method is a process of describing a group or culture in the sharing of core beliefs or values (Creswell, 2013). Sangasubana (2011) describes ethnography by eight distinct characteristics including: (1) searching for predictable patterns of behavior, (2) full immersion of the researched life or culture (day to day), (3) conducted in the natural setting, (4) personal (researcher is observer and participant), (5) collects data in multiple ways to allow for triangulation, (6) inductive process, (7) requires a long term commitment, (8) allows for dialogue in the form of feedback from participants. Ethnography methods are used when: (1) a study involves one individual or a group, (2) the study takes place over a long period of time, (3) various settings are presented, (4) the focus is on working with participants instead of research objects, (5) the researcher has a limited or no budget to conduct the study, (6) the researcher’s role is known to participants, (7) insider’s view of reality is desired, (8) deep, insightful data is required, (9) natural data collection from the study site is more effective and preferred (Sangasubana, 2011). Qualitative ethnography employs three methods of data collection- observation, interviewing, and archived research (Hesse-Biber and Leavy, 2011). Observation in ethnography research involves combining the individuals in the study with the researcher’s participation (Sangasubana, 2011). Whitehead (2005) stated that ethnography interviewing process consist of the direct conversation with participants and the researcher to collect information. Archived data is the analysis of stored materials. Ethnographic data analysis includes coding, sorting for patterns, identifying outliers, generalizing constructs and theories, and memoing to gain insights and ideas (Sangasubana, 2011; Whitehead 2005). Comparison of Three Approaches of Qualitative Research DesignThe central characteristic of case study research is to obtain an in-depth understanding of a case or cases is in sharp contrast to the primary characteristic of phenomenology, which is to focus on the lived-experiences of individuals. Ethnography further differs from both approaches, as the study of a cultural-sharing group is focus. Phenomenology draws from discipline areas such as Anthropology, Literature, History, Psychology, and Sociology. Case study is typically taken from Psychology, Law, Political Science, and Medical disciplines. Ethnography is typically drawn from sociology, communications, and History disciplines. Where phenomenological analysis is based on one or more individuals within the study, case study analysis involves programs, activities, and events of groups of people, and ethnography analyzes core values and beliefs of cultural-sharing groups and those members.Phenomenology data collection comes from documents and interviews. Case study data is collected using a number of sources including observations, interviews, artifacts, and documents. Ethnography data collection produces empirical data of human cultures and societies. Data collected in phenomenology studies are analyzed through the retelling of stories by individuals who experienced the phenomenon. Case study data is analyzes through developing themes and describing cases. Ethnography studies analyze data through cultural interpretation of the workings of the group and identified themes emerged from data.ConclusionIn conclusion, the focus of phenomenology is the understanding of the phenomenon and essence of the lived-experiences of an individual who experienced such phenomenon. Case study focuses on a specific case or cases to examine a program, issue, or activity. Ethnography is focused on the core values or beliefs of a shared-culture. Data collection for all three approaches can use a variation of observations, interviews, documents, and or researcher immersion. Observation is a primary source of data collection as researchers can gather information about participants in various settings and analyze the data to make meaning of the experience (Starks and Brown Trinidad, 2007). Qualitative research methods allow researchers to use questions to examine issues, programs, and cultural topics to gain understanding and new knowledge in social sciences.ReferencesBaxter, P., & Jack, S.?(2008, December).?Qualitative case study methodology: Study design and implementation for novice researchers.?The Qualitative Report, 13(4), 544-559. Retrieved?from?, T. (2004). A phenomenological research design illustrated. International Journal of Qualitative Methods, 3(1). Article 4. Retrieved June 12, 2016 from , M. Q. (2002). Qualitative research & evaluation methods (3rd ed.) Thousand Oaks, CA: SageSangasubana, N.?(2011, November).?How to conduct ethnographic research.?The Qualitative Report, 16(2), 567-573. Retrieved?from?, H., & Brown Trinidad, S.?(2007, November).?Choose your method: A comparison of phenomenology, discourse analysis, and grounded theory.?Qualitative Health Research, 17(10), 1372-1380. doi:10.1177/1049732307307031Tellis. W. (1997, September). Application of a case study methodology [81 paragraphs]. The Qualitative Report [On-line serial], 3(3). Available:, T.?(2005, July).?Basic classical ethnographic research methods.?Cultural Ecology of Health and Change, 1-27. Retrieved?from? ................
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