Qualitative Data versus Telephonic Interviews - Assignment Example

Qualitative Data vs Telephonic Interviews Qualitative research is designed to be a mechanism that provides the researcher with an opportunity to encourage participants to provide narrative accounts related to their own unique insight and perspectives related to the topic that is being studied. Within this realm, there are certainly a plethora of opportunities available to the modern day researcher in regard to how best to collect the required data, analyse it findings, and report conclusions in such a way that adds to the existing body of academic knowledge on the subject. To do this effectively, among the possibilities that researchers can choose to design such a study include a design focused on qualitative data collection, or telephonic interviews. Table of Contents Introduction 4 Qualitative Data Collection 4 Telephonic Interviews 6 Conclusion 9 References 10 Introduction Qualitative research is designed to be a mechanism that provides the researcher with an opportunity to encourage participants to provide narrative accounts related to their own unique insight and perspectives related to the topic that is being studied (Anderson & Herr 2009). Within this realm, there are certainly a plethora of opportunities available to the modern day researcher in regard to how best to collect the required data, analyse it findings, and report conclusions in such a way that adds to the existing body of academic knowledge on the subject. To do this effectively, among the possibilities that researchers can choose to design such a study include a design focused on qualitative data collection, or telephonic interviews. 2. Qualitative Data Collection Qualitative data collection affords the research the opportunity to gain a broad picture of the role that their topic plays with the discipline in which they are covering. The strategy itself provides a way to elicit the feeling and emotions of various participants in the study in order to gain an in-depth and overall understanding of the concepts related to a particular phenomenon (Bernard 2010). All of this is done in an attempt to better develop plausible answers and conclusions related to the research questions that form the foundation for the project itself. We should be mindful that, “Qualitative data refers to all non-numeric data or data that have not been quantified and can be a product of all research strategies” (Saunders et al. 2009). This concept alone provides the research with a board spectrum from which to collect data, through actual field research, ethnographys, surveys, and a host of other strategies designed to collect information that will ultimately prove valuable in reaching new conclusion and adding to the existing body of knowledge about a topic. As opposed to quantitative data, qualitative data is the expression of data through words and observations. While the information cannot necessarily be quantified, it can still be coded in order to arrive at a general consensus gathered from all of the various responses given to a particular topic. As such, qualitative data must be collected in such a way that enables the non-standardised information that has been gathered to be classified into categories that can then be triangulated with information previously uncovered during an exhaustive literature review. It is in this manner that reliable and valid conclusions can be drawn that directly answer the research questions being writing about. In addition, qualitative data is most often analysed throughout the use of conceptualisation, and requires the researcher to elicit meaningful responses from participants that enable him or her to arrive at inference based conclusions (Bryman 2012). Upon preparing to collect qualitative data, it is essential that the researcher be ready to transcribe the data itself. As there is typically on one chance to accurately collect the words that are said, it is important to consider how this will be done effectively in order to preserve the integrity of the data itself. This is most often done via either an audio recording or notes, depending on the technique being implemented into the course of the study. When collecting qualitative data based on an observation, for example, it is essential that the researcher work hard to take accurate and detailed notes about everything encountered that could potentially relate back to the topic under investigation. This is to account for the reality that observations are best recorded when they are fresh in the mind of the individual involved. With every passing moment, the integrity of the data can be compromised, and important or critical pieces of information be left out. With modern technology, it is also now possible to electronically store textual data, and to scan documents into software packages that enable the researcher to more easily assimilate and analyse collected data (Granello & Wheaton 2012). Analysing qualitative data can present a problem if not approached correctly. As mentioned previously, since such information cannot be quantified, it is important that enough data be collected that can allow for the research to arrive at a plausible conclusion that is considered to be scientifically reliable and valid. The two main approaches most commonly used to accomplish this task to are the deductive and inductive approaches. Quite simply, the deductive approach has the researcher taking theory and relating it to the collected data, while the inductive approach is simply the reserve, taking the data and formulating a plausible theory as to why certain phenomenon exists (Kostere & Percy 2008). While some would argue that inferences can be made just as well when completing quantitative research, the overall result is not the same. Qualitative data enables the researcher to make certain deductions and inferences based upon the narrative information received, each of which contains the unique insight and perspective of the individual participant him or her self. This is an aspect of data collection that is simply not possible with quantitative research. At the same time, caution must be taken when generating conclusion based on qualitative data, as the sample size is generally much smaller. Care must be taken to ensure that responses are properly coded and categorised in order to ensure that the information written in the report is both valid and reliable. Finally, the value of qualitative data lies in its ability to provide the researcher with a narrative related to the topic under investigation. At the end of the process, this should allow for either a comprehensive summary of the meaning behind the data collected, or the grouping of meanings that lead to plausible deductions or inferences. In addition, the research can also work to structure the meanings of the narratives that arise from the qualitative data in order to develop conclusions as well. There are certainly some limitations to qualitative that must be overcome, such as participant or researcher bias. This can be handled by ensuring that an adequate sample size that is truly representative of the population under investigation be chosen. Any questions that are asked by participants in the study should not be leading, and should not direct the individual to respond in any given direction (Shank 2006). In addition, if an observation is taking place, the researcher must work hard to remain objective and to be accurate in the findings that are recorded. Implementing these steps will help ensure the findings, in the end, are deemed to be reliable and valid, and that the conclusions can truly contribute to the overall academic body of knowledge. 3. Telephonic Interviews In-depth interviews provide the researcher with the opportunity to probe qualified participants with questions that elicit insight and perspectives unique to the phenomenon being studied. As opposed to a quantitative survey that only allows participants to quantify their response in one of several categories, interviews allow individuals to elaborate on the thought process that goes behind their response in general. In addition, the process affords the researcher the latitude necessary to asking follow-up questions to gain even more information based upon the data that was just collected from the interviewee. It also enables the researcher to ask any necessary follow-up questions that arise from responses that need clarification, in addition to enabling them to clarify the intent of any question that might be unclear to the person being questioned. There are three mains types of interview utilised is qualitative research today, and each has their own strengths and weaknesses associated with them. The three techniques most commonly utilised are face-to-face, telephonic, or online (Flick 2006). The focus of this comparison is on the telephonic interview. While telephonic interviews do not permit the researcher to observe the facial and body expressions of the person being interviewed, it does transcend time and space, which makes it a popular choice amongst both the researcher and participant. Telephone interviews can be conducted with nearly any qualified participant around the globe, at a time that is convenient to the participant him or her self. This increases the likelihood that individuals selected to participate in a given research study will actually commit to do their part The interviews themselves must be designed in a semi-structured manner, and be in-depth in scope (Daily & Phillips 2010). This makes maximum use of the technique and enables the researcher to gain as much data as possible within a short amount of time. As interviews are designed to be a focused discussion between two or more people, it must also be noted that the researcher must be able to direct the conversation in the right direction. The interview itself must be focused only on the topic at hand in order to elicit helpful information that can be directly applied to the formulation of conclusion related to the research questions. Telephonic interviews are typically constructed in a semi-structured manner in order to provide the researcher with the flexibility necessary to direct the conversation in a different direction, if the need presents itself. There may be a situation where all of the questions may not be necessary, based upon the responses given by the participant. This differs from a quantitative survey in that the quality of the information received is more important than the quantity. The narrative is what is important,so by conducted the interview in a semi-structured manner, the researcher is able to potentially glean much more information that is relevant and pertinent to the topic being studied. The various parts of a qualitative study that contain a telephonic interview component give the research a focused and thematically oriented method by which individual participants in the study are able to provide their own unique insight and perspective, in narrative form, when interacting with the particular phenomenon under investigation (Leed & Ormrod 2010). The idea behind a telephonic interview, then, is to elicit a detailed account of the topic from the participant that allows them to tell their own story, providing perceptions about how the research questions can best be answered (Creswell 2008). As mentioned, this means that the researcher must strive to eliminate as much bias as possible from the interview itself. This is necessary in order to reduce any level of confusion that might be included in the scope of the study, as well as ensure that no assumptions are made in the wording of the questions that could cause the participants in a certain way. In essence, the telephonic interview is designed to be exploratory in nature, and it should result in the interviewee providing descriptive details related to their own personal perspectives, insight, and interpretations of the material being analysed (Eggers & Jones 2012). The overall objective of conducting an interview of this nature is to generate reliable and valid conclusions that can be directly tied to the ability of adding substantive information to the current body of knowledge. This all ties back directly to the research questions, as the interviewer is tasked with the responsibility of using the questions that are asked of the participants to gain valuable insight, based on the unique perception of each individual respondent, in the form of exhaustive comments expressed in a narrative format. In order to make this effective, the interviews do need to contain highly personalised data. It is also helpful to make the questions open-ended in nature in order to permit extensive opportunities for probing deeper into the responses that are generated in certain areas. As time is limited, it is also important to have a good high rate of return on the interviews that are scheduled. This is critical as there are typically far fewer interactions with participants using this type of research strategy, particularly when compared with quantitative research (Bryman 2012). This is due to many factors, including the reality that the interview is time and labor intensive, so there will likely be more participants rejecting the invitations based on that fact alone. Interviews are certainly designed to be exploratory in nature, and this leads to their effectiveness if correctly implemented within the overall scope of the research project itself. In-depth interviews are particularly useful in discovering what is happening at the field level in relation to a particular topic, providing the researcher with new information that leads to a deeper insight. Telephonic interviews that are semi-structured in nature enable the research to discover the relationship between variables, which can then be triangulated with information uncovered during the literature review in order to formulate new conclusions that can prove most helpful to the reader. 4. Conclusion Qualitative research is certainly a useful research strategy in many disciplines. When quantitative data is not a necessity, it is helpful to attain more in-depth responses and observations that the phenomenon under investigation. There are many ways to accomplish this, and it largely depends upon the type of research being generated. The key is to ensure that researcher bias is eliminated, that a suitable sample size is included that is representative of the population, and the all data is collected in an ethical manner. If these basic guidelines are followed when either collecting qualitative data, or conducting a telephonic information, the researcher should be able to generate a narrative that will enable the formulation of reliable and valid conclusions. References Academy of Management (AOM). (2005) Code of Ethics, [Online], Available: http://www.aomonline.org/governanceandethics/aomrevisedcodeofethics.pdf Anderson, G. L., & Herr, K. (2009). Practitioner action research and educational leadership. In S. Noffke & B. Somekh (Eds.), The sage handbook of educational action research (pp. 158–159). Thousand Oaks, CA: SAGE. Bass, B. M. (1990). Bass and Stogdill’s handbook of leadership: Theory, research, and managerial applications (3rd ed.). New York: Free Press. Bergh, D.D. (2009) Research Methodology in Strategy and Management. UK: Emerald Group Publishing. Bernard, H. (2010). Social research methods: Qualitative and quantitative approaches. Thousand Oaks, CA: Sage. Bryman, A. (2012) Social Research Methods, 4th edition, Oxford: Oxford University Press. Creswell, J. W. (2008). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (3rd ed.). Upper Saddle River, NJ: Pearson Education, Inc. Daily, F. M. and Phillips, Jr. (2010). Phenomena and methodology of studying social structures in the classroom. Upper Saddle River, NJ: Pearson Education, Inc. Denzin, N. (2010). Handbook of qualitative research (2nd ed.). Thousand Oaks, CA: Sage. Eggers, R. & Jones, C. (2012). Practical considerations for conducting Delphi studies: The oracle enters a new age. Educational Research Quarterly, 21(3), 52-66. Eriksson, P. and Kovalainen, A. (2008) Qualitative Methods in Business Research, London: Sage. Flick, U. (2006) An Introduction to Qualitative Research, 3rd edition, London: Sage. Granello, D. H. and Wheaton, J. E. (2012). Online data collection: Strategies for research. Journal of Counselling and Development, 82(4), 387-393. Kostere and Percy. (2008). Qualitative Analysis. Retrieved from Capella University Website: http://courseroom2.capella.edu/webct/urw/ Leedy, P. D., & Ormrod, J. E. (2010). Practical research: Planning and design (9th ed.). Shank, G. D. (2006). Qualitative research: A personal skills approach (2nd ed.). Upper Saddle River, NJ: Pearson. Read More