Middle Management in the Saudi and English Education Frameworks - Research Proposal Example

Methodology 3.0 Introduction This chapter describes the methods and approaches that will be used to carryout this study. Foremost, it examines and assesses the research design and philosophy/ paradigm that this study will be embedded on. Secondly, this chapter describes the settings that this study will be based and the participants that will be involved. Thirdly, it looks into the sampling method that will be used to select the participants. This chapter will then examine and assess the methods used for data collection and analysis. Subsequently, it will look into the ethical considerations that will be taken into account in the course of this study. 3.1 Research Design The main aim of this study is to critically explore and compare middle leadership/ management in the English and Saudi education system. In order to effectively achieve the objectives of this study, a qualitative research design will be used. A qualitative research design is a form of scientific research approach that uses a set of predefined processes to examine research issues in-depth by collecting descriptive data, answering the identified question and producing findings that can applied beyond the study boundary (Mack, Woodsong & Family Health International 2005). Merriam (2009) note that a qualitative approach uses different interpretive techniques that decode, describe and interpret research issues so as to draw out meaning. Similarly, Denzin and Lincoln (2011) argue that, a qualitative research approach often involves a multi-method focus that encompasses a naturalistic and interpretive approach of examining research issues. When you using this approach research phenomenon are studied in their natural settings in order to interpret or draw out meaning. This approach involves the collection of data in form of written or visual texts, personal experiences, observational text and views and opinion recorded during an interviews and (Denzin & Lincoln 2011). Essentially, a qualitative research design involves an inquiry process where research issues are examined in the natural setting by collecting, interpreting and analysing the views, opinion, experiences and actions of individuals in that setting (Denzin & Lincoln 2011; Merriam 2009). According to Neergaard & Ulhri (2008) the main goal of qualitative research approach is to provide understanding regarding a research issue in its natural settings by drawing out the views, meanings, and experiences of all participants. In this study, a qualitative research design will be used mainly because it provides a suitable framework for exploring the research issues in-depth. Mack et al (2005) argue that the qualitative approach generates more in-depth data and findings as compared to other approaches. Therefore, the use of this approach will facilitate the in-depth exploration of views, opinion, experiences and actions revolving around middle leadership/ management in the English and Saudi education system. Another advantage of using a qualitative research design in this study is that it is suitable of obtaining data that is culturally specific particularly in relations to people’s beliefs, opinion, behaviour and practices in their social context. In this regard Mack et al (2005) note that, a qualitative approach enables researchers to avoid generalisations and collect data that is contextually specific. Since this study seeks to compare middle leadership and management in two different cultural contexts a qualitative approach provides a suitable framework for generating findings that culturally specific (Mack et al 2005). Since this study focuses on examining the influence of national culture on management practices, the use of a qualitative approach is fitting. A qualitative research design is also suitable for exploring the intangible aspects of research such as beliefs, culture and behaviour. This approach has the capacity of exploring the “human side” of a research issue and providing textual description of encounters, views or experiences regarding a particular research issue in a certain research settings. It is also suitable for exploring and interpreting complex research issues in-depth. Furthermore, a qualitative research approach enables one to avoid generalisations and allows the collection of data that is contextually specific (Mack & Woodsong, 2005). In addition to this, a qualitative approach will be used in this study because it is suitable for examining the intangible aspects of research such as views, opinion, beliefs, culture and behaviour. It provides a suitable framework for examining the “human-side” of research issues and generating textual descriptions of views and experiences of specific research issues in a certain setting (Mack & Woodsong 2005). Although there are many benefits associated with the use of a qualitative research design, it is limited in the sense that it is subjective in nature and leaves room for biases. Since findings from qualitative research studies are generated by interpreting and analysing the views, opinion and experiences of research participants, there is likelihood that some of the information gathered may incorporate bias from either the research participants or the researcher (Klenke 2008; Mack et al 2005). 3.2 Research Philosophy/ Paradigm This study will be grounded on the interpretivist research philosophy or paradigm. The main premise of this paradigm is that knowledge is subjective. Therefore knowledge about a particular research issue can be generated by interpreting the views, opinion and experiences of individuals in that research setting. Drawing on this paradigm, data is extracted from the views, experiences, opinions, practices or behaviours of research participants. Subsequently, it is interpreted, analysed and used to answer the identified research questions (Klenke 2008). An interpretivist research paradigm is used in this study mainly because it is explorative and flexible in nature and provides a framework for generating more in-depth findings. It is however limited because it generates findings that are subjective and could be based on biases from both the research participants and the researcher (Klenke 2008; Wimmer & Dominick 2011). 3.3 Settings and Participants This study will be based in three primary schools in Saudi Arabia and three primary schools the United Kingdom (UK). In Saudi Arabia, one middle manager from each of the three schools will be involved in the study whereas in the UK one middle leader in each of the three primary schools selected will be involved. 3.4 Sampling Method The schools and middle managers/ leaders who will be involved in this study will be selected using a convenience sampling method. Convenience sampling is a non-random sampling method that involves selecting a sample population of participants due to their accessibility or availability ((Lund Research 2012). Using this approach, 10 research participants (middle leaders/managers) from UK and Saudi primary school will be invited to take part in the study via email. Three participants from each of these countries who agree to take part in the study and are easiest to access will be selected. Some of the advantages associated with this sampling approach include the fact that it is easy to carry out particularly in cases where there is limited time and resources. Unlike random sampling methods that involves coming up with a list of overall population and randomly selecting research participants regardless of their limited accessibility or availability, a convenience sampling method is more systematic and concentrates on working with a sample that is available and accessible so as to ensure efficient use of resources and time. Nevertheless, since this approach is non-random, there is likelihood that the sample selected may not be completely representative of the entire population that the study seeks to focus on (Lund Research 2012). 3.5 Methods of Data Collection This study will involve the triangulation of three qualitative data collection methods namely; semi-structured interviews, observation and documentation. The triangulation of these three methods will help to strengthen the validity and reliability of the data collected and limit biases that may occur when using one method. Semi-structured interviews Interviews will be conducted with the six middle managers/ leaders from Saudi and English primary schools. Interviews will be conducted on a face-to-face basis for a period of 45 minutes. The interviews conducted will be semi-structured in nature. In this case, a set of predetermined questions will be used to guide the interview session, however based on the responses provided by the research participants additional or supplementary questions will be asked in order to obtain clarity and more in-depth understanding. A tape recorder will be used to record and store data during the interview sessions. The interview sessions will focus on exploring different issues revolving around middle leadership/management in Saudi and English primary schools. Semi-structured interviews were selected as a suitable method of data collection mainly because they provide an avenue of gathering in-depth information and seeking clarification on complex research issues. Although semi-structured interviews are guided by a set of predetermined questions, they are flexible and thus allow the researcher to ask additional or supplementary questions in order to gain more clarity. However, some of the weaknesses associated with the use of interviews is that they can be time-consuming and considered intrusive by research participants. Furthermore, data collected from interviews are subjective and thus susceptible to individual biases (Debasish & Das 2009;Wood & Ross-Kerr 2011). Observation Besides the use of semi-structured interviews, this study will also involve the use of participant observation as a qualitative research method. Participant observation will be triangulated with the results of the interviews to draw comparisons and conclusions on whether middle managers act as leaders or as followers in their respective political contexts. As compared to other research methods, participant observation is distinctive mainly because the researcher approaches the participants in their own settings or environment and is engaged in keen observation of participants in their day-to-day activities so as to get an insider perspective (Demunck & Sobo 1998; Dewalt &Dewalt 2002). In this case, participant observation will involve keenly observing middle managers/leaders in Saudi and English primary schools in their school settings while they are in the classroom, staff meetings or engaging with other teachers. Careful observations and objective notes about what will be seen will be made in as much detail as possible. The use of this method in this study will help to provide first-hand data on the nature of middle leadership/ management in English and Saudi primary schools. It will help to expose the underlying issues that may not be articulated during the interview sessions. In this regard, Demunck & Sobo (1998) observe that participant observation affords the researcher access to backstage culture and enables rich and detailed descriptions of behaviours, intentions and events as they emerge. Essentially, participant observation provides direct information about the behaviours of individuals and provides opportunities to identify unanticipated outcomes. This in turn enhances the quality of data collected (Dewalt &Dewalt 2002). Despite of the various benefits linked to participant observation, this approach is limited mainly because it is subjective in nature. The data collected is subject to the researchers interpretation of events, behaviour or activities in the research setting. Thus it leaves room for bias. Participant observation is also expensive and time-consuming (DeMunck & Sobo 1998). Document Analysis This study will also employ document analysis as a qualitative research method. Document analysis encompasses a systematic process of reviewing, appraising and interpreting different types of documents so as to form meaning and generate knowledge. In most cases, this approach is employed in combination with other research methods in order to complement the data collected or as a means of triangulation (Corbin & Strauss 2008; Rapley 2007). Documents act as an important source of data/ information in qualitative research. They may contain texts, images or cultural artifacts incorporated in books, journals, manuals, minutes of meetings, attendance registers, agendas, charts, diaries, brochures, scrap books, memoranda, press releases, institutional reports, public records, event programs and newspapers (Bowen 2009). In this study, document analysis will involve a systematic review, evaluation and interpretation of different types of documents in order to deduce meaning and develop understanding. Some of the documents that will be analysed in this study include; journals, books, minutes of staff meetings, memoranda institutional reports and school programs. Document analysis was used in this study mainly because it provides an opportunity to examine trends over time. This approach is also inexpensive and useful for determining historical trends and sequences. However, locating or accessing some documents may be difficult. The analysis process may also be time consuming. In some cases, the authenticity of information in some documents may be questionable (Corbin & Strauss 2008; Rapley 2007). References Bowen, A. G., 2009, ‘Document analysis as a qualitative research method’, Qualitative Research Journal, vol 9, no. 2, pp. 27-40. Corbin, J. & Strauss, A., 2008,Basics of qualitative research: Techniques and proceduresfor developing grounded theory, 3rd ed, Sage, Thousand Oaks, CA. Debasish, S. & Das, B 2009, Business Communication, PHI Learning, New Delhi. Denzin, N. & Lincoln, Y 2011, Handbook of Qualitative Research, Sage Publication Inc, London. DeMunck, V.C. & Sobo, E. J. (Eds), 1998,Using methods in the field: a practical introduction and casebook, AltaMira Press, Walnut Creek, CA. DeWalt, K. M. & DeWalt, B.R. 2002, Participant observation: a guide for fieldworkers, AltaMira Press.Walnut Creek, CA. Klenke, K., 2008, Qualitative Research in the study of leadership, Emerald Publishing, Bradford. Lund Research 2012, Convenience Sampling, viewed July 10, 2015 Mack, N & Woodsong, C & Family Health International, 2005, Qualitative research methods: a data collector's field guide, Family Health International, North Carolina. Merriam, S., 2009, Qualitative Research: A Guide to Design and Implementation, John Wiley & Sons, New York. Neergaard, H. & Ulhri, J., 2008, Handbook of Qualitative Research Methods in Entrepreneurship, Edward Elgar Publishing, Cheltenham, UK. Rapley, T., 2007, Doing conversation, discourse and document analysis, Sage, London. Wimmer, R. & Dominick, J 2011, Mass Media Research: An introduction, Cengage Learning, London. Wood M. & Ross-Kerr, J 2011, Basic steps in planning nursing research, Jones and Bartlett Publishers, London. Read More