Research Methodology and Design - Dissertation Example

?Methodology Research Methodology and Design Methodology means the methods by which the information is investigated, gathered and analyzed. In other words, it means the way in which the investigator decides to propose to undertake the research. Deciding on a specific methodology for a research is essential for successful output of a research (Bartlett, Kotrlik and Higgins 2001). The researcher has to opt for a methodology design by investigating the requirements of the research. Adopting a Qualitative approach is appropriate to this research as it is looking to find out the students’ perception and experience both during their educational year aboard in UK. Qualitative research methodology gives a detailed picture of the data that needs to be a part of the research (Adler 1994). Due to qualitative methodology, the information that needs to be incorporated in the research is descriptive and informational. According to Merrigan and Huston (2004), the qualitative research method functions fine at the preliminary phases of a project as it permits the researcher to bring together information in a way that is evocative and coarse. It is also said that by employing qualitative means, the researcher is not capable to have an unchanging or wholly distinct plan; he may only have an approximation about the plan of the project (Ader, Mellenbergh and Hand 2008). The researcher is capable to identify about the upshot of the project or some measurement of the project with the passage of time, as he constantly employs the qualitative approach for compilation of data (Patton 1990). 1.1 . Research Methodology Qualitative research method and quantitative research methods are very influential in terms of collection of suitable data for any kind of research. Qualitative methods for data collection are used to gather qualitative data. The techniques that are employed for data collection through qualitative methodology are qualitative interviews that are also called in-depth interviews, direct observation, case studies, literature reviews and focus groups (Adler 1994). Qualitative research techniques are used for many educational disciplines for gathering of suitable research data required for the research. These disciplines include history, sociology, anthropology, geography and other social disciplines (Adler 1994). It is not essential that qualitative research methodology is necessarily adopted for the above-mentioned disciplines but it suits these disciplines more as compared to other disciplines. The restrictions and peripheries of any research can be clearly recognized with the help of qualitative research (Patton 1990). Quantitative research method is used for collection of quantitative data. As far as qualitative research techniques are concerned, they are used for collection of data or information that is uncountable and descriptive but quantitative research techniques gather data or information in a countable order as the collected data is in numeric format. Like qualitative methodology, quantitative methodology also suits some disciplines or educational areas. These disciplines include accounting, physics, taxonomy, statistics and social sciences (Roessner 2000). The data collection techniques used in quantitative research methodology are with the help of survey forms, tabulations, questionnaire designing, statistical model designs and much more (Roessner 2000). Survey forms and questionnaires are much more used as compared to other techniques of data collection and gathering as they are much convenient to develop and distribute for numeric data collection. The objectives associated with a research are already known to the researcher and he/she works in according to a set plan (Saris and Gallhofer 2007). According to Saris and Gallhofer (2007), the researcher is already aware that the data will be gathered in shape of number format and can be easily employed for statistical evaluation for progress in the research. 1.2. Qualitative Research Method According to Byram and Feng (2006), “Selecting and combing methods of data collection and analysis to find the best way to address a particular set of research questions requires imagination and is one of the most exciting parts of empirical research.” As mentioned earlier that qualitative research methods include research techniques such as direct observation or observation data, in-depth interviews or qualitative interviews, literature reviews and focus groups. Here, we will describe all these researching techniques in detail. Direct observation deals with direct dealings with the investigative substance such as videos, pictures and eye witnessed events and incidents (Adler 1994). Observation data that needs to be collected in the lieu of qualitative data is gathered by informative means in which, the researcher has to observe with his own instincts. This qualitative technique is again significant as researcher is at liberty to observe the data that is required for the research and incorporate it in his research (Ader, Mellenbergh and Hand 2008). Qualitative interviews or in-depth interviews are quite important as they are useful techniques for gathering of informative data. They are usually taken in the format of verbal interviews. However, they can also be taken in form of questionnaires that are designed according to the needs of the research (Kvale 1996). Interviews are a superior resource of information gathering as the interviewer not only pays attention to the answers given by the interviewees but also becomes aware of their body language (Foddy 1993). The interviewer is proficient to acquire beneficial data by means of knowledgeable information by the assistance of interviewing and also by noticing the facial expressions and other bodily actions of the interviewee (Foddy 1993). For interviews, the questions that are to be asked are formerly evaluated and established in order to go through no difficulty while interviewing. In qualitative interviews, the answers to the questions asked by the interviewer are much comprehensive and illustrative nothing like the interviews of quantitative research (Kvale 1996). Like other techniques of qualitative methodology for information gathering, literature review is also one, which supports the researcher to collect data that is reliable and authoritative. A literature review is an evaluation of the work that has been published by scholars in a particular topic area (Patton 1990). The purpose of the literature review is to summarize and synthesize the available research in such an area. By evaluating the work of others, it is possible to identify research trends and research that still needs to be done in the chosen topic area (Patton 1990). Like other forms of qualitative research, focus group is also a technique, in which a group is specified for a research and the group members are asked different questions related to a research. The respondents of this technique are required to respond giving attention to their convictions, behaviours, views and observations related to the topic of the research (Marshall and Rossman 1999). The group members of a focus group are facilitated to communicate with other members of the group without any hindrance. The interviewers are also allowed to talk to the participants openly in a free environment and without any disturbance by any other member (Marshall and Rossman 1999). The focus group of the research has many strengths and weaknesses that cannot be neglected while collecting data. The members of the focus group are allowed to inform about their perceptions related to a situation in the research due to which, much interesting data is gathered and the information is of a personalized type (Merrigan and Huston 2004). As the focus group is selected based on a common theme of the research, so the experiences shared by the participants are of similar kinds. In addition, the language of the respondents is also matching because of their association to the same focus group (Marshall and Rossman 1999). According to Merrigan and Huston (2004), the interviewer has less control over respondents, which can be counted as a demerit of focus group technique. The primary aim of this research was to try and understand the process from the perspective of the student, rather than in some objective sense, through encouraging the students to talk of their experiences of moving to a new culture and experiencing a different way of life. The focus group interviews schedules were designed to encourage the students to talk of these experiences and in particular, to discover any factors which facilitated or hindered their adaptations. 1.3. Research Design Research design is very crucial for any research as the whole process of conducting research is based on a valid design for the research (Ader, Mellenbergh and Hand 2008). There are different areas that should be identified while deciding on a research design. It is important that research design finds and collect information regarding these different areas. The international students educational and socio cultural experiences in a different country (UK), their opinions and way of life, and their perception of UK before and after their stay. It also looks at the way the international students in the United Kingdom cope with the life and their attitudes toward the British educational system, also their decision to study in UK rather than any other country for their education. 1.3.1 Sampling Sampling is a method in which, a subset of individuals is selected and this selection is based on some specific concern related to the selected subset (Ader, Mellenbergh and Hand 2008). Sampling is a quicker method to gather information with low costs associated due to which, it is opted for researches. The samples for this research were four international students from West Midlands University, one student from Wolverhampton University, one student from Aston University, one from Birmingham City University and one student from Coventry University. Group focus interviews were arranged with the students. The sample of the international students was made up of students from both EU-countries and students outside the EU, such as, Malaysia, India, Greece, and China. All of the students were enrolled on a full time course of study and the majority of the students were on an undergraduate course. In this research, a non-probability sampling method was used, which is sampling without using random selection methods. According to Lohr (1999), non-probability sampling is a method, which is restrictive in terms of inclusion of some of the members of population. There is a set criterion according to which, some specific individuals are selected for the research. Such as in this research, only European students were selected. There were only international students from EU and outside EU living and studying in either West Midlands to be chosen for the group focus interviews. The international students were picked by their countries of origin and based on where they live. There are two forms of non-probability sampling which were both used in this research for the group focus interviews, which is convenience sampling and analysis sampling (Lohr 1999). Convenience sampling was used when it is not possible to access a wider population, for example, due to time and cost constraints (Bartlett, Kotrlik and Higgins 2001). Convenience sampling, which is a category of non-probability, was used in this research because of limitations of time and cost. Convenience sampling was used in this study as group focuses were being completed by most easily accessible people to participate. This was done by group focus interviews for international students at the four universities in the West Midlands area. The international students that were available were used to complete the group focus. According to Bartlett, Kotrlik and Higgins (2001), “Judgement sample is a method of choosing a data sample drawn from a larger population based on one’s own judgement, grounded in relevant experience”. The sample and the variables included in it was selected based on judgements in three primary areas, which are their values, their relative risk and the extent to which they are representative of the larger population. Judgement sample was also essential for sampling of participants of this research as it was only because of judgement of the researcher that selection of appropriate participants was possible. For this research, judgement sampling was used to find group focus interviews that right students in order to find the information that was needed and what the research was aiming for to find out. The reason for the group focus interviews of the students to be found this way, by their nationality, country of origin and different place of study, and the course was to hope that the data collected would be more interesting and more information would be gathered from all types of perspectives. The reason for the selection of judgement sample for choosing the participants was that the students for this research were selected based on a judgement strategy due to which, only those students were selected who were international students. Their origin and previous educational placing was also analyzed in order to opt for them. 1.3.2. Reliability Reliability refers to how consistent a measuring device is.  A measurement is said to be reliable or consistent if the measurement can produce similar results if used again in similar circumstances (Roessner 2000). Reliability for the research gathered has been improved by the amount of foreign students that has been group focus interviews. By getting a good quantity of results and data when it is analyzed and mixing methods of research are used to gather the information that is needed, the work completed will have a good reliability. The data collected for this research will be reliable as more and different respondents from different places in West Midlands University have participated in this research. 1.3.3. Validity Validity refers to whether a study measures or examines what it claims to measure or examine. Questionnaires are said to often lack validity for a number of reasons. Participants may lie; give answers that are desired and so on. It is argued that qualitative data is more valid than quantitative data (Pedhazur and Schmelkin 1991). Validity for the research has been clarified because of the method that has been chosen to collect the primary data. By completing group focus, qualitative data was gathered. At group focus interviews, it is not guaranteed that the interviewees will give their 100 percent truth because there are times when interviewees want to impress the interviewer and present well at the interview (Pedhazur and Schmelkin 1991). However, it is a better chance of getting a validity answer from an interview, also at an group focus interview there will be a much better chance of getting the right answers that the interviewer is looking for. Moreover, this is why it is argued that qualitative data is more valid than quantitative data. 1.3.4. Ethics While doing an educational research or any other kind of research, it is essential for the researcher to take care of ethical code of conduct for depicting any kind of data or information in the research (Merrigan and Huston 2004). For example, the researcher should not reveal the personal information of a participant in his research as it is really hurting for the participants. The research should only monitor information that is allowed by the participants to be incorporated in the research. Before taking interviews or surveys, there should be a written or verbal permission taken from the respondent showing that he or she is ready to respond to all the questions of the interviewer or surveyor (Merrigan and Huston 2004). The researcher should also show his deep thankfulness to the participants of the research, as they are the one who support the researcher in gathering information that is significant and revealing for the researcher in terms of his research . (Oppenheim 1986). All the records of information and question, answer sessions should be according to the convenience of the participants. There should be no such questions in the interviews or surveys that are troublesome for the answerer due to which, he/she shows nervousness in answering those questions (Pedhazur and Schmelkin 1991). The researcher must design such questions that are easy to understand and answer and place no problem in front of the researcher in terms of their responsiveness. There should be a guide for the respondents in which, they are given some instructions or guidelines as to what the questions of the interview or survey mean. They should be provided with a sample or pilot version of the interview, which is indicative of the way in which, they are required to respond accordingly. References Ader, H. J., Mellenbergh, G. J. and Hand, D. J 2008, Advising on research methods: A consultant's companion, Johannes van Kessel Publishing, The Netherlands. Adler, P. A 1994, Observational Techniques, Handbook of Qualitative Research, N. K. Denzin and Y. S. Lincoln, London, 377-392. Bartlett, J. E., II, Kotrlik, J. W., and Higgins, C 2001, Organizational research: Determining appropriate sample size for survey research, Information Technology, Learning, and Performance Journal, 19 (1), 43–50. Byram, Michael and Feng, Anwei 2006, Living and Studying Abroad: Research and Practice, Multilingual Matters, New York. Foddy, William 1993, Constructing Questions for Interviews, Cambridge University Press, Cambridge. Kvale, Steinar 1996, Interviews: An Introduction to Qualitative Research Interviewing, Sage Publications, New York. Lohr, Sharon L 1999, Sampling: Design and Analysis, Duxbury. Marshall, Catherine and Rossman, Gretchen B 1999, Designing Qualitative Research, 3rd Ed, Sage Publications, London. Merrigan, G. and Huston, C. L 2004, Communication research methods, Wadsworth, Belmont, CA. Oppenheim, A 1986, Questionnaire design and attitude measurement. Grower publishing Company limited, England Patton, M. Q 1990, Qualitative Evaluation and Research Methods, Sage Publications, Newbury Park CA. Pedhazur, E. and Schmelkin, L 1991, Measurement design and analysis: An integrated approach, Psychology Press, New York. Roessner, David 2000, "Quantitative and Qualitative Methods and Measures in the Evaluation of Research," Research Evaluation, 8, 2. Saris, W.E. and Gallhofer, I.N 2007, Design, Evaluation and Analysis of Questionnaires for Survey Research, Wiley, New York. Read More