The Rationale for the Mixed Design - Research Paper Example

?TO EVALUATE WHAT TECHNOLOGICAL NEEDS AND BARRIERS DO INTERNATIONAL FACE IN ACCESSING THE LIBRARY SERVICES AT BOURNEMOUTH ’s name: Professor’s name: Course Code: Date: Methodology The research will utilize both quantitative and qualitative research methods in data collection. The methods collectively are referred to as mixed research design. There exist different philosophical global views on these methods. Qualitative and quantitative research advocates over a century have indulged themselves in various arguments. From the disputes, it is evident that purists are in support of both sides of the research methods. Assumptions by quantitative purist are in consistent with positivist philosophy. This implies that, social observations should be considered as entities in the same manner physical phenomena are treated by physical scientists. In addition to that, quantitative purists argue that, entities subjected to observation are separate from the observer. Moreover, they write that, inquiries in social sciences need to be objective. Therefore, context-free and time generalizations are necessary and social scientific results real causes should be in a position to be determined validly and reliably (Foley 2010, p.18). On the contrary, qualitative purists are not in support of positivism. Qualitative purists are also referred to as interpretivists and constructivists. This group is in support of idealism, humanism, constructivism, relativism, postmodernism and hermeneutics superiority. Unlike quantitative purists, they contend that, content-free and time generalizations are neither possible nor reliable. In addition to that, they put across that, any research has a bound value. As a result, it is quite difficult to fully differentiate effects and causes, and the flow of logic follows a particular pattern. That is, from specific to general. For example, through the utilization of the collected data, explanations can be inductively generated. Furthermore, knower cannot be alienated from known. This is because knower being subjective acts as a basis of reality (Johnson and Onwuegbuzie 2004, p.14). There are differences between inductive and deductive logic. In deductive logic, a researcher utilizes large volumes of information and comes up with conclusions. On the other hand, inductive logic generalizes information using a single information piece. Rationale for the Research Methodology Utilization of mixed methods helps in bridging the division that exists between qualitative and quantitative research. The research focusing on an aspect that is specific, it is therefore significant to utilize mixed method. Qualitative research will emphasize on interpretive knowledge. The knowledge is remarkably essential in the public relations and marketing communications field. For purposes of answering survey questions and obtaining of data that is deductive, quantitative method will be of great value (Daymon & Holloway 2002). In addition to that, data collection and analysis in qualitative responses that are embedded can aid in explaining and augmenting survey responses that are contradictory or complex. Moreover, qualitative methods are essential in removing bias. As a matter of fact, they help the researcher in testing or empirically justifying their affirmed hypothesis. Despite the benefits, the mixed method has its own limitations and challenges. For instance, the conversion of qualitative data into quantitative form results to loss of data flexibility and depth. Similarly, data that is quantified is one-dimensional and fixed. This means that, they have a limited response that represents a conceptual group that is determined before data is collected from the field. Research Methodology The research design proposed is that of mixed method. It will be accomplished in twofold phases. The first phase comprises of a process that is qualitative for purposes of data analysis and collection. The second phase will comprise a quantitative process. The process will aid in obtaining data that is quantifiable. Statistical inquiry will be preceded by qualitative study. In the qualitative study, a series of focus groups and interviews will be conducted. The reason for conducting interviews and focus group discussions is to have insight on the barriers and technological needs that international students encounter in their efforts to access Bournemouth University Library services. Utilization of interviews and focus groups will provide a good foundation for interaction with the participants. Consequently, researcher interaction with the study subjects results to a better understanding of the conceived perceptions with regards to the topic of research. The exercise will give the researcher a clue on how to design questionnaires that are relevant and unambiguous. Focus group six (6) in number and twelve (12) interviews (face to face) comprised of the qualitative study. The aim of utilizing the two processes was for purposes of being interpretive and exploratory. Both focus groups and face to face interviews will take thirty minutes for each individual. Open-ended questions were utilized for purposes of getting in-depth information from the subjects. In addition to getting in-depth information from the participants, the approach is very flexible and effective. A researcher is able to identify various themes from the interactions. The themes eventually are effectively utilized in administering relevant questionnaires during the study that is quantitative in nature. The questions asked during interview process based on the feelings, emotions, past experiences of the subjects while assessing the services of Bournemouth University. The focus group and interview sample will be indicative and purposive. This helps in criteria fulfilling of international students being faced with barriers of accessing the Bournemouth University library services. Quantitative study will employ random sampling where students will be randomly selected. Pilot Study Pilot study is conducted for purposes of making any necessary modifications. It will constitute one focus group and a single in-depth interview. Twelve participants will be interviewed while the focus group will consist of 6 participants. This will be meaningful in terms of yielding insightful data. Both convenience and purposive sample will be utilized in the study. Findings and Analysis The discussed findings were obtained from focus group and interviews conducted. The participants were randomly selected international students at Bournemouth University. The gathered data were categorized under various themes such as: Importance of libraries as a personal study area, resource for research, public computers, online referencing and space for group meetings How frequent the international students used the online library services Differences that exist between home country library services accessing and the UK systems How often the international students attended the formal training on online library use Difficulties faced in time of navigation Information Clarity Online interactivity The themes were chosen as an outcome of literature review, pilot study results and from my own experience and knowledge as a researcher. Participants The survey The research participants were international students enrolled in Bournemouth University. The students were from thirteen different nationalities. Majority of the participants came from Germany, Thailand, Greece and France. Table 1 Nationality of students who were part of the research study Nationality Students percentage Indian 5.88 Thai 5.88 Chinese 11.76 Vietnamese 5.88 Kenyan 5.88 German 11.76 Greek 11.76 Czech 5.88 Syrian 5.88 Italian 11.76 Swedish 5.88 Norwegian 5.88 French 5.88 Interviews and Focus Group A group of five international students were asked on the barriers they encounter while accessing the Library services at Bournemouth University. They were randomly assigned numbers for purposes of confidentiality and anonymity. One student with the Indian Nationality was interviewed. The interview was semi-structured to avoid leading questions. Quantitative findings Library as a study area, resource for research, public computers, online referencing and space for group meetings Majority of the international students identified the library as being significant in their academic life. They were supposed to use journals and books for all the assignments issued in class. Referencing was extremely essential and marks were awarded according to how perfect an individual utilized resource from the libraries to accomplish their assignments. According to the figures below, the use of libraries were very vital for online referencing, as a study area and resource centre. The other functions such as group meetings, public computers were of moderate significance as illustrated below. Figure 1 Library as a personal study area Personal Study Area Frequency Percent Valid Percent Cumulative Percent Valid Very Important 8 47.1 47.1 47.1 Moderately Important 7 41.2 41.2 88.2 Neutral 2 11.8 11.8 100.0 Total 17 100.0 100.0 Figure 2 Library as a resource for Research Frequency Percent Valid Percent Cumulative Percent Valid Very important 15 88.2 88.2 88.2 Moderately Important 2 11.8 11.8 100.0 Total 17 100.0 100.0 Figure 3 Library as a resource for online referencing Frequency Percent Valid Percent Cumulative Percent Valid Very Important 7 41.2 41.2 41.2 Moderately Important 4 23.5 23.5 64.7 Neutral 3 17.6 17.6 82.4 A little Important 3 17.6 17.6 100.0 Total 17 100.0 100.0 Figure 4 Library as a resource for public computer Frequency Percent Valid Percent Cumulative Percent Valid Very Important 3 17.6 17.6 17.6 Moderately Important 6 35.3 35.3 52.9 Neutral 3 17.6 17.6 70.6 A little Important 3 17.6 17.6 88.2 Not Important 2 11.8 11.8 100.0 Total 17 100.0 100.0 Majority of the international students viewed the library to be moderately important as a resource for public computers. As from the statistics, 35.29% viewed it to be moderately important, 17.65% very important, 17.65% neutral, 17.65 a little important and 11.76% not important. Figure 6 Library as a space for group meeting Frequency Percent Valid Percent Cumulative Percent Valid Very Important 4 23.5 23.5 23.5 Moderately Important 7 41.2 41.2 64.7 Neutral 5 29.4 29.4 94.1 Not Important 1 5.9 5.9 100.0 Total 17 100.0 100.0 From figure 6, only 23.53% thought argued that the library was very important for group meetings, 41.18 viewed to be moderately important, 29.41% were neutral while 5.88% conceived that the library was not of any significance for group meetings. Frequency with which the international students utilized the Library services From the interviews conducted, majority of the international students admitted that most of their causes were theoretical. Therefore, they had to visit the library more often to acquire information. In addition to that, the UK education system was much more advanced unlike in their home country. For instance, some students back at home never conducted any research. They just read tutorials and did exams. The figures below give an overview of the frequency with which library services are accessed. Frequency Percent Valid Percent Cumulative Percent Valid Everyday 3 17.6 17.6 17.6 Several times a week 11 64.7 64.7 82.4 Several times a month 3 17.6 17.6 100.0 Total 17 100.0 100.0 From the frequency table, a minute number of international students accessed the library every day. Most of them attended several days a week. Most of their assignments were theoretical and needed to frequent the library several times a week. Figure 7 Frequency at which the library services are accessed As from figure 7, majority of the international students access the library several times a week, some every day and several times a month. For example, 64.71% of the international students visit the library several times a week, 17.65% everyday and 17.65% several times a month. Differences between accessing Library Services at UK and the students home country From the survey, there was a significant difference in the way library services were accessed at Bournemouth University and at their home country. At Bournemouth University, group work could be conducted in the library, books were to be searched online using key words, catalogues were available to enable individuals search for the books and the assistance could be sought from librarians. The frequency table supports the view. Differences in library access Frequency Percent Valid Percent Cumulative Percent Valid Yes 12 70.6 70.6 70.6 No 5 29.4 29.4 100.0 Total 17 100.0 100.0 According to figure 8 above, 70.49% supported the view that, there was a great difference in the way library services were offered. 29.41% did not see any difference at all. Attending of training sessions by the International Students Quite a good number of international students did not attend the training sessions. Various factors contributed to their absenteeism. For example, some complained that the training was done very early in the semester. Some missed because they came late for their masters, for others the session was too boring. In addition to that, the training session clashed with their lectures and others were very reluctant since they could seek assistance from the librarians if need be. Figure 9 Training about library services Training about library services Frequency Percent Valid Percent Cumulative Percent Valid Yes 5 29.4 29.4 29.4 No 12 70.6 70.6 100.0 Total 17 100.0 100.0 From the above data, 70.59% of the international students were not trained on the utilization of library services. 29.41% were only trained. The frequency of those trained was lower than those who did not receive any training. The frequency ratio was 5: 12. The university needs to identify the loophole that exists in order to help the international students on library accessibility. Figure 10 Individual who attended verses who did not Have you attended sessions Frequency Percent Valid Percent Cumulative Percent Valid Yes 2 11.8 11.8 11.8 No 15 88.2 88.2 100.0 Total 17 100.0 100.0 In addition to the above statement, only 11.76 %attended the training session as compared to 88.24% who never made an attempt. The frequency ratio was 2: 15 which is quite significant. Difficulties Experienced While Navigating Online Library Services International students complained about the same challenges. It was not very easy to access the needed resources. They had to waste a lot of time clicking until they got whatever they needed. For some, they had to make up to 5 clicks and this was very irritating. The figure best explains how the international students feel about online navigation. Navigating online Frequency Percent Valid Percent Cumulative Percent Valid very easy 1 5.9 5.9 5.9 easy 11 64.7 64.7 70.6 neutral 5 29.4 29.4 100.0 Total 17 100.0 100.0 According to the frequency table, majority did not find it easy searching for the resources online. The main reason is because they never attended the seminars. Figure 11 showing how difficult it if for international students to navigate online From the above figure, 64.71% find it easy to navigate online while only 5.88% find it to be very easy. Furthermore, only 29.41% were neutral. Online interactivity Most of the international students found the online services not to be interactive. For example, the online support never answered their queries. In addition to that, there interaction options but were not valid. Some were not even aware of the service. This largely affected their potential of utilizing the library services. According to figure 12 below, only 5.88% found online services to be very interactive. Only 29.41% found it to be interactive while majority were neutral (47.06). Only 17.65% found it to be little interactive. Figure 12 showing the level of interactivity online interactivity Frequency Percent Valid Percent Cumulative Percent Valid very interactive 1 5.9 5.9 5.9 interactive 5 29.4 29.4 35.3 neutral 8 47.1 47.1 82.4 a little interactive 3 17.6 17.6 100.0 Total 17 100.0 100.0 According to the frequency table, it is clear that very few individuals find online library services to be very interactive. Majority of the international students find it not to be very interactive since they don’t get support from online librarians. Information Clarity Most of the information was clear. There were so many books in the library and it was easier to find the latest copy. Finding the books was easier as there were many soft wares in the library. These only applied to international students who attended the seminar. However, some complained that they were never aware of the training session. From figure 13 below, 52.94 found the information to be clear, 11.76% very clear, 29.41% neutral and 5.88% not clear The frequency table is also significant in the understanding how clear the information was to the international students’ clarity of information Frequency Percent Valid Percent Cumulative Percent Valid very clear 2 11.8 11.8 11.8 clear 9 52.9 52.9 64.7 neutral 5 29.4 29.4 94.1 not so clear 1 5.9 5.9 100.0 Total 17 100.0 100.0 Qualitative findings The conducted interviews with international students supported the survey findings. They helped in providing vital information on the barriers they faced in accessing library services. Library as a study area, resource for research, public computers, online referencing and space for group meetings Most of the international students found the library essential as a study area, resource for researching and for online referencing. This is because most of the lessons were more of theory than practical. For example, student two said” In UK most of the work is theory based and hard to apply in real life situations”. Frequency with which the international students utilized the Library services Majority of the International students accessed the library several days in a week. Some of them operated from their homes and never had time to access the library. They would use Google books and seek library assistance if they do not get the information they need. Differences between accessing Library Services at UK and the students home country From the conducted interviews, there were major differences between the way the library services were offered at the international home country and in United Kingdom. Student number 1 said that” it is hard to find resources. It’s only easier if you use key words. I had to struggle at the beginning and became an expert after two weeks of acquiring knowledge.” Attending of training sessions by the International Students According to the survey conducted, majority of the international students never attended the training sessions. They gave various reasons. For instance, some of them reported late after the seminar had already been conducted, some were not aware of the session, sessions not convenient. Student number 1 and 2 were not aware of the training sessions. According to student three he was aware of the training session but it clashed with his lectures. So he decided to forego the training and attend lecture. Difficulties Experienced While Navigating Online Library Services It was not easy for the international students to navigate online library services. They had to make so many clicks before they achieved what they needed. Student number two said that” it takes like 5 clicks to get what I need and the page is too crowded.” Online interactivity Most of the international students found accessing online library service to be interactive apart from few. For instance student number five said” there is lots of interactivity”. On the other hand student number three said that,” there are options of interaction but not valid. Mails are never answered.” Information Clarity Only a few of them were not aware of the training sessions. Some had the information but never attended. For instance student number 5 said” The lectures are boring, have no idea if I would use the library.” Conclusion The quantitative findings are supported by the results of the findings. Online navigation was the main challenge that the international students faced. The other barriers were such as, holding of a single training seminar. This seminar did not consider individuals who reported late to college. Further more; it inconvenienced some students as it clashed with their lectures. From my research findings, it is evident that the structure with which the training sessions were conducted should be changed. It never catered for all the international students. References Daymon, C and Holloway, I 2002. Qualitative research methods in public relations and marketing communications, London, Routledge. Foley, O 2010. An investigation into the barriers faced by international students in their use of a small Irish academic library, UK, Aberystwyth University Johnson, B and Onwuegbuzie, AJ. 2004.’ Mixed methods research: A research paradigm whose time has come.’ Journal of Education Research, vol.33, no.7, pp.14-26. Read More