Six Fundamental Steps in Implementing a Research Design - Assignment Example

Qualitative Research Question Two: Steps that should be taken to implement Research Design There are six fundamental steps that are usually taken into consideration when implementing any research design. In the case study provided, the research design could be implemented taking into consideration the following steps. Problem Identification and Definition This should be the first step of any research design. It basically involves identifying what the author intends to study (Bryman & Cramer, 2011). The identified problem should be realistic and manageable in nature and not focused on studying what one desires but rather what is fundamental for a study (Bryman & Cramer, 2011). For example, the case study provided in this research involves studying the effects of the 2010 murder in Northern Illinois University among parents, students as well as the Faculty members. Research Objectives Normally this is the second step in implementing any type of research design. The objectives are usually formulated to serve a purpose of a guiding formula for undertaking a research; they are usually formulated in a realistic and manageable to ensure that the research meets all the intended objectives for instance (Alter, 2013): The case study provided, could be guided by an objective of studying and identifying the psychological effects of the 2010 murder among students and other concerned stakeholders. Identification of Types and Sources of Data There are different types of data. However, it is usually crucial for any researcher to identify and determine the appropriate data that his intended research will require. Additionally, the researcher should identify and state the sources of data, taking in consideration the nature of his/her study for example if the research is a case study, the researcher could opt for qualitative or quantitative data recorded in books as well as other primary sources of data that could be collected through interviews (Alter, 2013). This information is usually properly stated at the beginning of the research for readers to have an insight regarding the intended research dimensions presented. Data Collection Techniques There are different techniques applied in collecting research data; however, the criteria for selecting any research technique is usually based on the type of data needed, taking into consideration the research design as well as the objectives for instance, a theoretical research would majorly depend on qualitative data, which can be collected through focus group interviews or even observation (Bryman & Cramer, 2011). Scope of the Study This is the fifth step of implementing a research design; identification of a study scope is crucial for purposes of determining the sample size as well as the geographical coverage of a research. This information should be clearly stated in the research for readers to have an insight of the research design for instance in the study focused on the effects of 2010 murder in Northern Illinois University, the researcher has clearly stated the scope of the study, asserting that it will cover parents, students and faculty members in the University meaning that the sample size will be selected among the intended population of the study. Data analysis Tools This is basically the last step of the research. It basically entails identification and determination of tools that will be used for data analysis. Data analysis means subjection of the information collected to tools of interpretation and evaluation, thus leading to decision making and conclusion (Bryman & Cramer, 2011). For instance, in the case study provided, tools of analysis for mixed method could be applied owing to the fact that it could integrate qualitative data and quantitative data. Question Three; Types of Data Collection Methods for the Research Types of Qualitative Data Collection Methods The three crucial data collection method that could be used in the case study research are as follows: a) Observation This is a method of data collection that can be applied in social sciences studies, scientific, theoretical, phenomenal studies among others (Genc & Buyukkarci, 2012). Additionally, observation could be used in both qualitative and quantitative studies or even in a mixed method approach that integrates qualitative and quantitative at the same time. The concept of observation is basically focused towards subjecting participants or a preferred sample size in an environment where the research observes their behavior, while recording. The application of observation in the case study provided, the researcher could subject a selected sample size from parents, students and faculty members and observe their behaviors in a controlled environment. b) Focus group This is a data collection procedure that basically entails engaging the participants in a free conversation and discussion so that they can provide their honest opinions and ideologies regarding the objectives of the study (Yearous, 2011). The participants are also usually provided with an environment where they can interact and exchange ideas freely for instance; in the case study, a selected sample size from the parents, students and lecturers could be engaged in a free discussion and conversation with the researcher, so that they describe how the killings of 2010 affects them. c) Interviews The corpus of research interviews, basically involves asking participants structured questions by the interviewer. In most cases, qualitative researches involve asking open-ended questions while in quantitative research, the researcher tends to ask close-ended questions (Orpen, 2011). Taking an example of the case study provided, the researcher could focus on a close- ended or an open ended interview taking in to consideration that the research could be qualitative or quantitative in nature (Orpen, 2011). Appropriate Time for Use of the Three Qualitative Data Collection Methods The application of observation as a means to collect data is usually appropriate when one intends to collect qualitative data or even quantitative data (Genc & Buyukkarci, 2012). That is, observation can be applied in qualitative or quantitative studies or in some cases; it could be applied in mixed method approach, which integrates the two methods. In some cases, observation can also be applied in hypothetical, scientific research and theoretical studies (Genc & Buyukkarci, 2012). In relation to focus groups it is majorly applicable in social sciences studies; however, in some cases, it can be applied in theoretical or phenomenal studies that focus on socio-political and socio-economic studies (Yearous, 2011). It can also be applied appropriately in qualitative or quantitative studies or in some cases, just like observation, it could be applied in mixed method approaches that utilize qualitative and quantitative data simultaneously (Yearous, 2011). On the other hand, the application of interviews has been a dominant qualitative and quantitative data collection tool (Orpen, 2011). This method can also be applied in theoretical, scientific, hypothetical and phenomenal studies. Interviews are an appropriate method that can be structured to meet the objectives of a research i.e. through formulation open or closed ended questions (Orpen, 2011). Limitations of the three Methods of Data Collection In relation to focus group, it has been associated with a lot of time consumption for instance; the observer may take several days engaging with the participants to attain desired results. Additionally focused group is associated with biasness majorly from the researcher, who may inject his own ideologies in the conversation, thus manipulating the results or ideas of the participants (Yearous, 2011). On the other hand, focused group may also lead to production of bias results majorly due to observer effect or the effects caused by the presence of the researcher that hinders participants from giving their honest opinions. Additionally participants may give inaccurate information especially when they feel that their opinions may contradict the opinions of other participants (Yearous, 2011). Taking into consideration observation, it is also affected by observer effects that majorly lead to generation of biased results. Additionally observation may take a lot of time as the researcher may be compelled to repeat the procedure to ensure that he/she attains viable and realistic results. The essence of generating bias results through manipulation of data is another limitation that may characterise observation, especially by researchers who do not obey research ethics (Hayashi, 2012). Interviews on the other hand, may be quite expensive to conduct owing to the fact that they are time consuming and may compel the research to print research questions on papers. In some cases, researchers may feel that the information provided by interviewee are not appropriate, thus manipulate results to meet their needs (Orpen, 2011). Question Four: Similarities and Difference between Data Collection Methods in Phenomenal Studies, Theoretical and Case Studies Similarities In these three dimensions of study, the application of qualitative and quantitative data collection methods can be considered appropriate for instance: Interviews, focus groups or even observation. This is basically due to the fact that they may entail the use of qualitative or quantitative data. Additionally, the three dimensions of research could rely on secondary and primary data; that is, they can all rely on information that is already documented or even first-hand information from the field. Differences Theoretical studies are majorly qualitative in nature; this simply means that the dominant method of data collection applied is qualitative data collection methods as compared to phenomenal studies that may depend on qualitative or quantitative data (Aldag & Tinsley, 2013); phenomenal studies are also majorly scientific, meaning that they tend to rely on quantitative data. In relation to case studies, they are majorly qualitative in nature; this entails that in most cases, they rely on qualitative data, thus making them different from phenomenal studies (Creswell & Creswell, 2012). References Bryman, A., & Cramer, D. (2011). Quantitative data analysis for social scientists. London: Routledge. Top of Form Bottom of Form Creswell, J., & Creswell, J. (2012). Qualitative inquiry & research design: Choosing among five approaches (2nd ed.). Thousand Oaks: Sage Publications. Gibson, W., & Brown, A. (2012). Working with qualitative data. London: SAGE. Aldag, L., & Tinsley, A. (2013). A Comparison of Focus Group Interviews to In-Depth Interviews in Determining Food Choice Influences. Journal of Agricultural & Food Information, 89-96. Top of Form Bottom of Form Alter, G. (2013). History and quantitative data: A review. Historical Methods: A Journal of Quantitative and Interdisciplinary History, 145-148. Top of Form Bottom of Form Genc, B., & Buyukkarci, K. (2012). Observation in Qualitative Research. Educational Research EJournal, 83-91. Top of Form Bottom of Form Hayashi, C. (2012). On the prediction of phenomena from qualitative data and the quantification of qualitative data from the mathematico-statistical point of view. Annals of the Institute of Statistical Mathematics, 69-98. Top of Form Bottom of Form Orpen, C. (2011). Patterned Behavior Description Interviews Versus Unstructured Interviews: A Comparative Validity Study. Journal of Applied Psychology, 774-776. Top of Form Bottom of Form Sevkusic, S. (2013). A review of the Limitations of Qualitative Research. Journal of Scientific Research, 239-256. Top of Form Bottom of Form Yearous, S. (2011). Focus Groups: Using Group Interviews. NASN School Nurse, 21-22. Read More