Samenvatting
Academic Project - Total Summary of Book
- Vak
- Academic Project
- Instelling
- Universiteit Van Amsterdam (UvA)
Total summary of all chapters of the Academic Project Book. Exam graded with 87/100
[Meer zien]Voorbeeld 4 van de 48 pagina's
Voorbeeld 4 van de 48 pagina's
In winkelwagengesponsord bericht van onze partner
Verkoper
Volgen
Voorbeeld van de inhoud
Chapter 1Research: is a systematic investigation where you study or measure some form of research. Research
is empirical in nature.
Public effort: research is a public effort because it is papered and accessible to everyone.
Research enterprise: macro-level effort to accumulate
Chapter 2
Chapter 3
This chapter introduces the qualitative traditions, the different types of qualitative methods, the link
between qualitative and quantitative data, and, finally, the standards for judging qualitative work. The
chapter includes discussion of design and analysis as well as measurement, because we think
presenting the qualitative approach holistically fits the method better. However, you should be aware
that entire volumes have been written about each of the approaches we discuss.
The term qualitative refers to the nonnumerical representation of some object. It is often contrasted
with the term quantitative, which is applicable only when an object is represented in numerical form.
Qualitative measures are any mea- sures where the data are recorded in a nonnumerical format.
These include short written responses on open-ended surveys; interviews; detailed contextual
descrip- tions such as those in anthropological field research; video and audio data record- ing; and
many others, all of which are collected in the form of words and/or pictures rather than numbers.
Qualitative research is typically the approach of choice in situations where you want to:
● Generate new constructs, theories, or hypotheses
● Develop detailed stories to describe a phenomenon
● Achieve a deeper understanding of issues
● Improve the quality of quantitative measures
As discussed above, qualitative research enables us to get at the rich complexity of the phenomenon,
to deepen our understanding of how things work. While quan- titative research can describe a
phenomenon generally across a group of respon- dents, it is very difficult to understand from a
quantitative study how the phenom- enon is understood and experienced by multiple respondents, and
how it interacts with other issues and factors that affect their lives
One of the great advantages of qualitative methods is that they work to enhance a researcher’s
“peripheral vision” (Sofaer, 1999). Not only are they ben- eficial in providing a rich description of
events, but they also help to understand how and why the “same” events are seen in different light by
different stakehold- ers. In other words, just like in the movie Rashomon, qualitative methods lend
themselves very well to analyzing “relative” truths.
,A range of qualitative procedures may be used in strengthening quantita- tive measures. These
methods include focus groups, interviews, input from experts, and other approaches. For example,
focus groups may be used to determine how different groups think about and approach the key
construct in question. If some individuals do not feel comfortable about discussing their perspectives
in a focus group, in-depth interviews may be conducted to gain additional information on sensitive
issues. Thereafter, insights from the focus group sessions and interviews can be combined to develop a
pre- liminary survey questionnaire. Then the questionnaire may be provided to a panel of experts for
comments. Input from experts can be used to make any further changes to the survey instrument. In
such ways, qualitative methods can be used to improve the reliability and validity of quantitative
measures. Here again, because qualitative methods have the potential to draw out and synthesize the
full variety of experiences from multiple different participants as well as experts, they play a useful
role in developing high-quality quantita- tive measures.
Here, four of the major qualitative traditions are introduced: ethnography, phenomenology, field
research, and grounded theory.
1. Ethnography:
Studying a phenomenon in the context of its culture. Originally, the idea of a culture was tied to the
notion of ethnicity and geographic location, but it has been broadened to include virtually any group
of organization. Ethnography is an extremely broad area with a great variety of prac- titioners and
methods. However, the most common ethnographic approach is participant observation.
- Participant observation: Conducted as part of field research where a researcher records
extensive notes while observing
2. Phenomenology:
Studying how the phenomenon is experienced by respondents or participants. It focuses on people’s
subjective experiences and interpretations of the world. That is, the phenomenologist wants to
understand how the world is experienced by others from their perspective.
- meaning units in qualitative data analysis, a small segment of a transcript or other text
that captures a concept that the analyst considers to be important.
3. Field research: A research method in which the researcher goes into the field to observe the
phenomenon in its natural state.
4. Grounded theory:
The purpose of grounded theory is to develop theory about the phenomena of interest; but they are
not talking about abstract theorizing. Instead the theory needs to be grounded or rooted in
observations; hence the term. Grounded theory is a complex dynamic iterative process in which the
development of a theory and the collection of data related to that theory build on each other. The
research begins with the raising of generative questions that help guide the research but are not
intended to be either static or confining. As the researcher begins to gather data, core theoretical
concept(s) are identified. Tentative linkages are developed between the theoretical core concepts
and the data. This early phase of the research tends to be open, and it can take months. Later on, the
re- searcher is more engaged in verification and summary. The effort tends to evolve toward one
core category that is central. Eventually you approach a conceptually dense theory as each new
observation leads to new linkages that lead to revisions in the theory and more data collection. The
core concept or category is identified and fleshed out in detail.
,Validity in Qualitative research
Internal validity, external validity, reliability and objectivity were devised to evaluate quantitative
research.
Credibility (internal validity): From perspective of participants. The credibility criterion involves
establishing that the results of qualitative research are believable from the perspective of
the participant in the research. In other words, to what extent do they make sense?
Transferability (external validity): To other times, places and context. Transferability refers to
the degree to which the results of qualitative research can be generalized or transferred
to other contexts or settings. This is similar to the external validity idea. From a
qualitative perspective, transferability is primarily the responsibility of the one doing the
generalizing.
Dependability (Reliability): Or replicability in light of changing context. Essentially, it is
concerned with whether you would obtain the same results if you could observe the same
thing twice. However, you can’t measure the same thing twice;
Confirmability (objectivity): By showing conclusions do not depend on researcher. Qualitative
research tends to assume that each researcher brings a unique per- spective to the
study. Confirmability refers to the degree to which the results could be confirmed or
corroborated by others.
, Now that we have a general understanding of qualitative research, let’s discuss how to go about doing
such research practically. A variety of methods are common in qualitative measurement. In fact, the
methods are limited primarily by the imagination of the researcher. Here, we discuss a few of the more
widely used methods.
Participant observation
One of the most common methods for qualitative data collection, participant observation, is also one
of the most demanding. It requires that the researcher become a participant in the culture or context
being observed. The literature on participant observation discusses how to enter the context, the
role of the re- searcher as a participant, the collection and storage of field notes, and the analysis of
field data. Participant observation often requires months or years of intensive work, because the
researcher needs to become accepted as a natural part of the culture to ensure that the observations
are of the natural phenomenon.
Direct observation
Direct observation is distinguished from participant observation in a number of ways. First, a direct
observer doesn’t typically try to become a participant in the context. Instead, the direct observer
strives to maintains some distance so as not to bias the observations by their presence. Second,
direct observation suggests a more detached perspective.
Unstructured interviewing
unstructured interviewing An interviewing method that uses no predetermined interview protocol or
survey and where the interview questions emerge and evolve as the interview proceeds. |
Case studies
An intensive study of a specific individual or specific context.
Focus groups
Focus groups have become extremely popular in mar- keting and other kinds of social research,
because they enable researchers to obtain detailed information about attitudes, opinions, and
preferences of selected groups of participants.
Unobtrusive measures are methods of collecting data that do not interfere in the lives of the
respondents. In most cases the respondent is not even aware that they are being collected.
Unobtrusive measurement presumably reduces the biases that result from the intrusion of the
researcher or measurement instrument.
These examples illustrate one of the most important points about indirect measures; you have to be
careful about ethics when using this type of measure- ment. In an indirect measure you are, by
definition, collecting information with- out the respondents’ knowledge. In doing so, you may be
violating their right to privacy and you are certainly not using informed consent.
content analysis: The analysis of text docu- ments. The analysis can be quantitative, qualita- tive, or
both. Typically, the major purpose of content analysis is to identify pat- terns in text.
- Thematic analysis of text: The identification of themes or major ideas in a document or set of
documents. The documents can be any kind of text includ- ing field notes, newspaper articles,
technical papers, or organizational memos.
Voordelen van het kopen van samenvattingen bij Stuvia op een rij:
Verzekerd van kwaliteit door reviews
Stuvia-klanten hebben meer dan 700.000 samenvattingen beoordeeld. Zo weet je zeker dat je de beste documenten koopt!
Snel en makkelijk kopen
Je betaalt supersnel en eenmalig met iDeal, creditcard of Stuvia-tegoed voor de samenvatting. Zonder lidmaatschap.
Focus op de essentie
Samenvattingen worden geschreven voor en door anderen. Daarom zijn de samenvattingen altijd betrouwbaar en actueel. Zo kom je snel tot de kern!
Veelgestelde vragen
Wat krijg ik als ik dit document koop?
Je krijgt een PDF, die direct beschikbaar is na je aankoop. Het gekochte document is altijd, overal en oneindig toegankelijk via je profiel.
Tevredenheidsgarantie: hoe werkt dat?
Onze tevredenheidsgarantie zorgt ervoor dat je altijd een studiedocument vindt dat goed bij je past. Je vult een formulier in en onze klantenservice regelt de rest.
Van wie koop ik deze samenvatting?
Stuvia is een marktplaats, je koop dit document dus niet van ons, maar van verkoper fabiantimobecker. Stuvia faciliteert de betaling aan de verkoper.
Zit ik meteen vast aan een abonnement?
Nee, je koopt alleen deze samenvatting voor €8,49. Je zit daarna nergens aan vast.
Is Stuvia te vertrouwen?
4,6 sterren op Google & Trustpilot (+1000 reviews)
Afgelopen 30 dagen zijn er 62774 samenvattingen verkocht
Opgericht in 2010, al 15 jaar dé plek om samenvattingen te kopen