Designing a Qualitative Study
Designing a Qualitative Study

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September 23, 2017

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Question description
Part 2 of the Discussion
D2: Considerations in Designing a Qualitative Study (YOU HAVE TO FORMULATE A NEW QUESTION FOR THIS PART GEARED TOWARD PERSONNEL PSYCHOLOGY ) NOTE: please use something similar to the question posed for the above discussion.
Using what you have learned about your topic from your literature search, you are working towards formulating a research purpose and question. Note that in the Learning Resources for this week, the language of qualitative research is incorporated into how the research purpose and question is formulated. Here are some basic do’s and don’ts.
Quantitative (Don’ts)
Qualitative (Do’s)
Predict
Examine differences, effects, or impact
Correlate
Analyze
Explore
Understand
Describe
Variables
Indicators
Measures
Experience
Meaning
Essence
Narrative
Hypotheses
Broad, open-ended questions
For example, in the ongoing scenario for each of the weeks of this course, the qualitative research question is formulated based on:
DO: The purpose of this study is to understand the narratives of an organization and the support of the personnel in these organizations.
DO: What is the meaning of a “well-run organization” to today’s worldwide organizational structures?
While as in this example, the research question is formulated based on quantitative information
DON’T: The purpose of this study is to examine the demographic and employee factors that predict the use of personnel services in various organizations.
DON’T: What are the differences in organizations social skill acquisition between personnel that do receive special services and those that do not?
For this Discussion, you will examine qualitative research as it relates to qualitative design considerations.
To prepare for this Discussion:
Review the Learning Resources and the Fundamentals of Qualitative Research Methods: Developing a Qualitative Research Question video and consider the basic guidelines for qualitative research design.
Use the Course Guide and Assignment Help found in this week’s Learning Resources and search for a qualitative research article. (Note: This article should be the research article you are using for your Major Assignment 1.)
Review the qualitative research article you found and identify each of the components of the research design and consider what is present and what is missing.
Identify what the authors did to document positionality, reflexivity, and bias.
This is the Discussion
FOR THIS PART YOU HAVE TO pick a simple qulatative article
Transform your notes from your preparation work into three paragraphs (use APA Citations in each paragraph) and post the following:
A brief statement of the purpose and primary research question the article addresses
An assessment of how thoroughly the research design was presented, including what was missing
An assessment of the extent of the researcher’s presentation of positionality, reflexivity, and bias
Be sure to support your main post and response post with reference to the week’s Learning Resources and other scholarly evidence in APA style.
References & Resource
Yale University. (2015, June 23). Fundamentals of qualitative research methods: Developing a qualitative research question (Module 2) [Video file]. Retrieved from
Note: The approximate length of this media piece is 12 minutes.
As you review this video, focus on how you will develop a good research question for your part 1 Assignment.
Ravitch, S. M., & Carl, N. M. (2016). Qualitative research: Bridging the conceptual, theoretical, and methodological. Thousand Oaks, CA: Sage Publications.
Chapter 3, “Critical Qualitative Research Design” (pp. 69-76) (this attached as a PDF)
Here are some References you can use to assist you
Aguinis, H. & Glavas, A. (2012). What we know and don’t know about corporate social responsibility: A review and research agenda. Journal of Management, 38(4). 932-968.
Cleaver, D., & Ballantyne, J. (2014). Teachers’ views of constructivist theory: A qualitative study illuminating relationships between epistemological understanding and music teaching practice. International Journal of Music Education, 32(2), 228-241.
Conroy, N.E.(2013). Rethinking adolescent peer sexual harassment: Contributions of feminist theory. Journal of School Violence, 12, 340-356.
Grant, C., & Osanloo, A. (2014). Understanding, Selecting, and Integrating a Theoretical Framework in Dissertation Research: Creating the Blueprint for Your “House”. Administrative Issues Journal: Education, Practice, And Research, 4(2), 12-26.
Guest, G., Bunce, A., and Johnson, L. (2006). How many Interviews are enough? An experiment with data saturation and variability. Field Methods 18(1), 59–82.
Kezar, A. (2014). Higher education change and social networks: A review of the research. Journal of Higher Education, 85(1), 91-125.
Mason, M. (2010). Sample size and saturation in PhD studies using qualitative interviews. Forum : Qualitative Social Research, 11(3)
Onwuegbuzie, A. J., Dickinson, W. B, Leech, N. L., and Zoran, A. G. (2009). A qualitative framework for collecting and analyzing data in focus group research. International Journal of Qualitative Methods and International Institute for Qualitative Methodology. (pp. 1-21).
Shenton, A. K. (2004). Strategies for ensuring trustworthiness in qualitative research projects. Education for Information 22(2), 63-75.
Stahl, B., Doherty, N., Shaw, M., & Janicke, H. (2014). Critical Theory as an Approach to the Ethics of Information Security. Science & Engineering Ethics, 20(3), 675-699.
Thomas, E.F., MCGarty, C., & Mavor, K.I. (2009). Transforming “Apathy into movement”: The role of prosocial emotions in motivation action for social change. Personality & Social Psychology Review, 13(4), 310-333.