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Chapter 7 Qualitative Research

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Title: Chapter 7 Qualitative Research


1
Chapter 7 Qualitative Research
For every complex problem, there is a solution
that is simple, neat, and wrong. H.L. Mencken
2
Chapter Overview
  • Nature of the research problem and research plan
    in qualitative research.
  • Five qualitative research designs.
  • Collecting data in qualitative research.
  • Organizing and analyzing data from qualitative
    studies.
  • The inevitable checklist.

3
Introduction
  • Some research approaches reduce complexity and
    begin their analysis with simpler components that
    add up to the big picture.
  • Qualitative research strives to do the opposite
  • Focus on a real world phenomenon.
  • Study it in all of its complexity.
  • For some The researcher becomes an instrument,
    just like any other part of the research.
  • Mencken could have been talking about this
    difference!

4
The role of objectivity
  • Objectivity may not be possible in studying
    interpersonal relations, social structures,
    creative processes
  • Is there a single ultimate truth to be
    discovered? Or is it about all of the truths
    from many different perspectives?
  • One goal can be to reveal the perspectives
    themselves and what they tell us.

5
More likely qualitative when
  • Little information exists on a topic.
  • Variables are unknown.
  • Existing theory is inadequate or missing
    entirely.
  • Generally, when the question is more like
  • What needs to be studied?
  • Looking subjectively for patterns in complex
    phenomena.

6
Qualitative research problems
  • Qualitative research problems often start general
    and then become more precise.
  • What is the nature of the sports consumption
    culture?
  • What is it like living in that culture?
  • How can principles of business even be used to
    analyze this culture?

7
Qualitative research plans
  • If you start with a general, open-ended question,
    your plan cannot be very precise ahead of time.
  • Indeed, the plan can evolve as relationships
    clear up.
  • Dont confuse this with lack of preparation
  • E.G. Firm grasp of previous research.
  • Or lack of training!
  • E.G. Training in observation techniques,
    interview strategies, data collection techniques.

8
When to take the qualitative path
  • Choose qualitative approaches when you are after
  • Description rather than analysis.
  • In depth interpretation rather than prediction.
  • Verification of assumptions, claims, or
    generalizations.
  • Complex evaluation of policies from many
    perspectives.

9
Qualitative designs
  • Look at Five
  • Case study
  • Ethnography
  • Phenomenological study
  • Grounded theory study
  • Content analysis.

10
Case Study
  • Very typical in business approaches.
  • Definition Study a particular individual,
    program, or event in depth for a defined period
    of time.
  • The branding approach for a particular sports
    product over three years, compared to previously.
  • The division managers behavior regarding the
    branding of this particular product during that
    same time period, compared to previously.

11
Case Study
  • The hope? Suppose branding was very successful.
    Identifying the unique, special qualities in the
    case can help determine
  • The extent to which the approach can or cant be
    extrapolated to other situations.
  • Finding the limits of application lead to
    adaptive applications.
  • Sometimes Comparing two case studies broadens
    these possible results.

12
Case Study- Method
  • Remember In depth, capture complexity.
  • Step 1 Gather data on the object of analysis.
  • Step 2 Gather data on the surrounding context.
  • Step 3 Data analysis.
  • Step 4 The report.

13
Case Study- Method
  • Step 1 Gather data on the object of analysis
  • Observation.
  • Interview.
  • Documents.
  • Past records.
  • Audiovisual material.
  • Extensive on-site interaction.

14
Case Study- Method
  • Step 2 Gather data on the context surrounding
    the object of analysis
  • Physical environment.
  • Historical factors.
  • Economic factors.
  • Social factors.
  • Government regulations.

15
Case Study- Data Analysis
  • Step 3 Data analysis actually has three
    components
  • Organize.
  • Interpret.
  • Synthesize.

16
Case Study- Data Analysis
  • Organization of the data.
  • Start chronologicalarrange the facts as they
    happened.
  • E.G. The manager intervened over time.
  • Then go to categorizationsarrange the facts as
    they fit possible groupings that had an impact on
    the object of analysis.
  • E.G. All manager interventions.

17
Case Study- Data Analysis
  • Interpretation of the data
  • Single occurrences.
  • E.G., Group activity increased after one
    particular intervention.
  • Then on to patterns.
  • E.G., Group activity increased after all
    interventions, EXCEPT ONE what was similar
    about the successes different about the failure?

18
Case Study- Data Analysis
  • Synthesis and generalization
  • Construct the over-all portrait of the case.
  • E.G. Intervention is successful when but not
    when
  • Consider valid, believable extensions (and
    restrictions!)
  • E.G., Whenever like circumstances occur, a
    similar outcome seems likely to occur again.

19
Case Study- The Report
  • Faithful rendition of what went on and what you
    think
  • Rationale for the study Why is this a worthy
    case to study? What can be learned here?
  • Description of the facts The undisputed part of
    the information set. E.G. the case and its
    environment.
  • Description of all data collected On all
    dimensions.
  • Discussion of the patterns Beyond the facts,
    this is your set of observations about the data
    you collected.
  • Connections to any possible broader context
    Remember this may be about extrapolations and
    reasons NOT to do so!

20
Ethnography
  • Qualitative analysis of an entire groupCulture
    defined as you see fit.
  • E.G. Broadly The sports culture.
  • E.G. Narrowly The womens rugby culture the
    sports memorabilia culture sports shoe culture.
  • Aim
  • A qualitative analysis of the entire culture in
    order to understand its choices and outcomes.

21
Ethnography
  • In-depth, natural setting, typically over more
    extended periods than case studies.
  • Observations? Everyday behaviors.
  • E.G. Interactions that occur, language and its
    special uses, rituals.
  • Goal? Identify cultural norms, beliefs, social
    structures, and other patterns of the group.

22
Ethnography- Method
  • From cultural anthropology
  • Site-based field workprolonged engagement in the
    groups natural setting.
  • Step 1 Find a site (researcher is a stranger).
  • Step 2 Gain access (there may be a gatekeeper).
  • Step 3 Establish rapport (researcher is no
    threat).
  • Step 4 Cast a broad net.
  • Step 5 Identify key information providers.
  • Step 6 Go native or remain a harmless
    outsider?
  • Step 7 Write up your notes and evidence.

23
Ethnography- Data Analysis
  • Organize, Analyze, Interpret
  • Organization A familiar approach.
  • Chronological
  • Day in the life of.
  • Critical event centers
  • Drama presentation enactments to help your
    audience feel what you saw.

24
Ethnography- Data Analysis
  • Organize, Analyze, Interpret
  • Analysis Again, single occurrences to
    categorization works.
  • Identify patterns.
  • Identify regularities.
  • Identify the role of critical events.

9/7/2009
25
Ethnography- Data Analysis
  • Organize, Analyze, Interpret
  • Interpretation
  • Infer the general structure of this culture.
  • Sometimes close comparisons of other cultures
    come to mind.

9/7/2009
26
Ethnography- Report
  • Lay out chronologically.
  • Then by groups.
  • Then by special groups.
  • Observe how language and status lead to choices
    and outcomes.

9/7/2009
27
Ethnography. In-Class Fun
  • What is the culture of sport management
    students?
  • Lets call them the SMs.
  • Well try to follow the ethnography approach.
  • For Thursday.

28
Break Here
29
Sport Management Student Culture Life among the
SMs
  • Define the group Are the SMs a culture? Or a
    subculture?
  • The keyAre the SMs ever anything other than SMs?
    If so
  • Then the SMs are a subculture.

30
Sport Management Student Culture Life among the
SMs
  • The SMs subculture.
  • Identify groups
  • What are the roles played by groups

31
Life among the SMs
  • What is the natural setting for the SMs
    subculture?
  • Where would you go to actually study the SMs?

32
Life among the SMs
  • What everyday behaviors would you observe?
  • Describe interactions among members of the SMs.
  • What are the usual gathering opportunities?
  • What are the special gathering opportunities
    (rituals)?

33
Life among the SMs
  • Who are the key individuals?
  • Are there special sub-groups? What is their
    special role?
  • Which individuals draw special interaction and
    why?
  • Do any of these individuals hold special sway
    over groups?

34
Life among the SMs
  • Is there a language of the SMs?
  • Does it have any special uses?
  • Do the sub-groups have special language?
  • What is its purpose?
  • Does it grant any special status to a particular
    sub-group?

9/7/2009
35
Life among the SMs
  • Remember the goal? Eventually identify
  • Cultural norms.
  • Beliefs.
  • Social structures.
  • Other patterns of the group.
  • Because you want to
  • See if any of these elements determine choices
    and behavior.

36
Life among the SMs
  • Time to organize your observations and write them
    up!
  • Hope to get a qualitative analysis of the entire
    subculture in order to understand choices and
    outcomes.
  • Take a minute
  • Lay out chronologically.
  • Then by groups.
  • Then by special groups.
  • Observe how language and status lead to choices
    and outcomes.

37
Phenomenological Study
  • Phenomenon An event external to you.
  • And then study the event.
  • Not The usual event study in the business
    world.
  • E.G. Impact of sponsorship on stock prices.

38
Phenomenological Study
  • Instead, in the spirit of qualitative study
  • What is it like to experience this event?
  • Peoples perceptions.
  • Perspectives.
  • Their understanding of a particular situation.
  • E.G. The Super Bowl wardrobe malfunction episode.

39
Phenomenological Study-Method
  • The primary method is interviews
  • Lengthy interviews (hours).
  • Carefully selected small sample.
  • Each person has directly experienced the
    phenomenon.
  • Variation in identifiable characteristics among
    the sample population.
  • Wardrobe malfunction episode
  • Males, females, age, race/ethnicity, particular
    product consumption identification.

40
Phenomenological Study-Method
  • Goal Work together to arrive at each persons
    perception of the impact of the phenomenon.
  • The researcher is a listener.
  • The researcher suspends all preconceived notions
    and personal experience.
  • A human tape recorder, guiding only where needed,
    but picking up the subtleties of sample
    respondents.

41
Phenomenological Study-Analysis
  • Identify common themes in descriptions.
  • Identify defining differences in descriptions.
  • Construct abstract composite persons that
    typify these findings.
  • Result An overall description of the phenomenon
    as it is experienced.
  • Wardrobe malfunction episode
  • Young white males who identified as beer
    consumers perceived the wardrobe malfunction
    episode as follows

42
Lets Talk about Wahls Presentation
  • What did you get out of it?
  • What did you see relevant to this class?

43
Grounded Theory Study
  • The completely inferential process of deriving a
    theory from the data.
  • The data A complete broad net on the
    particular people who produce the behavior that
    you are trying to explain.
  • E.G. Voting yes or no on referenda to spend
    public funds on a new minor league baseball
    facility.
  • Data?
  • Patterns?

44
Grounded Theory Study
  • Developing the theory.
  • Completely from the data, as you collect it and
    analyze it
  • Certain conditions lead to actions/interactions.
  • These lead to subsequent actions.

45
Grounded Theory Study
  • Theory can be
  • A verbal statement.
  • A visual model.
  • Series of hypotheses.
  • This theory may never become any more general
    than its specific, original context!

9/7/2009
46
Content Analysis
  • Very descriptive name
  • Detailed, systematic assessments of a particular
    body of material.
  • Looking for patterns, themes, and biases.

47
Content Analysis
  • E.G. What health dangers associated with
    performance enhancing drugs were consistently
    related to viewers by ESPN sports talk show hosts
    during Barry Bonds life-time HR record chase of
    2007?
  • E.G. Did ESPN talk show hosts consistently voice
    unsubstantiated claims of the health dangers
    associated with performance enhancing drugs
    during Barry Bonds life-time HR record chase of
    2007?

9/7/2009
48
Content Analysis-Method
  • Identify the specific content that interests you.
  • Health claims about PEDs.
  • Identify where you will look.
  • ESPN sports talk show broadcasts, during the
    Bonds episode, 2007.
  • Identify how you will search for it.
  • Replay and document each claim.
  • Search for it.

49
Content Analysis-General Observation
  • Analysis Typically, fill in categories. Then
    compare across categories.
  • Why is this research?
  • Sort of sounds like only data collection.
  • Because you would have identified a problem
    behind the collection.
  • The impacts of bias in the coverage of Bonds HR
    chase.

50
Checklist
  • Your ever-faithful authors have a very nice
    checklist to follow.
  • As an informed consumer of research, this type of
    checklist is quite valuable.
  • You are given a set of questions that allow you a
    basis for evaluation of any qualitative research
    you may come across in your future endeavors.

51
Chapter Overview
  • Nature of the research problem and research plan
    in qualitative research.
  • Five qualitative research designs.
  • Collecting data in qualitative research.
  • Organizing and analyzing data from qualitative
    studies.
  • The inevitable checklist.
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