Please enable JavaScript.
Coggle requires JavaScript to display documents.
Qualitative Data Collection Steps (Consider types of information to…
Qualitative Data
Collection Steps
Gain access to individuals, sites & obtain permission
A. Seek Institutional Review Board approval
Determine if reviewers familiar with qualitative inquiry
Develop detail descriptions of the procedures for full disclosure
Detail ways to protect anonymity of participants
Discuss the need to respect the research site and minimal disturbance
opportunities to give back
Special potential power imbalance
How much time at research site
Project description a list of interview questions to assess sensitivity
B. Gatekeepers: individual who has official and unofficial role at the site
Design protocols or instruments for collecting and recording information
A. Interview Protocol: form designed by researcher that contains instructions for the process of interview
a. Header: purpose of study, consent form, suggestion for preliminary test
B. Observational Protocol: Form designed by researcher before data collection that is used for taking field notes during an observation
Consider types of information to answer research questions
A. Observations
As participant
As Observer
B. Interviews & Questionnaires
Open ended questions
Open ended response
1 on 1 interview
Focus group interview
Phone interview
email interview
C. Documents
Identify types of useful documents
Consider public and private documents
Seek permission
Ask participants to keep journal
Examine docs for accuracy
Record information from docs
D. Audiovisual materials
Identify participants & sites. (Purposeful Sampling). Engage in sampling strategy to understand central phenomenon.
Before Data Collection
a. Maximal variation sampling: To develop many perspectives. E.g: Identify characteristic of racial composition then sample Hispanic, White, Diverse school
b. Extreme Case Sampling: To describe particularly troublesome or enlightening cases. E.g: Autistic education that received awards
c. Typical sampling: To describe what is typical to those unfamiliar with the case. E.g: Faculty member who worked at library for 20 yrs
d. Critical Sampling: To describe a case that illustrates dramatically the situation E.g: Student with a gun threatened a teacher
e. Homogeneous sampling: to describe some subgroup in depth . E.g: All parents in rural community who participate in parent program
f. Theory or Concept sampling: To generate a theory or explore a concept. E.g: Five sites that experienced distance education
After Data Collection. Collect new info to best answer research questions
a. Opportunistic sampling: To take advantage or whatever case unfolds. Sample emerges during the inquiry and could lead to surprising findings. e.g. Teenager who brings the baby to school reveals activities during pregnancy & after the baby born
b. Snowball sampling: To locate people or sites to study. E.g: Recommend other individuals to be sampled
c. Confirming/Disconfirming Sampling: To explore confirming or disconforming cases. E.g: Further interview with Chairs on the mentoring role that received praise from faculty
Administer data collection with attention to potential ethical issues
Field Issues in Qualitative Research
a. Access: Site & individuals, respond to requests
b. Observations: writing down "jottings"
c. Interviews: saying little, interruptions, asking appropriate questions
d. Documents
e. Journals
f. Audiovisual