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Qualitative Research Design Collection Processes

BUS-7380 Qualitative Business Research Design and Methodology

Week 5

Amenia Payne

Dr. Eva Philpot

Febuary 23, 2020

Qualitative Research Designs

Qualitative research designs are very instrumental in establishing the manner in which phenomena occur as well as the reasons behind the occurrence (Glesne, 2016). As such, they are subjective. Qualitative research include but are not limited to ethnographic research and grounded theory (Glesne, 2016).

Ethnographic Research

Ethnographic research design is very useful in analyzing a population’s culture. As such it is necessary for a researcher to observe or interact with the study population (Hammersley, 2016). To establish the roles that supervisor support and training has in employee retention, there is need for the researcher to interact fully with employees in their organizations in order to collect data. This way, a greater understanding of the operations within the organizations will be achieved and specific details will become apparent. Often, ethnographic research takes place over an extended period of time. Therefore, a researcher requires to have a proper preparation to ensure that the resources required for the data collection period are adequate. Within the domain of supervisor support and training, the researcher will gain comprehensive insights regarding different social phenomena as enshrined in the organization of concern (Hammersley, 2016).

The major data collection technique in ethnographic research is observation (Hammersley, 2016). However, interviews will be carried out as well to gather more insights from employees. This is why it is necessary for researchers to have boots on the ground. In a case where there was a prior ethnographic study that had been undertaken, it is recommendable that a researcher interviews the ethnographers who had undertaken the research. Reports from such ethnographers may be used as sources of secondary data.

Data Collection Plan/Process

Ethnographic research is very work intensive. It requires a researcher to be fully acquainted with the population under study. Therefore, the research sample size is often small. In the case of our study, the sample size is limited to employees in a single department in an organization. Desirable sample sizes range from five to twenty employees (Hammersley, 2016). The data collection method to be used in this ethnographic study is observation. The researcher has to be in the field to observe the effects that supervisor support and training has on employee retention. The period of data collection depends on whether the desired information has been collected. As such, observation should take place long enough to collect desired information.

Data collection process will be carried out in four different steps. The first step is planning. In this step, the research will look for an organization where the research will be carried out. Once an organization has been found, the researcher will identify a desirable department for the research. It is necessary to ask for authorization from organizations’ management to undertake the study. The researcher also needs a tool for recording observations. Once this has been done, the researcher will need to move the second step. In this step, the researcher identifies a desirable sample for the study (Hammersley, 2016). This are employees of a given department. The researcher then gets himself/herself acquainted with the department and establishes trust with the employees. Basic observations will be recorded as well as information gathered from interviews with the employees. Where necessary, the observation and interview processes need to be refined now and then to ensure that the desired information is obtained. This leads us to the third step. In this step, proper data collection happens in this stage. The researcher will integrate both observation and interviews from a participant’s perspective (Hammersley, 2016). Where there are patterns that become apparent, they will be integrated into the data collection processes. The fourth and last step involves closing the data collection process. The process is completed when the researcher feels that the richness in data achieved is adequate for the purpose of answering our research question (Hammersley, 2016).

Grounded Theory Research

Grounded theory incorporates various inductive qualitative research methods with an aim to come up with a theory. Grounded theory is often used to refer to different methodologies of data collection and analysis from which middle-level theories are developed. These methodologies have their own inductive theoretical thrust that form the foundations of their logic. Therefore, grounded theory can only be used to analyze a certain phenomenon or incident rather than a give behavior.

The primary data collection method in grounded theory studies is interviews. When a certain phenomenon or incident occurs, a research administers interviews to respondents who provided qualitative data as relevant to the study in question. A grounded theory must ultimately end with a useful theory around the research question. The methodological abstraction should be in such a way that it is plausible enough to provide a viable theory at the end of the research. In our research to establish what role supervisor support training has on employee retention, interviews will be administered to collect data with an aim to build a theory around the role that supervisor training has on employee retention rates (Chun et al., 2019). Other methods that will be used include obtain data for this research design include review of literature that provides secondary data.

Desirable sample sizes range from twenty to thirty employees. The sample size can be increased where necessary to ensure that data saturation is achieved.

Data Collection Plan/Process

As indicated above, interviews will be used as the main data collection tool. This will provide primary for this research. As well, secondary data will be collected from organizations’’ databases. Any relevant information regarding supervisor support and training will be collected from organizations. A sample size of twenty to thirty employees is plausible (Glesne, 2016). The employees will be sampled using random sampling technique. The study will be carried out in ten organizations.

Structured interviews with questions that aim at building a theory relating supervisor support and training with employee retention will be administered to the respondents (Chun et al., 2019). Additional information will be retrieved from the literature review process. It should be noted that literature review should be done after primary data has been collected. This is necessary since it makes the researcher concentrate on the research objectives without being swayed by the ideas of the other authors.

Grounded theory data collection follows a five-step plan. The first step is referred to as purposive sampling. Purposive sampling allows the researcher to curve out the direction in which the data collection process will follow. The selected sample should be one that will provide useful answers to be used in development of the theory (Chun et al., 2019). After establishing a sample, the research then issues interviews to selected employees. The second step is called the constant comparative analysis stage. During this stage, the results that have been received from the interviews will be identified and analyzed. The result from this stage proceed to the third stage of coding. The results that arise from this stage are assigned codes. The initial codes are compared with the subsequent codes. A categorization process then follows with similar codes being put into categories. This process is done in several iterations after which abstract ideas and concepts become apparent. Follow up interviews may be necessary tom saturate data. Secondary data obtained from literature analysis will be integrated with the primary data at this stage. This data is then ready for analysis.

References

Atwood, M. A., Mora, J. W., & Kaplan, A. W. (2010). Learning to lead: Evaluating leadership and organizational learning. Leadership & Organization Development Journal, 31(7), 576-595. doi:10.1108/01437731011079637

Bambale, A. J. (2014). Relationship between servant leadership and organizational citizenship behaviors: Review of literature and future research directions. Journal of Marketing & Management, 5(1), 1-16.

Chun Tie, Y., Birks, M., & Francis, K. (2019). Grounded theory research: A design framework for novice researchers. SAGE open medicine, 7, 2050312118822927. Retrieved from

https://journals.sagepub.com/doi/abs/10.1177/2050312118822927

Glesne, C. (2016). Becoming qualitative researchers: An introduction. Pearson. One Lake Street, Upper Saddle River, New Jersey 07458. Retrieved from

https://eric.ed.gov/?id=ED594812

Hammersley, M. (2016). Reading ethnographic research. Routledge. Retrieved from

https://content.taylorfrancis.com/books/download?dac=C2013-0-23240-8&isbn=9781315538457&format=googlePreviewPdf