Journal Entry #3

Qualitative Research and Evaluation

         I have now completed the comparative analysis of two qualitative dissertations.  The first dissertation was by John Vartenisian, entitled An Elementary School Speaks Out: Their Decision To Initiate an Innovation.  The second was by Janice Ulriksen, entitled Perceptions of Secondary School Teachers and Principals Concerning Factors Related to Job Satisfaction and Job Dissatisfaction.  Both dissertations were qualitative studies although one also incorporated a quantitative aspect within it.

It was very interesting for me to look at how these studies were set up.  Each included interviews and methods of gathering data qualitatively.  In each the results were based on a single case and it was indicated that results may not be transferable to the general population.  The study of these dissertations, along with the practice of putting my own study (mini-study, in class) together, has broadened my knowledge of how a qualitative study is undertaken.

The Interview conducted and transcribed for the mini-project was surprising to me first in the time necessary to transcribe the taped interview.  I can see how long it would take to do an actual, in-depth qualitative study.  Additionally, the analysis was somewhat difficult for me.  I tried to remain organized as I looked for commonalities between the interviews.  I color-coded the responses I believed were speaking to specific areas of concern in an attempt to maintain a better understanding of what I was extracting from the interviews.  I was pleasantly surprised to find patterns emerge from the analysis.  It seamed to be more of a science that an art (the act of analysis; not the interview itself) as it all came together it support of the factors looked at.  The idea of triangulation was helpful from the standpoint that I was yet unsure as to the perception of validity of qualitative studies.  I assumed that data was gathered, someone decided what the data meant, and findings were reported based on the opinion of the researcher.  However, I now understand that findings are supported with specific data within the study and if a finding is to be considered substantially valid, it must be supported multiple times within the data.  This, for me, makes a lot of sense with regard to the validity in the absence of objective numbers and measurements.

I have been working on the class project for quite some time.  I have now completed three observations, and two interviews.  I am in the process of analyzing a document related to what I have been studying.  I am using the constant comparative method.  Upon completion of the first observation, I attempted to determine which of my hypotheses were supported and which were rejected.  I repeated this process after each of the following observations as well as after each of the interviews.  I will use the constitution of the organization I am studying to complete the final piece of data, a document review, in which I will attempt to determine if my hypotheses are accurate and supported through triangulation of multiple data occurrences.

It has been very hard for me to keep up with all the work that has been required of me this semester.  At first I was very unhappy with the amount of time I had to spend on projects for both classes.  However, upon nearing completion of this semester, I can see all that I have gained from this difficult experience.  Most notable,  I would like to mention the hands-on work completed with regard to qualitative study.  I have not necessary enjoyed the process of completing the projects, but I now appreciate the depth of understanding I have of qualitative research.  I believe this understand is a direct result of the hands-on work done on the assignments for the class.  I have always enjoyed lecture classes and realize what I enjoy is the challenge of gleaning the information out of the lecture that will be on the exams so that I may do well on the tests.  In this class, I was challenged in a different way.  I was forced to actually put to work what was to be learned.  I believe this yields to a longer-lasting, more substantial form of learning.  I will probably never forget my interview with Duane or my study of the SGA on my school campus.

Finally, I believe that I have become a better interviewer during the process of practicing in order to complete the assignments for this class.  I am in no way an expert!  However, I have found myself thinking in ways with the last two interviews in which were impossible for me in the initial interview.  For example, I began to think of what one of the next questions could be and how I could relate it to what the interviewee was talking about at the time.  In this way I was attempting to cause the interview to become more of a discussion by facilitating a flow of conversation rather than a question and answer grilling session.  If I do attempt a qualitative dissertation, I will have a greater understanding of what it will entail.  I will understand that this type of research is considered to be valid and also may be very lengthy and time consuming.

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