Collecting Qualitative Data

1. Collecting Qualitative Data Being a Careful Observer Merriam, Chapter Six

2. Introduction • Observations are a primary source of data collection in qualitative research. • Observations differ from interviews • Observations include informal interviews • Focus • Observation as a research tool • The problem of what to observe • The relationship of the observer and observed

3. Observation as a Research Tool • Observation is a research tool when • It is systematic • It addresses a specific research question(s) • It is subject to checks and balances to produce trustworthy results

4. Observation as a Research Tool • Observation is NOT a research tool when • Observers are not systematically prepared to observe • Observers are not trained to observe utilizing observation techniques • Example

5. Observation as a Research Tool • Training to be a skilled observer involves • Learning to pay attention • Learning how to write descriptively • Practicing the disciplined wording of field notes • Learning how to separate detail from trivia • Using rigorous methods of validation

6. Observation as a Research Tool • Reasons to use observations • An outside observer may see things that participants cannot • To triangulate findings • To see and interpret things firsthand • To record behavior as it happens • To provide information for subsequent interviews • To investigate a topic that may be difficult to talk about

7. Observation as a Research Tool • Observation is best used when • Something can be observed firsthand • A fresh perspective is needed • Participants are not able or willing to discuss the topic being investigated

8. What to Observe • Factors to consider when deciding what to observe include, • The purpose of the study • Practical considerations • How structured the researcher wants to be

9. What to Observe • The Purpose of the Study • The theoretical framework of the study • The research problem • The research question(s)

10. What to Observe • Practical Considerations • Is the information observable? • Does the researcher have the needed resources? • Time • Money • Permission

11. What to Observe • Observation Structure • Highly structured – focused on a particular event, behavior, etc. • Less structured – scanning the whole area, event, etc.

12. What to Observe • Beginning Considerations • The physical setting • The participants • Activities and interactions • Conversations • Subtle factors • The observer’s behavior

13. What to Observe • The Steps of the Observation Process • Entry • Data Collection • Exit

14. What to Observe • Entry • Gaining the confidence and approval of those who must grant permission for the observation. • Mutual contact • Be prepared to answer questions

15. What to Observe • Entry (cont.), suggestions for the first few days in the field • Don’t take things personally. • Have someone to introduce you. • Keep the observations short. • Be positive and unobtrusive, dress appropriately • Be friendly and honest

16. What to Observe • Data Collection • Great concentration is required • Remember as much as possible • Record notes in as much detail as possible

17. What to Observe • Exit • Leaving the field can be difficult • A saturation point is reached or resources run out • It is wise to gradually decrease the frequency of visits before stopping completely • Don’t worry about whether you “got it all”

18. The Relationship between Observer and Observed • The Researcher’s Stance as an Observer • Complete Participant • Participant Observer • Observer Participant • Complete Observer • Collaborative Partner

19. The Relationship between Observer and Observed • Complete Participant • The researcher is a member of the group and conceals his or her observer role. • The intent is to not disrupt the natural activity of the group. • This stance is rarely seen in observer researchers.

20. The Relationship between Observer and Observed • Participant Observer • The group is aware of the researcher’s observer activities, but the researcher subordinates the role as observer to the role as participant. • The researcher is involved with the group and group activities without fully embracing the values and goals of the group.

21. The Relationship between Observer and Observed • Observer Participant • The researcher’s observer activities are known to the group and the researcher’s observer activities take precedence over participation activities. • The researcher interacts closely enough to establish an insider’s identity without participating in activities constituting the core of group membership.

22. The Relationship between Observer and Observed • Complete Observer • The researcher is completely hidden from the group or is in a public setting. • This stance is rarely seen in observer researchers.

23. The Relationship between Observer and Observed • Collaborative Partner • This stance is close to being a complete participant except that the researcher’s identity is clearly know by the group. • The researcher and the participants are equal partners. • They work together to define the problem, collect and analyze data, and write and disseminate the findings.

24. The Relationship between Observer and Observed • Each stance varies as to how the participants view the observer and how the observer perceives his or her role of observer and participant. • The researcher’s challenge is to understand the setting as an insider while communicating that to outsiders.

25. The Relationship between Observer and Observed • With subjectivity and interaction between the observer and the participants assumed in qualitative research, the challenge for the researcher is to identify those effects and account for them in interpreting the data. • This challenge, along with the researcher’s struggle between being an observer and participant, is summed up by Wolcott (2005). See Merriam page 128.