Draft Qualitative
Proposal
The purpose of the essay is to describe
the research method used in this doctoral study project. The section will start with a description of
the research design. The description of
the research design will include: (a) a description of the research method
employed; (b) the research questions explored; (c) the sample population
selected; (d) the data collection approach; (e) data analysis and
interpretation; (f) reporting the findings, and (g)
Internal Review Board and ethical considerations. Following the discussion of the research design,
the section will provide a rationale for the research design. Thirdly, the section will discuss the role of
the researcher. The section will
conclude with a summary of the information presented.
Research Design
This study will utilize a qualitative
phenomenological design because it provides information on the human experience
led by the philosophy of experiences is the basis to phenomenological research
(Creswell, 2009). The purpose of the
research is to study discrimination in
organizations and learn the relationship between stakeholders and organizations
(Bell & Bryman, 2007; Brown, 2011; Byron, 2010; Cooper, 2012; Couch & Fairlie, 2010; Crowell &
Guy, 2010; Dillon, McCaughtry, & Hummel, 2010; Goenner, 2010; Hodges & Budig, 2010; Jacobi, 2009; Mong & Roscigno,
2010; Mujtaba & Sims, 2011; Puhl & Heuer, 2011; Roberts &
Chitewere, 2011). The study emerges from researchers building up
patterns, categories, and themes (Creswell, 2009). The framework of additional articles emerged
from the Figure 1., below of existing research:
Figure 1. Qualitative
Interest – shows the analytical process of themes related to discrimination in
the workplace atmosphere. The cause and effect criteria occur at paths of
overlap.
Discrimination is the central focus to ethical misalignments
to environmental differences to gender, race, sexual orientation, disability,
demographics, ethnicity, and marital status.
As organizations engage into discrimination practices within a subtle atmosphere,
other factors evolve from the actions.
As an external and internal response to discrimination, stakeholders
participate into misalignments with home ownership, economy, unemployment,
litigation, involuntary termination and voluntary termination, at will
employment, and credit reports.
Qualitative research pursues to
answer a central question, and associated sub-questions (Creswell, 2009). The proposed study explores the following
central research question: How does discrimination, unemployment, ability, at
will employment, and perception of job applicants interrelated? The related sub questions are:
1. How
does the proper job fitness from a candidate to a company relate to personality
and ability? (Interview managers and
business managers)
2. How
do limitations placed on bias questions from job interviews and job
applications? (Interview labor law
regulating agencies)
3. How
does job fitness perceive ideas unrelated to value, education, and ability not
an instrument of the job application and interview? (Interview labor law regulating agencies)
4. How
does control positioned on the hiring decision in alignment solely on ability,
values, and education? (Interview labor
law regulating agencies)
5. How
do institutions be discouraged to practice subtle racism? (Interview labor law regulating agencies)
6. How
do limitations assigned on interpersonal skills, visions about ideal candidates
and perceived behavior, not a factor in job placements? (Interview labor law regulating agencies)
7. How
does job performance and disability separate from job performance reviews? (Interview labor law regulating agencies)
8. How
does sexual orientation inhibit productivity in the workplace? (Interview
managers and business managers)
The participants of the study include social groups within gender, race,
sexual orientation, disability, demographics, marital status, and ethnicity (Berry & Bell, 2012; Brown-Iannuzzi, Payne, & Trawalter, 2012; Byron, 2010; Cooper, 2012; Dillon et al.,
2010; Gau & Gaines, 2012; Heller, Arnold, van Heumen, McBride, & Factor,
2012; Hodges & Budig, 2010; Levashina & Campion, 2009; Malos, 2012; Mong & Roscigno,
2010; Morgan Parmett, 2012; Mujtaba & Sims, 2011; Puhl & Heuer,
2011; Roberts & Chitewere, 2011; Wright, Domagalski, & Collins, 2011). An
assumption is that the selection of owners/managers and stakeholders for
interviewing relates to the belief that they possess the pertinent insights that
provide depth to this study. The
criteria for selecting participants will consider regional, gender, race, sexual orientation, disability,
demographics, marital status, and ethnicity representation.
I must identify the purpose of
selected site to benefit participants of the study or site (Creswell, 2009). The collection of different varieties of
data requires disclosing (Creswell, 2009). Qualitative data collection types include
observations, interviews, documents, and audio visual materials (Creswell, 2009). Field notes that include the behavior
activities of individuals include qualitative observations (Creswell, 2009). Qualitative interviews involve open-ended
questions to face-to-face and focus group participants (Creswell, 2009). Moreover, qualitative documents are public
documents (Creswell, 2009). Qualitative audio and visual materials are
data in the form of photographs, art objects and video tapes, or any form of
sound (Creswell, 2009).
I should use an observational
protocol that provides a detailed description of interaction with test
participants (Creswell, 2009). Moreover, I should maintain a list of
qualitative data collection approaches, observation interviews, documents and
audio visual materials (Creswell, 2009). The protocol for interview questions include
heading instructions for the interviewer, ice-breaker questions follow by sub
questions, space between the questions for answers, and a thank you statement
at the end (Creswell, 2009). I should record information from the
interviews by taking hand-written notes, audio tapes, or video tapes (Creswell, 2009). Lastly, I should make a notation on the notes
to state whether the information is from the primary source, secondary source,
and represents reliable data (Creswell, 2009).
For me to make sense of the
collected data, I should prep the data by conducting different analyses, and
evaluate further into the data (Creswell, 2009). The process in making sense of the data
involve continual reflection, analytical questions, writing memos and
organizing data (Creswell, 2009). Data analysis involves synthesizing long
interviews and data to derive patterns or characteristics that evaluate (Creswell, 2009). Moreover, data interpretation and processing
in qualitative processes involve coding the data in different layers to
position it against a theoretical model (Creswell, 2009).
I should blend the general steps
with the research strategy steps (Creswell, 2009). The general steps in building data include
linear and hierarchical approach (Creswell, 2009). The first step I should take is to organize
the data for analysis (Creswell, 2009). The next step is to understand the data
through reading (Creswell, 2009). Then follows the coding process, I should identify
the data by chunks (Creswell, 2009). Coding the data represents the understanding
categorizing, and developing of information for quick analysis (Creswell, 2009). The codes to use for data include past
historical and common sense terms (Creswell, 2009). Codes should be surprising unusual, and
involve the larger picture (Creswell, 2009). I ought to consider predetermined codes plus
fit of data, codes from paradigm information, and combined preexisting plus
existing codes (Creswell, 2009). Emergent codes lead to theory building (Creswell, 2009).
Data analysis programs and
spreadsheets allow qualitative research exploration through good tutorials,
demonstration, compact discs, visual presentations, and search ability of text (Creswell, 2009). Software programs to assist in research for
PC based computers include MAXqda, Atlas.ti, QSR NVivo, and HypeRESEARCH (Creswell, 2009). I can use the coding process information on
people, places, or events called description (Creswell, 2009). In addition, I can interconnect themes into a
story, and develop into a theoretical model that creates a complex theme
connection (Creswell, 2009). Ethnography, grounded theory, and the
chronology of events translates by the researcher through a narrative passage (Creswell, 2009). Interpretation of the data is the final step
in data analysis stating lessons learned (Creswell, 2009). Advocacy and participatory approaches to
qualitative research follows next as questions and patterns developed through
the data (Creswell, 2009).
Validation occurs throughout the
process of research with the proactive actions of the researcher (Creswell, 2009). The proactive measures of the researcher
relate to qualitative validity; whereas, consistency across all levels of
research involves qualitative reliability (Creswell, 2009). The reliability process includes checking for
mistakes, transparency in the definition of codes, coordinate team
communication among the coders and cross-checking independently derived codes (Creswell, 2009). An intercoder agreement allows verification
of evidence to reliability procedures (Creswell, 2009).
Software programs can assure
reliability of coding, and the goal is for at least 80% reliability (Creswell, 2009). The structure of qualitative questions
assures validity (Creswell, 2009). I can improve the accuracy of findings by
establishing a validity strategy consisting of multiple accuracy strategies (Creswell, 2009). Observation to convergence to data is
necessary to establish themes (Creswell, 2009). I should clarify the test study participants’
input by clarifying entries on a separate meeting (Creswell, 2009). Moreover, I should provide many details when
interviewing the test participants to include the location (Creswell, 2009). I should clarify the bias of research due to
my background as a paragraph (Creswell, 2009). I ought to provide conflicting information on
the them to build validity (Creswell, 2009). Qualitative studies require the researcher to
spend lots of time with participants to establish rapport and develop validity (Creswell, 2009). A networking peer can provide a review and
questionnaire to enhance the accuracy of the account (Creswell, 2009). A qualitative studies auditor can perform
checks and balances on the research to present a second opinion about the
research (Creswell, 2009).
Whenever a researcher generalizes
individuals sites, or places within the case study is in reference to
generalization (Creswell, 2009). The basic steps in qualitative write-up
include developing descriptions of setting with many details (Creswell, 2009). The same approach made to individuals in a
case study to include chronological events, description of their experiences,
and theory generated from the data (Creswell, 2009). Writing strategies include (a) quotes; (b)
writing in different languages to reflect cultural sensitivity; (c) presenting
text in tabular form; (d) using the wording from participants to form codes;
(e) intertwining quotations with the author’s interpretations; (f) using
indents to call attention to quotations; (g) using the first person “I” or
collective “we; ” (h) using metaphors and analogies; (i) using a narrative
approach and; (j) describing how the narrative outcome will compare to theories
and general literature (Creswell, 2009).
The ethical concerns for the study
including minimizing risk to test participants (NIH Office of
Extramural Research, 2013). In addition, all clinical trials require
reporting to the NIH Office of Extramural Research (NIH Office of
Extramural Research, 2013). A clinical trial to be equipoise requires
confidentiality of private information including (a) keeping data in a
password-protected database; (b) storing images in a secured cabinet; and (c) coding
data or specimens and keeping the key to the code in a separate, locked drawer (NIH Office of
Extramural Research, 2013). In areas
where community consent is the norm, a family member's consent for another
individual may be sufficient, as long as community consent is available (NIH Office of Extramural Research, 2013). Even
if a test participant signs a consent form for the research, he or she does not
have to participate (NIH Office of Extramural Research, 2013). The
three ethical principles that are the basis for HHS Human Subject regulations
(45 CFR 46) include respect for persons, beneficence, and justice (NIH Office of Extramural Research, 2013). I
should eliminate from the research for participants coercion, research risks,
and repeated recruitment of test participants for new protocols (NIH Office of Extramural Research, 2013).
Rationale for the Research Design
Qualitative research assumes a
connection with attitude and behavior ("Benefits of
qualitative research," 2011). Systematic order sets the precedent to
qualitative research that allows the structure in disproving and proving a
hypothesis ("Benefits of
qualitative research," 2011). External factors do not exist in qualitative
studies ("Benefits of
qualitative research," 2011). The creation of theories and application to
phenomena is possible with qualitative studies ("Benefits of qualitative
research," 2011). Moreover, qualitative studies encourage test
participants to express views and utilize the test participants language within
the study ("Benefits of
qualitative research," 2011; Creswell, 2009). Lastly,
bias information cannot be used in qualitative studies ("Benefits of
qualitative research," 2011).
Researchers tend to collect their
own data in the field, and collect different forms of data (Creswell, 2009). The study emerges from researchers building
up patterns, categories, and themes (Creswell, 2009). Researchers focus on the interpretation of
events from the study participants point of view (Creswell, 2009). The research problem emerges from the focus
of study participants’ input (Creswell, 2009). Moreover, qualitative research uses a central
theme of focus that points the researcher to the direction of research (Creswell, 2009). Multiple views can occur from all the
participants of research due to interpretation of the information provided (Creswell, 2009). Lastly, researchers attempt to understand the
problem by the interpretation of complex engagement to participants and drawn
an analytical model of research (Creswell, 2009).
Qualitative research allows the
author to develop more robust research than quantitative methods (Petty, Thomson, & Stew, 2012). In addition, qualitative research allows to
favor ethical concerns for test participants (Petty et al., 2012). The human experience expressed with text
accommodates the qualitative methodology (Petty et al., 2012). Change in data behavior explains better
through qualitative research than quantitative research (Petty et al., 2012). Lastly, qualitative research allows the
researcher to triangulate a theory (Creswell, 2009; Petty et al., 2012).
Role of the
Researcher
As an inquirer to qualitative
research, it is my responsibility to state any bias I may have towards the
study (Creswell, 2009). Moreover, I should announce the statements
regarding past experiences in relation to the research (Creswell, 2009). I should also comment about my personal
relationship towards the participants and the research sites (Creswell, 2009). A letter from the Institutional Review Board
(IRB) regarding permission to the experiment is a requirement I must commit (Creswell, 2009). I should discuss the process in obtaining
permission to the research site (Creswell, 2009). The proposal for research at the site should
include a purpose for study, activities, disruptive, method of reporting,
choice of location, and address of sensitive issues (Creswell, 2009).
Conclusion
The proposed study will use a
qualitative phenomenological design due to the need in understanding the human
experience to discrimination.
Organizations that offer “At Will Employment” draw conflicting reviews
concerning an employee’s work performance, which leads to organizations
influence the conditions for termination and litigation. The proposed study explores central research
questions to discrimination, unemployment, ability, at will employment, and
perception. The participants of the
study include social groups within gender, race, sexual orientation,
disability, demographics, marital status, and ethnicity. Using qualitative research data collection
protocols represents importance to the study.
The information stores in data analysis programs and spreadsheets that
allow qualitative research exploration through good tutorials, demonstration,
compact discs, visual presentations, and search ability of text. Ethical concerns will follow the NIH Office
of Extramural Research conditions. Lastly,
bias to research and assumptions will draw more depth to the study.
.
References
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