1. The Role of the Researcher in Data Collection
Presenters: Katie Eakes, Tyson Harmon, Joseph Hooper and Nancy Quick

2. Qualitative Research: Role of Researcher in Data Collection
Qualitative researcher is the primary instrument for data collection and analysis
Qualitative methods depend upon researcher’s ability to
Process information
Respond to social cues
Adjust research design

3. The Role of the Researcher in Data Collection: Before
Before data collection begins the researcher must:
Determine what method(s) to use
Interviews
Observations
Establish a sample and select participants
Size of sample
Qualities/Characteristics of participants
Establish relationships

4. The Role of the Researcher in Data Collection: Before
Draper and Swift’s (2011) Rule of Thumb: If you want to know about what people do in public using observation is wise; if you want to know more about what people do in private and/ or their thoughts/feelings on a topic then interviews will provide more information.

5. Interviews or Observation
Prior to data collection:
Determine what type of interview you plan to conduct
Structured, semi-structured, unstructured
Develop strong questions
Conduct pilot groups to rule out any questions that may not be useful
Decide on individual or group interviews
Establish a comfortable location for completing interviews
Have needed accessories
Recorder
Paper/Pen

6. Preparing for Observations
Prior to data collection:
Gain access
Determine the focus of your observation
Develop plan for collecting field notes
Electronic
Have needed materials: Template for field notes or computer/tablet
Handwritten
Notebook
Writing utensils

7. Forming a Sample / Selecting Participants
Important factors in establishing a sample:
Size
“Large enough to answer the research question but not so large that the amount of data prohibits in-depth analysis.” (Draper & Swift, 2011, p. 6)
Participant Qualities/Characteristics
Personal experience and/or knowledge related to the topic
Ability to verbalize, clarify, and explain information shared

8. Establishing Relationships
Benefits of establishing relationships prior to data collection:
Can assist in gaining access
Promotes trustworthiness
Opens the door for alternate interviewing techniques that only present themselves when significant, positive relationships are developed
Peer Interviewing
Story-Sharing

9. The Role of the Researcher in Data Collection: During
Improved data collection
Traditional Approaches
Interview
Observation
Story Sharing

10. Interviews
Nonverbal information is not often addressed/considered

11. Four Basic Models of Nonverbal Communication
Proxemic (use of interpersonal space)
Chronemic (use of pacing of speech and length of silences)
Gordon, 1980.
Kinesic (body movement and posture)
Paralinguistic (variations in volume, pitch, and intonation)

12. Example of Matrix for Collecting/Organizing Nonverbal Data
Emotion
Adapters
Lexical Movements
Symbolic Gestures
Happiness
Not meaningful gestures, manipulate person or object
Conversational gestures that accompany speech
Symbolic gestures like thumbs up
Sadness
Anger
Fear
Disgust
Surprise
Other
Based on Krauss et al. (1996) typology of nonverbal behaviors and Ekman’s (1972) Neurocultural Model

13. Another Example of a Matrix
Emotion
iconics
metaphorics
Beats
Deictics
Emblems
Happiness
Sadness
Anger
Fear
Disgust
Surprise
Other
Based on McNeil’s (1992) classification scheme of Gestures and Ekman’s (1972) Neurocultural Model

14. Focus Group Include data re: the level of consensus
Matrix to track agreement for each question
Can collect nonverbal communication data during focus groups
Can use Venn diagrams to look at subgroup responses

15. Example of How to Collect Consensus Data
Focus Group Question
Member 1 2 3 4 5 1 …
A = Indicated agreement (verbal, nonverbal)
D = Indicated dissent (verbal, nonverbal)
SE = Provided significant statement or example suggesting agreement
SD = Provided significant statement or example suggesting dissent
NR = Did not indicate agreement or dissent

16. Observations Geographic Information System
Collect and analyze a database of geographical features
Qualitative data can be integrated to enhance understanding of phenomena within geographical and spatial contexts to reveal trends, patterns, and relationships
Photographs, videos, drawings/paintings
Participants given cameras to take own pictures
Self-photographs, self-videos to help express viewpoints
Computer-mediated conversations
Social Networking
Texting
Wheeldon &Faubert, 2009

17. The Role of the Researcher in Data Collection: During
What other ways can the researcher collect data?
Concept Maps
Collect unsolicited reflections from research participants
Allow researchers to ground theory within data
Provide participants with the visual means to share their experiences and perspectives in flexible and distinct ways
Challenges: How participants understand the maps, how maps are defined within the academic community, and how researchers analyzes participant-completed maps
Wheeldon &Faubert, 2009

18. The Role of the Researcher in Data Collection: During
Multi-mode approaches
Digital storytelling: an amalgamation of visual elements with text, music and first-person narration to convey a story
Creative writing (poetry): an investigation of meaning and gives deeper understanding of subjective experiences
Design charrette: commonly used in the planning and designing of community to generate new ideas and solutions to a design based problem
Photovoice: combination of photographs with descriptions of the photographs written by the photographer
These yield diverse perspectives, allow for triangulation, and are suitable for vulnerable audiences
Walsh, Rutherford & Kuzmak, 2010

19. The Role of the Researcher in Data Collection: During
Six themes for conducting interviews with children:
Getting to Know Me: Establishing a connection during the interview
Every Picture Tells a Story...Writing, Drawing, Storytelling: Journaling and drawing pictures as starting points for establishing rapport
Helping With the Jitters: Conducting roup interviews and creating safe settings
I May be Young, But I Can Tell You About Me: Telling stories as recall
To Be or Not to Be: Parents have option to be in the interview
I Don't Want to Play: Children have the choice to participate
Spratling, Coke & Minick, 2012

20. The Role of the Researcher in Data Collection: After
Enhance Reflexivity: Debriefing
Why?
Who?
What?
Onwuegbuzie, Leech & Collins, 2010

21. Enhancing Reflexivity: Debriefing
Why?
Examine role of Bias A
Researcher Participants
Examine role of Bias B
Participants Researcher
Onwuegbuzie, Leech & Collins, 2010

22. Enhancing Reflexivity: Debriefing
Who?
Knowledgeable
Not directly involved
No vested interest
Prior reading of transcripts/formulating questions
Open ended questions, foster feelings, foster thoughts
Onwuegbuzie, Leech & Collins, 2010

23. Enhancing Reflexivity: Debriefing
What?
Researcher’s interview background/experience
Researcher’s perceptions of the participant
Perceptions of non-verbal communication
Interpretations of Interview findings
Impacts on the researcher
Impacts on the participants
Ethical or political issues
Unexpected issues or dilemmas
Onwuegbuzie, Leech & Collins, 2010

24. Activity: Debriefing Experience
Groups of 3
Interviewer
Participant
Debriefer (Observe)
Interviewer: “Share about your experiences conducting an interview”

25. Activity: Debriefing Experience
Potential Debriefer Questions
How comfortable were you interacting with the participant?
What responses did you feel were most helpful? How did they influence your perception of the whole interview?
To what degree were the findings similar or dissimilar to your thoughts prior to conducting the interview?
In what role did age/race/gender/culture/status play in shaping your interpretations of the interview data?
How will you conduct future interviews based on what you learned?

26. Questions