Wednesday, September 24, 2008

Pilot study from the sifu herself

dateThu, Jan 10, 2008

I see no problem in using pilot interviews as part of the data in the actual study. As you said, sometimes these pilot interviews are wonderful! Part of the reason for doing a pilot study (actually, for my students, it's more likely to be pilot interviews, not a whole small study) is to test how well the questions work in getting information, revising questions and maybe the order of questions, and of course getting some experience doing interviews. However, many students don't do a pilot study/interview and so the first couple of interviews of their actual study function the same way "pilot" interviews do - allowing you to refine the process.
Since qualitative studies are by their nature "emergent" in terms of design, it is expected that interview questions, even who you interview might change somewhat as you move along in your study. This is as it should be because you, the researcher, are being responsive to the data as you collect and analyze it.
Ultimately, though, you have to do what your committee wants! I don't know of any specific reference for this, but you might look at Patton (2002)who is very reasonable in terms of procedures - and of course you can use my email :)! Good luck to you, Sharan

conversations on pilot study

Like your colleagues we find that instrumentation rigor and bias
management are major challenges for qualitative researchers employing
interviewing as a data generation method in their studies. Although a
usual procedure for testing the quality of an interview protocol and for
identifying potential researcher biases is the pilot study in which
investigators try out their proposed methods to see if the planned
procedures perform as envisioned by the researcher, we have found that
sometimes piloting is not practical because researchers do not want to
loose limited research participants and their valuable information to a
pilot study database not used in the study proper or the researcher does
not want to take up participants' valuable time with under-developed
questions. In such cases we find an "interviewing the interviewer"
technique can serve as a useful first step to create interview protocols
that help to generate the information proposed and to assess potential
researcher biases especially if the researcher has a strong affinity for
the participants being studied or is a member of the population itself
(e.g., nurses studying nurses). In the interviewing this interview
approach the researcher assumes the role of a study participant and
enlists a colleague to conduct the interview. The interview is recorded
and the researcher reviews the contents to see what information was
generated via the questions. The researcher can also use techniques such
as journaling or interpersonal-process recall to examine thoughts and
impressions that surfaced during the interview which might bias the
analysis of the "real" interviews of the study.



Asking for an operational definition of spirituality in an (in-depth I presume) interview study is odd. One way to address it might be to examine the role of spirituality, how it is generally conceptualized, in the transformational literature. Then make the case that there is more to be learned and what is needed is in-depth study of these women's experiences to deepen understanding of spiritual transformation and health and as you indicate, it needs to be grasped through their own understanding and consciousness. Working with a more solidified view of spirituality, like what some kind of operational definition might imply, would limit the depth of understanding needed for the study.



I do not think it necessary to have a pre-defined operationalization of the term. If it makes sense in your study, you can use their responses to have a definition emerge, but that is your call. have done research on spiritual journeys with gay and lesbian persons, and asked to use their own sense of what spirituality was for them. It worked very well. In my work, it was not important for them to give me an eloquent or cogent definition of spirituality, though I certainly got a rich sense ofhow they think of it in their lives, through indirect questioning. It worked perfectly for my purposes.

I do not think it necessary to have a pre-defined operationalization of the term. If it makes sense in your study, you can use their responses to have a definition emerge, but that is your call.

Well, yes, right, good. In the understanding of that in another means opening yourself to the other, as you know, so the inner clarity that comes with own self awareness of the phenomenon helps to open doors. What I mean is your own awareness and openness facilitates the interview process into becoming meaningful dialog where potentially a co-investigator relationship develops - both you and the interviewee becoming invested in gaining understanding, both at information and feeling levels.

question for me to ponder about learning..

What counts as learning? In the current public discourse of ever-narrowing
definitions of learning, achievement, and educational value, ethnographic
research offers powerful evidence that not everything that matters is being
counted. Ethnographers of education around the world continue to reveal the
importance and complexity of social, cultural, and linguistic life in schools,
of processes of learning, and of the intricate relationships upon which it
depends. How can we make accounts of this complexity heard within a popular
discourse and public policy that seem ever more committed to simplifying
definitions and solutions?

Reflexivity

Reflexivity involves a "conversation with the self," where you question your assumptions, biases, inspiration, and the source of your "findings." Keep a daily journal of your readings, your analysis thoughts, and your interpretation of the data vs. the interpretations that you thought might derive from subjects. This was exceptionally helpful in (a) separating your constructs from the internal world of the teams that you studied, and (b) verifying whether your "findings" came from the data or from the most recent article that you had read.

Data Saturation

According to Creswell (2005), saturation is the "state where the researcher
makes a determination that new data will not provide new information or
insights for the developing of categories" (p. 598).

Onwuegbuzie, A. J., & Leech, N. L. (2007, February). A call for qualitative
power analyses. Quality and Quantity, 4(1), 105-121.

Guest, G., Bunce, A., & Johnson, L. (2006). How many interviews are enough?
An experiment with data saturation and variability. Field Methods, 18(1),
59-82. _http://www.sagepub.com/journalsProdDesc.nav?prodId=Journal200810_
(http://www.sagepub.com/journalsProdDesc.nav?prodId=Journal200810)

Morse, J. (2000). Determining sample size. Qualitative Health Research,
10(1), 3-5.

Morse, J. (1995). The significance of saturation. Qualitative Health
Research, 5(2), 147-149.

How to cite oral sources

Refer "From Memory to History: Using Oral Sources in Local Historical
Research" by Barbara Allen, William Lynwood Montell
Author(s) of Review: Joel Gardner
The Oral History Review, Vol. 10, 1982 (1982), pp. 153-154


or: http://www.easybib.com>.