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Ethics and organisations Yvonne: To what extent were you treated as an insider or an outsider? Were you always an outsider or did you develop more of an insider status over time? Angelina: I think to the local officials I always remained as an outsider . . . but to the people in the community— because I’m hanging around the community, living in the community, shopping in the community—some of them treated me as a teacher from Hong Kong. So, sort of an insider/outsider because they knew that I was from Hong Kong but they treated me as a friend—a friendly researcher. Robyn Munford and Jackie Sanders—Working successfully with families We introduced Robyn and Jackie’s research on family support services in New Zealand in Chapter 1. This was a large project, involving academic and community partnerships and a diverse research team of academics, practitioners and community members. In addition to the research reports (Munford et al., 1996, 1998; Sanders et al., 1999), other publications arising from this research include two papers on ethical issues in qualitative research with families (Munford & Sanders, 2000a; Munford & Sanders, 2000b) and a textbook on family support work (Munford & Sanders, 1999). We asked Robyn and Jackie to talk about the composition and functioning of the research team as well as well as some of the ethical and organisational issues they encountered. Dorothy: Robyn: Could you say something about your research team— the different roles which people had, the cultural mix, how it evolved and the changes that occurred in the team over time? What it was like for each of you to be part of this research team? Well, I am very clear that this research would not happen without the full-time efforts of a researcher [Jackie’s role]. Jackie keeps the team on track and pushes the deadlines—all teams need this. Jackie and I are the longest-serving members of the team and have maintained the consistency as others have come and gone. I believe the secret of the success of the research 43
Qualitative research in practice Jackie: is the team and the commitment to team meetings and clarity around tasks. Goals are set and reviewed and members are clear about their roles. We are now fortunate to have on our team community members who are part of the agencies we are researching. We also have a mix of cultures and experience and this adds to the diversity. We continually review our individual contributions to the team and reflect on progress to date. We have been really lucky to have ongoing funding and I think Robyn is right—without someone whose job it is to keep the research going, research like this will often fall by the wayside. There are a lot of challenges, particularly in managing the relationships with service delivery staff and with funders, that really require someone’s constant attention. If this is added on to an already demanding job, say in teaching or practice, then it is always going to fall off the bottom of the list. We have really worked on the concept of teamwork and I feel are now at a point where we have a clear understanding of what being a team means. We have three people who are committed to completing the research. By this I mean the research as an activity is a central part of their working week. Two of us are employed part time with research money, and the other one, Robyn, is just amazingly dedicated to this process and has had an ongoing commitment to always contribute to the research despite the fact that she has ‘a day job’ as well. Her link into the university is really vital and we are more than lucky to have this connection and her incredible commitment. This core of three people do most of the hands-on work, keeping everything linked together and maintaining a focus on both the specific research activity of the day as well as the wider research program of which each project must be a part. We also have three team members who bring differing perspectives in terms of culture, gender, community, end user, and who also from time to time undertake specific research tasks, such as interviewing, running focus groups, assisting with recruitment of 44
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Qualitative research in practice St
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Contents The researchers vi Table o
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Contents 8 Presenting and writing u
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The researchers Anne Coleman began
Page 10 and 11: The researchers into factors associ
Page 12 and 13: Table of research studies Tim and W
Page 14 and 15: Preface In this book we aim to brid
Page 16 and 17: Preface known to us, either through
Page 18 and 19: 1 From practice to research In the
Page 20 and 21: From practice to research social wo
Page 22 and 23: From practice to research in relati
Page 24 and 25: From practice to research consumer
Page 26 and 27: From practice to research parent—
Page 28 and 29: From practice to research space—t
Page 30 and 31: From practice to research what peop
Page 32 and 33: From practice to research developed
Page 34 and 35: From practice to research or exit f
Page 36 and 37: From practice to research tracked d
Page 38 and 39: 2 Ethics and organisations The best
Page 40 and 41: Ethics and organisations relevant i
Page 42 and 43: Ethics and organisations Informed c
Page 44 and 45: Ethics and organisations Yet a mino
Page 46 and 47: Ethics and organisations Observatio
Page 48 and 49: Ethics and organisations Ethical an
Page 50 and 51: Ethics and organisations with the s
Page 52 and 53: Ethics and organisations Dorothy Sc
Page 54 and 55: Ethics and organisations happened,
Page 56 and 57: Ethics and organisations an intensi
Page 58 and 59: Ethics and organisations to outside
Page 62 and 63: Ethics and organisations Dorothy: R
Page 64 and 65: Ethics and organisations can only e
Page 66 and 67: In-depth interviewing them or not m
Page 68 and 69: In-depth interviewing Stories give
Page 70 and 71: In-depth interviewing experience of
Page 72 and 73: In-depth interviewing There is a re
Page 74 and 75: In-depth interviewing data sought,
Page 76 and 77: In-depth interviewing interview. Th
Page 78 and 79: In-depth interviewing Generally, th
Page 80 and 81: In-depth interviewing in-depth inte
Page 82 and 83: In-depth interviewing Yvonne: So a
Page 84 and 85: In-depth interviewing Sampling Yvon
Page 86 and 87: In-depth interviewing much they tal
Page 88 and 89: In-depth interviewing encouraged mu
Page 90 and 91: In-depth interviewing contact, the
Page 92 and 93: Observation Choosing observation Li
Page 94 and 95: Observation The observation process
Page 96 and 97: Observation When to observe and for
Page 98 and 99: Observation Anne Coleman—Five sta
Page 100 and 101: Observation Yvonne: Anne: Yvonne: A
Page 102 and 103: Observation Anne: Another useful th
Page 104 and 105: Observation couldn’t understand h
Page 106 and 107: Observation interesting because I s
Page 108 and 109: Observation of questions separate f
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Tailoring data collection We focus
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Tailoring data collection The exper
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Tailoring data collection be achiev
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Tailoring data collection Making us
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Tailoring data collection children
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Tailoring data collection collectio
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Tailoring data collection • Settl
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Tailoring data collection Caroline
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Tailoring data collection Dorothy:
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Tailoring data collection Dorothy:
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Tailoring data collection Tim: real
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Tailoring data collection supermark
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Tailoring data collection Wendy: th
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6 Mixing methods ‘Mixed methods
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Mixing methods the different compon
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Mixing methods methods which allowe
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Mixing methods obtained through one
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Mixing methods in itself. Rather, t
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Mixing methods and how they would e
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Mixing methods violence; that they
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Mixing methods incredibly arrogant
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Mixing methods about 1200 organisat
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Mixing methods Yvonne: that overarc
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Mixing methods Yvonne: Cheryl: Yvon
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Mixing methods reducing the benefit
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Analysing data possible about what
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Analysing data sometimes referred t
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Analysing data Team research makes
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Analysing data crying—and I could
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Analysing data Analysing the observ
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Analysing data I’d said that’,
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Analysing data straight to the inte
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Analysing data They also highlight
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Presenting and writing up be used.
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Presenting and writing up participa
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Presenting and writing up the princ
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Presenting and writing up difficult
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Presenting and writing up adopted c
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Presenting and writing up Yvonne: L
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Presenting and writing up of the th
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Presenting and writing up Tim: stor
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Presenting and writing up Anne felt
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9 Epilogue: From research to practi
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Epilogue are presented to the way i
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Epilogue • Diffusion (disseminati
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Epilogue practical and simple langu
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Epilogue violence, the things we em
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Epilogue [it] was dragging me along
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Epilogue through reporting the expe
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References Beresford, B. 1997 Perso
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References Darlington, Y., Osmond,
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References Johnson, K. & Scott, D.
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References ——1995 In-depth Inte
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References ——1990 Writing Strat
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References Tilse, C. 1994 ‘Long t
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Index Page numbers in italics refer
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Index ‘getting in/getting on/gett
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Index quantitative research 3; meth
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