Qualitative Research in Practice : Stories From the Field - Blogs Unpad
Qualitative Research in Practice : Stories From the Field - Blogs Unpad
Qualitative Research in Practice : Stories From the Field - Blogs Unpad
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<strong>Qualitative</strong> research <strong>in</strong> practice<br />
So whereas <strong>in</strong> o<strong>the</strong>r research we may just be able to<br />
go out <strong>the</strong>re and capture <strong>the</strong> <strong>in</strong>formation we need, <strong>in</strong><br />
agency research we need to be able to be more<br />
responsive to <strong>the</strong> particularities of each situation we<br />
encounter and to modify our plans accord<strong>in</strong>gly. Sometimes<br />
this means we get a less than ideal data capture,<br />
but that is <strong>the</strong> way it is and we do not have a right to<br />
underm<strong>in</strong>e <strong>in</strong>terventions <strong>in</strong> <strong>the</strong> pursuit of good quality<br />
data.<br />
Ano<strong>the</strong>r issue was <strong>the</strong> potential for research data to<br />
be used <strong>in</strong> staff evaluations. This was one of <strong>the</strong> reasons<br />
that lay beh<strong>in</strong>d <strong>the</strong> decision to set up <strong>the</strong> research<br />
centre as functionally separate from <strong>the</strong> service delivery<br />
arm of <strong>the</strong> organisation and also for build<strong>in</strong>g a strong<br />
relationship with <strong>the</strong> university. We ma<strong>in</strong>ta<strong>in</strong>ed<br />
research records really carefully and <strong>in</strong> fact were never<br />
asked to furnish <strong>in</strong>formation to <strong>the</strong> organisation about<br />
performance issues. I th<strong>in</strong>k <strong>the</strong> organisation was very<br />
aware of this issue and handled <strong>the</strong> boundaries really<br />
well.<br />
Our background <strong>in</strong> qualitative research helped us<br />
to deal effectively with many of <strong>the</strong>se challenges<br />
because of <strong>the</strong> focus on develop<strong>in</strong>g and ma<strong>in</strong>ta<strong>in</strong><strong>in</strong>g<br />
good research relationships that will susta<strong>in</strong> <strong>in</strong>tense<br />
research. So our work emphasised work<strong>in</strong>g with<br />
people to f<strong>in</strong>d solutions to <strong>the</strong>ir concerns that could<br />
<strong>the</strong>n be fitted <strong>in</strong>to our methodology ra<strong>the</strong>r than simply<br />
tell<strong>in</strong>g <strong>the</strong>m ‘that was <strong>the</strong> way it had to be’.<br />
Comments<br />
It can readily be seen from <strong>the</strong> above examples of qualitative<br />
research that <strong>the</strong> researcher is <strong>in</strong>deed <strong>the</strong> <strong>in</strong>strument of <strong>the</strong>ir own<br />
research and that <strong>the</strong> <strong>in</strong>terpersonal relationships and dynamics<br />
which can emerge are complex and deeply charged for both <strong>the</strong><br />
researcher and <strong>the</strong> researched. Such research calls for researchers of<br />
<strong>the</strong> highest personal and professional <strong>in</strong>tegrity with a deep capacity<br />
for reflexivity.<br />
When we listen to <strong>the</strong>se direct accounts we can see how unique<br />
each study is and how guidel<strong>in</strong>es for conduct<strong>in</strong>g ethical research<br />
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