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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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