Sociology

What is Qualitative Research
Qualitative research is a subjective mode of inquiry which allows the researcher to introduce their own bias to help produce a complete picture of human behavior (Punch, 2005128). The objective of qualitative research is to gather an in-depth understanding of human behavior and the causes of such behavior. Researchers investigate the why and how of decision-making processes. Hence, the focus is data generation rather than prediction. As such, smaller samples are adequate to generate data.

The essential differences between quantitative and qualitative research are as follows 1) the objective of qualitative research is to gain a broad understanding of the underlying reasons and motivations of human behavior, while that of quantitative research is to quantify data and provide reliable generalizations of human behavior (for prediction purposes) 2) in qualitative research, data are not quantifiable whereas in quantitative research data ought to be quantifiable 3) quantitative research is ideal for validating hypotheses whereas qualitative research is ideal for generating meaningful categories (Punch, 134).

Qualitative researchers often use different approaches in data collection, such as shadowing, storytelling, ethnography, and grounded theory practice (Powell and Connaway, 2004). Contemporary approaches include action research, disaster risk reduction management, and actor-network theory. Data are usually collected through the use of structuredunstructured interviews, focus group discussions, observation, participant observation, and critical reflection. The data collected include life stories, informal narratives, literary texts, and short responses.

Qualitative researchers organize data into recognizable patterns as the basis for organizing reports. Ideal types are generated to serve as analytical frameworks (this should not be confused with theoretical or conceptual framework). Induction is utilized to generate more data, and to some extent present textual criticisms.

When should you use qualitative research
Qualitative research is ideal when structured research is not possible (Punch, 2005125). For example, suppose that a researcher wants to know the way of life of a particular tribe. Structured research does not provide flexibility in data creation because it condenses data into rigid categories. It is possible that data generated may vary from period to period (as in the case of ethnography). The researcher therefore is obligated to review hisher data from time to time. In structured research, this is not possible. If a researcher modifies hisher data, then the overall accuracy and reliability of the study is gravely affected.

Qualitative research should be utilized when true responses are not available (Punch, 2005125). For example, suppose that a researcher wants to know the traditional meaning of kali in Malaysian. The researcher has two options. He could either utilize the survey method or conduct unstructured interviews in a traditional village. Clearly, the survey method will not generate meaningful responses from the sample population (because it is the researcher who provides the choices in the questionnaires). Unstructured interviews yield meaningful results because the data generated are not contained within the researchers preferences. In short, by deduction, the researcher can derive the true meaning of a particular concept.

Qualitative research may also be necessary in situations where it is unclear what exactly is being looked for in a study (Punch, 2005129). Here, the researcher needs to be able to determine what data is important and what is not. Some studies focuses on the generation of a problem and in some cases, designing appropriate research methodologies. In most cases, however, qualitative research is used to explain (not validate) quantitative results.

Describe the process of coding data for qualitative research.
In qualitative research, data coding is perhaps the most difficult phase of the research process. This is because the burden of the researcher is to choose which data are meaningful and which are not. In data coding, the researcher needs to go through all the data to look for things pertinent to answering the research question. The research question though provides clues which data should be coded (since the research question is specific and concrete).

The researcher then needs to write headings, labels, and preliminary categories to determine meaningful data. However, a label or a heading is only a general indicator. It is neither the starting point of analysis nor the analytical framework itself. As a rule, new observations and insights should produce new labels. At this point in time, the researcher should not bring in theories relevant to the data. The researcher should also avoid coding data for personal preferences. The researcher should try to code the data as a complete set. The researcher may have interesting data not peculiar to the study. The coded data should be kept in a special file for future use. Note that analysis in this case is not discovering a story, it is co-creating a story with the data.

Qualitative or Quantitative Study
In the case, a researcher is called to investigate a problem. The library director hands a memo to the researcher. The memo says last year in your annual report, you said that reference questions were up, which was a good thing because it shows that people trust and respect librarians expertise, and that your instructional sessions are working by encouraging more people to ask questions. However, in the most recent annual report you just handed in for the current year, you said that reference questions were down, which is a good thing because it shows that people have been empowered by your library instruction, so that they are now more independent learners than they were, and dont need to ask as many questions. Other possible explanations are as follows 1) library users gained access to new forms of instructional sessions 2) there was a change of habit on the part of users (say, from engaging in instructional sessions to other forms of recreation) 3) users became bored of the instructional sessions, and 4) it is also possible that both claims (in the memo) are true. How can claim (4) is possible. This is possible because the specifics of the claims are situated in two different time periods.

The high demand for instructional sessions (last year) is good because it shows that individuals patronize this medium of instruction. One may also claim that the decline in the use of instructional sessions is a sign of educational empowerment (current period). This shows that individuals had gained some level of instructional sophistication. They could experience new learning habits with or without the use of instructional sessions. Hence, the effect of the behavioral change is also good.
In order to determine the specifics of the behavioral change, the researcher can both utilize quantitative and qualitative research methods (Powell and Connaway, 2004). Quantitative method will determine the causes of the behavioral change. Qualitative method will explain whether or not the decline in the use of instructional sessions is a sign of educational empowerment. If the researcher chooses to use both methods, then heshe will be able to provide a complete evaluation of the scenario.