Category: Unit 6

As a consumer of research reports, the most important things for me in the methods and results sections of a high-quality qualitative research report are:

–          Appropriate research design that addresses the purpose of the study

–          Appropriate method for collecting data

o   Data collection is ethical and thoughtful

–          The researchers establish the trustworthiness and dependability of their study by:

o   Using at least three acceptable strategies to validate their findings

o   Researchers identify any possible biases

Short but sweet. I feel if a qualitative research study meets the above criteria it is likely to be reliable and could be a valuable resource if it is relevant to your research. I should note, I prefer quantitative studies over qualitative as I find qualitative to be subjective.

Discussion question:

Is there a way to combine quantitative and qualitative research studies that would add value to one’s research?

References

Chan, K. W. C, & So, G. B. K. (2017). Cultivating servant leaders in secondary schooling. Servant Leadership: Theory and Practice, 4(1), 12-31. Retrieved from http://www.sltpjournal.org/uploads/2/6/3/9/26394582/03chan_so_vol_4_issue_1.pdf

Plano-Clark, V., & Creswell, J. (2015). Understanding research: A consumer’s guide (2nd ed.). Boston, MA: Pearson.

https://create.twu.ca/ldrs591-sp18/unit-6-learning-activities/

Did the researchers use at least three strategies to validate the findings?

It was not explicitly written, but the authors may have performed some form of bracketing, as Chan & So wrote, “these two researchers are conscious of researcher biases, and aim to generate evidence-based interpretations of the subjects.” (2017, p. 21) However, the authors did not explicitly use any of the four strategies listed in Plano-Clarke & Creswell, bracketing, triangulation, member checking, and an audit. However, Plano-Clarke acknowledges there are “many different strategies for validating their qualitative findings in reports.” (2015, p. 364) Overall, Chan & So could have done a better jump validating and showing the trustworthiness of their report.

1/3

Did the findings include a good description of the people, places, or events in the study?

The authors provide general details of the people such as their age and place of education. However, they provide no specific details about the individuals, classes, or school. The authors should have provided additional details to create a detailed picture of the participants, events and the study.

1/3

Did the findings include appropriate themes about the central phenomenon?

Chan & So identified seven themes from their coding: listening, empathy, empathy, empathy and healing, awareness, planning: conceptualization and foresight, persuasion, and community building. (2017, p. 22) Plano-Clarke & Creswell suggest five to seven themes indicate a higher quality of qualitative research. (2015, p. 377)

2/3

Did the findings provide a good exploration of the central phenomenon?

 

Chan & So dissected the seven themes into subthemes to provide a further understanding of the data and answer their two research questions. The study confirmed servant leadership training can be a part of a secondary school co-curriculum program. The researchers provided a general understanding about how servant leadership can be developed in students aged 15 to 17. Overall, Chan & So provide a basic framework for how the development of servant leaders could look in secondary schools. The authors provide clear explanations of the three stages of servant leadership training, serve, lead, and build, and how they connect with the seven themes found throughout the coding process.

3/3

References

Chan, K. W. C, & So, G. B. K. (2017). Cultivating servant leaders in secondary schooling. Servant Leadership: Theory and Practice, 4(1), 12-31. Retrieved from http://www.sltpjournal.org/uploads/2/6/3/9/26394582/03chan_so_vol_4_issue_1.pdf

 

Plano-Clark, V., & Creswell, J. (2015). Understanding research: A consumer’s guide (2nd ed.). Boston, MA: Pearson.

 

https://create.twu.ca/ldrs591-sp18/unit-6-learning-activities/

 

 

I believe Chan & So (2017) used a grounded theory research design to complete their study. First, the purpose statement identifies a process to explore and the need to fill a gap in present theories.  Second, the researchers collected data through interviews, from multiple people with different experiences and perspectives. Third, the researchers analyzed data using multiple stages of coding. Finally, the researchers described the categories and themes found within the data and their relation to each other in theory, and they developed a theory which they explained in text and through visual means. (Plano-Clarke & Creswell 2015, p. 297 – 298) 

The researchers asked two research questions. First, “Can servant leadership training be a part of a secondary school co-curriculum program?” (2017, p. 19) Second, “How is servant leadership developed in learners at a secondary school?” (2017, p. 19) The authors of the study were justified in using grounded theory as the research design addressed the purpose of their study. The purpose of the study was to, “explore a possible pathway to cultivate servant leadership attributes among learners in secondary schooling.” (Chan & So, 2017, p. 19) Moreover, Chan & So recognized the need to develop a broad theory addressing the development of servant leadership in secondary learners, aged 15 to 17 as there was a hole in recent research. Plano-Clark & Creswell explain the purpose of grounded theory is, “to generate theory about a process, action, or interaction.” (2015, p. 301) Thus, Chan & So research design successfully addressed the study’s purpose, which allowed them to create a “Framework of Servant Leadership Development for Adolescent Learners.” (Chan & So, 2017, p.19)

 

What research design was used to guide the study? Was it justified?

2/3. The authors could have been clearer of their research design as it could easily be mistaken as a case study.

Does the qualitative research design address the study’s purpose?

3/3

References

Chan, K. W. C, & So, G. B. K. (2017). Cultivating servant leaders in secondary schooling. Servant Leadership: Theory and Practice, 4(1), 12-31. Retrieved from http://www.sltpjournal.org/uploads/2/6/3/9/26394582/03chan_so_vol_4_issue_1.pdf

 

Plano-Clark, V., & Creswell, J. (2015). Understanding research: A consumer’s guide (2nd ed.). Boston, MA: Pearson.

Unit 6 Learning Activities