Learning Activity 9.1- Unit 9

Unit 9 Learning Activities

In response to Jami-Lee Keith’ podcast about her action research project

Criteria for evaluating the use of action research in research report

 

The researcher focuses on a real problem in practice or the local community

Jamie proposed her action research plan that I can feel the struggle she had at the tutoring center. She focused on one problem which is staff motivation been low due not being paid for extra time, not having feedback, and having few interactions with one another.

Rate 3

The researcher collaborates with staff at workplace/community members

She has a plan to conduct an action research study in the context of her own practice. She wants to start her project, working with the staff member and clients looking for improvement.

Rate 2

The research process includes careful reflection about the problem

The area of her focus mentioned, talking with others in the setting, reading available literature and gathered relevant information.

Rate 3

Multiple sources of good information are used

She is planning to collect quantitative data in the form of a survey from staff who are involved: how happy at work in the center, how their motivation can be improved, what is the important factor for job satisfaction. She has the intention to resolve the problem from the collected data.

Rate 2

A good action plane is advanced

comments from staff, meeting to discuss the results, discussing why these issues were occurring and what can be done to improve, there is an idea sharing the results with the staff and clients to gather more data needed for her action research plan.

Rate 2

The study used good action research process

The research process included thinking, looking and gathering information to act on them. The reflection added in the way she wants to collect feedback from the staff and clients.

Rate 3

The study results in meaningful actions to address the problem

Its based on research that will stimulate a workable solution at her workplace.

The action enhances individuals by improving practice, empowering the staff and solving the problem.

Rate 3

Quality rating: High quality

0=Poor

1= Fair

2= Good

3= Excellent

Overall quality

0-10= Low quality

11-16=Average quality

17-21= High quality

Resources

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

Learning Activity 8.2

 

Unit 8 Learning Activities

 

References

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

Learning activity 7.2-Unit 7

 

Unit 7 Learning Activities

Beck, C. D. (2014). Antecedents of servant leadership: A mixed methods study. Journal of Leadership and Organizational Studies, 21(3), 299-314.

What was the purpose of the study?

The absent of empirical studies on the antecedents of servant leadership was the purpose of this study (Beck, C. D., 2014, p.299)

Is there a rationale provided for needing a mixed methods design?

Beck (2014) noted in his study that, “Given the complexities of leadership, quantitative results may be inadequate; therefore, qualitative data are needed to help explain initial quantitative data. The combination of quantitative and qualitative data should provide a complete picture and a “voice of the participants” (p.302). The author follows Creswell and Plano Clark (2007) suggestion, using quantitative data are inadequate in addressing the domain of leadership.

Rate 3

Did the quantitative method are of good quality based on the standard of quantitative research?

All the criterions have chosen for this study

Data collection were from a web-based survey using SLQ form, collected from 499 recruited leaders and 630 raters. All data analysis completed before approaching the next phase. Descriptive statistics and Pearson correlation served as the basis for analyzing the independent and dependent variables. One-way and two-way ANOVA test are done. A significant difference was set to be (p<0.05), the authenticity of the participants included in the study, and the results were achievable (Beck, 2014, p.302-304).

Rate 3

Did the qualitative method are of good quality based on the standard of qualitative research?

Data collection were in-depth one-on-one audiotaped interviews, collected from 12 recruited participants from leader pool- phase. The interview included nine open-ended questions were pilot tested for clarity. The participants informed that the interview would be audio-recorded and transcribed verbatim. The participants reviewed the transcripts of their interviews to clarify or expand their responses as needed. The qualitative data were explored and coded to help explain why these participants demonstrated exemplary servant leadership behavior. They reviewed the themes and codes to check for appropriateness. The validity or inference quality procedures used in this study included member checking, triangulation, and peer review (Beck, 2014, p.304).

Rate 3

Is the choice of the mixed methods design appropriate and justified?

A good method design is used to plan and implement the study. Beck, (2014) “employed a mixed methods sequential explanatory design consisting of two distinct phases: Phase 1, a quantitative study, followed by Phase 2, a qualitative study in which interviews conducted and responses were coded and analyzed for possible themes” (p.302). The mixed method design is fully described, including the decision for timing, priority, and mixing. Beck, C. D., (2014) included the “two phases in his study, the quantitative survey collected data in the form of servant leadership questionnaire (SLQ), and the qualitative data were one-on-one audiotaped interviews” (p. 302, 304). That indicates the initial quantitative components had the priority for addressing the study’s purpose, and the quantitative phase of the study built to the qualitative phase to produce qualitative findings that help to explain quantitative results as the criteria have been set (Plano-Clark & Creswell, 2015, p.396). Triangulation was used to analyze the quantitative and qualitative data to validate the findings of the data collected (Beck, 2014, p.302).

Rate 3

What were the results of the study?

The quantitative and qualitative components were explicitly merged, consistent with the overall mixed method design, and explicitly discussed at the end of the study. The study had four significant findings. First, the longer a leader is in a leadership role, the more frequent the servant leader behaviors. Second, those leaders who volunteer at least one hour per week demonstrate higher servant leader behaviors. Third, servant leaders influence others through building trusting relationships. Lastly, servant leaders demonstrate an altruistic mindset (Beck, 2014, p.304).

Rate 3

Does the use of mixed methods produce a good understanding of the study’s purpose? Does the study use a rigorous application of mixed methods research to address the purpose?

The findings provide complete, valid and in-depth answers to the study’s research questions. The integrated findings go beyond what was learned and answered the research question. The exemplary servant leadership in this study emphasized different aspects of SL in regarding of altruistic calling, emotional healing, wisdom, persuasive mapping, and organizational stewardship. The four major findings and the themes that emerged from the data analysis lend support to the notion that there are characteristics, behaviors, and life experiences that predict a servant leader (Beck, 2014, p.307). Validity in a mixed methods study is defined “as the ability of the researcher to draw meaningful and accurate conclusions from all of the data in the study” (Creswell & Plano Clark, 2007, p. 146).

The mixed method design is a good fit for the study’s research problem purpose. The quantitative and qualitative and diverse aspects of the study fit together in a logical way to address the study’s purpose.

Rate 6

Quality rating

0=Poor

1= Fair

2= Good

3= Excellent

Overall quality

0-10= Low quality

11-16=Average quality

17-21= High quality

Total score=21

My overall assessment=21

References

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

 

Learning activity 7.1-Unit 7

 

Unit 7 Learning Activities

The heart of the quantitative/qualitative debate is research problem and the purposeful approach. Plano-Clark and Creswell (2015) assert that “a quantitative research approach indicated when the research problem requires an explanation, while qualitative research approach indicated when the research problem requires exploration” (p.85-86). The argument in qualitative research is to explore the central phenomenon to develop and report description and themes. On the other side, the argument in the quantitative research is, the research problems call for explanation and measuring trends or variables to develop and report the results that are objectively compared with predictions and past studies (Plano-Clark and Creswell, 2015, p.193, 287).

Plano-Clerk & Creswell (2015) stated, “many of today’s research problem calls for both explanation and exploration” (p.381). Also added, “authors combined these two datasets to develop a complete understanding of the different modes of communication and the consequences of the use which lead to answer the research question” (p.383). Plano-Clark & Creswell (2015) proposed and explained; “the Mixed method is appropriate when researchers need to combine the strengths of quantitative and qualitative data, build from one type of data to the other, and to answer two research questions (p.385-386).

Thinking of using a combination of qualitative and quantitative data can improve an evaluation by ensuring that the strengths of another balance the limitations of one type of data. Therefore, providing that understanding enhanced by integrating different ways of knowing. Evaluation of invested both quantitative data (numbers) and qualitative data (text, images) disclose the importance of planning how these will be combined.  Stentz, Plano-Clark & Matkin (2012) stated, “researchers can maximize the strengths of each approach while making up for the weaknesses of the approaches, develop complete and complementary understandings, increase validity of results, use one form to build on the results of the other, and/or examine contextualized understandings, multi-level perspectives, and cultural influences” (p.1174).

Also, “quantitative approaches (such as surveys, correlational studies, or experiments) provide opportunities for analyzing existing leadership approaches, combining them with qualitative approaches (such as content analysis, case study, or grounded theory) can support new discoveries within the realm of existing leadership theory” (Stentz et al., 2012, p1174)

Applying both quantitative and qualitative approaches, the GLOBE researchers were able to uncover new understandings about cross-cultural interactions and how culture impacts leader effectiveness and in a way that is generalizable between cultures and within cultures around the world. (Northhouse, 2013).

Although “the GLOBE researchers used an overall quantitative approach for purposes of scientific validity, they applied a mixed methods approach within their multi-phase, multi-method project by embedding content analysis of interviews, focus groups, and published media (representing qualitative approaches) to capture richly descriptive culture-specific interpretations to account for cultural influences on leadership” (House et al., 2001).

I believe it’s a valuable approach to specific extent solving a problem and answer the research question. Plano-Clark & Creswell (2015) they provided in-depth different mixed method research design for scholars to amplify the intent of research and to produce the complete analysis results (p.390-403). Mixed method research appears to have an abroad insight and era on too many fields like healthcare, management, social science, leadership theory and its application.

Question: How many research question I can include in mixed method research design?

References

Creswell, J. (2017, June 1). What is the mixed methods research?[Video file]. Retrieve from http://johnwcreswll.com/videos/

House, R., Javidan, M., & Dorfman, P. (2001). Project GLOBE: An introduction. Applied Psychology: An International Review, 50(4), 489–505, http://dx.doi.org/10.1111/1464-0597.00070.

Northhouse, P. G. (2013). Leadership theory and practice (6th ed.). Thousand Oaks, CA: Sage Publications, Inc

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

Learning activity 6.3-Unit 6

Unit 6 Learning Activities

 

Russell, E. J., Maxfield, R. J., & Russell, J. L. (2017). Discovering the self-interest of servant leadership: A grounded theory. Servant Leadership: Theory and Practice, 4(1), 75-97.

 

Was the analysis process used rigorous qualitative procedures?

Russell et al., (2017) analyzed the qualitative data by hand, which required reading through the data and write notes and memos, then exploring the data as they indicated by “reading” and “rereading” as they explored the data, they also color-coded the different attributes. They used multiple stages of coding to note the relationships, then merged them to form selection for their themes. According to Plano-Clerk & Creswell (2017), they didn’t use “verbatim” as part of data preparation (p.357). Since they used open-ended questions as part of a questionnaire which considered one type of the interview process for the researchers to use (Plano-Clerk & Creswell, 2017, p.338), I believe its crucial to the precise extent.

Rate 2

 

Did the researcher(s) use at least three strategies to validate the findings?

Russell et al., 2017) used one of the strategies; the triangulation of data sources from multiple participants, and had another researcher perform an analysis for comparison (p.85). In Plano-Clerk & Creswell (2015) stated the four forms that frequently reported; Bracketing, Triangulation, member checking, auditing (p.364).

Rate 2

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

Russell et al., (2017) considered for-profit sectors, location, participants’ organizational position, gender, and age. They included the participants of the study in table 2 to show the organizational position of each participant and their for-profit sector. They included participants quotes and to the specific extent has some action words, which brings the description to life.

Rate 2

 

Did the findings include appropriate themes about the central phenomenon?

There are seven themes reported in two attributes; the theme conveys the essential ideas about the central phenomenon. They included the theoretical finding with attributes and themes in table 3; also they provided participants quotes as evidence of their experiences (Russell et al., 2017, p.87). It was no sub-theme included.

Rate 2

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

The researchers report the relationships among the theme in the form of attributes that formed the theoretical findings. They were “validation as a leader and freedom from management.” They convey these relationships in table 3 (Russell et al., 2017, p.87), which emerged from the writings of 14 participants and appears to demonstrate “how the self-interest of a leader benefits by serving followers” (Russell et al., 2017, p.92).

Rate 3

Did the data analysis represent a good qualitative process?

The data analysis was an inductive, interpretive and dynamic process presented through open-ended questions to coding the data and refining these codes to explicit the findings and form them as a theme. They reveal credible results to answer the study’s research question, despite the limitations which considered part of the systematic review.

Rate 3

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

In all parts, the findings provide rich and detailed information that answers the study’s research question.

Rate3

Quality rating

0=Poor

1= Fair

2= Good

3= Excellent

Overall quality

0-10= Low quality

11-16=Average quality

17-21= High quality

Total score=21

My overall assessment=17

Reference

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

 

 

Learning activity 6.4-Unit 6

Unit 6 Learning Activities

 

As a consumer of research reports, the most important thing(s) for me in the methods and results section of a high-quality qualitative research report is/are . . .

 

In qualitative research, participants are the key to explore the central phenomenon; therefore it’s essential to identify the participants and the site purposefully to best suit qualitative research.  Selecting specific strategies to guide the purposeful sampling, and the small number of site and participants to present the complexity of the site and the information provided by participants to help researchers answer the research question (Plano-Clerk & Creswell, 2015, p.330,332,335).

A rigorous research design shows all elements of the study fit together logically and coherently and help consumers understand the study. Understanding the how to critique the study is significant in quantitative and qualitative research. The purpose of choosing the procedures is crucial in qualitative research; hence, it’s necessary for interaction to answer the research question.

Method of collection informs the consumer and conveys the details of data analysis process, knowing the qualitative data analysis is Inductive, interpretive, simultaneous, and iterative may return to consumer more information to the gap in their exploratory research. The interaction in the data analysis process plays a dynamic role and defines the theme, therefore lead to emerged theory.

Finally, validating findings to ensure the accuracy and credibility of the findings and triangulation is a sign in a notion of finding evidence to support the theme, therefore, providing a good exploration of the central phenomenon.

 

Question

Considering saturation point and systematic review, does the limitations in a qualitative research influence the consumer in the way of how they evaluate the research report?