CJUS 507- Discussion Forum 4-Reply 2

CJUS 507- Discussion Forum 4-Reply 2

Reply must be 250 words and include citations from at least 1 scholarly sources. Each thread and reply must follow current APA format.

Glesne, C. (2016) Becoming qualitative researchers: An introduction (5th ed.). New York, NY: Pearson.

Toni

Articulate the importance and usefulness of focus groups

For the researcher, focus groups provide the opportunity to interview several people at once regarding a topic (Glesne, 2016). The researcher poses a question or questions to the group allowing for the group to express differing or similar viewpoints and opinions on the topic (Glesne, 2016). The ability to speak and listen to several people within the group in a series of focus groups saves time and possible travel (Glesne, 2016). A skilled group facilitator, asking appropriate questions to elicit responses and information from the group, provides a secure interaction between the group members, which is as important as the information offered (Glesne, 2016). If several focus groups are held, the group is more relaxed and comfortable in speaking about possible uncomfortable topics. Per Glesne (2016), the group interaction provides reflection, knowledge, and potential growth for the group members, ideally creating a closeness that allows for quieter members to also discuss the topic. Focus groups are particularly useful in action and evaluation research in which participants may know to each other or the facilitator, such as conducting a group in the workplace (Glesne, 2016).

Compare and contrast the role of ethnographies and case studies in data collection

The data collection timeframe for ethnographic studies tends to be lengthy, undertaken in a group’s natural setting in which the researcher immerses self in the culture, possibly living within the setting, to determine what information is necessary for data reporting (Qualitative Data Collection, n.d.). Ethnographies utilize the most frequent types of data collecting methods, interviewing, and observing (Glesne, 2016). Data is collected via probing questions and interviewing and allows the researcher to be guided by the participant in helping to understand the social world of the participant in his word (Qualitative Data Collection, n.d.). With the help of the participants, the researcher gains an understanding of the culture studied, and through data collection can potentially generate a completely new hypothesis (Qualitative Data Collection, n.d.).

        Case studies also require a long-term commitment to gather data and focus on the setting of a situation to “explore processes and outcomes” (O'Leary, 2005, p. 150).  Before data collection, the researcher must decide on the context within the case study as either intrinsic, instrumental, or collective (Qualitative Data Collection, n.d.).  An intrinsic case study is to understand the "intriguing nature" of a study, and an instrumental case study emphasizes broader issues that stem from the case, and collective case studies utilize several cases (Qualitative Data Collection, n.d.).  Since the case study is incredibly in-depth, as in ethnography, the research potentially creates a new hypothesis about a specific “phenomenon” (Qualitative Data Collection, n.d.).  Furthermore, case studies are unique to ethnographies in that the data collection applies to an event, a singular case, episode, setting, or group (O'Leary, 2005). Case study data collection can be individualized, such as gender, an institution such as a school, a cultural group such as Italians, or an event such as 9/11.  The goal of the researcher is to choose a case or cases based on interests (O'Leary, 2005).

        All types of data collection are geared towards potentially helping the world understand a culture or situation.  The Bible also seeks to provide knowledge to those who listen and read the word of God, “and he has filled him with the Spirit of God, with wisdom, with understanding, with knowledge and with all kinds of skills” (Exodus 35:31, New International Version).  

References

Glesne, C. (2016). Becoming Qualitative Researchers: An Introduction. Boston: Pearson.

O’Leary, Z. (2005). Researching Real-World Problems: A Guide to Methods of Inquiry. Thousand Oaks: Sage Publications.

Qualitative Data Collection. (n.d.). Presentation, Online.