They Blinded Me With Science: Turning Qualitative Research ...
They Blinded Me With Science: Turning Qualitative Research Into Action Oregon Library Association Conference, April 8, 2011 Hannah Gascho Rempel, Uta Hussong-Christian, Margaret Mellinger The Map INTRODUCTION
Definitions/Best Practices Case Study at OSU Libraries Other Research/Analysis Models Q&A Quantitative Research Library Examples
Gate counts Space counts Circulation statistics Instruction statistics Surveys (defined-response) I have my own office and computer with dual monitors.
I have to share an office with 12 other grad students and we only have 3 computers to use. I need a bigger monitor. Qualitative Research Library Examples
Focus groups Personal interviews Surveys (open-response) Observational studies Photo diaries Best Practices Best for observations
that are not easily reduced to numbers Probe aspects of a particular issue Generate questions for a subsequent survey Generalizable? Be careful about that. http://cheezburger.com/View/3666062336 Survey (quantitative) Survey with open ended
questions Focus Groups Interview HOW TO TURN RESEARCH INTO REALITY Case Study: Our Experience with Qualitative Data Graduate Student Spaces & Services Needs
Focus Group Demographics 36 students from 8 colleges 4 focus groups 3 librarians 16 pizzas Focus Group Method 8 prompts Semi-formal manner Responses transcribed Responses coded for themes
Themes examined for frequency, extensiveness, intensity THEMES Services Spaces Support Library Services
Private Spaces Communication Library Resources Social Spaces Collaboration Campus Services Ambience
Mentoring Training Technology GTA Needs Group Work Create 3 actionable outcomes based on the quantitative and qualitative research in this paper
Set boundaries as you think necessary Keep track of your decision-making process, e.g. how did you choose what to do first/last? Report Back What drove your decision-making process? Patron group? Patterns you observed? Resources? Administrative hurdles? Identifying resources in short supply
FROM OUR DATA TO ACTION ITEMS Desired Outcomes Space Open classrooms for after-hours use Longer study room checkouts Better maps Grad student virtual space
Grad student physical space Limiters: Desire Meets Reality All Possible Limiters Time Money Space Power Relationships Personnel Policies
Short Term Limits Personnel Policies Relationships Medium Term Limits Money Relationships Power
Long Term Limits Space Relationships Money Personnel Power Time Space Short Term Open classrooms for afterhour use Lengthen study
room checkouts Medium Term Better maps Grad student virtual space Long Term Grad student physical space
Collaborate to Succeed Space , Grad Support Plan, Researche r Database ADMINI STRATIO Data N
Teaching, Analysis, Job Search COLLEGE or UNIT Presentation Space, Study Rooms, Circulation, Document Delivery INTERNAL Implementation Timeline Making research actionable
ANALYSIS MODELS Participatory Research Action Research SWOT TOWS Models
TOWS Turning Opportunities and Weaknesses into Strengths Internal Strengths Internal
Weaknesses External Opportunities External Threats SO ST WO
WT This is where Hannah goes into action ACTION RESEARCH Action-Reflection Cycle Observe Modify Evaluate
Based on McNiff, 2003 Reflect Act Reflective Practice Evaluate Based on what Ive learned, do I now think
Based on Sagor, 2005 My mental before picture is different from my mental after picture in that Social Science vs. Action Research Social Science Does management style influence worker productivity?
Will a different seating arrangement increase audience participation? Will more garbage cans decrease litter in the library? Does website design influence patrons ability to find scholarly articles? Based on McNiff and Whitehead, 2006 Action Research How do I improve my management style to encourage productivity? How do I encourage greater audience
participation through trying out different seating arrangements? How do I encourage a decrease in litter in the library with a change in garbage can availability? How do I increase patrons ability to find scholarly articles through website design? Using Weighting Factors to Prioritize Findings 5 Essential factor 3 Important factor 1 Worthy factor
Based on Sagor, 2005 Weighting Scale Programs/actions that do not address this need are not appropriate for use here. Programs/actions that address this need should be of significant help in improving performance. Programs/actions that address this need are better suited for use that those that do not.
Using Weighting Factors to Prioritize Findings Pertinent Action Research Finding Example: A library web site enabling me to locate information on my own, was of second-most importance to faculty based on desirability ratings. Finding Rewritten as a need Weighting: 5, 3, or 1
The library web site must enable faculty to locate information on their own. 3 Important factor Weighting Scale 5 Essential factor 3 Important factor 1 Worthy factor Based on Sagor, 2005 Making Research Actionable
Brainstorm Actions Based on Sagor, 2005 Assess Alternatives Review Rankings Repeat
Who has the right to speak, to analyze and to act? PARTICIPATORY RESEARCH Key Features Shared ownership of research Community-based analysis of social problems Orientation toward community action Kemmis & McTaggart 2005
Community Based Participatory Research (CBPR) Community Members Keep Research respectful accessible socially relevant Based on AASPIRE website Researchers Keep Research scientifically sound
academically relevant Stakeholders Contribute Implement Research Community relevance Scientific value Define/Design Research Accessible instruments/effective recruitment
Appropriate recruitment/scientific rigor Publicity / community education / action Scholarly publication / accessible interpretation Dissemination/Action Researchers Contribute Based on AASPIRE website
Group Work Redux Use one of these three models to create action items with the sample data. Blue = SWOT White = Participatory Orange= Action Research Create 3 actionable outcomes based on the quantitative and qualitative research in this paper Set boundaries as you think necessary Keep track of your decision-making process, e.g. how did you choose what to do first/last?
Report Back What drove your decision-making process? Patron group? Patterns you observed? Resources? Administrative hurdles? Dont be blinded by the science CONCLUSION Qualitative Research Presents
Weighting PARTICIPATRY RESEARCH Community Priorities LIMITERS Barriers to Action Take Action
Implement Your Recommendations Questions, Comments References & Photo Credits References AASPIRE (Academic Autistic Spectrum Partnership in Research and Education). (n.d.). Community Based Participatory Research. Retrieved from http://www.aaspire.org/about/cbpr.html. Denzin, N.K. & Lincoln, Y.S. (2005). Introduction: The disciplines and practice of qualitative research. In N.K. Denzin & Y.S. Lincoln (Eds.), The Sage handbook of qualitative research (pp. 1-32). Thousand Oaks, CA: Sage Publications, Inc.
Gaventa, J. (1993). The powerful, the powerless, and the experts: Knowledge struggles in an information age. In P. Park, M. Brydon-Miller, B. Hall, & T. Jackson (Eds.), Voices of change: Participatory research in the United States and Canada (pp. 21-40). Westport, CT: Bergin and Garvey. Green, L. W., George, M. A., Daniel, M., Frankish, C. J., Herbert, C. P., Bowie, W. R., & O'Nell, M. (2003). Guidelines for participatory research in health promotion. In M. Minkler & N. Wallerstein (Eds.), Community-based participatory research for health (pp. 419-428). San Francisco: Jossey-Bass. Hall, B.L. (1992). From margins to center? The development and purpose of participatory research. The American Sociologist, 23(4), 15-28. doi: 10.1007/BF02691928 Kemmis, S. & McTaggart, R. (2005). Participatory action research: Communicative action in the public sphere. In N.K. Denzin & Y.S. Lincoln (Eds.), The Sage handbook of qualitative research (pp. 559-603). Thousand Oaks, CA: Sage Publications, Inc. Maykut, P. & Morehouse, R. (1994). Beginning qualitative research. Washington, D.C.: Falmer Press. McNiff, J. (2006). All You need to know about action research. London: Sage. Rempel, H.G., Mellinger, M. & Hussong-Christian, U. (2010). Graduate students space and service needs report. Corvallis, OR: Oregon State University Libraries. Retrieved from http://hdl.handle.net/1957/15013 Sagor, R. (2005). The action research guidebook: A four-step process for educators and school teams. Thousand Oaks, CA: Corwin Press.
Trainer, J.F. (2004). Models and tools for strategic planning. New Directions for Institutional Research, 2004 (123): 129-138. doi: 10.1002/ir.127 Photos Cats, http://cheezburger.com/View/3666062336 Education Hall, permission granted by OSU Archives, http://www.flickr.com/photos/osuarchives/2937640767/ Forest Progression images. William M. Ciesla, Forest Health Management International, Bugwood.org; Dave Powell, USDA Forest Service, Bugwood.org; Richard Webb, Self-employed horticulurist, Bugwood.org; Paul Wray, Iowa State University, Bugwood.org Spiekermann House Numbers, Flickr user Stewf, http://www.flickr.com/photos/stewf/2026818238/ The Valley Library, Flickr user Valley Library (Oregon State University), http://www.flickr.com/photos/osuvalleylibrary/455894463 The Valley Library Rotunda, OSU Libraries photo.
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