When conducting applied research for an organization, an educational institution, or even an investigation for a class, we must review ethical considerations to ensure we are protecting the participants, the researcher or researchers, and any institutions or organizations involved. We have to bracket our biases to ensure that it is the views and responses of the participants that are explored in our research and discussed in our analysis, and not our own biases or opinions. After developing a plan to mitigate any potential biases or ethical breaches in the data collection and data analysis phases of the project, the next step is to focus on analyzing the qualitative data.
Applied researchers use a process called coding. This involves recording the interview or focus group, transcribing the interview word-for-word, checking with participants to ensure that their interview transcript is correct (called member checking), and then breaking down the transcript to code it. That coding process involves finding initial bits of data that are relevant to your topic, grouping those bits of data into broader categories, and then finally creating broader themes from the categories.
Data analysis is a true test of ability to think critically and to reason logically. It is through the analyzing process that the researcher gathers insights and inspiration for how to graphically display data for presentation. A salient point made by a focus group participant or a recurrent theme that is expressed in diverse, unusual ways may be the banner around which a researcher builds a finding.
In addition to introducing you to coding, this assessment will also be an opportunity to connect these qualitative data logically with other evidence and existing quantitative data that you uncovered in your data-gathering process earlier in the course. This will also involve identifying potential ethical breaches and developing a plan to mitigate these potential issues.
Preparation
Before proceeding with data collection, you must receive approval of the plan you submitted in Assessment 2.
Once you have made your data collection plan and begin collecting data, you will also preserve data in the form of your own observations and insights about the issue throughout the process. Maxwell calls these types of notes "memos," (see pages 18–21 and page 105). Others may refer to a research journal as a place for your notes, insights, reflections, or observations. Begin keeping these notes as soon as you have identified your issue. Be sure you are documenting your work as you proceed and include such documentation in this assessment.
Instructions
In this assessment, you will examine potential conflicts of interest that might exist because of your role and positionality within the organization in which you will collect data. Then you will actually code your interview transcripts and identify themes to inform the development of your narrative. This will also be a time to connect these qualitative data logically with other evidence and existing quantitative data that you uncovered in your data-gathering process earlier in the course (review the Framing an Issue and Data Collection Plan assessment where you identified the existing data on your topic). Finally, you will develop a validity matrix that reflects the totality of ethical issues that you considered as you identified codes, coding categories, and emergent themes.
Use the Data Coding and Ethics Template [DOCX]. Arrange your assessment in a single document with three headings: Part 1: Researcher Relationships and Positionality 2; Part 2: Data Coding 3; Part 3: Validity Matrix.
Part 1: Researcher Relationships and Positionality
For Part I of this assessment, develop several paragraphs (300–500 words) that respond to the following questions:
Describe your positionality as a researcher.
How would your positionality as a researcher be defined—as an insider working with insiders, for instance?
How would you describe your positionality in terms of power relationships with potential stakeholder groups from whom you might interact and collect information?
Explain ethical considerations and conflicts of interest.
What conflicts of interest exist, given your role and positionality?
Which principles learned in CITI training apply to information gathering and data collection in your own organization?
Explain the risks involved in data collection and efforts to ensure ethical practices and accuracy.
How could someone be hurt or at risk as a consequence of a focus group interview, individual interview, survey, or observational data collected in your organization?
How did you ensure ethical practices in gathering your data?
How did you ensure accuracy in your data collection? What were the results of your member checking with participants?
What are the clear benefits of the information you obtained during your interviews or focus group and do they outweigh the risks?
How might bias creep into your data collection or analysis, and how might you avoid it?
Part 2: Data Coding
Use separate headings in Part 2 for the first three assessment components below:
Complete the following under the heading “Context:”
Provide an introductory narrative of the context of the data collection, including the development question.
Include a one- or two-sentence description of the issue you are investigating: your development questions.
Describe how you expected the interviews to add to your understanding of the issue.
Complete the following under the heading “Findings:”
Provide a summary report of the data collection that includes findings and evidence.
Report on the results of your coding exercise.
Tell the story of your results so that the reader has insight into your findings.
Include quotes from your interviewees as appropriate to support your inferences.
Complete the following under the heading “Relationship to Other Data:”
Explain the alignment of new data collected with existing data.
Explain how the findings from your data collection connect to other data you have examined in relation to the issue (records or document data).
Provide a copy of interview transcripts along with coding used for thematic analysis.
Include these transcripts in an appendix to the paper.
Part 3: Validity Matrix
Provide a complete validity matrix and an accompanying memo explaining threats to validity.
First, review the Credibility and Dependability Matrix [DOCX] template.
Recreate the table and fill in each component related to your course project and the data you collected. Replace your guiding question or questions with the research questions in the table. Consider all of the validity measures that could apply to your activities if they were part of a research study.
Complete the remainder of the table and include the complete validity matrix in your paper’s main body.
Provide appropriate scholarly narrative that explains and justifies the threats to validity you identified. For example, one threat may be the selection process you used to identify your interviewees.
Additional Requirements
In addition to the requirements outlined above, your assessment should meet the following:
Written communication: Written communication should be scholarly, professional, and consistent with expectations for members of professional contexts. Visit Writing Support for resources and guidance.
APA format: Follow current APA style and format. Refer to Academic Writer or Evidence and APA in the Capella Writing Center.
References: Minimum of 10 scholarly sources using the Capella library databases to find peer-reviewed articles. You may also use your course texts, if needed, to go toward your minimum source number. Support your claims, statements, assertions, and arguments in the paper using PIE—Proof, Information, Examples—from these scholarly sources. Note: For assistance in finding scholarly sources using the Capella library databases, please consult the EdD Program Library Research Guide or Library Help.
Suggested Length: 8–10 pages, not including cover and references pages.
Competencies Measured
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies:
Competency 2: Make valid inferences from information, evidence, and data.
Provide a summary report of the data collection that includes findings and evidence.
Explain the alignment of new data collected with existing data.
Provide a complete validity matrix and an accompanying memo explaining threats to validity.
Competency 5: Apply ethical considerations to research.
Describe your positionality as a researcher.
Explain ethical considerations and conflicts of interest.
Explain the risks involved in data collection and efforts to ensure ethical practices and accuracy.
Provide a copy of interview transcripts along with coding used for thematic analysis.
Competency 6: Construct a contextualized story of an inquiry cycle to effectively communicate to an intended audience.
Provide an introductory narrative of the context of the data collection, including the development question.
Paraphrase or summarize to represent ideas from external sources.
Competency 7: Apply scholarly writing skills.
Communication is clear and precise, adhering to APA formatting rules and APA writing style with correct grammar, usage, and mechanics.
