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The Qualitative Method ology In this Chapter the qualitative metod ology research paradigm, research design and sampling strategy is discussed. Issues related to the research reliability and validity are also addressed.
在这一章中的定性方法易学定性梅托德什帕易学研究范式，研究设计和抽样策略进行了讨论。有关的研究的可靠性和有效性的问题也解决。
1.1 The interpretivist assume that ‘knowledge is generated by people that create and associate their own subjective and intersubjective meanings as they interact with the world around them, the researcher attempts to un-derstand phenomena through accessing the meanings participants assigns to them’ (Myers, 2008). Interpretivists study objects through phenomenology,the study of phenomena, ‘things as they appear in our experience, or the ways we experience things, thus the meanings things have in our experience’(SAP, 2008).
解释学认为知识是由人创建并关联自己的主观和主体间性的意义，因为他们与他们周围的世界，研究人员试图通过访问含义参与者的不理解的现象，分配给他们'（迈尔斯，2008年）。Interpretivists研究对象，通过现象学研究的现象，'的东西，因为它们出现在我们的经验，我们遇到事情的方式，从而意义的事情在我们的经验“（SAP，2008年）。
A phenomenological approach will be central during the qualitative phase of the research, in fact this stage main concern will be to address the meaning things have in the student experience, the significance of objects, events,tools, the flow of time, the self, and others, in a world discover their life-universe.
一种现象学的方法将是中央定性阶段的研究过程中，其实这个阶段主要关注的是解决事情的意义在学生的经验，意义，对象，事件，工具，时间的流动，自我，和其他人，在世界上发现他们的生活的宇宙。
6.2 The Qualitative DesignThe purpose of the one-to-one Interviews in the qualitative phase wasto let the researcher immerse himself in the student journey and throughphenomenology understand the student reality. Therefore the questions werenot standardised and were structured in an informal way (Healey, 1991 inSounders et al., 2009, p.320).The researcher informed the student of a list of topics, which had beenselected and priorities according to the student own experience, but duringthe interview process the students where allowed to choose freely on whichtopics they wanted to focus more.In-depth interviews where chosen against other models of interviews, suchas the structured or the semi-structured ones, because of their suitability inproviding new insight in exploratory studies and letting emerge issues whichhad not even been taken in consideration by the researcher (Robson, http://www.ukassignment.org/scyxgl/ 2002in Sounders et al., 2009, p.322). As Sounders et al. (2009) affirms ‘in-deptinterviews, in line with the interpretivist epistemology, help the research erunderstanding the meanings that participants ascribe to various phenomena’.The number of students interviewed was 5 and these where selected fromthe same sample of students which answered the questionnaire. The re-searcher selected the students based on their degree of interest to the research questions and tried to choose students from varied background age sex andnationality.
Table 1.1:
Interviewees demographicsFemale Male Age Nationality Course3 2 24 France Marketing Manag.27 Britain Marketing Analytics25 Taiwan Management23 India22 ChinaSource: Cecconi (2009)
The reliability issues that the researcher identified before conducting theinterviews were linked to researcher derived bias, which could lead to differentresults depending on the identity of the researcher, and the intervieweesbias caused by unwillingness to disclose sensitive information due to socialjudgement or concerns on the researcher’s policy on privacy.
Reliability was addressed by the researcher in the following way:
1. The interviews were audio-recorded and notes where taken on the re-spondents comments and physical reactions allowing other researcher tore-analyse the data where necessary to double check the interpretationgiven to words and gestures.
2. The students were informed on the purpose of the research, on theinterview topic and on the fact that the data provided in any waywould be linked to their ID.
3. The researcher assumed a non judgemental tone and a friendly and em-pathetic attitude which enabled to create a bonding with the students.
Validity, ‘the extent to which the researcher gains access to the participants’knowledge and experience and is able to infer a meaning that the participantintended from the language that was used by this person’ (Sounders et al.,2009, p.327) is generally quite high when compared to the validity of closeended interviews and questionnaires. In-depth interviews in fact allow re-searchers to ask clarificating questions, probing questions and discuss topicsfrom different points of view. However, results generalisations to the entirepopulation are not possible since the results are based on a non-statisticalsample.
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