A500.7.3.RB Quantitative Research Methods

“Quantitative research methods” have provided me with an insight into research that is different than that of qualitative research methods.  Just as I defined qualitative research methods, I feel it is important to provide my definition of quantitative research.  As stated earlier there is no finite universal definition of quantitative research.  Quantitative research it tries to quantify the problem and understand how prevalent it is by looking for projectable results to a larger population; by using data collection tools like various surveys, polls, and various type of interviews.  Many of the key themes of quantitative research are:

·         Seeks to discover a final course of action to a problem
·         Seeks a consensus on a final course of action to a problem
·         Project results by using smaller samples of a large population
·         Identifies independent and dependent variables
·         Test specific hypothesis and examine relationship between variables

The core of quantitative research is all about examining variables; usually independent (predictor variable) and dependent (response variables.  In quantitative research the primary objective is to analyze if there is a relationship between one thing (an independent variable) and another (a dependent or outcome variable) in a chosen population.   

There are also strengths and weakness of quantitative research.  The top five strengths I identify with are (1) useful for studying large numbers of people, (2) results are relatively independent of the researcher, (3) relatively less time consuming when using statistical software, (4) may have higher credibility through the use of statistics, and  (5) can generalize results of a research finding on many different populations.  The top five weaknesses I identify with are (1) results are limited…which provide numerical descriptions instead of narrative accounts of human observation, (2) standard researchers questions can lead to fundamental bias and false representation, (3) knowledge might be too abstract for application to research, and (4) many think it tends to cause a researcher to become immersed in the research topic and remain disconnected from the subject matter. 

A500.6.3.RB Qualitative Research

After reading, “Choosing Qualitative Research: A Primer for Technology Education Researchers,” I know more about qualitative research than I did one day ago.  However with all the information I have now absorbed, I must be a realist and understand that there is no universal definition of qualitative research.  With an understanding of this, I will still attempt to present my definition of qualitative research methods (in its simplest terms).  Qualitative approaches to research are based on a broad based view of a problem in which there is not a finite reality.  This reality is based on upon observations, interpretations, perceptions and attitudes of each person/researcher and given the situation of context, change may occur.  Examples of qualitative research methods are action research, case study, grounded theory, historical methods, in-depth interviews and focus groups.  Qualitative research differs from quantitative research in that the data collected is not statistically based.

There are several elements/characteristics in qualitative research.  The first would be “using natural setting as the source”.  Qualitative research best works if it takes place in natural settings, this is often supported by using several methods of research such as observations, interviews, and document reviews in the natural setting of the participant.  (My personal perspective; keeping the environment the as close to normal as possible to replicate a comfortable environment).  The next element is when the researcher acts as the “human instrument” for data collection.  This human instrument can either be a stand-alone or as a compliment to another participant in the collection of data.  (My personal perspective; something as simple as a time keeper in an observation or someone looking for key trigger words in an interview).  The next characteristic in qualitative research is researchers’ predominant use of “inductive data analysis”.  There are several main points to inductive data analysis to include: general raw text data in a brief, summary format; clear links between the objectives and the overall findings from the raw data and the development of a framework about the underlying structure of experiences which are evident in the raw data.  (My personal perspective; repeated actions are presented in raw data, without the restraints of structured techniques).  The fourth element of qualitative research reports is descriptive, incorporating expressive language and the "presence of voice in the text".  More than any other technique, this element allows the participants and responders have the ability to speak.  (My personal perspective; an example question in such research would be “tell me how you feel about or view this situation”).  Number five is has an interpretive character, aimed at discovering the meaning events have for the individuals who experience them, and the interpretations of those meanings by the researcher.  (My personal perspective: deep insight into the studied problem and translating participants thought processes into a language that can be easily understood by the average educated readers).  The sixth feature is researchers pay attention to the idiosyncratic as well as the pervasive, seeking the uniqueness of each case.   A simple definition of idiosyncratic means, “a structural or behavioral characteristic peculiar to an individual or group…one size does not fit all”.  (My personal perspective; don’t always depend on reliability because every individual will have a different reaction, even if the situation or stimulus is replicated in the same way)  The seventh element has an emergent design, focusing on evolving process as well as the outcomes or product of the research.  There is not an expected outcome based on the research.  (My personal perspective is revisions should be the normal behavior of any research…we will rebuild the mouse trap until we are satisfied with the final product…it may start out blue and in the end, be red).  Last but not least is research uses special criteria for trustworthiness.  There needs to be a certain degree of trust between researcher and participant...trustworthiness.  This element is not achieved instantly in any situation.  In any qualitative research project, several issues require attention: credibility, transferability, dependability, and conformability.   (My personal perspective, several questions are asked, the participant wants to know if the study is worth their time and the reader of the study ask the question, “is the study worth my attention”). 

I must admit I have a personal connection when it comes to qualitative research.  I feel it focuses on the true meaning of the study and not just a bunch of numbers that say if something is true or not.  When conducting a study, detailed explanation and use of expressive language is a very powerful tool.  Because of the quantitative research process adopted buy a major university, I withdrew from my doctoral program.  My desire was to find a school that was based on qualitative research.  My personal perspective is qualitative research requires a certain degree of passion for human reaction, something I believe cannot be duplicate with stand-alone statistical numbers

 

 

A500.5.3.RB - Blog - Critical Thinking about Critical Thinking

For this assignment, there are several questions I must address.  The first being that I must take time for reflection of my critical thinking competencies, I am not sure if I really know how much improvement I have made.  I am not sure if I have an understanding of the textbook definition of the difference between ordinary thinking and critical thinking.  From a personal perspective, I have always questioned what everyone else considered normal.  I never really thought what I was doing was critical thinking I just wanted to know why and what was next.  As I matured, I developed my leadership skills through various career endeavors; I learned to use these skills like a game of chess.  I learned to ask the right questions so I could think about my next three moves for future success and not what was directly in front of me.  That being said, I now must address the question of “has my thinking process changed.”  Yes, it has changed to some degree; but the main issue is how much has it changed?  To be honest, I am not happy with my progress because I yearn to learn more about the process of critical thinking. 

As always, there are personal problems in which I must overcome.  The first being that there is not enough time in the day to devote to this learning process the way I would like to.  I seemed to have stretched myself thin over the last year and find myself not giving 100% on many tasks.  Even more so, to concentrate and learn the way I should, I need to give something up.  There are personal hobbies I have, being an adjunct teacher part time, a professional educator full time, kids, hobbies, family time and not to mention that my current college course has so many assignments; I cannot dedicate the time I need to really focus on the art of critical thinking and how to improve my comprehension of it. 

The next question I must address is “have I been able to internalize any of the techniques and concepts I have learned?”  To this question, I must answer yes and no.  Even though I have always asked in-depth questions, they may have not been the correct questions or be in the correct context.  One way I have truly internalized different techniques is through the videos we are assigned to view.  For some reason I learn better through watching videos than by reading material; I have never been a fan of reading.  One thing I have learned so far in this course is to ask questions in different ways.  I also have a new understanding of my personal assumptions and biases and how I apply them to critical thinking.  Last but not least is being comfortable with the SEE-I model and applying it in certain situations.  Am I there yet, no; and I have a long way to go when it comes to new techniques and concepts of critical thinking. 

What will it take to make lasting, positive changes in the way you think?  This is a very complicated question to me because I know that critical thinking in itself is a science that cannot be mastered in a short time period.  Honestly, I wish I was at a level where I could evaluate information with a little less bias, but that has not been proven yet.  What I can say with certainty is that I have become more aware of the information set before me.

 

A500.4.3.RB - Blog: Ballet Slippers or Adorable?

Ballet Slippers or Adorable; The Art of Choice:

I must admit that I never thought of the right to make choices from the view that Dr. Lyengar presented.  Dr. Lyengar eloquently expressed how our culture puts value on having the right to make a choice; even when it imposes constraints on us…very powerful words indeed.  Looking back on everything I have experienced in my life, I never realized how Americans are born and raised thinking they have a right to choose almost anything we want.  From the time when we take our first steps to when we say our first words to our parents, we are told we have a choice.  Without a doubt culture does play a role in that choice because we do not know what the world holds outside the walls of our living environment and still our parents fill our minds with thought and dreams of choosing what we want to do in life.  Every child who loves basketball believes they can play in the NBA, while others are told they can grow up to be the President of the US.  The problem is this is a not the total truth; no one (our parents) tells us that yes you can choose that career, but there are the dramatic odds against such success.  The funny thing is she comments on Europe in her past studies; I actually lived in Europe for nine year.  I never thought about choice as an important issue, I only thought about what I missed from a personal perspective.  The three main assumptions by Dr. Lyengar relay made me look at leadership in from a different perspective. 

“If a choice affects you then you should be the one to make it.” This may be correct in many cultural circles, but to be honest when it comes to leadership, that option is often influenced by many external factors.  Leadership is strongly influenced by goals set by other that leaders must attempt and try to achieve.  That correlates to the statement Dr. Iyengar stated concerning the Asian American children.  The word by Dr. Lyengar makes me reflect on the question, “did you do the right thing or was it the right thing to do?”  I must disagree with Dr. Iyengar when it comes to American perspective as it relates to leadership.  Choice is not a private stand-alone act when it relates to leadership.  Choice in this situation, when it comes to leadership is about others not oneself.  Any leaders who choose to deviate from this process may soon find themselves isolated and referred to as a nonconformist, individualist or as some would say a person who marches to their own beat.  

    

“The more choices you have, the more likely you are to make the best choice.”  I thought this assumption was outstanding especially when comparing cultures.  I do agree that having many options of choice is viewed differently by everyone.  However, I do not agree with the statement of how choices can impose constraints.  Having too many choices and not being able to make a decision is not a problem of choice but a problem of decisiveness.  This is one of the worse traits a leader’s leader can have.  I often share a speech will my students who are all leaders in some capacity for the federal government.  When a leader is put in a position to make a decision, the worst thing you can do in nothing. 

   

“Never say no to choice.”  Dr. Iyengar suggests to “never say no to choice.”  She uses an extreme example for her study, in which I think was intentional; parents from different cultures facing life-altering decision about the future of their unhealthy terminal newborn.  When you involve personal emotions on that level, the right of choice in itself takes on a totally different perspective.  As it relates to leadership, never saying no to choice can be a double-edged sword.  Turning down the option of choice can be viewed as a trait of weakness, not a trait of a good leader; thereby forcing someone to make a decision for you.  Following this direction, a person will not remain in a leadership position for a long time.  The opposite perspective is there is always a risk in having the ability to make a choice as a leader.  How many individuals are comfortable with taking such risk knowing that they may make the wrong decision and thus may fail as a leader?  

Dr. Iyengar wraps up her discussion with a comparison of two colors of nail polish.  She provides a great example of how choice is viewed differently by everyone.  What makes this such a powerful statement is that many items are very identical even though they are identified differently.  When the identifications are removed very few could tell the difference.  Individuals base their selection process on the connotation associated of identification to the familiar.  This includes sight and smell.  Can you really tell the difference between a sweet potato pie from a pie made of yams if no one told you which was which?  I think her point hits home when the ladies in her scenario inform her that if you could see them you could tell them apart.  Well hindsight being 20/20 she proved them wrong.  Without a doubt the art of choice is something we as Americans take for granted.  Make no mistake about it, we would rather have too many choices than no choices…isn’t America great!   

A500.3.4...Explore the Hunt Library

My assignment for this week has several parts that I need to address as it relates to using the online Embry Riddle Aeronautical University (ERAU) library named Hunt Library.  There is one advantage I feel I do have over my classmates when it comes to using such an academic library and that being within the last 90 days I finished my Master’s Degree in Applied Technology and Performance Improvement (ATPI) which focused quite a bit on library research.  So how do I reflect on how I might use the Hunt Library as a resource for my present and future studies?

            First, I find the website easy on the eyes and not complicated; in this situation simplicity is welcoming.  Kudos to the ERAU web designers for the Hunt Library.  This is good because often such websites are cluttered so much that they become intimidating.  As I browse through the library website, I am pleasantly pleased with the options I have. The body of information on leadership is very broad and is broken down into numerous content types from newspaper articles to trade publications and dissertation thesis.  It is nice to have the ability to select or unselect some of these content types.  Other areas that assist with the ability to narrow the subject terms and refine the search by important categories such as peer reviewed, scholarly publications, publication date (which allow me to ensure I am using the most current information), and even language.  From what I see, the Hunt Library is a valuable resource that offers students a glimpse into the minds of many experts in a chosen field of study. There is no doubt in my mind that the Hunt Library will be the foundation of my research for my degree plan.

The next question I must address is how is the scholarly information you found in the library different from the typical information you find when you Google a leadership concept.  The first issue I have to consider is clutter and unreliability of information.    Sometimes it is so time consuming just trying to narrow down information to your subject matter.  You also have to be careful of the credibility of articles from website search engines such as Google, Yahoo, and Bing.  Just like Wikipedia, anyone can post their opinions and thoughts on the internet.  Now, what I have learned through critical thinking is to set aside my personal biases and look at both sides of a given situation.  I will admit that an Internet search engine does all the legwork for students. It does search keywords, phrases, and questions and yes it provides alternative websites that may relate to the subject you are focusing on; for me that would be leadership.  That being said, I must admit Google does have a very useful section that caters to the student and researcher which is titled Google Scholar. However, we still have to input the correct keyword, phrase, or question.  That in it-self can be a challenge. A research engine like Google is useful and allows individuals to post their own publications there.  However once again one has to remember that just because it is posted or publicized does not mean it is credible as a reference for you study. In academic institutions such as the Hunt Library, emphasis is placed on the information you will need for any academic purpose.  This applies to information for the first-year freshman writing their first college essay to the PhD student working on their dissertation thesis. I am a believer that for my education endeavors toward a Masters in Leadership though at ERAU, the Hunt Library will improved my over student experience and yield rewards in terms of the assisting me in my critical thinking process as it relates to leadership studies.