22 Mar READ THESE three student responses to the original question you need to answer each student SEPERATELY – this is for discussion participation credit- just give your opinion- per
READ THESE three student responses to the original question
you need to answer each student SEPERATELY – this is for discussion participation credit-
just give your opinion- per student- did you like what they posted and why or did you not agree and why but this is purely your opinion with a reference for EACH SEPERATE STUDENT RESPONSE
ORIGINAL QUESTION – Topic 6 DQ 1
Six months ago, large amounts of funds were allocated to temporary shelters for people who are homeless in your county. However, a recent county data report indicated that people who are homeless are still sleeping in their cars or in parks. You are the lead researcher in the county’s office and are aware that the question calls for qualitative research methodology. You are tasked with exploring and understanding the lived experiences of people who are homeless to develop more effective public policies. What are the most suitable sources of data to understand the lived experiences and needs of this population? Explain. How might you ensure richness of data? Explain.
STUDENT 1- Brand
The objective of qualitative research present evidence of experience attributes using data sources for instance interviews, observations, and documents (Polkinghorne, 2005). In nearly all research, interviews are the highly relevant data source. By means of utilizing interviews to define the experience of the participants that epitomize the phenomena, categorizing the themes that occur across the descriptions, and the how as it creates apparent experiences of the participants consciousness and sense through a reflective posture of themes, and finally, the researcher uses bracketed data to guide the core or the why an individual lived experiences describes the phenomena (Gill, 2014). This technique is more of an organizational methodology and may possibly create another phenomenon method to fulfill the gaps that could possibly be missing from Sander’s method to phenomenology. The researcher can additionally use documents and participant observations that will impact to the foundation of the interviews. Enlisting of the participants to oversee the sample size is small if thorough interviewing is performed with the correct investigating questions, it will offer sufficient information for data collection. Make use of these data sources will permit the researcher to record and transcribe the interviews, creating a narrative for data analysis (Gill, 2014).
Reference
Gill, M. J. (2014). The possibilities of phenomenology for organizational research. Organizational Research Methods, 17(2): 118-137. https://doi.org/10.1177/1094428113518348
STUDENT 2 – MEL
Phenomenological approaches bring a deeper analysis of perceptions and meanings of the lived experience of participants. The primary resource to obtain this data is one-on-one interviews (Ataro, 2020). Although one-on-one interviews are most suitable for phenomenological designs to obtain rich data, other personal accounts of first-hand experiences, such as diaries, observations, or narratives, are useful for data collection (Ataro, 2020). The interviews allow the researcher to expand on the perceived realities of a participant within a phenomenon. Questions would focus on the essence of an experience of homelessness and how those affected by homelessness perceive their realities. Although there are several focuses of phenomenological designs, a core question is determining the lived experience within the context of the experience (Phillips-Pula et al., 2011). This requires the researcher to check their perceptions of a phenomenon and bracket these perceptions to reduce bias within the data analysis (Phillips-Pula et al., 2011). Phenomenology changes the researcher’s focus from the expert to one of a learner through the lived experience of a phenomenon (Wilding & Whiteford, 2005). Personal reflection to minimize bias can assist in improving the richness of data. However, one area critical for ensuring this richness of data is developing probing research questions to obtain lengthy and thorough information surrounding a phenomenon.
Ataro, G. (2020). Methods, methodological challenges and lesson learned from phenomenological study about OSCE experience: Overview of paradigm-driven qualitative approach in medical education. Annals of Medicine and Surgery, 49, 19-23. https://doi.org/10.1016/j.amsu.2019.11.013
STUDENT 3- Mel
Phenomenological approaches bring a deeper analysis of perceptions and meanings of the lived experience of participants. The primary resource to obtain this data is one-on-one interviews (Ataro, 2020). Although one-on-one interviews are most suitable for phenomenological designs to obtain rich data, other personal accounts of first-hand experiences, such as diaries, observations, or narratives, are useful for data collection (Ataro, 2020). The interviews allow the researcher to expand on the perceived realities of a participant within a phenomenon. Questions would focus on the essence of an experience of homelessness and how those affected by homelessness perceive their realities. Although there are several focuses of phenomenological designs, a core question is determining the lived experience within the context of the experience (Phillips-Pula et al., 2011). This requires the researcher to check their perceptions of a phenomenon and bracket these perceptions to reduce bias within the data analysis (Phillips-Pula et al., 2011). Phenomenology changes the researcher’s focus from the expert to one of a learner through the lived experience of a phenomenon (Wilding & Whiteford, 2005). Personal reflection to minimize bias can assist in improving the richness of data. However, one area critical for ensuring this richness of data is developing probing research questions to obtain lengthy and thorough information surrounding a phenomenon.
Ataro, G. (2020). Methods, methodological challenges and lesson learned from phenomenological study about OSCE experience: Overview of paradigm-driven qualitative approach in medical education. Annals of Medicine and Surgery, 49, 19-23. https://doi.org/10.1016/j.amsu.2019.11.013
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