After completing the readings for this unit, write a list of all the learning spaces in which you currently learn: formal, informal, or open, and discuss any surprises you had in realizing the scope and context for adult learning. Connect your surprises to the readings, review your classmates lists for common ideas and counter ideas and consider why is it important to reflect on the changing learning space when studying contexts of adult learning? Please post a collage of images of learning spaces with this post.

A few of my favourite learning spaces include the bedroom floor for scattering my essays, backyard patio, office, city park, and reading chair. Other formal, informal, and open learning spaces I enjoy are Okanagan College library/green space/cafeteria, UBC Okanagan terrarium and green space, Kelowna City Hall cafeteria, Kasugai Japanese garden park, Parkinson Recreation Centre, my living room, kitchen/dining room table, reading in bed, and my car while waiting for my stepdaughter to finish work at Costco.

I am not surprised at the scope and context for adult learning when according to Schuller and Desjardins (2007, p. 10), learning does not occur just in school – it is both “lifewide” (i.e. it occurs in multiple contexts, such as work, at home and in our social lives) and “lifelong” (from the cradle to the grave). I consider myself to use a lifelong learner lens and particularly enjoy informal learning while watching a classic movie on television.

I was not even surprised with was the article Space and the Embodiment in Informal Learning by (Cox, 2018). As a previous formal learning student before Covid 19 and online courses, I could relate to Cox’s points that I valued while attending University while looking at the campus as a learning landscape. I had a favourite study area that was isolated, quiet, space to spread my books out, near a window, and close to the cafeteria for breaks. Unfortunately, my formal learning was far too social with too little quiet independent study time. My final grades were less than stellar, and I passed my courses, but I would not trade the experience for anything.

This EDAE 6303 course is an example of formal learning because it is delivered in a systematic, intentional way. It is planned and guided by Dr. Noble and through an online platform. The exception would be the two zoom meetings with Dr. Noble, which may be considered informal. The sessions are not mandatory, questions unstructured, occurs outside the usual learning setting, and conversations happen naturally.

Laurie

References

Cox, A. M. (2018). Space and embodiment in informal learning. Higher Education (00181560), 75(6),      1077–1090. https://search-ebscohost-            com.libraryservices.yorkvilleu.ca/login.aspx?direct=true&AuthType=url,cookie,ip,uid&db=a9h& AN=129812361

Schuller, T. & Desjardins, R. (2007). Understanding the social outcomes of learning. Organization for      Economic Co-operation and Development (OECD).

https://www.researchgate.net/publication/293074269_Understanding_the_Social_Outcomes_of_Learning

Theoretical Research Framework

            The word ‘research ‘ has a wide and varied meaning, which encompasses a variety of interpretations. In everyday research, we may be driven by nothing more than curiosity and self-interest. For example, purchasing a laptop computer or inquiring about a new flavoured coffee with a Starbucks’ barista. On the other hand, formal critical social research requires a more demanding approach requiring proven systems to gather details and come to conclusions.

            Research is a process of discovering or uncovering new knowledge using techniques, theories, and methods. Characteristics include a systematic approach, purposeful in nature, and a disciplined process for gathering information and data from human experience (Reid et al., 2017). The process can be simple or complex, but critical social research remains the same – scientific, essential, and action-oriented.

            This reflective essay will be written in the tradition of teacher-researcher. It will first explore the qualitative methodology of critical social research that supports my research interest and question. The essay will then, through literature review, articulate qualitative research philosophical and theoretical assumptions.  This will be followed by explaining the case study and interview methods that complement my research question. Finally, I will discuss the researcher’s role and integrity in research.

My Research  Interest

            Having a policing and law enforcement background, I was aware that some of the best qualitative research ideas come from your personal life. A recent experience has been retired from forty years in law enforcement and addressing my new career in adult education. I dipped into this experience and knowledge reservoir for research topic inspiration.

            While some police officers look forward to retirement, it can be a very challenging time for others. Some officers feel relief, excitement for new work challenges, the opportunity to explore new hobbies, to be more physically active and to improve social networks. Others may feel a loss of social status and social networks and financial stress (Heybroek, Hayes, & Baxter, 2015).I would suggest that by answering my research question, the findings could enable police organizations to provide much-needed support to police officers leading up to and following retirement.           

My Research Question

            How does retirement impact a police officer’s health and wellness?

            This question is at the core of beginning my qualitative research project. Questions asked by myself were ‘what do I need to understand,’ ‘what is going on here,’ ‘where am I going with this question,’ ‘who gains and who loses,’ ‘is it desirable,’ and ‘what should be done’ (Flyvbjerg, 2002). I am working within a familiar research context, so I do not have to create several research questions to navigate unfamiliar territory. My general research interest and the context is enough to construct a map for my research question. However, I am aware qualitative research questions can and should be influenced by the field and can be modified over time. The insights I seek can be best found through qualitative research and are compatible with my epistemological leanings, which will be robust enough to address my research question. That must make me a social change-oriented researcher. At the very least, on the path to becoming one.

Knowing My Paradigms

            Tacit theories drive all research, and in critical social research there is a systematic approach to identifying the values and principles that underpin the work (Reid, et al, 2017). Any research endeavour embodies and is influenced by a world view. As a researcher and investigator, I must look at how my worldview is influenced by how I view it ontologically, epistemologically, and methodologically. This means I must give careful consideration to the ways in which my past experiences, points of view, and roles impact my interactions with, and interpretations of, any interaction or context when investigating my research question.

            As a qualitative researcher, I will serve as a research instrument while absorbing, sifting through, and interpreting the world through observation, participation, and interviewing. It is important to be self-reflexive, which means I am thinking about my background and its influence. “A reflexive researcher actively adopts a theory of knowledge. A less reflective researcher implicitly adopts a theory of knowledge” (Carter & Little, 2007, p. 1319). Critical researchers base their work on specific philosophical perspectives, which may be based on single or multiple paradigms depending on the type of research. It is critical to be clear and consistent in naming my position and identifying my research paradigms. This is important as my paradigms determine and direct all other decisions made within my chosen research endeavour (Reid et al., 2017). These paradigms are all interrelated in practice and thinking and define the nature of inquiry for ontology, epistemology, and methodology.

            I will take the interpretive research approach, which has been defined as constructivism, anti-positivism, naturalism, and qualitative research. This approach is contributed to Max Weber, who advocated an approach of ‘understanding’ rather than ‘explaining’ in social sciences (Crotty, 1998). The basic idea is that the natural world and the social world are fundamentally different from each other. The social world deals with human beings and cannot be studied by simple cause and effect relations.

            Relativism is the ontological foundation of interpretive research, meaning reality varies from individual to individual, and it is subjective. Individuals’ approach to reality differs from person to person and is rooted in a local context rather than a general context. The epistemological foundation of the interpretive approach has been termed subjectivism. The world does not exist independently of our knowledge of it (Grix, 2004). This means reality is personal and individually varied. The researcher in the interpretive paradigm is subjective and participatory as opposed to objective and detached.

Qualitative Research to Frame My Research  Interest

            When conducting research, there are many options in terms of selecting methods and methodology. Troudi (2010) asserts that it is imperative for researchers to establish a clear link between the paradigmatic nature and their studies’ theoretical framework, which will help them choose a suitable research design, methodology, and method(s). Qualitative research will answer my research question due to its investigative nature and its ability to identify attitudes, opinions, and other defined variables in my sample population. 

Assumptions underlying qualitative research

            The qualitative research method is a strategy of enquiry, which moves from underlying assumptions to research design and data collection. Qualitative research occurs in natural settings, often requires multiple methods, is grounded in people’s lived experiences, and is naturalistic, emergent, and evolving (Marshall & Rossman, 2016). Qualitative methods are an umbrella concept that covers interviews, participant observation, and textual analysis. These methods can include field research, focus-groups, office, or classroom. Qualitative methods do not require long-term immersion in a specific culture or require a holistic examination of all social practices. Some studies may cover a short (less than one hour) duration of a day or lengthy (5,000 participants) open-ended qualitative survey approaches over a period of time. The following are assumptions of qualitative research.

• multiple realities and perspectives exist among the researchers and participants
• researchers interact with participants creating a distance between them
• categories of interest may emerge to be used to frame an understanding
• patterns or theories can be uncovered, explaining a phenomenon of interest.
• data accuracy involves verifying results with informants or triangulation

Strengths of Qualitative Research

            Depending on the research topic, qualitative research can embrace and explain the complexity of social interactions expressed in daily life while in natural settings. It is a method generally used for understanding views and perceptions, and the participants can contribute to the interactions allowing for observations to be clearer while opening the possibility for including quantitative data such as statistical analysis and applications. Qualitative research is investigative research. As a member of the RCMP for 25 years, I conducted qualitative research daily while conducting interviews.  I asked the right questions, listened thoughtfully, identified the most important information, and then pieced the research together to solve a crime.

            Qualitative research involves an interpretive, naturalistic approach to its subject matter; it attempts to make sense of or interpret phenomena in terms of the meaning people bring to them (Denzin & Lincoln, 2003). My qualitative data sources will include observation, interviews, questionnaires, documents, and impressions and reactions. Data will be derived from direct observation of behaviours, from interviews, from written opinions and narratives, and/or documents, including field notes.      

Weaknesses of Qualitative Research

            Qualitative research acknowledges the researcher’s subjectivity and requires that the inquirer’s biases, motivations, interests, or perspectives are identified and made explicit throughout the study. Due to this subjectivity, the following negative results can occur:

• researcher’s bias can alter the design of the study and/or enter into data collection
• sources or participants may not all be equally credible
• background information may be missing
• study groups may not be representative of the larger population

It may take time to build trust with the participant, which facilitates a full and honest self-representation. Short term observational studies are at a particular disadvantage where trust-building is concerned. Transferability from researcher to participant is considered a major challenge in qualitative research due to the subjectivity of the researcher.

Methodologies and methods that will support my research question.

Case Study

            The case study approach allows me to focus on an already existing concern in society whereby I may shed some new light on the subject. The case study allows in-depth exploration of issues in their real-life settings and is used to describe, compare, evaluate, and understand different aspects of a research problem.

            Because of the interpretive position I am taking in this research and the nature of the research question, a case study is appropriate because it provides concrete, contextual, in-depth knowledge about a specific real-world subject. This approach will allow me to collect data, analyze information, report the results, and explore the key characteristics, meaning, and implications of my research topic. I do not have the time or resources for a large-scale research project, and a case study will keep my project focused and manageable. I will be exploring one case study and analyzing the subject in depth.

Strengths of the Case Study

            Robert Yin, Sharan Merriam, and Robert Stake are three seminal authors and distinguished researchers whose methodological suggestions in case study research largely impacted educational researcher’s decision concerning case study design (Yazan, 2015). Yin provides a clear process to the case study, which includes methods for avoiding bias and conducting ethical research. Yin makes it clear the researcher should be open to contrary evidence, and it is important to see all the data and not just what the researcher is hoping to see. Yin encourages all researchers to avoid falsifying or plagiarizing information and to maintain a professional competence that includes keeping up with related research, ensuring accuracy and understanding and divulging the needed methodological qualifiers and limitations to one’s work (Yin, 2014). Merriam has made case study more accessible to researchers by outlining concepts and process for research implementation. She clarifies when and why a case study is appropriate and why it should be chosen over another method. Stake contributed to the development of a case study as a valid methodology for research by emphasizing the concept of triangulation for data analysis which is used by qualitative researchers to verify and provide validity in their studies through multiple perspectives. 

Limitations of case study

            The weaknesses of case studies are the extent to which the findings of a case study can be applicable to other settings or external validity by way of statistical analysis. Although the data collected may be rich and complex, it means the data is open to different interpretations and potential researcher bias. (Denzin & Lincoln, 2000, p. 193) argue case studies can be generalized because looking at multiple actors in multiple settings enhances generalisability. It also acks the legitimate status of a social science research strategy due to its lacking well-defined and well-structured protocols (Yin, 2001). Methodologists fail to reach a consensus on the design and implementation of case studies, making it one of the most misunderstood methodology

Unstructured Interview

            Interviews are used extensively in qualitative research to question and collect information from people for data collection. Interviews may be structured, semi-structured or unstructured (Robson, 2011). This less intensive qualitative research method can help social policy research and, in my case, consist of a semi-structured interview with a one-on-one interaction where I will ask questions but allow for variation in the order and format of questions. 

            By interacting with the same participant over time, I will be able to develop a trusting relationship, which will result in research that effectively captures a great deal of information about opinions and perceptions. Suppose the interactions take place on the interviewee’s “home turf” (for instance, in the interviewee’s home or workplace). In that case, I will also be able to gather observational data about actual activities and interactions.  

            I feel comfortable with this format because I am familiar with the topic and questions, and the experience will be less formalized. The questions will be structured, which will help initiate the conversation with participants and it is this conversation process that allows participants to frame their responses and allows for verbal clarification of what is said by the participant.  My goal is in gaining an understanding of the research question by encouraging participants to share their own personal perspectives and experiences.

Strengths of the unstructured interview

            The unstructured interview allows the interviewer to pose open ended questions and allows the participant to express his/her own opinion freely. It is possible to generate rich data, information, and ideas because the level of questioning can be varied to suit the context.

Limitations of the unstructured interview

Assessing the accuracy of qualitative findings is not easy. Traditional criteria for ensuring the credibility of research data such as objectivity, reliability and validity are used in scientific and experimental quantitative studies due to their standardized instruments’ relatively easy assessment. In contrast, qualitative research studies are usually not based on standardized instruments. These evaluation criteria cannot be strictly applied to the qualitative paradigm. This is due to the researcher being more interested in questioning and understanding the meaning and interpretation of the research question.

The limitations are as follows:

• it requires the researcher and participant to be at ease with each other.
• it is difficult to standardise the interview across different participants since each interview takes on its own format.
• it can be time consuming and difficult to analyse the data.

Role and Integrity

            In order to ensure the trustworthiness of my research, appropriate criteria for qualitative research will include methods such as peer reviews, triangulation, and disclosure of my research bias. Creswell (1998) suggests trustworthiness of qualitative research can also be established by using credibility, transferability, dependability, and conformability.

            Qualitative case study is the search for meaning through direct interpretation of what is observed, experienced, and reported. As an interpretive researcher, I will derive my data through direct interaction with the participant. I will be the primary instrument of data collection and analysis and will be conducting the interviews and making sense of the multiple interpretations as both my participant and I construct our own realities. It is my obligation to collect the data in a non-interfering and unbiased manner without predetermined constraints or conditions that control the study or its outcomes.

Conclusion

            The use of qualitative research allowed me to construct and position my understanding in this spectrum so that I can conduct my research with a dependable and defensible design.

I will sum up my position on using the Qualitative research methodology and methods while focusing on the theoretical framework which support my research question and interest.

Epistemological commitments – constructivism.

Case Study – Particularistic (focusing on a particular event or phenomenon), Descriptive (yielding a rich description of the phenomenon being studied), and Heuristic (illuminating the readers understanding of the phenomenon being studied)

Designing my case study – using literature reviews as an essential phase contributing to theory development and research design. Literature reviews help mold research questions.

            Qualitative research allows me to use the notion of praxis (practical action) and phronesis (practical wisdom), to further pursue my goal of allowing the possibility for my research  participants to change in a positive way their behaviour and actions. My research question is, how does retirement impact a police officer’s health and wellness? Quantitative research using facts and figures will not prompt me or others to change, but Qualitative research helps me visualize and empathize with participants situations or plights. Should my qualitative research transform a participant or reader in a positive way, I would be delighted.

References

Carney, C., Bates, L., & Sargeant, E. (2019). Exploring the impact of retirement on police            officers wellbeing. Taylor and Francis Online.             https://www.tandfonline.com/doi/abs/10.1080/15614263.2019.1658584?journalCode=gp pr20

Carter, S. & Little, M. (2007). Justifying knowledge, justifying method, taking action:      Epistemologies, methodologies, and methods in qualitative research. Qualitative         Health Research , 17(10), 1316-1328. https://doi.org/10.1177/1049732307306927.

Crotty, M. (1998). The foundations of social research h: meaning and perspective in the   research  process. Sage Publications.

Denzin, N., & Lincoln, Y. (Eds.). (2005). Handbook of qualitative research (3rd ed.). Sage.

Flyvbjerg, B. (2002). Bringing power to planning research : One researcher’s praxis story.            Journal of Planning Education and Research , 21(4), 353-366.          

            https://www.research gate.net/publication/244603247_Bringing_Power_to_Planning_     Research _      One_Researcher’s_Praxis_Story

Grix, J. (2004). The Foundations of Research . Palgrave Macmillan.

Guba, E.  G. (1990).  The alternative paradigm dialogs. In Guba, E. G., (Ed).  The             Paradigm dialog (pp. 17-27). Sage Publications.

Guba, E., & Lincoln, Y. S. (1994). Competing paradigm in qualitative research. In N. K. Denzin, & Y.  S. Lincoln (Eds). Handbook of qualitative research (pp. 99-136).             Sage Publications.

Heybrook, L., Hayes, M., & Baxter, J. (2015). Life satisfaction and retirement in Australia:          A longitudinal approach. Work, Aging and Retirement, 1(2), 166-180.     https://academic.oup.com/workar/article-      abstract/1/2/166/1652776?redirectedFrom=full text

Lincoln, Y. & Guba, E. (1985). Naturalistic inquiry. Sage Publications.

Lutgen-Sandvik, P., Riforgiate, S., & Fletcher, C. (2011). Work as a source of positive     emotional experiences and the discourses informing positive assessment. Western Journal of Communication. 75(1), 2-27, https://doi.org/10.1080/10570314.2010.536963

Marshall, C. & Rossman, G. (2016). Designing qualitative research (6^th ed.). Sage.

Merriam, S.B. (1998). Qualitative research  and case study application in education. Jossey-       Bass.

Reid, C., Greaves, L., & Kirby, S. (2017). Experience, research, social change: Critical   methods (3rd ed.). University of Toronto Press.

Robson, C. (2011). Real world research (3^rd ed.). Wiley.

Tracy, S. & Tracy, K. (1998) Emotion labor at 911: A case study and theoretical critique,             Journal of Applied Communication Research, 26:4, 390-411, DOI:   10.1080/00909889809365516.

Troudi, S. (2010). Paradigmatic nature and theoretical framework in educational research. In     AlHamly M,Coombe C,Davidson P,Shehada (Eds.), English in Learning: Learning            in English. TESOL Arabia Publications, p. 315-323.            file:///Users/laurie/Downloads/25-39-1-SM.pdf

Yin, R. (2014. Case study research: Design and methods. Sage.

Critical thinking and reflection are the heartbeats of needing to know and understand how life works—discovering the who, what, where, when, why, and how of things and then using that knowledge to determine what matters most. Research methods are specific procedures for collecting and analyzing data, and critical reflection is a large component of understanding and developing research methods. Developing research methods is an integral part of the research design whereby most research methodologies use one or both of two categories; quantitative and qualitative. The research stream I have chosen for this essay is a qualitative methodology approach while using a case study method due to my research question’s essence.

            In this essay, I will identify my research question, include my professional context on qualitative research, and summarize why this approach resonates with me. I will reflect critically on the philosophical foundation of qualitative research and the scope of its focus, including strengths and weaknesses. In conclusion, I will identify what I will do to satisfy some of the significant research requirements while using a qualitative methodology.

Research question

            My research question is, how does retirement impact a police officer’s health and wellness? I am pleased with its openness because it may provide me with new or unexpected insights into the subject, suggest further practical courses of action to resolve the problem, and open new directions for future research. The case study approach allows me to focus on an already existing concern in society whereby I may shed some new light on the research problem. I will expand on the research by Carney et al. (2019) Exploring the Impact of Retirement on Police Officer’s wellbeing by searching to uncover new concepts and ideas that could be incorporated.

Why I have chosen the qualitative research method

            It is difficult to find a standard definition of qualitative research used by most qualitative researchers and approaches. Today, there is no lack of articles and papers on criteria, checklists, standards, quality, rigour, and evaluation of qualitative research. Questions about the quality of qualitative research are no longer raised because of the lack of scientific quality. More important questions are how to assess or evaluate what I am doing, and did I demonstrate quality and professional integrity in my research and in a confident way?

            My work and much of my personal life have been involved in law enforcement. Projects and assignments have involved qualitative (words, understanding, insights) and quantitative (numbers, graphs, generalized facts) research and documentation. However, my preference is qualitative research approaches due to social aspects while associating with real people rather than numbers and statistics. I feel very comfortable with semi-structured in-depth interviews with research participants.

            When planning research methods, two critical decisions must be made. First, how is the data to be collected and second, how will the data be analyzed? Qualitative research can offer valuable insights into the participant’s social, organizational, behavioural and interpersonal aspects. These may include wellbeing, attitudes, perceptions and beliefs, education, professionalism and a wide range of issues around participants’ experiences. Participant’s self-care and post-retirement outcomes can be positively impacted as a result of acquiring these insights. The insights I seek can be best found through qualitative research.

Why I have chosen the case study research approach

            The case study approach involves qualitative methods, but quantitative methods can also be used. The case study allows in-depth exploration of issues in their real-life settings and is used to describe, compare, evaluate, and understand different aspects of a research problem. Based on my research topic and question, I can reflect on the type of case study design and specific research questions. This approach can help answer the data sources used and the particular advantages and disadvantages of employing this methodological approach.

            For my research question, a case study is appropriate because I want to gain concrete, contextual, in-depth knowledge about a specific real-world subject. This approach will allow me to explore the key characteristics, meaning, and implications of my research topic. I do not have the time or resources for a large-scale research project, and a case study will keep my project focused and manageable. I will be exploring one case study and analyze the subject in depth. My goal will gain as thorough an understanding as possible of the case and its content.

            I will primarily focus on qualitative data using methods such as interviews, observations, and analysis of primary and secondary sources such as newspaper articles, journals, and official records. I am interested in accessing experiences, interactions and documents in their natural context. My findings will be reported by way of a written narrative style.

            I am aware that a case study is an appropriate method for my research topic, but if the case study does not fit, it will be adapted, or a new process or approach will be introduced and developed.

How I chose my research question.

            Should my goal be to become a critical social researcher by discovering and uncovering new knowledge, I must have a systematic, purposeful, and disciplined process of discovering the realities of human experiences (Reid et al., 2017). To be that focused while spending enormous time and energy, I must have a research question that genuinely engages, challenges, and excites me.

            Completing further research on policing, health and wellness, and retirement, I discovered an article by Christine Carney et al. written in 2019 entitled Exploring the Impact of Retirement on Police Officers Wellbeing. The article examines the impact of retirement on police officers—a simple yet complex concept. The researcher interviewed 20 police retirees from Queensland, Australia. The article explored the effects of retirement on police officers’ sense of wellbeing and their coping strategies. Retirement experiences varied amongst participants depending on their role while employed, the types of social interactions, and their post-retirement financial situation. Common themes emerged, such as conflicting emotions, anger, disappointment, financial and social loss. Coping mechanisms were noted, such as counselling, hobbies, and expanded social networks. The goal of the article was for prevention and support for the police officers before retirement.

            I was a police officer for 25 years and experienced what many of Carney’s participants felt and went through. I empathize with her participants and can relate to their experiences while considering my demons of Post-Traumatic Stress Disorder, sleep disorder, anxiety, depression, and alcohol self-medication. Once reading the abstract, my creative juices and vision began to flow.  By utilizing (Reid et al., 2017) conceptual funnel concept, I used the three components from broader to narrower; research interests, research focus, and research question. The article by Carney et al. (2019) transitioned into my current research question.

Qualitative research method

            How to address the issue of quality in qualitative research? Brinkmann and Kvale (2018) give instructive reflections about the validity and objectivity of interview research, Coffey (2018) does the same for observation and ethnography, while Barbour (2018) for focus groups. The quality of qualitative research is not so much focused on demonstrating the scientific quality from the ‘outside.’ It focuses more on the ‘inside’ perspective: how to assess and evaluate qualitative research actively and confidently—examples such as acceptance of specific procedures results. “The focus of the discussion about the quality of research has – not completely, but mainly – shifted from fundamental, epistemological and philosophical levels to more concrete and practical levels of planning, doing and presenting qualitative research” (Flick, 2014).

            Qualitative research is based on subjective, interpretive and contextual data, but quantitative research attempts to control or exclude those elements. Joseph Maxwell (1992) developed a thorough conceptualization creating five categories to judge the validity of qualitative research: descriptive validity, interpretive validity, theoretical validity, generalizability, and evaluative validity.          

            A significant part of qualitative research is based on interviews, texts and writing – from field notes and transcripts to descriptions and interpretations and finally, the presentation of the research findings as a whole. The interviews of the participants will be at the discretion and interpretation of the researcher.

            As human beings, we all have abias.  It would be unrealistic to think that research is trying to get everyone to think or feel the same – those different experiences, opinions, and objectivity are part of the process.  Questioning is vital to bring forth an understanding of why those opinions and biases exist.  Malthouse et al. (2015) stated, “…questions become reflective when emergent ideas are related to existing senses of knowledge, self and the world; as new understanding emerges” (p. 73).  Perhaps the point is that human beings agree to disagree but should be respectful in the process and get insight into what others bring based on their experiences to develop an understanding.

            The nature of qualitative data makes it difficult, if not impossible, for the person analyzing to separate himself or herself from the data. My research will be basic, with a limited number of participants (approx. 100). I will be searching for other data sources that support my interpretations, giving me more confidence that what I have found is legitimate. I will consider whether there are other reasons why or how I obtained my data. If I can rule out or account for alternative explanations, my interpretations will be more robust. I will compile a list of others to review my conclusions. Maybe others will see things that I missed or identify gaps in my argument that need to be addressed. They also can provide affirmation that my conclusions are sound and reasonable, given the data. Also, I will examine Seale’s (2004) criteria for quality in qualitative research, which gives some guidance to qualitative research to improve or judge qualitative research quality. Common elements, such as validity and reliability.

Conclusion

            Qualitative research findings are the result of interpretive effort and are not objective but subjective. I know that I am part of the research process and affect the results, so my internal conversations and ongoing reflexive work as a researcher must be an on-going process. Questions I will ask myself are: Does my research meet the criteria of credibility? Am I managing the quality in my qualitative research? What can I do to improve and demonstrate qualitative research quality?

            This essay identified my research topic, which is a specific, grounded topic. I identified my case study approach and addressed the core issues when utilizing qualitative research. While conducting my research, I will demonstrate criteria, strategies, and methods to distinguish my research as rigorous. Reflect on an understanding of what it means to make this process transparent and support ways of enhancing rigour within the qualitative research paradigm. As a researcher, I desire the truth.

References

Carney, C., Bates, L. & Sargeant, E. (2019) Exploring the impact of retirement on police officers wellbeing: Police practice and research, DOI: 10.1080/15614263.2019.1658584 https://www.tandfonline.com/doi/abs/10.1080/15614263.2019.1658584?journalCode=gppr20

Corlett, S. & Mavin, S. (2018). Reflexivity and researcher positionality. In Cassell, C., Cunliffe,   A. L., &            Grandy, G. The sage handbook of qualitative business and management research methods (pp. 377-398). 55 City Road, London: SAGE Publications Ltd doi:10.4135/9781526430212     https://researchportal.northumbria.ac.uk/en/publications/reflexivity-and-researcher-         positionality(18a28f20-36fc-4bd7-a030-8dd6597015af)/export.html

Flick, U. (2014). An introduction to qualitative research (5^th ed.). Sage.

Glaser, B. G. (1998). Doing grounded theory: Issues and discussions. The Sociology Press.

Hampton, C., Reeping, D. (2019). Positionality: The stories of self that impact others. Virginia Tech.   file:///Users/laurie/Downloads/positionality-the-stories-of-self-that-impact- others%20(3).pdf

Maxwell, J. (1992). Understanding and validity in qualitative research. Harvard Educational Review.             62(3):279-300.  https://www.researchgate.net/publication/284892180_Understanding_and_Validity_in_Qualitativ e_Research

Panucci, C., & Wilkins, E. (2010). Identifying and avoiding bias in research. Plastic and Reconstructive Surgery 126(2), 619-622. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2917255/

Reid, C., Greaves, L., & Kirby, S. (2017). Experience, research, social change: Critical methods (3rd      ed.). University of Toronto Press. Chapter 3: Being a Researcher, pp. 47-52.

Seale, C., Gobo, G., Gubrium, J., & Silverman, D. (2004). Qualitative research practice. Sage.

What is research bias and is it an inevitable constituent within educational research? Draw from the readings to support your views.

Bias is any tendency that prevents unprejudiced consideration of a question. In research, bias occurs when systematic error [is] introduced into sampling or testing by selecting or encouraging one outcome or answer over others (Merriam-Webster, n.d.).

The concept of bias is a re-occurring theme in this course and critical research. It seems researcher bias and subjectivity are commonly understood as inevitable and essential to identify. The challenge is which preference I choose – selection bias, channelling bias, interviewer bias, chronology bias, recall bias, transfer bias, information bias, publication bias, or another dozen or more. The list goes on. The discussion question is if bias is an inevitable constituent within educational research. Something tells me it is but do not take my word for it. Let us look at one example – research bias and wrong information on the web. Websites are neither reviewed by peers nor publishing companies before they go public.

I could not agree more with the suggestion by (Le Roux, 2017) where quantitative, qualitative, or mixed-method must be presented as intellectually accurate, thorough, and trustworthy, or it is meaningless. Why would I conduct my research, interview participants, complete surveys, etc.? At the writing stage, have it “flushed” by a peer review and other experts in the field. I have spent my entire adult working career with an “audit culture,” including checks and balances. Bias is one puzzle piece identified and an excellent place for self-discovery while reflecting on my practice as a qualitative researcher.

My final essay research question will be answered in part through interviews. I feel qualitative research is related to principles of interviews believing that the interviewee (person being studied) relates the narrative while the interviewer’s role (yours truly) is to be unbiased and avoid inserting my judgements or directions. This would be the true definition of a good interview. I will draw upon my knowledge and skills as an interviewer and develop a perspective that helps me see interactions between subjectivity in qualitative research and neutrality in interviewing.

Due to previous discussions in this course, interactions with my peers, and research, I am fully aware of my requirement to be objective as a researcher. Still, I know my innate personal biases and know they will come to the surface from time to time—just something to be aware of.

References

August, R., & Tuten, T. (2008). Integrity in qualitative research: Preparing ourselves, preparing our students. Teaching & Learning, 22(2), 82–92. https://search-ebscohost-com.libraryservices.yorkvilleu.ca/login.aspx?direct=true&AuthType=url,cookie,ip,uid&db=ehh&AN=33383227

Le Roux, C. S. (2017). Exploring rigour in autoethnographic research. International Journal of Social Research Methodology, 20(2), 195–207. https://search-ebscohost-com.libraryservices.yorkvilleu.ca/login.aspx?direct=true&AuthType=url,cookie,ip,uid&db=bth&AN=120211623

Merriam-Webster (n.d.). Bias. In Merriam-Webster’s Dictionary.  http://www.merriam-webster.com/dictionary/bias.

Drawing from the readings this unit, discuss the primary responsibilities of researchers as they embark on research projects? How do the following tenets impact your research framework and interest:

• Credibility?
• Generalizability?
• Integrity?
• Reliability?
• Trustworthiness?
• Validity?

Considering what we are viewing on social media lately, believe it or not, the RCMP has a mission, vision, and value statement. The six values are honesty, integrity, professionalism, compassion, accountability, and respect. Integrity is defined as acting consistently with the other core values while upholding the RCMP’s ethical and social norms. Personal opinions aside, integrity is the linchpin holding research together. (Merriam-Webster, n/d) define integrity as a firm adherence to a code of especially moral or artistic values, incorruptible character. Synonyms include decency, goodness, honesty, morality, righteousness, and virtue. For (Paul & Elder, 2005), acting ethically is nothing more than knowing what we are sensitive to and how we come to understand or interpret others’ experiences, which falls short of defining research ethics. (Reid et al., 2017) comes closer to hitting the mark when they identify two “musts” when conducting research. First, the behaviour, values, and attitudes of a researcher must conform to the standards of conduct and second, a duty of care must be upheld and exercised by all those involved in the research. In my view, combine these two “musts” with integrity and whatever approved criteria is required, and my research results should pass the test.

To me, considering how my research will be presented is essential to avoid damaging or unintended consequences. I plan on a qualitative research method using interviews and narratives. I want readers to interpret and believe my results and report. As stated by (Miles et al., 2014, p. 62), “If people feel betrayed by you when they read a report, it becomes almost impossible for them to accept it as a reasonable interpretation of what happened.” As a participant, I can think of nothing worse than reading the final report and feel angry at being misled or tricked.

The tenets of credibility, generalizability, integrity, reliability, trustworthiness, validity, and others fall under the category of completing the research report with integrity.   How far do I go with writing my report using the data and interview narratives while making   my report? Written as a record of the research content, process, and analysis reported by you, the researcher (Babbie & Benaquisto, 2010, p. 465), or written in a rich and luminous manner while engaging readers with information that matters, in ways that matter.

References

Babbie, E. & Benaquisto, L. (2010). Fundamentals of social research (2^nd ed.). Nelson Education     https://www.semanticscholar.org/paper/Fundamentals-of-social-research-Babbie- Benaquisto/4837213e9877cb5f1957ee32d195aa0b9b65608c?p2df

Merriam-Webster. (n.d.). Integrity. In Merriam-Webster’s Dictionary. https://www.merriam-        webster.com/dictionary/integrity

Miles, M., Huberman, A., & Saldana, J. (2014). Qualitative data analysis: a methods   sourcebook. Sage. https://us.sagepub.com/en-us/nam/qualitative-data-analysis/book246128

Paul, R. & Elder, L. (2005). The miniature guide to understanding the foundations of ethical        reasoning. The Foundation for Critical Thinking. https://www.criticalthinking.org/files/SAM-       EthicalReasoning2005.pdf

Reid, C., Greaves, L., & Kirby, S. (2017). Experience, research, social change: Critical methods (3rd ed.). University of Toronto Press.

Some readings this week implicate the role of emotion in meaning-making. Citing research, discuss whether emotion can be or should be eliminated in data analysis.

In Bawa (2017), “As a learner, I have always been driven by feelings that I like to think of as “learning emotions” (p. 3). “I discuss my experiences through emotional lenses” (p. 3). “What emotions influence novice learners’ meaning-making process” (p. 3)? “Literature supports the value of emotions in teaching and learning” (p. 3). “Emotions are critical to the teaching and learning process, as they affect how a learner decides to study” (p. 3). Bawa continues to say her emotions are potent forces that enhance academic and self-learning, and she suggests they define who we are and who we become. But just because emotions are a necessity in teaching and learning, are they just as valuable in academic research? Bawa (2017) concludes by stating, “This study provided evidence, supporting the broaden-and-build theory, which states that over time, recurrent experiences of positive emotions allow people to build a cache of personal resources” (p. 35).  As a learner, I was sold long ago to use my emotions to motivate my learning. This article seemed to identify the process of meaning-making, although I feel it failed to answer whether emotions can or should be eliminated in data analysis.

Reid et al. (2017) state, “As critical social researchers, we take the position that the researcher should not shy away from experience being studied. It is a bias – a bias that needs to be accounted for and made visible. It is normally the covert biases that are harmful to research” (p. 8). The question of my biases and examining the values and principles that underpin my research should be carefully reviewed along with my worldview – ontologically, epistemologically, and methodologically. I know that making systematic research choices will present many challenges, but these are far more important than my emotions.

My qualitative research will incur multiple methods, including interviewing participants grounded in lived experiences, naturalistic, and evolving. My social interaction with participants will attribute to these interactions. In policing, emotions are used extensively during the interview process. I will be practicing an active approach to my interviewing, questioning and challenging the respondents’ answers. I will be applying empathy and emotional interaction to obtain significant and further knowledge and interpretation of my research question. In recent feminist qualitative research, there is emphasis on the knowledge potentials of feelings, empathy, and the personal dimension in human interaction, including research interviews (Ellis & Berger, 2003).

My positionality with my participants will do nothing but broaden my understanding of them and their responses during the interview. Because my participants will have emotions and feelings, I will reflect the same. However, the data I secure will not be gathered to fit into my paradigms. I will check back and sensitively discuss interpretive authority issues because similar to myself, some of my participants would have been exploited, bullied, or harassed throughout their policing careers. Patton (2014) describes autoethnography as a process where researchers apply their personal experiences to the culture they are studying. From my research, I see no reason not to involve my emotions as well.

References

Bawa, P. (2017). Making sense of making meaning, the semiotic way: Emotional journey of a novice       learner. The Qualitative Report, 22(1), 73–104. https://search-proquest- com.libraryservices.yorkvilleu.ca/docview/1867930764?accountid=142373

Ellis, C, Berger, L. (2003). Their story/my story/our story: Including the researcher’s experience in           interview research. In J.A. Holstein & J.F. Gubrium (Eds.), Inside Interviewing: New lenses, new       concerns (pp. 467-493). Sage.

Patton, M. (2014). Qualitative research and evaluation methods (4th ed.). Sage.

Reid, C., Greaves, L., & Kirby, S. (2017). Experience, research, social change: Critical methods (3rd        ed.). University of Toronto Press.

You have explored the two overarching approaches to research, as well as surveyed methodologies, and considered appropriate methods given your framework and specific research interest. Drawing from the readings this unit, discuss how your lens and how it informs interpretation.

The process of identifying a research question is becoming increasingly easier the more I read all the chapters of Reid et al. (2017). Based on Reid’s recommendations and other literature, my research question will be, how does retirement impact a police officer’s health and wellness? I am pleased with its openness because it may provide me with new or unexpected insights into the subject, suggest further practical courses of action to resolve the problem, or open new directions for future research. Participant’s self-care and post-retirement outcomes can be positively impacted as a result of acquiring these insights. The insights I seek can be best found through qualitative research. That must make me a social change-oriented researcher. At the very least, on the path to becoming one.

The case study approach allows me to focus on an already existing concern in society whereby I may shed some new light on the research problem. I will expand on the research by Carney et al. (2019) Exploring the Impact of Retirement on Police Officer’s Wellbeing by searching to uncover new concepts and ideas that could be incorporated.  My work and much of my personal life have been involved in law enforcement. Some of my projects and assignments have involved qualitative (words, understanding, insights) and quantitative (numbers, graphs, generalized facts) research and documentation. However, my preference is qualitative research approaches due to social aspects while associating with real people rather than numbers and statistics. The case study approach involves qualitative methods, but quantitative methods will also be used for my questionnaire.  The case study allows in-depth exploration of issues in their real-life settings and is used to describe, compare, evaluate, and understand different aspects of a research problem.

For my research question, a case study is appropriate because I want to gain concrete, contextual, in-depth knowledge about a specific real-world subject. This approach will allow me to explore the key characteristics, meaning, and implications of my research topic. I do not have the time or resources for a large-scale research project, and a case study will keep my project focused and manageable. I will be exploring one case study and analyze the subject in depth.

I am aware that a case study is an appropriate method for my research topic, but if the case study does not fit, it will be adapted, or a new process or approach will be introduced and developed.

References

Carney, C.,  Bates, L. & Sargeant, E. (2019) Exploring the impact of retirement on police officers wellbeing: Police practice and research, DOI: 10.1080/15614263.2019.1658584 https://www.tandfonline.com/doi/abs/10.1080/15614263.2019.1658584?journalCode=gppr20

Reid, C., Greaves, L., & Kirby, S. (2017). Experience, research, social change: Critical methods (3rd ed.). University of Toronto Press.

Methodology and methods are often used interchangeably, but methods are really the tools you use to collect and analyze your data. There is a close relationship to the methods you select, your methodology, and the theoretical frameworks guiding your thinking. Discuss the methods you might use.

 My research question is, how does retirement impact a police officer’s health and wellness? I will use a mixed method of obtaining my data. I will primarily focus on qualitative data using methods such as semi-structured interviews, observations, and analysis of primary and secondary sources such as newspaper articles, journals, and official records. I am interested in accessing experiences, interactions and documents in their natural context. My findings will be reported by way of a written narrative style. Observations will be made, and field notes will be taken throughout the data collection process. My observations will be a researcher as participant-observer, whereby I will record observations of my participant’s verbal and nonverbal behaviour, including their accounts of the events. The thoughts and events described made by my participants will be recorded by me as observations and reflections. I will be careful to be non-invasive and noncolonial by very diligently avoiding projecting my meanings of the research or experiences on those being interviewed. I say this because I was in policing, I am retired, and I follow a successful wellness program.

 I will design a questionnaire, which will produce quantitative information with the appropriate consent form completed. My participants will be random, and I wish to generalize my data to a larger population.

Closed questions will generate my quantitative numerical data or data that can be put into categories. An example is the Pittsburgh Sleep Quality Index (PSQI), a self-rated questionnaire that assesses sleep quality and disturbances over a 1-month time interval.

 Even though my study will consist of interviews with primary recorded content and questionnaires, I am confident the content analysis of my research question and subsequent results will be objective and with well-defined criteria.  The tools I will use for my research will satisfy Joseph Maxwell’s (1992) five categories to judge the validity of qualitative research: descriptive validity, interpretive validity, theoretical validity, generalizability, and evaluative validity.  

References

Carpenter, J., Andrykowski, M. (1998). Psychosomatic evaluation of the Pittsburgh sleep quality index.    Journal of Psychosomatic Research, 45(1), 5-13.             https://www.sciencedirect.com/science/article/abs/pii/S0022399997002985  https://www.opapc.com/uploads/documents/PSQI.pdf

Maxwell, J. (1992). Understanding and validity in qualitative research. Harvard Educational Review.       62(3):279-300.

https://www.researchgate.net/publication/284892180_Understanding_and_Validity_in_Qualitativ e_Research

As noted by Leung and Lapum (2005), and Malthouse, Watts, and Roffey-Barentsen (2015), interrogating the role of the self and its positionality is integral to research integrity. Drawing from your readings, discuss some strategies for maintaining transparency and criticality with regard to self in education research?

As a researcher, where do I stand when it comes to the role of self and positionality? In policing, officers are taught to be objective, fair but firm, better to ere on the side of caution, but how can I control my bias’ which I learned and practiced throughout my life? More specifically, why should I control them? I possess intentions and perspectives unique to me and my worldview. These beliefs guide my ontological, epistemological, and methodological choices and actions (Guba, 1994). That is because I have had life experiences, exposure to people, places, and things, and so much more.

 “As critical social researchers, we take the position that the researcher should not shy away from experience being studied” (Reid, et al., p. 8). However, with all the learned bias through our lives, how can one stay objective throughout the research process? As stated by (Leung & Lapum, 2005, p. 2), “Self is to be contained and biases guarded against.” My biases were shaped by experiences, beliefs, values, education, family, friends, etc. I gave two examples of possible research statements in Unit 4, Discussion 1, which I care about. My energy will continue to the end of the study, but I know I have biases that need to be accounted for and made visible. What are they, and why should I care? What covert biases do I have that may be harmful to my research? My law enforcement experience may not allow me to ignore my biases. Still, I know it is essential to be aware of one’s biases for personal well-being and professional success. As stated by Robin DiAngelo, American academic and author, “I don’t believe it’s humanly possible to be free of bias.”

The paper by (Malthouse, et al., 2015) focused on reflective questions in professional workplace problem-solving. My reflective self-questioning has always been after the fact when confronted with professional problems and situations. It appears I have been practicing situated reflective practice (SRP) throughout my policing career because SRP is used where change comes upon an individual by forces beyond their immediate control. That was pretty much a daily occurrence. However, it is time to do some self-exploration from both qualitative and quantitative research perspectives.

I can see how SRP would benefit my research by identifying my biases and making sense of the world by observing extended and external influences. Using this questioning and reflection tool, I will be able to think about and frame social relationships in my study and seek a more professional change and development. The questions I will ask myself will result from deliberation, introspection, and contemplation (Malthouse, et al., 2015). I will have many internal conversations with myself, which will be part of my research reflexivity.

I will struggle with research bias, and I have to inquire into myself, increase my self-awareness, what I think, how I feel, and why I think. My role as a researcher is a balance between receiving the information and capturing and interpreting the information ethically and honestly. I do not believe it will be through poetry, but I am keeping an open mind. That is a good start.

References

Guba, E. G., & Lincoln, Y. S. (1994). Competing paradigms in qualitative research.Handbook of qualitative research, 2(163-194), 105.

Leung, D., & Lapum, J. (2005). A Poetical journey: The evolution of a research question. International     Journal of Qualitative Methods, 4(3), 63–82. https://search-ebscohost-            com.libraryservices.yorkvilleu.ca/login.aspx?direct=true&AuthType=url,cookie,ip,uid&db=a9h& AN=18878791

Malthouse, R., Watts, M., & Roffey-Barentsen, J. (2015). Reflective questions, self-questioning and managing professionally situated practice. Research in Education, 94(1), 71–87.        https://doi.org/10.7227/rie.0024

The readings this unit aim to support students in identifying research interests, developing a focus, and then articulating a specific question, each of these becoming increasingly precise. With the guidance of the conceptual funnel (Reid, Greaves, & Kirby, 2017), post here a statement of research interest that is framed within QUAL or QUAN approaches and researchable through a specific methodology. Our responses to your post will aim to help you further refine and focus your developing framework.

This discussion question was challenging, although I feel I am on the right track. Besides, “research is like embarking on a voyage of discovery. As the voyage takes place, the researcher maps or charts the process of exploration” (Reid et al., 2017, p. 70). Let me keep the voyage metaphor.

I have some idea where I want to go for my vacation, but I had several travel destinations to choose from, like any vacation. I made a travel plan, researched who had the information I required to plan my holiday, chose the participants in my journey, decided to gather all the information, how I will document and make sense of it all, and who will report the vacation others upon my return. I cannot forget journaling my voyage, so my adventures, friends I make, people I meet, analysis, and actions are all recorded. Observational field notes during the vacation and expanded fieldnotes upon my return. Serious reflection is required before, during, and after my vacation. Where am I going and why? What do I hope to achieve from going on this vacation? How ambitious should I be? Will I be satisfied after the journey? Who will I be satisfying? Who else may benefit?

What I require is a good map. The research begins with what (Reid et al., 2017) describe as the conceptual funnel. The funnel requires three components from wider to narrower; research interests, research focus, and research question. The goal is to have a straightforward research question.

Step 1 (research interests) – I will start where I am by engaging in reflective questioning and identify a broad range of locations to go on a voyage. What do I care about, excites me, questions, concerns, pressing issues, others concerns?

Step 2 – (research focus) – I continue to explore my voyage reflexively. I record my thoughts, questions, insights, concerns, curiosities, and confusions in my voyage journal. My trip would take place in an environment that is researched and understood but could be visited one more time. Before leaving, I may suggest or reach out for a more formal “call for research” to pay for my voyage. My voyage has been planned, and I sit with the idea for a week while asking myself, does the journey feel comfortable and why, what do other people think about it, do I want to do it, go with my “gut” feeling; if it does not feel right then it probably is not. Have I examined all angles to the voyage?

Step 3 – (research question) – Because my voyage involves asking people the nature and scope of an issue and their experience, I require a quantitative approach. The journey also consists of people’s experiences, policies, or meanings of somethings to individuals and groups, so I need a qualitative approach.

I will focus on action research and case study method.

For this discussion question, I have chosen two possible statements of research.

While using Bloom’s Taxonomy, how are staff shortages and low morale affecting the role of policing in the 21st century?

How can critical approaches to criminal investigation procedures contribute to positive social change in the community?

I would appreciate any help you can give me to refine and focus my framework. Thank you.

Laurie

References

Reid, C., Greaves, L., & Kirby, S. (2017). Experience, research, social change: Critical methods (3rd ed.). University of Toronto Press.