Directing Collaborative Research Practice in a Global Arena

Research study presented at 2014 Midwestern Regional Conference of the Comparative International Education Society (MCIES). Please join us as we discuss how researchers are using collaborative and qualitative technologies to shape their research process.

For additional questions please email me @  nsabir@indiana.edu

Abstract:

Information technologies have rapidly shaped the scope of international education research practices as contemporary software developments that allow global collaborative research projects. This study evaluates value-based judgments about technologies considered relevant to the educational research process. To explore the role of these digital tools bounded within the context of researcher development and ongoing qualitative research projects, this participatory action research study looks at the reflexive journaling of ten doctoral students across a 14 week period. The shift in international education research paradigms and constant updating of expectation in practice prompt a need to better understand technological resources valued. The thematic journal analysis revealed a call for: (1) open educational resources across information management systems, used in the literature review process and theory building stages; (2) resources that promoted accessible, collaborative, and transparent information collection and analysis; and (3) technologies that integrate reflective practices and commentary during the entire research process. Digital tools that reflected these characteristics were highly valued in conducting collaborative research in a global arena. The findings from this study provide groundwork for current international education researchers to successfully navigate the technological logistics of conducting collaborative research endeavors.

 

Suggested citation:

Sabir, N. (2014, October). Directing collaborative research practice in a global arena. Presentation at the 2014 Midwestern Regional Conference of the Comparative International Education Society, Bloomington, IN.

Importance of Teamwork in Mixed Method Research Projects

With the implementation of survey instruments there is little movement of quantitative data, and minimal opportunity for varying interpretation of responses, as well as questions items (Bryman & Burgess, 1994).  With qualitative instruments integrated into mulimethod studies, the case is not as pronounced and therefore difficulties may arise in interpreting and evaluating qualitative data (Maderson, Kelaher, & Woelz-Stirling, 2011).  Hence in constant data collection phases, the management of information can become problematic when data are qualitative, collected by more than one researcher, and are intended for multiple users (Bryman & Burgess, 1994).

As two researchers working on individual projects are compounding data within a single research endeavor, the aspect of teamwork becomes crucial to the success of data analysis. Teamwork paired with reflexivity leads to improved productivity, effectiveness, and more robust research – overall higher quality (Barry et al., 1999). At the qualitative stage specifically, West (1994) reports that teamwork enhances the rigor of the methodological design, analysis, and interpretive elements of a research project.

Additionally teams can foster deeper conversations and higher levels of conceptual thinking than researchers working alone hence enriching the coding and analysis process at each stage (Barry et al., 1999).  This will include: integrating differing perspectives and ease at identifying bias (Liggett et al., 1994); a better standardization for coding and improving accuracy in theme creation and application (Delaney & Ames, 1993); and advancing the overall analyses to a higher level of abstraction (Olesen, Droes, Hatton, Chico & Schatzman, 1994).  In an effort to have a more rigours data analysis process and the reduction of personal bias, teamwork is crucial to the multiphase research model.

During the analysis phase of both the quantitative data and the qualitative information, the team aspect is crucial to the development of coding schemes and information interpretations.  The multidisciplinary discussions will act as a mindset for the two main analysis phases, sharpening the researchers to code of themes they might not have individually considered.

 

References

Barry, C. A., Britten, N., Barber, N., Bradley, C., & Stevenson, F. (1999). Using reflexivity to optimize teamwork in qualitative research.Qualitative health research,9(1), 26-44.

Bryman, A., & Burgess, B. (Eds.). (1994).Analyzing qualitative data. New York, NY: Routledge.

Delaney, W., & Ames, G. (1993). Integration and exchange in multidisciplinary alcohol research. Social Science and Medicine, 37, 5-13.

Friedman, T. (2005). The world is flat. New York, NY: Farrar, Straus & Giroux.

Liggett, A. M., Glesne, C. E., Johnston, A. P., Hasazi, B.,&Schattman, R. A. (1994). Teaming in qualitative research: Lessons learned. Qualitative Studies in Education, 7, 77-88.

Manderson, L., Kelaher, M., & Woelz-Stirling, N. (2001). Developing qualitative databases for multiple users.Qualitative health research,11(2), 149-160.

Olesen, V., Droes, N., Hatton, D., Chico, N.,&Schatzman, L. (1994). Analyzing together: Recollections of a team approach. In R. G. Burgess (Ed.), Analyzing qualitative data (pp. 111-128). London, UK: Routledge.

West, M. A. (1994). Effective teamwork. Leicester, UK: BPS Books.