¶ … participant observer is an active participant in the ongoing activities and records observations from this perspective (no author, 2013). This role is used in certain settings, for example in ethnographies, action research and case studies (Iacono, Brown & Holtham, 2009). Participant observation is typically used when there are special insights to be gained from being a participating, as opposed to a passive, observer. However, participant observation has its limits, in particular the subjectivity that creeps into this type of observation can be higher when one is a participant. Most often, participant observation is reserved for research that will benefit from the recording of these subjective experiences. A good central research question that would demand participant observation might be "Are post-IPO investors purely rational?" Such a study addresses one of the key assumptions in efficient market hypothesis (rational investors) using a participant observation study set on an investment bank trading floor during on the days when IPOs begin trading. Phase 4 Individual Project Part II

Response 1

Qualitative data is associated with a few different learning points. The first is to gather information that will later be used to form a theory or hypothesis. Some interview techniques are particularly suited to this type of learning. An ethnographic study, for example, does not have a central thesis but rather the researcher seeks to learn as much as possible about the culture and maybe at a future point will have a theory based on those observations. So qualitative analysis is used in part for general learning.

Qualitative data is also used to explore details that cannot easily be expressed in any numeric form. Focus groups in marketing fill this need, in that they allow the researcher to determine why something has happened, or why the respondent feels a certain way about something. To learn why something occurs requires allowing the agent to express in his or her own thoughts the rational for the belief or action. Such responses may then in turn by codified by the researcher, or left on their own to be quoted directly in support of a researcher's contention.

A third learning point associated with qualitative data is to find patterns. Qualitative data found in primary source material can be used, as can a set of observations, to determine if there are any patterns present. Such patterns would allow a researcher to formulate a theory or hypothesis for later testing. The first step, however, is to gather information and then analyze that information to determine what value it has.

For me, these are three main learning points that arise from qualitative analysis -- what information is there, why does something happen, and does a given action mean anything. These are questions that are best answered with qualitative data.

Response 2.

Observation is an important part of the data gathering process in many qualitative studies One key learning point is to identify trends. Observation seeks to note patterns in behavior and thought that can be identified. In my research process, I will seek to identify patterns through the process of codification -- the codes allow me to test hypotheses relating to patterns, based on my observations.

A second key learning point in qualitative observation is differentiation. One of the reasons we study a group or phenomenon is to see if it differs from other groups or phenomena. Where such differentiation exists, we can gain new insights into the study target. I expect that my research will not directly seek out differentiation. However, my research can be compared at a later date to the research of others on similar subjects, and it is here that the differentiation value of qualitative research emerges.

A third key learning point with observation research is how the observation process changes the perceptions of the observer. This is specific to participant observers, where the participation is a key defining element of the research and the changes in the researcher as the result of the study are an important part of the research. I do not expect to use this learning point much in my own research, though I may add personal reflections to my final paper.

Key learning points are highlighted in yellow

Comments: The research question is to identify key learning points associated with qualitative analysis. The respondents were asked to identify three. The code used here is to isolate the key learning points that were identified by the respondents. If there were ten sets of responses, the data would be a little more robust, but here were have six data points. Synonyms are used...

So in this instance we have of six responses five distinct data points. Two are viewed as being the same -- finding patterns, and identifying trends. Trends and patterns are actually used interchangeably by the second respondent, supporting the idea that these are simply two ways of phrasing the same idea. With more data points, this approach will also be followed for the other responses. A helpful approach to this would be to identify a list of accepted synonyms prior to the analysis -- different ways of explaining differentiation for example. At the least, the approach should be flexible enough to make interpretations based on synonyms or conceptual similarities, and these should be note with either endnotes or comments so that the reviewers can evaluate whether the researcher has used good judgment in identifying and applying a code to the findings.
These results can be shown graphically:

This shows that in the two sets of responses, finding patterns was mentioned both times. If there were ten responses, we would see a greater range of responses and numbers, but the idea is the same -- to find the key learning points that are identified by the most respondents. The researcher in this instance would identify that finding patterns is the response with the most support from the qualitative research students. This implies that those who are learning to conduct qualitative research view the finding of patterns as their most important task, because all respondents identified it as a key learning point.

Over a greater set of responses, the strength of the other answers would be better-distinguished. This would allow the researcher to analyze which responses were truly the most significant. But while two responses is not enough, it is easy to envision this graph with many more data points, and how the different responses would emerge as the most important key learning points in quantitative research.

Phase 4 Discussion Board 2 Part III

Artifacts and documents can be used as primary sources. For example, if I wanted to write about finance, there are a lot of primary sources of information. These include annual reports, conference calls and other regulatory documentation. Sometimes, company internal memos can be used. Indeed, such electronic communication often takes the place of face-to-face communication, so an ethnographic study today would probably use some of these sources to help gather data.

The best way to approach artifacts and documents is to codify them, as one would with other qualitative information. The codes will allow primary source information to be properly documented. There are exceptions -- such as census data or annual report information that might already contain quantitative figures. The coding system needs to be developed, and then the coding system will be applied to the information. The objective of this approach is to process the primary sources to a point where they can be used in the research, no different than other qualitative sources.

One technique that is used is use keyword searches. Tally and Goldenberg (2005) note that this technique is used with documents, to identify trends in those documents with respect to their content or their treatment of the context. There may be subsequent qualitative analysis depending on the coding that has been adopted for the study, but the keyword search helps to organize primary source documents for further interpretation.

Phase 4 Discussion Board 3 Part IV

Observation is an important part of the data gathering process in many qualitative studies One key learning point is to identify trends. Observation seeks to note patterns in behavior and thought that can be identified. In my research process, I will seek to identify patterns through the process of codification -- the codes allow me to test hypotheses relating to patterns, based on my observations.

A second key learning point in qualitative observation is differentiation. One of the reasons we study a group or phenomenon is to see if it differs from other groups or phenomena. Where such differentiation exists, we can gain new insights into the study target. I expect that my research will not directly seek out differentiation. However, my research can be compared at a later date to the research of others on similar subjects, and it is here that the differentiation value of qualitative research emerges.

A third key learning point with observation research is how the observation process changes the perceptions of the observer. This is specific to participant observers, where the participation is a key defining element of the research and the changes in the researcher as…