The Generic Qualitative Approach to a Dissertation in the Social Sciences

Kostere, Sandra; Kostere, Kim

doi:10.4324/9781003195689

Cited by 8 publications

(6 citation statements)

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“…The step-by-step analysis included getting familiar with the data, using the research questions to highlight data, creating a code for each meaning unit, clustering the coded meaning units, discovering patterns (what was happening), relating the patterns to the research questions, and looking for the emergence of overarching themes. 21 In addition to group themes through consensus with respect to the patterns of shared meanings, we also used a deductive approach in the final step to group themes related to "current OH&S practices," "the Canadian work environment," and "new immigrant workers." 23 The final set of themes and subthemes derived from participants' narratives describes the principal interrelated factors that affect OH&S in the Albertan work environment.…”

Section: Discussionmentioning

confidence: 99%

“…Flexibility in the research design was maintained to allow accurate meanings and patterns to be identified through thematic analysis from participants' narrative interviews. 21,22 Participant Recruitment New immigrant workers and agencies who provide services to new immigrants were recruited using purposive sampling to gain a comprehensive understanding of OH&S in Alberta, and NIWs' needs in training. Service providers in this study are defined as workers from settlement agencies who provide employment services to immigrant workers.…”

Section: Methodsmentioning

confidence: 99%

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“It's Just a Checklist”

Adams,

Joe,

Klinger

et al. 2023

J Occup Environ Med

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Section: Discussionmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

“It's Just a Checklist”

Adams,

Joe,

Klinger

et al. 2023

J Occup Environ Med

View full text Add to dashboard Cite

show abstract

“…in detail and in-depth. Furthermore, according to Bogdan and Taylor, as quoted by Moleong, this research procedure produces descriptive data in the form of written or spoken words from people and observable behavior (Kostere & Kostere, 2021).…”

Section: Metode Penelitianmentioning

confidence: 99%

The Determinant Factors of Archives Management for Academic Services in Sultan Amai State Islamic Institute Gorontalo Indonesia

Tanaiyo¹

2022

Ijemr

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This article discusses the determinants factor of archive management to support academic services at IAIN Sultan Amai Gorontalo. The main problem is what are the factors that influence the management of archives at IAIN Sultan Amai Gorontalo. This study used qualitative research methods. Data were collected through observation, interviews, and document study. The collected data were analyzed using the descriptive analysis approach. The results showed that three determinant factors influence the management of archives to support academic services at IAIN Sultan Amai Gorontalo. The three factors are archivist human resources, supporting facilities for archiving management, and internal policies regarding archives management. The research has implications for efforts to provide input on archive management problems at an institution so that it can provide the best service by academic standards.

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“…Generic qualitative inquiry requires structured data collection due to the focus on issues that are more real-world (Percy et al, 2015), and semi-structured interviews are recommended for data collection (Kostere & Kostere, 2021). Thus, semi-structured, in-depth, one-on-one interviews were conducted for this study.…”

Section: Methodsmentioning

confidence: 99%

“…Two types of interviews were used to collect data. Semi-structured interviews were the best fit for this study because generic qualitative inquiry requires structured data collection for practical issues, as suggested by Kostere and Kostere (2021) and Percy et al (2015). The first data collection method consisted of 10 one-on-one, semi-structured interviews.…”

Section: Conclusion and Recommendationsmentioning

confidence: 99%

The Impact of Team Size on Principal Self-Efficacy in Their Role as Instructional Leaders

Graham

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The ever-changing role of public-school principals is complex and overwhelming. Because instructional leadership impacts teaching practices and student achievement, this important principal role should be cultivated with principals having sufficient time to engage as instructional leaders. A generic qualitative inquiry methodology was used to explore how the size of an administrative team impacts principals' instructional leadership self-efficacy. Exploration was achieved through 10 one-on-one, semi-structured interviews and one focus group interview. The data suggest that team size does impact an administrator's ability to serve as an instructional leader. Participants reported that larger teams provided more time for working with individual teachers and collaborative teams. Although interviewed administrators did not always abandon instructional leadership when there was insufficient time, they did often sacrifice personal time to fit it in. Administrators did not believe that they had enough time to be instructional leaders, regardless of the team size, but they shared that there was more time to develop their instructional leadership principal self-efficacy when working on larger teams. Larger teams also provided administrators with greater diversity of perspectives and experiences, which they said cultivated their self-efficacy. Consequently, an opportunity exists for district administrators to consider the specific needs of each campus, the exhaustive list of duties given to campus administrators, and the importance of instructional leadership when making staffing decisions about the number of administrators allotted to each campus.

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The Generic Qualitative Approach to a Dissertation in the Social Sciences

Cited by 8 publications

References 0 publications

“It's Just a Checklist”

“It's Just a Checklist”

The Determinant Factors of Archives Management for Academic Services in Sultan Amai State Islamic Institute Gorontalo Indonesia

The Impact of Team Size on Principal Self-Efficacy in Their Role as Instructional Leaders

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