In this chapter Creswell focuses on data collection and begins by describing the process of data collection as a “circle” of interrelated activities that include, but go beyond collecting data (depicted on pg. 146). He explains each of these activities, explores how they differ for each of the five approaches to inquiry, and on pages 148-149, provides a data collection table. The phases of the data collection process include locating site/individual, gaining access and making rapport, purposefully sampling, collecting data, recording info, resolving field issues, and storing data.

Individuals can be selected by chance, emerge from a wider study, or be volunteers. Creswell explains the individual selection process for five different approaches along with examples (Fig. 7.1 pg. 120; 2^nd Edition). Researchers interested in studying their own organizations, places of work, or themselves, may pose issues concerning power and risk to the participants and the site. Accessing sites and individuals requires permission from the Institutional Review Board by submitting a proposal. The author provides a sample consent form in Fig. 7.2 (pg.152) and the procedures to follow for accessing sites and building rapport (pg.154).

Creswell describes purposeful sampling, one of the most common sampling strategies, as a technique for group participants according to pre-selected criteria relevant to a particular research question. Considerations include who/what should be sampled; what form the sampling will take; how many people/sites need to be sampled; is the sampling consistent with the information needed by one of the five approaches to inquiry. Several qualitative sampling strategies are listed in Table 7.2 (p.158). The most popular approach is maximum variation, which consists of determining in advance the criteria that differentiate sites/participants and then selecting sites/participants that are different on those criteria. The author’s recommendation on the sampling size is on pg. 157.

Observations, interviews, documents and using audiovisual materials are the popular data collection approaches and Fig. 7.3 (pg.160) lists these in detail. When conducting an interview, the author recommends identifying interviewees based one of the sampling procedures listed in Fig. 7.2 (pg. 158). Different types of interviews include telephone, focus group, and one-on-one. The elements of an interview are listed on pages 163-166 and a sample interview protocol is listed on Fig. 7.4 (pg. 165). Observation addresses issues such as the potential deception of people being interviewed, impression management, and the potential marginality of the researcher in a strange setting. Things to consider while observing are listed on pages 167-168. The author provides instructions for recording interviews on page 168 and example instructions for observing on Table 7.5 (pg. 169).  Observation can include a ‘descriptive section,’ which details the chronology of events that have occurred and a ‘reflective’ section for notes about the process. It is important to record the information by ‘logging’ or ‘jotting down’ the data.

Creswell discusses some of the field issues that researchers may encounter in the data collection process. The issues he mentions pertain to gaining access to the organization, observation, interviews, documents and audiovisual materials, and ethical issues. In order to gain access to an organization, the  author recommends that the site selected should be one in which the researcher does not have a vested interest (i.e. their own place of employment) since their closeness to the organization may affect their ability to code and clearly look at all aspects of the research experience. Issues that arise in observations and interviews can be related to the mechanics of conducting these activities. In terms of observation and interviewing, Cromwell recommends researchers take notes and record information accurately. Interviews can be taxing for new researchers and there should be collaboration in the way the interview is conducted so that both the interviewer and interviewee are sharing information equally. Documents and audiovisual materials (e.g. journals or video recordings) assigned to research subjects as part of the data collection process may result in the researcher having to decipher written materials that is difficult to read. Researchers are faced with ethical challenges in the data collection process (consent, coercion, confidentiality, deception, or the sharing of the researcher’s own personal experiences).

In terms of storing data, Creswell provides a listing on page 175 that details 5 important principles on how to store and handle a variety of data used in qualitative research projects.

The author concludes the chapter with a comparison of the five approaches (pg. 176) and how the approaches differ in their diversity depending upon what is being researched and the type of data that is being collected for the research project.

In the introduction to his book, Qualitative Inquiry and Research Design: Choosing Among Five Approaches, John Creswell gives an overview of qualitative research and how different approaches can “shape the design or the procedures of a study” (pg. 1). The chapter mainly concentrates on an overview of the book, how it is organized and its purpose. The book examines five main approaches to qualitative research. These are narrative, phenomenology, grounded theory, ethnography, and case studies.  As these will be covered in detail later in the book, I will not describe them here but wait for later discussions. However, on page 10 the author lists the five approaches and cites the names of some of the major researchers in each method. So this is a great resource for an eventual lit review or even just more readings in each qualitative approach.

Creswell states that a qualitative study is made up of the introduction, the purpose, research questions, data collection, data analysis, reporting and validity and evolution standards (p2).  He continues with this idea of how to structure a qualitative research study with an overview that “regardless of the approach” there is “a basic process for research, the introduction, questions, methods of data collection and analysis” (pg. 6).  This seems to be not only an important point for the author but a great reminder for the class on how to structure and even think about the way in which we will design our research studies.

There is a table on page 7-8 that lists different qualitative approaches and the disciplines that use those approaches; an example is grounded theory and its use for research in the nursing field. In concluding this chapter Creswell encourages students to see the book and its design not as a limited and locked path to qualitative research, but rather a direction and hopefully an inspiration for strong qualitative studies.

The group discussed elements to include in the chapter reviews.

• Page numbers and directing readers to examples or charts in the chapter
• Definitions and concepts, both basic and complex
• Elements that relate to the theory and structure of qualitative research
• Elements that relate to writing for qualitative  research studies
• Highlighting what seems relevant to individual researchers or the class as a whole
• Pitfalls or tips for researchers
• Inspiration for researchers