Quantity with quality? Teaching quantitative and qualitative methods in an LIS master's program - library and information science - Qualitative Research

Library Trends, Spring, 1998 by Peter Liebscher

While identifying and operationalizing variables in complex research problems is difficult, once it has been done, the process of data gathering and analysis is well defined and relatively straightforward. Furthermore, unless the study is longitudinal, data collection is generally also relatively fast-i.e., once the study design is determined, the gathering and analysis of data proceed rapidly. In addition, although data for quantitative studies can be gathered in the field, more often data are gathered in-house (through laboratory experiments) or through survey instruments of various types. In any case, from a pedagogical standpoint, data for a variety of quantitative studies can be gathered "from within the classroom" so to speak.

Given the nature of quantitative research, it is entirely possible to teach a quantitative methods course with dummy data only. Although students invariably question the limited relevance of dummy data in the learning process, many courses are, nevertheless, taught in exactly this way. Of course, this approach lends itself rather well to the time constraints imposed by the academic semester. Pedagogically, the quantitative approach is also well suited to simple examples that can be tackled in a short time. "Dummy" studies (using small data sets and a limited set of variables) can be "conducted" and the results analyzed in class. Thus, students can be given considerable practice over the course of a semester in testing a variety of hypotheses.

QUALITATIVE METHODS

Qualitative research, on the other hand, is highly time consuming. The very language of qualitative research suggests an exhaustive process--prolonged engagement, intensive observation, thick description (Lincoln & Guba, 1985). Good design is, of course, a requisite for any type of study. However, it is fair to say that qualitative studies lack the same clear cut and objective standards for design as quantitative studies--i.e., the qualitative design emerges as the study unfolds. Indeed, Creswell (1994) points out that there is little agreement among researchers in terms of a set of precise procedures for data collection, analysis, and reporting of qualitative studies. Consequently, the evaluation of a qualitative study cannot be realized in the absence of data collection and analysis (since analysis proceeds hand in hand with observation). The quantitative researcher can be confident that the standards of rigor for design and analysis have been met before data collection commences. The qualitative researcher cannot do the same. As Lincoln and Guba (1985) point out, the pillars of qualitative research--credibility, transferability, dependability, and confirmability--cannot be demonstrated in the absence of data. Of course, this does not mean that the design process for a qualitative study is unimportant. Before collecting and analyzing data, the qualitative researcher must, according to Berg (1998), "sketch out the entire research project in an effort to foresee any possible glitches that might arise" (p. 27). But unlike a quantitative study, an evaluation of the design without data is much more difficult.