Face-to-Face in Writing: My First Attempt at Conducting a Text-based Online Focus Group

Having completed graduate degrees in educational research and counseling, I have studied the theory of focus groups and participated in many while in a classroom setting. Interestingly, I had never moderated one until my first attempt in a text-based online environment. This paper describes my preparation for the session as well as the issues I faced while actually conducted the focus group. Readers will find that being prepared by establishing rapport with their group prior to the event, understanding the change of dynamics that distance brings to the process and handling the pressures of an expanded role as moderator, will help ensure a successful focus group session

Face-to-Face in Writing: My First Attempt at Conducting a Text-based Online Focus Group

Having completed graduate degrees in educational research and counseling, I have studied the theory of focus groups and participated in many while in a classroom setting. Interestingly, I had never moderated one until my first attempt in a text-based online environment. This paper describes my preparation for the session as well as the issues I faced while actually conducted the focus group. Readers will find that being prepared by establishing rapport with their group prior to the event, understanding the change of dynamics that distance brings to the process and handling the pressures of an expanded role as moderator, will help ensure a successful focus group session

Measure Twice and Cut Once: A Review of Clark and Creswell’s Mixed Methods Reader

The Mixed Methods Reader is an edited book that presents the reader with a synthesized introduction to the philosophy, history, methodology and practice of mixed methods research. The first section presents the reader with a series of 14 foundational articles, with a second section presenting nine carefully chosen exemplar articles demonstrating best practices in the field. The editors did a remarkable job in combining theory and application with the inclusion of a framework throughout the text which includes discussion questions, visual diagrams and introductory comments for each article. This creates a synthesis and ease of use that guarantees this text to be a classic for years to come

Real Projects, Virtual Worlds Coworkers, Their Avatars and the Trust Conundrum

This qualitative study informs project managers of the impact that the authentic projection of coworker identity via avatars has on trust and potential project management success when teams use virtual worlds to collaborate. By exploring the common experiences and reactions of potential virtual team participants to a demonstration that showed how to customize avatars and use them to communicate with others, it facilitated the development of a grounded theory that confirms whether the projection of authenticity via avatars is an antecedent of team trust and real project management success. Real management success was the main objective, since it is vital for the enterprise to use all means possible for competitive advantage in an ever-expanding technological society

The Endurance Test: A Virtual Project Team’s Lived Experience in an Online Project Management Course

This case study examines longitudinal data from an online MBA program’s project management course to understand and describe the lived experience of a virtual student team that exhibited difficulty delivering a term project. Testing a theoretical model proposed by Lohle and Terrell (2016), the study affirms that unless students actively contact their instructor to escalate feedback and concerns about progress it is difficult to assess student contribution on virtual team projects. The instructor also actively solicited feedback and facilitated closure to compensate for a lack of student accountability. This prompted a research question asking whether requiring an online instructor’s constant oversight and engagement is an optimal strategy for effective project delivery on virtual student teams

Knowledge Management Using Student Feedback: A Study Of Online Students’ Lived Experiences On Virtual Teams

Introducing group projects in online courses provides an excellent learning laboratory for students to experience what it is like to work on virtual teams. This qualitative study leverages a knowledge base containing feedback captured in a university learning management system from a population of thirty-four students in an online M.B.A. project management course over three semesters to examine the lived experience of students assigned to virtual work teams. Anonymous student discussions about their successes and challenges while collaborating on virtual teams to deliver a final research paper are reviewed. A grounded theory is proposed and best practices provided for instructors interested in including virtual team projects in their own online courses

Mixed-Methods Research Methodologies

Mixed-Method studies have emerged from the paradigm wars between qualitative and quantitative research approaches to become a widely used mode of inquiry. Depending on choices made across four dimensions, mixed-methods can provide an investigator with many design choices which involve a range of sequential and concurrent strategies. Defining features of these designs are reported along with quality control methods, and ethical concerns. Useful resources and exemplary study references are shared

Systems Analysis from a Qualitative Perspective: An Emerging Skills Set For Information Systems Professionals

“Effective systems analysis is at the core of the design, development and operation of a modern information system. As part of their analysis and design work, information technology (IT) professionals are called upon to interview clients, observe daily operations and interpret and evaluate existing or proposed solutions. These practitioners must understand and situate themselves in the context of multiple stakeholder organizations and remain cognizant of organizational goals. Unfortunately many of these interaction skills, critical to effective application development and delivery, are not taught in a university setting, Fortunately, many of these needed skills are the focus of effective qualitative research.

A Grounded Theory of Persistence in a Limited-Residency Doctoral Program

Approximately 50% of doctoral students in social science, humanities, and educational doctoral programs fail to earn their Ph.D. This number is 10% to 15% higher for students enrolled in online or limited-residency programs. Using in-depth interviews and qualitative data analysis techniques, this grounded-theory study examined participants’ recollections of their experience as students in a limited-residency doctoral program and their reasons for withdrawal while working on their dissertation. The resultant theory clarified relationships between attrition and support issues (i.e., advisor support, dissertation process support and program office support). The theoretical model helps identify steps faculty and administration may take in order to reduce high levels of attrition

Student-Identified Requirements for Persistence in a Limited Residency Ph.D. Program

The attrition rate for students in traditional doctoral programs hovers around 50%, while students in limited-residency and online programs tend to leave programs at rates 10% to 20% higher. Other than a student’s intrinsic motivation, prior research with the population studied in this program has not uncovered factors that may be predictive of attrition. The goal of this study was to better understand this phenomenon from the perspective of this population. Analysis from interviews with graduates of such a program yielded a set of best practices, focused primarily on assisting students as they prepared for their dissertation. The development and application of policies, procedures and tools based on results of this research may help administrators and faculty address the additional 10% to 20% they have historically experienced