Literaturnachweis - Detailanzeige
| Autor/inn/en | McGaha, Kristina K.; D'Urso, Patricia A. |
|---|---|
| Titel | A Non-Traditional Validation Tool: Using Cultural Domain Analysis for Interpretive Phenomenology |
| Quelle | In: International Journal of Social Research Methodology, 22 (2019) 6, S.585-598 (14 Seiten)
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| Zusatzinformation | ORCID (McGaha, Kristina K.) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1364-5579 |
| DOI | 10.1080/13645579.2019.1621474 |
| Schlagwörter | Phenomenology; Ethnography; Research Design; Work Environment; Age Groups; Validity; Cultural Influences; Case Studies; Leadership Styles; Preferences; College Students; Student Attitudes; Work Attitudes |
| Abstract | Validation is a critical element of analysis which increases the credibility, rigor, and trustworthiness of research. Interpretive phenomenology traditionally has employed member checking as the validation tool to support the themes cultivated from data. However, the literature has challenged member checking as being insufficient or inaccurate in validating interpretive phenomenological analysis (IPA). Using cultural domain analysis (CDA) to validate IPA findings is a novel and non-traditional approach to the method design. CDA, a method more commonly associated with ethnographic or anthropological research, parallels the epistemology and ontology of IPA. This article illustrates the use of free listing (a CDA tool) to validate findings of an interpretive phenomenological study about Generation Z's experiences in the workplace. A brief discussion of the study will be included to establish context, but the primary discussion will address using cultural domain analysis to validate IPA. The implications, limitations, and challenges of this method design will also be discussed. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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