Dear Daniel,
A very interesting question. I'm sending separately a Short Guide and
Detailed Manual for those wanting to use a particular open-narrative
interview research method , that of BNIM (Biographic Narrative Interpretive
Method).
There are two key 'ways' of reducing and/or surfacing bias that could be
said to be deployed in the method.
1. In the interview itself
1.1. The first sub-session requires the researcher to ask a single
open-narrative question, and to promise not to interrupt until the narrator
has finished. This leaves a large scope for free unconstrained improvisation
by the narrator. The 'bias of constant mini-interventions' is therebye
removed
1.2. In the second sub-session, the interviewer picks up key
points/cue-phrases previously generated by the interviewee and probes for
more story-details about these already mentioned points. 'Bias' (or research
focus) does guide the selection of items, but they are all items raised by
the interviewee themselves. 'Bias' affects therefore the 'omission of their
items', not the creation of your own. And what you do about the items is
restricted to asking more story about them, nothing else.
2. After the interview, in the interpretation
2.1. You start two [quite complex] interpretive processes by using an
interpretive panel in which other people's interpretations of particular
data are given as much status as your own. This involves the ventilation of
all the panel members' stereotypes and projections and their mutual
recognition as such, and the transcendence of these inevitable and now
visible biases.
Biases can be seen as a unique configuration of 'hot-spots' and 'blind
spots'. Once recognised and surfaced, they can be of great benefit,
particularly the "hot spots" which can be a source of hallucinations (you
see a trace of X that nobody else does and eventually isn't there) and
unique insights (you see a trace of X that nobody else does and eventually
actually proves to be there). The 'trick' is to find a methodological device
which enables different people's unique hot-spots and blind-spots to
surface, and which enables them and you to discern better what is really
happening. The French sociologist Pierre Bourdieu called it "becoming more
objective about subjectivity", our own in particular and therefore that of
others. The BNIM panel is a great way of doing this.
The above is a short simplification. If you scan the "Short Guide" part of
the attached document, and the sections on "panels" in the "Detailed
Manual", it may make more operational sense.
For an organisational study using BNIM and a number of other methods
(document analysis, ethnographic observation, participant action research)
as well, see
Lynn Froggett, Prue Chamberlayne, Stef Buckner and Tom Wengraf. 2005.
Bromley by Bow Centre: research and evaluation project; integrated practice
- focus on older people.
http://www.uclan.ac.uk/facs/health/socialwork/bromleybybow/publications.htm
If eventually you have any questions or comments, do contact me.
If anybody else would like a copy of the free 'BNIM Short Guide and Detailed
Manual', DON'T PRESS REPLY (TO ALL THE LIST) but SEND ME A SEPARATE EMAIL,
and I'll get a copy back to you.
Best wishes
Tom
-----Original Message-----
From: Qualitative Research for the Human Sciences
[mailto:[log in to unmask]] On Behalf Of Daniel Bennett
Sent: 14 April 2010 01:10
To: [log in to unmask]
Subject: case study considerations related to organizational culture study
Dear Qual Friends,
I am wanting to conduct a case study related to the organizational culture
among faculty at my place of residence and work. I live and work on a very
small church-related college campus with about 40 full-time faculty and 10
part-time faculty.
As I consider my own biases as the primary tool of investigation, what are
ways that I could manage my biases while conducting a case study on
organizational culture at my place of work?
Are there examples of other case studies that you could refer me to? Any
additional resources that you recommend?
Thank you for your time and input.
Sincerely,
Daniel Bennett
PhD student
Educational Leadership - Higher Education Administration
Eugene T. Moore School of Education
Clemson University
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