Chapter 4 Research Design and Methodology
4.8 Ethical considerations
4.8.1 Ethical review procedures
Research ethics should be embedded at every stage of the research process including an awareness and sensitivity to the impact and outcomes of the research (Thomas, 2009). Ethical research is much more than a set of practical considerations during data collection. It has to be rooted in the research aims, the conduct of the researcher, respect for participants and others involved in the study. It must take account of how the outcomes impact on participants and others affected in the wider community. There should be appropriate sensitivity and openness so that the research is seen as inclusive to those participants who wish to contribute.
Before proceeding with data collection an ethical review was completed and approved by the University of Leeds Research Ethics Committee: reference AREA 13-024. Ethical review guidance was derived primarily from the University of Leeds Research Ethics Policy (2018) and British Educational Research Association, Ethical Guidelines for Educational Research (BERA, 2018). At the time of this research there were no overarching Nepalese guidelines on conducting research nor any recommendations for undertaking educational research with
schools or educational staff. I discussed the Leeds and BERA guidelines with the Nepali coordinator and assistants. Further details are covered in subsequent sections.
4.8.2 Ethical issues in the research
There are significant, inter-related ethical considerations that impact upon this research and my own position. As a British researcher coming into a Nepalese context there may be unspoken hierarchical assumptions or expectations (Busher, 2006)For example, I may be perceived as the ‘knower’, or that I am coming to tell them how to do things ‘right’. Since social justice is a complex and culturally-bound concept it was vital that participants in the study were able to put forward and share their own definitions and understanding of this concept. One of the purposes of the focus group discussions was to explicitly promote Nepali school leader views rather than introduce or compare them with my own position. The focus group outcomes, rather than my views, were used to shape the survey and interview data collection that followed. Similarly, whilst my personal value position must be open and transparent it should not influence the survey participants or interviewees.
I consulted the research coordinator in Nepal at all stages of the planning and collection of data to check the strategy, processes and plans for the research were culturally sensitive to the participants and the wider community. I made it clear that focus group contributors were to be approached carefully to ensure participation was by invitation without pressure due to any form of relationship or obligation to the research coordinator. The same applied to the coordinator’s contacts used to establish the focus groups. Each participant received written explanations in Nepali and English relating to confidentiality, anonymity, the nature of informed consent and the right of participants to withdraw at any time was reiterated. (Appendix B).
The relationships between myself, the research coordinator and assistants and the participants required exploration to ensure a common understanding of the ethical implications. All research activity must protect and support those directly involved in the research, i.e., participants, researchers and other assistants. It must evaluate and minimise any negative impact on other stakeholders, e.g., students, other educational professionals, policy makers and the wider community. Identifying third parties is avoided. It was important to ensure that specific diversity issues of gender, language and ethnic groupings of the participants were considered appropriately, and that participation of individual head teachers was open to all
sectors reflecting the diversity of the population. The close working relationship between myself, research coordinator and assistant in Nepal enabled ‘situated judgements’ (BERA, 2018, p.2) to be made, appropriate to different cultural contexts during the data collection. An emphasis on respect and regard for local customs and protocol at all times so that the research is well-received and culturally sensitive is essential.
A range of ethical issues can be created by translation. Whose interpretations are really being promoted, the speaker, translator or the researcher’s? How is the meaning affected by choice of either Nepalese or English language?
Apart from personal and institutional protection of identities there are wider implications and ramifications for participants in countries with different types of control and social and political conventions. It was essential that individuals in the focus groups acknowledged the shared responsibility of confidentiality and that anonymity of respondents in the questionnaire and in-depth interviews was met without compromise. This was a particularly important consideration so participants could safely express views that may be critical or supportive of their colleagues, government or institutional authorities. Care had to be taken to ensure there was no detriment to individuals’ future careers. There are implications for managing the focus group discussion and reporting survey and interview data in this thesis and in any future publications.
Encrypting laptops and online questionnaire items and normal principles of data protection and storage applied. All data in written form was filed and stored in locked cabinets. Written and electronically stored items will be destroyed after three years following publication. This allows for further analysis of data to support future publications.
4.8.3 Ethical issues post-research
British Educational Research Association guidelines (BERA, 2018) refer to the responsibility of researchers to make their findings available in clear and accessible formats to research participants, the professional community and wider public where appropriate. A summary report of this thesis will be presented in Nepal after publication. Head teacher participants from all stages of data collection and other school leaders will be invited to a workshop to discuss data findings, analysis and implications of the research. A translation of the summary report and information on published articles arising from the research will be made available
to participants. Thus, the transformative potential of the research for head teachers and Nepal’s educational provision may be realised.
4.9
Summary
This chapter has presented a coherent research design and methodology using three linked, sequential methods, appropriate for the research aims. It justified the use of a pragmatic and transformative approach as a suitable theoretical framework for this mixed methods study. The vital roles of research-coordinator, research assistants and translators are explained, and implications explored. An emphasis on sensitivity, need for flexibility and fair treatment of all individuals recognising cultural challenges and different perspectives is central to the
researcher and participant interaction. The ramifications of accessing and recruiting
participants in an international context and more crucially the rationale for selection of head teacher samples at each stage are set out. The importance and dominance of qualitative data supplemented by quantitative data from survey responses are emphasised. The use of narratives and the interpretive phenomenological approach for the interviews, coupled with broader quantitative data trends and patterns, derived from qualitative survey responses enables an overall thematic analysis to be presented. Trustworthiness of the qualitative and quantitative data is discussed exploring how limitations are mitigated and possibilities enhanced. Finally, through careful consideration of ethical guidelines the dilemmas, unintended consequences and direct and indirect consequences of the research are
appreciated. Ultimately, minimising detrimental effects and maximising beneficial outcomes is paramount in this study and indeed, in any research.