Overview of the research methodology

The purpose of critical educational research is intensely practical, to bring out a more just, egalitarian society in which individual and collective freedoms are practiced, and to eradicate the exercise and effects of illegitimate power (Cohen, Manion, & Morrison, 2011, pp. 31-32)

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The research design and methodology, including justification of chosen methods and research strategies employed to ensure the attainment of recognised criteria and characteristics of rigorous qualitative research, is described in detail in Chapter Four.

This section provides a brief description of research processes and methodologies chosen as appropriate for addressing the research aims and questions.

1.5.1 Constructivist grounded theory

This study is essentially qualitative and uses constructivist grounded methodology, largely as described by Charmaz (2000, 2004, 2006, 2007), both to explore critical pedagogical dimensions developed from Degener’s (2001, 2006) research as they relate to foundation education within the New Zealand tertiary context and to build a conceptual framework for this field of education provision from this perspective.

[Constructivist grounded theory] is a method of conducting qualitative research that focuses on creating conceptual frameworks or theories through building inductive analysis from the data. Hence the analytical categories are directly

‘grounded’ in the data. (Charmaz, 2006, p. 187)

Classical grounded theory as posited by Glaser and Strauss (1967) focuses on discovering theory as emerging from data separate from the scientific observer.

Charmaz (2006) brings the perspective of constructivism to grounded theory, in that this social scientific perspective addresses how realities are made and assumes that people, including researchers, construct the realities in which they participate. Charmaz assumes that “neither the data, nor theories are discovered. Rather, we are part of the world we study and the data we collect. We construct our grounded theories through our past and present involvements and interactions with people, perspectives, and research practices.” (Charmaz, 2006, p.10)

Constructivist grounded theory, recognises the impossibility of a theory-neutral ground (Charmaz, 2000, 2006; Gibbs, 2000). In acknowledging that there is no theory-neutral stance to the investigation of social and political realities with regard to foundation education, the use of constructivist grounded theory is consistent with the epistemological standpoint of this research. Accordingly, Degener’s (2001) analytical

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framework and critical theory precepts are acknowledged as underpinning this research (see Table 3.9).

As reasoned in Chapter Four, this research does not replicate Degener’s (2006) research, but uses qualitative methodologies (constructivist grounded theory and case study research), both to expand her largely quantitative research and further explore her critical pedagogical constructs. The extension of Degener’s research takes place along three dimensions. First, her research focus is expanded from the field of family literacy adult education in the USA to the field of foundation education in the New Zealand tertiary environment. Second, her research protocols also extended from a focus on a single group, that of family literacy educators to the examination of three main groups of individuals involved in foundation education, namely, that of foundation educators, managers/administrators and policymakers/influencers. Third, given that foundation education policy in New Zealand has a direct impact on provision, an analysis of Government policy in this area is explored. It is hoped that by using a qualitative approach to examine the research aims and questions, that the results may go some way to validating Degener’s conceptual framework and critical theoretical precepts, as well as capturing a richness of information that is often constrained within purely quantitative approaches.

1.5.2 Case study research

The case study approach used for this research is best described as being: single-case and both theory-led and theory-generating (see Chapter 4, section 4.5). NorthTec’s foundation education provision, as a bounded system (Merriam, 1998; Yin, 2003), is the focus of the case study research within the wider context of the successive Governments’ policy and strategic objectives for foundation education in New Zealand (See Appendices E, F and G). NorthTec is a regional polytechnic is located in the upper North Island of New Zealand in the area known as Te Tai Tokerau or Northland¹⁷. As a smaller, regional ITP it faces challenges in the delivery of tertiary education across a disperse area, both geographically and economically (see Appendix G for a description

17 The names Te Tai Tokerau and Northland are used interchangeably within this thesis for this geographical region in New Zealand.

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of Te Tai Tokerau’s regional statistics and NorthTec as the case study, its foundation education provision, history and programme development process).

While NorthTec represents the single-case study examined in this research, sub-cases of its foundation education provision were identified. These were first, the programmes or courses identified as either focussing on foundation education (as generic of specialised programmes), or containing a significant component of foundation learning within the curriculum. Second, perspectives of tutors, managers/administrators and selected members of the NorthTec Council¹⁸ were sought, representing viewpoints on this area of provision at all levels within the organisational hierarchy.

The case study approach was utilised for this research as it is recognised as being particularly suitable for dealing with critical problems of practice and extending the knowledge base of various aspects of education (Merriam, 1988, Simons, 2009).

Specifically, NorthTec’s foundation education provision was considered an ideal case for the investigation into the implementation of regional and nation-wide objectives for

‘building foundation skills’ in Northland, which is an area in New Zealand that has a high need for foundation education opportunities within many of its communities (TEC, 2003; NorthTec, 2008).

1.5.3 Data generation and collection

The procedures used for the data collection methods that were considered as being appropriate to the nature of the enquiry within the case study and for developing grounded theory were: semi-structured interviews; documentation analysis and the observations made by the researcher. Great care and effort was taken to build a level of acceptance, access and trust with potential participants and the approaches used to achieve these qualities are detailed in Chapter Four.

The interview schedules used in the semi-structured interviews were developed using Degener’s (2001, 2006) critical pedagogical constructs, her concept of a critical pedagogy continuum across six elements of adult education programmes, and from

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relevant aspects of her survey and interview research instruments. These were contextualised and adapted for foundation education within the New Zealand tertiary environment. The four interview schedules that were developed and trialled also included questions on the participant’s perceptions and experiences on policy, both within NorthTec and at the national level (See Appendix D). All of the 58 interviews conducted were audio-taped and transcribed. A summary of the interviews conducted and their representation in terms of the groups of interviewees is contained in Chapter Four, Tables 4.7 and 4.8¹⁹. In order to further explore and address the questions guiding the research, analysis of relevant documentation was undertaken at both the policy and case study level as an additional source of data (See Appendices E and F).

As the researcher, I also brought observations of the phenomenon under study to the research findings, often in terms of informal contexts (arising from on-going discussions and working alongside those involved in foundation education). Chapter Four, section 4.6.6 outlines how these observations were recorded and maintained over the course of the research to enable a further source of data and the development and capture of a reflective account.

1.5.4 Data analysis

The analytical strategies used in the research are primarily based on Charmaz’s (2006) techniques for achieving grounded analysis) were: coding and comparison; memo-writing; theoretical sampling; theoretical saturation and development of theory (see Table 4.9). It is acknowledged that the overarching frame for the analysis was derived from Degener’s (2001, 2006) concept of four degrees of critical pedagogy across six areas of programme delivery.

This concept of degrees or a continuum of critical pedagogy was also applied to the areas of questioning on: policy and strategy; quality assurance; perceptions regarding the future of foundation education; and perceptions on research priorities for foundation education. Degener’s pedagogical constructs (see Table 3.9) were used as a guide to

18The governing body of a tertiary education institution as defined by the Education Act 1989 (165).

19The total response rate was 95% of those that were approached to participate in the study.

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organise interviewees’ thematic responses along a continuum for both the programme areas and other areas of questioning.

1.5.5 Ethical considerations

Evidence of ethical clearances for this research from Curtin University and NorthTec’s Research Committee are contained in Appendix C. Informed consent from all participants was sought at each stage of the data collection phase of the research. Initial emails, background letters, participant information and consent forms (see Appendices A and B) communicated that participation was voluntary and that the confidentiality of participants would be maintained. Participants were informed that they would not be personally identified in the thesis and could withdraw from the research at any time.