Why a Qualitative Research Design?

Debates over qualitative and quantitative research which consider the differences,

similarities and pros and cons of the two research paradigms have been and continue to be at the forefront of empirical research. Elliot (2005) defines quantitative research, as

research that generates data which is coded and communicated in a numerical format, whilst qualitative research is understood as research that generates data which is predominantly of a textual nature, full with rich, thick descriptions. Qualitative research questions the use of scientific approaches when researching human beings (Bell 2005). Quantitative research tends to produce quantifiable and generalizable conclusions, whereas qualitative research is somewhat more concerned with the way in which individuals see the world, and rather than seeking statistical perspectives this type of research is more

concerned with individual insights of the world.

However there can at times be instances where the boundaries between quantitative and qualitative research approaches blur, despite the historical and more conventional

understanding of qualitative and quantitative research as two separate approaches (Bell 2005, Elliot 2005). Bell (2005) highlights that quantitative and qualitative researchers’ draw on each other’s techniques and Elliot (2005) notes that when research is being analysed

quantitative data can be analysed and presented in narrative forms and qualitative data can be analysed to produce numerical or statistical findings.

Whilst highlighting differences between researchers who have an objectivist approach to the social world compared to researchers who have a subjectivist approach, Cohen (2007) notes that the subjectivist approach can ‘take on a qualitative as well as quantitative aspect’. But though he highlights the ability to combine both qualitative and quantitative research, Cohen (2007) identifies that a particular epistemological and ontological position may still be more sympathetic to a particular way of doing research (Cohen 2007). My position determines that I conduct research which focuses on understanding the meanings and actions of day to day life, which does not focus on ‘proof and prediction’ as the natural sciences do (Erikson 2011) but rather emphasises ‘the qualities of entities and on processes and meanings’ (Denzin & Lincoln 2011:8).

Qualitative research is based on a need to do research that focuses on understanding meanings and actions of humans. In discussing their reasons for utilising a qualitative

approach Clandinin and Connelly (2000) note that ‘as we quantified experience, it’s richness and expression was stripped away’ (Clandinin and Connelly 2000:xxvi). It is because of the ability of a qualitative research approach to focus on richness and expression and

understanding the meanings and actions of my research participants, and thus its potential to help produce findings that could bring to the forefront the plight of Black African HE art and design students - a disadvantaged group, that this research design has been chosen. It is a design which serves well the purpose of adequately interpreting the experiences of my targeted group.

Through following a qualitative research design, this study concentrates on a small sample of the targeted group in order to better focus on depth of understanding and the

production of rich data with thick descriptions. The study therefore, given its small number of participants, does not look to generalise to all Black African art and design students, but to provide theoretical insight into the experiences of a small group of this population. A qualitative research design allows for a focus on understanding and amplifying the voices of a marginalised group, and an opportunity to consider my place as a researcher who had also

been a Black African HE art and design student. These areas are discussed in more detail below.

4.4.1 Focused on understanding experiences and amplifying marginalised voices In order to answer my research questions, experiences are the primary object of research. Understanding the experiences of the participants and drawing out of their experiences the features that impede and facilitate participation in, experience of and navigation within HE art and design is viewed as an important part in answering the research questions. The utilisation of qualitative research design is viewed as necessary in understanding the experiences of Black African art and design students and amplifying their voices. Previous research by Manyika (2001) and Adu-Poku (2002) both utilised qualitative research methods as a necessary tool in understanding African student experiences. Whilst Bhopal (2010b) has argued that researching marginalised groups may bring out sensitive issues, and for this reason qualitative methods are preferred ‘as they are flexible, fluid and better suited to understand the meanings, interpretations and subjective experiences of those groups who may be marginalised, ‘hard to reach’ or remain silenced’ (Bhopal 2010b:189).

The National Union of Students’ (NUS) report on the HE experiences of Black students (2011) and Freemanxxix (2005) highlight the importance of qualitative research, in particular the way in which it allows marginalised student voices to be heard in research, a necessity if changes and developments are to be made in HE. This idea is shared by Hatton (2012) whose research on the curriculum and BAME attainment in HE art and design argues the need for BAME voices to be heard, ‘making real’ the stories behind the statistics’ (Hatton 2012:35), particularly in the HE context where institutional beliefs and values ‘always take centre stage’, resulting in the beliefs and values of BAME groups being placed at the margins (Hatton 2012:38).

The importance of statistics in research can neither be ignored nor side-lined. However, the draw backs to using quantitative research when researching minority groups cannot be discounted either. Issues around statistics and their potential to mask inequalities has been discussed by Gillborn (2010) who noted that ‘statistics were less able to capture the

subtleties of racism and how it operates’ (Gillborn 2010:271). In research by Zimadars et al (2009) on admissions of Asian students to arts and science subjects at Oxford University; Indian, Bangladeshi and Pakistani students were grouped as ‘South-Asian’, the reason for the grouping was that it would be ‘uninformative for statistical analysis’ to separate the groups due to small numbers, despite an awareness of the major differences within these groups in regards to, among other factors, attainment and social class. As a result the differences in groups were not acknowledged and voices of students given little place of importance, going against the principle of fair and adequate representation.

In contrast Bagguley and Hussain’s (2005) qualitative study on South Asian women’s experiences of HE and barriers they face entering HE and the labour market, focuses on recognising the diversity of South Asian women and looked at Indian, Pakistani and Bangladeshi students as separate groups. This allowed the research to highlight their different social class profiles, ethnicities, religions and HE experiences. Research by Bhopal (2010) has similarly explored the experiences of Asian women in HE drawing out differences amongst the women also in relation to social class profiles, ethnicities, religions and HE experiences. The differences within Black students in the UK in terms of HE experiences are currently under researched and this research aims to look at differences in relation to Black African students.

The NUS report (2011), although focusing on BAME students’ experiences collectively and using both quantitative and qualitative research methods, highlights the limitations of quantitative research in showing the ‘unique difficulties’ among BAME students, and the importance and requirement of qualitative research strategies in allowing this to happen. It notes that

‘there were few statistical differences between international and home students in terms of quantitative data gathered on their experiences, but it was clearly evident form the qualitative data that this cohort faced many unique difficulties’ (NUS 2011:46).

As a result of the report’s focus on student voice it highlights findings such as ‘Black

students were less likely to be satisfied with their educational experience and to attain first- class degrees in comparison to their white peers’ (NUS 2011:3).

4.4.2 Emphasis on subjectivity and the researcher’s place in the research

Qualitative researchers very much emphasize the subjective nature of research; the ways in which the relationship between researcher and participant(s) and their situations during the time of research, may influence, structure or form the direction their research takes (Denzin & Lincoln 2011). Qualitative research also recognises the importance and place of the researcher’s voice, and its place in the research being undertaken (Elliot 2005). The

collection of data, and my interpretation of the data collected is defined and situated within my position as a Black African (Kenyan) woman who participated in and experienced HE art and design, this positioning and its’ influence on my research study is discussed later in the chapter.