Validity and ethical considerations

In this section I provide the details of my approach to issues pertaining to validity and ethics.

3.6.1 Validity

A definition of validity is:

the extent to which our research describes, measures or explains what it aims to describe, measure or explain. (Willig, 2008, p16).

However as Robson (2002) points out, ‘validity’ is a term ‘avoided by many proponents of flexible, qualitative design’ (p170). An alternative approach is to view research from the perspective of ‘trustworthiness’ and to use terminology that is more in tune with qualitative research. From the perspective of trustworthiness, validity is redefined as ‘credibility’ and is accompanied by ‘transferability, dependability and confirmability’, parallel terms for ‘external validity’, ‘reliability’ and ‘objectivity’ (Guba and Lincoln, 1988, cited in Fetterman, 1988, p111). Using terms associated with trustworthiness I now discuss the associated issues for this study.

Credibility is associated with the extent to which the findings of the study are believable. To enhance credibility the company questionnaire provided a source of ‘respondent validation’ (Denscombe, 2007, p297) from a wide group of participants. Additionally the appropriate use of anonymised verbatim quotations has meant that participants’ accounts are directly represented in the study. The aim has therefore been to present believable findings through the voice of the participants themselves.

Additionally it has been important to show the dynamic nature of the findings in a believable manner. Hence by juxtaposing all participants’ accounts in the findings chapters I have sought to present the dynamics of the organisational experience in a way that enhances credibility. Significant amounts of time spent in the case study organisation and the use of multi-methods have also supported the aim to generate credible findings. In addition the aim has been to generate findings with an eye to

alternative explanations for results. I have also intended to help to question too ‘convenient’ interpretations from the data analysis by providing appropriate reflexive accounts.

Transferability is associated with the extent to which findings may be transferred to other contexts and requires that sufficient details be provided to enable this aspect to be judged (Denscombe, 2007, p299). Accordingly I have presented rich contextual detail (Chapter Four) so that others may discern how far they might generalise from my study (Fishman, 1999, p185) and have also been mindful that a single organisational case can be helpful to others by offering the ‘force of example’ (Flyvbjerg, 2006, p228). Whilst the study is set in a SME, it is also felt that findings will resonate with organisations of different sizes and configurations at a similar stage in business growth and organisational change. In this context I have sought to present the human dimension of an organisational experience, which may have a universal feel.

Dependability is related to the extent to which the study is repeatable and is enhanced by an unambiguous account of the researcher’s journey to conclusions (Denscombe, 2007, p298). I have therefore adopted an approach aimed at increasing dependability whilst acknowledging that the unique nature of individual cases means that exact repeatability is not possible. However to help to achieve dependability I have introduced appropriate reflexivity in the reporting of this study to provide insight into my lines of enquiry.

I have also presented the analytic process as transparently as possible by setting out the associated sequential and parallel steps (Figure 3.3) so that others might:

...explore the process, judge the decisions that were made, and understand what salient factors in the context led the evaluator to the decisions and interpretations made. (Guba and Lincoln, 1989, p242 cited by Fishman, 1999, p186).

In addition the questionnaire is designed to generate a ‘convergence of shared constructs’ (Fishman, 1999, p187) and so provide the reader with an important additional interpretative reference point in a study dealing with dynamic themes that by their very nature are something of a moving feast.

Confirmability relates to the extent to which the researcher has minimised the influence of the researcher (Denscombe, 2007, p300) and has ensured that:

Data, interpretations, and outcomes in research are rooted in contexts and persons of the case apart from the researcher. (Fishman, 1999, p188).

Given the interpretative nature of the research process I have aimed at achieving confirmability by providing accounts of organisational experiences as dispassionately as possible. I have sought to maintain an open mind in relation to the investigation of a ripple effect and have also tried to ensure that I do not neglect data that does not fit with

my analysis (Denscombe, 2007, p302). Where appropriate I have also made reference to my background and previous experience to contextualise interpretations I have drawn from the data.

3.6.2 Issues pertaining to ethics

My approach has been to choose the individual as the unit of data collection and the single organisation as the unit of analysis and therefore the focus of the study. This approach, focused on understanding an holistic organisational experience, has helped with enabling participants to remain anonymous. Ethical procedures have included the following steps:

• Only those quotations (non attributable) where respondents refer to themselves were considered for the final report and only with their written consent.

• Electronic files were protected by the use of passwords. In accordance with Oxford Brookes University’s policy on Academic Integrity, the data generated will be kept securely in electronic form for a period of five years after the completion of the research project.

• Following their collection, all data was de-identified to help to achieve anonymity, i.e. codes were used to identify research participants in place of their names.

• All interviews were conducted on a confidential basis. • Findings were reported in aggregate thematic form.

Throughout the research process I have drawn on my professional experience of maintaining confidentiality in both a business and coaching context.