To ensure this balance is achieved and the overall study is comprised of the strongest and highest level of integrity and ethics, there must be a solid design. Although the purpose of this discussion is not to divulge into the specific mechanics of the qualitative design, ethics and integrity are both natural outgrowths of solid research designs.
Integrity and ethics have been referred to as "straightforwardness" and "trustworthiness" within qualitative studies (Given, 2008). Integrity and ethics are ensured when the researcher exhibits a reasonable level of quality control in reviewing the data (Patton, 2006). Specifically, the researcher should be on the look out for data that goes according to plan, in other words, data that fits the model to well or data that has "too good of fit" should be viewed with some skepticism. The logical conclusion to this environment would construe the facts to discern that the integrity and ethics of the qualitative study design have been compromised (Patton, 2006; Given, 2008).
Conclusion
Constructing and carrying out a well organized, compliant and effective qualitiative study is difficult to say the least....
However, there are certain core principles that researchers must observe and adhere to. When interviewing or providing surveys to college instructors it is imperative for the researcher to allow the participants to have their own voice, not allowing the researchers own biases to integrate themselves into the data. Furthermore, it is imperative that researchers balance when including various responses into the model, an imperative distinction must be between what is vitally important to the study and what the participants deem as critical.
References
Given, L.M. (2008). The Sage encyclopedia of qualitative research methods . Los Angeles, Calif.: SAGE Publications.
Merriam, S.B. (2008). Case study research in education: a qualitative approach. San Francisco: Jossey-Bass.
Patton, M.Q. (2002). Qualitative research and evaluation methods (3 ed.). Thousand Oaks, Calif.: Sage Publications.
Schram, T.H. (2006). Conceptualizing and proposing qualitative research (2nd ed.). Upper Saddle River, N.J.: Pearson Merrill Prentice Hall.
Shank, G. (2006). Qualitative research: A personal skills approach. London: Prentice Hall.
