Document (#26757)

Editor

Williamson, K.

Title

Research methods for students, academics and professionals : information management and systems

Issue

2nd ed.

Imprint

Wagga Wagga : Centre for Information Studies, Charles Sturt Univ.

Year

2002

Pages

352 S

Isbn

1-876938-42-0

Footnote

Rez. in: JASIST 54(2003) no.10, S.982-983 (L. Schamber): "This book is the most recent of only about half a dozen research methods textbooks published for information science since 1980. Like the others, it is directed toward students and information professionals at an introductory level. Unlike the others, it describes an unusually wide variety of research methods, especially qualitative methods. This book is Australian, with a concern for human behavior in keeping with that country's reputation for research in the social sciences and development of qualitative data analysis software. The principal author is Kirsty Williamson, who wrote or co-wrote half the chapters. Eleven other authors contributed: Amanda Bow, Frada Burstein, Peta Darke, Ross Harvey, Graeme Johanson, Sue McKemmish, Majola Oosthuizen, Solveiga Saule, Don Schauder, Graeme Shanks, and Kerry Tanner. These writers, most of whom are affiliated with Monash University or Charles Sturt University, represent multidisciplinary and international backgrounds. The field they call information management and systems merges interests of information management or information studies (including librarianship, archives, and records management), and information systems, a subdiscipline of computing that focuses an information and communication technologies. The stated purpose of the book is to help information professionals become informed and critical consumers of research, not necessarily skilled researchers. It is geared toward explaining not only methodology, but also the philosophy, relevance, and process of research as a whole. The Introduction and Section 1 establish these themes. Chapter 1, an research and professional practice, explains the value of research for solving practical problems, maintaining effective Services, demonstrating accountability, and generally contributing to useful knowledge in the field. Chapter 2 an major research traditions presents a broad picture of positivist and interpretivist paradigms, along with a middle ground of post-positivism, in such a way as to help the new researcher grasp the assumptions underlying research. Woven into this Chapter is an explanation of how quantitative and qualitative methods complement each other, and how methodological triangulation provides confirmatory benefits. Chapter 3 offers instructions for beginning a research project, from development of the research problem, questions, and hypotheses to understanding the role of theory and synthesizing the literature review. Chapter 4 an research ethics covers unethical use of power positions by researchers, falsifying data, and plagiarism, along with general information an human subjects protections and roles of ethics committees. It includes intriguing examples of ethics cases to stimulate discussion.
Sections 2 and 3 make a key distinction between research methods, which encompass the theories and purposes underlying research design, and research techniques, which are specific means for collectiog data. The rationale is that one research technique, such as interviewing, may be appropriate for more than one research method, such as survey or case study. In Section 2, eight chapters describe survey, case study, experimental, system development, action, ethnography, historical, and Delphi research methods. The methods progress roughly from most to least used in information science, and for the least used, the authors take pains to elucidate the means to achieving methodological rigor. Chapter 8 presents a noteworthy argument for legitimizing system development as a valid methodological approach within the larger content of information systems research. System development is seen as belonging to the cycle of theory to practice required to create effective information systems, a cycle that emphasizes human and social aspects as a necessary counterpoint to the obvious technological aspects. The four chapters in Section 3 discuss specific techniques that may be used with different methods. Chapter 13 an sampling summarizes probability and nonprobability sampling techniques and when they are appropriate. Chapter 14 describes the two most common data-collection techniques, questionnaires and Interviews, and Looks at their respective uses. Chapter 15 covers focus groups and Chapter 16 ethnographic techniques, including participant observation. Throughout Sections 2 and 3, attention is paid to the subtleties of collectiog data from people, such as ways to obtain access and avoid major types of biases. In Section 4 an data analysis, only Chapter 17 deals directly with analyzing quantitative and qualitative data. It does so in limited space by describing the general process for handling each type of data. This is followed by evaluating research publications in Chapter 18, which offers valuable advice for critically assessing studies that employ different methods. The last part of the book is a postscript with seven questions that invite readers to reflect an issues of focus and ethics, to become aware of their responsibility for approaching research conscientiously. Although these three parts together do not constitute a unified conclusion, each does provide thematic closure for presening chapters. Writing a book of this sort presents certain challenges that the authors have conspired to tackle through organization as well as content. One of these challenges is presenting vital and pervasive research issues. These are nicely bounded by the structure of the book, with philosophical, social, and ethical considerations introduced in Section 1, revisited in middle chapters, and reinforced in the postscript. A second challenge is untangling the complexities of interrelated research methods. Here the strategy of distinguishing between research methods and research techniques is carefully explained, but admittedly strained. In separate chapters, for instance, survey is presented as method, and questionnaire (commonly called survey) as technique; ethnography as method and as multiple techniques; Delphi as method when it is also technique; and focus group as technique when it is also method. A third challenge is deciding where to stop in a book of medium length. The introduction states that bibliometrics and content analysis are omitted, although Chapter 17 an data analysis does cover some content analytic techniques under the heading of qualitative analysis. And while software packages for analyzing quantitative and qualitative data are mentioned, computer-biaed techniques for data collection, such as transaction logs, are not. Generally, the authors favor discussion of more obtrusive approaches to data collection (excepting historical) and their concomitant issues of human interaction.
Despite its many authors, the book is remarkably consistent in tone, comprehensible, and easy-even enjoyable-to read. The chapters function as self-contained units, each beginning with learning objectives and ending with discussion questions, further reading, and references. The book contains numerous examples and graphics, a glossary, and an index. The examples, many drawn from the authors' own research, represent an impressive range of research problems. In this second edition, published just two years after the first, the chapter an research ethics and a set of author bios have been added. A few other improvements might have been made. First, the references could have been updated from the first edition. Second, the downside of having multiple authors is that the methods chapters vary in structure and emphasis, making it difficult to compare methods. It would be helpful to novice researchers to have some general criteria for choosing methods before they encounter these chapters. This could be done in Chapter 3 an beginning the research design process, which now Stops at the literature review. It would also help to explicitly list advantages and disadvantages in each methods chapter, as only half the chapters have such lists now. Although this book is not explicitly or exclusively devoted to qualitative methods, it fulfills a need for more coverage in that area in information science. It is sufficiently clear and readable for any level of university student, although for graduate students 1 would supplement it with selected skills readings. It is an excellent introductory resource that delivers lots of bang for the buck in relatively few pages, compared to tomes in other social sciences that are twice as expensive and contain twice as many pages of detail that may never be utilized."

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