Barreras percibidas por los profesionales

Teddlie and Tashakkori (2009) wrote that, “Negative case analysis involves searching for cases that do not fit the expected or established pattern in the qualitative data in an effort to expand or adapt the emerging hypothetical relationships or theory” (p. 340). Several researchers (Lincoln & Guba, 1985; Miles & Huberman, 1994) have recommended this strategy to achieve the credibility of findings in qualitative research. Shenton (2004) described one form of negative case analysis in which the researcher attempts to refine a hypothesis until it addresses all case within the data. To achieve this aim, initial categories can be developed through constant comparisons between data and construct until it is possible to confirm that those constructs do indeed account for all instances of the phenomenon concerned, even if some of the constructs embrace only one instance.

In order to identify perceived information quality dimensions of FWBLRs this research used step six (shaping hypothesis) and step four (entering the field) of Eisenhardt’s approach, which involved constant movement between data and constructs by the researcher during data gathering, data analysis and data interpretation stages. This task helped me to identify the acceptable criteria of FWBLRs in association with motivations, challenges and approaches.

3.3.2 Transferability

Transferability in qualitative study is equal to external validity in quantitative approach (Pickard, 2007; Shenton, 2004). Creswell (1994) believes that providing strong descriptions of the context or individuals who participate in the study enables the readers to transfer the data to other context or setting.

Likewise Krefting (1991) and Shenton (2004) believe that detailed description of the sampling procedure is considered as the main technique, which can be applied for achieving transferability in qualitative research.

Shenton (2004) suggested that qualitative researcher should demonstrate how, in terms of contextual data, the case study location compares with other environments. In line with this belief, the other researchers (Cole & Gardner, 1979; Marchonini & Teague, 1987) highlight the importance of the researcher’s conveying to the reader the boundaries of the study. It is in line with Baxter and Jack (2008) who believe the case must be bounded to ensure that the study remain reasonable in scope. According to these researchers, binding the case in qualitative case study is similar to selecting sample in a quantitative study (Baxter & Jack, 2008: 547). According to the researchers, “the sample must be appropriate, consisting of participants who best represent or have knowledge of the research topic” (Morse et al. 2002;

p.16).

Shenton (2004) suggests that additional information must be considered before making any attempt at transference. The information that could be considered includes the number of participants, the data collection method that are being applied, the number and the length of the data collection sessions, and the time period over which the data was collected.

In the current research, transferability is achieved during step two (selecting the case) and step three (crafting instrument) of Eisenhardt’s approach.

3.3.3 Dependability

According to Guba, Diehl and Lincoln (1981cited in Krefting, 1991) the criterion of dependability in a qualitative research, address the consistency of findings, which is equal with reliability in quantitative research (Shenton, 2004). Krefting (1991) suggests that unlike quantitative research, in qualitative research, the research methods are tailored to the research situation, therefore there are no methodological shorthand descriptions. Thus, in the qualitative research it is necessary to describe the exact methods of data gathering, analysis, and interpretation. According to him “such dense description of methods provides information as to how repeatable the study might be or how unique the situation” (Krefting, 1991, p. 221).

Likewise Miles and Huberman (1994) suggest that in order to achieve dependability of qualitative research, the research questions must be defined clearly. Furthermore, in order to achieve dependability directly, detailed description of the research methodology and design were emphasized by the other qualitative researchers (Creswell, 1994; Shenton, 2004;

Krefting, 1991). According to these researchers, in so doing enables a future researcher to repeat the work, if not necessarily to obtain the same results.

According to Lincoln and Guba (1985) there is a close relationship between credibility and dependability. They argue that, in practice, a demonstration of the former goes some distance in ensuring the latter. This may be achieved through the use of “overlapping methods” such as the focus group and individual interviews.

In the current research, dependability was achieved in two ways. Firstly, following Lincoln and Guba (1985) using “overlapping method” at the beginning of the study, I conducted two focus group interviews, which was followed by several individual interviews. Secondly, I provided detailed descriptions of the research methodology and design following through Eisenhardt’s step one such as defining research questions, steps two and three, data gathering techniques and steps four and five involving data analysis procedures.

3.3.4 Conformability

According to Charmaz (2008) determining the accuracy of the result is the main goal of conformability. This goal could be achieved in association with the raw data of the research and not merely on the interpretation of the researchers. Shenton (2004) suggests some strategies in order to achieve conformability such as triangulation, admission of researchers’

beliefs and assumptions, in-depth methodological description, and recognition of shortcomings in the study’s methods and their potential effects.

This study has adopted two strategies to obtain conformability, which included triangulation and admission of researchers’ beliefs and assumptions.

In terms of triangulation I used informant triangulation by recruiting teachers in various disciplines. Also, students were interviewed as an additional data source. Likewise, focus group and individual interview were used as the other type of data triangulation.

The second strategy used in this study in order to provide conformability, was verbalization of my beliefs and assumptions. Pickard (2007) called this strategy as external audit. In this context external audit employs the auditors to assess the research process by examining the accuracy of the transcriptions and the level of saturation achieved during the data collection process. According to Creswell (2007) auditors provided the researcher with the opportunity

to assess whether the findings and interpretation in the research originates from the raw data of the study. In this instance, an inter-coder who was conversant in both English and Farsi as well as qualitative research checked all of the codes, related memos, and quotes.