According to Twining et al. (2017) after identifying a research design that aligns with
the ontology/epistemology, the ‘data’ element should be considered. This comprises
of three elements, methods, instruments and analysis. It should be congruent with the
other elements of the study design, including theoretical framework and research
design. Unlike other theories commonly used such as phenomenology, which requires
interviews as a method of data collection, activity theory does not prescribe the use of
specific research methods. Vygotsky himself recognised the importance of using
appropriate methods, but noted that this was a challenge (Vygotsky, 1978, pp. 58-75),
going on to develop his own methods, including the double-stimulation method used
in Chapter 5. Engeström also acknowledges this challenge.
Activity theory is not a specific theory of a particular domain, offering ready- made techniques and procedures. It is a general cross-disciplinary approach, offering conceptual tools and methodological principles, which have to be concretised according to the specific nature of the object under scrutiny
–(Engeström, 1993, p. 97)
Similarly, case study research does not usually rely on one method of data collection –
instead multiple sources of data are used. Yin (2009, p. 98) identified ‘six sources of
evidence’ for case studies; documents, archival records, interviews, direct observation,
participant observation, and physical artefacts. Using multiple methods in case study
research makes findings likely to be more accurate and credible (Yin, 2009, p. 116).
Therefore, activity theory researchers using case study methodology employ a variety
of methods depending on the object of the inquiry (Yamagata-Lynch, 2010, p. 70).
considerations when using third generation activity theory are mapped to the activity
system elements below for illustrative purposes.
Table 3.3. Overview of how Activity System Elements Impact Choice of Methods Activity System
Element Impact on Choice of Methods
Unit of analysis Methods chosen needed to facilitate the collection of data pertaining to the activity system i.e. the two interacting activity systems.
Multi-voicedness Methods chosen needed to collect data that represented the views of multiple points of view represented in the activity system.
Contradictions Methods chosen needed to identify tensions actually arising in the system arising from various sources.
Historicity Methods chosen needed to allow sufficient consideration of the history and development of the activity system.
Expansive Transformations
Methods chosen would need to allow the identification of ‘expansive learning’ e.g. where participants deviate from existing norms resulting in a deliberate collective change effort.
As I employ several methods of data collection to ensure a comprehensive
investigation of the research aim and objectives, I discuss quality parameters of
individual methods, instruments, sampling, data collection and analysis in more detail
in the chapter relating to their application to provide context (Chapters 4 and 5). This
also reduces duplication in the thesis, as a noteworthy challenge for qualitative
research is addressing all requirements within restricted word counts (Twining et al.,
2017).
3.8 Chapter Summary
This chapter was purposefully dedicated to an in-depth discussion of selecting
appropriate theory and methodology to study WBA practice. Before moving on to
is presented, it was important to highlight the impact of the theoretical framework and
methodology on the overall structure of this research. Such a deliberate discussion of
theory and methodology is particularly important in this study of WBA in the context
of pharmacy, as this area is not widely researched (as identified in Chapter 2), and the
available studies do not use theory robustly as part of their design. Dedicating this
chapter to describing a practice theory and methodology reflects calls for both studies
of practice to be undertaken (Holmboe, 2018), and for such studies to be appropriately
theory-informed (Morcke et al., 2013).
Theory and methodology were considered so important to this research that the third
research objective relates to exploring the role of theory in studying WBA practice.
This is discussed further in Chapter 6. While it is important that the CBME/WBA
literature embraces theory to a greater degree than is currently evident, it is also
important that this is done in a manner that ensures quality in research design.
Therefore, this chapter addressed three things. Firstly, I describe how I identified
appropriate theoretical frameworks based on the research aim and literature review
and explained how my position as a researcher influenced this choice. Secondly, I
identified suitable guidelines that ensured the theoretical framework was applied in a
manner that reflected good quality in qualitative research. A summary of this is
provided in Table 3.4 below. Thirdly, I provided an overview of the origins of the
theoretical frameworks used, highlighting the features that are most relevant to this
Table 3.4. Overview of Quality in Qualitative Research in Thesis
Level Guidance Comments Relating to This Research
Theoretical Stance
Ontology and Epistemology
The critical issue is to be clear about one’s
underpinning theoretical stance and ensure there is explicit alignment and consistency within the approach and thus between the methodology, design, methods, instruments, data and analysis.
Section 3.4.2 outlines the ontology and epistemology relevant in this study. It is explicitly stated and forms the basis for the rest of the study design
Approach (must be internally consistent and informed by research aim/question(s))
Methodology • Must align with the underpinning ontological
and epistemological assumptions, which should be stated.
• The goals of the research should be clear. • The research should be informed by relevant
literature which is still current.
• A qualitative methodology is used in this study. This is in line with the stated epistemological and ontological basis of this study.
• The goals of the research are clearly set out and justified in Chapter 1 and restated in this chapter • A comprehensive literature review in Chapter 2
sets out where this study sits in the contemporary competency based education literature,
specifically in the context of the role of technology and tools
Design • Must align with methodology.
• Should be clearly articulated and justified. • Should address ethical considerations.
• Case study design aligns with a qualitative methodology
• The use of case study research has been explained and justified in terms of the investigation and theoretical framework
• Ethical considerations are discussed here and also in Chapters 4 and 5.
Level Guidance Comments Relating to This Research
Data Methods and
Instruments
Must align with the methodology and design. Should be appropriate, feasible, and fully
specified, including who carried out the research, the context of the research; the cases/participants; how data were collected (including details of any instruments used); how the data collection process evolved.
• Principles relating to the selection of methods relating to the theory and methodology are discussed
• Specifics concerning the data (methods, instruments and analysis are discussed in the relevant chapters to avoid duplication in this thesis).
Analysis • Must align with methodology, design,
methods, and data. The techniques for
processing data and drawing inferences should be fully described and justified.
• The depth and breadth of the data should be made clear. Should be reflexive. Should go beyond description.
• Should be critical. Should make clear how findings relate to existing literature.
• Should make clear its limitations and broader relevance.