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Ethics in Data Collection Assignment Essay
Apart from the debate regarding quality and trustworthiness concerns in the conduct of qualitative studies, challenges relating to research ethics too have dominated qualitative research discussions as well (Babbie, 2016; Glesne, 2016; Culnan, & Williams, 2009). Babbie (2016, pp. 62) defines ethical action as a “condition forming to the standards of conduct of a given profession or group”. As such, social researchers, engaging in qualitative research need to be aware of standards agreed and shared among researchers to be proper when conducting a scientific inquiry.
According to Babbie (2016), some of the important ethical agreements in social research require that participation in a research study be voluntary, and that the researcher should commit to confidentiality and to keep private the information obtained for the study. In doing so, researchers protect participants privacy and minimize any harm that could be inflicted on them, as a result of their participation in research. Glesne (2016) emphasized on the importance of confidentiality and further argued that even when there are justifications to relax confidentiality requirement, still it would be important that researchers make efforts not to harm the participants to the extend possible and that they should seek an informed consent of the participants and with full understanding of the possible risks involved.
Ravitch and Carl (2016) argued that the criticality of participants’ privacy protection from ham is an important ethical issue given the role that researchers play, as central instruments in any qualitative research setting. As such, it becomes an ethical imperative that researchers consider their role throughout all phases of the research process. According to Babbie (2016), this is critical since it is sometimes difficult to separate researchers from their own possible biases and it becomes unethical for the researcher not to explain own biases and prejudices and the context that shapes them. As argued by Ravitch and Carl (2016), one of the central areas to this believe is with respect to the relational dimensions of research and the role that researcher plays in the development of research process and it is through the processes of dialogue and critical self-reflection that the researcher can uncover and confront such prejudices. Addressing ethical responsibilities therefore require a reflexive approach to research that includes developing and maintaining a commitment to specific and holistic openness to critical feedback and change (Burkholder, Cox, and Crawford, 2016).
However, given the relational dynamics between researchers and participants, Culnan and Williams (2009), argued that participants often remain vulnerable to risk of not being protected. In the case of consumers, for example, when dealing with businesses, the use of their personal information collected by organization may pose risks and ethical concerns. Culnan and Williams (2009) argued that organizations, in such situations have a moral responsibility to these individuals to avoid causing harm and to take reasonable precautions toward that end. As such, the authors argued that firms can enhance their privacy programs by moving beyond merely complying with laws and other regulations and creating a culture of integrity that combines a concern for the law with an emphasis on managerial responsibility for the firm’s organizational privacy behaviors.
References
Babbie, E. (2016). Basics of social research (7th ed.). Boston, MA: Cengage Learning.
Burkholder, G. J., Cox, K. A., & Crawford, L. M. (2016). The scholar-practitioner’s guide to research design. Baltimore, MD: Laureate Publishing.
Culnan, M. J., & Williams, C., C (2009). How ethics can enhance organizational privacy: Lessons from the choicepoint and TJX data breaches. MIS Quarterly. Vol. 33(4), pp. 673-687
Glesne, C. (2016). Becoming qualitative researchers: An introduction (5th ed.). Boston, MA: Pearson, Allyn & Bacon.
Markham, A. (2012). Fabrication as ethical practice. Information, Communication & Society. Vol. 15(3), pp. 334-353. DOI: 10.1080/1369118X.2011.641993
Ravitch, S. M., & Carl, N. M. (2016). Qualitative research: Bridging the conceptual, theoretical, and methodological. Thousand Oaks, CA: Sage Publications.
Ethics in Data Collection Assignment Essay
RUBRIC |
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Excellent Quality 95-100%
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Introduction
45-41 points The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned. |
Literature Support 91-84 points The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned. |
Methodology 58-53 points Content is well-organized with headings for each slide and bulleted lists to group related material as needed. Use of font, color, graphics, effects, etc. to enhance readability and presentation content is excellent. Length requirements of 10 slides/pages or less is met. |
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Average Score 50-85% |
40-38 points More depth/detail for the background and significance is needed, or the research detail is not clear. No search history information is provided. |
83-76 points Review of relevant theoretical literature is evident, but there is little integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are included. Summary of information presented is included. Conclusion may not contain a biblical integration. |
52-49 points Content is somewhat organized, but no structure is apparent. The use of font, color, graphics, effects, etc. is occasionally detracting to the presentation content. Length requirements may not be met. |
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Poor Quality 0-45% |
37-1 points The background and/or significance are missing. No search history information is provided. |
75-1 points Review of relevant theoretical literature is evident, but there is no integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are not included in the summary of information presented. Conclusion does not contain a biblical integration. |
48-1 points There is no clear or logical organizational structure. No logical sequence is apparent. The use of font, color, graphics, effects etc. is often detracting to the presentation content. Length requirements may not be met |
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Ethics in Data Collection Assignment Essay |
Ethics in Data Collection Assignment Essay