RESEARCH DESIGN - A Study on Vocational Training Expectations and Experiences of Vietnamese Imm

This chapter describes the research design and research methods used in this study. It contains the research method, instrument, and sample. It also discusses the and data analysis and reliability and validity of this study.

Research Method

The method which employed in this study was qualitative design. The qualitative research design is based on inductive reasoning and helps a researcher to understand the socially constructed nature of reality, the intimate relationship between the researcher and what is studied and situational constraints that form inquiry (Denzin & Lincoln, 2003).

Qualitative data like quantitative data is based on empiric investigation and evidence.

However, the qualitative research explores information from the perspective of individuals and generates case studies and summaries rather than lists of numeric data. Therefore, qualitative methods provided the researcher with the opportunity to understand and interpret immigrant women’s expectations, and experiences when they participate the vocational training that would not have been easily handled by statistical procedures or questionnaires and surveys.

The researcher learned what immigrant women expect from the vocational training and how they felt about their experiences in attending to this program. The researcher believed that monitoring the training of the immigrant women through the use of interviews could help her to provide added value in identifying and exploring intangible factors such as cultural expectations, religious implications, and individual feelings.

Qualitative data collection methods vary using unstructured or semi-structured techniques.

Some common methods include focus groups (group discussions), individual interviews, and participation/observations. The sample size is typically small, and respondents are selected to fulfill a given quota.

Semi-structured interviews were selected to carry out in this study. Semi-structured interviews allowed the researcher to probe the choices, feelings, and experiences of participants in story form (Morse & Field, 1995). Therefore, the researcher designed the interview questions with the assistance of her advisor and translate the questions into Vietnamese because the research participants do not speak English, their native language is Vietnamese.

Interviews based upon an interpretive narrative approach require the researcher to be open to the storied lives of the participants (Clandinin & Connely, 2000), and to utilize open-ended

questions (Holstein & Gubrium, 2002). The semi-structured interviews in this study relied on an interview guide but utilized open questions such that the interviews were dialectical.

Interview techniques used included open-ended questions, follow-up questions, and metaphors to elicit stories (Hollway & Jefferson, 2000). Denzin (1989) suggests beginning interviews with a biographical analysis, thus the initial phase of interviews focused on capturing a biographical sketch of the participants’ lives. The interview continued with questions based on the major research questions guiding the study (Morse & Field, 1995).

Participants

For qualitative studies, an appropriate sample size is the one which can answer the research question (Sandelowski, 1995). There is no set criterion for the accurate sample size in qualitative studies; it is more important to generate meaningful information from research participants and to elicit observational and analytical skills of the researcher rather than the size of the sample (Patton, 2002). For this study, the researcher used theoretical sampling in which data collection continues until sufficient data is gathered to answer the research questions and to allow a grounded theory to emerge (Cohen, Manion, & Morrison, 2007; Glaser, 1992). The researcher interviewed 12 participants using a semi-structured questionnaire and their responses helped her to work on developing various themes and sub-themes. Later, participants‟ responses were compared and contrasted with one another to explore further my research questions in regards to impacts of the vocational training on Vietnamese immigrant women.

Participants needed to meet the following recruitment criteria: (1) Vietnamese women, (2) immigrating into Taiwan through marriage, (3) participating the vocational training offered by the Taiwanese government, (4) completing the vocational training within one year.

Table 3.1 summaries the background of the participants. The average age of the participants was 31 years old. At the time of the interviews (2017), the interviewees had lived in Taiwan for an average of 8 years. Twelve of the participants had Vietnamese junior high school diplomas. Nine of the women had met their husbands through commercial marriage brokers.

Huong (33) 14 2 Senior high school Taiwanese cooking Xuyen (30) 10 2 Senior high school Taiwanese cooking

Giang (34) 4 2 Junior high school Baking

Having a similar background helped researchers to establish the relationship with our participants. Based on the relationship which is come from the same country with all participants, it is considered that researcher from an insider perspective. This insider role allowed her to conduct research with a population of which she is also members. She shares a similar identity, language, and experiential base with the participants. This insider role also allowed her a more rapid and complete acceptance by participants. The participants were typically more open with us so that allowed for a greater depth of data to be gathered.

Throughout the study, the researcher has developed a close friendship with the participants.

She met participants at their homes or their working places; therefore, this relationship allowed participants easier to share their thoughts about the vocational training. The length of time which participants had finished training courses was less than one year in Taiwan. The length of time may also influence the participants’ thoughts, they can forget their feelings or not have a clear understanding about recently training programs, so this study focused on the immigrant women who newly participated in training programs and finished it within one year.

Data Collection The Development of Interview Question

The interview questions were designed based on what the researcher reviewed in chapter 2 and the research questions. The research questions that guided this study were: (1) What are Vietnamese immigrant women’s expectations for the vocational training? (2) How do immigrant experience during the vocational training? (3) What are the impacts of the vocational training on Vietnamese immigrant women? (4) What is the future training needs of Vietnamese immigrant women toward the vocational training?

Based on these questions, the researcher implemented to design the interview questions.

For example, the purpose of research question 1 is that to identify the expectations of Vietnamese women toward the vocational training. Therefore, the participants will be asked two following questions to help researcher get the detailed points:

1. Why did you decide to participate the vocational training?

2. What were some of the expectations you had toward the Vocational Training Program when participating it?

For the specific interview questions design, please see Appendix A.

Peer Review and Pilot Interview

After the design of semi-structured interview questions, the list of interview questions was reviewed and critiqued by the research thesis advisor. Finally, to see if the subject being investigated is adequately (or potentially adequately) captured by the proposed interview procedure and schedule of questions, the researcher invited two Vietnamese immigrant women who are qualified by the criterion of the research sampling to conduct the interview as the same with the interview process.

Fundamental changes were not made in the questions, but after two pilot interviews, the researcher realized that the length of each interview which she anticipated (about 45 minutes) is not enough to exploit the whole story of participants. So, approximate time of each interview that researcher found quite reasonable in length is 90 minutes. An hour and a half are very appropriate for participants to reconstruct their experience, put it in the context of their lives, and reflect on its meaning. Two hours or more than seems too long to sit at one time.

Recruitment Process

Upon approval after thesis proposal defense from the National Taiwan Normal University, Graduate Institute of International Human Resource Development, the researcher started the recruitment process for her study. She used purposive sampling to include those participants who fit into the recruitment criteria as outlined above. The request for research participants was made through various sources such as local community centers serving immigrants, religious places, recreation centers, and markets. Among these sources, those who agreed to support the study by participating in the recruitment process were called “recruitment partners.” Copies of an invitation letter were sent to these recruitment partners for posting purposes (see Appendix B). These recruitment partners were asked to post the letters to connect the interested individuals with the researcher. Those who were interested in participating and/or needed more information were requested to contact the researcher. The detailed information of the research study was provided to them which included the benefits and risks of participation. The detailed information included: the purpose of the study, criteria of (voluntary) participation, confidentiality issues, and implications of participation in the study, such as risks and benefits of participation. Those who met the recruitment criteria and were interested in participating in the study after collecting detailed information were included in the next step of the recruitment process, making an appointment and signing the consent form.

During the recruitment process, the researcher faced the challenge of building the relationship with participants. A lot of Vietnamese immigrant women did not want to share their lives with someone who they are not familiar with. Therefore, the researcher had to take a long time to engage with them as well as ask the help from the staff in vocational training centers and immigrant family service centers. The staff members in both centers are acquainted with some immigrant women. Finally, the researcher contacted to a Vietnamese woman who willing to join in the study, and she also helped to introduce other participants. With the assistance from her, the researcher was easier to engage with the participants and conduct the interview.

Interview Procedures

The data was collected through the semi-structured interview as mentioned above. The interview was comprised of a set questions which was designed by the researcher. However, the researcher was opened to whatever additional information the interviewees are ready to

provide. The interview time and date depend on the interviewees’ schedule and availability period. Interviewees were first sent the questionnaire before the interviews could take place.

Each of the participant’s interview took about 75 minutes to 90 minutes and was recorded using a recorder. After a brief getting acquainted session, the researcher explained how the interview would proceed for the maximum of the 90-minute period and provided background information as to how the study evolved. The researcher explained the informed consent form and encouraged the participants to ask questions about any vocabulary or concepts they did not understand as they read the form. Before the participants signed the consent form, the researcher once again asks them if they need any clarified.

When the participants were clearly with the purpose, procedures, and confidentiality of this study, they would sign the consent form and both the participants and the researcher kept a copy as a resource.

The researcher began the interviews by collecting demographic information from the participants that include academic status, ages, the length of time at Taiwan, name, of course, they participated in. The researcher continued to ask the participants 7 focused interview questions. The questions were designed to obtain descriptive data about the expectations and experiences of the participants. Consistency was insured by conducting the interviews, in the same manner, each time and by asking the same focused interview questions, but the open-ended of the questions created variance in how each participant answer. The researcher emphasized asking the interview questions in a manner that encouraged descriptive answers, listening attentively to the participants and flexibility.

During the interviews, if the participants did not understand questions or vocabulary word, the researcher explained the term by reading the definition of the word or giving a personal example of the concept, being careful not to prompt the participants to answer in a specific way. Once the researcher completely finished with each interview, brief observations (field notes) were made by the researcher regarding the interviews, the environment; and the length of the interview.

Data Analysis

Qualitative research data analysis typically involves the analysis of the text from the interview (the transcript). The main goal of this process was to be able to clearly summarize

the data and draw significant results. The different steps followed by the researcher for this research are as the following:

Step 1: At this step, the researcher personally transcribed verbatim the interviews within a month of the interview to ensure accuracy. The researcher organized the interview transcripts and the supplemental questionnaires and assignments according to specific coding categories.

The codes applied are keywords which are used to categorize or organize text and are

R: What are your motivation for participating the vocational training?

I: I felt that I also need to take the

responsibilities, I must learn a skill through vocational training to get work to support my Taiwanese family and to send money back to my parents

A1-C-05-01 Cannot get an approval from mother-in-law

R: What are the barriers or difficulties during the Vocational Training?

I: My mother-in-law used to not allow me to socialize with other Vietnamese women. As a result, when she heard about my decision of receiving the vocational training, she was not happy and did not approve

Note. R: Researcher, I: Interviewee

In Table 3.2, the code A1-C-01-01 can be interpreted as the following:

A1: refers to the first interviewee of the research

C: refers the name of a training course which interviewee participated 01: the first 01 refers to the number of interview questions

01: the second 01 represents the first key sentence in the whole manuscript

Such way of coding allowed the researcher to trace the original information in the manuscript easily. It can be identified that the first interviewee who participated the Cooking class answered the first question by the first answer, so coding as A1-C-01-01.

Step 2: After identification of the specific major categories, the researcher identified themes that emerged from interviews. The researcher placed the key sentences within each major category based on the four main research questions.

Themes were identified by analyzing words and meanings from the interviews. The words and meanings from each interview that fit within each major coding category were cut and placed into their specific major category folder. Themes based on Vietnamese women’s expectations and experiences will be placed into the perspectives held by participants' category.

The researcher then proceeds to analyze each of the major code folders. After the researcher looked over the specific words and themes, they were placed into piles supporting each specific research question. The researcher then proceeded to make statements that related to the research question and use quotes from the interviews to support this statement. In doing this, the researcher was sensitive to the discrepancies that could be found between meanings presumed and those understood by the participants. Table 3.3 in below illustrates this step:

27 Table 3.3.

The Example of the Categorizing Process

Key Sentences (Code) Key Areas Themes Sub-themes I have to get work to support my

Taiwanese family and to send money back to my parents [A1-C-01-01]

In Vietnam, I have a sister

studying in university, my parents’

healthy are not strong enough to work and earn much money. I must do something to help them.

[A3-C-01-02]

Expectations when participating the vocational training

The expect to influence future employment

Gaining financially

Step 3: The final stage involved data verification, this process involves a process of checking the validity of understanding by rechecking the transcripts and codes again, thus allowing the researcher to verify or modify hypotheses already arrived at previously (Sarantakos, 1998)

Research Process

According to the research purpose, the process of the research covered seven steps. The Figure 3.1 below shows the research process:

28 Figure 3.1. The research process

Research Background and Purpose

This step starts with choosing the research topic. The researcher based on her interests and listening to suggestion and advises from advisor to finalize the topic. After having the topic.

The author focus on reading and researching to wrote the first chapter including research background and purposes.

Literature Review Study

In this step, the researcher started with reading the articles as well as studies which relate to the topic. After getting an insight understanding of the topic, the research began to convey these reading into the second chapter.

Research and Sample Design

After reviewing the literature, the researcher chose the research method to be used as well as the sampling criteria

Data Collection

Based on the literature review, the researcher developed the interview questions in order to get the information needed. The researcher will play a role of interviewer to get the information from the target group.

Reasearch background and purpose

Literature review

Research method and Sample

Data collection

Data Analsysis

Generalizations and Interpretatiion

Findings, Conclusion and Suggestions

Data Analysis

Using various coding techniques under the guidance of the thesis advisor, the researcher will use coding and categorize to analyze the data. With this step began the write-up of the fourth chapter of the thesis.

Generalization and Interpretation

After analyzing the data, the researcher incorporated the different themes into the thesis.

This step involves the interpretation of the responses gathered by the researcher.

Findings, Conclusions, and Recommendations

This last step includes writing the findings derived from the previous step into the final chapter of the thesis. In addition, the researcher was able to draw the necessary conclusions and make some suggestions to the Vocational Training Institute in Taiwan.

Reliability and Validity

Issues of validity and reliability are of central concern to qualitative research (Kramp, 2004). This study employed three techniques to ensure validity: prolonged engagement, verification, and triangulation; as well as two methods to be sure the research is reliable: rick, thick description, and audit trails.

Validity

Validity involves how congruent a researcher’s findings are to reality (Morse, Barrett, Mayan, Olsen & Spiers, 2002). Within constructivist study such as narratives, researchers understand that reality is fluid, socially constructed, and based on perspective (Crotty, 2003).

Narrative research is not performed in search of a truth but seeks only to portray the retold, subjective experiences. Therefore, validity in interpretive narrative research concerns internal validity (Morse et al., 2002). Three key methods for establishing internal validity within the current study were intense engagement, verification, and triangulation

Prolonged engagement. Qualitative research is an iterative process by which researchers seek to illuminate the lived experiences of participants (Merriam, 1998). To do so, researchers must spend quality time with research participants and elicit rich, thick descriptions (Merriam, 2002). Qualitative researchers work to establish entre, rapport, and understanding of a participant’s context and experience (Kramp, 2004). One way of establishing prolonged engagement in narrative studies is through the use of follow-up interviews and observations (Kramp, 2004). During this study, the researcher participated in primary and follow-up contact

with each participant. As well, she visited each vocational training class involved in the study to garner a sense of the environment in which the participants trained. Importantly in developing the narratives, the researcher grappled with the data persistently and in-depth.

Verification. Another method of establishing validity within qualitative research is verification. Verification is the process of “checking, confirming, making sure, and being certain” (Morse & Field, 1995). An accepted technique of verification is member checks (Lincoln & Guba, 1985). Member checks involve participants reviewing data themes, or research findings to determine if the narratives are congruent with their experiences. During this study, participants were provided the opportunity of reviewing the transcripts as well as

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