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reducing them to commonalities, care was taken not to treat the data as if it is true of all members of the category. This would result in false survey and is another potential shortcoming in the practice of discourse analysis. A heuristic approach, as recommended by Professor Merriam in her seminar on Hands-On Data Analysis at the University of KwaZulu-Natal (2008) was used in this process. A heuristic approach refers to the process of learning from experience and being able to apply that learning back to the process of analysis. This meant that as the techniques became more familiar, the process was refined and revised.
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phenomenon of power in several different ways enabled the iterative nature of questioning, as well as focussing on the past, present and future construction of identity, following McAdams’s autobiographical method (2001). Frequent debriefing sessions with the research supervisor and input from a specialist on discourse analysis with the psychology department at the University of KwaZulu-Natal as well as a specialist in qualitative research with the Faculty of Management at the University of KwaZulu- Natal was another measure used to ensure credibility, as recommended by Shenton (2004). Similarly, member checks are recommended which allows participants to review their transcripts (Shenton 2004). Participants were given the opportunity to do this and none of them indicated any concerns with their texts.
Aside from outside scrutiny, another element of credibility relates to that of the researcher themselves. Guba and Lincoln (1989) suggest that this can be done through
‘reflective commentary’, part of which may be devoted to the effectiveness of the techniques being employed. This commentary was initiated by the process notes which were made during the interviews which allowed me to monitor my own ‘developing constructions’ of the discourse. The reflective commentary is incorporated into the discussion of the analysis in the following chapter. As described in the process of discourse analysis and will be evident in the analysis itself, the awareness of my effect on the interviews themselves was considered. As a woman, working in the field of leadership development, with an interest in systemic transformation of business organisations to assimilate gender diversity more meaningfully, the aim of this research has a particular effect on the texts under analysis as discussed in section 6.2.2.1 on the ideological position of the researcher. However, since this is the aim of the research and all research starts out with a certain premise based on the motivation of the researcher, the issue of subjectivity is not under consideration. Rather the rigorous analytical methods applied should ensure that the research is credible.
Patton (1990) claims that the background, qualifications and experience of the researcher is especially important in qualitative research. I have a Masters of Management in Strategic Human Resources from Wits Business School and have worked in the field of Organisational Development for seventeen years, with a specific focus on leadership development over the past nine years. The field is one which applies qualitative methods in a variety of contexts, both through the process of group
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facilitation and one-on-one coaching. These practices involve continuous review of qualitative data from the interaction with individuals and relating it to the context of the broader organisational system. The engagement with discourse has formed part of my applied training and practice of working with leaders and their influence on organisational culture. Having also been trained in the field of process oriented psychology, I have drawn from these theories in my practice of working with individuals, groups and organisational systems to facilitate organisational change.
Finally, the examination of previous research findings and an assessment of the degree to which the results of the research are congruent with these promote credibility.
Silverman (2010: 38) considers “the ability of the researcher to relate his or her findings to an existing body of knowledge” as a key criterion for evaluating qualitative research.
The analysis relates the findings to the body of knowledge on power and leadership, as discussed in the literature review chapters and the conclusion will critically analyse the findings of the current study in light of this existing body of knowledge.
6.5.2 Transferability
Shenton (2006: 69) claims that, “Since the findings of a qualitative project are specific to a small number of particular environments and individuals, it is impossible to demonstrate that the findings and conclusions are applicable to other situations and populations” The issue of transferability is widely debated, several authors argue that transferability is never possible since all observations are defined by the contexts in which they occur (Erlandson, Harris & Skipper 1993). However, the key issue with qualitative research is not to search for traditional generalisability, the objective is rather to seek an understanding of the conditions under which a particular finding appears and operates (Lincoln & Guba 2000). The sampling method described in section 6.4.3 does not pretend to be representative, although purposive sampling did endeavour to ensure that respondents represented South African racial demographics and industry sectors, as well as age and family structure and length of time with the company as indicated in table 1. It is also important to note that the social constructionist paradigm recognises the multiplicity of voices which challenges the notion that transferable results can be produced from a single study since the context is a key component of qualitative research. Feminist theorists support the notion that it is
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dangerous to assume generalisability of women’s voices from empirical studies only, but rather to focus on the understanding of those voices within a specific context (Butler 2005; Gavey 2011; Mauthner & Edwards 2010). For this reason the research does not claim to identify a definitive model of power, but rather an ‘emerging’ model which is the result of the findings of this research.
6.5.3 Dependability
Dependability is achieved through detailed reporting of what was done in the study (Shenton 2004). This chapter is a detailed account of the methods and steps taken in the research which should enable a future researcher to repeat the work if necessary. The in-depth account of the practices used should also enable the reader to assess the extent to which sound research practices were used.
Reflective appraisal of the process of inquiry is another requirement for dependability.
The commentary above relates the effectiveness of several steps within the research process. Possibly the most challenging aspect of the research was the clustering of discourses into categories and ensuring the analysis did not suffer from any of the shortcomings as described in section 6.4.8. As the analysis progressed and I became more skilled at the practice, the effectiveness of the analysis improved. This heuristic process enabled continuous critique of the practice of discourse analysis and the opportunity to apply my learning to the method of data collection and analysis.
6.5.4 Confirmability
Confirmability is achieved by the steps taken to ensure ‘comparative objectivity’
(Patton 1990), bearing in mind that no research is devoid of context and therefore entirely ‘subjective’. Miles and Huberman (1994) consider a key criterion for confirmability is the extent to which the researcher admits to their own agendas and assumptions. My background and purpose for pursuing the study is stated earlier on in section 6.2.2.1 of this chapter as disclosure of these predispositions.
Another provision for confirmability is the ability of the researcher to provide an ‘audit trail’ (Shenton 2004) which allows the reader to trace the research step by step via the decisions made and the procedures described. The detailed methodology chapter and
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the attached appendicies form the track which may be followed in how the concepts in the research objectives gave rise to choice of the research paradigm, the research design and data analysis method.