Interview Protocol and Observational Guide 1

Table of Content

s
Introduction......................................................................................................................3

Interview Protocol...............................................................................................................3

Central Research Question..............................................................................................3

Target Population and Sampling.....................................................................................4

Type of Interview with Rationale....................................................................................4

Format and Schedule of Interview Questions..................................................................5

Planned Location and Estimated Length of Interview Process.......................................6

Recording and Note Plan.................................................................................................6

Proposed Analysis Model and Detailed Coding Plan......................................................8

Observational Guide............................................................................................................9

Target Group and Setting.................................................................................................9

Researcher Relationship................................................................................................10

Sources of Data..............................................................................................................10

Structure of Recording Data..........................................................................................11

Presentation of Analysis Findings.................................................................................12

Conclusion.........................................................................................................................12

References..........................................................................................................................13
Interview Protocol and Observational Guide 2
Interview Protocol and Observational Guide 3

Introduction

This document provides information about the interview protocol and observational guide

for research on applications of big data in education. The interview protocol and the

observational guide are guidelines for the research on how educational technology professionals

improve the delivery of education with big data. New technology has been increasing

opportunities to improve educational systems. Some of this new technology includes cloud

computing, new forms of database management systems, and developments in machine learning,

artificial intelligence, data mining, and big data. This research is to discover the phenomenon of

how these new technologies have influenced educational systems.

Interview Protocol

Central Research Question

A central research question for the study of big data in higher education: what is the

meaning of big data analysis to higher education for analyzing large and varied data sets? Sub

questions that can focus on specific areas of how big data analysis has influenced education

administration support the central question. The central research question can identify themes in

how educational institutions analyze and process data. Many large technology companies began

to offer various solutions for this process including storing information in large file systems,

providing visualization and reporting solutions, developing analytical programming languages,

and offering various cloud services for managing data (Sharma, 2016). Big data analysis can

relate to a number of topics now, such as data mining, data warehousing, predictive analytics,
Interview Protocol and Observational Guide 4

machine learning, natural language processing, and cloud computing (Abbasi, Sarker, & Chiang,

2016).

Target Population and Sampling

For sampling for the study, there are various methods of probability and non-probability

sampling available. The population for this study will be information technology professionals

in the field of education administration. Qualitative research generally uses purposive sampling

(Levy, Livingood, & Maranga, 2016). The sample size will attempt to achieve data saturation, a

sample size large enough to create a general theory about the entire population of professionals

in the field of education administration.

Three possible sampling techniques for this study include criterion sampling, theory

based sampling, and opportunistic sampling (Palinkas et al., 2015). Three categories of

purposive sampling include methods that find similarities among participants, methods that find

variations among participants, and methods that have a nonspecific emphasis (Palinkas et al.,

2015). Examples of similarity methods are criterion-sampling methods where the sample meets

or exceeds certain criteria. An example of a variation method is theory based sampling methods

that develop into new theoretical constructs. An example of a nonspecific method is

opportunistic sampling that take advantage of certain circumstances around a topic.

Type of Interview with Rationale

To gather information for the qualitative research study to include this research there

are possibilities of interviews and focus groups (Creswell, 2014; Krueger & Casey, 2014). Open

ended questions allow participants to provide their own insight into the direction of the research

(Creswell, 2014). Open-ended questions can lead to new theories and allow for considerations

identified by the researcher.

Interview Protocol and Observational Guide 5

Qualitative research studies can be designed as open ended questions that allow the

participants to expand on their responses and ideas and may also lead to new topics unanticipated

by the researcher (Creswell, 2014). Another potential type of study can be a semi-structured

interview that identifies new roles in educational software for data management. A third

potential type of study is a focus group. A focus group can provide insight into how education

administration professionals implement big data technologies as a group. A focus group can also

identify common technologies and process that meet specific demands of data analysis. A focus

group of various personnel in education administration can identify areas of interest that can be

of value for implementing data analytics in education. The focus group can include various

personnel in the industry to include educators, administrators, and technology professionals.

Format and Schedule of Interview Questions

Inquiring how big data professionals require certain occupations and skills can provide

insight into how a movement towards certain skills in big data creates organizational shifts in

decision making and planning. Potential questions are the following. What are the roles related

to data analysis? What are the skills required for these roles? What are the tasks required for big

data and data analysis? What are the preferred skills required for big data?

The responses to probing questions may provide insight into how this new field of big

data has influenced organizations to change organizational practices to meet the demands of their

organizational goals. Additional probing questions can include the following. What are the

strategies that organizational implemented to meet the demands of big data? What are the

processes that organizations introduce to implement these strategies? How have new processes

changed from existing processes? What are the effects of big data on the organization? What

are the positive and negative effects of big data on the organization? The focus group can
Interview Protocol and Observational Guide 6

include various personnel in the industry to include educators, administrators, technical

personnel, and university students to discuss how these new technologies have created

opportunities and benefits for education.

Planned Location and Estimated Length of Interview Process

An iterative phenomenological study at various locations can demonstrate how big data

improves educational institutions at different research locations. Potential research locations can

include Ethiopia, Jamaica, Mexico, and the United States. An iterative study can identify how

data can improve the value for data of organizations at various locations over time. The study

can also include how data analysis can improve the value of data over time. The advantages of

analyzing data at multiple locations allows organizations to have more information and can

provide opportunities for the researcher to make more informed observations and record

changes. occur over time, identify patterns in data, analyze the effects of how data analysis

affects decision making, how business intelligence and reporting improve strategies for

increasing the value of the organization. Many new companies of the past decade have attained

tremendous financial value by managing data such as social media, business intelligence, cloud

computing, and mobile technologies (Hartmann et al., 2016). A qualitative study can provide

insight into how this data can allow more opportunities in education administration.

Recording and Note Plan

Creswell (2014) describes four types of observations in data collection: complete

participant, observer as participant, participant as observer, and complete observer. In complete

participant roles, the researcher conceals the role of observation and observes participants, which

may be disruptive and cause ethical concerns. In observer as participant roles, the researcher

announces to participants the research but may observe non-transposable information. In

Interview Protocol and Observational Guide 7

participant as observer roles, the researcher acts as participant and observations are secondary

which may or may not provide adequate observations. In complete observation roles, the

researcher does not participate, simply observes, which may not develop enough dialogue

between researcher and participants.

Creswell (2014) mentions that participant observer may disrupt the routine of the

participants and that there are also ethical considerations with participant observer such as the

rights, needs, and values of the participant and security and privacy issues with information

obtained. Creswell (2014) suggests that the researcher state objectives of the research in an oral

and written format to provide participants with a clear understanding of the process and goals of

the research. The researcher should obtain written permission prior to the study and

transcriptions and interpretations should be available to the participants. The researcher should

take precautions in data collection to ensure security and privacy.

In participant as observer roles, a researcher can be a member of the organization and

carry on the duties of the organization. The researcher can observe while acting as a participant.

Creswell (2014) suggests that when a researcher acts as a participant as observer, he or she may

be able to yield spontaneous information that may not be available by other forms of observation.

For the research of big data analytics in education technology, the researcher can observe

in an observer as a participant role. The researcher can announce the research to the participants.

The researcher can also have a participant role in learning and recording the implementation of

big data in education technology. The recording can include audiovisual recordings of any

interviews. The recording can also include transcriptions of the interview sessions.

Arino, LeBaron, and Milliken (2016) define discourse analysis as a technique for

qualitative research that involves linguistics and semiotic events. Semiotic events include
Interview Protocol and Observational Guide 8

written words, spoken speech, and visual text. Similar to discourse analysis is content analysis

and historical archive retrieval (Arino et al., 2016). Esch et al. (2016) suggest a method of open

note taking that allows participants to view and update notes collected in research. Both

discourse analysis and open note taking are possible methods for the research of big data in

education.

Proposed Analysis Model and Detailed Coding Plan

The possible proposed analysis models for this research are phenomenology and

ethnography. The coding plan can include identifying themes, triangulation, and checks for

reliability and validity. The researcher can also identify relationships in the themes of the

responses.

Giorgi and Giorgi (2008) describe the origins of phenomenological research to the late

18th century poet and humanist Johann Goethe. Phenomenological research then branched off

by early 19th century physiologists (Palinkas et al., 2015). As phenomenological research

developed in the late 19th century, views of the description and interpretation differed Giorgi and

Giorgi (2008) Views developed from epidemiological and ontological perspectives. In the 20th

century, phenomenological research developed into interpretive phenomenology. This type of

research is also termed as hermeneutic phenomenology.

Ethnography can be ascribed to changes to the anthropological study that include the

development of intellectual feminism, ethology, and geology (Mead, 1973). Denzin and Lincoln

(2005) describe how transformations in qualitative research continued into the late 20th century

and early part of this century. As new modes of expression continue to develop, new forms of

ethnography continue to appear such as performance ethnography and online ethnography.

Interview Protocol and Observational Guide 9

Levy et al. (2016) suggest triangulation to conform validity of the data collection and

analysis processes. Various types of triangulation include data triangulation, methods

triangulation, and researcher triangulation. Using multiple sources of data can allow for

triangulation of the data and make validity checks on the consistency of the data (Patten &

Bruce, 2007). Combining methods such as interviews and a case study may provide an

opportunity to triangulate research methods. Levy et al. (2016) prescribe attention to the

research question, data collection, and research methods, as well as, a proper accounting of the

steps in data collection and data analysis.

An independent review, or an audit, of the research study ensure that the research is

following proper guidelines and can make necessary suggestions along the way (Patten &

Bruce, 2007). The validity of the research can also be maintained by double checking the

research data and verifying that the data entry is correct (Levy et al., 2016). Various stages of

coding and analysis can provide information on whether data is outside of the common themes of

the research.

Observational Guide

Target Group and Setting

Big data analysis as an industry has created new opportunities with new roles developing

in information technology such as chief data officer, data scientists, data analyst, and cloud data

engineers (Abbasi et al., 2016). One possibility of research would be to communicate with

information technology professionals with significant years of experience in educational

software. The target population can include professionals with experience in data analysis,

database administration, cloud services, and network technologies. The target population should

have at least five to ten years of experience in the field.

Interview Protocol and Observational Guide 10

Researcher Relationship

This research is to focus on how organizations can apply the tools of big data to improve

the value of data to the organization. The researcher has experience with the industries of

publishing and education. The researcher also has access to information technology

professionals. As big data is a relatively new technology, the research will address how

organizations can increase the value of data with tools and methodologies of big data.

A qualitative study can provide insight on to the factors that organizations consider when

adopting new technologies, the processes that organizations use to make decisions, and the

evaluations that organizations can make to determine the increase in value that certain

technologies may have. A qualitative study can examine the meaning of how organizations can

increase the value of data in education.

Sources of Data

Qualitative research can provide insight by the participants on their observations that

can occur in certain areas in the field of study (Creswell, 2014). A qualitative study can also

provide conceptual ideas that can build a theoretical concept or framework for an area of study.

A theoretical concept can allow the research body to develop an area of understanding that can

guide further research and improve methodologies and techniques. Qualitative research is often

common in nascent fields of study such as big data. Qualitative research requires further

analysis of the findings when compared to quantitative research. Qualitative research studies

can be designed to allow participants to formulate responses from their observations or

experiences (Creswell, 2014).

Anticipated topics and observations may include big data in educational testing and

assessment. The testing and assessment industry has been an integral part of education
Interview Protocol and Observational Guide 11

administration over the past couple of decades (Shepard, 2016). The introduction of legislation

at both the federal and state levels has introduced many new tasks for education as well.

Legislation and standards such as the Family Educational Rights and Privacy Act (FERPA),

Question and Test Interoperability (QTI), Shareable Content Object Model (SCORM), and

Common Cartridge affect the development of educational software (Doychev, Stoyanova-

Doycheva, Stoyanov, & Ivanova, 2016). New policies and regulations and new technology has

created new opportunities for information technology professionals to implement big data

analysis in organizational processes (Shepard, 2016).

Structure of Recording Data

A coding process identifies themes from the collected responses. Open coding is the first

stage of coding data, then axial coding. Finally, a core category is established. Constant

comparison in grounded theory compares new elements with past elements (Patten & Bruce,

2007). Coding processes consist of varying stages. Steps for the coding process can include

identify themes from and adding theme to a matrix, adding themes to a list, prioritizing themes,

and identifying relationships between the themes and the responses (Chen, Tripathi, &

Mizuguchi, 2016).

Creswell (2014) includes the stages for analyzing qualitative research data to include raw

data, organizing and preparing data for analysis, read through all data, coding the data,

identifying themes and descriptions, interrelating themes and descriptions, interpreting the

meaning, and validating the accuracy of the information. The researcher can input the data into a

computer application that allows for organization, mapping, and querying of the dataset (Silver

& Lewins, 2014). Additional features of software packages available for qualitative research

include collaboration, writing, transcription, and synchronization tools (Silver & Lewins, 2014).
Interview Protocol and Observational Guide 12

Presentation of Analysis Findings

For companies in the education industry, new technology has provided opportunities for

education administration such as tests and assessments, educational management, and

organizational management (Dipboye, 2016). Information provided from the research can

possibly assist in improving the management and delivery of educational systems. Educational

institutions may also improve their ability to gain value from their data collection.

The researcher will provide the findings to the participants and the research body by

email and a database or repository. The database will provide the research data in an organized

format. The researcher can also provide the themes identified to the participants and the research

body.

Conclusion

In the field of computer science, big data has emerged as a new technology allows

organizations to analyze data as it has grown the development of new storage technologies, more

Internet access, mobile communications, and higher processor computers. The four V’s of big

data which represent (1) volume – the amount of data, (2) variety – the varied sources of data, (3)

velocity – the speed at which data is accumulated, and (4) variability or veracity – the different

types of data, and the value of, and accuracy of that data (Abbasi et al., 2016). With new

technology, educational institutions can integrate new technology and strategies into their

ongoing organizational practices. This research is to identify how big data and data analytics

increase the value of data for education.

Interview Protocol and Observational Guide 13

References

Abbasi, A., Sarker, S., & Chiang, R. (2016). Big data research in information systems: Toward
an inclusive research agenda. Journal of the Association for Information Systems, 17(2),
3.

Arino, A., LeBaron, C., & Milliken, F. J. (2016). Publishing qualitative research in academy of
management discoveries. Academy of Management Discoveries, 2(2), 109-113.

Chen, Y.-A., Tripathi, L. P., & Mizuguchi, K. (2016). An integrative data analysis platform for
gene set analysis and knowledge discovery in a data warehouse framework. Database,
2016, baw009.

Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods

approaches. Los Angeles: Sage publications.

Denzin, N. K., & Lincoln, Y. S. (2005). The Sage handbook of qualitative research: Sage.

Dipboye, R. L. (2016). Exploring industrial & organizational psychology: Work &

organizational behavior. Browser Download This Paper.

Doychev, E., Stoyanova-Doycheva, A., Stoyanov, S., & Ivanova, V. (2016). Agent-Based
Support of a Virtual eLearning Space. Paper presented at the International Conference on
Computational Collective Intelligence.

Esch, T., Mejilla, R., Anselmo, M., Podtschaske, B., Delbanco, T., & Walker, J. (2016).
Engaging patients through open notes: an evaluation using mixed methods. BMJ open,
6(1), e010034.

Giorgi, A. P., & Giorgi, B. (2008). Phenomenological psychology. The SAGE handbook of
qualitative research in psychology, 165-179.

Hartmann, P. M., Hartmann, P. M., Zaki, M., Zaki, M., Feldmann, N., Feldmann, N., . . . Neely,
A. (2016). Capturing value from big data–a taxonomy of data-driven business models
used by start-up firms. International Journal of Operations & Production Management,
36(10), 1382-1406.

Krueger, R. A., & Casey, M. A. (2014). Focus groups: A practical guide for applied research:
Sage publications.
Interview Protocol and Observational Guide 14

Levy, D., Livingood, R., & Maranga, K. M. (2016). Perspectives of qualitative research
methods. Schaumburg, IL: Words of Wisdom.

Mead, M. (1973). Changing styles of anthropological work. Annual Review of Anthropology,

2(1), 1-27.

Palinkas, L. A., Horwitz, S. M., Green, C. A., Wisdom, J. P., Duan, N., & Hoagwood, K. (2015).
Purposeful sampling for qualitative data collection and analysis in mixed method
implementation research. Administration and Policy in Mental Health and Mental Health
Services Research, 42(5), 533-544.

Patten, M. L., & Bruce, R. R. (2007). Understanding research methods: An overview of the
essentials: Pyrczak Pub.

Sharma, S. (2016). Expanded cloud plumes hiding Big Data ecosystem. Future Generation
Computer Systems, 59, 63-92.

Shepard, L. A. (2016). Testing and Assessment for the Good of Education Contributions of
AERA Presidents, 1915–2015. Educational Researcher, 45(2), 112-121.

Silver, C., & Lewins, A. (2014). Using software in qualitative research: A step-by-step guide:
Sage.