"It's a Case of Access." The Problematics of Accessing Research Participants

Autor/inn/en	Amundsen, Diana; Msoroka, Mohamed; Findsen, Brian
Titel	"It's a Case of Access." The Problematics of Accessing Research Participants
Quelle	In: Waikato Journal of Education, 22 (2017) 4, S.5-17 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2382-0373
Schlagwörter	Research; Sampling; Organizational Culture; Power Structure; Interpersonal Relationship; Researchers; Ethics; Research Methodology; Facilitators (Individuals); Barriers; Foreign Countries; Correctional Education; College Students; Institutionalized Persons; Correctional Institutions; Colleges; Pacific Islanders; New Zealand; Tanzania + Suchen Sie Ihr Suchwort? Forschung; Unternehmenskultur; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Researcher; Forscher; Ethik; Research method; Forschungsmethode; Ausland; Fürsorgeerziehung; Collegestudent; Jugendstrafvollzug; College; Hochschule; Fachhochschule; Pacific Rim; Inhabitant; People; Pazifischer Raum; Bewohner; Neuseeland; Tansania
Abstract	The problematics of accessing res participants have been largely under-stated in the education research literature. This article discusses two case studies which illustrate the complexity of the process of access. This is complexity beyond ethical consent; it is the complexity of gaining access to research sites and participants and of ongoing negotiation concerning aspects of access, especially when the stakes are high for participants. In this article we first set out what is already known in the literature about challenges and strategies of access. Next, we evaluate our own experiences of access with others. Our analysis reveals key findings: a) the relevance of insider/outsider status; b) the need to engage in repeated negotiations to obtain the agreement and consent of gatekeepers; c) the value of identifying kaiarahi (guides) and building relationships; d) the importance of understanding organisational culture, power dynamics of relationships and of knowledge production; and e) the significance of operating in a transparent manner around researcher identity and the nature of the specific study. A research plan may be approved as ethical but may not prove to be practical when the researcher tries to enact it, thus necessitating modification. The challenge becomes finding a practice that is ethical for a particular group and context. Lastly, we propose that education researchers who have negotiated the power dynamics to build relationships among kaiarahi, gatekeepers and participants need to communicate their knowledge and experiences of accessing research participants with other researchers. (As Provided).
Anmerkungen	Wilf Malcolm Institute of Educational Research. Division of Education, University of Waikato, Private Bag 3105, Hamilton 3240, New Zealand. Tel: +64-7-858-5171; Fax: +64-7-838-4712; e-mail: wmier@waikato.ac.nz; Web site: https://wje.org.nz/index.php/WJE
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01