DOCSLIB.ORG

The Application of Q Methodology in Recreation Research

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
The Application of Q Methodology in Recreation Research Q AND YOU: THE APPLICATION OF Q METHODOLOGY IN RECREATION RESEARCH Whitney Ward and viewpoints. Wilson (2005) describes Q methodology Department of Health Education and Recreation this way: Southern Illinois University [email protected] It has been referred to as a bridge between qualitative and quantitative research. It has the Abstract.—Researchers have used various qualitative and same level of mathematical rigor as quantitative quantitative methods to deal with subjectivity in studying methodology, it provides for direct measure, and people’s recreation experiences. Q methodology has been has an interpretive component comparable to the most eff ective approach for analyzing both qualitative that of qualitative methodology. It is designed and quantitative aspects of experience, including attitudes to (a) elicit operant subjectivity and (b) directly or perceptions. Th e method is composed of two main measure the response. It is not about a person. It components—Q sorting and Q factor analysis—and is of a person. (p. 37) allows for the simultaneous study of objective and subjective issues. Th is paper describes Q methods and By combining the strengths of both qualitative and terminology, past uses of Q in various fi elds of research, quantitative research, Q methodology allows for the and the pros and cons of applying Q in research on simultaneous study of objective and subjective issues to recreation experiences. determine an individual’s perceptions and forecast the likelihood of participation (Cross 2005). 1.0 INTRODUCTION Many studies in recreation are concerned with Th e basis of Q methodology is the Q sort technique, perceptions, attitudes, points of view, or opinions followed by Q factor analysis. Q sort is the vehicle of Q regarding variables or theories of interest. Recreation methodology, the means by which the data are collected researchers have used both qualitative and quantitative for factor analysis (Brown 1980). Th is process involves techniques to explore the subjectivity inherent in rank-ordering a set of statements taken from a concourse recreation experiences. Moore and Driver (2005) (the fl ow of communication on a topic; see section 4.0 have criticized the use of traditional methods to study below) (Brown 1980, McKeown and Th omas 1988), the subjective experiences associated with outdoor with responses along a continuum that usually ranges recreation. Brown (1996) discusses the problems with from agree to disagree (Brown 1980, 1993, 1997; Cross the qualitative/quantitative dichotomy in research and 2005). Th e Q sorts are then analyzed using correlation critiques traditional researchers’ need to select and and factor analysis. adhere to either qualitative or quantitative methods. One research methodology that transcends this argument is Q methodology takes advantage of the fact that Q methodology. Because Q is neither fully qualitative individuals “desire to structure and ascribe meaning to nor fully quantitative, Q researchers can draw upon all impinging stimuli and events” (Harvey as quoted components and values of both. Th is paper introduces in Watts and Stenner 2005, p. 76). Th e desire to Q methodology, its value in recreation research, and the structure stimuli, ascribe meaning, or off er a viewpoint integral parts of Q—Q sort and Q factor analysis. with any set of statements provides the strength of Q methodology. It is this desire that gives a Q sample the Q methodology is the systematic study of subjectivity potential to reveal useful results using both the qualitative (Brown 1980, 1993, 1997; Stephenson 1953). It is used and quantitative properties inherent in the methodology. to identify and categorize participants’ attitudes, beliefs, Proceedings of the 2009 Northeastern Recreation Research Symposium GTR-NRS-P-66 75 With all research, the research question(s) and with the quasi-normal distribution based upon select context infl uence the choice of research method(s). conditions of instruction. Q is considered an exploratory technique and is not appropriate for the development and proposal of specifi c It is very rare that participants perform a complete (1 to hypotheses as in traditional positivist methodology n) rank order (Watts and Stenner 2005) but typically (McKeown and Th omas 1988, Watts and Stenner sort according to a quasi-normal forced distribution 2005, Durning and Brown 2007). While the results of that causes every Q sort to have a mean of 0 (Brown a Q study cannot be interpreted to confi rm or reject and Ungs 1970, Brown 1980, and McKeown and hypotheses in terms of a signifi cance level, Q “can, Th omas 1988, Watts and Stenner 2005). Th e distribution however, bring coherence to research questions that of statements has very little eff ect – it is the order of have many, potentially complex and socially contested statements that matters (Brown 1980, 1993, 1997). Tests answers” (Watts and Stenner 2005, p. 75). Th eory of validity are not a concern in the Q sorting process, constructed using a Q sample can be interpreted in since participants simply express their points of view terms of a logical connection or consistency to respond in a formal and explicit manner and there is no outside appropriately to various research questions. Quantitative criterion to validate or invalidate their viewpoints (Brown methods may ask, for example, “What proportion 1980, 1997; Durning and Brown 2007). of users value an outdoor recreation experience?” Q methodology research questions are more exploratory, 3.0 P SET such as, “What are the perceived benefi ts and values of In contrast with other research methods, conducting a participating in an outdoor recreation experience?” Th e census of a population using Q is impossible. Rather than two approaches use diff erent strategies that are useful randomly selecting participants, Q sampling purposefully for diff erent research processes, purposes, contexts, and selects individuals to make sure that certain viewpoints agendas (Robbins 2005). are included based upon the research question (Brown and Ungs 1970). Durning and Brown (2007) state, “Th e Th e ranking of statements by each participant in Q categories may be somewhat imprecise, but this is of methodology can appear to be similar to tests, scales, little concern in Q methodology because these categories, and questionnaires. However, the role of the participant, unlike the demographics in conventional research, are the manner in which the data are collected, and the not typically used for testing purposes” (p. 544). Once interpretation of the data all set it apart from typical the functional categories are established, the number survey research (Brown 1980, 1993, 1997; Van Exel of participants needed for the study can be determined and de Graaf 2005; Watts and Stenner 2005). In based on the research questions. It should be noted that Q, researchers do not suggest or impose meanings a major relationships begin to stabilize with just a few priori, but rather let the participants determine what cases, and they are infl uenced very little when additional is meaningful, valuable, and signifi cant from their observations are included in the study (Brown and Ungs perspectives. 1970). Th e following example illustrates this point. 2.0 Q SORT Q avoids the “numbers games” in a certain Th e Q sort process is an instrument used to capture the sense because it studies qualitative diff erences, subjectivity expressed during the sorting procedure. Q on which quantity has no eff ect. If you wish set statements or stimuli are transferred onto separate to examine the diff erences in color between a cards, randomized, and numbered (Brown 1980, 1993). tub full of green and a tub full of red paint, for Participants are then given conditions of instruction instance, a thimble of each will do and buckets with the statements after which they usually start with full from the same tubs will only provide a preliminary sorting into three categories of agree, redundant information. Similarly, in Q: If disagree, and other (Brown 1980, 1993, 1997). Th ey you are interested in examining the diff erences then sort within their three categories to correspond between the thinking of factor A vs. factor B, Proceedings of the 2009 Northeastern Recreation Research Symposium GTR-NRS-P-66 76 three or four of each will do and buckets full will Accordingly, the concourse is governed by a few simple not advance understanding markedly. (Brown principles. Th e fi rst is that a concourse is approached on 1996, p. 563) a “prima facie” basis that can encompass any statement from the concourse. Th e second is that only statements As such, Q studies generally do not need a large sample that are based on self-reference, or are subjective, of participants (as other methodologies require for should be included. To apply these two principles, the statistical power). Brown (1980, 1993) asserts that no construction of Q samples should be based on Fisher’s more than 40 participants are necessary to represent “balanced block” design, wherein there is a systematic the viewpoints of a population. Watts and Stenner basis in the Q set (Stephenson1953, 1993/1994; (2005) state that most Q studies are eff ective with 40-60 Brown 1980, 1993; McKeown and Th omas 1988). participants, but this is merely a guideline and “highly Fisher’s balanced block design is used to gain a more eff ective Q studies can be carried out with far fewer representative sample of the concourse and to provide participants” (p. 79). structural information, which is a fi rst step in scientifi c experimentation. 4.0 CONCOURSE A collection of attitudes, or subjective communicability, Ideally, the goal of the Q set is to provide the fullest about an event or topic is what is referred to as the range of viewpoints based on the concourse (Karim 2001, “concourse.” Th is collection can be infi nite because it Durning and Brown 2007).
Load more

Recommended publications
  • Q Methodology As a Tool for Program Assessment
    FEATURE ARTICLE PROGRAM ASSESSMENT Q Methodology as a Tool for Program Assessment Susan E. Ramlo The University of Akron Program assessment is now commonplace at most colleges and universities and is required for accreditation of specific degree programs. Key aspects of program assessment include program improvement, improved student learning, and adequate student preparation for the workforce. Thus, program assessment is a key ingredient to program health. Although surveys are often used within program assessment in higher education, this study demonstrates the weaknesses of this method and, instead, introduces Q methodology as a means of program assessment especially in the area of needs assessment. In essence, Q offers an objective way to measure subjectivity about any topic. Unlike Likert-scale surveys, Q is a mixed method that reveals the multiple unique views as well as consensus within the group of participants. In this study, Q was used to determine views of a construction engineering technology program. How the results will be used to improve the program is presented. In higher education, there is an increasing focus on program assessment. Essentially, program assessment is about program improvement and enhanced student learning. Program assessment involves examining how the program impacts students and how well program goals are met. To accomplish this, faculty are asked to demonstrate that their programs benefit students and prepare them for the workforce (Gardiner, Corbitt, & Adams, 2010; Martell & Calderon, 2005; McNeil, Newman, & Steinhauser, 2005). As a result of the program assessment, programs make adjustments to better meet goals. Program assessment leads to informed decision making, which is a key ingredient to program health and program capabilities to meet the needs of stakeholders, including students (Jorgensen, 2008; McNeil et al., 2005).
    [Show full text]
  • Q Workshop: an Application of Q Methodology for Visualizing, Deliberating and Learning Contrasting Perspectives
    INTERNATIONAL JOURNAL OF ENVIRONMENTAL & SCIENCE EDUCATION 2016, VOL. 11, NO.13, 6277-6302 OPEN ACCESS Q Workshop: An Application of Q Methodology for Visualizing, Deliberating and Learning Contrasting Perspectives Go Yoshizawaa, Mineyo Iwaseb, Motoko Okumotoc, Keiichiro Taharad and Shingo Takahashie aOsaka University, JAPAN; bShimane University, JAPAN; cKyoto University, JAPAN; dInstitute for Future Engineering, JAPAN; eWaseda University, JAPAN ABSTRACT A value-centered approach to science, technology and society (STS) education illuminates the need of reflexive and relational learning through communication and public engagement. Visualization is a key to represent and compare mental models such as assumptions, background theories and value systems that tacitly shape our own understanding, interests and interactions. Yet conventional approaches including concept mapping and multi-criteria value elicitation methods often have little suggestion or implication as to how participants themselves can address and deliberate the incompatibility of their perceptions, preferences and perspectives. This study proposes Q workshop as a legitimate eliciting and deliberation technique that can be employed in pluralistic discourse, exploring systematic divergences of perspective by constructing the participant‘s self in a formative, emergent and contingent manner. For this it introduces Q mapping as a novel visualization tool for the hybridity of qualitative and quantitative methods derived from Q methodology. Q mapping is a two-factor solution that
    [Show full text]
  • Making Sense of Subjectivity: Q Methodology in Counseling Research
    Making sense of subjectivity: Q Methodology in counseling research By: Jaimie E. Stickl, Kelly L. Wester, and Carrie A. Wachter Morris Stickl, J. E., Wester, K. L., & Wachter Morris, C. A. (2018). Making sense of subjectivity: Q Methodology in counseling research. Counseling Outcome Research and Evaluation. https://doi.org/10.1080/21501378.2017.1419425 This is an Accepted Manuscript of an article published by Taylor & Francis in Counseling Outcome Research and Evaluation on 18 June 2018, available online: http://www.tandfonline.com/10.1080/21501378.2017.1419425 ***© Association for Assessment and Research in Counseling (AARC). Reprinted with permission. This version of the document is not the version of record. Abstract: Q Methodology is a research method that focuses on systematically exploring individuals' subjective viewpoints. Q Methodology contains both quantitative and qualitative components and involves the exploration of an individual's internal and subjective viewpoints, opinions, and attitudes, proving to be particularly relevant for counselors who are interested in human thoughts and behaviors. This article outlines the philosophical roots of Q Methodology, along with the practical steps of implementing a Q study. An overview of the potential uses of Q Methodology in counseling research and practice is provided. Keywords: Counseling | Q Methodology | research methods | subjectivity | viewpoints Article: Q Methodology is a research technique that is focused on the scientific and systematic exploration of subjectivity, or personal viewpoints (Brown, 1993; McKeown & Thomas, 2013; Watts Stenner, 2012). Although Q Methodology was first developed in the early 20th century, it remains in a “somewhat fugitive status within the larger social scientific community” (McKeown & Thomas, 2013, p.
    [Show full text]
  • Cultural Consensus Theory: Applications and Frequently Asked Questions Susan C
    Field Methods http://fmx.sagepub.com Cultural Consensus Theory: Applications and Frequently Asked Questions Susan C. Weller Field Methods 2007; 19; 339 DOI: 10.1177/1525822X07303502 The online version of this article can be found at: http://fmx.sagepub.com/cgi/content/abstract/19/4/339 Published by: http://www.sagepublications.com Additional services and information for Field Methods can be found at: Email Alerts: http://fmx.sagepub.com/cgi/alerts Subscriptions: http://fmx.sagepub.com/subscriptions Reprints: http://www.sagepub.com/journalsReprints.nav Permissions: http://www.sagepub.com/journalsPermissions.nav Citations http://fmx.sagepub.com/cgi/content/refs/19/4/339 Downloaded from http://fmx.sagepub.com at UNIV OF FLORIDA Smathers Libraries on November 15, 2009 Cultural Consensus Theory: Applications and Frequently Asked Questions SUSAN C. WELLER University of Texas Medical Branch In the ethnographic context, where answers to questions are unknown, consensus theory estimates the culturally appropriate or correct answers to the questions and individual differences in cultural knowledge. The cultural consensus model is a formal model of the process for asking and answering questions and is limited to categorical response data. An informal version of the model is available as a set of analytic procedures and obtains similar information with fewer assumptions. This article describes the assumptions, appropriate interview materials, and analytic procedures for carrying out a consensus analysis. Finally, issues that sometimes arise during the application of a consensus analysis are discussed. Keywords: cultural consensus model; measurement of beliefs; analytical methods; reliability of informants; Q analysis Culture is the set of learned and shared beliefs and behaviors, and cultural beliefs are the normative beliefs of a group.
    [Show full text]
  • Q-Method Based Environmental Awareness Measurement in Transportation
    International Journal for Traffic and Transport Engineering, 2013, 3(1): 45 – 53 DOI: http://dx.doi.org/10.7708/ijtte.2013.3(1).04 UDC: 005.311.6:502.12 Q-METHOD BASED ENVIRONMENTAL AWARENESS MEASUREMENT IN TRANSPORTATION Emma Logo1 1 BME Faculty of Economic and Social Sciences, Department of Ergonomics and Psychology, Budapest, Hungary Received 30 December 2011; accepted 2 November 2012 Abstract: All human activities, including transportation have an impact and put pressure on the environment. If anybody would be asked with questionnaire or interview, claims to be environmentally conscious in transportation, but acts another way. Environmental awareness in transport is difficult to measure with “traditional” way, because the real actions and the human subjectivity cannot be measured these ways. The idea behind the development of Q-methodology was to inquire into the subjectivity of human mind. This article theoretically investigated the possibility of measuring environmental awareness in road transportation with this methodology. Keywords: Q-method, decision making, environmental awareness. 1. Introduction disembodied discourses? Both approaches have serious methodological shortcomings; The social sciences are always dealing with either it is restricted to exploring subjectivity subjectivity, whether it is seen as a black only on the level of profound but isolated box or put explicitly into the foreground of case studies or have to neglect the concept scientific inquiry. However, although it is of the ‘subject’ and understand it as a clear that every human action is motivated by shallow reflection of external structures subjective perceptions and interpretations, and forces. Q-methodology is a relative the question of how and why exactly people little-known form of research methodology see their world as they do confronts the social within social science, even though it has sciences with serious problems.
    [Show full text]
  • How to Use Q Methodology in Engineering Education Research
    Paper ID #30541 How to Use Q Methodology in Engineering Education Research Ms. Renee Desing, The Ohio State University Renee Desing is currently a PhD Candidate at the Ohio State University in the Department of Engineering Education. Ms. Desing holds a B.S. in Industrial Engineering from the Georgia Institute of Technology and a M.S. in Industrial Engineering and Operations Research from the Pennsylvania State University. Most recently, Ms. Desing worked as a managing consultant for IBM Public Sector Advanced Analytics. Dr. Rachel Louis Kajfez, The Ohio State University Dr. Rachel Louis Kajfez is an Assistant Professor in the Department of Engineering Education at The Ohio State University. She earned her B.S. and M.S. degrees in Civil Engineering from Ohio State and earned her Ph.D. in Engineering Education from Virginia Tech. Her research interests focus on the intersection between motivation and identity of undergraduate and graduate students, first-year engineering programs, mixed methods research, and innovative approaches to teaching. c American Society for Engineering Education, 2020 How to Use Q Methodology in Engineering Education Research Abstract Graduate and undergraduate student researchers are continually learning and performing research methodologies as part of research assistantships or for independent theses and dissertations. Particularly in engineering education research, it is important for student researchers to have working knowledge of and practice using a variety of methodologies. To support the growth of student researchers, this “tricks of the trade” paper explains Q methodology, a mixed methods research methodology, and how it can be utilized in engineering education. Q methodology is a social science research methodology focused on systematically studying subjectivity utilizing both qualitative and quantitative research techniques.
    [Show full text]
  • Q Methodology in Assessment and Research
    Q Methodology / 1 CHDS 5/70093 (call no. 26693) Workshop Q Methodology in Assessment and Research Summer 2000: 9:00 a.m. - 3:00 p.m., MWF May 22-June2, Room 221 Bowman Hall Steven R. Brown, 302-29 Bowman Hall, 672-7974, -2060, [email protected] The purpose of this workshop is to introduce statistical and methodological principles associated with the use of Q method in assessment and research, and to locate Q methodology in the framework of contemporary science. Q methodology evolved from factor-analytic theory in the 1930s, and since that time has been applied in the systematic study of a wide range of subject matters in psychology, political science, communication, and the behavioral and human sciences more generally. Attention will focus on historical and methodological developments, with spe- cial emphasis on factor-analytic and epistemological foundations, and on the fundamental im- portance of subjectivity in all human action. A continuing bibliography of principles and appli- cations can be found in the following locations: Brown, S.R. (1968). Bibliography on Q technique and its methodology. Perceptual and Motor Skills, 26, 587-613. Brown, S.R. (1977). Q bibliographic update: A continuation of "Bibliography on Q Technique and Its Methodology." Operant Subjectivity, 1, 17-26 (continued in subsequent issues). Text: Bruce F. McKeown and Dan B. Thomas, Q Methodology (Quantitative Applications in the Social Sciences series, Vol. 66). Thousand Oaks, CA: Sage. The workshop will focus initially on the history, principles, and technicalities of Q technique and its methodology; instruction will also be provided on the use of the PQMethod software program for data entry and analysis.
    [Show full text]
  • Subjectivity Study on Broadcasting of Civil Defense Exercise in Nation : Focused on Fire-Fighting Officers 국가 민방위 훈
    Journal of Convergence for Information Technology e-ISSN 2586-4440 Vol. 9. No. 12, pp. 216-226, 2019 DOI : https://doi.org/10.22156/CS4SMB.2019.9.12.216 Subjectivity Study on Broadcasting of Civil Defense Exercise in Nation : Focused on Fire-fighting Officers Jei-Young Lee1, Jee-Hee Kim2* 1Professor, Department of Advertising and Public Relations, Catholic Kwandong University 2Professor, Department of Emergency Medical Services, Kangwon National University 국가 민방위 훈련 방송에 대한 주관성 연구 : 소방공무원을 중심으로 이제영1, 김지희2* 1가톨릭관동대학교 광고홍보학과 교수, 2강원대학교 응급구조학과 교수 Abstract The purpose of this study was to provide basic data for developing strategic programs based on broadcasting of civil defense exercise in nation focused on fire-fighting officers. 33 Q-population (concourse) was selected based on the media related literature review described above, and interviews targeting the general public. As the next step representative statements were chosen randomly and reduced in number to a final 25 statement samples for the purposes of this study. The methodology of a Q-study does not infer the characteristics of the population sample from the sample, selecting of the P-sample is likewise not governed probabilistic sampling methods. Finally, in this research, 41 people were selected as the P-sample. Key Words : Subjectivity, Broadcasting of civil defense exercise, Fire-fighting officers, Q methodology, Self-consciousness 요 약 본 연구의 목적은 소방공무원의 민방위 훈련 방송에 근거한 전략적인 프로그램의 기초자료를 제공하고자 하는데 있다. 소방공무원을 대상으로 민방위 훈련에 대한 문헌 고찰을 하였고, 일반인들에 대한 인터뷰를 수행하 였다. 연구 목적에 맞는 25개의 진술문을 토대로 하여 33명의 소방공무원들에게 Q방법론 설문을 실시하였다. Q 방법론은 집단의 특성만을 추론하지 않으며, P 자료는 자료수집방법에 영향을 받지 않는다.
    [Show full text]
  • Q Methodology in Audience Research: Bridging the Qualitative/Quantitative ‘Divide’?
    . Volume 8, Issue 2 November 2011 Q Methodology in Audience Research: Bridging the Qualitative/Quantitative ‘Divide’? Charles H. Davis Ryerson University, Toronto, Canada Carolyn Michelle University of Waikato, Aotearoa/New Zealand Abstract Q Methodology has been employed in research on audiences since the 1960s, but has not entered the mainstream of scholarly or commercial audience research, and most audience researchers remain unfamiliar with it. However, Q Methodology offers several advantages unmatched by other approaches to researching audiences, making it a potentially valuable addition to the researcher’s toolkit. Q Methodology provides insight into audience subjectivities in a much richer way than that provided by conventional surveys, while providing more structure and better replicability than purely qualitative approaches such as focus groups or ethnographic observation. Q Methodology's insight into the varieties of audience experiences also provides an opportunity to develop, explore, and test theory before moving to large scale surveys. Further, recent advances in software allow Q Methodology surveys to be administered online, and to thereby engage online users of a wide variety of media forms located on and offline. In this article, we re-introduce Q Methodology to the audience research community. First, we briefly recall Q Methodology’s principles, parameters, and operations. Then, we overview the key stages in conducting a Q study, illustrating major points with reference to relevant exemplary works. We conclude with observations
    [Show full text]
  • Q Methodology for Post-Social-Turn Research in SLA
    Studies in Second Language Learning and Teaching Department of English Studies, Faculty of Pedagogy and Fine Arts, Adam Mickiewicz University, Kalisz SSLLT 4 (1). 2014. 13-32 doi: 10.14746/ssllt.2014.4.1.2 http://www.ssllt.amu.edu.pl Q methodology for post-social-turn research in SLA Kay Irie Gakushuin University, Tokyo, Japan [email protected] Abstract Q methodology, an approach to inquiry on the subjective views about a complex phenomenon/issue which has been increasingly employed in a wide range of social science fields has not yet been applied in language learning and teaching research. It is a unique approach that has characteris- tics of both qualitative and quantitative research methods. The purpose of the present paper is to introduce Q methodology as an alternative approach and demonstrate its potential to respond to the needs of the field that has been expanding in its epistemological diversity since the social turn (Block, 2003; Ortega, 2012). The relevance of the methodology for SLA research will be discussed with a particular focus on the parallels between the develop- ment of the methodology in the 1930s and current criticisms towards the traditional cognitive approach in SLA. Using a published study (Irie & Ryan, 2014), the author explains how the focus on the holistic understanding of subjectivity is built into the procedure. Suggestions for possible areas of re- search and teaching in which Q methodology could be applied are discussed. Keywords: Q methodology, SLA research, subjectivity, qualitative, quantitative 1. Introduction The expansion of theoretical perspectives in SLA that has been taking place over the last 20 years, referred to as the social turn (Block, 2003), promoted 13 Kay Irie the use of interpretative methods of research such as ethnography, narrative inquiries, and case studies as means to understand “subjective meanings of their [individuals’] experiences” rather than to measure “the objective reality that exists” (Cresswell, 2009, pp.
    [Show full text]
  • Service Robots in Hospitals: New Perspectives on Niche Evolution and Technology Affordances
    View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by Serveur académique lausannois SERVICE ROBOTS IN HOSPITALS: NEW PERSPECTIVES ON NICHE EVOLUTION AND TECHNOLOGY AFFORDANCES Tobias Mettler1*, Michaela Sprenger2, Robert Winter2 1 University of Lausanne, Swiss Graduate School of Public Administration, Rue de la Mouline 28, CH-1022 Chavannes-près-Renens, Switzerland, 2 University of St. Gallen, Institute of Information Management, Müller-Friedberg-Strasse 8, CH-9000 St. Gallen, Switzerland * Corresponding author: [email protected] Citation: Mettler, T., Sprenger, M. & Winter, R. European Journal of Information Systems (2017). doi:10.1057/s41303-017-0046-1 Abstract: Changing demands in society and the limited capabilities of health systems have paved the way for robots to move out of industrial contexts and enter more human-centered environments such as healthcare. We explore the shared beliefs and concerns of health workers on the introduction of autonomously operating service robots in hospitals or professional care facilities. By means of Q- methodology, a mixed research approach specifically designed for studying subjective thought patterns, we identify five potential end-user niches, each of which perceive different affordances and outcomes from using service robots in their working environment. Our findings allows for better understanding resistance and susceptibility of different users in a hospital and encourages managerial awareness of varying demands, needs, and surrounding conditions a service robot must contend with. We also discuss general insights into presenting the Q-methodology results and how an affordance-based view could inform the adoption, appropriation, and adaptation of emerging technologies. Keywords: health information technology, IT affordance, materiality, mixed methods, niche evolution, Q-methodology, service robots 1 1.
    [Show full text]
  • Final Thesis.Pdf
    FACTORS INFLUENCING ACADEMIC AND EMPLOYMENT OUTCOMES: A MULTIPHASE Q-METHODOLOGY STUDY by Isabel Fischer Canterbury Christ Church University Thesis submitted for the Degree of Doctor of Education 2019 Abstract This thesis investigates the perceptions of barriers and enablers impacting academic and employment outcomes of students of Generation Z. It is a topic of multi-disciplinary importance spanning the fields of education, business and management, psychology and sociology. It is framed within a changing UK Higher Education landscape including increased internationalisation. This study adopts Q-methodology, a mixed-methods study that quantitatively evaluates qualitative viewpoints. Q-methodology is extended by performing additional analyses at the intersection of gender, ethnicity, and nationality. A total of 304 students, 44 non-higher-education employees and 8 faculty members, voiced their opinions to explain gaps in student attainment. Moreover, degree results from 2,024 students who graduated between July 2016 and July 2019 from one single UK business school, were evaluated. Findings of a self-reported lack of confidence of female students, linked partly to a perceived lack of verbal communication skills, suggest that one of the consequences of a lack of confidence might be that female students work harder than their male counterparts to compensate, resulting in a higher mean average grade. By doing so, they tend not to take advantage of more long- term networking and career opportunities, and also feel more stressed, which, in turn, further diminishes self-confidence. Tackling the confidence and verbal communication gap is currently deprioritised by faculty, who focus on knowledge transmission as part of their teaching. Suggestions are made that aim to raise awareness of more informed and nuanced teaching practices that embed verbal communication skills, to develop student agency independent of gender.
    [Show full text]