MODULE WEEK NO.

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INITAO College
Jampason, Initao, Misamis Oriental

College of Hospitality Management

HPC 10: Research in Hospitality 1
2nd Semester of A.Y. 2022-2023

Introduction

This module is the continuation of the topic previous module to fully understand the
classification and types of research; we will be discussing the classification and types of
research specifically the qualitative research. In this module it is thoroughly discuss the focuses
of qualitative research, its limitations and the types of qualitative research as well. It will also
discuss the phases in a qualitative study; the mixed methods of design; the major purposes or
rationale for conducting mixed methods and the introduction of the E-Research.
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Rationale

 Qualitative research focuses on the interpretation of the perception of people from social
perspective using various qualitative data collection tools including interviews, social query,
polls or surveys.
Intended Learning Outcomes

At the end of this module, students are expected to:

A. Classify research according to design and methodology
B. Identify the types of research
C. Point out the importance of e-research

Activity

1. Interactive and thorough discussions on the topic.

2. Exercises to enhance the learning of the students.

3. At home Activity that will practice the knowledge that the students acquired through concept
mapping.

Discussion
Qualitative Research
Qualitative research deals with understanding human behavior in a natural setting. It is
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naturalistic in nature because it studies human behavior and the reasons that govern it, (Sanchez,
2003). The emphasis is on the complexity of humans and their ability to shape and create their own
experience. Naturalistic investigations place heavy emphasis on understanding the human
experience as if is lived, usually through collections and analysis of data that are narrative and
subjective.
Qualitative research focuses on:
1. Gaining insights on and an understanding of the individual's perception of
events;
2. Concerned with in-depth descriptions of people on events and their
interpretation of experiences:
3. Data are collected through unstructured interviews and participant
observation.
4. The research is to synthesize the patterns and the theories in the data.
5. Not limited by existing theories but must be open to new ideas and
theories.
Qualitative research emphasizes the dynamic, holistic, and individual aspects of human
experience within the context of those who are experiencing them.
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The collection and analysis of information progresses as the researcher sifts through the
information. Insights are gained, new questions emerge and further evidence is sought to confirm
the insights.
The limitations of this model are:
1. It is reductionist; it reduces human experience to just a few concepts under
investigation;
2. The subjective nature of naturalistic inquiry, which sometimes causes
concerns about the nature of conclusions, and
3. Most naturalistic studies involve a relatively small group of people.
Types of Qualitative Research
Qualitative research is designed to reveal a target audience's range of behavior and the
perceptions that drive it with reference to specific topics or issues. It uses in-depth studies of small
groups of people to guide and support the construction of hypotheses. The results of qualitative
research are descriptive rather than predictive. Qualitative research aims to gain insight, explore the
depth, riches and complexity inherent in the phenomenon.
Specific qualitative approaches are:
1. Phenomenology. The purpose is to describe experiences as they are lived. It examines
uniqueness of individual's lived situations. Each person has its own reality, reality is subjective. It
has no clearly defined steps to avoid limiting creativity of researchers.
2. Ethnography
The purpose is to describe a culture's characteristics. It identifies culture, variables
for study and review literature. In data collection, the researcher gains entrance to culture, immerse
self in culture, acquire informants, gather data through direct observation and interaction with
subject.
It involves the collection and analysis of the data about cultural groups or minorities.
The researcher frequently lives with the people and becomes a part of their culture. During the
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immersion process, the researcher must talk to the key persons and personalities called the key
informants who can provide important data
3. Historical
The purpose of historical study is to describe and examine events of the past to
understand the present and anticipate potential further effects. The method includes, formatting idea,
develop research outline to organize, investigate and collect data.
It concerns with the identification, location, evaluation, and synthesis of data from
the past. It is locating facts and relating them to the present and to the future. The data are usually
found in documents or in relics and artifacts. Data can also be obtained through oral reports. These
materials can be found in various sources like libraries, archives and personal directions.
Sources are:
a. Primary Sources: Once histories, written records, diaries, eyewitnesses’ accounts,
pictures, videos and other physical evidences.
b. Secondary Sources: Second-hand information, i.e., a person narrates information heard
from the original sources, or a material written as an abstract of the diaries and other original
materials.
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Any source to be used for historical research must pass the hallmarks of
1. Internal criticism (involves establishing the authenticity or originality of the materials by looking
at the consistency of information; and 2. External criticism based on the analysis of the printed
materials; the ink and the type of paper used; the layout and physical appearance; and age and
texture.
4. Case Study
The purpose of case study is to describe-in-depth experience of one person, family,
group, community or institution. It is a direct observation and interaction with the subject. Data
collection includes interview with audiotape and videotape, direct, has participants' observation,
field notes, journal, and logs.
The purposes are:
 To gain insights into a little-known problem
 Provide background data for broader studies; and
 Explain socio-psychological and socio-cultural processes
According to Sanchez (2002) a case study involves comprehensive and extensive
examinations of a particular individual, group or situation over a period of time. It provides
information on where to draw conclusion, and about the impact of a significant event on a person's
life.
Phases in a Qualitative Study
Polit (2006) cited three (3) phases of qualitative study. These are:
1. Orientation and Overview
The first phase is to determine what is salient about the phenomenon
or culture of interest.
2. Focused Exploration
It involves focused scrutiny and in-depth exploration of the aspects
of the phenomenon judged to be salient. The questions asked and
the types of people invited are shaped based on the outcome of
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the first phase.
3. Confirmation and Closure
The researcher undertakes efforts to prove that her/his findings are
trustworthy, often going back to the study and discussing her/his
understanding of it with the participants.
Mixed Methods Research Design
This third type of research is defined by Johnson & Onwuegbuzie (2004) as the class of
research where the researcher mixes or combines quantitative and qualitative research techniques.

Researchers must know the characteristics of quantitative and qualitative research

techniques. (1) It includes the use of induction (discovery of the problems), (2) deduction (testing of
theories and hypothesis) and (3) abduction (uncovering and relying on the best of a set of
explanations for understanding one's results). The quoted authors recommend the mixed research in
education because they believe that “when two different approaches are used to study the same
phenomenon and produce the same result, the researchers have superior evidence for the result”.
The Two Common Types of Mixed Research Design are:
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1. Mixed method research in which “the researcher uses the qualitative paradigm for
one phase of the study and the quantitative paradigm for another phase of the study”.
2. Mixed model research in which "the research mixes both qualitative and
quantitative research approaches within a stage of the study or across the stages of the research
process" (Johnson, 2007).

Five Major Purposes or Rationales for Conducting Mixed Methods

1. Triangulation
Katigbak (2006) cited that triangulation is seeking convergences and
corroboration of results from different methods and designs studying the
same phenomenon.
2. Complementarity
Seeking collaboration, enhancement, illustration and clarification of the
results from one method with results from the other method.
3. Initiation
Discovering paradoxes and contradictions that lead to a re-framing of
the research question.
4. Development
Using the findings from one method to help inform the other method.
5. Expansion
Seeking to expand the breadth and range of research by using different
methods for different inquiry components.
Introduction to E-Research
The concept of eResearch, is "linking people to resources," this could mean putting people
together to make use of high performing computers and to IT professionals in order to make

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research easy.
Traditionally, central to research activities are the librarians, they make resource materials
available to researchers by storing, managing preserving scholarly materials. They create vertical
files, classify materials for easy access. In other words, librarians are trained to reduce research
materials to facilitate accessibility by having to form and collaborate to share published works. But
because of changes in digital landscape, browsing over with voluminous dated, and sometimes dusty
reference materials take so much of the researchers' time. It became an unlikely endeavor among
them! While other institutions exerted efforts to provide for materials in digital form through Open
Personal Access Catalog (OPAC) system, the fast changing digital landscape has now outrun the
responses of colleges and universities to meet specific research needs for computing infrastructure in
their libraries. The role of libraries has changed from acquiring scholarly published materials to that
of managing scholarship in collaboration with researchers who develop and use these data (Lynch in
Goldenberg-Hart, 2004). The reason is obvious; they face the risk to fade from existence if they do
not respond to the changing environment!
The term, eResearch is the term applied to the use of advance information and
communication technologies (ICT's) to the practice of research. The activities include collaboration,
high performance computing, visualization, research data management and tools (eResearch, n.d.).
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The trend toward collaborative research enables individuals to accomplish studies that are
beyond the coverage of individual researchers. It made the processing and sharing of data in greater
quantities and of greater complexities open to researcher which was never done before. The use of
eResearch allows researchers to conduct research activities beyond and across many institutions,
adopt various tools and methodologies through shared digital collections, advanced data curation,
annotation tools and high computing and visualization (What is eResearch, n.d.).
E-research, in another term format), is defined as a broader term that includes nonscientific
research but also refers to large-scale, distributed, national or global collaboration in research.
Practically, it entails harnessing the capacity of information and communication technology (ICT)
systems, particularly the power of high capacity distributed computing, and the vast distributed
storage capacity fueled by the reducing cost of memory, to study complex problems across research
landscape (ARC, 2005).
E-research has provided opportunities to see existing researches in a new light. The need to
add field materials, new "finds" and stored in digitally appropriate forms is important in building
rich data to be used for different types of research. However accessibility of these data could not be
possible without the capabilities offered through cyberinfrastructure. Now, let us explore on the use
of the new terms that the readers likely to encounter with e-research in (EDUCAUSE Review,
November December, 2005);
Cyberinfrastructure refers to the computing and network infrastructure that enables
research environments such as the "collaboratory, co-laboratory, grid community network, virtual
Science community, e-science community, while
Grid is a specific element of cyberinfrastructure that is crucial in the development of e-
research which enables the sharing of data in the form of collection of data repositories, specialized
scientific equipment, computing power and knowledge services (EDUCAUSE, 2005).
Middleware is essentially the software that provides standard community tools and services
for knowledge management and knowledge sharing.
Provisions for cyberinfrastructure requires multi-million pesos of investment, in order to serve
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its purpose. Another concern would be putting together of research data sets, the knowledge grid or
intellectual infrastructure critical for local and international collaboration. The use of the term,
eResearch, according to Appelbe and Bannon (2007).
Is concept or word which has come into vogue in academic
research circles since 2000. Fundamentally, it is a collaborative and
interactive research made possible by the Internet and data and
computational grids. But like any other new concept, it can and has been
abused and misused by people keen to "jump on the bandwagon”.
eResearch presents many challenges, both technical and organizational-
traditional academia rewards individual performance and specialization,
not collective and interdisciplinary efforts that characterized eResearch.
But eResearch is a paradigm shift that is changing the way that research
is conducted and organized in many academic disciplines and research
institutions.
As expanded by Appelbe and Bannon (2007), eResearch projects do not just use IT
technology, rather they are reliant on IT technology and organizational support to achieve the
outcomes of research. The table that follows provides comparison between traditional and eResearch
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framework (Appelbe & Bannon, 2007).

Characteristics eResearch Traditional eResearch
Participants Diversely skilled, distributed Individual researcher or small
research teams local research team
Needed Data Generated, stored and accessible Locally generated, stored and
from distributed locations accessible
Computation and Large-scale, or on-demand Batch compute jobs or jobs run
Instrumentation computation or access to shared on researcher’s own computers
instruments or research instruments
Networking Reliant on the internet and Not reliant on internet
middleware
Dissemination of Through Websites and specialized Through print publications and
Research web portals conference presentation
It can be gleaned from the above comparison that to generate data it must need supporting
infrastructure through hardware, software, networking and of course human resources.
Thus, a researcher is presented with a choice to attain the goals of research. The adoption of
eResearch is highly dependent on online collaboration. Its technologies can be applicable to wider
range of domains. Its tools can improve research outcomes through;
 Improved collaboration - through data sharing
 Utilization of local, national IT infrastructure - through data services, web services,
portals and systems
 Accessing data repositories and collections - base line data for multidisciplinary needs
 Utilizing advanced computing facilities - for larger searches or perform greater
simulation practices
 Managing and reusing research data - store data and preserve data.

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Exercise
Apply Your Knowledge (Review/Discussion Questions)
1. On eResearch: Do the following:
a. Find out links to your topic for research
b. Now, identify what barriers are encountered in seeking further information about your topic.
Be realistic about these discoveries. List them down. Be ready for discussion in class.
Assessment
Read the following abstract then, answer the questions that follow.
A. Insight into the Pearl S. Buck Mission:
Voices from the CDO and Sponsored Children
By: Amelita A. Gaerlan, Ph.D.
Abstract
This paper is a phenomenological, qualitative study which examined who and why Pearl S. Buck
(PSB) in the life of sponsored children in Angeles City, Philippines.
The views of the Community Development Officer and sponsored children were sought to provide
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an impetus for the study and the springboard for discussion.

In-depth structured interview and personal meaning mapping for gathering data were centered to
concerns that were essential to the research question.
These themes framed the discussion-expectations, experiences and lessons learned.
Findings indicate that sponsored children and their families value and acknowledge PSB for
providing them a bright future; staff-parent good communication is a prerequisite for quality care and
commitment to the education of the children to be more effective and have a lasting impact, set up a
livelihood program for parents; parental involvement in the tutorial class has a positive influence on
children's learning and success in school and partner with community-based organizations, funding agencies
and donors for the sustainability of projects and programs.
Questions:
1. How do you classify this research?
2. What is the intended use?
3. How does it treat time?
4. What data collection techniques were used?

Reflection
Now that you have completed your module for this week. Write a reflection about what you have learned.
Your reflections should include:
(1) your opinion about the lesson
(2) personal experience
(3) evidence to back up your thoughts and/or opinion (APA citation).

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Things you can reflect on include the readings for this week, videos, and the discussions. The purpose of this
reflection is to ensure you are processing your thoughts on the course content. This will enhance your
learning and knowledge.
Resources and Additional Resources
Guidebook:
• Beuno, Cababaro et al Research Writing for Business and Hospitality Management
Students 2016
Textbook:
• Almeida, Adelaida et al Research Fundamentals From Concept to Output 2016
Additional Resources:
 Internet sources and studies
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