MODULE WEEK NO.

5
INITAO College
University
Logo
Jampason, Initao, Misamis Oriental

College of Hospitality Management

HPC 10: Research in Hospitality 1
2nd Semester of A.Y. 2024-2025

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
COURSE MODULE

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.
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

1
Crafted by: Prof. Loida A. Cabaraban, MM-HRM, ARF, CTP
 MODULE WEEK NO.5
Qualitative research deals with understanding human behavior in a
natural setting. It is 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
COURSE MODULE

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.
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
2
Crafted by: Prof. Loida A. Cabaraban, MM-HRM, ARF, CTP
 MODULE WEEK NO.5
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 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.
COURSE MODULE

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.
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
3
Crafted by: Prof. Loida A. Cabaraban, MM-HRM, ARF, CTP
 MODULE WEEK NO.5
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
COURSE MODULE

and
the types of people invited are shaped based on the outcome of
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:
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).
4
Crafted by: Prof. Loida A. Cabaraban, MM-HRM, ARF, CTP
 MODULE WEEK NO.5

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.
COURSE MODULE

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 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.
5
Crafted by: Prof. Loida A. Cabaraban, MM-HRM, ARF, CTP
 MODULE WEEK NO.5
The activities include collaboration, high performance computing, visualization,
research data management and tools (eResearch, n.d.).

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
COURSE MODULE

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 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
6
Crafted by: Prof. Loida A. Cabaraban, MM-HRM, ARF, CTP
 MODULE WEEK NO.5
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
COURSE MODULE

follows provides comparison between traditional and eResearch framework

(Appelbe & Bannon, 2007).
Characteristics eResearch Traditional eResearch
Participants Diversely skilled, Individual researcher or
distributed research teams small local research
team
Needed Data Generated, stored and Locally generated,
accessible from distributed stored and accessible
locations
Computation and Large-scale, or on-demand Batch compute jobs or
Instrumentation computation or access to jobs run on researcher’s
shared instruments own computers or
research instruments
Networking Reliant on the internet and Not reliant on internet
middleware
Dissemination of Through Websites and Through print
Research specialized web portals publications and
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
7
Crafted by: Prof. Loida A. Cabaraban, MM-HRM, ARF, CTP
 MODULE WEEK NO.5
multidisciplinary needs
 Utilizing advanced computing facilities - for larger searches or
perform greater simulation practices
 Managing and reusing research data - store data and preserve data.

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
COURSE MODULE

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 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?

8
Crafted by: Prof. Loida A. Cabaraban, MM-HRM, ARF, CTP
 MODULE WEEK NO.5

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).
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:
COURSE MODULE

• 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

9
Crafted by: Prof. Loida A. Cabaraban, MM-HRM, ARF, CTP