After having analysed the research questions as to the best methods to be used to fulfil aims and objectives of the study, the choice of a suitable paradigm will justify the theoretical perspective, and endorse the methodology and the methods used for the research.9
For the present study, after having considered the various epistemological positions and theoretical perspectives from the works of Crotty10 and Patton,11 provided that a prevalence to the qualitative aspects should be given, the researcher has adopted an approach suitable for the conduction of an exploratory study, as it was intended. The epistemological foundation for the study was found in the constructivist approach.
3.2.1. The constructivist approach
To improve understanding of the chosen approach, a quick overview on the two main attitudes to phenomena developed inside this perspective is to be given:
constructionism and constructivism.
The basis of constructionism,12 according to Crotty, lays in the attempt to give the same importance to scientific as well as non-scientific understandings, since none can claim to be absolutely objective, truthful, or generalisable.13
In this perspective, meaning is not created but constructed14 through human interaction with objects and therefore are “at once objective and subjective.15 A particular aspect of this paradigm is embedded in the interpretation of social entities such as institutions, which are intended as the “source of interpretative strategies whereby we construct meaning.”16 This point of view is considered essential, and connected to the interactivity of the human community.17
Another important feature of this approach is the relativistic view of the results achieved. In different conditions, the same phenomena could be interpreted
Constructivism involves the ability of each of us to give an unique meaning to phenomena, thus each interpretation is equally valid and appreciable,20 since the world is framed by our cultural and linguistic constructs.21
Evaluations will tend to comparisons among different subjects or groups, as to interpret data gathered, without giving more significance to one set of data (e.g., staff vs. customers) in particular. Issues emerging from all stakeholders function as the basis to determine what kind of information is required.22
Among the foundational questions of constructivism, as described by Patton,23 following have been considered as particularly consonant with the aims and objectives of the present study:
“How are the people in this setting constructed reality? What are their reported perceptions, “truths”, explanations, beliefs, and worldview?
What are the consequences of their constructions for their behaviors and for those with whom they interact?”24
3.2.2. Symbolic interactionism and phenomenology
3.2.2.1. Symbolic interactionism as communication device
Symbolic interactionism derives from the work of G. H. Mead, as pieced together and disseminated by H. Blumer in particular.25 Among the basic interactionist assumptions cited by Crotty,26 meaning of things arises out of the social interaction that individuals have with each other.27
Therefore, to understand attitudes, it is necessary to “adopt the standpoint of others.”28 Adopting this role is understood as a symbolic interaction:
- it is an interaction, because the observer takes the role of the actor;
- it is symbolic, because language and other symbolic tools are taken apt to grant communication between human beings.29
This theoretical perspective has contributed in the generation of the methodology widely known as “grounded theory.”30 This theory, as explained by Patton,
focuses on the process of theory generation, emphasising steps and procedures in a way to allow a connection between induction and deduction, through various methods,31 which will be later discussed in this chapter.
3.2.2.2. Phenomenology as openness to new meanings
Along with symbolic interactionism, also phenomenology has provided some useful support to the study. This perspective suggests that former understandings of things should be revisited by direct contact with phenomena under study.32 Referring to other works, Crotty describes this approach in various ways, among which as a return to uncontaminated things, and as an attempt to look anew at phenomena without prejudice.33
3.2.3. Rationale for methodology
3.2.3.1. Grounded theory
Following the interpretation of Patton,34 grounded theory emphasises inductive strategies to proceed in theory development and this has an effect on the way the researcher learns about the phenomena. In fact, as Glaser and Strauss have devised, a theory generated from the data must come from the data and be
“systematically worked out in relation to the data during the course of the research.” 35
Grounded theory devices to understand phenomena have been envisaged in the constant comparative method, comparison among research sites, theoretical sampling, fieldwork to test emergent concepts.36 This theory has offered for this study the necessary set of ‘coding procedures’ that enabled standardisation, rigor and validity to the research process.37
3.2.3.2. Survey research
The main characters of survey research, as enumerated by Fraenkel and Wallen,38 are following:
“1. information is collected from a group of people in order to describe some aspects or characteristics (such as abilities, opinions, attitudes, beliefs and/or knowledge) of the population of which that group is a part.
2. the main way in which the information is collected is through asking questions; the answers to these questions by the members of the group constitute the data of the study.
3. information is collected from a sample rather than from every member of the population.”39
In conducting surveys, the researcher first of all must define the research problem, the target population as research object, the mode of data collection.40
After these steps, a sample population has to be selected and instruments apt to collect data (questionnaire, interview schedules, etc.) are to be prepared.41
Surveys can be either cross-sectional (information is collected from a sample at just one point in time, which can take one day to several weeks) or longitudinal (information is collected at different points in time to study changes occurring).42 For the present study, due to time constraints, the cross-sectional typology was chosen.