The trials and The trials and tribulations of an tribulations of an

‘insider’ researcher‘insider’ researcherHelen StanleyHelen StanleyEdD studentEdD student

Head of Continuing Professional Head of Continuing Professional EducationEducation

School of Nursing and MidwiferySchool of Nursing and Midwifery

Aims of presentationAims of presentation

Highlight the trials and tribulations of Highlight the trials and tribulations of the insider-outsider researcher dilemmathe insider-outsider researcher dilemma

Present some reflections on my Present some reflections on my experience undertaking commissioned experience undertaking commissioned research as part of a EdD studyresearch as part of a EdD study

Stimulate some debate on how novice Stimulate some debate on how novice researchers can develop their researchers can develop their understanding of reflexivity by exploring understanding of reflexivity by exploring this position in their own studiesthis position in their own studies

ContextContext

Head of CPE with remit to ensure NHS Head of CPE with remit to ensure NHS trusts spend all their contract fundingtrusts spend all their contract funding

New role for School in Educational New role for School in Educational ConsultancyConsultancy

Commissioned by two Primary Care Trusts Commissioned by two Primary Care Trusts (PCTs) to undertake a Learning Needs (PCTs) to undertake a Learning Needs Analysis (LNA) surveyAnalysis (LNA) survey

Focus was on leadership and management Focus was on leadership and management needs of senior NHS managers across both needs of senior NHS managers across both truststrusts

EdD needed a focus for project assignmentEdD needed a focus for project assignment

Definition of my roleDefinition of my role

Insider research can take many forms:Insider research can take many forms:

A) Joint industry/Academic Research or A) Joint industry/Academic Research or

B). Organisational Insider Research (Holian B). Organisational Insider Research (Holian and Brooks 2004)and Brooks 2004)

This study was a Project where organisation This study was a Project where organisation (PCTs) have invited an academic as a (PCTs) have invited an academic as a consultant, with a formal contract consultant, with a formal contract specifying the role, task, outcomes and specifying the role, task, outcomes and costscosts

Reduced cost as part of EdD studyReduced cost as part of EdD study

MethodologyMethodology

Qualitative, interpretative approachQualitative, interpretative approach Action Research and case studyAction Research and case study Mixed methodsMixed methods Focus Groups (FG) then LNA Focus Groups (FG) then LNA

questionnairequestionnaire Codes from FG informed questionnaire Codes from FG informed questionnaire Documentary analysis used alongside Documentary analysis used alongside

FG and LNA questionnaireFG and LNA questionnaire

Ethical issuesEthical issues

Who ‘owns’ the data, who can ‘release’ it Who ‘owns’ the data, who can ‘release’ it for research purposes requested? (Cheek )for research purposes requested? (Cheek )

The relationship between the participants The relationship between the participants and the researcherand the researcher

The nature and level of informed consentThe nature and level of informed consent The nature and extent of anonymity and The nature and extent of anonymity and

confidentiality for individuals and the confidentiality for individuals and the organisation (Holian and Brooks 2004: 7)organisation (Holian and Brooks 2004: 7)

Findings- Wish listFindings- Wish list

Formal coursesFormal courses Informal learningInformal learning

ObstaclesObstacles

Role of Role of KSF/appraisal/PDPKSF/appraisal/PDP

Organisational Organisational developmentdevelopment

Financial pressuresFinancial pressures Accessing study Accessing study

leave and leave and negotiating the negotiating the Study Leave PolicyStudy Leave Policy

Hidden surprisesHidden surprises

Culture of the Culture of the organisationorganisation

Lack of evaluation Lack of evaluation of education and of education and trainingtraining

Real reason for Real reason for study was study was damming Investors damming Investors in People report on in People report on poor capabilities of poor capabilities of current managerscurrent managers

Insider-outsider continuumInsider-outsider continuum

Each position has advantages and Each position has advantages and disadvantages, depending on the disadvantages, depending on the circumstances and purposes of the circumstances and purposes of the researchresearch

““In general, the chances of findings In general, the chances of findings being valid can be enhanced by a being valid can be enhanced by a judicious combination of involvement judicious combination of involvement and estrangement” (Hammersley and estrangement” (Hammersley 1993:219)1993:219)

Insider Insider advantages/disadvantagesadvantages/disadvantages

Researching in familiar settingsResearching in familiar settings Relative lack of culture shock or disorientationRelative lack of culture shock or disorientation Possibility of enhanced rapport and communicationPossibility of enhanced rapport and communication Ability to gauge the honesty and accuracy of responsesAbility to gauge the honesty and accuracy of responses Participants more likely to reveal more intimate details Participants more likely to reveal more intimate details

of their lives to someone considered empatheticof their lives to someone considered empathetic May be greater expectations of an insider than of a May be greater expectations of an insider than of a

strangerstranger Relativity of insider status – need to be aware of the Relativity of insider status – need to be aware of the

partialness of their insider knowledge partialness of their insider knowledge Be wary of assuming their views are more widespread Be wary of assuming their views are more widespread

or representative than is the caseor representative than is the case Strategies -risk of native ‘going stranger’ (Hockey 1993)Strategies -risk of native ‘going stranger’ (Hockey 1993)

Was I an ‘insider’?Was I an ‘insider’? Previous relationship with some of the trust Education Previous relationship with some of the trust Education

Leads (ex-student, previous joint project, Partnership Leads (ex-student, previous joint project, Partnership meetings)meetings)

Insider knowledge of some of the organisation (or so I Insider knowledge of some of the organisation (or so I thought!)thought!)

Some insight into the organisational culture from previous Some insight into the organisational culture from previous projectproject

Did not feel an ‘insider’ but had more knowledge than a Did not feel an ‘insider’ but had more knowledge than a new to the field ‘outsider’ would have (general language, new to the field ‘outsider’ would have (general language, cultural norms, etc)cultural norms, etc)

Confidential documents shared when trust developedConfidential documents shared when trust developed ““Being an ‘insider’ researcher is not necessarily the same Being an ‘insider’ researcher is not necessarily the same

as being a member of the organisation being researched” as being a member of the organisation being researched” (Hellawell 2006: 484)(Hellawell 2006: 484)

Outsider Outsider advantages/disadvantagesadvantages/disadvantages

May be risk of over-familiarity and taken-May be risk of over-familiarity and taken-for-granted assumptions for-granted assumptions

Stranger ‘going native’Stranger ‘going native’ More objectivity, diagnostic function to feed More objectivity, diagnostic function to feed

back observationsback observations Traditional role of the ‘external consultant’Traditional role of the ‘external consultant’ Maybe less expectations of active Maybe less expectations of active

participation in the social world of those participation in the social world of those under studyunder study

No research really ‘value-free’ – all action No research really ‘value-free’ – all action researchers are part of the social scene researchers are part of the social scene they are studying (Titchen and Binnie 1993)they are studying (Titchen and Binnie 1993)

Was I an ‘outsider’?Was I an ‘outsider’?

‘‘Role duality’ when role boundaries can be flexible Role duality’ when role boundaries can be flexible Can be physically in one role and behaviourally in Can be physically in one role and behaviourally in

another (Pryor 2005)another (Pryor 2005) Felt I was on a continuum and challenged the Felt I was on a continuum and challenged the

polarity of the ‘insider’ or ‘outsider’ researcher polarity of the ‘insider’ or ‘outsider’ researcher identity (Bridgesidentity (Bridges

Had ‘multiple integrities’ – deepening awareness of Had ‘multiple integrities’ – deepening awareness of what research integrity and trust must entail what research integrity and trust must entail ( Drake and Heath 2007)( Drake and Heath 2007)

‘‘multiple identities’ – researcher, manager in local multiple identities’ – researcher, manager in local HEI, knew a number of the FG participants, HEI, knew a number of the FG participants, university representative, ex-course/module leader, university representative, ex-course/module leader, fellow student, woman, nurse, counsellor……………..fellow student, woman, nurse, counsellor……………..

Multiple roles – role conflict Multiple roles – role conflict

Sometimes felt I was wearing too Sometimes felt I was wearing too many hats many hats

Not always clear when organisation Not always clear when organisation members spoke to be ‘in confidence’ members spoke to be ‘in confidence’ if talking to me as researcher or in if talking to me as researcher or in my HEI organisational rolemy HEI organisational role

Unexpected strength of politics, Unexpected strength of politics, abuses of power, cover ups, rhetoric abuses of power, cover ups, rhetoric and reality (Holian 1999)and reality (Holian 1999)

Watch out for the Watch out for the crocodiles…crocodiles…

Backlash – the personal Backlash – the personal impactimpact

““Insider researchers may need to be cautioned and Insider researchers may need to be cautioned and reminded that the research mantle may seem reminded that the research mantle may seem magical and may reveal earth-shattering insights, magical and may reveal earth-shattering insights, but it is not bullet proof”but it is not bullet proof” (Holian and Brooks 2004:14) (Holian and Brooks 2004:14)

May raise things that are ’undiscussable’May raise things that are ’undiscussable’ Can be uncomfortable and frightening, risk of ‘burnout’Can be uncomfortable and frightening, risk of ‘burnout’ Final presentation was hijacked and behind closed doors to Final presentation was hijacked and behind closed doors to

Head of HR and deputyHead of HR and deputy Can I now publish this study?Can I now publish this study? Will the organisation use the HEI again? Will the organisation use the HEI again? Pressure to tell the ‘truth’ and maintain integrity of the Pressure to tell the ‘truth’ and maintain integrity of the

research process, stick to my principlesresearch process, stick to my principles PCT required register of those who attended FG’sPCT required register of those who attended FG’s Sense that staff were ‘sent’ rather than volunteeredSense that staff were ‘sent’ rather than volunteered

Survival skillsSurvival skills

Phone a friendPhone a friend Reflective diaryReflective diary Supervisor supportSupervisor support Sharing Sharing

experiencesexperiences Need to build in Need to build in

strategies to avoid strategies to avoid bias to enhance the bias to enhance the credibility of the credibility of the studystudy

1. Traditional research approaches:

• Collection of survey data

• ethnography

• case study

2. Pragmatic action research:

• Internal consulting

• action learning

3. Individual engaged in reflective study of professional practise

4. Large scale transformational change

Intended self-study in action

SYSTEM

No intended self-study in action

RESEARCHER

Intended self-study in action

Focus of Researcher and System in insider-Focus of Researcher and System in insider-research projects research projects (Coghlan and Brannick 2005(Coghlan and Brannick 2005))

Quadrant 1Quadrant 1

Absence of self-study in action by both Absence of self-study in action by both researcher and systemresearcher and system

There is study but not deliberately in-actionThere is study but not deliberately in-action Researcher focusing on a perspective, Researcher focusing on a perspective,

issues or problem within the system as if issues or problem within the system as if external to himself/herselfexternal to himself/herself

Unobtrusive observer of the inner life ofUnobtrusive observer of the inner life of No deliberate self-reflection in-action as No deliberate self-reflection in-action as

part of the research processpart of the research process

Quadrant 2Quadrant 2

‘‘Pragmatic’ or ‘mechanistic’ action Pragmatic’ or ‘mechanistic’ action research directed at confronting and research directed at confronting and resolving a pre-identified issueresolving a pre-identified issue

For example, management action, internal For example, management action, internal consulting projects and some action consulting projects and some action learninglearning

Typically research undertaken in Typically research undertaken in educational programmes e.g. MBAeducational programmes e.g. MBA

Maybe internal researcher working with Maybe internal researcher working with external consultant (or both in my case!)external consultant (or both in my case!)

Quadrant 3Quadrant 3

Researcher is engaged in self-study Researcher is engaged in self-study of herself in action for professional of herself in action for professional practice but the system is notpractice but the system is not

‘‘Organistic-orientated’ action Organistic-orientated’ action research where the inquiry process is research where the inquiry process is a value in itselfa value in itself

Research may be pre-selected (e.g. Research may be pre-selected (e.g. on the researcher’s job or role) or on the researcher’s job or role) or may emerge from Quadrant 2 projectmay emerge from Quadrant 2 project

Quadrant 4Quadrant 4

Researcher and system are engaged Researcher and system are engaged in intended study in actionin intended study in action

System has made a commitment to System has made a commitment to changechange

Researcher’s role involved being part Researcher’s role involved being part of the collective reflection and of the collective reflection and learning and articulating what is learning and articulating what is happeninghappening

Application to this LNA Application to this LNA studystudy

Quad 2 – started as a straightforward educational Quad 2 – started as a straightforward educational consultancy project, or so I thought!consultancy project, or so I thought!

Quad 2 -action researcher finding that the Quad 2 -action researcher finding that the problem being researched was a symptom of problem being researched was a symptom of underlying cultural assumptions, resolution underlying cultural assumptions, resolution carried more far reaching implications that carried more far reaching implications that envisaged at the outset envisaged at the outset

Quad 2 to 3 -Personal development journey Quad 2 to 3 -Personal development journey Quad 4 – would need to be more insider-outsider Quad 4 – would need to be more insider-outsider

collaboration for large scale system changecollaboration for large scale system change Political framework (Clarke 2003) useful for Political framework (Clarke 2003) useful for

analysing the impact of politics to the LNA studiesanalysing the impact of politics to the LNA studies

A framework for analysing the impact of A framework for analysing the impact of politics in LNA studies (politics in LNA studies (Clarke 2003Clarke 2003))

Final thoughtsFinal thoughts

“ “ Insiders and Outsiders in the Insiders and Outsiders in the domain of knowledge, unite. You domain of knowledge, unite. You have nothing to lose but your have nothing to lose but your claims. You have a world of claims. You have a world of understanding to win”understanding to win”

Merton (1972 :44) Merton (1972 :44)