Ethics in Data Collection Assignment Essay
Order ID |
53563633773 |
Type |
Essay |
Writer Level |
Masters |
Style |
APA |
Sources/References |
4 |
Perfect Number of Pages to Order |
5-10 Pages |
Description/Paper Instructions
Ethics in Data Collection Assignment Essay
Apart from the debate regarding quality and trustworthiness concerns in the conduct of qualitative studies, challenges relating to research ethics too have dominated qualitative research discussions as well (Babbie, 2016; Glesne, 2016; Culnan, & Williams, 2009). Babbie (2016, pp. 62) defines ethical action as a “condition forming to the standards of conduct of a given profession or group”. As such, social researchers, engaging in qualitative research need to be aware of standards agreed and shared among researchers to be proper when conducting a scientific inquiry.
According to Babbie (2016), some of the important ethical agreements in social research require that participation in a research study be voluntary, and that the researcher should commit to confidentiality and to keep private the information obtained for the study. In doing so, researchers protect participants privacy and minimize any harm that could be inflicted on them, as a result of their participation in research. Glesne (2016) emphasized on the importance of confidentiality and further argued that even when there are justifications to relax confidentiality requirement, still it would be important that researchers make efforts not to harm the participants to the extend possible and that they should seek an informed consent of the participants and with full understanding of the possible risks involved.
Ravitch and Carl (2016) argued that the criticality of participants’ privacy protection from ham is an important ethical issue given the role that researchers play, as central instruments in any qualitative research setting. As such, it becomes an ethical imperative that researchers consider their role throughout all phases of the research process. According to Babbie (2016), this is critical since it is sometimes difficult to separate researchers from their own possible biases and it becomes unethical for the researcher not to explain own biases and prejudices and the context that shapes them. As argued by Ravitch and Carl (2016), one of the central areas to this believe is with respect to the relational dimensions of research and the role that researcher plays in the development of research process and it is through the processes of dialogue and critical self-reflection that the researcher can uncover and confront such prejudices. Addressing ethical responsibilities therefore require a reflexive approach to research that includes developing and maintaining a commitment to specific and holistic openness to critical feedback and change (Burkholder, Cox, and Crawford, 2016).
However, given the relational dynamics between researchers and participants, Culnan and Williams (2009), argued that participants often remain vulnerable to risk of not being protected. In the case of consumers, for example, when dealing with businesses, the use of their personal information collected by organization may pose risks and ethical concerns. Culnan and Williams (2009) argued that organizations, in such situations have a moral responsibility to these individuals to avoid causing harm and to take reasonable precautions toward that end. As such, the authors argued that firms can enhance their privacy programs by moving beyond merely complying with laws and other regulations and creating a culture of integrity that combines a concern for the law with an emphasis on managerial responsibility for the firm’s organizational privacy behaviors.
References
Babbie, E. (2016). Basics of social research (7th ed.). Boston, MA: Cengage Learning.
Burkholder, G. J., Cox, K. A., & Crawford, L. M. (2016). The scholar-practitioner’s guide to research design. Baltimore, MD: Laureate Publishing.
Culnan, M. J., & Williams, C., C (2009). How ethics can enhance organizational privacy: Lessons from the choicepoint and TJX data breaches. MIS Quarterly. Vol. 33(4), pp. 673-687
Glesne, C. (2016). Becoming qualitative researchers: An introduction (5th ed.). Boston, MA: Pearson, Allyn & Bacon.
Markham, A. (2012). Fabrication as ethical practice. Information, Communication & Society. Vol. 15(3), pp. 334-353. DOI: 10.1080/1369118X.2011.641993
Ravitch, S. M., & Carl, N. M. (2016). Qualitative research: Bridging the conceptual, theoretical, and methodological. Thousand Oaks, CA: Sage Publications.
RUBRIC
QUALITY OF RESPONSE |
NO RESPONSE |
POOR / UNSATISFACTORY |
SATISFACTORY |
GOOD |
EXCELLENT |
Content (worth a maximum of 50% of the total points) |
Zero points: Student failed to submit the final paper. |
20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. |
30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. |
40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. |
50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. |
Use of Sources (worth a maximum of 20% of the total points). |
Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. |
5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. |
10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. |
15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. |
20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. |
Grammar (worth maximum of 20% of total points) |
Zero points: Student failed to submit the final paper. |
5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors |
10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors |
15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. |
20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. |
Structure of the Paper (worth 10% of total points) |
Zero points: Student failed to submit the final paper. |
3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. |
5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper |
7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. |
10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper. |
|
|
GET THIS PROJECT NOW BY CLICKING ON THIS LINK TO PLACE THE ORDER
Also, you can place the order at www.collegepaper.us/orders/ordernow / www.phdwriters.us/orders/ordernow
|
Do You Have Any Other Essay/Assignment/Class Project/Homework Related to this? Click Here Now [CLICK ME]and Have It Done by Our PhD Qualified Writers!! |
|
|
PLACE THE ORDER WITH US TODAY AND GET A PERFECT SCORE!!!