Running head: SAMPLING STRATEGY

Sampling Strategy and Sample Size for a Qualitative Research Plan Dinesh Sah Walden University

SAMPLING STRATEGY Sampling Strategy and Sample Size for a Qualitative Research Plan

A sample is any subset from the total population of entities or concepts that form a group, from which we take a desired number of representative selections, whether deliberate or random in selection, but usually by random selection, and usually in order to study and understand the characteristics of the sample and apply the findings to the entire population in the group, in a process called generalization (Creswell, 2009; Creswell, 2013; Frankfort-Nachmias & Nachmias, 2008; Patton, 2002; Reynolds, 2010). The process of selection is called sampling (Landreneau, 2012). In addition, the strategic plan that is implemented in order to select the samples that truly belong to and thus reflects the characteristics of the members of the group under investigation, is called the sampling strategy (Denzin & Lincoln, 2000). While random sampling is appropriate for quantitative research studies, it is usually inappropriate for qualitative research studies. Studying a random sample provides the best opportunity to generalize the results to the population but is not the most effective way of developing an understanding of complex issues relating to human behavior (Marshall, 1996, p. 522). In addition, for a true random sample to be selected, the characteristics under study of the whole population should be known; this is rarely possible in a complex qualitative study (Marshall, 1996, p. 523). Other issues affecting the choice of sample sizes are sampling error, bias, statistical normal distribution, inefficiency of researchers in observing and interpreting their own and other peoples behavior, and great variability in the amount of information provided from potential test cases (Marshall, 1996). Marshall (1996) recommends using small sample sizes in qualitative research studies. He cites Pound, Bury, Gompertz, and Ebrahim (1995) in stating that many qualitative researchers make the mistake of choosing large sample sizes because of their misapprehension that

SAMPLING STRATEGY generalizability is the ultimate goal of all good research (p. 523). He further states that this misapprehension is the single biggest factor for utilizing incorrect sampling strategies in otherwise very sound qualitative research studies. He adds that, in qualitative research studies, improved understanding of complex human issues is more important than generalizability of results (Marshall, 1996, p. 524).

An appropriate sample size for a qualitative study is one that adequately answers the research question. For simple questions or very detailed studies, this might be in single figures; for complex questions large samples and a variety of sampling techniques might be necessary. In practice, the number of required subjects usually becomes obvious as the study progresses, as new categories, themes or explanations stop emerging from the data (data saturation). (Marshall, 1996, p. 523). The above is in stark contrast with stepwise designs and sampling strategies in quantitative research studies, and hence makes accurate prediction of sample size difficult (Marshall, 1996, p. 523) in qualitative research studies. Some approaches for selecting an appropriate sample size in qualitative research studies include convenience sample, judgment sample, and theoretical sample (Creswell, 2009; Creswell, 2013; Denzin & Lincoln, 2000; Frankfort-Nachmias & Nachmias, 2008; Marshall, 1996; Patton, 2002). At best, the selection of sample sizes in qualitative research studies is iterative and requires flexibility and pragmatism. Most qualitative studies start with a general idea of population and sample population and a few solicitations for test cases or sample units mainly by any convenient means possible. The next few test cases are selected based on the previous selections that have already been made. Samples may be adjusted as the study progresses and the researcher has better conceptualizations of the study goals, and often, the researcher may use help in selecting test cases. The sampling thus continues until saturation occurs, and the final sample could include confirming or disconfirming cases (Landreneau, 2012).

SAMPLING STRATEGY Conclusion Analysis in any research process is implemented with the help of samples. Done correctly, the samples may aid or make, and if done incorrectly, the samples may hinder or break, any research program. Thus, samples are very critical to any research program (Creswell, 2009; Creswell, 2013; Denzin & Lincoln, 2000; Frankfort-Nachmias & Nachmias, 2008; Landreneau, 2012; Patton, 2002; Reynolds, 2010). Sampling for qualitative research is an area of considerable confusion for researchers experienced in the hypothetico-deductive model (Marshall, 1996, p. 524). We may have a great question, but our sample dictates whether we are truly able to make inferences regarding the similarities and differences, or the lack thereof, that we find in our analysis (Denzin & Lincoln, 2000). In addition, if the sample is biased, then our

results are most likely invalid too. Thus we have to set down some specific rules for the selection of our sample, called the sampling strategy, before we start any research study, so that biases in our samples can be ideally eliminated, and thus enabling us to make correct and proper generalizations (Creswell, 2009; Creswell, 2013; Landreneau, 2012; Patton, 2002).

SAMPLING STRATEGY References Creswell, J.W. (2009). Research design: Qualitative, quantitative, and mixed methods approaches (3rd ed.). Thousand Oaks, CA: Sage Publications. Creswell, J.W. (2013). Qualitative inquiry and research design: Choosing among five approaches (3rd ed.). Thousand Oaks, CA: Sage Publications. Denzin, N.K., & Lincoln, Y.S. (2000). Handbook of qualitative research. Thousand Oaks, CA: Sage Publications. Frankfort-Nachmias, C., & Nachmias, D. (2008). Research methods in the social sciences (7th ed.). New York, NY: Worth. Janesick, V.J. (2011). "Stretching" exercises for qualitative researchers (3rd ed.). Thousand Oaks, CA: Sage Publications. Landreneau, K.J. (2012). Sampling strategies. San Francisco, CA: Natco.

Marshall, M.N. (1996). Sampling for qualitative research. Family Practice, 13(6), 522-525. New York, NY: Oxford University Press. Patton, M.Q. (2002). Qualitative research and evaluation methods (3rd ed.). Thousand Oaks, CA: Sage Publications. Reynolds, P.D. (2010). A primer in theory construction (Laureate Education, Inc., custom ed.). Boston, MA: Pearson Education.