MB 313
Qualitative Presentation
The
goal of your presentation is to give the class a sense of how your research
went as well as your findings. Because
this is qualitative research, we want to understand the meaning to the respondents
of your research question. Your presentation
should follow these steps:
What
is your research question or hypothesis?
Why did you pick this question? What
did you hope to find out?
What
research techniques did you use? How
did you choose your subjects? How many did you choose? Where did you observe or interview them? Why did you pick these locations? Did you have any problems with interviewing
or observing?
How
did you code or make sense of the data? Give us some details and examples,
so we can understand your procedures. Did
you have any problems?
As this is an inductive, qualitative study your presentation will be more
interesting if you give us examples of "progressive focusing" and
"reflexivity" where you tell us how you adjusted your data collection
and discovered new relationships as the research unfolded.
What
did you find out? What patterns did
you find? What themes? What answers
to your questions? Give us some quotes
and/or stories about your respondents to illustrate your findings.
Now
that you have done this study, how would you do it differently? What have you learned about this research method?
For the Instructor:
A paper copy of your PowerPoint
slides in handout format with four slides per page.
Format:
Presentations are 15 minutes
long.
Presentations have a beginning,
middle, and an end.
An outline of the presentation
is displayed during the introduction to the presentation.
Audience understands the
major points and sees the perspective you are taking.
Visual aids are used to reinforce
major points.
A good opening and summing
up.
Ends decisively, don’t just
trail off or end abruptly.
Logical, smooth transitions
between speakers.
Speakers don't contradict
each other. (Iron out differences
before the presentation.)
Tips for Higher Grades:
Do not try and cover too
much material. One indicator of this mistake is when the speakers talk too
fast and rapidly display overheads in an attempt to cover all of their talk
in the time allotted.
Try and avoid reading directly
from index cards. When presenters
read from cards, they often adopt a monotone voice and sometimes read too
fast.
Written material on overheads
should be brief and should rarely be read by the presenter. Written “bullet points” are used to reinforce
the points that the presenter is making, and the presenter should be verbally
presenting an elaboration of the bullet points. However, the presenter should refer to visual aids such as timelines
and diagrams so that the audience knows where in a possibly complicated picture
they should be directing their attention.
Make it interesting. What
makes your results interesting? What
did you find out that was unexpected or surprising? How did the research process
unfold and what did you learn about your research question(s) as the research
unfolded?