Dissertation
Focus group analytical procedure
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- 3.6.3 Triangulation of quantitative and qualitative results
Focus group analytical procedureDiscussions in the focus groups were recorded and afterwards transcribed verbatim. Codes were developed based on the concepts of content analysis (Freiesleben et al., (2021);Jarvis & Baloyi, (2020). and applied to the transcripts. While most of the categories used in the analysis were obtained inductively (from the data and the researcher's prior knowledge), there were a few that were derived deductively (from the researcher's own hypotheses and the existing literature). One possible criticism of our approach is that it is not fully inductive, especially when compared to methods like grounded theory (Hardesty et al., 2022 ; Rieger, 2019). In our opinion, however, it is quite unlikely that a researcher will be able to avoid being influenced by the ideas presented in the scholarly works in their subject. Following this section is the climactic narrative, which is based on both inductive and deductive reasoning. We draw out the most important findings in conceptual diagrams for easy reference. We compare and contrast our findings with those found in the literature and use focus group quotes to emphasize our primary points. 3.6.3 Triangulation of quantitative and qualitative resultsThe primary objective of this study is to bridge the digital skills divide between TU's mechanical engineering graduates and Ghana's engineering industry using disruptive technologies. To accomplish this goal, the researchers utilised triangulation by combining quantitative and qualitative research methodologies. Through surveys or tests, quantitative measures were used to evaluate the digital skills of mechanical engineering graduates. This required collecting quantitative data on their proficiency levels, knowledge, and practical application of disruptive technologies like artificial intelligence, robotics, and others. A statistical analysis was performed to identify any gaps or development opportunities. Concurrently, qualitative methodologies were employed to obtain a deeper understanding of the graduates' digital skills-related experiences, perspectives, and challenges. Rich qualitative data were collected through in-depth interviews, focus groups, and open-ended questionnaires. This qualitative investigation explored graduates' perceptions of the digital skills divide, their training experiences, and their preparedness to implement disruptive technologies in the engineering industry. The purpose of this study was to provide a comprehensive assessment of the digital skills divide and its implications for mechanical engineering graduates in Ghana by combining quantitative and qualitative findings. The researchers sought a nuanced understanding of the challenge’s graduates encounter and the potential solutions required to bridge the divide by combining quantitative data with personal experiences and perspectives. The triangulation method improved the validity, reliability, and overall robustness of the study's findings, thereby contributing to a more insightful and influential analysis of the digital skills divide and its implications for the industry. Download 2.1 Mb. Share with your friends:
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