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CHAPTER TWO: METHODOLOGY
Methodological overview
2.1 Both strands of the evaluation had differing but complementary research methodologies, in order to provide cross-cutting thematic data which would offer a rich contextual overview of the key issues faced amongst learning providers and intermediary agencies, whilst also providing a platform for commonality and comparison. Each strand consisted of a scoping study and two phases of research (Phase One and Phase Two).
Learning Provider Study
Scoping study
2.2 A scoping study of learning providers was undertaken in order to explore key issues emerging in relation to the ILA Scotland scheme. This approach proved useful because the ILA Scotland scheme was at an early stage in its implementation and the scoping interviews allowed an in-depth consideration of key issues emerging from the perspective of ILA approved learning providers. For more information on the scoping study please see Annex 1.
Phase One Learning Provider Interviews
2.3 Based on information gathered in the scoping study phase, a mixed method questionnaire was developed for use in Phase One interviews. Section 1 of the interview schedule consisted of a mix of closed and short answer questions aimed at generating useful quantitative data regarding the operation of the scheme. Section 2 contained questions which allowed more in-depth discussion of issues covered in Section 1 and pertinent issues arising from the scoping study. Please see Annexes 1 and 2 for more details.
Phase Two Learning Provider Interviews
2.4 The same questionnaire was also used in Phase Two of the Learning Provider Study, with sections 1 and 2 expanded to explore the impact and awareness, if any, of the recent changes to the ILA Scotland scheme. Please see Annexes 1 and 2 for more details.
Intermediary Study
Scoping study
2.5 The scoping study of intermediary and partner agencies comprised of two focus groups in central locations in Glasgow and Edinburgh. This approach proved useful in that it allowed an exploration of pertinent themes from the perspective of those agencies that act as intermediaries or partners in the scheme. Information gathered in these focus groups was used as the basis for devising the interview schedule and contact strategy for the in-depth telephone interviews with agencies of this kind. Please see Annex 3 for more details.
Phase One Intermediary Interviews
2.6 Interviews were carried out by telephone with a variety of both formal and informal intermediaries, and concentrated on the same areas discussed in the focus groups. Previous research has illustrated that adult learners often rely on informal networks such as family, friends, community centres and nurseries when sourcing information about learning opportunities (Whittaker et al, 2004). As such, at the end of each formal intermediary interview participants were asked for suggestions of agencies or individuals based within their local area who may act as informal intermediaries. Please see Annexes 3 and 4 for more details.
Phase Two intermediary focus groups
2.7 The purpose of the two final focus groups was to have discussions with intermediary and partner agencies based around the findings from the research to date that CRLL has undertaken with similar agencies. The two groups discussed the possible impact of these findings for the client groups of the agencies involved, in particular the impact of the recent changes to the scheme. Please see Annexes 3 and 4 for more details.
Phase Two Intermediary Interviews
2.8 A second phase of telephone interviews were carried out with formal and informal intermediaries. These focussed on the same discussion topics as Phase One, with the addition of questions relating to participants' knowledge and awareness, as well as perceptions of the potential impact of recent changes to the ILA Scotland scheme. Please see Annexes 3 and 4 for more details.
Data Analysis
2.9 At the beginning of each interview (with representatives from learning providers and intermediary agencies) a series of short answer questions pertaining to role and experience/ satisfaction with a number of aspects of the ILA Scotland scheme provided a quantitative dataset. Details from this are available in Annex 2.
2.10 Key issues were identified through analysis of transcriptions and detailed notes by each member of the research team. The interview schedule was used initially as a framework for analysis, which further developed throughout the analytic process dependent on participants' responses, and cross-cutting, thematic findings emerging from documentary analysis.
2.11 Quotations contained in this report from learning providers and intermediary agency representatives are marked with either (1) or (2) to specify whether they are from the first or second phase of research. In including quotations from the two phases it is possible to reflect on whether attitudes to a variety of aspects of the ILA Scotland scheme have changed as a result of the recent changes introduced.
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