Making Observations
Observation, a naturalistic qualitative inquiry technique, serves as a complement to the individual or
group research interview. In observational research, the researcher witnesses, participates in, and/or
experiences the phenomenon under investigation. Again, we will discuss the role of researcher as an
instrument of data collection, underscoring pertinent skills, knowledge, and abilities. Along the way, we
will analyze best practices in observation by highlighting what to do, as well as what not to do. This
section will plant the seeds for those segments that follow, on ethnography and case study, given the
frequency with which the technique is used in those particular research traditions.
The observation, as developed by 20th century anthropologists, entails direct engagement of the
researcher in the research setting. Therein, the inquirer observes or may participate in facets of
everyday life. Thus, observations can take place anywhere, like sporting events, festivals and fairs, coffee
shops, and religious rituals.
Rossman and Rallis (2012) consider six reasons why a qualitative researcher might consider the use of
observation:
• To understand the context
• To see tacit patterns
• To see patterns people may not see themselves
• To see patterns people may not want to talk about
• To provide direct personal experience and knowledge
• To move beyond the selective perceptions of both yourself and the participants (p. 193)
As we will discuss, observations (like interviews) can be nuanced and diverse; as Luker (2008) opined,
“these methods run the gamut from watching children at play in a school yard while standing on a
sidewalk . . . to actually moving to a distant site and staying there for months or maybe years at a time”
(p. 155). Observations also require researchers to be intensely self-aware of their positionality and the
overarching purpose of research.
If possible, the next activity is one to do away from your computer and out in the world so that you can
observe a context, or situation, or undertaking of interest to you. Alternatively, you can remember back
to a recent experience in such a setting. You may take notes during or after your observation. When
your observation is complete, write brief responses (2–3 sentences) to at least three of the following
prompts, which are derived from Merriam and Tisdell (2016).
1. Describe the physical environment. (What was the context or setting? What was the space like?)
2. Describe the people. (With whom did you interact? What brought the individuals in this space
together? What did you notice?)
3. Describe the activities and interactions. (Was there a sequence? How were people and activities
or events connected? Were there conversations involved?)
4. Describe subtleties. (What emerged as informal, or unanticipated? What symbols did you
observe? Were there important nonverbals, like dress, artifacts, or gestures?)
5. Describe your own behavior. (How did your role influence what you observed? Did you
participate, or merely watch? What would you have done differently?)
Consider the following examples if you need some help developing an idea about what you would like to
observe. You might go to a sporting event and observe interactions between and among spectators, or
attend a club or organization meeting for the first time, seeking to explore the ways in which new or
prospective members are welcomed. Or, go to your favorite restaurant or coffee shop to investigate
ways individuals interact, trying to notice things you would normally tend to overlook. It will be best to
complete this observation activity before proceeding.
Throughout this topic, we will come back to the observational context upon which you just reflected to
illuminate related considerations. We will also build from the questions you answered, many of which
align with the queries that observers bring into the research context.
As with the research interview, the observation relies on an overarching research question. Again, we
hope you will see how the observation approach, structure and flow, and place should align with the
observation’s purpose to assure trustworthiness. Misalignments may jeopardize the entire process.
Consider these missteps:
• A researcher observes how children interact on a playground. Allotting just 30 minutes to her
study, she focuses on an argument two kids have over who will utilize the swingset. Focusing on
this interaction alone, she overlooks other important encounters. At the end of the observation,
she concludes the playground fosters hostile interactions among children.
• A “pay-what-you-will” coffee shop opens in an urban area seeking to attract individuals across
socioeconomic statuses. Carlos, a student, wants to explore individuals’ interactions within this
novel space. During his first several interactions, which are during the late afternoon (which is
convenient to his schedule), only a handful of people come to the coffee shop—and for “to-go”
orders. Concluding his study is a bust, he moves on to a different project. Of note, he misses
several posters within the space that publicize early morning community chats and Friday night
open mics.
• A researcher observes several hour-long ballet classes within which he also participates. Having
once been a dance instructor, he finds himself focusing on the teacher’s instructional methods.
Consequently, he begins to lose sight of his overarching research question.
To avoid these and other mistakes, let’s venture into a detailed exploration of observer style and
approach, structure and flow, and place.
