A common experience by the selected group would lay the basis of any phenomenological study (Englander, 2012). It is important to eliminate personal assumptions while using the phonological study as a model of the research. Bracketing according to Chan et al. (2013) is the preferred concept while collecting and analyzing data using the phenomenological study model. An example of a phenomenological study model would be to establish the nature in which students using English as a second language interact with lecturers and other educators. In this scenario, the experiences of these students will be based on their personal accounts and not basic assumptions. The concept of the phenomenological study is to record experiences by a given group of people and establish a recurring phenomenon among the study group (Chan et al., 2013). Researchers using this model may experience bracketing complications in the collection and the analytical aspect of the research (Chan et al., 2013). Tufford and Newman (2011) indicate the lack of a discovery process, which is essential in collecting, and presentation of data that is not based on personal ideologies. The essence of bracketing in this form of research is to ensure data collected is reliable and can be used while outlining a research finding and analysis. The initial procedure of a phenomenological study would be to establish the subject matter and the topic to be researched, upon which a methodology would be drafted based on the initial stage (Smith, 2011). The method of data collection is essential while carrying out this form of research (Paxton, 2012). The research may affect the quality of data being collected (Fink, 2012). These procedural challenges may compromise the result of any research and models need to be designed to ensure successful research. Overcoming these challenges entails an individual realizing what form of data is sufficient.
Seeking Qualitative Rigor in Inductive Research