The following is a modified excerpt from Applied Qualitative Research Design: A Total Quality Framework Approach (Roller & Lavrakas, 2015, p. 185).

The major limitations of ethnographic research fall into three broad categories: (1) the potential for bias and weakened credibility of the data that are gathered, (2) logistical and practical issues in implementing an ethnographic study, and (3) the narrow target populations that can be studied well using this method of research. The following is a brief discussion of the logistical and practical issues.

There are logistical design issues that limit the practicality of ethnography. By definition, the study period for ethnographic research can be considerably longer than for other methods, such as in-depth interviews and group discussions. Whereas a marketing researcher may spend only a few hours or a day observing and interviewing any one consumer at home or during a retail shopping event, that is typically not the case in most ethnographic research. Health care researchers such as Williamson et al. (2012), educational researchers such as Cotton (2006), psychologists such as Griffiths (2011), and sociologists such as Haenfler (2004) have studied research subjects or particular locations of interest anywhere from a week (Williamson et al.) to 2 years (Cotton and Griffiths) to nearly 15 years (Haenfler). These prolonged periods of time in the field are meant to advance the credibility and analyzability of the research outcomes, but the real world of deadlines and researchers’ busy schedules can make these time requirements impractical for any but a limited number of researchers.

The time factor also has other consequences. In addition to making unrealistic demands on the research schedule, the extended period of field time for an ethnographic study may add significant cost to the research (e.g., employing observers over time and training new observers, as necessary, to replace observers who move on to other assignments or become ill), which may make a quality ethnographic approach well beyond the fiscal limits of the available research funds. The limitations associated with time and cost often restrict the scope of ethnographic research as far as the number of observations the researcher can afford (in terms of time and/or cost) to complete.

Another practical matter is the training of observers. A credible ethnographic study resulting in quality data requires an observer who has been professionally trained and possesses the skills discussed in this article concerning observer inconsistency and this article discussing observer bias. The researcher not only needs to find and train new observers as existing observers become unavailable but also must supervise and retrain observers, as required, to maintain optimal data collection standards.

Cotton, D. R. E. (2006). Implementing curriculum guidance on environmental education: The importance of teachers’ beliefs. Journal of Curriculum Studies, 38(1), 67–83. https://doi.org/10.1080/00220270500038644

Griffiths, M. D. (2011). A typology of UK slot machine gamblers: A longitudinal observational and interview study. International Journal of Mental Health and Addiction, 9(6), 606–626. https://doi.org/10.1007/s11469-010-9291-4

Haenfler, R. (2004). Rethinking subcultural resistance: Core values of the straight edge movement. Journal of Contemporary Ethnography, 33(4), 406–436. https://doi.org/10.1177/0891241603259809

Williamson, S., Twelvetree, T., Thompson, J., & Beaver, K. (2012). An ethnographic study exploring the role of ward-based advanced nurse practitioners in an acute medical setting. Journal of Advanced Nursing, 68(7), 1579–1588.