A reflective journal as learning process and contribution to quality and validity in interpretative phenomenological analysis

TLDR: This paper examined the relationship between journaling as a learning process when undertaking computer-assisted qualitative data analysis and establishing quality and validity in interpretative phenomenological analysis, and argued that these constructs are intimately linked to the researcher-learning-process.

Abstract: Using selected, contemporaneous illustrations from the reflective journal of a doctoral student undertaking data analysis for the first time, this article examines the relationship between journaling as a learning process when undertaking computer-assisted qualitative data analysis and establishing quality and validity in interpretative phenomenological analysis. The writing of the journal is shown both to enact some potential validity criteria (e.g. in producing an audit trail) whilst also recording and reflectively prompting the process of learning, interpretation and bracketing, thus evidencing transparency. By using a journal inside the software package and alongside the stages of the interpretative phenomenological analysis, analysis within the software package, it is argued that quality and validity become dynamic, not static constructs. These constructs are intimately linked to the researcher-learning-process and permit a critical stance to be taken.

Figures

Figure 3. Excerpt from data showing ‘role over’ phrase highlighted

Figure 2. Excerpt from Nvivo transcript depicting annotation

Figure 4. Rich picture illustrating ‘role over’

Figure 1. Screenshot of highlighted text denoting links between journal thoughts and data

Full text

Open Research Online
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A reflective journal as learning process and
contribution to quality and validity in interpretative
phenomenological analysis
Journal Item
How to cite:
Vicary, Sarah; Young, Alys and Hicks, Stephen (2017). A reflective journal as learning process and contribution to
quality and validity in interpretative phenomenological analysis. Qualitative Social Work, 16(4) pp. 550–565.
For guidance on citations see FAQs.
c
 2016 The Authors
https://creativecommons.org/licenses/by-nc-nd/4.0/
Version: Accepted Manuscript
Link(s) to article on publisher’s website:
http://dx.doi.org/doi:10.1177/1473325016635244
Copyright and Moral Rights for the articles on this site are retained by the individual authors and/or other copyright
owners. For more information on Open Research Online’s data policy on reuse of materials please consult the policies
page.
oro.open.ac.uk

Open Research Online
The Open University’s repository of research publications
and other research outputs
A reflective journal as learning process and
contribution to quality and validity in interpretative
phenomenological analysis
Journal Article
How to cite:
Vicary, Sarah; Young, Alys and Hicks, Stephen (2016). A reflective journal as learning process and
contribution to quality and validity in interpretative phenomenological analysis. Qualitative Social Work
(early access).
For guidance on citations see FAQs.
c
 2016 The Authors
Version: Accepted Manuscript
Link(s) to article on publisher’s website:
http://dx.doi.org/doi:10.1177/1473325016635244
Copyright and Moral Rights for the articles on this site are retained by the individual authors and/or other
copyright owners. For more information on Open Research Online’s data policy on reuse of materials please
consult the policies page.
oro.open.ac.uk

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