Showing papers on "Qualitative research published in 2012"

Qualitative data analysis

Abstract: Good qualitative research uses a systematic and rigorous approach that aims to answer questions concerned with what something is like (such as a patient experience), what people think or feel about something that has happened, and it may address why something has happened as it has. Qualitative data often takes the form of words or text and can include images. Qualitative research covers a very broad range of philosophical underpinnings and methodological approaches. Each has its own particular way of approaching all stages of the research process, including analysis, and has its own terms and techniques, but there are some common threads that run across most of these approaches. This Research Made Simple piece will focus on some of these common threads in the analysis of qualitative research. So you have collected all your qualitative data – you may have a pile of interview transcripts, field-notes, documents and …

Research methods in education

Abstract: Preface Part I. Foundations of Research 1. Science, Schooling, and Educational Research Learning About the Educational World The Educational Research Approach Educational Research Philosophies Conclusions 2. The Process and Problems of Educational Research Educational Research Questions Educational Research Basics The Role of Educational Theory Educational Research Goals Educational Research Proposals, Part I Conclusions 3. Ethics in Research Historical Background Ethical Principles Conclusions 4. Conceptualization and Measurement Concepts Measurement Operations Levels of Measurement Evaluating Measures Conclusions 5. Sampling Sample Planning Sampling Methods Sampling Distributions Conclusions Part II. Research Design and Data Collection 6. Causation and Research Design Causal Explanation Criteria for Causal Explanations Types of Research Designs True Experimental Designs Quasi-Experimental Designs Threats to Validity in Experimental Designs Nonexperiments Conclusions 7. Evaluation Research What Is Evaluation Research? What Can an Evaluation Study Focus On? How Can the Program Be Described? Creating a Program Logic Model What Are the Alternatives in Evaluation Design? Ethical Issues in Evaluation Research Conclusions 8. Survey Research Why Is Survey Research So Popular? Errors in Survey Research Questionnaire Design Writing Questions Survey Design Alternatives Combining Methods Survey Research Design in a Diverse Society Ethical Issues in Survey Research Conclusions 9. Qualitative Methods: Observing, Participating, Listening Fundamentals of Qualitative Research Participant Observation Intensive Interviewing Focus Groups Combining Qualitative and Quantitative Methods Ethical Issues in Qualitative Research Conclusions 10. Single-Subject Design Foundations of Single-Subject Design Measuring Targets of Intervention Types of Single-Subject Designs Analyzing Single-Subject Designs Ethical Issues in Single-Subject Design Conclusions 11. Mixing and Comparing Methods and Studies Mixed Methods Comparing Reserch Designs Performing Meta-Analyses Conclusions 12. Teacher Research and Action Research Teacher Research: Three Case Studies Teacher Research: A Self-Planning Outline for Creating Your Own Project Action Research and How It Differs From Teacher Research Validity and Ethical Issues in Teacher Research and Action Research Conclusions Part III. Analyzing and Reporting Data 13. Quantitative Data Analysis Why We Need Statistics Preparing Data for Analysis Displaying Univariate Distributions Summarizing Univariate Distributions Relationships (Associations) Among Variables Presenting Data Ethically: How Not to Lie With Statistics Conclusions 14. Qualitative Data Analysis Features of Qualitative Data Analysis Techniques of Qualitative Data Analysis Alternatives in Qualitative Data Analysis Computer-Assisted Qualitative Data Analysis Ethics in Qualitative Data Analysis Conclusions 15. Proposing and Reporting Research Educational Research Proposals, Part II Reporting Research Ethics, Politics, and Research Reports Conclusions Appendix A: Questions to Ask About a Research Article Appendix B: How to Read a Research Article Appendix C: Finding Information, by Elizabeth Schneider and Russell K. Schutt Appendix D: Table of Random Numbers Glossary References Author Index Subject Index About the Authors

Research Methods for Managers

Abstract: PART ONE: ISSUES AND PROCESSES IN MANAGEMENT RESEARCH Introduction Starting Management Research The Role of Theory in Research Methods PART TWO: KEY METHODS IN MANAGEMENT RESEARCH Experimental Research Design Action Research Survey Research Design Qualitative Methodology The Case of Ethnography PART THREE: PHILOSOPHICAL ISSUES AND DEVELOPMENTS IN MANAGEMENT RESEARCH Philosophical Disputes and Management Research Conclusions Evaluating Management Research

Qualitative Research Methods: Collecting Evidence, Crafting Analysis, Communicating Impact

Abstract: Detailed contents viii Preface: is this book for me? xiv 1 Developing contextual research that matters 1 2 Entering the conversation of qualitative research 20 3 Paradigmatic reflections and theoretical foundations 37 4 Fieldwork and fieldplay: Negotiating access and exploring the scene 64 5 Proposal writing: Explaining your research to institutional review boards, instructors, supervisory committees, and funding agencies 87 6 Field roles, fieldnotes, and field focus 105 7 Interview planning and design: Sampling, recruiting, and questioning 130 8 Interview practice: Embodied, mediated, and focus-group approaches 157 9 Data analysis basics: A pragmatic iterative approach 183 10 Advanced data analysis: The art and magic of interpretation 203 11 Qualitative quality: Creating a credible, ethical, significant study 227 12 Writing Part 1: The nuts and bolts of qualitative tales 251 13 Writing Part 2: Drafting, polishing, and publishing 273 14 Qualitative methodology matters: Exiting and communicating impact 296 Appendix A Fieldnote 315 Appendix B Focus group guide 317 Appendix C Interview transcription excerpts 321 References 325 Index 341

Enhancing transparency in reporting the synthesis of qualitative research: ENTREQ

Abstract: The syntheses of multiple qualitative studies can pull together data across different contexts, generate new theoretical or conceptual models, identify research gaps, and provide evidence for the development, implementation and evaluation of health interventions This study aims to develop a framework for reporting the synthesis of qualitative health research We conducted a comprehensive search for guidance and reviews relevant to the synthesis of qualitative research, methodology papers, and published syntheses of qualitative health research in MEDLINE, Embase, CINAHL and relevant organisational websites to May 2011 Initial items were generated inductively from guides to synthesizing qualitative health research The preliminary checklist was piloted against forty published syntheses of qualitative research, purposively selected to capture a range of year of publication, methods and methodologies, and health topics We removed items that were duplicated, impractical to assess, and rephrased items for clarity The Enhancing transparency in reporting the synthesis of qualitative research (ENTREQ) statement consists of 21 items grouped into five main domains: introduction, methods and methodology, literature search and selection, appraisal, and synthesis of findings The ENTREQ statement can help researchers to report the stages most commonly associated with the synthesis of qualitative health research: searching and selecting qualitative research, quality appraisal, and methods for synthesising qualitative findings The synthesis of qualitative research is an expanding and evolving methodological area and we would value feedback from all stakeholders for the continued development and extension of the ENTREQ statement

Qualitative Research: The essential guide to theory and practice

Abstract: In what case do you like reading so much? What about the type of the qualitative research the essential guide to theory and practice book? The needs to read? Well, everybody has their own reason why should read some books. Mostly, it will relate to their necessity to get knowledge from the book and want to read just to get entertainment. Novels, story book, and other entertaining books become so popular this day. Besides, the scientific books will also be the best reason to choose, especially for the students, teachers, doctors, businessman, and other professions who are fond of reading.

Qualitative Research in Education

Abstract: This accessible and practical book is a perfect quick guide for postgraduate researchers in education. Looking at the interdependence of teaching and research, the authors show that a critical and analytical exploration of policies and practices is a necessary part of what we mean by being a 'professional' in education. Drawing on the authors' substantial experience of teaching research skills at postgraduate level, as well as on their own experiences as active researchers, the book will guide you through: - discourse analysis - visual methods - textual research - data collection and analysis This co-authored book is structured around a range of methods applicable to educational research and appropriate for use by practitioners at all stages of their professional development. It takes recognisable, 'real life' scenarios as its starting point for each discussion of method, so that readers are able to start from the known and familiar. As well as exploring theoretical aspects of research method, each chapter provides practical tasks and points for discussion and reflection. These approaches, taken together, are designed to build confidence and encourage reader engagement and enjoyment.

Conducting research interviews

Abstract: Purpose – The purpose of this paper is to draw on experience in supervising new researchers and the advice of other writers, to offer novice researchers, such as those engaged in study for a thesis, a pragmatic introduction to conducting research interviews.Design/methodology/approach – After a brief introduction, the paper is organized into three main sections: designing and planning interviews, conducting interviews, and making sense of interview data. Within these sections, 11 questions often asked by novice researchers are posed and answered.Findings – Novice interviewers need to conduct some research interviews in order to start to develop their skills in the craft of interviewing. This paper is designed to give novice interviewers the advice and support that they need before starting on this journey.Originality/value – Other research methods texts offer advice on research interviews, but their advice is not tailored specifically to new researchers engaged in research for a thesis. They tend to offer...

Collecting Qualitative Data: A Field Manual for Applied Research

Abstract: Chapter 1. Qualitative Research: Defining and Designing Chapter 2. Sampling Chapter 3. Participant Observation Chapter 4. In-Depth Interviews Chapter 5. Focus Groups Chapter 6. Additional Qualitative Data Collection Methods Chapter 7. Qualitative Data Management Chapter 8. Ethical Dimensions of Qualitative Research

How many qualitative interviews is enough? Expert voices and early career reflections on sampling and cases in qualitative research

Abstract: Students conducting a piece of qualitative research frequently ask ‘how many interviews is enough?’ Early career researchers and established academics also consider this question when designing research projects. In this NCRM Methods Review paper we gather and review responses to the question of ‘how many’ from 14 renowned social scientists and 5 early career researchers. The riposte to the question of ‘how many’ from most contributors is ‘it depends’. In considering what ‘it depends upon’ however, the responses offer guidance on the epistemological, methodological and practical issues to take into account when conducting research projects. This includes advice about assessing research aims and objectives, validity within epistemic communities and available time and resources

Grounded Theory for Qualitative Research: A Practical Guide

Abstract: Introduction Grounded Theory Method (GTM) Getting Started With Coding Research Design Using GTM Coding and Conceptualizing Building the Theory Scaling up the Theory Writing up a Grounded Theory Study The Contribution of GTM: Some Reflections

How many qualitative interviews is enough

Abstract: Students conducting a piece of qualitative research frequently ask ‘how many interviews is enough?’ Early career researchers and established academics also consider this question when designing research projects. In this NCRM Methods Review paper we gather and review responses to the question of ‘how many’ from 14 renowned social scientists and 5 early career researchers. The riposte to the question of ‘how many’ from most contributors is ‘it depends’. In considering what ‘it depends upon’ however, the responses offer guidance on the epistemological, methodological and practical issues to take into account when conducting research projects. This includes advice about assessing research aims and objectives, validity within epistemic communities and available time and resources.

Grounded theory and the constant comparative method : valid research strategies for educators

Abstract: Grounded theory was developed by Glaser and Strauss who believed that theory could emerge through qualitative data analysis. In grounded theory, the researcher uses multiple stages of collecting, refining, and categorizing the data. The researcher uses the strategies of the making constant comparisons and applying theoretical sampling to obtain a theory grounded in the data. The justification of this paper is to provide discussion on the validity of grounded theory and the constant comparative method as effective research strategies for educators. The qualitative design of grounded theory will be the focus of this paper, along with a discussion of the constant comparative method, issues related to trustworthiness, and limitations inherent in grounded theory methodology.

Pragmatism vs interpretivism in qualitative information systems research

Abstract: Qualitative research is often associated with interpretivism, but alternatives do exist. Besides critical research and sometimes positivism, qualitative research in information systems can be performed following a paradigm of pragmatism. This paradigm is associated with action, intervention and constructive knowledge. This paper has picked out interpretivism and pragmatism as two possible and important research paradigms for qualitative research in information systems. It clarifies each paradigm in an ideal-typical fashion and then conducts a comparison revealing commonalities and differences. It is stated that a qualitative researcher must either adopt an interpretive stance aiming towards an understanding that is appreciated for being interesting; or a pragmatist stance aiming for constructive knowledge that is appreciated for being useful in action. The possibilities of combining pragmatism and interpretivism in qualitative research in information systems are analysed. A research case (conducted through action research (AR) and design research (DR)) that combines interpretivism and pragmatism is used as an illustration. It is stated in the paper that pragmatism has influenced IS research to a fairly large extent, albeit in a rather implicit way. The paradigmatic foundations are seldom known and explicated. This paper contributes to a further clarification of pragmatism as an explicit research paradigm for qualitative research in information systems. Pragmatism is considered an appropriate paradigm for AR and DR.

Using Internet Technologies (Such As Skype) as a Research Medium: A Research Note

Abstract: This article presents a brief account of research which embraced the notion of research participant choice by adopting a flexible approach to the medium through which the semi-structured interviews...

Understanding participatory action research: a qualitative research methodology option

Abstract: Participatory Action Research (PAR) is a qualitative research methodology option that requires further understanding and consideration. PAR is considered democratic, equitable, liberating, and life-enhancing qualitative inquiry that remains distinct from other qualitative methodologies (Kach & Kralik, 2006). Using PAR, qualitative features of an individual’s feelings, views, and patterns are revealed without control or manipulation from the researcher. The participant is active in making informed decisions throughout all aspects of the research process for the primary purpose of imparting social change; a specific action (or actions) is the ultimate goal. The following paper will contextualize PAR in terms of its history, principles, definitions, and strengths, as well as discuss challenges and practical suggestions for using PAR. In addition, it will examine focus groups and interviews as methods for data collection, the role of PAR in education, and the types of research for which PAR is best suited.

Qualitative Research Methods for Science Education

Abstract: In this chapter, I describe how high quality research can be done in science education. I include four main sections in which I explain the purposes of qualitative research, data collection, data analysis, and preparation of reports. I emphasize the salience to qualitative research of specifying researchable questions that inevitably change as the research is conducted. I address issues of credibility, ethical conduct, uses of quantitative information, and the necessity to fully understand contradictions.

Development of a self-report measure of capability wellbeing for adults: the ICECAP-A.

Abstract: Purpose The benefits of health and social care are not confined to patient health alone and therefore broader measures of wellbeing may be useful for economic evaluation. This paper reports the development of a simple measure of capability wellbeing for adults (ICECAP-A).

Qualitative research in nursing

Abstract: Qualitative research in nursing , Qualitative research in nursing , کتابخانه دیجیتال جندی شاپور اهواز

The use of saturation in qualitative research.

Abstract: Understanding qualitative research is an important component of cardiovascular nurses' practice and allows them to understand the experiences, stories, and perceptions of patients with cardiovascular conditions. In understanding qualitative research methods, it is essential that the cardiovascular nurse understands the process of saturation within qualitative methods. Saturation is a tool used for ensuring that adequate and quality data are collected to support the study. Saturation is frequently reported in qualitative research and may be the gold standard. However, the use of saturation within methods has varied. Hence, the purpose of this column is to provide insight for the cardiovascular nurse regarding the use of saturation by reviewing the recommendations for which qualitative research methods it is appropriate to use and how to know when saturation is achieved. In understanding saturation, the cardiovascular nurse can be a better consumer of qualitative research.

Exploring barriers to participation and adoption of telehealth and telecare within the Whole System Demonstrator trial: A qualitative study

Abstract: Background: Telehealth (TH) and telecare (TC) interventions are increasingly valued for supporting self-care in ageing populations; however, evaluation studies often report high rates of non-participation that are not well understood. This paper reports from a qualitative study nested within a large randomised controlled trial in the UK: the Whole System Demonstrator (WSD) project. It explores barriers to participation and adoption of TH and TC from the perspective of people who declined to participate or withdrew from the trial. Methods: Qualitative semi-structured interviews were conducted with 22 people who declined to participate in the trial following explanations of the intervention (n=19), or who withdrew from the intervention arm (n=3). Participants were recruited from the four trial groups (with diabetes, chronic obstructive pulmonary disease, heart failure, or social care needs); and all came from the three trial areas (Cornwall, Kent, east London). Observations of home visits where the trial and interventions were first explained were also conducted by shadowing 8 members of health and social care staff visiting 23 people at home. Field notes were made of observational visits and explored alongside interview transcripts to elicit key themes. Results: Barriers to adoption of TH and TC associated with non-participation and withdrawal from the trial were identified within the following themes: requirements for technical competence and operation of equipment; threats to identity, independence and self-care; expectations and experiences of disruption to services. Respondents held concerns that special skills were needed to operate equipment but these were often based on misunderstandings. Respondents’ views were often explained in terms of potential threats to identity associated with positive ageing and self-reliance, and views that interventions could undermine self-care and coping. Finally, participants were reluctant to risk potentially disruptive changes to existing services that were often highly valued. Conclusions: These findings regarding perceptions of potential disruption of interventions to identity and services go beyond more common expectations that concerns about privacy and dislike of technology deter uptake. These insights have implications for health and social care staff indicating that more detailed information and time for discussion could be valuable especially on introduction. It seems especially important for potential recipients to have the opportunity to discuss their expectations and such views might usefully feed back into design and implementation.

Negotiating the coresearcher mandate - service users' experiences of doing collaborative research on mental health

Abstract: Purpose: Traditionally, the voices of service users have been silent in research into mental health issues. A Norwegian research network, however, recognizes the importance of involving service users as coresearchers and initiated a training program in research methodology and design intended to empower them as active participants in research projects. In this article, we explore how these coresearchers with a mental health service user background experience their participation in projects as well as in attending the training: What is it like being a service user coresearcher in collaborative studies on issues in mental health? How do coresearchers negotiate their roles and mandate? Method: We used focus groups as our data collection method, transcribed the group discussions verbatim, and analyzed the transcriptions using qualitative methodology. We then took the preliminary analyses back to the participants for discussion, auditing, and reanalysis. Results: We identified themes that represent important s...

Grounded theory in medical education research: AMEE Guide No. 70

Abstract: Qualitative research in general and the grounded theory approach in particular, have become increasingly prominent in medical education research in recent years. In this Guide, we first provide a historical perspective on the origin and evolution of grounded theory. We then outline the principles underlying the grounded theory approach and the procedures for doing a grounded theory study, illustrating these elements with real examples. Next, we address key critiques of grounded theory, which continue to shape how the method is perceived and used. Finally, pitfalls and controversies in grounded theory research are examined to provide a balanced view of both the potential and the challenges of this approach. This Guide aims to assist researchers new to grounded theory to approach their studies in a disciplined and rigorous fashion, to challenge experienced researchers to reflect on their assumptions, and to arm readers of medical education research with an approach to critically appraising the quality of grounded theory studies.

Qualitative organizational research : core methods and current challenges

Abstract: Introduction: The Context of Qualitative Organizational Research - Catherine Cassell and Gillian Symon PART ONE: THE ISSUES AND CHALLENGES OF QUALITATIVE INQUIRY IN ORGANIZATIONS Philosophies Underpinning Qualitative Research - Joanne Duberley, Phil Johnson and Catherine Cassell Choosing Research Participants - Mark Saunders Researching Your Own Organization - Suzanne Tietze Reflexivity in Qualitative Research - Kathryn Haynes Ethical Research Practice - Robin Holt Facilitating the Interaction between Theory and Data in Qualitative Research Using CAQDAS - Rudolf R. Sinkovics and Eva A. Alfoldi Combining Qualitative Methods - Katrina Pritchard Longitudinal Research and Analysis - Ann Langley and Inger Stensaker Doing Qualitative Business and Management Research in International and Intercultural Contexts - Laurie Cohen and M.N. Ravishankar Writing up as a Legitimacy-Seeking Process: Alternative Publishing Recipes for Qualitative Research - Joep Cornelissen, Hanna Gajewska-de Mattos, Rebecca Piekkari and Catherine Welch Assessing Qualitative Research - Gillian Symon and Catherine Cassell Teaching Qualitative Research in the Business School - Mark Learmonth and Mike Humphreys PART TWO: CORE METHODS OF QUALITATIVE INQUIRY IN ORGANIZATIONAL RESEARCH Interviews - Mats Alvesson and Karen Ashcraft Focus Groups - Binna Kandola Participatory Visual Methods - Russ Vince and Sam Warren Participant Observation - Matthew J. Brannan and Teresa Oultram Autoethnography in Organizational Research: Two Tales of Two Cities - Michael Humphreys and Mark Learmonth Practising Organizational Ethnography - Dvora Yanow, Sierk Ybema and Merlijn van Hulst Case Studies in Organizational Research - David A. Buchanan Action Research - Julie Wolfram Cox Using Documents in Organizational Research - Bill Lee Grounded Theory: A Theory-Building Approach - Graeme J.J. Keneally Doing Template Analysis - Nigel King Conversation Analysis in Management Research - David Greatbatch and Timothy Clark Discourse Analysis and Discursive Research - Cliff Oswick Narrative Analysis - Sally Maitlis

Qualitative Research Part II: Participants, Analysis, and Quality Assurance

Abstract: This is the second of a two-part series on qualitative research. Part 1 in the December 2011 issue of Journal of Graduate Medical Education provided an introduction to the topic and compared characteristics of quantitative and qualitative research, identified common data collection approaches, and briefly described data analysis and quality assessment techniques. Part II describes in more detail specific techniques and methods used to select participants, analyze data, and ensure research quality and rigor. If you are relatively new to qualitative research, some references you may find especially helpful are provided below. The two texts by Creswell 2008 and 2009 are clear and practical.1,2 In 2008, the British Medical Journal offered a series of short essays on qualitative research; the references provided are easily read and digested.3–,8 For those wishing to pursue qualitative research in more detail, a suggestion is to start with the appropriate chapters in Creswell 2008,1 and then move to the other texts suggested.9–,11 To summarize the previous editorial, while quantitative research focuses predominantly on the impact of an intervention and generally answers questions like “did it work?” and “what was the outcome?”, qualitative research focuses on understanding the intervention or phenomenon and exploring questions like “why was this effective or not?” and “how is this helpful for learning?” The intent of qualitative research is to contribute to understanding. Hence, the research procedures for selecting participants, analyzing data, and ensuring research rigor differ from those for quantitative research. The following sections address these approaches. table 1 provides a comparative summary of methodological approaches for quantitative and qualitative research. TABLE 1 A Comparison of Qualitative and Quantitative Methodological Approaches Data collection methods most commonly used in qualitative research are individual or group interviews (including focus groups), observation, and document review. They can be used alone or in combination. While the following sections are written in the context of using interviews or focus groups to collect data, the principles described for sample selection, data analysis, and quality assurance are applicable across qualitative approaches.

Researching the researcher-as-instrument: an exercise in interviewer self-reflexivity:

Abstract: Because the researcher is the instrument in semistructured or unstructured qualitative interviews, unique researcher characteristics have the potential to influence the collection of empirical materials. This concept, although widely acknowledged, has garnered little systematic investigation. This article discusses the interviewer characteristics of three different interviewers who are part of a qualitative research team. The researcher/interviewers - and authors of this article - reflect on their own and each other's interviews and explore the ways in which individual interview practices create unique conversational spaces. The results suggest that certain interviewer characteristics may be more effective than others in eliciting detailed narratives from respondents depending on the perceived sensitivity of the topic, but that variation in interviewer characteristics may benefit rather than detract from the goals of team-based qualitative inquiry. The authors call for the inclusion of enhanced self-reflexivity in interviewer training and development activities and argue against standardization of interviewer practices in qualitative research teams.