Qualitative research

About: Qualitative research is a research topic. Over the lifetime, 39957 publications have been published within this topic receiving 2390470 citations. The topic is also known as: Qualitative method.

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

Understanding and evaluating qualitative research

Abstract: Qualitative research aims to address questions concerned with developing an understanding of the meaning and experience dimensions of humans' lives and social worlds. Central to good qualitative research is whether the research participants' subjective meanings, actions and social contexts, as understood by them, are illuminated. This paper aims to provide beginning researchers, and those unfamiliar with qualitative research, with an orientation to the principles that inform the evaluation of the design, conduct, findings and interpretation of qualitative research. It orients the reader to two philosophical perspectives, the interpretive and critical research paradigms, which underpin both the qualitative research methodologies most often used in mental health research, and how qualitative research is evaluated. Criteria for evaluating quality are interconnected with standards for ethics in qualitative research. They include principles for good practice in the conduct of qualitative research, and for trustworthiness in the interpretation of qualitative data. The paper reviews these criteria, and discusses how they may be used to evaluate qualitative research presented in research reports. These principles also offer some guidance about the conduct of sound qualitative research for the beginner qualitative researcher.

Now I see it, now I don’t: researcher’s position and reflexivity in qualitative research:

Abstract: This article addresses potential effects on reflexivity of researcher’s social position (e.g. gender, age, race, immigration status, sexual orientation), personal experiences, and political and professional beliefs. Because reflexivity is a major strategy for quality control in qualitative research, understanding how it may be impacted by the characteristics and experiences of the researcher is of paramount importance. Benefits and challenges to reflexivity under three types of researcher’s position are discussed and illustrated by means of case examples: (1) reflexivity when researcher shares the experience of study participants, (2) reflexivity when researcher moves from the position of an outsider to the position of an insider in the course of the study, and (3) reflexivity when researcher has no personal familiarity or experience with what is being studied. Strategies are offered for harvesting the benefits of researcher’s familiarity with the subject and for curbing its potentially negative effects. ...