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= Session 2 =
'''Good qualitative research …'''


• Generates substantive and formal theory; ''this is a change here''
==What is good qualitative research?==


• Is empirically ''arathi has made another change here'' and scientifically credible;
'''Time:''' '''''30-45 minutes'''''
'''Objectives:'''
* To develop an appreciation of what makes a piece of qualitative research “good” qualitative research, by taking participants  through a series of exercises in which they think through what is involved.


• Produces findings that can be generalized or transferred to other settings;
'''Preparation:'''
* Flip chart and big markers (OR use someone sitting at a computer and typing in points raised so that they are shown on a projector screen)


• Is internally reflexive (i.e. it takes account of the effects of the researcher and the research strategy on the findings that have been produced);
'''Process:'''


• __Is always mindful of bias and its possible effects on the research results;__
Introduce this as a brainstorm, not a didactic session. Participants need to have their understandings stretched beyond the ‘text-book’ answers to questions like:


* What is qualitative social research?
* What makes it different from quantitative research?
* What are the main methods of qualitative research?
* Why might we want to use them?


Here are some examples of points raised by participants in some of our previous training sessions
<u> (images of flip charts and power point).</u>


'''… is trustworthy, according to four tests:'''
After the group brainstorm it will be useful to go through some of the points that have been highlighted in the power point [['Introduction to qualitative research’]]. Use this as an opportunity to clarify any doubts and build on the knowledge of the participants.


==What are the characteristics of a good qualitative researcher?==


'''Time:''' 30-45 minutes


• Credibility. Who agrees with the "truth" of the findings? Should those being observed or interviewed be able to veto findings they disagree with? Who else’s views of the “truth” should be sought?
'''Objectives:'''
* To help participants appreciate the central role of the researcher in a qualitative study
* To establish the researcher as the main instrument in the research process


• Transferability. Can findings be transferred to other settings where the contexts are similar? Can the researcher identify key aspects of the context from which the findings emerge and the extent to which they may be applicable to other contexts?
'''Preparation:'''
* Big sheet of paper/ chart paper for each small group with a human figure (gender neutral) drawn on it


• Dependability. Would the research produce similar or consistent findings if carried out a second time or elsewhere, as described, including taking into account any factors that may have affected the research results?
'''Process:'''


• Confirmability. Is there other evidence that corroborates the findings? Such evidence should come directly from subjects and research context, rather than the researcher's biases, motivations, or perspectives.
Ask participants to arrange themselves in smaller groups (of 3-4) and give each group a chart paper with an outline of a human figure (gender neutral). Ask participants to work in their small groups and make this figure into a ‘researcher’ – they can use words, symbols and anything else they might wish to use to develop their image of a good qualitative researcher. Participants will spend 15 minutes on the task.


'''… meets six additional criteria in its published form'''
Each group is then required to present their image of a good qualitative researcher to the whole group.


(1) Describes how the primary research question was stated
Allow time for questions and discussions. You might like to draw on the [[images]] and [[power point slides]] that have been provided, and review our own list about a 'good qualitative researcher'. These have been consolidated over a number of training workshops and identify factors that have not been addressed by any of the groups. Propose these to the participants and discuss their relevance (or even perceived irrelevance).


Is the research question clear? Are the investigator's perceptions and assumptions set out at the beginning of the study, as well as throughout the research process?
==What is Reflexivity?==


(2) Describes the context in which the research occurred
'''Time:''' '''''30-45 minutes'''''


In qualitative research there are often many more "variables" in the context than “cases”; so part of the research process is identifying those aspects of the context that are most important for understanding what is being studied. A detailed description of the research context is needed to assess the credibility of the research results and to determine whether and to what extent they are transferable (or generalizable) to other settings.
'''Objectives:'''
* By the end of the session participants should understand the importance of reflexivity; of the researcher as the main research instrument in qualitative research; of the research diary as a reflexive tool
'''Four aspects of the research context are important.'''


a) the physical setting, a detailed account describing where the research was conducted.
'''Preparation:'''
* Flip chart and big markers (OR use someone sitting at a computer and typing in points raised so that they are shown on a projector)


b) the investigator's role in the setting. These two lead to
'''Process:'''


c) how the setting and the investigator's role in it may influence the nature and types of data collected and, hence, the results: in particular, whether the researcher was able to gain sufficient access and spend enough time to develop an intimate understanding of the setting and the phenomenon of interest; and
<u> Ask participants to brainstorm in small groups and report back on the following questions:</u>
# What do we mean by reflexivity?
# Why is reflexivity important?
# How do we achieve it?
# <u> How are reflexivity and ethics related in research? </u>


d) the "history of the inquiry," including any events over time that may have changed the nature of the study or may have affected the results.  
Some of these points may have been raised in the previous session: facilitators should choose whether to deal with them in the earlier session or come back and give them more time in this session.  


'''(3) Describes how the research was designed'''
To wrap up the discussion you can circulate the [[handout on reflexivity]]


Key features of a qualitative research study design include the sampling framework employed, data collection methods, data types and sources used (given the context), and data analysis methods. Perhaps more frequently than in quantitative research, qualitative research designs evolve during data collection and analysis.' Therefore, research reports must state how and why the study design changed, whether and to what extent the change influenced researchers' ability to answer the original study question, or whether a new study question emerged during the research process and how the researcher proceeded.
<u>''BJOERN---The list below needs to be put in a box or something, which will make it clear that these are only sample responses from other workshops. There are a number of such lists in different sections, a consistent approach will therefore be very useful.''</u> --- <u>I will do this. Please mark other occurrences of this in the same way as you have marked this one! [[User:Bjoern|Bjoern]] </u>


'''(4) Reports the strategies and techniques used for enhancing rigour'''
Here is a sample list of some of the issues that participants should be discussing: 


Some people talk about ‘triangulation’: using more than one method, or more than one source, to corroborate arguments. Another strategy is to look for evidence that would prove you wrong (‘disconfirming evidence’). Research results or findings can be checked with the research participants to see if they would agree with the understandings being offered. Finally, the process is more credible if research diaries have been kept.
'''Reflexivity: The Things we “take for granted” need to be challenged and made explicit'''


'''(5) Presents and assesses manuscripts and results in a transparent fashion'''
*Regularly/ evolving
*Change through time
*Reflect on method


Is there internal and external coherence (i.e., does the report effectively interpret the context, the "fit" between purpose and style of investigation, and their relationship to the bigger picture?). Has sufficient original evidence (e.g., direct quotations) been presented systematically to satisfy the sceptical reader of the relation between interpretation and evidence?
'''Ethics'''


'''(6) States the values and objectives that guided the research'''
*Is there consent from participants?
*Contradictions between interview and behaviour; also between interview and general talk
*Reliability of the research
*Confidentiality and trust
*Anonymity
*Security of data
*Reporting illegal/ abusive behaviour


If goals and values are inextricably linked with how the research was carried out, then they should be clearly stated.
==Sampling in qualitative research==
 
'''Time:''' '''''45-60 minutes'''''
 
'''Objectives:'''
* By the end of the session participants should understand how strategic sampling and in-depth data makes qualitative research useful either for extending social science or for contributing to policy discussions
 
'''Preparation:'''
* PowerPoint is available to be used or amended if desired
* An article by Bent Flyvbjerg used in preparing the handout and the PowerPoint is available at (http://flyvbjerg.plan.aau.dk/Publications2006/0604FIVEMISPUBL2006.pdf). It makes a strong case for the contributions of case studies to social science. Depending on the participants, consider getting them to read this, either before or after the session.
* Flip chart and big markers (OR use someone sitting at a computer and typing in points raised so that they are shown on a projector)
 
'''Process:'''
 
This session is likely to be didactic in nature and you can draw on the power point to begin the discussions. You will need to allow the session to develop slowly so that you can explain things clearly. It is important that participants understand that certain generalisations can be made based on small samples and qualitative research.
 
At the end of the session distribute the hand outs and ask participants to review them.
This can be a difficult session and hence you need to be slow in your pace. Give time to participants for reading, discussing  and consolidating their understandings.
<noinclude>{{RECOUP_footer|Qualitative_research}}</noinclude><noinclude>[[Category:RECOUP]]</noinclude>
<noinclude>{{RECOUP_footer|Qualitative_research}}</noinclude><noinclude>[[Category:RECOUP]]</noinclude>

Revision as of 08:51, 21 August 2008

Template:Header


What is good qualitative research?

Time: 30-45 minutes

Objectives:

  • To develop an appreciation of what makes a piece of qualitative research “good” qualitative research, by taking participants through a series of exercises in which they think through what is involved.

Preparation:

  • Flip chart and big markers (OR use someone sitting at a computer and typing in points raised so that they are shown on a projector screen)

Process:

Introduce this as a brainstorm, not a didactic session. Participants need to have their understandings stretched beyond the ‘text-book’ answers to questions like:

  • What is qualitative social research?
  • What makes it different from quantitative research?
  • What are the main methods of qualitative research?
  • Why might we want to use them?

Here are some examples of points raised by participants in some of our previous training sessions (images of flip charts and power point).

After the group brainstorm it will be useful to go through some of the points that have been highlighted in the power point 'Introduction to qualitative research’. Use this as an opportunity to clarify any doubts and build on the knowledge of the participants.

What are the characteristics of a good qualitative researcher?

Time: 30-45 minutes

Objectives:

  • To help participants appreciate the central role of the researcher in a qualitative study
  • To establish the researcher as the main instrument in the research process

Preparation:

  • Big sheet of paper/ chart paper for each small group with a human figure (gender neutral) drawn on it

Process:

Ask participants to arrange themselves in smaller groups (of 3-4) and give each group a chart paper with an outline of a human figure (gender neutral). Ask participants to work in their small groups and make this figure into a ‘researcher’ – they can use words, symbols and anything else they might wish to use to develop their image of a good qualitative researcher. Participants will spend 15 minutes on the task.

Each group is then required to present their image of a good qualitative researcher to the whole group.

Allow time for questions and discussions. You might like to draw on the images and power point slides that have been provided, and review our own list about a 'good qualitative researcher'. These have been consolidated over a number of training workshops and identify factors that have not been addressed by any of the groups. Propose these to the participants and discuss their relevance (or even perceived irrelevance).

What is Reflexivity?

Time: 30-45 minutes

Objectives:

  • By the end of the session participants should understand the importance of reflexivity; of the researcher as the main research instrument in qualitative research; of the research diary as a reflexive tool

Preparation:

  • Flip chart and big markers (OR use someone sitting at a computer and typing in points raised so that they are shown on a projector)

Process:

Ask participants to brainstorm in small groups and report back on the following questions:

  1. What do we mean by reflexivity?
  2. Why is reflexivity important?
  3. How do we achieve it?
  4. How are reflexivity and ethics related in research?

Some of these points may have been raised in the previous session: facilitators should choose whether to deal with them in the earlier session or come back and give them more time in this session.

To wrap up the discussion you can circulate the handout on reflexivity

BJOERN---The list below needs to be put in a box or something, which will make it clear that these are only sample responses from other workshops. There are a number of such lists in different sections, a consistent approach will therefore be very useful. --- I will do this. Please mark other occurrences of this in the same way as you have marked this one! Bjoern

Here is a sample list of some of the issues that participants should be discussing:

Reflexivity: The Things we “take for granted” need to be challenged and made explicit

  • Regularly/ evolving
  • Change through time
  • Reflect on method

Ethics

  • Is there consent from participants?
  • Contradictions between interview and behaviour; also between interview and general talk
  • Reliability of the research
  • Confidentiality and trust
  • Anonymity
  • Security of data
  • Reporting illegal/ abusive behaviour

Sampling in qualitative research

Time: 45-60 minutes

Objectives:

  • By the end of the session participants should understand how strategic sampling and in-depth data makes qualitative research useful either for extending social science or for contributing to policy discussions

Preparation:

  • PowerPoint is available to be used or amended if desired
  • An article by Bent Flyvbjerg used in preparing the handout and the PowerPoint is available at (http://flyvbjerg.plan.aau.dk/Publications2006/0604FIVEMISPUBL2006.pdf). It makes a strong case for the contributions of case studies to social science. Depending on the participants, consider getting them to read this, either before or after the session.
  • Flip chart and big markers (OR use someone sitting at a computer and typing in points raised so that they are shown on a projector)

Process:

This session is likely to be didactic in nature and you can draw on the power point to begin the discussions. You will need to allow the session to develop slowly so that you can explain things clearly. It is important that participants understand that certain generalisations can be made based on small samples and qualitative research.

At the end of the session distribute the hand outs and ask participants to review them. This can be a difficult session and hence you need to be slow in your pace. Give time to participants for reading, discussing and consolidating their understandings.

Cc-by-nc-sa-narrow.png Singal, N., and Jeffery, R. (2008). Qualitative Research Skills Workshop: A Facilitator's Reference Manual, http://oer.educ.cam.ac.uk/wiki/RECOUP, Cambridge: RECOUP (Research Consortium on Educational Outcomes and Poverty, http://recoup.educ.cam.ac.uk/). CC BY-NC-SA 4.0. (original page)

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