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RECOUP/Qualitative research: Difference between revisions
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<noinclude>{{RECOUP_header|Qualitative_research}}</noinclude>{{longheader | <noinclude>{{RECOUP_header|Qualitative_research}}</noinclude>{{longheader | ||
|title = | |title = What is good qualitative research? | ||
}} | }} | ||
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* Why might we want to use them? | * Why might we want to use them? | ||
Some examples of points raised by participants in some of our previous training sessions can be seen in the [[images]] as well as the powerpoint on [[Good Qualitative Research: examples from workshop feedback]]. | |||
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. | 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. | ||
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Each group is then required to present their image of a good qualitative researcher to the whole group. | 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 | Allow time for questions and discussions. You might like to draw on and review the [[images]] and [[power point of examples from our workshops on the characteristics of a good qualitative researcher]] that have been provided. Propose these to the participants and discuss their relevance (or even perceived irrelevance). | ||
==What is Reflexivity?== | ==What is Reflexivity?== | ||
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'''Objectives:''' | '''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 | * By the end of the session participants should understand the importance of reflexivity; of the researcher as the main research instrument in qualitative research; and of the research diary as a reflexive tool | ||
'''Preparation:''' | '''Preparation:''' | ||
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'''Process:''' | '''Process:''' | ||
Ask participants to brainstorm in small groups and report back on the following questions: | |||
# What do we mean by reflexivity? | # What do we mean by reflexivity? | ||
# Why is reflexivity important? | # Why is reflexivity important? | ||
# How do we achieve it? | # How do we achieve it? | ||
# | # 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. | 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. | ||
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==Sampling in qualitative research== | ==Sampling in qualitative research== | ||
'''Time: | '''Time:''' 45-60 minutes | ||
'''Objectives:''' | '''Objectives:''' | ||
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'''Preparation:''' | '''Preparation:''' | ||
* PowerPoint is available to be used or amended if desired | * A [[PowerPoint on Sampling]] 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. | * 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. | ||
* A [[Handout on Sampling in Qualitative Research]] can also be distributed to participants. | |||
* 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) | * 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) | ||
