12,782
edits
RECOUP/Qualitative research: Difference between revisions
From OER in Education
no edit summary
No edit summary |
|||
| (10 intermediate revisions by the same user not shown) | |||
| Line 1: | Line 1: | ||
<noinclude>{{RECOUP_header|Qualitative_research}}</noinclude>{{ | <noinclude>{{RECOUP_header|Qualitative_research}}</noinclude> | ||
|title = What is good qualitative research? | {{Template:RECOUP/Shortheader|title = What is good qualitative research?}} | ||
}} | |||
==What is good qualitative research?== | ==What is good qualitative research?== | ||
| Line 22: | Line 20: | ||
* 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 below as well as the powerpoint on {{PRA|Good Qualitative Research - examples from workshop feedback}}. | Some examples of points raised by participants in some of our previous training sessions can be seen in the images below as well as the powerpoint on {{Template:RECOUP/PRA|Good Qualitative Research - examples from workshop feedback}}. | ||
[[Image: | [[Image:RECOUP_Good qual r 1.JPG|100px]] | ||
[[Image: | [[Image:RECOUP_Goodqualre.jpg|100px]] | ||
[[Image: | [[Image:RECOUP_Techniques.jpg|100px]] | ||
After the group brainstorm it will be useful to go through some of the points that have been highlighted in the power point {{PRA|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 {{Template:RECOUP/PRA|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?== | ==What are the characteristics of a good qualitative researcher?== | ||
[[Image: | [[Image:RECOUP_GoodqualR1.jpg|thumb|100px|brainstorming]] | ||
| Line 50: | Line 48: | ||
Each group is then required to present their image of a good qualitative researcher to the whole group. Allow time for questions and discussions. | Each group is then required to present their image of a good qualitative researcher to the whole group. Allow time for questions and discussions. | ||
Additionally, you might like to draw on and review the images and | Additionally, you might like to draw on and review the images and presentation of examples from our workshops on the {{Template:RECOUP/PRA|characteristics of a good qualitative researcher}} that have been provided. Propose these to the participants and discuss their relevance (or even perceived irrelevance). | ||
[[Image: | [[Image:RECOUP_GoodqualR4.jpg|100px|generated from a workshop in India]] | ||
[[Image: | [[Image:RECOUP_GoodqualR2.jpg|100px|a good researcher]] | ||
[[Image: | [[Image:RECOUP_GoodqualR3.jpg|100px|ideal researcher]] | ||
==What is reflexivity?== | ==What is reflexivity?== | ||
[[Image: | [[Image:RECOUP_Pic Research diary 002.jpg|thumb|100px|research diary]] | ||
[[Image: | [[Image:RECOUP_Pic Research diary 003.jpg|thumb|100px]] | ||
[[Image: | [[Image:RECOUP_Pic Research diary 004.jpg|thumb|100px]] | ||
[[Image: | [[Image:RECOUP_Research diary 001.jpg|thumb|100px]] | ||
'''Time:''' 45-60 minutes | '''Time:''' 45-60 minutes | ||
| Line 82: | Line 80: | ||
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. | ||
To wrap up the discussion you can circulate the {{HO|handout on reflexivity}}. | To wrap up the discussion you can circulate the {{Template:RECOUP/HO|handout on reflexivity}}. | ||
Here is a sample list of some of the issues that participants should be discussing: | Here is a sample list of some of the issues that participants should be discussing: | ||
{{ | {{Template:RECOUP/Box|text='''Reflexivity''' | ||
|text='''Reflexivity''' | |||
*Things we “take for granted” need to be challenged and made explicit | *Things we “take for granted” need to be challenged and made explicit | ||
*Regularly/ evolving | *Regularly/ evolving | ||
| Line 94: | Line 91: | ||
}} | }} | ||
{{ | {{Template:RECOUP/Box|text='''Ethics''' | ||
|text='''Ethics''' | |||
*Is there consent from participants? | *Is there consent from participants? | ||
| Line 114: | Line 110: | ||
'''Preparation:''' | '''Preparation:''' | ||
* A {{PRA|Presentation on Sampling}} is available to be used or amended if desired | * A {{Template:RECOUP/PRA|Presentation on Sampling}} is available to be used or amended if desired | ||
* An article by Bent Flyvbjerg used in preparing the handout and the | * An article by Bent Flyvbjerg was used in preparing the handout, and the presentation 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 {{HOA|Handout on Sampling in Qualitative Research}} can also be distributed to participants. | * A {{Template:RECOUP/HOA|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) | ||
| Line 125: | Line 121: | ||
At the end of the session distribute the hand outs and ask participants to review them. | 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. | 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. | ||
== Further Reading == | |||
Tuhiwai-Smith, L. (1999) ''Decolonizing Methodologies: Research and Indigenous Peoples'', London: Zed Books | |||
<noinclude>{{RECOUP_footer|Qualitative_research}}</noinclude><noinclude>[[Category:RECOUP]]</noinclude> | <noinclude>{{RECOUP_footer|Qualitative_research}}</noinclude><noinclude>[[Category:RECOUP]]</noinclude> | ||
