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{{Template:RECOUP/Shortheader|title =  What is good qualitative research?}}
==What is good qualitative research?==


= Session 2 =
'''Time:''' 45-60 minutes
'''Good qualitative research …'''
'''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.


• Generates substantive and formal theory; ''this is a change here''
'''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 empirically ''arathi has made another change here'' and scientifically credible;
'''Process:'''


• Produces findings that can be generalized or transferred to other settings;
Introduce this as a brainstorm, not a didactic session. Participants need to have their understandings stretched beyond the ‘text-book’ answers to questions like:


• 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);
* 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?


• __Is always mindful of bias and its possible effects on the research results;__
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:RECOUP_Good qual r 1.JPG|100px]]
[[Image:RECOUP_Goodqualre.jpg|100px]]
[[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 {{Template:RECOUP/PRA|Introduction to qualitative research}}. Use this as an opportunity to clarify any doubts and build on the knowledge of the participants.


'''… is trustworthy, according to four tests:'''
==What are the characteristics of a good qualitative researcher?==
[[Image:RECOUP_GoodqualR1.jpg|thumb|100px|brainstorming]]






• 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?
'''Time:''' 45-60 minutes


• 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?
'''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


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


• 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.
'''Process:'''


'''… meets six additional criteria in its published form'''
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.


(1) Describes how the primary research question was stated
Each group is then required to present their image of a good qualitative researcher to the whole group. Allow time for questions and discussions.


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?
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).


(2) Describes the context in which the research occurred
[[Image:RECOUP_GoodqualR4.jpg|100px|generated from a workshop in India]]
[[Image:RECOUP_GoodqualR2.jpg|100px|a good researcher]]
[[Image:RECOUP_GoodqualR3.jpg|100px|ideal researcher]]


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.
==What is reflexivity?==
'''Four aspects of the research context are important.'''


a) the physical setting, a detailed account describing where the research was conducted.  
[[Image:RECOUP_Pic Research diary 002.jpg|thumb|100px|research diary]]
[[Image:RECOUP_Pic Research diary 003.jpg|thumb|100px]]
[[Image:RECOUP_Pic Research diary 004.jpg|thumb|100px]]
[[Image:RECOUP_Research diary 001.jpg|thumb|100px]]


b) the investigator's role in the setting. These two lead to
'''Time:''' 45-60 minutes


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  
'''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; and of the research diary as a reflexive tool


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.
'''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)


'''(3) Describes how the research was designed'''  
'''Process:'''


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


'''(4) Reports the strategies and techniques used for enhancing rigour'''
# What do we mean by reflexivity?
# Why is reflexivity important?
# How do we achieve it?
# How are reflexivity and ethics related in research?


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.
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.  


'''(5) Presents and assesses manuscripts and results in a transparent fashion'''
To wrap up the discussion you can circulate the {{Template:RECOUP/HO|handout on reflexivity}}.


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


'''(6) States the values and objectives that guided the research'''
{{Template:RECOUP/Box|text='''Reflexivity'''
*Things we “take for granted” need to be challenged and made explicit
*Regularly/ evolving
*Change through time
*Reflect on method
}}


If goals and values are inextricably linked with how the research was carried out, then they should be clearly stated.
{{Template:RECOUP/Box|text='''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:''' About 1 hour
 
'''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:'''
* A {{Template:RECOUP/PRA|Presentation on Sampling}} is available to be used or amended if desired
* 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 {{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)
 
'''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.
 
 
== 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>

Latest revision as of 10:20, 6 February 2015

Warning: Display title "What is good qualitative research?" overrides earlier display title "Qualitative_research".

What is good qualitative research?

Time: 45-60 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?

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 Good Qualitative Research - examples from workshop feedback handout.

RECOUP Good qual r 1.JPG RECOUP Goodqualre.jpg RECOUP Techniques.jpg

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 handout. 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?

brainstorming


Time: 45-60 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.

Additionally, you might like to draw on and review the images and presentation of examples from our workshops on the characteristics of a good qualitative researcher handout that have been provided. Propose these to the participants and discuss their relevance (or even perceived irrelevance).

generated from a workshop in India a good researcher ideal researcher

What is reflexivity?

research diary
RECOUP Pic Research diary 003.jpg
RECOUP Pic Research diary 004.jpg
RECOUP Research diary 001.jpg

Time: 45-60 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; and 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 handout.

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

Reflexivity

  • 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: About 1 hour

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:

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.


Further Reading

Tuhiwai-Smith, L. (1999) Decolonizing Methodologies: Research and Indigenous Peoples, London: Zed Books

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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