Getting_started
Overview for sessions 1 and 2
Bjoern, the headings here need to be reorganised to make it clearer. I don't know how to change the heading hierarchy. The way it is currently formatted gives the impression that italicised lines below form the sub-headings for Session 1, but this is not the case. Ie: it looks as though 'qualitative research' should be the name of a section below, but it isn't. Also, the 'qualitative research' section appears to belong to 'Session 2'. Perhaps moving it across would fix this issue, though this seems to be where 'sessions' and 'days' have been confused. The activity on 'good qualitative research' is part of the same day, but organised as a different session. Hence, should the associated 'handouts' and 'readings' for this should be moved to 'session 2'? Arathi
Arathi - it seems indeed that some of the session 2 material has spilled over into session 1, by way of day vs. session confusion. However, it was like this in the original document. Perhaps you could re-edit this as you see fit? I've put in some suggestions (underlined). Bjoern 19:22, 22 August 2008 (UTC)
The first workshop day is likely to comprise sessions 1 and 2. Session 1 covers the Introduction and Overview of the training workshop
- Discussions on the workshop design and expectations
- Overview of the workshop: the nature of sessions and the post-session tasks, readings, handouts and course diary; expectations of the participants and facilitators.
Session 2 covers Qualitative Research
- Introduction to GOOD qualitative research
- What is qualitative research?
- Reflexivity
- Sampling
and is futher discussed in Session 2.
The necessary Handouts: for sessions 1 and 2 are
- Overview of the workshop
- Good Qualitative Research
- Sampling in Qualitative Research
- Reflexivity and Research Diary
Post-session readings:
- Bent Flyvbjerg, 2006, [1], "Five Misunderstandings About Case-Study Research." Qualitative Inquiry, vol. 12, no. 2, pp. 219-245.
Introduction and overview of the workshop
Time: 15 minutes
Objective: To introduce the aims of the workshop.
Preparation: Try to ensure the setting is egalitarian, all sitting round a common space (board room style, and not a lecture style).
Process: Led by the workshop facilitator, start with a ‘getting to know you’ exercise, especially if people are not already familiar with each other.
Introduce participants to the aims of the workshop, which can be broadly summed up as:
- to develop a shared understanding of research using qualitative methods.
- to provide an opportunity to critically discuss the strengths and weaknesses of the different approaches to qualitative data collection.
- to provide an opportunity to experience the use of qualitative research methods, both for participants with a ‘book knowledge’ of these methods and for those with more experience with the use of quantitative methods.
Once the participants are familiar with each other and are aware of the broad aims of the workshop, provide participants with an overview of what will happen over the next few days: circulate the first handout (hand out: Overview of the workshop).
Talk the participants through the handout and highlight the following:
- Acknowledge the research experience there may already be in the room and stress the need to learn together, to actively engage with others and to build on existing knowledge and experiences. Hence stress that all sessions must have a strong element of participation if they are to work properly.
- Point out that this training programme provides an opportunity to practice various skills, not only within sessions but also tasks outside of the sessions that have been scripted. Engaging with workshop activities is essential as all sessions are heavily interlinked. Ask that everyone who attends takes part in all the activities. As the facilitator, make sure that no-one should sit around and watch while others do things (like role-playing in interviews) that might be embarrassing.
- Recognise that there are lots of things that participants will be discussing and covering over the next few days. In order to make this task easier, a range of handouts and additional reading materials will be provided.
- Encourage participants to take notes in a 'course diary'. This will help them to reflect about the sessions, and note down any questions and contributions that they wish to discuss.
Presentation, Board room,
Board room, Discussion
Time: 15 minutes
Objectives: To become aware of the different expectations that participants have from this workshop
Preparation: Packs of ‘Post-its’
Process: Explain that you want to find out more about the participants' expectations, feelings and thoughts about the workshop, and to share with them your feelings, thoughts and expectations, so that you can make sure during the next few days of the workshop you can respond most effectively to what the participants want/need.
Ask participants to write what they expect from the next few days. Each aim/expectation should be written on a single 'Post-it' (or use index cards and thumb-tacks). Ask participants to stick their aims/expectations on the board.
Allow time for questions and comments. Conclude by explaining that during the workshop you will try and respond to the various points that have been raised in the discussions, but be honest about expectations that you will not be able to meet.
Agreeing guidelines for working together as a group
Time: 20 minutes
Objectives:
- For the group to decide the kind of guidelines that might be useful for smooth functioning of the workshop.
- To gain a collective understanding of the reason for each guideline
Preparation:
- Flip chart or chart to write on
- Big markers
Process:
Explain that you want participants to agree on a set of guidelines, to help us all to work together in a productive and harmonious manner. Guidelines can help people to work better together, in a way that is fair and respectful to everyone's needs and contributions. Guidelines can help everyone feel comfortable in a group which is essential for successful learning.
Divide people into 'buzz groups' of three or four, and ask them to make a list of all the things they think should be included in the guidelines.
After 10 minutes bring everyone back together, and ask each small group in turn to share their suggestions.
Write their suggestions on flip chart. Each time another group makes the same suggestion, indicate this with a tick.
Check your own list (provided in facilitator's notes) and see if there are any items that you think are important but have not been identified by the groups. Consult with the participants: should these suggestions be included in the final list, or not?
Discuss the guidelines, allowing time for comments and questions. Does anyone think that any of the guidelines need to be amended or even removed from the list? How do other people feel about it?
Make certain (to the extent possible) that all the guidelines are acceptable to all participants.
Discuss who is responsible for making sure that the group observes the guidelines (it should be everyone!) and how participants wish to deal with situations where the guidelines are not respected.
A final agreed list should be written on a flip chart and permanently displayed on the wall of the room. Here we have suggested such a list based on our own experiences at various workshops.
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)
