QUALIT ITATIV IVE R RESEARCH T H TRADIT ITIO IONS How t to a - - PowerPoint PPT Presentation

QUALIT ITATIV IVE R RESEARCH T H TRADIT ITIO IONS

How t to a address t the he d different nt a aims ms o

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evalu luation? n?

§ Ge Gene neration o n of i inf nforma mation t n to a aid d decision-ma n-maki king ng § Participation n § Enli nlight htenme nment nt § Reform m § Ema manc ncipation

Focused ed o

• n e

evaluation w which u utilizes es q qualitative r e res esea earch methods, w , wher ere t e the a e aim i is t to p produce d e def efen ensible e knowled edge c e claims. Q . Quality o

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res esea earch s still m matter ers

APPROACH O H OF Q QUALIT ITATIV IVE R RESEARCH H

Quali litative r research h uses uses d different nt a assumptions ns/ approache hes t tha han q n quant ntitative r research h Empha hasis o

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n seeing ng t the he w world ld f from t m the he e eyes o

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the he participant nts Strives t to ma make s sens nse o

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phe heno nome mena na i in t n terms ms o

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the he me meani ning ngs p people le b bring ng t to t the hem m Holi listic e empha hasis – – s studyi ying ng t the he p person, g n, group, , cult lture i in t n the he na natural s l setting ng

SUB UBJECT O OR IN INFORMANT?

People le b being ng s studied a are g gene nerally v lly viewed a as pa parti ticipa pants nts o

• r in

informan ants, no , not “subje jects” § Viewed as active participants in the research § They “inform” the researcher about their culture Researche her s seeks ks t to u und nderstand nd t the he p participant nts’ cult ltural kno l knowle ledge § Hence, this requires learning about the participants’ culture through ongoing discussion and involvement with them

DATA A ANALYSIS IS IN IN QUALIT ITATIV IVE R RESEARCH H

Researche her i imme mmerses s self lf i in d n data t to b bring ng o

• rder a

and nd me meani ning ng t to t the he v vast na narrative § Come to truly understand what the data are saying Cycli lical p l process – d data c colle llection o n occurs s simu mult ltane neously ly with d h data a ana nalys lysis § Analysis begins when data collection begins § Reading, rereading, intuiting, analyzing, synthesizing, and reporting on data § Sometimes called theoretical sampling (collect data until saturation is reached)

DATA A ANALYSIS IS ( (CONTIN INUE UED)

§ Ge Gene nerali lizations ns d drawn f n from e m earli lier i int nterviews are o

• ften r

n returne ned t to p participant nts f for cla larification a n and nd e ela laboration n § Look f k for me meani ning ng i in t n the he d data a as i it i is g gathe hered § Da Data s simi mila lar i in me n meani ning ng a are c clu lustered t togethe her int nto p preli limi mina nary c y categories ( (cont ntent nt a ana nalys lysis) § Requires a an e n extens nsive a amo mount nt o

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time me

SATUR URATIO ION

Refers t to a a s situation i n in d n data a ana nalys lysis w whe here participant nts’ d descriptions ns b become me r repetitive and nd c conf nfirm p m previously c ly colle llected d data § An indication that data analysis is complete § When data analysis is complete, data collection is terminated

EVALUATIN ING Q G QUALIT ITATIV IVE R RESEARCH H

De Develo loping ng s stand ndards o

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quali lity y Linc ncoln a ln and nd Gu Guba’s c cla lassic w work s k she hed li light ht o

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n how t to assess t truth i h in a n a q quali litative r report Offered f four a alt lterna nate t tests o

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quali lity t y tha hat r refle lect t the he assumptions ns o

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the he q quali litative p paradigm: m: § Credibility § Dependability § Transferability § Confirmability

CREDIB IBIL ILIT ITY

Credibili lity r y refers t to a accuracy y De Description mu n must b be p pla lausible le a and nd r recogni nized b by y participant nts Credibili lity i y is e enha nhanc nced b by: y: § Prolo long nged t time me i in t n the he f field ld r repeatedly o ly observing ng and nd i int nteracting ng w with p h participant nts § Us Using ng d different nt d data s sources, me , metho hods, d , data t typ ype § Cond nducting ng mem ember er c chec ecks § In Involv lving ng o

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her i investigators i in t n the he s study y

DEPENDABIL ILIT ITY

De Depend ndabili lity r y refers t to t the he s stabili lity a y and nd trackabili lity o

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the he c cha hang nges i in d n data o

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time me a and nd c cond nditions ns § Want nt t to d determi mine ne t the he e extent nt t to w whi hich a h ano nothe her researche her w with s h simi mila lar t traini ning ng a and nd r rapport w with h participant nts w would ld ma make t the he s same me o

• bservations

ns § Thi his i is d determi mine ned b by a y an a n audit t trail l § In Involv lves a auditing ng r research p h process, d , docume ment nting ng all t ll the he r raw d data g gene nerated, a , and nd a assessing ng me metho hod

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data a ana nalys lysis

TRANSFERABIL ILIT ITY

§ Trans nsferabili lity r y refers t to t the he g gene nerali lizabili lity o y of the he s study f y find nding ngs t to o

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her s setting ngs, p , popula lations ns, , and nd c cont ntexts § Report mu must p provide s sufficient nt d detail s l so t tha hat readers c can a n assess t thi his § Lack o k of t trans nsferabili lity i y is v viewed a as a a w weakne kness

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quali litative me metho hods

CONFIR IRMABIL ILIT ITY

Conf nfirma mabili lity r refers t to t the he o

• bje

jectivity o y of t the he d data § Would ld a ano nothe her r researche her a agree a about t the he me meani ning ngs e eme merging ng f from t m the he d data § An a n audit t trail i l is u used i in w n whi hich t h the he r researche her expli licates ho how p persona nal b l biases ma may ha y have come me i int nto p pla lay y

CONTEMPORARY S STANDARDS O OF Q QUALIT ITY

§ Di Diverse i inq nquiry c y commu mmuni nities § Positiona nali lity § Commu mmuni nity y § Vo Voice § Critical s l subje jectivity y § Reciprocity y § Sacredne ness o

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the he r research r h rela lations nshi hip § Sha haring ng p privile leges

ADVANTAGE GES A AND L LIM IMIT ITATIO IONS

§ Focuses o

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n the he w who hole le o

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the he hu huma man e n experienc nce a and nd t the he me meani ning ngs a ascribed t to t the hem b m by p y participant nts § Provides t the he r researche her w with d h deep i ins nsight hts t tha hat w would ld no not b be possible le u using ng q quant ntitative me metho hods § The he ma majo jor s streng ngth o h of q quali litative w work i k is t the he v vali lidity o y of t the he data i it p produces § Participant nts’ t ’ true r reali lity i y is li likely t ly to b be r refle lected § Majo jor li limi mitation i n is i its p perceived la lack o k of o

• bje

jectivity a y and nd gene nerali lizabili lity y § Researche hers b become me t the he r research t h tools ls a and nd ma may la y lack k

• bje

jectivity y

CHECKLIST FOR QUALITATIVE ANALYSIS

§ Are you convinced that a qualitative approach is appropriate? § Are you clear as to what your study seeks to do? § How defensible or rigorous is your research design or methodology? § How well was the data collection carried out? § Is the role of the researcher clearly described? § Did you clearly described the context? § Were the methods reliable? § Is the data analysis sufficiently rigorous? § Are the data “rich‟? § Is the analysis reliable? § Are the findings convincing? § Are the findings relevant to the aims of the study? § Are the conclusions adequate and defensible?

MIX IXED M METHO HODS IN IN R RESEARCH H

A mi mixed me metho hods r research d h design i n is a a p procedure f for c colle llecting ng, , ana nalyz lyzing ng, a , and nd “mi mixing ng” b both q h quant ntitative a and nd q quali litative d data i in n a s sing ngle le s study t y to u und nderstand nd a a r research p h proble

• lem. It
• m. It i

is u used: § Whe hen u n using ng b both q h quant ntitative a and nd q quali litative d data, t , togethe her, , provides a a b better u und nderstand nding ng o

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your r research p h proble lem m tha han e n eithe her t typ ype b by i y itself lf § To p provide a a c comple lete p picture o

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the he r research p h proble lem m § Whe hen y n you w want nt t to b build ld f from o m one ne p pha hase o

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a s study t y to a ano nothe her § Explo lore q quali litatively t ly the hen d n develo lop a an i n ins nstrume ment nt § Follo llow-u

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a q quant ntitative s study t y to o

• btain mo

n more d detaile led inf nforma mation. n. § Can p n promo mote t triang ngula lation f n for d data a ana nalys lysis a and nd c conc nclu lusions ns