This document provides an overview of qualitative data analysis techniques including inductive and deductive approaches, coding methods like open coding and axial coding, developing code hierarchies, comparative analysis using tables and models, and ensuring analytic quality through reflexivity. It discusses writing as a tool for analysis, such as keeping a research diary, and the importance of anonymity and validity in qualitative research ethics.
This document provides an overview of qualitative research. It discusses that qualitative research is interdisciplinary and takes a naturalistic approach to understand human experiences. It involves collecting various empirical materials like interviews and observations to understand people's lives. The qualitative researcher acts as a "bricoleur" using various tools and methods to answer questions. The document also outlines the history of qualitative research and compares it to quantitative research. It discusses techniques like interviews and observations for data collection and categorization for analysis. The qualitative process is described as interactive where data collection and analysis inform each other.
This document discusses different types of research methods, with a focus on survey methods. It provides information on the key characteristics and types of surveys, including:
- Surveys can be descriptive or causal in nature, and involve collecting primary data through verbal or written communication with a sample of individuals.
- Common types of surveys include cross-sectional, longitudinal, trend, cohort, and panel studies. Cross-sectional surveys examine variables at a single point in time, while longitudinal surveys collect data over a period of time.
- Methods of conducting surveys include census/complete enumeration, sampling, and newer methods like fax and internet/email surveys which can reduce costs. The document outlines advantages and disadvantages of different survey methods
Interview Method for Qualitative ResearchPun Yanut
Interview is the verbal conversation between two people with the objective of collecting relevant information for the purpose of research.
Interviewing, a method for conducting research, is a technique used to understand the experiences of others.
McNamra (1999), the interviewer can pursue in-depth information around the topic.
Interview may be useful as follow-up to certain respondent
Narrative research inquiry relies on individuals' spoken or written words to tell their stories and describe their lived experiences. This qualitative approach emphasizes learning about people's lives through their stories and the meanings they derive from experiences. Narrative research uses methods like interviews, journals, autobiographies, and other documents to collect stories and develop an understanding of individuals' perspectives. Analysis considers both the content of the narratives and how meaning is constructed through language.
Grounded theory is a qualitative research method that uses a systematic process of data collection and inductive analysis to develop a theory about a phenomenon. The key aspects of grounded theory are that data collection and analysis occur simultaneously to allow codes, concepts, and categories to emerge from the data rather than testing a predetermined hypothesis. Grounded theory was developed in the 1960s by sociologists Glaser and Strauss and focuses on uncovering social processes through exploring relationships and behaviors. It has since evolved, with differing approaches emerging between Glaser and Strauss.
This document discusses qualitative research methods, specifically observation. It defines qualitative research as relying on narrative descriptions to capture social phenomena's complexity. Observation involves directly recording sample behaviors rather than communicating with people. Types of observation include participant/non-participant, direct/indirect, structured/unstructured. Observation advantages include collecting natural data and disadvantages include bias and the observer's paradox. Observational checklists record behaviors through rating scales and coding to analyze participants systematically.
This document provides an overview of qualitative research. It defines qualitative research as focusing on understanding human behavior and reasons for behavior through words rather than numbers. The document outlines different qualitative research approaches like phenomenology, grounded theory, ethnography, biographical studies, and case studies. It compares qualitative and quantitative research and discusses qualitative research purposes, methods of data collection including interviews, observations, documents, and focus groups. The document also covers qualitative sampling strategies, designing a qualitative study, and concerns of qualitative researchers.
This document discusses and compares qualitative and quantitative research methods. It notes that while qualitative and quantitative data can both be measured and coded, the key difference is that qualitative research is exploratory and inductive while quantitative research is confirmatory and deductive. Some common qualitative methods discussed include grounded theory, ethnography, phenomenology, and field research. Strengths of qualitative research include a focus on detail and perspective, while weaknesses include reduced objectivity, reliability and generalizability compared to quantitative methods. The document encourages researchers to consider their research goals and constraints when choosing between qualitative and quantitative approaches.
This document provides an overview of qualitative research. It discusses that qualitative research is interdisciplinary and takes a naturalistic approach to understand human experiences. It involves collecting various empirical materials like interviews and observations to understand people's lives. The qualitative researcher acts as a "bricoleur" using various tools and methods to answer questions. The document also outlines the history of qualitative research and compares it to quantitative research. It discusses techniques like interviews and observations for data collection and categorization for analysis. The qualitative process is described as interactive where data collection and analysis inform each other.
This document discusses different types of research methods, with a focus on survey methods. It provides information on the key characteristics and types of surveys, including:
- Surveys can be descriptive or causal in nature, and involve collecting primary data through verbal or written communication with a sample of individuals.
- Common types of surveys include cross-sectional, longitudinal, trend, cohort, and panel studies. Cross-sectional surveys examine variables at a single point in time, while longitudinal surveys collect data over a period of time.
- Methods of conducting surveys include census/complete enumeration, sampling, and newer methods like fax and internet/email surveys which can reduce costs. The document outlines advantages and disadvantages of different survey methods
Interview Method for Qualitative ResearchPun Yanut
Interview is the verbal conversation between two people with the objective of collecting relevant information for the purpose of research.
Interviewing, a method for conducting research, is a technique used to understand the experiences of others.
McNamra (1999), the interviewer can pursue in-depth information around the topic.
Interview may be useful as follow-up to certain respondent
Narrative research inquiry relies on individuals' spoken or written words to tell their stories and describe their lived experiences. This qualitative approach emphasizes learning about people's lives through their stories and the meanings they derive from experiences. Narrative research uses methods like interviews, journals, autobiographies, and other documents to collect stories and develop an understanding of individuals' perspectives. Analysis considers both the content of the narratives and how meaning is constructed through language.
Grounded theory is a qualitative research method that uses a systematic process of data collection and inductive analysis to develop a theory about a phenomenon. The key aspects of grounded theory are that data collection and analysis occur simultaneously to allow codes, concepts, and categories to emerge from the data rather than testing a predetermined hypothesis. Grounded theory was developed in the 1960s by sociologists Glaser and Strauss and focuses on uncovering social processes through exploring relationships and behaviors. It has since evolved, with differing approaches emerging between Glaser and Strauss.
This document discusses qualitative research methods, specifically observation. It defines qualitative research as relying on narrative descriptions to capture social phenomena's complexity. Observation involves directly recording sample behaviors rather than communicating with people. Types of observation include participant/non-participant, direct/indirect, structured/unstructured. Observation advantages include collecting natural data and disadvantages include bias and the observer's paradox. Observational checklists record behaviors through rating scales and coding to analyze participants systematically.
This document provides an overview of qualitative research. It defines qualitative research as focusing on understanding human behavior and reasons for behavior through words rather than numbers. The document outlines different qualitative research approaches like phenomenology, grounded theory, ethnography, biographical studies, and case studies. It compares qualitative and quantitative research and discusses qualitative research purposes, methods of data collection including interviews, observations, documents, and focus groups. The document also covers qualitative sampling strategies, designing a qualitative study, and concerns of qualitative researchers.
This document discusses and compares qualitative and quantitative research methods. It notes that while qualitative and quantitative data can both be measured and coded, the key difference is that qualitative research is exploratory and inductive while quantitative research is confirmatory and deductive. Some common qualitative methods discussed include grounded theory, ethnography, phenomenology, and field research. Strengths of qualitative research include a focus on detail and perspective, while weaknesses include reduced objectivity, reliability and generalizability compared to quantitative methods. The document encourages researchers to consider their research goals and constraints when choosing between qualitative and quantitative approaches.
This document summarizes different types of interviews that can be used in qualitative research. It discusses structured interviews, which have explicit research goals and questions similar to a survey, and unstructured interviews, which have a more implicit research agenda and allow questions to emerge from the conversation. It also provides guidance on establishing relationships with interview subjects, using an interview schedule or guide, and asking different types of open-ended or closed questions. The purpose of interviews is to understand the interviewee's perspective and jointly construct meaning about the research topic.
Grounded theory is a qualitative research method that aims to generate or discover a theory through the systematic analysis of data, such as interviews. There are two main approaches: the systematic procedures of Strauss and Corbin, which involve open, axial, and selective coding to develop categories and interconnections; and the constructivist approach of Charmaz, which emphasizes flexible guidelines and the researcher's role in theory development. The goal is to move beyond description to generate a theory through iterative data collection and analysis until categories are saturated.
Narrative research for slideshare upload.pptxNeha Deo
In this presentation, the narrative method of the qualitative approach is explained. In the qualitative approach of educational research, narrative research is an important method. How to conduct narrative research, is explained herein. The narrative researcher tells the story of the participants.
Narrative research and Case study are among the 5 approaches to Qualitative research. The key characteristics with an example is icluded in the slides.
Ethnography involves the systematic study of people and cultures through observation and interviews. The researcher immerses themselves in a culture to understand it from the perspective of its members. Key characteristics include long-term observation of subjects in their natural setting to understand cultural norms, behaviors, and social interactions. Ethnography is used to answer complex questions about cultures that can't be addressed through brief surveys. It provides insights into people's lives and the reasons for their actions and traditions.
This document provides an overview of ethnographic methods used in anthropological research. It discusses key concepts like participant observation, field notes, interviewing techniques, life histories, photographs, experience-near and experience-distant concepts. Participant observation involves the researcher immersed in the daily lives of the people they study over an extended period of time. Field notes are critical for systematically recording observations and interviews. Conducting interviews requires linguistic and cultural competence as well as careful probing techniques. Photographs and life histories provide additional context and perspectives when studying a culture. The document also discusses reflexivity and the co-construction of knowledge between the researcher and participants.
This document discusses qualitative research methods. It defines qualitative research as a scientific method that collects non-numerical data through observation to answer questions about why and how phenomena occur rather than how often. Some key characteristics are that qualitative research aims to understand phenomena through discovery of subjective data and holistic analysis. Common types of qualitative research include case studies, grounded theory, phenomenology, ethnography, and historical research. The document contrasts qualitative and quantitative research methods.
Case study research involves an in-depth examination of a bounded system or multiple systems over time through detailed data collection from multiple sources. It provides an in-depth understanding of a case or comparison of several cases. Case studies can be single instrumental studies exploring a single issue, collective studies exploring an issue through multiple cases, or intrinsic studies analyzing a unique case itself. Data collection involves multiple sources like observations, interviews, documents and artifacts. Data is analyzed through holistic, embedded, thematic, cross-case or within-case analysis to interpret the meaning of the case(s).
This document provides an overview of ethnography as a qualitative research methodology. It defines ethnography as the systematic study of people and cultures from the point of view of the subject. Ethnography involves direct observation and interaction with participants in their natural environment through methods such as interviews and surveys. It requires skills such as interpretative agility, impartiality, and cultural sensitivity. The document outlines the history, key features, advantages, and disadvantages of ethnographic research and provides guidance on its applications and effective conduct.
This document discusses convenience sampling, which is a type of non-probability sampling where samples are gathered from populations based on their accessibility and availability. Convenience sampling does not give all individuals in the population an equal chance of being selected. It is a simple, low-cost method where the first available subjects can be used without additional screening. While it is easy to implement, convenience samples can be biased and not generalizable to the overall population due to the non-random selection process.
The document discusses different approaches to mixing qualitative and quantitative research methods, specifically focusing on the concept of triangulation. It outlines some of the debates around combining methods, including arguments that the paradigms are incompatible and integrating them risks ignoring underlying assumptions. The document then describes various types of triangulation and mixed methods strategies, including how and when quantitative and qualitative data and findings can be integrated. Examples of sequential, concurrent and explanatory mixed methods designs are provided.
Grounded theory is a qualitative research method introduced in 1967 by Glaser and Strauss. It involves developing a theory grounded in data that is systematically gathered and analyzed through the constant comparative method. This iterative process involves collecting data, analyzing through coding and memo writing, and sorting memos to develop conceptual categories to generate an emergent theory. The theory should fit and work to explain the phenomenon under study. Grounded theory challenges assumptions that qualitative research is not systematic or rigorous and aims to develop conceptual theories rather than just descriptive case studies.
Literature Reviews by Ellen A. Rhoades , Ed.S., LSLS Cert AVT Jonathan Underwood
This document provides an overview of different types of literature reviews, including narrative reviews, systematic reviews, and meta-analytic reviews. It discusses the purpose and value of literature reviews, as well as the key steps in conducting a literature review, including defining the topic or research question, identifying inclusion/exclusion criteria and keywords, conducting searches of literature databases and other sources, screening studies for relevance, and scrutinizing the relevant studies. The goal of a literature review is to comprehensively summarize and analyze available research on a given topic.
This document discusses qualitative research methods and mixing methods approaches. It begins by defining different qualitative research types like case studies, grounded theory, phenomenology, and ethnography. It then discusses multi-strategy research, noting both advantages like breaking down qual-quant divides, but also difficulties integrating methods from different epistemological perspectives. The document outlines arguments for and against mixing methods and different versions of the debate. It also discusses triangulation strategies and other mixed methods approaches like sequential or concurrent designs.
This document discusses various methods for collecting data through observation studies. It describes different types of observation including behavioral, non-behavioral, active, passive, direct, indirect, and participant observation. It outlines advantages such as collecting original data in natural environments and limitations like being an expensive and slow process. Guidelines are provided for selecting observers and conducting observational studies, including determining who and what to observe, sampling techniques, and recording data.
This module provides an introduction to focus groups as a qualitative research methodology. It describes focus groups as involving 6-12 similar participants guided by a moderator in a discussion about a focused topic. Focus groups generate data through group interactions and discussions. They are useful for exploring attitudes, ideas, and experiences on a topic. The module reviews how focus groups compare to other qualitative methods like interviews and observations. It also covers different types of focus group studies and common uses in areas like marketing, decision making, and health research.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive function. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
The document discusses observation as a research method, noting that it involves systematically watching and recording natural, unmanipulated behaviors, and can be participant or non-participant; it also addresses operationalizing behaviors into categories, sampling techniques like time and event sampling, potential observer bias issues, and the strengths and weaknesses of observational research.
Ethnographic research aims to holistically understand a society, group, or situation. Key tools include in-depth interviews and long-term participant observation to document individual experiences and portray the "whole picture" from an insider's perspective. Researchers immerse themselves in the culture, consider important contexts, refrain from value judgments, and provide thick descriptions to represent participants' realities as accurately as possible. Both qualitative and quantitative data are analyzed for patterns and key events to paint a thorough portrait of the social environment.
This document provides guidance on qualitative data analysis methods, including:
- The process of immersion in qualitative data through repeated reading/listening to become familiar with the content.
- Coding qualitative data by applying abstract representations or labels to segments of data that are relevant to the research question.
- Developing codes that are data-derived (based on the explicit content) or researcher-derived (conceptual interpretations).
- Using analytical memos and diaries to document the analysis process, including emerging codes, themes, and interpretations.
- Identifying themes by examining codes for patterns and relationships that answer the research question. Themes capture broader meanings than codes.
Data analysis – qualitative data presentation 2Azura Zaki
The document discusses qualitative data analysis techniques such as coding, developing themes from qualitative data, and conducting content analysis. It provides examples of coding processes like developing initial codes and focused coding, as well as summarizing data and identifying themes and relationships across data sources. Qualitative data collection techniques mentioned include observation, interviews, and analyzing documents.
This document summarizes different types of interviews that can be used in qualitative research. It discusses structured interviews, which have explicit research goals and questions similar to a survey, and unstructured interviews, which have a more implicit research agenda and allow questions to emerge from the conversation. It also provides guidance on establishing relationships with interview subjects, using an interview schedule or guide, and asking different types of open-ended or closed questions. The purpose of interviews is to understand the interviewee's perspective and jointly construct meaning about the research topic.
Grounded theory is a qualitative research method that aims to generate or discover a theory through the systematic analysis of data, such as interviews. There are two main approaches: the systematic procedures of Strauss and Corbin, which involve open, axial, and selective coding to develop categories and interconnections; and the constructivist approach of Charmaz, which emphasizes flexible guidelines and the researcher's role in theory development. The goal is to move beyond description to generate a theory through iterative data collection and analysis until categories are saturated.
Narrative research for slideshare upload.pptxNeha Deo
In this presentation, the narrative method of the qualitative approach is explained. In the qualitative approach of educational research, narrative research is an important method. How to conduct narrative research, is explained herein. The narrative researcher tells the story of the participants.
Narrative research and Case study are among the 5 approaches to Qualitative research. The key characteristics with an example is icluded in the slides.
Ethnography involves the systematic study of people and cultures through observation and interviews. The researcher immerses themselves in a culture to understand it from the perspective of its members. Key characteristics include long-term observation of subjects in their natural setting to understand cultural norms, behaviors, and social interactions. Ethnography is used to answer complex questions about cultures that can't be addressed through brief surveys. It provides insights into people's lives and the reasons for their actions and traditions.
This document provides an overview of ethnographic methods used in anthropological research. It discusses key concepts like participant observation, field notes, interviewing techniques, life histories, photographs, experience-near and experience-distant concepts. Participant observation involves the researcher immersed in the daily lives of the people they study over an extended period of time. Field notes are critical for systematically recording observations and interviews. Conducting interviews requires linguistic and cultural competence as well as careful probing techniques. Photographs and life histories provide additional context and perspectives when studying a culture. The document also discusses reflexivity and the co-construction of knowledge between the researcher and participants.
This document discusses qualitative research methods. It defines qualitative research as a scientific method that collects non-numerical data through observation to answer questions about why and how phenomena occur rather than how often. Some key characteristics are that qualitative research aims to understand phenomena through discovery of subjective data and holistic analysis. Common types of qualitative research include case studies, grounded theory, phenomenology, ethnography, and historical research. The document contrasts qualitative and quantitative research methods.
Case study research involves an in-depth examination of a bounded system or multiple systems over time through detailed data collection from multiple sources. It provides an in-depth understanding of a case or comparison of several cases. Case studies can be single instrumental studies exploring a single issue, collective studies exploring an issue through multiple cases, or intrinsic studies analyzing a unique case itself. Data collection involves multiple sources like observations, interviews, documents and artifacts. Data is analyzed through holistic, embedded, thematic, cross-case or within-case analysis to interpret the meaning of the case(s).
This document provides an overview of ethnography as a qualitative research methodology. It defines ethnography as the systematic study of people and cultures from the point of view of the subject. Ethnography involves direct observation and interaction with participants in their natural environment through methods such as interviews and surveys. It requires skills such as interpretative agility, impartiality, and cultural sensitivity. The document outlines the history, key features, advantages, and disadvantages of ethnographic research and provides guidance on its applications and effective conduct.
This document discusses convenience sampling, which is a type of non-probability sampling where samples are gathered from populations based on their accessibility and availability. Convenience sampling does not give all individuals in the population an equal chance of being selected. It is a simple, low-cost method where the first available subjects can be used without additional screening. While it is easy to implement, convenience samples can be biased and not generalizable to the overall population due to the non-random selection process.
The document discusses different approaches to mixing qualitative and quantitative research methods, specifically focusing on the concept of triangulation. It outlines some of the debates around combining methods, including arguments that the paradigms are incompatible and integrating them risks ignoring underlying assumptions. The document then describes various types of triangulation and mixed methods strategies, including how and when quantitative and qualitative data and findings can be integrated. Examples of sequential, concurrent and explanatory mixed methods designs are provided.
Grounded theory is a qualitative research method introduced in 1967 by Glaser and Strauss. It involves developing a theory grounded in data that is systematically gathered and analyzed through the constant comparative method. This iterative process involves collecting data, analyzing through coding and memo writing, and sorting memos to develop conceptual categories to generate an emergent theory. The theory should fit and work to explain the phenomenon under study. Grounded theory challenges assumptions that qualitative research is not systematic or rigorous and aims to develop conceptual theories rather than just descriptive case studies.
Literature Reviews by Ellen A. Rhoades , Ed.S., LSLS Cert AVT Jonathan Underwood
This document provides an overview of different types of literature reviews, including narrative reviews, systematic reviews, and meta-analytic reviews. It discusses the purpose and value of literature reviews, as well as the key steps in conducting a literature review, including defining the topic or research question, identifying inclusion/exclusion criteria and keywords, conducting searches of literature databases and other sources, screening studies for relevance, and scrutinizing the relevant studies. The goal of a literature review is to comprehensively summarize and analyze available research on a given topic.
This document discusses qualitative research methods and mixing methods approaches. It begins by defining different qualitative research types like case studies, grounded theory, phenomenology, and ethnography. It then discusses multi-strategy research, noting both advantages like breaking down qual-quant divides, but also difficulties integrating methods from different epistemological perspectives. The document outlines arguments for and against mixing methods and different versions of the debate. It also discusses triangulation strategies and other mixed methods approaches like sequential or concurrent designs.
This document discusses various methods for collecting data through observation studies. It describes different types of observation including behavioral, non-behavioral, active, passive, direct, indirect, and participant observation. It outlines advantages such as collecting original data in natural environments and limitations like being an expensive and slow process. Guidelines are provided for selecting observers and conducting observational studies, including determining who and what to observe, sampling techniques, and recording data.
This module provides an introduction to focus groups as a qualitative research methodology. It describes focus groups as involving 6-12 similar participants guided by a moderator in a discussion about a focused topic. Focus groups generate data through group interactions and discussions. They are useful for exploring attitudes, ideas, and experiences on a topic. The module reviews how focus groups compare to other qualitative methods like interviews and observations. It also covers different types of focus group studies and common uses in areas like marketing, decision making, and health research.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive function. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
The document discusses observation as a research method, noting that it involves systematically watching and recording natural, unmanipulated behaviors, and can be participant or non-participant; it also addresses operationalizing behaviors into categories, sampling techniques like time and event sampling, potential observer bias issues, and the strengths and weaknesses of observational research.
Ethnographic research aims to holistically understand a society, group, or situation. Key tools include in-depth interviews and long-term participant observation to document individual experiences and portray the "whole picture" from an insider's perspective. Researchers immerse themselves in the culture, consider important contexts, refrain from value judgments, and provide thick descriptions to represent participants' realities as accurately as possible. Both qualitative and quantitative data are analyzed for patterns and key events to paint a thorough portrait of the social environment.
This document provides guidance on qualitative data analysis methods, including:
- The process of immersion in qualitative data through repeated reading/listening to become familiar with the content.
- Coding qualitative data by applying abstract representations or labels to segments of data that are relevant to the research question.
- Developing codes that are data-derived (based on the explicit content) or researcher-derived (conceptual interpretations).
- Using analytical memos and diaries to document the analysis process, including emerging codes, themes, and interpretations.
- Identifying themes by examining codes for patterns and relationships that answer the research question. Themes capture broader meanings than codes.
Data analysis – qualitative data presentation 2Azura Zaki
The document discusses qualitative data analysis techniques such as coding, developing themes from qualitative data, and conducting content analysis. It provides examples of coding processes like developing initial codes and focused coding, as well as summarizing data and identifying themes and relationships across data sources. Qualitative data collection techniques mentioned include observation, interviews, and analyzing documents.
This document provides an overview of key concepts and processes in text analysis, including identifying themes, building codebooks, coding data, describing codes, making comparisons, and building and testing models. Some of the main points covered include defining what a theme is, different approaches to identifying themes (inductive vs. deductive), tips for building codebooks, the open and axial coding process, using code descriptions to help coders, comparing findings to prior literature, and testing conceptual models that are developed.
This document provides guidance on how to effectively read and understand a scientific paper. It recommends a 4-step process: 1) Skim the entire paper to understand its structure and conclusions. 2) Identify and look up any unfamiliar vocabulary. 3) Read each section in detail, taking notes to comprehend the introduction, methods, results and discussion. 4) Critically reflect on the paper's rationale, experiments, conclusions and implications for future research. Reading strategically and looking up details helps maximize learning and ability to evaluate the paper.
This document provides guidance on how to effectively read and understand a scientific paper. It recommends a 4-step process: 1) Skim the entire paper to understand its structure and conclusions. 2) Identify and look up any unfamiliar vocabulary. 3) Read each section in detail, taking notes to comprehend the introduction, methods, results and discussion. 4) Critically reflect on the paper's rationale, experiments, conclusions and implications for future research. Reading strategically and looking up details helps maximize learning and ability to evaluate the paper.
How to read a scientific paper By Kelly HoganLisaTania4
This document provides guidance on how to effectively read and understand a scientific paper. It recommends a 4-step process: 1) Skim the entire paper to understand its structure and conclusions. 2) Identify and look up any unfamiliar vocabulary. 3) Read each section in detail, taking notes to comprehend the introduction, methods, results and discussion. 4) Critically reflect on the paper's rationale, experiments, conclusions and implications for future research. Reading strategically and looking up details helps ensure full understanding of the paper.
This document provides guidance on how to effectively read and understand a scientific paper. It recommends a 4-step process: 1) Skim the entire paper to understand its structure and conclusions. 2) Identify and look up any unfamiliar vocabulary. 3) Read each section in detail, taking notes to comprehend the introduction, methods, results and discussion. 4) Critically reflect on the paper's rationale, experiments, conclusions and implications for future research. Reading strategically and looking up details helps maximize learning and ability to analyze new papers.
This document provides an overview of the structure and purpose of journal articles in the sciences. It discusses the different types of information sources and journal article formats, with a focus on empirical journal articles. The key parts of a research article are described, including the introduction, methods, results, and discussion sections. The introduction reviews previous literature and presents hypotheses. The methods section describes operationalized measures and procedures. The results report statistical findings, and the discussion interprets results in relation to hypotheses and literature. The document also provides guidance on effectively reading journal articles by skimming for relevance and deeply reading important sections.
Braun, Clake & Hayfield Foundations of Qualitative Research 1 Part 1Victoria Clarke
This is the first of a three-part lecture on the foundations of qualitative research. This lecture provides an accessible introduction to qualitative research for those new to qualitative research. A key distinction is made between an understanding of qualitative research as comprising tools and techniques for collecting and analysing qualitative data and an understanding of qualitative research as involving both qualitative tools and techniques, and research values or philosophy. The lecture then considers some of the distinctive characteristics of a qualitative philosophy includes a focus on meaning in context. This lecture is followed by Foundations of Qualitative Research 2, also in three parts, which introduces some of the concepts (and more complex terminology) associated with qualitative research.
Qualitative Analysis- Dr Ryan Thomas WilliamsRyan Williams
Non-standardised and complex in nature
Demanding process- not an ‘easy option’
This happens during data collection, therefore preparing is key, recordings, transcripts etc
Understanding characteristics and language
You do this by finding patterns in your data and by producing explanations
Reflection
How do you write a master's thesis? Prof. Laura Black guides students from the Master of Advanced Studies in Humanitarian Logistics and Management through the process.
This document provides an overview of qualitative research design and methods. It discusses primary qualitative methods like observation and interviews. It also covers topics like ethnography, field research, issues in the field, self-data or autoethnography, unobtrusive methods like content analysis, grounded theory, data collection through field notes, memos, and interviews, data analysis including coding, categorizing, theming and interpretation, and criteria for evaluating qualitative research projects. The document concludes with a discussion of representing qualitative research findings and an activity analyzing a sample interview.
Tame Chaos of Classroom Research (IIM Update 2015-full vers.)Elizabeth Eastman
The document outlines a 7-step process for teaching research skills to students: 1) choosing a topic, 2) setting goals, 3) conducting research, 4) organizing notes, 5) evaluating goals, 6) creating a product, and 7) presenting findings. It emphasizes that research is a sequential process involving multiple sources. Students are guided to form questions, take notes, identify categories, and transform their understanding into a creative output to share with others. The document provides examples and templates to help students and teachers implement each step of the research process.
The document provides information about research writing. It discusses that everyone can be considered a researcher through everyday activities like using social media or traveling. Research is defined as a careful, diligent search to establish new facts or reach conclusions. The constituents of research are outlined as defining problems, formulating hypotheses, collecting and analyzing data, and validating conclusions. The document emphasizes that research writing is important and discusses choosing the right research topic and venue for publication. It provides tips for writing different sections of a research paper and following the common three-phase model of initial workshop or conference papers leading to a journal publication.
Braun, Clarke & Hayfield Thematic Analysis Part 3Victoria Clarke
The third part of a four part lecture providing an introduction to thematic analysis and specifically the reflexive approach developed by Braun & Clarke.
A great deal of your time university will be spent thinking; thinking about what people have said,
what you have read, what you yourself are thinking and how your thinking has changed. It is
generally believed that the thinking process involves two aspects: reflective thinking and critical
thinking. They are not separate processes; rather, they are closely connected (Brookfield 1987).
Case Studys and lesson of how to do casexx280nwosx
This document provides guidance on writing effective case studies. It discusses what a case study is, its purpose, key components, and methods for preparing case studies. A case study tells a story about a real-life situation or event and aims to provide a holistic view of complex issues. It should have a clear structure that includes background context, description of strategies, challenges encountered, and outcomes. Interviews, documentation, and direct observation are common methods for collecting case study data. The document also provides tips for effective organization, content, use of visuals, mechanics, style, and research in case study writing.
Trendspotting: Helping you make sense of large information sourcesMarieke Guy
This document provides an overview of a presentation on trendspotting and making sense of large information sources. The presentation introduces qualitative data analysis and thematic coding. It discusses collecting and organizing qualitative data, identifying themes and patterns through coding, and presenting findings through reports, visualizations and infographics. Practical exercises are included to have participants analyze text data by identifying codes and themes in small groups. Resources on qualitative analysis techniques are also provided.
This document provides an overview of a workshop on planning academic papers. It discusses developing an outline for a paper, including typical sections like introduction, background, methodology, results, discussion and conclusions. Last sessions covered types of publications and what makes a good paper. This session will focus on paper structure and developing an outline, with tips like choosing a paper type, finding an example paper, and starting with a generic structure to customize. The goal is for participants to understand common paper elements and be able to start developing their own outline by the end of the workshop.
The document provides an overview of researching and defining a research problem. It discusses problem finding versus problem solving, formulating a research problem, sources of research problems, and conducting a literature survey. The key steps in finding a problem are to identify an area of interest, gather information to find gaps, and formulate a hypothesis. A prepared mind is needed to identify potential research problems from observations. The literature survey helps identify gaps and inconsistencies to define a research problem.
Hard to Reach Users in Easy to Reach PlacesMike Crabb
The aim of this research project is to develop an accessible office workstation for disabled users. This includes investigating various input and output devices that can be used by disabled users and incorporating them into a workstation application to increase bandwidth for each user.
How do we design accessible services for everyone while also caring about the UX? This presentation looks at a model of accessibility that can be used for all users and we show how this works for making accessible UX-friendly tools for television, board gamers, and developers. Presented at UX Scotland 2018
The document outlines the academic peer review process. It involves submitting a paper to a conference, which is then assigned to an area chair and sent to reviewers. The reviewers create scores and feedback, which are used by the area chair to write a summary and determine if the paper is accepted or rejected. The process relies on expert reviewers to evaluate the validity and significance of contributions. The document also provides guidance on conducting a detailed peer review, including performing multiple reads of the paper, checking for flaws, structuring a review report, and focusing on strengths as well as areas for improvement.
Conversation Discourse and Document AnalysisMike Crabb
This document provides information on studying discourse through analyzing conversations and documents. It discusses generating an archive of various materials, the practicalities of recording audio and video sources, and methods for transcribing recordings. Conversation analysis is explored by examining structural organization and how refusals are handled. Analyzing documents involves considering how and where they were read or used. Overall, the document outlines different approaches for exploring language use through discourse studies.
1. Focus groups can be used in various sectors like marketing, public relations, health services, and social science research to generate insights into attitudes, behaviors, and decision-making processes.
2. Proper research design and planning is required when conducting focus groups. This involves considering the facilitator, setting, participant size and composition, recruitment methods, topic guide, and addressing any ethical issues.
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2. Introduction to Qualitative Analysis
Writing as a Tool in Analysis
Thematic Coding and Categorising
Comparative Analysis
Analytic Quality and Ethics
5. • Inductive approach
• Generalisation and justification of an explanation
based on accumulation of lots of particular. but
similar, circumstances.
• Deductive approach
• A particular situation is explained by deduction from
a general statement about the circumstances.
Dealing with General Statements
6. • Nomothetic approach
• What do specific people, events and settings have in
common?
• Idiographic approach
• Every individual is a unique case. Focus is on the
factors that may be individual to that one case
Dealing with Unique Outcomes
7. • Realism approach
• There is a world with objects and people that exist.
This can include aspects such as clowns, atoms,
learning styles…
• Idealism approach
• We can’t know anything about a real world and
instead experience it through constructs and ideas.
Dealing with World Reality
10. Write Early and Write Often!
• The more you write the easier it gets
• If you write a little bit every day, it becomes a habit
• Tiny bits of writing add up to a lot of writing
• The longer you leave it unwritten the worse the task
becomes.
11. Don’t get it right, get it written!
• Until it is on paper, no-one can help you get it right
• Drafting is a vital stage in clarifying thought
• Start writing the bit that is clearest in your head
• Drafting reveals the places where it isn’t right (yet!)
12. Research Diary
Can be an open document or a very personal
thing, really up to you.
• What you did, and where, how and why
you did it.
• What you have been reading
• Contact summaries about what people,
events or situations were involved
• What data you collected
• Particular achievements, dead ends and
surprises
• Thoughts that come into your mind
about what has been happening
13. Field Notes
Notes taken whilst in the research setting. Used a
lot in ethnographic work.
• Not planned or structured. Are normally
open ended, loose, and messy
• Can be used to represent an event, or to
give an account of it. Identify aspects
which are significant
• Descriptions of what people said and
did, but not a simple recording of facts
14. Memos
A way to theorise and comment on your ideas as
you carry out analysis and also in the lead up to
this
• Are notes to yourself or to others in the
research team
• Can be organised into different
categories to make it easy to
understand…
15. ON MN TN PN
Observational Notes
Methodological Notes
Personal Notes
Theoretical Notes
16. • A new idea for a code: Might be sparked
by something that a respondent says.
Keep all of these close for cross-
referencing
• A quick hunch: Support this with some
evidence in your data
• Integrative discussion: Brings together
one or more memos
• Dialogue among researchers: Sharing
ideas with others
• To question quality of data:
Respondent wasn’t entirely open or
were not qualified to talk about issue
17. • Question the original analytic
framework: Memo against an existing
code to raise questions about whether
they make sense
• Puzzling or surprising issues: Spot
what is surprising, harder than you
would think!
• Alternative to other memos: Internal
dialogue - what are the other options?
• No clear idea: Writing things down can
help to flesh out a bigger idea
• Raise a general theme: bring issues
together
18. The Final Report
Bringing everything together with all the writing
that has been completed so far.
• Layout and purpose is down to the
situation that it is being created for
• Have an organised structure to tell the
story of the data you have collected
• The first time you write it won’t be the
last time you read it. Be prepared to
redraft…
19. The Final Report
Redrafting • Read through and ask yourself:
• What am I trying to say?
• Who is the text for?
• What changes will make the text
clearer
• Big changes you might consider:
• Reordering parts of txt
• Adding examples
• Deleting parts that are confusing
• Minor changes include:
• Simpler wording
• Shorter sentences
• Shorter paragraphs
23. Coding is how you define what the data you are analysing
are about. It involves identifying and recording one ore
more passages of text or other data items that exemplify
the same theoretical or descriptive idea.
24. • Text can be retrieved that has been coded in the same
way to show examples of the same phenomenon, idea, or
activity. This lets you look at the data in a more
structured way
• Lists of codes, when developed into a hierarchy, can be
used to further examine questions and relationships
between ideas.
25. Defining Your Codes
Give your codes descriptive names, and define
how it should be applied. Keep this in a document
and include?
• Label or name of the code
• Who coded it
• Date of the code and if it has been
changed
• Definition of the code - description of
analytical idea
• Any other notes that you think may be
useful.
26. Mechanisms of Coding
• What is going on?
• What are people doing?
• What is the person saying?
27. What can be coded?
1. Specific acts, behaviours - what people say or do.
2. Events - these are usually brief, one-off events or
things that someone has done
3. Activities - longer duration than acts and often
take place in a particular setting with several
people
4. Strategies, practices, or tactics - activities aimed
towards some goal
28. What can be coded?
5. States - general conditions experienced by people
for found in organisations
6. Meanings - a wide range of meanings can be
taken, this can direct participants actions
7. Participation - peoples involvement or adaption
to a setting
8. Relationships or interactions - between people,
considered simultaneously.
29. What can be coded?
9. Conditions or constraints - the precursor to
or cause of events or actions
10. Consequences - what happens if…
11. Setting - the entire context of the events
under study
12. Reflective - researchers role in the process
30. Grounded Theory
• Focus on generating novel ideas from the
data opposed to testing the theories
specified beforehand
• Coding divided into three stages
• Open Coding
• Axial Coding
• Selective Coding
31. Grounded Theory
• Examine the text by making comparisons and asking questions
• Avoid labels that merely describe a section of text
• Formulate theoretical or analytical codes
Open Coding
• Bring out what is distinctive about the text and its content
• Thing about comparisons al the time when you are coding
Constant Comparison
38. Rearranging codes into a hierarchy involves
thinking about what kinds of things are
being coded and what questions are being
answered.
39. Branches can be divided into sub-branches
to indicate different sort of things
40. • Keeps Things Tidy
• As analysis proceeds you will develop a large number
of codes
• Long lists of repeating codes are not helpful
• Can constitute an analysis of the data itself
• Can understand respondents’ view of the world
• Prevents the duplication of codes
• Especially true when you have high numbers of
codes that you are working with
Functions of the Code Hierarchy
41. • Helps see the range of things
• Codes can have dimensions, this helps to uncover
what they can be
• Makes it easier to do some types of analytics
• When people do X do they also do Y
Functions of the Code Hierarchy
42. Coding provides the shorthand synthesis
for making comparisons between
1. Different people, objects, scenes, or
events
2. Data from the same people, scenes,
objects or events
3. Incidents with incidents
43. Female Male
Routine
My routine’s determined by child care
requirements (Pauline). I get the paper every day
without fail (Mary). I used to go down to the Job
Centre a lot, I kept a file of all the letters I
received (Sharon
I used to spend mornings going through the
papers. I ether used to buy papers or go down
to the library. Afternoons writing off to places for
information or filling in application forms, and
then events for the even gin papers, again (Jim).
Just the same pattern all through the week
(Harry)
Haphazard
Not really, I just do it. It happens (susan) Not
really, because my husband works shift work
(Mary)
No routine, but I keep myself busy. I’ve plenty of
gardening to do (Dave). No, not really. I usually
go down and have a loo Monday, Wednesday,
Friday, something like that (Andy)
Entrepreneurial
Personal approaches to firms and through
friends (Mary)
I…spend…a couple of days every week with a
company.. I make sure tha tthey know that I’m
there (John)
44. A common use for tables it to enable you to
carry out a case-by-case comparison. One
key outcome of this can be the creation of a
typology of cases based on two or more
coding ideas.
45. Using a Model to Describe a Phenomenon
A model is a framework that attempts to
explain what has been identified as key
aspects of a phenomenon being studied in
terms of a number of different aspects.
47. Axial Coding Model
Causal Conditions
Phenomenon
Strategies
Context
Intervening Conditions
Action/Interaction
Consequences Get a home, prison, hospital
Becoming homeless, surviving without a home
Stay with friends, live rough, seek help from agencies
Hostels for homeless, street culture, temporary accommodation
Drugs, criminal record, desire to be independent
Personal contacts, friendship networks, drug treatment, charities,
begging, petty crime, move to new area
Example from Study on Homelessness
Job Loss, debt, drug problems, sexual identity
49. Traditional Approaches to Quality
• Valid
• If the explanations are really true or accurate and correctly
capture what is actually happening
• Reliable
• If the results are consistent across repeated investigations
in different circumstances with different investigators
• Generalsable
• True for a wide (but specified) range of circumstances
beyond those studied in the particular research
51. We are encouraged to be reflexive in our
account of the research process, the
data collected and the way we write up.
Reflexivity shows the partial nature of
our representations of reality and the
multiplicity of competing versions of
reality
52. • Examine the wider relevance of your project and its setting, and
the grounds on which empirical generalisations are made.
• Discuss the features of your project and its setting that are left
un-researched. Why did you make these choices and what
implications for the research findings happen because of this?
• Be explicit about the theoretical framework you are operating
within, and the broader values and commitments you bring to
your work
Reflexive Good Practice
53. • Critically assess your integrity as a researcher by considering:
• the grounds on which knowledge claims are being justified
(length of the fieldwork, extent of trust and report
developed)
• your background and experiences in the setting and topic
• the strengths and weaknesses of your research design and
strategy
Reflexive Good Practice
54. • Critically assess the data by
• discussing the problems that arose during all stages of the
research
• outlining the grounds on which you developed the
categorisation system used to interpret the data, identifying
clearly whether this is one used by respondents them selves,
or an analyst constructed one
• discussing rival explanations and alternative ways of
organising the data
• providing sufficient data extracts in the text to allow readers
to evaluate the inferences dawn and the interpretations
made
Reflexive Good Practice
55. • Show the complexity of the data, avoiding the suggestion that
there is a simple fit between the situation and your
representation of it by:
• discussing negative cases that fall outside the general
patterns and categories employed to structure your analysis
• showing the multiple and often contradictory descriptions
given by the respondents themselves
• stressing the contextual nature of respondents accounts and
descriptions
Reflexive Good Practice
57. The key to ethics is to balance the harm
(even minimal) that research might do
against its benefits. Qualitative data is
so detailed, there is always a danger
that confidentiality may be breached, so
anonymous information is especially
important.
58. Introduction to Qualitative Analysis
Writing as a Tool in Analysis
Thematic Coding and Categorising
Comparative Analysis
Analytic Quality and Ethics