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Introduction[edit]

Qualitative research is a form of research that is distinctive for its reliance on non-numerical texts or narratives as its primary form of data, with the understanding that the terms "text" or "narrative" will be construed in the broadest possible sense, and could include written, visual, audio, photographic, spatial, and other forms of texts. Moreover, qualitative researchers also use textual or linguistic tools of interpretation as its primary form of analysis, as opposed to quantitative or strictly numerical forms of analysis. Qualitative research emphasizes study of a topic in its natural location or from a contextualized perspective, generally seeking deep understanding of the insider's perspectives of a situation or concern ^[1]. [Definitional References]. [Punch and Oxxx]

As with any methodological approach, qualitative research approaches are shaped by specific philosophical perspectives related to enduring ontological and epistemological questions about the meaning of knowledge and the means of its production. Within qualitative research, these philosophical stances run the gamut from strongly realistic to constructivist to critical in nature.

Historical Development and Related Methodological Themes

Denzin and Lincoln (^[2]) described an historical framework of qualitative research as composed of "Eight Moments" that are consolidated here into three major historical periods 1) the early or Colonial period (late 1800's to 1920's); 2) a golden or traditional era (1920's to 1970's); and 3) the post-colonial period (1980's to the present) in which we are currently located). Although initially associated with research projects originating from the Euro/North American context, qualitative research is now part of the traditions of a variety of academic and disciplinary histories emerging from non-colonial countries. [Handbook of Indigenous QR]

Early or Colonial Period (late 1800's to 1920's)

Qualitative research has its roots in the disciplines of anthropology and sociology. In the late years of the 19th century, early anthropologists trained in North America or Europe fanned out into a range of locations occupied by colonized people--native Americans, African tribes, Asian cities and country sides--to learn new languages, document customs, and describe differing political systems. Similarly, early sociologists, focusing on the development of social structures within emerging industrial societies, studied such concerns as urbanization, bureaucratization, and changing gender roles. Many fundamental approaches honored by qualitative researchers were established by these early studies, including such techniques as: participant-observation, fieldwork, and the use of visual data. [Early Anthro/Socio roots]

In the early 1900s, some researchers rejected positivism, the theoretical idea that there is an objective world which we can gather data from and "verify" this data through empiricism. These researchers embraced a qualitative research paradigm, attempting to make qualitative research as "rigorous" as quantitative research and creating myriad methods for qualitative research. Of course, such developments were necessary as qualitative researchers won national center awards, in collaboration with their research colleagues at other universities and departments; and university administration funded Ph.D.s in both arenas through the ensuing decades. Most theoretical constructs involve a process of qualitative analysis and understanding, and construction of these concepts (e.g., Wolfensberger's social role valorization theories).[9]

Golden or Traditional Period (1920's to 1970's)

Margaret Mead

Ruth Benedict

Post-Colonial Period (1980's to the present)

As qualitative research has matured as a field it has been embraced by a broad range of disciplines. It is used in virtually every field in which social science inquiry can be found from education [REFERENCE] and health [REFERENCE] to legal studies [REFERENCE] and business [REFERENCE].

Robert Bogdan in his advanced courses on qualitative research traces the history of the development of the fields, and their particular relevance to disability and including the work of his colleague Robert Edgerton and a founder of participant observation, Howard S. Becker.[7] As Robert Bogdan and Sari Biklen describe in their education text, "historians of qualitative research have never, for instance, included Freud or Piaget as developers of the qualitative approach, yet both relied on case studies, observations and indepth interviewing".[8]

In the 1970s and 1980s, the increasing ubiquity of computers aided in qualitative analyses, several journals with a qualitative focus emerged, and postpositivism gained recognition in the academy. In the late 1980s, questions of identity emerged, including issues of race, class, gender, and discourse communities, leading to research and writing becoming more reflexive. Throughout the 1990s, the concept of a passive observer/researcher was rejected, and qualitative research became more participatory and activist-oriented with support from the federal branches, such as the National Institute on Disability Research and Rehabilitation (NIDRR) of the US Department of Education (e.g., Rehabilitation Research and Training Centers for Family and Community Living, 1990). Also, during this time, researchers began to use mixed-method approaches, indicating a shift in thinking of qualitative and quantitative methods as intrinsically incompatible. However, this history is not apolitical, as this has ushered in a politics of "evidence" (e.g., evidence-based practices in health and human services) and what can count as "scientific" research in scholarship, a current, ongoing debate in the academy.

The Forms Data Takes in Qualitative Research

Salmons ^[3] divides qualitative research data into three forms: extant, elicited, and enacted. A fourth category--empowered--could be added, based upon the principles of participatory action researchers (xxxxx).

Extant

Extant data are those texts or narratives which already exist in some form before the initiation of the study. This could be such materials as meeting notes, newspaper articles, the contents of a twitter feed, or a collection of photographs. None of these sources would have been created for the purposes of the study, and, thus are are described as extant.

Elicited

The large majority of qualitative research data collected falls into this category. Elicited data includes such data forms as: observations, interviews, and various forms of visual data collection. Observations are made by the researcher of activities conducted by those being researched during

Observations

The ways of participating and observing can vary widely from setting to setting as exemplified by Helen Schwartzman's primer on Ethnography in Organizations (1993).[16] or Anne Copeland and Kathleen White's "Studying Families" (1991).[17] Participant observation is a strategy of reflexive learning, not a single method of observing.[18] and has been described as a continuum of between participation and observation. In participant observation[19] researchers typically become members of a culture, group, or setting, and adopt roles to conform to that setting. In doing so, the aim is for the researcher to gain a closer insight into the culture's practices, motivations, and emotions. It is argued that the researchers' ability to understand the experiences of the culture may be inhibited if they observe without participating.[citation needed]

Interviews

Visual Data

Enacted

Qualitative researchers working in the business arena have been most active in the development of what is known as enacted forms of data. These include approaches of gamification that ask participants to undertake tasks designed by researchers that will produce information related to the topic under study.

Empowered

Empowered data would include forms of data from any of the three categories--extant, elicitied, or enacted--but with the distinction that data decisions at all levels are jointly negotiated by researchers and those researched.

In today's digital world, these diverse forms of data may be collected face-to-face or through digital tools, conducted in diverse combinations of time and place (face-to-face, real time, synchronous or asynchronous, or through distance technology). [Salmons and Paulus, etc.

Research Design in Qualitative Research

-anchored in a question or questions that allow space for descriptive or open-ended thinking

-seek to understand in naturalized context

-seek congruence between the anchoring question for the overall study and the multiple forms of possible data that could assist in answering the question

Analytic Approaches to Qualitative Research

Data collection, analysis and field research design[edit]

Qualitative researchers face many choices for techniques to generate data ranging from grounded theory[10] development and practice, narratology, storytelling, transcript poetry, classical ethnography, state or governmental studies, research and service demonstrations, focus groups, case studies, participant observation, qualitative review of statistics, or shadowing, among many others. Qualitative methods are used in various methodological approaches, such as action research which has sociological basis, or actor-network theory.

To analyse qualitative data, the researcher seeks meaning from all of the data that is available. The data may be categorized and sorted into patterns (i.e., pattern or thematic analyses) as the primary basis for organizing and reporting the study findings (e.g., activities in the home; interactions with government).[13]

The data that is obtained is streamlined (texts of thousands of pages in length) to a definite theme or pattern, or representation of a theory or systemic issue or approach. This step in a theoretical analysis or data analytic technique is further worked on (e.g., gender analysis may be conducted; comparative policy analysis may be developed). An alternative research hypothesis is generated which finally provides the basis of the research statement for continuing work in the fields.

Some distinctive qualitative methods are the use of focus groups and key informant interviews, the latter often identified through sophisticated and sometimes, elitist, snowballing techniques. The focus group technique (e.g., Morgan, 1988)[20] involves a moderator facilitating a small group discussion between selected individuals on a particular topic, with video and handscribed data recorded, and is useful in a coordinated research approach studying phenomenon in diverse ways in different environments with distinct stakeholders often excluded from traditional processes. This method is a particularly popular in market research and testing new initiatives with users/workers.

The research then must be "written up" into a report, book chapter, journal paper, thesis or dissertation, using descriptions, quotes from participants, charts and tables to demonstrate the trustworthiness of the study findings.

Interpretive techniques[edit]

Coding[edit]

Main article: Coding (social sciences)

Coding is an interpretive technique that both organizes the data and provides a means to introduce the interpretations of it into certain quantitative methods. Most coding requires the analyst to read the data and demarcate segments within it, which may be done at different times throughout the process. Each segment is labeled with a "code" – usually a word or short phrase that suggests how the associated data segments inform the research objectives. When coding is complete, the analyst prepares reports via a mix of: summarizing the prevalence of codes, discussing similarities and differences in related codes across distinct original sources/contexts, or comparing the relationship between one or more codes.

Some qualitative data that is highly structured (e.g., close-end responses from surveys or tightly defined interview questions) is typically coded without additional segmenting of the content. In these cases, codes are often applied as a layer on top of the data. Quantitative analysis of these codes is typically the capstone analytical step for this type of qualitative data. The most common form of coding is open-ended coding, while other more structured techniques such as axial coding or integration are described (Strauss & Corbin, 1990). However, more important than coding are qualities such as the "theoretical sensitivity" of the researcher.

A frequent criticism of coding method by individuals from other research tracks is that it seeks to transform qualitative data into empirically valid data, which contain: actual value range, structural proportion, contrast ratios, and scientific objective properties; thereby draining the data of its variety, richness, and individual character. Analysts respond to this criticism by thoroughly expositing their definitions of codes and linking those codes soundly to the underlying data, therein bringing back some of the richness that might be absent from a mere list of codes.

Recursive abstraction[edit]

Some qualitative datasets are analyzed without coding. A common method here is recursive abstraction, where datasets are summarized; those summaries are therefore furthered into summary and so on. The end result is a more compact summary that would have been difficult to accurately discern without the preceding steps of distillation.

A frequent criticism of recursive abstraction is that the final conclusions are several times removed from the underlying data. While it is true that poor initial summaries will certainly yield an inaccurate final report, qualitative analysts can respond to this criticism. They do so, like those using coding method, by documenting the reasoning behind each summary step, citing examples from the data where statements were included and where statements were excluded from the intermediate summary.

Coding and "thinking"[edit]

Some data analysis techniques, often referred to as the tedious, hard work of research studies similar to field notes, rely on using computers to scan and reduce large sets of qualitative data. At their most basic level, numerical coding relies on counting words, phrases, or coincidences of tokens within the data; other similar techniques are the analyses of phrases and exchanges in conversational analyses. Often referred to as content analysis, a basic structural building block to conceptual analysis, the technique utilizes mixed methodology to unpack both small and large corpuses. Content analysis is frequently used in sociology to explore relationships, such as the change in perceptions of race over time (Morning 2008), or the lifestyles of temporal contractors (Evans, et al. 2004). Content analysis techniques thus help to provide broader output for a larger, more accurate conceptual analysis.

Mechanical techniques are particularly well-suited for a few scenarios. One such scenario is for datasets that are simply too large for a human to effectively analyze, or where analysis of them would be cost prohibitive relative to the value of information they contain. Another scenario is when the chief value of a dataset is the extent to which it contains "red flags" (e.g., searching for reports of certain adverse events within a lengthy journal dataset from patients in a clinical trial) or "green flags" (e.g., searching for mentions of your brand in positive reviews of marketplace products). Many researchers would consider these procedures on their data sets to be misuse of their data collection and purposes.

A frequent criticism of mechanical techniques is the absence of a human interpreter; computer analysis is relatively new having arrived in the late 1980s to the university sectors. And while masters of these methods are able to write sophisticated software to mimic some human decisions, the bulk of the "analysis" is still nonhuman. Analysts respond by proving the value of their methods relative to either a) hiring and training a human team to analyze the data or b) by letting the data go untouched, leaving any actionable nuggets undiscovered; almost all coding schemes indicate probably studies for further research.

Data sets and their analyses must also be written up, reviewed by other researchers, circulated for comments, and finalized for public review. Numerical coding must be available in the published articles, if the methodology and findings are to be compared across research studies in traditional literature review and recommendation formats.

Subjectivity and Bias; Trustworthiness; Ethics

Diverse and Emerging Traditions in Qualitative Research

A popular method of qualitative research is the case study (e.g., Stake, 1995) [3] or (Yin, 1989)[4] which examines in depth "purposive samples" to better understand a phenomenon (e.g., support to families; Racino, 1999);[5] hence, smaller but focused samples are more often used than large samples which may also be conducted by the same or related researchers or research centers (e.g., Braddock, et al., 1995).[6]Questions Under Discussion

Mixed Methods

In the conventional view of statisticians, qualitative methods produce information only on the particular cases studied (e.g., ethnographies paid for by governmental funds which may involve research teams), and any more general conclusions are considered propositions (informed assertions).[citation needed]Digital Tools in Qualitative Research

Qualitative versus quantitative methods[edit]

The main difference between qualitative and quantitative methods is flexibility. As a whole, quantitative methods have relative inflexibility.

Qualitative methods are usually more flexible, allowing more naturalness and acclimatization for the interaction and collaboration between the researcher and the participant.

Digital Tools in Qualitative Research

Qualitative researchers working in a digital world make use of diverse technological tools--from word processing and spread sheets to cell phones and mobile apps. They have blogged their fieldnotes (reference to our special issue); held interpretive meetings via Skype (Paulus, etc.) ; and developed apps that would help them conduct data collection in more rigorous manner (ref to special issue). Just like the rest of society, they are constantly exploring and expanding the technologies that can serve their needs.

The use of technology in QR has followed an historical path (Davidson and diGregorio--handbook article) that demonstrates

Computer Assisted Qualitative Data Analysis Software (CAQDAS): Qualitative Data Analysis Software (QDAS)

Contemporary qualitative data analyses are sometimes supported by computer programs, termed Computer Assisted Qualitative Data Analysis Software, also known as Qualitative Data Analysis Software or QDAS, which has replaced the detailed hand coding and labeling of the past decades.

Common Qualitative Data Analysis Software includes: [make these alphabetical]

MAXQDA
QDA MINER
ATLAS.ti
Dedoose (mixed methods)
NVivo

These programs do not supplant the interpretive nature of coding but rather are aimed at enhancing the analyst’s efficiency at data storage/retrieval and at applying the codes to the data. Many programs offer efficiencies in editing and revising coding, which allow for work sharing, peer review, and recursive examination of data. The university goals were to place such programs on computer mainframes and analyze large data sets which is not easily conducted past 1,000 to 2,000 pages of text.

Qualitative Research in Diverse Disciplines

The aim of qualitative research may vary with the disciplinary background, such as a psychologist seeking to gather an in-depth understanding of human behavior and the reasons that govern such behavior. Qualitative methods examine the why and how of decision making, not just what, where, when, or "who", and have a strong basis in the field of sociology to understand government and social programs. Qualitative research is popular among political science, social work, and special education and education searchers

Quantitative methods can then be used to seek empirical support for such research hypotheses.

In contrast, a qualitative researcher holds that understanding of a phenomenon or situation or event comes from exploring the totality of the situation (e.g., phenomenology, symbolic interactionism), often with access to large amounts of "hard data". It may begin as a grounded theory approach with the researcher having no previous understanding of the phenomenon; or the study may commence with propositions and proceed in a scientific and empirical way throughout the research process (e.g., Bogdan & Taylor, 1990).[2]

Anthropology

Business/Marketing

Legal Studies

Psychology

Wilhelm Wundt, the founder of scientific psychology, was one of the first psychologists to conduct qualitative research.^{[citation needed]} Early examples of his qualitative research were published in 1900 through 1920, in his 10-volume study, Völkerpsychologie (translated to: Social Psychology). Wundt advocated the strong relation between psychology and philosophy. He believed that there was a gap between psychology and quantitative research that could only be filled by conducting qualitative research.^{[citation needed]} Qualitative research dove into aspects of human life that could not adequately be covered by quantitative research; aspects such as culture, expression, beliefs, morality and imagination.

There are records of qualitative research being used in psychology before World War II, but prior to the 1950s, these methods were viewed as invalid. Owing to this, many of the psychologists who practiced qualitative research denied the usage of such methods or apologized for doing so. It was not until the late 20th century when qualitative research was accepted in elements of psychology though it remains controversial.^{[citation needed]} The excitement about the groundbreaking form of research was short-lived as few novel findings emerged which gained attention. Community psychologists felt they did get the recognition they deserved. A selection of autobiographical narratives of community psychologists can be found in "Six Community Psychologists Tell Their Stories: History, Contexts and Narratives" (Kelly & Song, 2004), including the well known Julian Rappaport. [Reference to Bond's Handbook of Community Psychology]

Sociology

Specialized uses of qualitative research[edit]

Qualitative methods are often part of survey methodology, including telephone surveys and consumer satisfaction surveys.

In fields that study households, a much debated topic is whether interviews should be conducted individually or collectively (e.g. as couple interviews).

One traditional and specialized form of qualitative research is called cognitive testing or pilot testing which is used in the development of quantitative survey items. Survey items are piloted on study participants to test the reliability and validity of the items. This approach is similar to psychological testing using an intelligence test like the WAIS (Wechsler Adult Intelligence Survey) in which the interviewer records "qualitative" (i.e., clinical observations)throughout the testing process. Qualitative research is often useful in a sociological lens. Although often ignored, qualitative research is of great value to sociological studies that can shed light on the intricacies in the functionality of society and human interaction.

There are several different research approaches, or research designs, that qualitative researchers use. In the academic social sciences, the most frequently used qualitative research approaches include the following points:

Basic/generic/pragmatic qualitative research, which involves using an eclectic approach taken up to best match the research question at hand. This is often called the mixed-method approach.
Ethnographic Research. An example of applied ethnographic research is the study of a particular culture and their understanding of the role of a particular disease in their cultural framework.
Grounded Theory is an inductive type of research, based or "grounded" in the observations or data from which it was developed; it uses a variety of data sources, including quantitative data, review of records, interviews, observation and surveys.
Phenomenology describes the "subjective reality" of an event, as perceived by the study population; it is the study of a phenomenon.
Philosophical Research is conducted by field experts within the boundaries of a specific field of study or profession, the best qualified individual in any field of study to use an intellectual analysis, in order to clarify definitions, identify ethics, or make a value judgment concerning an issue in their field of study their lives.
Critical Social Research, used by a researcher to understand how people communicate and develop symbolic meanings.
Ethical Inquiry, an intellectual analysis of ethical problems. It includes the study of ethics as related to obligation, rights, duty, right and wrong, choice etc.
Social Science and Governmental Research to understand social services, government operations, and recommendations (or not) regarding future developments and programs, including whether or not government should be involved.
Activist Research which aims to raise the views of the underprivileged or "underdogs" to prominence to the elite or master classes, the latter who often control the public view or positions.
Foundational Research, examines the foundations for a science, analyzes the beliefs, and develops ways to specify how a knowledge base should change in light of new information.
Historical Research allows one to discuss past and present events in the context of the present condition, and allows one to reflect and provide possible answers to current issues and problems. Historical research helps us in answering questions such as: Where have we come from, where are we, who are we now and where are we going?
Visual Ethnography. It uses visual methods of data collection, including photo, voice, photo elicitation, collaging, drawing, and mapping. These techniques have been used extensively as a participatory qualitative technique and to make the familiar strange.
Autoethnography, the study of self, is a method of qualitative research in which the researcher uses their personal experience to address an issue.

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Distinct qualitative paradigms[edit]

Contemporary qualitative research has been conducted using a large number of paradigms that influence conceptual and metatheoretical concerns of legitimacy, control, data analysis, ontology, and epistemology, among others. Research conducted in the twenty-first century has been characterized by a distinct turn toward more interpretive, postmodern, and critical practices. Guba and Lincoln (2005) identify five main paradigms of contemporary qualitative research: positivism, postpositivism, critical theories, constructivism, and participatory/cooperative paradigms. Each of the paradigms listed by Guba and Lincoln are characterized by axiomatic differences in axiology, intended action of research, control of research process/outcomes, relationship to foundations of truth and knowledge, validity (see below), textual representation and voice of the researcher/participants, and commensurability with other paradigms. In particular, commensurability involves the extent to which paradigmatic concerns "can be retrofitted to each other in ways that make the simultaneous practice of both possible". Positivist and post positivist paradigms share commensurable assumptions but are largely incommensurable with critical, constructivist, and participatory paradigms. Likewise, critical, constructivist, and participatory paradigms are commensurable on certain issues (e.g., intended action and textual representation).

Qualitative research in the 2000s also has been characterized by concern with everyday categorization and ordinary storytelling. This "narrative turn" is producing an enormous literature as researchers present sensitizing concepts and perspectives that bear especially on narrative practice, which centers on the circumstances and communicative actions of storytelling. Catherine Riessman (1993) and Gubrium and Holstein (2009) provide analytic strategies, and Holstein and Gubrium (2012) present the variety of approaches in recent comprehensive texts. Relatedly, narrative practice increasingly takes up the institutional conditioning of narrative practice (see Gubrium and Holstein 2000).

Trustworthiness[edit]

A central issue in qualitative research is trustworthiness (also known as credibility or dependability, or in quantitative studies, validity). There are many different ways of establishing trustworthiness, including: member check, interviewer corroboration, peer debriefing, prolonged engagement, negative case analysis, auditability, confirmability, bracketing, and balance. Most of these methods are described in Lincoln and Guba (1985). As exemplified by researchers Preston Teeter and Jorgen Sandberg, data triangulation and eliciting examples of interviewee accounts are two of the most commonly used methods of establishing trustworthiness in qualitative studies.

Qualitative research journals[edit]

By the end of the 1970s many leading journals began to publish qualitative research articles and several new journals emerged which published only qualitative research studies and articles about qualitative research methods. In the 1980s and 1990s, the new qualitative research journals became more multidisciplinary in focus moving beyond qualitative research’s traditional disciplinary roots of anthropology, sociology, and philosophy. In the late 1980s to 1990s, early academic articles emerged beginning the transformation from institutional studies (e.g., Taylor's "Let them eat programs") to studies of community, community services and community life reviewed and cited in professional journals. These studies ranged from extremely controversial concerns involving the death penalty and disability (Bogdan, 1995) to the efforts of families with service providers (O'Connor, 1995) to the government divisions which regulate families by "coming to take" the children away (Taylor, 1995).

References[edit]

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^ Jump up to: ^a ^b Denzin, Norman K. & Lincoln, Yvonna S. (2005). "Introduction: The discipline and practice of qualitative research". In N. K. Denzin & Y. S. Lincoln (Eds.), The Sage Handbook of Qualitative Research (3rd ed.), pp. 1-33. Thousand Oaks, CA: Sage. ISBN 0-7619-2757-3
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^ Jump up to: ^a ^b Wertz, Charmaz, McMullen. "Five Ways of Doing Qualitative Analysis: Phenomenological Psychology, Grounded Theory, Discourse Analysis, Narrative Research, and Intuitive Inquiry". 16-18. The Guilford Press: March 30, 2011. 1st ed. Print.
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External links[edit]

Library resources about Qualitative research
Resources in your library Resources in other libraries

Videos[edit]

^ S., Lincoln, Yvonna (2011-01-01). SAGE Handbook of Qualitative Research. SAGE Publications. ISBN 9781412974172. OCLC 958507132.{{cite book}}: CS1 maint: multiple names: authors list (link)
^ S., Lincoln, Yvonna (2011-01-01). SAGE Handbook of Qualitative Research. SAGE Publications. ISBN 9781412974172. OCLC 958507132.{{cite book}}: CS1 maint: multiple names: authors list (link)
^ 1952-, Salmons, Janet, (2016-01-01). Doing qualitative research online. Sage. ISBN 9781446295410. OCLC 974832320. {{cite book}}: |last= has numeric name (help)CS1 maint: extra punctuation (link) CS1 maint: multiple names: authors list (link)

[1] S., Lincoln, Yvonna (2011-01-01). SAGE Handbook of Qualitative Research. SAGE Publications. ISBN 9781412974172. OCLC 958507132.{{cite book}}: CS1 maint: multiple names: authors list (link)

[2] S., Lincoln, Yvonna (2011-01-01). SAGE Handbook of Qualitative Research. SAGE Publications. ISBN 9781412974172. OCLC 958507132.{{cite book}}: CS1 maint: multiple names: authors list (link)

[3] 1952-, Salmons, Janet, (2016-01-01). Doing qualitative research online. Sage. ISBN 9781446295410. OCLC 974832320. {{cite book}}: |last= has numeric name (help)CS1 maint: extra punctuation (link) CS1 maint: multiple names: authors list (link)

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