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 of e 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 on 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 of r 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 on s n seeing ng t the he w world ld f from t m the he e eyes o of t the he participant nts Strives t to ma make s sens nse o of p phe heno nome mena na i in t n terms ms o of 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 or 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 order 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 often 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 of t 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 Develo De loping ng s stand ndards o of q 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 on ho 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 of q quali lity t y tha hat r refle lect t the he assumptions ns o of t 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 othe 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 of the he c cha hang nges i in d n data o over t 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 observations 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 of d 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 othe 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 of q quali litative me metho hods

CONFIR IRMABIL ILIT ITY Conf nfirma mabili lity r refers t to t the he o obje 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 of t 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 on t n the he w who hole le o of t 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 obje 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 obje 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?