Qualitative research

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Qualitative research is a type of research that aims to gather and analyse non-numerical (descriptive) data in order to gain an understanding of individuals' social reality, including understanding their attitudes, beliefs, and motivation. This type of research typically involves in-depth interviews, focus groups, or observations in order to collect data that is rich in detail and context. Qualitative research is often used to explore complex phenomena or to gain insight into people's experiences and perspectives on a particular topic. It is particularly useful when researchers want to understand the meaning that people attach to their experiences or when they want to uncover the underlying reasons for people's behavior. Qualitative methods include ethnography, grounded theory, discourse analysis, and interpretative phenomenological analysis. [1] Qualitative research methods have been used in sociology, anthropology, political science, psychology, communication studies, social work, folklore, educational research, information science and software engineering research. [2] [3] [4] [5]

Contents

Background

Qualitative research has been informed by several strands of philosophical thought and examines aspects of human life, including culture, expression, beliefs, morality, life stress, and imagination. [6] Contemporary qualitative research has been influenced by a number of branches of philosophy, for example, positivism, postpositivism, critical theory, and constructivism. [7] The historical transitions or 'moments' in qualitative research, together with the notion of 'paradigms' (Denzin & Lincoln, 2005), have received widespread popularity over the past decades. However, some scholars have argued that the adoptions of paradigms may be counterproductive and lead to less philosophically engaged communities. In this regard, Pernecky [8] proposed an alternative way to implementing philosophical concerns in qualitative inquiry so that researchers are able to maintain the needed intellectual mobility and elasticity.

Approaches to inquiry

The use of nonquantitative material as empirical data has been growing in many areas of the social sciences, including learning sciences, development psychology and cultural psychology. [9] Several philosophical and psychological traditions have influenced investigators' approaches to qualitative research, including phenomenology, social constructionism, symbolic interactionism, and positivism. [10] [11]

Philosophical traditions

Phenomenology refers to the philosophical study of the structure of an individual's consciousness and general subjective experience. Approaches to qualitative research based on constructionism, such as grounded theory, pay attention to how the subjectivity of both the researcher and the study participants can affect the theory that develops out of the research. The symbolic interactionist approach to qualitative research examines how individuals and groups develop an understanding of the world. Traditional positivist approaches to qualitative research seek a more objective understanding of the social world. Qualitative researchers have also been influenced by the sociology of knowledge and the work of Alfred Schütz, Peter L. Berger, Thomas Luckmann, and Harold Garfinkel.

More recent philosophical contributions to qualitative inquiry (Pernecky, 2016 [8] ) have covered topics such as scepticism, idea-ism, idealism, hermeneutics, empiricism and rationalism, and introduced the qualitative community to a variety of realist approaches that are available within the wide philosophical spectrum of qualitative thought. Pernecky also deals with some of the neglected domains in qualitative research, such as social ontology, and ventures into new territories (e.g., quantum mechanics) in order to stimulate a more contemporary debate about common qualitative problems, such as absolutism and universalism.

Sources of data

Qualitative researchers use different sources of data to understand the topic they are studying. These data sources include interview transcripts, videos of social interactions, notes, verbal reports [9] and artifacts such as books or works of art. The case study method exemplifies qualitative researchers' preference for depth, detail, and context. [12] [13] Data triangulation is also a strategy used in qualitative research. [14] Autoethnography, the study of self, is a qualitative research method in which the researcher uses his or her personal experience to understand an issue.

Grounded theory is an inductive type of research, based on ("grounded" in) a very close look at the empirical observations a study yields. [15] [16] Thematic analysis involves analyzing patterns of meaning. Conversation analysis is primarily used to analyze spoken conversations. Biographical research is concerned with the reconstruction of life histories, based on biographical narratives and documents. Narrative inquiry studies the narratives that people use to describe their experience.

Data collection

Qualitative researchers may gather information through observations, note-taking, interviews, focus groups (group interviews), documents, images and artifacts. [17] [18] [19] [20] [21] [22] [23]

Interviews

Research interviews are an important method of data collection in qualitative research. An interviewer is usually a professional or paid researcher, sometimes trained, who poses questions to the interviewee, in an alternating series of usually brief questions and answers, to elicit information. Compared to something like a written survey, qualitative interviews allow for a significantly higher degree of intimacy, [24] with participants often revealing personal information to their interviewers in a real-time, face-to-face setting. As such, this technique can evoke an array of significant feelings and experiences within those being interviewed. Sociologists Bredal, Stefansen and Bjørnholt identified three "participant orientations", that they described as "telling for oneself", "telling for others" and "telling for the researcher". They also proposed that these orientations implied "different ethical contracts between the participant and researcher". [25]

Participant observation

In participant observation [26] ethnographers get to understand a culture by directly participating in the activities of the culture they study. [27] Participant observation extends further than ethnography and into other fields, including psychology. For example, by training to be an EMT and becoming a participant observer in the lives of EMTs, Palmer studied how EMTs cope with the stress associated with some of the gruesome emergencies they deal with. [28]

Recursivity

In qualitative research, the idea of recursivity refers to the emergent nature of research design. In contrast to standardized research methods, recursivity embodies the idea that the qualitative researcher can change a study's design during the data collection phase. [13]

Recursivity in qualitative research procedures contrasts to the methods used by scientists who conduct experiments. From the perspective of the scientist, data collection, data analysis, discussion of the data in the context of the research literature, and drawing conclusions should be each undertaken once (or at most a small number of times). In qualitative research however, data are collected repeatedly until one or more specific stopping conditions are met, reflecting a nonstatic attitude to the planning and design of research activities. An example of this dynamism might be when the qualitative researcher unexpectedly changes their research focus or design midway through a study, based on their first interim data analysis. The researcher can even make further unplanned changes based on another interim data analysis. Such an approach would not be permitted in an experiment. Qualitative researchers would argue that recursivity in developing the relevant evidence enables the researcher to be more open to unexpected results and emerging new constructs. [13]

Data analysis

Qualitative researchers have a number of analytic strategies available to them. [29] [30] [31]

Coding

In general, coding refers to the act of associating meaningful ideas with the data of interest. In the context of qualitative research, interpretative aspects of the coding process are often explicitly recognized and articulated; coding helps to produce specific words or short phrases believed to be useful abstractions from the data. [32] [33]

Pattern thematic analysis

Data may be sorted into patterns for thematic analyses as the primary basis for organizing and reporting the study findings. [34]

Content analysis

According to Krippendorf, [35] "[c]ontent analysis is a research technique for making replicable and valid inference from data to their context" (p. 21). It is applied to documents and written and oral communication. Content analysis is an important building block in the conceptual analysis of qualitative data. It is frequently used in sociology. For example, content analysis has been applied to research on such diverse aspects of human life as changes in perceptions of race over time, [36] the lifestyles of contractors, [37] and even reviews of automobiles. [38]

Issues

A screenshot of a user coding text on NVivo NVivo-9-screenshot.jpg
A screenshot of a user coding text on NVivo

Computer-assisted qualitative data analysis software (CAQDAS)

Contemporary qualitative data analyses can be supported by computer programs (termed computer-assisted qualitative data analysis software). [39] These programs have been employed with or without detailed hand coding or labeling. Such programs do not supplant the interpretive nature of coding. The programs are aimed at enhancing analysts' efficiency at applying, retrieving, and storing the codes generated from reading the data. Many programs enhance efficiency in editing and revising codes, which allow for more effective work sharing, peer review, data examination, and analysis of large datasets. [39]

Common qualitative data analysis software includes:

A criticism of quantitative coding approaches is that such coding sorts qualitative data into predefined (nomothetic) categories that are reflective of the categories found in objective science. The variety, richness, and individual characteristics of the qualitative data are reduced or, even, lost.[ citation needed ]

To defend against the criticism that qualitative approaches to data are too subjective, qualitative researchers assert that by clearly articulating their definitions of the codes they use and linking those codes to the underlying data, they preserve some of the richness that might be lost if the results of their research boiled down to a list of predefined categories. Qualitative researchers also assert that their procedures are repeatable, which is an idea that is valued by quantitatively oriented researchers.[ citation needed ]

Sometimes researchers rely on computers and their software to scan and reduce large amounts of qualitative data. At their most basic level, numerical coding schemes rely on counting words and phrases within a dataset; other techniques involve the analysis of phrases and exchanges in analyses of conversations. A computerized approach to data analysis can be used to aid content analysis, especially when there is a large corpus to unpack.

Trustworthiness

A central issue in qualitative research is trustworthiness (also known as credibility or, in quantitative studies, validity). [40] There are many ways of establishing trustworthiness, including member check, interviewer corroboration, peer debriefing, prolonged engagement, negative case analysis, auditability, confirmability, bracketing, and balance. [40] Data triangulation and eliciting examples of interviewee accounts are two of the most commonly used methods of establishing the trustworthiness of qualitative studies. [41] Transferability of results has also been considered as an indicator of validity. [42]

Limitations of qualitative research

Qualitative research is not without limitations. These limitations include participant reactivity, the potential for a qualitative investigator to over-identify with one or more study participants, "the impracticality of the Glaser-Strauss idea that hypotheses arise from data unsullied by prior expectations," the inadequacy of qualitative research for testing cause-effect hypotheses, and the Baconian character of qualitative research. [43] Participant reactivity refers to the fact that people often behave differently when they know they are being observed. Over-identifying with participants refers to a sympathetic investigator studying a group of people and ascribing, more than is warranted, a virtue or some other characteristic to one or more participants. Compared to qualitative research, experimental research and certain types of nonexperimental research (e.g., prospective studies), although not perfect, are better means for drawing cause-effect conclusions.

Glaser and Strauss, [15] influential members of the qualitative research community, pioneered the idea that theoretically important categories and hypotheses can emerge "naturally" from the observations a qualitative researcher collects, provided that the researcher is not guided by preconceptions. The ethologist David Katz wrote "a hungry animal divides the environment into edible and inedible things....Generally speaking, objects change...according to the needs of the animal." [44] Karl Popper carrying forward Katz's point wrote that "objects can be classified and can become similar or dissimilar, only in this way--by being related to needs and interests. This rule applied not only to animals but also to scientists." [45] Popper made clear that observation is always selective, based on past research and the investigators' goals and motives and that preconceptionless research is impossible.

The Baconian character of qualitative research refers to the idea that a qualitative researcher can collect enough observations such that categories and hypotheses will emerge from the data. Glaser and Strauss developed the idea of theoretical sampling by way of collecting observations until theoretical saturation is obtained and no additional observations are required to understand the character of the individuals under study. [15] Bertrand Russell suggested that there can be no orderly arrangement of observations such that a hypothesis will jump out of those ordered observations; some provisional hypothesis usually guides the collection of observations. [46]

In psychology

Community psychology

Autobiographical narrative research has been conducted in the field of community psychology. [6] A selection of autobiographical narratives of community psychologists can be found in the book Six Community Psychologists Tell Their Stories: History, Contexts, and Narrative. [47]

Educational psychology

Edwin Farrell used qualitative methods to understand the social reality of at-risk high school students. [48] Later he used similar methods to understand the reality of successful high school students who came from the same neighborhoods as the at-risk students he wrote about in his previously mentioned book. [49]

Health psychology

In the field of health psychology, qualitative methods have become increasingly employed in research on understanding health and illness and how health and illness are socially constructed in everyday life. [50] [51] Since then, a broad range of qualitative methods have been adopted by health psychologists, including discourse analysis, thematic analysis, narrative analysis, and interpretative phenomenological analysis. In 2015, the journal Health Psychology published a special issue on qualitative research. [52]

Industrial and organizational psychology

According to Doldor and colleagues [53] organizational psychologists extensively use qualitative research "during the design and implementation of activities like organizational change, training needs analyses, strategic reviews, and employee development plans."

Occupational health psychology

Although research in the field of occupational health psychology (OHP) has predominantly been quantitatively oriented, some OHP researchers [54] [55] have employed qualitative methods. Qualitative research efforts, if directed properly, can provide advantages for quantitatively oriented OHP researchers. These advantages include help with (1) theory and hypothesis development, (2) item creation for surveys and interviews, (3) the discovery of stressors and coping strategies not previously identified, (4) interpreting difficult-to-interpret quantitative findings, (5) understanding why some stress-reduction interventions fail and others succeed, and (6) providing rich descriptions of the lived lives of people at work. [43] [56] Some OHP investigators have united qualitative and quantitative methods within a single study (e.g., Elfering et al., [2005] [57] ); these investigators have used qualitative methods to assess job stressors that are difficult to ascertain using standard measures and well validated standardized instruments to assess coping behaviors and dependent variables such as mood. [43]

Social media psychology

Since the advent of social media in the early 2000s, formerly private accounts of personal experiences have become widely shared with the public by millions of people around the world. Disclosures are often made openly, which has contributed to social media's key role in movements like the #metoo movement. [58]

The abundance of self-disclosure on social media has presented an unprecedented opportunity for qualitative and mixed methods researchers; mental health problems can now be investigated qualitatively more widely, at a lower cost, and with no intervention by the researchers. [59] To take advantage of these data, researchers need to have mastered the tools for conducting qualitative research. [60]

Journals

See also

Related Research Articles

<span class="mw-page-title-main">Research</span> Systematic study undertaken to increase knowledge

Research is "creative and systematic work undertaken to increase the stock of knowledge". It involves the collection, organization and analysis of evidence to increase understanding of a topic, characterized by a particular attentiveness to controlling sources of bias and error. These activities are characterized by accounting and controlling for biases. A research project may be an expansion of past work in the field. To test the validity of instruments, procedures, or experiments, research may replicate elements of prior projects or the project as a whole.

<span class="mw-page-title-main">Ethnography</span> Systematic study of people and cultures

Ethnography is a branch of anthropology and the systematic study of individual cultures. Ethnography explores cultural phenomena from the point of view of the subject of the study. Ethnography is also a type of social research that involves examining the behavior of the participants in a given social situation and understanding the group members' own interpretation of such behavior.

A case study is an in-depth, detailed examination of a particular case within a real-world context. For example, case studies in medicine may focus on an individual patient or ailment; case studies in business might cover a particular firm's strategy or a broader market; similarly, case studies in politics can range from a narrow happening over time like the operations of a specific political campaign, to an enormous undertaking like world war, or more often the policy analysis of real-world problems affecting multiple stakeholders.

Qualitative psychological research is psychological research that employs qualitative methods.

<span class="mw-page-title-main">Multimethodology</span>

Multimethodology or multimethod research includes the use of more than one method of data collection or research in a research study or set of related studies. Mixed methods research is more specific in that it includes the mixing of qualitative and quantitative data, methods, methodologies, and/or paradigms in a research study or set of related studies. One could argue that mixed methods research is a special case of multimethod research. Another applicable, but less often used label, for multi or mixed research is methodological pluralism. All of these approaches to professional and academic research emphasize that monomethod research can be improved through the use of multiple data sources, methods, research methodologies, perspectives, standpoints, and paradigms.

Participant observation is one type of data collection method by practitioner-scholars typically used in qualitative research and ethnography. This type of methodology is employed in many disciplines, particularly anthropology, sociology, communication studies, human geography, and social psychology. Its aim is to gain a close and intimate familiarity with a given group of individuals and their practices through an intensive involvement with people in their cultural environment, usually over an extended period of time.

<span class="mw-page-title-main">Social research</span> Research conducted by social scientists

Social research is research conducted by social scientists following a systematic plan. Social research methodologies can be classified as quantitative and qualitative.

<span class="mw-page-title-main">Quantitative research</span> All procedures for the numerical representation of empirical facts

Quantitative research is a research strategy that focuses on quantifying the collection and analysis of data. It is formed from a deductive approach where emphasis is placed on the testing of theory, shaped by empiricist and positivist philosophies.

Educational research refers to the systematic collection and analysis of data related to the field of education. Research may involve a variety of methods and various aspects of education including student learning, interaction, teaching methods, teacher training, and classroom dynamics.

<span class="mw-page-title-main">Content analysis</span> Research method for studying documents and communication artifacts

Content analysis is the study of documents and communication artifacts, which might be texts of various formats, pictures, audio or video. Social scientists use content analysis to examine patterns in communication in a replicable and systematic manner. One of the key advantages of using content analysis to analyse social phenomena is their non-invasive nature, in contrast to simulating social experiences or collecting survey answers.

<span class="mw-page-title-main">Methodology</span> Study of research methods

In its most common sense, methodology is the study of research methods. However, the term can also refer to the methods themselves or to the philosophical discussion of associated background assumptions. A method is a structured procedure for bringing about a certain goal, like acquiring knowledge or verifying knowledge claims. This normally involves various steps, like choosing a sample, collecting data from this sample, and interpreting the data. The study of methods concerns a detailed description and analysis of these processes. It includes evaluative aspects by comparing different methods. This way, it is assessed what advantages and disadvantages they have and for what research goals they may be used. These descriptions and evaluations depend on philosophical background assumptions. Examples are how to conceptualize the studied phenomena and what constitutes evidence for or against them. When understood in the widest sense, methodology also includes the discussion of these more abstract issues.

<span class="mw-page-title-main">Autoethnography</span> Research method using personal experience

Autoethnography is a form of ethnographic research in which a researcher connects personal experiences to wider cultural, political, and social meanings and understandings. It is considered a form of qualitative and/or arts-based research.

<span class="mw-page-title-main">Grounded theory</span> Qualitative research methodology

Grounded theory is a systematic methodology that has been largely applied to qualitative research conducted by social scientists. The methodology involves the construction of hypotheses and theories through the collecting and analysis of data. Grounded theory involves the application of inductive reasoning. The methodology contrasts with the hypothetico-deductive model used in traditional scientific research.

<span class="mw-page-title-main">Narrative inquiry</span> Discipline within qualitative research

Narrative inquiry or narrative analysis emerged as a discipline from within the broader field of qualitative research in the early 20th century, as evidence exists that this method was used in psychology and sociology. Narrative inquiry uses field texts, such as stories, autobiography, journals, field notes, letters, conversations, interviews, family stories, photos, and life experience, as the units of analysis to research and understand the way people create meaning in their lives as narratives.

Interpretative phenomenological analysis (IPA) is a qualitative form of psychology research. IPA has an idiographic focus, which means that instead of producing generalization findings, it aims to offer insights into how a given person, in a given context, makes sense of a given situation. Usually, these situations are of personal significance; examples might include a major life event, or the development of an important relationship. IPA has its theoretical origins in phenomenology and hermeneutics, and many of its key ideas are inspired by the work of Edmund Husserl, Martin Heidegger, and Maurice Merleau-Ponty. IPA's tendency to combine psychological, interpretative, and idiographic elements is what distinguishes it from other approaches to qualitative, phenomenological psychology.

<span class="mw-page-title-main">Unstructured interview</span> Interview in which questions are not prearranged.

An unstructured interview or non-directive interview is an interview in which questions are not prearranged. These non-directive interviews are considered to be the opposite of a structured interview which offers a set amount of standardized questions. The form of the unstructured interview varies widely, with some questions being prepared in advance in relation to a topic that the researcher or interviewer wishes to cover. They tend to be more informal and free flowing than a structured interview, much like an everyday conversation. Probing is seen to be the part of the research process that differentiates the in-depth, unstructured interview from an everyday conversation. This nature of conversation allows for spontaneity and for questions to develop during the course of the interview, which are based on the interviewees' responses. The chief feature of the unstructured interview is the idea of probe questions that are designed to be as open as possible. It is a qualitative research method and accordingly prioritizes validity and the depth of the interviewees' answers. One of the potential drawbacks is the loss of reliability, thereby making it more difficult to draw patterns among interviewees' responses in comparison to structured interviews. Unstructured interviews are used in a variety of fields and circumstances, ranging from research in social sciences, such as sociology, to college and job interviews. Fontana and Frey have identified three types of in depth, ethnographic, unstructured interviews - oral history, creative interviews, and post-modern interviews.

In qualitative research, a member check, also known as informant feedback or respondent validation, is a technique used by researchers to help improve the accuracy, credibility, validity, and transferability of a study. There are many subcategories of members checks, including: narrative accuracy checks, interpretive validity, descriptive validity, theoretical validity, and evaluative validity. In many member checks, the interpretation and report is given to members of the sample (informants) in order to check the authenticity of the work. Their comments serve as a check on the viability of the interpretation.

Thematic analysis is one of the most common forms of analysis within qualitative research. It emphasizes identifying, analysing and interpreting patterns of meaning within qualitative data. Thematic analysis is often understood as a method or technique in contrast to most other qualitative analytic approaches - such as grounded theory, discourse analysis, narrative analysis and interpretative phenomenological analysis - which can be described as methodologies or theoretically informed frameworks for research. Thematic analysis is best thought of as an umbrella term for a variety of different approaches, rather than a singular method. Different versions of thematic analysis are underpinned by different philosophical and conceptual assumptions and are divergent in terms of procedure. Leading thematic analysis proponents, psychologists Virginia Braun and Victoria Clarke distinguish between three main types of thematic analysis: coding reliability approaches, code book approaches and reflexive approaches. They describe their own widely used approach first outlined in 2006 in the journal Qualitative Research in Psychology as reflexive thematic analysis. Their 2006 paper has over 120,000 Google Scholar citations and according to Google Scholar is the most cited academic paper published in 2006. The popularity of this paper exemplifies the growing interest in thematic analysis as a distinct method.

<span class="mw-page-title-main">Norman K. Denzin</span> American sociologist

Norman Kent Denzin was an American professor of sociology. He was an emeritus professor in the Department of Sociology at the University of Illinois at Urbana–Champaign, where he was research professor of communications, College of Communications scholar, professor of sociology, professor of cinema studies, professor in the Unit for Criticism and Interpretive Theory. Denzin's academic interests included interpretive theory, performance studies, qualitative research methodology, and the study of media, culture and society.

Kathleen Marian Charmaz was the developer of constructivist grounded theory, a major research method in qualitative research internationally and across many disciplines and professions. She was professor emerita of sociology at Sonoma State University, Rohnert Park, California, and former director of its Faculty Writing Program. Charmaz’s background was in occupational therapy and sociology. Charmaz’s areas of expertise included grounded theory, symbolic interactionism, chronicity, death and dying, qualitative health research, scholarly writing, sociological theory, social psychology, research methods, health and medicine, aging, sociology of emotions, and the body.

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