Handout. Qualitative Research methods Lecture 1 dr. John Gelissen lecture1

Qualitative Research methods

Lecture 1

dr. John Gelissen

Course Introduction 2Course Details . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3Goals of the course . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4Obligatory readings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5Topics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6Reading schedule. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7Exam and final grade . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8Important stuff . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

Foundations 10Definitions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11Definitions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12Important concepts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13Historical developments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14Historical developments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15Further developments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16Ontological issues . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17Epistemological issues . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18Approach Ritchie & Lewis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19

Applications 20Types of research . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21ad 1. Contextual . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22ad 2. Explanatory . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23ad 3. Evaluative . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24ad 4. Generative . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25QR as independent research strategy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26Functions of qualitative methods . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27Combining qualitative & quantitative methods . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28

1

Course Introduction Page 2 / 28

Course Details

Lecturers

John Gelissen Course coordinator, Lectures, Seminar/Lab meetingsMargot Bennink Seminar/Lab meetingsIngrid Vriens Seminar/Lab meetingsZsuzsa Bakk Seminar/Lab meetings

Course organisation

Lectures Explanation of concepts, procedures, additions & comments on readingsSeminars Interviewing, coding, research proposalLab session Software: Atlas.ti

Qualitative Research Methods Lecture 1 Academic year: 2012-2013 Page 3 / 28

Goals of the course

After completing this course, you should. . .

4 have knowledge about (philosophical) foundations of qualitative research methods4 be able to choose among qualitative research strategies4 have knowledge about research designs, data collection and analysis methods for qualitative

research4 be able to rapport qualitative research findings4 be able to critically evaluate a qualitative research proposal


2

Obligatory readings

1. Lecture notes2. Ritchie, J., & Lewis, J., Qualitative Research Practice: A Guide for Social Science Students and

Researchers, London: Sage Publications, 2003, ISBN 07619711063. Swanborn, P., Case study research: What, Why and How? London: Sage Publications, 2010,

ISBN: 97818492061294. Gelissen, J. (ed.), Qualitative Research Methods: Readings on Collection, Analysis and Critiques.

London: Sage Publications, 2010, second edition: ISBN 978-0-85702-862-4

Details about obligatory and non-obligatory parts in Course Syllabus on Blackboard


Topics

Lecture Topic

Lecture 1 Course intro, Foundations, ApplicationsLecture 2 Research design, sampling strategiesLecture 3 Data collection I: interviewingLecture 4 Data collection II: Focus groups, observationLecture 5 Data analysis I: Principles of analysisLecture 6 Data analysis II: Grounded Theory, applicationLecture 7 Data analysis III: Thematic analysis, Narrative analysisLecture 8 Case study: definition, designsLecture 9 Case study: case-selection, causality issuesLecture 10 Case study: data-enrichment and analysisLecture 11 Quality criteria for (qualitative) research, critiqueLecture 12 Reporting qualitative research, Thesis proposals


3

Reading schedule

Lecture Readings

Lecture 1 R&L, Ch. 1,2Lecture 2 R&L, Ch. 3,4Lecture 3 R&L, Ch. 5,6Lecture 4 R&L, Ch. 7, Gelissen, Ch. 1Lecture 5 R&L, Ch. 8, Gelissen, Ch. 4,5Lecture 6 Gelissen, Ch. 2,3Lecture 7 R&L, Ch. 9, Gelissen, Ch. 6Lecture 8 Swanborn, Ch. 1.,2Lecture 9 Swanborn, Ch. 3, 4Lecture 10 Swanborn, Ch. 5, 6, Gelissen, Ch. 7Lecture 11 R&L, Ch. 10, Gelissen, Ch. 8Lecture 12 R&L, Ch. 11


Exam and final grade

4 Written exam: multiple choice, 50 questions4 Knowledge reproduction and application to substantive problems4 5 questions Buffer arrangement: pass a quiz and 1 wrong answer on final test is ignored +

1. the student participated in all seminar meetings2. the student participated in lab session3. the quality of students participation and work were to the satisfaction of the professor or

t.a.s

4 Note: participation is NOT obligatory! See Course Syllabus for details


4

Important stuff

4 Enroll into Blackboard a.s.a.p.4 Read the syllabus4 get the books a.s.a.p.4 Keep track of Announcements in Blackboard4 Stick to your Seminar/Lab group4 Do not only read or scan the readings, but study them well and keep up with the readings4 Do not bother your professor with (simple) questions for which the answers are in the syllabus4 Bother your professor with questions 1) not (clearly) answered in the books or syllabus 2) about

the lectures 3) other stuff related to qualitative methods4 Register for the exams on time


Foundations Page 10 / 28

Definitions

Qualitative research is a fuzzy enterprise; specific approach depends on:

4 researchers beliefs about nature of social world and what can be known about it4 researchers beliefs about nature of knowledge and how it can be acquired4 research goals4 state of existing knowledge4 characteristics of those being researched4 funders, audiences, research environments . . .


5

Definitions

Googleing definition of qualitative research: about 8.000.000 hitsKey elements across definitions pertain to:

4 goal of research being undertaken4 nature of samples4 nature of data collection methods4 nature of data gathered4 nature of data analysis4 nature of research output

Important: R&L, box 1.1, p. 4


Important concepts

4 Paradigm4 Ontology4 Epistemology4 Induction4 Deduction

Figure 1: Empirical cycle


6

Historical developments

Key figures in empiricism/positivism

Key characteristics of positivism:

4 Methods of natural sciences (Erklaren)4 Only knowledge via sensory observation is valid4 Induction and deduction4 Difference between facts and values, value-free research


Historical developments

Key figures in interpretivism

Key characteristics of interpretivism:

4 Non-positivist methods for studying social world4 Interpreting peoples understanding of social world (Verstehen)4 observation4 Investigators values matter


7

Further developments

4 End 19th/20th century: qualitative research more widely adopted, especially in sociologicalresearch

4 But simultaneously: (positivist) survey research4 70s: challenges to scientific method, boost for qualitative methods4 But: challenges to basic assumptions of qualitative research:

8 Postmodernist approaches8 Critical theory

4 Emphasis on researchers role and research participants stories4 1980s onwards: popularity explosion of qualitative methods


Ontological issues

Some examples of ontological questions:

What is the nature of the world, of social entities?Does social reality exist independently of human conceptions and interpretations?Is there a common, shared, social reality or just multiple context-specific realities?Is social reality independent of human actors or is it constantly being constructed by them?

ontological positions: Realism, Materialism, Idealism etc. (Box 1.3)


8

Epistemological issues

Some examples of epistemological questions:

How is it possible to know about the world?What constitutes valid knowledge about the world?Is it okay to use the methods of the natural sciences for the study of human (social) behavior?

epistemological positions: positivism, interpretivism (Box 1.3)


Approach Ritchie & Lewis

Generic/eclectic approach adapted to applied (social) policy research

. . . particular emphasis is placed in applied policy research on producing qualitativeevidence that has been rigorously collected and analysed, is valid, able to support widerinference, as neutral and unbiased as possible and clearly defensible in terms of howinterpretations have been reached. It also means that emphasis is placed on researchfindings which are accessible and which can be translated into policy planning andimplementation (R & L, pp. 18-19).

Ontological position: subtle realismEpistemological position: embrace aspects of scientific method, interpretivism and pragmatism


9

Applications Page 20 / 28

Types of research

Fundamental (social) research Theory-testing, theory-building research (R&L:theoretical, pure,basic research)

Applied (social) research Practice-oriented research, evaluation research

4 Role of qualitative methods in both types of research4 Functions of qualitative research

1. Contextual2. Explanatory3. Evaluative4. Generative


ad 1. Contextual

Describe relevant issues and phenomena as experienced by the study participants, detailed, inparticipants own terms

Examples:

8 What dimensions are contained within the concepts of shame and guilt?8 How do shame and guilt manifest themselves among war veterans?8 What does it mean to a veteran to feel ashamed or guilty?8 Can we identify groups of veterans who deal with shame and guilt in qualitatively different

ways?


10

ad 2. Explanatory

Why phenomena occur and the forces and influences that drive their occurrence

Examples:

8 Why do some veterans feel ashamed or guilty, and others not?8 What reasons do veterans report for being ashamed or feeling guilty?8 What conditions make that feelings of shame and guilt persist?

Note: What people tell you what was according to them the cause for particular feelings, views,behaviors, or events need not be the true cause; causality is very difficult to investigate!


ad 3. Evaluative

How well does something work? What processes and outcomes do occur?

Examples:

8 How do veterans respond to counseling in order to deal with feelings of shame and guilt?8 What motivates veterans to take part in such a counseling program?8 What are the requirements for counselors for the effective delivery of the counseling program?8 Is the quality of a veterans family life affected by counseling?


11

ad 4. Generative

Produce new ideas either as a contribution to the development of social theory or to the refinement orstimulus of policy solutions

Examples:

8 The role of training military personnel to deal with difficult situations8 Changes in the Rules Of Engagement for military personnel8 The role of social capital and group support in military units for dealing with feelings of

shame and guilt


QR as independent research strategy

Qualitative research as the only approach; phenomena to be studied are. . .

4 Ill defined/not well understood4 Deeply rooted4 Complex4 Specialist4 Delicate or intangible4 Sensitive

Crucial issue: what are the research questions and what information is needed to answer thosequestions?


12

Functions of qualitative methods

Distinguish between methods for data collection and techniques for data analysis

Methods for data collection:

4 Participant observation Outcome: Naturally occurring data4 Observation Outcome: Naturally occurring data4 Semi-structured/unstructured/life history interviews Outcome: generated data4 Focus groups/group discussion: Outcome: generated data

Techniques for data analysis: documentary analysis, discourse analysis, conversation analysis


Combining qualitative & quantitative methods

4 Preceding statistical inquiry4 Alongside statistical inquiry4 Follow-up to statistical inquiry

Debate: is mixing methods okay? Different versions:

4 Embedded methods/paradigm proponents: no4 Proponents of technical version: yes


13

Course IntroductionCourse DetailsGoals of the courseObligatory readingsTopicsReading scheduleExam and final gradeImportant stuff

FoundationsDefinitionsDefinitionsImportant conceptsHistorical developmentsHistorical developmentsFurther developmentsOntological issuesEpistemological issuesApproach Ritchie & Lewis

ApplicationsTypes of researchad 1. Contextualad 2. Explanatoryad 3. Evaluativead 4. GenerativeQR as independent research strategyFunctions of qualitative methodsCombining qualitative & quantitative methods

Documents

Handout. Qualitative Research methods Lecture 1 dr. John Gelissen lecture1