quality research
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The Quality of Qualitative The Quality of Qualitative ResearchResearch
Uwe FlickUwe FlickAlice-Salomon-University Alice-Salomon-University
of Applied Sciences Berlinof Applied Sciences Berlin
Flick@asfh-berlin.deFlick@asfh-berlin.de
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What is qualitative research and are we referring to?
Theoretical and methodological schools
Local approaches and schools
Discipline-specific developments
Different fields of application – Qualitative health research– Qualitative evaluation
Same answers to the quality question across the various areas and contexts?
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QualityQuality of qualitative of qualitative researchresearch
Still an unanswered questionStill an unanswered question
Answers expected from outsideAnswers expected from outside
Answers needed for further establishing Answers needed for further establishing qualitative researchqualitative research
Answers needed for reassuring qualitative Answers needed for reassuring qualitative research in times of evidence and mixed research in times of evidence and mixed methodsmethods
One size fits all?One size fits all?
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Four ways to answer the question of quality in qualitative research
To apply the traditional criteria
To reformulate traditional criteria like validity and reliability
To design new appropriate criteria
To use strategies of promoting quality
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Answer I:Answer I:
TraditionalTraditional
CriteriaCriteria
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Reliability, validity and objectivity
are strongly based on standardisation of methods and situationsare based on concepts like repeatabilityare based on a detachment of the person of the researcherare incompatible with the degrees of freedom, of flexibility, and of non-standardisation of qualitative research
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Answer II:Answer II:
Reformulation of Reformulation of TraditionalTraditional
CriteriaCriteria
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Validation in Qualitative Validation in Qualitative ResearchResearch
Communicative validation Communicative validation
Pragmatic validationPragmatic validation
To validate is to question To validate is to question
To validate is to checkTo validate is to check
To validate is to theorise (Kvale 2007)To validate is to theorise (Kvale 2007)
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Answer III:Answer III:
NewNew
CriteriaCriteria
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Credibility of Qualitative Credibility of Qualitative ResearchResearch
Prolonged engagement and persistent Prolonged engagement and persistent observation in the field and triangulation observation in the field and triangulation
Peer debriefingPeer debriefing
The analysis of negative cases The analysis of negative cases
Appropriateness of the terms of reference Appropriateness of the terms of reference of interpretations and their assessment;of interpretations and their assessment;
Member checks (Lincoln and Guba 1985)Member checks (Lincoln and Guba 1985)
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Criteria for Grounded TheoryCriteria for Grounded Theory
CredibilityCredibility
OriginalityOriginality
Resonance
Usefulness (Charmaz 2006)
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Credibility as CriterionCredibility as Criterion??
Benchmark problemBenchmark problem
How much credibility needed?How much credibility needed?
Member checks: all members‘ or some Member checks: all members‘ or some members‘consent?members‘consent?
Criterion or bona fides?Criterion or bona fides?
Criteria or strategies?Criteria or strategies?
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Quality in Qualitative EvaluationQuality in Qualitative Evaluation
Research should be contributory in advancing wider knowledge defensible in design by providing a research strategy which can address the evaluation questions posedrigorous in conduct through the systematic and transparent collection, analysis and interpretation of qualitative datacredible in claim through offering well-founded and plausible arguments about the significance of the data generated (Spencer et al. 2003).
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Answer IV:Answer IV:
StrategiesStrategies
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TriangulationTriangulation Different methods also for collecting dataEqual weighting of methods or approachesSystematic use of different methodsIntegration/reflection of the theoretical backgrounds of the different methodsAddressing different levels, for example: : – subjective meaning and social structure – process and state, , – knowledge and activity– knowledge and discourseiscourse
Purposeful choice and use of methods
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Quality Management in Qualitative Research
a definition of the goals to be reached and the standards of the project to be kept, which should be as clear as possible; all researchers and co-workers have to be integrated in this definition;a definition, how to reach these goals and standards and more generally: the quality to be obtained; a consensus about the way how to apply certain methods maybe through joint interview trainings and their analysis, are preconditions for quality in the research process;a clear definition of the responsibilities for obtaining quality in the research process andthe transparency of the judgement and the assessment and quality in the process.
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Indication in Indication in Psychotherapy and MedicinePsychotherapy and Medicine
Which diseaseWhich disease
which symptoms which symptoms indicateindicate
which diagnosis which diagnosis
which populationwhich population
which which
treatment treatment
oror
therapy?therapy?
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Indication in Indication in Qualitative ResearchQualitative Research
Which issueWhich issuewhich populationwhich populationwhich research questionwhich research question
indicateindicate
which knowledge which knowledge of issue and of issue and populationpopulation
which which
method(s)method(s)
oror
which which combination of combination of methods?methods?
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Indication in Indication in Qualitative ResearchQualitative Research
When is/are which method(s) When is/are which method(s) appropriate and indicated?appropriate and indicated?
Are there criteria for a rational decision for Are there criteria for a rational decision for or against specific methods?or against specific methods?
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Sound qualitative research ..
... is based on previous research and refers to state-of-the-art theoretical, methodological and topic-related literature. In this sense it stands „on the shoulder of giants“. – What about explanatory research, new fields and
grounded theory research in the strict sense of the word?
... is clearly linked to a social scientific theory like Symbolic Interactionism, Ethnomethodology, Cultural Representation Theory, Hermeneutics, Phenomenology, Discourse Theory or the like. – These are not theories in the strict sense of the word
(as far as concerning our context) but research perspectives, which are taken on an issue (or field …) under study.
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Sound qualitative research ..
... uses only data appropriate within the framework of the particular theory and applies corresponding methods for
analysis and interpretation. – This statement is too much theory-driven: Shouldn’t the
research perspective be appropriate to the issue under study and then only data be used that are appropriate to the issue under study?
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Sound qualitative research ..
Depending on the particular theory and methods used qualitative research presents an “emic” as well as an “etic” perspective. Including the subjective or “native” point of view does not discharge the researcher from the task of developing and defending his/her own interpretation which may or may not correspond to that of the research
subjects. – Nevertheless, it may be appropriate to seek member’s
consensus or disagreement for results or evaluations coming from qualitative research, depending on purpose and issue of the research
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Sound qualitative research ..
... is neither partisan nor indifferent toward social problems, but it aims at differentiating scientific analysis from personal and political stance on a given topic. Qualitative research reveals the complexity of the social world instead of lending itself to simplifications. – In the context of practical/political use (and relevance)
of qualitative research it may be necessary to elaborate qualitative results in a way that allows a political argumentation or decision and to condense them in a way that they are comprehensible and relevant for non-researchers if we want to become/remain relevant with our research.
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Sound qualitative research ..
.... is contextualised and the relevant information considering the concrete context is provided (without jeopardising the anonymity of informants, organisations etc.). Generalisations of results beyond this context must be discussed.
– Internal generalizability refers to the generalizability of a conclusion within the setting or group studied, while external generalizability refers to its generalizability beyond that setting or group (Maxwell 2005, p. 115).
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Types, Goals and Interest groups ...
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Who may be interested ..
Three answers given:– Anyone, who ....– A circular answer: .... qualitative research methods are qualitative research methods are
relevant for those, whose research question can be relevant for those, whose research question can be answered with the relevant qualitative approach and for answered with the relevant qualitative approach and for which appropriate data are available.which appropriate data are available.
– It depends ... As there are not enough common It depends ... As there are not enough common characteristics in qualitative researchcharacteristics in qualitative research
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Who may be interested ..
Three possible answersThree possible answers– Those who are interested in fields Those who are interested in fields or topics, which are not well or topics, which are not well accessible for other forms of data accessible for other forms of data
– Those who are interested in having Those who are interested in having a comprehensive range of approaches a comprehensive range of approaches and tools for social researchand tools for social research
– Those, who are interested in Those, who are interested in exploring new fields, finding new exploring new fields, finding new insightsinsights
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Types of qualitative methods
As the examples of interviews and textual As the examples of interviews and textual data show, we should distinguish between:data show, we should distinguish between:– Data collectionData collection
In this step the interview is a qualitative method In this step the interview is a qualitative method depending on how it is applied, but not on how it is depending on how it is applied, but not on how it is analysed in the endanalysed in the end
– Data analysisData analysisOther forms of data are mostly transferred into texts Other forms of data are mostly transferred into texts when it comes to analysis (oral data are transcribed, when it comes to analysis (oral data are transcribed, sooner or later, images are described and analysed by sooner or later, images are described and analysed by using words and textsusing words and texts
– Writing about data and findingsWriting about data and findingsAny presentations has to be reductionistic in some Any presentations has to be reductionistic in some way, if the reader shall grasp the message of the way, if the reader shall grasp the message of the report. It depends rather on how adequate the report. It depends rather on how adequate the selected form of reductionselected form of reductionism is to what is under ism is to what is under study - in collecting, analysing and presenting the study - in collecting, analysing and presenting the data.data.
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Types of qualitative methods
Inductive and deductive approachesInductive and deductive approaches– Good qualitative research is always a Good qualitative research is always a combination of induction (in the combination of induction (in the beginning) and deduction (along the way)beginning) and deduction (along the way)
– Research always starts from some Research always starts from some assumptions about the field and the assumptions about the field and the issue, it depends rather on how far these issue, it depends rather on how far these assumptions are made explicit and subject assumptions are made explicit and subject of revision against the dataof revision against the data
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Goals of qualitative methods
The major goal should be to use methods that are The major goal should be to use methods that are appropriate to issues under study, but also to the appropriate to issues under study, but also to the fields and participants where these issues are fields and participants where these issues are studiedstudied– Indication of methods starts from selecting the Indication of methods starts from selecting the
appropriate ones from the existing range of methods appropriate ones from the existing range of methods and approaches or from developing new ones if and approaches or from developing new ones if necessarynecessary
Do methods have goals?Do methods have goals?– What are the goals of researchers which are normally What are the goals of researchers which are normally
linked with using specific qualitative methods?linked with using specific qualitative methods?– Which methods allow (support, facilitate etc.) to pursue Which methods allow (support, facilitate etc.) to pursue
which goals more adequately?which goals more adequately?
Teaching Qualitative Teaching Qualitative MethodologyMethodology
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Goals of TeachingGoals of Teaching
MA/PhD level:MA/PhD level:– Critical selection and reflection of a variety of Critical selection and reflection of a variety of
research methods for one‘s own research research methods for one‘s own research projectproject
– Independent use of (a variety of) methods for Independent use of (a variety of) methods for one‘s own researchone‘s own research
In general:In general:– Combination of an overview and of practical Combination of an overview and of practical
application of selected examplesapplication of selected examples
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Goals of TeachingGoals of Teaching
Bachelor level in applied areas:Bachelor level in applied areas:– Ability to understand research examples and Ability to understand research examples and
to distinguish good from bad researchto distinguish good from bad research– Ability to apply a certain number of methods Ability to apply a certain number of methods
for answering a limited research questions in for answering a limited research questions in a thesisa thesis
MA/PhD level:MA/PhD level:– Critical selection and reflection of a variety of Critical selection and reflection of a variety of
research methods for one‘s own research research methods for one‘s own research projectproject
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