Qualitative Inquiry: An advanced introduction David Hiles DMU Research Methods for Research and...

Qualitative Inquiry: Qualitative Inquiry: An advanced introductionAn advanced introduction

David HilesDavid Hiles

www.psy.dmu.ac.uk/drhiles/www.psy.dmu.ac.uk/drhiles/

DMU Research Methods for Research and Related Staff - 2010/11© David Hiles

Outline Outline

This seminar will introduce a broad framework for the This seminar will introduce a broad framework for the design, collection and analysis of data in Qualitative design, collection and analysis of data in Qualitative Inquiry (QI)Inquiry (QI)

Two broad traditions: Two broad traditions: QuantitativeQuantitative & & QualitativeQualitative Placing QI within a model of Placing QI within a model of Disciplined InquiryDisciplined Inquiry The logic of QIThe logic of QI Paradigm assumptionsParadigm assumptions Strategies of designStrategies of design Methods of data collectionMethods of data collection Analysis of qualitative dataAnalysis of qualitative data Critical evaluationCritical evaluation Plenary DiscussionPlenary Discussion

Two broad traditions of inquiry Two broad traditions of inquiry

It is important to realize that the difference It is important to realize that the difference between between QuantitativeQuantitative and and QualitativeQualitative inquiry is inquiry is largely misconceived. largely misconceived.

While of course there is a difference between While of course there is a difference between these two types of data, what is far more these two types of data, what is far more important is the two different views of important is the two different views of knowledge knowledge involved, which is reflected in (at involved, which is reflected in (at least) two different least) two different logics of inquiry.logics of inquiry.

One way to tackle these issues is to take a very One way to tackle these issues is to take a very broad view of inquiry – i.e. my own model of broad view of inquiry – i.e. my own model of Disciplined InquiryDisciplined Inquiry..

SCRSCR©©IPTIPT – Good Research Criteria – Good Research Criteria

S S – Systematic– Systematic

C C – Critical– Critical

R R – Rigorous– Rigorous

I I – Innovative– Innovative

P P – Paradigm driven– Paradigm driven

T T – Transparency– Transparency

DISCIPLINED INQUIRYDISCIPLINED INQUIRY

Paradigm

Guba & Lincoln’s(1994; 2000; 2005)basic questions:

■ Ontological■ Epistemological■ Methodological■ Axiology

Three alternativeparadigms:

■ Positivist■ Constructionist■ Participatory

Paradigm





Strategy

Research questionLogic of Inquiry: Theory driven Data driven Explanation drivenThick descriptionTriangulationSampling (phen.)Naturalistic inquiryAction researchCooperative inquiryParticipant observ.PhenomenologicalHeuristic inquiryAutoethographyMindful inquiryAppreciative inquiryEthical issuesetc. . .

Strategy

Research questionLogic of Inquiry: Theory driven Data driven Explanation drivenThick descriptionTriangulationSampling (phen.)Naturalistic inquiryAction researchCooperative inquiryParticipant observ.PhenomenologicalHeuristic inquiryAutoethographyMindful inquiryAppreciative inquiryEthical issuesetc. . .

Method

ExperimentalGrounded theoryObservationalCase studySurveyInterviewingSampling (pop.)Human inquiry groupsLived inquiryVisual methodsMixed methodsetc. . .

Method


Analysis

Quantitative: inferential/descriptiveQualitative: interpretativeCoding: open/axialContent analysisDiscourse analysisConversation analysisIPANarrative analysisPhenomenological analysisProtocol analysisetc. . .

Analysis


CriticalEvaluation

Identifying the additionto knowledge:

□ Interpretation/ Implications literature review theory (sufficiency) practice paradigm future research

□ Transparency critical reflection design/method/analysis assumptions, bias, etc. reliability/validity/rigor credibility/transferability/ dependability/ confirmability

□ Dissemination sharing knowledge creative synthesis writing/publication use/application action/control

CriticalEvaluation




□ Dissemination sharing knowledge creative synthesis writing/publication use/application action/control© Hiles (2006, 2008a) Research as Disciplined Inquiry


Paradigm





Paradigm





Strategy

Research questionLogic of Inquiry:: Theory driven Data driven Explanation drivenThick descriptionTriangulationSampling (phen.)Naturalistic inquiryAction researchCooperative inquiryParticipant observ.PhenomenologicalHeuristic inquiryAutoethographyMindful inquiryAppreciative inquiryEthical issuesetc. . .

Strategy


Method


Method


Analysis


Analysis


CriticalEvaluation





CriticalEvaluation





Explicit “logics” of inquiry

Rejection of simplistic qual/quant distinction


Paradigm





Paradigm





Strategy


Strategy


Method


Method


Analysis


Analysis


CriticalEvaluation





CriticalEvaluation





Five phases of research

Strategies of research

Transparency

Three paradigms

Pluralism

The place of Qualitative Research The place of Qualitative Research

Exploring new areas of inquiryExploring new areas of inquiry Human/Social/Cultural fields (and the Human/Social/Cultural fields (and the life scienceslife sciences)) Especially fields with a focus upon language, meaning, Especially fields with a focus upon language, meaning,

discourse, phenomenological experience, etc.discourse, phenomenological experience, etc. Any area of study where complexity (non-linear Any area of study where complexity (non-linear

dynamics) is involved, i.e. phase transitions, bifurcation, dynamics) is involved, i.e. phase transitions, bifurcation, etc. etc.

V.S. Ramachandran (2011):

“Science needs a variety of styles and approaches . . homogeneity breeds weakness: theoretical blinds pots, stale paradigms, an echo-chamber mentality, and cults of personality . . . My point is that science should be question driven, not methodology driven.” (p. xix)

Paradigm Assumptions Paradigm Assumptions

Beginning QI:Beginning QI:

Guba & Lincoln (1994)Guba & Lincoln (1994)

““Paradigm issues are crucial; no inquirer, we maintain, Paradigm issues are crucial; no inquirer, we maintain, ought to go about the business of inquiry without being ought to go about the business of inquiry without being clear about just what paradigm informs and guides his or clear about just what paradigm informs and guides his or her approach.” her approach.” (p.116)(p.116)

““A paradigm may be viewed as a set of basic beliefs [or A paradigm may be viewed as a set of basic beliefs [or assumptions] that deals with ultimates or first assumptions] that deals with ultimates or first principles . . . [principles . . . [it is] it is] not open to proof in any not open to proof in any conventional sense.” (p.107-8)conventional sense.” (p.107-8)


Paradigm





Paradigm





Strategy


Strategy


Method


Method


Analysis


Analysis


CriticalEvaluation





CriticalEvaluation





Guba & Lincoln (1994) -

A pluralism of paradigms:

• Positivist (G&L: i. Positivism ii. Post-positivism)

• Constructionist(G&L: iii. Critical theory iv. Constructivism)

• Participatory(see Heron & Reason, 1997; Lincoln & Guba, 2000; Hiles, 2008a)

Strategies of Design Strategies of Design

Strategies Strategies provide the key to the bridge between provide the key to the bridge between paradigm paradigm and and method/analysismethod/analysis

The The Research QuestionResearch Question

SamplingSampling (phen.) (phen.)

The The Logic of InquiryLogic of Inquiry

e.g. The e.g. The Grounded Theory Grounded Theory approachapproach

The Research Question The Research Question

Research Question 1:Research Question 1: Is there a significant advantage to Is there a significant advantage to patients/clients in using the new intervention as compared to patients/clients in using the new intervention as compared to the traditional methods?the traditional methods? (i.e. test the prediction that there is (i.e. test the prediction that there is an advantage).an advantage).

Research Question 2:Research Question 2: What are the reported advantages in What are the reported advantages in using the new intervention as compared to the traditional using the new intervention as compared to the traditional methods?methods? (i.e. we can not predict what these will be, the (i.e. we can not predict what these will be, the findings will only emerge after we have collected and findings will only emerge after we have collected and analysed the data).analysed the data).

Research Question 3:Research Question 3: “How useful is such-and-such a “How useful is such-and-such a theory/construct in understanding/explaining why some theory/construct in understanding/explaining why some patients/clients respond to the new intervention while others patients/clients respond to the new intervention while others do not?”do not?”

Strategies of Design Strategies of Design

Strategies Strategies provide the key to the bridge between provide the key to the bridge between paradigm paradigm and and method/analysismethod/analysis

The The Research QuestionResearch Question

SamplingSampling (phen.) (phen.)

The The Logic of InquiryLogic of Inquiry

e.g. The e.g. The Grounded Theory Grounded Theory approachapproach

“THEORY”

“DATA”

Theory Generation Prediction

Explanation

InductionDeduction

Abduction

© David Hiles 2009

The Logic of inquiryThe Logic of inquiry

Methods of Data Collection Methods of Data Collection

Distinguishing Distinguishing MethodsMethods from from AnalysisAnalysis

InterviewingInterviewing – narrative, unstructured, semi-structured, – narrative, unstructured, semi-structured, structured, etcstructured, etc

SamplingSampling (participants) – (participants) – theoretical; saturationtheoretical; saturation

Other data sources Other data sources – – visual methods, mixed methods, visual methods, mixed methods, etc, etcetc, etc

Analysis of Data Analysis of Data

Wide range of approaches to data analysisWide range of approaches to data analysis

Heavily Heavily paradigmparadigm dependent dependent

e.g. discourse analysis, conversation analysis, IPA, e.g. discourse analysis, conversation analysis, IPA, narrative analysis, etc, etcnarrative analysis, etc, etc

Issues:Issues: interpretation, bias, reflexivity, etc interpretation, bias, reflexivity, etc

Critical Evaluation Critical Evaluation Addition to knowledge (implication & implications) Addition to knowledge (implication & implications)

literature reviewliterature review

theory theory (sufficiency)(sufficiency)

practicepractice

paradigmparadigm

future researchfuture research

Transparency Transparency (see Hiles, 2008b)(see Hiles, 2008b) critical reflectioncritical reflection

design/method/analysisdesign/method/analysis

assumptions, bias, etc.assumptions, bias, etc.

reliability/validity/rigorreliability/validity/rigor

credibility/transferability/dependability/confirmabilitycredibility/transferability/dependability/confirmability

DisseminationDissemination sharing knowledgesharing knowledge

creative synthesiscreative synthesis

writing/publicationwriting/publication

use/applicationuse/application

action/controlaction/control

Some Further Issues Some Further Issues

ReflexivityReflexivity

Ethical IssuesEthical Issues

Software for QI: NVivo8/9Software for QI: NVivo8/9

Source View

List View (Coding)

Nodes

Data View (Interview transcripts/audio/video, etc)

[Drag & drop]

Software for QI: Software for QI: NVivo8/9NVivo8/9

References and further readingReferences and further reading

Bazeley, P. (2007) Bazeley, P. (2007) Qualitative Data Analysis with NVivo.Qualitative Data Analysis with NVivo. Sage. Sage.Guba, E.G. & Lincoln, Y.S. (1994) Chap 6 in N.K. Denzin & Y.S. Guba, E.G. & Lincoln, Y.S. (1994) Chap 6 in N.K. Denzin & Y.S.

Lincoln, Lincoln, Handbook of Qualitative ResearchHandbook of Qualitative Research. Sage.. Sage.Heron, J. & Reason, P. (1997) A participatory inquiry paradigm. Heron, J. & Reason, P. (1997) A participatory inquiry paradigm.

Qualitative InquiryQualitative Inquiry, 3, 274-294., 3, 274-294.Hiles, D.R. (2006) Hiles, D.R. (2006) The Logic of Human Inquiry: Epistemological and The Logic of Human Inquiry: Epistemological and

pluralistic issuespluralistic issues. Paper presented at 6th European Qualitative . Paper presented at 6th European Qualitative Research Conference in Health and Social Care, Bournemouth,Research Conference in Health and Social Care, Bournemouth,

* Hiles, D.R. (2008a) * Hiles, D.R. (2008a) Participatory Perspectives on Counselling Participatory Perspectives on Counselling Research. Research. Paper presented at NCCRC, Newport.Paper presented at NCCRC, Newport.

* Hiles, D.R. (2008b) Transparency. In L.M. Given (Ed). * Hiles, D.R. (2008b) Transparency. In L.M. Given (Ed). The Sage The Sage Encyclopaedia of Qualitative Research Methods.Encyclopaedia of Qualitative Research Methods. Sage Sage

Lincoln, Y.S. & Guba, E.G. (2000) Chap 6 in N.K. Denzin & Y.S. Lincoln, Y.S. & Guba, E.G. (2000) Chap 6 in N.K. Denzin & Y.S. Lincoln, Lincoln, Handbook of Qualitative ResearchHandbook of Qualitative Research. 2. 2ndnd Ed. Sage. Ed. Sage.

Ramachandran, V.S. (2011) Ramachandran, V.S. (2011) The Tell-Tale BrainThe Tell-Tale Brain. Heinemann.. Heinemann.

* * Available from: http://psy.dmu.ac.uk/drhiles/papers.htmAvailable from: http://psy.dmu.ac.uk/drhiles/papers.htm

Web-based resourcesWeb-based resources

http://psy.dmu.ac.uk/drhiles/Links.htm#Qualitative http://psy.dmu.ac.uk/drhiles/Links.htm#Qualitative

Qualitative Inquiry: An advanced introduction David Hiles DMU Research Methods for Research and...

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