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James Neill

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James Neill
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Qualitative
Class 6: Qualitative Research I
Research
Methods
Paradigms
Assumptions
Types of qualitative research
Data collection & analysis
Criticism of qualitative research
Qualitative exam
Key terms
Recommended reading
Further reading

Paradigms

There are three basic research paradigms -- positivism (quantitative, scientific

approach), interpretivism, and critical science (Cantrell, n. d.).

Positivism, or the scientific approach, we have explored in the early parts of this
course.

Critical science, or the critical approach, explores the social world, critiques it,
and seeks to empower the individual to overcome problems in the social world.
Critical science enables people to understand how society functions and
methods by which unsatisfactory aspects can be changed. We do not cover
critical science in this course.

Interpretivism, or the qualitative approach, is a way to gain insights through

discovering meanings by improving our comprehension of the whole. Qualitative
research explores the richness, depth, and complexity of phenomena.
Qualitative research, broadly defined, means "any kind of research that
produces findings not arrived at by means of statistical procedures or other
means of quantification" (Strauss & Corbin, 1990).

Although acceptance of interpretivism is increasing within human movement

sciences, positivism remains the dominant paradigm, as it does in other social
science fields

Assumptions of Interpretivism

The underlying assumption of interpretivism is that the whole needs to be

examined in order to understand a phenomena. Interpretivism is critical of the
positivism because it seeks to collect and analyze data from parts of a
phenomena and, in so doing, positivism can miss important aspects of a
comprehensive understanding of the whole.

Interpretivism proposes that there are multiple realities, not single realities of
phenomena, and that these realities can differ across time and place.

Unlike quantitative research, there is no overarching framework for how

qualitative research should be conducted; rather each type of qualitative
research is guided by particular philosophical stances that are taken in relation
by the research to each phenomenon (O'Brien, n. d.).
Main Types of Qualitative Research

Attempts to shed light on a phenomena by

studying indepth a single case example of the
Case study
phenomena. The case can be an individual
person, an event, a group, or an institution.

Theory is developed inductively from a corpus of

Grounded theory
data acquired by a participant-observer.

Describes the structures of experience as they

present themselves to consciousness, without
Phenomenology
recourse to theory, deduction, or assumptions
from other disciplines

Focuses on the sociology of meaning through

close field observation of sociocultural
Ethnography
phenomena. Typically, the ethnographer focuses
on a community.

Systematic collection and objective evaluation of

data related to past occurrences in order to test
Historical hypotheses concerning causes, effects, or trends
of these events that may help to explain present
events and anticipate future events. (Gay, 1996)

Main Types of Qualitative Data Collection & Analysis

"Those who are not familiar with qualitative methodology may be surprised by
the sheer volume of data and the detailed level of analysis that results even
when research is confined to a small number of subjects" (Myers, 2002).

There are three main methods of data collection:

People asked to verbally described their

Interactive interviewing
experiences of phenomenon.
 People asked to write descriptions of
Written descriptions by participants
their experiences of phenomenon.

Descriptive observations of verbal and

Observation
non-verbal behavior.

Analysis begins when the data is first collected and is used to guide decisions
related to further data collection.

"In communicating--or generating--the data, the researcher must make the

process of the study accessible and write descriptively so tacit knowledge may
best be communicated through the use of rich, thick descriptions" (Myers,
2002).

Criticism of qualitative research

"Qualitative studies are tools used in understanding and describing the world of
human experience. Since we maintain our humanity throughout the research
process, it is largely impossible to escape the subjective experience, even for
the most seasoned of researchers. As we proceed through the research process,
our humanness informs us and often directs us through such subtleties as
intuition or 'aha' moments. Speaking about the world of human experience
requires an extensive commitment in terms of time and dedication to process;
however, this world is often dismissed as 'subjective' and regarded with
suspicion. This paper acknowledges that small qualitative studies are not
generalizable in the traditional sense, yet have redeeming qualities that set
them above that requirement."

"A major strength of the qualitative approach is the depth to which explorations
are conducted and descriptions are written, usually resulting in sufficient details
for the reader to grasp the idiosyncracies of the situation."

"The ultimate aim of qualitative research is to offer a perspective of a situation

and provide well-written research reports that reflect the researcher's ability to
illustrate or describe the corresponding phenomenon. One of the greatest
strengths of the qualitative approach is the richness and depth of explorations
and descriptions."

- Myers (2002)

Qualitative Exam Part 1 (5%):

Compare and contrast two qualitative research studies in your field and
interest. Include brief summaries of the studies, with relevant details about the
research question and the qualitative methods. Comment on the strengths and
weaknesses of these studies.

Qualitative Exam Part 2 (5%):

 Describe a research question and present a qualitative research design which
you think would be feasible for a Masters thesis or project. Comment on the
strengths, weaknesses, and practical aspects of the design.

Qualitative Exam Part 3 (5%):

Describe a research question and a mixed methods (qualitative and quantitative

methods) which you think would be feasible for a Masters thesis or project.
Comment on the strengths, weaknesses, and practical aspects of the design.
Make sure that your method is mixed, that is, that the techniques are
meaningfully integrated.

Key Terms
• Paradigms
• Positivism
• Critical science
• Interpretivism
• Grounded theory
• Phenomenology
• Ethnography
• Ethnoscience
• Historical
• Philosophical inquiry
• Action research
• Interviewing
• Written descriptions
• Observation
Recommended Reading

Gall, M. D., Borg, W. R., Gall, J. P. (2003). Educational research: An introduction.

(7th Edition). White Plains, New York: Longman. Recommended: Skim read:

• Chapter 14: Selecting Sample (pp. 434-511)

• Chapter 15: Qualitative Research Traditions (pp. 475-512)
• Chapter 16: Historical Research (pp. 513-539) .

Further Reading

Bogdan, R. F., & Biklen, S. (1992). Eight common questions about qualitative
research. In Qualitative research for education: An Introduction to theory and
methods (pp. 39-48). Boston: Allyn & Bacon.

Botoroff, J. (n.d.) Workshop on qualitative research.

http://www.research.vhhsc.ca/i/presentations/QualitativeResearch/

Cantrell, D. C. (n.d.) Alternative paradigms in environmental education

research: The interpretive perspective.
http://www.edu.uleth.ca/ciccte/naceer.pgs/pubpro.pgs/alternate/pubfiles/08.Ca
ntrell.fin.htm

Guba, E. G., Lincoln, Y. S. (1994). Competing paradigms in qualitative research.

In . K. Denzin & Y. S. Lincoln (Eds.) Handbook of Qualitative Research (pp.
105-117). Thousand Oaks, CA, Sage.

LeCompte, Millroy, & Preissle (Ed.) (1992). The handbook of qualitative

research in education.

McCotter, S. S. (2001). The journey of a beginning researcher. The Qualitative

Report, 6(2). http://www.nova.edu/ssss/QR/QR6-2/mccotter.html

Myers, M. (2000). Qualitative research and the generalizability question: Standing

firm with Proteus. The Qualitative Report, 4(3/4).
http://www.nova.edu/ssss/QR/QR4-3/myers.html

O'Brien, K. (n. d.) Research paradigms. Latrobe University.

http://ironbark.bendigo.latrobe.edu.au/~obrien/parad/index.htm