Qualitative Inquiry: An advanced introduction DMU Research Methods for Research and Related Staff - 2010/11 © David Hiles Qualitative Inquiry: An advanced introduction David Hiles www.psy.dmu.ac.uk/drhiles/

Outline This seminar will introduce a broad framework for the design, collection and analysis of data in Qualitative Inquiry (QI) Two broad traditions: Quantitative & Qualitative Placing QI within a model of Disciplined Inquiry The logic of QI Paradigm assumptions Strategies of design Methods of data collection Analysis of qualitative data Critical evaluation Plenary Discussion

Two broad traditions of inquiry It is important to realize that the difference between Quantitative and Qualitative inquiry is largely misconceived. While of course there is a difference between these two types of data, what is far more important is the two different views of knowledge involved, which is reflected in (at least) two different logics of inquiry. One way to tackle these issues is to take a very broad view of inquiry – i.e. my own model of Disciplined Inquiry.

SCR©IPT – Good Research Criteria S – Systematic C – Critical R – Rigorous I – Innovative P – Paradigm driven T – Transparency

five overlapping phases for doing research DISCIPLINED INQUIRY Paradigm Guba & Lincoln’s (1994; 2000; 2005) basic questions: ■ Ontological ■ Epistemological ■ Methodological ■ Axiology Three alternative paradigms: ■ Positivist ■ Constructionist ■ Participatory Strategy Research question Logic of Inquiry: Theory driven Data driven Explanation driven Thick description Triangulation Sampling (phen.) Naturalistic inquiry Action research Cooperative inquiry Participant observ. Phenomenological Heuristic inquiry Autoethography Mindful inquiry Appreciative inquiry Ethical issues etc. . . Method Experimental Grounded theory Observational Case study Survey Interviewing Sampling (pop.) Human inquiry groups Lived inquiry Visual methods Mixed methods Analysis Quantitative: inferential/descriptive Qualitative: interpretative Coding: open/axial Content analysis Discourse analysis Conversation analysis IPA Narrative analysis analysis Protocol analysis Critical Evaluation Identifying the addition to 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 © Hiles (2006, 2008a) Research as Disciplined Inquiry The chief features of this model are a level of transparency for inquiry that emphasises: five overlapping phases for doing research explication of paradigm assumptions an explicit logic of inquiry rejection of the simplistic qual/quant distinction a plauralistic approach

Rejection of simplistic qual/quant distinction DISCIPLINED INQUIRY Paradigm Guba & Lincoln’s (1994; 2000; 2005) basic questions: ■ Ontological ■ Epistemological ■ Methodological ■ Axiology Three alternative paradigms: ■ Positivist ■ Constructionist ■ Participatory Strategy Research question Logic of Inquiry:: Theory driven Data driven Explanation driven Thick description Triangulation Sampling (phen.) Naturalistic inquiry Action research Cooperative inquiry Participant observ. Phenomenological Heuristic inquiry Autoethography Mindful inquiry Appreciative inquiry Ethical issues etc. . . Method Experimental Grounded theory Observational Case study Survey Interviewing Sampling (pop.) Human inquiry groups Lived inquiry Visual methods Mixed methods Analysis Quantitative: inferential/descriptive Qualitative: interpretative Coding: open/axial Content analysis Discourse analysis Conversation analysis IPA Narrative analysis analysis Protocol analysis Critical Evaluation Identifying the addition to 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 © Hiles (2006, 2008a) Research as Disciplined Inquiry Rejection of simplistic qual/quant distinction Explicit “logics” of inquiry I have tried to simplify matters to three basic fundamental paradigms Guba & Lincoln originally proposed four, but I have collapsed these to just two, and then added a third

Strategies of research DISCIPLINED INQUIRY Paradigm Guba & Lincoln’s (1994; 2000; 2005) basic questions: ■ Ontological ■ Epistemological ■ Methodological ■ Axiology Three alternative paradigms: ■ Positivist ■ Constructionist ■ Participatory Strategy Research question Logic of Inquiry:: Theory driven Data driven Explanation driven Thick description Triangulation Sampling (phen.) Naturalistic inquiry Action research Cooperative inquiry Participant observ. Phenomenological Heuristic inquiry Autoethography Mindful inquiry Appreciative inquiry Ethical issues etc. . . Method Experimental Grounded theory Observational Case study Survey Interviewing Sampling (pop.) Human inquiry groups Lived inquiry Visual methods Mixed methods Analysis Quantitative: inferential/descriptive Qualitative: interpretative Coding: open/axial Content analysis Discourse analysis Conversation analysis IPA Narrative analysis analysis Protocol analysis Critical Evaluation Identifying the addition to 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 © Hiles (2006, 2008a) Research as Disciplined Inquiry Five phases of research Pluralism Three paradigms A major feature of this model is Five overlapping phases of research Emphasis on Strategies of research, which is the key bridge between paradigm assumptions and methods – and particular emphasis on the RQ and Logics of inquiry Pluralism of these logics, the paradigms, and analytical tools Transparency The three paradigms – most radical of all! Transparency

The place of Qualitative Research 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) Exploring new areas of inquiry Human/Social/Cultural fields (and the life sciences) Especially fields with a focus upon language, meaning, discourse, phenomenological experience, etc. Any area of study where complexity (non-linear dynamics) is involved, i.e. phase transitions, bifurcation, etc.

Paradigm Assumptions Beginning QI: Guba & Lincoln (1994) “Paradigm issues are crucial; no inquirer, we maintain, ought to go about the business of inquiry without being clear about just what paradigm informs and guides his or her approach.” (p.116) “A paradigm may be viewed as a set of basic beliefs [or assumptions] that deals with ultimates or first principles . . . [it is] not open to proof in any conventional sense.” (p.107-8)

A pluralism of paradigms: Positivist (G&L: i. Positivism DISCIPLINED INQUIRY Paradigm Guba & Lincoln’s (1994; 2000; 2005) basic questions: ■ Ontological ■ Epistemological ■ Methodological ■ Axiology Three alternative paradigms: ■ Positivist ■ Constructionist ■ Participatory Strategy Research question Logic of Inquiry:: Theory driven Data driven Explanation driven Thick description Triangulation Sampling (phen.) Naturalistic inquiry Action research Cooperative inquiry Participant observ. Phenomenological Heuristic inquiry Autoethography Mindful inquiry Appreciative inquiry Ethical issues etc. . . Method Experimental Grounded theory Observational Case study Survey Interviewing Sampling (pop.) Human inquiry groups Lived inquiry Visual methods Mixed methods Analysis Quantitative: inferential/descriptive Qualitative: interpretative Coding: open/axial Content analysis Discourse analysis Conversation analysis IPA Narrative analysis analysis Protocol analysis Critical Evaluation Identifying the addition to 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 © Hiles (2006, 2008a) Research as Disciplined Inquiry 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) I have tried to simplify matters to three basic fundamental paradigms Guba & Lincoln originally proposed four, but I have collapsed these to just two, and then added a third

Strategies of Design Strategies provide the key to the bridge between paradigm and method/analysis The Research Question Sampling (phen.) The Logic of Inquiry e.g. The Grounded Theory approach

The Research Question Research Question 1: Is there a significant advantage to patients/clients in using the new intervention as compared to the traditional methods? (i.e. test the prediction that there is an advantage). Research Question 2: What are the reported advantages in using the new intervention as compared to the traditional methods? (i.e. we can not predict what these will be, the findings will only emerge after we have collected and analysed the data). Research Question 3: “How useful is such-and-such a theory/construct in understanding/explaining why some patients/clients respond to the new intervention while others do not?”

Strategies of Design Strategies provide the key to the bridge between paradigm and method/analysis The Research Question Sampling (phen.) The Logic of Inquiry e.g. The Grounded Theory approach

The Logic of inquiry “THEORY” “DATA” Induction Deduction Theory Generation Prediction Explanation Abduction “DATA” This paper presents a revised version of a model of disciplined inquiry, that was originally presented at the 18th IHSRC, in Sheffield UK. © David Hiles 2009

Methods of Data Collection Distinguishing Methods from Analysis Interviewing – narrative, unstructured, semi-structured, structured, etc Sampling (participants) – theoretical; saturation Other data sources – visual methods, mixed methods, etc, etc

Analysis of Data Wide range of approaches to data analysis Heavily paradigm dependent e.g. discourse analysis, conversation analysis, IPA, narrative analysis, etc, etc Issues: interpretation, bias, reflexivity, etc

Critical Evaluation Addition to knowledge (implication & implications)  literature review  theory (sufficiency)  practice  paradigm  future research Transparency (see Hiles, 2008b)  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

Some Further Issues Reflexivity Ethical Issues Software for QI: NVivo8/9

Software for QI: NVivo8/9 Data View (Interview transcripts/audio/video, etc) List View (Coding) Source View Nodes [Drag & drop]

References and further reading Bazeley, P. (2007) Qualitative Data Analysis with NVivo. Sage. Guba, E.G. & Lincoln, Y.S. (1994) Chap 6 in N.K. Denzin & Y.S. Lincoln, Handbook of Qualitative Research. Sage. Heron, J. & Reason, P. (1997) A participatory inquiry paradigm. Qualitative Inquiry, 3, 274-294. Hiles, D.R. (2006) The Logic of Human Inquiry: Epistemological and pluralistic issues. Paper presented at 6th European Qualitative Research Conference in Health and Social Care, Bournemouth, * Hiles, D.R. (2008a) Participatory Perspectives on Counselling Research. Paper presented at NCCRC, Newport. * Hiles, D.R. (2008b) Transparency.  In L.M. Given (Ed). The Sage Encyclopaedia of Qualitative Research Methods. Sage Lincoln, Y.S. & Guba, E.G. (2000) Chap 6 in N.K. Denzin & Y.S. Lincoln, Handbook of Qualitative Research. 2nd Ed. Sage. Ramachandran, V.S. (2011) The Tell-Tale Brain. Heinemann. * Available from: http://psy.dmu.ac.uk/drhiles/papers.htm

Web-based resources http://psy.dmu.ac.uk/drhiles/Links.htm#Qualitative