1. Qualitative Inquiry: An advanced introduction
DMU Research Methods for Research and Related Staff /11
© David Hiles
Qualitative Inquiry: An advanced introduction
David Hiles

2. 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

3. 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.

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

5. 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

6. 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

7. 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

8. 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.

9. 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)

10. 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

11. 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

12. 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?”

13. 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

14. 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

15. 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

16. 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

17. 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

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

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

20. 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,
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:

21. Web-based resources