Qualitative research techniques – Lecture notes
Lecture 1
Materials
- Course guide (see appendix B)
- Assignments Guide Qualitative Research Techniques
- Report: Explaining Social Exclusion (SCP, 2007)
- Exam literature: Boeije (2010) and O’Leary (2004)
Quantitative versus qualitative research
Quantitative
- Collecting & analyzing numbers
- Counting (how many/often)
- Looking for regularities
- Standardized measurement instruments
- Mostly: testing hypothesis/ theory (deductive approach)
- Large sample of research units (random sampling)
Qualitative
- Collecting & analyzing words
- Understanding (Why, how)
- Looking for specifics
- Researcher is (part of) the measurement instrument
- Mostly: creating hypothesis/ theory (inductive approach)
- Small sample of research units (purposive sampling)
- Choosing between a quantitative or qualitative approach Researcher paradigm
(ontology/epistemology)
o Empirical-analytical approach (neopositivism)
Nomothetic knowledge
Reductionist research (= reduce complex reality to make research compact)
Standardized methods (standardized questionnaire, standardized survey)
Replicable
Non-normative
o Empirical-interpretive approach the world is a social construct
Ideographic knowledge (more interested in specific cases = qualitative)
Holistic research (interview 12 units and
incorporate as many aspects of their lives as
possible see the unit more as a whole)
Unstandardized methods (interviews,
observations allowed to improvise and adapt
measurements)
More difficult to replicate
Non-normative? (the researcher probably has
influence on the research)
- Choosing between a quantitative or qualitative approach
Pragmatic stance: look at the research purpose/question!
- Combining quantitative and qualitative research
Goal: Generation and verification of theories
Start: Knowledge problem
Phases:
- Theory development observation + induction
1
,- Theory testing deduction + testing of hypothesis + evaluation
Three key characteristics of qualitative research
Qualitative research is about (Boeije, 2010):
- Looking for meaning = trying to understand why people behave the way they do and
why they have certain perspectives
- Using flexible research methods = adapt research instruments during the research
(unstandardized)
- Providing qualitative findings = no graphs or key values, accounts of key findings
supported by quotes
Grounded theory approach
Systematically collecting and analysing data step-by-step in order to develop theory
Data analysis Data collection
After the first interview, directly transcript and analyze and improve the second interview
by the findings from the first analysis
Qualitative data-sources & methods
Quality criteria of qualitative research
- Reliability Will repeated measurements yield the same results?
- Measurement/internal validity
Measurement validity: do we really measure what we want to measure?
Internal: are our conclusions correct?
- External validity Can we generalize the conclusions based on our sample to the
population (and other populations/ situations)?
2
, The qualitative research process
Ensure the quality through every step of the research!
Literature review
Why do a literature review?
- To find out what is already known on your topic
- To identify a knowledge gap
- To formulate a proper research purpose and question
- To learn about limitations/opportunities in the field
- To facilitate the development of measurement instruments
- To facilitate the data-analysis (e.g. identifying definitive and sensitizing concepts,
deductive codes)
Different types of literature reviews
- Traditional (non-systematic) literature review = not replicable
- Systematic literature review = document every step you take during literature search
- Meta-synthesis (qualitative)
- Meta-analysis (quantitative)
Sampling in qualitative research
- Research (a.k.a. study or target) population the group from which you select/sample
research
units and to which you would like to generalize your findings
- Define your population!
o Use characteristics (e.g. age, organization type) to determine the boundaries of the
population
o Identify relevant subgroups within the population
o Possibly: distinguish research units from informants (ethically not okay to interview
kids (research units), so the researcher interviews their parents)
Sampling in qualitative research (example)
- RQ: What activities do patients’ associations perform to improve the social integration of
their members?
- Research population: “patients’ associations”
- In the Netherlands?
o Representing people with a mental/physical illness?
- Relevant subgroups
o Small (<1000 members) versus large (>1000 members)
o Mental versus physical illness
RQ: What problems do disabled people experience when travelling with public transport?
- Research population: “disabled people”
o In the Netherlands?
3
Lecture 1
Materials
- Course guide (see appendix B)
- Assignments Guide Qualitative Research Techniques
- Report: Explaining Social Exclusion (SCP, 2007)
- Exam literature: Boeije (2010) and O’Leary (2004)
Quantitative versus qualitative research
Quantitative
- Collecting & analyzing numbers
- Counting (how many/often)
- Looking for regularities
- Standardized measurement instruments
- Mostly: testing hypothesis/ theory (deductive approach)
- Large sample of research units (random sampling)
Qualitative
- Collecting & analyzing words
- Understanding (Why, how)
- Looking for specifics
- Researcher is (part of) the measurement instrument
- Mostly: creating hypothesis/ theory (inductive approach)
- Small sample of research units (purposive sampling)
- Choosing between a quantitative or qualitative approach Researcher paradigm
(ontology/epistemology)
o Empirical-analytical approach (neopositivism)
Nomothetic knowledge
Reductionist research (= reduce complex reality to make research compact)
Standardized methods (standardized questionnaire, standardized survey)
Replicable
Non-normative
o Empirical-interpretive approach the world is a social construct
Ideographic knowledge (more interested in specific cases = qualitative)
Holistic research (interview 12 units and
incorporate as many aspects of their lives as
possible see the unit more as a whole)
Unstandardized methods (interviews,
observations allowed to improvise and adapt
measurements)
More difficult to replicate
Non-normative? (the researcher probably has
influence on the research)
- Choosing between a quantitative or qualitative approach
Pragmatic stance: look at the research purpose/question!
- Combining quantitative and qualitative research
Goal: Generation and verification of theories
Start: Knowledge problem
Phases:
- Theory development observation + induction
1
,- Theory testing deduction + testing of hypothesis + evaluation
Three key characteristics of qualitative research
Qualitative research is about (Boeije, 2010):
- Looking for meaning = trying to understand why people behave the way they do and
why they have certain perspectives
- Using flexible research methods = adapt research instruments during the research
(unstandardized)
- Providing qualitative findings = no graphs or key values, accounts of key findings
supported by quotes
Grounded theory approach
Systematically collecting and analysing data step-by-step in order to develop theory
Data analysis Data collection
After the first interview, directly transcript and analyze and improve the second interview
by the findings from the first analysis
Qualitative data-sources & methods
Quality criteria of qualitative research
- Reliability Will repeated measurements yield the same results?
- Measurement/internal validity
Measurement validity: do we really measure what we want to measure?
Internal: are our conclusions correct?
- External validity Can we generalize the conclusions based on our sample to the
population (and other populations/ situations)?
2
, The qualitative research process
Ensure the quality through every step of the research!
Literature review
Why do a literature review?
- To find out what is already known on your topic
- To identify a knowledge gap
- To formulate a proper research purpose and question
- To learn about limitations/opportunities in the field
- To facilitate the development of measurement instruments
- To facilitate the data-analysis (e.g. identifying definitive and sensitizing concepts,
deductive codes)
Different types of literature reviews
- Traditional (non-systematic) literature review = not replicable
- Systematic literature review = document every step you take during literature search
- Meta-synthesis (qualitative)
- Meta-analysis (quantitative)
Sampling in qualitative research
- Research (a.k.a. study or target) population the group from which you select/sample
research
units and to which you would like to generalize your findings
- Define your population!
o Use characteristics (e.g. age, organization type) to determine the boundaries of the
population
o Identify relevant subgroups within the population
o Possibly: distinguish research units from informants (ethically not okay to interview
kids (research units), so the researcher interviews their parents)
Sampling in qualitative research (example)
- RQ: What activities do patients’ associations perform to improve the social integration of
their members?
- Research population: “patients’ associations”
- In the Netherlands?
o Representing people with a mental/physical illness?
- Relevant subgroups
o Small (<1000 members) versus large (>1000 members)
o Mental versus physical illness
RQ: What problems do disabled people experience when travelling with public transport?
- Research population: “disabled people”
o In the Netherlands?
3
