Dissertations and research projects
- Book a session
- Remote research projects
- Planning your research
Developing a theoretical framework
Reflecting on your position, extended literature reviews, presenting qualitative data.
- Quantitative research
- Writing up your research project
- e-learning and books
- SkillsCheck This link opens in a new window
- ⬅ Back to Skills Centre This link opens in a new window
- Review this resource
What is a theoretical framework?
Developing a theoretical framework for your dissertation is one of the key elements of a qualitative research project. Through writing your literature review, you are likely to have identified either a problem that need ‘fixing’ or a gap that your research may begin to fill.
The theoretical framework is your toolbox . In the toolbox are your handy tools: a set of theories, concepts, ideas and hypotheses that you will use to build a solution to the research problem or gap you have identified.
The methodology is the instruction manual: the procedure and steps you have taken, using your chosen tools, to tackle the research problem.
Why do I need a theoretical framework?
Developing a theoretical framework shows that you have thought critically about the different ways to approach your topic, and that you have made a well-reasoned and evidenced decision about which approach will work best. theoretical frameworks are also necessary for solving complex problems or issues from the literature, showing that you have the skills to think creatively and improvise to answer your research questions. they also allow researchers to establish new theories and approaches, that future research may go on to develop., how do i create a theoretical framework for my dissertation.
First, select your tools. You are likely to need a variety of tools in qualitative research – different theories, models or concepts – to help you tackle different parts of your research question.
When deciding what tools would be best for the job of answering your research questions or problem, explore what existing research in your area has used. You may find that there is a ‘standard toolbox’ for qualitative research in your field that you can borrow from or apply to your own research.
You will need to justify why your chosen tools are best for the job of answering your research questions, at what stage they are most relevant, and how they relate to each other. Some theories or models will neatly fit together and appear in the toolboxes of other researchers. However, you may wish to incorporate a model or idea that is not typical for your research area – the ‘odd one out’ in your toolbox. If this is the case, make sure you justify and account for why it is useful to you, and look for ways that it can be used in partnership with the other tools you are using.
You should also be honest about limitations, or where you need to improvise (for example, if the ‘right’ tool or approach doesn’t exist in your area).
This video from the Skills Centre includes an overview and example of how you might create a theoretical framework for your dissertation:
How do I choose the 'right' approach?
When designing your framework and choosing what to include, it can often be difficult to know if you’ve chosen the ‘right’ approach for your research questions. One way to check this is to look for consistency between your objectives, the literature in your framework, and your overall ethos for the research. This means ensuring that the literature you have used not only contributes to answering your research objectives, but that you also use theories and models that are true to your beliefs as a researcher.
Reflecting on your values and your overall ambition for the project can be a helpful step in making these decisions, as it can help you to fully connect your methodology and methods to your research aims.
Should I reflect on my position as a researcher?
If you feel your position as a researcher has influenced your choice of methods or procedure in any way, the methodology is a good place to reflect on this. Positionality acknowledges that no researcher is entirely objective: we are all, to some extent, influenced by prior learning, experiences, knowledge, and personal biases. This is particularly true in qualitative research or practice-based research, where the student is acting as a researcher in their own workplace, where they are otherwise considered a practitioner/professional. It's also important to reflect on your positionality if you belong to the same community as your participants where this is the grounds for their involvement in the research (ie. you are a mature student interviewing other mature learners about their experences in higher education).
The following questions can help you to reflect on your positionality and gauge whether this is an important section to include in your dissertation (for some people, this section isn’t necessary or relevant):
- How might my personal history influence how I approach the topic?
- How am I positioned in relation to this knowledge? Am I being influenced by prior learning or knowledge from outside of this course?
- How does my gender/social class/ ethnicity/ culture influence my positioning in relation to this topic?
- Do I share any attributes with my participants? Are we part of a s hared community? How might this have influenced our relationship and my role in interviews/observations?
- Am I invested in the outcomes on a personal level? Who is this research for and who will feel the benefits?
One option for qualitative projects is to write an extended literature review. This type of project does not require you to collect any new data. Instead, you should focus on synthesising a broad range of literature to offer a new perspective on a research problem or question.
The main difference between an extended literature review and a dissertation where primary data is collected, is in the presentation of the methodology, results and discussion sections. This is because extended literature reviews do not actively involve participants or primary data collection, so there is no need to outline a procedure for data collection (the methodology) or to present and interpret ‘data’ (in the form of interview transcripts, numerical data, observations etc.) You will have much more freedom to decide which sections of the dissertation should be combined, and whether new chapters or sections should be added.
Here is an overview of a common structure for an extended literature review:
- Provide background information and context to set the ‘backdrop’ for your project.
- Explain the value and relevance of your research in this context. Outline what do you hope to contribute with your dissertation.
- Clarify a specific area of focus.
- Introduce your research aims (or problem) and objectives.
You will need to write a short, overview literature review to introduce the main theories, concepts and key research areas that you will explore in your dissertation. This set of texts – which may be theoretical, research-based, practice-based or policies – form your theoretical framework. In other words, by bringing these texts together in the literature review, you are creating a lens that you can then apply to more focused examples or scenarios in your discussion chapters.
As you will not be collecting primary data, your methodology will be quite different from a typical dissertation. You will need to set out the process and procedure you used to find and narrow down your literature. This is also known as a search strategy.
Including your search strategy
A search strategy explains how you have narrowed down your literature to identify key studies and areas of focus. This often takes the form of a search strategy table, included as an appendix at the end of the dissertation. If included, this section takes the place of the traditional 'methodology' section.
If you choose to include a search strategy table, you should also give an overview of your reading process in the main body of the dissertation. Think of this as a chronology of the practical steps you took and your justification for doing so at each stage, such as:
- Your key terms, alternatives and synonyms, and any terms that you chose to exclude.
- Your choice and combination of databases;
- Your inclusion/exclusion criteria, when they were applied and why. This includes filters such as language of publication, date, and country of origin;
- You should also explain which terms you combined to form search phrases and your use of Boolean searching (AND, OR, NOT);
- Your use of citation searching (selecting articles from the bibliography of a chosen journal article to further your search).
- Your use of any search models, such as PICO and SPIDER to help shape your approach.
- Search strategy template A simple template for recording your literature searching. This can be included as an appendix to show your search strategy.
The discussion section of an extended literature review is the most flexible in terms of structure. Think of this section as a series of short case studies or ‘windows’ on your research. In this section you will apply the theoretical framework you formed in the literature review – a combination of theories, models and ideas that explain your approach to the topic – to a series of different examples and scenarios. These are usually presented as separate discussion ‘chapters’ in the dissertation, in an order that you feel best fits your argument.
Think about an order for these discussion sections or chapters that helps to tell the story of your research. One common approach is to structure these sections by common themes or concepts that help to draw your sources together. You might also opt for a chronological structure if your dissertation aims to show change or development over time. Another option is to deliberately show where there is a lack of chronology or narrative across your case studies, by ordering them in a fragmentary order! You will be able to reflect upon the structure of these chapters elsewhere in the dissertation, explaining and defending your decision in the methodology and conclusion.
A summary of your key findings – what you have concluded from your research, and how far you have been able to successfully answer your research questions.
- Recommendations – for improvements to your own study, for future research in the area, and for your field more widely.
- Emphasise your contributions to knowledge and what you have achieved.
Depending on your research aims, and whether you are working with a case-study type approach (where each section of the dissertation considers a different example or concept through the lens established in your literature review), you might opt for one of the following structures:
Splitting the literature review across different chapters:
This structure allows you to pull apart the traditional literature review, introducing it little by little with each of your themed chapters. This approach works well for dissertations that attempt to show change or difference over time, as the relevant literature for that section or period can be introduced gradually to the reader.
Whichever structure you opt for, remember to explain and justify your approach. A marker will be interested in why you decided on your chosen structure, what it allows you to achieve/brings to the project and what alternatives you considered and rejected in the planning process. Here are some example sentence starters:
In qualitative studies, your results are often presented alongside the discussion, as it is difficult to include this data in a meaningful way without explanation and interpretation. In the dsicussion section, aim to structure your work thematically, moving through the key concepts or ideas that have emerged from your qualitative data. Use extracts from your data collection - interviews, focus groups, observations - to illustrate where these themes are most prominent, and refer back to the sources from your literature review to help draw conclusions.
Here's an example of how your data could be presented in paragraph format in this section:
Example from 'Reporting and discussing your findings ', Monash University .
- << Previous: Planning your research
- Next: Quantitative research >>
- Last Updated: Feb 8, 2024 11:29 AM
- URL: https://libguides.shu.ac.uk/researchprojects
Have a language expert improve your writing
Run a free plagiarism check in 10 minutes, generate accurate citations for free.
- Knowledge Base
- What Is Qualitative Research? | Methods & Examples
What Is Qualitative Research? | Methods & Examples
Published on June 19, 2020 by Pritha Bhandari . Revised on June 22, 2023.
Qualitative research involves collecting and analyzing non-numerical data (e.g., text, video, or audio) to understand concepts, opinions, or experiences. It can be used to gather in-depth insights into a problem or generate new ideas for research.
Qualitative research is the opposite of quantitative research , which involves collecting and analyzing numerical data for statistical analysis.
Qualitative research is commonly used in the humanities and social sciences, in subjects such as anthropology, sociology, education, health sciences, history, etc.
- How does social media shape body image in teenagers?
- How do children and adults interpret healthy eating in the UK?
- What factors influence employee retention in a large organization?
- How is anxiety experienced around the world?
- How can teachers integrate social issues into science curriculums?
Table of contents
Approaches to qualitative research, qualitative research methods, qualitative data analysis, advantages of qualitative research, disadvantages of qualitative research, other interesting articles, frequently asked questions about qualitative research.
Qualitative research is used to understand how people experience the world. While there are many approaches to qualitative research, they tend to be flexible and focus on retaining rich meaning when interpreting data.
Common approaches include grounded theory, ethnography , action research , phenomenological research, and narrative research. They share some similarities, but emphasize different aims and perspectives.
Note that qualitative research is at risk for certain research biases including the Hawthorne effect , observer bias , recall bias , and social desirability bias . While not always totally avoidable, awareness of potential biases as you collect and analyze your data can prevent them from impacting your work too much.
Receive feedback on language, structure, and formatting
Professional editors proofread and edit your paper by focusing on:
- Academic style
- Vague sentences
- Style consistency
See an example
Each of the research approaches involve using one or more data collection methods . These are some of the most common qualitative methods:
- Observations: recording what you have seen, heard, or encountered in detailed field notes.
- Interviews: personally asking people questions in one-on-one conversations.
- Focus groups: asking questions and generating discussion among a group of people.
- Surveys : distributing questionnaires with open-ended questions.
- Secondary research: collecting existing data in the form of texts, images, audio or video recordings, etc.
- You take field notes with observations and reflect on your own experiences of the company culture.
- You distribute open-ended surveys to employees across all the company’s offices by email to find out if the culture varies across locations.
- You conduct in-depth interviews with employees in your office to learn about their experiences and perspectives in greater detail.
Qualitative researchers often consider themselves “instruments” in research because all observations, interpretations and analyses are filtered through their own personal lens.
For this reason, when writing up your methodology for qualitative research, it’s important to reflect on your approach and to thoroughly explain the choices you made in collecting and analyzing the data.
Qualitative data can take the form of texts, photos, videos and audio. For example, you might be working with interview transcripts, survey responses, fieldnotes, or recordings from natural settings.
Most types of qualitative data analysis share the same five steps:
- Prepare and organize your data. This may mean transcribing interviews or typing up fieldnotes.
- Review and explore your data. Examine the data for patterns or repeated ideas that emerge.
- Develop a data coding system. Based on your initial ideas, establish a set of codes that you can apply to categorize your data.
- Assign codes to the data. For example, in qualitative survey analysis, this may mean going through each participant’s responses and tagging them with codes in a spreadsheet. As you go through your data, you can create new codes to add to your system if necessary.
- Identify recurring themes. Link codes together into cohesive, overarching themes.
There are several specific approaches to analyzing qualitative data. Although these methods share similar processes, they emphasize different concepts.
Qualitative research often tries to preserve the voice and perspective of participants and can be adjusted as new research questions arise. Qualitative research is good for:
The data collection and analysis process can be adapted as new ideas or patterns emerge. They are not rigidly decided beforehand.
- Natural settings
Data collection occurs in real-world contexts or in naturalistic ways.
- Meaningful insights
Detailed descriptions of people’s experiences, feelings and perceptions can be used in designing, testing or improving systems or products.
- Generation of new ideas
Open-ended responses mean that researchers can uncover novel problems or opportunities that they wouldn’t have thought of otherwise.
Prevent plagiarism. Run a free check.
Researchers must consider practical and theoretical limitations in analyzing and interpreting their data. Qualitative research suffers from:
The real-world setting often makes qualitative research unreliable because of uncontrolled factors that affect the data.
Due to the researcher’s primary role in analyzing and interpreting data, qualitative research cannot be replicated . The researcher decides what is important and what is irrelevant in data analysis, so interpretations of the same data can vary greatly.
- Limited generalizability
Small samples are often used to gather detailed data about specific contexts. Despite rigorous analysis procedures, it is difficult to draw generalizable conclusions because the data may be biased and unrepresentative of the wider population .
Although software can be used to manage and record large amounts of text, data analysis often has to be checked or performed manually.
If you want to know more about statistics , methodology , or research bias , make sure to check out some of our other articles with explanations and examples.
- Chi square goodness of fit test
- Degrees of freedom
- Null hypothesis
- Discourse analysis
- Control groups
- Mixed methods research
- Non-probability sampling
- Quantitative research
- Inclusion and exclusion criteria
- Rosenthal effect
- Implicit bias
- Cognitive bias
- Selection bias
- Negativity bias
- Status quo bias
Quantitative research deals with numbers and statistics, while qualitative research deals with words and meanings.
Quantitative methods allow you to systematically measure variables and test hypotheses . Qualitative methods allow you to explore concepts and experiences in more detail.
There are five common approaches to qualitative research :
- Grounded theory involves collecting data in order to develop new theories.
- Ethnography involves immersing yourself in a group or organization to understand its culture.
- Narrative research involves interpreting stories to understand how people make sense of their experiences and perceptions.
- Phenomenological research involves investigating phenomena through people’s lived experiences.
- Action research links theory and practice in several cycles to drive innovative changes.
Data collection is the systematic process by which observations or measurements are gathered in research. It is used in many different contexts by academics, governments, businesses, and other organizations.
There are various approaches to qualitative data analysis , but they all share five steps in common:
- Prepare and organize your data.
- Review and explore your data.
- Develop a data coding system.
- Assign codes to the data.
- Identify recurring themes.
The specifics of each step depend on the focus of the analysis. Some common approaches include textual analysis , thematic analysis , and discourse analysis .
Cite this Scribbr article
If you want to cite this source, you can copy and paste the citation or click the “Cite this Scribbr article” button to automatically add the citation to our free Citation Generator.
Bhandari, P. (2023, June 22). What Is Qualitative Research? | Methods & Examples. Scribbr. Retrieved February 22, 2024, from https://www.scribbr.com/methodology/qualitative-research/
Is this article helpful?
Other students also liked, qualitative vs. quantitative research | differences, examples & methods, how to do thematic analysis | step-by-step guide & examples, what is your plagiarism score.
Donate to Refugee Education UK
- See all events
- Add an event
- The EP community
- Thesis directory
- View vacancies
- Choosing edpsy jobs
- Recruiter dashboard
- Educational Psychology
- Northern Ireland
- The edpsy team
- Email updates
- Write for us
Home >> Blog >> Tips on writing a qualitative dissertation or thesis, from Braun & Clarke – Part 1
Tips on writing a qualitative dissertation or thesis, from Braun & Clarke – Part 1
Our advice here relates to many forms of qualitative research, and particularly to research involving the use of thematic analysis (TA).
Based on our experience of supervising students over two decades, as well as our writing on qualitative methodologies, we discuss what we think constitutes good practice – and note some common problems to avoid.
Our first tip is always to check local requirements ! Check what is required in your university context with regard to the format and presentation of your dissertation/thesis; if our advice clashes with this, discuss it with your supervisor. Sometimes requirements are “rules”, and sometimes they’re more norms and conventions, and there’s room to do things differently.
Qualitative centric research writing
Why might our advice here clash with what your local context expects or requires? The simple answer is that there isn’t a widely agreed on single standard for reporting qualitative research. Broadly speaking, there are two styles of qualitative research reporting – let’s call these “add qualitative research and stir” and “qualitative centric”. The “add qualitative and stir” style reflects the default conventions for reporting quantitative research slightly tweaked for qualitative research. Some characteristics of this style of reporting include:
- third-person/passive voice
- searching out and identifying a “gap” in the literature in the introduction
- methodological critique of existing research;
- and, when it comes to reporting the analysis, separate “results” and “discussion” sections.
This style of reporting is far more widely understood and accepted than the other.
What we advocate for is a “qualitative centric” style of reporting – one that is more in line with the ethos and values of qualitative research. This style departs from quantitative norms of empirical research reporting, and is consequently less widely recognised and understood.
This is why you might experience a clash between what we recommend as good practice and what is required in your local context. We experience this clash of reporting values all the time – we have been required by reviewers and editors on numerous occasions to turn our qualitative centric research papers into something more conventional, and our students have sometimes been required by examiners to turn their qualitative centric theses into something more conventional (e.g., by separating out an integrated “results and discussion” and including methodological critique in the introduction).
We want to be open about the fact that there can be risks in a qualitative centric style of reporting! One of the aims of this blog post, and the Twitter thread on which it is based, is to increase understanding of qualitative centric reporting styles so that fewer qualitative researchers are required to rework their research report into something less reflective of the ethos of qualitative research.
So, what are some of the features of a qualitative centric reporting style? Let’s work through a report section by section.
Think of the opening section of your report not as a literature review but as an introduction – the introduction is highly likely to include discussion of relevant literature, but the goal of the introduction is not to review the literature and find a “gap”. Instead, your goal in this section is to provide a context and rationale for your research.
If you do discuss bodies of literature, try to avoid summarising study after study after study… instead overview and synthesise a body of literature (What questions have been asked? What, if any, assumptions have been made? What are some of the common themes across the literature?). Have the confidence to tell the reader something about the state of the literature from your perspective.
Theoretical consistency in your introduction
If you embrace fully the ethos and values of qualitative research, you don’t just understand qualitative research as providing you with tools and techniques to generate and analyse data; you’re unlikely to be a committed positivist or (simple/pure) realist. So if you’re not a positivist or realist when conducting and reporting your own research, how should you handle reporting research in your introduction that is positivist/realist? We think it’s important to be theoretically consistent across your report!
That means not being a positivist/realist in your introduction when discussing quantitative research, then shifting to being something else when reporting your research. It means you need to think carefully about how you present and frame the findings of quantitative research. As an example, don’t present results from other projects as statements of fact (e.g. by stating “gay men are more likely than straight men to experience poor body image”), but rather as what other research has reported e.g. by saying “several quantitative studies suggest that gay men are more likely than straight men to experience poor body image”. It’s a subtle but important difference. It shows the reader that you understand your theoretical approach, and that it doesn’t (necessarily) align with the philosophical assumptions underpinning the quantitative research.
We would also advise against engaging in methodological critique based on the values and assumptions of quantitative research in an introduction (methodological critique consistent with the philosophical assumptions of your research may be appropriate).
Framing your research: inverted triangles or stacked boxes?
Ideally, your introduction will make an argument for your research and frame it within relevant wider contexts . It will flow beautifully – the reader will always know why they are being told something and where they are being taken next. There will be no jumping around from one to another seemingly unrelated topic.
To help with flow and structure, work out if your introduction is the classic “inverted triangle” (starts broad and gets increasingly more specific) or what we call the “stacking boxes” structure. With the latter, you have several different topics to discuss but they aren’t easily classifiable as broader or more specific, they are all roughly at the same level. Your task is to decide how to order or stack the boxes! This is a judgement call and you will often need to figure out what works best as you write . We regularly advise our students to reorder their stack of boxes; we do the same with our own work. You can’t always know ahead of writing how things will flow.
With a “stacking boxes” introduction, we strongly recommend having some signposting or an overview at the start of the introduction to help the reader understand what you will cover and where things are going. Try to have linking sentences between different topics or sections to signal transitions to the reader (we’ve been here, now we are going there…).
Typically, we’d advise you to end the introduction with your research questions/aims*. Any question (or questions) and aims should make sense to the reader – they definitely should not come as a surprise! – in light of the context you have presented. You want the reader to almost expect and anticipate your research question; you want your research question to make sense .
*Though, in some instances, this might work best at the start, ahead of your box stack! In such cases, you should come back to it at the end or before the start of the methodology. This works within a qualitative-centric introduction because you are not building towards a great “reveal” of the “gap” you have identified.
Make sure you formulate your research question in a way that is consistent with the ethos and values of qualitative research. Don’t frame your research question(s) as hypotheses or, indeed, discuss what you expect to find. A common error is to formulate a research question in terms of the impact or effect of X on Y – which is essentially a poorly-disguised quantitative hypothesis! Our book Successful Qualitative Research provides a detailed discussion of formulating research questions for qualitative research. If you’re using TA, we have recently published a paper Conceptual and Design Thinking for Thematic Analysis t hat includes guidance on appropriate research questions for reflective TA – the approach to TA that we developed and first wrote about in 2006 .
Circling back to the title
Let us circle around to thesis/dissertation titles here too – qualitative research is nothing if not recursive! Double check your title to make sure it isn’t implicitly quantitatively framed either. You really don’t want the reader to read your title and the introduction and be expecting a quantitative study when they get to your research questions! Ideally a good title tells the reader something about the topic, the methodological approach and perhaps also a key message from the analysis. Short, evocative quotations from participants can make great titles. Here’s an example from a project on gay fathers .
Read Part 2 of this blog.
Victoria Clarke and Virginia Braun’s forthcoming book is Thematic Analysis: A Practical Guide . They have websites on thematic analysis and the story completion method . You can find them both on Twitter – @drvicclarke and @ginnybraun – where they tweet regularly about qualitative research.
More from edpsy:
Job: Educational Psychologist -12 month maternity cover - West Midlands (mainly Warwickshire)
About Victoria Clarke
Victoria is an Associate Professor in Qualitative and Critical Psychology at the University of the West of England, Bristol, UK. You can find her on Twitter - @drvicclarke - regularly tweeting about qualitative research.
View all posts by Victoria Clarke
About Virginia Braun
Virginia is a Professor in Psychology at The University of Auckland, Aotearoa New Zealand. You can find her on Twitter - @ginnybraun – (re)tweeting about qualitative research and other issues.
View all posts by Virginia Braun
Sign up for updates
Find out about new blogs, jobs, features and events by email
We will never share your data
3 Comments so far:
[…] this morning, my supervisor shared this blog post in which Clarke and Braun (2021) share some useful tips on writing a qualitative thesis. In this […]
[…] is an additive model of knowledge. Knowledge is stable and more is continually added. Gap critics say this isn’t the situation in […]
[…] Read More: edpsy.org.uk/blog/2021/tips-on-writing-a-qualitative-dissertation-or-thesis-from-braun-clarke-part-1/ […]
Leave a Reply Cancel reply
Your email address will not be published. Required fields are marked *
Find out more about us Spotted something wrong? let us know
Community guidelines | Reusing our content | Cookies and privacy
edpsy ltd Piccadilly Business Centre, Aldow Enterprise Park, Manchester, England, M12 6AE Company number: 12669513 (registered in England and Wales)
- Technical Support
- Find My Rep
You are here
Qualitative Dissertation Methodology A Guide for Research Design and Methods
- Nathan Durdella - California State University, Northridge, USA
Designing and writing a qualitative dissertation methodology chapter can be done!
Qualitative Dissertation Methodology: A Guide for Research Design and Methods functions as a dissertation advisor to help students construct and write a qualitative methodological framework for their research. Drawing from the challenges author Nathan Durdella has experienced while supervising students, the book breaks down producing the dissertation chapter into smaller pieces and goes through each portion of the methodology process step by step. With a warm and supportive tone, he walks students through the process from the very start, from choosing chairs and developing qualitative support networks to outlining the qualitative chapter and delving into the writing. By the end of the book, students will have completed the most challenging chapter of a qualitative dissertation and laid a strong foundation for the rest of their dissertation work. Corresponding videos featuring the author help concepts come alive for your students. Learn more: Developing Skills in Formulating Qualitative Research Questions Key Skills in Writing a Qualitative Research Proposal
Available with Perusall—an eBook that makes it easier to prepare for class! Perusall is an award-winning eBook platform featuring social annotation tools that allow students and instructors to collaboratively mark up and discuss their SAGE textbook. Backed by research and supported by technological innovations developed at Harvard University, this process of learning through collaborative annotation keeps your students engaged and makes teaching easier and more effective. Learn more .
See what’s new to this edition by selecting the Features tab on this page. Should you need additional information or have questions regarding the HEOA information provided for this title, including what is new to this edition, please email [email protected] . Please include your name, contact information, and the name of the title for which you would like more information. For information on the HEOA, please go to http://ed.gov/policy/highered/leg/hea08/index.html .
For assistance with your order: Please email us at [email protected] or connect with your SAGE representative.
SAGE 2455 Teller Road Thousand Oaks, CA 91320 www.sagepub.com
The beauty of this text is it demystifies the process of constructing a qualitative dissertation methodology. This is the big hurdle a student must cross to make it to degree completion...Overall the text is a solid all-in-one qualitative research manual for students in applied and social behavioral science fields. And with more pressure being put on institutions to increase their graduation rates, this text could very well help more students earn their doctorate degrees.
- The book addresses the unique challenges inherent in qualitative research , such as analyzing and interpreting results and ethics and protecting human research participants.
- A section-by-section approach to methodology chapter development allows readers to develop one part of the methodological framework at a time instead focusing on the dissertation as an overwhelming whole.
- Doctoral student examples from real, interdisciplinary dissertations illustrate the variety of traditions and techniques available in qualitative methodology and make a complete dissertation seem attainable.
- “Key Questions to Ask Yourself” and “Questions for Application” ask students to stop and reflect on the concepts in the book and to take what they have learned and apply it to their own research.
- The book follows the timeline of methodology chapter development so readers can organize their work into manageable steps and operate within the conceptual and tactical work of qualitative dissertation methodology writing.
- Templates to draft qualitative dissertation methodology chapter sections and subsections serve as structured guides to frame design and writing.
Sample Materials & Chapters
Chapter 2: Understanding a Dissertation as Qualitative Methodology
Chapter 3: Framing a Dissertation Study Through a Research Tradition
Select a purchasing option, related products.
This title is also available on SAGE Research Methods , the ultimate digital methods library. If your library doesn’t have access, ask your librarian to start a trial .
Cookies on this website
Tips for a qualitative dissertation
17 October 2017
Tips for students
This blog is part of a series for Evidence-Based Health Care MSc students undertaking their dissertations.
Undertaking an MSc dissertation in Evidence-Based Health Care (EBHC) may be your first hands-on experience of doing qualitative research. I chatted to Dr. Veronika Williams, an experienced qualitative researcher, and tutor on the EBHC programme, to find out her top tips for producing a high-quality qualitative EBHC thesis.
1) Make the switch from a quantitative to a qualitative mindset
It’s not just about replacing numbers with words. Doing qualitative research requires you to adopt a different way of seeing and interpreting the world around you. Veronika asks her students to reflect on positivist and interpretivist approaches: If you come from a scientific or medical background, positivism is often the unacknowledged status quo. Be open to considering there are alternative ways to generate and understand knowledge.
2) Reflect on your role
Quantitative research strives to produce “clean” data unbiased by the context in which it was generated. With qualitative methods, this is neither possible nor desirable. Students should reflect on how their background and personal views shape the way they collect and analyse their data. This will not only add to the transparency of your work but will also help you interpret your findings.
3) Don’t forget the theory
Qualitative researchers use theories as a lens through which they understand the world around them. Veronika suggests that students consider the theoretical underpinning to their own research at the earliest stages. You can read an article about why theories are useful in qualitative research here.
4) Think about depth rather than breadth
Qualitative research is all about developing a deep and insightful understanding of the phenomenon/ concept you are studying. Be realistic about what you can achieve given the time constraints of an MSc. Veronika suggests that collecting and analysing a smaller dataset well is preferable to producing a superficial, rushed analysis of a larger dataset.
5) Blur the boundaries between data collection, analysis and writing up
Veronika strongly recommends keeping a research diary or using memos to jot down your ideas as your research progresses. Not only do these add to your audit trail, these entries will help contribute to your first draft and the process of moving towards theoretical thinking. Qualitative researchers move back and forward between their dataset and manuscript as their ideas develop. This enriches their understanding and allows emerging theories to be explored.
6) Move beyond the descriptive
When analysing interviews, for example, it can be tempting to think that having coded your transcripts you are nearly there. This is not the case! You need to move beyond the descriptive codes to conceptual themes and theoretical thinking in order to produce a high-quality thesis. Veronika warns against falling into the pitfall of thinking writing up is, “Two interviews said this whilst three interviewees said that”.
7) It’s not just about the average experience
When analysing your data, consider the outliers or negative cases, for example, those that found the intervention unacceptable. Although in the minority, these respondents will often provide more meaningful insight into the phenomenon or concept you are trying to study.
8) Bounce ideas
Veronika recommends sharing your emerging ideas and findings with someone else, maybe with a different background or perspective. This isn’t about getting to the “right answer” rather it offers you the chance to refine your thinking. Be sure, though, to fully acknowledge their contribution in your thesis.
9) Be selective
In can be a challenge to meet the dissertation word limit. It won’t be possible to present all the themes generated by your dataset so focus! Use quotes from across your dataset that best encapsulate the themes you are presenting. Display additional data in the appendix. For example, Veronika suggests illustrating how you moved from your coding framework to your themes.
10) Don’t panic!
There will be a stage during analysis and write up when it seems undoable. Unlike quantitative researchers who begin analysis with a clear plan, qualitative research is more of a journey. Everything will fall into place by the end. Be sure, though, to allow yourself enough time to make sense of the rich data qualitative research generates.
Qualitative research methods.
An official website of the United States government
The .gov means it’s official. Federal government websites often end in .gov or .mil. Before sharing sensitive information, make sure you’re on a federal government site.
The site is secure. The https:// ensures that you are connecting to the official website and that any information you provide is encrypted and transmitted securely.
- Account settings
- Advanced Search
- Journal List
- Springer Open Choice
What is Qualitative in Qualitative Research
1 Department of Sociology, Uppsala University, Uppsala, Sweden
2 Seminar for Sociology, Universität St. Gallen, St. Gallen, Switzerland
3 Department of Media and Social Sciences, University of Stavanger, Stavanger, Norway
What is qualitative research? If we look for a precise definition of qualitative research, and specifically for one that addresses its distinctive feature of being “qualitative,” the literature is meager. In this article we systematically search, identify and analyze a sample of 89 sources using or attempting to define the term “qualitative.” Then, drawing on ideas we find scattered across existing work, and based on Becker’s classic study of marijuana consumption, we formulate and illustrate a definition that tries to capture its core elements. We define qualitative research as an iterative process in which improved understanding to the scientific community is achieved by making new significant distinctions resulting from getting closer to the phenomenon studied. This formulation is developed as a tool to help improve research designs while stressing that a qualitative dimension is present in quantitative work as well. Additionally, it can facilitate teaching, communication between researchers, diminish the gap between qualitative and quantitative researchers, help to address critiques of qualitative methods, and be used as a standard of evaluation of qualitative research.
If we assume that there is something called qualitative research, what exactly is this qualitative feature? And how could we evaluate qualitative research as good or not? Is it fundamentally different from quantitative research? In practice, most active qualitative researchers working with empirical material intuitively know what is involved in doing qualitative research, yet perhaps surprisingly, a clear definition addressing its key feature is still missing.
To address the question of what is qualitative we turn to the accounts of “qualitative research” in textbooks and also in empirical work. In his classic, explorative, interview study of deviance Howard Becker ( 1963 ) asks ‘How does one become a marijuana user?’ In contrast to pre-dispositional and psychological-individualistic theories of deviant behavior, Becker’s inherently social explanation contends that becoming a user of this substance is the result of a three-phase sequential learning process. First, potential users need to learn how to smoke it properly to produce the “correct” effects. If not, they are likely to stop experimenting with it. Second, they need to discover the effects associated with it; in other words, to get “high,” individuals not only have to experience what the drug does, but also to become aware that those sensations are related to using it. Third, they require learning to savor the feelings related to its consumption – to develop an acquired taste. Becker, who played music himself, gets close to the phenomenon by observing, taking part, and by talking to people consuming the drug: “half of the fifty interviews were conducted with musicians, the other half covered a wide range of people, including laborers, machinists, and people in the professions” (Becker 1963 :56).
Another central aspect derived through the common-to-all-research interplay between induction and deduction (Becker 2017 ), is that during the course of his research Becker adds scientifically meaningful new distinctions in the form of three phases—distinctions, or findings if you will, that strongly affect the course of his research: its focus, the material that he collects, and which eventually impact his findings. Each phase typically unfolds through social interaction, and often with input from experienced users in “a sequence of social experiences during which the person acquires a conception of the meaning of the behavior, and perceptions and judgments of objects and situations, all of which make the activity possible and desirable” (Becker 1963 :235). In this study the increased understanding of smoking dope is a result of a combination of the meaning of the actors, and the conceptual distinctions that Becker introduces based on the views expressed by his respondents. Understanding is the result of research and is due to an iterative process in which data, concepts and evidence are connected with one another (Becker 2017 ).
Indeed, there are many definitions of qualitative research, but if we look for a definition that addresses its distinctive feature of being “qualitative,” the literature across the broad field of social science is meager. The main reason behind this article lies in the paradox, which, to put it bluntly, is that researchers act as if they know what it is, but they cannot formulate a coherent definition. Sociologists and others will of course continue to conduct good studies that show the relevance and value of qualitative research addressing scientific and practical problems in society. However, our paper is grounded in the idea that providing a clear definition will help us improve the work that we do. Among researchers who practice qualitative research there is clearly much knowledge. We suggest that a definition makes this knowledge more explicit. If the first rationale for writing this paper refers to the “internal” aim of improving qualitative research, the second refers to the increased “external” pressure that especially many qualitative researchers feel; pressure that comes both from society as well as from other scientific approaches. There is a strong core in qualitative research, and leading researchers tend to agree on what it is and how it is done. Our critique is not directed at the practice of qualitative research, but we do claim that the type of systematic work we do has not yet been done, and that it is useful to improve the field and its status in relation to quantitative research.
The literature on the “internal” aim of improving, or at least clarifying qualitative research is large, and we do not claim to be the first to notice the vagueness of the term “qualitative” (Strauss and Corbin 1998 ). Also, others have noted that there is no single definition of it (Long and Godfrey 2004 :182), that there are many different views on qualitative research (Denzin and Lincoln 2003 :11; Jovanović 2011 :3), and that more generally, we need to define its meaning (Best 2004 :54). Strauss and Corbin ( 1998 ), for example, as well as Nelson et al. (1992:2 cited in Denzin and Lincoln 2003 :11), and Flick ( 2007 :ix–x), have recognized that the term is problematic: “Actually, the term ‘qualitative research’ is confusing because it can mean different things to different people” (Strauss and Corbin 1998 :10–11). Hammersley has discussed the possibility of addressing the problem, but states that “the task of providing an account of the distinctive features of qualitative research is far from straightforward” ( 2013 :2). This confusion, as he has recently further argued (Hammersley 2018 ), is also salient in relation to ethnography where different philosophical and methodological approaches lead to a lack of agreement about what it means.
Others (e.g. Hammersley 2018 ; Fine and Hancock 2017 ) have also identified the treat to qualitative research that comes from external forces, seen from the point of view of “qualitative research.” This threat can be further divided into that which comes from inside academia, such as the critique voiced by “quantitative research” and outside of academia, including, for example, New Public Management. Hammersley ( 2018 ), zooming in on one type of qualitative research, ethnography, has argued that it is under treat. Similarly to Fine ( 2003 ), and before him Gans ( 1999 ), he writes that ethnography’ has acquired a range of meanings, and comes in many different versions, these often reflecting sharply divergent epistemological orientations. And already more than twenty years ago while reviewing Denzin and Lincoln’ s Handbook of Qualitative Methods Fine argued:
While this increasing centrality [of qualitative research] might lead one to believe that consensual standards have developed, this belief would be misleading. As the methodology becomes more widely accepted, querulous challengers have raised fundamental questions that collectively have undercut the traditional models of how qualitative research is to be fashioned and presented (1995:417).
According to Hammersley, there are today “serious treats to the practice of ethnographic work, on almost any definition” ( 2018 :1). He lists five external treats: (1) that social research must be accountable and able to show its impact on society; (2) the current emphasis on “big data” and the emphasis on quantitative data and evidence; (3) the labor market pressure in academia that leaves less time for fieldwork (see also Fine and Hancock 2017 ); (4) problems of access to fields; and (5) the increased ethical scrutiny of projects, to which ethnography is particularly exposed. Hammersley discusses some more or less insufficient existing definitions of ethnography.
The current situation, as Hammersley and others note—and in relation not only to ethnography but also qualitative research in general, and as our empirical study shows—is not just unsatisfactory, it may even be harmful for the entire field of qualitative research, and does not help social science at large. We suggest that the lack of clarity of qualitative research is a real problem that must be addressed.
Towards a Definition of Qualitative Research
Seen in an historical light, what is today called qualitative, or sometimes ethnographic, interpretative research – or a number of other terms – has more or less always existed. At the time the founders of sociology – Simmel, Weber, Durkheim and, before them, Marx – were writing, and during the era of the Methodenstreit (“dispute about methods”) in which the German historical school emphasized scientific methods (cf. Swedberg 1990 ), we can at least speak of qualitative forerunners.
Perhaps the most extended discussion of what later became known as qualitative methods in a classic work is Bronisław Malinowski’s ( 1922 ) Argonauts in the Western Pacific , although even this study does not explicitly address the meaning of “qualitative.” In Weber’s ([1921–-22] 1978) work we find a tension between scientific explanations that are based on observation and quantification and interpretative research (see also Lazarsfeld and Barton 1982 ).
If we look through major sociology journals like the American Sociological Review , American Journal of Sociology , or Social Forces we will not find the term qualitative sociology before the 1970s. And certainly before then much of what we consider qualitative classics in sociology, like Becker’ study ( 1963 ), had already been produced. Indeed, the Chicago School often combined qualitative and quantitative data within the same study (Fine 1995 ). Our point being that before a disciplinary self-awareness the term quantitative preceded qualitative, and the articulation of the former was a political move to claim scientific status (Denzin and Lincoln 2005 ). In the US the World War II seem to have sparked a critique of sociological work, including “qualitative work,” that did not follow the scientific canon (Rawls 2018 ), which was underpinned by a scientifically oriented and value free philosophy of science. As a result the attempts and practice of integrating qualitative and quantitative sociology at Chicago lost ground to sociology that was more oriented to surveys and quantitative work at Columbia under Merton-Lazarsfeld. The quantitative tradition was also able to present textbooks (Lundberg 1951 ) that facilitated the use this approach and its “methods.” The practices of the qualitative tradition, by and large, remained tacit or was part of the mentoring transferred from the renowned masters to their students.
This glimpse into history leads us back to the lack of a coherent account condensed in a definition of qualitative research. Many of the attempts to define the term do not meet the requirements of a proper definition: A definition should be clear, avoid tautology, demarcate its domain in relation to the environment, and ideally only use words in its definiens that themselves are not in need of definition (Hempel 1966 ). A definition can enhance precision and thus clarity by identifying the core of the phenomenon. Preferably, a definition should be short. The typical definition we have found, however, is an ostensive definition, which indicates what qualitative research is about without informing us about what it actually is :
Qualitative research is multimethod in focus, involving an interpretative, naturalistic approach to its subject matter. This means that qualitative researchers study things in their natural settings, attempting to make sense of, or interpret, phenomena in terms of the meanings people bring to them. Qualitative research involves the studied use and collection of a variety of empirical materials – case study, personal experience, introspective, life story, interview, observational, historical, interactional, and visual texts – that describe routine and problematic moments and meanings in individuals’ lives. (Denzin and Lincoln 2005 :2)
Flick claims that the label “qualitative research” is indeed used as an umbrella for a number of approaches ( 2007 :2–4; 2002 :6), and it is not difficult to identify research fitting this designation. Moreover, whatever it is, it has grown dramatically over the past five decades. In addition, courses have been developed, methods have flourished, arguments about its future have been advanced (for example, Denzin and Lincoln 1994) and criticized (for example, Snow and Morrill 1995 ), and dedicated journals and books have mushroomed. Most social scientists have a clear idea of research and how it differs from journalism, politics and other activities. But the question of what is qualitative in qualitative research is either eluded or eschewed.
We maintain that this lacuna hinders systematic knowledge production based on qualitative research. Paul Lazarsfeld noted the lack of “codification” as early as 1955 when he reviewed 100 qualitative studies in order to offer a codification of the practices (Lazarsfeld and Barton 1982 :239). Since then many texts on “qualitative research” and its methods have been published, including recent attempts (Goertz and Mahoney 2012 ) similar to Lazarsfeld’s. These studies have tried to extract what is qualitative by looking at the large number of empirical “qualitative” studies. Our novel strategy complements these endeavors by taking another approach and looking at the attempts to codify these practices in the form of a definition, as well as to a minor extent take Becker’s study as an exemplar of what qualitative researchers actually do, and what the characteristic of being ‘qualitative’ denotes and implies. We claim that qualitative researchers, if there is such a thing as “qualitative research,” should be able to codify their practices in a condensed, yet general way expressed in language.
Lingering problems of “generalizability” and “how many cases do I need” (Small 2009 ) are blocking advancement – in this line of work qualitative approaches are said to differ considerably from quantitative ones, while some of the former unsuccessfully mimic principles related to the latter (Small 2009 ). Additionally, quantitative researchers sometimes unfairly criticize the first based on their own quality criteria. Scholars like Goertz and Mahoney ( 2012 ) have successfully focused on the different norms and practices beyond what they argue are essentially two different cultures: those working with either qualitative or quantitative methods. Instead, similarly to Becker ( 2017 ) who has recently questioned the usefulness of the distinction between qualitative and quantitative research, we focus on similarities.
The current situation also impedes both students and researchers in focusing their studies and understanding each other’s work (Lazarsfeld and Barton 1982 :239). A third consequence is providing an opening for critiques by scholars operating within different traditions (Valsiner 2000 :101). A fourth issue is that the “implicit use of methods in qualitative research makes the field far less standardized than the quantitative paradigm” (Goertz and Mahoney 2012 :9). Relatedly, the National Science Foundation in the US organized two workshops in 2004 and 2005 to address the scientific foundations of qualitative research involving strategies to improve it and to develop standards of evaluation in qualitative research. However, a specific focus on its distinguishing feature of being “qualitative” while being implicitly acknowledged, was discussed only briefly (for example, Best 2004 ).
In 2014 a theme issue was published in this journal on “Methods, Materials, and Meanings: Designing Cultural Analysis,” discussing central issues in (cultural) qualitative research (Berezin 2014 ; Biernacki 2014 ; Glaeser 2014 ; Lamont and Swidler 2014 ; Spillman 2014). We agree with many of the arguments put forward, such as the risk of methodological tribalism, and that we should not waste energy on debating methods separated from research questions. Nonetheless, a clarification of the relation to what is called “quantitative research” is of outmost importance to avoid misunderstandings and misguided debates between “qualitative” and “quantitative” researchers. Our strategy means that researchers, “qualitative” or “quantitative” they may be, in their actual practice may combine qualitative work and quantitative work.
In this article we accomplish three tasks. First, we systematically survey the literature for meanings of qualitative research by looking at how researchers have defined it. Drawing upon existing knowledge we find that the different meanings and ideas of qualitative research are not yet coherently integrated into one satisfactory definition. Next, we advance our contribution by offering a definition of qualitative research and illustrate its meaning and use partially by expanding on the brief example introduced earlier related to Becker’s work ( 1963 ). We offer a systematic analysis of central themes of what researchers consider to be the core of “qualitative,” regardless of style of work. These themes – which we summarize in terms of four keywords: distinction, process, closeness, improved understanding – constitute part of our literature review, in which each one appears, sometimes with others, but never all in the same definition. They serve as the foundation of our contribution. Our categories are overlapping. Their use is primarily to organize the large amount of definitions we have identified and analyzed, and not necessarily to draw a clear distinction between them. Finally, we continue the elaboration discussed above on the advantages of a clear definition of qualitative research.
In a hermeneutic fashion we propose that there is something meaningful that deserves to be labelled “qualitative research” (Gadamer 1990 ). To approach the question “What is qualitative in qualitative research?” we have surveyed the literature. In conducting our survey we first traced the word’s etymology in dictionaries, encyclopedias, handbooks of the social sciences and of methods and textbooks, mainly in English, which is common to methodology courses. It should be noted that we have zoomed in on sociology and its literature. This discipline has been the site of the largest debate and development of methods that can be called “qualitative,” which suggests that this field should be examined in great detail.
In an ideal situation we should expect that one good definition, or at least some common ideas, would have emerged over the years. This common core of qualitative research should be so accepted that it would appear in at least some textbooks. Since this is not what we found, we decided to pursue an inductive approach to capture maximal variation in the field of qualitative research; we searched in a selection of handbooks, textbooks, book chapters, and books, to which we added the analysis of journal articles. Our sample comprises a total of 89 references.
In practice we focused on the discipline that has had a clear discussion of methods, namely sociology. We also conducted a broad search in the JSTOR database to identify scholarly sociology articles published between 1998 and 2017 in English with a focus on defining or explaining qualitative research. We specifically zoom in on this time frame because we would have expect that this more mature period would have produced clear discussions on the meaning of qualitative research. To find these articles we combined a number of keywords to search the content and/or the title: qualitative (which was always included), definition, empirical, research, methodology, studies, fieldwork, interview and observation .
As a second phase of our research we searched within nine major sociological journals ( American Journal of Sociology , Sociological Theory , American Sociological Review , Contemporary Sociology , Sociological Forum , Sociological Theory , Qualitative Research , Qualitative Sociology and Qualitative Sociology Review ) for articles also published during the past 19 years (1998–2017) that had the term “qualitative” in the title and attempted to define qualitative research.
Lastly we picked two additional journals, Qualitative Research and Qualitative Sociology , in which we could expect to find texts addressing the notion of “qualitative.” From Qualitative Research we chose Volume 14, Issue 6, December 2014, and from Qualitative Sociology we chose Volume 36, Issue 2, June 2017. Within each of these we selected the first article; then we picked the second article of three prior issues. Again we went back another three issues and investigated article number three. Finally we went back another three issues and perused article number four. This selection criteria was used to get a manageable sample for the analysis.
The coding process of the 89 references we gathered in our selected review began soon after the first round of material was gathered, and we reduced the complexity created by our maximum variation sampling (Snow and Anderson 1993 :22) to four different categories within which questions on the nature and properties of qualitative research were discussed. We call them: Qualitative and Quantitative Research, Qualitative Research, Fieldwork, and Grounded Theory. This – which may appear as an illogical grouping – merely reflects the “context” in which the matter of “qualitative” is discussed. If the selection process of the material – books and articles – was informed by pre-knowledge, we used an inductive strategy to code the material. When studying our material, we identified four central notions related to “qualitative” that appear in various combinations in the literature which indicate what is the core of qualitative research. We have labeled them: “distinctions”, “process,” “closeness,” and “improved understanding.” During the research process the categories and notions were improved, refined, changed, and reordered. The coding ended when a sense of saturation in the material arose. In the presentation below all quotations and references come from our empirical material of texts on qualitative research.
Analysis – What is Qualitative Research?
In this section we describe the four categories we identified in the coding, how they differently discuss qualitative research, as well as their overall content. Some salient quotations are selected to represent the type of text sorted under each of the four categories. What we present are examples from the literature.
Qualitative and Quantitative
This analytic category comprises quotations comparing qualitative and quantitative research, a distinction that is frequently used (Brown 2010 :231); in effect this is a conceptual pair that structures the discussion and that may be associated with opposing interests. While the general goal of quantitative and qualitative research is the same – to understand the world better – their methodologies and focus in certain respects differ substantially (Becker 1966 :55). Quantity refers to that property of something that can be determined by measurement. In a dictionary of Statistics and Methodology we find that “(a) When referring to *variables, ‘qualitative’ is another term for *categorical or *nominal. (b) When speaking of kinds of research, ‘qualitative’ refers to studies of subjects that are hard to quantify, such as art history. Qualitative research tends to be a residual category for almost any kind of non-quantitative research” (Stiles 1998:183). But it should be obvious that one could employ a quantitative approach when studying, for example, art history.
The same dictionary states that quantitative is “said of variables or research that can be handled numerically, usually (too sharply) contrasted with *qualitative variables and research” (Stiles 1998:184). From a qualitative perspective “quantitative research” is about numbers and counting, and from a quantitative perspective qualitative research is everything that is not about numbers. But this does not say much about what is “qualitative.” If we turn to encyclopedias we find that in the 1932 edition of the Encyclopedia of the Social Sciences there is no mention of “qualitative.” In the Encyclopedia from 1968 we can read:
Qualitative Analysis. For methods of obtaining, analyzing, and describing data, see [the various entries:] CONTENT ANALYSIS; COUNTED DATA; EVALUATION RESEARCH, FIELD WORK; GRAPHIC PRESENTATION; HISTORIOGRAPHY, especially the article on THE RHETORIC OF HISTORY; INTERVIEWING; OBSERVATION; PERSONALITY MEASUREMENT; PROJECTIVE METHODS; PSYCHOANALYSIS, article on EXPERIMENTAL METHODS; SURVEY ANALYSIS, TABULAR PRESENTATION; TYPOLOGIES. (Vol. 13:225)
Some, like Alford, divide researchers into methodologists or, in his words, “quantitative and qualitative specialists” (Alford 1998 :12). Qualitative research uses a variety of methods, such as intensive interviews or in-depth analysis of historical materials, and it is concerned with a comprehensive account of some event or unit (King et al. 1994 :4). Like quantitative research it can be utilized to study a variety of issues, but it tends to focus on meanings and motivations that underlie cultural symbols, personal experiences, phenomena and detailed understanding of processes in the social world. In short, qualitative research centers on understanding processes, experiences, and the meanings people assign to things (Kalof et al. 2008 :79).
Others simply say that qualitative methods are inherently unscientific (Jovanović 2011 :19). Hood, for instance, argues that words are intrinsically less precise than numbers, and that they are therefore more prone to subjective analysis, leading to biased results (Hood 2006 :219). Qualitative methodologies have raised concerns over the limitations of quantitative templates (Brady et al. 2004 :4). Scholars such as King et al. ( 1994 ), for instance, argue that non-statistical research can produce more reliable results if researchers pay attention to the rules of scientific inference commonly stated in quantitative research. Also, researchers such as Becker ( 1966 :59; 1970 :42–43) have asserted that, if conducted properly, qualitative research and in particular ethnographic field methods, can lead to more accurate results than quantitative studies, in particular, survey research and laboratory experiments.
Some researchers, such as Kalof, Dan, and Dietz ( 2008 :79) claim that the boundaries between the two approaches are becoming blurred, and Small ( 2009 ) argues that currently much qualitative research (especially in North America) tries unsuccessfully and unnecessarily to emulate quantitative standards. For others, qualitative research tends to be more humanistic and discursive (King et al. 1994 :4). Ragin ( 1994 ), and similarly also Becker, ( 1996 :53), Marchel and Owens ( 2007 :303) think that the main distinction between the two styles is overstated and does not rest on the simple dichotomy of “numbers versus words” (Ragin 1994 :xii). Some claim that quantitative data can be utilized to discover associations, but in order to unveil cause and effect a complex research design involving the use of qualitative approaches needs to be devised (Gilbert 2009 :35). Consequently, qualitative data are useful for understanding the nuances lying beyond those processes as they unfold (Gilbert 2009 :35). Others contend that qualitative research is particularly well suited both to identify causality and to uncover fine descriptive distinctions (Fine and Hallett 2014 ; Lichterman and Isaac Reed 2014 ; Katz 2015 ).
There are other ways to separate these two traditions, including normative statements about what qualitative research should be (that is, better or worse than quantitative approaches, concerned with scientific approaches to societal change or vice versa; Snow and Morrill 1995 ; Denzin and Lincoln 2005 ), or whether it should develop falsifiable statements; Best 2004 ).
We propose that quantitative research is largely concerned with pre-determined variables (Small 2008 ); the analysis concerns the relations between variables. These categories are primarily not questioned in the study, only their frequency or degree, or the correlations between them (cf. Franzosi 2016 ). If a researcher studies wage differences between women and men, he or she works with given categories: x number of men are compared with y number of women, with a certain wage attributed to each person. The idea is not to move beyond the given categories of wage, men and women; they are the starting point as well as the end point, and undergo no “qualitative change.” Qualitative research, in contrast, investigates relations between categories that are themselves subject to change in the research process. Returning to Becker’s study ( 1963 ), we see that he questioned pre-dispositional theories of deviant behavior working with pre-determined variables such as an individual’s combination of personal qualities or emotional problems. His take, in contrast, was to understand marijuana consumption by developing “variables” as part of the investigation. Thereby he presented new variables, or as we would say today, theoretical concepts, but which are grounded in the empirical material.
This category contains quotations that refer to descriptions of qualitative research without making comparisons with quantitative research. Researchers such as Denzin and Lincoln, who have written a series of influential handbooks on qualitative methods (1994; Denzin and Lincoln 2003 ; 2005 ), citing Nelson et al. (1992:4), argue that because qualitative research is “interdisciplinary, transdisciplinary, and sometimes counterdisciplinary” it is difficult to derive one single definition of it (Jovanović 2011 :3). According to them, in fact, “the field” is “many things at the same time,” involving contradictions, tensions over its focus, methods, and how to derive interpretations and findings ( 2003 : 11). Similarly, others, such as Flick ( 2007 :ix–x) contend that agreeing on an accepted definition has increasingly become problematic, and that qualitative research has possibly matured different identities. However, Best holds that “the proliferation of many sorts of activities under the label of qualitative sociology threatens to confuse our discussions” ( 2004 :54). Atkinson’s position is more definite: “the current state of qualitative research and research methods is confused” ( 2005 :3–4).
Qualitative research is about interpretation (Blumer 1969 ; Strauss and Corbin 1998 ; Denzin and Lincoln 2003 ), or Verstehen [understanding] (Frankfort-Nachmias and Nachmias 1996 ). It is “multi-method,” involving the collection and use of a variety of empirical materials (Denzin and Lincoln 1998; Silverman 2013 ) and approaches (Silverman 2005 ; Flick 2007 ). It focuses not only on the objective nature of behavior but also on its subjective meanings: individuals’ own accounts of their attitudes, motivations, behavior (McIntyre 2005 :127; Creswell 2009 ), events and situations (Bryman 1989) – what people say and do in specific places and institutions (Goodwin and Horowitz 2002 :35–36) in social and temporal contexts (Morrill and Fine 1997). For this reason, following Weber ([1921-22] 1978), it can be described as an interpretative science (McIntyre 2005 :127). But could quantitative research also be concerned with these questions? Also, as pointed out below, does all qualitative research focus on subjective meaning, as some scholars suggest?
Others also distinguish qualitative research by claiming that it collects data using a naturalistic approach (Denzin and Lincoln 2005 :2; Creswell 2009 ), focusing on the meaning actors ascribe to their actions. But again, does all qualitative research need to be collected in situ? And does qualitative research have to be inherently concerned with meaning? Flick ( 2007 ), referring to Denzin and Lincoln ( 2005 ), mentions conversation analysis as an example of qualitative research that is not concerned with the meanings people bring to a situation, but rather with the formal organization of talk. Still others, such as Ragin ( 1994 :85), note that qualitative research is often (especially early on in the project, we would add) less structured than other kinds of social research – a characteristic connected to its flexibility and that can lead both to potentially better, but also worse results. But is this not a feature of this type of research, rather than a defining description of its essence? Wouldn’t this comment also apply, albeit to varying degrees, to quantitative research?
In addition, Strauss ( 2003 ), along with others, such as Alvesson and Kärreman ( 2011 :10–76), argue that qualitative researchers struggle to capture and represent complex phenomena partially because they tend to collect a large amount of data. While his analysis is correct at some points – “It is necessary to do detailed, intensive, microscopic examination of the data in order to bring out the amazing complexity of what lies in, behind, and beyond those data” (Strauss 2003 :10) – much of his analysis concerns the supposed focus of qualitative research and its challenges, rather than exactly what it is about. But even in this instance we would make a weak case arguing that these are strictly the defining features of qualitative research. Some researchers seem to focus on the approach or the methods used, or even on the way material is analyzed. Several researchers stress the naturalistic assumption of investigating the world, suggesting that meaning and interpretation appear to be a core matter of qualitative research.
We can also see that in this category there is no consensus about specific qualitative methods nor about qualitative data. Many emphasize interpretation, but quantitative research, too, involves interpretation; the results of a regression analysis, for example, certainly have to be interpreted, and the form of meta-analysis that factor analysis provides indeed requires interpretation However, there is no interpretation of quantitative raw data, i.e., numbers in tables. One common thread is that qualitative researchers have to get to grips with their data in order to understand what is being studied in great detail, irrespective of the type of empirical material that is being analyzed. This observation is connected to the fact that qualitative researchers routinely make several adjustments of focus and research design as their studies progress, in many cases until the very end of the project (Kalof et al. 2008 ). If you, like Becker, do not start out with a detailed theory, adjustments such as the emergence and refinement of research questions will occur during the research process. We have thus found a number of useful reflections about qualitative research scattered across different sources, but none of them effectively describe the defining characteristics of this approach.
Although qualitative research does not appear to be defined in terms of a specific method, it is certainly common that fieldwork, i.e., research that entails that the researcher spends considerable time in the field that is studied and use the knowledge gained as data, is seen as emblematic of or even identical to qualitative research. But because we understand that fieldwork tends to focus primarily on the collection and analysis of qualitative data, we expected to find within it discussions on the meaning of “qualitative.” But, again, this was not the case.
Instead, we found material on the history of this approach (for example, Frankfort-Nachmias and Nachmias 1996 ; Atkinson et al. 2001), including how it has changed; for example, by adopting a more self-reflexive practice (Heyl 2001), as well as the different nomenclature that has been adopted, such as fieldwork, ethnography, qualitative research, naturalistic research, participant observation and so on (for example, Lofland et al. 2006 ; Gans 1999 ).
We retrieved definitions of ethnography, such as “the study of people acting in the natural courses of their daily lives,” involving a “resocialization of the researcher” (Emerson 1988 :1) through intense immersion in others’ social worlds (see also examples in Hammersley 2018 ). This may be accomplished by direct observation and also participation (Neuman 2007 :276), although others, such as Denzin ( 1970 :185), have long recognized other types of observation, including non-participant (“fly on the wall”). In this category we have also isolated claims and opposing views, arguing that this type of research is distinguished primarily by where it is conducted (natural settings) (Hughes 1971:496), and how it is carried out (a variety of methods are applied) or, for some most importantly, by involving an active, empathetic immersion in those being studied (Emerson 1988 :2). We also retrieved descriptions of the goals it attends in relation to how it is taught (understanding subjective meanings of the people studied, primarily develop theory, or contribute to social change) (see for example, Corte and Irwin 2017 ; Frankfort-Nachmias and Nachmias 1996 :281; Trier-Bieniek 2012 :639) by collecting the richest possible data (Lofland et al. 2006 ) to derive “thick descriptions” (Geertz 1973 ), and/or to aim at theoretical statements of general scope and applicability (for example, Emerson 1988 ; Fine 2003 ). We have identified guidelines on how to evaluate it (for example Becker 1996 ; Lamont 2004 ) and have retrieved instructions on how it should be conducted (for example, Lofland et al. 2006 ). For instance, analysis should take place while the data gathering unfolds (Emerson 1988 ; Hammersley and Atkinson 2007 ; Lofland et al. 2006 ), observations should be of long duration (Becker 1970 :54; Goffman 1989 ), and data should be of high quantity (Becker 1970 :52–53), as well as other questionable distinctions between fieldwork and other methods:
Field studies differ from other methods of research in that the researcher performs the task of selecting topics, decides what questions to ask, and forges interest in the course of the research itself . This is in sharp contrast to many ‘theory-driven’ and ‘hypothesis-testing’ methods. (Lofland and Lofland 1995 :5)
But could not, for example, a strictly interview-based study be carried out with the same amount of flexibility, such as sequential interviewing (for example, Small 2009 )? Once again, are quantitative approaches really as inflexible as some qualitative researchers think? Moreover, this category stresses the role of the actors’ meaning, which requires knowledge and close interaction with people, their practices and their lifeworld.
It is clear that field studies – which are seen by some as the “gold standard” of qualitative research – are nonetheless only one way of doing qualitative research. There are other methods, but it is not clear why some are more qualitative than others, or why they are better or worse. Fieldwork is characterized by interaction with the field (the material) and understanding of the phenomenon that is being studied. In Becker’s case, he had general experience from fields in which marihuana was used, based on which he did interviews with actual users in several fields.
Another major category we identified in our sample is Grounded Theory. We found descriptions of it most clearly in Glaser and Strauss’ ( 2010 ) original articulation, Strauss and Corbin ( 1998 ) and Charmaz ( 2006 ), as well as many other accounts of what it is for: generating and testing theory (Strauss 2003 :xi). We identified explanations of how this task can be accomplished – such as through two main procedures: constant comparison and theoretical sampling (Emerson 1998:96), and how using it has helped researchers to “think differently” (for example, Strauss and Corbin 1998 :1). We also read descriptions of its main traits, what it entails and fosters – for instance, an exceptional flexibility, an inductive approach (Strauss and Corbin 1998 :31–33; 1990; Esterberg 2002 :7), an ability to step back and critically analyze situations, recognize tendencies towards bias, think abstractly and be open to criticism, enhance sensitivity towards the words and actions of respondents, and develop a sense of absorption and devotion to the research process (Strauss and Corbin 1998 :5–6). Accordingly, we identified discussions of the value of triangulating different methods (both using and not using grounded theory), including quantitative ones, and theories to achieve theoretical development (most comprehensively in Denzin 1970 ; Strauss and Corbin 1998 ; Timmermans and Tavory 2012 ). We have also located arguments about how its practice helps to systematize data collection, analysis and presentation of results (Glaser and Strauss  2010 :16).
Grounded theory offers a systematic approach which requires researchers to get close to the field; closeness is a requirement of identifying questions and developing new concepts or making further distinctions with regard to old concepts. In contrast to other qualitative approaches, grounded theory emphasizes the detailed coding process, and the numerous fine-tuned distinctions that the researcher makes during the process. Within this category, too, we could not find a satisfying discussion of the meaning of qualitative research.
Defining Qualitative Research
In sum, our analysis shows that some notions reappear in the discussion of qualitative research, such as understanding, interpretation, “getting close” and making distinctions. These notions capture aspects of what we think is “qualitative.” However, a comprehensive definition that is useful and that can further develop the field is lacking, and not even a clear picture of its essential elements appears. In other words no definition emerges from our data, and in our research process we have moved back and forth between our empirical data and the attempt to present a definition. Our concrete strategy, as stated above, is to relate qualitative and quantitative research, or more specifically, qualitative and quantitative work. We use an ideal-typical notion of quantitative research which relies on taken for granted and numbered variables. This means that the data consists of variables on different scales, such as ordinal, but frequently ratio and absolute scales, and the representation of the numbers to the variables, i.e. the justification of the assignment of numbers to object or phenomenon, are not questioned, though the validity may be questioned. In this section we return to the notion of quality and try to clarify it while presenting our contribution.
Broadly, research refers to the activity performed by people trained to obtain knowledge through systematic procedures. Notions such as “objectivity” and “reflexivity,” “systematic,” “theory,” “evidence” and “openness” are here taken for granted in any type of research. Next, building on our empirical analysis we explain the four notions that we have identified as central to qualitative work: distinctions, process, closeness, and improved understanding. In discussing them, ultimately in relation to one another, we make their meaning even more precise. Our idea, in short, is that only when these ideas that we present separately for analytic purposes are brought together can we speak of qualitative research.
We believe that the possibility of making new distinctions is one the defining characteristics of qualitative research. It clearly sets it apart from quantitative analysis which works with taken-for-granted variables, albeit as mentioned, meta-analyses, for example, factor analysis may result in new variables. “Quality” refers essentially to distinctions, as already pointed out by Aristotle. He discusses the term “qualitative” commenting: “By a quality I mean that in virtue of which things are said to be qualified somehow” (Aristotle 1984:14). Quality is about what something is or has, which means that the distinction from its environment is crucial. We see qualitative research as a process in which significant new distinctions are made to the scholarly community; to make distinctions is a key aspect of obtaining new knowledge; a point, as we will see, that also has implications for “quantitative research.” The notion of being “significant” is paramount. New distinctions by themselves are not enough; just adding concepts only increases complexity without furthering our knowledge. The significance of new distinctions is judged against the communal knowledge of the research community. To enable this discussion and judgements central elements of rational discussion are required (cf. Habermas  1987 ; Davidsson [ 1988 ] 2001) to identify what is new and relevant scientific knowledge. Relatedly, Ragin alludes to the idea of new and useful knowledge at a more concrete level: “Qualitative methods are appropriate for in-depth examination of cases because they aid the identification of key features of cases. Most qualitative methods enhance data” (1994:79). When Becker ( 1963 ) studied deviant behavior and investigated how people became marihuana smokers, he made distinctions between the ways in which people learned how to smoke. This is a classic example of how the strategy of “getting close” to the material, for example the text, people or pictures that are subject to analysis, may enable researchers to obtain deeper insight and new knowledge by making distinctions – in this instance on the initial notion of learning how to smoke. Others have stressed the making of distinctions in relation to coding or theorizing. Emerson et al. ( 1995 ), for example, hold that “qualitative coding is a way of opening up avenues of inquiry,” meaning that the researcher identifies and develops concepts and analytic insights through close examination of and reflection on data (Emerson et al. 1995 :151). Goodwin and Horowitz highlight making distinctions in relation to theory-building writing: “Close engagement with their cases typically requires qualitative researchers to adapt existing theories or to make new conceptual distinctions or theoretical arguments to accommodate new data” ( 2002 : 37). In the ideal-typical quantitative research only existing and so to speak, given, variables would be used. If this is the case no new distinction are made. But, would not also many “quantitative” researchers make new distinctions?
Process does not merely suggest that research takes time. It mainly implies that qualitative new knowledge results from a process that involves several phases, and above all iteration. Qualitative research is about oscillation between theory and evidence, analysis and generating material, between first- and second -order constructs (Schütz 1962 :59), between getting in contact with something, finding sources, becoming deeply familiar with a topic, and then distilling and communicating some of its essential features. The main point is that the categories that the researcher uses, and perhaps takes for granted at the beginning of the research process, usually undergo qualitative changes resulting from what is found. Becker describes how he tested hypotheses and let the jargon of the users develop into theoretical concepts. This happens over time while the study is being conducted, exemplifying what we mean by process.
In the research process, a pilot-study may be used to get a first glance of, for example, the field, how to approach it, and what methods can be used, after which the method and theory are chosen or refined before the main study begins. Thus, the empirical material is often central from the start of the project and frequently leads to adjustments by the researcher. Likewise, during the main study categories are not fixed; the empirical material is seen in light of the theory used, but it is also given the opportunity to kick back, thereby resisting attempts to apply theoretical straightjackets (Becker 1970 :43). In this process, coding and analysis are interwoven, and thus are often important steps for getting closer to the phenomenon and deciding what to focus on next. Becker began his research by interviewing musicians close to him, then asking them to refer him to other musicians, and later on doubling his original sample of about 25 to include individuals in other professions (Becker 1973:46). Additionally, he made use of some participant observation, documents, and interviews with opiate users made available to him by colleagues. As his inductive theory of deviance evolved, Becker expanded his sample in order to fine tune it, and test the accuracy and generality of his hypotheses. In addition, he introduced a negative case and discussed the null hypothesis ( 1963 :44). His phasic career model is thus based on a research design that embraces processual work. Typically, process means to move between “theory” and “material” but also to deal with negative cases, and Becker ( 1998 ) describes how discovering these negative cases impacted his research design and ultimately its findings.
Obviously, all research is process-oriented to some degree. The point is that the ideal-typical quantitative process does not imply change of the data, and iteration between data, evidence, hypotheses, empirical work, and theory. The data, quantified variables, are, in most cases fixed. Merging of data, which of course can be done in a quantitative research process, does not mean new data. New hypotheses are frequently tested, but the “raw data is often the “the same.” Obviously, over time new datasets are made available and put into use.
Another characteristic that is emphasized in our sample is that qualitative researchers – and in particular ethnographers – can, or as Goffman put it, ought to ( 1989 ), get closer to the phenomenon being studied and their data than quantitative researchers (for example, Silverman 2009 :85). Put differently, essentially because of their methods qualitative researchers get into direct close contact with those being investigated and/or the material, such as texts, being analyzed. Becker started out his interview study, as we noted, by talking to those he knew in the field of music to get closer to the phenomenon he was studying. By conducting interviews he got even closer. Had he done more observations, he would undoubtedly have got even closer to the field.
Additionally, ethnographers’ design enables researchers to follow the field over time, and the research they do is almost by definition longitudinal, though the time in the field is studied obviously differs between studies. The general characteristic of closeness over time maximizes the chances of unexpected events, new data (related, for example, to archival research as additional sources, and for ethnography for situations not necessarily previously thought of as instrumental – what Mannay and Morgan ( 2015 ) term the “waiting field”), serendipity (Merton and Barber 2004 ; Åkerström 2013 ), and possibly reactivity, as well as the opportunity to observe disrupted patterns that translate into exemplars of negative cases. Two classic examples of this are Becker’s finding of what medical students call “crocks” (Becker et al. 1961 :317), and Geertz’s ( 1973 ) study of “deep play” in Balinese society.
By getting and staying so close to their data – be it pictures, text or humans interacting (Becker was himself a musician) – for a long time, as the research progressively focuses, qualitative researchers are prompted to continually test their hunches, presuppositions and hypotheses. They test them against a reality that often (but certainly not always), and practically, as well as metaphorically, talks back, whether by validating them, or disqualifying their premises – correctly, as well as incorrectly (Fine 2003 ; Becker 1970 ). This testing nonetheless often leads to new directions for the research. Becker, for example, says that he was initially reading psychological theories, but when facing the data he develops a theory that looks at, you may say, everything but psychological dispositions to explain the use of marihuana. Especially researchers involved with ethnographic methods have a fairly unique opportunity to dig up and then test (in a circular, continuous and temporal way) new research questions and findings as the research progresses, and thereby to derive previously unimagined and uncharted distinctions by getting closer to the phenomenon under study.
Let us stress that getting close is by no means restricted to ethnography. The notion of hermeneutic circle and hermeneutics as a general way of understanding implies that we must get close to the details in order to get the big picture. This also means that qualitative researchers can literally also make use of details of pictures as evidence (cf. Harper 2002). Thus, researchers may get closer both when generating the material or when analyzing it.
Quantitative research, we maintain, in the ideal-typical representation cannot get closer to the data. The data is essentially numbers in tables making up the variables (Franzosi 2016 :138). The data may originally have been “qualitative,” but once reduced to numbers there can only be a type of “hermeneutics” about what the number may stand for. The numbers themselves, however, are non-ambiguous. Thus, in quantitative research, interpretation, if done, is not about the data itself—the numbers—but what the numbers stand for. It follows that the interpretation is essentially done in a more “speculative” mode without direct empirical evidence (cf. Becker 2017 ).
While distinction, process and getting closer refer to the qualitative work of the researcher, improved understanding refers to its conditions and outcome of this work. Understanding cuts deeper than explanation, which to some may mean a causally verified correlation between variables. The notion of explanation presupposes the notion of understanding since explanation does not include an idea of how knowledge is gained (Manicas 2006 : 15). Understanding, we argue, is the core concept of what we call the outcome of the process when research has made use of all the other elements that were integrated in the research. Understanding, then, has a special status in qualitative research since it refers both to the conditions of knowledge and the outcome of the process. Understanding can to some extent be seen as the condition of explanation and occurs in a process of interpretation, which naturally refers to meaning (Gadamer 1990 ). It is fundamentally connected to knowing, and to the knowing of how to do things (Heidegger  2001 ). Conceptually the term hermeneutics is used to account for this process. Heidegger ties hermeneutics to human being and not possible to separate from the understanding of being ( 1988 ). Here we use it in a broader sense, and more connected to method in general (cf. Seiffert 1992 ). The abovementioned aspects – for example, “objectivity” and “reflexivity” – of the approach are conditions of scientific understanding. Understanding is the result of a circular process and means that the parts are understood in light of the whole, and vice versa. Understanding presupposes pre-understanding, or in other words, some knowledge of the phenomenon studied. The pre-understanding, even in the form of prejudices, are in qualitative research process, which we see as iterative, questioned, which gradually or suddenly change due to the iteration of data, evidence and concepts. However, qualitative research generates understanding in the iterative process when the researcher gets closer to the data, e.g., by going back and forth between field and analysis in a process that generates new data that changes the evidence, and, ultimately, the findings. Questioning, to ask questions, and put what one assumes—prejudices and presumption—in question, is central to understand something (Heidegger  2001 ; Gadamer 1990 :368–384). We propose that this iterative process in which the process of understanding occurs is characteristic of qualitative research.
Improved understanding means that we obtain scientific knowledge of something that we as a scholarly community did not know before, or that we get to know something better. It means that we understand more about how parts are related to one another, and to other things we already understand (see also Fine and Hallett 2014 ). Understanding is an important condition for qualitative research. It is not enough to identify correlations, make distinctions, and work in a process in which one gets close to the field or phenomena. Understanding is accomplished when the elements are integrated in an iterative process.
It is, moreover, possible to understand many things, and researchers, just like children, may come to understand new things every day as they engage with the world. This subjective condition of understanding – namely, that a person gains a better understanding of something –is easily met. To be qualified as “scientific,” the understanding must be general and useful to many; it must be public. But even this generally accessible understanding is not enough in order to speak of “scientific understanding.” Though we as a collective can increase understanding of everything in virtually all potential directions as a result also of qualitative work, we refrain from this “objective” way of understanding, which has no means of discriminating between what we gain in understanding. Scientific understanding means that it is deemed relevant from the scientific horizon (compare Schütz 1962 : 35–38, 46, 63), and that it rests on the pre-understanding that the scientists have and must have in order to understand. In other words, the understanding gained must be deemed useful by other researchers, so that they can build on it. We thus see understanding from a pragmatic, rather than a subjective or objective perspective. Improved understanding is related to the question(s) at hand. Understanding, in order to represent an improvement, must be an improvement in relation to the existing body of knowledge of the scientific community (James [ 1907 ] 1955). Scientific understanding is, by definition, collective, as expressed in Weber’s famous note on objectivity, namely that scientific work aims at truths “which … can claim, even for a Chinese, the validity appropriate to an empirical analysis” ( 1949 :59). By qualifying “improved understanding” we argue that it is a general defining characteristic of qualitative research. Becker‘s ( 1966 ) study and other research of deviant behavior increased our understanding of the social learning processes of how individuals start a behavior. And it also added new knowledge about the labeling of deviant behavior as a social process. Few studies, of course, make the same large contribution as Becker’s, but are nonetheless qualitative research.
Understanding in the phenomenological sense, which is a hallmark of qualitative research, we argue, requires meaning and this meaning is derived from the context, and above all the data being analyzed. The ideal-typical quantitative research operates with given variables with different numbers. This type of material is not enough to establish meaning at the level that truly justifies understanding. In other words, many social science explanations offer ideas about correlations or even causal relations, but this does not mean that the meaning at the level of the data analyzed, is understood. This leads us to say that there are indeed many explanations that meet the criteria of understanding, for example the explanation of how one becomes a marihuana smoker presented by Becker. However, we may also understand a phenomenon without explaining it, and we may have potential explanations, or better correlations, that are not really understood.
We may speak more generally of quantitative research and its data to clarify what we see as an important distinction. The “raw data” that quantitative research—as an idealtypical activity, refers to is not available for further analysis; the numbers, once created, are not to be questioned (Franzosi 2016 : 138). If the researcher is to do “more” or “change” something, this will be done by conjectures based on theoretical knowledge or based on the researcher’s lifeworld. Both qualitative and quantitative research is based on the lifeworld, and all researchers use prejudices and pre-understanding in the research process. This idea is present in the works of Heidegger ( 2001 ) and Heisenberg (cited in Franzosi 2010 :619). Qualitative research, as we argued, involves the interaction and questioning of concepts (theory), data, and evidence.
Ragin ( 2004 :22) points out that “a good definition of qualitative research should be inclusive and should emphasize its key strengths and features, not what it lacks (for example, the use of sophisticated quantitative techniques).” We define qualitative research as an iterative process in which improved understanding to the scientific community is achieved by making new significant distinctions resulting from getting closer to the phenomenon studied. Qualitative research, as defined here, is consequently a combination of two criteria: (i) how to do things –namely, generating and analyzing empirical material, in an iterative process in which one gets closer by making distinctions, and (ii) the outcome –improved understanding novel to the scholarly community. Is our definition applicable to our own study? In this study we have closely read the empirical material that we generated, and the novel distinction of the notion “qualitative research” is the outcome of an iterative process in which both deduction and induction were involved, in which we identified the categories that we analyzed. We thus claim to meet the first criteria, “how to do things.” The second criteria cannot be judged but in a partial way by us, namely that the “outcome” —in concrete form the definition-improves our understanding to others in the scientific community.
We have defined qualitative research, or qualitative scientific work, in relation to quantitative scientific work. Given this definition, qualitative research is about questioning the pre-given (taken for granted) variables, but it is thus also about making new distinctions of any type of phenomenon, for example, by coining new concepts, including the identification of new variables. This process, as we have discussed, is carried out in relation to empirical material, previous research, and thus in relation to theory. Theory and previous research cannot be escaped or bracketed. According to hermeneutic principles all scientific work is grounded in the lifeworld, and as social scientists we can thus never fully bracket our pre-understanding.
We have proposed that quantitative research, as an idealtype, is concerned with pre-determined variables (Small 2008 ). Variables are epistemically fixed, but can vary in terms of dimensions, such as frequency or number. Age is an example; as a variable it can take on different numbers. In relation to quantitative research, qualitative research does not reduce its material to number and variables. If this is done the process of comes to a halt, the researcher gets more distanced from her data, and it makes it no longer possible to make new distinctions that increase our understanding. We have above discussed the components of our definition in relation to quantitative research. Our conclusion is that in the research that is called quantitative there are frequent and necessary qualitative elements.
Further, comparative empirical research on researchers primarily working with ”quantitative” approaches and those working with ”qualitative” approaches, we propose, would perhaps show that there are many similarities in practices of these two approaches. This is not to deny dissimilarities, or the different epistemic and ontic presuppositions that may be more or less strongly associated with the two different strands (see Goertz and Mahoney 2012 ). Our point is nonetheless that prejudices and preconceptions about researchers are unproductive, and that as other researchers have argued, differences may be exaggerated (e.g., Becker 1996 : 53, 2017 ; Marchel and Owens 2007 :303; Ragin 1994 ), and that a qualitative dimension is present in both kinds of work.
Several things follow from our findings. The most important result is the relation to quantitative research. In our analysis we have separated qualitative research from quantitative research. The point is not to label individual researchers, methods, projects, or works as either “quantitative” or “qualitative.” By analyzing, i.e., taking apart, the notions of quantitative and qualitative, we hope to have shown the elements of qualitative research. Our definition captures the elements, and how they, when combined in practice, generate understanding. As many of the quotations we have used suggest, one conclusion of our study holds that qualitative approaches are not inherently connected with a specific method. Put differently, none of the methods that are frequently labelled “qualitative,” such as interviews or participant observation, are inherently “qualitative.” What matters, given our definition, is whether one works qualitatively or quantitatively in the research process, until the results are produced. Consequently, our analysis also suggests that those researchers working with what in the literature and in jargon is often called “quantitative research” are almost bound to make use of what we have identified as qualitative elements in any research project. Our findings also suggest that many” quantitative” researchers, at least to some extent, are engaged with qualitative work, such as when research questions are developed, variables are constructed and combined, and hypotheses are formulated. Furthermore, a research project may hover between “qualitative” and “quantitative” or start out as “qualitative” and later move into a “quantitative” (a distinct strategy that is not similar to “mixed methods” or just simply combining induction and deduction). More generally speaking, the categories of “qualitative” and “quantitative,” unfortunately, often cover up practices, and it may lead to “camps” of researchers opposing one another. For example, regardless of the researcher is primarily oriented to “quantitative” or “qualitative” research, the role of theory is neglected (cf. Swedberg 2017 ). Our results open up for an interaction not characterized by differences, but by different emphasis, and similarities.
Let us take two examples to briefly indicate how qualitative elements can fruitfully be combined with quantitative. Franzosi ( 2010 ) has discussed the relations between quantitative and qualitative approaches, and more specifically the relation between words and numbers. He analyzes texts and argues that scientific meaning cannot be reduced to numbers. Put differently, the meaning of the numbers is to be understood by what is taken for granted, and what is part of the lifeworld (Schütz 1962 ). Franzosi shows how one can go about using qualitative and quantitative methods and data to address scientific questions analyzing violence in Italy at the time when fascism was rising (1919–1922). Aspers ( 2006 ) studied the meaning of fashion photographers. He uses an empirical phenomenological approach, and establishes meaning at the level of actors. In a second step this meaning, and the different ideal-typical photographers constructed as a result of participant observation and interviews, are tested using quantitative data from a database; in the first phase to verify the different ideal-types, in the second phase to use these types to establish new knowledge about the types. In both of these cases—and more examples can be found—authors move from qualitative data and try to keep the meaning established when using the quantitative data.
A second main result of our study is that a definition, and we provided one, offers a way for research to clarify, and even evaluate, what is done. Hence, our definition can guide researchers and students, informing them on how to think about concrete research problems they face, and to show what it means to get closer in a process in which new distinctions are made. The definition can also be used to evaluate the results, given that it is a standard of evaluation (cf. Hammersley 2007 ), to see whether new distinctions are made and whether this improves our understanding of what is researched, in addition to the evaluation of how the research was conducted. By making what is qualitative research explicit it becomes easier to communicate findings, and it is thereby much harder to fly under the radar with substandard research since there are standards of evaluation which make it easier to separate “good” from “not so good” qualitative research.
To conclude, our analysis, which ends with a definition of qualitative research can thus both address the “internal” issues of what is qualitative research, and the “external” critiques that make it harder to do qualitative research, to which both pressure from quantitative methods and general changes in society contribute.
Financial Support for this research is given by the European Research Council, CEV (263699). The authors are grateful to Susann Krieglsteiner for assistance in collecting the data. The paper has benefitted from the many useful comments by the three reviewers and the editor, comments by members of the Uppsala Laboratory of Economic Sociology, as well as Jukka Gronow, Sebastian Kohl, Marcin Serafin, Richard Swedberg, Anders Vassenden and Turid Rødne.
is professor of sociology at the Department of Sociology, Uppsala University and Universität St. Gallen. His main focus is economic sociology, and in particular, markets. He has published numerous articles and books, including Orderly Fashion (Princeton University Press 2010), Markets (Polity Press 2011) and Re-Imagining Economic Sociology (edited with N. Dodd, Oxford University Press 2015). His book Ethnographic Methods (in Swedish) has already gone through several editions.
is associate professor of sociology at the Department of Media and Social Sciences, University of Stavanger. His research has been published in journals such as Social Psychology Quarterly, Sociological Theory, Teaching Sociology, and Music and Arts in Action. As an ethnographer he is working on a book on he social world of big-wave surfing.
Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.
Patrik Aspers, Email: [email protected] .
Ugo Corte, Email: [email protected] .
- Åkerström M. Curiosity and serendipity in qualitative research. Qualitative Sociology Review. 2013; 9 (2):10–18. [ Google Scholar ]
- Alford, Robert R. 1998. The craft of inquiry. Theories, methods, evidence . Oxford: Oxford University Press.
- Alvesson M, Kärreman D. Qualitative research and theory development . Mystery as method . London: SAGE Publications; 2011. [ Google Scholar ]
- Aspers, Patrik. 2006. Markets in Fashion, A Phenomenological Approach. London Routledge.
- Atkinson P. Qualitative research. Unity and diversity. Forum: Qualitative Social Research. 2005; 6 (3):1–15. [ Google Scholar ]
- Becker HS. Outsiders. Studies in the sociology of deviance . New York: The Free Press; 1963. [ Google Scholar ]
- Becker HS. Whose side are we on? Social Problems. 1966; 14 (3):239–247. [ Google Scholar ]
- Becker HS. Sociological work. Method and substance. New Brunswick: Transaction Books; 1970. [ Google Scholar ]
- Becker HS. The epistemology of qualitative research. In: Richard J, Anne C, Shweder RA, editors. Ethnography and human development. Context and meaning in social inquiry. Chicago: University of Chicago Press; 1996. pp. 53–71. [ Google Scholar ]
- Becker HS. Tricks of the trade. How to think about your research while you're doing it. Chicago: University of Chicago Press; 1998. [ Google Scholar ]
- Becker, Howard S. 2017. Evidence . Chigaco: University of Chicago Press.
- Becker H, Geer B, Hughes E, Strauss A. Boys in White, student culture in medical school. New Brunswick: Transaction Publishers; 1961. [ Google Scholar ]
- Berezin M. How do we know what we mean? Epistemological dilemmas in cultural sociology. Qualitative Sociology. 2014; 37 (2):141–151. [ Google Scholar ]
- Best, Joel. 2004. Defining qualitative research. In Workshop on Scientific Foundations of Qualitative Research , eds . Charles, Ragin, Joanne, Nagel, and Patricia White, 53-54. http://www.nsf.gov/pubs/2004/nsf04219/nsf04219.pdf .
- Biernacki R. Humanist interpretation versus coding text samples. Qualitative Sociology. 2014; 37 (2):173–188. [ Google Scholar ]
- Blumer H. Symbolic interactionism: Perspective and method. Berkeley: University of California Press; 1969. [ Google Scholar ]
- Brady H, Collier D, Seawright J. Refocusing the discussion of methodology. In: Henry B, David C, editors. Rethinking social inquiry. Diverse tools, shared standards. Lanham: Rowman and Littlefield; 2004. pp. 3–22. [ Google Scholar ]
- Brown AP. Qualitative method and compromise in applied social research. Qualitative Research. 2010; 10 (2):229–248. [ Google Scholar ]
- Charmaz K. Constructing grounded theory. London: Sage; 2006. [ Google Scholar ]
- Corte, Ugo, and Katherine Irwin. 2017. “The Form and Flow of Teaching Ethnographic Knowledge: Hands-on Approaches for Learning Epistemology” Teaching Sociology 45(3): 209-219.
- Creswell JW. Research design. Qualitative, quantitative, and mixed method approaches. 3. Thousand Oaks: SAGE Publications; 2009. [ Google Scholar ]
- Davidsson D. The myth of the subjective. In: Davidsson D, editor. Subjective, intersubjective, objective. Oxford: Oxford University Press; 1988. pp. 39–52. [ Google Scholar ]
- Denzin NK. The research act: A theoretical introduction to Ssociological methods. Chicago: Aldine Publishing Company Publishers; 1970. [ Google Scholar ]
- Denzin NK, Lincoln YS. Introduction. The discipline and practice of qualitative research. In: Denzin NK, Lincoln YS, editors. Collecting and interpreting qualitative materials. Thousand Oaks: SAGE Publications; 2003. pp. 1–45. [ Google Scholar ]
- Denzin NK, Lincoln YS. Introduction. The discipline and practice of qualitative research. In: Denzin NK, Lincoln YS, editors. The Sage handbook of qualitative research. Thousand Oaks: SAGE Publications; 2005. pp. 1–32. [ Google Scholar ]
- Emerson RM, editor. Contemporary field research. A collection of readings. Prospect Heights: Waveland Press; 1988. [ Google Scholar ]
- Emerson RM, Fretz RI, Shaw LL. Writing ethnographic fieldnotes. Chicago: University of Chicago Press; 1995. [ Google Scholar ]
- Esterberg KG. Qualitative methods in social research. Boston: McGraw-Hill; 2002. [ Google Scholar ]
- Fine, Gary Alan. 1995. Review of “handbook of qualitative research.” Contemporary Sociology 24 (3): 416–418.
- Fine, Gary Alan. 2003. “ Toward a Peopled Ethnography: Developing Theory from Group Life.” Ethnography . 4(1):41-60.
- Fine GA, Hancock BH. The new ethnographer at work. Qualitative Research. 2017; 17 (2):260–268. [ Google Scholar ]
- Fine GA, Hallett T. Stranger and stranger: Creating theory through ethnographic distance and authority. Journal of Organizational Ethnography. 2014; 3 (2):188–203. [ Google Scholar ]
- Flick U. Qualitative research. State of the art. Social Science Information. 2002; 41 (1):5–24. [ Google Scholar ]
- Flick U. Designing qualitative research. London: SAGE Publications; 2007. [ Google Scholar ]
- Frankfort-Nachmias C, Nachmias D. Research methods in the social sciences. 5. London: Edward Arnold; 1996. [ Google Scholar ]
- Franzosi R. Sociology, narrative, and the quality versus quantity debate (Goethe versus Newton): Can computer-assisted story grammars help us understand the rise of Italian fascism (1919- 1922)? Theory and Society. 2010; 39 (6):593–629. [ Google Scholar ]
- Franzosi R. From method and measurement to narrative and number. International journal of social research methodology. 2016; 19 (1):137–141. [ Google Scholar ]
- Gadamer, Hans-Georg. 1990. Wahrheit und Methode, Grundzüge einer philosophischen Hermeneutik . Band 1, Hermeneutik. Tübingen: J.C.B. Mohr.
- Gans H. Participant Observation in an Age of “Ethnography” Journal of Contemporary Ethnography. 1999; 28 (5):540–548. [ Google Scholar ]
- Geertz C. The interpretation of cultures. New York: Basic Books; 1973. [ Google Scholar ]
- Gilbert N. Researching social life. 3. London: SAGE Publications; 2009. [ Google Scholar ]
- Glaeser A. Hermeneutic institutionalism: Towards a new synthesis. Qualitative Sociology. 2014; 37 :207–241. [ Google Scholar ]
- Glaser, Barney G., and Anselm L. Strauss.  2010. The discovery of grounded theory. Strategies for qualitative research. Hawthorne: Aldine.
- Goertz G, Mahoney J. A tale of two cultures: Qualitative and quantitative research in the social sciences. Princeton: Princeton University Press; 2012. [ Google Scholar ]
- Goffman E. On fieldwork. Journal of Contemporary Ethnography. 1989; 18 (2):123–132. [ Google Scholar ]
- Goodwin J, Horowitz R. Introduction. The methodological strengths and dilemmas of qualitative sociology. Qualitative Sociology. 2002; 25 (1):33–47. [ Google Scholar ]
- Habermas, Jürgen.  1987. The theory of communicative action . Oxford: Polity Press.
- Hammersley M. The issue of quality in qualitative research. International Journal of Research & Method in Education. 2007; 30 (3):287–305. [ Google Scholar ]
- Hammersley, Martyn. 2013. What is qualitative research? Bloomsbury Publishing.
- Hammersley M. What is ethnography? Can it survive should it? Ethnography and Education. 2018; 13 (1):1–17. [ Google Scholar ]
- Hammersley M, Atkinson P. Ethnography . Principles in practice . London: Tavistock Publications; 2007. [ Google Scholar ]
- Heidegger M. Sein und Zeit. Tübingen: Max Niemeyer Verlag; 2001. [ Google Scholar ]
- Heidegger, Martin. 1988. 1923. Ontologie. Hermeneutik der Faktizität, Gesamtausgabe II. Abteilung: Vorlesungen 1919-1944, Band 63, Frankfurt am Main: Vittorio Klostermann.
- Hempel CG. Philosophy of the natural sciences. Upper Saddle River: Prentice Hall; 1966. [ Google Scholar ]
- Hood JC. Teaching against the text. The case of qualitative methods. Teaching Sociology. 2006; 34 (3):207–223. [ Google Scholar ]
- James W. Pragmatism. New York: Meredian Books; 1907. [ Google Scholar ]
- Jovanović G. Toward a social history of qualitative research. History of the Human Sciences. 2011; 24 (2):1–27. [ Google Scholar ]
- Kalof L, Dan A, Dietz T. Essentials of social research. London: Open University Press; 2008. [ Google Scholar ]
- Katz J. Situational evidence: Strategies for causal reasoning from observational field notes. Sociological Methods & Research. 2015; 44 (1):108–144. [ Google Scholar ]
- King G, Keohane RO, Sidney S, Verba S. Scientific inference in qualitative research. Princeton: Princeton University Press; 1994. Designing social inquiry. [ Google Scholar ]
- Lamont M. Evaluating qualitative research: Some empirical findings and an agenda. In: Lamont M, White P, editors. Report from workshop on interdisciplinary standards for systematic qualitative research. Washington, DC: National Science Foundation; 2004. pp. 91–95. [ Google Scholar ]
- Lamont M, Swidler A. Methodological pluralism and the possibilities and limits of interviewing. Qualitative Sociology. 2014; 37 (2):153–171. [ Google Scholar ]
- Lazarsfeld P, Barton A. Some functions of qualitative analysis in social research. In: Kendall P, editor. The varied sociology of Paul Lazarsfeld. New York: Columbia University Press; 1982. pp. 239–285. [ Google Scholar ]
- Lichterman, Paul, and Isaac Reed I (2014), Theory and Contrastive Explanation in Ethnography. Sociological methods and research. Prepublished 27 October 2014; 10.1177/0049124114554458.
- Lofland J, Lofland L. Analyzing social settings. A guide to qualitative observation and analysis. 3. Belmont: Wadsworth; 1995. [ Google Scholar ]
- Lofland J, Snow DA, Anderson L, Lofland LH. Analyzing social settings. A guide to qualitative observation and analysis. 4. Belmont: Wadsworth/Thomson Learning; 2006. [ Google Scholar ]
- Long AF, Godfrey M. An evaluation tool to assess the quality of qualitative research studies. International Journal of Social Research Methodology. 2004; 7 (2):181–196. [ Google Scholar ]
- Lundberg G. Social research: A study in methods of gathering data. New York: Longmans, Green and Co.; 1951. [ Google Scholar ]
- Malinowski B. Argonauts of the Western Pacific: An account of native Enterprise and adventure in the archipelagoes of Melanesian New Guinea. London: Routledge; 1922. [ Google Scholar ]
- Manicas P. A realist philosophy of science: Explanation and understanding. Cambridge: Cambridge University Press; 2006. [ Google Scholar ]
- Marchel C, Owens S. Qualitative research in psychology. Could William James get a job? History of Psychology. 2007; 10 (4):301–324. [ PubMed ] [ Google Scholar ]
- McIntyre LJ. Need to know. Social science research methods. Boston: McGraw-Hill; 2005. [ Google Scholar ]
- Merton RK, Barber E. The travels and adventures of serendipity . A Study in Sociological Semantics and the Sociology of Science. Princeton: Princeton University Press; 2004. [ Google Scholar ]
- Mannay D, Morgan M. Doing ethnography or applying a qualitative technique? Reflections from the ‘waiting field‘ Qualitative Research. 2015; 15 (2):166–182. [ Google Scholar ]
- Neuman LW. Basics of social research. Qualitative and quantitative approaches. 2. Boston: Pearson Education; 2007. [ Google Scholar ]
- Ragin CC. Constructing social research. The unity and diversity of method. Thousand Oaks: Pine Forge Press; 1994. [ Google Scholar ]
- Ragin, Charles C. 2004. Introduction to session 1: Defining qualitative research. In Workshop on Scientific Foundations of Qualitative Research , 22, ed. Charles C. Ragin, Joane Nagel, Patricia White. http://www.nsf.gov/pubs/2004/nsf04219/nsf04219.pdf
- Rawls, Anne. 2018. The Wartime narrative in US sociology, 1940–7: Stigmatizing qualitative sociology in the name of ‘science,’ European Journal of Social Theory (Online first).
- Schütz A. Collected papers I: The problem of social reality. The Hague: Nijhoff; 1962. [ Google Scholar ]
- Seiffert H. Einführung in die Hermeneutik. Tübingen: Franke; 1992. [ Google Scholar ]
- Silverman D. Doing qualitative research. A practical handbook. 2. London: SAGE Publications; 2005. [ Google Scholar ]
- Silverman D. A very short, fairly interesting and reasonably cheap book about qualitative research. London: SAGE Publications; 2009. [ Google Scholar ]
- Silverman D. What counts as qualitative research? Some cautionary comments. Qualitative Sociology Review. 2013; 9 (2):48–55. [ Google Scholar ]
- Small ML. “How many cases do I need?” on science and the logic of case selection in field-based research. Ethnography. 2009; 10 (1):5–38. [ Google Scholar ]
- Small, Mario L 2008. Lost in translation: How not to make qualitative research more scientific. In Workshop on interdisciplinary standards for systematic qualitative research, ed in Michelle Lamont, and Patricia White, 165–171. Washington, DC: National Science Foundation.
- Snow DA, Anderson L. Down on their luck: A study of homeless street people. Berkeley: University of California Press; 1993. [ Google Scholar ]
- Snow DA, Morrill C. New ethnographies: Review symposium: A revolutionary handbook or a handbook for revolution? Journal of Contemporary Ethnography. 1995; 24 (3):341–349. [ Google Scholar ]
- Strauss AL. Qualitative analysis for social scientists. 14. Chicago: Cambridge University Press; 2003. [ Google Scholar ]
- Strauss AL, Corbin JM. Basics of qualitative research. Techniques and procedures for developing grounded theory. 2. Thousand Oaks: Sage Publications; 1998. [ Google Scholar ]
- Swedberg, Richard. 2017. Theorizing in sociological research: A new perspective, a new departure? Annual Review of Sociology 43: 189–206.
- Swedberg R. The new 'Battle of Methods'. Challenge January–February. 1990; 3 (1):33–38. [ Google Scholar ]
- Timmermans S, Tavory I. Theory construction in qualitative research: From grounded theory to abductive analysis. Sociological Theory. 2012; 30 (3):167–186. [ Google Scholar ]
- Trier-Bieniek A. Framing the telephone interview as a participant-centred tool for qualitative research. A methodological discussion. Qualitative Research. 2012; 12 (6):630–644. [ Google Scholar ]
- Valsiner J. Data as representations. Contextualizing qualitative and quantitative research strategies. Social Science Information. 2000; 39 (1):99–113. [ Google Scholar ]
- Weber, Max. 1904. 1949. Objectivity’ in social Science and social policy. Ed. Edward A. Shils and Henry A. Finch, 49–112. New York: The Free Press.
- Staff Directory
- Library Policies
- Hege Research Award
- Quaker Archives
- Art Gallery
- Student Support
- Teaching & Learning
- Reserving spaces
- Technology Lending
- Interlibrary Loan
- Course Reserves
- Copyright & Fair Use
- Poster Printing
- Virtual Reference
- Research Guides
- Off-campus access
- Digital Scholarship
- Guilford Sources
- Open Educational Resources
- Quaker Collections
- Digital Collections
- College Archives
- Underground Railroad
- Universities Studying Slavery
- Images & Exhibitions
Hege Library & Learning Technologies
Guide for Thesis Research
- Introduction to the Thesis Process
- Project Planning
- Literature Review
- Theoretical Frameworks
- Research Methodology
- GC Honors Program Theses
- Thesis Submission Instructions This link opens in a new window
- Accessing Guilford Theses from 1898 to 2020 This link opens in a new window
Basics of Methodology
Research is a process of inquiry that is carried out in a pondered, organized, and strategic manner. In order to obtain high quality results, it is important to understand methodology.
Research methodology refers to how your project will be designed, what you will observe or measure, and how you will collect and analyze data. The methods you choose must be appropriate for your field and for the specific research questions you are setting out to answer.
A strong understanding of methodology will help you:
- apply appropriate research techniques
- design effective data collection instruments
- analyze and interpret your data
- develop well-founded conclusions
Below, you will find resources that mostly cover general aspects of research methodology. In the left column, you will find resources that specifically cover qualitative, quantitative, and mixed methods research.
General Works on Methodology
Mixed Methods Research
- << Previous: Theoretical Frameworks
- Next: Citation >>
- Last Updated: Jan 23, 2024 4:31 PM
- URL: https://library.guilford.edu/thesis-guide
Qualitative Research Design: Start
Qualitative Research Design
What is Qualitative research design?
Qualitative research is a type of research that explores and provides deeper insights into real-world problems. Instead of collecting numerical data points or intervening or introducing treatments just like in quantitative research, qualitative research helps generate hypotheses as well as further investigate and understand quantitative data. Qualitative research gathers participants' experiences, perceptions, and behavior. It answers the hows and whys instead of how many or how much . It could be structured as a stand-alone study, purely relying on qualitative data or it could be part of mixed-methods research that combines qualitative and quantitative data.
Qualitative research involves collecting and analyzing non-numerical data (e.g., text, video, or audio) to understand concepts, opinions, or experiences. It can be used to gather in-depth insights into a problem or generate new ideas for research. Qualitative research is the opposite of quantitative research, which involves collecting and analyzing numerical data for statistical analysis. Qualitative research is commonly used in the humanities and social sciences, in subjects such as anthropology, sociology, education, health sciences, history, etc.
While qualitative and quantitative approaches are different, they are not necessarily opposites, and they are certainly not mutually exclusive. For instance, qualitative research can help expand and deepen understanding of data or results obtained from quantitative analysis. For example, say a quantitative analysis has determined that there is a correlation between length of stay and level of patient satisfaction, but why does this correlation exist? This dual-focus scenario shows one way in which qualitative and quantitative research could be integrated together.
- Positivist versus Post-Positivist
- Social Constructivist (this paradigm/ideology mostly birth qualitative studies)
Events Relating to the Qualitative Research and Community Engagement Workshops @ CMU Libraries
CMU Libraries is committed to helping members of our community become data experts. To that end, CMU is offering public facing workshops that discuss Qualitative Research, Coding, and Community Engagement best practices.
The following workshops are a part of a broader series on using data. Please follow the links to register for the events.
Using Community Data to improve Outcome (Grant Writing)
Upcoming Event: March 21st, 2024 (12:00pm -1:00 pm)
Community Engagement and Collaboration Event
Join us for an event to improve, build on and expand the connections between Carnegie Mellon University resources and the Pittsburgh community. CMU resources such as the Libraries and Sustainability Initiative can be leveraged by users not affiliated with the university, but barriers can prevent them from fully engaging.
The conversation features representatives from CMU departments and local organizations about the community engagement efforts currently underway at CMU and opportunities to improve upon them. Speakers will highlight current and ongoing projects and share resources to support future collaboration.
Taiwo Lasisi, CLIR Postdoctoral Fellow in Community Data Literacy, Carnegie Mellon University Libraries
Emma Slayton, Data Curation, Visualization, & GIS Specialist, Carnegie Mellon University Libraries
Nicky Agate , Associate Dean for Academic Engagement, Carnegie Mellon University Libraries
Chelsea Cohen , The University’s Executive fellow for community engagement, Carnegie Mellon University
Sarah Ceurvorst , Academic Pathways Manager, Program Director, LEAP (Leadership, Excellence, Access, Persistence) Carnegie Mellon University
Julia Poeppibg , Associate Director of Partnership Development, Information Systems, Carnegie Mellon University
Scott Wolovich , Director of New Sun Rising, Pittsburgh
Additional workshops and events will be forthcoming. Watch this space for updates.
Qualitative Research Methods
What are Qualitative Research methods?
Qualitative research adopts numerous methods or techniques including interviews, focus groups, and observation. Interviews may be unstructured, with open-ended questions on a topic and the interviewer adapts to the responses. Structured interviews have a predetermined number of questions that every participant is asked. It is usually one-on-one and is appropriate for sensitive topics or topics needing an in-depth exploration. Focus groups are often held with 8-12 target participants and are used when group dynamics and collective views on a topic are desired. Researchers can be participant observers to share the experiences of the subject or non-participant or detached observers.
What constitutes a good research question? Does the question drive research design choices?
According to Doody and Bailey (2014);
We can only develop a good research question by consulting relevant literature, colleagues, and supervisors experienced in the area of research. (inductive interactions).
Helps to have a directed research aim and objective.
Researchers should not be “ research trendy” and have enough evidence. This is why research objectives are important. It helps to take time, and resources into consideration.
Research questions can be developed from theoretical knowledge, previous research or experience, or a practical need at work (Parahoo 2014). They have numerous roles, such as identifying the importance of the research and providing clarity of purpose for the research, in terms of what the research intends to achieve in the end.
Qualitative Research Questions
What constitutes a good Qualitative research question?
A good qualitative question answers the hows and whys instead of how many or how much. It could be structured as a stand-alone study, purely relying on qualitative data or it could be part of mixed-methods research that combines qualitative and quantitative data. Qualitative research gathers participants' experiences, perceptions and behavior.
Examples of good Qualitative Research Questions:
What are people's thoughts on the new library?
How does it feel to be a first-generation student attending college?
Difference example (between Qualitative and Quantitative research questions):
How many college students signed up for the new semester? (Quan)
How do college students feel about the new semester? What are their experiences so far? (Qual)
- Qualitative Research Design Workshop Powerpoint
Foley G, Timonen V. Using Grounded Theory Method to Capture and Analyze Health Care Experiences. Health Serv Res. 2015 Aug;50(4):1195-210. [ PMC free article: PMC4545354 ] [ PubMed: 25523315 ]
Devers KJ. How will we know "good" qualitative research when we see it? Beginning the dialogue in health services research. Health Serv Res. 1999 Dec;34(5 Pt 2):1153-88. [ PMC free article: PMC1089058 ] [ PubMed: 10591278 ]
Huston P, Rowan M. Qualitative studies. Their role in medical research. Can Fam Physician. 1998 Nov;44:2453-8. [ PMC free article: PMC2277956 ] [ PubMed: 9839063 ]
Corner EJ, Murray EJ, Brett SJ. Qualitative, grounded theory exploration of patients' experience of early mobilisation, rehabilitation and recovery after critical illness. BMJ Open. 2019 Feb 24;9(2):e026348. [ PMC free article: PMC6443050 ] [ PubMed: 30804034 ]
Moser A, Korstjens I. Series: Practical guidance to qualitative research. Part 3: Sampling, data collection and analysis. Eur J Gen Pract. 2018 Dec;24(1):9-18. [ PMC free article: PMC5774281 ] [ PubMed: 29199486 ]
Houghton C, Murphy K, Meehan B, Thomas J, Brooker D, Casey D. From screening to synthesis: using nvivo to enhance transparency in qualitative evidence synthesis. J Clin Nurs. 2017 Mar;26(5-6):873-881. [ PubMed: 27324875 ]
Soratto J, Pires DEP, Friese S. Thematic content analysis using ATLAS.ti software: Potentialities for researchs in health. Rev Bras Enferm. 2020;73(3):e20190250. [ PubMed: 32321144 ]
Zamawe FC. The Implication of Using NVivo Software in Qualitative Data Analysis: Evidence-Based Reflections. Malawi Med J. 2015 Mar;27(1):13-5. [ PMC free article: PMC4478399 ] [ PubMed: 26137192 ]
Korstjens I, Moser A. Series: Practical guidance to qualitative research. Part 4: Trustworthiness and publishing. Eur J Gen Pract. 2018 Dec;24(1):120-124. [ PMC free article: PMC8816392 ] [ PubMed: 29202616 ]
Saldaña, J. (2021). The coding manual for qualitative researchers. The coding manual for qualitative researchers, 1-440.
O'Brien BC, Harris IB, Beckman TJ, Reed DA, Cook DA. Standards for reporting qualitative research: a synthesis of recommendations. Acad Med. 2014 Sep;89(9):1245-51. [ PubMed: 24979285 ]
Palermo C, King O, Brock T, Brown T, Crampton P, Hall H, Macaulay J, Morphet J, Mundy M, Oliaro L, Paynter S, Williams B, Wright C, E Rees C. Setting priorities for health education research: A mixed methods study. Med Teach. 2019 Sep;41(9):1029-1038. [ PubMed: 31141390 ]
- Last Updated: Feb 14, 2024 4:25 PM
- URL: https://guides.library.cmu.edu/c.php?g=1346006
- How It Works
131 Interesting Qualitative Research Topics For High Scoring Thesis
Qualitative research topics are undoubtedly not easy. While statistics enthralls some students, others don’t like the subject. That’s because qualitative assignments entail cognitive analysis, which complicates them. But apart from the hardships of completing the projects, selecting topics for qualitative research papers is also a challenge. This article presents a list of 130-plus qualitative research topic ideas to help learners that struggle to get titles for their papers. It is helpful because many learners have difficulties picking titles that will make their essays impressive to educators. But before presenting the topics, this article defines qualitative research.
What Is Qualitative Research?
Qualitative research is an investigative and innovative abstract data analysis. When writing a qualitative research paper , a learner analyzes intangible data. Qualitative researchers code the data after or during collection. Therefore, having top-notch research topics is necessary for a first-class essay.
Knowing how to write a qualitative research paper is vital because it helps the student deliver a copy that provides a clear picture of an event or situation. A researcher can achieve this via practical experience, reliable reporting, and conversations. Gathering raw data is the initial step in qualitative research. A researcher can gather raw data by conducting reviews, observations, and surveys. Also, researchers can use creative methods to collect data.
Best Examples Of Qualitative Research Topics
Qualitative research covers many things. Here are examples of topics that learners can explore in their qualitative study.
- What causes stigma around some health challenges?
- Stigma facing the people living with disabilities- What is the cause?
- Can Pro Bono legal assistance improve the criminal justice system?
- How the less privileged can benefit from Pro Bono services
- The educational challenges facing rural children- Are there ways to help them?
- Child labor causes- How to mitigate the practice
- Substance and drugs- What are young people abusing more?
- How alcohol affects college students
- Can food insecurity interfere with children’s performance in school?
- Food banks intricacies- Understanding the challenge in low-income areas
- Free education- Does it have socioeconomic benefits?
- Culture and female harm- What’s the connection?
- The impact of social media on physical and social engagement among teens in urban areas
- Using medication to treat depression- What are the health benefits?
- Investigating peer educators’ efficiency in creating awareness of health and social issues
- Gender-based violence- What causes it in rural areas, and how does it affect victims?
- Sexual reproductive health challenges of child brides- Are there ways to control it?
- Investigating the causes of school dropout among teenagers
- How to address school dropout among young adults
- Investigating the deteriorating academic pursuit in Third-World countries
- Social activities- Do they have benefits for depressed people?
- Investigating cerebral palsy and the stigma that people associate with it.
- Living with disabilities- Are there social implications?
- The impact of ableism on disabled people
- Exploring the promotion and benefits of feminist values
- Why should society promote free education in all learning environments?
- What causes food insecurities among low-income earners?
- Food and housing insecurity- What are the root causes?
- What are the effects of displacement- Investigating the homeless people’s mental health
These are good examples of qualitative research topics. However, a student that picks a title in this category should research it extensively to impress the educator with their work.
Qualitative Nursing Research Topics
Professors ask students to write about qualitative topics when pursuing nursing studies. Here are issues to consider in this category.
- How does the nurse-patient relationship affect health outcomes?
- How can nurses deal with complex patients?
- How can nurses provide culturally competent care?
- How do personal beliefs affect nursing practice?
- What is the impact of spirituality on nursing care?
- How does the nurse’s role change when working with terminally ill patients?
- What challenges do nurses face when providing end-of-life care?
- How can nurses best support families whose members have serious illnesses?
- What are the unique challenges of caring for elderly patients?
- How does the nurse’s role change when working in a hospice setting?
- Health outreach programs- What are the most effective ways to execute them?
- Effective methods of curbing drug abuse
- Effective ways to help rape survivors
- How can nurses administer care to female genital mutilation victims?
- How to care for special needs individuals
- Anxiety and depression symptoms
- Methods of administering care to Dyslexia patients
- How to help individuals dealing with mental disorders
- Signs of Alzheimer’s disease in older people
- How to provide primary patient care
These are good qualitative research topics for students pursuing nursing studies. Nevertheless, learners must research any of these titles before writing their papers.
Qualitative Research Topics In Education
Most topics spring up from the education niche despite fitting other specifications. Here are examples of qualitative research topics that include the education niche.
- Are guidance and counseling essential in schools?
- How computer literacy affects education
- Why governments in developing schools should encourage adult education
- Autistic children’s education- Which learning style suits them?
- Is mental health education relevant in the modern school curriculum?
- Exploring the learning conditions for kids in third world countries
- Child education and food insecurity- What is the connection?
- The impact of virtual learning on high school students
- How does alcoholism affect a student and their education?
- Homeschooling- What are its advantages and disadvantages?
- How do teachers’ beliefs about intelligence affect their teaching?
- What is the teacher’s role in developing a student’s self-concept?
- Does race or ethnicity play a role in how teachers treat their students?
- What are the teachers’ experiences with teaching students with special needs?
- What methods do effective teachers use to motivate their students?
- What are the most effective ways to teach reading and writing?
- How does technology use affect how teachers teach, and students learn?
- What are the challenges faced by teachers in rural areas?
- What are the challenges faced by teachers in urban areas?
- How do charter schools differ from traditional public schools?
Many topics and issues in the education system allow learners to find subjects to investigate and cover in their papers quickly. And this is not an exhaustive qualitative research topic list in this field. Nevertheless, it covers the most exciting ideas to explore.
Qualitative Research Topics In Public Health
Educators ask students to write academic papers while studying the public health sector. And this provides insights into crucial and relevant aspects of this sector. Here are qualitative research topics examples in this category.
- How does the public health sector manage epidemics?
- The role of public health in disaster management
- Evaluating the effectiveness of public health campaigns
- An analysis of the factors that hinder effective public health delivery
- Access to healthcare: A study of rural and urban populations
- Health needs assessment of refugees
- Mental health support within the public health sector
- The role of technology in public health
- Understanding and addressing health disparities
- Sexual and reproductive health rights in the public health discourse
- How immunization benefits people in rural areas
- What causes water-borne diseases, and how can society mitigate them?
- Symptoms of high blood pressure among young people
- How antenatal care helps pregnant women
- How to boost breast cancer awareness
These are excellent qualitative research paper topics in the public health sector. Nevertheless, learners need sufficient time and resources to investigate their preferred titles in this category to write winning papers.
Qualitative Research Topics In Project Management
Project management writing focuses on ways to achieve results and goals while basing the achievement on the process. This subject covers planning, structuring, proffering, and controlling ways to execute plans to accomplish desired goals. Here are research topics for qualitative research in project management.
- How effective communication strategies can impact the outcome of a project
- How different leadership styles affect team productivity during a project
- The role of conflict management in ensuring successful project outcomes
- Gender differences in the perception and understanding of project risk
- The impact of organizational culture on a project’s likelihood of success
- How different project management methodologies affect its outcome
- The effect of stakeholder involvement on project success
- How to manage virtual teams effectively to ensure successful project outcomes
- What motivates project managers to achieve successful results?
- How can project managers create a positive work environment that leads to successful outcomes?
- What challenges do project managers face when trying to achieve successful outcomes?
- How can project management be used to achieve social change?
- What are the ethical implications of project management?
- What are the global impacts of project management?
- Ways to achieve sustainable development through project management
These are topics to explore in project management. Nevertheless, learners need adequate time to investigate their chosen titles and write winning essays.
Qualitative Research Topics In Political Science
Qualitative research can also cover political science. Investigating this field enables people to understand it better and can be broad. Here are sample titles to consider in for your scientific thesis .
- How do social media affect the way people engage with politics?
- What motivates people to vote?
- How does voting behavior change over time?
- What are the consequences of gerrymandering?
- How does campaign finance influence elections?
- Interest groups- What is their role in politics?
- How do the media cover politics?
- What are the effects of political scandals?
- How does public opinion influence policymakers?
- How feminism enhanced the American politics
- The adverse effects of misrepresentation
- The American democracy- A look into its dimensions
- Colorism, racism, and classism- How the American ideologies differ
- What causes an election crisis?
- Two-party system- What challenges does it face in America?
- Black women’s inclusion in the American politics
- Should America have a multi-party system?
- Why mass media matters in politics’ scrutiny and promotion
While political science is a broad field, these narrow topics help learners handle their research effectively. Pick any of these ideas to write a winning essay.
Topics For Ethnography Qualitative Research
Ethnographic research entails studying and paying attention to society and describing it. Here are topics to consider for a research paper in this field.
- Studying a subculture: Reasons people join and stay in gangs
- How does social media use vary by culture?
- An ethnographic study of a homeless shelter or soup kitchen
- Understanding the lives of sex workers through ethnography
- The impact of religion on family life
- How does parenting vary between cultures?
- How do children learn and socialize in different cultures?
- What is the effect of migration on family life?
- What are the experiences of refugees?- An explorative case study
- What is the impact of poverty on family life?
- How do people in different cultures understand and experience mental illness?
- What is the role of the family in other cultures?
- What are the end-of-life experiences and beliefs around death in different cultures?
This article has presented easy qualitative research topics. However, some need time and resources to investigate and write quality papers. Therefore, pick your paper title carefully to write an essay that will earn you an excellent grade.
Get Quality Writing Help Online
Maybe you have a title for your paper but not time for writing a unique, top-notch thesis. In that case, get the best dissertation services from our writers. We’re educated, native ENL writers with a proven track record of exceeding customers’ expectations. Our team helps university, college, and high school learners complete their writing and editing assignments. Whether writing a research paper is a requirement for a degree or a diploma course, we can help you. Contact us to get quality, custom, and cheap help from qualified experts in your study field.
Leave a Reply Cancel reply
Your email address will not be published. Required fields are marked *
Comment * Error message
Name * Error message
Email * Error message
Save my name, email, and website in this browser for the next time I comment.
As Putin continues killing civilians, bombing kindergartens, and threatening WWIII, Ukraine fights for the world's peaceful future.
Ukraine Live Updates