Research Quality and Writing Up NOLLAIG FROST AND SALLY WIGGINS.
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Transcript of Research Quality and Writing Up NOLLAIG FROST AND SALLY WIGGINS.
Research Quality and Writing UpNOLLAIG FROST AND SALLY WIGGINS
What is quality in qualitative research?
Shows theoretical grounding for the study
What lens is being brought to the study?
Explains rationale for the study
What has already been done?
What gap does this study address?
Describes decisions made re methodology, method and interpretation
Why qualitative?
What methods considered?
Epistemology (what kind of knowledge is the study aiming to produce)?
Addresses research question throughout
Guideline Quality Criteria (from Frost and Kinmond in Gibson, Sullivan & Riley, 2012)
Reflection and Reflexivity
Impact of researcher on process, can demonstrate rigour, coherence and credibility
Contribution to the subject
Builds on existing knowledge
Rigour and Coherence
Shows study is strong, systematic and coherent
Transparency
Shows steps taken, data used, decisions made
Challenges to bringing quality to qualitative research
Drawing on positivist criteria
Running out of time
Selecting method before deciding research question
Over complicating aims of the study
Losing touch with the supervisor
Supervising quality in qualitative research
• Helping students to move beyond paying lip service to incorporating quality into practice
• Recognising the place and role of positivist research teaching and learning
• Helping students to develop and stick to an appropriate timescale for conducting high quality qualitative research
• Helping student to recognise their role as researcher in enhancing the quality throughout the research process
• Helping students to find a writing style appropriate to a qualitative research culture
Can the student answer the following:
Why are you doing the study the way that you are?
What epistemological framework are you using?
What resources will you need to carry out the study?
How much time will you need for each phase of the study?
Writing up
• What is expected of the write up? Why are you asking students to do it? …
• Shows decisions made,
• The data,
• The people involved, the stories they tell …
• Invites the reader to become involved in the process
• Often written in the 1st person
• Writing up is part of the qualitative research process…because the student chooses what to write and how to write it
• Therefore REFLEXIVITY becomes an important quality criteria
Writing up to include Reflexivity
• Aims to show:
• Conscious and unconscious impacts on the study of the topic
• Researcher engagement with the research and its context
• Is an opportunity for researcher to reflect on the topic and their study of the topic
• Writing process as opportunity to reflect on what is being written about
Openness in writing up
• See Chenail (1995)
• Mixing reflexivity, description and detail by considering both the study and the topic under study
• Creating a space to acknowledge the development of the method and its application, and the impact of the researcher
• Considering the ‘other’ : the reader, the participants, colleagues, peers, supervisors etc who have taken part
• If the reader trusts the writer the work will be considered trustworthy!
The Role of Quotes
Purpose of quotes is to illustrate and support how findings were reached
Consider order of presentation: natural, theory guided, most/least to least/most important, first uncovered to last uncovered, most simple to most complex (after Chenail, 1995)
Avoid lists
Suggested ‘Narrative’ Quotes Order
Section Title
Present the Finding
Introduce first data example
Display first data example
Comment further on first data example
Make transition to second data example
Display second data example
Comment further on second data example etc etc
Common questions from students about quotes
Do I need quotes?
How many quotes?
How long should they be?
Where should I discuss them?
Where in the report do I put them?
Do I include quotes from all participants?
Do I include the interviewer’s words?
Discussion Questions
What would you already expect a student to know when you first meet?
How will you support students to select an appropriate method?
How will you monitor the data collection and analysis?
How will you support reflexive writing up?
References
• Chenail, R.J. (1995) Presenting Qualitative Data, The Qualitative Report, 2(3) http://www.nova.edu.ssss/QR/QR2-3/presenting.html
• Frost, N.A (Ed) (2011). Qualitative Research Methods in Psychology: Combining Core Approaches, Open University Press.
• Frost, N.A & Kinmond.K. (2012) Quality Issues in Qualitative Research in Gibson, Sullivan & Riley (Eds) Writing Excellent Qualitative Research Dissertations, Sage.