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Ensuring Rigor in Qualitative Research
Abstract
The issues of reliability and validity in qualitative research are not as readily codified as has been the case for quantitative research. However, a variety of methods do exist and are reviewed here. This general review is followed by a detailed illustration of selected techniques, including the use of counting in qualitative research, the development of systematic coding schemes with the aid of computer programmes, searching for deviant cases and the use of the transcription techniques of conversation analysis. The examples given are drawn from a variety of studies conducted by the authors.
... Since this research is concerned with capturing the views of individuals and securing rich descriptions (Geertz, 1973), it fits the qualitative study framework and does not follow an objective approach. A semi-structured in-depth interview was conducted to allow the informants to talk freely, which "directed towards understanding informants' perspectives on their lives, experiences as expressed in their words" and statements that infuse meaning (Seale & Silverman, 1997). ...
... For the data analysis procedure, the interviews were manually interrogated for evident codes (Dey, 2005) underpinning the thematic analysis outcome (Glaser, 1992;Walsh, White and Young, 2008) using NVivo 14. No dialogue occurrence was left uncoded (Rubin and Rubin, 2005;James and James, 2011) and the complete outcome fully represented the respondent's views through cyclic-progressive coding-sequences (Seale and Silverman, 1997) and were further analysed to create robust rigour (James and James, 2011). Themes were developed out of the data interrogation where validity was increased using triangulation processes (Onwuegbuzie and Leech, 2007) associated with linked media from independent sources (Harwood & Garry, 2003). ...
This is a study focused on the opinions of lecturer evaluations and research capacity implications for Private Universities in Bangkok, Thailand. The scope for this research were authoritive opinions from academics at professor level. A qualitative methodology was utilised using grounded theory to enable an understanding of the views and practices concerning lecturer performance and research capability. The targeted population of interest was made up of fourteen (14) professorial-level respondents, one from a single department, located across private universities in Bangkok. The research outcomes comprised of four 4 main-themes - Research Capacity; Performance Management; System Qualities; and Work Features; and the corresponding 13 sub-themes, with 294 discussion targets.Major outcomes from the research raises a range of issues associated with lecturer performance and research capacity building, where inadequate and biased lecturer performance mechanisms, which in turn, create pressures on lecturers to publish research, without funding or support processes. There would appear to be little university research commitment and orientation, leading to an impoverished research climate, with particular reliance on in-country publications, of ambiguous quality.
... Preliminary and in-depth analyses were shared with participants for their feedback and comments. Respondents affirmed that the analytical categories, and ultimately themes, aligned with their viewpoints, thereby enhancing the study's trustworthiness (Seale & Silverman, 1997). ...
The article advances an emergent framework for conceptualizing the relationship between principal leadership and education policy implementation. Based on a qualitative study of school principals and policy implementation in Region X of the Philippines, findings suggested that the way in which policies were interpreted and implemented at the school level was influenced by a variety of intrinsic and extrinsic dynamics and these were shaped in situ by individual, school and community inhibitors and facilitators. These motivations and localized contexts were critical to implementation, and compelled principals to ignore, monitor, or implement education policies as a priority.
Las migraciones de población venezolana han traído como consecuencia numerosos grupos de niños, niñas y adolescentes que se han incorporado a la escuela colombiana. Para explorar esa realidad, se emprendió una investigación bajo un paradigma interpretativo y crítico, con el fin de analizar las representaciones sociales de los docentes colombianos que laboran en instituciones con estudiantes venezolanos. El enfoque fue cualitativo, con un diseño fenomenológico-hermenéutico, para darle significado a la subjetividad de los 152 participantes del municipio Yumbo, Valle del Cauca, a quienes se les aplicó una entrevista. De estos, se seleccionaron 69 informantes clave para procesar sus respuestas sobre las prácticas pedagógicas en aulas caracterizadas por la interculturalidad. En este artículo, se reportan algunos de los resultados en una de las unidades semánticas, que exponen las representaciones sociales sobre tres conceptos fundamentales: aula intercultural, pedagogía por proyectos y éxito educativo, vinculados con retos, aceptación, rechazo y necesidad de capacitación.
Artificial intelligence is increasingly implemented in higher education, offering customized interventions and timely feedback to enhance learning experiences. While these tools have the potential to improve educational outcomes, they also introduce ethical risks and sociotechnical implications such as reduced learner autonomy. Current ethical discussions often focus on computational issues and overlook the nuanced impacts from students’ perspectives, which may increase students’ vulnerability. Taking a student-centered approach, we apply the Story Completion Method to investigate students’ concerns about adopting analytics-based AI tools in education. Seventy-one participants responded to the story prompts, which we analyzed qualitatively to uncover perceptions about how these tools may reshape pedagogical aspects such as learner autonomy, learning environments and approaches, interactions and relationships, and pedagogical roles. Our findings reveal that these potential impacts not only occur in isolation but also interact with one another. This study makes two primary contributions: first, it marks a novel application of the speculative design method to explore students’ perceptions of AIEd tools. Second, it provides a qualitative analysis of key themes derived from student responses, offering design implications for AIEd systems that are sensitive to student concerns and ethical considerations. These insights offer a foundation for future research and contribute to a more student-centered approach to the ethical development of AIEd.
Peripheral intravenous catheters (PIVCs) are required by most hospitalised patients. Difficult intravenous access (DIVA) makes insertion challenging, with poor patient outcomes, treatment delays and resource waste from multiple insertion attempts, often by multiple clinicians. This exploratory qualitative case study aimed to investigate how clinical and executive hospital staff view PIVC insertions for patients with DIVA from a cost and efficiency perspective. Fifteen semi-structured interviews were conducted with staff from three large, urban Australian hospitals. Data was thematically analysed, with four themes generated: (1) PIVCs are not considered from a cost or resource use perspective; (2) resources required for successful PIVC insertion are variable and unpredictable; (3) limited funding and support exist for advanced skill and ultrasound-guided insertion; and (4) processes for PIVC training and competency are inefficient. Investment in advanced PIVC inserters (with ultrasound-guided cannulation skills, and ability to train and assess novice inserters), with clear escalation pathways to these clinicians may reduce inefficiencies and waste associated with difficult PIVC insertions.
Abstract
Background
Orthodontic education, besides some other factors, influences the confidence level of recently graduated dentists to diagnose subjects seeking orthodontic treatment and provide treatment plans. This study aims to explore the factors that influence the confidence level of undergraduate dental students to diagnose subjects seeking orthodontic treatment and provide treatment plans after graduation.
Methods
A qualitative study was undertaken using focus groups and interviews. Purposive sampling was used, focus groups and face to face semi-structured interviews were adopted as the method of data collection. Three focus groups were evaluated including fifth-year undergraduate, postgraduate orthodontic students, and recently graduated general dentists. In addition, eleven interviews were performed with the fifth-year undergraduate students. Data collection ceased upon reaching data saturation, with thematic analysis employed for qualitative data analysis.
Results
Six themes and two sub-themes were extracted from the data. More focus on the theory was highly noticed, and most of the participants exhibited a low level of self confidence in extrapolating orthodontic diagnosis and establishing treatment plans after graduation. In addition, they believed that practical teaching sessions mostly deal with wire bending and demanded to expand the clinical orthodontic knowledge to be able to indicate the right diagnosis and initiate proper treatment plans.
Conclusions
Clinical and practical training alongside theoretical foundation represent key factors in orthodontic education required to obtain confidence in orthodontic practice among dental undergraduate students and alumni. The findings help in enhancing undergraduate programs via providing a clinically oriented orthodontic education from student perceptions.
PART ONE: SITES Decision-Making Discourse Part 1 Decision-Making Discourse Part 2 A Policy Intervention The Pre-Admission Clinic Going Private Ceremonial Forms in a Medical Oncology Clinic PART TWO: CONSTITUTING SUBJECTS Coercive Interpretation in the Clinic The Social Constitution of the Down's Syndrome Child Consumerist Medicine in a Cleft-Palate Clinic Constituting Clinical Subjects PART THREE: THE DISCOURSE OF THE SOCIAL The Discourse of the Social Policing the Lying Patient Survelliance and Self-Regulation in Consultations with Adolescent Diabetics Moral Versions of Parenthood Charge-Rebuttal Sequences in Two Diabetic Clinics Andytic Scheme - Paediatric Cardiology Unit Outpatients' Routines
