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Producing ‘Plausible Stories’: Interviewing Student Nurses
... A data collection method that allows room for theory development is warranted. Third, the interview is superior to the survey for the purpose of this research because the former facilitates immediate follow-ups and clarification of the responses (Bell, 1999;Cohen et al., 2000), as well as in-depth inquiries (Cohen et al., 2000;Melia, 1997;Yin, 2003). ...
... As a data collection method frequently used in qualitative studies, interview is often criticised for the possible researcher effect (Bell, 1999;Bowler, 1997;Dingwall, 1997;Kvale, 1996;Melia, 1997;Yin, 2003). The researcher effect denotes deliberate responses elicited by the interviewees to please the researcher or "fake" expressions and interpretations caused by interaction between the interviewer and the respondents. ...
... The interview approach is often criticised for two inherent weaknesses that render effective collection of data at stake: researcher effect and response bias (Bell, 1999;Bowler, 1997;Dingwall, 1997;Kvale, 1996;Melia, 1997;Yin, 2003 personal timetables, so as to cause minimal interruptions and disturbances to their private lives and to maintain a good rapport with them. In this way, response bias caused by t he respondents' bad mood and feelings of being intruded has been minimised. ...
This study aims at investigating the adults' motivations for participating in organised learning of the African drums in Hong Kong at the turn of the century: how they participate in related learning, why they take part, and how they have developed varied motivations for learning.
Adhering to its constructivist perspective of the social world, this research has adopted a qualitative grounded theory approach and targets at generating a substantive theory about adults' motivations for learning the African drums. Data were collected via open-ended interviews with 82 informants who were sampled according to their conceptual relevance to the evolving theory, and analysed by coding, memoing, and sorting.
Results of this research have identified four major categories of motivations: Professional Development, Sheer Interest, Referential Motivations, and Learning for the Sake of Learning. It is also found that the adults do not participate in learning for a single clear-cut motivation, but a mix of different reasons, and that they may demonstrate changes of motivations along with changes in life events and accumulation of knowledge and skills of Afro-drumming.
This research has also identified a social process that underlies the development or surfacing of the adults' motivations for learning the African drums. The socio-cultural preconditions, mainly the local performances, multimedia publicity, and education of Afro-drumming, and the individual factors embracing the adult learners’ areas of social functioning, personal backgrounds in music and general education, and reference groups, have interacted to determine the adult learners' motivations.
In addition, the findings have highlighted the rising importance of job-related and health-care reasons for adults' participation in music learning in today's world, rendered the teachers and course providers of the African drums strategic implications for widening the coverage of their clientele and creating deep learning experiences for the adult learners, and suggested some directions for future research.
... Despite the prominence accorded it in many of the computer packages available 21 and in textbooks, 22 "rarely (in practice) is there a genuine interweaving of data collection and theorizing of the kind advocated by Glaser and Strauss 23 (1967)" 24 (who coined the term 'grounded theory') (p. 6) (the text in parentheses has been added). 'Grounded theory' is invoked with greater frequency than it is practised. ...
... The approach to interpreting data and theory-building which we advocated throughout the workshop reflected an eclectic but pragmatic approach, combining elements of 'grounded theory' and 'analytic induction' with the occasional borrowing from 'symbolic interactionism', 'discourse analysis' or 'ethnomethodology' (see Melia,22 for a discussion of the influence of these related but distinct approaches). Frankland and Bloor 16 describe the purpose of 'analytic induction' as being "to derive propositions which apply generally across all the data to the entire universe of relevant cases or transcript items. ...
This paper reflects on one Primary Care Research Network's (WoReN's) experience of running a workshop on analysing qualitative
interview data, provided as the second of a three-part workshop concerned with acquiring qualitative interviewing skills.
It discusses the aims and limitations of the short workshop format in meeting the needs of practitioners embarking on the
process of analysing qualitative data, drawing upon and reviewing the relevant research methods literature. Particular attention
is paid to the role of qualitative data analysis computer packages and the debate on ‘grounded theory’. We conclude by making
suggestions with regard to designing and running data analysis workshops within primary care.
... This both sowed the seeds of, and was the catalyst for, a major disagreement between Glaser and Strauss upon the conceptions of grounded theory, re¯ected in the publication of Emergence vs. Forcing (Glaser 1992). An exploration of this debate can be found in Melia (1997). Mischler (1979 p. 10) argues that meaning must be viewed within the social context in which it occurs. ...
... The result is that the interview process is often discussed inappropriately within the methodological paradigm from which it should originate. On the other hand Melia (1997) comments that such philosophical discussion about data collection methods may be more relevant to research method texts than actual research practice. Therefore, in the context of Melia's views it may be irrelevant to dwell on the relationship of methodology and method if the story that is produced from the research is plausible. ...
Interviewing in phenomenology and grounded theory: is there a difference?
This paper explores the differences and similarities that may exist in respect of using the interview method in phenomenological and grounded theory methodologies. Baker et al. set out to differentiate between method in grounded theory and phenomenology and concluded that it was essential to ensure that the method matches the research question being asked. However, the paper, whilst clear in intent to differentiate between the methodologies of phenomenology and grounded theory, does little to help the researcher in the differences that may exist in carrying out such research using the same method, that is, interviewing. Interviewing has become synonymous with qualitative research and may become the accepted method of data collection irrespective of methodology. We postulate that the interview as a method of data collection may be inconsistent with the underlying principles of the methodology (phenomenology or grounded theory). Should this be the case then the interview as a means of collecting data may be viewed as generic and lack a clear connection to the methodological framework. Such a position could be consistent with a critique of qualitative nursing research on the grounds of rigour.
... Specifically, the researcher adapted Moustakas (1994) data analysis approach for phenomenological studies: 1) develop a list of significant statements regarding technological attributes, 2) group the statements into broader units, 3) create a description of "what" the participants experienced, and 4) draft a description of "how" the experience happened. This approach resembles a pragmatic version of grounded theory (Glaser & Strauss, 1967;Melia, 1997), which relies on themes generated by participants, but recognizes the need for certain focus and intent. For example, when coding discussions on whether there were attributes of the media technology that made participants feel easier to engage with politics, whenever a new attribute was brought up, a new category was created. ...
... Within grounded theory research, there is a tension between staying true to the origins of the methodology, ensuring that theory is "grounded" in the data, and more pragmatic approaches that allow the influence of pre-existing models and concerns within the research topic area (Barbour, 2001). The current study used the later variant, adding value by identifying new themes from the data alongside those from the existing literature (Melia, 1997), drawing on models of mental health disclosure in the workplace (Toth & Dewa, 2014), concealable stigmatised identity disclosure (Chaudoir & Fisher, 2010) and therapist self-disclosure (Müller, 2019). In common with models of mental health disclosure in the workplace and of concealable stigmatised identities, themes of personal support, safety and meaning were prevalent. ...
Recent research and guidelines recommend that trainers on clinical psychology doctorate training programmes consider disclosing personal experiences of psychological distress to trainees. Disclosure is thought to promote cultures of openness, validate and normalise trainee distress, encourage trainee disclosure and help-seeking and challenge stigmatising narratives. However, little is known about how trainers decide whether, what or how to disclose. This study aims to address that gap by exploring the processes and factors involved in trainers deciding whether or not to disclose personal experiences of psychological distress to trainees, generating findings of relevance across counselling, psychotherapy and psychology training courses.
Methods
In-depth interviews were conducted with nine trainers on UK clinical psychology doctorate programmes from around the country and analysed in accordance with constructivist grounded theory methods.
Results
Findings indicated that participants valued disclosure personally and professionally but were wary of the dangers of disclosure. Disclosure decisions were made by judging the context against internally held criteria. If criteria were not met, then disclosures were not made. Outcomes, whether positive or negative, served to reinforce the value of disclosure and the importance of managing risks, creating a positive feedback loop.
Conclusions
The findings of this study suggest factors that are important for trainers to consider when deciding whether or not to disclose. The six-factor framework developed may be useful for trainers to consider within reflective practice, supervision or during guided self-reflection in order to make safe, helpful and ethical decisions.
... Throughout the course of the research I continually attempted to link the research to wider theories and fit the themes and categories into a larger picture. As Melia (1997) states interpretation requires you to go beyond the raw data, descriptive themes and categories and 'draw upon cognate work and thinking to see the specific case as an instance of a more general social process or institution'. She adds that 'this generalisation provides an additional dimension to the informants specific account, which, in turn, also exemplifies or modifies the general account' (Melia, 1997 p30). ...
Knowledge discourses and students views
Over the decades trends in clinical skills education have swung between classroom based simulation and clinical based experience. Furthermore with the development of new roles such as the Advanced Nurse Practitioner, clinical skills which were previously the domain of one profession are now taught across professions. However little research has been undertaken which explores the perceptions of those involved in different educational strategies or the factors which influence those perceptions. This book explores the perceptions of those involved in two types of clinical skills education for the role of nurse practitioner. The history of the role is traced and an analysis of the perceptions expressed over the course of an educational initiative undertaken. Perceptions are clearly linked to wider knowledge discourses and a model of discourse positioning and movement developed. The study raises issues for research, education, and practice, and informs contemporary debates regarding educational evaluation and the theory-practice gap. The book should be useful to a range of health care professionals, educationalists, researchers and those interested in knowledge translation.
... However, upon reflection, repeating the CGT process mantra does not enlighten people as to how the theory was developed. Furthermore, it leaves the analyst open to accusations of a lack of transparency at best or, at worst, having practised either sleight of hand (Barbour, 2001), mysticism (Melia, 1997;Johnson, 1999), or pseudoscience (Johnson, 1999) as we saw in the previous chapter. ...
Encouraging employees to have fun at work improves staff morale and productivity; happy workers are said to be productive workers. However, dissenting voices argue that fun distracts employees from increased demands to work longer hours and increased levels of covert control. Fun has become little more than an opiate for the worker. In this Classical Grounded Theory (CGT), I will contribute to those dissenting voices, not by rejecting the need for employees to have fun but, by exploring the different dimensions of fun; rethinking the concept of fun itself.
Much of the discussion surrounding fun at work is positive, focusing on pleasure and entertainment; however, fun as resistance has received less attention. This analysis of 21 unstructured interviews with UK-based employees explored the relationship between fun and workplace behaviour; uncovering the transformative process of Automatonising. The analysis revealed how employees weaponise fun in an ongoing duel for personal power and control with employers and colleagues. Having-Fun, with its focus on shallow fun (instant gratification and harmful competition), harms organisations. In contrast, the process of BeingFun, which emphasises deep fun (learning, wonderment, and serendipity) offers a means of escaping the duel by focusing on personal, emotional, intellectual and professional growth.
A symbiotic study to understand how to use the CGT method, an analysis of 22 primary CGT texts supported the theory of Being-Fun. CGT itself emerged as a subversive research method that promotes the personal and professional development of researchers over the proletarianisation and Automatonising process. The method privileges serendipity and fun, providing a template to use in developing an orientation towards Being-Fun at work, and in broader social contexts.
By uncovering the distinct processes of Having-Fun and Being-Fun, this study clarifies, elaborates and extends our understanding of how fun can encourage productive behaviours in our workplaces.
... Informal interviews. Melia (1997) suggested that data gathered from a seemingly natural conversation with the interviewee can be seen as an account of the interviewee's opinions and views, arrived at as a result of the interaction with the researcher. As such, in addition to formal interviews, we also conducted informal interviews, when possible during the field trips, to collect additional data. ...
The benefits of mixed methods are well recognised. Using mixed methods, researchers are able to overcome shortcomings inherent in individual methods while enhancing the validity and reliability of their research findings. Mixed methods are commonly used in cross-sectional studies – to answer research questions, and/or explore contemporary social issues. However, when researchers are interested in understanding cause and effect relationships that happened over a long period of time, Comparative-Historical Analysis (CHA), which is longitudinal by nature, can be used in combination with mixed methods to understand the causal mechanism of a series of events, and generalise the research findings. Using a case study that involves technology transfer with the rice farmers in the Mekong delta of Vietnam, we describe how CHA could be used in conjunction with mixed methods to better understand why the decade-long mutual aid farming practice among rice farmers in the Mekong delta was abandoned after more than fifty years’ existence. We recommend the use of CHA in conjunction with cross-sectional methods for similar social contexts, and suggest future research that aims to understand cooperative behaviours in farm settings.
Keywords: Mixed Method; Comparative Historical Analysis; Causal Explanation; Generalisability.
... This would normally require that no pre-conceptions are held by the researcher, which is not possible given the prior relationship of the researchers as facilitators of the ALS. Barbour (2007) suggests that in most cases researchers come to grounded theory with some prior knowledge and thus adopt what Melia (1997) describes as pragmatic grounded theory. To assist in the analysis, Burnard's (1991) framework was adopted utilising the first 8 steps (Table 2). ...
... This would normally require that no pre-conceptions are held by the researcher, which is not possible given the prior relationship of the researchers as facilitators of the ALS. Barbour (2007) suggests that in most cases researchers come to grounded theory with some prior knowledge and thus adopt what Melia (1997) describes as pragmatic grounded theory. To assist in the analysis, Burnard's (1991) framework was adopted utilising the first 8 steps (Table 2). ...
The aim of this study was to investigate if by participating in action learning sets, Graduate Entry Pre-registration Nursing (GEN) students were able to engage in collaborative and deliberative learning. A single focus group interview involving eleven participants was used to collect data. Data analysis identified five themes; collaborative learning; reflection; learning through case study and problem-solving; communication, and rejection of codified learning. The themes are discussed and further analysed in the context of collaborative and deliberative learning. The evidence from this small scale study suggests that action learning sets do provide an environment where collaborative and deliberative learning can occur. However, students perceived some of them, particularly during year one, to be too 'teacher lead', which stifled learning.
... (p. 1019) An exploration of methodological theory that is grounded in everyday research practice also has the potential to overcome the problematic separation of methodology and research practice where, as Melia (1997) argued, "methods debates, [as they] have become more philosophical, or at least epistemological . . . have become less useful for the doing of research" (p. ...
Background
The field of engineering education research is adopting an increasingly diverse range of qualitative methods. These developments necessitate a coherent language and conceptual framework to critically engage with questions of qualitative research quality.
Purpose/Hypothesis
This article advances discussions of qualitative research quality through sharing and analyzing a methodologically diverse, practice‐based exploration of research quality in the context of five engineering education research studies.
Design/Method
As a group of seven engineering education researchers, we drew on the collaborative inquiry method to systematically examine questions of qualitative research quality in our everyday research practice. We used a process‐based, theoretical framework for research quality as the anchor for these explorations.
Results
We constructed five practice explorations spanning grounded theory, interpretative phenomenological analysis, and various forms of narrative inquiry. Examining the individual contributions as a whole yielded four key insights: quality challenges require examination from multiple theoretical lenses; questions of research quality are implicitly infused in research practice; research quality extends beyond the objects, procedures, and products of research to concern the human context and local research setting; and research quality lies at the heart of introducing novices to interpretive research.
Conclusions
This study demonstrates the potential and further need for the engineering education community to advance methodological theory through purposeful and reflective engagement in research practice across the diverse methodological approaches currently being adopted.
... Andere codes zoals 'volwassen worden' zijn vooral afkomstig uit de interviews en kunnen dus slechts aan deze data worden gekoppeld en niet zozeer aan de observaties. Na het open coderen volgde een tweede ronde die meer 'gesloten' was, door codes te formuleren aan de hand van de interviewtopics en -vragen (Melia 1997). ...
Seks speelt een enorm belangrijke rol in het leven van Nederlandse tieners. Aan de hand van kwalitatieve data verkregen uit etnografisch onderzoek maakt dit artikel zichtbaar hoe tieners ontdekken wat ze leuk en lekker vinden aan seks, maar ook welk seksueel gedrag leidt tot roddel en achterklap onder klasgenoten. Dit ‘seksuele leren’ is fundamenteel voor de vorming van het seksuele zelf van tieners.
... However important these thoughts about methods are, they are purely rhetorical if the story produced by the research is not plausible. Even more so, they are unnecessary to determine if, as Melia (1997) points out, the link between the description of the actual approach and the philosophical position described to justify methods is clear. By reflecting on her research with student nurses in the late 1970s ...
Having a stroke at a younger age has been described as a complex experience that raises specific issues and related serice needs, mainly to do with child care, employment and social life. However, there has been little research into how younger people define what a stroke means for them personally and socially and how they live with it in the long term. This study aims to capture the experience of having had a stroke in people under fifty-five during the first year of their stroke. The purpose is to develop an understanding of the experience and to make this knowledge useful- for other people with this illness, for health care in general- and nursing in particular.
... This has been particularly problematic for students who have been particularly reluctant to spend time participating in this research, although more than one academic declined to participate in any research for which they would receive no academic credit. As a result some of the evaluations were particularly ideographic; a reflection of the pragmatic approach taken throughout that has been able to avoid problems of 'methodological paralysis' (Melia, 1997) by making best use of what opportunities there were rather than over stretching any individual approach. By judging the work presented in this thesis against the Miles and Huberman criteria, there seems to be reasonably high levels of validity and reliability throughout. ...
... Given the emergent and inductive nature of the study, the constant comparative analysis, was used for analyzing the data. Careful analysis of data items using the constant comparative method, leads to the emergence of conceptual categories that would be useful in describing and explaining the phenomenon under study (Melia, 1997). The gathering and analysis of data was done concurrently to create room for further consultations with subjects in case of necessity for further clarification on data as the study progressed. ...
... Complementary strategies were employed to develop a coding framework, facilitating the organisation, retrieval and interpretation of data (Miles and Huberman 1994, Seidel and Kelle 1995, Coffey and Atkinson 1996. A pragmatic version of grounded theory, adopting aspects of a framework approach, facilitated the emergence and subsequent categorisation of key patterns within the data (Glaser and Strauss 1967, Ritchie and Spencer 1994, Melia 1997. Codes were gradually developed and refined based upon participants' dialogue 582 ...
Aims and objectives
This UK study aimed to generate new ideas about training strategies for healthcare staff caring for people with dementia in the acute hospital setting.
Background
A review of related literature exposed topical debate regarding current educational deficits, yet revealed few examples of the implementation of training initiatives for practising healthcare professionals.
Design
A descriptive qualitative approach was used.
Methods
Data were generated using two focus groups comprised of Staff Nurses (four) and Healthcare Assistants (three) working in a mixed gender acute elderly care unit in the North of England. Dialogues explored individuals’ experiences of delivering care to people with dementia hospitalised with physical illnesses and, usefully, their thoughts about learning in the workplace.
Results
Four broad categories emerged from transcript-based analysis: learning about dementia; learning about the person; learning from each other; learning from specialists. Specific recommendations included the improvement of staff preparedness through fundamental training, improved flow of information about individuals, dementia-specialist input for situation-based advice, and structured opportunities to reflect on practice.
Conclusion
The National Dementia Strategy for England emphasises the pressing need to improve care for people with dementia when they are admitted to hospital with physical illness, and highlights the importance of staff education in contributing to improved care. This study provides an insider view from a potential target population of such healthcare providers regarding their perceived educational needs.
Relevance to clinical practice
The results of this study point the way forward to practical and achievable ways of increasing and improving knowledge about dementia, and enhancing skills in caring for people who are cognitively impaired, among general hospital staff.
... The challenge for discussions about methods is to answer the question 'how does all this help in the analysis of data and the production of an explanation?' (Melia 1997). While there are very clear patterns in our data, and the strong themes of 'relationships and resources' were clear through all levels of each organisation studied, we realise that introducing this style of data collection was potentially problematic. ...
This article aims to make a contribution on two fronts: managing people in Australian hospitals and research methodology. The article introduces and explains an innovative data collection method: adapting and using the ‘miracle question’ in the field of human resource management (HRM). Researchers in other fields have used the miracle question, but it has not been used hitherto in HRM research. The purpose of the paper is to examine staff responses from three hospitals on how to improve hospital performance by focusing less on problems but more on solutions.
... On the one hand, the pertinent statements refl ecting the answers to the interview questions were transcribed (Pickard 2007, p.245). According to the constant comparative analysis (Boeije 2002) fi ndings were categorized in order to identify the main themes and issues that would describe and explain the phenomenon under study (Melia 1997, p. 31 in Pickard 2007). On the other hand, data gathered through the questionnaire were reported using a variable base method with a focus on the different types of interval variable (Pickard 2007, p.252). ...
This paper presents the results of a survey conducted in 2005—2006 regarding the extent of use of digital resources by students and researchers in five universities in Israel and the ratio of use between authorized electronic information resources provided by academic libraries, and the Surface Web. About 80 percent of respondents reported a high or very high frequency of use of the Surface Web for seeking information for their study or research. In contrast, only about 28 percent of the respondents reported high or very high use of academic e-journals, 40 percent high or very high use of digital databases, and only about 13 percent high or very high use of e-books. A situation in which academics use the Surface Web two or three times more frequently than more authoritative digital information sources provided by their library indicates a severe problem related to the quality of information used, which may severely harm the quality and credibility of research based upon it. The survey findings are worrying since much Surface Web information is not reliable or authoritative. The current research does not indicate what causes students and researchers to depend so heavily on Surface Web information for their research, but it is reasonable to assume that it derives mainly from the ease and convenience of using Internet search engines.
... On the one hand, the pertinent statements refl ecting the answers to the interview questions were transcribed (Pickard 2007, p.245). According to the constant comparative analysis (Boeije 2002) fi ndings were categorized in order to identify the main themes and issues that would describe and explain the phenomenon under study (Melia 1997, p. 31 in Pickard 2007). On the other hand, data gathered through the questionnaire were reported using a variable base method with a focus on the different types of interval variable (Pickard 2007, p.252). ...
Considering the low rate of reading of books in Iran and the disregard for reading skills in daily life, innovative plans and programs aimed at bringing books to the public introduce citizens to books as major information carriers and establish the reading habit as a necessity for today’s life. The Green Gift Plan (GGP), focusing on building small libraries in some public areas and work places (i.e. barbers’ shops, dentists’ or doctors’ offices, women’s beauty salons) in Mazandaran Province, Iran, aimed at improving reading among the people by bringing books into society. It also put emphasis on librarians’ social responsibilities. The paper describes the settings, objectives and implementation of this plan and makes proposals for the continuation of the plan and the implementation of other similar plans.
... On the one hand, the pertinent statements refl ecting the answers to the interview questions were transcribed (Pickard 2007, p.245). According to the constant comparative analysis (Boeije 2002) fi ndings were categorized in order to identify the main themes and issues that would describe and explain the phenomenon under study (Melia 1997, p. 31 in Pickard 2007). On the other hand, data gathered through the questionnaire were reported using a variable base method with a focus on the different types of interval variable (Pickard 2007, p.252). ...
The Journal of the American Society for Information Science and Technology (JASIST) has been playing a vital role in the dissemination of scholarly articles in library and information science since 1950. This paper presents the results of a bibliometric study of articles published in the JASIST from 2000 to 2007. It examines the distribution of papers under various headings, including authorship pattern and nature of collaboration, geographic distribution of articles, nature of cited and citing references, prolific authors and highly cited authors. Data were collected using the Web of Science and analyzed using Microsoft Excel. Results indicate that during the sample period the rate of publication was uneven and the most prominent form of publication was articles. The trend of authorship pattern of articles is towards collaboration and authors from 47 countries contributed articles. The country-wise distribution reveals that the highest number of contributions was made by US authors followed by the UK. The number of references cited per article increased from 2000—2007 whereas articles received citations in decreasing numbers during the same period. The results suggest that articles need to have been published for more than 2 years before they receive adequate numbers of citations.
... When reporting the findings of the Collaboration Study below, we use the data from our interviews in two distinct ways: (i) to analyse how advocates experienced their participation in the WCRP research team, and (ii) to systematically reflect on our own involvement in the collaborative research process. We analysed the interviews using a grounded theory approach that allowed for the emergence of conceptual categories from the data (Glaser and Strauss, 1967; Melia, 1997). As broad domains emerged from the data, we joined them together in related groups or 'bins' (Miles and Huberman, 1994). ...
There is a growing interest on the part of community groups, academics and funders in developing collaborative research projects
between researchers and community groups. The authors of this paper collaborated with a community-based advocacy group on
a study that focused on home repair problems faced by low-income homeowners in Philadelphia, PA (the ‘Home Repair Study’).
In this article, we provide a critical analysis of the collaborative process between social work advocates and academic social
work researchers based on participatory observation and in-depth interviews with those advocates who participated directly
in the planning and implementation of the Home Repair Study. Similar to accounts provided in previously published articles,
our findings suggest that such collaborations will frequently encounter tensions resulting from the different roles that researchers
and community-based advocates fulfil in the research field and in the political arena. However, we argue that these tensions
are healthy; if managed effectively, they contribute to more comprehensive research and more effective policy advocacy.
... An interview approach was adopted so that a set of themes, developed from the literature, could be covered. We recognise the problematic status of interview data (Dingwall, 1997) but settle for this as telling a plausible story (Melia, 1997) in a way that represents a time-efficient means of gathering data. All interviews were fully taped and transcribed. ...
The paper meets a need for more context specific empirical research in this area. Subject to medical group power, the three cases studied suggest that MIS/IT enhances the role of middle managers since it is they who are best placed to "synthesize" information from MIS/IT for executive management.
... The interviews were undertaken in a naturalistic way, so that individual " s were not placed under undue pressure. However, the data gathered from a seemingly natural conversation, with the interviewee, can be seen as an account of the interviewee " s opinions and views, arrived at as a result of the interaction with the researcher (Melia 1997). Thus, this technique could harbour a certain level of bias that researchers should keep in mind. ...
The benefits of a mixed methods approach are well recognized, with any shortcomings of a particular method compensated by other methods used. In the process of using a cross-sectional, mixed methods approach to investigating the adoption of a new technology, it became apparent that when a contemporaneous outcome, as a consequence of past events, is a research interest, gaining an in-depth understanding of the underlying factors responsible for the present outcome, is challenging. Comparative-Historical Analysis (CHA), a qualitative research method, which is longitudinal by nature, was used to complement the cross-sectional mixed method approach and overcome this shortcoming. CHA allows examination of flow of events over a temporal process, thus enabling an understanding of the causal mechanisms responsible for the outcome in question. CHA also offers generalizability for findings on selected research dimensions. Using a case study involving technology transfer for rice farmers in the Mekong delta in Vietnam, we describe how CHA, used in combination with cross-sectional mixed methods, contributes to enhancing the rigor of research that involves a need for understanding the causal mechanisms responsible for a present outcome. From our case study, we learned that apart from addressing the validity and reliability problems inherent in qualitative data, CHA also offers the possibility of anticipating an outlook for a present outcome. This advantage of CHA is therefore useful for stakeholders in development projects, who conduct problem analysis for intervention strategies at the planning stage.
... The interviews were transcribed and analysed using the constant comparative method, associated with a`grounded theory' approach (Strauss & Corbin 1994, Glaser & Strauss 1967. This expedited the generation of conceptual categories from the data, and the subsequent development of working hypotheses relevant to the situation under investigation (Turner 1981, Charmaz 1990, Melia 1997. The data were coded using both open and axial codes (Strauss & Corbin 1990), based on a number of inductively derived categories or themes, which were re®ned until`homogeneity' was achieved (Coffey & Atkinson 1996, Bryman & Burgess 1994. ...
Assessing educational effectiveness: the impact of a specialist course on the delivery of care
An exploratory study was undertaken in South Wales to assess the changes in clinical practice brought about by a specialized pharmacology module designed for Community Mental Health Nurses (CMHNs), in our institution. The respondents were the seven CMHNs who completed the course in 1997 and returned to clinical practice, and seven CMHN comparators, matched on the basis of work experience and location. In order to assess the impact of the module, the practice, attitudes and knowledge of the respondents were investigated before and after the course and 6 months later, using semistructured interviews, nonparticipant observation and questionnaires. The three data sets were analysed using the constant-comparative method, and relevant themes were identified and refined. While we obtained some objective measures of positive educational impact, these should be considered in relation to contextual and confounding variables. Both reported and observed behaviours indicated that the main benefit from the course was increased awareness and monitoring of the side-effects of medication. Respondents had not implemented change uniformly; several factors determined how they modified working practices, including service pressures and the support of colleagues.
... An interview approach was adopted so that a set of themes could be covere d as well as speci® c questions. We recognise the problematic status of interview data (Dingwall, 1997) but settle for this as telling a plausible story (Melia, 1997) in a way that re p resents a time-ef® cient means of gathering data. Executive managers who were interviewed included the chief executive, director of HR, the personnel manager, the o rganisation and management development manager and personnel advisers. ...
Despite the importance of the relationship between the HR function and line management (see Guest, 1987; Storey, 1992), there appears to be a lack of understanding of the process of enhancing the willingness and ability of line managers to take on responsibility for HR issues. It is towards plugging this research gap that this case study contributes. Specifically, it focuses on middle-level line managers and their involvement in the management of human resources in an NHS hospital trust. Using a framework drawn from the strategic management literature (Floyd and Wooldridge, 1992, 1994, 1997), it examines their involvement in realising strategic change in the HR area and the organisational conditions that frame this. The study suggests that, in their relationship with the HR function, middle managers may enjoy significant involvement in bringing about strategic change - beyond merely implementing the strategy determined by the HR function; the relationship is one of partnership. To facilitate this, middle managers should be allowed to cross functional boundaries within the organisation, there should be significant investment in their development, HR strategy should consist of broad themes rather than tight prescription and the HR function should operate alongside middle-level line managers.
... 4 In the 40 years since the publication of Glaser and Strauss' work 3 most researchers have adopted a pragmatic version of 'grounded theory'. 5 Our study aimed to explore the experience of people with dysarthria as a result of stroke. We 433099C RE26410.1177/0269215511433099SmithClinical ...
... 38. 9 See Glaser and Strauss. 10 This account is based on that found in Melia, 1997 ...
For democratization to be sustainable and successful in Hungary, attention must be paid to the development of political participation and good citizenship. Further, for good citizenship to emerge, there must be a multiplicity of sources of civic virtue which reinforce one another. The study explores how the themes of the common good, political participation, deliberation, civil society, political culture, and political socialization (and civic education) relate to the development of democratic citizenship in post-Communist Hungary. Empirically, the thesis draws on a qualitative study of Hungarian secondary school students. Interviews were conducted throughout Hungary in the fall of 1996, with a shorter follow-up round conducted in Budapest in the spring of 2001. Students of this age were chosen as they had not undergone more than childhood socialization during socialism (they are the first 'post-communist' generation), and would thus have been among the first to receive--perhaps only implicitly--an education in democracy. The interviews of the study explore several questions concerning democratic citizenship in post-communism and how students themselves approach such questions. For the most part, the students' attitudes and approaches to democracy lead the researcher to conclude that the students are becoming 'minimal democrats', in terms of views of the common good, and the inclination to participate in public life (broadly defined) and to deliberate. Some tendencies toward, on the one hand, more authoritarian, and, on the other hand, more civic and participatory political culture exist alongside the dominating minimal democrat positions. The study finds that this is in large part a result of the shortcomings of Hungarian public education and political culture, as they do not explicitly support the strengthening of democratic life.
... This study was also significant for the way that it added to the literature relating to the use of semi-structured interviews to generate data about teachers' professional knowledge bases (Holliday, 1994a(Holliday, , 1994bMelia, 1997;Merriam, 1998;Olson & Craig, 2001;McLeod, 2000). In addition, the data generated via the semistructured interview schedule demonstrated how interviewers and interviewees both brought personal bias to the task, and moreover, highlighted the necessity of explicating the relationship between interviewer and interviewee as part of the research method. ...
This research thesis set out to better understand the professional knowledge bases of Western teachers working in offshore education in Indonesia. This research explored what two groups of Western teachers said about the students they taught, their own role, professional and social identity, the knowledge transmitted, and their pedagogical strategies whilst teaching offshore. Such an investigation is significant on a number of levels. Firstly, these teachers were working within a period of rapid economic, political, cultural and educational change described as 'New Times' (Hall, 1996a). Secondly, the experiences of teachers working in offshore education have rarely been reported in the literature (see Johnston, 1999).
A review of the literature on teachers' professional knowledge bases (Shulman, 1986a, 1986b, 1987; Turner-Bisset, 1997, 1999) concluded that, in general terms, teachers draw on three main interrelated and changing knowledge bases: knowledge of content, knowledge of teaching processes and knowledge of their
students. This review also explored the notion that teachers had an additional knowledge base that was in a continual state of negotiation and closely related to the aforementioned knowledge bases: teachers' knowledge of their own and
students' pedagogic identities (Bernstein, 2000). A theoretical framework appropriate to exploring the overarching research problem was developed. This framework drew on models of teachers' knowledge bases (Elbaz, 1983; Shulman,
1986a, 1986b, 1987; Nias, 1989; Turner-Bisset, 1997, 1999), the sociology of knowledge (Bernstein, 1975, 1990, 1996, 1999, 2000), and notions of pedagogic identity (Bernstein, 2000). This framework theorised the types of knowledges
taught, categories of teaching process knowledge, and the range of pedagogic identities made available to teachers and students in new times.
More specifically, this research examined two case studies (see Stake, 1988, 2000; Yin, 1994) of Western teachers employed by Australian educational institutions who worked in Central Java, Indonesia, in the mid-to-late 1990s. The teacher participants from both case studies taught a range of subjects and used English as
the medium of instruction. Data for both case studies were generated via semistructured
interviews (see Kvale, 1996; Silverman, 1985, 1997). The interviews focused on the teachers' descriptions of the learner characteristics of Indonesian students, their professional roles whilst teaching offshore, and curriculum and
pedagogic design.
The analyses produced four major findings. The first major finding of the analyses confirmed that the teacher participants in this study drew on all proposed professional knowledge bases and that these knowledge bases were interrelated.
This suggests that teachers must have all knowledge bases present for them to do their work successfully. The second major finding was that teachers' professional knowledge bases were constantly being negotiated in response to their beliefs about their work and the past, present and future demands of the local context. For
example, the content and teaching processes of English lessons may have varied as their own and their students' pedagogic identities were re-negotiated in different contexts of teaching and learning. Another major finding was that it was only when the teachers entered into dialogue with the Indonesian students and community members and/or reflective dialogue amongst themselves, that they started to question the stereotypical views of Indonesian learners as passive, shy and quiet.
The final major finding was that the teachers were positioned in multiple ways by contradictory and conflicting discourses. The analyses suggested that teachers' pedagogic identities were a site of struggle between dominant market orientations and the criteria that the teachers thought should determine who was a legitimate teacher of offshore Indonesian students. The accounts from one of the case studies suggested that dominant market orientations centred on experience and
qualifications in unison with prescribed and proscribed cultural, gender and age relations. Competent teachers who were perceived to be white, Western, male and senior in terms of age relations seemed to be the most easily accepted as offshore teachers of foundation programs for Indonesian students. The analyses suggested that the teachers thought that their legitimacy to be an offshore teacher of Indonesian students should be based on their teaching expertise alone. However, managers of Australian offshore educational institutions conceded that it was very difficult to bring about change in terms of teacher legitimisation.
These findings have three implications for the work of offshore teachers and program administrators. Firstly, offshore programs that favour the pre-packaging of curricula content with little emphasis on the professional development and support needs of teachers do not foster work conditions which encourage teachers
to re-design or modify curricula in response to the specific needs of learners. Secondly, pre-packaged programs do not support teachers to enter into negotiations concerning students' or their own pedagogic identities or the past, present and future demands of local contexts. These are important implications because they
affect the way that teachers work, and hence how responsive teachers can be to learners' needs and how active they can be in the negotiation process as it relates to pedagogic identities. Finally, the findings point to the importance of establishing a learning community or learning network to assist Western teachers engaged in
offshore educational work in Asian countries such as Indonesia. Such a community or network would enable teachers to engage and modify the
complexity of knowledge bases required for effective localised offshore teaching. Given the burgeoning increase in the availability and use of electronic technology in new times, such as internet, emails and web cameras, these learning networks could be set up to have maximum benefit with minimal on-going costs.
... Although subsequent commentators (e.g. Melia 1997) have highlighted the need to develop a pragmatic version of 'grounded theory', rather than relying solely on the content of data to provide theoretical insights, tentative theoretical constructs can, as Glaser & Strauss (1967) argued, be derived from analysis of data generated by empirical research. Many qualitative papers, accordingly, occupy the grey area between presentation of the outcomes of empirical research and abstract theoretical discussions, and either make scant reference to the content of data sets or are highly selective with regard to the parts or concepts explored. ...
The growing popularity of qualitative research has led to calls for it to be incorporated into the evidence base. It is argued that, in seeking to respond to this challenge, it is important that we recognize the important differences between qualitative and quantitative research and that we take this into account in developing a distinctive approach. This paper outlines the distinctive contribution made by qualitative research with regard to the nature of the curiosity involved, the iterative research process and its treatment of data, analysis and findings. We caution against simply importing templates developed for systematic review of quantitative work, and make suggestions with regard to developing a new model for evaluating and synthesizing qualitative work. The proposed new model takes a critical look at some of the assumptions underpinning systematic review, such as the process of literature searching and selection of relevant material. Although there is potential for checklist items--such as purposive sampling, respondent validation, multiple coding, triangulation and grounded theory--to be used over-prescriptively in evaluating qualitative papers, it is argued that a more creative engagement with these concepts could yield a distinctive approach more appropriate for this type of work. Moreover, we speculate that some of the questions thereby raised might be usefully applied to consideration of established procedures for reviewing quantitative work.
In recent years there has been increased attention to the value of qualitative research and the methods for conducting that research in a rigorous manor. We now have available excellent discussions of issues of design (King, Keohane, and Verba 1994; Yin 1994), data collection (Douglas 1985; McCracken 1988; Spradley 1979; Spradley 1980), and analysis (Feldman 1995; Miles and Huberman 1994; Silverman 1993; Strauss 1987). My interest in this chapter is on data collection.
The study investigates the approach to collaboration in Humanities, within the Italian context, to test the possibility of collaborative digital library for scholars. The research hypothesis is that collaboration can foster innovation and scientific development: therefore, within Humanities, digital libraries can be the collaborative laboratory for research. Thus, understanding perception of scholars towards collaboration, especially online, and comprehending if wiki systems could be the framework of collaboration were the objectives of the study. A qualitative approach has been adopted, using case study as research method: five in-depth, semi-structured interviews to Digital Humanities scholars provide data integrated with interviews with two key informants (one of which is prof. Umberto Eco). The results of the study show that Humanities, within Italian context, do appreciate collaboration and the concept of a collaboratory digital library, though several issues need to be solved. In fact, Humanities are still tied with individual work and collaboration is not easy to pursue, for cultural, technical and political reasons. Great effort needs to be done at many different levels to eliminate obstacles and facilitate online collaboration for scholars. The study provides a draft model for a collaborative digital library arisen from gathered data.
The global movement of students in higher education is a relatively recent phenomenon, which has gained momentum in the last 30 years. Much research has been focused on the experiences of this population. Relatively little is known about international allied healthcare students who undertake clinical placements as part of their undergraduate course. This study explores students’ perceptions of their clinical experience. The chosen focus group method was prefaced by a pilot study; both were conducted within the allied healthcare school of a university in the UK. Four themes emerged from the study: communication, cultural differences, relationships with professionals and survival strategies. Communication referred to both the interaction with and between the students, their patients and fellow members of the multidisciplinary team. Cultural differences were expressed in the negotiation of differing cultures at the patient interface. A third theme was the students’ relationship with clinical professionals; within this, the relationship with the student’s clinical educator was paramount. Finally, survival strategies represented the advice students wished to impart to future international students to facilitate their clinical placement abroad.
This paper will track my battle to ‘get conceptual’ in the production of a Grounded Theory. It will discuss early attempts at creating substantive codes through the process of open coding which, despite my best efforts, merely produced descriptive codes. It will illustrate the process by which these descriptive codes became more conceptual, earning the title of substantive code and how their presentation in essay form produced a perfect example of ‘conceptual description’. It will then describe the slow dawning of the purpose of ‘theoretical codes’ as organisers of substantive codes and the emergence of a Grounded Theory.
Based on ethnographic and interview data collected in the modeling industries of Amsterdam, Paris, and Warsaw, this article shows that the relation between work, body, and self is particularly fraught for fashion models, as they work in a “greedy” industry that demands intensive forms of aesthetic labor. Such aesthetic labor requires models to continuously reinvent and negotiate their selves in different contexts. Fashion models make great effort to justify and maintain a coherent self, through enacting different forms of “good modelhood”—natural, healthy, and pragmatic modelhood, which are interpreted as modes of justification. These forms of modelhood all relate differently to the dominant aesthetic logic of fashion modeling and, consequently, bear different degrees of legitimacy within the field. By focusing on fashion models’ subjective experiences of aesthetic labor in relation to their selves, this article contributes to existing sociological perspectives on the body, showing how the body connects to morality and selfhood in European cultural and institutional contexts.
The importance of spiritual care by nurses for health and recovery has become
increasingly topical in the last decade. However, there is little research into why
nurses should give spiritual care. Whilst bodily caring has always been associated
with nurses and nursing, spiritual care has been seen as the concern of religious
ministers. The steady decline of people belonging to conventional religions in secular
British society is paralleled by an upsurge of interest in spiritualities. But why nurses
should give spiritual care is unclear. This qualitative, interdisciplinary study aims to
explore why nurses are asked to give spiritual care to patients by considering whether
there is something amiss with nursing care that would be remedied by the addition of
spiritual care. To investigate this, spiritualities and bodily caring are considered in
tension with each other. By using feminist standpoint epistemological approaches I
propose to: a) allow the everyday experiences of nurses in giving nursing care to be
expressed; b) demonstrate that themes of nursing care as comforting, compassionate
caring challenge claims that the addition of spiritual care is necessary; c) show that
nurses conform to the perverse body/spirit dualisms of dominant patriarchal
institutions and cultural norms in describing bodily nursing care as spiritual and d)
present living models of nurses and nursing care as meaningful materialist world
views.
Material for the study was obtained in semi-structured, one-to-one conversational
interviews with eighteen experienced practising nurses. Stories of nursing care were
interpreted and analysed within nursing theories of spiritual care as either imperative
or integral to nursing care. Body/spirit critiques in feminist informed theologies
provided a further theoretical framework for analysis.
The thesis describes the everyday distress that nurses experience. The feminist design
created a vehicle for fresh constructs of care by nurses not previously identified in
studies of spiritual care by nurses. The findings provide an evidence base for
practising nurses to validate their own skills; for managers and policy makers in
planning support for nurses to give nursing care, as well as for chaplains and others to
listen and respond to care matters.
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Standards and best practice play a profound role in innovation processes. Whilst all best practices are contextually defined, they must also reference external standards and change processes. Thus, the relationship between an innovation and accepted standards is an important feature of innovation processes. This paper focuses on the neglected area of innovation in public administration services. It surveys the tendency of public administrations to adopt extended enterprise organisational forms and to use dynamic and informal standards such as best practice case studies. This point is demonstrated by referring to recent case-based research in public administrations. The paper examines the changing form and content of standards for innovation processes and reviews the theoretical and practical problems in their use by innovators. It suggests a typology of case studies and practical guidelines for their use in innovation. Copyright , Beech Tree Publishing.
Purpose
This paper explores the role of accounting in a religious setting and evaluates the sacred‐secular divide developed by Laughlin and Booth who suggested that accounting is antithetical to religious values, embodying the secular as opposed to the sacred. Yet Christian thinkers such as Wesley and Neibuhr reject this position and indicate the accounting and financial issues do not necessarily conflict with religious values.
Design/methodology/approach
This paper explores narratives drawn from the Church of Scotland, the life and practices of Charles Wesley and the Christian doctrine of stewardship as a way of determining the verisimilitude of the “accounting as secular” claim.
Findings
These accounts and individual perceptions drawn from the Church of Scotland were more consistent with the concept of a jurisdictional conflict between accountants and clergy than a sacred‐secular divide. The life of John Wesley and the doctrine of stewardship show that accounting can be part of practices of spirituality. Sacred or secular accounting was found to be an issue of perception.
Research limitations/implications
There is scope for future research into perceptions of accounting and the role(s) of accounting in sacred spaces.
Originality/value
This paper highlights the sacred role and aspects to accounting.
Electronic information resources, including the Internet, provide young people with opportunities to interact with each other and with vast quantities of information. Research has indicated that learning and cognitive development are intricately linked to opportunities to process and interact with relevant information and the medium used to deliver this information may well have an impact on these opportunities. This research aimed to inform policymaking and contribute to locally situated, and global, knowledge. In order to achieve these aims a constructivist approach, focusing on sixteen, in-depth, holistic case studies was used to produce ‘rich pictures’. These rich pictures revealed a variety of ways in which access to the Internet can provide valuable learning opportunities in relation to cognitive, affective and social variables. Peer interaction in the electronic environment plays a significant part in contributing to cognitive development, this paper concentrates on that interaction and discusses ways in which it can impact positively on learning opportunities for young people
If information professionals are to measure the value of their services, they must talk directly to users and listen to what they have to say about their lives, as well as measuring the service in terms of value for money. Whilst acknowledging the necessity of data concerned with processes and procedures, the concept of value can only be fully explored by going to the individual user directly, within a specific context. Researchers must make the anecdotal believable, trustworthy, worthy of being considered alongside other types of hard data, and a constructivist approach to collecting, analysing and presenting qualitative data can be used effectively to achieve this. The UK government has pledged to deliver public services to meet the needs of citizens, not the convenience of service providers, by involving and meeting the needs of all different groups in society. Its Best Value review represents one of the most far reaching challenges facing those responsible for local services. Can its framework provide the flexibility to support all those who have a stake in measuring value of library and information services?
Purpose
This research aims to produce a “mile‐deep” study of the impact of using EIS on a small homogeneous group of undergraduate students during their entire undergraduate education, a period spanning three years.
Design/methodology/approach
This research uses a constructivist approach, focusing on 19 in‐depth, holistic case studies to produce “rich pictures”. Data collection is achieved using interviews, focus groups, student diaries, bibliography analysis and observation. The fieldwork lasted three years in order to investigate changing behaviour over time, and measure impact.
Findings
These rich pictures reveal a variety of ways in which access to EIS can provide valuable learning opportunities in higher education. This paper focuses on the cross‐case analysis of the change in perceptions and use of EIS over a period of three years and the nature of the intervention that impacted upon this perception and use.
Research limitations/implications
This research indicates that longitudinal studies can demonstrate the impact of resources on individuals. This was a very homogenous group of research participants, it would be very useful to apply this research design to other profiles in order to establish transferability.
Practical implications
Electronic information services provide students with opportunities to interact one another and with vast quantities of information. Research has indicated that learning and cognitive development are intricately linked to opportunities to process and interact with relevant information and the medium used to deliver this information may well have an impact on these opportunities.
Originality/value
The length and depth of this investigation is rare in performance measurement research, impact was measured over time and in depth, on an individual basis.
The paper reports the results of a research project that aimed to investigate how academic librarians are managing the integration of electronic book collections in their library holdings and focuses on the selection criteria and collection development issues. The background is represented by the Italian academic libraries that have been lately involved in electronic book collection development projects, and by the Italian digital publishing e-books offer. Purpose of this paper The research project aimed to investigate how librarians are managing the integration of electronic book collections in their library holdings, focusing on the selection criteria issues. The main intent is to identify the gap between the plurality of access and business models of electronic book collections offered by publishers and the issues that academic librarians are tackling in terms of selection, collection management , analysis of users' needs and budget limitations. The paper describes the case study carried out by the researcher for the dissertation of the International Master in Information Science, jointly delivered by Parma University – Parma, Italy and Northumbria University – Newcastle upon Tyne, UK. Two interviews and a questionnaire were done between February and July 2008 whereas the analysis of the results were carried out between September 2008 and January 2009.
In the UK, optometrists examine 17 million people yearly, many of whom will not have consulted a doctor and may have undiagnosed diabetes. Selective testing in optometry practices presents a new detection strategy.
The purpose of this research was to ascertain optometrists' perceptions, attitudes and beliefs towards diabetes and screening, prior to evaluating a pilot service.
Focus groups and interviews were conducted with 21 optometrists in Northern England. Analysis was based on grounded theory.
Four themes emerged: varying awareness of diabetes and its early diagnosis, a reluctance in accepting a screening role, organisational barriers in implementing such a service, and controversies around the changing roles of optometrists. Although optometrists' awareness of diabetes was varied, all had seen patients they suspected of having diabetes and felt that the public under‐estimated risks of diabetes. Some felt that diagnosis of asymptomatic diabetes was unnecessary, although most felt that early diagnosis would be beneficial. Optometrists believed that the public and doctors had mixed attitudes to their possible involvement in screening. Specific barriers included additional cost, time, remuneration and litigation fears. However, optometrists felt that their professional role has evolved and that a greater, extended clinical involvement would be positive.
In conclusion, optometrists are willing to carry out capillary blood glucose tests, provided that the scheme is simple, is supported by other health care professionals and is properly funded. There is a clear advantage in identifying undiagnosed diabetes in people attending optometry practices who are not accessing other health care providers. Copyright © 2010 John Wiley & Sons.
We argue that in the UK, New Labour's modernization policy differs from New Public Management because it is more interventionist, with a social facet, as well as economic. However, in simultaneously attending to social and economic goals, tensions develop that the case of leadership in schools exemplifies. So, for example, principals sidestep policy prescriptions to enact a contingent approach to leadership that takes account of their school's context. However, any discretion in leadership activity appears constrained by government pre-occupation with standards and targets for pupils’ attainment. At the same time, leadership is difficult to distribute beyond the principal to stakeholders inside and outside the school.
Checklists can be useful improving qualitative research methods, but overzealous and uncritical use can be counterproductive Reducing qualitative research to a list of technical procedures (such as purposive sampling, grounded theory, multiple coding, triangulation, and respondent validation) is overly prescriptive and results in “the tail wagging the dog” None of these “technical fixes” in itself confers rigour; they can strengthen the rigour of qualitative research only if embedded in a broader understanding of qualitative research design and data analysis Otherwise we risk compromising the unique contribution that systematic qualitative research can make to health services research. This paper gave rise to some debate in the BMJ's rapid response section and has been instrumental in the issuing of several invitations to speak at international symposia. Research Group 4 - Quality of Life and Quality of Care in Acute and Chronic Illness
Qualitative research is no longer the "poor relation" to quantitative research that it has been in the past. However, it is important to monitor the manner in which it is becoming incorporated into the mainstream. In this article, the author examines current dangers and challenges by critically reviewing current developments affecting our own research practice. It is argued that technical essentialism (including the co-option of grounded theory) characterizes many responses to qualitative research. The author concludes by suggesting that our own everyday research practice, involving teaching and supervision, provides an opportunity to advance debates about rigor by allowing us to formulate a considered response that respects both the complexities and the unique contribution that qualitative research can make.
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