Qualitative research methodology @ FMVEK, DSV fall 2011
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lecture on the masters course FMVEK/SviWri, DSV/SU, fall 2011.
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Qualitative research methodology @ FMVEK, DSV fall 2011
- 1. qualitative research methodology – methods and data analysis patrik hernwall · hernwall@dsv.su.se 2011.11.24
- 2. today ✤ qualitative methodology? ✤ method and methodology ✤ key concepts ✤ analysis ✤ research ethics ✤ examples from on-going research project(s)
- 3. aim to deepen the understanding of qualitative methodology (benefits, draw-backs, etc.), the use qualitative methods and qualitative analysis
- 4. quantitative qualitative objective facts exist, separate from human percpetion and reality is socially constructed understanding goal: discover causes of change, goal: interpret phenomena from by measurement and several perspectives quantitative analysis best approach: ethnography, as it best approach: experiment, as it gives a solid base for several reduces sources of error interpretations ideal: objectivity ideal: digging in deep
- 5. knowledge interests (Three domains of knowledge, Habermas 1992) research kind of type of method knowledge human interest positivistic sciences instrumental technical (empirical-analytic (causal explanation) (prediction) methods) practical interpretative research practical (interpretation and (hermeneutic methods) (understanding) understanding) critical social sciences emancipatory emancipation (critical theory (criticism and (reflection) methods) liberation)
- 6. the challenge ✤ how to measure ”beautiful”? [Bo Eneroth, 1984]
- 7. the challenge ✤ how to measure ”beautiful”? [Bo Eneroth, 1984] ✤ what does it mean? [Johan Asplund, 1970]
- 8. methodology and method ✤ principles/approaches and tools ✤ approaches (examples) ✤ ethnography ✤ ethno-methodology ✤ phenomenology ✤ grounded theory ✤ tools (examples) ✤ interviews (structured, semi-structured, open, etc.) ✤ observations (hidden, open, participatory, etc.) ✤ text analysis ✤ pilot testing
- 9. interpretation ✤ what are the human senses?
- 10. interpretation ✤ what are the human senses?
- 11. interpretation ✤ what are the human senses? a. a creative mind b. prejudices and pre-conceptions
- 12. experiment 1 shut your eyes, please
- 16. what is the quality of qualitative research? – and how ”measure” it ...
- 17. what is the quality of qualitative research? – and how ”measure” it ... ✤ validity and reliability as a heritage from the positivistic sciences
- 18. what is the quality of qualitative research? – and how ”measure” it ... ✤ validity and reliability as a heritage from the positivistic sciences ✤ human interpretation, flexibility of the mind, an ability to see the unexpected are qualities of human
- 19. what is the quality of qualitative research? – and how ”measure” it ... ✤ validity and reliability as a heritage from the positivistic sciences ✤ human interpretation, flexibility of the mind, an ability to see the unexpected are qualities of human ✤ credibility (internal validity) good correspondence between observations and theory ✤ transferability (external validity) the extent results can be generalized to other social contexts and environments ✤ dependability (internal reliability) agreement on how to interpret a body of data, a phenomenon, etc. ✤ confirmability (external reliability) the extent a study can be replicated
- 21. everyday meaning-making ✤ perception ✤ interpretation ✤ making connections (seeing patterns) ✤ building ”theory” ✤ perception ✤ interpretation ✤ ...
- 22. experiment 2 coming late to lecture
- 23. analysis ✤ generating categories from data (not based on your pre-conceptions!) ✤ interplay between theory and data (c.f. abductive reasoning)
- 24. three forms of reasoning deductive reasoning abductive reasoning theory the world inductive reasoning
- 25. analysis cont. ✤ transcription is always a translation ✤ translation is always (initmately connected to) analysis ✤ translation is the process of representing one mode in another ✤ interviews -> written text ✤ observations -> written text ✤ filmed sequence -> still photo ✤ still photo -> written text ✤ categories are created, as a result of a thourough analysis, using the tools of theory, methodology, etc.
- 26. research etichs ✤ utilitarian vs. deontological perspective ✤ five principles: (http://dissertation.laerd.com/articles/principles-of-research-ethics.php) i. minimising the risk of harm ii. obtaining informed consent iii. protecting anonymity and confidentiality iv. avoiding deceptive practices v. providing the right to withdraw ✤ collecting and storing personal data (c.f. PUL; personuppgiftslagen) ✤ for more information, please see http://www.codex.vr.se/
- 27. the quality of qualitative research — and its challenges ✤ not comparisons --> searching for (unique) qualities ✤ understanding (humanities) and reflection ((critical) social sciences) ✤ finding the more general question (what is it that I really want to know?) ✤ relevance (a solid question, adequate methods/methodology, sound theoretical framework, sound and creative analysis) ✤ time & be flexible
- 28. example ”Invisible girl” The image is a combination of a ”Yees” in a sans-serif bold typeface postproduced (”photoshoped”) […]. The letters are white with a photograph of herself from torso black con-tour. The image as such and up, taken from a position is in the colour range brown- slightly below her face, and yellow, softened, and with the written text. She is wearing a dark contours of the face, the long top. The photographed subject is blond hair and the eyelashes bending her head forward slightly marked. Below the image is to her right, looking down. If her written, in the default sans-serif eyes are open or not is not possible typeface, ”why like me when one to see, but the eyelashes are can hate me?” In the lower left of marked/highlighted, and they are the image, are some interior details in the centre of attention/image. visible but it is not possible to see At the lower fourth of the image is what they are, except suggesting four letters forming the word the photograph is taken indoors.
- 29. example ”Invisible girl” cont.
- 31. the.GTO.project http://mt.sh.se/gto 10 y.o. 12 y.o. 14 y.o.
- 32. short summarization ✤ methodology ≠ method ✤ knowledge interests [Habermas] ✤ (human) interpretation, (human) senses ✤ language ✤ uniqueness rather than generalisation ✤ theories developed out of empirical data ✤ the importance of ethical guidelines ✤ be imaginative
Editor's Notes
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- \n
- my first example: use myself -- what can you say about me, when standing here ... \ncloseness & distance\nhow to get deeper knowledge\nwhat do you actually want to know; Me? Human being? Lecturer? Researcher? Parent? etc. \nover there - ask? -- awkward! -- better to observe! Interaction .. \nthen we are into a completely another Q - and need different theories \n
- Quantitative approach\n \n There are such things as objective facts as separate from our perceptions and understandings\n \n The goal with evaluating, studying something is to discover causes of change within phenomena through close measurement and quantitative analyses\n \n An experimental approach is the best choice since it reduces sources of error\n \n Objectivity - the ideal thing\n \n Qualitative approach\n \n Reality is socially constructed\n \n The goal of evaluating or studying something is to interpret phenomena from several perspectives\n \n Ethnographical approaches are best since these provide with a solid base for several interpretations\n \n Digging in deep is the ideal\n
- \nwe want different things! \n\nthe risk of over-interpretation - and the strength of it! \n\n all instruments are choices, are narrowing of possibilities - and should be so! Also for quantitative, nature science \n \n --> cf. strength of bridges -- or use of drugs within pharmacy, or the study of neutrons ... \n
- frågan är felställd! \nVi kan inte mäta, utan vi måste närma oss på ett annat sätt! \n”Vacker” är en kvalitet, inte en kvantitet. \n\nutan, vad betyder det? \n\nin our arsenal, we have methodologies and methods (next) and our senses (incl. interpretation)\n
- in between: grounded theory\n\nprimary tool: human senses!!\n\ncreativity - imagination \n\n
- how many senses do we have?\nwhat senses do we have? \n\nour main resources in interpreting the world - on a daily basis \n\n--> interpretation; \na. imagination, flexibility, see what is outside the expected\nb. we are narrowed by what we already know\n
- how many senses do we have?\nwhat senses do we have? \n\nour main resources in interpreting the world - on a daily basis \n\n--> interpretation; \na. imagination, flexibility, see what is outside the expected\nb. we are narrowed by what we already know\n
- - how are your other senses experiencing the situation? smell? sound? [what was that?] \n- how do you perceive the room? \n\n--> the thing is, that you are still perceiving - and you are still making sense\n\n--> all methods, all ways of studying, are choices of ”instruments”\n\n--> interpretation and over-interpretation ... good/bad \n
- we make connection - create relations (weather they are there or not)\n
- our perception, our strive to make connections, help us - but also distort our seeing of the world (prejudices)\n
- nyskapande\n\nnytta, värde, relevans, \n\nso, how do we create (new) knowledge? \n
- nyskapande\n\nnytta, värde, relevans, \n\nso, how do we create (new) knowledge? \n
- nyskapande\n\nnytta, värde, relevans, \n\nso, how do we create (new) knowledge? \n
- nyskapande\n\nnytta, värde, relevans, \n\nso, how do we create (new) knowledge? \n
- nyskapande\n\nnytta, värde, relevans, \n\nso, how do we create (new) knowledge? \n
- nyskapande\n\nnytta, värde, relevans, \n\nso, how do we create (new) knowledge? \n
- we interpret constantly - but what are the differences in relation to ”science”? \n\nwe do develop, and our conceptions become more and more fine-grained -- just as with research -- one important difference, is that we want some kind of general relevance\n\n--> coming late \n
- we interpret constantly - but what are the differences in relation to ”science”? \n\nwe do develop, and our conceptions become more and more fine-grained -- just as with research -- one important difference, is that we want some kind of general relevance\n\n--> coming late \n
- we interpret constantly - but what are the differences in relation to ”science”? \n\nwe do develop, and our conceptions become more and more fine-grained -- just as with research -- one important difference, is that we want some kind of general relevance\n\n--> coming late \n
- we interpret constantly - but what are the differences in relation to ”science”? \n\nwe do develop, and our conceptions become more and more fine-grained -- just as with research -- one important difference, is that we want some kind of general relevance\n\n--> coming late \n
- we interpret constantly - but what are the differences in relation to ”science”? \n\nwe do develop, and our conceptions become more and more fine-grained -- just as with research -- one important difference, is that we want some kind of general relevance\n\n--> coming late \n
- we interpret constantly - but what are the differences in relation to ”science”? \n\nwe do develop, and our conceptions become more and more fine-grained -- just as with research -- one important difference, is that we want some kind of general relevance\n\n--> coming late \n
- we interpret constantly - but what are the differences in relation to ”science”? \n\nwe do develop, and our conceptions become more and more fine-grained -- just as with research -- one important difference, is that we want some kind of general relevance\n\n--> coming late \n
- everyday knowledge: we make connections, construct patterns\n\na phenomena ... \n\nscientific knowledge: \nwhy?\nwhat do we know? \nask them? \nobservation?\ncontextual analysis? \n\nhow many ”cases” do we need? What is our interest? Reducing number of incidents? (easy!)\nDeepen the understanding for the phenomena? What is it, actually? \nWhy do most of you don’t show up late??!!\n
- and the important process of retroduction, of getting rid of ideas/hypothesis, peeling the onion, etc. \n\nDjungis Khan principle\nKill your darlings ...\n
- abd. -- tries to combine\n
- \n
- The first could be seen as illustrating a utilitarian perspective (greatest good for the greatest number, public good over private good, and the end justifies the means), whereas the second a more deontological one (primarily deciding with reference to actions and not ends, the moral obligation, and rejects acts that is possibly harmful for individuals or minorities) (c.f. Ess & AoIR, 2002)\n
- * explanation = technical interest\n* gen.Q: sj&ne - gen. // spe. univ.\n* relevance; we are flexible; use the creative potential you have -- and be stubborn!! Research takes time! \n* time - the main resource (time away, distance, and being close!) --- & be flexible; adapt! \n
- dubbel translation\nswedish -> english\nphoto -> text\ncitation -> ”cut-out” --> has to represent\n
- dubbel translation\nswedish -> english\nphoto -> text\ncitation -> ”cut-out” --> has to represent\n\ndiscuss; is this ethical? \n
- vad ser vi här? \nvad vill de kommunicera? \nhur kan vi komma överens? hur kan det bedömmas (som ”språk”/”språklig färdighet”?)\n\nwork in pairs!!!\n
- \n\n\nwork in pairs!!!\n
- the risk of over-interpretation \n