Qualitative Research Practice Research Articles

Reporting guidelines for qualitative research: a values-based approach

ABSTRACT Evaluative tools for qualitative research need to be developed and designed in a way that allows them to be used by the research community to assess qualitative research on its own terms, and thus strengthen, rather than undermine, research quality. The diversity of qualitative research practice makes the development of ‘one size fits all’ tools challenging. When evaluating Big Q Qualitative – the use of practices for generating and analysing qualitative data underpinned by qualitative research values – many existing ‘one size fits all’ reporting checklists and standards have the potential to introduce methodological incongruence through their inclusion of criteria that don’t ‘fit’ or align with Big Q values. The values and practices of Big Q Qualitative research, and the paradigms and meta-theoretical assumptions that inform them, are typically incommensurable with ideas and ideals founded in, disciplinary dominant, (post)positivism/objectivism and scientific realism. The unknowing, or knowing-but-required, application of ill-fitting criteria and standards for reporting risks not just incongruence, but undermining the vitality and creativity of Big Q Qualitative. However, evaluative guidelines remain important tools, pragmatically and rhetorically. In this paper, we explain and justify our development of a set of reporting guidelines to support methodologically congruent and reflexively open evaluation and reporting of Big Q Qualitative research. The Big Q Qualitative Reporting Guidelines (BQQRG) articulate a values-, rather than consensus-, based framework for reporting and evaluating qualitative research.

Appreciating dyslexic thinking in qualitative research: reflections and recommendations for culturally competent, neuro-inclusive academia

AbstractDyslexia and its associated learning challenges are often misconstrued as intellectual deficits, leading to erroneous assumptions that individuals with dyslexia cannot thrive or contribute meaningfully to academic institutions. However, this article contends that the unique thinking patterns associated with dyslexia are complementary to and can substantially enrich the professional practice of qualitative research. The social model of disability emphasises how Higher Education Institutions, rooted in ableist and neurotypical norms, often marginalise and fail to accommodate dyslexic cognitive profiles. Conversely, cultural competency, as an actionable conceptual framework, calls for transformative changes that promote understanding, build meaningful relationships, and ensure effective communication with neurodivergent individuals. Drawing on my experience as a dyslexic academic, I examine critical discussions on disability, neurodiversity, higher education, and qualitative research. Adopting an autoethnographic methodological approach, I highlight my professional strengths within this context, and propose an adaptable cultural competency framework aimed at cultivating neuro-inclusive—and specifically dyslexic-friendly practices, at the individual and organisational levels within academia.

Coding Methods for Enhanced Manual Data Transcripts: Contributing to Sustainable Development Goals (SDG)

Objective: The objective of this study is to explore the graduate school writers' intentions and behaviors related to adopting different manual coding methods. Theoretical Framework: In this topic, the main concepts and theories that underpin the research are presented. In this study, the Theory of Planned Behavior (TPB )stand out, providing a solid basis for understanding the context of the investigation. Method: The methodology adopted for this research comprises Multi-phase Mixed-method; Frequency, Mean and Standard Deviation for quantitative was employed; Different Coding such as Emotion, In-vivo, Descriptive and Axial Coding Methods were also utilized for qualitative part. A probability sampling approach was employed. The Coding Manual for qualitative researchers by Saldana (2014) was adopted for instrumentation. Results and Discussion: The survey reveals a moderate level of understanding and proficiency in manual coding methods and theming. While respondents excel in foundational coding principles, there is room for improvement in using multiple coding methods and in vivo coding. The findings suggest that writers predominantly rely on traditional coding methods, revealing a gap in understanding and application of effective coding techniques and thematic analysis. Bridging the gap between traditional and alternative coding methods is crucial to advancing research practices in graduate school settin. Research Implications: The practical and theoretical implications of this research are discussed, providing insights into how the results can be applied or influence practices in the field of Research. By addressing mentioned challenges, writers can improve the accuracy and depth of their data analysis, leading to more robust and meaningful research outcomes. In conclusion, there is a need to bridge the gap between the traditional coding method currently employed by graduate school writers and the alternative coding methods available. Additionally, providing training and support to enhance their understanding and application of coding methods and thematic analysis will contribute to the advancement of their research practices and ultimately lead to more comprehensive and insightful findings Originality/Value: This study contributes to the literature by providing valuable insights into the prevailing reliance on traditional coding methods among graduate school writers, thereby addressing Sustainable Development Goal (SDG) 4 on quality education. It highlights the associated challenges in effectively coding and theming qualitative data, revealing a gap between awareness and application of alternative coding techniques. The research highlight the urgent need for enhanced training and support in research practices, advocating for increased adoption of more effective coding methods. By improving the accuracy and depth of data analysis, this initiative not only aims to address current shortcomings but also seeks to advance qualitative research practices, fostering more robust and insightful research outcomes in academia

Characteristics and quality of reporting qualitative nursing research related to the COVID-19 pandemic: a systematic search and critical review

BackgroundThe COVID-19 (Coronavirus disease of 2019) pandemic caused major disruption to nursing research, especially qualitative research. Researchers had to overcome numerous challenges that potentially impacted the quality of the studies carried out.ObjectivesThe aim of this study is to assess the characteristics and quality of reporting qualitative nursing articles on the COVID-19 pandemic.MethodsA systematic search and critical review using content analysis was conducted on published nurse-led articles using a qualitative approach related to the COVID-19 pandemic. A combination of the Consolidated Criteria for Reporting Qualitative Research (COREQ) and Standards for Reporting Qualitative Research (SRQR) checklists and additional items identified from the literature were used to assess the characteristics and overall quality of reporting of qualitative research.ResultsOut of 63,494 articles screened, 444 met the inclusion criteria. Most studies were published in high-impact, Quartile 1 journals, with the majority originating from the USA. Common themes included workforce experiences and the impact of pandemic restrictions. Methodological quality varied, with a notable underuse of standardized reporting checklists. Despite pandemic-induced challenges in data collection, interviews remained the predominant method. However, the adoption of remote research methods and analysis software was limited.DiscussionThe findings underscore the resilience and adaptability of nursing researchers during the pandemic. High-quality publications in top-tier journals indicate rigorous academic standards. However, the low utilization of reporting checklists suggests a need for greater emphasis on methodological transparency and adherence to established quality guidelines. This review highlights the importance of enhancing qualitative research practices to improve the rigor and reliability of studies, particularly in crisis contexts.

A Grounded Theory Approach to Understanding Jombang Government Strategy in Facing the Era of Digitalization

In 1967, Glaser and Strauss created a book entitled "The Discovery of Grounded Theory; Strategies for Qualitative Research'', which was published and became a breakthrough in qualitative research. The work offers systematic consensus methodologies and strategies for a wide range of qualitative research practices. When talking about public administration, grounded theory is rarely used in literature studies, especially in Indonesia. In public administration, grounded theory methodology can be directed toward understanding how the government develops strategic processes for policy, both at the organizational and individual levels. This article discusses the grounded theory research method approach, which is aimed at understanding how the Jombang Regency Regional Government develops strategic processes in facing the era of digitalization. In-depth interviews were conducted with 10 high-ranking regional government officials. This is intended to understand in depth their understanding and experience in managing changing situations. The research results show that there are five core categories: (1) human resource development; (2) technological innovation; (3) improving the management system; (4) security; and (5) mindset. By using selective and axial coding, it was found that there were two main functions of strategy that emerged, namely (1) system maintenance; and (2) adaptation to global change. Keywords: Grounded Theory, Public Administration, Public Policy, Strategy

Role Play: Conversational Roles as a Framework for Reflexive Practice in AI-Assisted Qualitative Research

Previous literature has shown that generative artificial intelligence (GAI) software, including large language model (LLM) chatbots, might contribute to qualitative research studies. However, there is still a need to examine the relationships between researchers, GAI technologies, data, and findings. To address this need, our team conducted a thematic analysis of our reflexive journals from an LLM chatbot-assisted research project. We identified four roles that researchers adopted: managers closely monitored the LLM's work, teachers instructed the LLM on theories and methods, colleagues openly discussed the data with the LLM, and advocates worked with the LLM to improve user experiences. Planning for and playing with multiple roles also helped to enrich the research process. This study underscores the potential for using conversational roles as a framework to support reflexivity when working with GAI technologies on qualitative research.

Domain Ontology: The New Method of Mapping the Field of Qualitative Research Practices

Domain Ontology: The New Method of Mapping the Field of Qualitative Research Practices

The Challenges of Conducting Qualitative Research in Quantitative Culture: Saudi Arabia as a Case Study

In the Kingdom of Saudi Arabia (KSA), qualitative research methods are infrequently employed, as researchers in the region are more accustomed to quantitative approaches, with a certain hesitancy to embrace qualitative methodology. This research endeavor focuses on exploring the impediments faced by individuals engaged in qualitative research within the Saudi context. To do so, I conducted semi-structured interviews with eight doctoral students and employed a qualitative case study design for this paper. Utilizing the MAXQDA software, I also applied thematic analysis to the data gathered from the interviews. The primary findings highlight three significant themes: (a) challenges related to organizational aspects, (b) difficulties stemming from social and cultural factors, and (c) obstacles specific to qualitative research practices. This paper, unique in its contribution to the region, addresses a wide range of issues faced by qualitative researchers to support and enhance their research endeavors. While this study holds relevance for researchers, its significance extends notably to policymakers, academics, and higher education institutions in the KSA.

Opportunities and Challenges of Qualitative Research in Academic Health Sciences in Ethiopia

Background. The goal of qualitative research is to learn more about the opinions and experiences of the subjects being studied in relation to a particular question. There is a paucity of information on opportunities and challenges encountered to conduct qualitative research among the academic staffs in the health sciences. The purpose of this study was to examine the opportunities and challenges of conducting qualitative research among academic staff of health sciences in Ethiopia. Methods. A descriptive qualitative study design was conducted among health sciences academic staffs of selected public universities in Ethiopia. The study was conducted at three universities’ health sciences colleges, namely, Addis Ababa University, Dilla University, and Wolaita Sodo University. Data were collected using focus group discussions, in-depth interviews, and key informant interviews. MAXQDA 2020 software was used for coding and data management. A thematic analysis approach was followed to present the results. Both inductive and deductive coding approaches were used. Results. Three main themes have been identified as follows: general research practice, opportunities for qualitative research, and challenges to conduct qualitative research. Participants indicated that the availability of research opportunities will have a good impact on qualitative research engagement. Availability of grants, funding, and other incentives and demand for qualitative research in healthcare were described as opportunities for qualitative research practice. Despite the available opportunities, study participants uncovered different challenges that encountered by health academic staffs in conducting qualitative research. Resource limitations, lack of knowledge, negative attitudes or beliefs, publication, and language issues were raised as main challenges. Conclusion. Qualitative research practices were found to be low among health sciences academics. Lack of resources, training, and expertise, problems associated with publication, a lack of funding, and a shortage of experts were the main challenges in conducting qualitative research in health sciences academic settings in Ethiopia.

Writing Qualitatively: Crossing Borders, Claiming the Margins

Our paper is an invitation for scholars to challenge the mainstream dominant western approaches to qualitative research and writing. Situated as emerging scholars on the margins, we discuss what it means for us to write qualitatively through the two foci of writing and research. Our methodologies are informed by listening to the stories and shared memories of our academic ancestors and writing through rhythms of poetry. First, we look at writing qualitatively as an invitation to think with others and writing itself as a practice of “claiming the margins.” Second, we look at qualitative research practices that directly relate to our communities, where research and writing become an imperative and a responsibility rather than a choice exercised from a place of privilege. Grounded in the wilderness of the margins, we embark on the ethico-political scholartistry of qualitative writing.

Should Researchers Destroy Audio or Video Recordings?

It is a common practice in qualitative research to transcribe audio or video files from interviews or focus groups and then destroy the files at some future time, usually after validating the transcript or concluding the research. We argue that it is time to rethink this practice and that retention of original qualitative data-including audio and video recordings-should be the default stance in most cases.

Emic and etic perspectives in transnational migration research: methodological reflections of a cross-national research team

PurposeThis article presents fieldwork perspectives and research reflexivity gained from the cross-national research team, with the aim of promoting better qualitative research practices in transnational research. It focuses on how the team incorporates diverse cultural perspectives and insider and outsider roles to enhance the research in the data collection process.Design/methodology/approachThis article is drawn from the authors' qualitative research with 25 Japanese retirees in Thailand, addressing cultural challenges encountered by researchers in the cross-national team when conducting field research.FindingsOur findings indicate that researchers with an emic view in the cross-national team who shared nationality and cultural background as the participants facilitated an effective recruitment process and productive collaboration in data gathering. They also served as cultural brokers, tailoring smooth communication during interviews on certain cultures, participant traits and sensitive issues. On the other hand, the outsiders helped the team uncover more transnational issues that the insiders had overlooked. Additionally, combining emic and etic perspectives helps to avoid ethnocentric narratives or purely etic and emic conclusions.Originality/valueThis article addresses a gap in the methodological reflections in transnational research that remains largely overlooked. Our reflection highlights the advantages of cross-national teams, which include researchers from emigration and immigration countries. Their status and roles as insiders and outsiders significantly facilitate a positive impact on the research process and increase the extent of investigating the complex cultural dynamics of transnational practices. The incorporation of emic and etic perspectives is suggested in the methodological approach for transnational migration research.

Shifting professional and personal identities of the cisgender scholar doing LGBT research

Background: Scholars researching the issues of lesbian, gay, bisexual, transgender and other sexual and gender minorities (LGBT) are being denounced as performers of ‘dirty’ work and promotors of ‘immorality’. Such scholars face obstacles in the workplace, such as difficulties in obtaining ethical approval, scarcity of funding, bullying, denial of promotion and unacknowledged scholarship, among other struggles.Objectives: This article intends to highlight the unintended, unanticipated and often overlooked impact that certain LGBT research interests have on the professional and personal identities of the scholar.Method: This exploratory qualitative study uses a reflexive dialogical single case study approach to understand how Katlego (a pseudonym), a cisgender heterosexual researcher, is affected by his interest in LGBT studies. Continuous supervision notes that enable thoughtful reflexive practice in qualitative research shaped the basis of this article.Results: This article shows how Katlego’s LGBT research interest resulted in him being policed, his professional intentions questioned, his bodily expression scrutinised and personal conflict being blamed on his allegedly ‘disgraceful’ research interest. Furthermore, it demonstrates how the conflation of Katlego’s interest in LGBT research with pervasive negative assumptions of non-heteronormative sexual orientations, gender identities and expressions has resulted in a shift in his professional and personal identities.Conclusion: This article calls for awareness of the issues faced by all researchers interested in LGBT research and support strategies for navigating the professional identity, workplace environment and social ecologies within a frowned-upon research field. Failure to do so could compromise their career trajectory, well-being and safety in compulsory heterosexual environments.Contribution: This article illustrated how gender regimes position the researcher as an active creator of knowledge; therefore, the research process experiences can neither be made invisible nor neutralised. Researchers must overtly consider and prepare for situational and unanticipated ethical issues.

Transcribing in the digital age: qualitative research practice utilizing intelligent speech recognition technology.

The digital revolution provides many opportunities for researchers to develop and evolve data collection methods. A key process in qualitative research data collection is the transcription of interviews, focus groups or fieldwork notes. Transcription is the process of converting audio, video or notes into accessible written format for qualitative data analysis. Transcribing can be time intensive, costly and laborious with decisions and methods of transcribing requiring transparency. The development of intelligent speech recognition technology can change how qualitative data is transcribed. This methods paper describes audio data transcribing, current challenges, opportunities and implications in using intelligent speech recognition technology for transcribing. An application of this methodology is presented.

Acceptable Thresholds: Learning From Critical Disability Methodology to Inform Embodied, Qualitative Research

The writers of this article were brought together by questions of pain. Informed by our own experience with research on difficult and personally meaningful topics, this article explores the value and risks of emotional commitment in qualitative research methods and the corporeal consequences that can result from this commitment. We consider how stress informs an embodied practice of qualitative research, taking into account the thresholds and limits of the body and how these limits shape and transform data collection and analysis. While we endorse the importance of subjectivity in research, we investigate the tension between when physical effects of stress are necessary and needed and when they are harmful to the researcher. This exploration of embodiment has made us question practices of accessibility in the training and process of conducting difficult, personally demanding work. We turn to critical disability methodology to better understand the embodied consequences of research, arguing that researchers often experience continuous negotiation between their own physical well-being and their emotional and identity-based commitments. Tenets from critical disability methodology help resist the dehumanization and mechanization of qualitative researchers by focusing on, rather than ignoring, the body. We emphasize a need for more instructional practices that directly and routinely acknowledge the tension between embodiment and subjectivity in research and that embolden researchers to speak of them, to consider them in their research protocols, and ultimately to determine their own acceptable thresholds. Our goal is to enact more equitable and inclusive qualitative research practices that account for physical and emotional pain.

Valuing emotions and reflecting on group work: A ‘metalogic’ approach to teaching research methods in a university course

Students are often apprehensive about group work and about learning research methods. Challenges such as group work ‘free-riders’, and high anxiety about methods, dominate the literature on teaching within these complex learning domains. Drawing on both reflexive and emotional turns in sociological theory, we explore the potential of a group research project on students' experiences of group work for fostering reflexive learning of skills in group work and research methods. Guided by a socio-personal pedagogical theory, which prioritises students reflecting on and integrating experiences within their identities and values, the group project featured an individual reflexive journal assessment on students' socio-emotional experiences of group work. The findings highlight the merits of taking such a ‘metalogic’ approach that prompts learning about learning itself. Students showed experience-based understanding of the socio-emotional complexities of qualitative research practices, and insight into their emerging group work skills – identifying how they, not just others, can develop skills to improve reflexive practice and group work, and to better grapple with the complexities of learning and applying research methods.

Qualitative Research in Digital Era: Innovations, Methodologies and Collaborations

The differentiation of contemporary approaches to qualitative data analysis can seem daunting even for experienced social science researchers. Especially when they move forward in the data analysis process from general analytical strategies used in qualitative research to more specific approaches for different types of qualitative data, including interviews, text, audio, images, videos, and so-called virtual data, by discovering the domain ontology of the qualitative research field, we see that there are more than twice as many different classes of data analysis methods as qualitative research methods. This article critically reflects on qualitative research and the qualitative computer data analysis process, emphasising its significance in harnessing digital opportunities and shaping collaborative work. Using our extensive analytical and research project experience, the last research results, and a literature review, we try to show the impact of new technologies and digital possibilities on our thinking. We also try to do the qualitative data analysis. The essence of this procedure is a dialectical interplay between the new world of digital technology and the classic methodology. The use of digital possibilities in qualitative research practices shapes the researcher’s identity and their analytical and research workshop. Moreover, it teaches collaborative thinking and teamwork and fosters the development of new analytical, digital, and Information Technology (IT) skills. Imagining contemporary qualitative research and data analysis in the humanities and social sciences is difficult. Opening to modern technologies in computer-based qualitative data analysis shapes our interpretation frameworks and changes the optics and perception of research problems.

Knowledge, Attitude, and Practice of Qualitative Research Among Health Sciences Faculty.

Background The importance of qualitative research in health sciences is rising. Qualitative research needs more attention from healthcare practitioners. Hence, some questions in the healthcare field may only be answered through qualitative research methodologies. In this study, we aimed to assessthe knowledge, practice, and attitude among health sciences faculty about qualitative research. Methodology This cross-sectional study was conducted at King Saud Bin Abdulaziz University for Health Sciences (KSAU-HS). A convenient sampling technique was used to collect data from health sciences faculty participants. Participants were included from five different colleges, i.e., College of Medicine, Applied Health Sciences, Nursing, Pharmacy, and College of Dentistry. A 20-question, self-made questionnaire was given to each participant. The questionnaire had five attitude questions, 10 knowledge questions, and five practice questions. Results A total of 236 participants completed the study questionnaire. The majority of the study participants (198, 84%) had an overall poor knowledge of qualitative research methodologies. Most participants (214, 91%) agreed that qualitative research is important in health sciences. More than half of the participants had never attended a qualitative methods workshop (140, 59%). About three-quarters of the participants (175, 74%) had never participated in a qualitative research project. Conclusions The overall knowledge and practice of qualitative research methodologies were poor among KSAU-HS health sciences faculty while they had a good attitude toward its importance in health sciences.

Validity practices in qualitative research in school psychology

Validity refers to the extent to which a given study reflects the dominant values of a research community regarding what constitutes “good” research. Methodological texts on qualitative research provide a wide range of criteria and strategies to help qualitative researchers validate their studies. Given the importance of these strategies to establish a study as trustworthy and legitimate, the objective of this study was to understand the strategies commonly used by school psychology researchers in qualitative research. We therefore reviewed qualitative research articles published in seven school psychology journals between 2006 and 2021. We found 15 strategies authors used to enhance the validity of their research. We also found that a strategy could be enacted in many different ways by different researchers depending on the context. We conclude by recommending four ways in which qualitative researchers in school psychology can improve their validation practices.

Drawing a River: Utilizing the Power of Metaphors in Interviews With Children and Young People.

In the field of qualitative health research on children, scholars have called for the inclusion of children's perspectives. Still, health care research on children appears to be characterized by an exclusionary approach that stems from a conception of disability and sickness as equivalent to a lack of agency. This article responds to the call to include children's perspectives. It presents the Double-view (Dovi)-river interview, which is a drawing- and metaphor-based interview method that enables ambiguous and multi-layered life course narratives. Based on two steps - (1) a life course interview conducted while drawing a river of the child's life and (2) revisiting and unfolding the child's stories - the method allows for an arts-based, joint exploration of life experiences. Inspired by childhood studies as well as a poststructuralist epistemology, the article discusses and proposes ways to challenge power relations between the adult interviewer and the child interviewee. It is argued that the method can also challenge the predominant deficit view and the dichotomous understanding of children's experiences of their life and capabilities that characterize much health care practice and health research, by focusing both on challenges and opportunities. Doing so enables a more nuanced and appreciative approach to children. We draw on empirical examples from a study with children with disabilities. However, we suggest that the method's potential for enabling articulation of the complex and ambiguous can inspire qualitative research and health care practice more broadly.