Qualitative Research Skills Research Articles

Using collaborative autoethnography to investigate mentoring relationships for novice engineering education researchers

Abstract Background The National Science Foundation Research Initiation in Engineering Formation (RIEF) program aims to increase research capacity in the field by providing funding for technical engineering faculty to learn to conduct engineering education research through mentorship by an experienced social science researcher. We use collaborative autoethnography to study the tripartite RIEF mentoring relationship between Julie, an experienced engineering education researcher, and two novice education researchers who have backgrounds in biomedical engineering—Paul, a biomedical engineering faculty member and major professor to the second novice, Deepthi, a graduate student. We ground our work in the cognitive apprenticeship model and Eby and colleagues’ mentoring model. Results Using data from written reflections and interviews, we explored the role of instrumental and psychosocial supports in our mentoring relationship. In particular, we noted how elements of cognitive apprenticeship such as scaffolding and gradual fading of instrumental supports helped Paul and Deepthi learn qualitative research skills that differed drastically from their biomedical engineering research expertise. We initially conceptualized our tripartite relationship as one where Julie mentored Paul and Paul subsequently mentored Deepthi. Ultimately, we realized that this model was unrealistic because Paul did not yet possess the social science research expertise to mentor another novice. As a result, we changed our model so that Julie mentored both Paul and Deepthi directly. While our mentoring relationship was overall very positive, it has included many moments of miscommunication and misunderstanding. We draw on Lent and Lopez’s idea of relation-inferred self-efficacy to explain some of these missed opportunities for communication and understanding. Conclusions This paper contributes to the literature on engineering education capacity building by studying mentoring as a mechanism to support technically trained researchers in learning to conduct engineering education research. Our initial mentoring model failed to take into account how challenging it is for mentees to make the paradigm shift from technical engineering to social science research and how that would affect Paul’s ability to mentor Deepthi. Our experiences have implications for expanding research capacity because they raise practical and conceptual issues for experienced and novice engineering education researchers to consider as they form mentoring relationships.

Teaching Qualitative Research in Psychology: A Look at the Portuguese Reality

Qualitative research has been increasingly used in the field of psychology. Consequently, concerns about the development of students’ skills in qualitative research have arisen. The main goal of this paper is to characterize the current state of art of the qualitative research teaching in Portuguese bachelor’s degrees in psychology. A documentary analysis was performed, and the data collection was conducted through an online search: first on the website of the General Directorate of Higher Education, and afterwards on the online sites of each of the Portuguese universities where the first cycle of psychology is taught. A content analysis was made by two coders and a discussion about categories was made until a consensus was reached. The data revealed the existence of 31 undergraduate courses in psychology at 31 Portuguese teaching institutions. There were 12 undergraduate courses at 12 public universities, and 19 undergraduate courses at 19 private universities. Despite the diversity in the study plans in the degree of psychology, most of them included qualitative research methodology teaching. However, the data analysis revealed different designations of the curricular units (CUs) related to qualitative research, as well as a different number of credits (European Credit Transfer and Accumulation System—ECTS). In addition, there were variations in the academic year in which the qualitative research CUs were taught and registered in their syllabi. This study indicates that undergraduate Portuguese psychology students generally have some training in qualitative research but the way it is carried out and the training contents are not uniform for all the existing degrees. It is important to reflect on the importance of qualitative research in psychology and further studies on qualitative methods teaching practices are still needed.

Lessons Learnt by an Experienced Clinician-Novice Researcher Throughout the Process of Qualitative Research Interviewing

Within occupational therapy, the complex process of transitioning from clinician to clinician-researcher often presents challenges demanding critical contemplation. Methodological issues and ethical challenges can arise throughout the emergent transition into role duality, potentially impacting upon novice clinician-researcher development, influencing research processes and quality. As part of the Task-AT Home qualitative study, a reflexive critique of interview processes, guided by the reflection-on-action rubric and a typology of catalysts for dual-role experiences was conducted. The reflective critique identified commonalities and differences between clinical and research interviewing. Additionally, through three exemplars of experience, the critique provided insights into how clinical reasoning processes were used during interviews, influencing qualitative research processes. Having explored what can happen when an experienced clinician utilises clinical reasoning skills within a qualitative research project, skills and strategies have been identified, aiming to inform and support occupational therapists transitioning from clinician to clinician-researcher. Acknowledging the sometimes-imperfect realities of engaging in qualitative research, made visible by practicing reflection on action and sharing messy examples or occasions of personal conflict, can provide instructive moments for future clinicians looking to make the transition from clinician to clinician-researcher.

“It Helped Me Feel Like a Researcher”: Reflections on a Capacity-Building Program to Support Teens as Co-Researchers on a Participatory Project

The inclusion of youth voices in research relating to their own daily environments, wellbeing, and development is increasingly recognized as essential to ensuring rigor and success in mobilizing community change. Few studies have qualitatively examined youths’ experiences and perceptions in participatory roles. This paper presents insights and lessons learned from a capacity-building program designed and delivered as part of a youth participatory research project, Teens Talk Vaping. Teens Talk Vaping took a by-youth-for-youth research approach to co-produce research about teen vaping to inform evidence-based vaping education materials. The capacity-building program was developed to equip seven teens from the Human Environments Analysis Laboratory Youth Advisory Council (four teen girls, three teen boys; Mage: 17.3) with qualitative research skills to contribute as “teen co-researchers” to all phases of the project, from conceptualization through to dissemination. The teen co-researchers were interviewed at four key phases of the program: qualitative research principles and approaches, data collection, data analysis, and overall reflections. Using thematic analysis, findings revealed the positive implications and practical limitations of the capacity-building program, which may support other academics engaging in participatory methodologies with youth and contribute toward the improvement and enrichment of participatory research opportunities for youth.

Reflecting on Students’ Reflections: Exploring Students’ Experiences in Order to Enhance Course Delivery

Learning qualitative research skills can be a daunting process for students given characteristics such as its subjective and time-consuming nature. I therefore wanted to understand in detail my students’ course experiences by exploring the (i) literal and metaphorical language that they utilized to describe their experiences with qualitative research; (ii) challenges they faced in undertaking qualitative research; and (iii) personal and course triumphs shared by students. Using a generic qualitative research design, I undertook document analysis of a sample of written coursework reflections from 17 of my master’s level students. Findings showed that students had an emotional experience of lows and highs as they engaged with the qualitative research process, that they embraced the opportunity to engage with practical and experiential learning activities, that their appreciation for qualitative research grew, and that peer support was an important element in motivating them throughout the course. Thus, I recommend the integration of opportunities for more practical, experiential learning activities and peer work for those delivering qualitative research courses.

Centralising Qualitative Research in Big Data Methods Through Algorithmic Ethnography

Responding to the challenge for qualitative researchers to claim a central place in conversations about big data, analytics, datafication, data mining and the role of algorithms, this article describes a mixed-method research partnership focused on algorithmic ethnography. In the debates about the opacity of online algorithms, qualitative researchers typically advocate for access to code. This standard discourse centralises the technical aspects of big data and networked ethnographies. Instead, this article outlines a research methodology that analyses algorithmic discourses by working alongside the technical expertise of data scientists and utilizes the affordability of big data methods to do qualitative work. The potential for qualitative research skills to investigate the underlying technical processes that frame online social interactions is proposed as a way to place how people understand the world at the centre of big data research.

College Students’ Reflections on Their Experience Facilitating a Photovoice Research Project with BIPOC Older Adults and Frontline Healthcare Workers

The photovoice literature has focused mainly on research collaborations between researchers in academia and community partners. There is limited evidence of undergraduate students facilitating photovoice research projects with underserved Black, Indigenous, and persons of color (BIPOC). Students’ participation in photovoice research increases their understanding of local issues and can empower them to engage with local communities to create change. This qualitative study explored students’ experiences facilitating photovoice research with BIPOC older adults and frontline healthcare workers. In this study, we trained college students in photovoice methodological skills by introducing photovoice as a participatory qualitative methodology, explained ethics issues and the informed consent process, and clarified the steps and requirements for the photovoice project. Students were paired with BIPOC older adults and frontline healthcare workers. They facilitated the photovoice research project in four stages. Throughout the study, students critically reflected and wrote about the various aspects of their experience facilitating the photovoice research activities based on weekly structured reflection questions. In their weekly journal, student facilitators commented on how both older and younger BIPOC participants were friendly and kind, flexible with the research activity scheduling, inspiring with their stories, and selfless. Students’ reflections indicated that their participants experienced greater emotional and psychological burdens during the COVID-19 pandemic, exacerbated by the long-standing epidemic of systemic racism. Student facilitators overwhelmingly recognized participants’ resilience and perseverance despite these life challenges. Our findings highlight the importance of photovoice in developing and strengthening college students’ qualitative research skills and stimulating critical thinking and creativity, a sense of critical consciousness about social issues and society, and a sense of empowerment. Our results will be relevant to hospital/long-term care managers, policymakers, and researchers.

Hierarchy of Students’ Reflective Thinking Levels in Mathematical Problem Solving

Background : Reflective thinking plays an essential role in problem solving. However, the hierarchy of students’ reflective thinking levels when solving problems is not yet known. Objectives : The study aims to determine the hierarchy levels of students’ reflective thinking in solving mathematical problems. Design : This type of research was qualitative and employed an explorative approach. Setting and Participants : This research examined 104 reflective thinkers from Java, Sumatra, and Sulawesi. Data collection and analysis : We used analytical geometry instrument tests, observation sheets, and interview guidelines to refine the data. The instruments underwent a review process by validators experts in mathematics education research, qualitative research, and mathematical thinking skills research. We used the think-aloud method to capture the data, which were recorded through an audiovisual recording tool. The data were analysed through three stages: preliminary analysis, open coding, and axial coding. Results : The analysis reveals that reflective thinking has four levels: in-depth understanding, relating concepts, making errors and willingness to correct them, and being convinced of answers. to elevate it to a higher level. Conclusions : The research concluded four hierarchy levels of reflective thinking. Further research can focus on defragmenting students’ reflective thinking during problem solving in an attempt to improve such thinking. Moreover, determining the steps to defragment students’ reflective thinking at each level is necessary.

Engaging Native American Students in Research Methodology through Development and Validation of a Tobacco Survey

Background: The purpose of this project was to provide a learning experience for AIAN undergraduate students participating in a summer academic enrichment program, Native Americans into Medicine (NAM). Through NAM, operated by the Center of American Indian and Minority Health, students learned quantitative and qualitative research skills. They applied these skills through the development of a culturally relevant survey to measure commercial tobacco use in AIAN teens and analysis of the survey results. Methods: In Phase/year 1, students learned qualitative research methods and interviewed participants of a regional Tribal community powwow to inform the cultural adaptation of the National Youth Tobacco Survey. In Phase/year 2, the students learned about quantitative research methods through the conduct of a cross-sectional study in which the survey was distributed to rural Minnesota schools to assess tobacco attitudes, use, intent to use, and factors influencing tobacco use in AIAN youth. NAM student participants then analyzed the survey data. Benchmarks for student success included: development of a tool to assess tobacco use in AIAN youth, conduct of research study, and dissemination of research results. Results: At the pow wow in year 1, twenty-six youth ranging between 12 and 18 years of age who self-identified as AIAN were recruited to participate in cognitive interviews. As a group, student researchers reviewed each survey question for possible revision and consideration for inclusion in the final survey. In year 2, completed surveys were obtained from 281 (15% of eligible) students from 5 schools; 256 surveys were usable. Thirty-one percent (N=80) students self-identified as AIAN; 56% were male. Students’ mean age was 15.8 years. Thirty-eight percent had ever tried cigarette smoking, even one or two puffs, and had ever vaped. As a cohort, students presented research results to health directors and providers at 2 tribal clinics. Discussion: In conclusion, this two-year cohort approach to teaching qualitative and quantitative research skills to AIAN students was successful by internal benchmarks, namely student researchers developed, implemented, and analyzed a survey appropriate for AIAN high school students, and all student researchers presented their research results at least once.

Fostering Collaboration by Leading Communities of Practice

Librarians continually seek innovative ways to integrate library expertise and resources into campus research endeavors. Although qualitative research has grown across disciplines, researchers using these methods often receive little campus-based support. The authors investigate this shortfall in support of qualitative researchers through interviews and a survey with respondents from a range of academic disciplines to better understand the challenges these scholars face. Findings suggest researchers who use qualitative methods employ make-do and expedient means to gather expertise from colleagues within their professional networks. They have multiple unmet needs and would welcome the opportunity to participate in groups of fellow practitioners to advance their skills. The authors propose and explore the communities of practice model, wherein participants gather to learn from one another around an area of common interest. This model offers a way for libraries to provide needed leadership and support for qualitative researchers. Librarians, in their roles as liaisons, domain specialists, and curators of methodology texts, are in prime position to foster collaborations between researchers who have or need qualitative research skills.

Life-Writing and Virtual Exchange

While we find ourselves immersed in a virtual society, the opportunity to use digital technologies for dialogue and understanding is still not well represented at third-level, despite the dramatic move towards teaching online during the Covid-19 pandemic. This paper presents a web-based Virtual Exchange (VE) between Cork (UCC) and the Fachhochschule Dresden (FHD) with a focus on life-writing and biography, developing qualitative research skills and speaking the foreign language (FL). Each student was tasked with conducting three interviews with their designated peer in the FL and producing a website (blog) or e-portfolio to present and reflect on findings. The first iteration of the module took place in 2020-21. This paper discusses students’ learning experiences during the updated, follow-up course in 2021-22. Findings show that they learned most in the interaction with their peers, learning through self-disclosure, sharing meaningful experiences, negotiating (difficult) life experiences and expanding their FL skills. The findings also point to evidence of transformational learning in the sample group. We conclude with some insights regarding the future development of the VE and include important limitations of the study.

Assessing the Learning of Qualitative Research Through a Critical Reflective Essay

Despite a longstanding commitment to the notion of reflection as an integral part of qualitative research, there are few explicit learning tools or published assignment guides to aid understanding of this important aspect of student learning. Reflection both as a researcher and within the context of an educational perspective can be challenging; however, creating reflective assignments can help students consolidate and assess the learning of qualitative research skills in practice. This article describes a critical reflective assignment highlighting the challenges, rewards, and reflections on designing and conducting an interview process as part of a qualitative research methods module with postgraduate psychology students. We also consider the evaluations students have provided for this assignment and our reflections on what can be improved in the future.

Capacity Strengthening: Development and Evaluation of the Training Course “Research Methods for Mental Health in War and Conflict”

AbstractTo address the gap in locally driven mental health capacity strengthening initiatives in the occupied Palestinian territory (oPt), researchers from Birzeit University (BZU) and King's College London (KCL) developed a unique short course focusing on the intersection between methods, mental health, and conflict. The course was delivered in the West Bank at BZU, aiming to strengthen mental health research capacity among local researchers, health professionals and administrators. Twenty‐eight participants from the West Bank and East Jerusalem completed the course. Participants accepted on the course from the Gaza Strip did not receive permission by the Israeli authorities to travel to the West Bank and were thus unable to attend. A pre‐training assessment was completed before the start of the course and identified a gap in participants’ key qualitative and quantitative research skills. The post‐evaluation showed that all participants agreed that their qualitative research skills improved, and the majority agreed that their quantitative research skills improved. Several participants considered the quantitative part too intensive, requiring more training time. The majority of participants were highly satisfied with the course. Our initiative offers a model for strengthening the local research capacity required to tackle the burden of mental illness in conflict‐affected areas. This annual course can be scaled up to other conflict settings.

An innovative and qualitative research methodology course in graduate master nursing program of Southern Taiwan

Background: A quantitative worldview has long dominated nursing research, causing it to lack the humanized inspiration of a qualitative worldview. This study sought to develop and evaluate an innovative and qualitative research methodology course in one graduate master nursing program of Southern Taiwan.Methods: Qualitative research design was to develop the innovative and qualitative research methodology course with training the Listening, Empathy, and Presence (LEP) skills and the qualitative worldview of master nursing students. This study was approved by the improved teaching project grant from a University (FYU1008-109-04) during March 1 to October 31, 2020.Results: The results identified that first, the innovative and qualitative research methodology course incorporated the course objectives, teaching content, and innovative strategies in two elective credits with content validity as .86. Additionally, the nine master nursing students reported that the quantitative worldview was closely associated with numbers, statistics, and measurement, whereas the qualitative worldview had a greater tendency to entail aspects of humanism with conversations, communication, and caring among nine master nursing students.Conclusions: The innovative and qualitative research methodology course could train master nursing students to master qualitative research skills and help nursing educators achieve balance with mutual coexistence and understanding between qualitative and quantitative approaches.

CONCEPT OF NATIONALISM EMPLOYED IN THE GOLDEN LEGEND BY NADEEM ASLAM

Purpose of the study: The main purpose of this study is to analyze the novel The Golden Legend by Nadeem Aslam in the light of the concept of Nationalism given by Benedict Anderson in Imagined communities. Methodology: The entire data is evaluated by the entire text related to nationalism. This research is based on qualitative research skills. The basic resource of this research is the novel of Nadeem Aslam, named The Golden Legend. Further, the other resources used in this research are the journals or the articles regarding or reflecting the explanation of this novel (The Golden Legend). Main Findings: The findings depict a wonderful series of characters who have humanity in their hearts; they have love and respect for others, either the other person is from their religion or a different one. It is a story of sorrow and the game of religions in the world which is being played under the acts of the political authorities. Applications of this study: This study can be applied to the nationalism literature. Novelty/Originality of this study: The study is one of its kind because, after a careful analysis of the literature available, it is safe to say that no study is done up till now on analyzing the concept of nationalism in the Golden Legend.

Adapting Practices from Qualitative Research to Tell a Compelling Story: A Practical Framework for Conducting a Literature Review

Despite the literature review being a common task for researchers, the actual process of conducting a quality literature review can easily be taken for granted. In effort to help qualitative researchers, this paper presents a practical framework for conducting a literature review that stems from qualitative research practices. As a literature review is essentially an analysis of rich textual information, qualitative research concepts, and skills can be creatively applied to the process of conducting a literature review. The present paper aims to share the fruits of qualitative analysis with researchers from all disciplines so that they may make sense of this rich information and tell a coherent and compelling story regarding their own analysis. In particular, this paper outlines foundational similarities between qualitative research and literature reviews and then proceeds to provide adaptable guidelines for connecting qualitative research skills to carrying out a rigorous literature review. We hope to incite curiosity and reflection on how qualitative research skills can be valuable beyond just analyzing qualitative data.

Towards decolonising research methods training: the development of a locally responsive online learning course on research methods for mental health in war and conflict for researchers and practitioners in the Gaza Strip.

Concerns exist that online learning directed at non-Western settings to strengthen research capacity imposes Western-centric epistemology, provides unidirectional transfer of knowledge, and neglects local paradigms and expertise. We argue that a plurality of voices, histories and epistemologies are essential to strengthen research capacity. We share our experience developing and teaching an online course for mental health professionals and researchers in the Gaza Strip. Birzeit University and King's College London developed and delivered the course equally, focusing on the intersection between qualitative research methods, mental health and conflict, and addressing local research needs. We incorporated local case studies and expertise, encouraged interaction in English and Arabic, and stimulated critique of Western theories. Seventeen participated, 12 completed the pre-course questionnaire, 15 completed the post-course questionnaire and four undertook semi-structured interviews. Our pre-course survey showed participants most needed coding and qualitative data analysis skills. Post-course findings showed improved qualitative research skills. Most agreed the course was comprehensive and well delivered, with relevant case studies. Three themes were identified: (1) the course was locally contextualised and met students' needs; (2) the course fostered dialogic and multi-directional learning and (3) suggestions for improvements. Several participants wanted some topics in greater depth and further specialised training. A few suggested the course be in Arabic. Fostering multi-directional learning is key for non-Western knowledge, epistemologies, and languages to gain prominence in Western academia. A social transformation would see local researchers and educators engage with and use local methods and paradigms in mental health in war and conflict.

Research Capacity and Training Needs for Cancer in Conflict-Affected MENA Countries.

Background:The global cancer burden is disproportionately greater in low- and middle-income countries, including those affected by conflict in the Middle East and North Africa (MENA) region. Contributing factors include inadequate control of risk factors plus limited surveillance and treatment options. Weak healthcare infrastructure may be further compounded by the conflict prevalent in multiple MENA countries. Improved cancer surveillance, research, and capacity strengthening are essential for implementing cancer control plans in the MENA region, requisite for reducing the disproportionate cancer burden.Aims:This article aims to understand the barriers to cancer research and training in conflict-affected MENA countries, and to identify opportunities for developing capacities for reliable cancer research strategies.Methods:This study employs a mixed-method approach utilizing an online questionnaire with open and close ended questions targeting oncologists and cancer researchers in conflict-affected MENA countries. For open-ended questions, we performed a qualitative content analysis to identify thematic barriers.Results:Forty-eight respondents, mostly Medical and Radiation Oncologists, completed the questionnaire. The most significant training needs were conducting clinical, basic, and qualitative cancer research. The most prominent barriers identified were insufficient training in data analysis and research design (77% and 75% of respondents, respectively) and insufficient institutional and government funding (94% and 85%, respectively). For the qualitative data, we organized the barriers into six themes, the most common was the lack of research infrastructure (28%).Conclusions:Despite an escalating cancer burden, conflict-affected MENA countries are lagging in knowledge production and implementation of evidence-based cancer research. Novel modes of knowledge transmission and collaboration across geographical and political boundaries are sorely needed. Based on our study, we recommend developing innovative and accessible training opportunities focusing on developing basic, clinical, and qualitative research skills. Research capacity-strengthening initiatives should encourage the investigation of context-specific research questions with the potential to make a meaningful impact on cancer control in the region.

Strategies to Enhance Qualitative and Mixed Methods Research Instruction to Prepare MPH Students for Public Health Practice

Background: The 2016 Council on Education for Public Health (CEPH) accreditation guidelines for Master of Public Health (MPH) programs describe skills, including qualitative and quantitative research skills while removing the requirement to structure programs around 5 designated core areas. These revised guidelines provide an opportunity to integrate qualitative and mixed methods instruction in multiple courses. The purpose of this paper is to describe process and outcomes of a project aimed at integrating qualitative and mixed methods content into core courses within the Kent State University MPH program.
 Methods: Content development work was conducted from May through October 2019. The work consisted of content analysis of current core course content, research texts, practicum presentations, and feedback from alumni working in public health practice. Five key qualitative processes that support CEPH competencies and reflect current public health practice in Ohio were articulated to form a framework for new course content.
 Results: New content was developed for each of the 6 current core MPH courses to address CEPH competencies, incorporate the identified 5 key processes, and to emphasize cross-methodological comparison and the complementary nature of qualitative and quantitative approaches to research questions or practice issues. Initial student responses to content were positive; further evaluation efforts are planned.
 Conclusion: New content provides MPH students with skills practice associated with qualitative and mixed methods approaches to research and applied public health. To address complex public health challenges, current and future public health professionals will benefit from being able to flexibly move across methodological boundaries.

Assessing the capacity for conflict and health research in Lebanon: a qualitative study

BackgroundConflicts pose new challenges for health systems, requiring rapid and practical approaches to meet emerging needs on the ground. Lebanon has been highly influenced by surrounding conflicts in the Middle East and North Africa (MENA) region, especially the Syrian crisis. Strengthening research capacity to collect evidence on conflict in the MENA region and beyond is crucial to inform healthcare policy and practice. For targeted capacity strengthening interventions, the main objective of this paper is to present key findings of a needs assessment of conflict and health research in Lebanon. This will support recent efforts to scale up context-specific policies, interventions to strengthen the country’s health system, and research capacity.MethodsThe study is based on 30 semi-structured interviews with key informants such as specialist academics, humanitarian workers and public sector officials.ResultsDespite being ranked third in the number of publications on biomedical and health research per capita in MENA and in hosting reputable universities which are considered central academic hubs in the region, lack of nationwide research culture, insufficient funding and limited access to data were reported to be major challenges for health researchers in Lebanon. Even with the ongoing efforts, poor impact of research on policy continues to be a persistent gap. Large disparities in research capacities and taught skills were reported between different universities in Lebanon, with a disproportionate emphasis on quantitative over qualitative skills. Most medical students are not trained to conduct research or to practice in conflict settings. Concerns were also expressed regarding the ethics of research conducted, specifically by local non-governmental organizations.RecommendationsTo conduct contextualized trainings on research skills with a stronger focus on qualitative approaches, medical practice, and ethical research in conflict. To better involve policymakers in designing research agendas by organizing multiple stakeholder meetings.ConclusionThe study indicates that health research in Lebanon is characterized by considerable strengths in terms of human capital and research capacities of certain universities. However, the Lebanese research infrastructure needs further development in terms of ensuring sustainable funding, providing access to data, teaching qualitative research skills, conducting ethical and multidisciplinary research, and promoting cross-sectoral knowledge transfer.