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DetailedContents AbouttheAuthors
Acknowledgments
AnalyticTableofContentsbyApproach
ListofTablesandFigures
1 Introduction
PurposeandRationalefortheBook
WhatIsNewinThisEdition
PositioningOurselves
DefinitionofQualitativeResearch
SelectionoftheFiveApproaches
KeyBookReadings
NarrativeResearch
Phenomenology
GroundedTheory
Ethnography
CaseStudy
Audience
Organization
2.PhilosophicalAssumptionsandInterpretiveFrameworks
QuestionsforDiscussion
SituatingPhilosophyandInterpretiveFrameworksWithintheResearchProcess
PhilosophicalAssumptions
WhyPhilosophyIsImportant
FourPhilosophicalAssumptions
WritingPhilosophicalAssumptionsIntoQualitativeStudies
InterpretiveFrameworks
Postpositivism
SocialConstructivism
TransformativeFrameworks
PostmodernPerspectives
Pragmatism
FeministTheories
CriticalTheoryandCriticalRaceTheory
QueerTheory
DisabilityTheories
ThePracticeofUsingInterpretiveFrameworksinQualitativeResearch
LinkingPhilosophyandInterpretiveFrameworksinQualitativeResearch
ChapterCheck-In
Summary
FurtherReadings
3.DesigningaQualitativeStudy
QuestionsforDiscussion
TheCharacteristicsofQualitativeResearch
WhentoUseQualitativeResearch
WhataQualitativeStudyRequiresFromUs
TheFeaturesofa“Good”QualitativeStudy
TheProcessofDesigningaQualitativeStudy
PreliminaryConsiderations
PhasesintheResearchProcess
ElementsinAllPhasesoftheResearch
EthicsinQualitativeResearch
TheDesignStructuresofaPlanorProposal
DesignConsiderationsUsefulforEngagingReaders
GeneralWritingStructures
ChapterCheck-In
Summary
FurtherReadings
4 FiveQualitativeApproachestoInquiry
QuestionsforDiscussion
DecidingAmongtheFiveApproaches
NarrativeResearch
DefinitionofNarrativeResearch
OriginofNarrativeResearch
DefiningFeaturesofNarrativeStudies
TypesofNarratives
ProceduresforConductingNarrativeResearch
ChallengesinNarrativeResearch
PhenomenologicalResearch
DefinitionofPhenomenologicalResearch
OriginsofPhenomenologicalResearch
DefiningFeaturesofPhenomenology
TypesofPhenomenology
ProceduresforConductingPhenomenologicalResearch
ChallengesinPhenomenology
GroundedTheoryResearch
DefinitionofGroundedTheoryResearch
OriginsofGroundedTheoryResearch
DefiningFeaturesofGroundedTheory
TypesofGroundedTheoryStudies
ProceduresforConductingGroundedTheoryResearch
ChallengesinGroundedTheoryResearch
EthnographicResearch
DefinitionofEthnographicResearch
OriginsofEthnographicResearch
DefiningFeaturesofEthnographies
TypesofEthnographies
ProceduresforConductinganEthnography
ChallengesinEthnographicResearch
CaseStudyResearch
DefinitionofCaseStudyResearch
OriginsofCaseStudyResearch
DefiningFeaturesofCaseStudies
TypesofCaseStudies
ProceduresforConductingaCaseStudy
ChallengesinCaseStudyResearch
ComparingtheFiveApproaches
ChapterCheck-In
Summary
FurtherReadings
5 FiveDifferentQualitativeStudies
QuestionsforDiscussion
ANarrativeStudy(Chan,2010;seeAppendixB)
APhenomenologicalStudy(Anderson&Spencer,2002;seeAppendixC)
AGroundedTheoryStudy(Harleyetal,2009;seeAppendixD)
AnEthnographicStudy(MacanGhaill&Haywood,2015;seeAppendixE)
ACaseStudy(Frelin,2015;seeAppendixF)
DifferencesAmongtheApproaches
CentralFeaturesofEachApproach
SelectingYourApproach
ChapterCheck-In
Summary
FurtherReadings
6 IntroducingandFocusingtheStudy
QuestionsforDiscussion
InterrelatingtheStudyProblem,Purpose,andQuestionsWithinResearch
TheResearchProblemStatement
ThePurposeStatement
TheResearchQuestions
TheCentralQuestion
Subquestions
ChapterCheck-In
Summary
FurtherReadings
7.DataCollection
QuestionsforDiscussion
TheDataCollectionCircle
EthicalConsiderationsforDataCollection
InstitutionalReviewBoards
TheSiteorIndividual
AccessandRapport
PurposefulSamplingStrategy
ParticipantsintheSample
TypesofSamplingStrategies
SampleSize
FormsofData
Interviewing
Observing
RecordingProcedures
FieldIssues
EntryandOrganizationalAccess
ProceduresforObservations
DynamicsBetweenInterviewerandInterviewee
AvailabilityofDocumentsandAudiovisualMaterials
DataStorageandSecurity
FiveApproachesCompared
ChapterCheck-In
Summary
FurtherReadings
8 DataAnalysisandRepresentation
QuestionsforDiscussion
EthicalConsiderationsforDataAnalysis
ThreeAnalysisStrategies
TheDataAnalysisSpiral
ManagingandOrganizingtheData
ReadingandMemoingEmergentIdeas
DescribingandClassifyingCodesIntoThemes
DevelopingandAssessingInterpretations
RepresentingandVisualizingtheData
AnalysisWithinApproachestoInquiry
NarrativeResearchAnalysisandRepresentation
PhenomenologicalAnalysisandRepresentation
GroundedTheoryAnalysisandRepresentation
EthnographicAnalysisandRepresentation
CaseStudyAnalysisandRepresentation
ComparingtheFiveApproaches
ComputerUseinQualitativeDataAnalysis
AdvantagesandDisadvantages
HowtoDecideWhethertoUseaComputerProgram
ASamplingofComputerProgramsandFeatures
UseofComputerSoftwareProgramsWiththeFiveApproaches
HowtoChooseAmongtheComputerPrograms
ChapterCheck-In
Summary
FurtherReadings
9 WritingaQualitativeStudy
QuestionsforDiscussion
EthicalConsiderationsforWriting
SeveralWritingStrategies
ReflexivityandRepresentationsinWriting AudienceforOurWritings
EncodingOurWritings
QuotesinOurWritings
OverallandEmbeddedWritingStrategies
NarrativeWritingStructures
OverallStructures
EmbeddedStructures
PhenomenologicalWritingStructures
OverallStructures
EmbeddedStructures
GroundedTheoryWritingStructures
OverallStructures
EmbeddedStructures
EthnographicWritingStructures
OverallStructures
EmbeddedStructures
CaseStudyWritingStructures
OverallStructures
EmbeddedStructures
AComparisonofWritingStructuresAcrossApproaches
ChapterCheck-In
Summary
FurtherReadings
10.StandardsofValidationandEvaluation
QuestionsforDiscussion
ValidationandReliabilityinQualitativeResearch
PerspectivesonValidation
ValidationStrategies
Researcher’sLens
Participant’sLens
Reader’sorReviewer’sLens
ReliabilityPerspectivesandProcedures
EvaluationCriteria
QualitativePerspectives
NarrativeResearch
PhenomenologicalResearch
GroundedTheoryResearch
EthnographicResearch
CaseStudyResearch
ComparingtheEvaluationStandardsoftheFiveApproaches
ChapterCheck-In
Summary
FurtherReadings
11 “TurningtheStory”andConclusion
TurningtheStory
ACaseStudy:“CampusResponsetoaStudentGunman”
ACaseStudy
ANarrativeStudy
APhenomenology
AGroundedTheoryStudy
AnEthnography
Conclusion
ChapterCheck-In
AppendixA AnAnnotatedGlossaryofTerms
AppendixB.ANarrativeResearchStudy “LivingintheSpaceBetweenParticipantandResearcheras aNarrativeInquirer:ExaminingEthnicIdentityofChineseCanadianStudentsasConflictingStories toLiveBy”
AppendixC.APhenomenologicalStudy “CognitiveRepresentationsofAIDS”
AppendixD.AGroundedTheoryStudy “DevelopingLong-TermPhysicalActivityParticipation:A GroundedTheoryStudyWithAfricanAmericanWomen”
AppendixE.AnEthnography “British-BornPakistaniandBangladeshiYoungMen:Exploring UnstableConceptsofMuslim,IslamophobiaandRacialization”
AppendixF ACaseStudy “RelationalUnderpinningsandProfessionality ACaseStudyofa Teacher’sPracticesInvolvingStudentsWithExperiencesofSchoolFailure”
References
NameIndex
SubjectIndex
AbouttheAuthors JohnW Creswell,PhD, isanadjunctprofessoroffamilymedicineattheUniversityofMichigan Hehasauthorednumerous articlesand26books(includingneweditions)onmixedmethodsresearch,qualitativeresearch,and researchdesign WhileattheUniversityofNebraska–Lincoln,heheldtheCliftonEndowedProfessor Chair;servedasdirectorofamixedmethodscenter;foundedtheSAGEjournal,theJournalofMixed MethodsResearch;andwasanadjunctprofessoroffamilymedicineattheUniversityofMichigananda consultanttotheVeteransAdministrationhealthservicesresearchcenter,AnnArbor,Michigan He wasaSeniorFulbrightScholartoSouthAfricain2008andtoThailandin2012 In2011,heleda nationalworkinggroupthatadvancedmixedmethodspracticesinthehealthsciencesattheNational InstitutesofHealth(NIH) HealsoservedasavisitingprofessorattheHarvardSchoolofPublic Healthin2013andreceivedanhonorarydoctoratefromtheUniversityofPretoria,SouthAfricain 2014.In2014,hebecamethefirstpresidentoftheMixedMethodsInternationalResearchAssociation (MMIRA) In2015,heassumedtheroleoftheco-directoroftheMichiganMixedMethodsResearch andScholarshipProgramattheUniversityofMichigan Hecurrentlyservesasaconsultantandcoinvestigatoronseveralnationalprojects.
CherylN Poth,PhD, hasbeenafacultymemberoftheCentreforResearchandAppliedMeasurementandEvaluationwithin theDepartmentofEducationalPsychologyintheFacultyofEducationattheUniversityofAlberta since2008 Inthisrole,shehasdevelopedandtaughtgraduate-levelresearchmethodsandprogram evaluationcoursesinadditiontosupervisingandmentoringstudents,faculty,andcommunitymembers inqualitative,quantitative,andmixedmethodsresearch.Dr.Pothhasanadjunctappointmentinthe FacultyofMedicineandDentistryandservesasthemethodologistonseveralcross-disciplinaryresearch teams Shehasbeenprincipalinvestigatorforprojectsandgrantsfundedfederally(eg,SocialSciences andHumanitiesResearchCouncilandPhysiotherapyFoundationofCanada),provincially(e.g.,Alberta EducationandAlbertaCentreforChild,FamilyandCommunityResearchandAlbertaAdvisory CommitteeforEducationalStudies),andlocally(eg,UniversityofAlbertaandSchoolBoards) She hasauthoredover30peerreviewedjournalarticlesandservedasguestco-editoroftwospecialissuesof theInternationalJournalofQualitativeMethods In2016,shewaselectedasthefourthpresidentofthe MixedMethodsInternationalResearchAssociation (MMIRA) Inadditiontomorethan100 conferenceand25workshoppresentations,sheservedasco-chairofthe2013AdvancesinQualitative Methods(AQM)Conference Shehasledresearchmethodsworkshopswithdiverseaudiences for example,attheInternationalInstituteofQualitativeMethods’ThinkingQualitativelySeries Sheisa currentassociateeditoroftheJournalofMixedMethodsResearchandeditorialboardmemberofthe InternationalJournalofQualitativeInquiry
Acknowledgments JohnismostthankfultothemanystudentsinhisqualitativeresearchmethodsclassesattheUniversityof Nebraska–Lincolnwhohelpedtoshapethisbookovertheyears Theyofferedsuggestions,provided examples,anddiscussedthematerialinthisbook.Also,hebenefitedfromcapablescholarswhohelpedto shapeandformthisbookinthefirstedition:PaulTurner,KenRobson,DanaMiller,DianeGillespie, GregorySchraw,SharonHudson,KarenEifler,NeilidaAguilar,andHarryWolcott BenCrabtreeandRich Hofmannhelpedformthefirsteditiontextsignificantlyandencouragedhimtoproceed,andtheydiligently andtimelyrespondedtotheSAGErequesttobefirsteditionexternalreviewers Inaddition,KeithPezzoli, KathyO’Byrne,JoanneCooper,andPhyllisLangtonservedasfirsteditionreviewersforSAGEandadded insightintocontentandstructurethathecouldnotseebecauseofhisclosenesstothematerial.
Tothereviewersforthisfourthedition,weappreciateyourtimeandeffortreviewingthedraftofourbook.As always,JohnisindebtedtoC DeborahLaughton,whoservedashisacquisitioneditorforthefirstedition;to LisaCuevasShaw,whoservedaseditorforthesecondedition;toVickiKnight,whoservedaseditorforthe thirdeditionandwholinedupHelenSalmonasacquisitioneditorforthisfourthedition.Alsoforallofthe previouseditions,membersoftheOfficeofQualitativeandMixedMethodsResearch(OQMMR)all providedvaluableinput.JohnespeciallysinglesoutDr.VickiPlanoClarkandDr.RonShope,whohavebeen instrumentalinrefiningandshapinghisideasaboutqualitativeresearchthroughtheeditions.
CherylisgratefultoJohnandalsoVickiKnightforpresentingtheopportunitytocontributetothecurrent edition Johnhasbeenaninfluentialmentorforherthinkingandwritingaboutqualitativeresearch Shehas especiallyappreciatedJohn’swillingnesstoconsidernewcontentideasandwaysofpresentingmaterial.Also, wearebothgratefultoourDepartmentofEducationalPsychology,UniversityofAlbertaandtheDepartment ofFamilyMedicine,UniversityofMichigan,andcolleagues
Finally,tomembersofourfamilies(forJohn Karen,David,Kasey,Johanna,andBonny;forCheryl Damian,Avery,andJasper),thanksforprovidinguswithtimetospendlonghourswritingandrevisingthis book Thankyouall
AnalyticTableofContentsbyApproach NarrativeResearch Useofnarrativeapproaches 9
Keybooksandreferences 11
Definitionofnarrativeresearch 67
Originofnarrativeresearch 68
Definingfeaturesofnarrativestudies 68
Typesofnarrativestudies 69
Proceduresforconductingnarrativeresearch 71
Challengesinusingnarrativeresearch 73
Focusofnarrativeresearch 121
Exampleofanarrativestudy,AppendixB 329
Researchproblem 131
Purposestatement 135
Researchquestions 138
Individualorsitetobestudied 152
Accessandrapportissues 154
Samplingstrategy 158
Formsofdata 161
Dataanalysis 198
Writinganarrativestudy 233
Standardsofevaluation 269
Casestudy“turned”intoanarrativestudy 304
Phenomenology Useofpsychologicalapproach 9
Keybooksandreferences 11
Definitionofphenomenologicalresearch 75
Originofphenomenologicalresearch 75
Definingfeaturesofphenomenology 76
Typesofphenomenology 77
Proceduresforconductingphenomenology 78
Challengesinusingphenomenology 80
Focusofphenomenology 121
Exampleofaphenomenologicalstudy,AppendixC 349
Researchproblem 131
Purposestatement 135
Researchquestions 138
Participantsinaphenomenologicalstudy 153
Accessissues 156
Samplingstrategy 158
Formsofdata 161
Dataanalysis 201
Writingaphenomenologicalstudy 238
Standardsofevaluation 271
Casestudy“turned”intoaphenomenology 304
GroundedTheory Useofsociologicalapproach 9
Keybooksandreferences 12
Definitionofgroundedtheoryresearch 82
Originsofgroundedtheoryresearch 82
Definingfeaturesofgroundedtheory 83
Typesofgroundedtheorystudies 84
Proceduresforusinggroundedtheoryresearch 86
Challengesinusinggroundedtheoryresearch 88
Focusofgroundedtheoryresearch 121
Exampleofagroundedtheorystudy,AppendixD 365
Researchproblem 131
Purposestatement 135
Researchquestions 139
Participantsinagroundedtheorystudy 153
Accessissues 156
Samplingstrategy 159
Formsofdata 161
Dataanalysis 203
Writingagroundedtheorystudy 240
Standardsofevaluation 273
Casestudy“turned”intoagroundedtheorystudy 305
Ethnography Useofanthropological,sociological,andinterpretiveapproaches 9
Keybooksandreferences 12
Definitionofethnographicresearch 90
Originofethnographicresearch 90
Definingfeaturesofethnography 91
Typesofethnographies 92
Proceduresinconductingethnography 93
Challengesinusingethnography 95
Focusofethnography 121
Exampleofanethnography,AppendixE 384
Researchproblem 131
Purposestatement 135
Researchquestions 139
Sitetobestudied 153
Accessandrapportissues 156
Samplingstrategy 159
Formsofdata 162
Dataanalysis 204
Writinganethnography 243
Standardsofevaluation 276
Casestudy“turned”intoethnography 306
CaseStudy Useofevaluationapproach 9
Keybooksandreferences 12
Definitionofcasestudyresearch 96
Originofcasestudyresearch 97
Definingfeaturesofcasestudies 97
Typesofcasestudies 98
Proceduresforconductingacasestudy 99
Challengesinusingacasestudy 102
Focusofacasestudy 121
Exampleofacasestudy,AppendixF 407
Researchproblem 132
Purposestatement 135
Researchquestions 140
Sitetobestudied 153
Accessandrapportissues 156
Samplingstrategy 159
Formsofdata 162
Dataanalysis 206
Writingacasestudy 246
Standardsofevaluation 278
Acasestudyrevisitedbefore“turning” 303
ListofTablesandFigures Tables Table1.1QualitativeApproachesMentionedbyAuthorsandTheirDisciplines/Fields9
Table21PhilosophicalAssumptionsWithImplicationsforPractice20
Table2.2ComparingMajorInterpretiveFrameworks34
Table2.3InterpretiveFrameworksandAssociatedPhilosophicalBeliefs35
Table31CharacteristicsofQualitativeResearch45
Table3.2EthicalIssuesinQualitativeResearch55
Table4.1ContrastingFoundationalConsiderationsofFiveQualitativeApproaches104
Table42ContrastingDataProceduresoftheFiveQualitativeApproaches105
Table4.3ContrastingResearchReportingofFiveQualitativeApproaches106
Table6.1WordstoUseinEncodingthePurposeStatement135
Table71DataCollectionActivitiesbyFiveApproaches150
Table7.2ExamplesofEthicalIssuesandDetailstoDescribebyDataCollectionActivity152
Table7.3TypologyofSamplingStrategiesinQualitativeInquiry159
Table81ExamplesofEthicalIssuestoAttendtoDuringDataAnalysis183
Table8.2GeneralDataAnalysisStrategiesAdvancedbySelectAuthors184
Table8.3TheDataAnalysisSpiralActivities,Strategies,andOutcomes187
Table84ExampleofCodebookEntryforTheme“FosteringRelationships”192
Table8.5DataAnalysisandRepresentationbyResearchApproaches199
Table9.1ExamplesofEthicalIssuestoAttendtoDuringReporting227
Table92OverallandEmbeddedWritingStructuresWithintheFiveApproaches234
Table101PerspectivesandTermsUsedforValidationinQualitativeResearch255
Table10.2ComparingtheEvaluationStandardsAcrosstheFiveQualitativeApproaches282
Figures Figure2.1SituatingPhilosophyandInterpretiveFrameworksWithintheResearchProcess17
Figure31WhentoUseQualitativeResearch46
Figure3.2PhasesintheQualitativeResearchProcess51
Figure4.1AFlowchartforAssessingFitofFiveQualitativeApproachesWithVariousResearchNeeds 67
Figure4.2ProceduresforConductingNarrativeResearch74
Figure4.3ProceduresforConductingPhenomenologicalResearch81
Figure44ProceduresforConductingGroundedTheoryResearch89
Figure4.5ProceduresforConductingEthnographicResearch95
Figure4.6ProceduresforConductingCaseStudyResearch101
Figure51DifferentiatingApproachesbyFoci121
Figure6.1InterrelatingStudyResearchProblem,Purpose,andQuestions129
Figure6.2SampleResearchProblemSection(Introduction)toaStudy133
Figure71DataCollectionActivities149
Figure7.2SampleHumanSubjectsConsent-to-ParticipateForm155
Figure7.3ACompendiumofDataCollectionApproachesinQualitativeResearch163
Figure74ProceduresforPreparingandConductingInterviews166
Figure7.5SampleInterviewProtocolorGuide167
Figure7.6ProceduresforPreparingandConductingObservations169
Figure77SampleObservationalProtocol171
Figure8.1TheDataAnalysisSpiral186
Figure8.2ExampleofCodingProceduresforTheme“FosteringRelationships”191
Figure83ExampleofaHierarchicalTreeDiagram:LayersofAnalysisintheGunmanCase196
Figure8.4FiveQuestionstoGuideWhethertoUseaComputerProgramforQualitativeAnalysis211
Figure8.5TemplateforCodingaNarrativeStudy216
Figure86TemplateforCodingaPhenomenologicalStudy217
Figure8.7TemplateforCodingaGroundedTheoryStudy217
Figure8.8TemplateforCodinganEthnography218
Figure89TemplateforCodingaCaseStudy(UsingaMultipleorCollectiveCaseApproach)218
Figure8.10NineFeaturestoConsiderWhenComparingQualitativeDataAnalysisSoftware219
Figure10.1StrategiesforValidationinQualitativeResearch260
Figure102ProceduresforReliabilityofIntercoderAgreementinQualitativeResearch267
Figure10.3GuidingAspectsfora“Good”NarrativeStudy270
Figure10.4StandardsforAssessingtheQualityofaPhenomenology273
Figure105FeaturesforEvaluatingaGroundedTheoryStudy277
Figure10.6Criteriafora“Good”Ethnography279
Figure10.7EvaluativeCriteriaforaCaseStudy281
Figure11.1VisualDiagramoftheThreeComponentsofQualitativeResearch288
1Introduction Theworkonthisbookbeganduringa1994summerqualitativeseminarinVail,Colorado,sponsoredbythe UniversityofDenverundertheableguidanceofEdithKingoftheCollegeofEducation Atthatseminar, whilediscussingqualitativedataanalysis,Johnbeganonapersonalnote,introducingoneofhisrecently completedqualitativestudies acasestudyofacampusresponsetoastudentgunincident(Asmussen& Creswell,1995) Johnknewthiscasemightprovokesomediscussionandpresentsomecomplexanalysis issues.ItinvolvedaMidwesternuniversity’sreactiontoagunmanwhoenteredanactuarialscience undergraduateclasswithasemiautomaticrifleandattemptedtofireonstudentsinhisclass Theriflejammed anddidnotdischarge,andthegunmanfledandwascapturedafewmilesaway Standingbeforethegroup, Johnchronicledtheeventsofthecase,thethemes,andthelessonswelearnedaboutauniversityreactiontoa neartragicevent Then,unplanned,HarryWolcottoftheUniversityofOregon,anotherresourcepersonfor thisseminar,raisedhishandandaskedforthepodium Heexplainedhowhewouldapproachthestudyasa culturalanthropologist.ToJohn’ssurprise,Harryhad“turned”hiscasestudyintoethnography,framingthe studyinanentirelynewway AfterHarryhadconcluded,LesGoodchild,thenofDenverUniversity, discussedhowhewouldexaminethegunmancasefromahistoricalperspective Togetherthethreehad,then, multiplerenderingsoftheincident,surprising“turns”oftheinitialcasestudyusingdifferentqualitative approaches ItwasthiseventthatsparkedanideathatJohnhadlongharbored thatthedesignofa qualitativestudyrelatedtothespecificapproachtakentoqualitativeresearch(seetheglossaryinAppendixA fordefinitionsofbolditalicsterms).Johnbegantowritethefirsteditionofthisbook,guidedbyasingle, compellingquestion:Howdoesthetypeorapproachofqualitativeinquiryshapethedesignorproceduresofa study?
PurposeandRationalefortheBook Thisbookisnowinitsfourthedition,andwearestillformulatingananswertothisquestion.Forthisnew edition,Johnsoughttoincludeanotherperspectivetotheconversation Ourprimaryintentinthisbookisto examinefivedifferentapproachestoqualitativeinquiry narrative,phenomenology,groundedtheory, ethnography,andcasestudies andputthemsidebysidesothatwecanseetheirdifferences.These differencescanbemostvividlydisplayedbyexploringtheirusethroughouttheprocessofresearch,including theintroductiontoastudythroughitspurposeandresearchquestions,datacollection,dataanalysis,report writing,andstandardsofvalidationandevaluation.Forexample,bystudyingqualitativearticlesinjournals, wecanseethatresearchquestionsframedfromgroundedtheorylookdifferentthanquestionsframedfroma phenomenologicalstudy
Thiscombinationofthedifferentapproachesandhowtheirdistinctivenessplaysoutintheprocessofresearch iswhatdistinguishesthisbookfromothersonqualitativeresearchthatyoumayhaveread.Mostqualitative researchersfocusononlyoneapproach sayethnographyorgroundedtheory andtrytoconvincetheir readersofthevalueofthatapproach.Thismakessenseinourhighlyspecializedworldofacademia.However, studentsandbeginningqualitativeresearchersneedchoicesthatfittheirresearchproblemsandthatsuittheir owninterestsinconductingresearch Hopefully,thisbookopensuptheexpanseofqualitativeresearchand invitesreaderstoexaminemultiplewaysofengagingintheprocessofresearch.Itprovidesqualitative researcherswithoptionsforconductingqualitativeinquiryandhelpsthemwithdecisionsaboutwhat approachisbesttouseinstudyingtheirresearchproblems Withsomanybooksonqualitativeresearchin generalandonthevariousapproachesofinquiry,qualitativeresearchstudentsareoftenatalossfor understandingwhatoptions(i.e.,approaches)existandhowonemakesaninformedchoiceofanoptionfor research
Byreadingthisbook,wehopethatyouwillgainabetterunderstandingofthestepsintheprocessofresearch, learnfivequalitativeapproachestoinquiry,andunderstandthedifferencesandsimilaritiesamongthefive approachestoinquiry
WhatIsNewinThisEdition SinceJohnwrotethefirst,second,andthirdeditionsofthisbook,thecontentofthebookhasbothremained thesameandchanged Inthisedition,weintroduceseveralnewideas:
WehaveupdatedthekeybookreadingsintroducedinChapter1toreflectadvanceswithineach approachinnarrativeresearch(Clandinin,2013),inphenomenology(vanManen,2014),ingrounded theory(Charmaz,2014;Corbin&Strauss,2015),andincasestudy(Yin,2014) Basedonreviewers’feedback,wehaverevisedChapter2onthephilosophicalassumptionsandthe interpretiveframeworksusedbyqualitativeresearchersandexpandedouruseofstudiestoillustrate differencesamonginterpretiveframeworks
Acrossallthechapters,wehaverespondedtoreviewers’commentsabouttheneedforfurtherinclusivity anddiversityinourexamplesandreferences.Wehaveaddeddescriptionsofeachofthefurtherreadings attheendofthechaptertohelpreaderstodecidewhichreadingsaremostappropriatefortheirneeds. InChapter3,wehaveexpandedthesectiononethicalissuesthattracesthetypesofqualitativeethical dilemmaslikelytoariseatdifferentphasesoftheresearchprocessthataredevelopedinsubsequent chapters.Inthisway,wearecontinuingtoexpandtheethicalcoverageinthisbookinresponseto reviewerfeedback
WehaveaddedtwosectionsinChapter3forguidingqualitativeresearchers’thinkingabouttheirown studybydescribingfeaturesofagoodqualitativestudyanddesignconsiderationsforengagingreaders. Wehaveaddedtwovisualssummarizingwhentousequalitativeresearchanddescribingphasesof research,andrevisedthesectiononwritingstructuresforaproposal.
IndiscussingeachofthefiveapproachesinthisbookinChapter4,wehaveaddedvisualsandenhanced descriptionsrelatedto“definingcharacteristics”oftheapproach Readerswillhaveourbestassessment ofthekeyfeaturesoftheapproachsummarizedinoneplaceintheendofchaptertables.Alsoin Chapter4,wehaveincorporatednewvisuals,updatedkeybookreadings,andaddedrecentliteraturefor eachapproach
WehaveupdatedtheillustrativearticlesusedinthebookinChapter5andreplacedsomeoutdated referenceswithnewexamples.Consequently,wehaveaddedtwonewarticles:oneinethnographic research(MacanGhaill&Haywood,2015)andoneincasestudyresearch(Frelin,2015)
InChapter6,wehaveprovidedadditionalpurposestatementexamplestoincludeanalternativetothe “scriptlike”purpose.Inthediscussionaboutsubresearchquestions,wehaveprovidedexamplesforeach typeofapproachtoguidesubdivisionofthecentralquestionintoseveralparts
IntheareaofdatacollectioninChapter7,weneededtobetterintegrateissuesofdatamanagement (e.g.,datastorageandsecurity)aswellasarticlesreflectiveofdevelopmentsindatacollection(e.g., computer-mediated,visualmethods)tokeeppacewithnewwaysofgatheringqualitativedata
Wealsoexpandedthecoverageofethicalconsiderationsinearliereditionsofthisbookandaddedtwo newvisualssummarizingtheproceduresforpreparingandconductinginterviewsandobservations. Indataanalysis,inChapter8,wehaveexpandedourdiscussionofnewtechniquesthatarebeing discussedforanalyzingthedataineachofthefiveapproaches,citedrecentreferencesinclusiveof
audiovisualmaterials,andrevisedthevisualrepresentationofdataanalysisspiral Wealsohaveupdated thediscussionabouttheuseofmemoing,developinginterpretations,andrepresentingdata Inthe descriptionofqualitativecomputersoftwareanalysispackages,wehaveupdatedresourcesandaddeda sectionrelatedto“howtodecidewhethertouseacomputerprogram.”
Inthewritingofqualitativeresearch,aspresentedinChapter9,wehaveaddedmoreinformationabout ethicalconsiderationsandreflexivityaswellastheirimportanceandguidanceforincorporatingintoa qualitativestudy.
WehaveupdatedthedescriptionsofvalidationandreliabilityperspectivesandstrategiesinChapter10, includingnewvisualsummariesandgreaterdetailincomparingstandardsofqualityacrossthefive approaches.
Attheendofeachchapter,youwillfinda“check-in”sectiontopracticespecificskillsintroducedinthe chapter.Manyoftheseexerciseshavebeenrewritteninthisneweditiontoreflectourgrowing understandingofthespecificskillsthataqualitativeresearcherneedstoknow.
Inthefinalchapter,wehaveaddedthetextoftheinitialqualitativegunmancasestudyandhavenot only“turned”thecasestudyintoanarrativeproject,aphenomenology,agroundedtheorystudy,andan ethnographybutwehavealsomademoreexplicitwhatchangesactuallyoccurredinthisreworking.
Aswithallneweditions,wehaveupdatedthereferencestoincluderecentbooksonqualitativeresearch methodsaswellasselectjournalarticlesthatillustratethesemethods
Manyareashavealsoremainedthesameasinthethirdedition.Theseincludethefollowing:
Thecorecharacteristicsofqualitativeresearchhaveremainedessentiallythesame Anemphasisonsocialjusticeasoneoftheprimaryfeaturesofqualitativeresearchiscontinuedinthis edition.Whileasocialjusticeorientationmaynotbeforeveryone,ithasagainbeengivenprimacyin therecenteditionoftheSAGEHandbookofQualitativeResearch(Denzin&Lincoln,2011) Theneedforconsideringethicalissuesbothinadvanceandrespondingasissuesemergethroughoutthe researchprocess.
Ahealthyrespectexistsforvariationswithineachofthefiveapproaches Wehavecometounderstand thatthereisnosinglewaytoapproachanethnography,agroundedtheorystudy,andsoforth Wehave selectivelychosenwhatwebelievetobethemostpopularapproacheswithineachapproachandto highlightbooksthatemphasizethem.
Onasimilarnote,wehavecontinuedtousethefiveapproachesthathavenowstoodthetestoftime sincethefirstedition.Thisisnottosaythatwehavenotconsideredadditionalapproaches. Participatoryactionresearch,forexample,couldcertainlybeasixthapproach,butweincludesome discussionofitintheinterpretiveframeworkpassagesinChapter2(Kemmis&Wilkinson,1998) Also,discourseanalysisandconversationalanalysiscouldcertainlyhavebeenincludedasanadditional approach(Cheek,2004),butwehaveaddedsomethoughtsaboutconversationalapproachesinnarrative approaches Mixedmethods,too,issometimessocloselyassociatedwithqualitativeresearchthatitis consideredoneofthegenres(seeSaldaña,2011).However,weseemixedmethodsasadistinct methodologyfromqualitativeinquiryandonethatbridgesqualitativeandquantitativeresearch. Further,ithasitsowndistinctliterature(seeCreswell&PlanoClark,2011);thus,wewantedtolimit
thescopeofthisbooktoqualitativeapproaches.Accordingly,wehavechosentokeeptheinitialfive approachesandtoexpandwithinthesefiveapproaches
Wehavecontinuedtoprovideresourcesthroughoutthebookforthequalitativeresearcher.Wehave includedadetailedglossaryofterms(andhaveaddedtermsfromthelastedition),ananalytictableof contentsthatorganizesthematerialinthisbookaccordingtothefiveapproaches,andcompletejournal articlesthatmodeldesigningandwritingastudywithineachofthefiveapproaches.Forboth inexperiencedandexperiencedresearchers,wehighlightedkeyresourcesattheendsofchaptersfor furtherreadingthatcanextendthematerialinthisbook
Thetermusedinthefirstedition,traditions,hasnowbeenreplacedbyapproaches,andwehave continuedthisuseoftermsinsubsequenteditions.Thisapproachsignalsthatwenotonlywantto respectpastapproachesbutwealsowanttoencouragecurrentpracticesinqualitativeresearch Other writershavereferredtotheapproachesas“strategiesofinquiry”(Denzin&Lincoln,2005),“varieties” (Tesch,1990),or“methods”(Morse&Richards,2002).Byresearchdesign,werefertotheentireprocess ofresearchfromconceptualizingaproblemtowritingresearchquestionsandontodatacollection, analysis,interpretation,andreportwriting(Bogdan&Taylor,1975).Yin(2009)commented,“The designisthelogicalsequencethatconnectstheempiricaldatatoastudy’sinitialresearchquestionsand, ultimately,toitsconclusions”(p 29) Hence,weincludedinthespecificdesignfeaturesfromthebroad philosophicalandtheoreticalperspectivestothequalityandvalidationofastudy
