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Acknowledgements | |
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About the authors | |
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Successfully getting started in qualitative research | |
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Some very important starting information | |
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What is qualitative research? | |
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Qualitative research as a paradigm | |
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The emergence of a qualitative research paradigm (in psychology) | |
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What do I need to become a good qualitative researcher? | |
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Why we love qualitative research | |
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Our approach in this book | |
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Chapter summary | |
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Further resources | |
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Ten fundamentals of qualitative research | |
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Qualitative research is about meaning, not numbers | |
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Qualitative research doesn't provide a single answer | |
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Qualitative research treats context as important | |
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Qualitative research can be experiential or critical | |
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Qualitative research is underpinned by ontological assumptions | |
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Qualitative research is underpinned by epistemological assumptions | |
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Qualitative research involves a qualitative methodology | |
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Qualitative research uses all sorts of data | |
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Qualitative research involves 'thinking qualitatively' | |
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Qualitative research values subjectivity and reflexivity | |
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Knowing what you now know, is qualitative research right for your project? | |
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Chapter summary | |
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Questions for discussion and classroom exercises | |
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Further resources | |
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Planning and designing qualitative research | |
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The research topic and research questions | |
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Issues of data sampling | |
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Recruiting participants | |
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Being an ethical qualitative researcher | |
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Timetabling your research | |
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Research design: the proposal | |
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Documenting your research process | |
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Chapter summary | |
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Questions for discussion and classroom exercises | |
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Further resources | |
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Successfully collecting qualitative data | |
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Interactive data collection 1: interviews | |
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What are qualitative interviews? | |
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When and why would 1 use interviews? | |
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Designing and piloting the interview guide | |
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Issues to think about in relation to participants | |
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Preparing for the face-to-face interview | |
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Conducting the face-to-face interview | |
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Preparing for and conducting the virtual interview | |
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What to do when interviews go badly | |
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Chapter summary | |
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Questions for discussion and classroom exercises | |
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Further resources | |
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Interactive data collection 2: focus groups | |
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What are focus groups? | |
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Introducing our focus group data | |
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When and why would use focus groups? | |
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Issues to think about in relation to participants | |
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Ethical issues in focus group research | |
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Preparing for focus groups | |
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Conducting focus groups | |
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What to do when focus groups go badly | |
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Chapter summary | |
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Questions for discussion and classroom exercises | |
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Further resources | |
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Textual data collection: surveys, stories, diaries and secondary sources | |
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Collecting participant-generated textual data | |
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Qualitative surveys | |
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Story-completion tasks | |
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Researcher-directed diaries | |
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Collecting pre-existing textual data | |
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Chapter summary | |
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Questions for discussion and classroom exercises | |
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Further resources | |
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Successfully analysing qualitative data | |
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Preparing audio data for analysis: transcription | |
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Orthographic transcription and the messiness of language use | |
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Understanding what a transcript is, and what it is not | |
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What makes a (quality) transcript? | |
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Producing the transcript | |
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Giving yourself enough time to transcribe | |
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Chapter summary | |
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Questions for discussion and classroom exercises | |
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Further resources | |
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Moving towards analysis | |
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The scope of qualitative analysis | |
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Introducing qualitative analytic methods suitable for beginners | |
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A flexible foundational method: thematic analysis | |
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An experiential and interpretative approach: interpretative phenomenological analysis | |
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An inductive yet theorised approach: grounded theory | |
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An approach for looking at what language does: discourse analysis | |
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Chapter summary | |
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Questions for discussion and classroom exercises | |
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Further resources | |
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First analytic steps: familiarisation and data coding | |
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Data collection and data analysis: separate stages? | |
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Reading and familiarisation: essential beginnings | |
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What is coding? | |
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Doing complete coding | |
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Doing selective coding in pattern-based discourse analysis | |
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What role do computer programs have in qualitative coding and analysis? | |
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Chapter summary | |
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Questions for discussion and classroom exercises | |
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Further resources | |
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Identifying patterns across data | |
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Searching for patterns: from codes to candidate themes | |
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Reviewing and revising candidate themes | |
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Other ways of identifying patterns across data | |
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Can and should I go beyond looking for patterns? | |
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Chapter summary | |
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Questions for discussion and classroom exercises | |
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Further resources | |
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Analysing and interpreting patterns across data | |
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The relationship between analysis and writing in qualitative research | |
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Defining themes | |
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Developing the analysis | |
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Analysing patterns across data using other approaches | |
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Doing pattern-based analysis well | |
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Chapter summary | |
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Questions for discussion and classroom exercises | |
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Further resources | |
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Successfully completing qualitative research | |
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Quality criteria and techniques for qualitative research | |
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What makes a good piece of qualitative research? | |
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Can we apply quantitative quality criteria to qualitative research? | |
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Quality criteria and techniques suitable for qualitative research | |
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Checklist criteria for qualitative research | |
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Chapter summary | |
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Questions for discussion and classroom exercises | |
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Further resources | |
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Writing and communicating qualitative research | |
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It's all about the edit! | |
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Writing a research report | |
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Reviewing the literature for qualitative research reports | |
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Presenting your research | |
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What about publishing? | |
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Chapter summary | |
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Questions for discussion and classroom exercises | |
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Further resources | |
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Glossary | |
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References | |
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Index | |