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