Qualitative Research

Qualitative research is a different approach to the traditional quantitative research. Whereas quantitative research is statistically driven, qualitative research is designed to extrapolate new thoughts and perspectives from a multitude of sources not all of which are statistical data. In order to fully explain how this type of research operates it is beneficial to understand a few commonly accepted rules for qualitative research. From the Journal of Technical Education as written by Marie Hoepfl.

"Several writers have identified what they consider to be the prominent characteristics of qualitative, or naturalistic, research (see, for example: Bogdan and Biklen, 1982; Lincoln and Guba, 1985; Patton, 1990; Eisner, 1991). The list that follows represents a synthesis of these authors' descriptions of qualitative research:

1. Qualitative research uses the natural setting as the source of data. The researcher attempts to observe, describe and interpret settings as they are, maintaining what Patton calls an "empathic neutrality" (1990, p. 55).
2. The researcher acts as the "human instrument" of data collection.
3. Qualitative researchers predominantly use inductive data analysis.
4. Qualitative research reports are descriptive, incorporating expressive language and the "presence of voice in the text" (Eisner, 1991, p. 36).
5. Qualitative research has an interpretive character, aimed at discovering the meaning events have for the individuals who experience them, and the interpretations of those meanings by the researcher.
6. Qualitative researchers pay attention to the idiosyncratic as well as the pervasive, seeking the uniqueness of each case.
7. Qualitative research has an emergent (as opposed to predetermined) design, and researchers focus on this emerging process as well as the outcomes or product of the research.
8. Qualitative research is judged using special criteria for trustworthiness" (Hoepfl)

   

In a way, this type of research is designed to capture the often vacillating nature of the human experience. While it is possible to model behavior based on mathematical/psychological models, and to do so with a certain amount of accuracy, the outliers of data often have their own story as well and it is a story that may be able to be extrapolated into a broader field of study. As Hoepfl points out, it is possible to derive new quantitative studies from qualitative findings.

In the end, qualitative and quantitative studies produce two different types of knowledge. The former is empirical and the latter designed to "illuminate" or expand the body of knowledge (Hoepfl)

Data collection in the qualitative study is typically done through interviews, observation, and in some cases document analysis. As qualitative research is designed to better emulate the human experience it stands to reason that the collection methods are taken directly from the source. Once again from Hoepfl:

1. Determine a focus for the inquiry. This should establish a boundary for the study, and provide inclusion/exclusion criteria for new information. Boundaries, however, can be altered, and typically are.
2. Determine the fit of the research paradigm to the research focus. The researcher must compare the characteristics of the qualitative paradigm with the goals of the research.
3. Determine where and from whom data will be collected.
4. Determine what the successive phases of the inquiry will be. Phase one, for example, might feature open-ended data collection, while successive phases will be more focused.
5. Determine what additional instrumentation may be used, beyond the researcher as the human instrument.
6. Plan data collection and recording modes. This must include how detailed and specific research questions will be, and how faithfully data will be reproduced.
7. Plan which data analysis procedures will be used.
8. Plan the logistics of data collection, including scheduling and budgeting.
9. Plan the techniques that will be used to determine trustworthiness.

In short, the data collection is structured and accurate but is designed to be take into account the often inaccurate nature of the human experience. The tricky part of qualitative research is accuracy and reliability of the information. Hoepfl points out that several other researchers often call into question the validity of quantitative research. As noted:

"There are many researchers, however, who call into question the true objectivity of statistical measures and, indeed, the possibility of ever attaining pure objectivity at all (Lincoln and Guba, 1985; Eisner, 1991).

Patton (1990) believes that the terms objectivity and subjectivity have become "ideological ammunition in the paradigms debate." He prefers to "avoid using either word and to stay out of futile debates about subjectivity versus objectivity." Instead, he strives for "empathic neutrality" (p. 55). While admitting that these two words appear to be contradictory, Patton points out that empathy "is a stance toward the people one encounters, while neutrality is a stance toward the findings" (p. 58). A researcher who is neutral tries to be non-judgmental, and strives to report what is found in a balanced way." (Hoepfl)

However, calling into question the validity of another type of research does nothing to validate your own. In essence, the only way to truly support your conclusions is to demonstrate the accuracy of your methods and neutrality of the researcher. This is difficult to do when your subject is vague from the start but with proper documentation and methodology researchers should be able to prove veracity.



Hoepfl, M. C. (n.d.). Retrieved from http://scholar.lib.vt.edu/ejournals/JTE/v9n1/hoepfl.html