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Research Quality and Writing Up

Research Quality and Writing Up. Nollaig Frost and Sally Wiggins. What is quality in qualitative research?. Shows theoretical grounding for the study What lens is being brought to the study? Explains rationale for the study What has already been done? What gap does this study address?

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Research Quality and Writing Up

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  1. Research Quality and Writing Up Nollaig Frost and Sally Wiggins

  2. What is quality in qualitative research? • Shows theoretical grounding for the study • What lens is being brought to the study? • Explains rationale for the study • What has already been done? • What gap does this study address? • Describes decisions made re methodology, method and interpretation • Why qualitative? • What methods considered? • Epistemology (what kind of knowledge is the study aiming to produce)? • Addresses research question throughout

  3. Guideline Quality Criteria (from Frost and Kinmond in Gibson, Sullivan & Riley, 2012) • Reflection and Reflexivity • Impact of researcher on process, can demonstrate rigour, coherence and credibility • Contribution to the subject • Builds on existing knowledge • Rigour and Coherence • Shows study is strong, systematic and coherent • Transparency • Shows steps taken, data used, decisions made

  4. Challenges to bringing quality to qualitative research • Drawing on positivist criteria • Running out of time • Selecting method before deciding research question • Over complicating aims of the study • Losing touch with the supervisor

  5. Supervising quality in qualitative research • Helping students to move beyond paying lip service to incorporating quality into practice • Recognising the place and role of positivist research teaching and learning • Helping students to develop and stick to an appropriate timescale for conducting high quality qualitative research • Helping student to recognise their role as researcher in enhancing the quality throughout the research process • Helping students to find a writing style appropriate to a qualitative research culture

  6. Can the student answer the following: • Why are you doing the study the way that you are? • What epistemological framework are you using? • What resources will you need to carry out the study? • How much time will you need for each phase of the study?

  7. Writing up • What is expected of the write up? Why are you asking students to do it? … • Shows decisions made, • The data, • The people involved, the stories they tell … • Invites the reader to become involved in the process • Often written in the 1st person • Writing up is part of the qualitative research process…because the student chooses what to write and how to write it • Therefore REFLEXIVITY becomes an important quality criteria

  8. Writing up to include Reflexivity • Aims to show: • Conscious and unconscious impacts on the study of the topic • Researcher engagement with the research and its context • Is an opportunity for researcher to reflect on the topic and their study of the topic • Writing process as opportunity to reflect on what is being written about

  9. Openness in writing up • See Chenail (1995) • Mixing reflexivity, description and detail by considering both the study and the topic under study • Creating a space to acknowledge the development of the method and its application, and the impact of the researcher • Considering the ‘other’ : the reader, the participants, colleagues, peers, supervisors etc who have taken part • If the reader trusts the writer the work will be considered trustworthy!

  10. The Role of Quotes • Purpose of quotes is to illustrate and support how findings were reached • Consider order of presentation: natural, theory guided, most/least to least/most important, first uncovered to last uncovered, most simple to most complex (after Chenail, 1995) • Avoid lists

  11. Suggested ‘Narrative’ Quotes Order • Section Title • Present the Finding • Introduce first data example • Display first data example • Comment further on first data example • Make transition to second data example • Display second data example • Comment further on second data example etcetc

  12. Common questions from students about quotes • Do I need quotes? • How many quotes? • How long should they be? • Where should I discuss them? • Where in the report do I put them? • Do I include quotes from all participants? • Do I include the interviewer’s words?

  13. Discussion Questions • What would you already expect a student to know when you first meet? • How will you support students to select an appropriate method? • How will you monitor the data collection and analysis? • How will you support reflexive writing up?

  14. References • Chenail, R.J. (1995) Presenting Qualitative Data, The Qualitative Report, 2(3) http://www.nova.edu.ssss/QR/QR2-3/presenting.html • Frost, N.A (Ed) (2011). Qualitative Research Methods in Psychology: Combining Core Approaches, Open University Press. • Frost, N.A & Kinmond.K. (2012) Quality Issues in Qualitative Research in Gibson, Sullivan & Riley (Eds) Writing Excellent Qualitative Research Dissertations, Sage.

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