Qualitative and Quantitative Research Methods: the search for ‘the truth’

1. Qualitative and Quantitative Research Methods: the search for ‘the truth’ Dr. Andrea Abbas aabbas@lincoln.ac.uk Dr Julian Beckton jbeckton@lincoln.ac.uk

2. Aims of Session • To consider what counts as acceptable qualitative and quantitative research in different disciplines (similarities and differences) and reflect on how you currently position yourselves • To explore the permeability of the qualitative\quantitative divide within disciplines and the degree to which the boundaries around acceptable methods can be challenged • To reflect on the possibility of qualitative analysis of quantitative approaches (and vice versa)

3. Structure • Brainstorming and illustrating the qualitative quantitative divide (40 minutes) • Presentation: The qualitative and the quantitative in mixed methods social science (20 minutes) • Case Study Research (1 hour) • Pushing disciplinary boundaries: Arts-based social science research (40 minutes) • “Seeing Like a Survey” (20 minutes)

4. Exercise 1 • In groups of 5 compile a list of qualitative and quantitative methods • Identify any disciplinary differences in categorising methods and the range of methods included • Are there any disciplines which don’t have this division in your group • Are there any tensions between these two approaches in your disciplines? • How do you position yourself and your research?

5. Qualitative Methods in Social Science Qualitative research is a situated activity that locates the observer in the world. It consists of a set of interpretive, material practices that make the world visible. These practices transform the world. They turn the world into a series of representations including fieldnotes, interviews, conversations , photographs, recordings and memos to the self. At this level qualitative research involves an interpretive, naturalistic approach to the world. (Denzin and Lincoln, 1992)

6. Postivist\Interpretivist Divide (Adapted from Henn et al, 2006, p. 16)

7. Qualitative Research Methods in Social Sciences • Interviews • Case Studies • Life history • Ethnography/participant observation • Media analysis • Visual methods • Web based • Action Research

8. Quantitative and Qualitative Division is Exaggerated • The main distinction in the type of data and different methods but the logic is very similar • More overlap between the two approaches than often acknowledged: • Quantitative research can be used for exploring a new field and generating a theory (inductive) • Qualitative research can be used for testing a hypothesis (Punch, 2005)

9. Qualitative and Quantitative Distinctions Exaggerated • Qualitative Versus Quantitative Data • Natural Versus Artificial Settings • Meanings Rather Than Behaviour • Inductive vs Deductive • Cultural Patterns Versus Scientific Laws (Hammersley, 1992)

10. Mixed-methods • Life-grids and interviews with 96 first year students • Case-study work with 24 students through 2nd and 3rd year • Videoing of classes each year in each institution • Interviews with teachers • Cross marking exercise every year • Field notes from working with key informants • Final year survey • Documentary Analysis of Course Documents and Institutional Documentation • Policy Analysis of National Policies\Relevant Documents • and Statistical Analysis • Dissemination and engagement activities

11. Life Grid A3 Sheet also columns for Parent’s Employment, Own Employment, and Health. Filled in with participant.

12. Example from life grid 1

13. Example from life-grid2

14. An illustrative example of boundary pushing? Arts-based methods. • An example to help you think about how the boundaries in your own disciplines are being or could be pushed (in relation to your own research). • An experiment in collaborative social science and arts-based approaches to research

15. Limitations of interviews • Time constrained • Directed • Artefact of specific encounter • Lack of reflection • Power relationships • Limitations of language • Conscious\unconscious • Time constrained • Directed • Artefact of specific encounter • Lack of reflection • Power relationships • Limitations of language • Conscious\unconscious Rachel Carroll, Heike Salzer and Carrie Singleton

16. Methodology • Multiple (parallel) Methods (New Methods Assemblages) – thematic approach - the desire to perform” • Biographical Interviews (10 students) • Devised\Directed Performance • Devised\Choreographed Dance • Focus Group • Reflexive discussions (participants and researchers\researchers\conference attendees)

17. How do epistemological\ontological differences influence the process of research and the outcomes • How do each of the disciplines get at\portray the truth of the world • What are the differences in the investigative processes • What does each get at\obscure • Do you get more than with interviews alone

18. The Design • Five researchers (two in sociology, one in dance, one in performance, one in English studies) • A theme “The desire to perform” • Three parallel methodologies • Devised Dance (6 dance students – some to perform) • Devised Performance (9 performance students) • Semi-structured Interviews (6 performance students, 4 dance students) • Formalised (and informal) discussion forums (potential\dialogic space O’Neill, 2008; Jones, 2006) • Presentation of initial sociological themes to dance and performance students • Focus group with students • Regular research team meetings • A day conference (Arts Practice and Sociological Research Methods: Exploring the Boundaries) • Email exchanges and reflective notes • Informal meetings and discussions

19. Research products • The dance (filmed) • The performance (filmed) • Interviews (transcribed) • Focus groups • Researchers notes and emails Show excerpts from video’s

20. Exercise • Drawing upon reading and presentation discuss whether there are emerging methods which push the boundaries of your own discipline. • Would methods from other areas (arts, social sciences, sciences) bring new insights?

21. Challenges the process of social scientific qualitative • No research questions (themes) • Do the research products speak for themselves • What role do words and interpretation contain? • Is it possible to give all equal weight?

22. Discussion of “Seeing Like a Survey” • What insights are provided by Law’s qualitative approach to analyse a quantitative approach? • Do you think it is helpful to consider research methods as constructing the social world?