Qualitative sampling and data collection
Page 1: Introduction to Qualitative Research Methods
Qualitative Sampling and Data Collection: Focuses on understanding participants' experiences and perspectives.
Research Context: Emphasizes the importance of context in qualitative research; understanding the community of the researcher and participants.
Researcher Role: The researcher acts as an observer, aiming to gain insights into the participants’ academic mind and cultural backgrounds.
Methods Mentioned: Observational methods and interviewing techniques are common in qualitative research to gather diverse data.
Page 2: Aims of the Session
Objectives:
Explore various sampling methods used in qualitative research.
Evaluate the data collection methods commonly utilized in qualitative research.
Page 3: Sampling Methods for Qualitative Research
Convenience Sampling:
Purpose: To recruit easily accessible respondents.
Characteristics: Targets groups that are readily available and likely to respond (Bowling, 2010).
Purposive Sampling:
Purpose: To select individuals with specific characteristics relevant to the research question.
Characteristics: Ensures the sample will provide useful information (Bowling, 2010; Bourgeault et al., 2013).
Snowball Sampling:
Purpose: A method where existing study subjects recruit future subjects from among their acquaintances.
Characteristics: Useful for reaching populations that are difficult to access (Bowling, 2010).
Page 4: Overview of Data Collection Methods
Interviews: A direct method of data collection involving asking participants questions.
Focus Groups: Group discussions that provide insights through interaction among participants.
Observations: Monitoring behaviors and interactions to gather qualitative data.
Page 5: Understanding Interviews as a Data Collection Method
Definition: A trained interviewer collects data by asking questions and noting responses (Bowling, 2010).
Types of Interviews:
1:1: Conducted face-to-face, or through Zoom/telephone.
Structured Interviews: Predetermined set of questions.
Semi-Structured Interviews: Predominantly open-ended questions allowing for exploration of topics (Bourgeault et al., 2013).
Unstructured Interviews: Use of topics to guide open discussion (Bowling, 2010).
Page 6: Advantages of Semi-Structured Interviews
Depth of Insight: Allows exploration of issues and uncovering of new ideas.
Personal Narratives: Facilitates capturing of respondent's own words and experiences.
Complexity of Attitudes: Can reflect nuanced views and behaviors.
High Response Rate: Generally yields more comprehensive data than questionnaires.
Flexibility: Researcher can adjust questions based on responses and observe non-verbal cues.
Page 7: Limitations of Semi-Structured Interviews
Subjectivity: Personal biases can distort findings.
Sociability Effects: Peer influence may bias responses.
Skill Dependent: Requires interviewer proficiency in conducting interviews.
Resource Intensive: Can be time-consuming and costly; may lack representational data.
Page 8: Types of Interview Questions
Introductory Questions: Used to ease into the interview.
Follow-Up Questions: Clarify and dig deeper into earlier answers.
Probing Questions: Encourage elaboration on responses.
Specifying Questions: Seek specific experiences or reactions.
Direct Questions: Ask straightforwardly about experiences (i.e. discrimination).
Indirect Questions: Assess general perceptions rather than personal experiences.
Silence: Strategic pauses can help respondents reflect and give thoughtful answers.
Page 9: Alternatives to Traditional Interview Questions
Verbal Diaries: Participants describe typical daily activities.
Critical Incidents: Discuss significant personal experiences.
Vignettes: Reflect on typical case scenarios.
Visual Cues: Using images or objects to provoke discussion.
Page 10: Focus Group Methodology
Group Discussions: Useful for exploring shared values and beliefs in a cultural context.
Participant Dynamics: Involves interaction among a small group (6-12 participants) guided by a researcher.
Data Collection Interaction: Observes how ideas are exchanged and developed within the group (Bowling, 2010).
Page 11: Advantages of Focus Group Interviews
Cultural Insights: Highlights shared norms and beliefs.
Naturalistic Interaction: Reflects everyday conversation patterns.
Researcher Observation: Dynamics can reveal dominant voices and group behaviors.
Supportive Setting: Encourages participation from individuals who may feel intimidated in one-on-one settings.
Page 12: Limitations of Focus Groups
Bias Potential: Group settings may suppress true opinions and affect participants' comfort level.
Dynamic Challenges: More dominant individuals might overshadow quieter members.
Limited Question Scope: Focus arises on only a few key questions.
Management Skills Required: Facilitators must be adept in handling discussions to avoid superficial consensus.
Page 13: Practical Issues in Focus Groups
Group Size: Ideal participants are generally between 6 and 12.
Duration: Sessions usually last 1-2 hours.
Group Balance: Composition should consider diversity to enhance discussions and perspectives.
Page 14: Skills and Roles of a Group Moderator
Moderator Characteristics: Personal traits can influence group comfort and participation.
Discussion Leadership: Skilled in creating an encouraging environment and managing conflicts while guiding discussions.
Safety and Disclosure: Need to protect participants from over-sharing and ensure a safe sharing space.
Page 15: Observational Techniques in Qualitative Research
Definition: Observational methods are employed to collect data on behaviors and interactions (Bowling, 2010).
Types of Observation: Includes participant (researcher engages in the activities) and non-participant methods (observer does not engage).
Ethical Considerations: Observations should respect participants' privacy and contextual integrity.
Page 16: References for Qualitative Research Methods
Aveyard, H. (2010) Doing a literature review in health and social care: a practical guide. McGraw Hill Education.
Bowling, A. (2010) Research methods in health. McGraw Hill Education.
Bourgeault, I., Dingwall, R., de Vries, R. (2013) The Sage handbook of qualitative methods in health research.
Page 17: Continued References
Kelly, S.E. (2013) Qualitative interviewing techniques and styles. In Bourgeault et al. (eds), The Sage handbook of qualitative methods in health research.