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Observation Anne: Another useful thing I picked up in the first observational phase was that public spaces in Fortitude Valley change and they can literally change in the movement of a hand. If you were looking in the opposite direction you’d completely miss it. So at one minute a space can be where this particular group is and this is happening. Five minutes later—totally different groups of people, totally different things happening. So I was clear from pretty early on that I had to consider the 24-hour clock and that I had to be aware of what went on all through that clock. So that’s what I did. I think in the end the night stuff was under-represented. There was a total of somewhere between 120 and 150 hours and probably only about a third of those hours were night-time hours. So it was definitely weighted on the day-time side but I still spent enough time at night observing to have a clear idea about what went on and I could identify when the transition times across the 24 hours were, when those changes happened, what groups came in and out. So, I think that was a solid enough picture to work from. Keeping homeless people informed about the study Anne used an innovative approach to keeping in contact with this population, to let people know she wanted to conduct some indepth interviews, to advertise her feedback sessions and, generally, to let anyone who was interested know that she was still around and involved in the research. Here, she talks about how she let people know that she wanted to do some interviews. Anne: I put a flier out saying that I wanted to do interviews with people and why ...I kept the words to a minimum and I put a graphic on it that after a while every time somebody saw something with that graphic on, they’d go, ‘Oh this is a thing about Anne’s research.’ So even people who couldn’t read knew that this was a bona fide communication about this particular piece of research. The graphic was just one of those standard ones you get in computer packages, 85
Qualitative research in practice but it was a suitcase being opened up and out of the suitcase were springing all these high-rise buildings. So, it kind of captured my sense of what was happening for these people. This is your local area, this is your home, you open it up and now look what’s springing up out of it. So, the graphic became a sort of signal all the way through. If there was any communication I wanted to make with people, that went on the top of it. And people who weren’t literate then would say to people, ‘Here’s one of Anne’s fliers, like what’s happening, what’s going on?’, so people who couldn’t read were able to be involved as well. Cheryl Tilse—The long goodbye Cheryl’s study of the experiences of older people who had placed a partner in a nursing home used several methods. She first conducted in-depth interviews with nine men and nine women who had recently placed a partner in a nursing home or a dementia hostel. She began with in-depth interviews as her concern was very much with trying to understand the perspectives of the spouses. She then used the six units in which they had placed their partners as a focus for observation of how visitors were treated and provided for. She also conducted brief, semi-structured interviews with staff about how they viewed visitors, and did a content analysis of any documents that the nursing home had produced for or about families. Here Cheryl talks about her use of observation as a data collection method. She has published two papers on her use of participant observation in this study (Tilse, 1997a; 1997b) and has also reported on the themes from her in-depth interviews with spouses (Tilse, 1994). Choosing observation Yvonne: Cheryl: How did you come to choose observation as one of your data collection methods? It was partly a commitment to try to understand the complexity of the experience and my view that you 86
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Qualitative research in practice St
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Contents The researchers vi Table o
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Contents 8 Presenting and writing u
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The researchers Anne Coleman began
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The researchers into factors associ
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Table of research studies Tim and W
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Preface In this book we aim to brid
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Preface known to us, either through
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1 From practice to research In the
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From practice to research social wo
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From practice to research in relati
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From practice to research consumer
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From practice to research parent—
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From practice to research space—t
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From practice to research what peop
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From practice to research developed
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From practice to research or exit f
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From practice to research tracked d
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2 Ethics and organisations The best
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Ethics and organisations relevant i
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Ethics and organisations Informed c
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Ethics and organisations Yet a mino
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Ethics and organisations Observatio
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Ethics and organisations Ethical an
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Ethics and organisations with the s
Page 52 and 53: Ethics and organisations Dorothy Sc
Page 54 and 55: Ethics and organisations happened,
Page 56 and 57: Ethics and organisations an intensi
Page 58 and 59: Ethics and organisations to outside
Page 60 and 61: Ethics and organisations Yvonne: To
Page 62 and 63: Ethics and organisations Dorothy: R
Page 64 and 65: Ethics and organisations can only e
Page 66 and 67: In-depth interviewing them or not m
Page 68 and 69: In-depth interviewing Stories give
Page 70 and 71: In-depth interviewing experience of
Page 72 and 73: In-depth interviewing There is a re
Page 74 and 75: In-depth interviewing data sought,
Page 76 and 77: In-depth interviewing interview. Th
Page 78 and 79: In-depth interviewing Generally, th
Page 80 and 81: In-depth interviewing in-depth inte
Page 82 and 83: In-depth interviewing Yvonne: So a
Page 84 and 85: In-depth interviewing Sampling Yvon
Page 86 and 87: In-depth interviewing much they tal
Page 88 and 89: In-depth interviewing encouraged mu
Page 90 and 91: In-depth interviewing contact, the
Page 92 and 93: Observation Choosing observation Li
Page 94 and 95: Observation The observation process
Page 96 and 97: Observation When to observe and for
Page 98 and 99: Observation Anne Coleman—Five sta
Page 100 and 101: Observation Yvonne: Anne: Yvonne: A
Page 104 and 105: Observation couldn’t understand h
Page 106 and 107: Observation interesting because I s
Page 108 and 109: Observation of questions separate f
Page 110 and 111: Tailoring data collection We focus
Page 112 and 113: Tailoring data collection The exper
Page 114 and 115: Tailoring data collection be achiev
Page 116 and 117: Tailoring data collection Making us
Page 118 and 119: Tailoring data collection children
Page 120 and 121: Tailoring data collection collectio
Page 122 and 123: Tailoring data collection • Settl
Page 124 and 125: Tailoring data collection Caroline
Page 126 and 127: Tailoring data collection Dorothy:
Page 128 and 129: Tailoring data collection Dorothy:
Page 130 and 131: Tailoring data collection Tim: real
Page 132 and 133: Tailoring data collection supermark
Page 134 and 135: Tailoring data collection Wendy: th
Page 136 and 137: 6 Mixing methods ‘Mixed methods
Page 138 and 139: Mixing methods the different compon
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Page 142 and 143: Mixing methods obtained through one
Page 144 and 145: Mixing methods in itself. Rather, t
Page 146 and 147: Mixing methods and how they would e
Page 148 and 149: Mixing methods violence; that they
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Mixing methods about 1200 organisat
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Mixing methods Yvonne: that overarc
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Mixing methods Yvonne: Cheryl: Yvon
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Mixing methods reducing the benefit
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Analysing data possible about what
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Analysing data sometimes referred t
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Analysing data Team research makes
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Analysing data crying—and I could
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Analysing data Analysing the observ
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Analysing data I’d said that’,
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Analysing data straight to the inte
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Analysing data They also highlight
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Presenting and writing up be used.
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Presenting and writing up participa
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Presenting and writing up the princ
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Presenting and writing up difficult
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Presenting and writing up adopted c
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Presenting and writing up Yvonne: L
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Presenting and writing up of the th
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Presenting and writing up Tim: stor
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Presenting and writing up Anne felt
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9 Epilogue: From research to practi
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Epilogue are presented to the way i
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Epilogue • Diffusion (disseminati
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Epilogue practical and simple langu
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Epilogue violence, the things we em
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Epilogue [it] was dragging me along
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Epilogue through reporting the expe
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References Beresford, B. 1997 Perso
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References Darlington, Y., Osmond,
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References Johnson, K. & Scott, D.
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References ——1995 In-depth Inte
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References ——1990 Writing Strat
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References Tilse, C. 1994 ‘Long t
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Index Page numbers in italics refer
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Index ‘getting in/getting on/gett
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Index quantitative research 3; meth
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