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Mixing methods methods which allowed the detailed exploration of intra-household resource allocation, it is doubtful that many of these issues would have emerged ...the use of multiple methods enabled the scope of the questions designed for the BHPS [British Household Panel Study] schedule to be far broader than initially envisaged (Laurie, 1992, p. 165). Quantitative then qualitative This approach occurs when the findings of the quantitative research are needed to develop the qualitative phase. In a three-stage study on juvenile delinquency, Reicher and Emler (1986, cited in Bryman, 1988) initially asked 600 young people, 12 to 15 years old, to complete questionnaire measures of self-reported delinquency and social attitudes. From this, they identified groups which differed sharply in their degree of involvement in delinquency. In the second stage they conducted structured faceto-face interviews with 150 of the original sample about their views on delinquency. The data obtained at this stage formed the basis for an intensive interview study of 60 young people with contrasting levels of involvement in delinquent activities. Catherine McDonald’s (1996) study of the application of neoinstitutional theory in the non-profit sector is another example of the use of quantitative research to inform a later stage of qualitative research. (Neo-institutional theory is an approach to organisational analysis that incorporates micro and macro levels of analysis. It ‘links micro sociological processes in the form of taken for granted, habituated actions, with macro sociological processes such as the production and maintenance of dominant organisational forms, sectors or fields’ (McDonald, 1996, p. 53).) We talk to Catherine about her use of mixed methods later in this chapter. In both these studies, the quantitative phase was used to identify groups of particular interest that were followed up for more indepth analysis using qualitative methods. In both this and the qualitative to quantitative design first discussed, the results from one method directly inform the other; what happens in later phases is dependent on the findings from earlier phases. 123
Qualitative research in practice Qualitative and quantitative concurrently Mixed qualitative and quantitative designs do not always have to be interdependent to the extent described above. Sometimes quantitative and qualitative components of a study are carried out independently and the conduct of one does not depend on the other. In this case it does not matter whether they are conducted concurrently, sequentially or in any particular order. Different methods may be used to address the same research question, as in a classic triangulation, or relate to different aspects of the research. The purposes of a mixed-method study of this type would generally be triangulation, complementarity or expansion, or some combination of these. This approach was used by Krahn, Hohn and Kime (1995) in their study of parental experiences of being informed about their child’s disability. Interviews about the diagnostic experience were conducted with parents and analysed thematically. Parents also completed quantitative ratings about the professional who informed them of the disability. In this case, different methods were used to obtain different sets of data that together may shed light on how parents experienced the diagnostic process. While parents consistently rated the professionals highly, the interviews revealed considerable dissatisfaction with how the professionals handled the situation. After considering several alternative explanations through statistical means, the researchers concluded that the open-ended interviews both enabled greater nuances of experience to be expressed and encompassed broader aspects of the informing process than the ratings, thus revealing a greater depth and complexity to the informing process than had previously been reported in the literature. Liz Kelly’s (1999) evaluation of a crisis intervention service to follow-up police responses to domestic violence is another example of this approach to mixed methods. Qualitative and quantitative methods were used, for different components of the evaluation brief, and at different stages of the research. As the research progressed, there were various modifications in design, such as rewording some survey questions to reflect current practice terminology, and a follow-up questionnaire to social services agencies was abandoned on the basis of poor response in favour of a smaller number of more targeted telephone interviews. Even so, the methods themselves were not interdependent, in that the findings 124
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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
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Ethics and organisations Dorothy Sc
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Ethics and organisations happened,
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Ethics and organisations an intensi
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Ethics and organisations to outside
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Ethics and organisations Yvonne: To
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Ethics and organisations Dorothy: R
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Ethics and organisations can only e
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In-depth interviewing them or not m
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In-depth interviewing Stories give
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In-depth interviewing experience of
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In-depth interviewing There is a re
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In-depth interviewing data sought,
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In-depth interviewing interview. Th
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In-depth interviewing Generally, th
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In-depth interviewing in-depth inte
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In-depth interviewing Yvonne: So a
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In-depth interviewing Sampling Yvon
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In-depth interviewing much they tal
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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 102 and 103: Observation Anne: Another useful th
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
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
Page 150 and 151: Mixing methods incredibly arrogant
Page 152 and 153: Mixing methods about 1200 organisat
Page 154 and 155: Mixing methods Yvonne: that overarc
Page 156 and 157: Mixing methods Yvonne: Cheryl: Yvon
Page 158 and 159: Mixing methods reducing the benefit
Page 160 and 161: Analysing data possible about what
Page 162 and 163: Analysing data sometimes referred t
Page 164 and 165: Analysing data Team research makes
Page 166 and 167: Analysing data crying—and I could
Page 168 and 169: Analysing data Analysing the observ
Page 170 and 171: Analysing data I’d said that’,
Page 172 and 173: Analysing data straight to the inte
Page 174 and 175: Analysing data They also highlight
Page 176 and 177: Presenting and writing up be used.
Page 178 and 179: Presenting and writing up participa
Page 180 and 181: Presenting and writing up the princ
Page 182 and 183: Presenting and writing up difficult
Page 184 and 185: Presenting and writing up adopted c
Page 186 and 187: Presenting and writing up Yvonne: L
Page 188 and 189: 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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