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Mixing methods and how they would explain it, what they thought about it and what ideas they had about how it could have been done differently. Then with the inter-agency, we initially sent a questionnaire to 200 voluntary agencies but we didn’t get a very good return—that was supposed to be a two-stage questionnaire, one at the beginning and one towards the end again to look at change and contact with the project and we decided that instead of doing that, we would do telephone interviews with 20 or 30 agencies that the project had had the most contact with. Using mixed methods We asked Liz to elaborate on one of the strands of the project in more detail, to show how the methods interrelated and what each brought to the evaluation. Liz: Okay, let’s talk about the crisis intervention. It couldn’t just rely on the database. What the database would tell us was, how many women, did [the response] happen within 24 hours, as it was supposed to, which other agencies they were referred on to, and how many times subsequently they were in contact with the project. That’s basic information, but it doesn’t tell you much about the process. It doesn’t tell you whether it made a difference to women, how or in what way. They are the kind of benchmarking performance things that people measure, but those measures tell you they performed at that level—they don’t tell you anything about the quality of the work and what impact it had on anybody. It couldn’t just rely on talking to the workers, or even observing the workers, because they are obviously going to want to believe that their work has an impact, as they should; and they are going to know what their interaction was, but they are not going to know what that meant to the person they were interacting with. And also I think they didn’t necessarily 129
Qualitative research in practice have an overview. They didn’t work with cases as a caseworker. Because it was crisis intervention it had to be whoever was there. You would respond to what comes in, so they wouldn’t have the sense necessarily of the process for any individual woman, and I think sometimes they were so busy, they didn’t use the database as a way of having a sense of what is happening to this woman over time. They were just responding to what was happening in the immediacy of the situation. Other times when they had less workload, they were more able to do that. The workers wouldn’t know whether any of the referrals they made were taken up, whether they were useful; and they would probably have most information on the cases where the model worked best, so the women for whom this model worked, who used the project, those would be the cases that they would know. So we had to have feedback from the users, but we also had to have it in a way that was manageable for us and doable, given that there were over 1000 users of this project over three years. The idea of doing in-depth interviews with that number is just impossible, and also you can’t analyse that amount of data. So there are practicalities involved, and we had to use a method that didn’t require so much of our time and didn’t require enormous amounts of time for analysis, so we used a questionnaire. Within that questionnaire there was a lot of space for qualitative information, but not collected in the traditional way qualitative data tends to be thought of. There were very few forced-choice questions, [other than] did the police come, how long did it take them to come, etc. And then there was a question, how would you describe the responses of the police to you—did they do anything that was particularly useful, if so what was it, did they do something that wasn’t helpful, if so what was it. And then the same kinds of questions for the support workers . . . When we asked them what was helpful, and what made a difference to them, it wasn’t all the things that people want to measure. It was really fundamental things: that the workers named 130
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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
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In-depth interviewing contact, the
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Observation Choosing observation Li
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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 140 and 141: Mixing methods methods which allowe
Page 142 and 143: Mixing methods obtained through one
Page 144 and 145: Mixing methods in itself. Rather, t
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
Page 190 and 191: Presenting and writing up Tim: stor
Page 192 and 193: Presenting and writing up Anne felt
Page 194 and 195: 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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