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Mixing methods violence; that they were really clear that it wasn’t the women’s fault; being confronted with the fact that men chose to be violent, which wasn’t the explanation that the women were currently using themselves ... What I think is interesting about that was that we wouldn’t have found that out it if we hadn’t had the open-ended questions in the questionnaire, but also, I think it wouldn’t have been as powerful if we had done 20 or 30 in-depth interviews. What we had was 230 questionnaires where a really significant proportion of respondents were saying the same thing. Liz also commented generally on the use of mixed methods at the Child and Woman Abuse Studies Unit. Liz: I began as a qualitative researcher and then the second research grant we got here was to do an exploratory prevalence study of sexual abuse. That obviously had to be a quantitative study on some level and so we needed a staff member who had that expertise because I didn’t, and that person, Linda Regan, has been here ever since, and so in a way it’s the linking of both our skills. But equally, I think it’s about her understanding the importance of meaning, and me understanding the importance of numbers if you are talking about influencing policy-makers. But also, the importance of being able to ascertain whether things really are in the data or not, because while I absolutely accept that we bring our subjectivity and subjective meanings to the work that we are doing, at the same time I think we need to be rigorous about whether things are there or not. We had this really interesting experience in the prevalence study where three of us coded 1244 questionnaires and we ended up with perceptions about what we thought was in the data and actually it wasn’t there to the extent that we thought it was. We thought that there was much more abuse by brothers and we didn’t think there was as much abuse by uncles—it was about what we noticed, what resonated with us, and actually that isn’t always [what the data are 131
Qualitative research in practice Yvonne: saying] . . . given that we work in an area where there is a possibility that what we say, what we conclude, might influence policy and, if it does, that has a direct impact on the lives of women and children, I feel we have a responsibility to be careful ...The other side of that I think is a more realistic position. We have never hidden the fact that we are feminists, but I think that does mean that you are held to account and to accusations of bias in a way that people who pretend a neutral position are not, so one of the ways we have responded to that is to never publish anything where we weren’t really certain that it was actually in the data, so that we can defend the position from the research material and not an ideological position. And mixed methods have been an effective means of doing that? Yes. I think it gives you a kind of discipline, that actually counting how many think or say a particular thing matters, and the kind of discipline of paying attention to what people are actually telling you . . . And then the qualitative for me is, okay, how do you make sense of some of these things, what do they mean, what is the complexity of them, because life is always more messy than tick boxes. Liz also talked about the advantage of mixed methods from research participants’ points of view, suggesting that different people may prefer to provide information about themselves in different ways. Liz: I think the thing about questionnaires that is very interesting is that they automatically give confidentiality in a way that participant observation or interviews don’t. With interviews, researchers have to talk through with participants how they will disguise their identity, include this or exclude that. Whereas with a questionnaire it’s very clear—we are not asking for your name. I have a suspicion that for some people, not everybody, but for some people that gives them a kind of freedom to say things, a kind of security about the fact that it is confidential, so they reveal things . . . So that led me to think, actually, we can be 132
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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
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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 146 and 147: Mixing methods and how they would e
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
Page 196 and 197: 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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