Qualitative Research in Practice : Stories From the Field - Blogs Unpad

More documents

Recommendations

Info

Presenting and writing up Yvonne: Liz: Yvonne: other hand to respond to domestic violence as a crime . . . and I think Domestic Violence Matters was part of a journey where I arrived at this understanding, but when I was writing it up I hadn’t quite grasped it with the clarity I have now. Had I [had that clarity], I think that would have been the thread in the police chapter that would have given it a different feel, and would have enabled me to move in and out of the qualitative and quantitative in a way that had a sense of direction. I feel that chapter provides lots and lots of information, and not enough signposts as to why is this information here, what is it doing ... So what you do in practice is to interweave the qualitative and quantitative data, in the same chapter, in the same section even . . . And the interpretative, conceptual, analytic, all those things that are what the researcher’s job is in relation to this material, to find the thread ...I don’t think I would know how to write it in any other way now, which is interesting and it hasn’t been a principled decision to do this with some kind of deeply sophisticated rationale at all. I think it is to do with how I understand multi-methods, but these things you do on a subconscious level without [realising]—you are making me bring to the surface things that are just implicit in my work—that I do see the two kinds of data as being in a dialogue with each other. Sometimes they just illuminate each other, and sometimes it is about saying it is all very well to have these numbers, but actually sitting underneath these numbers is a much more complex, difficult and dilemma-filled reality. The numbers don’t enable you to know that, but you need to know it if you are going to do anything useful, or if you are going to even understand it properly. So to me they need to be together to illuminate, either in a sort of confirmational way, or in a way that it is more complicated than that. Do you see the methods as more or less equal, or at the end of the day does one become more influential than the other? Or does that depend on the context of where you are reporting? 169
Qualitative research in practice Liz: Well, there is my perception and [there are] external perceptions. I see them as equivalent and as necessary to one another. They are part of the process of discovery and sense-making of the material, but I know that for policy-makers it is numbers that count, while for practitioners it is often the experiential that counts. So again, you know if you are trying to do this difficult job of writing for multiple audiences then I think that is a reason for trying to use them together, because you are trying to speak to the audiences in the way that they find easiest to absorb or accept, or be influenced by, information. One of our guiding principles is to create knowledge that is of use to those who are in the position to make a difference, and there are lots of audiences that are in a position to make a difference, different kinds of differences. So our ambition is always to try to speak to audiences simultaneously. Cheryl Tilse—The long goodbye Cheryl has presented her work, in verbal and written form, to several different audiences and in a range of formats (Tilse, 1996, 1997a, 1997b). Here she talks about how she has tailored the content and process of presentation for different audiences. Presenting research to different audiences Cheryl: Some of the things were the same. I always thought that the strength was in the stories and the quotes— I think they’re very compelling and they’re still with me. Some of these I wrote back in 1994, but the stories are still there and the quotes are still there so I think I let a lot of it speak for itself. But I do put an interpretation on it. With the participants [relatives of nursing home residents] I was really keen for them to see themselves in it. So I wrote lots of quotes and then said, ‘But other people said similar things to you’, and all of that. For the practitioners [nursing home staff] I was really keen not to have a critique of what they did but to say ‘here’s a way of understanding what some 170
Page 2 and 3:
Qualitative research in practice St
Page 4 and 5:
Contents The researchers vi Table o
Page 6 and 7:
Contents 8 Presenting and writing u
Page 8 and 9:
The researchers Anne Coleman began
Page 10 and 11:
The researchers into factors associ
Page 12 and 13:
Table of research studies Tim and W
Page 14 and 15:
Preface In this book we aim to brid
Page 16 and 17:
Preface known to us, either through
Page 18 and 19:
1 From practice to research In the
Page 20 and 21:
From practice to research social wo
Page 22 and 23:
From practice to research in relati
Page 24 and 25:
From practice to research consumer
Page 26 and 27:
From practice to research parent—
Page 28 and 29:
From practice to research space—t
Page 30 and 31:
From practice to research what peop
Page 32 and 33:
From practice to research developed
Page 34 and 35:
From practice to research or exit f
Page 36 and 37:
From practice to research tracked d
Page 38 and 39:
2 Ethics and organisations The best
Page 40 and 41:
Ethics and organisations relevant i
Page 42 and 43:
Ethics and organisations Informed c
Page 44 and 45:
Ethics and organisations Yet a mino
Page 46 and 47:
Ethics and organisations Observatio
Page 48 and 49:
Ethics and organisations Ethical an
Page 50 and 51:
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 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 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 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
Page 198 and 199: Epilogue • Diffusion (disseminati
Page 200 and 201: Epilogue practical and simple langu
Page 202 and 203: Epilogue violence, the things we em
Page 204 and 205: Epilogue [it] was dragging me along
Page 206 and 207: Epilogue through reporting the expe
Page 208 and 209: References Beresford, B. 1997 Perso
Page 210 and 211: References Darlington, Y., Osmond,
Page 212 and 213: References Johnson, K. & Scott, D.
Page 214 and 215: References ——1995 In-depth Inte
Page 216 and 217: References ——1990 Writing Strat
Page 218 and 219: References Tilse, C. 1994 ‘Long t
Page 220 and 221: Index Page numbers in italics refer
Page 222 and 223: Index ‘getting in/getting on/gett
Page 224 and 225: Index quantitative research 3; meth
show all

Qualitative Research in Practice : Stories From the Field - Blogs Unpad

Create successful ePaper yourself

Delete template?

Save as template?