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

More documents

Recommendations

Info

In-depth interviewing Sampling Yvonne: With the interviews you used theoretical sampling and you said that in some cases it took a while to find just the right person. Can you talk a little bit about how that process worked? Angelina: I remember, say for the first ten interviews, that I asked the local officials to help me to identify people with different characteristics. So I worked out a table— I needed people from different occupations, different age groups and different family compositions, say for example a nuclear family, or three generations living together or two generations together, et cetera. So it’s the age group, the occupation group, the education background, the family type and the type of residence . . . but after the first ten or so, I gradually realised that I needed more interviewees of certain types. For example, initially they gave me the better families, the families that were harmonious, reputed for their good relationships and so on. So I told them I needed some families that had problems. For example, I said, I need some who are in a worse financial situation, and some not from the state-owned factories. Those who worked in state-owned factories at that time were relatively better off in terms of their welfare. So I said I needed some from the street-level factories and some who were self-employed because at that time there were more and more self-employed persons—working the streets selling fruit, selling clothes, things like that. I also wanted some who had a difficult relationship with their in-laws or husband. So gradually I generated more and more questions . . . for example, I found that those living in three-generation families had more support. These supports are holistic and more comprehensive but there obviously are many families without that full range of support. So I needed those who were more isolated, without many relatives in Beijing ... because I felt that there must be families that were not that well supported, and there must be families that were not that ideal, not so harmonious. If they have strained relationships with their relatives, then what 67
Qualitative research in practice Yvonne: happens to their support and if their support from their work organisations breaks down, which was happening at that time, then what happens? Things like that. So in the beginning it was the demographic considerations but gradually it was more the theoretical considerations that guided me. Do you feel confident that at the end of the day you obtained a thorough mix of types of situation? Angelina: Well, I don’t think it can be perfect, but as far as my particular piece of research is concerned, after interviewing the 27 women I thought that the questions that I had at the particular time were answered—but of course there were many other questions that I would like to follow-up. But you can never follow-up all the questions and you have to set a boundary. So after doing the 27 interviews I felt that I had to make a stop to it, otherwise it would go on forever. Yvonne Darlington—The experience of childhood sexual abuse Yvonne: I talked earlier (Chapter 1) about how I became interested in this research topic and my choice of a qualitative methodology. In this chapter, I’ll comment on two aspects of the interviews: my interviewing style and the women’s reports of their experience of the in-depth interview, as reported during the followup interview. Ten women participated in the study. I had three meetings with each of them: the initial contact in which we negotiated their participation in the study, the in-depth interview and the follow-up interview. The in-depth and follow-up interviews were both taped and transcribed. Interviewing style The in-depth interviews were relatively unstructured. I had a short list of topics to cover but imposed no constraints on the women in terms of the order in which topics were covered or how 68
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 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 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
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

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?