These slides were prepared for a workshop at Massey University, New Zealand, for PhD students.

1. National Centre for Teaching & Learning
Results and Discussion Chapters for
Qualitative Research
See these slides online at: tinyurl.com/qualchapters2018

2. Contents
Overview
Acknowledgements
Online extras
Qualitative results style
Qualitative discussion style
Introductions

3. Introductions

4. Why have you chosen qualitative (or mixed methods)
research?
What kind of qualitative data/analysis will you have in your
thesis?
What advice and/or resources have you found helpful in
writing about your data/analysis?
What writing have you done over the last month?
GROUP TASK 1

5. Acknowledgements

6. This presentation uses several extracts from the
following Massey doctoral thesis:
Kate Blackwood (2015) Workplace bullying in the New Zealand
nursing profession: The case for a tailored approach to
intervention. https://mro.massey.ac.nz/handle/10179/7212
For more examples of highly-rated theses by Massey students,
see the Dean’s List (or use the library search for theses in your
field).
tinyurl.com/masseydeanslist

7. Overview

8. • There’s this important problem or
issue...
• … a specific area requiring more
research is this...and it’s
important because...
• so what I did was…
• and I found that….
• … which means we now know
this…
(Adapted from Paltridge & Starfield, 2007)
• … and researchers understand some
areas of the problem but others need
more research
Conclusions
A thesis is like a story

9. Results
(Analysis)
Discussion
(Synthesis)
Conclusions
(Evaluations)
Analysis of your data
- take things apart, re-group, reorganise
- come up with findings/results
Traditional chapter structure for the
second half of a thesis
Locate findings in broader context
- making sense of findings – what they mean
- place in the literature, practice, policy
Come to conclusions about findings
- what we now know from study
- critical assessment of your results
What you found
So what?

10. However …..
 College requirements
 Disciplinary conventions
 Methodology
 Your topic
• For qualitative research, in particular, thesis
structure does not always follow the traditional
pattern, depending on:
• Work out the best way for your research project

11. How do you plan to organise your results and discussion?
• Separate findings and discussion chapters?
• Themed or chronological chapters, each with findings
followed by discussion?
• Themed or chronological chapters, with integrated
findings and discussion?
• Something else?
GROUP TASK 2

12. Qualitative Results Style

13. Organise results in a way that makes sense to
you and the reader, depending on:
- the aims or research questions of the project
- the research methods and theoretical framework that have
been outlined earlier in the thesis
Present a summary with sufficient evidence to
support your interpretation
- quotes from interviews; extracts from field notes and
documents; images
- data selected carefully to demonstrate points of analysis
and answer research question(s)
(Burnard et al., 2008; Monash University, 2017)
Show and
Explain

14. The need for selectivity
It is important that only data which helps to answer the
research question(s) is presented
(White, 2011, p. 273)

15. Introducing results chapters – guiding reader through thesis
Structure of chapter
- What reader can
expect to find in
chapter
- Clear indicators of
sequence
Reminder of what
researcher was trying
to find out
Indication of where
chapter fits in whole
(Blackwood, 2015)

16. 5.2.1.2 Theme #2: They’re just a bully
Identifying that the behaviours were unreasonable was also a process of confirming that
the perpetrator was a bully. Participants recalled initially “trying to think the best of
people” (N19) and “making allowances for [the bully] because the other side of that
person was very charming” (N32). They acknowledged that “personalities came into it
too” (N24) as they struggled to determine the intent of the perpetrator. Participant N19
spoke about her process of identifying that the behaviours were happening for a reason:
Slowly the pennies were beginning to drop that these things were happening and
they were happening for a reason. (N19)
N19 went on to say:
I realised this woman was a bit of a manipulator, even a master manipulator. You
know what I mean? I felt that she has some skills that my naivety had made me
not see. (N19)
Identifying the behaviours as unreasonable was therefore a process of shifting blame to
the perpetrator and finding support on which to confirm the blame.
Participants found support in confirming that the behaviours were unreasonable by
observing the perpetrators behaviour with others in the environment….
Summary of what
you found in your
analysis of the data
Evidence from data
to support your
points of analysis
and answer the
research questions
Coherent narrative supported by evidence from data
Tell
Show
Tell
(Blackwood, 2015)

17. 5.2.1.2 Theme #2: They’re just a bully
Identifying that the behaviours were unreasonable was also a process of confirming
that the perpetrator was a bully. Participants recalled initially “trying to think the best
of people” (N19) and “making allowances for [the bully] because the other side of that
person was very charming” (N32). They acknowledged that “personalities came into it
too” (N24) as they struggled to determine the intent of the perpetrator. Participant N19
spoke about her process of identifying that the behaviours were happening for a
reason:
Slowly the pennies were beginning to drop that these things were happening and
they were happening for a reason. (N19)
N19 went on to say:
I realised this woman was a bit of a manipulator, even a master manipulator. You
know what I mean? I felt that she has some skills that my naivety had made me
not see. (N19)
Identifying the behaviours as unreasonable was therefore a process of shifting blame to
the perpetrator and finding support on which to confirm the blame.
Participants found support in confirming that the behaviours were unreasonable by
observing the perpetrator’s behaviour with others in the environment….
Keep it consistent
(target vs victim)
(teacher vs tutor)
(student vs pupil)
Consistent use of terms throughout thesis
(Blackwood, 2015)

18. 5.2.1.2 Theme #2: They’re just a bully
…Participants recalled initially “trying to think the best of people” (N19)
and “making allowances for [the bully] because the other side of that
person was very charming” (N32)...
Individual
participants
Using identifiers – ways of identifying sources of data
7.3.4.2 Team structure
…Members referred to closed ward settings, acknowledging the family-
like relationships of the teams having an influence on reporting and
perceptions of bullying. Hospital B suggested that in closed teams,
nurses are reluctant to report due to fear of being further excluded and
the power of the perpetrator to defend themselves.
We have managers who’ve been in areas for a really long time,
it’s sort of like a family, and the nurse manager is like a mother
to them. So you never hear any issues. (Hospital B)
Focus group
members
• Variation in style of presenting of findings – no single right way
• What makes sense to you and your supervisor?
(Blackwood, 2015)

19. Qualitative theses can include quantitative data
• Consider the best way to communicate your findings
• Lots of creative ways – check other research
Highlight important points for reader
(Blackwood, 2015)

20. How do you plan to select the findings to report on?
How do you plan to organise your findings (e.g.
chronologically / thematically)?
How do you plan to refer to participants?
Do you plan to include any quantitative data or images?
Do you plan to include a glossary of terms?
GROUP TASK 3

21. Qualitative Discussion Style

22. Explanation of how your findings answer the research question(s)
Interpretation and description of the significance of your findings in
relation to existing theory and research on the topic:
- do they support existing theory/research on the topic?
- do they differ from previous research findings?
- do they challenge existing theory?
- do they provide new insight into the research problem?
Argument about the implications of your findings for:
- future research
- current theory
- professional practice
Discussion: What the findings mean
(Burnard et al., 2008; Monash University, 2017)

23. Introducing Discussion chapters
This research aimed to contribute to the gap
in the literature around….
Specifically, the study aimed to explore…and
explain how…by examining…
By presenting a model portraying how…the
research offers new insights into…and introduces
implications for future studies exploring…
Remind the reader what
you proposed to find out
This thesis makes a number of contributions to
the existing literature…The findings address the
call of scholars to…The findings also provide
evidence to support…
Briefly summarise your
major findings
Followed by discussion of major findings in logical order

24. Example of parallel organisation of
findings and discussion chapters
(Blackwood, 2015)

25. The skill in writing a successful discussion is in moving
backwards and forwards between others’ research and your
own research, making it clear:
• which has been done by other people
• which has been done by you
• and how they complement each other
(Monash University, 2017)
Place your findings in the context of previous research

26. Show how your
findings fit in with
the existing
literature
Move between
your findings and
the existing
literature
Provide clear
indicators for:
• the current study
• other research
• and how they
complement each
other
(Blackwood, 2015)

27. Make it clear to readers what your research has
contributed to understanding of the research area

28. The findings of this study suggest that …
One possible implication of this is that …
Taken together, these results suggest that …
The evidence from this study suggests that …
Initial observations suggest that there may be a link between …
The data reported here appear to support the assumption that…
The findings from these studies suggest that X can have an
effect on …
Hedging claims about contributions to
knowledge and practice
(Academic Phrasebank)

29. What contribution(s) do you expect to make to existing
knowledge about the topic of your thesis?
What contribution(s) do you expect to make to existing
social practice?
What reasons do you have for hedging any claims about
these contributions?
GROUP TASK 4

30. THANKS FOR COMING ALONG!
See these slides online at: tinyurl.com/quantchapters2018
Next workshop here: Editing your thesis
Weds November 14th 12 pm – 1.30 pm

31. Online extras
• Resources
• Discussing limitations of study
- often done in Conclusion chapter
• Coding data

32. Resources

33. Advice, resources, and information
about events are available on Stream

34. ACADEMIC Q & A
(see under Academic Support on Stream)

35. VIDEOS tinyurl.com/nctlvideos
Also see tinyurl.com/nctlworkshops

36. Thesis writing: tinyurl.com/thesiswritingvideo
Library services: tinyurl.com/masseylibraryservices
Attend a library workshop: tinyurl.com/masseylibraryworkshops
Contact a subject librarian: tinyurl.com/masseylibrarian
APA referencing guide: tinyurl.com/masseyapainteractive
Endnote guide & download: tinyurl.com/masseyendnote
Health & Counselling: tinyurl.com/masseywellness
Counselling self-help resources: tinyurl.com/masseycounsellingselfhelp
USEFUL MASSEY LINKS

37. Academic English phrasebank: phrasebank.manchester.ac.uk
The thesis whisperer: thesiswhisperer.com
Doctoral writing SIG: doctoralwriting.wordpress.com
White, B. (2011). Mapping your thesis: The comprehensive
manual of theory and techniques for masters and doctoral
students. Camberwell, Australia: ACER
Dunleavy, P. (2003). Authoring a PhD. Basingstoke, England:
Palgrave MacMillan.
USEFUL NON-MASSEY RESOURCES

38. Limitations

39. Discussing the limitations of the study
• Shows that you understand how evidence needs to be
evaluated in your field
• Can include statements about eg:
- the scope of the research
- what cannot be concluded from the research
- results that must be viewed with caution
Limitations restricting extent to which findings can be
generalised beyond study conditions

40. Often
presented in
Conclusion
chapter

41. Discussing the limitations of the research
1. Openings for statements about limitations of research
scope:
(Swales & Feak, 2005, p. 202)
It should be noted that this study has examined only ...
This analysis has concentrated on ....
The findings of this study are restricted to ...
This study has addressed only the question ...

42. However the findings do not imply ...
The results of this study cannot be taken as evidence for ...
However we are unable to determine from this data ...
The lack of …means that ….
2. Stating that certain conclusions should not be drawn:
(Swales & Feak, 2005, p. 202)

43. 3. Advising cautious interpretation
These data must be interpreted with caution because ......
These results therefore need to be interpreted with caution.
However, with a small sample size, caution must be applied, as the
findings might not be transferable to ......
(Academic Phrasebank)

44. Coding Data

45. Example from dental public health survey of primary school
children’s understanding of food
(Burnard et al., 2008)

46. (Burnard et al., 2008)
Refined to key themes

47. Computer software for data analysis
There are several computer-assisted qualitative data analysis software (CAQDAS)
packages available that can be used to manage and help in the analysis of qualitative
data. Common programmes include ATLAS. ti and NVivo. It should be noted,
however, that such programs do not ‘analyse’ the data – that is the task of the
researcher – they simply manage the data and make handling of them easier. For
example, computer packages can help to manage, sort and organise large volumes of
qualitative data, store, annotate and retrieve text, locate words, phrases and
segments of data, prepare diagrams and extract quotes.8 However, whilst computer
programmes can facilitate data analysis, making the process easier and, arguably,
more flexible, accurate and comprehensive, they do not confirm or deny the
scientific value or quality of qualitative research, as they are merely instruments, as
good or as bad as the researcher using them.
(Burnard et al., 2008, p. 431)