This document discusses quality criteria for qualitative research. It begins by outlining commonly agreed upon criteria for quantitative research, such as validity and reliability. It then examines three stances on criteria for qualitative research: 1) Qualitative research should be judged by the same criteria as quantitative, 2) Qualitative research requires its own criteria, and 3) The appropriateness of predetermined criteria is questionable. The document focuses on the second stance, outlining criteria such as credibility, transferability, dependability, and confirmability proposed by Lincoln and Guba to establish trustworthiness in qualitative research.
An Empirical Appraisal Of Canadian Doctoral Dissertations Using Grounded Theo...James Heller
This document summarizes a study that assessed the quality of recent Canadian social work doctoral dissertations that used grounded theory as a methodological approach. The authors analyzed dissertations published between 2001-2011 using the Qualitative Research Quality Checklist to evaluate credibility, dependability, confirmability, transferability, authenticity, and relevance. They found inconsistencies in how grounded theory was applied and hope their analysis can advance debates on qualitative social work research quality and inform doctoral education and future research.
RCH 8301, Quantitative Research Methods 1 Course LVannaJoy20
RCH 8301, Quantitative Research Methods 1
Course Learning Outcomes for Unit VIII
Upon completion of this unit, students should be able to:
3. Explain the dimensions of research validity.
3.1 Examine the differences between internal and external validity.
4. Discriminate between components of internal and external validity.
4.1 Describe the threats to internal and external validity.
Course/Unit
Learning Outcomes
Learning Activity
3.1, 4.1
Unit Lesson
Chapter 23, pp. 417–431
Chapter 24, pp. 433–442
Unit VIII Essay
Required Unit Resources
Chapter 23: Evaluating Research Validity: Part I, pp. 417–431
Chapter 24: Evaluating Research Validity: Part II, pp. 433–442
Unit Lesson
Evaluating Research Validity
In this final unit, we will be reviewing many of the terms and concepts from previous chapters since our goal
will be to learn how to evaluate the quality of the design and analysis in a quantitative research study.
The quality of a research project may vary considerably. Since all research connections in any research or
related documents are disseminated in the field, there is a need to ensure that the design, methodology,
findings, and quality of the general content are standardized. It implies that the variations in the research
should be minimized through providing valid answers to the questions developed in the study. The validity in
this context includes construct, internal, and external validity. The validity of the research is important, but the
aspect of reliability bears equal measure. For the case of reliability, it is imperative that the constituency of the
measure is achieved over time, across items, and across various researchers. However, for this unit, the
focus is on the validity of the research and, specifically, the framework for the evaluation of the research (e.g.,
the Cook and Campbell framework) (Gliner et al., 2017).
In the evaluation of the research validity, the variables and their measurement levels must be taken into
consideration. Some of the questions that must be asked and answered involve appreciating the key
independent, antecedent, or predictor variables and the key dependents or outcome variables as well as their
level of measurement. Using the Cook and Campbell framework, the evaluation of external research validity
considers the following argument: A charge of neglecting external validity can be made against a researcher
who has invented construct validity.
Based on the aforementioned argument, it is evident that the threats to the external validity, also known as
the interaction effects, involve the variables in the research (both X and the other variables). The Cook and
Campbell framework has been widely used in the research design for quasi-experimental research where
concerns about internal validity and the treatment of the samples or groups are difficult to compare at the
UNIT VIII STUDY GUIDE
Evaluating Research Validity
...
Presentation for the HEA-funded workshop ‘Teaching Research Methods in Business and Management’.
Drawing on a mixture of practice and evidence, this one-day event provided an opportunity for those interested in the teaching of research methods in Business and Management – including qualitative, quantitative and mixed methods – to share experiences, insights, and good practice, and to discuss challenges and explore potential solutions.
This presentation forms part of a blog post reporting on the event which can be accessed via: http://bit.ly/1fcTwna
For further details of HEA Social Sciences work relating to teaching research methods in the Social Sciences please see http://bit.ly/15go0mh
Fb11001 reliability and_validity_in_qualitative_research_summaryDr. Akshay S. Bhat
The document discusses reliability and validity in qualitative research. It begins by explaining quantitative research and how reliability and validity are defined and ensured in quantitative methods. It then explores how reliability and validity are approached differently in qualitative research since the goals of qualitative research are understanding rather than generalization. Specifically:
Reliability in qualitative research focuses on dependability and quality of explanation rather than replicability. Validity is more contingent on the research methodology and aims for understanding rather than truth. Researchers ensure validity in qualitative work through approaches like triangulation of data sources and analysis methods. Overall the document calls for refining definitions of reliability and validity for qualitative research.
Presentation on validity and reliability in research methodsMehwish Iqbal
This document discusses validity and reliability in research methods. Validity refers to how well a study measures what it intends to measure. There are two types of validity: internal validity, which is correctness for the studied group, and external validity, which is generalizability. Reliability means results are consistent and repeatable. The document also discusses how reliability and validity are viewed differently in qualitative versus quantitative research, noting qualitative research aims to understand phenomena in context rather than manipulate variables. Strategies like triangulation can increase validity and trustworthiness in qualitative studies.
Stepby-step guide to critiquingresearch. Part 1 quantitati.docxsusanschei
Step'by-step guide to critiquing
research. Part 1: quantitative research
Michaei Coughian, Patricia Cronin, Frances Ryan
Abstract
When caring for patients it is essential that nurses are using the
current best practice. To determine what this is, nurses must be able
to read research critically. But for many qualified and student nurses
the terminology used in research can be difficult to understand
thus making critical reading even more daunting. It is imperative
in nursing that care has its foundations in sound research and it is
essential that all nurses have the ability to critically appraise research
to identify what is best practice. This article is a step-by step-approach
to critiquing quantitative research to help nurses demystify the
process and decode the terminology.
Key words: Quantitative research
methodologies
Review process • Research
]or many qualified nurses and nursing students
research is research, and it is often quite difficult
to grasp what others are referring to when they
discuss the limitations and or strengths within
a research study. Research texts and journals refer to
critiquing the literature, critical analysis, reviewing the
literature, evaluation and appraisal of the literature which
are in essence the same thing (Bassett and Bassett, 2003).
Terminology in research can be confusing for the novice
research reader where a term like 'random' refers to an
organized manner of selecting items or participants, and the
word 'significance' is applied to a degree of chance. Thus
the aim of this article is to take a step-by-step approach to
critiquing research in an attempt to help nurses demystify
the process and decode the terminology.
When caring for patients it is essential that nurses are
using the current best practice. To determine what this is
nurses must be able to read research. The adage 'All that
glitters is not gold' is also true in research. Not all research
is of the same quality or of a high standard and therefore
nurses should not simply take research at face value simply
because it has been published (Cullum and Droogan, 1999;
Rolit and Beck, 2006). Critiquing is a systematic method of
Michael Coughlan, Patricia Cronin and Frances Ryan are Lecturers,
School of Nursing and Midwifery, University of Dubhn, Trinity
College, Dublin
Accepted for publication: March 2007
appraising the strengths and limitations of a piece of research
in order to determine its credibility and/or its applicability
to practice (Valente, 2003). Seeking only limitations in a
study is criticism and critiquing and criticism are not the
same (Burns and Grove, 1997). A critique is an impersonal
evaluation of the strengths and limitations of the research
being reviewed and should not be seen as a disparagement
of the researchers ability. Neither should it be regarded as
a jousting match between the researcher and the reviewer.
Burns and Grove (1999) call this an 'intellectual critique'
in that it is not the creator but the creati.
This document provides an overview of quality in scientific research. It defines quality as meeting standards of scientific rigor, such as having a well-defined research question, transparent and reproducible methodology, and unbiased reporting of results. The document discusses research quality standards, validity, quantitative and qualitative research methods, and checklists for standardized research reporting. It also addresses challenges in promoting quality and characteristics of high-quality research.
U10D1-68 - Credibility, Dependability, and TransferabilityFor th.docxgibbonshay
U10D1-68 - Credibility, Dependability, and Transferability
For this discussion, complete the following:
1. Present a strategy to ensure credibility, dependability, and transferability in your study.
2. Identify how you will address researcher's pre-understanding, preconceptions, and biases about the topic, and how you will set them aside.
3. Support your strategy with references to the assigned readings for this unit and the article located during your library search.
Readings
Use your Qualitative Research & Evaluation Methods text to read Chapter 9, "Enhancing the Quality and Credibility of Qualitative Studies," pages 652–743. This chapter discusses the quality and credibility of qualitative analysis.
Use your Qualitative Inquiry and Research Design text to read Chapter 10, "Standards of Validation and Evaluation," pages 253–286. Focus on the following subsections:
A. "Validity and Reliability in Qualitative Research.
B. "Evaluation Criteria."
C. "Qualitative Perspectives." (Phenomenological research, grounded theory research, ethnographic research, and case study research.)
D. "Comparing the Evaluation Standards of the Five Approaches."
Complete the following:
Read Hart's 2007 article, "Birthing a Research Project: Design," from International Journal of Childbirth Education, volume 22, issue 1, pages 22–26.
Read Johnson's 2001 article, "Toward a New Classification of Nonexperimental Quantitative Research," from Educational Researcher, volume 30, issue 2, pages 3–13.
Read Walker's 2005 article, "The Strengths and Weaknesses of Research Designs Involving Quantitative Measures," from Journal of Research in Nursing, volume 10, issue 5, pages 571–582.
Use the Internet to read Winter's 2000 article, "A Comparative Discussion of the Notion of 'Validity' in Qualitative and Quantitative Research," from The Qualitative Report, volume 4, issue 3.
Library Search
Locate an article that focuses on how to evaluate qualitative studies. You will use this article in the unit discussion.
Transcript Reading - Qualitative Research Proposal
INTRODUCTION - Credibility, Dependability, and Transferability
According to Patton (2001):
The credibility of the qualitative inquiry depends on three distinct but related inquiry elements: rigorous methods for doing field work that yield high-quality data that are systematically analyzed with attention to issues of credibility; the credibility of the researcher, which is dependent on training, experience, track record, status, and presentation of self; and philosophical belief in the value of qualitative inquiry, that is, a fundamental appreciation of naturalistic inquiry, qualitative methods, inductive analysis, purposeful sampling and holistic thinking. (pp. 552– 553)
The cornerstone for judging the overall quality of a qualitative research study hinges on three characteristics of the study:
Credibility.
Dependability.
Transferability.
Credibility
Credibility refers to confidence ...
An Empirical Appraisal Of Canadian Doctoral Dissertations Using Grounded Theo...James Heller
This document summarizes a study that assessed the quality of recent Canadian social work doctoral dissertations that used grounded theory as a methodological approach. The authors analyzed dissertations published between 2001-2011 using the Qualitative Research Quality Checklist to evaluate credibility, dependability, confirmability, transferability, authenticity, and relevance. They found inconsistencies in how grounded theory was applied and hope their analysis can advance debates on qualitative social work research quality and inform doctoral education and future research.
RCH 8301, Quantitative Research Methods 1 Course LVannaJoy20
RCH 8301, Quantitative Research Methods 1
Course Learning Outcomes for Unit VIII
Upon completion of this unit, students should be able to:
3. Explain the dimensions of research validity.
3.1 Examine the differences between internal and external validity.
4. Discriminate between components of internal and external validity.
4.1 Describe the threats to internal and external validity.
Course/Unit
Learning Outcomes
Learning Activity
3.1, 4.1
Unit Lesson
Chapter 23, pp. 417–431
Chapter 24, pp. 433–442
Unit VIII Essay
Required Unit Resources
Chapter 23: Evaluating Research Validity: Part I, pp. 417–431
Chapter 24: Evaluating Research Validity: Part II, pp. 433–442
Unit Lesson
Evaluating Research Validity
In this final unit, we will be reviewing many of the terms and concepts from previous chapters since our goal
will be to learn how to evaluate the quality of the design and analysis in a quantitative research study.
The quality of a research project may vary considerably. Since all research connections in any research or
related documents are disseminated in the field, there is a need to ensure that the design, methodology,
findings, and quality of the general content are standardized. It implies that the variations in the research
should be minimized through providing valid answers to the questions developed in the study. The validity in
this context includes construct, internal, and external validity. The validity of the research is important, but the
aspect of reliability bears equal measure. For the case of reliability, it is imperative that the constituency of the
measure is achieved over time, across items, and across various researchers. However, for this unit, the
focus is on the validity of the research and, specifically, the framework for the evaluation of the research (e.g.,
the Cook and Campbell framework) (Gliner et al., 2017).
In the evaluation of the research validity, the variables and their measurement levels must be taken into
consideration. Some of the questions that must be asked and answered involve appreciating the key
independent, antecedent, or predictor variables and the key dependents or outcome variables as well as their
level of measurement. Using the Cook and Campbell framework, the evaluation of external research validity
considers the following argument: A charge of neglecting external validity can be made against a researcher
who has invented construct validity.
Based on the aforementioned argument, it is evident that the threats to the external validity, also known as
the interaction effects, involve the variables in the research (both X and the other variables). The Cook and
Campbell framework has been widely used in the research design for quasi-experimental research where
concerns about internal validity and the treatment of the samples or groups are difficult to compare at the
UNIT VIII STUDY GUIDE
Evaluating Research Validity
...
Presentation for the HEA-funded workshop ‘Teaching Research Methods in Business and Management’.
Drawing on a mixture of practice and evidence, this one-day event provided an opportunity for those interested in the teaching of research methods in Business and Management – including qualitative, quantitative and mixed methods – to share experiences, insights, and good practice, and to discuss challenges and explore potential solutions.
This presentation forms part of a blog post reporting on the event which can be accessed via: http://bit.ly/1fcTwna
For further details of HEA Social Sciences work relating to teaching research methods in the Social Sciences please see http://bit.ly/15go0mh
Fb11001 reliability and_validity_in_qualitative_research_summaryDr. Akshay S. Bhat
The document discusses reliability and validity in qualitative research. It begins by explaining quantitative research and how reliability and validity are defined and ensured in quantitative methods. It then explores how reliability and validity are approached differently in qualitative research since the goals of qualitative research are understanding rather than generalization. Specifically:
Reliability in qualitative research focuses on dependability and quality of explanation rather than replicability. Validity is more contingent on the research methodology and aims for understanding rather than truth. Researchers ensure validity in qualitative work through approaches like triangulation of data sources and analysis methods. Overall the document calls for refining definitions of reliability and validity for qualitative research.
Presentation on validity and reliability in research methodsMehwish Iqbal
This document discusses validity and reliability in research methods. Validity refers to how well a study measures what it intends to measure. There are two types of validity: internal validity, which is correctness for the studied group, and external validity, which is generalizability. Reliability means results are consistent and repeatable. The document also discusses how reliability and validity are viewed differently in qualitative versus quantitative research, noting qualitative research aims to understand phenomena in context rather than manipulate variables. Strategies like triangulation can increase validity and trustworthiness in qualitative studies.
Stepby-step guide to critiquingresearch. Part 1 quantitati.docxsusanschei
Step'by-step guide to critiquing
research. Part 1: quantitative research
Michaei Coughian, Patricia Cronin, Frances Ryan
Abstract
When caring for patients it is essential that nurses are using the
current best practice. To determine what this is, nurses must be able
to read research critically. But for many qualified and student nurses
the terminology used in research can be difficult to understand
thus making critical reading even more daunting. It is imperative
in nursing that care has its foundations in sound research and it is
essential that all nurses have the ability to critically appraise research
to identify what is best practice. This article is a step-by step-approach
to critiquing quantitative research to help nurses demystify the
process and decode the terminology.
Key words: Quantitative research
methodologies
Review process • Research
]or many qualified nurses and nursing students
research is research, and it is often quite difficult
to grasp what others are referring to when they
discuss the limitations and or strengths within
a research study. Research texts and journals refer to
critiquing the literature, critical analysis, reviewing the
literature, evaluation and appraisal of the literature which
are in essence the same thing (Bassett and Bassett, 2003).
Terminology in research can be confusing for the novice
research reader where a term like 'random' refers to an
organized manner of selecting items or participants, and the
word 'significance' is applied to a degree of chance. Thus
the aim of this article is to take a step-by-step approach to
critiquing research in an attempt to help nurses demystify
the process and decode the terminology.
When caring for patients it is essential that nurses are
using the current best practice. To determine what this is
nurses must be able to read research. The adage 'All that
glitters is not gold' is also true in research. Not all research
is of the same quality or of a high standard and therefore
nurses should not simply take research at face value simply
because it has been published (Cullum and Droogan, 1999;
Rolit and Beck, 2006). Critiquing is a systematic method of
Michael Coughlan, Patricia Cronin and Frances Ryan are Lecturers,
School of Nursing and Midwifery, University of Dubhn, Trinity
College, Dublin
Accepted for publication: March 2007
appraising the strengths and limitations of a piece of research
in order to determine its credibility and/or its applicability
to practice (Valente, 2003). Seeking only limitations in a
study is criticism and critiquing and criticism are not the
same (Burns and Grove, 1997). A critique is an impersonal
evaluation of the strengths and limitations of the research
being reviewed and should not be seen as a disparagement
of the researchers ability. Neither should it be regarded as
a jousting match between the researcher and the reviewer.
Burns and Grove (1999) call this an 'intellectual critique'
in that it is not the creator but the creati.
This document provides an overview of quality in scientific research. It defines quality as meeting standards of scientific rigor, such as having a well-defined research question, transparent and reproducible methodology, and unbiased reporting of results. The document discusses research quality standards, validity, quantitative and qualitative research methods, and checklists for standardized research reporting. It also addresses challenges in promoting quality and characteristics of high-quality research.
U10D1-68 - Credibility, Dependability, and TransferabilityFor th.docxgibbonshay
U10D1-68 - Credibility, Dependability, and Transferability
For this discussion, complete the following:
1. Present a strategy to ensure credibility, dependability, and transferability in your study.
2. Identify how you will address researcher's pre-understanding, preconceptions, and biases about the topic, and how you will set them aside.
3. Support your strategy with references to the assigned readings for this unit and the article located during your library search.
Readings
Use your Qualitative Research & Evaluation Methods text to read Chapter 9, "Enhancing the Quality and Credibility of Qualitative Studies," pages 652–743. This chapter discusses the quality and credibility of qualitative analysis.
Use your Qualitative Inquiry and Research Design text to read Chapter 10, "Standards of Validation and Evaluation," pages 253–286. Focus on the following subsections:
A. "Validity and Reliability in Qualitative Research.
B. "Evaluation Criteria."
C. "Qualitative Perspectives." (Phenomenological research, grounded theory research, ethnographic research, and case study research.)
D. "Comparing the Evaluation Standards of the Five Approaches."
Complete the following:
Read Hart's 2007 article, "Birthing a Research Project: Design," from International Journal of Childbirth Education, volume 22, issue 1, pages 22–26.
Read Johnson's 2001 article, "Toward a New Classification of Nonexperimental Quantitative Research," from Educational Researcher, volume 30, issue 2, pages 3–13.
Read Walker's 2005 article, "The Strengths and Weaknesses of Research Designs Involving Quantitative Measures," from Journal of Research in Nursing, volume 10, issue 5, pages 571–582.
Use the Internet to read Winter's 2000 article, "A Comparative Discussion of the Notion of 'Validity' in Qualitative and Quantitative Research," from The Qualitative Report, volume 4, issue 3.
Library Search
Locate an article that focuses on how to evaluate qualitative studies. You will use this article in the unit discussion.
Transcript Reading - Qualitative Research Proposal
INTRODUCTION - Credibility, Dependability, and Transferability
According to Patton (2001):
The credibility of the qualitative inquiry depends on three distinct but related inquiry elements: rigorous methods for doing field work that yield high-quality data that are systematically analyzed with attention to issues of credibility; the credibility of the researcher, which is dependent on training, experience, track record, status, and presentation of self; and philosophical belief in the value of qualitative inquiry, that is, a fundamental appreciation of naturalistic inquiry, qualitative methods, inductive analysis, purposeful sampling and holistic thinking. (pp. 552– 553)
The cornerstone for judging the overall quality of a qualitative research study hinges on three characteristics of the study:
Credibility.
Dependability.
Transferability.
Credibility
Credibility refers to confidence ...
A systematic literature review is a formal methodology to systematically identify and evaluate relevant research on a topic. It involves developing a review protocol and search strategy, screening studies for inclusion, assessing study quality, extracting data, and synthesizing findings. The process is more rigorous than a narrative review and aims to minimize bias by being comprehensive and transparent. Key aspects of the systematic review process include developing review questions, searching literature databases and other sources, selecting studies using inclusion/exclusion criteria, assessing study quality, extracting relevant data, and synthesizing the results.
This document provides instructions for writing an article critique based on two provided research articles about the impact of COVID-19. It outlines that the critique should be at least 8 pages long, in APA format, and should critically analyze the selected article based on the research process. It describes the key components and organization of a research article critique.
Mixed methods research combines quantitative and qualitative data collection and analysis in a single study. It allows researchers to gain a deeper understanding of a phenomenon by using the strengths of both quantitative and qualitative research. There are three main types of mixed methods designs: qualitative-quantitative, quantitative-qualitative, and concurrent quantitative-qualitative. Mixed methods research provides an opportunity for quantitative and qualitative data to inform and enhance each other.
eahil cpd pilot program. Webinar 50 shades of reviewmaria gp
A realist synthesis is a method that can be used to bring together quantitative and qualitative studies within the same review. The key methods that cannot be used to combine quantitative and qualitative studies in the same review are:
- Meta-analysis - As this requires quantitative data that can be statistically pooled. Qualitative evidence is not suited to statistical pooling.
- Narrative summary - As this involves simply selecting, ordering and chronicling evidence without formal synthesis or interpretation. It does not integrate different evidence types.
Realist synthesis is suited to integrating quantitative and qualitative evidence as it seeks to develop explanatory theoretical frameworks or program theories about how and why interventions/programs work (or don't work) in particular contexts. It can incorporate different evidence types
Burns and Groves the Practice of Nursing ResearchVannaSchrader3
Burns and Grove's the Practice of Nursing Research
Appraisal, Synthesis, and Generation of Evidence
EDITION 8
Jennifer R. Gray, PhD, RN, FAAN
Associate Dean
College of Natural and Health Sciences
Oklahoma Christian University
Edmond, Oklahoma;
Professor Emeritus
College of Nursing and Health Innovation
The University of Texas at Arlington
Arlington, Texas
Susan K. Grove, PhD, RN, ANP-BC, GNP-BC
Professor Emeritus
College of Nursing and Health Innovation
The University of Texas at Arlington
Arlington, Texas;
Adult Nurse Practitioner
Family Practice
Grand Prairie, Texas
Suzanne Sutherland, PhD, RN
Professor Emeritus and Part-Time Lecturer
California State University, Sacramento
Sacramento, California
Table of Contents
Cover image
Title Page
Inside Front Cover
Copyright
Dedication
Contributors
Reviewers
Preface
New Content
Student Ancillaries
Instructor Ancillaries
Acknowledgments
Unit One Introduction to Nursing Research
1 Discovering the World of Nursing Research
Definition of Nursing Research
Framework Linking Nursing Research to the World of Nursing
Significance of Research in Building an Evidence-Based Practice for Nursing
Key Points
References
2 Evolution of Research in Building Evidence-Based Nursing Practice
Historical Development of Research in Nursing
Methodologies for Developing Research Evidence in Nursing
Classification of Research Methodologies Presented in This Text
Introduction to Best Research Evidence for Practice
Key Points
References
3 Introduction to Quantitative Research
The Scientific Method
Types of Quantitative Research
Applied Versus Basic Research
Rigor in Quantitative Research
Control in Quantitative Research
Control Groups Versus Comparison Groups
Steps of the Quantitative Research Process
Selecting a Research Design
Key Points
References
4 Introduction to Qualitative Research
Perspective of the Qualitative Researcher
Approaches to Qualitative Research
Key Points
References
Unit Two The Research Process
5 Research Problem and Purpose
The Research Problem
The Research Purpose
Sources of Research Problems
To Summarize: How to Decide on a Problem Area and Formulate a Purpose Statement
Examples of Research Topics, Problems, and Purposes for Different Types of Research
Key Points
References
6 Objectives, Questions, Variables, and Hypotheses
Levels of Abstraction
Purposes, Objectives, and Aims
How to Construct Research Questions
Variables in Quantitative Versus Qualitative Research
Defining Concepts and Operationalizing Variables in Quantitative Studies
Hypotheses
Key Points
References
7 Review of Relevant Literature
Getting Started: Frequently Asked Questions
Developing a Qualitative Research Proposal
Developing a Quantitative Research Proposal
Practical Considerations for Performing a Literature Review
Stages of a Literature Review
Processing the Literature
Writing the Review of Literature
Key Points
References
8 Frameworks
Introduction o ...
Discussion Qualitative Research DesignsFor the past 2 weeks, yo.docxlefrancoishazlett
Discussion: Qualitative Research Designs
For the past 2 weeks, you have focused on the features and considerations of quantitative research designs. However, quantitative designs are not appropriate for all research questions. Perhaps you are concerned with how patients react when confronted with negative test results, or you wish to study how views on a certain health topic change over time. In each of these cases, the emphasis is more on understanding the thinking and experiences of an individual or group than on numerical measurements. For these types of questions, a qualitative or mixed methods research design is the most appropriate.
For this Discussion, you focus on the different types of qualitative research designs, when they are used, and why they are important.
To prepare:
Reflect on the comments made by Dr. Mauk in this week’s media presentation on the value of qualitative research in nursing.
Locate the journal Qualitative Health Research in the Sage Premier database in the Walden Library.
From this journal, select an article of interest to you that was published within the last 3 years.
Review the information on different qualitative research designs in Chapter 21 of your course text.
Determine what qualitative research design was used in your selected article and evaluate whether it was the best choice.
Consider ethical issues involved in the study and how the researchers addressed them.
Think about how using a quantitative design would have affected the type of data gathered.
Post an APA citation for the article that you selected and provide a brief summary of the content and the qualitative research design used. Evaluate the appropriateness of the design, and explain how ethical issues in the study were addressed. Analyze how the study would have been different if a quantitative design had been used.
Read a selection of your colleagues’ responses.
Respond to at least two of your colleagues on two different days using one or more of the following approaches:
Ask a probing question, substantiated with additional background information, and evidence.
Make a suggestion based on additional evidence drawn from readings or after synthesizing multiple postings.
Expand on your colleagues’ postings by providing additional insights or contrasting perspectives based on readings and evidence.
Required Readings
Polit, D. F., & Beck, C. T. (2017). Nursing research: Generating and assessing evidence for nursing practice (10th ed.). Philadelphia, PA: Wolters Kluwer.
Chapter 21, “Qualitative Research Design and Approaches”
This chapter introduces qualitative research designs. It provides an overview of the different types of qualitative research and then describes each one in greater detail, outlining how and when they should be used.
Houghton, C. E., Casey, D., Shaw, D., & Murphy, K. (2010). Ethical challenges in qualitative research: Examples from practice. Nurse Researcher, 18(1), 15–25.
Retrieved from the Walden Library databases.
.
Bowie State University Measuring the impact of COViD 19 on.pdfbkbk37
This document is a request for an 8-page essay analyzing the impact of COVID-19 on mental health. The essay must be in APA format, cite multiple sources including a provided textbook, and use the "article critique assignment" document to organize the research article analysis. The student is asked to choose one of two provided research articles and follow guidelines for critiquing the various sections of the study.
Grantham University Using Both Quantitative and Qualitative Methods Discussio...write4
This document discusses frameworks for combining qualitative and quantitative methods in social science research. It presents typologies that classify analyses as mono-method (qualitative or quantitative only) or mixed-method. The document also discusses case-oriented, variable-oriented, and process-oriented approaches to analysis. Finally, it introduces the concept of "cross-over mixed analysis," which uses analytical techniques from one tradition to analyze data from another tradition.
Grantham University Using Both Quantitative and Qualitative Methods Discussio...write31
1) The document discusses the need for a philosophical framework to justify combining qualitative and quantitative data analysis within the same study.
2) It compares and contrasts qualitative research paradigms like constructivism with quantitative paradigms like postpositivism, and mixed research paradigms like pragmatism.
3) The document argues that providing a philosophical grounding for mixed analysis strategies can help establish mixed methods as a distinctive methodology.
Measuring the impact of COViD 19 on Mental Health Essay.pdfbkbk37
This document provides instructions and guidelines for writing an 8-page paper analyzing the impact of COVID-19 on mental health. It directs the student to choose one of two provided research articles, critique it using the provided template, and incorporate references to the assigned textbook in the paper. It also provides formatting guidelines, stating the paper should be in APA style with at least 8 pages of content, excluding front matter such as the title page and references.
Nursing Research Methods Discussion Assignment.pdfbkbk37
This document discusses qualitative research methods and their use in nursing research. It argues that both qualitative and quantitative research have important roles to play in evidence-based practice and improving patient outcomes. Qualitative research aims to provide rigorous analysis and thorough understanding of complex issues. The document analyzes a chosen qualitative research article on its rigor and methods. It finds the article establishes rigor through its data collection and analysis methods, which systematically generate taxonomy, themes, and theory on the research topic.
This document provides guidance on writing the methodology chapter of a thesis. It discusses the key purposes and components of the methodology chapter, including an introduction, research questions or objectives, research design and framework, data collection methods, data analysis procedures, and considerations of reliability and validity. Examples of methodology chapter outlines and components are also provided for reference. The document emphasizes using the past tense and passive voice when describing the methodology.
This document discusses key concepts in qualitative research including its definition, purpose, characteristics, approaches, technical issues, and ethics. The qualitative research process involves six general steps: identifying a topic, reviewing literature, selecting participants, collecting data, analyzing data, and reporting results. Some qualitative approaches described are case study, ethnography, grounded theory, and phenomenology. Ensuring validity, reliability, and addressing ethics are important considerations for qualitative research.
This document summarizes quality criteria that have been proposed for mixed methods research. It discusses quality standards for quantitative and qualitative research separately, and notes the lack of agreement on criteria for qualitative research. The document then examines several proposed sets of criteria for mixed methods research, focusing on appropriate research design, rigorous data collection and analysis, and thorough integration of quantitative and qualitative components. It concludes by describing two studies that sought views from social scientists on quality evaluation in mixed methods studies.
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- Research ethics including legal context, researcher integrity, protection from harm, privacy/confidentiality, informed consent, and issues around deception.
- Other essentials for research including developing a research topic, purpose, and questions; conducting a pilot study; maintaining a research log; and managing data.
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2. Validity is important when evaluating research and includes statistical conclusion, internal, construct, and external validity. Threats to internal validity can weaken study results.
3. Qualitative research designs are best suited for questions about experiences, views, and reactions. Examples of designs mentioned are phenomenology, grounded theory, and ethnography. Ethical issues must also be considered in qualitative research.
This document provides an overview of systematic reviews and the PRISMA statement. It discusses the importance of systematic reviews in evidence-based practice and their advantages over traditional narrative reviews. The PRISMA statement aims to improve reporting standards for systematic reviews through a 27-item checklist and four-phase flow diagram to help authors and readers.
Applying A Mixed Methods For Choosing Text And Data...Jennifer Reither
Here is a draft family therapy case paper:
IDENTIFYING INFORMATION
The referred clients are the Smith family consisting of John (age 45) and Sarah (age 43), the parents, and their daughter Allison (age 16).
REASON FOR REFERRAL
The Smith family was referred for family therapy by Allison's school counselor due to concerns about Allison's behavior changes over the past 6 months. Specifically, Allison has been spending more time with a new group of friends at school that her parents disapprove of due to rumors of drug and alcohol use. Allison's grades have also dropped significantly from her usual A's and B's to C's and D's. Additionally, Allison has been more
The document provides instructions for requesting writing assistance from HelpWriting.net. It outlines a 5-step process: 1) Create an account; 2) Complete a request form providing instructions, sources, and deadline; 3) Review bids from writers and select one; 4) Review the completed paper and authorize payment; 5) Request revisions to ensure satisfaction, with the option of a full refund for plagiarized work.
The document provides instructions for creating an account, submitting a request, and receiving writing assistance on the HelpWriting.net website. It outlines a 5-step process: 1) Create an account with an email and password. 2) Complete a request form with instructions, sources, and deadline. 3) Review bids from writers and choose one. 4) Review the completed paper and authorize payment. 5) Request revisions to ensure satisfaction, with a refund option for plagiarism. The instructions aim to guide users through obtaining writing help on the site.
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Mixed methods research combines quantitative and qualitative data collection and analysis in a single study. It allows researchers to gain a deeper understanding of a phenomenon by using the strengths of both quantitative and qualitative research. There are three main types of mixed methods designs: qualitative-quantitative, quantitative-qualitative, and concurrent quantitative-qualitative. Mixed methods research provides an opportunity for quantitative and qualitative data to inform and enhance each other.
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A realist synthesis is a method that can be used to bring together quantitative and qualitative studies within the same review. The key methods that cannot be used to combine quantitative and qualitative studies in the same review are:
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- Narrative summary - As this involves simply selecting, ordering and chronicling evidence without formal synthesis or interpretation. It does not integrate different evidence types.
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Burns and Groves the Practice of Nursing ResearchVannaSchrader3
Burns and Grove's the Practice of Nursing Research
Appraisal, Synthesis, and Generation of Evidence
EDITION 8
Jennifer R. Gray, PhD, RN, FAAN
Associate Dean
College of Natural and Health Sciences
Oklahoma Christian University
Edmond, Oklahoma;
Professor Emeritus
College of Nursing and Health Innovation
The University of Texas at Arlington
Arlington, Texas
Susan K. Grove, PhD, RN, ANP-BC, GNP-BC
Professor Emeritus
College of Nursing and Health Innovation
The University of Texas at Arlington
Arlington, Texas;
Adult Nurse Practitioner
Family Practice
Grand Prairie, Texas
Suzanne Sutherland, PhD, RN
Professor Emeritus and Part-Time Lecturer
California State University, Sacramento
Sacramento, California
Table of Contents
Cover image
Title Page
Inside Front Cover
Copyright
Dedication
Contributors
Reviewers
Preface
New Content
Student Ancillaries
Instructor Ancillaries
Acknowledgments
Unit One Introduction to Nursing Research
1 Discovering the World of Nursing Research
Definition of Nursing Research
Framework Linking Nursing Research to the World of Nursing
Significance of Research in Building an Evidence-Based Practice for Nursing
Key Points
References
2 Evolution of Research in Building Evidence-Based Nursing Practice
Historical Development of Research in Nursing
Methodologies for Developing Research Evidence in Nursing
Classification of Research Methodologies Presented in This Text
Introduction to Best Research Evidence for Practice
Key Points
References
3 Introduction to Quantitative Research
The Scientific Method
Types of Quantitative Research
Applied Versus Basic Research
Rigor in Quantitative Research
Control in Quantitative Research
Control Groups Versus Comparison Groups
Steps of the Quantitative Research Process
Selecting a Research Design
Key Points
References
4 Introduction to Qualitative Research
Perspective of the Qualitative Researcher
Approaches to Qualitative Research
Key Points
References
Unit Two The Research Process
5 Research Problem and Purpose
The Research Problem
The Research Purpose
Sources of Research Problems
To Summarize: How to Decide on a Problem Area and Formulate a Purpose Statement
Examples of Research Topics, Problems, and Purposes for Different Types of Research
Key Points
References
6 Objectives, Questions, Variables, and Hypotheses
Levels of Abstraction
Purposes, Objectives, and Aims
How to Construct Research Questions
Variables in Quantitative Versus Qualitative Research
Defining Concepts and Operationalizing Variables in Quantitative Studies
Hypotheses
Key Points
References
7 Review of Relevant Literature
Getting Started: Frequently Asked Questions
Developing a Qualitative Research Proposal
Developing a Quantitative Research Proposal
Practical Considerations for Performing a Literature Review
Stages of a Literature Review
Processing the Literature
Writing the Review of Literature
Key Points
References
8 Frameworks
Introduction o ...
Discussion Qualitative Research DesignsFor the past 2 weeks, yo.docxlefrancoishazlett
Discussion: Qualitative Research Designs
For the past 2 weeks, you have focused on the features and considerations of quantitative research designs. However, quantitative designs are not appropriate for all research questions. Perhaps you are concerned with how patients react when confronted with negative test results, or you wish to study how views on a certain health topic change over time. In each of these cases, the emphasis is more on understanding the thinking and experiences of an individual or group than on numerical measurements. For these types of questions, a qualitative or mixed methods research design is the most appropriate.
For this Discussion, you focus on the different types of qualitative research designs, when they are used, and why they are important.
To prepare:
Reflect on the comments made by Dr. Mauk in this week’s media presentation on the value of qualitative research in nursing.
Locate the journal Qualitative Health Research in the Sage Premier database in the Walden Library.
From this journal, select an article of interest to you that was published within the last 3 years.
Review the information on different qualitative research designs in Chapter 21 of your course text.
Determine what qualitative research design was used in your selected article and evaluate whether it was the best choice.
Consider ethical issues involved in the study and how the researchers addressed them.
Think about how using a quantitative design would have affected the type of data gathered.
Post an APA citation for the article that you selected and provide a brief summary of the content and the qualitative research design used. Evaluate the appropriateness of the design, and explain how ethical issues in the study were addressed. Analyze how the study would have been different if a quantitative design had been used.
Read a selection of your colleagues’ responses.
Respond to at least two of your colleagues on two different days using one or more of the following approaches:
Ask a probing question, substantiated with additional background information, and evidence.
Make a suggestion based on additional evidence drawn from readings or after synthesizing multiple postings.
Expand on your colleagues’ postings by providing additional insights or contrasting perspectives based on readings and evidence.
Required Readings
Polit, D. F., & Beck, C. T. (2017). Nursing research: Generating and assessing evidence for nursing practice (10th ed.). Philadelphia, PA: Wolters Kluwer.
Chapter 21, “Qualitative Research Design and Approaches”
This chapter introduces qualitative research designs. It provides an overview of the different types of qualitative research and then describes each one in greater detail, outlining how and when they should be used.
Houghton, C. E., Casey, D., Shaw, D., & Murphy, K. (2010). Ethical challenges in qualitative research: Examples from practice. Nurse Researcher, 18(1), 15–25.
Retrieved from the Walden Library databases.
.
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The Smith family was referred for family therapy by Allison's school counselor due to concerns about Allison's behavior changes over the past 6 months. Specifically, Allison has been spending more time with a new group of friends at school that her parents disapprove of due to rumors of drug and alcohol use. Allison's grades have also dropped significantly from her usual A's and B's to C's and D's. Additionally, Allison has been more
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An Analysis Of Quality Criteria For Qualitative Research
1. AN ANALYSIS OF QUALITY CRITERIA FOR QUALITATIVE RESEARCH
Dr Roslyn Cameron
Central Queensland University, Gladstone, Australia
r.cameron@cqu.edu.au
TRACK: Research Methods
25th ANZAM Conference
Wellington, New Zealand 7-9 December 2011
Page 1 of 16 ANZAM 2011
2. 1
AN ANALYSIS OF QUALITY CRITERIA FOR QUALITATIVE RESEARCH
ABSTRACT
There is general consensus as to what constitutes quality and rigor in quantitative research
however the issue of quality and rigor in qualitative research is contentious. The purpose of
this paper is to provide a brief overview of research quality criteria in quantitative research
before presenting an analysis of quality frameworks for qualitative research. The paper
presents the three main stances taken in quality criteria for qualitative research as a means
to exploring this complex issue. The paper not only argues for the need for qualitative
management researchers to embed the chosen quality frameworks within the writing of the
research but takes this one step further by arguing for explicit self reflexivity within the
process and products of qualitative research.
Keywords: qualitative research; quality criteria; rigor; trustworthiness; postgraduate
research training
A common question in academia and the ANZAM research community is: “What constitutes
good research?” The concept of rigour is often referred to along with theoretical and
methodological robustness when reference is made to making some form of evaluation or
critique of research as process (act) and research as product (publication). Andrews and
Halcomb (2009, p. xvi) define rigor as “The thoroughness, accuracy, confirmability and
ethical soundness of all aspects of a study’s design”. It is of great interest to note an editorial
in a recent issue of the Academy of Management Journal (2011, Volume 54, Number 2),
titled: From the Editors The coming of age for qualitative research: Embracing the diversity
of qualitative methods. The two Associate Editors, Pratima Bansal and Kevin Corley who
wrote the piece conducted a review of the qualitative research published in the Academy of
Management (AMJ) journal from 2001 to 2010. They “applaud the important strides made on
the qualitative frontier, recognize some strong norms are emerging in the research being
published, and encourage more diversity in the qualitative research appearing in the AMJ”
(Bansal and Corley 2011, p. 233). The Editors go on to discuss aspects of rigor and the
reporting of qualitative data and provide very interesting statistics on the qualitative research
Page 2 of 16
ANZAM 2011
3. 2
being published in the AMJ for that period. For example six of the last eight papers awarded
AMJs “Best Article Award” were based upon qualitative data.
This paper will discuss the commonly agreed criteria for judging quantitative research before
presenting the three positions or stances taken in judging quality in qualitative research
followed by the eight “Big-Tent” criteria developed by Tracy (2010). The paper will
conclude with some insights into the implications this has for the research training and
capacity building of qualitative business and management researchers.
QUALITY FRAMEWORKS IN QUANTITATIVE AND QUALITATIVE RESEARCH
This section of the paper will trace the quality criteria developed for quantitative research
traditions before presenting the quality criteria utilised by qualitative research and the three
main positions or stances in relation to quality criteria for judging the rigor of qualitative
research.
Quality criteria in quantitative research
It would appear that a majority of the discussion on quality frameworks in quantitative
research is implicit, rather than explicit and is often referred to in the products of research as
part of the stages of the research process (e.g., sampling and measures). Most research
methods textbooks will refer to the concepts of validity and reliability which are rooted in the
positivist and quantitative traditions of “scientific method”. The commonly agreed to criteria
for judging quantitative research is listed and defined in Table 1.
Page 3 of 16 ANZAM 2011
4. 3
<INSERT TABLE 1 HERE>
Quality criteria in qualitative research: three stances
Bryman, Becker and Sempik (2008) in a study on the use of quality criteria across
quantitative, qualitative and mixed methods research in social policy research in the UK,
noted that there is an absence of consensual agreement between qualitative researchers as to
what criteria can be used to assess qualitative research. They stated, “ ...the rise of qualitative
research over the last 25-30 years represents one of the reasons for the growing interest in
research quality criteria because it is widely assumed that whereas quality criteria for
quantitative research are well known and widely agreed, that is not the case for qualitative
research” (2008, p. 262).
Rolfe (2006) estimates there are three broad stances in the literature that reports on the
quality of qualitative research:
(1) qualitative research (QUAL) should be judged according to the same criteria as
quantitative research (QUANT);
(2) qualitative research (QUAL) should be judged using its own criteria (Lincoln and Guba
1985); and
(3) the appropriateness of any predetermined criteria for judging qualitative criteria (QUAL)
is questioned (Rolfe, 2006; Sandelowski & Barroso, 2002).
Some types of qualitative research have developed their own quality criteria. For example, in
reference to grounded theory, Charmaz (2006) proposes four quality criteria for judging
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5. 4
grounded theory. The paper will now present the examples of positions taken in the three
stances on quality criteria for qualitative research identified by Rolfe (2006).
Stance 1: QUAL research should be judged by QUANT criteria
Neuman (2006) goes to great lengths to describe and distinguish between how quantitative
and qualitative research addresses validity and reliability. “Qualitative and quantitative
researchers want reliable and valid measurement, but beyond an agreement on the basic ideas
at a general level, each style sees reliability and validity in the research process differently”
(Neuman 2006, p.189). In reference to qualitative research Neuman makes the following
statement: “ Most qualitative researchers accept the basic principles of reliability and validity,
but rarely use the terms because of their association with quantitative measurement. In
addition, qualitative researchers apply the principles differently” (Neuman 2006, p. 194).
Johnson (1997) has developed a set of criteria for qualitative research which maintains the
use of the term and concept of validity:
1.Descriptive validity: factual accuracy of the account as reported by the qualitative
researcher
2. Interpretive validity: the degree that the participants’ viewpoints, thoughts, intentions,
and experiences are accurately understood and reported by the qualitative
researcher
3. Theoretical validity: the degree that a theory or theoretical explanation developed from
a research study fits the data and is, therefore, credible and defensible.
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6. 5
Johnson (1997) goes on to provide thirteen strategies to promote QUAL research validity and
these are listed below:
Researcher as detective
Extended fieldwork
Low inference descriptors
Triangulation (data, methods, investigator and theory triangulation)
Participant feedback
Peer review
Negative case sampling
Reflexivity
Pattern matching.
Others argue against applying traditional QUANT criteria to QUAL research:
Scientific discipline or rigor is valued because it is associated with the worth
of research outcomes and studies are critiqued as a means of judging rigor.
Qualitative research methods have been criticized for lack of rigor. However,
these criticisms have occurred because of attempts to judge the rigor of
qualitative studies using rules developed to judge quantitative studies. Rigor
needs to be defined differently for qualitative research since the desired
outcome is different (Burns & Grove, 2005, p. 55).
This brings the discussion to the position taken in the second stance towards quality criteria
in qualitative research.
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7. 6
Stance 2: QUAL research should use QUAL criteria
Generally speaking qualitative researchers tend to prefer the term trustworthiness as opposed
to rigor. This term is derived from the “…researcher’s presence, the nature of the interaction
between researcher and participants, the triangulation of data, the interpretation of
perceptions and rich, thick description…” (Merriam, 1988, p. 120). Andrews and Halcomb
(2009, p. xvii) define trustworthiness as, “the degree of confidence that the researcher has
that their qualitative data and findings are credible, transferable and dependable”.
Trustworthiness was a term proposed by Lincoln and Guba (1985) and is often referred to as
a ‘goodness of fit’ criteria which parallels the term rigor in quantitative research. Lincoln and
Guba (1985) devised a set of four criteria upon which to determine the trustworthiness of
qualitative research: credibility; transferability; dependability and; confirmability.
Credibility (in preference to internal validity) is one of the most important factors in
establishing trustworthiness and is about determining how congruent the findings are with
reality. Transferability (in preference to external validity/generalisability) requires the
researcher to provide sufficient data and context to enable the audience to judge whether the
findings can be applied to other situations and contexts. Dependability (in preference to
reliability) refers to having sufficient details and documentation of the methods employed so
that the study can be scrutinised and replicated. Confirmability (in preference to objectivity)
refers to ensuring that the study’s findings are the result of the experiences of the informants
rather than the preferences of the researcher(s) and can be achieved through an audit trail of
the raw data, memos, notes, data reduction and analysis.
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8. 7
Bryman et. al. (2008, p. 266) make the point that the Lincoln and Guba criteria are not
“universally accepted as appropriate criteria for qualitative research ...however, the Lincoln
and Guba criteria have the advantage of parsimony and they are frequently referred to in the
literature”. Table 2 documents the ways in which qualitative researchers can ensure the four
criteria for qualitative research outlined by Lincoln and Guba (1985), can be met.
<INSERT TABLE 2 HERE>
As mentioned earlier in this paper some qualitative research methods and designs have
developed their own criteria for judging the quality and rigor. Charmaz (2006) proposes four
quality criteria for judging grounded theory: credibility; originality; resonance; and
usefulness. Others have focused on the research process in qualitative research. Lincoln
(1995) developed philosophical criteria, Creswell (1998) developed procedural criteria and
Richardson (2000) developed participatory and advocacy criteria. A summary of these three
sets of criteria are presented in Table 3.
<INSERT TABLE 3 HERE>
Tracy (2010) developed the Eight “Big-Tent” model for quality in qualitative research. Tracy
identifies eight key markers of quality in qualitative research: (1) worthy topic; (2) rich rigor;
(3) sincerity; (4) credibility; (5) resonance; (6) significant contribution; (7) ethics and; (8)
meaningful coherence. She argues that these markers provide ‘a common language of
excellence for qualitative research and a useful pedagogic compass ...A conceptualization for
qualitative quality that transcends paradigm encourages scholars to reflect on the variety of
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9. 8
crafts available, develop their own style, yet respect and learn from the practices of others’’
(Tracy 2010, p. 849). A summary of the eight “Big-Tent” criteria is provided in Table 4.
<INSERT TABLE 4 HERE>
The third stance or position taken within the qualitative research community rejects the
previous two positions and argues that it is inappropriate to have any predetermined criteria
to judge a qualitative study.
Stance 3: Predetermined criteria not appropriate
Proponents of this position or stance assert validity is achieved through consensus on each
individual study rather than by the blanket application of pre-determined criteria and argue
for a complete rejection of all predetermined criteria.
Sandelowski and Barroso (2002) and Rolfe (2006) question the appropriateness of any
predetermined criteria for judging qualitative research as there is no unified qualitative
research paradigm. “We need to either acknowledge that the commonly perceived
quantitative-qualitative dichotomy is in fact a continuum which requires a continuum of
quality criteria, or to recognize that each study is individual and unique, and that the task of
producing frameworks and predetermined criteria for assessing the quality of research studies
is futile’ (Rolfe, 2006, p. 304). Rolfe goes onto to assert ‘Whilst the term ‘qualitative
research’ might be used accurately to describe methods of data collection, it cannot
adequately encompass the full range and diversity of non-quantitative’ methodologies... The
search for generic framework for assessing the quality of qualitative research should be
abandoned in favour of individual judgements of individual studies’ (Rolfe 2006, p. 309).
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10. 9
CONCLUSION
A key message from this paper aims to convey is that there are several approaches to
addressing the quality of research and quality criteria can range from commonly agreed to
sets of criteria for mono-method quantitative positivist traditions, to a much more contested
terrain within qualitative research. The paper presented the three main stances taken in
discussing quality in qualitative research and hinted at quality criteria that has been
developed for specific qualitative methodologies (e.g, for grounded theory). Those engaged
in the teaching of research methods and/or of building of qualitative research capacity need to
be become familiar with these stances. Cassell et al (2009) argue that the processes by which
we learn to become effective qualitative management researchers involves learning
appropriate research skills and knowledge and their use through three types of processes:
reflection, reflexivity and phronesis. Cassell et al (2009, p. 530) argue:
...training needs to take into consideration qualitative researchers’
sensemaking processes around the nature of their work. Becoming an
accomplished qualitative researcher is a complex process. It involves
engagement with a philosophically diverse field where there are different
assessments of quality at play...it also requires us to have the opportunities to
reflect, be reflexive and experience being a qualitative researcher in order to
learn and develop.
The main insights to be gained from this analysis are: novice researchers need to be aware of
this array of quality criteria and they need to acknowledge this when choosing and arguing
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11. 10
for a set of criteria that they apply to their own research and that those in charge with building
research capacity in business and management research community be cognisant of this array
of criteria and the need to impart this knowledge to postgraduate research
students/candidates. The paper not only argues for the need for qualitative management
researchers to embed the chosen quality frameworks within the writing of the research but
takes this one step further by arguing for explicit self reflexivity within the process and
products of qualitative research.
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REFERENCES
Andrew S and Halcomb E (2009) Mixed Methods Research for Nursing and Health Sciences,
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Bansal P and Corley K (2011) From the Editors The coming of age for qualitative research:
Embracing the diversity of qualitative methods, in the Academy of Management Journal,
54(2), 233-237.
Bryman A Becker S and Sempik J (2008) Quality criteria for quantitative, qualitative and
mixed methods research: A view from social policy, International Journal Social Research
Methodology, 11(4), October, 261-276.
Burns N and Grove S (2005) The Practice of Nursing Research Conduct Critique and
Utilization, 5th
Edition, Elsevier Saunders, Missouri.
Cameron R (2010) Mixed Methods in VET Research: Usage and quality, International
Journal of Training Research, 8(1), June, 25-39.
Charmaz K (2006) Constructing Grounded Theory: A Practical Guide through Qualitative
Analysis. London: Sage.
Cassell C, Bishop V, Symon G, Johnson P and Buehring A (2009) Learning to be a
Qualitative Management Researcher, Management Learning, 40(5), 513-533.
Collins K and O’Cathain A (2009) Ten points about mixed methods research to be considered
by the novice researcher, International Journal of Multiple Research Approaches, 3(1), 2-7.
Cooksey R (2008) Paradigm-independent meta-criteria for social and behavioural research,
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Annual Postgraduate Research Conference, University of New
England, Armidale, NSW, 4-17.
Creswell JW (1998) Qualitative Inquiry and Research Design Choosing Among Five
Traditions. Thousand Oaks, CA: Sage Publications.
Creswell JW and Plano Clark VL (2007) Designing and Conducting Mixed Methods
Research, Sage, Thousand Oaks, CA.
Golafshani N (2003) Understanding reliability and validity in qualitative research, The
Qualitative Report, 8(4), December, 597-607.
Guba E G & Lincoln YS (2005) Paradigmatic controversies, contradictions and emerging
confluences. In N. Denzin & Y. S. Lincoln (Eds.), The Sage Handbook of Qualitative
Research (Vol. 8, pp. 191 - 215): Sage Publications
Johnson B R (1997) Examining the validity structure of qualitative research. Education, 118(3),
282-292
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Lincoln YS & Guba EG (1985) Naturalistic inquiry, Beverly Hills, CA: Sage Publications,
Inc.
Mårtensson A and Mårtensson P (2007) Extending Rigor and Relevance: Towards Credible,
Contributory and Communicable Research, in Proceedings of the Fifteenth European
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University of St. Gallen, St. Gallen.
Neuman WL (2006) Social Research Methods Qualitative and Quantitative Approaches, 6th
Edition, Pearson, Boston.
O’Cathain A, Murphy E and Nicholl J (2008) The quality of mixed methods studies in health
services research, Journal of Health Services Research and Policy, 13(2), 92-98.
Richardson L (2000) Writing; A method of inquiry, in NK Denzin and YS Lincoln (Eds)
Handbook of Qualitative Research, 2nd
edition, Thousand Oakes, SAGE.
Rolfe G (2006) Validity, trustworthiness and rigour: quality and the idea of qualitative
research, Methodological Issues in Nursing Research, 304-310.
Sale J and Brazil KA (2004) A strategy to identify critical appraisal criteria for primary
mixed-method studies, Quality & Quantity, 38(4), 351-365.
Sandelowski M and Barroso J (2002) Reading qualitative studies, International Journal of
Qualitative Methods, 1(1), Article 5.
Tracy S (2010) Qualitative Quality: Eight “Big-Tent” Criteria for Excellent Qualitative
research, Qualitative Inquiry, 16(10), 837-851.
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TABLES
Table 1: Quality criteria for judging quantitative research
Criteria Description
Validity The degree to which a research tool measures what it is supposed to
measure
Reliability The degree of consistency with which a research tool measures what it is
supposed to measure
Replicability The same interpretation will be drawn if the study is repeated by
different researchers with different respondents following the same
methods
Generalisability The degree to which we can infer the findings from the research sample
to the population
Source: Andrews and Halcomb (2009)
Table 2: Quality Criteria for Qualitative Research
Credibility Transferability Dependability Confirmability
Prolonged
engagement of site
Persistent
observation
Peer briefing
Triangulation
Member checks
Identical elements
Theoretical/
purposive sampling
Thick description
Multiple data
collection methods-
triangulation
Use triangulation
Practice reflexivity
Confirmability audit
through member
checking
Source: Guba and Lincoln (1985)
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Table 3: Summary of 3 sets of standards for evaluating the Quality of QUAL research.
Philosophical Criteria
Lincoln (1995)
Procedural Criteria
Creswell (1998)
Participatory and
Advocacy Criteria
Richardson (2000)
Positionality: text honest and
authentic about stance of
author
Community: research serves
the community in which it
was carried out
Voice: participant voices
must not be silenced,
disengaged or marginalised
Critical subjectivity:
researchers heighten self
awareness
Reciprocity: between
researcher & those being
researched
Sacredness of relationships:
researcher respect
relationships a& collaborates
on equal terms with
participants
Sharing priviledges:
researcher shares rewards
with persons whose lives
they portray
Rigorous data collection-
multiple forms of data-
extensive-long period field
collection
Consistent philosophical
assumptions-evolving
design-multiple perspectives
Tradition of inquiry
Starts with single focus on
central phenomenon rather
than comparison or
relationship as in QUANT
research
Written persuasively
Multiple levels of analysis
Narrative- unexpected ideas
& believable & realistic
information
Strategies to confirm
accuracy of the study
Rigorous data collection-
multiple forms of data-
extensive-long period field
collection
Substantive contribution
Aesthetic merit
Reflexivity
Impact
Expression of a reality
Sources: Adapted from Lincoln (1995); Creswell (1998) and; Richardson (2000).
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Table 4: Eight “Big-Tent” Criteria for Qualitative research
Criteria Description
Worthy topic Topic of the research is relevant, timely, significant and interesting
Rich rigor Study uses sufficient, abundant, appropriate and complex; theoretical
constructs; data and time in the field; sample(s); context(s) ; and data
collection & analysis processes
Sincerity Study is characterised by self-reflexivity and transparency
Credibility Research is marked by thick description, concrete detail; triangulation
or crystallization; multivocality & member reflections
Resonance Research influences through aesthetics and presentation; naturalistic
generalisations & transferable findings
Significant
contribution
Provides significant contribution: conceptually; practically; morally;
methodologically; and heuristically
Ethical Considers; procedural ethics; situational & culturally specific ethics;
relational ethics and exiting ethics
Meaningful
coherence
Study achieves what it purports to be about. Uses methods and
procedures that fit stated goals. Meaningfully interconnects literature,
research questions/foci, findings, and interpretations with each other
Source: Adapted from Tracy (2010, p. 840)
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