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Summary Endterm Project Qualitative Research Methods and Analysis (PQRM), Chapter 1-10. Grade: 9

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Analysis in Qualitative Research

Summary of the entire book "Analysis in Qualitative Research" - Hennie Boeije. Chapter 1-10.

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university of amsterdam
amsterdam
project
pqrm
analysis
qualitative
endterm
business administration
first year
uva
universiteit van amsterdam
midterm
ba
project qualitative research methods

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Project Qualitative Research Methods and Analysis

Chapter 1
Rules that apply to conducting scientific research: the study is theoretically informed, it uses a
systematic procedure, approved methods and techniques are used, and the study is documented in a
way that allows others to assess the findings.
Fundamental research: aims to gain knowledge.
Applied research: aims at the use of knowledge to change or improve situations.
Paradigm=a framework for thinking about research design, measurement, analysis and personal
involvement that is shared by members of a speciality area. Reflect issues related to the nature of
social reality and knowledge. The nature of social reality (ontology): whether the social world is
regarded as something external to social actors or as something that people are in the process of
fashioning. The nature of knowledge (epistemology): whether there is one single route to truth or
that diverse methods are needed to grasp the meaning of social experience.

Qualitative research: individuals have an active role in the construction of social reality and research
methods that can capture this process are required. Epistemological stance: interpretivism. Use
theoretical sampling: seek comparative cases to expand, confirm or deepened assertions. The choice
for new cases depends on the theoretical needs of the researcher.
Qualitative research=describe and understand social phenomena in terms of the meaning people
bring to them. Research questions are studied through flexible methods enabling contact with the
people involved to an extent that is necessary to grasp what is going on in the field. The methods
produce rich, descriptive data that need to be interpreted through the identification and coding of
themes and categories leading to findings that can contribute to theoretical knowledge and practical
use.

Chapter 2
Theory is not the same as literature; refers to coherent frameworks that try to describe, understand
and explain aspects of social life. Important to read literature prior to research, otherwise you’ll re-
invent the wheel.
Bracketing=researchers try to put the knowledge they extracted from literature aside in order to
approach their field work with an open mind.
Skeletal framework: limit findings of literature to some global notions and ideas while working with
only a few concepts. These are sensitizing/guiding concepts=have not yet been formalized. Contrast
of definitive concepts: have a fixed content that is reflected by its measure.

The research purpose can aim at description or understanding/explanation.
Reasons to use qualitative methods: exploration, description, explanation, change, use, and
sensitivity.

Use maximization in selecting a setting: determine a location where the topic of study manifests
itself most strongly, in which you can learn most about your topic.
Purposive sampling=sample is selected according to the needs of the study.
Theoretical sampling=designed to generate theory which is grounded in the data, rather than
established in advance. Sampling informed a priori by theory=guided by theoretical framework.
The point of saturation=stop sampling/collecting data when analysis of the newly selected cases
yields no further information with regard to the selected research topics.

Chapter 3
Beneficence=maximizing good outcomes for science, humanity, and the individual research

, participants while avoiding or minimizing unnecessary harm, risk or wrong.
- Informed consent=the obligation t outline fully the nature of the data collection and the
purpose for which the data will be used to the people or community being studied in a style
and language that they can understand. Changes in design have to be renegotiated with
participants and big changes also with the ethical review committee. Right to refuse or
withdraw. Cannot be reconciled with covert methods: subjects are kept in ignorance. Overt
participation.
- Privacy=the interest of individuals to control the access that others have to them.
- Confidentiality and anonymity=data and agreement as to how the data are to be handled
in the research in order to ensure privacy.

Ethical review committees are concerned with (research proposals that include humans):
- Whether it is ‘good science’, do not waste time.
- The benefits, costs and risks for participants.
- The benefits, costs and risks for the participating organization.
Prevents others the right to decide for themselves whether or not to participate in scientific
research. Often includes vulnerable groups, which desperately need to be included in well-founded
research.

Sensitive topics can be threatening with 1. Private, stressful or sacred issues, 2. Deviance and social
control, and 3. Vested interests of powerful persons. Harm, loss or damage may occur.
Risk in qualitative research:
- Dragging it all up (again): raking up emotions, psychological harm. Well-being after research.
- Exploitation: research will not produce meaningful results and needlessly exposes participants to
risk and inconvenience. Research has to improve well-being or increase knowledge. Researchers have
more power than participants because they have more knowledge. In participatory research models
participants are given a more equal role, e.g. as interviewers/analysts. Theory/purpose guides what is
relevant and needs to be shown, do not exploit sensational scenarios.
- Coercion: vulnerable groups may not understand their rights or may not be entirely capable of
exercising their right to refuse to participate in research when asked by someone of apparent
authority. Appoint advocate.
- Sanctions: identities remain confidential
Benefits of participation:
- Feeling relieved.
- Being a worthwhile participant: your opinion counts.
- Helping others.
- Benefits in institutional research: improve services or environment.

Researcher’s stress due to:
- Inexperience and lack of training. Can be reduced by adequate preparation.
- Role conflict: choosing the role to play during data collection.
- Isolation.

Chapter 4
Qualitative data are not exact representations of life experiences: data produced in a specific context
with a specific aim will colour them in some way, and people do not know everything about
themselves, do not want to share everything, and are not capable of putting everything in words.

Data collection methods:
- Participant observation/field work=the process in which an investigator establishes and sustains a

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