The TQF Qualitative Research Proposal: Credibility of Design

A Total Quality Framework (TQF) approach to the qualitative research proposal has been discussed in articles posted elsewhere in Research Design Review, notably “A Quality Approach to the Qualitative Research Proposal” (2015) and “Writing Ethics Into Your Qualitative Proposal” (2018). The article presented here focuses on the Research Design section of the TQF proposal and, specifically, the Credibility component of the TQF. The Credibility component has to do with Scope and Data Gathering. This is a modified excerpt from Applied Qualitative Research Design: A Total Quality Framework Approach (Roller & Lavrakas, 2015, pp. 339-340).

TQF Proposal Image-DesignScope

A TQF research proposal clearly defines the target population for the proposed research, the target sample (if the researcher is interested in a particular subgroup of the target population, e.g., only African American and Hispanic high school seniors in the district who anticipate graduating in the coming spring), how participants will be selected for the study, what they will be asked to do (e.g., set aside school time for an in-depth interview [IDI]), and the general types of questions to which they will be asked to respond (i.e., the content areas of the interview). In discussing Scope, the researcher proposing an IDI study with African American and Hispanic high school students would identify the list that will be used to select participants (e.g., the district’s roster of seniors who are expected to graduate); the advantages and drawbacks to using this list (e.g., not everyone on the roster may consider themselves to be African American or Hispanic); the systematic (preferably random) procedure that will be used to select the sample; and the number of students that will be selected as participants, including the rationale for that number and the steps that will be taken to gain cooperation from the students and thereby ideally ensure that everyone selected actually completes an interview (e.g., gaining permission from the school principal to allow students to take school time to participate in the IDI, and from parents/guardians for students under 18 years of age who cannot give informed consent on their own behalf).

Data Gathering

The data-gathering portion of the Research Design section of the proposal highlights the constructs and issues that will be examined in the proposed research. This discussion should provide details of the types of questions that will be asked, observations that will be recorded, or areas of interest Read Full Text

Generalizability in Case Study Research

Portions of the following article are modified excerpts from Applied Qualitative Research Design: A Total Quality Framework Approach (Roller & Lavrakas, 2015, pp. 307-326)

Case study research has been the focus of several articles in Research Design Review. These articles range from discussions on case-centered research (i.e., case study and narrative research) generally — “Multi-method & Case-centered Research: When the Whole is Greater Than the Sum of its Parts,” “Lighting a Path to Guide Case-Centered Research Design: A Six-Step Approach,” and “Ethical Considerations in Case-Centered Qualitative Research” — to articles where the subject matter is specific to case study research — “Case Study Research: An Internal-External Classification.”generalizability

One of the controversies associated with case study research designs centers on “generalization” and the extent to which the data can explain phenomena or situations outside and beyond the specific scope of a particular study. On the one hand, there are researchers such as Yin (2014) who espouse “analytical generalization” whereby the researcher compares (or “generalizes”) case study data to existing theory1. From Yin’s perspective, case study research is driven by the need to develop or test theory, giving single- as well as multiple-case study research explanatory powers — “Some of the best and most famous case studies have been explanatory case studies” (Yin, 2014, p. 7).

Diane Vaughan’s research is a case study referenced by Yin (2014) as an example of a single-case research design that resulted in outcomes that provided broader implications (i.e., “generalized”) to similar contexts outside the case. In both The Challenger Launch Decision: Risky Technology, Culture, and Deviance at NASA (1996) and “The Trickle-Down Effect: Policy Decisions, Risky Work, and the Challenger Tragedy” (1997), Vaughan describes the findings and conclusions from her study of the circumstances that led to the Challenger disaster in 1986. By way of scrutinizing archival documents and conducting interviews, Vaughan “reconstructed the history of decision making” and ultimately discovered “an incremental descent into poor judgment” (1996, p. xiii). More broadly, Vaughan used this study to Read Full Text

In-depth Interview Data: Achieving Quality From Cooperation

The following is a modified excerpt from Applied Qualitative Research Design: A Total Quality Framework Approach (Roller & Lavrakas, 2015, pp. 75-77)

cooperationAn important aspect related to Scope within the Credibility component of the Total Quality Framework (TQF) for qualitative research design is the extent to which the researcher is successful in gaining cooperation from the participants. In an in-depth interview (IDI) study, the researcher is concerned with the impact that the proportion of selected interviewees not interviewed or only partially interviewed has on the integrity of the data. This is the domain of research that is often termed “nonresponse.” If this proportion is large and/or if the group that is selected but not interviewed differs in meaningful ways from those who are interviewed, bias can infiltrate the final data of an IDI study and compromise the credibility of the research.

To avoid this, qualitative researchers need to give serious a priori thought to how they will gain high and representative levels of cooperation from the persons they have selected to interview, and how individuals who do not cooperate may differ in past experiences, attitudes, behaviors, and knowledge compared to interviewees. The researcher must keep in mind that bias may enter into the outcomes, and the credibility of the study’s findings and interpretations thereby weakened, if the characteristics of those in the sample who do not cooperate with an IDI study are correlated with the key topics the study is investigating. Likewise, qualitative researchers using the IDI method should also constantly monitor the representativeness of the group of selected participants that does cooperate and watch whether the characteristics of that group deviate from the characteristics of the target population. This may be difficult in the case of the email IDI (or other asynchronous text-based mode) where the interviewer must stay alert to the consistency of participants’ responses and recognize when the identity of the interviewee may have changed (i.e., someone other than the recruited research participant is the one now responding). For instance, in an email IDI study among Read Full Text