On-site Qualitative Workshops & Training

Margaret Roller provides on-site qualitative workshops and training that are designed to give the staff at university, corporate, and nonprofit organizations the skills and tools they need to design, conduct, analyze and/or report qualitative research studies that ultimately foster targeted, meaningful, and effective directions for the organization or sponsoring client. The sessions generally run 1-3 days and the scope is customized for each organization depending on the skill level of attendees and the ultimate objective of the organization.

To learn more, please visit the Research Design Review Qualitative Workshops & Training page.

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From the Society for Qualitative Inquiry in Psychology: A Principled Approach to Research Design

The February 2017 issue of Qualitative Psychology,  the journal of the Society for Qualitative Inquiry in Psychology (SQIP, a section of Division 5 of the American Psychological Association) starts off with an article titled “Recommendations for Designing and Reviewing Qualitative Research in Psychology: Promoting Methodological Integrity”  (Levitt, Motulsky, Wertz, Morrow, & Ponterotto, 2017). This paper is a report from the SQIP Task Force on Resources for the Publication of Qualitative Research whose purpose it is “to provide resources to support the design and evaluation of qualitative research” and, by way of this paper, offers “a systematic methodological framework that can be useful for reviewers and authors as they design and evaluate research projects” (p. 7).

Importantly, the “methodological framework” recommended by the authors is decidedly not a procedural playbook and not a checklist or a how-to guide. Giving researchers “rules” to follow Read Full Text

The Limitations of Transcripts: It is Time to Talk About the Elephant in the Room

Transcripts of qualitative in-depth interviews and focus group discussions (as well as ethnographers’ field notes and recordings) are typically an important component in the data analysis process. It elephant-in-the-roomis by way of these transcribed accounts of the researcher-participant exchange that analysts hope to re-live each research event and draw meaningful interpretations from the data. Because of the critical role transcripts often play in the analytical process, researchers routinely take steps to ensure the quality of their transcripts. One such step is the selection of a transcriptionist; specifically, employing a transcriptionist whose top priorities are accuracy and thoroughness as well as someone who is knowledgeable about the subject category, sensitive to how people speak in conversation, comfortable with cultural and regional variations in the language, etc.*

Transcripts take a prominent role, of course, in the utilization of any text analytic or computer-assisted qualitative data analysis software (CAQDAS) program. These software solutions revolve around “data as text,” with any number of built-in features to help sort, count, search, diagram, connect, quote, give context to, and collaborate on the data. Analysts are often instructed to begin the analysis process by absorbing the content of each transcript (by way of multiple readings) followed by a line-by-line inspection of the transcript for relevant code-worthy text. From there, the analyst can work with the codes taking advantage of the various program features.

An important yet rarely discussed impediment to deriving meaningful interpretations from Read Full Text