content analysis

A Multi-method Approach in Qualitative Research

A portion of the following is taken from Applied Qualitative Research Design: A Total Quality Framework Approach (Roller & Lavrakas, 2015, pp. 288-289).

In contrast to mixed methods, a multi-method approach in qualitative research is one in Multiple methodswhich the researcher combines two or more qualitative methods to investigate a research question or phenomenon. Although the terms “multi-method” and “multiple methods” are sometimes used to refer to qualitative–quantitative (or mixed-method) research (e.g., Brewer & Hunter, 2006; Snape & Spencer, 2003), this terminology is reserved here for research strategies that incorporate more than one qualitative method and do not include any quantitative methods.

Qualitative multi-method research—due to the additional data collection and analysis considerations—has the potential disadvantage of consuming valuable resources such as time and available research funds. However, this is not always the case and, under the appropriate conditions, multiple qualitative methods can prove very useful toward gaining a more fully developed complexity and meaning in the researcher’s understanding of a subject matter compared to a single-method research design (cf. Denzin & Lincoln, 2011; Flick, 2007).

Ethnography is one such example. Observation is the principal method in an ethnographic study; however, it is often supplemented with other qualitative methods such as in-depth interviews (IDIs), focus group discussions, and/or documentary review in order to provide a more complete “picture” of the issue or phenomenon under investigation. Other applications of multi-method qualitative research are not uncommon. Lambert and Loiselle (2008), for instance, combined focus group discussions and IDIs in a study with cancer patients concerning their “information-seeking behavior.” These researchers found that this multi-method approach enriched the study because one method helped inform the other—for example, group discussions identified relevant questions/issues that were then used in the IDIs—and contributed unique information—for example, the IDIs were effective in obtaining details of patients’ information-seeking processes—as well as contextual clarification—for example, the focus groups were more valuable in highlighting contextual influences on these processes such as the physicians’ preferences or recommendations. Lambert and Loiselle concluded that the multi-method research design “enhanced understanding of the structure and essential characteristics of the phenomenon within the context of cancer” (p. 235).

Research Design Review has published articles on two special types of multiple-method qualitative research—case study and narrative research—each of which is a form of “case-centered” qualitative research, a term coined by Mishler (1996, 1999) and used by others (cf. Riessman, 2008) to denote a research approach that preserves the “unity and coherence” of the research subject throughout data collection and analysis. A six-step approach to case-centered research design is discussed in this article.

Regardless of the particular multi-method design or type of research, a multiple-method approach requires a unique set of qualitative researcher skills. These skills are discussed in this article—“Working with Multiple Methods in Qualitative Research: 7 Unique Researcher Skills.”

Brewer, J., & Hunter, A. (2006). Foundations of multimethod research: Synthesizing styles. Thousand Oaks, CA: Sage Publications.

Denzin, N. K., & Lincoln, Y. S. (Eds.). (2011). The Sage handbook of qualitative research. Thousand Oaks, CA: Sage Publications.

Flick, U. (2007). Designing qualitative research. London: Sage Publications.

Lambert, S. D., & Loiselle, C. G. (2008). Combining individual interviews and focus groups to enhance data richness. Journal of Advanced Nursing, 62(2), 228–237.

Mishler, E. G. (1996). Missing persons: Recovering developmental stories/histories. In R. Jessor, A. Colby, & R. A. Shweder (Eds.), Ethnography and human development: Context and meaning in social inquiry (pp. 73–100). Chicago, IL: The University of Chicago Press.

Mishler, E. G. (1999). Storylines: Craftartitists’ narratives of identity. Cambridge, MA: Harvard University Press.

Riessman, C. K. (2008). Narrative methods for the human sciences. Thousand Oaks, CA: Sage Publications.

Snape, D., & Spencer, L. (2003). The foundations of qualitative research. In J. Ritchie & J. Lewis (Eds.), Qualitative research practice. London: Sage Publications.

Qualitative Data Analysis: 16 Articles on Process & Method

“Qualitative Data Analysis: 16 Articles oQualitative Data Analysisn Process & Method” is a new compilation of selected articles appearing in Research Design Review from 2010 to December 2019 concerning various facets of qualitative data analysis. Although there are other RDR articles posted in this time period related to analysis — such as articles on transparency, e.g., “The Use of Quotes & Bringing Transparency to Qualitative Analysis” and those pertaining to quantitative-qualitative research topics, e.g., “Qualitative Analysis: The Biggest Obstacle to Enriching Survey Outcomes”  — the 16 articles in this compilation are narrowly focused on issues relevant to applying a quality approach to the analytical process — e.g., identifying the unit of analysis, coding, and use of “buckets” — and the qualitative content analysis method.

“Qualitative Data Analysis: 16 Articles on Process & Method” is available for download here.

Two other compilations are also available for download: “The Focus Group Method: 18 Articles on Design & Moderating is available for download here. And “The In-depth Interview Method: 12 Articles on Design & Implementation” is available for download here.

A Quality Approach to Qualitative Content Analysis

The following includes excerpts from Section 1 and Section 4 in “A Quality Approach to Qualitative Content Analysis: Similarities and Differences Compared to Other Qualitative Methods” Forum Qualitative Sozialforschung / Forum: Qualitative Social Research, 20(3), Art. 31. The Table of Contents for the entire FQS special issue on qualitative content analysis can be found here.

1. Introduction

Scholarly discourse about what it means to collect and analyze qualitative data is a dynamic discussionQualitative Content Analysis in the qualitative community. At the center of this discourse is the shared understanding that qualitative research involves the examination of nuanced connections, along with the social and contextual dimensions, that give meaning to qualitative data. Qualitative researchers strive to discover these nuanced connections and contextual dimensions with all methods, and most assuredly with qualitative content analysis (QCA) (ELO & KYNGÄS, 2008; GRANEHEIM & LUNDMAN, 2004; HSIEH & SHANNON, 2005; LATTER, YERRELL, RYCROFT-MALONE & SHAW, 2000; SCHREIER, 2012; TOWNSEND, AMARSI, BACKMAN, COX & LI, 2011). Yet, in every instance, qualitative researchers are presented with the challenge of conceptualizing and implementing research designs that result in rich contextual data, while also incorporating principles of quality research to maximize the discovery of valid interpretations that lead to the ultimate usefulness (i.e., the “so what?”) of their  research.

In this article I discuss what makes QCA similar to and different from other qualitative research methods from the standpoint of a quality approach. In order to establish the basis from which quality concerns can be discussed, I begin with defining the QCA method (Section 2) and, in so doing, identifying the fundamental similarities and differences between QCA and other methods (Section 3) from the perspective of the ten unique attributes of qualitative research (ROLLER & LAVRAKAS, 2015). With this as a foundation, I continue with a brief contextual discussion of a quality approach to qualitative research and the QCA method (Section 4), followed by an introduction to one such approach, i.e., the total quality framework (TQF) (ibid.), in which I give researchers a way to think about quality design throughout each phase of the qualitative research process (Section 5). With these preparatory sections—defining and contrasting the QCA method with other qualitative methods, discussing quality approaches, and a brief description of the TQF approach—I lay the necessary groundwork for a meaningful discussion Read Full Text