I stumbled upon this paper which looked rather handy in relation to qualitative and quantitative research.

The understanding and use of the information is a social phenomenon defined by time, place, persons, and events. These understandings were unearthed through the ethnographic, qualitative process. (Morse, 1984)

Interviews, generally open ended, usually included (Morse, 1994):

1. experience-behavior questions,
2. opinion-value questions,
3.  probes of the interviewee’s feelings,
4. requests for factual information,
5.  sensory types of questions, such as what the interviewee saw or heard, 6) background-demographic queries,
6. time-frame questions. I wanted the interview to help me understand the situation from the perspective of the interviewee.

(Biklen & Moseley, 1988; Goetz & LeCompte, 1984; Lincoln & Guba, 1985; Patton, 1983; Spradley, 1980; Stainback & Stainback, 1988).

“The fundamental principle of qualitative interviewing is to provide a framework within which respondents can express their understandings in their own terms” . (Patton, 1983, p. 205).

Naturalistic Research Paradigm

To ensure that I did not impose my bias on the information, I corroborated my findings by triangulation–the convergence and analysis of multiple data sources. (Morse 1994)

My awareness of myself as an influence is a basic principle in qualitative research (Blumer, 1969; Bogdan & Biklen, 1982; Goffman, 1959; Guba, 1985; Miller, 1982; Perinbanayagam, 1985a, 1985b; Spradley, 1980; Stainback & Stainback, 1988; Strauss, 1987). (Morse 1994)

Qualitative research tools as triangulations, notes, and transcripts are empty exercises until and unless the people–the focus of the research–trust the researcher. (Morse 1994)

Therefore, conducting qualitative research is like walking into the wilderness: Some trails are well trodden, whereas others not visible at first sight. The map, which helps a group to decide which forks to take, becomes clearer as each person interviewed and observed along the path suggests turns to take. In keeping with the principles of qualitative research, I saw myself as a catalyst to help people put their thoughts into words. As a consequence, I felt an obligation to go with the paths they suggested, even when these differed from ones I wished to explore. The choice was always dictated by my interactions with the participants in the study and by their perceptions and their concerns.

Truth “comes not from the thing itself but rather from the interpretation given to it by a person” (Stainback & Stainback, 1988).

FURTHER READING

International Journal of Qualitative Methods

REFERENCE

Agostinho, S. (2004). Naturalistic inquiry in e-learning research. International Journal of Qualitative methods, 4(1), Article 2. Retrieved [insert date] from http://www.ualberta.ca/~iiqm/backissues/ 4_1/pdf/agostinho.pdf

Lincoln, Y. & Guba, E. (1985). Naturalistic inquiry. Beverly Hills, CA: Sage.

(From Amazon on this frequently cited ‘bible’ Naturalistic Inquiry provides social scientists with a basic but comprehensive rationale for non-positivistic approaches to research. It confronts the basic premise underlying the scientific tradition that all questions can be answered by employing empirical, testable, replicable research techniques. The authors maintain that there are scientific `facts’ that existing paradigms cannot explain, and argue against traditional positivistic inquiry. They suggest an alternative approach supporting the use of the `naturalistic’ paradigm.)

Morse, MT 1994, ‘Just what is qualitative research? One practitioner’s experience’, Journal Of Visual Impairment & Blindness, 88, 1, p. 43, Academic Search Complete, EBSCOhost, viewed 13 February 2013

Stainback, S. & Stainback, W. (1988). Understanding and conducting qualitative research. Dubuque, IA: Kendall/Hunt.

Wiggins, BJ 2011, ‘Confronting the dilemma of mixed methods’, Journal Of Theoretical And Philosophical Psychology, 31, 1, pp. 44-60, PsycARTICLES, EBSCOhost, viewed 13 February 2013.

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