Chat with us, powered by LiveChat Assignment: Qualitative Research Approaches Matrix, Part I & 2 | Abc Paper
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Part 1
In order for you to select the qualitative research approach that best fits your research question, you will need to develop a deeper familiarity with the approaches available to you. This week’s Assignment is the first of a two-part activity designed to broaden and deepen your base of knowledge of qualitative research approaches. While the activity does not encompass all possible approaches, it does allow you to explore the eight most common approaches you are likely to encounter and may wish to consider for yourself.
For this Assignment, you will complete the first half of the Qualitative Research Approaches Matrix Template, which is designed to allow you to compare and contrast qualitative research approaches.
To prepare for this Assignment:

Review this week’s readings, focusing on the differences among the following four types of qualitative research approaches:

Generic qualitative inquiry
Qualitative case study
Grounded theory and realism
Phenomenology and heuristic inquiry

Locate the Qualitative Research Approaches Matrix Template in this week’s Learning Resources.
Read the examples of research studies provided in this week’s Learning Resources.
Select additional readings that focus on specific approaches (some suggestions have been provided for you in the Optional Resources).

Assignment: 
 Complete the Qualitative Research Approaches Matrix Template for the four approaches highlighted this week. Some of the cells have been pre-populated with sample entries or with prompts to help you focus your comparisons. 
 
Required Readings
Patton, M. Q. (2015). Qualitative research & evaluation methods: Integrating theory and practice (4th ed.). Thousand Oaks, CA: SAGE.
Chapter 3, “Variety of Qualitative Inquiry Frameworks: Paradigmatic, Philosophical, and Theoretical Orientations” (pp. 85–168)
Chapter 4, “Practical and Actionable Qualitative Applications” (pp. 169–242)
Basic Qualitative Research
Bowers, B. J., Fibich, B., & Jacobson, N. (2001). Care-as-service, care-as-relating, care-as-comfort: Understanding nursing home residents’ definitions of quality. The Gerontologist, 41(4), 539–545. Retrieved from http://gerontologist.oxfordjournals.org/
Care-as-Service, Care-as-Relating, Care-as-Comfort Understanding Nursing Home Residents’ Definitions of Quality by Bowers, B.; Fibich, B.; Jacobson, N., in The Gerontologist, Vol. 41/Issue 4. Copyright 2001 by Oxford University Press – Journals, The Gerontological Society of America. Reprinted by permission of Oxford University Press – Journals, The Gerontological Society of America via the Copyright Clearance Center.
Qualitative Case Study
Donnelly, C., Brenchley, C., Crawford, C., & Letts, L. (2013). The integration of occupational therapy into primary care: a multiple case study design.BMC family practice, 14(1), 1.
Grounded Theory
Barello, S., Graffigna, G., Vegni, E., Savarese, M., Lombardi, F., & Bosio, A. C. (2015). ‘Engage me in taking care of my heart’: a grounded theory study on patient–cardiologist relationship in the hospital management of heart failure. BMJ open, 5(3), e005582.
Heuristic Inquiry
Howard, A., & Hirani, K. (2013). Transformational change and stages of development in the workplace: A heuristic inquiry. Journal of Integral Theory and Practice, 8(1/2), 71–86.
Documents and Tools
Document: R8360 Guidelines for Reading and Evaluating Qualitative Research Articles (PDF)
Document: Example of How to Read and Evaluate a Qualitative Research Article (PDF)

Qualitative Research Methods Matrix

Approach

Disciplinary Roots

Focus of Central Research Question

Unique Terminology

Primary Data Sources

Sampling Issues

Analysis Plan Guidelines

References

Submit in Week 2

Basic Qualitative Inquiry

Philosophy, history constructionism, phenomenology

· How can the experience of [an event, circumstance, program, a context] be described or explored?
· What is the meaning of [a process, program, or event] to the target individual(s) of interest?

· What “practical” knowledge can be learned?

Use of the words “describe,” “explore,” “experience,” and “meaning” in title and research questions

Interviews

Choice is a function of the question

Content analysis is a good choice as it is generic and exploratory

Elo et al., 2014 Merriam, 2009
Saldana, 2016
Worthington, 2013

Qualitative Case Study

Grounded Theory and Realism

Emergence of theory, inductive, theoretical sampling, constant comparison, open coding, axial coding, saturation, memo writing

Phenomenology and Heuristic Inquiry

What is the meaning, structure, and essence of the lived experience of this phenomenon for this person or group of people?
What is my experience of this phenomenon and the essential experience of others who also experience this phenomenon intensely?

Submit in Week 3

Social Constructivism and Narrative Inquiry

Select individuals who have directly experienced the phenomenon of interest

Systems Theory

How and why does this system as a whole function as it does?
What are the system’s boundaries and interrelationships, and how do these affect perspectives about how and why the system functions as it does?

Ethnography and Autoethnography

Ellis, Adams & Bochner, 2011
Hoey, 2014
Rose, 1993

Interactive and Participatory Qualitative Applications

Action research, co-researcher, participant-researcher, learning organization, dialogue, appreciative inquiry

Highlight indicates example response.
Modified from Patton, M.Q. (2014). Qualitative Research & Evaluation Methods: Integrating Theory and Practice. Thousand Oaks, CA: SAGE Publications

Qualitative Research Methods Matrix

Approach

Disciplinary Roots

Focus of Central Research
Question

Unique Terminology

Primary Data
Sources

Sampling Issues

Analysis Plan
Guidelines

References

Submit in Week 2

Basic Qualitative
Inquiry

Philosophy, history
constructionism,
phenomenology

·

How can the experience
of [an event,
circumstance, program, a
context] be described

or
explored
?

·

What is the meaning of [a
process, program, or
event] to the target
individual(s) of interest?

·

What

“practical”
knowledge

can be
learned?

Use of the words
“describe
,”
“explore,”

“experience
,
” and
“meaning” in title
and research
questions

Interviews

Choice is a function
of the question

C
ontent analysis

is a good choice
as it is generic
and exploratory

E
lo et al., 2014
Merriam, 2009

Saldana, 2016

Worthington,
2013

Qualitative Case
Study

Grounded Theory
and Realism

Emergence of theory,
inductive,
theoretical
sampling, constant
comparison,
open
coding, axial coding,
saturation,
memo
writing

Phenomenology
and Heuristic
Inquiry

What is the meaning,
structure, and essence of the
lived experience of this
phenomenon for this person
or group of people?

What is my experience of this
phenomenon and the
essential experience of others

Qualitative Research Methods Matrix
Approach Disciplinary Roots Focus of Central Research
Question
Unique Terminology Primary Data
Sources
Sampling Issues Analysis Plan
Guidelines
References
Submit in Week 2

Basic Qualitative
Inquiry
Philosophy, history
constructionism,
phenomenology
 How can the experience
of [an event,
circumstance, program, a
context] be described or
explored?
 What is the meaning of [a
process, program, or
event] to the target
individual(s) of interest?

 What “practical”
knowledge can be
learned?
Use of the words
“describe,”
“explore,”
“experience,” and
“meaning” in title
and research
questions
Interviews Choice is a function
of the question
Content analysis
is a good choice
as it is generic
and exploratory
Elo et al., 2014
Merriam, 2009
Saldana, 2016
Worthington,
2013
Qualitative Case
Study

Grounded Theory
and Realism
Emergence of theory,
inductive, theoretical
sampling, constant
comparison, open
coding, axial coding,
saturation, memo
writing

Phenomenology
and Heuristic
Inquiry
What is the meaning,
structure, and essence of the
lived experience of this
phenomenon for this person
or group of people?
What is my experience of this
phenomenon and the
essential experience of others

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