Qualitative Research From Start To Finish
Qualitative Researchfrom Start to FinishS E C O N DE D I T I O NRobert K. YinTHE GUILFORD PRESSNew YorkLondon
Brief ContentsP U T 1 Understanding Qualitative ResearchCHAPTER 1 What Is Qualitative Research—and Why Might You Consider Doing Such Research?3EiiPlEB 2 Getting Ready t o Do Qualitative Research27CHAPTER 3 How to S t a r t a Qualitative Research Study53PART I! Doing Qualitative ResearchCHAPTER4 Choices in Designing Qualitative Research Studies83C11PTER I Doing Fieldwork116CHAPTER 1 Data Collection Methods137CHAPTER I Recording Data163CHAPTER 8 Analyzing Qualitative Data, I:Compiling, Disassembling, and Reassembling184CHAPTER I Analyzing Qualitative Data, II:Interpreting and Concluding218xvii
xviiiBrief ContentsPART !!! Presenting t h e Results from Qualitative ResearchCHÄPTE1 I I Displaying Qualitative Data249CHAPTER 11 Composing Research t o Share It with Others271P i l l I I Taking Qualitative Research One Step FurtherCHAPTER 12 Broadening the Challenge of DoingQualitative Research297APPENDIX I Illustrative Study Bank321APPENDIX 1 Two Levels of Data Collection Units in IllustrativeQualitative Studies Cited in This Book325APPENDIX C A Semester- or Year-Long Project: Career Paths329A Glossary of Special Terms Usedin Qualitative Research333References343Author Index3BBSubject Index370About the Author386
Detailed ContentsPART 1 Understanding Qualitative ResearchEMftPTEl 1 What Is Qualitative Research—and Why Might You Consider Doing Such Research?3A. The Allure of Qualitative Research: A Topical Panoramaof Studies 3VIGNETTE 1.1. A QUALITATIVE STUDY OF HOMELESS WOMEN 4B. The Distinctiveness of Qualitative ResearchQualitative Research: A Broad Area of Inquiry 7Five Features of Qualitative Research 87VIGNETTE 1.2. USING QUALITATIVE RESEARCH TO PRODUCE NEW INSIGHTS10VIGNETTE 1.3. USING AN OVERARCHING CONCEPT TO ORGANIZEA QUALITATIVE STUDY11B r i e f P r e v i e w o f the Research Procedures C o v e r e d i n the Restof This Book11C. Qualitative Research as a CraftDoing Original Research 13Transparency 13Methodic-ness 14Adherence to Evidence 1412D. Qualitative Research and Its Belief Systems 15T h e Nature of Reality (Whether Multiple or Singular) 16The Conduct of Research (Whether Value-Free or Value-Bound) 18T h e Quality of Research Findings (Whether T i m e - and Context-Freeor T i m e - and Context-Specific) 19VIGNETTE 1.4. AN IMMERSION STUDY OF PHYSICIANS' TRAINING 20Causal Relationships (Whether Causes and Effects Are Readily Discerned)Alternative Worldviews 2221VIGNETTE 1.5. FIFTEEN YEARS OF ETHNOGRAPHYIN THE TICUANENSE COMMUNITY24Illustrative Studies O f f e r e d i n the R e m a i n d e r o f T h i s B o o k24VIGNETTE 1.B. QUALITATIVE RESEARCH ADDRESSING A MAJORU.S. POLICY SHIFTRecap for Chapter 12526Exercise for Chapter 126XIX
Detailed ContentsXXCHAPTER 2 Getting Ready t o Do Qualitative ResearchA. Personal Attributes in Doing Field-Based Research"Listening" 28Asking Good Questions 29Knowing Your Topic of Study 30Caring about Your Data 31Doing Parallel Tasks 32Persevering 322728VIGNETTE 2.1. OVERCOMING THE CHALLENGES OF DOINGINTENSIVE, FIELD-BASED RESEARCH 33B. Managing Field-Based Research33VIGNETTE 2.2. A QUALITATIVE STUDY BASED SOLELYON OPEN-ENDED INTERVIEWSM a k i n g T i m e to T h i n k AheadEXHIBIT 2.1.3434STEPHEN COVEY'S (1989) TIME MANAGEMENT MATRIXM a n a g i n g Field Teams3536VIGNETTE 2.3. DESIRABLE TEAMWORK FOR A STUDY BASEDON OPEN-ENDED INTERVIEWS36VIGNETTE 2.4. DOING FIELDWORK WITH MULTIPLE PERSONSWORKING IN MULTIPLE SETTINGS37VIGNETTE 2.5. ORGANIZING A RESEARCH TEAM TO COLLECTEXTENSIVE FIELD DATA 38Practicing38Using the Exercises in This Book to Practice 38Doing a Pilot Study 39Getting Motivated 39C. Acknowledging Your Research Lens40D. Setting and Maintaining Ethical Standards of Conduct 41An Illustrative Ethical Challenge: Fairly Examining All of Your DataCodes of Ethics 4342EXHIBIT 2.2. ILLUSTRATIVE ITEMS IN CODES OF ETHICS OF SIXPROFESSIONAL ASSOCIATIONS 43Research I n t e g r i t y 44Disclosure as O n e Way of Demonstrating Research Integrity 45VIGNETTE 2.B. DETAILING THE METHODOLOGICAL CHOICESAND PERSONAL CONDITIONS IN DOING A QUALITATIVE STUDY 45VIGNETTE 2.7. DOING QUALITATIVE RESEARCH AND ADVOCATINGA SOCIOPOLITICAL CAUSE 46E. Protecting Human Subjects: Obtaining Approvalfrom an Institutional Review Board 47Submitting Study Protocols for Review and Approval 48Specific Considerations in Protecting H u m a n Subjects 49Preparing for I R B R e v i e w 50The Informed Consent Dialogue (in the Field) as an Opportunityfor Participants to Q u e r y You 51Recap for Chapter 2 52Exercise for Chapter 2 52CHAPTER 3 How t o S t a r t a Qualitative Research StudyA. The Challenge of Starting an Empirical StudyThree Goals for Successfully Starting U p 55Ways of Getting Started 555453
Detailed C o n t e n t sXXIB. Developing a Study Bank 56Results from Creating an Illustrative Study Bank56EXHIBIT 3.1. JOURNALS SEARCHED TO IDENTIFY QUALITATIVE STUDIESFOR THE STUDY BANK IN APPENDIX A 571. Identifying a Topic of Inquiry57EXHIBIT 3.2. TOPICS COVERED BY ILLUSTRATIVE STUDIES CITEDIN THE STUDY BANK IN APPENDIX A 582. Identifying a Data Collection Method60VIGNETTE 3.1. AN INTERVIEW STUDY LEADING TO A POLICY AGENDAEXHIBIT 3.3. MULTIPLE SOURCES OF DATA USED BY LEVITTB1623. Identifying a Source of Data (e.g., Identifying a Field Setting)62VIGNETTE 3.2. A QUALITATIVE STUDY WITH ELEMENTARY SCHOOL CHILDRENAS THE MAIN SOURCES OF DATA 634. R e m e m b e r i n g Time and Resource Constraints64C. Revealing the Multifaceted World of Qualitative ResearchSpecialized Types of Qualitative Research 65W h e t h e r (or Not) to Emulate O n e of QualitativeResearch's Variants 66Sources for Starting with 12 Specialized Typesof Qualitative Research 6765EXHIBIT 3.4. TWELVE SPECIALIZED TYPES (VARIANTS)OF QUALITATIVE RESEARCH 68D. Reviewing the Research Literature 71Conducting a Literature Review 71Role of a Literature Review in Starting a Study 72VIGNETTE 3.3. DEFINING A NEW STUDY'S CONTRIBUTION IN RELATIONTO EXISTING LITERATURE 73Brief Summary: Different Types of Literature Reviews 74Taking Notes about Existing Studies 74Downloading Materials from Websites 15E. Detailing a New Qualitative Study 76Starting a Bit of Fieldwork First 76Starting with Research Questions 77Examining Your O w n Research Lens in Relation to a N e w StudyConceptual Frameworks 79Recap for Chapter 3Exercise for Chapter 3798080P A I I (! Doing Qualitative ResearchEliPTEl 4 Choices in Designing Qualitative Research StudiesC h o i c e 1: Starting a Research Design at the Beginning of a Study(or Not) 84Choice 2: Taking Steps to Strengthen the Credibility of a Study(or Not) 85Trustworthiness 86Triangulation 87Validity 88VIGNETTE 4.1.EIGHT STRATEGIES FOR COMBATING THREATS TO VALIDITYIN QUALITATIVE RESEARCHRival Thinking898983
Detailed C o n t e n t sXXIIC h o i c e 3: Clarifying the Complexity of Data Collection Units(or Not) 91Nested Arrangements 91Relationship between the Level of the Data Collection Unitsand the Main Topic of a Study 92C h o i c e 4 : Attending to Sampling (or Not)Purposive and Other Kinds of Sampling 9393VIGNETTE 4.2. SEEKING MAXIMUM VARIATION IN A METHODIC WAYT h e N u m b e r of Instances to Be Included in a Study 95Broader Level 95VIGNETTE 4.3. STUDYING INEQUALITY IN THE RETAIL MARKETPLACE9496VIGNETTE 4.4. SIX ETHNOGRAPHIC ACCOUNTS AS PART OF A SINGLE STUDY97VIGNETTE 4.5. A COMPARATIVE, FOUR-CASE DESIGN ACROSS TIME,WITHIN THE SAME VENUENarrower Level9791C h o i c e 5: Incorporating Concepts and Theories into a Study(or Not) 99Worlds Devoid of Concepts? 99Inductive versus Deductive Approaches 99VIGNETTE 4.6. HOW FIELDWORK CAN LEAD TO A USEFUL TYPOLOGY100VIGNETTE 4.7. STUDYING A PREESTABLISHED CONCEPT:PEDAGOGICAL CONTENT KNOWLEDGE101VIGNETTE 4.8. STUDYING PRIVATIZATION WITHIN FORMERSOVIET-BLOC COUNTRIES102C h o i c e 6; Being Concerned with the Generalizability or Transferabilityof a Study's Findings (or Not) 102Downplaying Statistical Generalizations 103Making Analytic Generalizations 104VIGNETTE 4.9. GENERALIZING THE FINDINGS FROM A SINGLE-CASE STUDY105VIGNETTE 4.10. AN EXAMPLE OF ANALYTIC GENERALIZATION FROM A SINGLEQUALITATIVE STUDYTransferability106106C h o i c e 7: Preparing a Research Protocol (or Not)Protocols, Not Instruments 108Protocols as Mental Frameworks 108Operational Definitions 110EXHIBIT 4.1.107EXAMPLE OF FIELD PROTOCOL FOR STUDYOF NEIGHBORHOOD ORGANIZATION111EXHIBIT 4.2. PROTOCOL FOR INTERVIEWING A SINGLE PERSON112C h o i c e 8: Planning at an Early Stage (or Not) to ObtainParticipant Feedback 113Feedback Choices 114Potential Influence on a Study's Later Narrative 114Recap for Chapter 4 115Exercise for Chapter 4 115CliPTEB 1 Doing Fieldwork116A. Thinking about Doing FieldworkB. Working in the FieldVariety of Field Settings116118118VIGNETTE 5.1. EXAMPLES OF "EVERYDAY" SETTINGS119
Detailed ContentsXXIIIDiffering Rules and Expectations for Public or Private Placesas Field Settings 120Varying the Amount of Time in the Field 120C. Gaining and Maintaining Access to the Field 121Gaining Access to a Field Setting: A Process, N o t an Event 122VIGNETTE 5.2. ACCESS GAINED AND THEN RESTRICTED 122VIGNETTE 5.3. QUESTIONS OF CONTINUATION RAISED IN THE THIRD YEAROF FIELDWORK 123H o w the Process Can Influence the Substance of a Study 123VIGNETTE 5.4. WORKING AS A STORE CLERK 123VIGNETTE 5.5. RESIDING AND WORKING IN A TRANSITIONING URBANNEIGHBORHOOD 124D. Nurturing Field Relationships 125Portraying Your Authentic Self 125VIGNETTE 5.6. THE FIELDWORKER IN ACTION 126The Importance of Personal Demeanor 126Doing Favors for Participants: Part of the Relationship or Not?Coping with Unexpected Events 127Planning H o w to Exit, N o t Just Enter, the Field 128E. Doing Participant-Observation 128The Participant-Observer as the "Research Instrument"127129VIGNETTE 5.7. DOING FIELDWORK IN TWO HOUSES OF WORSHIP 130VIGNETTE 5.8. RACIAL AND ETHNIC CONGRUENCIES 131Taking an Inductive Stance Even If a Study Startedwith Some Propositions 131F. Making Site Visits 132Studying a Large N u m b e r of Field Settings 133Adhering to Formal Schedules and Plans 133Being "Hosted" during a Site Visit 134Building Teamwork134Recap for Chapter 5 135Exercise for Chapter 5 135CHAPTER I Data Collection MethodsA. What Are Data?B. Introduction to Four Types of Data Collection MethodsEXHIBIT 6.1.137137138DATA COLLECTION METHODS AND TYPES OF DATAFOR QUALITATIVE RESEARCH 139C. Interviewing 140Structured Interviews 141Qualitative Interviews 141VIGNETTE 6.1. QUALITATIVE INTERVIEWING AS A SOCIAL RELATIONSHIP 142Doing Qualitative Interviews 143VIGNETTE 6.2. USING "GRAND TOUR" QUESTIONS TO STARTYOUR CONVERSING 145VIGNETTE 6.3. NONDIRECTIVELY INTERVIEWING PEOPLE ABOUT THE KEY TOPICOF STUDY 145"Entering" and "Exiting" Qualitative Interviews 147Interviewing Groups of People 148Focus Group Interviewing as a Method of CollectingQualitative Data 148
Detailed C o n t e n t sXXIVVIGNETTE 6.4. A DISTINGUISHED "MANUAL" FOR COLLECTINGFOCUS GROUP DATA149VIGNETTE 6.5. USING FOCUS GROUPS AS THE ONLY DATAFROM THE "FIELD" 150D. Observing 150"Systematic Observational" Studies and "Observational Studies"150VIGNETTE 6.6. SYSTEMATIC OBSERVATIONS IN SCHOOL CLASSROOMSVIGNETTE 6.7.151"OBSERVATIONAL STUDIES" ALSO REFER TO RESEARCH DEFINEDBY STATISTICAL PRINCIPLES AND METHODS151Deciding "When and W h e r e to Observe 152Deciding W h a t to Observe 152Taking Advantage of Unobtrusive Measures 153VIGNETTE 6.8. "UNOBTRUSIVE MEASURES" AS THE SUBJECT OF OBSERVATIONS153Deriving Meaning from Observations, and Triangulating ObservationalEvidence with Other Sources 154E. Collecting and Examining154VIGNETTE 6.9. INTERTWINING HISTORICAL AND FIELD EVIDENCE 155Collecting Objects (e.g., Documents, Artifacts, Records, and Videos)in the Field: Invaluable but Also T i m e - C o n s u m i n g 155Using Documents to Complement Field Interviews and ConversationsSurfing and Googling for Related Information 156Collecting or Examining Objects as a Complementary Part of YourData Collection 157F. Feelings 157"Feelings" Take Different Forms 157Documenting and Recording Feelings158G. Desirable Practices Pertinent to All M o d e s of Data CollectionRecap for Chapter 6Exercise for Chapter 6156158161161CHAPTER 7 Recording Data1B3A. What to Record 164Trying to Record "Everything" versus Being Too SelectiveHighlighting Actions and Capturing Words Verbatim 165164VIGNETTE 7.1. DIFFERENT EXAMPLES OF "VIVID IMAGES" 166VIGNETTE 7.2. THE VERBATIM PRINCIPLE 167Remembering Your Research Questions 167Taking Notes about Written Studies, Reports, and Documents Foundin the Field 168Duplicating Copies of Documents and Written Materials Whilein the Field 168B. Note-Taking Practices When Doing FieldworkBeing Prepared 169Setting Up Your Notes 169Developing Your O w n Transcribing Language 170EXHIBIT 7.1. SAMPLE OF FIELD NOTES 171Creating Drawings and Sketches as Part of the NotesEXHIBIT 7.2. SKETCHES IN FIELD NOTES169172173C. Converting Field Notes into Fuller Notes 174Converting Field Notes Quickly 174M i n i m u m Requirement for the Daily Conversion of the OriginalField Notes 175
Detailed C o n t e n t sxxvFour Additional Ways of Enhancing the Original Field NotesDeepening Your Understanding of Your Fieldwork 176Verifying Field Notes 176175EXHIBIT 7.3. SAMPLE ITEMS NEEDING FURTHER FIELD CLARIFICATION,AS REVEALED DURING NIGHTLY REVIEW OF FIELD NOTESVIGNETTE 7.3. "CHECKING STUFF"177177EXHIBIT 7.4. ILLUSTRATIVE TYPES OF VERIFICATIONS BETWEEN DIFFERENTSOURCES OF FIELD EVIDENCE 178D. Recording Data through Modes Other Than Writing 179Obtaining Permission to Record 179Mastering Recording Devices before Using T h e m 180Sharing the Recordings and Maintaining Their Security 180Being Prepared to Spend Time Reviewing and Editing the RecordingsW h e n Electronic Recordings Are the Main Data Collection TechniqueProducing Finished Products 182E. Keeping a Personal JournalRecap for Chapter 7Exercise for Chapter 7181181183183183E11PTE1 8 Analyzing Qualitative Data, I:Compiling, Disassembling, and Reassembling184A. Overview of Five Analytic Phases 185Preview of a Five-Phased Cycle: (1) Compiling, (2) Disassembling,(3) Reassembling (and Arraying), (4) Interpreting,and (5) Concluding 185EXHIBIT 8.1. FIVE PHASES OF ANALYSIS AND THEIR INTERACTIONS186U s i n g C o m p u t e r Software to Assist i n A n a l y z i n g Q u a l i t a t i v e DataVIGNETTE 8.1. HELPFUL GUIDES FOR USING CAQDAS SOFTWAREB. Compiling an Orderly Set of Data (Phase 1) 190Parallel to Quantitative Research? 190Rereading and Relistening: Getting to " K n o w " Your Field NotesPutting Everything into a Consistent Format 192Using Computer Software to Compile Your Records 192C. Disassembling Data (Phase 2)Starting by Looking Back 194Starting by Looking Forward 194Making Analytic Memos 195To Code or Not to Code 195191194VIGNETTE 8.2. GUIDANCE FOR CODING QUALITATIVE DATAC o d i n g Data187189196196Needed Decisions about Coding191Developing a Schematic Diagram as a Heuristic Device 191EXHIBIT 8.2. EXAMPLES OF LEVEL 1 AND LEVEL 2 CODING 198Disassembling Data without Coding T h e m 199Using Computer Software to Assist in Disassembling Data 201D. Reassembling Data (Phase 3) 202Looking for Patterns 202Using Arrays to Help Reassemble Data 204Creating Hierarchical Arrays 204Designing Matrices as Arrays 205VIGNETTE 8.3. CREATING MATRICES TO REASSEMBLE QUALITATIVE DATA205
Detailed ContentsXXVIVIGNETTE 8.4. STUDYING NEIGHBORHOOD CHANGE 2 0 6EXHIBIT 8.3. ILLUSTRATIVE CHRONOLOGY MATRIX 2 0 7Working with Other Types of Arrays, Including Narrative ArraysSummarizing the Arraying Process209209Important Methodological Procedures during the Reassembling ProcessUsing Computer Software to Assist in Reassembling Data210211Recap for Chapter 8 213Exercise for Chapters 8 and 9 213EXHIBIT 8.4. HEADINGS AND SAMPLE GLOSSARY FOR A SINGLE RECORDIN SAMPLE STUDY 1 215EXHIBIT 8.5. EIGHT ACTIVITIES EMERGING FROM REVIEW OF DATABASE,THEN USED AS CODES IN SAMPLE STUDY 1 216CHAPTER I Analyzing Qualitative Data, II:Interpreting and Concluding218Transitioning from Reassembling to Interpreting218Reprising the Five-Phased Cycle and Highlighting the Interpretingand Concluding PhasesEXHIBIT 9.1.219RECURSIVE RELATIONSHIPS AMONG FOUR ANALYTIC PHASES 2 2 0A. Interpreting (Phase 4) 220T h r e e Modes of Interpreting221"Description" as a Major Type of Interpretation222EXHIBIT 9.2. DESCRIPTION AS INTERPRETATION: AUTHORS, SUBTITLES,AND CHAPTER HEADINGS OF ILLUSTRATIVE STUDIES 225D e s c r i p t i o n plus a C a l l f o r A c t i o n 2 2 8VIGNETTE 9.1. WORKING COLLABORATIVELY WITH EIGHT TEACHERS WHO WERETHE SUBJECT OF STUDY 228EXHIBIT 9.3. DESCRIPTI0N-PLUS-CALL-F0R-ACTI0N AS INTERPRETATION:AUTHORS, SUBTITLES, AND CHAPTER HEADINGSOF ILLUSTRATIVE STUDIES 229" E x p l a n a t i o n " as a Type o f I n t e r p r e t a t i o n231EXHIBIT 9.4. EXPLANATION AS INTERPRETATION: AUTHORS, SUBTITLES,AND CHAPTER HEADINGS OF ILLUSTRATIVE STUDIES 232C r e a t i n g I n s i g h t f u l and U s e f u l Interpretations234VIGNETTE 9.2. AN INTERPRETIVE THEME THAT APPEARSTHROUGHOUT A QUALITATIVE STUDY 235B. Concluding (Phase 5) 2351.Concluding by Calling for N e w Research and by M a k i n g Substantive(Not Methodological) Propositions2.236Concluding by Challenging Conventional Social Stereotypes237VIGNETTE 9.3. CONCLUSIONS THAT CHALLENGECONVENTIONAL GENERALIZATIONS 2383.Concluding with N e w Concepts, Theories, and Even Discoveriesabout Social Behavior238VIGNETTE 9.4. USING QUALITATIVE RESEARCH TO CREATE AND TESTA THEORETICAL CONSTRUCT: "THE CODE OF THE STREET" 239VIGNETTE 9.5. STUDYING NEIGHBORHOOD TRANSITION IN URBAN MEXICO 2394.Concluding by Generalizing to a Broader Set of Situations240VIGNETTE 9.6. ETHNOGRAPHIC STUDIES IN TEN LOCAL SETTINGS 2415.Concluding by Taking Action242Recap for Chapter 9 243Exercise for Chapters 8 and 9 243
Detailed C o n t e n t sXXVIIP i l l SIS P r e s e n t i n g t h e R e s u l t s f r o m Q u a l i t a t i v e ResearchCHAPTER 11 Displaying Qualitative Data249A. The Challenge of Presenting Qualitative Data249B. Narrative Data about the Participants in a Qualitative Study 251Interspersing Quoted Passages within Selected Paragraphs 252Using Lengthier Presentations, Covering Multiple Paragraphs 253VIGNETTE 10.1. COLLECTING IN-DEPTH MATERIAL ABOUT A SUBGROUPOF PEOPLE IN A STUDY 254Making Chapter-Long Presentations about a Study's Participants 254VIGNETTE 10.2. A STUDY BASED ENTIRELY ON THE VOICES OF THE PEOPLEWHO WERE STUDIED 255Presenting Information about Different Participants, but Not Focusingon the Life Story of Any of T h e m 256VIGNETTE 10.3. CITING THE EXPERIENCES AND WORDS OF DIFFERENT PEOPLE,WITHOUT COMPILING ANY SINGLE LIFE STORY 2 5 6C. Tabular, Graphic, Pictorial, and Related Presentations 257EXHIBIT 10.1 THREE MODES FOR DISPLAYING QUALITATIVE DATA 257Tables and Lists 258VIGNETTE 10.4. USING WORD TABLES TO SUMMARIZEAN ANALYTIC FINDING 258EXHIBIT 10.2. VARIATIONS AMONG HOUSEHOLD TYPES259VIGNETTE 10.5. LISTING INFORMATION ABOUT THE PEOPLE IN A STUDY 260Graphics and Drawings 260Photographs and Reproductions 261VIGNETTE 10.6. MAKING GOOD USE OF PHOTOGRAPHS AS PARTOF QUALITATIVE STUDIES 262D. Creating Slides to Accompany Oral Presentations 263Slide Artwork: N o t the Same as the Artwork for Printed ExhibitsText-Only Slides ("Word Slides") 264Taking Advantage of Slides' Free Form 264EXHIBIT 10.3. ILLUSTRATIVE TW0-BY-TW0 MATRIX263265EXHIBIT 10.4. A MORE GRAPHIC PRESENTATION OF A WORD LIST266Using Icons and Other Symbols 266Choosing Colors and Artistic Style 266EXHIBIT 10.5. USING ICONS TO ILLUSTRATE CONCEPTUAL RELATIONSHIPSEXHIBIT 10.6. ADDING ICONS TO ILLUSTRATE SPECIFIC TOPICS267EXHIBIT 10.7. ILLUSTRATING TEXTUAL ITEMS WITH A COLLAGE268Slides as an Adjunct to Your PresentationRecap for Chapter 10Exercise for Chapter 10267269270270CHAPTER 11 Composing Research t o Share It with OthersVIGNETTE 11.1. READING ABOUT COMPOSING, IN A VARIETYOF RELATED FIELDS 273A. Composing: General Hints273VIGNET
Qualitative Research from Start to Finish SECOND EDITION Robert K. Yin THE GUILFORD PRESS New York London . Brief Contents PUT 1 Understanding Qualitative Research CHAPTER 1 What Is Qualitative Research— 3 and Why Might You Consider Doing Such Research?
qualitative data. (Note that pure qualitative research will follow all of the paradigm characteristics of qualitative research shown in the right column of Table 2.1.) Mixed research – research that involves the mixing of quantitative and qualitative methods or paradigm characteristics. The mixing of
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