Qualitative and Quantitative
Research Methods: the search for
‘the truth’
Dr. Andrea Abbas
aabbas@lincoln.ac.uk
Dr Julian Beckton
jbeckton@lincoln.ac.uk
Aims of Session
• To consider what counts as acceptable qualitative
and quantitative research in different disciplines
(similarities and differences) and reflect on how
you currently position yourselves
• To explore the permeability of the
qualitative\quantitative divide within disciplines
and the degree to which the boundaries around
acceptable methods can be challenged
• To reflect on the possibility of qualitative analysis
of quantitative approaches (and vice versa)
Structure
• Brainstorming and illustrating the qualitative
quantitative divide (40 minutes)
• Presentation: The qualitative and the
quantitative in mixed methods social science
(20 minutes)
• Case Study Research (1 hour)
• Pushing disciplinary boundaries: Arts-based
social science research (40 minutes)
• “Seeing Like a Survey” (20 minutes)
Exercise 1
• In groups of 5 compile a list of qualitative and
quantitative methods
• Identify any disciplinary differences in
categorising methods and the range of methods
included
• Are there any disciplines which don’t have this
division in your group
• Are there any tensions between these two
approaches in your disciplines?
• How do you position yourself and your research?
Qualitative Methods in Social Science
Qualitative research is a situated activity that locates the
observer in the world. It consists of a set of
interpretive, material practices that make the world
visible. These practices transform the world. They turn
the world into a series of representations including
fieldnotes, interviews, conversations , photographs,
recordings and memos to the self. At this level
qualitative research involves an interpretive,
naturalistic approach to the world. (Denzin and
Lincoln, 1992)
Postivist\Interpretivist Divide (Adapted
from Henn et al, 2006, p. 16)
Postivism
Interpretivism
Directly observable phenomena
Understanding interpretation meanings
not directly observable
Unity of scientific method
Study naturally occurring behaviour
Reliability and generalisability
Validity
Nomothetic (causal explanation or
generalisation)
Ideographic (descriptions of social
meanings\reasons)
Deductive (testing theory)
Inductive (theory from world)
Objective detachment
Co-generated data by subjective\engaged
researcher and participants.
Analysed by statistical testing
Analysis based on verbal data, actions,
descriptions, images, etc..
Qualitative Research Methods in Social
Sciences
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•
•
•
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Interviews
Case Studies
Life history
Ethnography/participant observation
Media analysis
Visual methods
Web based
Action Research
Quantitative and Qualitative Division is
Exaggerated
• The main distinction in the type of data and
different methods but the logic is very similar
• More overlap between the two approaches
than often acknowledged:
• Quantitative research can be used for exploring a new
field and generating a theory (inductive)
• Qualitative research can be used for testing a
hypothesis (Punch, 2005)
Qualitative and Quantitative
Distinctions Exaggerated
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•
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Qualitative Versus Quantitative Data
Natural Versus Artificial Settings
Meanings Rather Than Behaviour
Inductive vs Deductive
Cultural Patterns Versus Scientific Laws
(Hammersley, 1992)
Mixed-methods
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Life-grids and interviews with 96 first year students
Case-study work with 24 students through 2nd and 3rd year
Videoing of classes each year in each institution
Interviews with teachers
Cross marking exercise every year
Field notes from working with key informants
Final year survey
Documentary Analysis of Course Documents and
Institutional Documentation
• Policy Analysis of National Policies\Relevant Documents
• and Statistical Analysis
• Dissemination and engagement activities
Life Grid
Educatio
n
Family
Housing
Significant
Friends and
Relationshi
ps
Leisure/
Activities
Outside of
Education
Pre-School
Primary
School
Secondary
School
PostCompulsory
A3 Sheet also columns for Parent’s Employment, Own Employment, and Health.
Filled in with participant.
Example from life grid 1
Pre-School
Education
Family
Went to nursery
and it was fun.
Thinks Mum
taught him how
to read.
Nan/Grandad/Mum/
Aunt all lived with
Lamar.
All above important in
life when moved into
flat Lamar had room in
each and stayed with
Nan when Mum
worked nights.
Housing
When 2 moved
into council tower
block and his Mum
and him had a flat
on one floor and his
Nan and Grandad
on another. He had
a room in each flat.
He liked this
because everyone
knew everybody
Example from life-grid2
Education
Family
Housing
Went to special
school for the
blind when 4.
State school.
Lamar says it had
ups and downs.
Ups involved
developing strong
IT and touch
typing skills from a
young age. Closed
in 1984 he was
one of 4 pupils in
final cohort.
Both Gran and
Mum physically
punished Lamar.
At times both
beating him at
once for minor
offences (e.g.
Spilling
something). The
family
(grandparents and
mother) argued a
lot and this got
worse throughout
Lamar’s life.
Moved to another
area where Mum,
Grandparent’s and
Lamar lived in one
house.
Primary School
An illustrative example of boundary
pushing? Arts-based methods.
• An example to help you think about how the
boundaries in your own disciplines are being
or could be pushed (in relation to your own
research).
• An experiment in collaborative social science
and arts-based approaches to research
Limitations of interviews
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Time constrained
Directed
Artefact of specific encounter
Lack of reflection
Power relationships
Limitations of language
Conscious\unconscious
Rachel Carroll, Heike Salzer and Carrie
Singleton
Methodology
• Multiple (parallel) Methods (New Methods
Assemblages) – thematic approach - the desire to
perform”
• Biographical Interviews (10 students)
• Devised\Directed Performance
• Devised\Choreographed Dance
• Focus Group
• Reflexive discussions (participants and
researchers\researchers\conference attendees)
• How do epistemological\ontological
differences influence the process of research
and the outcomes
• How do each of the disciplines get at\portray
the truth of the world
• What are the differences in the investigative
processes
• What does each get at\obscure
• Do you get more than with interviews alone
The Design
• Five researchers (two in sociology, one in dance, one in
performance, one in English studies)
• A theme “The desire to perform”
• Three parallel methodologies
• Devised Dance (6 dance students – some to perform)
• Devised Performance (9 performance students)
• Semi-structured Interviews (6 performance students, 4 dance students)
• Formalised (and informal) discussion forums (potential\dialogic
space O’Neill, 2008; Jones, 2006)
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Presentation of initial sociological themes to dance and performance students
Focus group with students
Regular research team meetings
A day conference (Arts Practice and Sociological Research Methods: Exploring
the Boundaries)
• Email exchanges and reflective notes
• Informal meetings and discussions
Research products
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The dance (filmed)
The performance (filmed)
Interviews (transcribed)
Focus groups
Researchers notes and emails
Show excerpts from video’s
Exercise
• Drawing upon reading and presentation
discuss whether there are emerging methods
which push the boundaries of your own
discipline.
• Would methods from other areas (arts, social
sciences, sciences) bring new insights?
Challenges the process of social
scientific qualitative
• No research questions (themes)
• Do the research products speak for
themselves
• What role do words and interpretation
contain?
• Is it possible to give all equal weight?
Discussion of “Seeing Like a Survey”
• What insights are provided by Law’s
qualitative approach to analyse a quantitative
approach?
• Do you think it is helpful to consider research
methods as constructing the social world?