School of Geography and Geosciences
University of St Andrews
2003-2004
GE5004
Qualitative Methods
in
Health Research
A semi-structured group interview:
Moudie, Ivy, Rose and Mike, Chiweshe, Zimbabwe, 30 Jan. 1991
Semester:
Class hour:
Credits:
Timetabled hours:
Total commitment:
Assessment:
100%
Staff:
1.
2-4.00 Thurs.
10
16
c80 hrs
Project reportDr Mike Kesby
mgk@st-and.ac.uk
Rm. 314 Irvine
GE5004
Qualitative Methods
in
Health Research
Contents
Page
General Introduction:
Aims:
Learning Outcomes:
Mediums for Learning:
Learning by doing
Course Content:
Tasks:
Assessed Task:
Deadline:
Penalties:
Format for Written Report:
The marking scheme in Geography:
Research project topic: health, well-being and independent
living among older people in St Andrews
Example poster – for use in respondent recruitment
Consent form: example
Reading Materials - weeks 1-9:
Safety and Conduct in the Field:
Questionnaire:
2
3
3
4
5
6
7
7
7
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8
10
11
15
16
18-27
28
29-30
2
General Introduction
GE5004 Qualitative Methods in Health Research is one of several "Core
Courses" that both prepare students to conduct their Mres research dissertation
and develops skills that are of value beyond the University. These modules are
designed to be interlocking and complementary. They aim to expose students
to the epistemological underpinnings of research, develop their knowledge of a
variety of methods and methodologies1 of data collection and data analysis,
give them practical experience of research and enable them to design and
undertake their own independent projects in future.
Students might be more familiar and comfortable with quantitative approaches
to data collection and analysis. These often pose a number of closed questions
to a large, scientifically representative sample of a study population and employ
statistical methods to analyse those data in order to describe general patterns
within that population as a whole. Qualitative methods by comparison, have
more open systems of data collection and utilise largely non-numerical methods
of analysis. They often draw smaller samples and do not seek to survey
statistically significant proportions of a population but rather, seek to
investigate in greater depth and quality, empirical cases that may provide
insight into the meanings underlying generally observable patterns. While
quantitative and qualitative methods have different epistemological
underpinnings they are not necessarily mutually exclusive.
Through a programme of lectures, readings, seminars, class and field based
practicals and a written report GE5004 offers both a theoretical and practical
introduction to qualitative research. The commitment to 'hands-on' experience
as a means to effective learning is made at the expense of a more thorough
theoretical investigation of the great diversity of possible qualitative techniques.
You will be offered a brief introduction to this diversity of approaches but the
practical project will focus on only a few. Nevertheless, you are encouraged to
experiment with others where you feel they are appropriate. The confidence
and competence you will build through undertaking this module will enable
you to explore and utilise a wider variety of methods when conducting you
Mres dissertation.
1
Epistemology =
Method =
Methodology =
Ontology =
A theory of knowledge that defines its source, limits and criteria for
evaluation, and the strategies used to justify these claims.
A technique for gathering evidence
A theory of how research should proceed/be carried out
(Harding, S. 1986 'Is their a Feminist Method?' in Kemp, S. and
Squires, J. eds.)1997 'Feminisms' Oxford: Oxford University Press,
pp. 160-161)
A theory or set of assumptions about what the world is actually like
before we start making knowledge about it (e.g. the world is made
up of a series of events that merely need to be observed and recorded
for knowledge to be made or events are ordered by human concepts
and social structures with an existence and influence of their own
and knowledge can only be gained by understanding these (see
Dictionary of Human Geography for further details).
3
Aims:
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•
•
•
•
•
•
•
•
To introduce students to the basic principles of qualitative research.
To give students an awareness of the broad range of qualitative research
techniques and deepen their understanding of a few.
To develop student's capacity to identify pertinent questions for
geographical investigation and design a programme of fieldwork.
To give students practical experience of undertaking qualitative data
collection.
To help students to collectively generate a qualitative dataset.
To give students practical experience of some methods of qualitative data
analysis and presentation.
To raise the issue of ethics in qualitative research.
To encourage students to make connections between the empirical,
methodological and epistemological issues involved in conducting
fieldwork and to reflect critically their own experience.
To further develop student's teamwork, oral, and written skills.
Learning Outcomes:
Students who perform well in this module will:
(a) Demonstrate a knowledge of:
•
•
•
•
•
•
The basic epistemological underpinnings of qualitative research, the
differences between it and quantitative research and the possibility that
the two can be combined.
A range of qualitative techniques and a deeper understanding of
interview techniques in particular.
The key stages of the research process.
The practical challenges of undertaking field work.
Various methods for the analysis and presentation of qualitative data.
The empirical issue under investigation.
(b) Have developed the following skills:
•
•
•
•
•
•
•
The ability to make an informed choice about the appropriate use of
qualitative research methods.
The capability to work unsupervised as part of a team & individually.
The competence to conduct open-ended/semi-structured interviews with
members of the public.
The diligence to prepare research field notes and research logs
comprehensible to others.
The aptitude to analyse qualitative data manually and using data
management packages.
The capacity to critically reflect on both the content and process of a
research project and to identify potential ethical issues.
The proficiency to write up qualitative research in a clear and concise
manner.
4
Mediums for Learning
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Lectures
Reading
Discussion and participation
Field work
Lab Classes
The write up
Lectures: I will do my best to deliver stimulating lectures that will introduce
you to the basic issues and have written a handbook and designed a programme
of work that will lead you through the module. My role is primarily that of
facilitators however, and thus I will not attempt to teach you everything you
need to know about qualitative research. Much of your learning in this module
will need to be self-motivated:
Reading: You have the responsibility to utilise the set reading and to search for
other appropriate sources. You should read the set reading before each meeting
of the class. These readings will complement and extend lecture notes. They
will also be the basis for the third medium of learning:
Discussion and participation: We will all enter into discussions of the set
reading materials. In addition, the tutors will set you various simple practical
tasks to complete within class that will help you develop your hands-on
understanding of qualitative methods.
Fieldwork: Will be a central element of this module, the notion being that you
will 'learn by doing'. In this module the research project will be largely guided
and directed by the tutors although you will have an input into the design of
questions. With colleagues, you will be required to undertake a number of
interviews in the field and to record the results in a format that can be utilised
by the rest of the group. Together you will produce a database of results that
can be used by the whole class.
Lab Classes: We will assist you in the analysis of the data generated by the
class by leading you through some of the basic approaches to the analysis of
qualitative data. It will then be up to you to complete the analysis and write up
you results in an individual report.
Independent write-up: This is a critical part of the leaning process not merely
the means to assess your learning. Through writing up the report you will be
forced to think hard about the topic you have investigated and methods you
have used, as well as about how best to present ideas and information in a
research project.
Learning in this module will give you a sound preparation for conducting your
own independent research dissertation.
5
Learning by doing:
GE5004 Qualitative Methods in Health Research is designed as a practical, seminar and
fieldwork based module and necessitates the active participation of students in their own
learning.
1. September 2000. A group of male students participate
to generate a diagram that represents their use of time in
an average week.
3.
2. In a plenary discussion with a group of female
students, the men attempt to explain the high
score on the card marked “pub”.
September 2000. Students undertake a mock interview. One team interviews (each
taking particular roles) the other is interviewed (again playing particular roles. . .
watch out for the “dominators” and “saboteurs”
6
Course Content
Week 1
Introduction
(a)
The core courses in geography
(b)
Qualitative (and quantitative) methods
(c)
The research topic
Week 2
Interviewing
(a) In theory: seminar based on readings
(b) In practice: simulated interviewing
Week 3
Other methods (oral history, narratives, ethnography, visual
representations, focus groups, combinations)
(a)
In theory: seminar based on readings
(b)
In practice: participatory diagramming
Week 4
Designing our research project
(a)
Drawing a sample
(b)
Generating questions
(c)
Ethics, positionality, 'objectivity', behaviour
Week 5
Fieldwork – (no class meeting)
Week 6
Analysis I
(a)
Coding, interpreting, analysing
(b)
Triangulation, verification, rigour
(c)
Theory building
Week 7
Reading Week
Week 8
Analysis II
(a)
Coding, interpreting, analysing
(b)
Triangulation, verification, rigour
(c)
Theory building
(d)
NUD*IST,
Week 9
Analysis III
(a)
NUD*IST,
Week 10
Discussion
(a)
Discussion of methods results and analysis
Week 11
Conclusion
(a)
Provisional conclusions about the research topic
(b)
Practicalities: writing up results of qualitative research
(c)
Learning outcomes: the aims and objectives of the course
Week 12
Submission of written report
7
Tasks
You must undertake several related tasks in order to obtain Permission to
Proceed in this module as well as gain the most from the course. Most are not
directly assessed but all will impact on your ability to write a competent final
assessed report. The tasks you must undertake are as follows:
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Attend classes and participate in all discussions and practical activities.
Undertake the prescribed reading - and a self-chosen selection of the
additional material.
Keep a research diary that records your thoughts and experiences and the
key lessons you learn about the topic, the methods and the research
process.
Recruit and organise your respondents
Undertake the fieldwork/conduct the interviews.
Make field notes and write these up in a form that can be used by other
members of the group.
Undertake the process of collective analysis.
Write a 5000 report based on your own final analysis of the field data
and the methods used.
Depending on the quality of the group's work and analysis, we may ask a few of
you to voluntarily complete a further task:

Present findings to the researched community (possibly a public meeting
and/or a newspaper article)
Assessed Task
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
100% of the marks for this 10-credit module will be allocated on the basis
of your final 5000-word individual written report.
While it will not be assessed - you must submit your research diary along
with your research report
Deadline:

5.00pm Friday 9 January 2003 (Week 13)
Penalties:


Work that arrives after the deadline will automatically forfeit 10% of the
available marks; if work is more than seven days late if will forfeit 20% of
the available mark: work more than 14 days late will forfeit 30%. Work 21
days late or more can be submitted for credit but will receive a 0% mark (1
on the 20 point scale).
Any work over-length will forfeit 5% of the available mark. If it is more
than 500 words over it will forfeit 10%. Text after 1000 words over length
will be ignored for the purposes of assessment.
8
The research project topic: health, well-being and independent living among
older people in St Andrews.
General introduction:
Later in your degree program you will be asked to undertake an independent
research project that you will almost entirely identify and design yourself. At this
early stage however, when our focus is on learning how to use methods, undertake
research and write reports, you will work collectively on substantial parts of the
project and I will assist you with the task of research design. I suggest that an
interesting and topical focus for your study would be have decided that our topic
focus will be; health, well-being and independent living among older people in St
Andrews.
In developed countries, the issue of how to manage ever increasing aging
populations is a growing challenge for policy makers and health practitioners
(indeed, the welfare of the elderly is of growing concern in developing regions too,
particularly as HIV/AIDS means they have to take on new care and economic roles
no longer performed by younger adults). Older age contains many opportunities for
positive change and productive functioning, but is often confused with illness. A
growing number of elderly people in a national population are often seen as a
problem by governments who worry about the increasing burdens on pensions,
health and social welfare provisions.
Census Data
1991
Total Persons
11311
Total Males
5256
Total Females
6055
Total Persons over 60
3449
Total Males over 60
1291
Total Females over 60
2158
% Persons over 60
30.5
% Males over 60
24.6
% Females over 60
35.6
Total No. of residents in Nursing or residential homes 102
% Total Residents in Nursing or residential homes
3.9
2001
13264
6192
7072
3499
1409
2090
26.4
26.8
29.6
134
1.01
Note: 2001 Statistics are taken for the main Wards within St Andrews (St Andrews Central, St Andrews South,
St Andrews South East, St Andrews West and Strathkiness) as residential tables were not available for St
Andrews settlement. Hence, change in geographic area will influence comparisons with 1991 data.
While theses concern have been prevalent in the British media over recent months
recent developments indicate a changing understanding about how to manage
demographic trends. Increasingly the government seems to be adopting a positive
and proactive approach to well-being and health among the elderly. The underlying
realisation is that if morbidity, disability and dependence can be compressed into a
shorter period of life, then increasing life expectancy need not place the heavy
burden on society and state resources that some have imagined.
9
In the past too many older people only had a choice of going into a care home in
order to receive services and assistance or struggling on in their own homes without
assistance. For many the price for continued independence was poverty and illhealth. Often older people became caregivers to their partners so that both might
retain their independence. This has commonly led to physical and mental strain on
the poorly supported caregivers. When older people have been hospitalised, very
often the period they are detained in hospital has been prolonged by a lack of
services and support structures that would have enabled an earlier return to their
own homes.
Most people will need support to continue to live full and independent lives as they
get older. Sometimes this will include support from social services. But each
individual will have different needs. There is a growing realisation that older
people themselves may be well placed to identify exactly what there needs are, and
certainly the approach of health services defining and controlling care from the
centre seems to be out of vogue.
Dimensions of aging and dimensions of well-being:
The experience of getting older: There are a number of dimensions that you will need to
think about in your research project:
 Corporeal (the body) - Slowing down, losing ability, difficulties with
mobility,
 Socio-corporeal - Urban space is often designed for the ablebodied/young thus older people find they have difficulties with access.
 Socio-economic - Unemployed (retired), time on your hands/extended
opportunity for leisure activities, a different set of cultural interests to
mainstream (youth focused) society, implicit or explicit ageism against
older people, the comfortable pension or dependence on inadequate
pension leading to poverty in old age.
 Social: particular social activities, loneliness of long periods in the
home, communal living loss of privacy of the home
 Spatial - The end of work and or family commitments leads to more
time spent in the home &/or extended opportunity undertake activities
in other arenas (i.e. neither work or home).
 Temporal (time): Do times of the day, seasons of the year or changes in
the academic year impact on the health and well-being of older people?
 Heterogeneity among older people; they will have different perceptions
of well-being, different health care needs and differing abilities to
access services depending on
o Ethnicity
o Gender
o Class
o Age: 65-95 same difference in age as 20-50
o Level of education
o Physical ability
o Proximity of family and friends and the strength and density of
their social networks
o Degree of involvement/engagement in the community
o Past and present diet, smoking, drinking, lifestyle etc
10
Recent government initiatives
The new emphasis of the British Government is to help more older people to live
more independently for more of the time. The plan is to set in place structures that
will increase the number of older people who are able to live and or are cared for at
home.
“Our aim is to ensure that people have additional years of healthy active life
through the promotion of health and independence.” (Ian Philip Professor of
health care for elderly people at Sheffield's Northern General Hospital 2002)
“We know how older people value their independence and how important it is
for them to preserve their dignity and their privacy.” (NHS update Sept 2002)
In July 2002 Health Secretary Alan Milburn announced new funding and reform of
older people's health and social care. The Government has pledged an extra £1
billion over the next four years, which will go towards extra home care, free
equipment and adaptations such as stair lifts (which currently have to be paid for).
More money will also be spent on supporting state funded residents in care homes.
Older people will have the option of receiving cash to spend on social care services,
rather than having the services allocated by local authorities.
The package has six key features:
(i) Faster assessment - by the end of 2004 first contact by social services will be
made within 48 hours and the assessment completed within one month. All
equipment needed will be in place within a week.
(ii) Stabilising care home sector - local authorities will be able to pay higher fees to
care homes, £70 million to pay for better training for social care staff, and amended
environmental standards.
(iii) Expanded range of services - double the amount of intensive home care
packages by 2005 compared to 1995, 70,000 more rehabilitation packages and a
50% increase in the number of extra care housing places.
(iv) Easier access to community equipment - half a million more pieces of free
community equipment benefitting an estimated 250,000 people. This will include
handrails, hoists and ramps.
(v) Increased choices for older people - following assessment of care needs all
councils will be obliged to offer direct payments to all older people allowing them
to make their own decisions about the care they need (this has already proved
successful in the case of younger disabled people). They will be given the choice of
receiving a service or receiving a cash payment to purchase care for themselves that
better suits their individual needs
(vi) More support for carers - doubling of carers grant to £185 million by 2006.
This will provide respite care and breaks to a further 136,000 carers.
11
Provisional general research questions:
It seems to me that there are some general, interesting research questions that arise
from this brief background review. These are just a starting point for your thinking
and I would expect to see you develop these as you progress through he module.
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How do older people define Quality of life?
What are their quality of life priorities?
What would it require for older people to maintain independent living in
their own homes?
What differences are there between different categories of older people?
Are people aware of recent government initiatives?
How do older people think they will respond to the new opportunities?
How does the use of qualitative methods of data collection and analysis
facilitate the study of older people’s health and well-being?
Methodology:
In-depth interviews: with older people - using structured questions (closed
question but open-ended answers).
Respondent Diaries – ask people to keep a record of their daily actives?
Diagramming – get people to make charts to show their needs – their daily
activities – their conceptions?
Researcher as research tool: you not only collect and record responses – but
analyses and assess them immediately in the field – allowing you to probe,
follow up and ask additional related questions - Thus your reaction, interaction,
skills of facilitation and positionality impacts on data collection
‘Relevance’ of this study:
The desire that research be ‘relevant’ has a long history in geography – part of the
radical and humanist reaction against ‘quantitative revolution’ in late 1960s and
1970s and has recently re-emerged at the turn of the millennium.
Relevance to Interviewees: Opportunity for therapeutic discussion of life experiences
– chance to have their ‘voice heard’
Relevance to policy-makers/public: Provide a depth of information on the
experiences & perceptions of older people's – can inform future policymaking &
facilitate social inclusion.
Relevance to researchers: (why is this topic an exciting medium through which to
learn about qualitative research methods?):
12
Example poster – for use in respondent recruitment
University of St Andrews
School of Geography
Student Research Project:
“health, well-being and
independent living among older
people in St Andrews”
Dear Residents
Masters level Students from the Geography
Department at the University of St Andrews
would like to interview older people about
their lives, but particularly about their
health and well. Students will be
interested to learn about what services
and assistance older people would require
to maintain independent living in their
own homes. Interviews will be informal
conversations, will last between 30-45
minutes and will take place between
………………..and .………………. at your
convenience.
If you are interested in participating in
the study please contact your warden
Yours sincerely
……………………………………….. Oct 2003
13
Consent form: example
This for should be in large type to help those participants who may have limited
vision.
University of St Andrews
School of Geography & Geosciences
October 2003
Dear participant,
Researchers:_______________ and _______________________
Thank you for agreeing to participate in this study. This form
outlines the purposes of the study and provides a description of your
involvement and rights as a participant.
The purposes of this project are:
1) To fulfil a course requirement for GE5004, Qualitative Methods
in Geography, taught by Dr. Mike Kesby at the University of St
Andrews.
2) To identify the health and well-fare needs and experiences of
older people in St Andrews used.
We will use the information from this study to write a report about
the health of older people in St Andrews that will be submitted to Dr
Kesby. There is a possibility that the findings of the study may be
used to write a short article for the St Andrews Citizen.
14
We guarantee that the following conditions will be met:
1) Your real name will not be used at any point in the written
report; both you and your place of residence will be given
pseudonyms that will be used in all verbal and written records
and reports.
2) If you grant permission for audio taping, your tape will only be
used in this study and will not be used for any other purpose.
3) Your participation in this research is voluntary; you have the
right to withdraw at any point in the interview.
4) You can choose to receive a draft copy of the report so that you
have the opportunity to suggest changes to the researcher.
5) You can choose to receive a copy of the final report.
Yes
No
Do you grant permission to be quoted
directly?
Do you grant permission to be audio
taped?
Do you wish to receive a draft copy of the
report?
Do you wish to receive a final copy of the
report?
I agree to the terms
Respondent ___________________________ Date _____________
Address _______________________________________________
I agree to the terms:
Researcher____________________________ Date _____________
Researcher ____________________________Date _____________
15
The Write-up: its nature and purpose
Despite the many and varied tasks you are asked to perform during this module the
report forms 100% of the assessment for this course. Therefore, all the hard work
you have put into reading, participating in class, undertaking fieldwork and
conducting analysis can only be assessed through the medium of the report.
Students sometimes feel that this approach is ‘unfair’, however, it reflects both the
way in which your dissertation will be marked and the way you will most often be
judged in the labour market (i.e. by results).
In the past some students have worried about their reports because they (a) have
not had time to analyse all the data gathered by themselves and the class and (b)
have not become fully proficient in the Use of NUD*IST software by the time
the submission deadline arrives. Do not worry: In any research write-up,
researchers are at liberty to justify their focus on some aspects of the data and
not others. The time and word limits of this report will necessitate that you do
so. Secondly, this module aims to introduce you to the analysis of qualitative
data using computer software. You do not have to be totally proficient in the
use of NUD*IST to complete the report and, depending on the kind of report
you choose to write, may not need to discuss or use it in any great detail. The
learning outcomes of the module are reflected in the mode of assessment but
extend beyond it. The module is part of a core of learning in your degree and
lessons and skills learned within it will be carried forward and developed by
you in other modules, particularly the dissertation.
Format for Written Report
You should by now have read a large number of research papers as part of your
degree. When doing this you should be noting how these papers are
constructed, not merely reading them for their content. It is an underlying
assumption of university education that you will emulate the style, structure and
approaches utilised by the authors of the papers you read. However, there is a
diversity of approaches and many variations on those most commonly adopted.
Furthermore, while students are often instructed in how to write academic
essays they are too rarely told how to write-up research projects. Below I set
out in simple and relatively explicit terms two possible models that you can
emulate when writing up your own research project.
1. Model One: A standard social science research paper.
In this model of report your objective is to convey to the reader the exciting
new research finding generated by your project. To do this you will need to: (i)
introduce the research topic and explain why it was worth doing, (ii) briefly
explain the methods you used to collect the data and why they were the
appropriate tools for the job, (iii) present the key findings of the research, (iv)
analyse and discuss those findings and finally (v) make a conclusion about the
findings and where your work leaves the debate on the subject under
discussion.
16
While this module concentrates on methods and methodology, in a Model One
write-up your statements about methods should be brief, succinct and to the
point. Greater weight and emphasis should be placed on the findings and
discussion of them.
This is a suggested template for a model one write-up. Only sections '5-9.'
should be considered for the purposes of your word count.
1.
Title page: (Institution, title, name, date, word count). NB. Choose a
title that makes is clear that this is a Model One write up.
2.
Acknowledgements:
3.
List of contents: (Sections, tables, figures, plates, appendices).
4.
Abstract: (c.100-300 words): describes aims, methods, main findings &
conclusions e.g. The aim of this study is… The methods and sample
employed were…. The main findings of the study were…. The key
conclusions of this report are ….
5.
Introduction to the topic: e.g. The topic under investigation in this
report is… This is an important and worthwhile undertaking because….
Previous work in this area has suggested…. This project aims to
investigate the following key questions….
6.
Methods: (so that readers can evaluate whether your results are
valuable you must present a brief but clear description of your methods,
say 3-500 words max) e.g. The following epistemology and
methodology were deemed most appropriate means to address the
project’s aims…. More specifically, these techniques… were used to
generate data addressing each of the various research questions…. The
sample was draw in the following way… The study location had the
following characteristics…. In general terms the data generated were
analysed thus…
7.
Data presentation: (Basically, here you are describing what you found
and will probably use carefully chosen quotes to help you do this) e.g.
The project’s first research aim was… the data gathered relating to this
question revealed the following… the project’s second aim was… the
data… etc. (Where you quote respondents put in brackets after the
quote: pseudonym, age, sex, date of interview)
8.
Data Analysis: (Here you must move beyond description and begin to
make analytical comments that make sense of the data previously
described) e.g. Data was interrogated using the flowing analytical
processes… After a careful analysis of the data relating to issue…. the
following observation and analysis can be made… Data generated
around issues X and Y seem to corroborate/contradict each other: it is
17
the author’s opinion that this is the case because/this means… Looking
carefully at the data it seems that the opinions of respondents X are
like/different to those of respondents Y: it is the author’s opinion that
this is the case because/this means…
9.
Conclusions: The major findings of this report are… The project’s
results relate in the following way to the existing literature… The
project was successful/unsuccessful in fulfilling its aims…. The
limitations of the project were… (you might include a reflection on the
research process, positionality, ethics etc.). Further work is needed on
the following issues…
10.
Reference list: (List of cited references)
11.
Appendices: (Agenda of questions, letter of identification etc. etc.).
2. Model Two: A paper on research methods:
Using this model your objective is to convey to the reader a critical (in the
sense of informed and insightful, not merely ‘negative’) evaluation of a
particular research method or approach. To do this you will need to: (i) explain
the debates surrounding qualitative research methods, (ii) briefly explain the
project in which the methods were deployed, (iii) analyse and explain the
benefits and problems of using the methods of data collection and analysis by
using examples from the field project that raise and illustrate more general
issues and debates, (iv) explain why the methods you are describing have
scientific validity and finally (v) make a conclusion about the methods used and
why they were useful/flawed. This module requires you to undertake a field
investigation and collect primary data – however in a model two write-up your
focus is on the methods that were utilised. Nevertheless you will need to draw
on data collected and on experiences in the field in order to explain the pros and
cons of using the particular methodological approach.
These are suggested headings for a model two write-up. Only section '5-7.'
should be considered for the purposes of your word count.
1.
Title page: (Institution, title, name, date, word count). NB. Choose a
title that makes it clear that this is a Model Two write-up.
2.
Acknowledgements:
3.
List of contents: (Sections, tables, figures, plates, appendices).
4.
Abstract: (c.100-300 words): describes aims, methods, main findings &
conclusions e.g. The aim of this study is to explore the flowing issues
about the use of qualitative methods… The paper uses the example of a
18
student project that was framed like this…. The main arguments made
in this paper are… The key conclusions of this report are ….
5.
Introduction: This project aims to address the following key issues in
qualitative research… It is important and interesting to do so because…
The debates, and epistemological issues raised in the literature and
relevant to the aims of the is report are… This report draws on a
particular student research project in order to argue its case: in brief
outline, this project had the following characteristics…
6.
A critical analysis of the field methods and methods of data
analysis: e.g. the first key issue about qualitative methods that this
paper will discuss is…. This issue can be illustrated by the following
description of a fieldwork experience…. The analytical point this
author wishes to draw from this example is the following…. The second
key point… etc. (these arguments might reflect on the claims made of
qualitative research methods, their utility, ethical issues, your
positionality etc. Where you quote respondents put in brackets after the
quote: pseudonym, age, sex, date of interview)
7.
Conclusions: This project set out to explore these key issues about
qualitative research… The reports major findings about qualitative
research are… The project’s results relate in the following way to the
existing literature… Further work to explore this… aspect of qualitative
research is necessary because…
8.
Reference list (List of cited references)
9.
Appendices (Agenda of questions, letter of identification etc. etc.).
Please Note: These two models are only suggestions on how to approach your
write up and can be adapted. I present them in response to the requests of
students in previous years. Following the models too closely will make you
paper rather clunky and may lead you to miss important points I have not listed
here, however this would be better than the rather unstructured report you might
otherwise have handed in.
On the basis of the mistakes of previous students, let me stress that you should
avoid mixing Model One and Model Two. Decide from the outset whether you
report is going to be about the topic (with a brief reference to methods) or about
the methods (using a student project on our particular topic to illustrate
arguments about methods).
The Marking Scheme for GE5004:
19
Each piece of submitted work will be given a percentage mark (column 1) based on a set of marking
criteria (col. 2). See the Mres handbook/Prof Flowerdew for details about module grade reporting and
the calculation of degree results.
Percentage grade
Criteria used by staff to evaluate work*
80-100
70-79
Excellent answer characterised by:
Originality/ critical judgement & logical argument
Thorough understanding of the topic (the elderly and/or qualitative methods)
Strong evidence of reading beyond the core textbooks
Excellent use of examples drawn from thorough field work
Excellent organisation & presentation emulating the style of published papers
Highly satisfactory answer characterised by:
Critical judgement & sound argument - description used to illustrate arguments
Solid understanding of the topic (the elderly and/or qualitative methods)
Evidence of reading beyond the core textbooks)
Good use of examples drawn from thorough field work
Good organisation & presentation that sticks to one model of write up
Satisfactory answer characterised by:
Some critical awareness and consistent argument but a tendency to be
descriptive rather than analytical
Reasonable understanding of topic (the elderly and/or qualitative methods)
Evidence that the core textbooks have been read and understood)
Some use of relevant examples drawn from adequate field work
Reasonable organisation and presentation but some tendency to confuse the
two models for writing up
Adequate answer as above, but flawed by one or more of the following:
Overly descriptive/ lack of critical understanding
Incomplete understanding of the topic (the elderly and/or qualitative methods)
Little evidence that the core texts have been read/understood
Poor use of examples drawn from limited field work
Poor organisation and presentation, confused use of write-up models
Pass (not honours standard): some knowledge of the topic, but seriously
flawed by one or more of the following:
Absence of critical awareness
Superficial understanding of the topic (the elderly and/or qualitative methods)
Major misconceptions
Some irrelevant material and/or evidence of poor field work
Poor organisation and presentation
Fail:
Inadequate understanding of topic
Lacking in substantive content and/or very poor field work
Largely irrelevant material
60-69
50-59
40-49
30-39
20-29
Fail - permission to
proceed
0-19
Fail – permission to
proceed denied
All marks on returned work are provision until approved by the end of Semester Module Board
meeting.
*Note that the criteria are for guidance only not binding rules. It is open to the examiners to
balance outstanding performance in one aspect of a piece of work against deficiencies in other
areas and thus award a different grade from that implied by a rigid application of the
guidelines.
20
Reading Materials
General
The following references relate to the various sessions of this module.
However, you should retain this handbook for futureuse e.g. for your
dissertations.
Core textbooks
To encourage students to read and to provide them with a solid foundation for
learning, this module has been designed around the use of two core textbooks.
They are:
1. Flowerdew, R. and Martin D. (eds.), 1997 Methods in human
geography: A guide for students doing a research project London:
Longman, p. 6-30 GF26.M4
2. Kitchin, R. and Tate, N, 2000 Conducting research into human
geography: theory, methodology and practice Harlow: Prentice Hall p.
1-27 GF26.K5
Both have their virtues and floors. There may be some second hand copies
from last year, otherwise by one or the other at James Thin Books. Organise
with a friend to share use and buy one each. These books are also useful for the
other core modules. There are basic under-graduate textbooks but would be a
good starting point. You will be expected to source and read other materials of
your own.
Key
• Material with a star* is on short loan in the library
• Material that is a shaded box is from one of the core textbooks
• Material is organised by weekly topic
• Many references are drawn from the world wide web and are often only a
few pages in length.
21
WEEK 1: Introduction
(a) On 'research ' and epistemology
*Graham, E. 1997 Philosophies underlying human geography research in
Flowerdew, R. and Martin D. (eds.), 1997 Methods in human
geography: A guide for students doing a research project London:
Longman, p. 6-30 GF26.M4
*Kitchin, R. and Tate, N, 2000 'Thinking about research' in Kitchen, R. and
Tate, N, 2000 Conducting research into human geography: theory,
methodology and practice Harlow: Prentice Hall p. 1-27 GF26.K5
(b) Definitions of Qualitative and Quantitative research
*Johnston, R., Gregory D. and Smith, D. eds. (1994) The Dictionary of
human geography 3rd edition, Oxford : Blackwell Reference,
GF4.J7F94
*Johnston, R., Gregory D. and Smith, D. eds. (2000) The Dictionary of
human geography 4th edition, Oxford : Blackwell Reference, (On order)
(c) Material on the research topic
Bowling, A. et al. (1999) ‘Adding Quality to Quantity. Older People's Views
on their Quality of Life and its Enhancement’ (ESRC research project
summary) http://www.shef.ac.uk/uni/projects/gop/gop3.html
Clarke, J. (2002) ‘Government delivers £125m to pay for
McLeish pledge on care for elderly’ Holyrood News:
Scotland’s current affairs and parliamentary information
service
http://www.holyroodnews.com/holyrood_reporter.htm
(Accessed 24 September 2002).
Bland R. (1999) Independence, privacy and risk: Two contrasting
approaches to residential care for older people . Ageing and Society
19, (5), 539-560
Department of health (2002) ‘Expanded services and increased choices for
older people: Investment and reform for older people's social services
(Alan Milburn’s Proposals Tuesday 23rd July 2002)’
http://tap.ukwebhost.eds.com/doh/Intpress.nsf/page/20020324?OpenDocument (Accessed 24 September 2002).
Department of health (2002) ‘Preserving the health and independence of older
people’ NHS Update,
22
http://www.nhs.uk/nhsupdate/news_focus_older_people_main.asp
(Accessed 24 September 2002).
Department of health (2002) ‘Supporting independence’ NHS Update,
http://www.nhs.uk/nhsupdate/news_focus_older_people2.asp (Accessed
24 September 2002).
Department of health, Social services inspectorate (2001) ‘Improving older
people's services inspection of social care services for older people’
http://www.doh.gov.uk/scg/improvingobjs.htm (Accessed 24 September
2002).
Fernández-Ballesteros R.; Zamarrón M.D.; Ruíz M.A. (2001) The
contribution of socio-demographic and psychosocial factors to life
satisfaction . Ageing and Society 21,(1) 25-43
Gant. R, (1997) Elderly people, personal mobility and local environment: an
opportunity for fieldwork . Geography 82 (3) 207-217
*Harper, S. and Laws, G. (1995) 'Rethinking the geography of ageing'
Progress in Human Geography 19 (2) 199-221
Help the Aged (The British Based – International NGO) (2002) ‘Home page’
http://www.helptheaged.org.uk/ (Accessed 24 September 2002).
Help the Aged (2002) ‘PDF documents on various topics’
http://www.helptheaged.org.uk/advice/infopoint.html (Accessed 24
September 2002).
Help the Aged (2002) ‘Health and aging’
http://www.helptheaged.org.uk/PDFFILES/IS17.PDF (Accessed 24
September 2002).
Help the Aged (2002) ‘The older population’
http://www.helptheaged.org.uk/PDFFILES/IS01.PDF (Accessed 24
September 2002).
Help the Aged (2001) ‘Help the aged policy statement – intermediate care - in
Scotland’ http://www.helptheaged.org.uk/news/pdf/ic_scot.pdf (Accessed
24 September 2002).
Help the Aged (2001) ‘Help the aged policy statement – home care - in
Scotland’ http://www.helptheaged.org.uk/news/pdf/hc_scot.pdf (Accessed
24 September 2002).
Help the Aged (2001) ‘Help the aged policy statement – primary care - in
Scotland’ http://www.helptheaged.org.uk/news/pdf/prim_scot.pdf
(Accessed 24 September 2002).
23
Help the Aged (2001) ‘Help the aged policy statement – promoting
independence - in Scotland’
http://www.helptheaged.org.uk/news/pdf/indep_scot.pdf
And In England http://www.helptheaged.org.uk/news/pdf/indep_eng.pdf
(Accessed 24 September 2002).
Metz D.H (2000). Mobility of older people and quality of life. Transport
Policy 7, (2) 149-152
Minichiello V.; Browne J.; Kendig H. (2000) Perceptions and
consequences of ageism: Views of older people . Ageing and Society 20
(3), 253-278
Mowl G.; Pain R.; Talbot C (2000) The ageing body and the homespace
Area 32, (2) 189-197
Netten A.; Darton R.; Bebbington A., and others (2001) Residential or
nursing home care? The appropriateness of placement decisions
Ageing and Society 21 (1), 3-23
Oldman C.; Quilgars D. (1999) The last resort? Revisiting ideas about
older people's living arrangements Ageing and Society 19, (3) 363-384
Try searching for relevant articles on these free online journals
 Age and Ageing at http://ageing.oupjournals.org/contents-bydate.2000.shtml
 BMC Geriatrics at
http://www.pubmedcentral.nih.gov/tocrender.fcgi?journal=33
 British medical Journal at http://bmj.com/ Search their archive at
http://bmj.com/all.shtml Put in key words – elderly- care etc and read
online papers.

Geriatric Times at http://www.geriatrictimes.com/


Geriatrics & Aging at http://www.geri.com/geriatrics/
Also try http://www.sciencedirect.com/
As a group you might like to approach some local contacts for input about
things happening in Fife and for ideas for helping you formulate your
research topic.
Kim Chalmers , Public Health Practitioner (PHP), NE Fife Local Healthcare
Cooperative (LHCC), Ladybank Clinic, Commercial Road, Ladybank,
KY15 7JS, tel 01337 830398.
Jessie Watt, Co-ordinator, Fife User Panels, Age Concern Scotland, 11
Wemyssfield, KIRKCALDY, Fife KY1 1XN, tel 01592 204273,
NB. This is a panels system, which will be identifying key issues for frail
older users.
24
WEEK 2: Interviewing
Brittain, N. 1995 'Qualitative research: Qualitative interviews in medical
research' British Medical Journal 311 (6999) p.251-253
http://www.bmj.com/cgi/content/full/311/6999/251
*Kitchin, R. and Tate, N, 2000 'Producing data for qualitative analysis' in
Kitchen, R. and Tate, N, 2000 Conducting research into human
geography: theory, methodology and practice Harlow: Prentice Hall p.
211-228 GF26.K5
Rogers, T. and Kalmanovitch, T. 2000 'Lab Notes - Non experimental
Research Methods in Psychology - (Department of Psychology at the
University of Calgary - accessed, 24 Aug 2000)
(a) Constructing the Semi-structured Interview Schedule
http://www.psych.ucalgary.ca/CourseNotes/PSYC413/Assignments/Lab
Manual/proj4/constructing.html (Accessed 11 Sept 2002)
(b) The Ten Commandments of Interviewing',
http://www.psych.ucalgary.ca/CourseNotes/PSYC413/Assignments/Lab
Manual/proj4/tenint.html (accessed 11 Sept 2002)
*Valentine, G. 1997 'Tell me about. . .: using interviews as a research
methodology' in Flowerdew, R. and Martin D. (eds.), 1997 Methods in
human geography: A guide for students doing a research project London:
Longman, p. 110-126 GF26.M4
25
WEEK 3: Other methods
*Cook, I. 1997 'Participant observation' in Flowerdew, R. and Martin D.
(eds.), 1997 Methods in human geography: A guide for students doing a
research project London: Longman, p. 110-126 GF26.M4
Evens, M. 1988 'Participant observation: the researcher as research tool' in
Eyles, J. and Smith, D. (1988) Qualitative methods in Human Geography,
Cambridge, Polity Press p. 197-218 GF21.Q2
*Kesby, M. 2000 'Participatory diagramming as a means to improve
communication about sex in rural Zimbabwe: a pilot study’ Social
Science and medicine 50 (12) 1723-1741
*Kesby, M. 2000 'Participatory diagramming: deploying qualitative methods
through an action research epistemology' Area 32 (4) Dec 2000
*Kitchin, R. and Tate, N, 2000 'Producing data for qualitative analysis' in
Kitchen, R. and Tate, N, 2000 Conducting research into human
geography: theory, methodology and practice Harlow: Prentice Hall p.
211-228 GF26.K5
Kitzinger, J. 1995 'Qualitative Research: Introducing focus groups' British
Medical Journal 311 (7000) p.299-302
http://www.bmj.com/cgi/content/full/311/7000/299
(Accessed 11 Sept 2002)
Various Authors, 1996 'Focus Groups' Area 28 (2) p.113-114
Geog per G7 A8
26
WEEK 4: Designing our research project
(a) On Planning a Project:
*Gatrell, A. 1997 ' in Choosing a topic' in Flowerdew, R. and Martin D.
(eds.), 1997 Methods in human geography: A guide for students doing a
research project London: Longman p. 36-46 GF26.M4
*Kitchen, R. and Tate, N, 2000 'Planning a research project' in Kitchen, R.
and Tate, N, 2000 Conducting research into human geography: theory,
methodology and practice Harlow: Prentice Hall p. 28 - 44 GF26.K5
(b) On Sampling:
*Kitchen, R. and Tate, N, 2000 'Sampling, estimation and distribution' in
Kitchen, R. and Tate, N, 2000 Conducting research into human
geography: theory, methodology and practice Harlow: Prentice Hall p.
53-59 GF26.K5
*Parfitt, J. 1997 'Questionnaire design and sampling' in Flowerdew, R. and
Martin D. (eds.), 1997 Methods in human geography: A guide for students
London: Longman, 1997 (see 'Sampling' p. 93-98) GF26.M4
(c) On Ethics
ESRC ‘Confidentiality and Informed Consent’ (a number of pages on issues
relating to ethics)
http://www.essex.ac.uk/qualidata/forms/c&cintro.htm (accessed Sept.
11th 2001)
*Johnston, R., Gregory D. and Smith, D. eds. (1994) The Dictionary of
human geography 3rd edition, Oxford : Blackwell Reference,
GF4.J7F94
*Johnston, R., Gregory D. and Smith, D. eds. (2000) The Dictionary of
human geography 4th edition, Oxford : Blackwell Reference, GF4.J7G00
Society for Applied Anthropology 2000 'Statement of Professional and
Ethical Responsibilities'
http://www.sfaa.net/sfaaethic.html (Accessed Sept. 11th 2002)
*Raghurum, P. et al 1998 'Feminist research methodologies and student
projects in Geography' Journal of Geography in Higher Education 22
(10) 35-48
27
WEEK 6: Analysis I
WEEK 8: Analysis II
WEEK 9: Analysis III
(a) General Instructions :
*Crang, M. 1997 'Analysing qualitative materials' in Flowerdew, R. and
Martin D. (eds.), 1997 Methods in human geography: A guide for students
doing a research project London: Longman p. 183- 196 GF26.M4
*Kitchin, R. and Tate, N, 2000 'Analysing and interpreting qualitative data' in
Kitchen, R. and Tate, N, 2000 Conducting research into human
geography: theory, methodology and practice Harlow: Prentice Hall p.
229-256 GF26.K5
*Kitchin, R. and Tate, N, 2000 'Analysing qualitative data using a computer'
in Kitchen, R. and Tate, N, 2000 Conducting research into human
geography: theory, methodology and practice Harlow: Prentice Hall p.
257-269 GF26.K5
(b) On 'Rigor' and evaluation
Bailey C, White C and Pain R (1999) 'Evaluating qualitative research: dealing
with the tension between 'science' and 'creativity'' Area 31, 169-183
Baxter J and Eyles J (1997) 'Evaluating qualitative research in social
geography: establishing 'rigour' in interview analysis' Trans Inst Br Geogr
NS 22, 505-525
(c) Web Sites on NUD*IST:
Kerlin Bobbi 1999 'Getting started with NUD*IST,
http://www.oit.pdx.edu/~kerlinb/workshops/Nudist/
(Accessed 11 Sept 2002)
Alan Reid (2001) “Analysing Qualitative Data Using Computer Software”
http://www.bath.ac.uk/Departments/Education/caqdas.html Department
of Education, University of Bath (Accessed 11 Sept 2002)
Katja Mruck (ed) (2001) “Forum for qualitative research”
http://www.qualitative-research.net/fqs/fqs-eng.htm (Accessed 11 Sept
2002)
Sage publications (2001) (journal of) Qualitative Research
http://www.sagepub.co.uk/frame.html?http://www.sagepub.co.uk/journals
/details/j0331.html (Accessed 11 Sept 2002)
28
WEEK 10: Conclusion
(a) Suggestions on how to 'write up'
*Boyle, P. 1997 'Writing up - some suggests' in Flowerdew, R. and Martin
D. (eds.), 1997 Methods in human geography: A guide for students doing a
research project London: Longman p. 235-253GF26.M4
.
*Kitchen, R. and Tate, N, 2000 'Writing-up and dissemination' in Kitchen, R.
and Tate, N, 2000 Conducting research into human geography: theory,
methodology and practice Harlow: Prentice Hall p. 270-289 GF26.K5
(b) Example of a qualititatve project write-ups in Premier geography journals
*Katz, C. 1991 ‘Sow what you know: the struggle for social reproduction in
rural Sudan’ Annals of the Association of American Geographers 81 (3)
pp.488-514
Class Mark PX Katz ??
*Katz, C. 1992 'All the world is staged: intellectuals and the projects of
ethnography' Society and Space 10 pp.495-510 PX Katz ?? and long
loan per HT166.E6D
*Kesby, M. 2000 'Participatory diagramming as a means to improve
communication about sex in rural Zimbabwe: a pilot study’ Social
Science and medicine 50 (12) 1723-1741
*Kesby, M. 2000 'Participatory diagramming: deploying qualitative methods
through an action research epistemology' Area 32 (4) Dec 2000
*Various Authors 1999 'Focus: Qualitative approaches in health geography'
The Professional Geographer 51 (2) pp. 240-307 per G3.P8
But Particularly:
Wilton, R. 1999 health research: negotiating
HIV/AIDS p. 254-264
and: Baxter, J. and Eyles, J. The utility of in-depth interviews for
studying the meaning of environmental risk' p. 307-320
29
Other Generally Useful references:
(a) Handbooks on research methods
Denzin, N. and Lincoln, Y. eds. (1994) Handbook of qualitative research,
Thousand Oaks : Sage Publications, H62.D4
Eyles, J. and Smith, D. (1988) Qualitative methods in Human Geography,
Cambridge, Polity Press GF21.Q2
*Strauss A. and Corbin, J. (1999) Basics of qualitative research : techniques
and procedures for developing grounded theory, Thousand Oaks, Calif.
London : SAGE, HA29.S88F98
(b) Feminist Analysis of Doing Research:
Oakley, A. (1991) 'Interviewing women a contradiction in terms' In Roberts,
H. ed. (1981) Doing feminist research, London : Routledge & Kegan
Paul, chpt 2 HQ1206.D7R7
Mattingly, D. and Falconer-Al-Hindi, K. 1995 Should women count? a
context for the debate Professional Geographer 47 (4) pp. 427-435 see
also other papers in this special issue Geog. G3.P8.
Nast, H 1994 'Women in the field; critical feminist methodologies and
theoretical perspectives Professional geographer 46 (1) 54-102 per
G3.P8
*Raghurum, P. et al 1998 'Feminist research methodologies and student
projects in Geography' Journal of Geography in Higher Education 22 (10
35-48
(c) On Mixing Methods and Multi-Methods Approaches:
Various Authors, 1999 'Focus: Multi-method research in population
geography' The Professional Geographer 51 (1) pp. 40-76 per G3.P8
30
Safety and Conduct in the Field
This module requires that you undertake work in the field. You should read
and sign the 'Safety code for fieldwork' leaflet attached within this handbook.
While there are no 'major hazards' related to undertaking fieldwork in St
Andrews, you should think carefully about a few basic issues
•
•
•
Traffic - probably the biggest hazard
Personal safety - you should stay in the groups to which you are assigned
and only work in places and at times of day that you feel secure with. You
should also only agree to work with colleagues you feel you can trust.
Conduct - you are ambassadors for the University and should behave
maturely and professionally at all times. You should be courteous with
members of the public even though they may decline to speak to you or
may articulate opinions with which you strongly disagree. If you ever feel
you are unable to complete an interview due to respondent
hostility/prejudice you should make your excuses and withdraw. Try not to
put yourself in a situation in which you might be accused of doing
something that you have not done, thus for example gain permission to
enter residential buildings and 'sign out' when you leave.
31
University of St Andrews
Questionnaire for CVCP Audit
GE5004
Qualitative Methods in Health Research
Anonymous questionnaires help us to gauge the strengths and weakness of our
modules, and give you an opportunity to express your opinions. We hope that
you will approach this questionnaire thoughtfully and maturely. Please tear
out this questionnaire and submit it with your report
KEY:
1 = strongly agree
2 = agree
3 = neutral
4 = disagree
5 = Strongly disagree
ORGANISATION AND STRUCTURE OF THE MODULE
1.
2.
The handbook provided a full and clear explanation
of the aims and structure of the module
The module was organised
1
1
2
2
3
3
4
4
5
5
3.
4.
5.
6.
7.
8.
9.
10.
11.
The module was difficult
The module was challenging
The module was stimulating
The lectures were useful
The textbook by Kitchen and Tate was useful
The textbook by Flowerdew and Martin was useful
The other suggested readings were useful
Recommended readings were available when required
The classroom discussions and exercises were useful
1
1
1
1
1
1
1
1
1
2
2
2
2
2
2
2
2
2
3
3
3
3
3
3
3
3
3
4
4
4
4
4
4
4
4
4
5
5
5
5
5
5
5
5
5
1
1
2
2
3
3
4
4
5
5
1
1
1
1
2
2
2
2
3
3
3
3
4
4
4
4
5
5
5
5
12. Doing fieldwork was a good way to learn
13. The analysis practicals were useful
THE TUTORS
14.
15.
16.
17.
The tutors were audible
The tutors were enthusiastic
Explanations clear
The tutors were approachable
32
YOUR OWN EFFORT
18.
19.
20.
21.
22.
23.
24.
25.
I attended all the classes
I bought the one of the textbooks
I undertook all the proscribed readings
I did some extra reading from the reading list
I participated in all the discussions and exercises
I participated in all the field work
I attended the analysis labs
I sort help from the tutor when I had a problem
1
1
1
1
1
1
1
1
2
2
2
2
2
2
2
2
3
3
3
3
3
3
3
3
4
4
4
4
4
4
4
4
5
5
5
5
5
5
5
5
YOUR LEVEL OF LEARNING
26. I feel that the aims and objectives of the course
were met
27. I feel I now have a good understanding of
qualitative research
27. I would feel confident to use qualitative methods
in my dissertation
1 2
3 4 5
1
2
3
4
5
1
2
3
4
5
Please comment on any of the above - particularly if you answered with a 4
or a 5. We would appreciate your comments on how you think the module
might be improved.
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Thanks for taking the time to complete this questionnaire.
We appreciate your feedback enormously
Dr Mike Kesby
33