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<h3 class="hd hd-2">What is Qualitative Research?</h3>
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<h2 class="hd hd-2 unit-title">Read: Qualitative vs Quantitative Research</h2>
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<p>This graphic below depicts the differences between the qualitative research process and the quantitative research process.</p>
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<p>Both methods start with a <strong>research topic </strong>or idea to study. </p>
<p>After you have your topic, you then will conduct a <strong>literature review</strong> to find out what scholarship has been done, where the current debate is, and what questions or information is missing from the literature that could be explored further. </p>
<p>The methods diverge in this next step. If you have a hypothesis derived from the literature of previous observations that you are ready to test, then you will need to collect a carefully defined information (or observations) usually from a large sample size... this is best done with quantitative research. If you don't yet have a hypothesis but are looking to formulate one, then you will be conducting qualitative research. </p>
<p>In <strong>quantitative research</strong>, once you have established your hypothesis, you identify the concepts (well specified idea) and variables (measurable indicators of that concept). You then decide where or how you will find or observe those indicators and from whom you will collect the information. Then, you create and implement a data collection mechanism such as a survey. Once all the data is collected from the research subjects (persons or organizations or documents), normally represented by numbers, e.g. 1 means do not like, 10 represents like a lot, the data is statistically analyzed to find means and variations, and aggregated in more complex statistical techniques. As you analyze the findings, you will often consult the relevant literature as you work. Hopefully this work will lead to new questions and hypothesis to test. </p>
<p>In <strong>qualitative research</strong>, all of this work will be done in cycles because you are not testing a hypothesis based upon previous findings, rather you are exploring unknown terrain. As you conduct your data collection and analyze the data, new concepts will emerge that will drive you to ask new research questions. <span style="font-size: 1em;">You will be continuously refining your research questions and consulting the literature as your research moves you into new areas of inquiry. Your sample size should be large and diverse enough to ensure that you can capture the full variety of experiences relating to your topic. Once you feel that you are no longer generating new findings from your data collection, then you can analyze the variety of results you obtained and begin to develop a cogent descriptions of the phenomenon you observed in all it's variations. You may also derive an account of the sources and patterns of variation, a theory or explanation of the phenomena. This theory functions as a new hypothesis about how this part of the world works. </span>Your sample size won't be large enough to test this hypothesis, nor likely include all counterfactual possibilities, although once you have observed the variety of categories or options of the phenomena, you would be able to test this with a survey on a larger sample size, using quantitative methods. </p>
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<p><a href="https://www.youtube.com/watch?v=BhCruPBvSjQ" target="[object Object]">You can find the MIT Anthropology video "Doing Anthropology" at this link. </a></p>
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<h2 class="hd hd-2 unit-title">Read: The Research Process</h2>
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<p>This image gives an overview of the qualitative research process.</p>
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<p>Your <strong>research topic and questions </strong>will be formed by your interest in a particular field or area, circulatinng ideas about issues or topics in that area, and especially what has been covered in the literature by previous scholars and what areas still need further exploration and illumination. </p>
<p>As you work, you should constantly be <strong>writing memos.</strong> Think of these memos as a way to organize your thoughts, ideas, and reactions in a way that can be referenced later. These memos are not the fieldnotes or the interview transcripts. They are commentaries on the data you are collecting. The fieldnotes (descriptions of what is being observed, as well as descriptions of how the data is being collected, the interview processes and events) and transcripts are the primary data. As you conduct research you are constantly having new ideas and making connections, most of which you will probably forget if you don't preserve them in writing. These memos don't have to be extensive, and they don't have to contain fully formed and substantiated ideas, but they do need to be clear and organized. As you progress in your research, you will be able to refer back to them, and even incorporate some of this writing into longer more polished drafts. </p>
<p>Once you have a research topic, you can start to identify the <strong>population</strong> - the people and settings - you will study. You can think of these individuals as experts on your topic who possess information you need to know, and you need their unique perspectives and insights. Each individual will bring a new perspective to the table, it's your job to ensure that you are sampling a diverse group such that you can be reasonably sure you are capturing all the possible different experiences and interpretations. </p>
<p>Your research topic and questions, as well as insights from the literature will drive the creation of your interview protocol, which you will use as an instrument for <strong>data collection. </strong>As you are conducting and processing interviews, you will be continuously refining this protocol to ensure that you are able to touch on all parts of the topic that arise. After conducting an interview, you will do a first <strong>process of the data</strong> by translating the conversation into text transcripts that can be read, coded, commented upon, and systematically <strong>analyzed. </strong>As you work through this process, you will start to identify and refine <strong>concepts</strong> and variables (variations in aspects of the data or situations) that describe or encompass the situated events and interpretations that are coming up in your interviews.</p>
<p>These concepts that you are creating, informed by the analysis that you is ongoing with the data collection, will help you to narrow your research question, or discover interesting areas to explore that have not yet been described. Thus, this form of research is really a process of moving through all of these steps in recurrent cycles as you explore new territories of research, and process these discoveries into solid concepts, questions, and emergent theories about how this area of social life you are describing actually works. </p>
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<h2 class="hd hd-2 unit-title">Read: Designing Qualitative Research Projects</h2>
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<p>This reading gives more information on the process of designing and evaluating qualitative research projects. </p>
<p><strong>Readings:</strong></p>
<p><a href="https://courses.mitxonline.mit.edu/asset-v1:MITxT+21A.819.2x+3T2021+type@asset+block@designing_qual_research.pdf" target="[object Object]">Susan Silbey, "Designing Qualitative Research Projects"</a></p>
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<h2 class="hd hd-2 unit-title">Read: Memo Writing</h2>
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<p>Memo writing is a crucial component of qualitative research. You should be in the habit of writing memos continuously throughout the research process. As you are reading literature, speaking to people, and observing your field sites, you will be constantly coming up with new ideas, connections, and observations. This is all important information. If you don't record it in a clear and organized way, you will forget it, or lose track of important components. In addition, small things you observe now could become very important in the future, as you may see similar events or hear similar accounts. Or an unusual event becomes important because it is unusual and not repeated, but you need to find out what was unique. </p>
<p>What is a memo? It's merely a short piece of writing describing an idea or thought that you have in response to the data or the literature. It can be as long or short as needs be, to provide enough detail such that you will be able to understand the argument when you come back to it later. Memos serve as a way to capture your thoughts, explore ideas or connections, think through arguments and establish new questions. Getting your ideas out on paper will help make them become more tangible and fleshed out, as you have to work through each logical step of your claims. </p>
<p>We have linked some sample memos for you to read through as examples:</p>
<p><a href="https://courses.mitxonline.mit.edu/asset-v1:MITxT+21A.819.2x+3T2021+type@asset+block@The_last_aristocracy.pdf" target="[object Object]">Susan Silbey - Memo from October 2003, "The Last Aristocracy"</a></p>
<p>Lauren Grassin Drake, Study of Corporate Risk Officers - <a href="https://courses.mitxonline.mit.edu/asset-v1:MITxT+21A.819.2x+3T2021+type@asset+block@Risk_Management_Memo_Example.doc" target="[object Object]">Risk Management Study Memo</a></p>
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<h2 class="hd hd-2 unit-title">Watch: Conversational Interviewing</h2>
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<h2 class="hd hd-2 unit-title">Watch: Social Science Research via Conversational Interviewing</h2>
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<h2 class="hd hd-2 unit-title">Practice: Hypothesis vs Research Question</h2>
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Quantitative vs Qualitative
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<div class="wrapper-problem-response" tabindex="-1" aria-label="Question 1" role="group"><p>Please indicate whether qualitative research or quantitative research would be appropriate for the research goals. </p>
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<legend id="142d5853f45c4148810cf26b52390740_2_1-legend" class="response-fieldset-legend field-group-hd">1. A researcher wants to explore how people in a community that recently lost a major source of local employment (like a factory closing) are managing in the circumstances, how they understand what has happened to them both personally and in the context of the global economy.</legend>
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<input type="radio" name="input_142d5853f45c4148810cf26b52390740_2_1" id="input_142d5853f45c4148810cf26b52390740_2_1_choice_0" class="field-input input-radio" value="choice_0"/><label id="142d5853f45c4148810cf26b52390740_2_1-choice_0-label" for="input_142d5853f45c4148810cf26b52390740_2_1_choice_0" class="response-label field-label label-inline" aria-describedby="status_142d5853f45c4148810cf26b52390740_2_1"> Quantitative: Design a survey for affected people in the community
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<input type="radio" name="input_142d5853f45c4148810cf26b52390740_2_1" id="input_142d5853f45c4148810cf26b52390740_2_1_choice_1" class="field-input input-radio" value="choice_1"/><label id="142d5853f45c4148810cf26b52390740_2_1-choice_1-label" for="input_142d5853f45c4148810cf26b52390740_2_1_choice_1" class="response-label field-label label-inline" aria-describedby="status_142d5853f45c4148810cf26b52390740_2_1"> Qualitative: Conduct a series of interviews with a wide variety of people in the community to identify people's different kinds of experiences and interpretations of the loss of employment.
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Quantitative vs Qualitative
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<div class="wrapper-problem-response" tabindex="-1" aria-label="Question 1" role="group"><p>Please indicate whether qualitative research or quantitative research would be appropriate for the research goals.</p>
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<legend id="d2fd69d0902d45e5a46658f42dfe9708_2_1-legend" class="response-fieldset-legend field-group-hd">2. Based on prior work and existing literature, a researcher has developed the hypothesis that when there is a massive loss of jobs in a local community, people that are quickly able to find a new job of similar or better quality to the one lost will be less likely to blame immigrants for their job loss, than an individual who was not able to find a new job of similar or better quality.</legend>
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<h3 style="background-color: #28a6de; font-size: 20px; color: #256a97; height: 35px; text-indent: 10px; padding-top: 10px; border-radius: 3px;"><strong><span style="color: #ffffff;">Discuss:</span></strong></h3>
<p>Did you agree with the answers provided? Did you disagree? There are no absolute right or wrong answers, rather the exercise is to get you thinking about appropriate uses of each kind of research method. </p>
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