{"product_id":"qualitative-research-methods-collecting-evidence-crafting-analysis-communicating-impact-2e-9781119390787","title":"Qualitative Research Methods  Collecting Evidence","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003e\u003cp\u003e\u003cb\u003e1 Developing contextual research that matters 1\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eOverview and introduction 2\u003c\/p\u003e \u003cp\u003eThree core qualitative concepts: self‐reflexivity, context, and thick description 2\u003c\/p\u003e \u003cp\u003eSelf‐reflexivity 2\u003c\/p\u003e \u003cp\u003eContext 3\u003c\/p\u003e \u003cp\u003eThick description 3\u003c\/p\u003e \u003cp\u003eHow qualitative research is distinct from quantitative research 4\u003c\/p\u003e \u003cp\u003eA phronetic approach: doing qualitative research that matters 6\u003c\/p\u003e \u003cp\u003eStrengths of qualitative research 7\u003c\/p\u003e \u003cp\u003eQualitative research is useful in a variety of jobs, settings, and disciplinary foci 8\u003c\/p\u003e \u003cp\u003eEXERCISE 1.1 Interviewing a friend, colleague, or classmate 9\u003c\/p\u003e \u003cp\u003eMoving from ideas to sites, settings, and participants 11\u003c\/p\u003e \u003cp\u003eSources of research ideas 12\u003c\/p\u003e \u003cp\u003eEXERCISE 1.2 Field\/site\/participant brainstorm 13\u003c\/p\u003e \u003cp\u003eCONSIDER THIS 1.1 Sources of research ideas 14\u003c\/p\u003e \u003cp\u003eCompatibility, yield, suitability, and feasibility 15\u003c\/p\u003e \u003cp\u003eRESEARCHER’S NOTEPAD 1.1 Negotiating challenges with rare or hidden populations 17\u003c\/p\u003e \u003cp\u003eTIPS AND TOOLS 1.1 Factoring the ease of fieldwork 18\u003c\/p\u003e \u003cp\u003eMoving toward a research question 18\u003c\/p\u003e \u003cp\u003eRESEARCHER’S NOTEPAD 1.2 Published examples of research questions 20\u003c\/p\u003e \u003cp\u003eConsidering collaboration 20\u003c\/p\u003e \u003cp\u003eEXERCISE 1.3 Early research question brainstorm 21\u003c\/p\u003e \u003cp\u003eFOLLOWING, FORGETTING, AND IMPROVISING 22\u003c\/p\u003e \u003cp\u003eEXERCISE 1.4 Three potential field sites and\/or participant groups 23\u003c\/p\u003e \u003cp\u003eIn summary 23\u003c\/p\u003e \u003cp\u003e\u003cb\u003e2 Entering the conversation of qualitative research 25\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eInductive\/emic, deductive\/etic, and abductive\/iterative approaches 26\u003c\/p\u003e \u003cp\u003eThe funnel metaphor 29\u003c\/p\u003e \u003cp\u003eSensitizing concepts 29\u003c\/p\u003e \u003cp\u003eEXERCISE 2.1 A quick dip into the field 30\u003c\/p\u003e \u003cp\u003eA complex focus on the whole 30\u003c\/p\u003e \u003cp\u003eNaturalistic inquiry 31\u003c\/p\u003e \u003cp\u003eThick description 31\u003c\/p\u003e \u003cp\u003eBricolage 32\u003c\/p\u003e \u003cp\u003eA sampling of theoretical approaches that commonly use qualitative methods 32\u003c\/p\u003e \u003cp\u003eSymbolic interactionism 33\u003c\/p\u003e \u003cp\u003eCONSIDER THIS 2.1 How do I know myself? 35\u003c\/p\u003e \u003cp\u003eStructuration theory 36\u003c\/p\u003e \u003cp\u003eCONSIDER THIS 2.2 Why am I standing in line? 37\u003c\/p\u003e \u003cp\u003eEXERCISE 2.2 Action vs. structure 38\u003c\/p\u003e \u003cp\u003eSensemaking 38\u003c\/p\u003e \u003cp\u003eHistorical matters and current conversations in qualitative research 40\u003c\/p\u003e \u003cp\u003eThe early days 40\u003c\/p\u003e \u003cp\u003eEthically problematic research and the creation of the IRB 41\u003c\/p\u003e \u003cp\u003eRecent history in academia and the private sector 41\u003c\/p\u003e \u003cp\u003eCurrent conversations: ethics, post‐qualitative research, big data 42\u003c\/p\u003e \u003cp\u003eIn summary 44\u003c\/p\u003e \u003cp\u003eEXERCISE 2.3 Research problems and questions 45\u003c\/p\u003e \u003cp\u003e\u003cb\u003e3 Paradigmatic reflections and qualitative research territories 48\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eParadigms: positivist, interpretive, critical, postmodern 49\u003c\/p\u003e \u003cp\u003ePositivist and post‐positivist paradigms 49\u003c\/p\u003e \u003cp\u003eInterpretive paradigm 51\u003c\/p\u003e \u003cp\u003eEXERCISE 3.1 Verstehen\/understanding 52\u003c\/p\u003e \u003cp\u003eCritical paradigm 52\u003c\/p\u003e \u003cp\u003ePostmodern and other “post” paradigms 55\u003c\/p\u003e \u003cp\u003eCONSIDER THIS 3.1 Whose stylistic rules? 57\u003c\/p\u003e \u003cp\u003eParadigmatic complexities and intersections 58\u003c\/p\u003e \u003cp\u003eEXERCISE 3.2 Assumptions of paradigmatic approaches 59\u003c\/p\u003e \u003cp\u003eKey territories and approaches of qualitative research 61\u003c\/p\u003e \u003cp\u003eCase study 61\u003c\/p\u003e \u003cp\u003eGrounded theory 62\u003c\/p\u003e \u003cp\u003eEthnography and ethnography of communication 63\u003c\/p\u003e \u003cp\u003ePhenomenology 65\u003c\/p\u003e \u003cp\u003eParticipatory action research 67\u003c\/p\u003e \u003cp\u003eNarrative inquiry and autoethnography 69\u003c\/p\u003e \u003cp\u003eCreative, performative, and arts‐based approaches 70\u003c\/p\u003e \u003cp\u003eIn summary 71\u003c\/p\u003e \u003cp\u003e\u003cb\u003e4 Research design: Sampling, research proposals, ethics, and IRB 75\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003ePlanning the data collection: fieldwork, interviews, texts, and visuals 76\u003c\/p\u003e \u003cp\u003eThe value of fieldwork and “participant witnessing” 76\u003c\/p\u003e \u003cp\u003eThe value of interviews 78\u003c\/p\u003e \u003cp\u003eCONSIDER THIS 4.1 Yin and yang: taijitu 79\u003c\/p\u003e \u003cp\u003eThe value of textual analysis and cultural studies 80\u003c\/p\u003e \u003cp\u003eThe value of visual and arts‐based materials 81\u003c\/p\u003e \u003cp\u003eDeveloping a sampling plan: who, what, where, how, and when 82\u003c\/p\u003e \u003cp\u003eRandom samples and representative samples 82\u003c\/p\u003e \u003cp\u003eConvenience\/opportunistic samples 83\u003c\/p\u003e \u003cp\u003eMaximum variation samples 83\u003c\/p\u003e \u003cp\u003eSnowball samples 84\u003c\/p\u003e \u003cp\u003eTheoretical‐construct samples 84\u003c\/p\u003e \u003cp\u003eTypical, extreme, deviant, and critical incident samples 84\u003c\/p\u003e \u003cp\u003eTIPS AND TOOLS 4.1 Sampling plans 86\u003c\/p\u003e \u003cp\u003eHow and when to choose your sample 86\u003c\/p\u003e \u003cp\u003eEthics and institutional review boards (IRB) 87\u003c\/p\u003e \u003cp\u003eResearch instruments, informed consent, and confidentiality 88\u003c\/p\u003e \u003cp\u003eDifferent levels of ethical risk and IRB review 89\u003c\/p\u003e \u003cp\u003eThe quirks of IRB 90\u003c\/p\u003e \u003cp\u003eCreating a research proposal 92\u003c\/p\u003e \u003cp\u003eTIPS AND TOOLS 4.2 Research proposal components 92\u003c\/p\u003e \u003cp\u003eTitle, abstract, and key words 93\u003c\/p\u003e \u003cp\u003eIntroduction\/rationale 94\u003c\/p\u003e \u003cp\u003eEXERCISE 4.1 Conceptual cocktail party 95\u003c\/p\u003e \u003cp\u003eLiterature review\/conceptual framework 96\u003c\/p\u003e \u003cp\u003eResearch questions\/foci 97\u003c\/p\u003e \u003cp\u003eMethodology and methods 98\u003c\/p\u003e \u003cp\u003eTIPS AND TOOLS 4.3 What belongs in a qualitative methods section? 98\u003c\/p\u003e \u003cp\u003eBudget\/timeline 99\u003c\/p\u003e \u003cp\u003eTIPS AND TOOLS 4.4 What to include in a qualitative project budget 99\u003c\/p\u003e \u003cp\u003eProjected outcomes 100\u003c\/p\u003e \u003cp\u003eIn summary 100\u003c\/p\u003e \u003cp\u003e\u003cb\u003e5 Negotiating access and exploring the scene 104\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eConfessional tales that illustrate common challenges of access and consent 105\u003c\/p\u003e \u003cp\u003eRiding my mentor’s coattails: Citywest 911 emergency call‐takers 105\u003c\/p\u003e \u003cp\u003eBecoming a full participant: the Radiant Sun cruise ship 106\u003c\/p\u003e \u003cp\u003eEntering a closed organization: Women’s Minimum and Nouveau Jail 107\u003c\/p\u003e \u003cp\u003eAccessing an elite interviewee population surrounding a delicate topic 108\u003c\/p\u003e \u003cp\u003ePractical considerations of negotiating access 110\u003c\/p\u003e \u003cp\u003eDo some homework before approaching the scene 110\u003c\/p\u003e \u003cp\u003eRESEARCHER’S NOTEPAD 5.1 Contact information log 111\u003c\/p\u003e \u003cp\u003ePlease don’t reject me! Seeking research permission 111\u003c\/p\u003e \u003cp\u003eRESEARCHER’S NOTEPAD 5.2 Sample access proposal 114\u003c\/p\u003e \u003cp\u003eVirtual “access” versus textual harvesting 115\u003c\/p\u003e \u003cp\u003eNegotiating access for interviews 116\u003c\/p\u003e \u003cp\u003eAbandoning the ego, engaging embodiment, embracing liminality 117\u003c\/p\u003e \u003cp\u003eEXERCISE 5.1 Self‐identity audit 119\u003c\/p\u003e \u003cp\u003eNavigating those first research interactions 119\u003c\/p\u003e \u003cp\u003eRESEARCHER’S NOTEPAD 5.3 Initial reactions speak volumes 121\u003c\/p\u003e \u003cp\u003eRelationship building with participants 121\u003c\/p\u003e \u003cp\u003eSeeking informed consent in the scene 122\u003c\/p\u003e \u003cp\u003eTIPS AND TOOLS 5.1 Navigating the beginning of the qualitative research project 123\u003c\/p\u003e \u003cp\u003eExploratory methods 123\u003c\/p\u003e \u003cp\u003eBriefing interviews and participant information table 123\u003c\/p\u003e \u003cp\u003eRESEARCHER’S NOTEPAD 5.4 Participant information table 124\u003c\/p\u003e \u003cp\u003eMember diaries 124\u003c\/p\u003e \u003cp\u003eMaps and narrative tours 125\u003c\/p\u003e \u003cp\u003eEXERCISE 5.2 Map and narrative tour 127\u003c\/p\u003e \u003cp\u003eIn summary 127\u003c\/p\u003e \u003cp\u003e\u003cb\u003e6 Field roles, fieldnotes, and field focus 129\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eField roles and standpoints 130\u003c\/p\u003e \u003cp\u003eComplete participant 131\u003c\/p\u003e \u003cp\u003ePlay participant 132\u003c\/p\u003e \u003cp\u003eFocused witness 133\u003c\/p\u003e \u003cp\u003eCONSIDER THIS 6.1 When playing is uncomfortable 134\u003c\/p\u003e \u003cp\u003eComplete witness 135\u003c\/p\u003e \u003cp\u003eVisual and virtual aspects of fieldwork 136\u003c\/p\u003e \u003cp\u003eWriting fieldnotes: raw records, headnotes, and formal fieldnotes 137\u003c\/p\u003e \u003cp\u003eRaw records and headnotes 138\u003c\/p\u003e \u003cp\u003eEXERCISE 6.1 Taking raw records in the scene 140\u003c\/p\u003e \u003cp\u003eFormal fieldnotes 140\u003c\/p\u003e \u003cp\u003eRESEARCHER’S NOTEPAD 6.1 Fieldnote header 141\u003c\/p\u003e \u003cp\u003eQualities of good fieldnotes 142\u003c\/p\u003e \u003cp\u003eEconomy versus detail 142\u003c\/p\u003e \u003cp\u003eShowing (and using dialogue) versus telling 142\u003c\/p\u003e \u003cp\u003eMaking the familiar strange and the strange familiar 143\u003c\/p\u003e \u003cp\u003eNoticing the data as evidence 144\u003c\/p\u003e \u003cp\u003eAnalytic reflections 145\u003c\/p\u003e \u003cp\u003eCONSIDER THIS 6.2 Noticing the data as evidence 145\u003c\/p\u003e \u003cp\u003eFieldnote wrap‐up 146\u003c\/p\u003e \u003cp\u003eTIPS AND TOOLS 6.1 Fieldnote writing tips 147\u003c\/p\u003e \u003cp\u003eFocusing the data and using heuristic devices 147\u003c\/p\u003e \u003cp\u003eEXERCISE 6.2 Fieldnotes 149\u003c\/p\u003e \u003cp\u003eFOLLOWING, FORGETTING, AND IMPROVISING 150\u003c\/p\u003e \u003cp\u003eIn summary 152\u003c\/p\u003e \u003cp\u003e\u003cb\u003e7 Interview planning and design: Structuring, wording, and questioning 155\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eSelf‐reflexivity in interviews 156\u003c\/p\u003e \u003cp\u003eEXERCISE 7.1 Self‐reflexive interviewing 157\u003c\/p\u003e \u003cp\u003eInterview structure, type, and stance 157\u003c\/p\u003e \u003cp\u003eLevel of structure in interviews 157\u003c\/p\u003e \u003cp\u003eInterview types: ethnographic, informant, respondent, narrative, discursive 158\u003c\/p\u003e \u003cp\u003eInterview stances: naïveté, collaborative, pedagogical, responsive, confrontational 160\u003c\/p\u003e \u003cp\u003eInterview guide and question wording 161\u003c\/p\u003e \u003cp\u003eTIPS AND TOOLS 7.1 Interview structure, types, and stances 162\u003c\/p\u003e \u003cp\u003eWording good questions 162\u003c\/p\u003e \u003cp\u003eEXERCISE 7.2 Strategizing interviews 162\u003c\/p\u003e \u003cp\u003eRESEARCHER’S NOTEPAD 7.1 Research questions versus interview questions 163\u003c\/p\u003e \u003cp\u003eInterview questions: types, purposes, examples, and sequencing 164\u003c\/p\u003e \u003cp\u003eOpening the interview 164\u003c\/p\u003e \u003cp\u003eTIPS AND TOOLS 7.2 Interview question types 165\u003c\/p\u003e \u003cp\u003eGenerative questions 166\u003c\/p\u003e \u003cp\u003eDirective questions 168\u003c\/p\u003e \u003cp\u003eClosing the interview 169\u003c\/p\u003e \u003cp\u003eInterview question wrap‐up 170\u003c\/p\u003e \u003cp\u003eVisual, embodied, and experiential approaches 170\u003c\/p\u003e \u003cp\u003eRESEARCHER’S NOTEPAD 7.2 Mobile peripatetic interviews 173\u003c\/p\u003e \u003cp\u003eHow many interviews are “enough”? 174\u003c\/p\u003e \u003cp\u003eIn summary 175\u003c\/p\u003e \u003cp\u003eEXERCISE 7.3 Interview schedule or guide 176\u003c\/p\u003e \u003cp\u003e\u003cb\u003e8 Interview practice: Embodied, mediated, and focus‐group approaches 181\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eConducting face‐to‐face interviews 182\u003c\/p\u003e \u003cp\u003eInterview logistics 182\u003c\/p\u003e \u003cp\u003eWhy good interviewing is so much more than asking questions 184\u003c\/p\u003e \u003cp\u003eTechnologically mediated approaches to interviewing 186\u003c\/p\u003e \u003cp\u003eStrengths of mediated interviews 186\u003c\/p\u003e \u003cp\u003eDisadvantages of mediated interviews 188\u003c\/p\u003e \u003cp\u003eTIPS AND TOOLS 8.1 Mediated interviews: advantages and disadvantages 189\u003c\/p\u003e \u003cp\u003eThe focus‐group interview 190\u003c\/p\u003e \u003cp\u003eThe value of focus groups 190\u003c\/p\u003e \u003cp\u003eWhen to use focus groups 191\u003c\/p\u003e \u003cp\u003ePlanning focus groups 193\u003c\/p\u003e \u003cp\u003eFacilitating the focus group 193\u003c\/p\u003e \u003cp\u003eTIPS AND TOOLS 8.2 Logistics of formal focus groups 194\u003c\/p\u003e \u003cp\u003eOvercoming common focus group and interviewing challenges 196\u003c\/p\u003e \u003cp\u003eEXERCISE 8.1 Practicing focus groups 197\u003c\/p\u003e \u003cp\u003eRESEARCHER’S NOTEPAD 8.1 Remedial–pedagogical interviews 199\u003c\/p\u003e \u003cp\u003eTranscribing 201\u003c\/p\u003e \u003cp\u003eEXERCISE 8.2 Role‐playing interview challenges in a fishbowl 202\u003c\/p\u003e \u003cp\u003eTIPS AND TOOLS 8.3 Common transcribing symbols 204\u003c\/p\u003e \u003cp\u003eIn summary 206\u003c\/p\u003e \u003cp\u003e\u003cb\u003e9 Data analysis basics: A phronetic iterative approach 208\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eA phronetic iterative analysis approach 209\u003c\/p\u003e \u003cp\u003eOrganizing and preparing the data 212\u003c\/p\u003e \u003cp\u003eCoding: what it is and how to start 213\u003c\/p\u003e \u003cp\u003eCONSIDER THIS 9.1 Motivating questions and coding domains 215\u003c\/p\u003e \u003cp\u003eAnalysis logistics: colors, cutting, or computers? 216\u003c\/p\u003e \u003cp\u003eManual approaches 216\u003c\/p\u003e \u003cp\u003eRESEARCHER’S NOTEPAD 9.1 Manual coding visual displays: Artistic canvas and tabletop categories 217\u003c\/p\u003e \u003cp\u003eComputer‐aided approaches with everyday software 218\u003c\/p\u003e \u003cp\u003ePrimary‐cycle coding, coding question start list, and first‐level descriptive codes 219\u003c\/p\u003e \u003cp\u003eFocusing the analysis and creating a codebook 221\u003c\/p\u003e \u003cp\u003eRESEARCHER’S NOTEPAD 9.2 Codebook excerpt 222\u003c\/p\u003e \u003cp\u003eCONSIDER THIS 9.2 Focusing the data analysis 224\u003c\/p\u003e \u003cp\u003eSecondary‐cycle coding: second‐level analytic and axial\/hierarchical codes 225\u003c\/p\u003e \u003cp\u003eEXERCISE 9.1 Grouping together codes via axial and hierarchical coding 227\u003c\/p\u003e \u003cp\u003eSynthesizing activities: memos, negative cases, and analytic outlines 228\u003c\/p\u003e \u003cp\u003eRESEARCHER’S NOTEPAD 9.3 Analytic memos 229\u003c\/p\u003e \u003cp\u003eRESEARCHER’S NOTEPAD 9.4 Loose analysis outline 230\u003c\/p\u003e \u003cp\u003eFOLLOWING, FORGETTING, AND IMPROVISING 231\u003c\/p\u003e \u003cp\u003eIn summary 232\u003c\/p\u003e \u003cp\u003eEXERCISE 9.2 Iterative analysis basics 233\u003c\/p\u003e \u003cp\u003e\u003cb\u003e10 Advanced data analysis: The art and magic of interpretation 236\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eAdvanced logistical tools for data analysis 238\u003c\/p\u003e \u003cp\u003eVisual data displays 238\u003c\/p\u003e \u003cp\u003eRESEARCHER’S NOTEPAD 10.1 Matrix display 239\u003c\/p\u003e \u003cp\u003eTIPS AND TOOLS 10.1 Flowchart depicting iterative analysis process 241\u003c\/p\u003e \u003cp\u003eComputer‐aided qualitative data analysis software (CAQDAS) 242\u003c\/p\u003e \u003cp\u003eExemplars and vignettes 245\u003c\/p\u003e \u003cp\u003eDeveloping typologies 247\u003c\/p\u003e \u003cp\u003eDramatistic strategy and narrative analysis 248\u003c\/p\u003e \u003cp\u003eTIPS AND TOOLS 10.2 Questions to inspire narrative analysis 250\u003c\/p\u003e \u003cp\u003eMetaphor analysis 251\u003c\/p\u003e \u003cp\u003eExplanation and causality 253\u003c\/p\u003e \u003cp\u003eDiscourse tracing 255\u003c\/p\u003e \u003cp\u003eRESEARCHER’S NOTEPAD 10.2 Micro, meso, macro sources 257\u003c\/p\u003e \u003cp\u003eA post‐qualitative analysis: deconstructionism and arts‐based research 258\u003c\/p\u003e \u003cp\u003eFOLLOWING, FORGETTING, AND IMPROVISING 260\u003c\/p\u003e \u003cp\u003eIn summary 261\u003c\/p\u003e \u003cp\u003eEXERCISE 10.1 Advanced data analysis\/interpretation 262\u003c\/p\u003e \u003cp\u003e\u003cb\u003e11 Qualitative quality: Creating a credible, ethical, significant study 265\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eMoving beyond objectivity, reliability, and formal generalizability 266\u003c\/p\u003e \u003cp\u003eEight “big tent” criteria for high quality qualitative research 269\u003c\/p\u003e \u003cp\u003eTIPS AND TOOLS 11.1 Eight “big tent” criteria for excellent qualitative research 270\u003c\/p\u003e \u003cp\u003eWorthy topic 271\u003c\/p\u003e \u003cp\u003eRich rigor 271\u003c\/p\u003e \u003cp\u003eSincerity 272\u003c\/p\u003e \u003cp\u003eEXERCISE 11.1 Gauging worth and rigor 273\u003c\/p\u003e \u003cp\u003eSelf‐reflexivity 273\u003c\/p\u003e \u003cp\u003eTransparency 274\u003c\/p\u003e \u003cp\u003eRESEARCHER’S NOTEPAD 11.1 Sincerity word cloud 274\u003c\/p\u003e \u003cp\u003eCredibility 275\u003c\/p\u003e \u003cp\u003eThick description 275\u003c\/p\u003e \u003cp\u003eCrystallization or triangulation (NOT both at the same time) 275\u003c\/p\u003e \u003cp\u003eMultivocality 277\u003c\/p\u003e \u003cp\u003eTIPS AND TOOLS 11.2 Intercoder reliability 277\u003c\/p\u003e \u003cp\u003eMember reflections (NOT member “checks”) 278\u003c\/p\u003e \u003cp\u003eResonance 279\u003c\/p\u003e \u003cp\u003eTransferability and naturalistic generalization 279\u003c\/p\u003e \u003cp\u003eAesthetic merit 280\u003c\/p\u003e \u003cp\u003eSignificant contribution 281\u003c\/p\u003e \u003cp\u003eEthical research practice 283\u003c\/p\u003e \u003cp\u003eProcedural ethics 283\u003c\/p\u003e \u003cp\u003eEXERCISE 11.2 Articulating and gauging significance 283\u003c\/p\u003e \u003cp\u003eSituational ethics 284\u003c\/p\u003e \u003cp\u003eCONSIDER THIS 11.1 Situational and relational ethics 285\u003c\/p\u003e \u003cp\u003eMeaningful coherence 286\u003c\/p\u003e \u003cp\u003eFOLLOWING, FORGETTING, AND IMPROVISING 287\u003c\/p\u003e \u003cp\u003eCONSIDER THIS 11.2 The ten lies of ethnography 288\u003c\/p\u003e \u003cp\u003eIn summary 288\u003c\/p\u003e \u003cp\u003e\u003cb\u003e12 Theorizing and writing: Explaining, synthesizing, and crafting a tale 292\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eTheorizing, brainstorming, explaining 293\u003c\/p\u003e \u003cp\u003eEXERCISE 12.1 Words push back on us: a creative analytic exercise 294\u003c\/p\u003e \u003cp\u003eEXERCISE 12.2 Theorizing via bracketing, abduction, metaphor, and explaining 295\u003c\/p\u003e \u003cp\u003eTypes of tales: realist, impressionistic\/poetic, confessional\/autoethnographic 296\u003c\/p\u003e \u003cp\u003eThe realist tale 297\u003c\/p\u003e \u003cp\u003eCreative, impressionist, and literary tales 297\u003c\/p\u003e \u003cp\u003eThe confessional tale 299\u003c\/p\u003e \u003cp\u003eRESEARCHER’S NOTEPAD 12.1 Poetic inquiry 300\u003c\/p\u003e \u003cp\u003eArchaeology of a “traditional” qualitative essay 301\u003c\/p\u003e \u003cp\u003eRESEARCHER’S NOTEPAD 12.2 Dialogue as a powerful literary tactic 302\u003c\/p\u003e \u003cp\u003eEXERCISE 12.3 Accidental rewrites 303\u003c\/p\u003e \u003cp\u003eWriting the framing material: title, abstract, key words 304\u003c\/p\u003e \u003cp\u003eWriting the introduction, the literature review, and the conceptual framework 305\u003c\/p\u003e \u003cp\u003eWriting the research methodology and method(s) 305\u003c\/p\u003e \u003cp\u003eFindings and analysis: choosing an organizational approach 306\u003c\/p\u003e \u003cp\u003eRESEARCHER’S NOTEPAD 12.3 Methods data display 307\u003c\/p\u003e \u003cp\u003eThemes\/topics 308\u003c\/p\u003e \u003cp\u003eChronology\/life‐story 309\u003c\/p\u003e \u003cp\u003eConvergence\/braided narrative 309\u003c\/p\u003e \u003cp\u003ePuzzle explication strategy 310\u003c\/p\u003e \u003cp\u003eSeparated text 310\u003c\/p\u003e \u003cp\u003eLayered\/messy texts 311\u003c\/p\u003e \u003cp\u003eEXERCISE 12.4 Which writing strategy? 312\u003c\/p\u003e \u003cp\u003eConclusions, implications, limitations, and future research 312\u003c\/p\u003e \u003cp\u003eFOLLOWING, FORGETTING, AND IMPROVISING 315\u003c\/p\u003e \u003cp\u003eIn summary 317\u003c\/p\u003e \u003cp\u003e\u003cb\u003e13 Drafting, polishing, and publishing 320\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eWriting as a method of inquiry 322\u003c\/p\u003e \u003cp\u003eHow to write and format qualitative research 323\u003c\/p\u003e \u003cp\u003eChoosing the research materials 323\u003c\/p\u003e \u003cp\u003eRich, luminous, and thick representations 324\u003c\/p\u003e \u003cp\u003eStructuring the data in sections, paragraphs, and sentences 325\u003c\/p\u003e \u003cp\u003eEXERCISE 13.1 Writing from different perspectives and verb tenses 326\u003c\/p\u003e \u003cp\u003eFormatting qualitative work 327\u003c\/p\u003e \u003cp\u003eVisual representations and art 329\u003c\/p\u003e \u003cp\u003eRESEARCHER’S NOTEPAD 13.1 Visual representation 330\u003c\/p\u003e \u003cp\u003eSetting yourself up for success by considering the audience first 330\u003c\/p\u003e \u003cp\u003eEXERCISE 13.2 Article format model 332\u003c\/p\u003e \u003cp\u003eSubmitting, revising, and resubmitting for journal publication 333\u003c\/p\u003e \u003cp\u003eTIPS AND TOOLS 13.1 National or international journals that have published qualitative communication research (an incomplete list) 334\u003c\/p\u003e \u003cp\u003eRise and grind: overcoming common writing and submission challenges 336\u003c\/p\u003e \u003cp\u003eHow to write a lot 337\u003c\/p\u003e \u003cp\u003eAddressing common challenges in qualitative writing 338\u003c\/p\u003e \u003cp\u003eFOLLOWING, FORGETTING, AND IMPROVISING 342\u003c\/p\u003e \u003cp\u003eIn summary 342\u003c\/p\u003e \u003cp\u003e\u003cb\u003e14 Qualitative methodology matters: Exiting and communicating impact 344\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eNavigating exit and research disengagement 345\u003c\/p\u003e \u003cp\u003eGive notice and say goodbye 346\u003c\/p\u003e \u003cp\u003eExits can be emotional 346\u003c\/p\u003e \u003cp\u003eDon’t spoil the scene 346\u003c\/p\u003e \u003cp\u003eGive back 347\u003c\/p\u003e \u003cp\u003eRESEARCHER’S NOTEPAD 14.1 Thank you note 348\u003c\/p\u003e \u003cp\u003eEthically delivering the findings 348\u003c\/p\u003e \u003cp\u003ePublic scholarship: crafting representations that move beyond the scholarly essay 349\u003c\/p\u003e \u003cp\u003eFOLLOWING, FORGETTING, AND IMPROVISING 350\u003c\/p\u003e \u003cp\u003ePublic scholarship 351\u003c\/p\u003e \u003cp\u003eStaged performances 351\u003c\/p\u003e \u003cp\u003eRESEARCHER’S NOTEPAD 14.2 Staged performance with impact 352\u003c\/p\u003e \u003cp\u003eFilms 353\u003c\/p\u003e \u003cp\u003eWhite papers and translated essays 354\u003c\/p\u003e \u003cp\u003eTIPS AND TOOLS 14.1 White papers 355\u003c\/p\u003e \u003cp\u003eGrant applications and reports 356\u003c\/p\u003e \u003cp\u003eConsulting and private sector ethnography 357\u003c\/p\u003e \u003cp\u003eMedia relations 358\u003c\/p\u003e \u003cp\u003eEXERCISE 14.1 Six‐word stories 359\u003c\/p\u003e \u003cp\u003eWeb presence 359\u003c\/p\u003e \u003cp\u003eWarning: doing research that matters can be terrifying 361\u003c\/p\u003e \u003cp\u003eOvercoming lingering obstacles to public scholarship 362\u003c\/p\u003e \u003cp\u003eEXERCISE 14.2 Making an impact via public scholarship 364\u003c\/p\u003e \u003cp\u003eFOLLOWING, FORGETTING, AND IMPROVISING 364\u003c\/p\u003e \u003cp\u003eIn summary 366\u003c\/p\u003e \u003cp\u003eAppendix A Fieldnote 367\u003c\/p\u003e \u003cp\u003eAppendix B Focus group guide 369\u003c\/p\u003e \u003cp\u003eAppendix C Interview\/focus group excerpts with different levels of transcription detail 373\u003c\/p\u003e \u003cp\u003eReferences 377\u003c\/p\u003e \u003cp\u003eIndex 400\u003c\/p\u003e","brand":"John Wiley and Sons Ltd","offers":[{"title":"Default Title","offer_id":49371825406295,"sku":"9781119390787","price":47.45,"currency_code":"GBP","in_stock":false}],"url":"https:\/\/bookcurl.com\/products\/qualitative-research-methods-collecting-evidence-crafting-analysis-communicating-impact-2e-9781119390787","provider":"Book Curl","version":"1.0","type":"link"}