Paper III Qualitative research methodology

Objective 1.3 To what extent can findings be generalized from qualitative studies

Generalizability refers to the extent to which research findings are applicable to other populations or samples. Generalizability refers to the extent to which research findings are applicable to other populations or samples. It involves the usefulness of one set of findings in explaining other similar situations. It involves the usefulness of one set of findings in explaining other similar situations. It is sometimes equated with terms of transferability and external validity. It is sometimes equated with terms of transferability and external validity. Generalization Building Context

There is however considerable debate over the nature of the knowledge produced by qualitative methods and whether a term such as generalizability, derived from the quantitative paradigm, can mean the same when used to judge the rigor of qualitative research design, or whether a completely different term should be applied. Generalization Building Context

There seem to be three sometimes overlapping views in the research literature about qualitative research with regard to its generalizability or not. There seem to be three sometimes overlapping views in the research literature about qualitative research with regard to its generalizability or not. One is a relative acceptance that generalizability is not the main purpose of qualitative research, but there are plenty of other good reasons for employing it (e.g. Myers 2000:2); One is a relative acceptance that generalizability is not the main purpose of qualitative research, but there are plenty of other good reasons for employing it (e.g. Myers 2000:2); Generalization Building Context

The second view is that, yes, you can generalize, but if you do, you have to issue cautions about the limited capacity to do so based on the limited numbers (e.g., Benz and Newman 1998), The second view is that, yes, you can generalize, but if you do, you have to issue cautions about the limited capacity to do so based on the limited numbers (e.g., Benz and Newman 1998), The third view, named by Stake (1980) in reference to case study research, is one of formalizing the idea that qualitative research is generalizable. The third view, named by Stake (1980) in reference to case study research, is one of formalizing the idea that qualitative research is generalizable. Generalization Building Context

According to Lewis and Richie (2003), qualitative research could distinguish between generalizabilty and the term transferability. According to Lewis and Richie (2003), qualitative research could distinguish between generalizabilty and the term transferability. Transferability is applied by the readers of research. Although generalizability usually applies only to certain types of quantitative methods, transferability can apply in varying degrees to many qualitative approaches. Transferability is applied by the readers of research. Although generalizability usually applies only to certain types of quantitative methods, transferability can apply in varying degrees to many qualitative approaches. “Rethinking” Generalizability

Unlike generalizability, transferability does not involve broad claims, but invites readers of research to make connections between elements of a study and their own experience. Unlike generalizability, transferability does not involve broad claims, but invites readers of research to make connections between elements of a study and their own experience. The qualitative researcher can enhance transferability by doing a thorough, unbiased job of describing the research context and the assumptions that were central to the research. The qualitative researcher can enhance transferability by doing a thorough, unbiased job of describing the research context and the assumptions that were central to the research. “Rethinking” Generalizability: Transferability (Inferential Generalizability)

The person who wishes to "transfer" the results to a different context is then responsible for making the judgment of how sensible the transfer is. The person who wishes to "transfer" the results to a different context is then responsible for making the judgment of how sensible the transfer is. Thus, generalization is the job of the reader, not of the researcher. Thus, generalization is the job of the reader, not of the researcher. “Rethinking” Generalizability: Transferability (Inferential Generalizability)

Would the results from the sample (e.g. views and experiences) be similar to those found in the population? Would the results from the sample (e.g. views and experiences) be similar to those found in the population? When a qualitative research study accurately depicts the views of the intended population, it is considered representationally generalizable. When a qualitative research study accurately depicts the views of the intended population, it is considered representationally generalizable. Representational generalization

Representational generalization is not based on statistics and it is not about the prevalence of particular views or experiences, but it is about mapping a range of views or experiences. Representational generalization is not based on statistics and it is not about the prevalence of particular views or experiences, but it is about mapping a range of views or experiences. It is based on the quality of the research in capturing and interpreting the phenomenon and how far the sample contains diversity and constituencies present in the specific population sampled. It is based on the quality of the research in capturing and interpreting the phenomenon and how far the sample contains diversity and constituencies present in the specific population sampled. Thus, to some extent, externally valid research is considered to be representationally generalizable Thus, to some extent, externally valid research is considered to be representationally generalizable Representational generalization

Since data for qualitative research are generally drawn from a single setting, qualitative investigators often talk about theoretical (or analytic) generalization (i.e. considering the generalizability of cases to theoretical propositions rather than populations). Inferential Generalization

Murphy and colleagues (1998) described this approach to generalization by citing the case of genie where researchers developed a theory arguing that language acquisition happens during a critical stage of cognitive development. Murphy and colleagues (1998) described this approach to generalization by citing the case of genie where researchers developed a theory arguing that language acquisition happens during a critical stage of cognitive development. They argued that, although this was one single case, theoretical generalization could be taken from a well documented rich data filled qualitative study. They argued that, although this was one single case, theoretical generalization could be taken from a well documented rich data filled qualitative study. Inferential Generalization

In conclusion: Transferability, rather than generalizability is usually the aim of qualitative data Lincoln and Guba propose that is up to the reader, rather than the original investigator, to determine if the findings can be transferred or applied to another setting. Final Notes

Strengthening “generalizability”: Rich, thick description: The researcher provides rich, thick description to help place the reader in the context, and to allow the reader to determine if findings are transferable. Rich, thick description: The researcher provides rich, thick description to help place the reader in the context, and to allow the reader to determine if findings are transferable. Triangulation: Designing a study in which multiple informants and multiple data collection methods are used can strengthen the study’s usefulness for other settings. Triangulation: Designing a study in which multiple informants and multiple data collection methods are used can strengthen the study’s usefulness for other settings. Final Notes

Strengthening “generalizability”:  Use peer debriefing: Process involves locating a person who reviews and ask questions about the study so that the account will resonate with people other than the researcher. Final Notes

Objective 1.4 Discuss ethical considerations in qualitative research

 Take the next 5 minutes to outline the general ideas from this objective in your notebook (from the notes that you have).  Have a great lunch! Reflection