1. Lecture 7: Introduction to Qualitative Data
Research Methods I
Lecture 7: Introduction to Qualitative Data

2. Introduction
Principals of research design (lecture 5) and sampling (lecture 6) basically hold for quantitative and qualitative data
However, they apply most easily to quantitative analysis
Qualitative analysis has different foci
Qualitative analysis relatively (to quant; other soc sci) unused in economics

3. Qualitative techniques: types
Case study
Fieldwork (ethnography)
Observation
Unstructured interviews
Analytic induction/grounded theory
Discourse analysis
Theoretical sampling

4. Qualitative techniques: principals
Qual often = not quantitative
Can use quant for pattern detection, qual for causal analysis
Or use qual and quant as equals in inference (triangulation)
Quantification often inappropriate
See Merriam (1988)

5. Qualitative techniques: principals
Interpretivism, verstehen
Used to be associated only with using autobiography, letters, personal documents, diaries
Ethnography fairly recent: Robert Park 1920s Chicago school
Focus on cases rather than generality

6. Qualitative techniques: principals
Analysis not really a separate stage of research
Design, data collection and analysis all simultaneous and continuous
Open-ended approach: Theory and conclusions formed iteratively
Imagination is crucial
Recognise importance of exceptions
Context is crucial

7. Fieldwork Study of people acting in their daily lives
Access a group but remain somewhat detached
Approach with key questions
Significance of objets trouvés
Teams get range of perspectives
Danger of self-perception and bias

8. Participant Observation
Adopt perspectives of subject group in order to understand them
Learning language, customs, behaviours, work, leisure, etc.
Hanging around and learning the ropes (Wax, 1983)
Being an outsider can changes subjects’ behaviour (Hawthorne effect)
Complete participation - researcher wholly concealed –  contamination and artificiality

9. Participant Observation
Researchers can go native (internalise group lifestyle)
Covert researchers can be in danger (e.g. Polsky 1967 criminals) or create detrimental behaviour (Mitchell, 1991 survivalists)
Researchers can be “piggy in the middle” (Shipman)
Covert: recording observations can be difficult (e.g. need hidden cameras)
Serious ethical issues with covert observation

10. Employ analytic induction
Go in with prejudices and theories
Revise theory in light of evidence
Generate new theories until evidence seems to fit
Flexibility accorded but also required by the researcher
Need to be open to disconfirming cases

11. Grounded theory Glaser and Strauss (1967) Data collected
Develop categories (with inevitable theoretical priors and language)
Categories checked by data
Once categories seem secure and grounded in the evidence, formulate interconnection between categories

12. Evaluation Broad range of qualitative techniques
Control over the investigation; less data driven; flexibility much greater than quantitative studies
Logistically difficult: Huge amounts of data produced and problems with manipulation (although Nvivo will help with this)
Must be careful to collect evidence widely to avoid bias
Can be ethical issues re: data collection and reporting