Qualitative Study Design and Data Analysis Workshop 2.pdf · Click to edit Master title style...

ClicktoeditMastertitlestyle

QualitativeStudyDesignandDataAnalysisWorkshop

NwabisaShai,MRCSouthAfricaDrLyndsayMcLean,SocialDevelopmentDirect/UniversityofSussex

Monday18th September


Facilitators

• NwabisaShai,MRCSouthAfrica

• DrLyndsayMcLean,SocialDevelopmentDirect/UniversityofSussex

Participants

• Introduceyourselfbrieflytoyourneighbour

• Showofhands:ExperienceofQualitativeResearch• None• Userofqualitativeresearch• Someexperienceofdesigningqual research?• Someexperienceofconductingqual research?Interviews?FocusGroups?• Someexperienceofqual dataanalysis?Coding?• Experienceofquantitativeresearch?

Introductions


1. Tointroduceparticipantstovariousqualitativestudydesigns,todiscussthesuitabilityofeachdesignfordifferentresearchquestionsandprojectsonSGBV.

2. Tohighlightwhatqualitativeresearchcanandcannotachieve– aloneandalongsidequantitativeresearch-withrespecttounderstandingthecausesandconsequencesofSGBV,supportinterventiondevelopmentandmeasureimpact.

3. Todiscussvariouswaysofdealingwithcommonchallenges(e.g.low-qualityinterviews,sub-optimaldata,socialdesirabilityandotherbiases)inherentinqualitativeresearchprocedures.

4. Topresentanddiscussdifferentapproachestoqualitativedataanalysisandtheirsuitabilityfordifferenttypesofqualitativedataanddifferentquestions.

5. Tofacilitatesharingofpracticalideas,knowledgeandskillsonhowtoconductrigorousandcrediblequalitativestudiesanddataanalysisusingreallifeexamplesofqualitativeresearchprojects.

Objectivesoftheworkshop


Time Session Facilitator

9:00 – 9.15 Introduction Nwabisa Shai

9:15 – 9.45 QualitativeStudyDesignforSGBVresearch Lyndsay McLean

9.45 – 10:15 Methodologicalchallengeswithqualitativeresearch Nwabisa Shai

10:15 – 11:15(tea break)

Group work: Case studies Qualitative Study Design Nwabisa ShaiLyndsay McLeanElizabeth Starmann

11.15 – 11.45 Approaches to qualitative data analysis Nwabisa Shai

11.45 – 12.15 Rigourandcredibilityinqualitativeresearch (withgroupwork)

Lyndsay McLean

12.15 – 12.30 Wrap up Lyndsay McLean

WorkshopPlan


QualitativeStudyDesignforSGBVResearch

DrLyndsayMcLean


Whatarethecharacteristicsofqualitativeresearch?

QualitativeResearchDesign


• Investigatestheexperiencesandperspectivesofspecificindividualsandgroups

• Seekstoinvestigatethecomplexityofsocialphenomenainspecificsocio-culturalcontexts

• Oftenfocusesoninvestigating‘why’– whypeoplethinkandactastheydo?

• Usesflexibleinvestigationstrategiestocollectdata(e.g.usingopen-endedquestions,groupdiscussions,adaptinginvestigationinresponsetonewinformation)

• Mostlyproducesnon-numerical,narrativedataandobservations.

• Usuallyanalysed throughinterpretativemethodsthataimatunderstanding.

• Cannotdirectlygeneralise resultstowholepopulation,butwecancodeandclassifyresponsesanddatainordertoidentifytrends,processes,keyfactorsetc

WhatarethecharacteristicsofQualitativeResearch?


Canyougivesomeexamplesofqualitativeresearchwhichyouhaveconducted,areawareoforhaveusedinyourworkongender,SGBVor

othersocialissues?

Examples:QualitativeResearchongenderandSGBV


Qualitativeresearchcanbeusedtotriangulate,explainandsupplementquantitativeresearchaswellastoanswerdifferentresearchquestionsasstandaloneresearch.Keyapproachesinclude:

• Formativeresearch

• Operationsresearch

• Longitudinalresearch

• Retrospectiveresearch

SGBV&’WhatWorks’topreventit:RoleofQual Research


Qualitativeresearchisoftenusedduringprogrammedesignandtestingto:

• Conductasituationanalysistoimprovecontextualrelevanceandtargetingoftheprogramme

• Tocollectdatatooptimiseimplementationandcontributetoprogrammeeffectiveness

• Tostudyinterventiontestingandsupportinterventiondevelopmentandadaptation

• Supportthedesignofquantitativeresearchtomeasureprogrammeimpact

FormativeresearchforSGBVprogramming

Interventiondelivered

Interventionrevised

Qualitativeresearch

Interventionrevised


Qualitativeresearchisoftenusedduringprogrammeimplementationtocollectdatafromprogrammestaffandbeneficiariesinorderto:

• Trackimplementationfidelityandchallenges

• Identifyunintendedpositiveandnegativeconsequences

• Provideinsightsintohowdifferentcomponentsofcombinedprogrammesareworking

• Provideinsightstorefineandadaptprogrammestoimprovetheireffectiveness

OperationsresearchonSGBVprogrammes


Qualitativeresearchisalsousedtocollectdatawiththesamegroupofbeneficiariesatdifferentpointsintime(e.g.baseline,midline,endline)duringprogrammeimplementation(andoftenincomplementtoquantitativeresearch)to:

• Generatedetailedinsightsintoprocessesof,motivationsforandbarrierstochange- howandwhychangehappens?

• Lookatconsistencyofquantitativeandqualitativefindings,

• Verifyhowrespondentsunderstandquestionsandconcepts

• Exploreothercontextualfactorswhichmayinfluenceoutcomes(beyondtheprogramme)

LongitudinalresearchonSGBVprogrammes


Qualitativeresearchisoftenusedfollowingtheendofaprogrammeto:

• Understandparticipantsexperiencesofanintervention

• Exploreparticipants’understandingsoftheprocessesofchange(e.g.generatestoriesofchanges)

• Examinewiderimpactsbeyondthosemeasuredinthequantitativeresearch

RetrospectiveresearchonSGBVprogrammes

ClicktoeditMastertitlestyleComparingQUALandQUANTdesigns

Qualitative Quantitative

Existingknowledge Subjectmatterisunfamiliar, limitedunderstandingofphenomena/concepts

Subjectmatterclearlydefined/familiar

Typeofunderstanding/evidence sought

Tounderstandpeople’sexperiencesandperceptionsofissuesandsituations(meaning)

Tounderstandprevalenceofphenomenainapopulationandtestrelationshipsbetweenphenomena(e.g.causality)

Importanceofunderstandingcontext

Relating particularbehaviour/practicestothespecificsocio-cultural context

Noneedtorelatefindingstosocio-culturalsetting(settingissufficientlyunderstood)

Applicationofresearch

Oftenusedtodevelopconceptsandtheories(inductiveresearch)

Oftenusedtotestpreconceivedhypotheses(deductiveresearch)

Research approach Exploratory,flexible, opentodiscoverandexploretheunexpected

Systematic,structured, fixed, focused onrepeatabilityofmeasurements

ClicktoeditMastertitlestyleComparingQUALandQUANTdesigns(Continued)

Qualitative QuantitativeSampling Usually usespurposivesampling

(individualswithspecificcharacteristics)Usuallyuses ‘randomsampling’togetrepresentativesoresultscanbeextrapolatedtowholepopulationorsub-group

Data collectionmethods

Semi-structured/unstructuredinterviews,focusgroups,observations,participatoryresearch

Quantitativesurveys,econometricmodelling

Data analysis Interpretativemethodsaimedatunderstanding– codedatatoidentifytrends,processes,factors

Statisticaltechniques thataimtoachieveprecisionandstatisticalsignificance

Nature of findings Window ontosocialprocessesanddynamicsandsuggestwhypeoplethinkandactastheydo.

Findingscanbegeneralised towholepopulation


Qualitativeandquantitativeapproachescanbecombinedtominimise thelimitationsandmaximise thestrengthsofeach.

• Qualitativeresearchcanidentifytopicswhichareappropriateforfurtherstudythroughquantitativemethods

• Quantitativeresearchcanhelptoidentifytopicsorsocialgroupswhichwarrantin-depthqualitativestudye.g. tounderstand‘why’questions

• Qualitativeresearchcaninformquestionnairedesignandwording

• Qualitativeresearchcanhelptointerprettheresultsofquantitativestudiese.g.whatexplainthevariationsinresponsebetweenyoungerandolderwomen

MIXEDQUAL-QUANTstudydesigns

ClicktoeditMastertitlestyleMIXEDQUAL-QUANTstudydesigns:Rationale

1. Complementarity

Playthemethodsoffeachother;strengthsofonemakeupforweaknessesofother

e.g.Combineahouseholdsurveyongenderrolesandattitudeswithhouseholdcasestudiesofgenderdynamicstoobtainbothgeneralisable andcontextualisedresults.

2. Triangulation

Assessconvergenceoffindingsacrossdifferentmethodsand/orrespondenttypestostrengthenvalidityandconfidenceinresults/recommendations

e.g.NumericaldataondisclosureratesofSGBVsurvivors;surveyinterviewswithSGBVsurvivorswhousedservices;in-depthinterviewswithsurvivors,communitymembersandserviceproviderstogettheirperspectivesonbarrierstodisclosureandhelp-seeking

ClicktoeditMastertitlestyleMIXEDQUAL-QUANTstudydesigns:Rationale

3. Development

Informnextresearchstagewithfindingsoftheformerstage

e.g.Exploreprevalentsocialnormswithqualitativeapproach,followupwithquantitativesurveytoassesshowcommoncertainattitudesandpracticesare

e.g.Conductasurvey;delveinto‘outlier’caseswithinterviews

4. Expansionofresearchfocus

Extendrangeofwhatisstudiedbyincorporatingdifferentmethods

e.g.ExamineSGBVprogrammeimplementationprocesses viaNGOstaffandparticipantinterviews;examineprogrammeoutcomes viaasurvey


• Researchobjectivesandquestions• Studylocation(andjustification)• Sampling– identity,number,diversityofresearchparticipants(andjustification)

• Researchmethodse.g.in-depthinterviews,focusgroups,observations,participatorymethods(andhowmanyofeach)

• Strategiestogettingaccess/recruitingparticipants• Detailedplanning:researchlocations,profileofresearchers,trainingofresearchers,datarecordingtechniques,translationetc

• Ethics(e.g.anonymity,confidentiality,safety)andgaininginformedconsent

• Approachtodataanalysis(e.g.codingdata,inductivemethodsetc)

QualitativeStudyDesign:Keyelements


MethodologicalChallengeswithQualitativeResearch

NwabisaShai


Whataresomeofthechallengesyouhaveencounteredorareconcernedaboutinqualitativedatacollectionandanalysis?

Methodologicalchallenges:Yourexperiences


Itisimportanttobeawareofthesechallengesandhavestrategiestoaddressthem:

1. Gainingaccess

2. Selectinginformants

3. Socialdesirabilitybias

4. Lowqualitydata/suboptimaldata

5. Respectingresearchethics

FiveMethodologicalchallenges


• Permissionfromthecorrectauthorities

• Time

• Trust

• Cultureandetiquettes

• Language

• Hirelocals

• Positionalityoftheresearcher

Challenge1:GainingAccess


Howmanyinformants,whoandwhy?

• Mustemanatefromthetheoreticalframework

• Keyinformants

• Opportunisticrecruitmentof‘good’informantsisvaluable

• Whatifyouareaskedforadviceduringinterviews?

• Assureconfidentialityandanonymity

• Anonymisingthestudysitecanbecrucialethicalconsideration

Challenge2:Selectinginformants


Theresearcherneedstounderstandtheinevitabilityofbiasesduetotheprocessesofdatacollectionandanalysisinsocialresearch

• Whatissocialdesirabilitybias?

• Howtoanticipateordetectsocialdesirabilitybias?• Howtolimitthis?

• Reflexivityandthepoweroftheresearcher(wewillcomebacktothis)

• Objectiveperspectiveaboutthetopicunderstudy• Rapportandbackgroundofinformants

• Longtermstudieshelpstocheckforconsistenciesanduncoversuchbias

Challenge3:Socialdesirabilitybias


• Whendoyoufindoutyouhavelowqualitydata?

• Howcanyoupreventlowqualitydata?• Goodtrainingofinterviewers• Pilottestinterview• Checkdatainrealtimee.g.listentorecordingsortranscripts

• Cross-languageresearcherscanleadtomultipleinconsistences,compromisedtranslationsetc.

• Checkthecredentialsoftranslatorsorinterpreters• Hireexperiencedresearchers• Focusonissuesunderstudy

Challenge4:Lowquality/sub-optimaldata


• FreeNIHethicscoursehttps://researchethics.od.nih.gov/ ;https://humansubjects.nih.gov/resources

• Whatarethepotentialethicalissuesrelatedtoyourresearch?Followguidelines

• Thefirststepistoobtainethicsapproval

• Identifyethicsboardswithagoodreputationforupholdinghumanrights

• Respectparticipants,theirtime,storiesandopinions

• Reportdeviationstoyourethicsboard

• Ethicsmustbefollowedduringthewriting-upaswell

Challenge5:Respectingresearchethics


GroupWork:CaseStudiesinQualitativeStudyDesign

NwabisaShai,DrLyndsayMcLeanandDrElizabethStarmann


Eachgrouphasascenariowithcontext,researchquestions+detailsofinterventiontoberesearched(Seehandout):

1. FormativeresearchinRwandatounderstandsocialnormsaroundGBV(Lyndsay)

2. Interviewswithfamilies(couple,parents-in-law,children)inNepal(Nwabisa)

3. RetrospectiveresearchwithcouplesinUgandawhoparticipatedinSASA!Interventiontounderstandtheirexperiencesofchange(Elizabeth)

Pleasespend30minutesworkinginyourgroupstodevelopandappropriateresearchdesignandspecificresearchmethods.

GroupWork:ThreeGroups


Context:GBVratesinRwandahigh:55.6%ofwomenreportedexperienceofphysicalIPVinthepast12monthsand17.5%experienceofsexualIPVinthepast12months(DHS,2013)

Proposedintervention:“Indashyikirwa - AgentsofChange”acommunity-basedGBVpreventionprogrammeincludinga20-weektrainingcurriculumforheterosexualcouplesonhealthyrelationshipsandGBVpreventionaimedatchallengingsocialnormsandshiftingbehaviours.

Researchobjective: TogainadetailedunderstandingofthesocialnormsandsanctionsaroundgenderrolesandGBV

Researchquestions:

• Whataretheindividualandcollectivebeliefs,practices,andsocialnormsthatoperatelocallytojustifyviolenceinintimaterelationships?

• Whatindividuals&institutionsarethemostimportantreferencegroup(s)fornormsrelatedtogenderrolesandviolence?Whatsanctions(actualandperceived)existifsomeonedepartsfromthesenorms?

• Aretherelocallysalientideasortraditionsthatcouldbemarshalledtopromotenewsocialnormsthatwouldworkagainstviolence?

Pleasespend30minutesworkinginyourgroupstodevelopandappropriateresearchdesignandspecificresearchmethods.

Group1:FormativeResearchinRwandatounderstandsocialnormsaroundGBV


• Location:In-depthresearchinthreeIndashyikirwa interventionsectorsselectedtorepresentadiversityofenvironmentsacrossallinterventionprovincesincludingrural,urbanandperi-urbanlocations.

• Methodology/sample:24focusgroupdiscussions(FGDs)werecompletedwith:unmarriedwomenunderage25;marriedwomenover25;unmarriedmenunder30;marriedmenover30.Twofocusgroupdiscussionswitheachgroup:

(i) Firstgroupdiscussionusedasocialvignettemethodology– ascenarioweworkedthroughwiththegrouptoprobefortypicalcommunityattitudesandresponsestowardsmenwhouseviolenceagainsttheirwives,whetherandtowhomwivesarelikelytodiscloseahusband’sabusivebehaviour,andwhatcommunitymemberstypicallydotointervene,andunderwhatconditions,inIPV.

(ii) Follow-upsemi-structuredFGDstoprobefortypicalsexualrelationshipsbetweenmenandwomenandhowtheserelatetoexpectations,economicsupport,andcommitment.TheseFGDsexploredthecharacteristicsmenandwomenoftenlookforinchoosingalong-termpartner,genderedexpectationsinmarriageincludingdivisionoflabour inthehome,householddecision-making,andcommoncausesofconflictbetweencouples.

FormativeResearchDesign:TounderstandsocialnormsaroundGBVinRwanda

ClicktoeditMastertitlestyleFormativeResearchDesign:TounderstandsocialnormsaroundGBVinRwanda

ScenarioofacouplenamedAlbertandFrancine:Toassessperceptionsorlikelyactionsofthiscoupleincluding:Francineworkingoutofthehome,Francinebeingseenpubliclyspeakingwithothermenatwork,Albertbeingresponsiblefordomesticduties,andhowAlbert’sreactiontoFrancinecominghomefromworklatemightdifferdependingonhisalcoholuseorifheisknowntobeajealousman.

e.g.“Let’simaginethatawomancalledFrançine livesinthiscommunity(umudugudu).Sheis24yearsold,hascompletedprimaryschoolandismarriedtoAlbert.Theyhavetwosmallchildren.MostdaysFrancinesellsfruitandvegetablesinthemarketnearby,asAlbertdoesnotgiveherenoughhousekeepingmoneytobuyprovisionsforthehouseholdandthechildren.

• Ingeneral,whatwouldpeopleinthiscommunitythinkaboutFrançine workingatthemarketratherthanstayingathomecaringforherchildren?

• WouldpeoplethinkthatthefactthatAlbert’swifeworksoutsideofthehomereflectsbadlyonhimasaman?

• Probe:Inwhatway?Whomightthinkdifferentlyabouthim?”


Reflections

• Socialvignettemethodverysuccessfultooltouncoversocialnormsaroundexpectedbehaviour ofamanandawomanindifferentscenariosandhowothersmightjudgeandsanctionthemandwhy.

• Wediscoveredthatnormsaroundthemaleproviderroleandmalehouseholdauthority‘bend’andshiftinresponsetochangingeconomicrealities,newlegislationandsocialchange.

e.g.

Economicrealitieshaveincreasedacceptabilityofawifeworkingbutonlyifitisperceivedthatherhusbanddoesnotearenoughhimselftomeethouseholdneedsandprovidedshedoesnotearnmorethanhim.

FormativeResearchDesign:inRwandatounderstandsocialnormsaroundGBV


Context:AnincreaseinviolenceexperiencedbywivesleftbehindinruralcommunitiesinNepalwhentheirhusbandsmigrate,perpetratedbyin-laws,communitiesandassociatesaswellashusbandswhentheyreturn.

Intervention:VSONepalinterventiontargetingwivesofmalemigrantworkerswithlivelihoodtrainingandworkingwithwidercommunitiesofVAWpreventionandtosupportVAWsurvivors.

Researchobjective: Togainadetailedunderstandingofchanginggenderrolesandidentitiesanddynamicsofviolence

Researchquestions:

• Prevalentattitudestowardgenderroles,identitiesincludingidealtraitsofyoungandoldermenandwomenaswellasteenageboysandgirls?

• Experiencesofanddynamicsleadingtodifferentformsofviolenceagainstwomenandgirls(VAWG),includingviolenceperpetratedbyintimatepartners,in-lawsandcommunitymembers?

• Experiencesofmaleout-migrationandtheimpactithasonyoungmarriedwomenandthefamiliestheyleavebehind,particularlyintermsoftheireconomicstatus?

• Existingservicesandresponse/supportmechanismstoVAWG,experiencesandpotentialgapsinthese

Group2:FormativeresearchtounderstanddynamicsofVAWGinfamiliesofmigrantmeninruralNepal


Location: 2villagesinBaglung districtNepal

Methodology/Sample:IDIswith16Youngmarriedwomen,8marriedmen,8olderwomenwithin-lawstatus,6teenage girls, 4communityleaders, and4FGDswith teenagegirls,oldermen,olderwomen,serviceproviders

“Awomanhastoperformmostofthehouseholdchores,cookfood,anddisposeofanimaldung,washtheclothesofyoungerones...particularlythatoffatherandbrothers,aswehavecustomwheremenarenotsupposedtowashtheirclothesbythemselves.Duringagriculturalwork,itisagainwomencarryingout“parma”.[1] (Teenagegirl)

“Shemustsavetheearningsentbythehusband,shemusttakecareofherchildrenandshecaneventakeupahome-basedemploymentortailoring(sewing/cutting),oreventakeupstudiesifsheisinterested,” (OldermaninFGD)

“Beforemarriage,Iwasfree…Icouldgoanywheretoroam,gotoplaywithfriends,ortoattendafunction.Myparentseasilygavepermission.ThenIdidn’tneedtothinkmuch.Butnow,whereIammarried,eventhoughmyfamilyandhusbandgivepermissiontodosomethingorgosomewhere,thereremainsafearofwhatsocietywillsay.Wouldtheytalkbehindmybacksayinghiswifehasdonethisandthat?Willtheymakeupthingsandsaywrongandbadthingsaboutme?” (Youngmarriedwoman)

[1] Parma is a form of reciprocal labour.

ResearchdesigntounderstanddynamicsofVAWGinfamiliesofmigrantmeninruralNepal


Keyfindings:

• Prevalenceoftraditionalgendernormswhereyoungmarriedwomenwereexpectedtobesubmissivetohusbandsandin-lawswhileyoungmarriedmenwereseenasbreadwinnersandheadsofhouseholds

• Socialexpectationsonwomenalsoemphasisedtheneedtobeof"goodfemalecharacter"bykeepingtodomesticchoresandusingremittancessentbyhusbandswisely– howawomanfairedinupholdingtheseexpectationswaslinkedtothe family'sgoodreputation

• Menandwomenperceivedawoman'sworktobeinthedomesticarenaandtheiractivitieswerenotrecognisedaswork.Yet,somepocketsof changeinattitudesandbehaviourwereobservede.g.acceptanceofwomenhavingpaidworkoutsidehome

• Indicationsofsignificantphysicalandpsychologicalviolencebyreturninghusbandsandmothers-in-lawintheirabsence,includingremittancescontrolledbyin-laws,increasingeconomicdependencyandvulnerabilityofwomen

• CultureofsilencearoundVAWGandweaksupportmechanismsincommunities

Reflectionsondesign:Thefocusonthe familylevel workedwelltoprovideuswithdifferentviewsbutweacknowledgedtheneedtohearmorefrom menincludingfathers-in-lawwhoaretheactualheadsoffamilies

ResearchdesigntounderstanddynamicsofVAWGinfamiliesofmigrantmeninruralNepal

ClicktoeditMastertitlestyleGroup3:RetrospectivequalitativeresearchwithcoupleswhoparticipatedinSASA!interventioninUganda

Context:Thestudywasconductedinhigh-density,impoverishedcommunitiesinKampala,Uganda.RatesofHIVandIPVarehigh,with9.5%ofwomenand4.1%ofmenaged15-49estimatedtobelivingwithHIVand45%ofever-marriedwomenreportingIPVatsomepointintheirlives.

TheIntervention:

• Aphasedcommunitymobilisation programme thataimstochangecommunityattitudes,normsandbehavioursthatresultingenderinequality,violenceandincreasedHIVvulnerabilityforwomen

• Entailsthetrainingandongoingmentoringandskillbuildingofcommunityactivists,healthworkersandlocalauthorities,tosupporttheirowntransformationandinspiretheiractivismtoaddressgenderinequalityandGBVintheircommunities.CAsconductavarietyofactivitiestoengagewomenandmen,groupsandinstitutionswithinthecommunityover2years.

• Researchobjective: TounderstandtheprocessesthatledtochangeintherelationshipsofcouplesexposedtoSASA!

ClicktoeditMastertitlestyleResearchdesign:coupleswhoparticipatedinSASA!interventioninUganda

Sampling: Purposive:20individuals(10menand10women)acrossinterventioncommunitieswhoreportedinfollowupsurvey:• someexposuretotheSASA!programme• changeinrelationshipsinceexposure• previousphysicalviolencewithpartner,butnotinpastyear(toensuresafety)

Datacollection:• In-depth(semi-structured)Interviews• Partnerswereinterviewedonthesameday,witheachindividualbeinginterviewedprivatelybyaresearcherofthesamesex

• Participatorytimelinetoolusedduringinterviewstohelpwithrecallissues

Analysis:• Frameworkanalysis:Matrix-basedmethodthatpermitstheresearchertosystematicallyorganise‘raw’dataunderthematicframeworkmatricesforcontinuousanalysisacrossthemesandcases,whileretaininglinkstotheoriginaldata

• Ajointmapofthecouple’srelationshipandprocessofchangewasdevelopedfromtheirtwoseparateaccounts

ClicktoeditMastertitlestyleReflections/Insightsyielded

• ReflectionaroundhealthyrelationshipsandcommunicationskillslearnedthroughSASA!activitiesorcommunityactivistsledtomorepositiveinteractionamongmanycouples,whichreducedconflictandIPV.

• Thisnurturedagrowingtrustandrespectbetweenmanypartners,facilitatingchangeinlongstandingconflictsandgeneratinggreaterintimacyandloveaswellasincreasedpartnershipamongcouplestomanageeconomicchallenges.

• Facilitatorsofchange:Perceivedneedordesperationtochange=increaseddesiretoengagewithSASA!andapplythelearningintheirrelationship;relationshipswithmoresevereformsofIPVunderwentthemostchangeandwerethehealthiestinthesamplepost-intervention;activityattendance+CAdirectrelationshipsupportledtogreatestchangeincouples

• Insightsforpractice:IPVpreventioninterventionsmaybenefitfromtheinclusionofrelationshipskillsbuildingandsupportwithinthecontextofcommunitymobilisationinterventions.

• Insightsforresearch:Studydrawsattentiontothevalueofresearchingandworkingwithbothwomen,menand couplestopreventIPV;coupleresearchisverytimeconsuming/expensive,butalsoyieldsvitaldatanotcapturedwhenonly1partnerisinterviewed

Researchdesign:coupleswhoparticipatedinSASA!interventioninUganda


Approachestoqualitativedataanalysis

NwabisaShai

ClicktoeditMastertitlestyleDatahandlingandanalysis

• Differentstagesofdatahandlingandanalysis

• Duringandimmediatelyafterdatacollection- fieldnotes andanalyticnotes

• Duringinitialanalysis- initialcoding,subcoding

• Duringfurtheranalysisandwriting– summarisingandinterpretingdata

• WHOHASANYEXPERIENCEOFDOINGANYOFTHEABOVE?

ClicktoeditMastertitlestyleDatahandlingandanalysisQualitativedataanalysis:Process

Thereisnosinglefixedprocedureorapproachforanalysingqualitativedata.However,mostcommonapproachesfollowthefollowingprocess:

Organisingdata

Annotating data

Understanding meanings

Identifying patterns in

data

Generatingexplanations Verification Conclusions


• Aseriesofnotesrecordedbyresearchersinthecourseoffieldwork,duringoraftertheirobservationsofaspecificphenomenonunderstudy

• Evidencethatgivesmeaningandaidsintheunderstandingofthephenomenon

• Writethisupassoonaspossible

• Includeyourimpressionsofplacesandpersons,scenesobserved,snippetsofconversationoverheardetc.

Duringdatacollection:Fielddiary/notes


• Makenotestorecordsyourdevelopingunderstandingofthedatainrelationtotheoryandcontext

• Notescanbemadefromatranscript,fromnotesmadeinanintervieworre-listeningtoatape

• Canhelpyou:• realisewhennonewinformationisemerging• guiderecruitmentofinformants• guidescopeofnextinterviews• helpyoutestoutemerginghypothesesinthefield

TIPS

• Sketchoutthemaininformationarisingfromtheinterviews

• Includequestionsraised,possiblehypotheses,possibleexplanationsetc

• Recordinawaythatsummarisesmainfindingsofinterviewssofar

• Informationfromeverynewinterviewshouldbeaddedin

Analyticalnotes


• Aim:Todrawtogethertheextractsfromalltheinterviewswhichgiveinformationonaparticulartopic/theme(assigneda‘code;)

• Processofidentifyingcommonthemes,sub-themes,summarising,synthesising,lookingforpatterns,commonalitiesanddifferences

• Keeptwoquestionsinmind:

• Theinitialresearchquestion:WhatamIactuallyinterestedin?

• Amuchmoredetailedquestion:Whatistheinformanttalkingabout?

Coding(analysisbythemes)


• Readandre-readalltranscripts,onebyone,markingupthepartswhichrelatetoeachcode(theme)

• Someextractsfitinwithmorethanonecode- puttheminboth

• Somepartsofinterviewsdon’tfitincodes- don’tworryjustleavethem(unlessyouthinkthedataispertinentandthencreateanewcode)

• CAUTION- everytimeyoumoveabitoftextintoacodekeepwithittheinterviewno./pseudonymandpageno.

• YoucanusesoftwarelikeNVIVOtosupportcodingandthenanalysis

Codingprocess

ClicktoeditMastertitlestyleCodebook

• Productofworkingoneachcodeinturn

• Whatistheinformanttalkingabout?

• Interrogatethedatatolearnwhatisinit

• Re-orderthedatafromeachcodeagainintosub-codes

• Furthersub-codes- thisstagegivesachancetoformcodesthatcomefromthedataandnotfromyou

• Sub-codescanbesmallerthaninitialcodes


• Thenextstageaftercodingissummarisingthefindings,startingwiththesmallsub-sub-codesverycautiously,onebyone

• Writesomeparagraphsabouteach(sub)sub-codesayingwhatinformantsaresayingabouteach

• donotparaphraseyourinformantsatthispoint,keepasclosetotheirwordsaspossible-

• useasmanyquotesaspossibleandkeeplongerquoteswhentheylookreallypowerful

• Thesesimplesummaryparagraphsarethefirstthingsyouproducewhichbegintolookvaguelylikeafinalproduct

• Addextradepthbygivingyouranalysismorethought

• Lookforcontradictions/differences

• Youcouldhypothesisethatsomepersonalcharacteristicsexplainssuchdifferences

Summarising codes


• Ahypothesisisanideaabouttherelationshipsbetweendifferentpartsofthedata• Qualitativeresearchisnotusedtotestoneapriorihypothesis,butitcanbeusedtogenerateandtest‘mini’hypotheseswhicharegroundedinthedata

• Asweanalysethedatawecanexplicitlylookthroughthedataforotherexamples– orbitsofinformation– whichshedlightonthesamething

• Iftheyallsupportthehypothesisthenwecanhavesomeconfidenceinourinterpretation.

• Ifoneofthemseemsnottosupportitweneedtoreformulateourhypothesis.

• Wecandothiseitherbythrowingitoutorbyconsideringthatitmayonlyapplyincertaincircumstances.

• Asyoubuildthesummariesyoushouldcontinuouslystartgenerating&testingmini-hypotheses

Generatinghypotheses


• Analyticinductionistheprocessofgenerationofmini-hypothesesinthedataandtestinginthedata

• Dootherpiecesofdatasupportthehypothesis– inwhichcase?Isinterpretationisprobablycorrect?

• Or,dotheypartiallysupportit– inwhichcaseitshouldbemodifiedorqualified

• Thisprocesshasusedtwotechniques:

A)constantcomparisonofemerginghypothesesagainstthedata

B)searchfordeviantcaseswhichwouldrequirethehypothesistobemodified

Analyticinduction


Forexample:Studyonbarrierstocondomuse

• 2womeninviolentrelationshipsdidnotusecondomsandsaidtheyfearedaskingbecausetheywouldbeaccusedofinfidelity

• Hypothesis:IPVisabarriertocondomuse

• Action:lookatthewomenandseeiftheyarealsoinabusiverelationships

• Finding:someexperiencingIPVusecondomsandsomedonot

• Action:dothosewhodoandthosewhodonothavesomethingelseincommone.g.arecentSTDintheirpartnerintheusers

• Modifiedhypothesis:IPVmaybeabarriertowomanaskingforacondombutnotcondomuse

• Action:checkdatafordistinctionbetweenASKINGandUSEofcondoms

Exampleofhypothesisgeneration

ClicktoeditMastertitlestyleDrawingconclusions:Whattothinkabout

• Whichpeople?• Wheninterpretingthedata,thinkaboutthepeopleyouinterviewed:dodifferenttypesofpeople(rich/poor,male/femaleetc..)havedifferentopinions/experiences?Canyougenerateahypothesisaboutsuchdifferences?Arethereexceptionstothisinthedata?

• Where?When?Whichcircumstances?• Thinkaboutplace,timingandcircumstances:Aretherecertainplaceswherecertainthingshappenandcertainlyplaceswheretheredonotorcannot?Aretherecertainpeopleyoucantalkaboutsomethingstoandnotothers?Aretherecertaintimingswhencertainthingsgettalkedaboutwhichperhapsarenotdiscussedatothertimes?

Checkfornegativeor‘deviant’casesthatdonotfit:

• Sometimesyoushouldbothmodifyyourhypothesisanddescribedeviantcasesastheyprovidegoodevidenceofwhythehypothesisneedsmodification

• That’simportantespeciallyifthehypothesisissupportedtheoreticallyorcommonlycitedintheliterature


Rigourandcredibilityinqualitativeresearch

DrLyndsayMcLean

ClicktoeditMastertitlestyleWhyisrigour andcredibilityimportantinresearch?

• Researchmustadequatelysupportdecisionswhichdependonitsresults

• Ifwewanttoinfluencepolicymakersandpractitionersetc,theresultsofourresearchmustbejustifiable,reliable,defensible,convincing,secure

ClicktoeditMastertitlestyleCommonerrorsinresearch

• Whatdoyouthinkaresomeofthemostcommonerrorsinresearch?

• Whydoesresearchgetcriticisedbyfunders,otherresearcherorinthemedia?

ClicktoeditMastertitlestyleCommonerrorsinresearch

• Drawingconclusionsthatarenotsufficientlysupportedbythedataandfindings

• Makinggeneralisations fromsamplesthataretoosmallorunrepresentative

• Omittingtocontextualise theresearchhistorically,politically,socio-culturallyetc

• Failingtoreferenceotherstudies&existingdata(riskofduplication,researchfatigue)

• Failingtorecognise andminimise thesourcesofbiasinresearch

• Ignoringdatathatdoesnotfitthehypothesisorargument

ClicktoeditMastertitlestyleRigour andcredibilityinresearch:Keyconcepts

ValidityTheaccuracyor‘truth’ofourresults(thetrustworthinessofourdata)(qual andquant)

ReliabilityGettingthesamereadingregularlyfromthesamecircumstances(thereplicabilityoftheresults)(quant)

ConfirmabilityTheextenttowhichtheresultscouldbeconfirmedbyanotherresearcher.(Qual andquant)

GeneralisabilityTheextenttowhichtheresultscanbeextrapolatedfromthesampletothewholepopulationstudied(quant)


Insmallgroups,take10minutestobrainstormonthefollowingquestion:

Howdoweensurerigourandcredibilityinqualitativeresearch?

SmallGroupdiscussion


• ResearchDesign:Avoidingbiasandincreasingrigour

• Datacollection:Accountingforresearcherbiasandensuringreflexivity

• Datacollection:Reducingbiasesindatarecordingtechniques,translationandtranscription

• Reducingbiasesindataanalysis/reporting

Keystrategiestoincreaserigour andcredibility

ClicktoeditMastertitlestyleResearchDesign:Avoidingbiasandincreasingrigour

KEYQUESTIONS

• Havethepoliticalobjectivesorphilosophyoftheorganisationofresearcherinfluencedthechoiceofresearchtopicandtheresearchdesign?

• Aretheresearchquestionsloaded/biased?

• Aretheresearchquestionsincompletee.g.onlyfocusedonobtaininginformationtoconfirmhypothesesorassumptions

• Arethemethodsselectedappropriatetocollectthenecessarydata?

• Dothemethodschosenallowthedatatobetriangulatedand/orcross-referenced(acrossmethods,respondents,questions)?

• Willthestrategytoselectparticipantsensurethatafullrangeofdiverseexperiencesandopinionsarecaptured?

ClicktoeditMastertitlestyleDatacollection:Researcherbiasandreflexivity

• Researchisasocialinteractionandthephysical,socialandculturalcharacteristicsoftheresearcheraswellashis/herperspectives,assumptionsandprejudicescaninfluencethedatacollected.

• Reflexivity isaboutsystematicallyassessinghowweandourcharacteristicsimpactontheresearch,reducingbiaseswherewecanandbeinghonestabouttheimpactwehaveonourresearch:

• Listhowyourcharacteristics(e.g.ethnicity,age,gender)differfromthoseofparticipantsandhowthismightaffecttheresearch

• Considerthepowerrelationsinvolvedinyourresearchprojectandyourstatuswithrespecttotheparticipants

• Clarifyyourownpersonalvaluesystems(theories,worldview).Acknowledgeareaswhereyouknowyouaresubjective

• Trytoanalyseanyassumptionsorpreconceptionsyouhaveaboutparticularpeopleorasituationandquestionsyourselfrepeatedly

• Listareasofpotentialroleconflictorlackofneutrality- arethereparticulartypesofsituations/peoplethatyouavoid- willthisinfluencewhoyouapproachandhow?

ClicktoeditMastertitlestyleDatacollection:Reducingbiasesindatarecordingandtranscription/translation

• Themainproblemsareinaccuracyorincompletenessofdataandpoortranslation

• Note-taking:researchersoftenstarttointerpretdatainchoicesofwhattonote/nottonote

• Translationisalsochallenging– someconceptsdon’ttranslateeasily,poortranslationcanaffectdata

• Digitallyrecordtheinterviewifpossible(ifyouhavetheequipment+theparticipantacceptsthis)

• Ifnottakeasdetailednotesaspossibleusingtheactualwordsoftheparticipant,developtechniquesforspeed(e.g.shorthand,symbols)- andthencompleteimmediatelyafterwards

• Notethequestionsthattheresearcher/youasked+notewhosaidwhat,especiallyinfocusgroup

• Notedownnon-verbalcommunicationlikebodylanguageandfacialexpressions

• Noteotherfactorsthatmayhaveinfluencedtheinterview(e.g.aninterruption,otherpeoplepresent)

• Translationbypeoplefamiliarwiththeissuesforbetteraccuracy

• Checktranslationwithlocalpractitionersand/orbacktranslate

ClicktoeditMastertitlestyleReducingbiasesindataanalysis/reporting

KEYQUESTIONS

• Areyoulookingfordatathatconfirmsyourpriorassumptionsortheories?

• Dodifferentsourcesofdata(collectedthroughdifferentmethods,fromdifferentrespondentsandacrossquestionsfromsamerespondent)triangulate(i.e.theyareconsistent)?

• Areyouexcluding‘negativecases’whichdon’tconfirmthehypothesisorfittheemergingconclusions.

• Reflectonhowyouarewritingyouraccount.Areyouquotingmorefromonerespondentthananother?Ifso,why?

Youshouldtrytounderstandandexplainanyinconsistentdataorexamplesandifnecessaryrejectthehypothesisorchangeyourtheory/conclusions

Inimportantcaseswhereyoudetectsignificantbiasordataismissing,youmayhavetore-intervieworcheckbacktherespondentorreanalysethetranscript


• Arethemethodsofresearchappropriatetothenatureofthequestionbeingasked?

• Istheconnectiontoanexistingbodyofknowledgeortheoryclear?

• Arethereclearaccountsofthecriteriausedfortheselectionofcasesforthestudy(sampling)andofthedatacollection(methods)andanalysis?

• Doesthesensitivityofthemethodsmatchtheneedsoftheresearchquestion?

• Wasthedatacollectionandrecord-keepingsystematic?

• Isreferencemadetoanacceptedprocedureforanalysis?

• Howsystematicistheanalysis(e.g.consistencyofanalysis,treatmentofnegativecases)?

• Isthereadequatediscussionofhowthemes,conceptsandcategorieswerederivedfromthedata?

• Isthereadequatediscussionoftheevidenceforandagainsttheresearcher’sarguments?

• Isacleardistinctionmadebetweenthedataanditsinterpretation?

Criteriatoevaluatecredibilityofqualitativeresearch

ClicktoeditMastertitlestyleFinalword

“Inmyview,validityandinterpretationinanyformofqualitativeresearchiscontingentuponthe‘endproduct’includingademonstrationofhowthatinterpretationwasreached.Thismeansyoushouldbeableto,andbepreparedto,tracetheroutebywhichyoucametoyourinterpretation…Thebasicprinciplehereisthatyouarenevertakingitasself-evidentthataparticularinterpretationcanbemadeofyourdatabutinsteadyouarecontinuallyandassiduouslychartingandjustifyingthestepsthroughwhichyouinterpretationsweremade.” (Mason1996:150)

Thekeyistosystematicallyaccountforthecontextandcircumstancesunderwhichthedatawereproducedandidentifythesourcesofpotentialbias


WrapupDrLyndsayMcLean

• Anyfinalquestions?

• Yourfeedback?

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