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ESS: 2004
Why Integrate Methods?
Tony Macmillan CoxonHonorary Professorial Research Fellow
SSPS, University of Edinburgh
When, why & how (and if!) to integrate qualitative and quantitative research methods
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The qualitative vs quantitative distinction …
is … in my opinion
• internally incoherent • covers several levels of
discourse• is used differently within and
across levels.
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The Q&Q distinction can refer to different …
• Methodological approaches – Variable-centred versus Meaning-centred
• Epistemological approaches – Empiricism vs Interpretativism
• Data conceptualisation – Representational measurements vs speech as
data
• Data collection– systematic questionnaire-format vs discursive
data-elicitation
• Data analysis– GLM vs semantic and content analytic.
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But the Q&Q distinction can also refer to:
• Software hegemony• Packages pre-empt integration by making
assumptions about appropriate data and and range of analysis offered
– “Law of the Instrument”» Pre-disposes to restricted use!
• Serious integrated analysis may well involve writing own software … allow for it in grant applications!
– But also keep a watch on CAQDAS website» http://www.esds.ac.uk/qualidata/introduc
tion.asp
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• Is a New paradigm needed? • to supplant the qualitative and quantitative
distinction • Artificial Intelligence? which successfully
integrates Q&Q – (as do other "cognitive" disciplines)
• in search for adequate representation of more subtle and complex data-structures which today's developments demand
– Belief-systems, semantic networks, fuzzy-logic categorization
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Practicalities of integration …
• Practical issues: not separating – software and data storage
• i.e. integrated Q&Q data base AND data structure– nor data collection from analysis
• Software that assumes integrated data
• TWO EXAMPLES– POOC: Project on Occupational Cognition (Hierarchies method)
• Data inherently Q&Q, but primarily quantitative– “Qualitating quantitative (systematic)”
» (In this class we’ll use another method & domain)
– SIGMA: Sexual diaries• Data inherently Q&Q, but primarily textual, but structured
– “Quantitating qualitative”» (in this class, we won’t emulate data collection!)
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POOC …Hierarchical Method (Similarity task)
• Standard instructions given to {R} by {I} on how to construct a bottom-up hierarchy– And encouraged to verbalise– DVD/Tape-recorder switched on– “Data collection” proceeds
• Account is transcribed and calibrated by position– In the Interviewer’s Report
– In machine readable file (initially as comment) at appropriate “action” position (Basic File)
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POOC …Hierarchical Method (Similarity task)
• Data file checked – and extracts UMI matrix for “quantitative” (scaling)
analysis
• Textual analysis of Basic file using GI3, – by level of hierarchy (cf class terminology)– By referent subset of covered occupations (for
descriptors / categories
• RETRIEVAL IN CONTEXT!– For analysis there needs to be
» A file whose data structure contains BOTH types of information
– Software which allows “retrieval in context”: both» Text with pointers to quantitative “task”» Quantitative data with pointers to text
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… [Final Join at Level 15 of the two main branches. What follows is the transcribed tape-recording relevant to this point]______________________________________{Respondent}... I think that I would put the Psychiatric Nurse[MPN] and the Ambulance Driver [AD]in this category as well, um, I realise there's a contradiction here - I've got people with professional qualifications and perhaps academic skills, um, and an ambulance driver, but the reason I mentioned {i} Policeman [P] vis a vis the Commercial Traveller [CT] and Barman [BM]; it seems to me these people have responsibilities in relation to the community which they're working in, that perhaps the Commercial Traveller and Barman doesn't have. {Interviewer}
OK, we're there.
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POOC …Hierarchical Method (Similarity task)
• INTEGRATED RETRIEVAL: “qualitative retrieval in
quantitative context” : Research problem : • Themes established as most prevalent in the
occupational narratives generated in doing the Hierarchies task
– Money, Training, Caring and Responsibility
• (1) Are they generalising or particularising themes ?– need to know not only how often a Theme occurs in
these data AND
– where in the hierarchical structures they occur, and
– relate their occurrence to the overall consensus hierarchy (see paper)
• (2) Class terminology: where does it occur in structure, & at what levels of generalising?
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A final thought on Q&Q divide …
• hegemony of software producers – will ensure a “safe” Q&Q divide
continues to exist – Students (& staff!)– prefer to keep Q&Q divide because of:
• Threat of the other side & its competencies• No ready-made paradigm/ research
practice is established.
• Do we/they really want integration?