Fall Qualitative Inquiry Seminars
Using Qualitative Inquiry to Contribute to Social Justice
October 21-22, 2019
Qualitative Analysis: Using the “Sort and Sift, Think and Shift” Toolkit
October 23, 2019
Coding and Analyzing
October 28-29, 2019
Styles of Qualitative Writing and Reporting
October 30, 2019
Implementation Research: Using Qualitative Research Methods to Improve Policy and Practice
November 15, 2019
Four leading scholars in the field of qualitative inquiry, Alison Hamilton, Ray Maietta, Rashawn Ray and Johnny Saldaña, will guide courses in implementation research, qualitative data analysis, using qualitative inquiry to contribute to social justice, and styles of qualitative writing. Participants will learn principles that guide practical action in each of these areas.
Scholar Instructor: Johnny Saldaña
Being in conversation with qualitative data can include identifying ideas that spark meaning, insight, and sense-making. This two-day workshop focuses on a range of selected methods of coding qualitative data for analytic outcomes that includes patterns, categories, themes, processes, causation, and diagrams.
The workshop will address:
- Various coding methods for qualitative data (with an emphasis on interview transcripts)
- Analytic memo writing
- Heuristics for thinking qualitatively and analytically
Manual (hard copy) coding will be emphasized with a discussion of available analytic software for future use. Workshop content is derived from Saldaña’s The Coding Manual for Qualitative Researchers (3rd ed., 2016, Sage).
Scholar Instructor: Alison Hamilton
Implementation research aims to integrate research findings into practice and policy. In order to improve the quality and effectiveness of routine practice, implementation researchers collect qualitative data about the everyday behaviors and beliefs of practitioners and other professionals, stakeholders, and recipients of services. During data collection, special attention is paid to factors that both facilitate and impede effective execution and implementation of programs and service delivery. The end goal is to increase the likelihood of uptake, adoption, implementation, and sustainability of evidence-based practices.
To provide foundational knowledge and skill to help facilitate your own work, the course walks through critical components of building and carrying out an implementation research project:
- Developing appropriate implementation research questions and specific aims
- Determining when, why and how to apply conceptual models
- Strategizing about study design
- Selecting appropriate, feasible qualitative data collection methods
- Executing qualitative analytic strategies
Generating timely, impactful implementation research products
The application of methodological concepts will be illustrated via examples from implementation research in the context of varied settings such as healthcare organizations, educational institutions, and communities.
Participants will be provided with materials and bibliographies to support the practice of qualitative methods in implementation research. The course will draw on material from the recently released National Cancer Institute white paper on which Dr. Hamilton is an author.
Scholar: Ray Maietta
The Sort and Sift, Think and Shift qualitative data analysis approach, created by Ray Maietta and his consulting team at ResearchTalk Inc., is an iterative process, where analysts dive into data to understand its content, dimensions and properties, and then step back to assess what they have learned in order to bridge findings with current conversations in their field and to assess implications for practice. The method combines tenets and practices from phenomenology, grounded theory, case study and narrative research. The ResearchTalk team has utilized and taught this approach for over a decade to qualitative researchers across disciplines and industries.
This process of “diving in” and “stepping back” is repeated throughout the analytic process. Researchers move from establishing an understanding of what is in the data to exploring their relationship to the data. To conclude, they arrive at an evidence-based meeting point that is a hybrid story of data content and researcher knowledge.
Each phase of the Sort and Sift method features a toolkit to facilitate analytic activities.
- The “Diving In” toolkit features tools to use as you read, review, recognize and record your observations during data review.
- Quotation identification and data inventory – finding powerful quotations in your data and creating an inventory of powerful data segments for each data collection episode
- Diagramming as an analysis tool – using visual diagrams to think aloud about connections in data and ‘bridging’ key ideas in your analysis
- Memoing – writing for discovery
- Episode profiles – using diagrams and memos to create visual and written sketches of data collection episodes
- Topic monitoring – creating and managing topics, themes and attributes
The “diving in” tools of the Sort and Sift method are necessarily interdependent and synergistic.
- The “Stepping Back” toolkit features tools to use as you reflect, re-strategize and re-orient after your “diving in” phases of analysis.
- Mining – mining through memos, topics, document summaries and episode profiles.
- Bridging – discovering connections within and across data documents.
- Story Evolution Tool – interrogating data to understand better how key actors, places, time periods, actions, attitudes and emotions interact in the lives of our participants.
- Concept Combination Tool – using the Sort and Sift tools to discern shared meaning across developing ideas.
- Reflection Tools – using memoing and diagramming techniques to help discover, understand and document.
The “stepping back” tools of the Sort and Sift method are necessarily interdependent and synergistic.
The iterative back and forth between these phases allows you to bridge emergent findings and concepts to conversations and practices currently engaged by your colleagues.
Scholar Instructor: Johnny Saldaña
Qualitative researchers have a broad palette of writing styles we can use on an as-needed basis for the investigative or compositional task at hand. Eclecticism is an essential skill for documenting social inquiry. The more diverse our expressive repertoire, the more each mode informs the others and the more credible, vivid, and persuasive our accounts.
In this one-day workshop, participants will gain in-class experience with twelve different writing styles for qualitative research reportage, ranging from the descriptive to the analytic, from the confessional to the critical, and from the poetic to the autoethnographic.
Workshop participants should bring something to write about—a research study in progress, a first draft report, or a completed study such as a thesis, dissertation, or published journal article. Participants should also bring a personal device (e.g., laptop, tablet) or hardcopy materials (e.g., notepad, pens) for in-class writing exercises. (Miscellaneous qualitative data samples will be provided for those not involved with current projects.)
Workshop content is derived from Writing Qualitatively: The Selected Works of Johnny Saldaña (2018, Routledge) and the co-authored Qualitative Research: Analyzing Life (2018, Sage).
Scholar Instructor: Rashawn Ray
Social scientists are trained to illuminate social problems, but rarely are we trained to identify potential policy prescriptions for the problems that we highlight. This situation is beginning to change as social scientists increasingly aim to contribute to social justice by helping to shape interventions that can be useful to local, state, and federal stakeholders. We can use qualitative research via stories, first-person accounts, in-depth interviews, content analysis, and observations to draw attention to underlying mechanisms that define social problems. Once uncovered, deeper understanding of these mechanisms can guide large-scale surveys, direct responses to requests for proposals by private foundations and government agencies, inform policy briefs, and even influence new legislation. In this regard, it is important for qualitative researchers to think beyond simply highlighting problems in order to also develop skills that leverage our work in ways more directly impact people’s everyday lives.
We will discuss qualitative processes to better position course participants in their efforts to design and collect data specifically aimed at contributing directly to social justice. Three timely issues—obesity, racial disparities in policing, and men’s treatment of women—will be paralleled throughout the course as examples of how decision making across the methodological life of a qualitative project can be leveraged to address social problems.
The course will cover the following topics:
- Topic decision making: What part(s) of the social problem can and should be studied?
- Choosing participants: Who should the participants be? How will you gain access?
- Designing data collection strategies: For research on sensitive topics, how do you shape data collection guides? How do you obtain IRB approval? Which research methods and procedures are most ethical, efficient, and effective?
- Developing an analysis plan: How can you capture the holistic stories of participants’ experiences?
- Disseminating results: How can you develop convincing arguments regarding policy and practice?
- Planning and implementing interventions: How can findings be used to inform interventions and policy prescriptions?
Alison B. Hamilton, Ph.D., M.P.H., a Research Anthropologist in the UCLA Department of Psychiatry and Biobehavioral Sciences, received her Ph.D. in medical and psychological anthropology from UCLA in 2002, and her M.P.H. in Community Health Sciences from UCLA in 2009.
Dr. Hamilton is the Director of the VA-funded EMPOWER (Enhancing Mental and Physical Health of Women through Engagement and Retention) Quality Enhancement Research Initiative (QUERI), focused on improving women Veterans’ health and health care through implementation science. She is Associate Director for Implementation Science and Director of the Qualitative Methods Group at the VA Health Services Research and Development (HSR&D) Center for the Study of Healthcare Innovation, Implementation and Policy, specializing in women Veterans’ health, mental health services research, and implementation science. She was a fellow in the inaugural cohort of the NIMH/VA Implementation Research Institute and she serves on the editorial boards of Implementation Science and Women’s Health Issues.
Dr. Hamilton has been a consultant with ResearchTalk for over 19 years, providing direct support to clients as well as serving as faculty for several of the Qualitative Research Summer Intensives and mentor at ResearchTalk’s Qualitative Data Analysis and Data Collection Camps. At recent Intensives, she has taught courses on qualitative methods in implementation research, rapid qualitative research methods, qualitative grant-writing, qualitative interviewing, mixed methods research, and enhancing the usefulness of qualitative research. Dr. Hamilton is a co-author on Dr. Ray Maietta’s Sort and Sift, Think and Shift (forthcoming).
Raymond C. Maietta, Ph.D. is president of ResearchTalk Inc., a qualitative research consulting company based in Long Island, New York and Cary, North Carolina. A Ph.D. sociologist from the State University of New York at Stony Brook, with postdoctoral training at Indiana University, Ray’s interests in the art of qualitative research methods motivated him to start ResearchTalk in 1996. ResearchTalk Inc. provides project consultation and co-analysis services on all phases of qualitative analysis to university, government, not-for-profit, and corporate researchers.
More than 20 years of consultation with qualitative researchers informs Dr. Maietta’s publications and a current methods book he is writing:
- “Systematic Procedures of Inquiry and Computer Data Analysis Software for Qualitative Research,” co-authored with John Creswell, in Handbook of Research Design and Social Measurement (2002, Sage)
- “State of the Art: Integrating Software with Qualitative Analysis” in Applying Qualitative and Mixed Methods in Aging and Public Health Research, edited by Leslie Curry, Renee Shield, and Terrie Wetle (2006, American Public Health Association and the Gerontological Society of America).
- “The Use of Photography As a Qualitative Research Method” in Visualizing Social Science, edited by Judith Tanur (2008, Social Science Research Council).
- “Qualitative Software” in the Sage Encyclopedia of Qualitative Research Methods, edited by Lisa Given (2008, Sage).
- “Integrating Qualitative and Quantitative Analysis with MAXQDA” in Journal of Mixed Methods (April 2008, Sage).
- “The Symbolic Value and Limitations of Racial Concordance in Minority Research Engagement”, co-authored with Craig S. Fryer, Susan R. Passmore, et al., in Qualitative Health Research (March 2015, Sage).
- Sort and Sift, Think and Shift (forthcoming, Guilford).
Ray’s work invites interactions with researchers from a range of disciplinary backgrounds. He is an active participant at conferences around the country including invited presentations at American Evaluation Association, American Anthropological Association, and American Sociological Association.
Rashawn Ray, Ph.D., is Associate Professor of Sociology and Executive Director of the Lab for Applied Social Science Research (LASSR) at the University of Maryland, College Park. He is also one of the co-editors of Contexts Magazine: Sociology for the Public (Sage). Formerly, Ray was a Robert Wood Johnson Foundation Health Policy Research Scholar at the University of California, Berkeley. Ray’s research addresses the mechanisms that manufacture and maintain racial and social inequality with a particular focus on police-civilian relations and men’s treatment of women.
His work also speaks to ways that inequality may be attenuated through racial uplift activism and social policy. Ray has published over 50 books, articles, and book chapters, and 15 op-eds. Recently, Ray published the book How Families Matter: Simply Complicated Intersections of Race, Gender, and Work (with Pamela Braboy Jackson) (2018, Lexington) and another edition of Race and Ethnic Relations in the 21st Century: History, Theory, Institutions, and Policy (2017, Cognella), which has been adopted nearly 40 times in college courses. Ray has written for New York Times, Huffington Post, NBC News, The Conversation, and Public Radio International. Selected as 40 Under 40 Prince George’s County and awarded the 2016 UMD Research Communicator Award, Ray has appeared on C-Span, MSNBC, HLN, Al Jazeera, NPR, and Fox. His research is cited in CNN, Washington Post, Associated Press, MSN, The Root, and The Chronicle. Previously, Ray served on the 50th Anniversary of the March on Washington Planning Committee and the Commission on Racial Justice with Alpha Phi Alpha Fraternity, Inc.
Johnny Saldaña is Professor Emeritus from Arizona State University’s (ASU) School of Film, Dance, and Theatre in the Herberger Institute for Design and the Arts. He is the author of Longitudinal Qualitative Research: Analyzing Change through Time (2003, AltaMira), The Coding Manual for Qualitative Researchers (3rd ed., 2016, Sage), Fundamentals of Qualitative Research (2011, Oxford), Ethnotheatre: Research from Page to Stage (2011, Left Coast), Thinking Qualitatively: Methods of Mind (2015, Sage), co-author with the late Matthew B. Miles and A. Michael Huberman for Qualitative Data Analysis: A Methods Sourcebook (4th ed., 2020, Sage), and the editor of Ethnodrama: An Anthology of Reality Theatre (2005, AltaMira).
His most recent books are Qualitative Research: Analyzing Life, a new methods textbook with co-author Matt Omasta (2018, Sage), and Writing Qualitatively: The Selected Works of Johnny Saldaña, an anthology for the World Library of Educationalists series (2018, Routledge). Saldaña’s works have been cited and referenced in over 10,000 research studies conducted in over 130 countries, in disciplines such as K-12 and higher education, medicine and health care, technology and social media, business and economics, the fine arts, the social sciences, human development, and government and social services.
Saldaña’s research in qualitative inquiry, data analysis, and performance ethnography has received awards from the American Alliance for Theatre & Education, the National Communication Association–Ethnography Division, the American Educational Research Association’s Qualitative Research Special Interest Group, and the ASU Herberger Institute for Design and the Arts. He has published a wide range of research articles in journals such as Research in Drama Education, Multicultural Perspectives, Youth Theatre Journal, Journal of Curriculum and Pedagogy, Teaching Theatre, Research Studies in Music Education, and Qualitative Inquiry, and has contributed several chapters to research methods handbooks.