Fall Qualitative Inquiry Seminars
Carrboro/Chapel Hill, NC
October 15-16, 2018
Coding and Analyzing
October 17, 2018
October 29-30, 2018
Writing Appealing Qualitative Research Reports
November 16, 2018
Presenting Qualitative Results to Quantitative Audiences
Three leading scholars in the field of qualitative inquiry, Johnny Saldaña, Margarete Sandelowski, and Alison Hamilton will guide courses in coding, analyzing, and synthesizing data and writing and presenting qualitative material. Participants will learn principles that guide practical action in each of these areas.
Scholar: 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: Johnny Saldaña
After qualitative data have been collected and initially analyzed, we are faced with the larger task of making meaning across numerous narratives and expanding ideas. This course provides strategies for this data synthesis—for moving into advanced data analysis and integrative theory building.
The workshop will address:
- Analytic heuristics (assertions, themes, propositions, concepts)
- Analytic write-ups (memos, vignettes)
- Data analytic display-making (matrices and diagrams)
- Theory development
We will make use of an analytic synthesis chart that outlines approaches for integrating meaningful ideas and making sense of data and across data. These methods are transferable to any discipline, including business, education, social sciences, and health care, etc.
Workshop content is derived from Saldaña’s methods texts including The Coding Manual for Qualitative Researchers (3rd ed., 2016, Sage), and the co-authored Qualitative Data Analysis: A Methods Sourcebook (3rd ed., 2014, Sage), and Qualitative Research: Analyzing Life (2018, Sage).
Scholar: Margarete Sandelowski
The focus of this 2-day course is on practical strategies to produce research reports publishable in high-quality peer-reviewed journals. The course will cover an array of topics including:
- Communicating the significance and methodological details of a study
- Selecting the appropriate journal venue, empirical and theoretical framing, and style, logic, emphasis, and organizational structure for the report
- Effectively using such literary elements as vantage point and metaphor, and such devices such as casing, counting, quoting, tabulating, titling, and diagramming to show methodological and findings details
- Presenting research results accessible to and translatable by researchers or practitioners
- Strategically planning multiple reports from a common parent study, including mixed methods studies
- Wisely managing reject and revise-and-resubmit responses to submitted manuscripts
- Tricks of the trade for overcoming writing paralysis or blocks
This course is appropriate for graduate students and faculty in the practice disciplines (e.g., clinical psychology, education, medicine, nursing, public health, social work) as well as researchers from other fields of study (e.g., sociology, anthropology).
Scholar: Alison Hamilton
A key challenge with qualitative methods is conveying results to quantitative audiences in compelling, rigorous, and impactful ways. Qualitative research is often preconceived by quantitative audiences to be less than rigorous, “too subjective,” and “anecdotal.” The course will equip students with tools and techniques for presenting qualitative results effectively and dynamically.
We will discuss:
Setting the Stage
- Describing the qualitative analytic approach that was used
- Fostering openness between the presenter and the audience
- Considering the needs of different audiences
Balancing Detail and Message
- Privileging the data while using quotes judiciously
- Juxtaposing data with your interpretations
- Situating theory strategically
- Using different types of data displays (diagrams, maps, tables, etc.) to convey results
- Using language that will resonate with non-qualitative audiences
Reinforcing Key Takeaways
- Addressing negative, skeptical, or critical responses to qualitative results
- Fostering trust in qualitative results
Taught by a mixed methods researcher who frequently presents to quantitative audiences, the course will be oriented toward capturing and expressing experience through varying strategies that move beyond a simple binary contrast of “qualitative” and “quantitative.”
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).
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 (3rd ed., 2014, Sage), and the editor of Ethnodrama: An Anthology of Reality Theatre (2005, AltaMira).
His most recent book is Qualitative Research: Analyzing Life, a new methods textbook with co-author Matt Omasta (2018, Sage). Saldaña’s works have been cited and referenced in over 4,000 research studies conducted in over 120 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.
Margarete Sandelowski is Boshamer Distinguished Professor Emeritus at the University of North Carolina at Chapel Hill School of Nursing. She has directed and was principal faculty in the summer programs in qualitative and mixed methods research offered through the Center for Lifelong Learning at the School of Nursing. She has published widely in refereed nursing, interdisciplinary health, and social science journals (e.g., Field Methods, Journal of Mixed Methods Research, Qualitative Health Research, Research in Nursing and Health, Social Science and Medicine) and anthologies in the domains of gender and technology, and qualitative and mixed methods research (both primary research and research synthesis). Her works have been translated into Spanish and Japanese.
Among her books are Handbook for Synthesizing Qualitative Research (2007, Springer) and With Child in Mind: Studies of the Personal Encounter with Infertility (1993, University of Pennsylvania), which was awarded the 1994 Eileen Basker Memorial Prize from the Society for Medical Anthropology of the American Anthropological Association.
Among her book chapters are:
- “Synthesizing Qualitative and Quantitative Research Findings,” by M. Sandelowski, C.I. Voils, J. Crandell, and J. Leeman in Routledge International Handbook of Qualitative Nursing Research, edited by C.T. Beck (2013, Routledge)
- “On Quantitizing,” by M. Sandelowski, C.I. Voils, and G. Knafl in Sage Quantitative Research Methods: Vol.1. Fundamental Issues in Quantitative Research, edited by W.P. Vogt (2011, Sage)
- “Current Practices and Emerging Trends in Conducting Mixed-Methods Intervention Studies in the Health Sciences,” by M. Song, M. Sandelowski, and M.B. Happ in Sage Handbook of Mixed Methods in Social and Behavioral Research (2d ed.), edited by A. Tashakkori and C. Teddlie (2010, Sage)
- “Writing the Proposal for a Qualitative Research Methodology Project,” by M. Sandelowski in Qualitative Research 2 (vol. 2), edited by A. Bryman (2007, Sage)
- “Tables or Tableaux? Writing and Reading Mixed Methods Studies,” by M. Sandelowski in Handbook of Mixed Methods in Social and Behavioral Research, edited by A. Tashakkori and C. Teddlie (2003, Sage)
Dr. Sandelowski has been awarded as principal investigator four 5-year R01 grants from the National Institutes of Health in the qualitative and mixed methods research domains. She has served on NIH and other grant review panels, and contributed to the NIH Office of Behavioral and Social Science Research Working Group that resulted in the 2011 Best Practices for Mixed Methods Research in the Health Sciences. She was inducted in 2015 into the Sigma Theta Tau International Nurse Researcher Hall of Fame.