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1
Grynaviski, Eric. "Do our philosophical commitments matter?" Qualitative & Multi-Method Research 8, no. 1 (2010): 5–9. https://doi.org/10.5281/zenodo.937288.
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International Relations scholars have produced books on the scientific status of the discipline like Khrushchev claimed the Soviets produced missiles: like sausages. One enticing element of Jackson’s The Conduct of Inquiry in International Relations is the orthogonal perspective he brings to this growing debate. The point of this cottage industry, argues Jackson, is not simply to provide a foundation for the conduct of inquiry, but all too often to engage in polemics: “when ‘science’ makes an appearance, it is a pretty good bet that the text in which the term is invoked is more or less explicitly trying to reshape how inquiry is conducted, and doing so by drawing on the rhetorical power of ‘science’ in order to privilege some modes of inquiry at the expense of others” (2010: 9–10). Jackson compares these debates about science to “bringing out the big guns” and “playing with fire.” The success or failure of Jackson’s project hinges on his ability to give an account of the logic of inquiry that does not define away important approaches to IR as unscientific. This is a difficult task because the disciplinary stakes are high: debates within the IR community over the meaning of science have major implications for the type of research valued and the standards used to assess work in our community.
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Davidson, Andrew. "Hermeneutics and the question of transparency." Qualitative & Multi-Method Research 13, no. 1 (2015): 43–47. https://doi.org/10.5281/zenodo.893073.
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The call for “evidentiary and logical” data-transparency stan-dards1 in the APSA’s “Statement on Data Access and Research Transparency (DA-RT)” opens an important conversation about transparency in political inquiry. In what follows, I con-sider what transparency might mean in the context of the herme-neutical interpretation of texts, as an empirical and non-posi-tivist mode of political inquiry.
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Choi, Naomi. "Crafting explanatory concepts." Qualitative & Multi-Method Research 3, no. 2 (2005): 24–29. https://doi.org/10.5281/zenodo.997564.
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Aristotle’s basic point about the need to temper methods of inquiry to their subject matter instructs that methodology in the human sciences depends on ontology. Methods of inquiry should be appropriate to the kind of thing the subject of inquiry is. It would be a mistake to hold a single model of knowledge for subjects that are different in kind; in particular, to model all forms of knowledge on that of the natural sciences where the inquiry is typically into concrete objects, causal mechanisms, and law-like regularities. Indeed, many scholars have long recognized that the methods privileged in the natural sciences do not automatically apply within the human sciences. In the latter case the subjects of study are social interactions that result neither from objective facts about people nor from causal necessities that operate between atomizable units of data. To explain phenomena that are social and human in nature we need to insist on methods that are suitable to accounting for the concepts embodied in them. Merely rejecting the logic of naturalism as the appropriate approach to explaining social practices is not enough. We should want to question what makes for the explanatory power of concepts in the first place, and seek to better hone our grasp of the relationship between concepts and practices, meaning, and action.
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Jacobs, Ronald L. "Naturalistic inquiry and qualitative methods." Performance + Instruction 24, no. 10 (1985): 25. http://dx.doi.org/10.1002/pfi.4150241014.
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Schwedler, Jillian. "Puzzle." Qualitative & Multi-Method Research 11, no. 2 (2013): 27–30. https://doi.org/10.5281/zenodo.898134.
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In political science, there appears to be a growing consensus that while methodological pluralism either is or ought to be embraced, everyone still needs to have a puzzle at the center of her research. But what is a puzzle? How do we find them, and what are we supposed to do once we have one? Can there be productive political inquiry without puzzles? In this paper, I examine the centrality of puzzles to methodological debates about how to do political science. I will draw some distinctions between puzzles, problems, and other kinds of questions, but I most especially want to raise some critical doubts about the consensus on structuring political inquiry in ways that prioritize finding answers
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Norman, Ludvig. "Interpretive process tracing and causal explanations." Qualitative & Multi-Method Research 13, no. 2 (2015): 4–9. https://doi.org/10.5281/zenodo.891456.
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Recent years have seen an increasing focus in political science and international relations (IR) research on longer-term causal processes and the internal dynamics of single cases, through a method commonly referred to as process tracing. Discussions regarding standards for ensuring reliable process tracing have been dominated by an emphasis on deductive styles of inquiry, Bayesian procedures for formulating and testing well-defined hypotheses, and attempts to characterize process tracing as a complement to large-N studies. Many of these efforts are praiseworthy, not least for pushing researchers to justify more explicitly their methodological choices. However, they have also been associated with certain costs. In particular, they tend to exclude context sensitive modes of inquiry that characterize interpretive research.
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Gunnell, John. "Making sense of the study of international relations: Seeking a guide for perplexed." Qualitative & Multi-Method Research 8, no. 1 (2010): 13–18. https://doi.org/10.5281/zenodo.937388.
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Patrick Jackson’s book on The Conduct of Inquiry in International Relations offers graduate students, younger scholars, and, indeed, many specialists a useful map for charting the often inhospitable terrain of scholarship in the field of International Relations (IR). This is particularly the case as far as illuminating the awakening to issues in the philosophy of science that has taken place in IR during the last two decades. Jackson presents a typology for sorting the debates about the nature and demands of scientific inquiry, which have often been conducted, either explicitly or implicitly, in terms of diverse and complicated philosophical arguments. As opposed to many previous analyses, which have tended to be couched in terms of dichotomies and biased toward a particular philosophical persuasion, Jackson’s scheme is remarkably neutral, but, in some respects, maybe too neutral.
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O'Mahoney, Joseph. "A practical introduction to annotating for transparent inquiry in qualitative research." Qualitative & Multi-Method Research 19, no. 1 (2021): 19–23. https://doi.org/10.5281/zenodo.5495563.
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When we do historical research, or political science research using primary source historical evidence, a major barrier to transparency is the fact that the archival documents used are inaccessible. Whereas citations to journal articles and, increasingly, books and some other data sources, can usually allow a reader to check evidence within minutes, citations to archival documents can require months or years to verify, if it is even ever possible. This is a serious problem for qualitative and multi-method research in my field, international relations and the study of foreign policy decision-making, which often relies heavily on archival documentary evidence (Moravcsik 2014). Elman, Kapiszewski, and Lupia (2018) claim that scholars “may be unable to imagine a practical way to share” the archival documents they use in their analyses (41). In this symposium contribution, I describe and analyze such a method, that is, annotating a journal article using Annotation for Transparent Inquiry (ATI). This new approach to transparency allowed me to create a digital overlay on top of my published article comprising “annotations.” Through those annotations, I could provide instant access to annotated copies of the archival documents my research is based on, and expanded commentary on citations to those archival documents. The annotations thus increase both data access transparency and analytic transparency (see Elman, Kapiszewski, and Lupia 2018, 34 for a discussion of the latter). I also discuss some thoughts on the benefits and costs of using ATI for both the author and the reader, inspired by my experience annotating.
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Banks, David, and Joseph O'Mahoney. "The conduct of inquiry in international relations: The view from graduate school." Qualitative & Multi-Method Research 8, no. 1 (2010): 9–13. https://doi.org/10.5281/zenodo.937036.
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Jackson’s book, The Conduct of Inquiry in International Relations, is most likely to be assigned or recommended in graduate classes addressing the philosophy of science, qualitative methodology, and research design. It might then be useful to ask two graduate students whether this is a good idea. How helpful is yet another book on the meta-theoretical status of International Relations? Our answer to this question has four parts. First, we ask whether and how Jackson’s ordering scheme clarifies debates in IR. Second, we discuss the consequences of the scheme for understanding the state of research in IR. Third, we outline the prescriptive consequences of the scheme for graduate students and our own research. Finally, we present three limitations on the usefulness of Jackson’s book to budding scholars.
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Hiles, David. "Qualitative inquiry, mixed methods and the logic of scientific inquiry." QMiP Bulletin 1, no. 17 (2014): 49–62. http://dx.doi.org/10.53841/bpsqmip.2014.1.17.49.
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This paper is concerned with exploring what is needed in making progress towards establishing a mature methodology for human and social inquiry. The approach that is proposed takes the somewhat radical position which sees the distinction between qualitative and quantitative methodologies as little more than a red herring. When focus is placed upon the type of data being collected, rather than on the research design, the result is merely a polarization of the different methodological approaches, deflecting away from what is the underlying critical issue – the logic of inquiry. The crucial insight here is that at least three fundamentally different logics of inquiry can be distinguished: (i) theory–driven; (ii) data–driven; and (iii) explanation–driven, each with its own inherent patterns of logical reasoning. These different logics of inquiry have radical implications for research design, and in particular, the phrasing of the research question(s). This in turn has major implications for the clarification of what is really at stake in the confrontation between qualitative and quantitative, with respect to paradigm assumptions, formulating the research question, sampling, data collection, analysis, and critical evaluation, etc. Moreover, the ongoing debate surrounding the issue of mixed method design can be rey–focussed on how contrasting logics of inquiry can come to be combined into one research programme. It needs to be acknowledged that mixed methods probably has a surprisingly long history, and is more inherent to the scientific method than is commonly acknowledged. By facing these issues, the pay–off is a more authentic picture of what ‘the scientific method’ might actually entail for psychology.
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Jackson, Patrick Thaddeus. "Pluralizing social science." Qualitative & Multi-Method Research 8, no. 1 (2010): 18–24. https://doi.org/10.5281/zenodo.937446.
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The Conduct of Inquiry in International Relations (C of I) was not a book that I had any long-standing plans to write. The manuscript did, however, grow out of two related and long-standing frustrations that I had with discussions in Political Science in general and International Relations in particular about research design, causation, and the basic contours of knowledge-production. First of all, people seemed to invariably conflate questions of method or technique with questions of methodology or strategy of inquiry. Thus we had and continue to have rather problematic contrasts between “qualitative” and “quantitative” ways of doing social research as though the decision to use or not to use numbers had any determinate bearing whatsoever on the epistemic status of particular empirical claims. But whether or not one uses numbers is a question of technique, not a question of strategy, and as such cannot have any such profound impact; this means that in conducting these debates about how to do our work, we are working with impoverished and misleading terminology. Second, and related, people drew on extremely thin and partial conceptions of “science” as a way of warranting their positions; this was equally true of scholars contrasting “explaining” and “understanding” as ways of knowing, and of scholars reducing the entire panoply of the philosophy of science to the triumvirate Popper-Kuhn-Lakatos as though those were the only three people to have ever intervened in the de-bate about how science worked. When I taught my Ph.D. seminar on the production of valid empirical knowledge—entitled “The Conduct of Inquiry in International Relations”—I tried to allay both of these frustrations by equipping my students with a broader set of conceptual tools for thinking about these fundamental issues and articulating a defensible position with which they felt comfortable. This book derives from that seminar and from the frustrations that animated my pedagogy in that seminar.
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Thies, Cameron. "Undergraduate scope and methods courses: Is there room for qualitative methods?" Qualitative & Multi-Method Research 10, no. 1 (2012): 37–39. https://doi.org/10.5281/zenodo.918038.
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The debate over methodology in the discipline has shifted in remarkable ways within the last decade. Qualitative analysis, which used to be perceived as representative of old-fashioned or even empirically sloppy work by it detractors, has now regained a respected role in causal and interpretive political science. Mixed methods research that combines formal or statistical model with small-N studies is almost expected of graduate students producing dissertations in many departments. Advances in qualitative methodologies have furthered the goal of identifying causal mechanisms for those pursuing this type of work. The foundations of political inquiry in general have been strengthened by renewed attention to qualitative methods, much of which has been fostered by the Consortium for Qualitative Research Methods (CQRM) and the faculty and graduate students that have come to create such a vibrant community of scholars.
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Thiem, Alrik, and Adrian Dusa. "Introducing the QCA package: A market analysis and software review." Qualitative & Multi-Method Research 10, no. 2 (2012): 45–49. https://doi.org/10.5281/zenodo.913542.
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The increasing popularity of Qualitative Comparative Analysis (QCA) as a tool for social-scientific inquiry has also led to a proliferation of tailored software. Researchers now have the choice between three graphical interface (GUI) and three command line interface (CLI) solutions. In this article, we first present a brief overview of the QCA software market, following which we introduce the QCA package for the R environment by drawing operational parallels to fs/QCA, the most common GUI software.
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St.Pierre, Elizabeth Adams. "Haecceity: Laying Out a Plane for Post Qualitative Inquiry." Qualitative Inquiry 23, no. 9 (2017): 686–98. http://dx.doi.org/10.1177/1077800417727764.
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This article traces 25 years of scholarship that used the concept haecceity to slowly deconstruct or deterritorialize conventional qualitative methodology and think post qualitative inquiry, which might help lay out a plane of inquiry that will enable new concepts and practices such as using concepts instead of methods to inquire.
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Schatz, Edward. "Interpretation, causality, and family resemblances." Qualitative & Multi-Method Research 13, no. 2 (2015): 24–28. https://doi.org/10.5281/zenodo.892217.
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How might we link interpretation and causal inference? Our symposium contributors all agree that interpretivist and cau-sality-oriented approaches can be selectively and productively combined. Yet if we are generally bullish on these prospects, our optimism is built on a strong desire to steer clear of what we see in many quarters—namely, the deep subordination of interpretivist approaches to causality-oriented ones. We do not view interpretive methods as the “summer intern” to the supposedly more serious work performed by non-interpretivist tools of inquiry.
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Kier, Elizabeth. "Designing a qualitative methods syllabus." Qualitative & Multi-Method Research 1, no. 1 (2003): 24–26. https://doi.org/10.5281/zenodo.998816.
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After some initial trepidation, I was excited about teaching a graduate seminar in qualitative methods. It could hardly be a more interesting time. The publication of King, Keohane, and Verba’s Designing Social Inquiry reinvigorated interest in qualitative methods, and I wanted to design the course to profit from this emerging debate. Whereas KKV appealed to qualitative researchers to do their best to adopt quantitative methodological guidelines, I wanted to encourage students to think about whether that is always the best prescription for qualitative research. What is gained, and what is lost from evaluating case-oriented, comparative research from the perspective of large-N, variable-oriented research? What are the strengths and weaknesses of qualitative research, and what types of questions or issues are best addressed with it? How does a researcher make valid causal inferences about complex political phenomena on the basis of case-study or comparative case study methods? I hoped to teach students how to create and critique sophisticated case study and comparative research. I also wanted them to be able to explain their methodological decisions to quantitative researchers in terms that the latter could understand and appreciate.
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Tanggaard, Lene. "Troubling Methods in Qualitative Inquiry and Beyond." Europe’s Journal of Psychology 9, no. 3 (2013): 409–18. http://dx.doi.org/10.5964/ejop.v9i3.647.
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Briggs, Michael, George Long, and Katrina Owens. "Qualitative Assessment of Inquiry-Based Teaching Methods." Journal of Chemical Education 88, no. 8 (2011): 1034–40. http://dx.doi.org/10.1021/ed100496t.
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Gerring, John. "Response: Fear and loathing on the methodological trail." Qualitative & Multi-Method Research 10, no. 1 (2012): 21–28. https://doi.org/10.5281/zenodo.915584.
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Methodological textbooks-at least those that try to do more than impart statistical techniques-come in two genres. The first genre is all-embracing, including all manner of work conducted in a discipline. These sort of texts elaborate diverse traditions of inquiry but they do not tell the reader very much about how to prioritize different approaches and do not elucidate common ground that might unite carious methods. This sort of a textbook may be better classified as sociology or history rather than methodology, for it does not elucidate good/bad practices (or does so only to a very limited extent).
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McLean, Les, Margaret Myers, Carol Smillie, and Dale Vaillancourt. "Qualitative Research Methods: An essay review." education policy analysis archives 5 (June 10, 1997): 13. http://dx.doi.org/10.14507/epaa.v5n13.1997.
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Carpenter, Daniel. "Some observations on the interweaving of model and narrative." Qualitative & Multi-Method Research 5, no. 1 (2007): 17–19. https://doi.org/10.5281/zenodo.997345.
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Model-driven political science has had some stunning triumphs in the last few decades. Whether the model is verbally expressed (as in Theda Skocpol’s theory of states and social revolutions or David Mayhew’s theory of reelection minded legislators) or mathematically formalized, theoretically-driven work has added richly to the clarity of many political science studies and has allowed for aggregation of findings and studies to help form a more coherent and comprehensive body of knowledge. While I prefer a combination of historical and theoretical research to historical inquiry alone, I often find it helpful to approach research questions by viewing them partially (never wholly) through a formal lens, often mathematically.
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Hauptmann, Emily. "Undoing the opposition between theory and methods." Qualitative & Multi-Method Research 7, no. 1 (2009): 8–11. https://doi.org/10.5281/zenodo.940834.
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The division of curricular labor in most departments usually leaves teaching methods courses to only a small portion of the faculty. And in most departments, there is little overlap between those who teach methods and those who teach political theory. When I began teaching almost twenty years ago, I would have ranked “methods” towards the bottom of courses I expected or wanted to teach. But a few years ago, that began to change. Since 2006, I have team-taught a graduate course in Qualitative and Interpretive Methods and an undergraduate course in Scope and Methods of Political Science. This spring, I will offer The Logic of Political Inquiry, a graduate course on the history of the discipline and the philosophy of the social sciences. Several circumstances (which I touch on below) made it possible for me to teach this array of courses.
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Goertz, Gary, and James Mahoney. "The third way of qualitative methodology." Qualitative & Multi-Method Research 11, no. 1 (2013): 15–18. https://doi.org/10.5281/zenodo.910593.
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Qualitative methods in political science is in the midst of a third wave of research. The first wave consisted of works on case study and comparative methodology from the late 1960s and 1970s (e.g., Smelser 1967; Verba 1967; Przeworski and Teune 1970; Sartori 1970; Lijphart 1971; Campbell 1975; Eckstein 1975; George 1979). Another outpouring of work occurred in the aftermath of the publication of King, Keohane, and Verba’s Designing Social Inquiry (1994). Reactions to that work helped to spur a second wave of qualitative methodology that includes Mahoney and Rueschemeyer (2003), Brady and Collier (2004), George and Bennett (2005), Goertz (2005), Gerring (2007). Now, a new surge of publications on qualitative methods is taking place, as witnessed by this symposium of five new books (which are only a part of many new publications on qualitative methods). Yet it remains an open question whether this new work represents an amplification of themes from the second wave or a departure toward new issues.
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Beach, Derek, and Rasmus Brun Pedersen. "Review of a tale of two cultures." Qualitative & Multi-Method Research 11, no. 1 (2013): 2–5. https://doi.org/10.5281/zenodo.910052.
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Goertz and Mahoney’s (GM) A Tale of Two Cultures can be seen as the logical capstone of the debates between quantitative and qualitative methods that was sparked by King, Keohane, and Verba’s (KKV) 1994 publication of Designing Social Inquiry. A definitive, though selective, answer to KKV’s one logic is put forward, with GM clearly illustrating core foundational differences between quantitative and qualitative “cultures” of research, including approaches to the symmetry/asymmetry of causal relationships, focus on effects-of-causes or causes-of-effects, and set-theory versus statistical correlations and probability theory. As such, the book is a welcome counter to recent monistic pronouncements about research methods within the social sciences, including Gerring’s 2011 Social Science Methodology.
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Pérez, Bentancur Verónica, Rodríguez Rafael Piñeiro, and Fernando Rosenblatt. "Using pre-analysis plans in qualitative research." Qualitative & Multi-Method Research 19, no. 1 (2021): 9–13. https://doi.org/10.5281/zenodo.5495552.
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In the last decade, there has been a significant push for greater transparency in the social sciences. For example, epistemological and methodological debates have addressed the scope, meaning, and appropriateness of research transparency, and scholars have developed tools and practices to facilitate the process. One such approach is preregistration, the practice of recording a priori a study’s design and its plan of analysis in open and public repositories (Haven et al. 2020). While it is a standard practice in experimental social science, it has been a matter of contested debate in observational work, both quantitative and qualitative. Arguments in favor of using this practice in qualitative inquiry, as well as opposing views, have recently been published (Büthe et al. 2015; Elman and Kapiszewski 2014; Elman and Lupia 2016; Kern and Gleditsch 2017; Haven et al. 2020; Jacobs et al. 2021; Kapiszewski and Karcher 2020; Moravcsik 2014; Piñeiro and Rosenblatt 2016).
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Ahram, Ariel. "The challenge of conceptual stretching in multi-method research." Qualitative & Multi-Method Research 7, no. 2 (2009): 6–10. https://doi.org/10.5281/zenodo.939390.
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Multi-method research (MMR) has gained enthusiastic support among political scientists in recent years. Much of the impetus for MMR has been based on the seemingly intuitive logic of convergent triangulation: two tests are better than one, since a hypothesis that had survived a series of tests with different methods would be regarded as more valid than a hypothesis tested only a single method. In their seminal Design-ing Social Inquiry, King, Keohane, and Verba (1994) argue that combining qualitative and quantitative methods is useful because it increases the amount of data used to test a specific theory or hypothesis. While critical of specific prescriptions in KKV, Brady and Collier (2004) and Gerring (2007, 2009) reiterate the mantra of epistemological monism, shared standards, and logical consistency between qualitative and quantitative methods.
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Buthe, Tim, and Alan Jacobs. "Letter from the editors." Qualitative & Multi-Method Research 13, no. 2 (2015): 2. https://doi.org/10.5281/zenodo.889811.
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In this issue, we are delighted to present a symposium, inspired by a panel at the 2015 APSA Annual Meeting, that explores a range of innovative linkages between the ventures of interpretation and causal inference. In remarkably diverse ways, the essays in this collection propose approaches to empirical research that combine tools and logics of causal inferences with techniques and understandings typically associated with interpretive inquiry. Our contributors make the case, respectively, for joining cross-case comparison to ethnography, interpretation to process tracing, ethnographic fieldwork to social network analysis, and interpretive discourse analysis to the quantitative measurement of identity. As Guest Editor of the symposium, Edward Schatz both introduces the pieces and offers a concluding synthesis that unpacks a set of conceptual ambiguities and tensions with which positivist-interpretivist bridge-building efforts must grapple.
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Adcock, Robert. "Introduction: The voice of philosophy of science in the conversation of QMMR." Qualitative & Multi-Method Research 8, no. 1 (2010): 3–5. https://doi.org/10.5281/zenodo.936958.
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The voice of philosophy—more particularly the philosophy of science—has been heard in the conversation of this section at multiple points: in discussions of ontology and epistemology (Yanow 2003; Chatterjee 2009), causality and explanation (George and Bennett 2005: Chap. 7; Dessler 2006; Lieshout 2007), concepts (Choi 2005; Goertz 2006: Intro.), and more. Patrick Thaddeus Jackson’s new book, The Conduct of Inquiry in International Relations: Philosophy of Science and its Implications for the Study of World Politics, vigorously sets out to redirect, broaden, and organize how we hear and deploy the voice of philosophy of science in such discussions. A book of this range and ambition can, as the three symposium contributions below well attest, be engaged at multiple levels in varied ways. I seek here to introduce the newsletter’s readers to the general character, organizing structure, and pluralistic spirit of Jackson’s endeavor, so as to set the stage for the close critical engagement of the symposium’s contributors with more specific aspects and arguments of the book.
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Morse, Janice. "The Changing Face of Qualitative Inquiry." International Journal of Qualitative Methods 19 (January 1, 2020): 160940692090993. http://dx.doi.org/10.1177/1609406920909938.
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When examining the changes in society and the concomitant changes in research methods in the last century, unquestionably qualitative inquiry has been superseded by quantitative methods and had to work to find its niche in the social sciences. Here, I explore the push factors that have made space for the establishment and legitimization of qualitative inquiry. I discuss what we are doing well in qualitative methods, then examine the status quo—present worries, concerns, and future trends. I present three major problems that need attention, critique, and resolution in qualitative methods to further strengthen our foothold as we move forward. Methodological development is one of the primary purposes of the International Institute of Qualitative Methods (IIQM). In closing, I examine the role of the IIQM in the global development of qualitative methods.
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Snyder, Richard. "Creative hypothesis generating in comparative research." Qualitative & Multi-Method Research 3, no. 2 (2005): 2–5. https://doi.org/10.5281/zenodo.998153.
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The following material is excerpted from Chapter 1, “The Human Dimension of Comparative Research,” of Gerardo L. Munck and Richard Snyder’s forthcoming book, Passion, Craft, and Method in Comparative Politics, which will be published in 2006 by The Johns Hopkins University Press (www.press.jhu.edu). The book consists of in-depth interviews with fifteen leading scholars in the field of comparative politics: Gabriel A. Almond, Robert H. Bates, David Collier, Rob-ert A. Dahl, Samuel P. Huntington, David D. Laitin, Arend Lijphart, Juan J. Linz, Barrington Moore, Jr., Guillermo O’Donnell, Adam Przeworski, Philippe C. Schmitter, James C. Scott, Theda Skocpol, and Alfred Stepan. These scholars discuss their intellectual formation, their major works and ideas, the nuts and bolts of the research process, their relationships with colleagues, collaborators, and students, and the evolution of the field. The excerpt addresses one of the most elusive aspects of scientific inquiry: the process of generating good ideas. All quoted material presented in this excerpt is taken from the interviews in Passion, Craft, and Method in Comparative Politics.
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Ryu, Yeonghwi, Jiyoung Kang, and Kyunghee So. "Methods for Curriculum Studies in the Post-human Era: Implications of ‘Post-qualitative Inquiry’." Journal of Curriculum Studies 41, no. 1 (2023): 53–78. http://dx.doi.org/10.15708/kscs.41.1.3.
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Heaven, Corinne. "Speaking across epistemic communities: The promotion of the interpretive project." Qualitative & Multi-Method Research 10, no. 2 (2012): 4–6. https://doi.org/10.5281/zenodo.912070.
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Graduate students are one of the readerships that Schwartz-Shea and Yanow had in mind when writing Interpretive Research Design: Concepts and Processes. They “in particular need information about interpretive concepts and processes so that they can do empirical research that genuinely allows for an interpretive approach without having their confidence undermined at this stage of the game by uninformed critiques” (p. 2). Presenting this information in accessible, engaging, and jargon-free writing, Schwartz-Shea and Yanow identify the key differences between interpretive and positivist research designs. The authors make the convincing case for interpretive work that comes in addition to other ways of carrying out research in the social sciences. In doing so, Schwartz-Shea and Yanow draw out the reasoning behind interpretive research design and the “rhythm” that this logic of inquiry will take. The core of the book is devoted to the latter aspect, working out the possible avenues of generating and analyzing data as well as developing criteria to evaluate knowledge claims made by interpretive researchers. Drawing on various practical examples, the authors aptly demonstrate the strengths (and limitations) of interpretive work, making the book an essential reading for those interested in approaches that challenge the ‘traditional’ analysis and practice of social science.
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Lynch, Julia. "Active learning in the qualitative methods classroom." Qualitative & Multi-Method Research 20, no. 2 (2022): 45–48. https://doi.org/10.5281/zenodo.7140103.
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It is the second week of the PhD semester in Research Design and Qualitative Methods for Political Science. A group of three PhD students is wandering through the building, looking for things to measure. They’ve been assigned to come up with a concept that is of potential political relevance, but also observable within the confines of our classroom building and nearby exterior spaces, and measurable within a span of 30 minutes’ “fieldwork.” In preparation for this class session, the students read about concepts and measurement from King, Keohane and Verba’s <em>Designing Social Inquiry </em>(2021, 49-74, 150-68); Gary Goertz’s <em>Social Science Concepts </em>(2020, Chapters 1-3); Giovanni Sartori (1970); and Richard Locke and Kathleen Thelen (1995). Each student also prepared a response to the following homework exercise:<strong> “</strong>Pick a concept that is used in political science that you think is particularly well operationalized and measured by at least one author. It could be very abstract (e.g., justice, regime), very concrete (e.g., occupation, campaign advertisement), or something in between (e.g., social cleavage, political socialization, stability). Diagram the concept’s dimensions, specify the measures, and discuss the intension/extension of the concept. What is it about the concept or its operationalization that makes it work well?” After this week, the exercises will be reviewed by a classmate, who provides comments1—but for the purposes of today’s session, the homework exercise served as a warmup to prepare them for the in-class exercise. As a final preparatory step before the students went out to do their measurement, they were given twenty minutes to work with their groups in the classroom to decide on a concept and discuss their measurement strategy. I have employed both peer and instructor grading for the weekly homework exercises, and each strategy has its pros and cons. I still use instructor grading when the class size is very small or when teaching online, but overall I prefer peer grading because it gives students a chance to reinforce what they have learned in class as they comment on their peers’ exercises.
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Pandey, Gopal Prasad. "Designing and Conducting Qualitative Studies in ELT: Methods and Practices." International Journal of Social Sciences and Management 12, no. 2 (2025): 114–22. https://doi.org/10.3126/ijssm.v12i2.77491.
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Qualitative research (QR) in ELT provides an essential lens for examining the complexities of language learning, teaching practices and classroom interactions in natural contexts. This study explores the significance, theoretical foundations and methodological approaches of qualitative inquiry, emphasizing its focus in interpretivist and constructivist paradigms. It examines key research methods, including case studies, ethnography, and narrative inquiry, while situating qualitative research within its historical and epistemological context. Using a document analysis approach, the study systematically reviews existing literature and applies inductive thematic analysis to identify emerging trends and methodological advancements. The paper discusses the key characteristics of QR along with the guiding principles of qualitative data analysis in ELT and applied linguistics research. The findings highlight the increasing relevance of qualitative research in understanding teacher-student interactions, second language acquisition, and pedagogical decision-making, as well as the growing integration of digital tools like Computer-Aided Qualitative Data Analysis Software (CAQDAS) to enhance analytical rigor. This study contributes to the broader discourse on qualitative methodologies in ELT and Applied Linguistics by reinforcing their theoretical depth and practical applicability. It advocates for continued methodological innovation and interdisciplinary research to expand the impact of qualitative inquiry on language education. Int. J. Soc. Sc. Manage. Vol. 12, Issue-2: 114-122.
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Denzin, Norman K., Yvonna S. Lincoln, Maggie MacLure, et al. "Critical Qualitative Methodologies." International Review of Qualitative Research 10, no. 4 (2017): 482–98. http://dx.doi.org/10.1525/irqr.2017.10.4.482.
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Critical qualitative scholarship offers humble grounds and many unforeseen possibilities to seek and promote justice, critical global engagement, and diverse epistemologies. This dialogical and interactive paper is based on a panel session at the International Congress of Qualitative Inquiry that highlighted diverse areas of critical qualitative inquiry, namely justice, difference, ethics, and equity. Authors in this paper share their critical qualitative research practices and provide examples of how justice can be addressed through research foci, methods, theories, and ethical practices.
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Yanow, Dvora. "What's political about political ethnography? Abducting our way toward reason and meaning." Qualitative & Multi-Method Research 7, no. 2 (2009): 33–37. https://doi.org/10.5281/zenodo.940331.
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As the discipline re-engages with its earlier history of ethnographic approaches to the study of political matters (e.g., Selznick 1949, Blau 1955, Kaufman 1960, Pressman and Wil-davsky 1973, Lipsky 1980), we need to engage two dialogues. One is a conversation with those parts of the discipline not familiar with it concerning what ethnography is—a more general conversation that draws on works outside of political science, as well. The other is a narrower, or perhaps deeper, conversation among “ourselves,” to elucidate the characteristics of political ethnography and to map its terrain, especially as political ethnography can be done from both objectivist-realist and constructivist-interpretivist ontological and epistemological positions (Yanow and Schwartz-Shea 2006). Parallel conversations are taking place in some subfields, such as public policy concerning what policy ethnography is, and in other disciplines, such as organizational studies concerning the character and practice of organizational ethnography. Here, I want to engage two of the issues that, for me, lie at the center of what we need to be exploring in political and policy ethnography today: its distinctive characteristics; and its underlying logic of inquiry. Getting to those points requires some definitional brush-clearing with respect to what this “ethnography” thing is, and in the process I collapse these two conversations (as well as whatever distinctions might exist between political and policy ethnography: I will largely subsume the second under the first).
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Schwartz-Shea, Peregrine, and Dvora Yanow. "Reading our readers." Qualitative & Multi-Method Research 10, no. 2 (2012): 14–21. https://doi.org/10.5281/zenodo.913295.
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Interpretive Research Design: Concepts and Processes is less a “how-to” book than a “how to think about such matters” book, to paraphrase Atkinson (1992: 8), as these five comment authors have understood. Although we initially thought we would be writing a “how-to” book, the material talked back (cf. Schön 1987), refusing to go in that direction, moving us more and more toward the manuscript now in print. We did not want to write a manifesto in tone—a matter both Tanya Schwarz and Christian Bueger raise—because of our desire to reach across epistemic communities and to speak in an educating spirit (described further below). Nor did we want to write a history of interpretive research contributions or attempt a catalogue of particular thinkers—points made by Corinne Heaven and Bueger—as both have been done elsewhere and were inconsistent with our purpose of focusing on issues arising in designing research. Moreover, that purpose was precisely to intervene in contemporary methods discourses: The language of research design has become so ossified, so closed, that an interpretive logic of inquiry cannot fit within its confines. Moreover, as Katherine Cramer Walsh and Bernhard Kittel have understood, we wrote not in the spirit of engaging “methods wars,” but rather more in a “Can’t we all just get along?” vein, asking in a more intentionally educational spirit what researchers of all stripes need to know in order to talk with, rather than past, one another.
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P., Jaganathan. "TYPES OF QUALITATIVE RESEARCH METHODS." International Journal of Current Research and Modern Education (IJCRME) 2, no. 2 (2017): 431–33. https://doi.org/10.5281/zenodo.8029913.
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Qualitative research has been informed by several strands of philosophical thought, and it examines the aspects of human life, including culture, expression, beliefs, morality, life stress, and imagination. Several branches of philosophy, for example, positivism, post-positivism, critical theory, and constructivism, have influenced contemporary qualitative research. The historical transitions or 'moments' in qualitative research and the notion of ‘paradigms’ have received widespread popularity over the past decades. However, some scholars have argued that adopting paradigms may be counterproductive and lead to less philosophically engaged communities. The six primary forms are the Phenomenological Method (deriving from phenomena), Ethnographic Model, Grounded Theory Method, Case Study Model, Historical Model, and Narrative Model. In this regard, Pernecky proposed an alternative way to implement philosophical concerns in the qualitative inquiry so that researchers can maintain the needed intellectual mobility and elasticity.
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Gibson, Barbara E. "Beyond methods: The promise of qualitative inquiry for physical therapy." Physical Therapy Reviews 17, no. 6 (2012): 357–59. http://dx.doi.org/10.1179/1083319612z.00000000075.
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Loseke, Donileen R. "Disability and Qualitative Inquiry: Methods for Rethinking an Ableist World." Contemporary Sociology: A Journal of Reviews 46, no. 1 (2017): 36–37. http://dx.doi.org/10.1177/0094306116681813e.
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Adams, Jon, Alex Broom, and Megan Jennaway. "Qualitative Methods in Chiropractic Research: One Framework for Future Inquiry." Journal of Manipulative and Physiological Therapeutics 31, no. 6 (2008): 455–60. http://dx.doi.org/10.1016/j.jmpt.2008.06.006.
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Rich, Grant J. "The promise of qualitative inquiry for positive psychology: Diversifying methods." Journal of Positive Psychology 12, no. 3 (2016): 220–31. http://dx.doi.org/10.1080/17439760.2016.1225119.
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Whiteman, Rodney S. "Explicating metatheory for mixed methods research in educational leadership." International Journal of Educational Management 29, no. 7 (2015): 888–903. http://dx.doi.org/10.1108/ijem-06-2015-0077.
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Purpose – Mixed methods research can provide a fruitful line of inquiry for educational leadership, program evaluation, and policy analysis; however, mixed methods research requires a metatheory that allows for mixing what have traditionally been considered incompatible qualitative and quantitative inquiry. The purpose of this paper is to apply Jürgen Habermas’s Theory of Communicative Action as that metatheoretical justification. Design/methodology/approach – After reviewing the traditional quantitative/qualitative divide based on incompatible ontologies, the author argues for a pragmatist stance toward educational leadership inquiry. Such a stance allows for mixing methods because it privileges methodology and epistemology in social inquiry, rather than ontological theories of reality. Using Habermas’s metatheory, the author shows how truth claims are linguistically mediated; how they make reference to objective, subjective, and normative formal worlds; and how they are always fallible and revisable. Findings – The author argues that Habermas’s metatheory allows (and requires) integration of qualitative and quantitative approaches to fully understand social phenomena. Such integration is possible if researchers attempt to make methodological decisions explicit by linking methodology (and thus methodical decisions) to all three formal worlds, and articulating the rationale for doing so. The author also argues that making the entire corpus of claims bound within a line of social inquiry subject to critical examination promotes the validity of inquiry. Originality/value – This paper contributes to the discussion on mixed methods research by applying a particular strand of pragmatism. This is an advance in the extant literature, which argues for a pragmatist stance on mixed methods research, but has not yet conceptualized a metatheoretical position supporting this stance.
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Flick, Uwe. "Challenges for a New Critical Qualitative Inquiry." Qualitative Inquiry 23, no. 1 (2016): 3–7. http://dx.doi.org/10.1177/1077800416655829.
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Discussions around constructing a new critical qualitative inquiry need to reflect challenges on three levels: (a) Inquiry can be critical about the issues under study—a social or political problem to be addressed in a critical perspective; (b) critical approaches to methods and approaches in current research—other forms (e.g., quantitative research) or parts of the mainstream of qualitative research; and (c) a major challenge is to remain able to really do empirical qualitative research addressing social problems and to remain reflexive. Articles in this special issue address these to make a contribution to constructing a new critical qualitative inquiry.
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Jacobs, Alan M., Diana Kapiszewski, and Sebastian Karcher. "Using Annotation for Transparent Inquiry (ATI) to Teach Qualitative Research Methods." PS: Political Science & Politics 55, no. 1 (2021): 216–20. http://dx.doi.org/10.1017/s1049096521001335.
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Jensen, Gail M. "Qualitative Methods in Physical Therapy Research: A Form of Disciplined Inquiry." Physical Therapy 69, no. 6 (1989): 492–500. http://dx.doi.org/10.1093/ptj/69.6.492.
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Head, James Christopher, Javier Rizo, Donald V. Brown, Harley Dutcher, and Linda McMullen. "Coverage and treatment of qualitative inquiry in general research methods textbooks." Qualitative Psychology 10, no. 1 (2023): 1–15. http://dx.doi.org/10.1037/qup0000249.
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Segersven, Otto, Ilkka Arminen, and Mika Simonen. "Exploring Groupness—A Mixed Methods Imitation Game Inquiry." International Journal of Multiple Research Approaches, no. 12(1) (April 30, 2020): 96–109. http://dx.doi.org/10.29034/ijmra.v12n1a3.
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This article describes the use of a mixed methods research approach to explore the dynamics of social group construction with Imitation Game experiments. More specifically, we analyzed in which ways, and how effectively, people draw boundaries in social interaction. That is, we studied ways in which people distinguish between group members and outsiders. Our study included a group of active Christians (n = 20) and non-religious individuals (n = 19) in Finland. We conceptualized the Imitation Game as a mixed data collection instrument because it combines both qualitative and quantitative data in an integrated manner. As part of our analysis, we introduce an indicator called the Sequential Identification Ratio (SIR), which is an indicator of how accurately participants draw boundaries in the Imitation Game. The results based on the SIR indicate that group boundaries are established with 4 different strategies: experiential, epistemic, axiological, and linguistic. Finally, we show how a mixed methods researcher can conduct a form of quantitizing to use both quantitative and qualitative aspects of Imitation Game data.
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Fischman, Gustavo Enrique, and Adai Tefera. "Qualitative Inquiry in an Age of Educationalese." Education Policy Analysis Archives 22 (February 15, 2014): 7. http://dx.doi.org/10.14507/epaa.v22n7.2014.
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In this introduction we reflect on two key questions that initiated this special issue on qualitative inquiry: What can qualitative researchers do to regain their post-paradigm-wars cache? How do we avoid distracting “science wars” in the future? We suggest that the strong tendency to narrow the research methods accepted as “scientific” – because they adopt quantitative perspectives and are presumed a priori to be more rigorous – has created an educationalese, a narrative of rigid categories that has not necessarily contributed to more effective or persuasive educational research. The article ends by suggesting that the use of “knowledge mobilization” strategies would help to strengthen qualitative research and educational research in general.
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St. Pierre, Elizabeth A. "Post Qualitative Inquiry in an Ontology of Immanence." Qualitative Inquiry 25, no. 1 (2018): 3–16. http://dx.doi.org/10.1177/1077800418772634.
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Because post qualitative inquiry uses an ontology of immanence from poststructuralism as well as transcendental empiricism, it cannot be a social science research methodology with preexisting research methods and research practices a researcher can apply. In fact, it is methodology-free and so refuses the demands of “application.” Recommendations for those interested in post qualitative inquiry include putting methodology aside and, instead, reading widely across philosophy, social theories, and the history of science and social science to find concepts that reorient thinking. Post qualitative inquiry encourages concrete, practical experimentation and the creation of the not yet instead of the repetition of what is.