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Journal articles on the topic 'Qualitative methods'

Author: Grafiati

Published: 4 June 2021

Last updated: 25 July 2025

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1

Barndt, William. "Qualitative methods textbooks." Qualitative & Multi-Method Research 1, no. 1 (2003): 26–28. https://doi.org/10.5281/zenodo.998785.

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Over the past few years, the number of political science departments offering qualitative methods courses has grown substantially. The number of qualitative methods textbooks has kept pace, providing instructors with an overwhelming array of choices. But how to decide which text to choose from this exhortatory smorgasbord? The scholarship desperately needs evaluated. Yet the task is not entirely straightforward: qualitative methods textbooks reflect the diversity inherent in qualitative methods itself. Consequently, evaluating qualitative methods textbooks consists more of weighing competing s

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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

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Anria, Santiago. "Qualitative literacy." Qualitative & Multi-Method Research 21, no. 1 (2023): 10–11. https://doi.org/10.5281/zenodo.7921364.

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This is anthropology,” a senior political scientist told me years ago. I had just presented a work-in-progress using interview data in the context of a graduate seminar—a version of what people now call the “job market paper.” “Is it at least good anthropology?” I asked. “I would not know how to tell—as you know, I’m more drawn to quantitative analyses. But it’s well written.”

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Goemans, Hein. "Qualitative methods as an essential complement to quantitative methods." Qualitative & Multi-Method Research 5, no. 1 (2007): 11–13. https://doi.org/10.5281/zenodo.997354.

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In this brief essay I will elaborate on some of the points I raised at last year’s APSA panel on multi-method work. As always, I emphasize the essential complementarity of different methods. I first briefly discuss why qualitative research and formal models have much to offer each other and why scholars in each methodological tradition can gain much from a better understanding of the other tradition. I then shift to a focus on the overlooked link between qualitative and quantitative research, to argue for a reconsideration of the requirements of the inputs of quantitative research: What consti

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Bennett, Andrew. "Advancing the dialogue on qualitative methods." Qualitative & Multi-Method Research 4, no. 1 (2006): 45–48. https://doi.org/10.5281/zenodo.997455.

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I thank my colleagues for their serious and careful reading of Alexander George’s and my book, and Jack Levy and John Gerring for organizing this symposium. Publishing a book is always something of a Rohrshach test—you offer up your “ink blots” and wait to see which of the points you were less sure of or committed to will be pounced upon or embraced, which of the arguments you felt the most defensible will garner praise or come in for unexpected criticism, and what patterns will emerge. I am pleased that there seems to be considerable convergence among the critiques on important issues that ou

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6

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

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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&rsqu

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Poteete, Amy. "Multiple methods in practice." Qualitative & Multi-Method Research 8, no. 1 (2010): 28–35. https://doi.org/10.5281/zenodo.937620.

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A few years ago, reflecting a growing appreciation for the diversity of methods in use and the value of combining multiple methods, the Qualitative Methods section decided to change its name to Qualitative and Multi-Method Research. Valuable though it may be, multi-method research also places new demands on scholars and is not easy to do well. The spring 2007 symposium on “Multi-Method Work: Dispatches from the Front Lines” recognized some of the opportunities and challenges associated with this sort of research.

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Munck, Gerardo. "Ten fallacies about qualitative research." Qualitative & Multi-Method Research 3, no. 1 (2005): 2–5. https://doi.org/10.5281/zenodo.998196.

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Qualitative research, defined here in contrast to quantitative research as consisting of verbal as opposed to numerical statements or, more simply, of words as opposed to numbers, is an inextricable, necessary component of the social sciences. Moreover, for a variety of reasons, the bulk of existing knowledge in the social sciences has been generated through qualitative research and this form of research probably will continue to be the most commonly used path to knowledge. Yet a great part of the potential of qualitative research is not realized because the methodological foundation of this r

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Benoit, Kenneth. "How qualitative research really counts." Qualitative & Multi-Method Research 3, no. 1 (2005): 9–12. https://doi.org/10.5281/zenodo.998184.

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The main point of this essay is straightforward: The distinction between quantitative and qualitative research, when applied to empirical political analysis, is exaggerated and largely artificial. In fact, most political scientists can happily perform valid and useful research without being concerned about where they stand on the quantitative-qualitative divide. Furthermore, qualitative characterizations are often easily converted into quantitative characterizations, and many qualitative characterizations are implicitly quantitative to begin with. Finally, qualitative characterizations of the

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Bennett, Andrew. "Qualitative research: Progess despite imperfection." Qualitative & Multi-Method Research 9, no. 1 (2011): 24–31. https://doi.org/10.5281/zenodo.933296.

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I have encountered what John Gerring aptly describes as a fear of “the specter of methodological perfectionism” in my students and colleagues. In my view this fear imputes to methodologists more optimism on the perfectibility of research methods and more pessimism on the contributions of imperfect methods than most of us actually hold, but like any phobia, this fear is sufficiently real in the minds of those who hold it that it deserves remediation

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Gerring, John. "Qualitative Methods." Annual Review of Political Science 20, no. 1 (2017): 15–36. http://dx.doi.org/10.1146/annurev-polisci-092415-024158.

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13

Murray, Joanna. "Qualitative methods." International Review of Psychiatry 10, no. 4 (1998): 312–16. http://dx.doi.org/10.1080/09540269874664.

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Bennett, Andrew, and Colin Elman. "Qualitative Methods." Comparative Political Studies 40, no. 2 (2007): 111–21. http://dx.doi.org/10.1177/0010414006296344.

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Dunning, Thad. "Natural and field experiments: The role of qualitative methods." Qualitative & Multi-Method Research 6, no. 2 (2008): 17–23. https://doi.org/10.5281/zenodo.996336.

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Political scientists increasingly use natural and field experiments in their research. This raises the question—how do qualitative methods contribute to these research methodologies? I suggest here that there are strong complementarities between the use of such research designs and various kinds of qualitative methods. For example, case-based knowledge is often necessary to recognize and validate a potential natural experiment. The research skills associated with qualitative fieldwork, in turn, are often required for the implementation of field experiments. Qualitative methods can be crucial f

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Waldner, David. "Teaching the metatheoretics of qualitative methodology." Qualitative & Multi-Method Research 1, no. 1 (2003): 20–22. https://doi.org/10.5281/zenodo.998828.

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Logic, Bertrand Russell once wrote, teaches us “caution in inference.” Russell believed that we avoided inferential errors by studying philosophy, or what he called the “art of rational conjecture.” Few contemporary social scientists would readily assent with Lord Russell’s position. Today, we learn to avoid inferential errors by learning methodology. Methodology is a lineal descendant of philosophy, especially work on inductive logic. But as various techniques became codified, they acquired intellectual autonomy and could thus be further developed and taught without explicit reference to the

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Seawright, Jason. "Qualitative comparative analysisvis-a-vis regression." Qualitative & Multi-Method Research 2, no. 2 (2004): 14–17. https://doi.org/10.5281/zenodo.998228.

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Qualitative Comparative Analysis (hereafter QCA) is a relatively recent set of techniques. Its emergence can be roughly dated to Charles C. Ragin’s (1987) book, The Comparative Method. Therefore, it is perhaps not surprising that QCA has not yet received the sustained evaluation of its inferential strengths and weaknesses that other techniques, such as regression analysis and comparative case study research, have benefited from.

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Reiter, Bernd. "The hermeneutic foundations of qualitative research." Qualitative & Multi-Method Research 4, no. 2 (2006): 18–24. https://doi.org/10.5281/zenodo.997423.

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This article is the result of reflection that emerged while conducting qualitative field research on nationalism and exclusion in Portugal. The problem I confronted was when to stop interviewing. Stated more precisely, I was seeking an answer to the question of when one has collected enough empirical data to support or reject one’s hypotheses. This initial problem led me to a rather old discussion on the difference between natural and human sciences that has characterized German academic life for many years–in fact, since the early 19th century–producing some more heated phases of academic dis

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Moravcsik, Andrew. "Active citation and qualitative political science." Qualitative & Multi-Method Research 10, no. 1 (2012): 33–37. https://doi.org/10.5281/zenodo.917652.

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This article presents a proposal for the adoption of "active citation," together with a discussion of why it is necessary, its possible advantages, and some potential concerns. Active citation envisages the use of rigorous, annotated citation hyperlinked to the sources themselves. The goal is to provide opportunities for scholars to be rewarded not just for more rigorous but also for richer and more diverse qualitative scholarship.

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Elman, Colin. "Qualitative data access and research transparency." Qualitative & Multi-Method Research 10, no. 1 (2012): 28–31. https://doi.org/10.5281/zenodo.915496.

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This brief essay draws on recent conversations about data access and research transparency. It discusses some of the issues involved, and describes a vocabulary to handle them. Finally, it explores some of the challenges of increasing openness in the context of qualitative research.

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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 Coll

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Wagemann, Claudius, and Carsten Schneider. "Transparency standards in qualitative comparative analysis." Qualitative & Multi-Method Research 13, no. 1 (2015): 38–42. https://doi.org/10.5281/zenodo.893091.

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When judging the usefulness of methods, it is not only their technical principles that matter, but also how these principles are then translated into applied practice. No matter how well developed our techniques and methods are, if their usage runs against their spirit, they cannot be what the originally ancient Greek word “method” literally means: a “way towards a goal.” Standards of best practice are therefore important components of methodological advancement, if such standards are recognized for what they ought to be: transitory condensations of a shared understanding that are valid until

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Mahoney, James. "Kendra Koivu: Remembering a Qualitative Methodologist." Qualitative & Multi-Method Research 17-18, no. 1 (2020): 81–82. https://doi.org/10.5281/zenodo.3946849.

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I think fuzzy-set analysis is really useful.” Those are the words that I remember Kendra Koivu saying as she began to make a comment during an APSA meeting in which some leaders from the qualitative methods section were chatting with graduate students. Kendra was still a graduate student herself, and the context of the meeting was a brown bag lunch for students participating in the qualitative methods working group sponsored by APSA. I blushed as she began talking because she learned about fuzzy-set analysis from me, and I wanted to keep anything related to set-theoretic analysis out of

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Paluck, Elizabeth Levy. "The promising integration of qualitative methods and field experiments." Qualitative & Multi-Method Research 6, no. 2 (2008): 23–29. https://doi.org/10.5281/zenodo.996376.

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Over the past few decades, a productive exchange in political science has explored the idea that qualitative research should be guided by the logic of mainstream quantitative and experimental methods (e.g., Brady and Collier 2004; Gerring and McDermott 2007; King, Keohane, and Verba 1994). Most of these discussions focus on the logic of regression for drawing inferences from observational data, setting aside experimentation as an ideal but rare path to causal inference. A perhaps unintended message of this discussion seems to be that experimentation is a method unrealistic for most qualitative

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Pérez, Bentancur Verónica, and Lucía Tiscornia. "Transparency and replicability in mixed-methods designs using experiments." Qualitative & Mixed-Method Research 19/20, no. 2/1 (2022): 14–20. https://doi.org/10.5281/zenodo.6448122.

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The use of mixed methods designs containing experiments has become more popular in the social sciences over the past decades (Harbers and Ingram 2020; Seawright 2016; Weller and Barnes 2014). In the analysis of experimental results, the qualitative component is typically used to illuminate causal mechanisms (Dunning 2015; Paluck 2010). However, when it comes to improving experimental designs, the capacity of qualitative methods to improve measurement is discussed less frequently. Prior to the analysis of data, qualitative methods can be used to design better contextualized, more realistic, exp

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Cronin-Furman, Kate, and Stephanie Schwartz. "Ill-prepared: international fieldwork methods." Qualitative & Multi-Method Research 21, no. 1 (2023): 1–9. https://doi.org/10.5281/zenodo.7921273.

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The current culture in American political science incentivizes scholars to conduct research abroad, particularly in volatile contexts and increasingly through social experimentation (Mitchell 2013; Humphreys 2015; Desposato 2016; Driscoll and Schuster 2018; Eck and Cohen 2021). These practices reflect the discipline’s emphasis on “fieldwork” as a source of academic credibility, particularly for scholars who study violence, international development, and related topics. Ethical and safety issues involved in all types of human s

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Chatterhee, Abhishek. "Ontology, epistemology, and multi-methods." Qualitative & Multi-Method Research 7, no. 2 (2009): 11–15. https://doi.org/10.5281/zenodo.939486.

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Enthusiasm for multi-methods research can possibly be ascribed to the prima facie promise it holds for moving beyond, if not resolving, seemingly intractable debates on the relative merits of “qualitative” (historical, interpretive, etc.) versus “quantitative” (i.e. inferential statistical) research methods. The justification of multi-methods rests on the claim that combining a few case studies with a larger inferential—and not descriptive—statistical study manages to capture the strengths of both insofar as the discovery of causal relations is concerned. This in turn lends greater confidence

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Munck, Gerardo. "Teaching qualitative methodology: Rationale, state of the art, and an agenda." Qualitative & Multi-Method Research 1, no. 1 (2003): 12–15. https://doi.org/10.5281/zenodo.998824.

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The recent surge of interest in teaching courses on qualitative methods in political science departments is a welcome development that responds to the increased awareness of the value of methods among qualitative researchers. However, the drive to teach such courses brings to the fore some important shortcomings of the existing literature on qualitative methodology and gives urgency to the challenge of developing methods suited for qualitative research. Though courses on qualitative methods should indeed be taught, the success of such courses will hinge heavily on the development of distinctiv

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Feldman, Martha, and Ann Chih Lin. "Teaching qualitative methods: The importance of understanding interpretive and positive epistemologies." Qualitative & Multi-Method Research 1, no. 1 (2003): 18–20. https://doi.org/10.5281/zenodo.998795.

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Many of our political science colleagues are surprised when they hear that the Political Science Department at the University of Michigan (!) has included a qualitative methods course in the core methods sequence for the last 8 years. In many ways, however, it is not surprising that a department known for its expertise in quantitative methods should take all methodologies – including qualitative methodologies – seriously. The course we designed and teach has been taken by students in all political science subfields as well as by students from other social science departments and a wide variety

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Rogowski, Ronald. "Getting qualitative research back into the apsr." Qualitative & Multi-Method Research 8, no. 2 (2010): 2–3. https://doi.org/10.5281/zenodo.936247.

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Call it a bad equilibrium or a self-reinforcing cycle—APSR has clearly been stuck in one for many years when it comes to qualitative research in political science (with “qualitative” understood to include all branches of methodology associated with the qualitative tradition, broadly defined). We, as the current team of Editors, want to break the cycle. We want to see, and have hoped from the beginning to see, a lot more excellent qualitative work in the Review. We regret that that has not happened, and we hope that this brief missive can be the beginning of a new and more successful effort.

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Kapiszewski, Diana. "Closing the infrastructure gap: Qualitative data archiving." Qualitative & Multi-Method Research 10, no. 1 (2012): 31–33. https://doi.org/10.5281/zenodo.917386.

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Over the last 15 years, political science has witnessed a renaissance in qualitative research methods (see, e.g., Brady and Collier, eds., 2010). The canon has been reworked, new areas of scholarship have appeared, and a rapidly expanding body of political science research now employs qualitative and multimethod analysis. Correspondingly, as noted in this symposium's introductory essay on openness dialogue, although qualitative researchers have begun to explore ways to share their data and access those of other scholars, the lack of a dedicated venue or consensual set of practices for storing,

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Betancur, Verónica Perez, Rodríguez Rafael Piñeiro, and Fernando Rosenblatt. "Unexplored advantages of DART for qualitative research." Qualitative & Multi-Method Research 16, no. 2 (2018): 31–35. https://doi.org/10.5281/zenodo.3524354.

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Discussion regarding the introduction and expansion of data access and research transparency (DA-RT) standards in political science has aroused a lively debate (e.g. Büthe et al. 2015). Scholars of various methodological orientations— qualitative researchers, theorists and even some experimentalists—have raised several concerns about the desirability or difficulties of implementing these standards (Fujii 2016; Isaac 2015; Pachirat 2015). Yet, the argument for making qualitative research more accessible and transparent has already been presented in several excellent pieces (see

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Kapiszewski, Diana, and Sebastian Karcher. "Introduction: Case studies in transparent qualitative research." Qualitative & Multi-Method Research 19, no. 1 (2021): 6–9. https://doi.org/10.5281/zenodo.5495548.

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The discipline of political science has been engaged in vibrant debate about research transparency for more than three decades. Over the last ten years, scholars who generate, collect, interpret, and analyze qualitative data have become increasingly involved in these discussions. The debate has played out across conference panels, coordinated efforts such as the Qualitative Transparency Deliberations (Büthe et al. 2021), articles in a range of journals, and symposia in outlets such as PS: Political Science and Politics, Security Studies, the newsletter of the Comparative Politics section

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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 obs

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Seawright, Jason. "Beyond mill: Why cross-case qualitative causal inference is weak, and why we should still compare." Qualitative & Multi-Method Research 16, no. 1 (2018): 8–14. https://doi.org/10.5281/zenodo.2562153.

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Qualitative cross-case comparisons were once widespread and respected enough to be described as “the comparative method.” However, the current wave of research on qualitative methods has seen cross-case controlled comparisons fall substantially in esteem. Early criticisms based on selection bias by Geddes (1990) and King, Keohane, and Verba (1994) have been disputed and no longer receive sustained attention in the qualitative methods literature. A more recent argument is that qualitative comparison fails for purposes of causal inference because the required assumptions are sim

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Spiegler, Peter. "Why quantitative social science needs interpretive methods." Qualitative & Multi-Method Research 4, no. 2 (2006): 2–9. https://doi.org/10.5281/zenodo.997427.

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In this article I will argue for the claim that a current leading approach to quantitative social science—and economics in particular—cannot legitimately stand on its own, but, rather, must always be supplemented by strategic use of interpretive investigative methods.

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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 sp

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Gates, Scott. "Mixing it up: The role of theory in mixed-methods research." Qualitative & Multi-Method Research 6, no. 1 (2008): 27–29. https://doi.org/10.5281/zenodo.996499.

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Mixing methods is about using both qualitative and quantitative techniques and connecting them in an analytically meaningful way. Such an approach can serve to bridge the two principal civil war research communities, represented by Kaufman (2001) and Tilly (2003) on the qualitative side, and by Collier and Hoeffler (2001), Hegre, et al. (2001) and Fearon and Laitin (2003) on the quantitative side. Like Wood (2003), Kalyvas (2006), and Weinstein (2007), all four of the doctoral dissertations featured in this symposium capture a dynamic aspect of intrastate conflict, and do so by mixing quantita

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Mahoney, James. "What courses on qualitative methods should be offered in political science graduate programs?" Qualitative & Multi-Method Research 1, no. 1 (2003): 15–18. https://doi.org/10.5281/zenodo.998822.

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Courses on qualitative methods are underrepresented in top political science graduate programs when compared to courses on quantitative methods (Bennett, Barth, and Rutherford 2003). This underrepresentation has led some political scientists to call for more qualitative methods courses in their curricula. However, “qualitative” methodology is a diverse field with many currents, raising the challenging task of deciding what material and what courses should be offered as basic components of graduate training.

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Goertz, Gary. "Choosing cases for case studies: A qualitative logic." Qualitative & Multi-Method Research 6, no. 2 (2008): 11–14. https://doi.org/10.5281/zenodo.996354.

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David Freedman in his essay has called into question some of the advice given by Fearon-Laitin and Gerring in their chapters in the Oxford Handbook of Political Methodology. I would like to second those criticisms and extend them in various ways. In particular, Freedman does not address in much detail the regression or logit model which underlies, explicitly or implicitly, both these chapters—and more generally Gerring’s book on case study methodology (2007). This “regression approach” to case studies (to give it a name) informs much discussion about case studies and qualitative methods, going

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Elman, Colin. "Institute for Qualitative and Multi-Method Research (IQMR) tenth anniversary/"Boot camp": Ten years of qualitative and multi-method research." Qualitative & Multi-Method Research 9, no. 2 (2011): 2–5. https://doi.org/10.5281/zenodo.931432.

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The essays in this symposium reflect on how the Institute for Qualitative and Multi-Method Research (previously the Institute for Qualitative Research Methods) influences the authors' respective trajectories. This short introduction describes the genesis of the institute, and discusses some of the ways that it has changes over the ten years it has been held.

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van, Meegdenburg Hilde. "How to judge? Qualitative literacy and process tracing studies." Qualitative & Multi-Method Research 21, no. 1 (2023): 12–14. https://doi.org/10.5281/zenodo.7921415.

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We all had papers and research proposals rejected invoking standards that, at least to the qualitative researcher, were clearly not applicable: no external validity; difficult to replicate; mere description; selection on the dependent variable(!). We know the list. As Small and Calarco point out, qualitative research’s purview is growing but “qualitative literacy” is not keeping pace. That is, the competency of “others” to assess the quality of qualitative research is often insufficient.

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MacLean, Lauren. "Unpacking the Assumptions of the Veil of Ignorance to Highlight the Politics of Knowledge Production." Qualitative & Multi-Method Research 18, no. 2 (2021): 38–41. https://doi.org/10.5281/zenodo.4046636.

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The space for qualitative research has unquestionably narrowed in political science since the 2000s, when the Perestroika movement demanded greater inclusion in the discipline, and qualitative and interpretive methods were institutionalized within APSA and CQMI (Monroe 2005).1 Skeptics now question the basis for causal identification, frequently doubting whether qualitative and interpretive scholars have analyzed the evidence fairly and not simply “cherry-picked” what they were already inclined to believe. These critics even suggest that “bias” has led qualitative and i

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Slaven, Mike. "Transparency in case studies: Methodological appendices." Qualitative & Multi-Method Research 19, no. 1 (2021): 28–32. https://doi.org/10.5281/zenodo.5495591.

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When writing qualitative case study research, most of us find that the very stuff of analysis—that is, the qualitative data—is lengthy and nuanced. Additionally, qualitative methods are often used in situations where “theories are underdeveloped and concepts are vague” (Ragin, Berg-Schlosser, and de Meur 1998, 750). To be robust and compelling, the data we use may require lengthy explanation, precisely because we wish to capture complexity. Overall, qualitative research relies on words—often lots of them—to get our point across.

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Yanow, Dvora. "Interpretive empirical political science: What makes this not a subfield of qualitative methods." Qualitative & Multi-Method Research 1, no. 2 (2003): 9–13. https://doi.org/10.5281/zenodo.998761.

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The new section on Qualitative Methods draws attention to the fact that “Political Methodology,” as the “old” methods section is called, does not encompass the whole range of research methods available to and used by scholars doing political research. And yet some researchers feel that “qualitative” methodology itself does not capture the full range of non-quantitative methods used by political science researchers. This was especially clear in the treatment of “qualitative methods” by several of the articles in the premiere issue of the newsletter: they did not reflect the character of the wor

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Crawford, Neta. "Understanding discourse: A methods of ethical argument analysis." Qualitative & Multi-Method Research 2, no. 1 (2004): 22–25. https://doi.org/10.5281/zenodo.998633.

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In 1862 Bismark said, “The great questions of the age are not settled by speeches and majority votes . . . but by iron and blood. (Quoted in Shulze, 1998: 140)” While beautifully evocative, Bismark’s reasoning raises more questions than his for-mulation answers. What are the great questions of an age? How do those preoccupations arise? If political argument is meaningless, or nearly so, why do actors engage in it? And if some issue is settled by force, what led individuals and nations to sacrifice their blood and treasure, their sons and daughters? Realists generally say that one of two factor

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Kubik, Jan. "Introducing rigor to the teaching of interpretive methods." Qualitative & Multi-Method Research 7, no. 1 (2009): 11–17. https://doi.org/10.5281/zenodo.996203.

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I offer several remarks on the way I introduce interpretive methods within a course on research design and intend to approach a new course devoted to a more systematic exposition of interpretivism and its methods. Due to space limitations, I signal the key issues that must be addressed and offer two examples of specific analyses, as the devil tends to be in details

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Rohlfing, Ingo. "Principles and practice of social science methods reloaded." Qualitative & Multi-Method Research 11, no. 1 (2013): 24–26. https://doi.org/10.5281/zenodo.910851.

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The central theme of my first contribution to the symposium is the distinction between the practice and principles of social science methods (or, in the terminology of Two Cultures (chap. 1), typical practice vs. possible and best practice). The existing discussions of Two Cultures, including those in the recent symposium in Comparative Political Studies (Goertz and Mahoney 2013), emphasize the salience of this distinction for two reasons that I focus on in the following. First, I need to correct Goertz and Mahoney’s (GM) potentially misleading characterization of the way in which I discuss pr

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Schneider, Carsten, and Claudius Wagemann. "Are we all set?" Qualitative & Multi-Method Research 11, no. 1 (2013): 5–8. https://doi.org/10.5281/zenodo.911000.

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With their book, Gary Goertz and James Mahoney (hence-forth G&M) make an important and useful contribution to the often only vaguely defined battle over the differences and similarities of so-called quantitative and qualitative methods in the social sciences. This debate not only frequently pops up in graduate seminars, but also sometimes risks to represent a real fracture in the social sciences, with whole departments taking side or simply being divided into two (or more, as we argue) methodological camps. Much of this general debate has long suffered from the fact that one culture—the qu

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Steele, Abbey. "Moving targets: Mixing methods to uncover dynamics of displacement in civil wars." Qualitative & Multi-Method Research 6, no. 1 (2008): 23–26. https://doi.org/10.5281/zenodo.996517.

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It hardly needs stating that civil wars are complex and disorderly. Perhaps that is why for so long, social scientists employed qualitative or quantitative methods to address civil war onset or ending, but avoided questions related to warfare and other phenomena during wars (Kalyvas 2003). More recently, though, scholars have brought a combination of qualitative and quantitative methods to bear on variation in wartime dynamics (Wood 2003; Kalyvas 2006). In this essay, I suggest that employing a combination of qualitative and quantitative methods not only improves our understanding of displacem

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