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Journal articles on the topic 'Qualitative research design'

Author: Grafiati

Published: 4 June 2021

Last updated: 14 February 2022

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1

Malagon-Maldonado, Gabriella. "Qualitative Research in Health Design." HERD: Health Environments Research & Design Journal 7, no. 4 (July 2014): 120–34. http://dx.doi.org/10.1177/193758671400700411.

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2

Tetnowski, Jennifer. "Qualitative Case Study Research Design." Perspectives on Fluency and Fluency Disorders 25, no. 1 (May 2015): 39–45. http://dx.doi.org/10.1044/ffd25.1.39.

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Qualitative case study research can be a valuable tool for answering complex, real-world questions. This method is often misunderstood or neglected due to a lack of understanding by researchers and reviewers. This tutorial defines the characteristics of qualitative case study research and its application to a broader understanding of stuttering that cannot be defined through other methodologies. This article will describe ways that data can be collected and analyzed.

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3

Ward, Michael M. "Study design in qualitative research." Journal of General Internal Medicine 8, no. 2 (February 1993): 107–9. http://dx.doi.org/10.1007/bf02599996.

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4

Cooper, S., and R. Endacott. "Generic qualitative research: a design for qualitative research in emergency care?" Emergency Medicine Journal 24, no. 12 (December 1, 2007): 816–19. http://dx.doi.org/10.1136/emj.2007.050641.

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Wilson, R. Dale, and John W. Creswell. "Research Design: Qualitative and Quantitative Approaches." Journal of Marketing Research 33, no. 2 (May 1996): 252. http://dx.doi.org/10.2307/3152153.

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Magnan, Sally Sieloff, and John W. Creswell. "Research Design: Qualitative and Quantitative Approaches." Modern Language Journal 81, no. 2 (1997): 256. http://dx.doi.org/10.2307/328794.

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7

Morse, Janice M. "The Paradox of Qualitative Research Design." Qualitative Health Research 13, no. 10 (December 2003): 1335–36. http://dx.doi.org/10.1177/1049732303258368.

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8

Pitman, Mary Anne. "Qualitative Research Design: An Interactive Approach:Qualitative Research Design: An Interactive Approach." Anthropology Education Quarterly 29, no. 4 (December 1998): 499–501. http://dx.doi.org/10.1525/aeq.1998.29.4.499.

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9

Foris, Diana, Cristina Nicolau, and Tiberiu Foris. "The Eco-Modular Construction: Qualitative Research on its Marketing Use, Design and Development." SIJ Transactions on Industrial, Financial & Business Management 03, no. 01 (February 24, 2015): 01–08. http://dx.doi.org/10.9756/sijifbm/v3i1/03020050102.

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10

Smith, Joanna, Hilary Bekker, and Francine Cheater. "Theoretical versus pragmatic design in qualitative research." Nurse Researcher 18, no. 2 (January 21, 2011): 39–51. http://dx.doi.org/10.7748/nr2011.01.18.2.39.c8283.

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Ng, Curtise K. C., and Peter White. "Qualitative research design and approaches in radiography." Radiography 11, no. 3 (August 2005): 217–25. http://dx.doi.org/10.1016/j.radi.2005.03.006.

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12

Kanis, H., and W. S. Green. "Research for Usage Oriented Design: Quantitative? Qualitative?" Proceedings of the Human Factors and Ergonomics Society Annual Meeting 44, no. 38 (July 2000): 925–28. http://dx.doi.org/10.1177/154193120004403867.

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Theory of user-product interaction is summarised and implemented in a graphical representation. This graphical representation stresses the central role of user activities (perception, cognition/experience and use actions including any effort) in dealing with featural and functional product characteristics. The interaction is primarily seen as situated, and constrained by, rather than being predictable from, human characteristics and capacities; no role is given in the graphical representation to mental representations. For observational research to be supportive of usage oriented design, there are two requirements: a focus on user activities, and a direct link from these activities to featural and functional product characteristics. It is argued that qualitative studies constitute the obvious type of research to meet these criteria. Quantitative research may also be possible as is illustrated with an empirical example. It is experimentation, in the sense of hypothesis testing, involving control and standardisation in order to establish some causality, which tends to fall short in linking natural user activities to product characteristics.

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13

Stead, Graham B. "Review: Research Design: Qualitative and Quantitative Approaches." South African Journal of Psychology 27, no. 2 (June 1997): 124–25. http://dx.doi.org/10.1177/008124639702700211.

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14

Wixon, Dennis. "Qualitative research methods in design and development." Interactions 2, no. 4 (October 1995): 19–26. http://dx.doi.org/10.1145/225362.225365.

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15

Hodgson, Peter. "Miscellany: Qualitative Research and Tour Brochure Design." Market Research Society. Journal. 33, no. 1 (January 1991): 1–6. http://dx.doi.org/10.1177/147078539103300107.

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16

Munck, Gerardo L. "Canons of research design in qualitative analysis." Studies in Comparative International Development 33, no. 3 (September 1998): 18–45. http://dx.doi.org/10.1007/bf02687490.

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17

Poulin, Karen L. "Teaching Qualitative Research." Counseling Psychologist 35, no. 3 (May 2007): 431–58. http://dx.doi.org/10.1177/0011000006294813.

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Qualitative research has become increasingly perceived as well suited to the advancement of counseling psychology, yet opportunities for formal training in qualitative inquiry remain inconsistently available within and across graduate programs. For the potential contribution of this approach to counseling psychology to be realized, graduate students need routine access to adequate and appropriate coursework. In this article, the author shares a design and rationale for an introductory course in qualitative research, describes typical challenges faced by students, and offers strategies for fostering student learning and success. Limitations of the approach are discussed and recommendations offered based on lessons learned from practice.

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18

Safdar, Nasia, Lilian M. Abbo, Mary Jo Knobloch, and Susan K. Seo. "Research Methods in Healthcare Epidemiology: Survey and Qualitative Research." Infection Control & Hospital Epidemiology 37, no. 11 (August 12, 2016): 1272–77. http://dx.doi.org/10.1017/ice.2016.171.

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Surveys are one of the most frequently employed study designs in healthcare epidemiology research. Generally easier to undertake and less costly than many other study designs, surveys can be invaluable to gain insights into opinions and practices in large samples and may be descriptive and/or be used to test associations. In this context, qualitative research methods may complement this study design either at the survey development phase and/or at the interpretation/extension of results stage. This methods article focuses on key considerations for designing and deploying surveys in healthcare epidemiology and antibiotic stewardship, including identification of whether or not de novo survey development is necessary, ways to optimally lay out and display a survey, denominator measurement, discussion of biases to keep in mind particularly in research using surveys, and the role of qualitative research methods to complement surveys. We review examples of surveys in healthcare epidemiology and antimicrobial stewardship and review the pros and cons of methods used. A checklist is provided to help aid design and deployment of surveys in healthcare epidemiology and antimicrobial stewardship.Infect Control Hosp Epidemiol 2016;1–6

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19

Caldas, Miguel Pinto. "Research design: qualitative, quantitative, and mixed methods approaches." Revista de Administração Contemporânea 7, no. 1 (March 2003): 223. http://dx.doi.org/10.1590/s1415-65552003000100015.

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20

Caporaso, James A. "Research Design, Falsification, and the Qualitative–Quantitative Divide." American Political Science Review 89, no. 2 (June 1995): 457–60. http://dx.doi.org/10.2307/2082441.

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21

Wilson, R. Dale. "Book Review: Research Design: Qualitative and Quantitative Approaches." Journal of Marketing Research 33, no. 2 (May 1996): 252–55. http://dx.doi.org/10.1177/002224379603300213.

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22

Payne, Sheila. "Selecting an approach and design in qualitative research." Palliative Medicine 11, no. 3 (May 1997): 249–52. http://dx.doi.org/10.1177/026921639701100311.

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23

Perreault, Kadija. "Research Design: Qualitative, Quantitative, and Mixed Methods Approaches." Manual Therapy 16, no. 1 (February 2011): 103. http://dx.doi.org/10.1016/j.math.2010.09.003.

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24

Koro-Ljungberg, Mirka, and Regina Bussing. "Methodological Modifications in a Longitudinal Qualitative Research Design." Field Methods 25, no. 4 (February 21, 2013): 423–40. http://dx.doi.org/10.1177/1525822x12472877.

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25

Gray, Morag. "Applied Qualitative Research Design: A Total Framework Approach." Nursing Standard 32, no. 15 (December 6, 2017): 34. http://dx.doi.org/10.7748/ns.32.15.34.s28.

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26

Hammersley, Martyn. "Book Review: Qualitative Research Design: An Interactive Approach." Sociological Research Online 1, no. 4 (December 1996): 53. http://dx.doi.org/10.1177/136078049600100405.

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Rofiah, Chusnul, and Burhan Bungin. "QUALITATIVE METHODS : SIMPLE RESEARCH WITH TRIANGULATION THEORY DESIGN." Develop 5, no. 1 (April 1, 2021): 18. http://dx.doi.org/10.25139/dev.v5i1.3690.

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Kesulitan dalam proses penyusunan laporan yang dihadapi oleh peneliti kualitatif yang disebabkan oleh keterbatasan pengetahuan sehingga cenderung hanya mendiskripsikan data yang diperoleh tanpa menganalisa secara mendalam, sehingga penelitian tidak berkembang dan hanya berputar-putar dikarenakan kebingungan peneliti, untuk alasan itulah artikel ini dibuat. Dengan menggunakan metode Konseptual dengan hasil modifikasi model dari desain sederhana (Burhan, 2018b;3-4) dengan model desain sederhana menggunakan triangulasi teori/ simple research design with triangulasi theory, dengan 7 langkah utama yaitu : (1) Sosial context and research question (2) Literature review (3) Research method and data collection (4) Data analysis (5) Draft Reporting (6) Triangulasi Theory (7) Reporting & Findings (Burhan, 2020, Rofiah, 2020). Dan disimpulkan bahwa, proses penyusunan laporan ini memang menghadirkan sejumlah tantangan untuk penelitian tetapi, seperti yang telah disoroti dalam artikel ini, bahwa dalam proses ini akan lebih mudah karena ada solusi yang dipakai oleh peneliti dalam melakukan penyusunan laporan dan mengidentifikasi temuan. Kunci sukses dalam penelitian tampaknya terletak pada kemauan dan kemampuan untuk menyesuaikan metode secara tepat dan untuk mengubah ekspektasi mendengar suara responden dengan bahasa ekspresif defisit. Ini dapat dicapai melalui penerapan sejumlah strategi yang dibahas dalam artikel ini.

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28

Brooks, Jeffrey S., and Anthony H. Normore. "Qualitative research and educational leadership." International Journal of Educational Management 29, no. 7 (September 14, 2015): 798–806. http://dx.doi.org/10.1108/ijem-06-2015-0083.

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Purpose – The purpose of this paper is to highlight issues relayed to appropriate design and conduct of qualitative studies in educational leadership. Design/methodology/approach – The paper is a conceptual/logical argument that centers around the notion that while scholars in the field have at times paid attention to such dynamics, it is important that issues special to the field are considered by all. Findings – The major findings indicate that researchers/analysts need to determine not only the existence and accessibility of the qualitative research design and its various data collection strategies for leadership studies but also its authenticity and usefulness, taking into account the original purpose, the context in which it is produced and the intended audience. Originality/value – Certain aspects of the paper relate to general issues of sound and generally accepted standards of research practice, but the authors also consider several issues that make educational leadership scholarship unique. The originality of the paper draws attention to certain dynamics that scholars should consider when designing and conducting qualitative research on educational leadership. In doing so, the authors not only draw on the literature but also on their own experience designing, conducting and publishing qualitative research on educational leadership.

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29

King, Eva, Elizabeth J. Norman, Liz H. Mossop, Kate A. Cobb, Susan M. Matthew, Emma C. Scholz, and Daniel N. Schull. "Qualitative Research in Veterinary Medical Education: Part 1—Principles of Qualitative Design." Journal of Veterinary Medical Education 48, no. 5 (September 1, 2021): 511–18. http://dx.doi.org/10.3138/jvme-2019-0101-p1.

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Qualitative methodologies are relative newcomers to health sciences education research. While they may look very different to their quantitative counterparts in terms of size and scope, when well-applied they offer a fresh perspective and generate valuable research findings. Although qualitative research is being increasingly conducted in veterinary medical education, there are few contextualized resources to assist those who would like to develop their expertise in this area. In this article, we address this by introducing the principles of qualitative research design in a veterinary medical education context. Drawing from a range of contemporary resources, we explore the types of research goals and questions that are amenable to qualitative inquiry and discuss the process of formulating a worthwhile research question. We explain what research paradigms are and introduce readers to some of the methodological options available to them in qualitative research. Examples from veterinary medical education are used to illustrate key points. In a second companion article, we will focus on the decisions that need to be made regarding data sampling, collection, and analysis. We will also consider how qualitative research is evaluated, and discuss how qualitative findings are applied. Taken together, the two articles build an understanding of qualitative research, illuminate its potential to contribute to the scholarship of teaching and learning in veterinary medical education, and equip readers with an improved capacity to appraise its value.

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30

Freeman Jr., Sydney, and Steven D Bird. "Teaching Qualitative Research Online." Informing Faculty 3 (2018): 01. http://dx.doi.org/10.28945/3895.

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As Sydney Freeman, Jr., Associate Professor in the Adult, Organizational Learning and Leadership program at the University of Idaho’s College of Education, did one final review of his syllabus for ED 589 Theoretical Applications & Design of Qualitative Research, he knew that this was a different approach to teaching qualitative research. Generally, this kind of information was better taught in person where students could have physical interactions with their professor. The material was often quite challenging to teach. However, this structure was different than many qualitative courses taught across the United States are structured. This was not going to be easy.

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31

Nevedal, Andrea L., Liat Ayalon, and Sherylyn H. Briller. "A Qualitative Evidence Synthesis Review of Longitudinal Qualitative Research in Gerontology." Gerontologist 59, no. 6 (November 5, 2018): e791-e801. http://dx.doi.org/10.1093/geront/gny134.

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Abstract Background and Objectives Gerontologists have long been interested in longitudinal qualitative research (LQR), yet ambiguity remains about best practices. The purpose of this review was to conduct a qualitative evidence synthesis to identify strengths and limitations in existing gerontological LQR. Research Design and Methods We searched for studies published in English before September 2017, using longitudinal qualitative methods and focusing on gerontology. We searched the following databases: PubMed and ProQuest. This was followed up by a snowball search to identify additional LQR articles that were not gerontologically focused but provided conceptual or methodological information to enhance gerontological LQR. Article titles and abstracts were reviewed, and selected articles were independently evaluated by all authors and summarized in a descriptive matrix based on design, analysis, and strengths and limitations. Results Our literature search resulted in 225 articles, which was then narrowed to 71 articles from 47 different journals based on our inclusion/exclusion criteria. LQR in gerontology varies considerably by study design and analysis approach. LQR design considerations involve number of time points and duration; rapport and retention; and consistent or different sampling, data collection, and measures. LQR analysis considerations involve synchronic and diachronic approaches, consistent or evolving coding, and individual- or group-level analysis. Gerontological LQR articles vary in the extent to which they address special aging considerations. Discussion and Implications This review indicates that there are areas where gerontological LQR can be strengthened going forward. We provide researchers with strategies to improve LQR rigor in our field and beyond.

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32

Pirie, Susan. "Chapter 6: Working toward a Design for Qualitative Research." Journal for Research in Mathematics Education. Monograph 9 (1997): 79. http://dx.doi.org/10.2307/749948.

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Cafazzo, Joseph A., Emily Seto, and Alejandro R. Jadad. "Qualitative studies enrich telemonitoring research, practice, and technology design." Primary Care Respiratory Journal 21, no. 1 (February 29, 2012): 10–11. http://dx.doi.org/10.4104/pcrj.2012.00023.

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34

Lewis, Sarah. "Qualitative Inquiry and Research Design: Choosing Among Five Approaches." Health Promotion Practice 16, no. 4 (April 2, 2015): 473–75. http://dx.doi.org/10.1177/1524839915580941.

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35

Gobo, Giampietro. "Mario Cardano, Defending Qualitative Research. Design, Analysis, and Textualization." Quaderni di Sociologia 82, no. LXIV (November 1, 2020): 104–9. http://dx.doi.org/10.4000/qds.3771.

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36

Lloyd-Jones, Gaynor. "Design and Control Issues in Qualitative Case Study Research." International Journal of Qualitative Methods 2, no. 2 (June 2003): 33–42. http://dx.doi.org/10.1177/160940690300200204.

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Some methodologists have pointed to similarities between experimental method and case study research in terms of design, theory testing and development. However, little is known about how these debates inform qualitative research rationales. The use of a sequential dual case study provided an opportunity to examine these issues and their impact on the unfolding research process. The interplay of inductive and deductive approaches was evident throughout in decisions determining the nature of the research enquiry.

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37

Lecompte, Margaret D. "Sensible Matchmaking: Qualitative Research Design and theProgram Evaluation Standards." Journal of Experimental Education 63, no. 1 (October 1994): 29–43. http://dx.doi.org/10.1080/00220973.1994.9943824.

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38

Li, Kai, Zhen-Zhen Yi, Wei Xu, Ke Zhao, and Lin Wang. "Research on SDG-Based Qualitative Reasoning in Conceptual Design." Advances in Mechanical Engineering 5 (January 2013): 816438. http://dx.doi.org/10.1155/2013/816438.

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39

Daniels, Jeffrey A., Amy J. Angleman, and Erin Grinnan. "Standardizing research methods on violent offenders: Perpetrator-motive research design and consensual qualitative research." Aggression and Violent Behavior 21 (March 2015): 125–32. http://dx.doi.org/10.1016/j.avb.2015.02.001.

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40

Humphrey, Christopher. "Qualitative research – mixed emotions." Qualitative Research in Accounting & Management 11, no. 1 (April 14, 2014): 51–70. http://dx.doi.org/10.1108/qram-03-2014-0024.

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Purpose – The purpose of this paper is to provide a personal, reflective analysis of publications over the last decade in Qualitative Research in Accounting & Management (QRAM) and to assess the implications for the future development of the journal, the practice of qualitative accounting research and the broader standing of the accounting discipline. Design/methodology/approach – Reviewing QRAM published papers across a range of themes, including the spirit of generated debate, the representation and classification of qualitative research and the range of contributory authors. Using the review to identify important patterns and trends in the standing and practice of qualitative accounting research. Findings – Highlighting the existence and contribution of numerous carefully crafted, thought provoking papers published in QRAM and drawing on them to present a number of important challenges, priorities and attractive opportunities for the future development of qualitative accounting research. Encouraging greater diversity, flexibility and creativity in the undertaking and utilisation of qualitative accounting research. Practical implications – Emphasising how thinking differently about the emotions and lived experiences of qualitative accounting research(ers) can serve to inspire theoretical development, enhance trust in researcher judgement, and stimulate more fruitful and intellectually rewarding ways of doing qualitative accounting research. Originality/value – Reminding of the value of reading papers as compared to relying on formal journal rankings. Revealing residing defensiveness tendencies in the undertaking of qualitative accounting research and arguing that restrictive representations and conceptions of “legitimate” qualitative accounting research are constraining what can be achieved and experienced both by individual accounting researchers and the discipline more generally.

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41

Horney, Mark. "Interactive data visualization in qualitative research." ACM SIGGRAPH Computer Graphics 28, no. 1 (February 1994): 38–40. http://dx.doi.org/10.1145/181505.181513.

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Collet, Vicki Stewart, and Michelle R. Ciminelli. "Polyphonic Analysis: obuchenie in qualitative research." Qualitative Research Journal 17, no. 4 (November 13, 2017): 243–53. http://dx.doi.org/10.1108/qrj-08-2016-0053.

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Purpose The purpose of this paper is to describe an approach to analyzing qualitative data that uses Bakhtin’s concepts of dialogue as a framework. Design/methodology/approach Polyphonic Analysis (PA) is proposed as a critical approach to qualitative data analysis that emphasizes creating virtual dialogues of participants’ voices, bringing together views that typically do not interplay in order to escalate voices that might otherwise be silenced, reduced, or objectified. Findings PA, with its emphases on revoicing and dialoguing participants’ words, seeking understanding in the tensions between voices, and striving for hegemony in the development of themes, heightens researchers’ awareness of key principles of qualitative research, suggesting its use as a pedagogical approach for teaching qualitative research as an interpretive paradigm. The authors reference their study on the impact of the No Child Left Behind legislation in the USA to draw examples that illustrate the utility of this research design for pedagogy and practice. Originality/value PA creates meaning by recognizing multivocality and dialogism. The authors propose and describe this novel application of a literary analysis tool for use as a tool for pedagogy and research methodology.

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Ploeg, J. "Identifying the best research design to fit the question. Part 2: qualitative designs." Evidence-Based Nursing 2, no. 2 (April 1, 1999): 36–37. http://dx.doi.org/10.1136/ebn.2.2.36.

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Peditto, Kathryn. "Reporting Qualitative Research: Standards, Challenges, and Implications for Health Design." HERD: Health Environments Research & Design Journal 11, no. 2 (April 2018): 16–19. http://dx.doi.org/10.1177/1937586718772615.

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Objective: This Methods column describes the existing reporting standards for qualitative research, their application to health design research, and the challenges to implementation. Intended for both researchers and practitioners, this article provides multiple perspectives on both reporting and evaluating high-quality qualitative research. Background: Two popular reporting standards exist for reporting qualitative research—the Consolidated Criteria for Reporting Qualitative Research (COREQ) and the Standards for Reporting Qualitative Research (SRQR). Though compiled using similar procedures, they differ in their criteria and the methods to which they apply. Creating and applying reporting criteria is inherently difficult due to the undefined and fluctuating nature of qualitative research when compared to quantitative studies. Conclusions: Qualitative research is expansive and occasionally controversial, spanning many different methods of inquiry and epistemological approaches. A “one-size-fits-all” standard for reporting qualitative research can be restrictive, but COREQ and SRQR both serve as valuable tools for developing responsible qualitative research proposals, effectively communicating research decisions, and evaluating submissions. Ultimately, tailoring a set of standards specific to health design research and its frequently used methods would ensure quality research and aid reviewers in their evaluations.

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Doyle, Louise, Catherine McCabe, Brian Keogh, Annemarie Brady, and Margaret McCann. "An overview of the qualitative descriptive design within nursing research." Journal of Research in Nursing 25, no. 5 (December 18, 2019): 443–55. http://dx.doi.org/10.1177/1744987119880234.

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Background Qualitative descriptive designs are common in nursing and healthcare research due to their inherent simplicity, flexibility and utility in diverse healthcare contexts. However, the application of descriptive research is sometimes critiqued in terms of scientific rigor. Inconsistency in decision making within the research process coupled with a lack of transparency has created issues of credibility for this type of approach. It can be difficult to clearly differentiate what constitutes a descriptive research design from the range of other methodologies at the disposal of qualitative researchers. Aims This paper provides an overview of qualitative descriptive research, orientates to the underlying philosophical perspectives and key characteristics that define this approach and identifies the implications for healthcare practice and policy. Methods and results Using real-world examples from healthcare research, the paper provides insight to the practical application of descriptive research at all stages of the design process and identifies the critical elements that should be explicit when applying this approach. Conclusions By adding to the existing knowledge base, this paper enhances the information available to researchers who wish to use the qualitative descriptive approach, influencing the standard of how this approach is employed in healthcare research.

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46

Haven, Tamarinde L., Timothy M. Errington, Kristian Skrede Gleditsch, Leonie van Grootel, Alan M. Jacobs, Florian G. Kern, Rafael Piñeiro, Fernando Rosenblatt, and Lidwine B. Mokkink. "Preregistering Qualitative Research: A Delphi Study." International Journal of Qualitative Methods 19 (January 1, 2020): 160940692097641. http://dx.doi.org/10.1177/1609406920976417.

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Preregistrations—records made a priori about study designs and analysis plans and placed in open repositories—are thought to strengthen the credibility and transparency of research. Different authors have put forth arguments in favor of introducing this practice in qualitative research and made suggestions for what to include in a qualitative preregistration form. The goal of this study was to gauge and understand what parts of preregistration templates qualitative researchers would find helpful and informative. We used an online Delphi study design consisting of two rounds with feedback reports in between. In total, 48 researchers participated (response rate: 16%). In round 1, panelists considered 14 proposed items relevant to include in the preregistration form, but two items had relevance scores just below our predefined criterion (68%) with mixed argument and were put forth again. We combined items where possible, leading to 11 revised items. In round 2, panelists agreed on including the two remaining items. Panelists also converged on suggested terminology and elaborations, except for two terms for which they provided clear arguments. The result is an agreement-based form for the preregistration of qualitative studies that consists of 13 items. The form will be made available as a registration option on Open Science Framework (osf.io). We believe it is important to assure that the strength of qualitative research, which is its flexibility to adapt, adjust and respond, is not lost in preregistration. The preregistration should provide a systematic starting point.

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47

Smeyers, Paul. "Qualitative Versus Quantitative Research Design: A Plea for Paradigmatic Tolerance in Educational Research." Journal of the Philosophy of Education 35, no. 3 (August 2001): 477–95. http://dx.doi.org/10.1111/1467-9752.00239.

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Anitha, S. "An over view to understand what is qualitative research design." Journal of Nursing Trendz 9, no. 2 (2018): 28. http://dx.doi.org/10.5958/2249-3190.2018.00030.5.

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49

Ortiz, DanielGreene,. "Research Design: Qualitative, Quantitative, and Mixed Methods Approaches [Book Review]." Qualitative Research Journal 6, no. 2 (2007): [205]—207. http://dx.doi.org/10.3316/qrj0602205.

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50

Sapkota, Mahendra. "Research Philosophy in Development Studies: An Inquiry from Qualitative Design." Research Nepal Journal of Development Studies 2, no. 1 (August 18, 2019): 137–50. http://dx.doi.org/10.3126/rnjds.v2i1.25278.

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Development studies have got both discourse as well as empirical field of research. This paper presents a synthesis of research methodology and its philosophical settings in the field. It deals with philosophical and methodological approaches from the qualitative research design approach. Then it offers a methodological plural perspective along with the discussion of interpretivism, criticalism and social constructivism. Though this paper is not developed out of an empirical field study, the methodology here employed is the review based reflexive perspective of the author. Discussing the context of grounded theory approach, the paper illustrates how a position of the researcher and the conditionality of the study universe affect each other. The central argument of the paper maintains that in multi-real world the disciplinary approach and single-method inquiry could not go into the depth of the research world. Rather, the realties are complex and often changing rapidly in the given political economic context of development. It is thus a time to look after the methodological approach of development studies.

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