Diagrams to support the research process in qualitative studies
Location
1053
Format Type
Event
Format Type
Paper
Start Date
January 2018
End Date
January 2018
Abstract
Diagrams can be an extremely powerful tool in support of the research process, serving a multiplicity of purposes such as acting as a direct and indirect means of analysis, representation of phenomenon, and catalyst for discussion amongst many others. Some interpretive investigators have incorporated diagrams at various stages of the research process, for example, to stimulate discussion in interviews, assisting the researcher in refining conceptualisations in the process of theory building, as well as explicating the story line and communicating ideas to others. However, the potential uses of diagrams in supporting qualitative research have not been systematically explored (Mahoney and Vanderpoel, 2015).
This presentation employs diagrams and other illustrations from two research studies to illustrate how they have been used to support the research process and on-going analysis of data. While the two studies were both designed to investigate young peoples’ attitudes towards physical activity, each of them adopted a different approach to grounded theory and the use of diagrams. One researcher used a primarily Glaserian approach (Glaser, 1998, 2003) with very young children. The second study adopted a more Straussian methodology (Strauss and Corbin, 1990, 1994, 1998) with older children. In conclusion, the presentation highlights the need for greater clarification around how diagramming can assist the researcher, their effectiveness as an instrument of thought and powerful tool for dissemination to critical audiences.
References:
Buckley, C. A. and Waring, M. J. (2013) Using diagrams to support the research process: examples from ground theory. Qualitative Research 13 (2) pp. 148-172
Glaser BG (1998) Doing Grounded Theory: Issues and Discussions. Mill Valley, CA: Sociology Press.
Glaser BG (2003) The Grounded Theory Perspective II: Description’s Remodeling of Grounded Theory Methodology. Mill Valley, CA: Sociology Press.
Mahoney, J. and Vanderpoel, R. S. (2015) Set diagrams in qualitative research Comparative Political Studies 48 (1) pp 65-100
Strauss A and Corbin J (1990) Basics of Qualitative Research: Grounded Theory Procedures and Techniques. Newbury Park, CA: Sage.
Strauss A and Corbin J (1994) Grounded theory methodology: an overview. In: Denzin N and Lincoln Y (eds) Handbook of Qualitative Research. Thousand Oaks, CA: Sage, 273–285.
Strauss A and Corbin J (1998) Basics of Qualitative Research: Techniques and Procedures for Developing Grounded Theory (2nd Edition). Thousand Oaks, CA: Sage.
Diagrams to support the research process in qualitative studies
1053
Diagrams can be an extremely powerful tool in support of the research process, serving a multiplicity of purposes such as acting as a direct and indirect means of analysis, representation of phenomenon, and catalyst for discussion amongst many others. Some interpretive investigators have incorporated diagrams at various stages of the research process, for example, to stimulate discussion in interviews, assisting the researcher in refining conceptualisations in the process of theory building, as well as explicating the story line and communicating ideas to others. However, the potential uses of diagrams in supporting qualitative research have not been systematically explored (Mahoney and Vanderpoel, 2015).
This presentation employs diagrams and other illustrations from two research studies to illustrate how they have been used to support the research process and on-going analysis of data. While the two studies were both designed to investigate young peoples’ attitudes towards physical activity, each of them adopted a different approach to grounded theory and the use of diagrams. One researcher used a primarily Glaserian approach (Glaser, 1998, 2003) with very young children. The second study adopted a more Straussian methodology (Strauss and Corbin, 1990, 1994, 1998) with older children. In conclusion, the presentation highlights the need for greater clarification around how diagramming can assist the researcher, their effectiveness as an instrument of thought and powerful tool for dissemination to critical audiences.
References:
Buckley, C. A. and Waring, M. J. (2013) Using diagrams to support the research process: examples from ground theory. Qualitative Research 13 (2) pp. 148-172
Glaser BG (1998) Doing Grounded Theory: Issues and Discussions. Mill Valley, CA: Sociology Press.
Glaser BG (2003) The Grounded Theory Perspective II: Description’s Remodeling of Grounded Theory Methodology. Mill Valley, CA: Sociology Press.
Mahoney, J. and Vanderpoel, R. S. (2015) Set diagrams in qualitative research Comparative Political Studies 48 (1) pp 65-100
Strauss A and Corbin J (1990) Basics of Qualitative Research: Grounded Theory Procedures and Techniques. Newbury Park, CA: Sage.
Strauss A and Corbin J (1994) Grounded theory methodology: an overview. In: Denzin N and Lincoln Y (eds) Handbook of Qualitative Research. Thousand Oaks, CA: Sage, 273–285.
Strauss A and Corbin J (1998) Basics of Qualitative Research: Techniques and Procedures for Developing Grounded Theory (2nd Edition). Thousand Oaks, CA: Sage.
Comments
Dr Charles Buckley is an Educational Developer and Programme Director for the PGDip/MA Learning and Teaching in HE at Liverpool University. He is a National Teaching Fellow and Principal Fellow with the Higher Education Academy. He is on the editorial board of Innovations in Education and Teaching International and Higher Education Pedagogies. His research interests include lecturer identity and perceptions of CPD, anxiety amongst postgraduate students and using diagrams in qualitative research.
Dr Michael Waring is Director of the MSc Education (QTS) Physical Education, School of Sport, Exercise and Health Sciences, Loughborough University. He is on the editorial board of the British Journal of Educational Studies and Higher Education Pedagogies. His research interests focus on the development of a personal learning styles pedagogy and the use learning technologies as part of distance and blended learning in higher education and initial teacher education contexts. Generally and as part of the exploration of this personalised learning agenda, he is interested in the use and innovative development of qualitative research methodology.