Results and Discussion Chapters for Qualitative Research National

Results and Discussion Chapters for Qualitative Research National Centre for Teaching & Learning See these slides online at: tinyurl. com/qualchapters 2018

Contents Introductions Acknowledgements Overview Qualitative results style Qualitative discussion style Online extras

Introductions

GROUP TASK 1 Why have you chosen qualitative (or mixed methods) research? What kind of qualitative data/analysis will you have in your thesis? What advice and/or resources have you found helpful in writing about your data/analysis? What writing have you done over the last month?

Acknowledgements

This presentation uses several extracts from the following Massey doctoral thesis: Kate Blackwood (2015) Workplace bullying in the New Zealand nursing profession: The case for a tailored approach to intervention. https: //mro. massey. ac. nz/handle/10179/7212 For more examples of highly-rated theses by Massey students, see the Dean’s List (or use the library search for theses in your field). tinyurl. com/masseydeanslist

Overview

A thesis is like a story • There’s this important problem or issue. . . • … and researchers understand some areas of the problem but others need more research • … a specific area requiring more research is this. . . and it’s important because. . . • so what I did was… • and I found that…. Conclusions (Adapted from Paltridge & Starfield, 2007) • … which means we now know this…

Traditional chapter structure for the second half of a thesis Results (Analysis) Discussion (Synthesis) Conclusions (Evaluations) What you found Analysis of your data - take things apart, re-group, reorganise - come up with findings/results So what? Locate findings in broader context - making sense of findings – what they mean - place in the literature, practice, policy Come to conclusions about findings - what we now know from study - critical assessment of your results

However …. . • For qualitative research, in particular, thesis structure does not always follow the traditional pattern, depending on: Ø Ø • College requirements Disciplinary conventions Methodology Your topic Work out the best way for your research project

GROUP TASK 2 How do you plan to organise your results and discussion? • Separate findings and discussion chapters? • Themed or chronological chapters, each with findings followed by discussion? • Themed or chronological chapters, with integrated findings and discussion? • Something else?

Qualitative Results Style

Organise results in a way that makes sense to you and the reader, depending on: - the aims or research questions of the project - the research methods and theoretical framework that have been outlined earlier in thesis Present a summary with sufficient evidence to support your interpretation - quotes from interviews; extracts from field notes and documents; images - data selected carefully to demonstrate points of analysis and answer research question(s) (Burnard et al. , 2008; Monash University, 2017) Show and Explain

The need for selectivity It is important that only data which helps to answer the research question(s) is presented (White, 2011, p. 273)

Introducing results chapters – guiding reader through thesis Indication of where chapter fits in whole Reminder of what researcher was trying to find out Structure of chapter - What reader can expect to find in chapter - Clear indicators of sequence (Blackwood, 2015)

Coherent narrative supported by evidence from data 5. 2. 1. 2 Theme #2: They’re just a bully Identifying that the behaviours were unreasonable was also a process of confirming that the perpetrator was a bully. Participants recalled initially “trying to think the best of people” (N 19) and “making allowances for [the bully] because the other side of that person was very charming” (N 32). They acknowledged that “personalities came into it Summary of what you found in your analysis of the data too” (N 24) as they struggled to determine the intent of the perpetrator. Participant N 19 spoke about her process of identifying that the behaviours were happening for a reason: Slowly the pennies were beginning to drop that these things were happening and they were happening for a reason. (N 19) N 19 went on to say: I realised this woman was a bit of a manipulator, even a master manipulator. You know what I mean? I felt that she has some skills that my naivety had made me not see. (N 19) Identifying the behaviours as unreasonable was therefore a process of shifting blame to the perpetrator and finding support on which to confirm the blame. Participants found support in confirming that the behaviours were unreasonable by observing the perpetrators behaviour with others in the environment…. Evidence from data to support your points of analysis and answer the research questions Tell Show Tell (Blackwood, 2015)

Consistent use of terms throughout thesis 5. 2. 1. 2 Theme #2: They’re just a bully Identifying that the behaviours were unreasonable was also a process of confirming that the perpetrator was a bully. Participants recalled initially “trying to think the best of people” (N 19) and “making allowances for [the bully] because the other side of that person was very charming” (N 32). They acknowledged that “personalities came into it too” (N 24) as they struggled to determine the intent of the perpetrator. Participant N 19 spoke about her process of identifying that the behaviours were happening for a reason: Slowly the pennies were beginning to drop that these things were happening and they were happening for a reason. (N 19) N 19 went on to say: I realised this woman was a bit of a manipulator, even a master manipulator. You know what I mean? I felt that she has some skills that my naivety had made me Keep it consistent (target vs victim) (teacher vs tutor) (student vs pupil) not see. (N 19) Identifying the behaviours as unreasonable was therefore a process of shifting blame to the perpetrator and finding support on which to confirm the blame. Participants found support in confirming that the behaviours were unreasonable by observing the perpetrator’s behaviour with others in the environment…. (Blackwood, 2015)

Using identifiers – ways of identifying sources of data 5. 2. 1. 2 Theme #2: They’re just a bully …Participants recalled initially “trying to think the best of people” (N 19) and “making allowances for [the bully] because the other side of that person was very charming” (N 32). . . Individual participants 7. 3. 4. 2 Team structure …Members referred to closed ward settings, acknowledging the familylike relationships of the teams having an influence on reporting and perceptions of bullying. Hospital B suggested that in closed teams, nurses are reluctant to report due to fear of being further excluded and Focus group members the power of the perpetrator to defend themselves. We have managers who’ve been in areas for a really long time, it’s sort of like a family, and the nurse manager is like a mother to them. So you never hear any issues. (Hospital B) • Variation in style of presenting of findings – no single right way • What makes sense to you and your supervisor? (Blackwood, 2015)

Qualitative theses can include quantitative data Highlight important points for reader • Consider the best way to communicate your findings • Lots of creative ways – check other research (Blackwood, 2015)

GROUP TASK 3 How do you plan to select the findings to report on? How do you plan to organise your findings (e. g. chronologically / thematically)? How do you plan to refer to participants? Do you plan to include any quantitative data or images? Do you plan to include a glossary of terms?

Qualitative Discussion Style

Discussion: What the findings mean Explanation of how your findings answer the research question(s) Interpretation and description of the significance of your findings in relation to existing theory and research on the topic: - do they support existing theory/research on the topic? do they differ from previous research findings? do they challenge existing theory? do they provide new insight into the research problem? Argument about the implications of your findings for: - future research - current theory - professional practice (Burnard et al. , 2008; Monash University, 2017)

Introducing Discussion chapters This research aimed to contribute to the gap in the literature around…. Specifically, the study aimed to explore…and explain how…by examining… By presenting a model portraying how…the research offers new insights into…and introduces implications for future studies exploring… This thesis makes a number of contributions to the existing literature…The findings address the call of scholars to…The findings also provide evidence to support… Remind the reader what you proposed to find out Briefly summarise your major findings Followed by discussion of major findings in logical order

Example of parallel organisation of findings and discussion chapters (Blackwood, 2015)

Place your findings in the context of previous research The skill in writing a successful discussion is in moving backwards and forwards between others’ research and your own research, making it clear: • which has been done by other people • which has been done by you • and how they complement each other (Monash University, 2017)

Show your findings fit in with the existing literature Move between your findings and the existing literature Provide clear indicators for: • the current study • other research • and how they complement each other (Blackwood, 2015)

Make it clear to readers what your research has contributed to understanding of the research area

Hedging claims about contributions to knowledge and practice The findings of this study suggest that … One possible implication of this is that … Taken together, these results suggest that … The evidence from this study suggests that … Initial observations suggest that there may be a link between … The data reported here appear to support the assumption that… The findings from these studies suggest that X can have an effect on … (Academic Phrasebank)

GROUP TASK 4 What contribution(s) do you expect to make to existing knowledge about the topic of your thesis? What contribution(s) do you expect to make to existing social practice? What reasons do you have for hedging any claims about these contributions?

THANKS FOR COMING ALONG! See these slides online at: tinyurl. com/quantchapters 2018 Next workshop here: Editing your thesis Weds November 14 th 12 pm – 1. 30 pm

Online extras • Resources • Discussing limitations of study - often done in Conclusion chapter • Coding data

Resources

Advice, resources, and information about events are available on Stream

ACADEMIC Q & A (see under Academic Support on Stream)

VIDEOS tinyurl. com/nctlvideos Also see tinyurl. com/nctlworkshops

USEFUL MASSEY LINKS Thesis writing: tinyurl. com/thesiswritingvideo Library services: tinyurl. com/masseylibraryservices Attend a library workshop: tinyurl. com/masseylibraryworkshops Contact a subject librarian: tinyurl. com/masseylibrarian APA referencing guide: tinyurl. com/masseyapainteractive Endnote guide & download: tinyurl. com/masseyendnote Health & Counselling: tinyurl. com/masseywellness Counselling self-help resources: tinyurl. com/masseycounsellingselfhelp

USEFUL NON-MASSEY RESOURCES Academic English phrasebank: phrasebank. manchester. ac. uk The thesis whisperer: thesiswhisperer. com Doctoral writing SIG: doctoralwriting. wordpress. com White, B. (2011). Mapping your thesis: The comprehensive manual of theory and techniques for masters and doctoral students. Camberwell, Australia: ACER Dunleavy, P. (2003). Authoring a Ph. D. Basingstoke, England: Palgrave Mac. Millan.

Limitations

Discussing the limitations of the study Limitations restricting extent to which findings can be generalised beyond study conditions • Shows that you understand how evidence needs to be evaluated in your field • Can include statements about eg: - the scope of the research - what cannot be concluded from the research - results that must be viewed with caution

Often presented in Conclusion chapter

Discussing the limitations of the research 1. Openings for statements about limitations of research scope: It should be noted that this study has examined only. . . This analysis has concentrated on. . The findings of this study are restricted to. . . This study has addressed only the question. . . (Swales & Feak, 2005, p. 202)

2. Stating that certain conclusions should not be drawn: However the findings do not imply. . . The results of this study cannot be taken as evidence for. . . However we are unable to determine from this data. . . The lack of …means that …. (Swales & Feak, 2005, p. 202)

3. Advising cautious interpretation These data must be interpreted with caution because. . . These results therefore need to be interpreted with caution. However, with a small sample size, caution must be applied, as the findings might not be transferable to. . . (Academic Phrasebank)

Coding Data

Example from dental public health survey of primary school children’s understanding of food (Burnard et al. , 2008)

Refined to key themes (Burnard et al. , 2008)

Computer software for data analysis There are several computer-assisted qualitative data analysis software (CAQDAS) packages available that can be used to manage and help in the analysis of qualitative data. Common programmes include ATLAS. ti and NVivo. It should be noted, however, that such programs do not ‘analyse’ the data – that is the task of the researcher – they simply manage the data and make handling of them easier. For example, computer packages can help to manage, sort and organise large volumes of qualitative data, store, annotate and retrieve text, locate words, phrases and segments of data, prepare diagrams and extract quotes. 8 However, whilst computer programmes can facilitate data analysis, making the process easier and, arguably, more flexible, accurate and comprehensive, they do not confirm or deny the scientific value or quality of qualitative research, as they are merely instruments, as good or as bad as the researcher using them. (Burnard et al. , 2008, p. 431)