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• Cover Page
• Title
• Copyright
• Contents
• Dedication
• Acknowledgements
• About the authors
• Section 1: Successfully getting started in qualitative research
• Chapter 1: Some very important starting information
• What is qualitative research?
• Qualitative research as a paradigm
• The emergence of a qualitative research paradigm (in psychology)
• What do I need to become a good qualitative researcher?
• Why we love qualitative research
• Our approach in this book
• Chapter summary
• Further resources
• Chapter 2: Ten fundamentals of qualitative research
• Qualitative research is about meaning, not numbers
• Qualitative research doesn’t provide a single answer
• Qualitative research treats context as important
• Qualitative research can be experiential or critical
• Qualitative research is underpinned by ontological assumptions
• Qualitative research is underpinned by epistemological assumptions
• Qualitative research involves a qualitative methodology
• Qualitative research uses all sorts of data
• Qualitative research involves ‘thinking qualitatively’
• Qualitative research values subjectivity and reflexivity
• Knowing what you now know, is qualitative research right for your project?
• Chapter summary
• Questions for discussion and classroom exercises
• Further resources
• Chapter 3: Planning and designing qualitative research
• The research topic and research questions
• Issues of data sampling
• Recruiting participants
• Being an ethical qualitative researcher
• Timetabling your research
• Research design: the proposal
• Documenting your research process
• Chapter summary
• Questions for discussion and classroom exercises
• Further resources
• Section 2: Successfully collecting qualitative data
• Chapter 4: Interactive data collection 1: interviews
• What are qualitative interviews?
• When and why would I use interviews?
• Designing and piloting the interview guide
• Issues to think about in relation to participants
• Preparing for the face-to-face interview
• Conducting the face-to-face interview
• Preparing for and conducting the virtual interview
• What to do when interviews go badly
• Chapter summary
• Questions for discussion and classroom exercises
• Further resources
• Chapter 5: Interactive data collection 2: focus groups
• What are focus groups?
• Introducing our focus group data
• When and why would I use focus groups?
• Issues to think about in relation to participants
• Ethical issues in focus group research
• Preparing for focus groups
• Conducting focus groups
• What to do when focus groups go badly
• Chapter summary
• Questions for discussion and classroom exercises
• Further resources
• Chapter 6: Textual data collection: surveys, stories, diaries and secondary sources
• Collecting participant-generated textual data
• Qualitative surveys
• Story-completion tasks
• Researcher-directed diaries
• Collecting pre-existing textual data
• Chapter summary
• Questions for discussion and classroom exercises
• Further resources
• Section 3: Successfully analysing qualitative data
• Chapter 7: Preparing audio data for analysis: transcription
• Orthographic transcription and the messiness of language use
• Understanding what a transcript is, and what it is not
• What makes a (quality) transcript?
• Producing the transcript
• Giving yourself enough time to transcribe
• Chapter summary
• Questions for discussion and classroom exercises
• Further resources
• Chapter 8: Moving towards analysis
• The scope of qualitative analysis
• Introducing qualitative analytic methods suitable for beginners
• A flexible foundational method: thematic analysis
• An experiential and interpretative approach: interpretative phenomenological analysis
• An inductive yet theorised approach: grounded theory
• An approach for looking at what language does: discourse analysis
• Chapter summary
• Questions for discussion and classroom exercises
• Further resources
• Chapter 9: First analytic steps: familiarisation and data coding
• Data collection and data analysis: separate stages?
• Reading and familiarisation: essential beginnings
• What is coding?
• Doing complete coding
• Doing selective coding in pattern-based discourse analysis
• What role do computer programs have in qualitative coding and analysis?
• Chapter summary
• Questions for discussion and classroom exercises
• Further resources
• Chapter 10: Identifying patterns across data
• Searching for patterns: from codes to candidate themes
• Reviewing and revising candidate themes
• Other ways of identifying patterns across data
• Can and should I go beyond looking for patterns?
• Chapter summary
• Questions for discussion and classroom exercises
• Further resources
• Chapter 11: Analysing and interpreting patterns across data
• The relationship between analysis and writing in qualitative research
• Defining themes
• Developing the analysis
• Analysing patterns across data using other approaches
• Doing pattern-based analysis well
• Chapter summary
• Questions for discussion and classroom exercises
• Further resources
• Section 4: Successfully completing qualitative research
• Chapter 12: Quality criteria and techniques for qualitative research
• What makes a good piece of qualitative research?
• Can we apply quantitative quality criteria to qualitative research?
• Quality criteria and techniques suitable for qualitative research
• Checklist criteria for qualitative research
• Chapter summary
• Questions for discussion and classroom exercises
• Further resources
• Chapter 13: Writing and communicating qualitative research
• It’s all about the edit!
• Writing a research report
• Reviewing the literature for qualitative research reports
• Presenting your research
• What about publishing?
• Chapter summary
• Questions for discussion and classroom exercises
• Further resources
• Glossary
• References
• Index