Paper IIIPaper III

Qualitative research

Qualitative research

methodology

methodology

Objective 1.3

Objective 1.3

To what extent can

To what extent can

findings be findings be generalized

generalized

from qualitative studies

from qualitative studies

• GeneralizabilityGeneralizability refers to refers to the extent to which the extent to which research findings are research findings are applicable to other applicable to other populations or samples. populations or samples.

• It involves the usefulness of It involves the usefulness of one set of findings in one set of findings in explaining other similar explaining other similar situations.situations.

• It is sometimes equated It is sometimes equated with terms of with terms of transferabilitytransferability and and external validity.external validity.

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There is however There is however considerable considerable debate debate over the nature of the over the nature of the knowledge produced by knowledge produced by qualitative methods and qualitative methods and whether a term such as whether a term such as generalizability, derived from generalizability, derived from the quantitative paradigm, can the quantitative paradigm, can mean the same when used to mean the same when used to judge the rigor of qualitative judge the rigor of qualitative research design, or whether a research design, or whether a completely different term should completely different term should be applied. be applied.

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• There seem to be three There seem to be three sometimes overlapping views in sometimes overlapping views in the research literature about the research literature about qualitative research with regard qualitative research with regard to its generalizability or not. to its generalizability or not.

• One is a relative One is a relative acceptance acceptance that that generalizability is not the generalizability is not the main purpose of qualitative main purpose of qualitative research, research, but there are plenty but there are plenty of other good reasons for of other good reasons for employing it (e.g. Myers employing it (e.g. Myers 2000:2);2000:2);

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• The second view is that, yes, The second view is that, yes, you can generalize, but if you you can generalize, but if you do, you have to do, you have to issue cautions issue cautions about the limited capacity about the limited capacity to do to do so based on the limited numbers so based on the limited numbers (e.g., Benz and Newman 1998),(e.g., Benz and Newman 1998),

• The third view, named by Stake The third view, named by Stake (1980) in reference to case (1980) in reference to case study research, is one of study research, is one of formalizing the idea that formalizing the idea that qualitative research is qualitative research is generalizable.generalizable.G

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• According to Lewis and Richie According to Lewis and Richie (2003), qualitative research (2003), qualitative research could distinguish between could distinguish between generalizabilty and the term generalizabilty and the term transferability. transferability.

• Transferability is Transferability is applied by the applied by the readersreaders of research. of research. Although Although generalizability usually applies generalizability usually applies only to certain types of only to certain types of quantitative methods, quantitative methods, transferability can apply in transferability can apply in varying degrees to many varying degrees to many qualitative approaches.qualitative approaches.““R

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• Unlike generalizability, Unlike generalizability, transferability does not involve transferability does not involve broad claimsbroad claims, but invites readers , but invites readers of research to make connections of research to make connections between elements of a study between elements of a study and their own experience.and their own experience.

• The qualitative researcher can The qualitative researcher can enhance transferability by doing enhance transferability by doing a thorough, unbiased job of a thorough, unbiased job of describing the research context describing the research context and the assumptions and the assumptions that were that were central to the research. central to the research.

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• The person who wishes to The person who wishes to "transfer" the results to a "transfer" the results to a different context is then different context is then responsible for making the responsible for making the judgment of how sensible the judgment of how sensible the transfer is.transfer is.

• Thus, generalization is the job of Thus, generalization is the job of the reader, not of the the reader, not of the researcher. researcher.

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• Would the results from the Would the results from the sample (e.g. views and sample (e.g. views and experiences) be similar to those experiences) be similar to those found in the population?found in the population?

• When a qualitative research When a qualitative research study accurately depicts the study accurately depicts the views of the intended views of the intended population, it is considered population, it is considered representationally generalizable. representationally generalizable.

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• Representational generalization is Representational generalization is not based on statistics and it is not based on statistics and it is not about the prevalence of not about the prevalence of particular views or experiences, particular views or experiences, but it is about but it is about mapping a range mapping a range of views or experiences. of views or experiences.

• It is based on the quality of the It is based on the quality of the research in capturing and research in capturing and interpreting the phenomenon and interpreting the phenomenon and how far the sample contains how far the sample contains diversity and constituencies diversity and constituencies present in the specific population present in the specific population sampled.sampled.

• Thus, to some extent, externally Thus, to some extent, externally valid research is considered to be valid research is considered to be representationally generalizablerepresentationally generalizable

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Since data for qualitative Since data for qualitative research are generally drawn research are generally drawn from a single settingfrom a single setting, , qualitative investigators often qualitative investigators often talk about theoretical (or talk about theoretical (or analytic) generalization (i.e. analytic) generalization (i.e. considering the considering the generalizability of cases to generalizability of cases to theoretical propositions rather theoretical propositions rather than populations). than populations).

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• Murphy and colleagues (1998) Murphy and colleagues (1998) described this approach to described this approach to generalization by generalization by citing the citing the case of genie case of genie where where researchers researchers developed a theory developed a theory arguing that language arguing that language acquisition happens during a acquisition happens during a critical stage of cognitive critical stage of cognitive development.development.

• They argued that, although this They argued that, although this was one single case, theoretical was one single case, theoretical generalization could be taken generalization could be taken from a well documented rich from a well documented rich data filled qualitative study.data filled qualitative study.

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In conclusion:In conclusion:

• Transferability, rather than generalizability is usually the aim of qualitative data

• Lincoln and Guba propose that is up to the reader, rather than the original investigator, to determine if the findings can be transferred or applied to another setting.

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Strengthening Strengthening “generalizability”:“generalizability”:

• Rich, thick description: Rich, thick description: The researcher The researcher provides rich, thick description to help provides rich, thick description to help place the reader in the context, and to place the reader in the context, and to allow the reader to determine if allow the reader to determine if findings are transferable. findings are transferable.

• Triangulation: Triangulation: Designing a study in Designing a study in which multiple informants and which multiple informants and multiple data collection methods multiple data collection methods are used can strengthen the are used can strengthen the study’s usefulness for other study’s usefulness for other settings. settings.

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Strengthening Strengthening “generalizability”:“generalizability”:

Use peer debriefing: Use peer debriefing: Process Process involves locating a person who involves locating a person who reviews and ask questions reviews and ask questions about the study so that the about the study so that the account will resonate with account will resonate with people other than the people other than the researcher. researcher.

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Objective 1.4

Objective 1.4

Discuss Discuss ethical considerations

ethical considerations

in qualitative research

in qualitative research

Take the next 5 minutes

Take the next 5 minutes to to outline the general

outline the general ideas from this objective

ideas from this objective

in your notebook (from

in your notebook (from the notes that you

the notes that you have).have). Have a great lunch!

Have a great lunch!

ReflectionReflection