Qualitative methodology for ergonomics

Qualitative methodology is increasingly used to lead and support Ergonomics and Human Factors (E/HF) studies in a range of contexts. This chapter provides an insight into the practical use of qualitative methodology in E/HF and outlines the theory and principles which underpin the use of such methodologies. We present an overview of the main qualitative approaches and provide guidance on undertaking a qualitative project; to support this we describe the use of thematic analysis, including examples of computer-aided analysis, discuss validity, reliability and critical appraisal in relation to research design and analysis and introduce a qualitative data management software package (NVivo). A review of the use of qualitative methodologies in E/HF (Hignett, 2001) found early examples of methodological exploration including Exploratory Sequential Data Analysis (ESDA, Sanderson and Fisher, 1997:1472). ESDA was described as ‘any empirical undertaking seeking to analyse systems, environmental and/or behavioural data (usually recorded) in which the sequential integrity of events has been preserved’ and was used as an umbrella term to group established techniques rather than proposing new ones. Sanderson and Fisher suggested three E/HF traditions supporting the exploration of qualitative methodologies (ESDA): (1) the behavioural tradition using directly observable laboratory-based experimentation, (2) the cognitive tradition to model indirectly observed or symbolic behaviour, for example in human computer interaction, and (3) the social or naturalistic tradition of social sciences as a more recent development. The use of qualitative methodologies in E/HF has increased considerably since this chapter was first written in 2005, for example in inclusive design (Fisk et al, 2009), participatory ergonomics (Dixon and Theberge, 2011), organisational ergonomics (Berlin, 2011) and workplace analysis (Lundh et al, 2011). This reflects the maturation of the qualitative – quantitative debate and the appreciation of alternative epistemological (ways of knowing) perspectives giving new and critical insights for accepted practices (Symon and Cassell, 2004). One worrying trend has been the use of qualitative methodologies without a clear statement (and understanding) of the underpinning philosophy. Although projects can be carried out to a satisfactory level without reference to the relevant theory (ontology and epistemology) this can lead to problems with the quality of the project. Silverman (2006) views this as a failure in analysis with, for example, an emphasis on the exploration of a problem and very limited testing of the findings (explanation) or proof that contrary evidence has been sought. This will be further discussed in this chapter to set out both a generic process for qualitative projects and mechanisms to ensure that reliability and validity are considered and addressed

Interpretative phenomenological analysis (IPA) : a qualitative methodology of choice in healthcare research

This paper focuses on the teaching of the qualitative method, Interpretative Phenomenological Analysis (IPA), to healthcare professionals (HCPs). It introduces briefly the philosophical background of IPA and how it has been used within healthcare research, and then discusses the teaching of IPA to HCPs within received educational theory. Lastly, the paper describes how IPA has been taught to students/trainees in some specific healthcare professions (clinical psychology, medicine, nursing and related disciplines). In doing this, the paper demonstrates the essential simplicity, paradoxical complexity, and methodological rigour that IPA can offer as a research tool in understanding healthcare and illness from the patient or service user perspective

SOCIOLOGY OF KNOWLEDGE AND QUALITATIVE METHODOLOGY

The antagonism between the sociology of knowledge and standard research methods is examined in terms of the contemporary analysis of blue-collar workers. Qualitative methodology is suggested as a possible alternative to the historical research orientation that has dominated the sociology of knowledge. Conceptual and methodological suggestions designed to merge sociology of knowledge interests with qualitative methodology are offered with empirical examples drawn from a participant observation study of steel workers.http://web.ku.edu/~starjrn

Focused Group Interviews as an Innovative Quanti- Qualitative Methodology (QQM ): Integrating Quantitative Elements into a Qualitative Methodology

There is a sharp divide between quantitative and qualitative methodologies in the social sciences. We investigate an innovative way to bridge this gap that incorporates quantitative techniques into a qualitative method, the “quanti-qualitative method” (QQM). Specifically, our research utilized small survey questionnaires and experiment-like activities as part of the question rout e in a series of five focused group interviews on nutrition education. We show how these quantitative-type activities fit naturally with our question route and contributed to testing the hypotheses within the context of the five important characteristics of focused group interviews. The innovative use of QQM in focused group interviews makes data analysis easier and more transparent and permits collection of richer, more multifaceted data in a cost-effective fashion

Qualitative Methodology and Inclusion: Questions and Reflections

Στις τελευταίες δεκαετίες έχουν συζητηθεί ευρέως θέματα που αφορούν τις ερευνητικές δραστηριότητες για τα άτομα με αναπηρίες, κυρίως σε σχέση με το θεωρητικό υπόβαθρο της ερευνήτριας, τον τρόπο διεξαγωγής της έρευνας, καθώς και το ποια είναι η χρησιμότητα και η αξία των αποτελεσμάτων της (Allan, 2010; Kitchin, 2000). Οι έρευνες που βασίζονται στο ιατρικό μοντέλο αναπηρίας απορρίπτονται πλέον λόγω της αποδυνάμωσης και περιθωριοποίησης των ατόμων με αναπηρίες. Αντίθετα, η ερευνητική δραστηριότητα που βασίζεται στο κοινωνικό μοντέλο αναπηρίας αφορά την αντιμετώπιση της κοινωνικής καταπίεσης των ατόμων με αναπηρίες, και έχει διπλό στόχο: την επίτευξη θετικής κοινωνικής αλλαγής, αλλά και ατομικής βελτίωσης των συμμετεχόντων (Kitchin, 2000). Σύμφωνα εξάλλου και με τον Barton (2005), σκοπός της έρευνας που αφορά τα άτομα με αναπηρίες είναι η ενασχόληση με θέματα κοινωνικής δικαιοσύνης και ισότητας. Ως αποτέλεσμα, η έρευνα δεν είναι ουδέτερη, αλλά απευθύνεται σε πολιτικά ζητήματα, απαιτώντας την απομάκρυνση ιδεολογικών και πρακτικών εμποδίων ως προς τη συμμετοχή των ατόμων με αναπηρίες, και ταυτόχρονα αναγνωρίζοντας παράγοντες που ενισχύουν ενταξιακές πρακτικές (Ainscow, 2005). Στόχος της παρούσας μελέτης είναι η παρουσίαση προβληματισμών, ερωτημάτων και αναστοχασμών αναφορικά με τη χρήση ποιοτικής μεθοδολογίας σε έρευνα που μελετά την εκπαιδευτική και κοινωνική ένταξη παιδιών με αναπηρίες σε γενικά δημοτικά σχολεία της Κύπρου. Η έρευνα υιοθετεί θεωρητικό πλαίσιο ανθρωπίνων δικαιωμάτων, με βάση το οποίο προωθεί τις έννοιες της ένταξης και ισότητας ευκαιριών σε εκπαιδευτικά περιβαλλοντα (Barnes, Mercer & Shakespeare, 1999), ενώ ταυτόχρονα αναγνωρίζεται ο ρόλος της ερευνήτριας ως συνηγόρου των δικαιωμάτων των παιδιών με αναπηρίες. Η έρευνα πραγματοποιήθηκε με τη χρήση τριών ποιοτικών ερευνητικών μεθόδων: ανάλυση αρχειακού υλικού και κριτική ανάλυση της ισχύουσας νομοθεσίας N.113(Ι)/99, που νομιμοποίησε την ένταξη παιδιών με αναπηρίες στη γενική εκπαίδευση, ημι-δομημένες συνεντεύξεις με γονείς παιδιών με αναπηρίες, ειδικούς και γενικούς εκπαιδευτικούς, και τρίμηνη μη-συμμετοχική παρατήρηση επτά παιδιών με αναπηρίες που εκπαιδεύονταν σε ειδικές μονάδες και γενικές τάξεις. Τα αποτελέσματα φανερώνουν τη δυσκολία επίτευξης σχέσεων εμπιστοσύνης μεταξύ ερευνήτριας και συμμετεχόντων, καθώς και τον εσωτερικό αγώνα της ερευνήτριας για την διατήρηση ισορροπιών με τους συμμετέχοντες κατά τη διάρκεια των συνεντεύξεων και της παρατήρησης. Πέρα από αυτό, γίνεται ιδιαίτερη αναφορά στον εις βάθος αναστοχασμό του ιδεολογικού προσανατολισμού της έρευνας και στον πολύπλοκο, χρονοβόρο και απαιτητικό χαρακτήρα της

A Qualitative Methodology for Studying Parent–Child Argumentation

This chapter provides a detailed exposé of the research methodology on which the investigation of parent–child argumentation during mealtime is based. In the first part, the conceptual tools adopted for the analysis of argumentative discussions between parents and children, i.e., the pragma-dialectical ideal model of a critical discussion and the Argumentum Model of Topics, are presented. Subsequently, the process of data gathering and the procedures for the transcription of oral data are discussed. Finally, in the last part of the chapter, ethical issues and practical problems in collecting parent–child mealtime conversations present throughout the study are considered

Qualitative Methodology, Hypothesis Testing and the Needs Assessment

The qualitative methodologist argues that data have meaning only when they are verified experientially. In order for this type of verification to take place, program evaluators must utilize a responsible methodology when conducting research. In this paper a definition of responsible methodology is advanced, while the proper operationalization of this type of methodology is illustrated. In particular, it is shown how key needs assessment strategies can be used in a responsible manner, so as to capture the experiential significance of data

Using qualitative methodology to better understand why females experience barriers to regular participation in adventure sport in Scotland

Since the emergence of the ‘experience economy’, the adventure sport industry in Scotland has enjoyed significant economic growth. Participant increase has been predominately male, and although female participant numbers have increased also, there is little to indicate narrowing of inequality. The established debate about strength, risk perception, and family choices for females is ongoing. However, studies specifically focusing on deeper, lived experiences of female participants are in the emergent phases, with little documented on how these unexplored factors might inform the debate. Taking a qualitative approach, this study explores motivations and barriers for female participants, identifies issues, and offers suggestions that could address these. An auto-ethnographic methodology was implemented using the researchers own experiences of participating with male and female participants, and interviews were conducted with female participants. Five key themes were identified: i) participation cost; ii) lack of reliable information; iii) support of others; iv) general perception that adventure sport is largely unachievable; and, v) the importance of being part of the adventure sport community. Overlap between themes was observed and note