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

Strategy to promote active learning of an advanced research method

Research methods courses aim to equip students with the knowledge and skills required for research yet seldom include practical aspects of assessment. This reflective practitioner report describes and evaluates an innovative approach to teaching and assessing advanced qualitative research methods to final-year psychology undergraduate students. An active-learning approach involving autophotography was developed and implemented as the assessment requirements for a qualitative component of an advanced research methods module. The authors suggest that this student-centred active-learning exercise is a useful and successful strategy to promote the construction of knowledge

Design, usability and unsafe behaviour in the home

Each year, almost 4,000 deaths occur within the UK as a result of a home accident and 2.8 million domestic accidents result in the casualty requiring hospital treatment. New homes include many safety features to protect occupiers from injury, however the effectiveness of these can be dependent upon user behaviour. This research examined how behaviour interacts with design and how this may lead to an increased risk of injury. Forty, in-depth, semi-structured interviews were conducted with individuals inhabiting a new home. Various behaviours were reported in relation to building features including fire doors, pipes and loft access. The accounts demonstrate that designers need to give greater consideration to the interaction between occupier behaviour and building features so that improvements in design and occupier education may lead to improved health and safety

More than meets the eye: A photo-elicitation study of gender (dis)affirmation in seven gender non-conforming university students

Clinical literature has reported on the increasing prevalence of transgender and gender diverse (TGD) people and extensively documented the high levels of discrimination and poor mental wellbeing experienced by this group. However, research that explores how gender affirmation (or otherwise) in everyday life affects an individual’s lived experience is scant. This study aimed to address this crucial gap, employing photo-elicitation to collect authentic experiential accounts of how TGD students view their world. Seven TGD students took part and provided six photographs; 3 that represented salient aspects of gender affirmation and 3 that represented non-affirmation, along with explanatory textual commentary. The data were subjected to Thematic Analysis. Four themes were identified which highlight the complexities of TGD identities, as well as common sources of negativity and distress. Overall, this study provides valuable insight into gender affirmation among TGD students and offers an authentic lens alongside which other clinically-based quantitative research can be viewed. Documenting the lived experiences of TGD students is imperative if society is to move forward in understanding the complexity of gender identity in education

The contribution of dwelling design in accident prevention

Accidental home-based injuries are a significant health and safety concern worldwide. Each year in the EU approximately 20 million home and leisure accidents occur and more than half of these incidents arise in or around the home. Within the United States, one fifth of fatal unintentional injuries occur within the home environment. The careful design of dwellings can help minimise the risk of injury or ill-health and this has been recognised in the development of building control in a number of countries. This research examined the interaction between dwelling design and occupier behaviour in the safety of new dwellings. In-depth semi-structured interviews were conducted with individuals recently inhabiting a new home. Participants reported unsafe behaviours which arose through their interaction with building features. These findings were presented to architects responsible for dwelling design within the UK. The architects placed responsibility for health and safety with the occupiers themselves. In terms of preventing unintentional injury through design, architects reported that they were limited in what they could do. The results from this study identify a need for a multi-disciplinary approach to home accident prevention with a need for clear communication of research findings to those in commercial practice

Accessible housing? One man's battle to get a foot through the door

In 2000 – 2001, 18% of adults in England aged 16 and over reported having some form of disability, 5% of whom reported having a serious disability. The most common type of disability reported amongst adults was loco motor disability. Current legislation on housing design, to incorporate the needs of those individuals with physical disabilities, is contained within Part M of the Building Regulations. These requirements have had a significant impact upon dwelling design. This case study documents the experiences of a disabled man occupying a brand new home. Forming part of a wider research project, this study identifies how current Building Regulations only go some way in accommodating the needs of those with a disability and that in some ‘parts’ these regulations display a lack of systems thinking