Summary

Qualitative research is conducted on a face-to-face basis, and thus depends on the ability of the researcher to interact effectively with the study population in order to collect the required data. Maximum learning is achieved when researchers suspend their judgments and biases and use the tools of qualitative inquiry to learn from others and represent their perspectives. This is not to say that researchers must agree with everything their respondents tell them. It does mean that they have to listen carefully and sift through their own biases while doing so to be able to recall and record accurately what respondents say and do. The most effective ways of preparing for a qualitative study are thinking through in advance what the study is about and developing an initial conceptual model, learning something about the topic from people in the study site in order to determine how to ask the appropriate questions, and practicing by conducting pilot interviews and observations.

The qualitative data collection tool kit is substantial, and qualitative researchers have many choices to make in terms of study site, study sample, and the specific tools for data collection. Data can be collected on the cultural (community or organizational) level or the individual level. These decisions can only be made in the context of a specific study design or study plan of action. There are few right or wrong ways of making these choices, but there are standard guidelines for good interviewing, careful observation, and recording available in many qualitative texts (see Schensul & LeCompte, 1999). Audiovisual, network analysis, consensus analysis, and text management and analysis technology tools are widely available but are not required for many studies. New qualitative researchers should depend on their own data collection and analysis capacities without advanced technology, and should keep their studies simple by using small samples in order to practice their skills. Later, as they gain experience, it is easy to add more sophisticated components to a study.

Qualitative research results provide many insights into why people do what they do and what influences their thoughts, values, and behaviors. Qualitative research can also tell us why and how programs may be going well and can provide unexpected insights into programs and interventions. Qualitative research is especially useful in improving services; formulating locally or culturally specific interventions; examining the effects of policies on the lives of individuals, on families, and on neighborhoods; and understanding and explaining unknown or perceived variation in beliefs and behaviors in community, service, and educational settings. Thus, this approach has significant evaluative and intervention-oriented benefits for researchers, study participants, and the communities that constitute the focus of the research.