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Editorial Introduction

Uwe Flick

Introduction to The SAGE Qualitative Research Kit

In recent years, qualitative research has enjoyed a period of unprecedented growth and diversification as it has become an established and respected research approach across a variety of disciplines and contexts. An increasing number of students, teachers and practitioners are facing questions and problems of how to do qualitative research – in general and for their specific individual purposes. To answer these questions, and to address such practical problems on a how-to-do level, is the main purpose of The SAGE Qualitative Research Kit.

The books in The SAGE Qualitative Research Kit collectively address the core issues that arise when we actually do qualitative research. Each book focuses on key methods (e.g. interviews or focus groups) or materials (e.g. visual data or discourse) that are used for studying the social world in qualitative terms. Moreover, the books in the Kit have been written with the needs of many different types of reader in mind. As such, the Kit and the individual books will be of use to a wide variety of users:

 Practitioners of qualitative research in the social sciences; medical research; marketing research; evaluation; organizational, business and management studies; cognitive science; etc., who face the problem of planning and conducting a specific study using qualitative methods.

 University teachers and lecturers in these fields using qualitative methods can use this series as a basis of their teaching.

 Undergraduate and graduate students of social sciences, nursing, education, psychology and other fields where qualitative methods are a (main) part of the university training including practical applications (e.g. when writing a thesis).

Each book in The SAGE Qualitative Research Kit has been written by distinguished authors with extensive experience in their field and in practice with the methods they write about. When reading the whole series of books from the beginning to the end, you will repeatedly come across some issues which are central to any sort of qualitative research – such as ethics, designing research or assessing quality. However, in each book such issues are addressed from the specific methodological angle of the authors and the approach they describe. Thus you may find different approaches to issues of quality or different suggestions for how to analyze qualitative data in different books, which will combine to present a comprehensive picture of the field as a whole.

What is qualitative research?

It has become more and more difficult to find a common definition of qualitative research which is accepted by the majority of qualitative research approaches and researchers. Qualitative research is no longer just simply ‘not quantitative research’, but has developed an identity (or maybe multiple identities) of its own.

Despite the multiplicity of approaches to qualitative research, some common features of qualitative research can be identified. Qualitative research is intended to approach the world ‘out there’ (not in specialized research settings such as laboratories) and to understand, describe and sometimes explain social phenomena ‘from the inside’ in a number of different ways:

 By analyzing experiences of individuals or groups. Experiences can be related to biographical life histories or to (everyday or professional) practices; they may be addressed by analyzing everyday knowledge, accounts and stories.

 By analyzing interactions and communications in the making. This can be based on observing or recording practices of interacting and communicating and analyzing this material.

 By analyzing documents (texts, images, film or music) or similar traces of experiences or interactions.

Common to such approaches is that they seek to unpick how people construct the world around them, what they are doing or what is happening to them in terms that are meaningful and that offer rich insight. Interactions and documents are seen as ways of constituting social processes and artefacts collaboratively (or conflictingly). All of these approaches represent ways of meaning, which can be reconstructed and analyzed with different qualitative methods that allow the researcher to develop (more or less generalizable) models, typologies, theories as ways of describing and explaining social (or psychological) issues.

How do we conduct qualitative research?

Can we identify common ways of doing qualitative research if we take into account that there are different theoretical, epistemological and methodological approaches to qualitative research and that the issues that are studied are very diverse as well? We can at least identify some common features of how qualitative research is done.

 Qualitative researchers are interested in accessing experiences, interactions and documents in their natural context and in a way that gives room to the particularities of them and the materials in which they are studied.

 Qualitative research refrains from setting up a well-defined concept of what is studied and from formulating hypotheses in the beginning in order to test them. Rather, concepts (or hypotheses, if they are used) are developed and refined in the process of research.

 Qualitative research starts from the idea that methods and theories should be appropriate to what is studied. If the existing methods do not fit with a concrete issue or field, they are adapted or new methods or approaches are developed.

 Researchers themselves are an important part of the research process, either in terms of their own personal presence as researchers, or in terms of their experiences in the field and with the reflexivity they bring to the role – as are members of the field under study.

 Qualitative research takes context and cases seriously for understanding an issue under study. A lot of qualitative research is based on case studies or a series of case studies, and often the case (its history and complexity) is an important context for understanding what is studied.

 A major part of qualitative research is based on texts and writing – from field notes and transcripts to descriptions and interpretations and finally to the presentation of the findings and of the research as a whole. Therefore, issues of transforming complex social situations (or other materials such as images) into texts – issues of transcribing and writing in general – are major concerns of qualitative research.

 If methods are supposed to be adequate to what is under study, approaches to defining and assessing the quality of qualitative research (still) have to be discussed in specific ways that are appropriate for qualitative research and even for specific approaches in qualitative research.

Scope of The SAGE Qualitative Research Kit

Designing Qualitative Research (Uwe Flick) gives a brief introduction to qualitative research from the point of view of how to plan and design a concrete study using qualitative research in one way or another. It is intended to outline a framework for the other books in The SAGE Qualitative Research Kit by focusing on how-to-do problems and on how to solve such problems in the research process. The book addresses issues of constructing a research design in qualitative research; it outlines stumbling blocks in making a research project work and discusses practical problems such as resources in qualitative research, but also more methodological issues like the quality of qualitative research and also ethics. This framework is filled out in more detail in the other books in the Kit.

Three books are devoted to collecting or producing data in qualitative research. They take up the issues briefly outlined in the first book and approach them in a much more detailed and focused way for the specific method. First, Doing Interviews (Svend Brinkmann and Steinar Kvale) addresses the theoretical, epistemological, ethical and practical issues of interviewing people about specific issues or their life history. Doing Ethnography (Amanda Coffey) focuses on the second major approach to collecting and producing qualitative data. Here again practical issues (like selecting sites, methods of collecting data in ethnography, special problems of analyzing them) are discussed in the context of more general issues (ethics, representations, quality and adequacy of ethnography as an approach). In Doing Focus Groups (Rosaline Barbour) the third of the most important qualitative methods of producing data is presented. Here again we find a strong focus on how-to-do issues of sampling, designing and analyzing the data and on how to produce them in focus groups.

Three further volumes are devoted to analyzing specific types of qualitative data. Using Visual Data in Qualitative Research (Marcus Banks) extends the focus to the third type of qualitative data (beyond verbal data coming from interviews and focus groups and observational data). The use of visual data has not only become a major trend in social research in general, but confronts researchers with new practical problems in using them and analyzing them and produces new ethical issues. In Analyzing Qualitative Data (Graham R. Gibbs), several practical approaches and issues of making sense of any sort of qualitative data are addressed. Special attention is paid to practices of coding, of comparing and of using computer-assisted qualitative data analysis. Here, the focus is on verbal data like interviews, focus groups or biographies. Doing Conversation, Discourse and Document Analysis (Tim Rapley) extends this focus to different types of data, relevant for analyzing discourses. Here, the focus is on existing material (like documents) and on recording everyday conversations and on finding traces of discourses. Practical issues such as generating an archive, transcribing video materials and how to analyze discourses with such types of data are discussed.

Three final volumes go beyond specific forms of data or single methods and take a broader approach. Doing Grounded Theory (Uwe Flick) focuses on an integrated research programme in qualitative research. Doing Triangulation and Mixed Methods (Uwe Flick) addresses combinations of several approaches in qualitative research or with quantitative methods. Managing Quality in Qualitative Research (Uwe Flick) takes up the issue of quality in qualitative research, which has been briefly addressed in specific contexts in other books in the Kit, in a more general way. Here, quality is looked at from the angle of using or reformulating existing criteria, or defining new criteria for qualitative research. This book examines the ongoing debates about what should count as defining ‘quality’ and validity in qualitative methodologies and examines the many strategies for promoting and managing quality in qualitative research.

Before I go on to outline the focus of this book and its role in the Kit, I would like to thank some people at SAGE who were important in making this Kit happen. Michael Carmichael suggested this project to me some time ago and was very helpful with his suggestions in the beginning. Patrick Brindle, Katie Metzler and Mila Steele took over and continued this support, as did Victoria Nicholas and John Nightingale in making books out of the manuscripts we provided.