Have a language expert improve your writing

Run a free plagiarism check in 10 minutes, automatically generate references for free.

  • Knowledge Base
  • Methodology
  • What Is Qualitative Research? | Methods & Examples

What Is Qualitative Research? | Methods & Examples

Published on 4 April 2022 by Pritha Bhandari . Revised on 30 January 2023.

Qualitative research involves collecting and analysing non-numerical data (e.g., text, video, or audio) to understand concepts, opinions, or experiences. It can be used to gather in-depth insights into a problem or generate new ideas for research.

Qualitative research is the opposite of quantitative research , which involves collecting and analysing numerical data for statistical analysis.

Qualitative research is commonly used in the humanities and social sciences, in subjects such as anthropology, sociology, education, health sciences, and history.

  • How does social media shape body image in teenagers?
  • How do children and adults interpret healthy eating in the UK?
  • What factors influence employee retention in a large organisation?
  • How is anxiety experienced around the world?
  • How can teachers integrate social issues into science curriculums?

Table of contents

Approaches to qualitative research, qualitative research methods, qualitative data analysis, advantages of qualitative research, disadvantages of qualitative research, frequently asked questions about qualitative research.

Qualitative research is used to understand how people experience the world. While there are many approaches to qualitative research, they tend to be flexible and focus on retaining rich meaning when interpreting data.

Common approaches include grounded theory, ethnography, action research, phenomenological research, and narrative research. They share some similarities, but emphasise different aims and perspectives.

Prevent plagiarism, run a free check.

Each of the research approaches involve using one or more data collection methods . These are some of the most common qualitative methods:

  • Observations: recording what you have seen, heard, or encountered in detailed field notes.
  • Interviews:  personally asking people questions in one-on-one conversations.
  • Focus groups: asking questions and generating discussion among a group of people.
  • Surveys : distributing questionnaires with open-ended questions.
  • Secondary research: collecting existing data in the form of texts, images, audio or video recordings, etc.
  • You take field notes with observations and reflect on your own experiences of the company culture.
  • You distribute open-ended surveys to employees across all the company’s offices by email to find out if the culture varies across locations.
  • You conduct in-depth interviews with employees in your office to learn about their experiences and perspectives in greater detail.

Qualitative researchers often consider themselves ‘instruments’ in research because all observations, interpretations and analyses are filtered through their own personal lens.

For this reason, when writing up your methodology for qualitative research, it’s important to reflect on your approach and to thoroughly explain the choices you made in collecting and analysing the data.

Qualitative data can take the form of texts, photos, videos and audio. For example, you might be working with interview transcripts, survey responses, fieldnotes, or recordings from natural settings.

Most types of qualitative data analysis share the same five steps:

  • Prepare and organise your data. This may mean transcribing interviews or typing up fieldnotes.
  • Review and explore your data. Examine the data for patterns or repeated ideas that emerge.
  • Develop a data coding system. Based on your initial ideas, establish a set of codes that you can apply to categorise your data.
  • Assign codes to the data. For example, in qualitative survey analysis, this may mean going through each participant’s responses and tagging them with codes in a spreadsheet. As you go through your data, you can create new codes to add to your system if necessary.
  • Identify recurring themes. Link codes together into cohesive, overarching themes.

There are several specific approaches to analysing qualitative data. Although these methods share similar processes, they emphasise different concepts.

Qualitative research often tries to preserve the voice and perspective of participants and can be adjusted as new research questions arise. Qualitative research is good for:

  • Flexibility

The data collection and analysis process can be adapted as new ideas or patterns emerge. They are not rigidly decided beforehand.

  • Natural settings

Data collection occurs in real-world contexts or in naturalistic ways.

  • Meaningful insights

Detailed descriptions of people’s experiences, feelings and perceptions can be used in designing, testing or improving systems or products.

  • Generation of new ideas

Open-ended responses mean that researchers can uncover novel problems or opportunities that they wouldn’t have thought of otherwise.

Researchers must consider practical and theoretical limitations in analysing and interpreting their data. Qualitative research suffers from:

  • Unreliability

The real-world setting often makes qualitative research unreliable because of uncontrolled factors that affect the data.

  • Subjectivity

Due to the researcher’s primary role in analysing and interpreting data, qualitative research cannot be replicated . The researcher decides what is important and what is irrelevant in data analysis, so interpretations of the same data can vary greatly.

  • Limited generalisability

Small samples are often used to gather detailed data about specific contexts. Despite rigorous analysis procedures, it is difficult to draw generalisable conclusions because the data may be biased and unrepresentative of the wider population .

  • Labour-intensive

Although software can be used to manage and record large amounts of text, data analysis often has to be checked or performed manually.

Quantitative research deals with numbers and statistics, while qualitative research deals with words and meanings.

Quantitative methods allow you to test a hypothesis by systematically collecting and analysing data, while qualitative methods allow you to explore ideas and experiences in depth.

There are five common approaches to qualitative research :

  • Grounded theory involves collecting data in order to develop new theories.
  • Ethnography involves immersing yourself in a group or organisation to understand its culture.
  • Narrative research involves interpreting stories to understand how people make sense of their experiences and perceptions.
  • Phenomenological research involves investigating phenomena through people’s lived experiences.
  • Action research links theory and practice in several cycles to drive innovative changes.

Data collection is the systematic process by which observations or measurements are gathered in research. It is used in many different contexts by academics, governments, businesses, and other organisations.

There are various approaches to qualitative data analysis , but they all share five steps in common:

  • Prepare and organise your data.
  • Review and explore your data.
  • Develop a data coding system.
  • Assign codes to the data.
  • Identify recurring themes.

The specifics of each step depend on the focus of the analysis. Some common approaches include textual analysis , thematic analysis , and discourse analysis .

Cite this Scribbr article

If you want to cite this source, you can copy and paste the citation or click the ‘Cite this Scribbr article’ button to automatically add the citation to our free Reference Generator.

Bhandari, P. (2023, January 30). What Is Qualitative Research? | Methods & Examples. Scribbr. Retrieved 20 March 2024, from https://www.scribbr.co.uk/research-methods/introduction-to-qualitative-research/

Is this article helpful?

Pritha Bhandari

Pritha Bhandari

Have a language expert improve your writing

Run a free plagiarism check in 10 minutes, generate accurate citations for free.

  • Knowledge Base


  • Qualitative vs. Quantitative Research | Differences, Examples & Methods

Qualitative vs. Quantitative Research | Differences, Examples & Methods

Published on April 12, 2019 by Raimo Streefkerk . Revised on June 22, 2023.

When collecting and analyzing data, quantitative research deals with numbers and statistics, while qualitative research deals with words and meanings. Both are important for gaining different kinds of knowledge.

Common quantitative methods include experiments, observations recorded as numbers, and surveys with closed-ended questions.

Quantitative research is at risk for research biases including information bias , omitted variable bias , sampling bias , or selection bias . Qualitative research Qualitative research is expressed in words . It is used to understand concepts, thoughts or experiences. This type of research enables you to gather in-depth insights on topics that are not well understood.

Common qualitative methods include interviews with open-ended questions, observations described in words, and literature reviews that explore concepts and theories.

Table of contents

The differences between quantitative and qualitative research, data collection methods, when to use qualitative vs. quantitative research, how to analyze qualitative and quantitative data, other interesting articles, frequently asked questions about qualitative and quantitative research.

Quantitative and qualitative research use different research methods to collect and analyze data, and they allow you to answer different kinds of research questions.

Qualitative vs. quantitative research

Quantitative and qualitative data can be collected using various methods. It is important to use a data collection method that will help answer your research question(s).

Many data collection methods can be either qualitative or quantitative. For example, in surveys, observational studies or case studies , your data can be represented as numbers (e.g., using rating scales or counting frequencies) or as words (e.g., with open-ended questions or descriptions of what you observe).

However, some methods are more commonly used in one type or the other.

Quantitative data collection methods

  • Surveys :  List of closed or multiple choice questions that is distributed to a sample (online, in person, or over the phone).
  • Experiments : Situation in which different types of variables are controlled and manipulated to establish cause-and-effect relationships.
  • Observations : Observing subjects in a natural environment where variables can’t be controlled.

Qualitative data collection methods

  • Interviews : Asking open-ended questions verbally to respondents.
  • Focus groups : Discussion among a group of people about a topic to gather opinions that can be used for further research.
  • Ethnography : Participating in a community or organization for an extended period of time to closely observe culture and behavior.
  • Literature review : Survey of published works by other authors.

A rule of thumb for deciding whether to use qualitative or quantitative data is:

  • Use quantitative research if you want to confirm or test something (a theory or hypothesis )
  • Use qualitative research if you want to understand something (concepts, thoughts, experiences)

For most research topics you can choose a qualitative, quantitative or mixed methods approach . Which type you choose depends on, among other things, whether you’re taking an inductive vs. deductive research approach ; your research question(s) ; whether you’re doing experimental , correlational , or descriptive research ; and practical considerations such as time, money, availability of data, and access to respondents.

Quantitative research approach

You survey 300 students at your university and ask them questions such as: “on a scale from 1-5, how satisfied are your with your professors?”

You can perform statistical analysis on the data and draw conclusions such as: “on average students rated their professors 4.4”.

Qualitative research approach

You conduct in-depth interviews with 15 students and ask them open-ended questions such as: “How satisfied are you with your studies?”, “What is the most positive aspect of your study program?” and “What can be done to improve the study program?”

Based on the answers you get you can ask follow-up questions to clarify things. You transcribe all interviews using transcription software and try to find commonalities and patterns.

Mixed methods approach

You conduct interviews to find out how satisfied students are with their studies. Through open-ended questions you learn things you never thought about before and gain new insights. Later, you use a survey to test these insights on a larger scale.

It’s also possible to start with a survey to find out the overall trends, followed by interviews to better understand the reasons behind the trends.

Qualitative or quantitative data by itself can’t prove or demonstrate anything, but has to be analyzed to show its meaning in relation to the research questions. The method of analysis differs for each type of data.

Analyzing quantitative data

Quantitative data is based on numbers. Simple math or more advanced statistical analysis is used to discover commonalities or patterns in the data. The results are often reported in graphs and tables.

Applications such as Excel, SPSS, or R can be used to calculate things like:

  • Average scores ( means )
  • The number of times a particular answer was given
  • The correlation or causation between two or more variables
  • The reliability and validity of the results

Analyzing qualitative data

Qualitative data is more difficult to analyze than quantitative data. It consists of text, images or videos instead of numbers.

Some common approaches to analyzing qualitative data include:

  • Qualitative content analysis : Tracking the occurrence, position and meaning of words or phrases
  • Thematic analysis : Closely examining the data to identify the main themes and patterns
  • Discourse analysis : Studying how communication works in social contexts

If you want to know more about statistics , methodology , or research bias , make sure to check out some of our other articles with explanations and examples.

  • Chi square goodness of fit test
  • Degrees of freedom
  • Null hypothesis
  • Discourse analysis
  • Control groups
  • Mixed methods research
  • Non-probability sampling
  • Quantitative research
  • Inclusion and exclusion criteria

Research bias

  • Rosenthal effect
  • Implicit bias
  • Cognitive bias
  • Selection bias
  • Negativity bias
  • Status quo bias

Quantitative research deals with numbers and statistics, while qualitative research deals with words and meanings.

Quantitative methods allow you to systematically measure variables and test hypotheses . Qualitative methods allow you to explore concepts and experiences in more detail.

In mixed methods research , you use both qualitative and quantitative data collection and analysis methods to answer your research question .

The research methods you use depend on the type of data you need to answer your research question .

  • If you want to measure something or test a hypothesis , use quantitative methods . If you want to explore ideas, thoughts and meanings, use qualitative methods .
  • If you want to analyze a large amount of readily-available data, use secondary data. If you want data specific to your purposes with control over how it is generated, collect primary data.
  • If you want to establish cause-and-effect relationships between variables , use experimental methods. If you want to understand the characteristics of a research subject, use descriptive methods.

Data collection is the systematic process by which observations or measurements are gathered in research. It is used in many different contexts by academics, governments, businesses, and other organizations.

There are various approaches to qualitative data analysis , but they all share five steps in common:

  • Prepare and organize your data.
  • Review and explore your data.
  • Develop a data coding system.
  • Assign codes to the data.
  • Identify recurring themes.

The specifics of each step depend on the focus of the analysis. Some common approaches include textual analysis , thematic analysis , and discourse analysis .

A research project is an academic, scientific, or professional undertaking to answer a research question . Research projects can take many forms, such as qualitative or quantitative , descriptive , longitudinal , experimental , or correlational . What kind of research approach you choose will depend on your topic.

Cite this Scribbr article

If you want to cite this source, you can copy and paste the citation or click the “Cite this Scribbr article” button to automatically add the citation to our free Citation Generator.

Streefkerk, R. (2023, June 22). Qualitative vs. Quantitative Research | Differences, Examples & Methods. Scribbr. Retrieved March 21, 2024, from https://www.scribbr.com/methodology/qualitative-quantitative-research/

Is this article helpful?

Raimo Streefkerk

Raimo Streefkerk

Other students also liked, what is quantitative research | definition, uses & methods, what is qualitative research | methods & examples, mixed methods research | definition, guide & examples, "i thought ai proofreading was useless but..".

I've been using Scribbr for years now and I know it's a service that won't disappoint. It does a good job spotting mistakes”

Book cover

Applied Research Methods in Urban and Regional Planning pp 149–165 Cite as

Qualitative Data Analysis

  • Yanmei Li 3 &
  • Sumei Zhang 4  
  • First Online: 13 April 2022

1420 Accesses

2 Citations

After introducing basic statistical methods analyzing quantitative data this chapter turns to analyzing qualitative data, such as open-ended survey questions, planning documents, and narrative data collected from storytelling, planning workshops, public meetings, public hearings, planning forums, or focus groups. Practicing planners collect these types of data regularly and they are often the foundation of community needs analysis. Analyzing these data requires specialized methods. This chapter introduces methods to analyze qualitative data and conduct content analysis. Identifying trends and patterns of the data is the key to analyzing qualitative data. Related software, such as Atlas.ti, will be briefly explored to help researchers analyze complex qualitative data with complicated content or a large number of observations.

This is a preview of subscription content, log in via an institution .

Buying options

  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
  • Available as EPUB and PDF
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info
  • Durable hardcover edition

Tax calculation will be finalised at checkout

Purchases are for personal use only

Fielding, N. G., & Lee, R. M. (1998). Computer analysis and qualitative research . Sage.

Google Scholar  

Frechtling, J., & Sharp, L. (1997). User-friendly handbook for mixed method evaluations . National Science Foundation. https://www.nsf.gov/pubs/1997/nsf97153/start.htm

Hesse-Biber, S. (2010). Analyzing qualitative data: With or without software . (Lecture notes). https://www.bumc.bu.edu/crro/files/2010/07/Hesse-Bieber-4-10.pdf .

Kelle, U. (Ed.). (1996). Computer-aided qualitative data analysis . Sage.

MATH   Google Scholar  

Leech, N. L., & Onsuegbuzie, A. J. (2007). An array of qualitative data analysis tools: A call for data analysis triangulation. School Psychology Quarterly, 22 (4), 557–584. https://doi.org/10.1037/1045-3830.22.4.557

Article   Google Scholar  

Mahoney, C. (1997). Common qualitative methods. In J. Frechtling & L. Sharp (Eds.), User-friendly handbook for mixed method evaluations . National Science Foundation (NSF).

Neuman, W. L. (2011). Social research methods: Qualitative and quantitative approaches (7th ed.). Pearson Education.

Onsuegbuzie, A. J., & Teddlie, C. (2003). A framework for analyzing data in mixed methods research. In A. Tashakkori & C. Teddlie (Eds.), Handbook for mixed methods in social and behavioral research (pp. 351–383). Sage.

Patton, M. Q. (1990). Qualitative evaluation and research methods (2nd ed.). Sage.

Spadley, J. P. (1979). The ethnographic interview . Holt, Rinehart and Winston.

St. Johnson, W., & Johnson, P. (2004). The pros and cons of data analysis software for qualitative research. Journal of Nursing Scholarship, 32 (4), 393–397. https://doi.org/10.1111/j.1547-5069.2000.00393.x

Wong, L. P. (2008). Data analysis in qualitative research: A brief guide to using Nvivo. Malaysia Family Physician, 3 (1), 14–20. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4267019/

Zamawe, F. C. (2015). The implication of using NVivo software in qualitative data analysis: Evidence-based reflections. Malawi Medical Journal, 27 (1). https://doi.org/10.4314/mmj.v27i1.4

Download references

Author information

Authors and affiliations.

Florida Atlantic University, Boca Raton, FL, USA

University of Louisville, Louisville, KY, USA

Sumei Zhang

You can also search for this author in PubMed   Google Scholar

Electronic Supplementary Material

Caption (docx 15 kb), rights and permissions.

Reprints and permissions

Copyright information

© 2022 Springer Nature Switzerland AG

About this chapter

Cite this chapter.

Li, Y., Zhang, S. (2022). Qualitative Data Analysis. In: Applied Research Methods in Urban and Regional Planning. Springer, Cham. https://doi.org/10.1007/978-3-030-93574-0_8

Download citation

DOI : https://doi.org/10.1007/978-3-030-93574-0_8

Published : 13 April 2022

Publisher Name : Springer, Cham

Print ISBN : 978-3-030-93573-3

Online ISBN : 978-3-030-93574-0

eBook Packages : Mathematics and Statistics Mathematics and Statistics (R0)

Share this chapter

Anyone you share the following link with will be able to read this content:

Sorry, a shareable link is not currently available for this article.

Provided by the Springer Nature SharedIt content-sharing initiative

  • Publish with us

Policies and ethics

  • Find a journal
  • Track your research

Thank you for visiting nature.com. You are using a browser version with limited support for CSS. To obtain the best experience, we recommend you use a more up to date browser (or turn off compatibility mode in Internet Explorer). In the meantime, to ensure continued support, we are displaying the site without styles and JavaScript.

  • View all journals
  • Explore content
  • About the journal
  • Publish with us
  • Sign up for alerts
  • Published: 05 October 2018

Interviews and focus groups in qualitative research: an update for the digital age

  • P. Gill 1 &
  • J. Baillie 2  

British Dental Journal volume  225 ,  pages 668–672 ( 2018 ) Cite this article

23k Accesses

47 Citations

20 Altmetric

Metrics details

Highlights that qualitative research is used increasingly in dentistry. Interviews and focus groups remain the most common qualitative methods of data collection.

Suggests the advent of digital technologies has transformed how qualitative research can now be undertaken.

Suggests interviews and focus groups can offer significant, meaningful insight into participants' experiences, beliefs and perspectives, which can help to inform developments in dental practice.

Qualitative research is used increasingly in dentistry, due to its potential to provide meaningful, in-depth insights into participants' experiences, perspectives, beliefs and behaviours. These insights can subsequently help to inform developments in dental practice and further related research. The most common methods of data collection used in qualitative research are interviews and focus groups. While these are primarily conducted face-to-face, the ongoing evolution of digital technologies, such as video chat and online forums, has further transformed these methods of data collection. This paper therefore discusses interviews and focus groups in detail, outlines how they can be used in practice, how digital technologies can further inform the data collection process, and what these methods can offer dentistry.

You have full access to this article via your institution.

Similar content being viewed by others

qualitative research methods rely heavily on statistical analyses

Interviews in the social sciences

Eleanor Knott, Aliya Hamid Rao, … Chana Teeger

qualitative research methods rely heavily on statistical analyses

Professionalism in dentistry: deconstructing common terminology

Andrew Trathen, Sasha Scambler & Jennifer E. Gallagher

A review of technical and quality assessment considerations of audio-visual and web-conferencing focus groups in qualitative health research

Hiba Bawadi, Sara Elshami, … Banan Mukhalalati


Traditionally, research in dentistry has primarily been quantitative in nature. 1 However, in recent years, there has been a growing interest in qualitative research within the profession, due to its potential to further inform developments in practice, policy, education and training. Consequently, in 2008, the British Dental Journal (BDJ) published a four paper qualitative research series, 2 , 3 , 4 , 5 to help increase awareness and understanding of this particular methodological approach.

Since the papers were originally published, two scoping reviews have demonstrated the ongoing proliferation in the use of qualitative research within the field of oral healthcare. 1 , 6 To date, the original four paper series continue to be well cited and two of the main papers remain widely accessed among the BDJ readership. 2 , 3 The potential value of well-conducted qualitative research to evidence-based practice is now also widely recognised by service providers, policy makers, funding bodies and those who commission, support and use healthcare research.

Besides increasing standalone use, qualitative methods are now also routinely incorporated into larger mixed method study designs, such as clinical trials, as they can offer additional, meaningful insights into complex problems that simply could not be provided by quantitative methods alone. Qualitative methods can also be used to further facilitate in-depth understanding of important aspects of clinical trial processes, such as recruitment. For example, Ellis et al . investigated why edentulous older patients, dissatisfied with conventional dentures, decline implant treatment, despite its established efficacy, and frequently refuse to participate in related randomised clinical trials, even when financial constraints are removed. 7 Through the use of focus groups in Canada and the UK, the authors found that fears of pain and potential complications, along with perceived embarrassment, exacerbated by age, are common reasons why older patients typically refuse dental implants. 7

The last decade has also seen further developments in qualitative research, due to the ongoing evolution of digital technologies. These developments have transformed how researchers can access and share information, communicate and collaborate, recruit and engage participants, collect and analyse data and disseminate and translate research findings. 8 Where appropriate, such technologies are therefore capable of extending and enhancing how qualitative research is undertaken. 9 For example, it is now possible to collect qualitative data via instant messaging, email or online/video chat, using appropriate online platforms.

These innovative approaches to research are therefore cost-effective, convenient, reduce geographical constraints and are often useful for accessing 'hard to reach' participants (for example, those who are immobile or socially isolated). 8 , 9 However, digital technologies are still relatively new and constantly evolving and therefore present a variety of pragmatic and methodological challenges. Furthermore, given their very nature, their use in many qualitative studies and/or with certain participant groups may be inappropriate and should therefore always be carefully considered. While it is beyond the scope of this paper to provide a detailed explication regarding the use of digital technologies in qualitative research, insight is provided into how such technologies can be used to facilitate the data collection process in interviews and focus groups.

In light of such developments, it is perhaps therefore timely to update the main paper 3 of the original BDJ series. As with the previous publications, this paper has been purposely written in an accessible style, to enhance readability, particularly for those who are new to qualitative research. While the focus remains on the most common qualitative methods of data collection – interviews and focus groups – appropriate revisions have been made to provide a novel perspective, and should therefore be helpful to those who would like to know more about qualitative research. This paper specifically focuses on undertaking qualitative research with adult participants only.

Overview of qualitative research

Qualitative research is an approach that focuses on people and their experiences, behaviours and opinions. 10 , 11 The qualitative researcher seeks to answer questions of 'how' and 'why', providing detailed insight and understanding, 11 which quantitative methods cannot reach. 12 Within qualitative research, there are distinct methodologies influencing how the researcher approaches the research question, data collection and data analysis. 13 For example, phenomenological studies focus on the lived experience of individuals, explored through their description of the phenomenon. Ethnographic studies explore the culture of a group and typically involve the use of multiple methods to uncover the issues. 14

While methodology is the 'thinking tool', the methods are the 'doing tools'; 13 the ways in which data are collected and analysed. There are multiple qualitative data collection methods, including interviews, focus groups, observations, documentary analysis, participant diaries, photography and videography. Two of the most commonly used qualitative methods are interviews and focus groups, which are explored in this article. The data generated through these methods can be analysed in one of many ways, according to the methodological approach chosen. A common approach is thematic data analysis, involving the identification of themes and subthemes across the data set. Further information on approaches to qualitative data analysis has been discussed elsewhere. 1

Qualitative research is an evolving and adaptable approach, used by different disciplines for different purposes. Traditionally, qualitative data, specifically interviews, focus groups and observations, have been collected face-to-face with participants. In more recent years, digital technologies have contributed to the ongoing evolution of qualitative research. Digital technologies offer researchers different ways of recruiting participants and collecting data, and offer participants opportunities to be involved in research that is not necessarily face-to-face.

Research interviews are a fundamental qualitative research method 15 and are utilised across methodological approaches. Interviews enable the researcher to learn in depth about the perspectives, experiences, beliefs and motivations of the participant. 3 , 16 Examples include, exploring patients' perspectives of fear/anxiety triggers in dental treatment, 17 patients' experiences of oral health and diabetes, 18 and dental students' motivations for their choice of career. 19

Interviews may be structured, semi-structured or unstructured, 3 according to the purpose of the study, with less structured interviews facilitating a more in depth and flexible interviewing approach. 20 Structured interviews are similar to verbal questionnaires and are used if the researcher requires clarification on a topic; however they produce less in-depth data about a participant's experience. 3 Unstructured interviews may be used when little is known about a topic and involves the researcher asking an opening question; 3 the participant then leads the discussion. 20 Semi-structured interviews are commonly used in healthcare research, enabling the researcher to ask predetermined questions, 20 while ensuring the participant discusses issues they feel are important.

Interviews can be undertaken face-to-face or using digital methods when the researcher and participant are in different locations. Audio-recording the interview, with the consent of the participant, is essential for all interviews regardless of the medium as it enables accurate transcription; the process of turning the audio file into a word-for-word transcript. This transcript is the data, which the researcher then analyses according to the chosen approach.

Types of interview

Qualitative studies often utilise one-to-one, face-to-face interviews with research participants. This involves arranging a mutually convenient time and place to meet the participant, signing a consent form and audio-recording the interview. However, digital technologies have expanded the potential for interviews in research, enabling individuals to participate in qualitative research regardless of location.

Telephone interviews can be a useful alternative to face-to-face interviews and are commonly used in qualitative research. They enable participants from different geographical areas to participate and may be less onerous for participants than meeting a researcher in person. 15 A qualitative study explored patients' perspectives of dental implants and utilised telephone interviews due to the quality of the data that could be yielded. 21 The researcher needs to consider how they will audio record the interview, which can be facilitated by purchasing a recorder that connects directly to the telephone. One potential disadvantage of telephone interviews is the inability of the interviewer and researcher to see each other. This is resolved using software for audio and video calls online – such as Skype – to conduct interviews with participants in qualitative studies. Advantages of this approach include being able to see the participant if video calls are used, enabling observation of non-verbal communication, and the software can be free to use. However, participants are required to have a device and internet connection, as well as being computer literate, potentially limiting who can participate in the study. One qualitative study explored the role of dental hygienists in reducing oral health disparities in Canada. 22 The researcher conducted interviews using Skype, which enabled dental hygienists from across Canada to be interviewed within the research budget, accommodating the participants' schedules. 22

A less commonly used approach to qualitative interviews is the use of social virtual worlds. A qualitative study accessed a social virtual world – Second Life – to explore the health literacy skills of individuals who use social virtual worlds to access health information. 23 The researcher created an avatar and interview room, and undertook interviews with participants using voice and text methods. 23 This approach to recruitment and data collection enables individuals from diverse geographical locations to participate, while remaining anonymous if they wish. Furthermore, for interviews conducted using text methods, transcription of the interview is not required as the researcher can save the written conversation with the participant, with the participant's consent. However, the researcher and participant need to be familiar with how the social virtual world works to engage in an interview this way.

Conducting an interview

Ensuring informed consent before any interview is a fundamental aspect of the research process. Participants in research must be afforded autonomy and respect; consent should be informed and voluntary. 24 Individuals should have the opportunity to read an information sheet about the study, ask questions, understand how their data will be stored and used, and know that they are free to withdraw at any point without reprisal. The qualitative researcher should take written consent before undertaking the interview. In a face-to-face interview, this is straightforward: the researcher and participant both sign copies of the consent form, keeping one each. However, this approach is less straightforward when the researcher and participant do not meet in person. A recent protocol paper outlined an approach for taking consent for telephone interviews, which involved: audio recording the participant agreeing to each point on the consent form; the researcher signing the consent form and keeping a copy; and posting a copy to the participant. 25 This process could be replicated in other interview studies using digital methods.

There are advantages and disadvantages of using face-to-face and digital methods for research interviews. Ultimately, for both approaches, the quality of the interview is determined by the researcher. 16 Appropriate training and preparation are thus required. Healthcare professionals can use their interpersonal communication skills when undertaking a research interview, particularly questioning, listening and conversing. 3 However, the purpose of an interview is to gain information about the study topic, 26 rather than offering help and advice. 3 The researcher therefore needs to listen attentively to participants, enabling them to describe their experience without interruption. 3 The use of active listening skills also help to facilitate the interview. 14 Spradley outlined elements and strategies for research interviews, 27 which are a useful guide for qualitative researchers:

Greeting and explaining the project/interview

Asking descriptive (broad), structural (explore response to descriptive) and contrast (difference between) questions

Asymmetry between the researcher and participant talking

Expressing interest and cultural ignorance

Repeating, restating and incorporating the participant's words when asking questions

Creating hypothetical situations

Asking friendly questions

Knowing when to leave.

For semi-structured interviews, a topic guide (also called an interview schedule) is used to guide the content of the interview – an example of a topic guide is outlined in Box 1 . The topic guide, usually based on the research questions, existing literature and, for healthcare professionals, their clinical experience, is developed by the research team. The topic guide should include open ended questions that elicit in-depth information, and offer participants the opportunity to talk about issues important to them. This is vital in qualitative research where the researcher is interested in exploring the experiences and perspectives of participants. It can be useful for qualitative researchers to pilot the topic guide with the first participants, 10 to ensure the questions are relevant and understandable, and amending the questions if required.

Regardless of the medium of interview, the researcher must consider the setting of the interview. For face-to-face interviews, this could be in the participant's home, in an office or another mutually convenient location. A quiet location is preferable to promote confidentiality, enable the researcher and participant to concentrate on the conversation, and to facilitate accurate audio-recording of the interview. For interviews using digital methods the same principles apply: a quiet, private space where the researcher and participant feel comfortable and confident to participate in an interview.

Box 1: Example of a topic guide

Study focus: Parents' experiences of brushing their child's (aged 0–5) teeth

1. Can you tell me about your experience of cleaning your child's teeth?

How old was your child when you started cleaning their teeth?

Why did you start cleaning their teeth at that point?

How often do you brush their teeth?

What do you use to brush their teeth and why?

2. Could you explain how you find cleaning your child's teeth?

Do you find anything difficult?

What makes cleaning their teeth easier for you?

3. How has your experience of cleaning your child's teeth changed over time?

Has it become easier or harder?

Have you changed how often and how you clean their teeth? If so, why?

4. Could you describe how your child finds having their teeth cleaned?

What do they enjoy about having their teeth cleaned?

Is there anything they find upsetting about having their teeth cleaned?

5. Where do you look for information/advice about cleaning your child's teeth?

What did your health visitor tell you about cleaning your child's teeth? (If anything)

What has the dentist told you about caring for your child's teeth? (If visited)

Have any family members given you advice about how to clean your child's teeth? If so, what did they tell you? Did you follow their advice?

6. Is there anything else you would like to discuss about this?

Focus groups

A focus group is a moderated group discussion on a pre-defined topic, for research purposes. 28 , 29 While not aligned to a particular qualitative methodology (for example, grounded theory or phenomenology) as such, focus groups are used increasingly in healthcare research, as they are useful for exploring collective perspectives, attitudes, behaviours and experiences. Consequently, they can yield rich, in-depth data and illuminate agreement and inconsistencies 28 within and, where appropriate, between groups. Examples include public perceptions of dental implants and subsequent impact on help-seeking and decision making, 30 and general dental practitioners' views on patient safety in dentistry. 31

Focus groups can be used alone or in conjunction with other methods, such as interviews or observations, and can therefore help to confirm, extend or enrich understanding and provide alternative insights. 28 The social interaction between participants often results in lively discussion and can therefore facilitate the collection of rich, meaningful data. However, they are complex to organise and manage, due to the number of participants, and may also be inappropriate for exploring particularly sensitive issues that many participants may feel uncomfortable about discussing in a group environment.

Focus groups are primarily undertaken face-to-face but can now also be undertaken online, using appropriate technologies such as email, bulletin boards, online research communities, chat rooms, discussion forums, social media and video conferencing. 32 Using such technologies, data collection can also be synchronous (for example, online discussions in 'real time') or, unlike traditional face-to-face focus groups, asynchronous (for example, online/email discussions in 'non-real time'). While many of the fundamental principles of focus group research are the same, regardless of how they are conducted, a number of subtle nuances are associated with the online medium. 32 Some of which are discussed further in the following sections.

Focus group considerations

Some key considerations associated with face-to-face focus groups are: how many participants are required; should participants within each group know each other (or not) and how many focus groups are needed within a single study? These issues are much debated and there is no definitive answer. However, the number of focus groups required will largely depend on the topic area, the depth and breadth of data needed, the desired level of participation required 29 and the necessity (or not) for data saturation.

The optimum group size is around six to eight participants (excluding researchers) but can work effectively with between three and 14 participants. 3 If the group is too small, it may limit discussion, but if it is too large, it may become disorganised and difficult to manage. It is, however, prudent to over-recruit for a focus group by approximately two to three participants, to allow for potential non-attenders. For many researchers, particularly novice researchers, group size may also be informed by pragmatic considerations, such as the type of study, resources available and moderator experience. 28 Similar size and mix considerations exist for online focus groups. Typically, synchronous online focus groups will have around three to eight participants but, as the discussion does not happen simultaneously, asynchronous groups may have as many as 10–30 participants. 33

The topic area and potential group interaction should guide group composition considerations. Pre-existing groups, where participants know each other (for example, work colleagues) may be easier to recruit, have shared experiences and may enjoy a familiarity, which facilitates discussion and/or the ability to challenge each other courteously. 3 However, if there is a potential power imbalance within the group or if existing group norms and hierarchies may adversely affect the ability of participants to speak freely, then 'stranger groups' (that is, where participants do not already know each other) may be more appropriate. 34 , 35

Focus group management

Face-to-face focus groups should normally be conducted by two researchers; a moderator and an observer. 28 The moderator facilitates group discussion, while the observer typically monitors group dynamics, behaviours, non-verbal cues, seating arrangements and speaking order, which is essential for transcription and analysis. The same principles of informed consent, as discussed in the interview section, also apply to focus groups, regardless of medium. However, the consent process for online discussions will probably be managed somewhat differently. For example, while an appropriate participant information leaflet (and consent form) would still be required, the process is likely to be managed electronically (for example, via email) and would need to specifically address issues relating to technology (for example, anonymity and use, storage and access to online data). 32

The venue in which a face to face focus group is conducted should be of a suitable size, private, quiet, free from distractions and in a collectively convenient location. It should also be conducted at a time appropriate for participants, 28 as this is likely to promote attendance. As with interviews, the same ethical considerations apply (as discussed earlier). However, online focus groups may present additional ethical challenges associated with issues such as informed consent, appropriate access and secure data storage. Further guidance can be found elsewhere. 8 , 32

Before the focus group commences, the researchers should establish rapport with participants, as this will help to put them at ease and result in a more meaningful discussion. Consequently, researchers should introduce themselves, provide further clarity about the study and how the process will work in practice and outline the 'ground rules'. Ground rules are designed to assist, not hinder, group discussion and typically include: 3 , 28 , 29

Discussions within the group are confidential to the group

Only one person can speak at a time

All participants should have sufficient opportunity to contribute

There should be no unnecessary interruptions while someone is speaking

Everyone can be expected to be listened to and their views respected

Challenging contrary opinions is appropriate, but ridiculing is not.

Moderating a focus group requires considered management and good interpersonal skills to help guide the discussion and, where appropriate, keep it sufficiently focused. Avoid, therefore, participating, leading, expressing personal opinions or correcting participants' knowledge 3 , 28 as this may bias the process. A relaxed, interested demeanour will also help participants to feel comfortable and promote candid discourse. Moderators should also prevent the discussion being dominated by any one person, ensure differences of opinions are discussed fairly and, if required, encourage reticent participants to contribute. 3 Asking open questions, reflecting on significant issues, inviting further debate, probing responses accordingly, and seeking further clarification, as and where appropriate, will help to obtain sufficient depth and insight into the topic area.

Moderating online focus groups requires comparable skills, particularly if the discussion is synchronous, as the discussion may be dominated by those who can type proficiently. 36 It is therefore important that sufficient time and respect is accorded to those who may not be able to type as quickly. Asynchronous discussions are usually less problematic in this respect, as interactions are less instant. However, moderating an asynchronous discussion presents additional challenges, particularly if participants are geographically dispersed, as they may be online at different times. Consequently, the moderator will not always be present and the discussion may therefore need to occur over several days, which can be difficult to manage and facilitate and invariably requires considerable flexibility. 32 It is also worth recognising that establishing rapport with participants via online medium is often more challenging than via face-to-face and may therefore require additional time, skills, effort and consideration.

As with research interviews, focus groups should be guided by an appropriate interview schedule, as discussed earlier in the paper. For example, the schedule will usually be informed by the review of the literature and study aims, and will merely provide a topic guide to help inform subsequent discussions. To provide a verbatim account of the discussion, focus groups must be recorded, using an audio-recorder with a good quality multi-directional microphone. While videotaping is possible, some participants may find it obtrusive, 3 which may adversely affect group dynamics. The use (or not) of a video recorder, should therefore be carefully considered.

At the end of the focus group, a few minutes should be spent rounding up and reflecting on the discussion. 28 Depending on the topic area, it is possible that some participants may have revealed deeply personal issues and may therefore require further help and support, such as a constructive debrief or possibly even referral on to a relevant third party. It is also possible that some participants may feel that the discussion did not adequately reflect their views and, consequently, may no longer wish to be associated with the study. 28 Such occurrences are likely to be uncommon, but should they arise, it is important to further discuss any concerns and, if appropriate, offer them the opportunity to withdraw (including any data relating to them) from the study. Immediately after the discussion, researchers should compile notes regarding thoughts and ideas about the focus group, which can assist with data analysis and, if appropriate, any further data collection.

Qualitative research is increasingly being utilised within dental research to explore the experiences, perspectives, motivations and beliefs of participants. The contributions of qualitative research to evidence-based practice are increasingly being recognised, both as standalone research and as part of larger mixed-method studies, including clinical trials. Interviews and focus groups remain commonly used data collection methods in qualitative research, and with the advent of digital technologies, their utilisation continues to evolve. However, digital methods of qualitative data collection present additional methodological, ethical and practical considerations, but also potentially offer considerable flexibility to participants and researchers. Consequently, regardless of format, qualitative methods have significant potential to inform important areas of dental practice, policy and further related research.

Gussy M, Dickson-Swift V, Adams J . A scoping review of qualitative research in peer-reviewed dental publications. Int J Dent Hygiene 2013; 11 : 174–179.

Article   Google Scholar  

Burnard P, Gill P, Stewart K, Treasure E, Chadwick B . Analysing and presenting qualitative data. Br Dent J 2008; 204 : 429–432.

Gill P, Stewart K, Treasure E, Chadwick B . Methods of data collection in qualitative research: interviews and focus groups. Br Dent J 2008; 204 : 291–295.

Gill P, Stewart K, Treasure E, Chadwick B . Conducting qualitative interviews with school children in dental research. Br Dent J 2008; 204 : 371–374.

Stewart K, Gill P, Chadwick B, Treasure E . Qualitative research in dentistry. Br Dent J 2008; 204 : 235–239.

Masood M, Thaliath E, Bower E, Newton J . An appraisal of the quality of published qualitative dental research. Community Dent Oral Epidemiol 2011; 39 : 193–203.

Ellis J, Levine A, Bedos C et al. Refusal of implant supported mandibular overdentures by elderly patients. Gerodontology 2011; 28 : 62–68.

Macfarlane S, Bucknall T . Digital Technologies in Research. In Gerrish K, Lathlean J (editors) The Research Process in Nursing . 7th edition. pp. 71–86. Oxford: Wiley Blackwell; 2015.

Google Scholar  

Lee R, Fielding N, Blank G . Online Research Methods in the Social Sciences: An Editorial Introduction. In Fielding N, Lee R, Blank G (editors) The Sage Handbook of Online Research Methods . pp. 3–16. London: Sage Publications; 2016.

Creswell J . Qualitative inquiry and research design: Choosing among five designs . Thousand Oaks, CA: Sage, 1998.

Guest G, Namey E, Mitchell M . Qualitative research: Defining and designing In Guest G, Namey E, Mitchell M (editors) Collecting Qualitative Data: A Field Manual For Applied Research . pp. 1–40. London: Sage Publications, 2013.

Chapter   Google Scholar  

Pope C, Mays N . Qualitative research: Reaching the parts other methods cannot reach: an introduction to qualitative methods in health and health services research. BMJ 1995; 311 : 42–45.

Giddings L, Grant B . A Trojan Horse for positivism? A critique of mixed methods research. Adv Nurs Sci 2007; 30 : 52–60.

Hammersley M, Atkinson P . Ethnography: Principles in Practice . London: Routledge, 1995.

Oltmann S . Qualitative interviews: A methodological discussion of the interviewer and respondent contexts Forum Qualitative Sozialforschung/Forum: Qualitative Social Research. 2016; 17 : Art. 15.

Patton M . Qualitative Research and Evaluation Methods . Thousand Oaks, CA: Sage, 2002.

Wang M, Vinall-Collier K, Csikar J, Douglas G . A qualitative study of patients' views of techniques to reduce dental anxiety. J Dent 2017; 66 : 45–51.

Lindenmeyer A, Bowyer V, Roscoe J, Dale J, Sutcliffe P . Oral health awareness and care preferences in patients with diabetes: a qualitative study. Fam Pract 2013; 30 : 113–118.

Gallagher J, Clarke W, Wilson N . Understanding the motivation: a qualitative study of dental students' choice of professional career. Eur J Dent Educ 2008; 12 : 89–98.

Tod A . Interviewing. In Gerrish K, Lacey A (editors) The Research Process in Nursing . Oxford: Blackwell Publishing, 2006.

Grey E, Harcourt D, O'Sullivan D, Buchanan H, Kipatrick N . A qualitative study of patients' motivations and expectations for dental implants. Br Dent J 2013; 214 : 10.1038/sj.bdj.2012.1178.

Farmer J, Peressini S, Lawrence H . Exploring the role of the dental hygienist in reducing oral health disparities in Canada: A qualitative study. Int J Dent Hygiene 2017; 10.1111/idh.12276.

McElhinney E, Cheater F, Kidd L . Undertaking qualitative health research in social virtual worlds. J Adv Nurs 2013; 70 : 1267–1275.

Health Research Authority. UK Policy Framework for Health and Social Care Research. Available at https://www.hra.nhs.uk/planning-and-improving-research/policies-standards-legislation/uk-policy-framework-health-social-care-research/ (accessed September 2017).

Baillie J, Gill P, Courtenay P . Knowledge, understanding and experiences of peritonitis among patients, and their families, undertaking peritoneal dialysis: A mixed methods study protocol. J Adv Nurs 2017; 10.1111/jan.13400.

Kvale S . Interviews . Thousand Oaks (CA): Sage, 1996.

Spradley J . The Ethnographic Interview . New York: Holt, Rinehart and Winston, 1979.

Goodman C, Evans C . Focus Groups. In Gerrish K, Lathlean J (editors) The Research Process in Nursing . pp. 401–412. Oxford: Wiley Blackwell, 2015.

Shaha M, Wenzell J, Hill E . Planning and conducting focus group research with nurses. Nurse Res 2011; 18 : 77–87.

Wang G, Gao X, Edward C . Public perception of dental implants: a qualitative study. J Dent 2015; 43 : 798–805.

Bailey E . Contemporary views of dental practitioners' on patient safety. Br Dent J 2015; 219 : 535–540.

Abrams K, Gaiser T . Online Focus Groups. In Field N, Lee R, Blank G (editors) The Sage Handbook of Online Research Methods . pp. 435–450. London: Sage Publications, 2016.

Poynter R . The Handbook of Online and Social Media Research . West Sussex: John Wiley & Sons, 2010.

Kevern J, Webb C . Focus groups as a tool for critical social research in nurse education. Nurse Educ Today 2001; 21 : 323–333.

Kitzinger J, Barbour R . Introduction: The Challenge and Promise of Focus Groups. In Barbour R S K J (editor) Developing Focus Group Research . pp. 1–20. London: Sage Publications, 1999.

Krueger R, Casey M . Focus Groups: A Practical Guide for Applied Research. 4th ed. Thousand Oaks, California: SAGE; 2009.

Download references

Author information

Authors and affiliations.

Senior Lecturer (Adult Nursing), School of Healthcare Sciences, Cardiff University,

Lecturer (Adult Nursing) and RCBC Wales Postdoctoral Research Fellow, School of Healthcare Sciences, Cardiff University,

You can also search for this author in PubMed   Google Scholar

Corresponding author

Correspondence to P. Gill .

Rights and permissions

Reprints and permissions

About this article

Cite this article.

Gill, P., Baillie, J. Interviews and focus groups in qualitative research: an update for the digital age. Br Dent J 225 , 668–672 (2018). https://doi.org/10.1038/sj.bdj.2018.815

Download citation

Accepted : 02 July 2018

Published : 05 October 2018

Issue Date : 12 October 2018

DOI : https://doi.org/10.1038/sj.bdj.2018.815

Share this article

Anyone you share the following link with will be able to read this content:

Sorry, a shareable link is not currently available for this article.

Provided by the Springer Nature SharedIt content-sharing initiative

This article is cited by

Translating brand reputation into equity from the stakeholder’s theory: an approach to value creation based on consumer’s perception & interactions.

  • Olukorede Adewole

International Journal of Corporate Social Responsibility (2024)

Perceptions and beliefs of community gatekeepers about genomic risk information in African cleft research

  • Abimbola M. Oladayo
  • Oluwakemi Odukoya
  • Azeez Butali

BMC Public Health (2024)

Assessment of women’s needs, wishes and preferences regarding interprofessional guidance on nutrition in pregnancy – a qualitative study

  • Merle Ebinghaus
  • Caroline Johanna Agricola
  • Birgit-Christiane Zyriax

BMC Pregnancy and Childbirth (2024)

‘Baby mamas’ in Urban Ghana: an exploratory qualitative study on the factors influencing serial fathering among men in Accra, Ghana

  • Rosemond Akpene Hiadzi
  • Jemima Akweley Agyeman
  • Godwin Banafo Akrong

Reproductive Health (2023)

Revolutionising dental technologies: a qualitative study on dental technicians’ perceptions of Artificial intelligence integration

  • Galvin Sim Siang Lin
  • Yook Shiang Ng
  • Kah Hoay Chua

BMC Oral Health (2023)

Quick links

  • Explore articles by subject
  • Guide to authors
  • Editorial policies

qualitative research methods rely heavily on statistical analyses


An Introduction to Inferential Analysis in Qualitative Research

January 10, 2021

By multipole

qualitative research methods rely heavily on statistical analyses

When conducting qualitative research, an researcher may adopt an inferential or deductive approach. For example, research questionnaires are primarily used as a means to obtain data on customer satisfaction or level of knowledge about a particular topic. The questionnaires themselves are not necessarily qualitative, but are descriptive of a given set of facts (usually referred to as “observational data” or “subjective data”). However, the questionnaires are designed to answer specific questions that will provide the researcher with data to support a central claim. If the data does not support the claimed conclusion, then the researcher should reject the theory, but if the data does support the conclusion, the researcher should use that conclusion to support a thesis.

Research theories, however, are not a pure, monolithic category. They can be of many different types. In research methodology, the theories are descriptive and predictive of the actual empirical results of research efforts. When this is done, the researcher is said to have conducted a “lull theory”, in reference to the fact that when people are at a relaxed state, their answers tend to reflect reality more closely than answers they would give while at work or in school.

Another type of theory in research methodology is descriptive data theory. This refers to methods of testing a hypothesis by examining a large number of the facts that are independent of the original study and using those facts to construct a hypothesis about the original data. More specifically, this would be used to test the generalizability of the theory. It is often called a falsification theory because it attempts to verify the original hypothesis.

Another method called measurement theory is popularly used in research methodology. It is best explained as a way to test the generalizability of a research method. The purpose of measuring is to provide quantitative proof that the original, descriptive method is sound. For instance, a researcher conducting an experiment may choose to use a t-test or a chi-square test. Both of these methods are considered to be valid testing methods when compared to null results.

Inferential Approach In Research

Another important tool used in qualitative research is questionnaires. These questionnaires allow a researcher to obtain information from a large number of people, many of which are likely non-relevant to the topic being investigated. For example, a survey might be designed to investigate the relationships between smoking and weight. In this case, the questions would likely address things like demographics, beliefs about smoking and weight and various other factors that directly affect smoking prevalence. Questionnaires can also be used to investigate if certain behaviors affect people in different ways and to find out if there is consistency within groups concerning those behaviors.

Most research questionnaires, however, fall under the more descriptive category. These questionnaires are designed to gather data that will support the main topic of the research. Some examples include surveys on organizational behavior, attitudes toward sexuality and the HIV epidemic among others. These questionnaires are also typically longer than those used in clinical research. For example, an organizational survey might last up to 8 pages while a questionnaire for a clinical trial could be lengthy as well as drawn from a variety of sources.

Other forms of quantitative research rely heavily on descriptive analysis and statistical measures. For example, studies about student drinking and driving have to make sure that they have appropriate sampling tools and that their questionnaires and methodology are accurate. Demographics must be collected to accurately determine where the focus of a given study fits within a population. This type of research can also depend heavily on the use of statistical measures and analysis.

When a qualitative researcher resorts to the inferential approach, they generally are doing so because they do not have an exact idea of the answer that would result from a directed question or a graphical representation. The inferential approach allows them to infer a probability based on the information that is available to them. In most cases, the researcher uses statistical methods and data to come to a conclusion. If they choose to rely solely on the descriptive aspects of the topic they are researching, then they are limiting their potential to provide quantitative proof. Qualitative researchers must then follow certain rules in order to use statistics and other empirical measures in a way that helps them draw conclusions about a topic.


Continue Reading

  • What Is Simulation Analysis in Finance?
  • Risk Management - How to Apply Simulation Analysis in Risk Management
  • What Is Simulation Theory?
  • The Importance of Software Simulation Examples
  • Examples of Scenario Analysis Examples

Privacy Overview

U.S. flag

An official website of the United States government

The .gov means it’s official. Federal government websites often end in .gov or .mil. Before sharing sensitive information, make sure you’re on a federal government site.

The site is secure. The https:// ensures that you are connecting to the official website and that any information you provide is encrypted and transmitted securely.

  • Publications
  • Account settings

Preview improvements coming to the PMC website in October 2024. Learn More or Try it out now .

  • Advanced Search
  • Journal List
  • Int J Prev Med

Qualitative Methods in Health Care Research

Vishnu renjith.

School of Nursing and Midwifery, Royal College of Surgeons Ireland - Bahrain (RCSI Bahrain), Al Sayh Muharraq Governorate, Bahrain

Renjulal Yesodharan

1 Department of Mental Health Nursing, Manipal College of Nursing Manipal, Manipal Academy of Higher Education, Manipal, Karnataka, India

Judith A. Noronha

2 Department of OBG Nursing, Manipal College of Nursing Manipal, Manipal Academy of Higher Education, Manipal, Karnataka, India

Elissa Ladd

3 School of Nursing, MGH Institute of Health Professions, Boston, USA

Anice George

4 Department of Child Health Nursing, Manipal College of Nursing Manipal, Manipal Academy of Higher Education, Manipal, Karnataka, India

Healthcare research is a systematic inquiry intended to generate robust evidence about important issues in the fields of medicine and healthcare. Qualitative research has ample possibilities within the arena of healthcare research. This article aims to inform healthcare professionals regarding qualitative research, its significance, and applicability in the field of healthcare. A wide variety of phenomena that cannot be explained using the quantitative approach can be explored and conveyed using a qualitative method. The major types of qualitative research designs are narrative research, phenomenological research, grounded theory research, ethnographic research, historical research, and case study research. The greatest strength of the qualitative research approach lies in the richness and depth of the healthcare exploration and description it makes. In health research, these methods are considered as the most humanistic and person-centered way of discovering and uncovering thoughts and actions of human beings.


Healthcare research is a systematic inquiry intended to generate trustworthy evidence about issues in the field of medicine and healthcare. The three principal approaches to health research are the quantitative, the qualitative, and the mixed methods approach. The quantitative research method uses data, which are measures of values and counts and are often described using statistical methods which in turn aids the researcher to draw inferences. Qualitative research incorporates the recording, interpreting, and analyzing of non-numeric data with an attempt to uncover the deeper meanings of human experiences and behaviors. Mixed methods research, the third methodological approach, involves collection and analysis of both qualitative and quantitative information with an objective to solve different but related questions, or at times the same questions.[ 1 , 2 ]

In healthcare, qualitative research is widely used to understand patterns of health behaviors, describe lived experiences, develop behavioral theories, explore healthcare needs, and design interventions.[ 1 , 2 , 3 ] Because of its ample applications in healthcare, there has been a tremendous increase in the number of health research studies undertaken using qualitative methodology.[ 4 , 5 ] This article discusses qualitative research methods, their significance, and applicability in the arena of healthcare.

Qualitative Research

Diverse academic and non-academic disciplines utilize qualitative research as a method of inquiry to understand human behavior and experiences.[ 6 , 7 ] According to Munhall, “Qualitative research involves broadly stated questions about human experiences and realities, studied through sustained contact with the individual in their natural environments and producing rich, descriptive data that will help us to understand those individual's experiences.”[ 8 ]

Significance of Qualitative Research

The qualitative method of inquiry examines the 'how' and 'why' of decision making, rather than the 'when,' 'what,' and 'where.'[ 7 ] Unlike quantitative methods, the objective of qualitative inquiry is to explore, narrate, and explain the phenomena and make sense of the complex reality. Health interventions, explanatory health models, and medical-social theories could be developed as an outcome of qualitative research.[ 9 ] Understanding the richness and complexity of human behavior is the crux of qualitative research.

Differences between Quantitative and Qualitative Research

The quantitative and qualitative forms of inquiry vary based on their underlying objectives. They are in no way opposed to each other; instead, these two methods are like two sides of a coin. The critical differences between quantitative and qualitative research are summarized in Table 1 .[ 1 , 10 , 11 ]

Differences between quantitative and qualitative research

Qualitative Research Questions and Purpose Statements

Qualitative questions are exploratory and are open-ended. A well-formulated study question forms the basis for developing a protocol, guides the selection of design, and data collection methods. Qualitative research questions generally involve two parts, a central question and related subquestions. The central question is directed towards the primary phenomenon under study, whereas the subquestions explore the subareas of focus. It is advised not to have more than five to seven subquestions. A commonly used framework for designing a qualitative research question is the 'PCO framework' wherein, P stands for the population under study, C stands for the context of exploration, and O stands for the outcome/s of interest.[ 12 ] The PCO framework guides researchers in crafting a focused study question.

Example: In the question, “What are the experiences of mothers on parenting children with Thalassemia?”, the population is “mothers of children with Thalassemia,” the context is “parenting children with Thalassemia,” and the outcome of interest is “experiences.”

The purpose statement specifies the broad focus of the study, identifies the approach, and provides direction for the overall goal of the study. The major components of a purpose statement include the central phenomenon under investigation, the study design and the population of interest. Qualitative research does not require a-priori hypothesis.[ 13 , 14 , 15 ]

Example: Borimnejad et al . undertook a qualitative research on the lived experiences of women suffering from vitiligo. The purpose of this study was, “to explore lived experiences of women suffering from vitiligo using a hermeneutic phenomenological approach.” [ 16 ]

Review of the Literature

In quantitative research, the researchers do an extensive review of scientific literature prior to the commencement of the study. However, in qualitative research, only a minimal literature search is conducted at the beginning of the study. This is to ensure that the researcher is not influenced by the existing understanding of the phenomenon under the study. The minimal literature review will help the researchers to avoid the conceptual pollution of the phenomenon being studied. Nonetheless, an extensive review of the literature is conducted after data collection and analysis.[ 15 ]


Reflexivity refers to critical self-appraisal about one's own biases, values, preferences, and preconceptions about the phenomenon under investigation. Maintaining a reflexive diary/journal is a widely recognized way to foster reflexivity. According to Creswell, “Reflexivity increases the credibility of the study by enhancing more neutral interpretations.”[ 7 ]

Types of Qualitative Research Designs

The qualitative research approach encompasses a wide array of research designs. The words such as types, traditions, designs, strategies of inquiry, varieties, and methods are used interchangeably. The major types of qualitative research designs are narrative research, phenomenological research, grounded theory research, ethnographic research, historical research, and case study research.[ 1 , 7 , 10 ]

Narrative research

Narrative research focuses on exploring the life of an individual and is ideally suited to tell the stories of individual experiences.[ 17 ] The purpose of narrative research is to utilize 'story telling' as a method in communicating an individual's experience to a larger audience.[ 18 ] The roots of narrative inquiry extend to humanities including anthropology, literature, psychology, education, history, and sociology. Narrative research encompasses the study of individual experiences and learning the significance of those experiences. The data collection procedures include mainly interviews, field notes, letters, photographs, diaries, and documents collected from one or more individuals. Data analysis involves the analysis of the stories or experiences through “re-storying of stories” and developing themes usually in chronological order of events. Rolls and Payne argued that narrative research is a valuable approach in health care research, to gain deeper insight into patient's experiences.[ 19 ]

Example: Karlsson et al . undertook a narrative inquiry to “explore how people with Alzheimer's disease present their life story.” Data were collected from nine participants. They were asked to describe about their life experiences from childhood to adulthood, then to current life and their views about the future life. [ 20 ]

Phenomenological research

Phenomenology is a philosophical tradition developed by German philosopher Edmond Husserl. His student Martin Heidegger did further developments in this methodology. It defines the 'essence' of individual's experiences regarding a certain phenomenon.[ 1 ] The methodology has its origin from philosophy, psychology, and education. The purpose of qualitative research is to understand the people's everyday life experiences and reduce it into the central meaning or the 'essence of the experience'.[ 21 , 22 ] The unit of analysis of phenomenology is the individuals who have had similar experiences of the phenomenon. Interviews with individuals are mainly considered for the data collection, though, documents and observations are also useful. Data analysis includes identification of significant meaning elements, textural description (what was experienced), structural description (how was it experienced), and description of 'essence' of experience.[ 1 , 7 , 21 ] The phenomenological approach is further divided into descriptive and interpretive phenomenology. Descriptive phenomenology focuses on the understanding of the essence of experiences and is best suited in situations that need to describe the lived phenomenon. Hermeneutic phenomenology or Interpretive phenomenology moves beyond the description to uncover the meanings that are not explicitly evident. The researcher tries to interpret the phenomenon, based on their judgment rather than just describing it.[ 7 , 21 , 22 , 23 , 24 ]

Example: A phenomenological study conducted by Cornelio et al . aimed at describing the lived experiences of mothers in parenting children with leukemia. Data from ten mothers were collected using in-depth semi-structured interviews and were analyzed using Husserl's method of phenomenology. Themes such as “pivotal moment in life”, “the experience of being with a seriously ill child”, “having to keep distance with the relatives”, “overcoming the financial and social commitments”, “responding to challenges”, “experience of faith as being key to survival”, “health concerns of the present and future”, and “optimism” were derived. The researchers reported the essence of the study as “chronic illness such as leukemia in children results in a negative impact on the child and on the mother.” [ 25 ]

Grounded Theory Research

Grounded theory has its base in sociology and propagated by two sociologists, Barney Glaser, and Anselm Strauss.[ 26 ] The primary purpose of grounded theory is to discover or generate theory in the context of the social process being studied. The major difference between grounded theory and other approaches lies in its emphasis on theory generation and development. The name grounded theory comes from its ability to induce a theory grounded in the reality of study participants.[ 7 , 27 ] Data collection in grounded theory research involves recording interviews from many individuals until data saturation. Constant comparative analysis, theoretical sampling, theoretical coding, and theoretical saturation are unique features of grounded theory research.[ 26 , 27 , 28 ] Data analysis includes analyzing data through 'open coding,' 'axial coding,' and 'selective coding.'[ 1 , 7 ] Open coding is the first level of abstraction, and it refers to the creation of a broad initial range of categories, axial coding is the procedure of understanding connections between the open codes, whereas selective coding relates to the process of connecting the axial codes to formulate a theory.[ 1 , 7 ] Results of the grounded theory analysis are supplemented with a visual representation of major constructs usually in the form of flow charts or framework diagrams. Quotations from the participants are used in a supportive capacity to substantiate the findings. Strauss and Corbin highlights that “the value of the grounded theory lies not only in its ability to generate a theory but also to ground that theory in the data.”[ 27 ]

Example: Williams et al . conducted a grounded theory research to explore the nature of relationship between the sense of self and the eating disorders. Data were collected form 11 women with a lifetime history of Anorexia Nervosa and were analyzed using the grounded theory methodology. Analysis led to the development of a theoretical framework on the nature of the relationship between the self and Anorexia Nervosa. [ 29 ]

Ethnographic research

Ethnography has its base in anthropology, where the anthropologists used it for understanding the culture-specific knowledge and behaviors. In health sciences research, ethnography focuses on narrating and interpreting the health behaviors of a culture-sharing group. 'Culture-sharing group' in an ethnography represents any 'group of people who share common meanings, customs or experiences.' In health research, it could be a group of physicians working in rural care, a group of medical students, or it could be a group of patients who receive home-based rehabilitation. To understand the cultural patterns, researchers primarily observe the individuals or group of individuals for a prolonged period of time.[ 1 , 7 , 30 ] The scope of ethnography can be broad or narrow depending on the aim. The study of more general cultural groups is termed as macro-ethnography, whereas micro-ethnography focuses on more narrowly defined cultures. Ethnography is usually conducted in a single setting. Ethnographers collect data using a variety of methods such as observation, interviews, audio-video records, and document reviews. A written report includes a detailed description of the culture sharing group with emic and etic perspectives. When the researcher reports the views of the participants it is called emic perspectives and when the researcher reports his or her views about the culture, the term is called etic.[ 7 ]

Example: The aim of the ethnographic study by LeBaron et al . was to explore the barriers to opioid availability and cancer pain management in India. The researchers collected data from fifty-nine participants using in-depth semi-structured interviews, participant observation, and document review. The researchers identified significant barriers by open coding and thematic analysis of the formal interview. [ 31 ]

Historical research

Historical research is the “systematic collection, critical evaluation, and interpretation of historical evidence”.[ 1 ] The purpose of historical research is to gain insights from the past and involves interpreting past events in the light of the present. The data for historical research are usually collected from primary and secondary sources. The primary source mainly includes diaries, first hand information, and writings. The secondary sources are textbooks, newspapers, second or third-hand accounts of historical events and medical/legal documents. The data gathered from these various sources are synthesized and reported as biographical narratives or developmental perspectives in chronological order. The ideas are interpreted in terms of the historical context and significance. The written report describes 'what happened', 'how it happened', 'why it happened', and its significance and implications to current clinical practice.[ 1 , 10 ]

Example: Lubold (2019) analyzed the breastfeeding trends in three countries (Sweden, Ireland, and the United States) using a historical qualitative method. Through analysis of historical data, the researcher found that strong family policies, adherence to international recommendations and adoption of baby-friendly hospital initiative could greatly enhance the breastfeeding rates. [ 32 ]

Case study research

Case study research focuses on the description and in-depth analysis of the case(s) or issues illustrated by the case(s). The design has its origin from psychology, law, and medicine. Case studies are best suited for the understanding of case(s), thus reducing the unit of analysis into studying an event, a program, an activity or an illness. Observations, one to one interviews, artifacts, and documents are used for collecting the data, and the analysis is done through the description of the case. From this, themes and cross-case themes are derived. A written case study report includes a detailed description of one or more cases.[ 7 , 10 ]

Example: Perceptions of poststroke sexuality in a woman of childbearing age was explored using a qualitative case study approach by Beal and Millenbrunch. Semi structured interview was conducted with a 36- year mother of two children with a history of Acute ischemic stroke. The data were analyzed using an inductive approach. The authors concluded that “stroke during childbearing years may affect a woman's perception of herself as a sexual being and her ability to carry out gender roles”. [ 33 ]

Sampling in Qualitative Research

Qualitative researchers widely use non-probability sampling techniques such as purposive sampling, convenience sampling, quota sampling, snowball sampling, homogeneous sampling, maximum variation sampling, extreme (deviant) case sampling, typical case sampling, and intensity sampling. The selection of a sampling technique depends on the nature and needs of the study.[ 34 , 35 , 36 , 37 , 38 , 39 , 40 ] The four widely used sampling techniques are convenience sampling, purposive sampling, snowball sampling, and intensity sampling.

Convenience sampling

It is otherwise called accidental sampling, where the researchers collect data from the subjects who are selected based on accessibility, geographical proximity, ease, speed, and or low cost.[ 34 ] Convenience sampling offers a significant benefit of convenience but often accompanies the issues of sample representation.

Purposive sampling

Purposive or purposeful sampling is a widely used sampling technique.[ 35 ] It involves identifying a population based on already established sampling criteria and then selecting subjects who fulfill that criteria to increase the credibility. However, choosing information-rich cases is the key to determine the power and logic of purposive sampling in a qualitative study.[ 1 ]

Snowball sampling

The method is also known as 'chain referral sampling' or 'network sampling.' The sampling starts by having a few initial participants, and the researcher relies on these early participants to identify additional study participants. It is best adopted when the researcher wishes to study the stigmatized group, or in cases, where findings of participants are likely to be difficult by ordinary means. Respondent ridden sampling is an improvised version of snowball sampling used to find out the participant from a hard-to-find or hard-to-study population.[ 37 , 38 ]

Intensity sampling

The process of identifying information-rich cases that manifest the phenomenon of interest is referred to as intensity sampling. It requires prior information, and considerable judgment about the phenomenon of interest and the researcher should do some preliminary investigations to determine the nature of the variation. Intensity sampling will be done once the researcher identifies the variation across the cases (extreme, average and intense) and picks the intense cases from them.[ 40 ]

Deciding the Sample Size

A-priori sample size calculation is not undertaken in the case of qualitative research. Researchers collect the data from as many participants as possible until they reach the point of data saturation. Data saturation or the point of redundancy is the stage where the researcher no longer sees or hears any new information. Data saturation gives the idea that the researcher has captured all possible information about the phenomenon of interest. Since no further information is being uncovered as redundancy is achieved, at this point the data collection can be stopped. The objective here is to get an overall picture of the chronicle of the phenomenon under the study rather than generalization.[ 1 , 7 , 41 ]

Data Collection in Qualitative Research

The various strategies used for data collection in qualitative research includes in-depth interviews (individual or group), focus group discussions (FGDs), participant observation, narrative life history, document analysis, audio materials, videos or video footage, text analysis, and simple observation. Among all these, the three popular methods are the FGDs, one to one in-depth interviews and the participant observation.

FGDs are useful in eliciting data from a group of individuals. They are normally built around a specific topic and are considered as the best approach to gather data on an entire range of responses to a topic.[ 42 Group size in an FGD ranges from 6 to 12. Depending upon the nature of participants, FGDs could be homogeneous or heterogeneous.[ 1 , 14 ] One to one in-depth interviews are best suited to obtain individuals' life histories, lived experiences, perceptions, and views, particularly while exporting topics of sensitive nature. In-depth interviews can be structured, unstructured, or semi-structured. However, semi-structured interviews are widely used in qualitative research. Participant observations are suitable for gathering data regarding naturally occurring behaviors.[ 1 ]

Data Analysis in Qualitative Research

Various strategies are employed by researchers to analyze data in qualitative research. Data analytic strategies differ according to the type of inquiry. A general content analysis approach is described herewith. Data analysis begins by transcription of the interview data. The researcher carefully reads data and gets a sense of the whole. Once the researcher is familiarized with the data, the researcher strives to identify small meaning units called the 'codes.' The codes are then grouped based on their shared concepts to form the primary categories. Based on the relationship between the primary categories, they are then clustered into secondary categories. The next step involves the identification of themes and interpretation to make meaning out of data. In the results section of the manuscript, the researcher describes the key findings/themes that emerged. The themes can be supported by participants' quotes. The analytical framework used should be explained in sufficient detail, and the analytic framework must be well referenced. The study findings are usually represented in a schematic form for better conceptualization.[ 1 , 7 ] Even though the overall analytical process remains the same across different qualitative designs, each design such as phenomenology, ethnography, and grounded theory has design specific analytical procedures, the details of which are out of the scope of this article.

Computer-Assisted Qualitative Data Analysis Software (CAQDAS)

Until recently, qualitative analysis was done either manually or with the help of a spreadsheet application. Currently, there are various software programs available which aid researchers to manage qualitative data. CAQDAS is basically data management tools and cannot analyze the qualitative data as it lacks the ability to think, reflect, and conceptualize. Nonetheless, CAQDAS helps researchers to manage, shape, and make sense of unstructured information. Open Code, MAXQDA, NVivo, Atlas.ti, and Hyper Research are some of the widely used qualitative data analysis software.[ 14 , 43 ]

Reporting Guidelines

Consolidated Criteria for Reporting Qualitative Research (COREQ) is the widely used reporting guideline for qualitative research. This 32-item checklist assists researchers in reporting all the major aspects related to the study. The three major domains of COREQ are the 'research team and reflexivity', 'study design', and 'analysis and findings'.[ 44 , 45 ]

Critical Appraisal of Qualitative Research

Various scales are available to critical appraisal of qualitative research. The widely used one is the Critical Appraisal Skills Program (CASP) Qualitative Checklist developed by CASP network, UK. This 10-item checklist evaluates the quality of the study under areas such as aims, methodology, research design, ethical considerations, data collection, data analysis, and findings.[ 46 ]

Ethical Issues in Qualitative Research

A qualitative study must be undertaken by grounding it in the principles of bioethics such as beneficence, non-maleficence, autonomy, and justice. Protecting the participants is of utmost importance, and the greatest care has to be taken while collecting data from a vulnerable research population. The researcher must respect individuals, families, and communities and must make sure that the participants are not identifiable by their quotations that the researchers include when publishing the data. Consent for audio/video recordings must be obtained. Approval to be in FGDs must be obtained from the participants. Researchers must ensure the confidentiality and anonymity of the transcripts/audio-video records/photographs/other data collected as a part of the study. The researchers must confirm their role as advocates and proceed in the best interest of all participants.[ 42 , 47 , 48 ]

Rigor in Qualitative Research

The demonstration of rigor or quality in the conduct of the study is essential for every research method. However, the criteria used to evaluate the rigor of quantitative studies are not be appropriate for qualitative methods. Lincoln and Guba (1985) first outlined the criteria for evaluating the qualitative research often referred to as “standards of trustworthiness of qualitative research”.[ 49 ] The four components of the criteria are credibility, transferability, dependability, and confirmability.

Credibility refers to confidence in the 'truth value' of the data and its interpretation. It is used to establish that the findings are true, credible and believable. Credibility is similar to the internal validity in quantitative research.[ 1 , 50 , 51 ] The second criterion to establish the trustworthiness of the qualitative research is transferability, Transferability refers to the degree to which the qualitative results are applicability to other settings, population or contexts. This is analogous to the external validity in quantitative research.[ 1 , 50 , 51 ] Lincoln and Guba recommend authors provide enough details so that the users will be able to evaluate the applicability of data in other contexts.[ 49 ] The criterion of dependability refers to the assumption of repeatability or replicability of the study findings and is similar to that of reliability in quantitative research. The dependability question is 'Whether the study findings be repeated of the study is replicated with the same (similar) cohort of participants, data coders, and context?'[ 1 , 50 , 51 ] Confirmability, the fourth criteria is analogous to the objectivity of the study and refers the degree to which the study findings could be confirmed or corroborated by others. To ensure confirmability the data should directly reflect the participants' experiences and not the bias, motivations, or imaginations of the inquirer.[ 1 , 50 , 51 ] Qualitative researchers should ensure that the study is conducted with enough rigor and should report the measures undertaken to enhance the trustworthiness of the study.


Qualitative research studies are being widely acknowledged and recognized in health care practice. This overview illustrates various qualitative methods and shows how these methods can be used to generate evidence that informs clinical practice. Qualitative research helps to understand the patterns of health behaviors, describe illness experiences, design health interventions, and develop healthcare theories. The ultimate strength of the qualitative research approach lies in the richness of the data and the descriptions and depth of exploration it makes. Hence, qualitative methods are considered as the most humanistic and person-centered way of discovering and uncovering thoughts and actions of human beings.

Financial support and sponsorship

Conflicts of interest.

There are no conflicts of interest.

Logo for University of Southern Queensland

Want to create or adapt books like this? Learn more about how Pressbooks supports open publishing practices.

12 Interpretive research

Chapter 11 introduced interpretive research—or more specifically, interpretive case research. This chapter will explore other kinds of interpretive research. Recall that positivist or deductive methods—such as laboratory experiments and survey research—are those that are specifically intended for theory (or hypotheses) testing. Interpretive or inductive methods—such as action research and ethnography—one the other hand, are intended for theory building. Unlike a positivist method, where the researcher tests existing theoretical postulates using empirical data, in interpretive methods, the researcher tries to derive a theory about the phenomenon of interest from the existing observed data.

The term ‘interpretive research’ is often used loosely and synonymously with ‘qualitative research’, although the two concepts are quite different. Interpretive research is a research paradigm (see Chapter 3) that is based on the assumption that social reality is not singular or objective. Rather, it is shaped by human experiences and social contexts (ontology), and is therefore best studied within its sociohistoric context by reconciling the subjective interpretations of its various participants (epistemology). Because interpretive researchers view social reality as being embedded within—and therefore impossible to abstract from—their social settings, they ‘interpret’ the reality though a ‘sense-making’ process rather than a hypothesis testing process. This is in contrast to the positivist or functionalist paradigm that assumes that the reality is relatively independent of the context, can be abstracted from their contexts, and studied in a decomposable functional manner using objective techniques such as standardised measures. Whether a researcher should pursue interpretive or positivist research depends on paradigmatic considerations about the nature of the phenomenon under consideration and the best way to study it.

However, qualitative versus quantitative research refers to empirical or data-oriented considerations about the type of data to collect and how to analyse it. Qualitative research relies mostly on non-numeric data, such as interviews and observations, in contrast to quantitative research which employs numeric data such as scores and metrics. Hence, qualitative research is not amenable to statistical procedures such as regression analysis, but is coded using techniques like content analysis. Sometimes, coded qualitative data is tabulated quantitatively as frequencies of codes, but this data is not statistically analysed. Many puritan interpretive researchers reject this coding approach as a futile effort to seek consensus or objectivity in a social phenomenon which is essentially subjective.

Although interpretive research tends to rely heavily on qualitative data, quantitative data may add more precision and clearer understanding of the phenomenon of interest than qualitative data. For example, Eisenhardt (1989), [1] in her interpretive study of decision-making in high-velocity firms (discussed in the previous chapter on case research), collected numeric data on how long it took each firm to make certain strategic decisions—which ranged from approximately six weeks to 18 months—how many decision alternatives were considered for each decision, and surveyed her respondents to capture their perceptions of organisational conflict. Such numeric data helped her clearly distinguish the high-speed decision-making firms from the low-speed decision-makers without relying on respondents’ subjective perceptions, which then allowed her to examine the number of decision alternatives considered by and the extent of conflict in high-speed versus low-speed firms. Interpretive research should attempt to collect both qualitative and quantitative data pertaining to the phenomenon of interest, and so should positivist research as well. Joint use of qualitative and quantitative data—often called ‘mixed-mode design’—may lead to unique insights, and is therefore highly prized in the scientific community.

Interpretive research came into existence in the early nineteenth century—long before positivist techniques were developed—and has its roots in anthropology, sociology, psychology, linguistics, and semiotics. Many positivist researchers view interpretive research as erroneous and biased, given the subjective nature of the qualitative data collection and interpretation process employed in such research. However, since the 1970s, many positivist techniques’ failure to generate interesting insights or new knowledge has resulted in a resurgence of interest in interpretive research—albeit with exacting methods and stringent criteria to ensure the reliability and validity of interpretive inferences.

Distinctions from positivist research

In addition to the fundamental paradigmatic differences in ontological and epistemological assumptions discussed above, interpretive and positivist research differ in several other ways. First, interpretive research employs a theoretical sampling strategy, where study sites, respondents, or cases are selected based on theoretical considerations such as whether they fit the phenomenon being studied (e.g., sustainable practices can only be studied in organisations that have implemented sustainable practices), whether they possess certain characteristics that make them uniquely suited for the study (e.g., a study of the drivers of firm innovations should include some firms that are high innovators and some that are low innovators, in order to draw contrast between these firms), and so forth. In contrast, positivist research employs random sampling —or a variation of this technique—in which cases are chosen randomly from a population for the purpose of generalisability. Hence, convenience samples and small samples are considered acceptable in interpretive research—as long as they fit the nature and purpose of the study—but not in positivist research.

Second, the role of the researcher receives critical attention in interpretive research. In some methods such as ethnography, action research, and participant observation, the researcher is considered part of the social phenomenon, and their specific role and involvement in the research process must be made clear during data analysis. In other methods, such as case research, the researcher must take a ’neutral’ or unbiased stance during the data collection and analysis processes, and ensure that their personal biases or preconceptions do not taint the nature of subjective inferences derived from interpretive research. In positivist research, however, the researcher is considered to be external to and independent of the research context, and is not presumed to bias the data collection and analytic procedures.

Third, interpretive analysis is holistic and contextual, rather than being reductionist and isolationist. Interpretive interpretations tend to focus on language, signs, and meanings from the perspective of the participants involved in the social phenomenon, in contrast to statistical techniques that are employed heavily in positivist research. Rigor in interpretive research is viewed in terms of systematic and transparent approaches to data collection and analysis, rather than statistical benchmarks for construct validity or significance testing.

Lastly, data collection and analysis can proceed simultaneously and iteratively in interpretive research. For instance, the researcher may conduct an interview and code it before proceeding to the next interview. Simultaneous analysis helps the researcher correct potential flaws in the interview protocol or adjust it to capture the phenomenon of interest better. The researcher may even change their original research question if they realise that their original research questions are unlikely to generate new or useful insights. This is a valuable—but often understated—benefit of interpretive research, and is not available in positivist research, where the research project cannot be modified or changed once the data collection has started without redoing the entire project from the start.

Benefits and challenges of interpretive research

Interpretive research has several unique advantages. First, it is well-suited for exploring hidden reasons behind complex, interrelated, or multifaceted social processes—such as inter-firm relationships or inter-office politics—where quantitative evidence may be biased, inaccurate, or otherwise difficult to obtain. Second, it is often helpful for theory construction in areas with no or insufficient a priori theory. Third, it is also appropriate for studying context-specific, unique, or idiosyncratic events or processes. Fourth, interpretive research can also help uncover interesting and relevant research questions and issues for follow-up research.

At the same time, interpretive research also has its own set of challenges. First, this type of research tends to be more time and resource intensive than positivist research in data collection and analytic efforts. Too little data can lead to false or premature assumptions, while too much data may not be effectively processed by the researcher. Second, interpretive research requires well-trained researchers who are capable of seeing and interpreting complex social phenomenon from the perspectives of the embedded participants, and reconciling the diverse perspectives of these participants, without injecting their personal biases or preconceptions into their inferences. Third, all participants or data sources may not be equally credible, unbiased, or knowledgeable about the phenomenon of interest, or may have undisclosed political agendas which may lead to misleading or false impressions. Inadequate trust between the researcher and participants may hinder full and honest self-representation by participants, and such trust building takes time. It is the job of the interpretive researcher to ‘see through the smoke’ (i.e., hidden or biased agendas) and understand the true nature of the problem. Fourth, given the heavily contextualised nature of inferences drawn from interpretive research, such inferences do not lend themselves well to replicability or generalisability. Finally, interpretive research may sometimes fail to answer the research questions of interest or predict future behaviours.

Characteristics of interpretive research

All interpretive research must adhere to a common set of principles, as described below.

Naturalistic inquiry: Social phenomena must be studied within their natural setting.

Because interpretive research assumes that social phenomena are situated within—and cannot be isolated from—their social context, interpretations of such phenomena must be grounded within their sociohistorical context. This implies that contextual variables should be observed and considered in seeking explanations of a phenomenon of interest, even though context sensitivity may limit the generalisability of inferences.

Researcher as instrument: Researchers are often embedded within the social context that they are studying, and are considered part of the data collection instrument in that they must use their observational skills, their trust with the participants, and their ability to extract the correct information. Further, their personal insights, knowledge, and experiences of the social context are critical to accurately interpreting the phenomenon of interest. At the same time, researchers must be fully aware of their personal biases and preconceptions, and not let such biases interfere with their ability to present a fair and accurate portrayal of the phenomenon.

Interpretive analysis: Observations must be interpreted through the eyes of the participants embedded in the social context. Interpretation must occur at two levels. The first level involves viewing or experiencing the phenomenon from the subjective perspectives of the social participants. The second level is to understand the meaning of the participants’ experiences in order to provide a ‘thick description’ or a rich narrative story of the phenomenon of interest that can communicate why participants acted the way they did.

Use of expressive language: Documenting the verbal and non-verbal language of participants and the analysis of such language are integral components of interpretive analysis. The study must ensure that the story is viewed through the eyes of a person, and not a machine, and must depict the emotions and experiences of that person, so that readers can understand and relate to that person. Use of imageries, metaphors, sarcasm, and other figures of speech are very common in interpretive analysis.

Temporal nature: Interpretive research is often not concerned with searching for specific answers, but with understanding or ‘making sense of’ a dynamic social process as it unfolds over time. Hence, such research requires the researcher to immerse themself in the study site for an extended period of time in order to capture the entire evolution of the phenomenon of interest.

Hermeneutic circle: Interpretive interpretation is an iterative process of moving back and forth from pieces of observations (text), to the entirety of the social phenomenon (context), to reconcile their apparent discord, and to construct a theory that is consistent with the diverse subjective viewpoints and experiences of the embedded participants. Such iterations between the understanding/meaning of a phenomenon and observations must continue until ‘theoretical saturation’ is reached, whereby any additional iteration does not yield any more insight into the phenomenon of interest.

Interpretive data collection

Data is collected in interpretive research using a variety of techniques. The most frequently used technique is interviews (face-to-face, telephone, or focus groups). Interview types and strategies are discussed in detail in Chapter 9. A second technique is observation . Observational techniques include direct observation , where the researcher is a neutral and passive external observer, and is not involved in the phenomenon of interest (as in case research), and participant observation , where the researcher is an active participant in the phenomenon, and their input or mere presence influence the phenomenon being studied (as in action research). A third technique is documentation , where external and internal documents—such as memos, emails, annual reports, financial statements, newspaper articles, or websites—may be used to cast further insight into the phenomenon of interest or to corroborate other forms of evidence.

Interpretive research designs

Case research . As discussed in the previous chapter, case research is an intensive longitudinal study of a phenomenon at one or more research sites for the purpose of deriving detailed, contextualised inferences, and understanding the dynamic process underlying a phenomenon of interest. Case research is a unique research design in that it can be used in an interpretive manner to build theories, or in a positivist manner to test theories. The previous chapter on case research discusses both techniques in depth and provides illustrative exemplars. Furthermore, the case researcher is a neutral observer (direct observation) in the social setting, rather than an active participant (participant observation). As with any other interpretive approach, drawing meaningful inferences from case research depends heavily on the observational skills and integrative abilities of the researcher.

Action research . Action research is a qualitative but positivist research design aimed at theory testing rather than theory building. This is an interactive design that assumes that complex social phenomena are best understood by introducing changes, interventions, or ‘actions’ into those phenomena, and observing the outcomes of such actions on the phenomena of interest. In this method, the researcher is usually a consultant or an organisational member embedded into a social context —such as an organisation—who initiates an action in response to a social problem, and examines how their action influences the phenomenon, while also learning and generating insights about the relationship between the action and the phenomenon. Examples of actions may include organisational change programs—such as the introduction of new organisational processes, procedures, people, or technology or the replacement of old ones—initiated with the goal of improving an organisation’s performance or profitability. The researcher’s choice of actions must be based on theory, which should explain why and how such actions may bring forth the desired social change. The theory is validated by the extent to which the chosen action is successful in remedying the targeted problem. Simultaneous problem-solving and insight generation are the central feature that distinguishes action research from other research methods (which may not involve problem solving), and from consulting (which may not involve insight generation). Hence, action research is an excellent method for bridging research and practice.

There are several variations of the action research method. The most popular of these methods is participatory action research , designed by Susman and Evered (1978). [2] This method follows an action research cycle consisting of five phases: diagnosing, action-planning, action-taking, evaluating, and learning (see Figure 12.1). Diagnosing involves identifying and defining a problem in its social context. Action-planning involves identifying and evaluating alternative solutions to the problem, and deciding on a future course of action based on theoretical rationale. Action-taking is the implementation of the planned course of action. The evaluation stage examines the extent to which the initiated action is successful in resolving the original problem—i.e., whether theorised effects are indeed realised in practice. In the learning phase, the experiences and feedback from action evaluation are used to generate insights about the problem and suggest future modifications or improvements to the action. Based on action evaluation and learning, the action may be modified or adjusted to address the problem better, and the action research cycle is repeated with the modified action sequence. It is suggested that the entire action research cycle be traversed at least twice so that learning from the first cycle can be implemented in the second cycle. The primary mode of data collection is participant observation, although other techniques such as interviews and documentary evidence may be used to corroborate the researcher’s observations.

Action research cycle

Ethnography . The ethnographic research method—derived largely from the field of anthropology—emphasises studying a phenomenon within the context of its culture. The researcher must be deeply immersed in the social culture over an extended period of time—usually eight months to two years—and should engage, observe, and record the daily life of the studied culture and its social participants within their natural setting. The primary mode of data collection is participant observation, and data analysis involves a ‘sense-making’ approach. In addition, the researcher must take extensive field notes, and narrate her experience in descriptive detail so that readers may experience the same culture as the researcher. In this method, the researcher has two roles: rely on her unique knowledge and engagement to generate insights (theory), and convince the scientific community of the transsituational nature of the studied phenomenon.

The classic example of ethnographic research is Jane Goodall’s study of primate behaviours. While living with chimpanzees in their natural habitat at Gombe National Park in Tanzania, she observed their behaviours, interacted with them, and shared their lives. During that process, she learnt and chronicled how chimpanzees seek food and shelter, how they socialise with each other, their communication patterns, their mating behaviours, and so forth. A more contemporary example of ethnographic research is Myra Bluebond-Langer’s (1996) [3] study of decision-making in families with children suffering from life-threatening illnesses, and the physical, psychological, environmental, ethical, legal, and cultural issues that influence such decision-making. The researcher followed the experiences of approximately 80 children with incurable illnesses and their families for a period of over two years. Data collection involved participant observation and formal/informal conversations with children, their parents and relatives, and healthcare providers to document their lived experience.

Phenomenology. Phenomenology is a research method that emphasises the study of conscious experiences as a way of understanding the reality around us. It is based on the ideas of early twentieth century German philosopher, Edmund Husserl, who believed that human experience is the source of all knowledge. Phenomenology is concerned with the systematic reflection and analysis of phenomena associated with conscious experiences such as human judgment, perceptions, and actions. Its goal is (appreciating and describing social reality from the diverse subjective perspectives of the participants involved, and understanding the symbolic meanings (‘deep structure’) underlying these subjective experiences. Phenomenological inquiry requires that researchers eliminate any prior assumptions and personal biases, empathise with the participant’s situation, and tune into existential dimensions of that situation so that they can fully understand the deep structures that drive the conscious thinking, feeling, and behaviour of the studied participants.

The existential phenomenological research method

Some researchers view phenomenology as a philosophy rather than as a research method. In response to this criticism, Giorgi and Giorgi (2003) [4] developed an existential phenomenological research method to guide studies in this area. This method, illustrated in Figure 12.2, can be grouped into data collection and data analysis phases. In the data collection phase, participants embedded in a social phenomenon are interviewed to capture their subjective experiences and perspectives regarding the phenomenon under investigation. Examples of questions that may be asked include ‘Can you describe a typical day?’ or ‘Can you describe that particular incident in more detail?’. These interviews are recorded and transcribed for further analysis. During data analysis , the researcher reads the transcripts to: get a sense of the whole, and establish ‘units of significance’ that can faithfully represent participants’ subjective experiences. Examples of such units of significance are concepts such as ‘felt-space’ and ‘felt-time’, which are then used to document participants’ psychological experiences. For instance, did participants feel safe, free, trapped, or joyous when experiencing a phenomenon (‘felt-space’)? Did they feel that their experience was pressured, slow, or discontinuous (‘felt-time’)? Phenomenological analysis should take into account the participants’ temporal landscape (i.e., their sense of past, present, and future), and the researcher must transpose his/herself in an imaginary sense into the participant’s situation (i.e., temporarily live the participant’s life). The participants’ lived experience is described in the form of a narrative or using emergent themes. The analysis then delves into these themes to identify multiple layers of meaning while retaining the fragility and ambiguity of subjects’ lived experiences.

Rigor in interpretive research

While positivist research employs a ‘reductionist’ approach by simplifying social reality into parsimonious theories and laws, interpretive research attempts to interpret social reality through the subjective viewpoints of the embedded participants within the context where the reality is situated. These interpretations are heavily contextualised, and are naturally less generalisable to other contexts. However, because interpretive analysis is subjective and sensitive to the experiences and insight of the embedded researcher, it is often considered less rigorous by many positivist (functionalist) researchers. Because interpretive research is based on a different set of ontological and epistemological assumptions about social phenomena than positivist research, the positivist notions of rigor—such as reliability, internal validity, and generalisability—do not apply in a similar manner. However, Lincoln and Guba (1985) [5] provide an alternative set of criteria that can be used to judge the rigor of interpretive research.

Dependability. Interpretive research can be viewed as dependable or authentic if two researchers assessing the same phenomenon, using the same set of evidence, independently arrive at the same conclusions, or the same researcher, observing the same or a similar phenomenon at different times arrives at similar conclusions. This concept is similar to that of reliability in positivist research, with agreement between two independent researchers being similar to the notion of inter-rater reliability, and agreement between two observations of the same phenomenon by the same researcher akin to test-retest reliability. To ensure dependability, interpretive researchers must provide adequate details about their phenomenon of interest and the social context in which it is embedded, so as to allow readers to independently authenticate their interpretive inferences.

Credibility. Interpretive research can be considered credible if readers find its inferences to be believable. This concept is akin to that of internal validity in functionalistic research. The credibility of interpretive research can be improved by providing evidence of the researcher’s extended engagement in the field, by demonstrating data triangulation across subjects or data collection techniques, and by maintaining meticulous data management and analytic procedures—such as verbatim transcription of interviews, accurate records of contacts and interviews—and clear notes on theoretical and methodological decisions, that can allow an independent audit of data collection and analysis if needed.

Confirmability. Confirmability refers to the extent to which the findings reported in interpretive research can be independently confirmed by others—typically, participants. This is similar to the notion of objectivity in functionalistic research. Since interpretive research rejects the notion of an objective reality, confirmability is demonstrated in terms of ‘intersubjectivity’—i.e., if the study’s participants agree with the inferences derived by the researcher. For instance, if a study’s participants generally agree with the inferences drawn by a researcher about a phenomenon of interest—based on a review of the research paper or report—then the findings can be viewed as confirmable.

Transferability. Transferability in interpretive research refers to the extent to which the findings can be generalised to other settings. This idea is similar to that of external validity in functionalistic research. The researcher must provide rich, detailed descriptions of the research context (‘thick description’) and thoroughly describe the structures, assumptions, and processes revealed from the data so that readers can independently assess whether and to what extent the reported findings are transferable to other settings.

  • Eisenhardt, K. M. (1989). Making fast strategic decisions in high-velocity environments. Academy of Management Journal , 32(3), 543–576. ↵
  • Susman, G. I. and Evered, R. D. (1978) An assessment of the scientific merits of action research. Administrative Science Quarterly , 23, 582–603. ↵
  • Bluebond-Langer, M. (1996). In the shadow of illness: Parents and siblings of the chronically ill child . Princeton, NJ: Princeton University Press. ↵
  • Giorgi, A., & Giorgi, B. (2003). Phenomenology. In J. A. Smith (ed.), Qualitative psychology: A practical guide to research methods (pp. 25–50). London: Sage Publications ↵
  • Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry . Beverly Hills: Sage Publications. ↵

Social Science Research: Principles, Methods and Practices (Revised edition) Copyright © 2019 by Anol Bhattacherjee is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License , except where otherwise noted.

Share This Book


  1. Qualitative and Quantitative Research

  2. Qualitative Research Overview, Types and Relevance (Unit 2)

  3. Qualitative Research Methods and Analysis : A Comprehensive Overview

  4. Quantitative and Qualitative research in research psychology

  5. Quantitative Research

  6. Quantitative & Qualitative Research #quantitativeresearch #research


  1. How to use and assess qualitative research methods

    Abstract. This paper aims to provide an overview of the use and assessment of qualitative research methods in the health sciences. Qualitative research can be defined as the study of the nature of phenomena and is especially appropriate for answering questions of why something is (not) observed, assessing complex multi-component interventions ...

  2. Introduction to qualitative research methods

    INTRODUCTION. Qualitative research methods refer to techniques of investigation that rely on nonstatistical and nonnumerical methods of data collection, analysis, and evidence production. Qualitative research techniques provide a lens for learning about nonquantifiable phenomena such as people's experiences, languages, histories, and cultures.

  3. Qualitative Study

    Qualitative research is a type of research that explores and provides deeper insights into real-world problems.[1] Instead of collecting numerical data points or intervene or introduce treatments just like in quantitative research, qualitative research helps generate hypotheses as well as further investigate and understand quantitative data. Qualitative research gathers participants ...

  4. What Is Qualitative Research?

    Qualitative research methods. Each of the research approaches involve using one or more data collection methods.These are some of the most common qualitative methods: Observations: recording what you have seen, heard, or encountered in detailed field notes. Interviews: personally asking people questions in one-on-one conversations. Focus groups: asking questions and generating discussion among ...

  5. Learning to Do Qualitative Data Analysis: A Starting Point

    For many researchers unfamiliar with qualitative research, determining how to conduct qualitative analyses is often quite challenging. Part of this challenge is due to the seemingly limitless approaches that a qualitative researcher might leverage, as well as simply learning to think like a qualitative researcher when analyzing data. From framework analysis (Ritchie & Spencer, 1994) to content ...

  6. Revisiting Bias in Qualitative Research: Reflections on Its

    Stories of research funding bodies and journal peer reviewers rejecting proposed qualitative methods or study findings due to "bias" are not uncommon. Usually, I find this relates to a perception by peer reviewers that the way data have/will be collected or analyzed is too closely aligned with the personal agenda of the researcher(s).

  7. Qualitative and quantitative research methods

    As a general method, qualitative research often entails prior observations, ... Reliability and validity can heavily rely on the method for collection used: Less time planning, more time analyzing data ... and statistical analysis and math skills are required to draw commonalities and conclusions from the results. Therefore the data are ...

  8. Qualitative Methods and Analysis

    Qualitative research uses a number of different methods to collect the data that generate narrative or non-numerical information; it tends to use 'language data': written or oral. In contrast, quantitative data collection focuses on collecting numerical data and then employs statistical analysis to test hypotheses.

  9. What Is Qualitative Research?

    Qualitative research methods. Each of the research approaches involve using one or more data collection methods.These are some of the most common qualitative methods: Observations: recording what you have seen, heard, or encountered in detailed field notes. Interviews: personally asking people questions in one-on-one conversations. Focus groups: asking questions and generating discussion among ...

  10. Quantitative and Qualitative Research Methods

    5.1 Quantitative Research Methods. Quantitative research uses methods that seek to explain phenomena by collecting numerical data, which are then analysed mathematically, typically by statistics. With quantitative approaches, the data produced are always numerical; if there are no numbers, then the methods are not quantitative.

  11. The Quality of Qualitative Research

    In thinking about the quality of qualitative research, the overall concern is with good inquiry practice that is shaped by taking the right research path, making good decisions about aspects of data collection and analysis, making logical inferences and interpretations, and gaining meaningful insight and knowledge. In addressing these concerns, apart from the detailed practicalities of dealing ...

  12. Qualitative Research

    Qualitative Research. Qualitative research is a type of research methodology that focuses on exploring and understanding people's beliefs, attitudes, behaviors, and experiences through the collection and analysis of non-numerical data. It seeks to answer research questions through the examination of subjective data, such as interviews, focus ...

  13. A Review of the Quality Indicators of Rigor in Qualitative Research

    The goal of rigor in qualitative research can be described as ensuring that the research design, method, and conclusions are explicit, public, replicable, open to critique, and free of bias. 41 Rigor in the research process and results are achieved when each element of study methodology is systematic and transparent through complete, methodical ...

  14. Qualitative Data Analysis and the Use of Theory

    The First Wave. The Positivist paradigm dominated research, largely unquestioned, prior to the early 20th century.It emphasized the distancing of the researcher from his/her subjects; researcher objectivity; a focus on objective, cause-effect, evidence-based data derived from empirical observation of external realities; experimental quantitative methods involving testing hypotheses; and the ...

  15. (PDF) Qualitative Research Methods: A Critical Analysis

    Abstract. Creswell (2014) noted that qualitative research is an approach for exploring and understanding the meaning individuals or groups ascribe to a social or human problem. The article ...

  16. Qualitative analysis

    Qualitative analysis is the analysis of qualitative data such as text data from interview transcripts. Unlike quantitative analysis, which is statistics driven and largely independent of the researcher, qualitative analysis is heavily dependent on the researcher's analytic and integrative skills and personal knowledge of the social context where the data is collected.

  17. Qualitative vs. Quantitative Research

    Use quantitative research if you want to confirm or test something (a theory or hypothesis) Use qualitative research if you want to understand something (concepts, thoughts, experiences) For most research topics you can choose a qualitative, quantitative or mixed methods approach. Which type you choose depends on, among other things, whether ...

  18. Qualitative Data Analysis

    One of the advantages of qualitative data is that they are able to help a researcher to pinpoint the potential causes of certain phenomena. Quantitative data analysis often reveals the statistical relationships among dependent and independent variables, but often fails to explicitly explain causal relationships.

  19. Qualitative Research: Data Collection, Analysis, and Management

    Smith 9 suggested a qualitative research method known as interpretative phenomenological analysis, which has 2 basic tenets: first, that it is rooted in phenomenology, attempting to understand the meaning that individuals ascribe to their lived experiences, and second, that the researcher must attempt to interpret this meaning in the context of ...

  20. Interviews and focus groups in qualitative research: an update for the

    Qualitative research is an approach that focuses on people and their experiences, behaviours and opinions. 10,11 The qualitative researcher seeks to answer questions of 'how' and 'why', providing ...

  21. An Introduction to Inferential Analysis in Qualitative Research

    These questionnaires are also typically longer than those used in clinical research. For example, an organizational survey might last up to 8 pages while a questionnaire for a clinical trial could be lengthy as well as drawn from a variety of sources. Other forms of quantitative research rely heavily on descriptive analysis and statistical ...

  22. Qualitative Methods in Health Care Research

    Significance of Qualitative Research. The qualitative method of inquiry examines the 'how' and 'why' of decision making, rather than the 'when,' 'what,' and 'where.'[] Unlike quantitative methods, the objective of qualitative inquiry is to explore, narrate, and explain the phenomena and make sense of the complex reality.Health interventions, explanatory health models, and medical-social ...

  23. Interpretive research

    The term 'interpretive research' is often used loosely and synonymously with 'qualitative research', although the two concepts are quite different. Interpretive research is a research paradigm (see Chapter 3) that is based on the assumption that social reality is not singular or objective. Rather, it is shaped by human experiences and ...