Trustworthiness In Qualitative Research

Question 1

Four Standards of Trustworthiness

Answer 1

•Credibility
•Dependability
•Confirmability
•Transferability

Question 2

Quantitative counterpart = Internal validity
•The standards requires a qualitative study to be:
•Believable to readers
•Approved/verified by research participants

Answer 2

Credibility

Question 3

Ways to Address Credibility

There are several strategies researchers may use to enhance the credibility of their research:

Answer 3

•Prolonged engagement
•Triangulation
•Negative case analysis
•Subjectivity checks
•Peer debriefing
•Member checking

Question 4

•Refers to the length of time the researcher’s involvement in the study, including involvement with the environment and the studied participants.
•It may pose a threat in the form of researcher bias that stems from your, and the participants’ possible assumptions of similarity and presuppositions about some shared experiences

Answer 4

Prolonged Involvement

Question 5

Refers to triangulation of data by using different instruments of data collection, methodological triangulation through mixed methods approach and theory triangulation through comparing different theories and perspectives with your own developing “theory” or through drawing from a number of different fields of study.

Answer 5

Triangulation

Question 6

A process of analyzing “cases” or sets of data collected from a single participant, that do not match the patterns emerging from the rest of the data.

Whenever an emerging explanation of a given phenomenon you are investigating does not seem applicable to one, or a small number, you should carry out a new line of analysis aimed at understanding the source of this discrepancy.

Answer 6

Negative Case Analysis

Question 7

Monitoring and keeping a record of all the research-related activities and data, including the raw interview and journal data, the audio-recordings, the researcher’s diary and the coding book.

Answer 7

Subjectivity Checks and Audit Trails

Question 8

Present throughout the process of the study. Opportunities to present and discuss your research at its different stages, either at internally organized events or at external conferences will provide valuable feedback, criticism and suggestions for improvement.

Input form other people helps to reduce researcher bias.

Answer 8

Peer Debriefing

Question 9

Testing the emerging findings with the research participants, in order to increase the validity of the findings.

•For example, regular contact with the participants throughout the period of the data collection and analysis and verifying certain interpretations and themes resulting from the analysis of the data.
•In its most common form, may be carried out by sending the interview transcript s to the participants and asking them to read them and provide any necessary comments or corrections

Answer 9

Member checking

Question 10

Ways to Address Dependability

Answer 10

•Quantitative counterpart = Reliability
•Clear presentation of methodology
•Keep field notes or a journal
•Maintain an audit trail

Question 11

•Quantitative counterpart = Objectivity
•Refers to the quality of the study’s findings
•The goal is not to produce objective findings, but rather findings to illustrate researcher reflexivity that clearly address any bias, assumptions, preconceived ideas, or subjectivity
•Reflexivity encourages critical thinking and reflection, which is central to qualitative research
•Saturation – the point at which data collection no longer explains/reveals new themes

Answer 11

Confirmability

Question 12

Reflexivity encourages

Answer 12

critical thinking and reflection, which is central to qualitative research

Question 13

Saturation

Answer 13

the point at which data collection no longer explains/reveals new themes

Question 14

Ways to address Confirmability

Answer 14

Reference to literature
Audit trail

Question 15

Quantitative counterpart = External validity
•“Because findings of qualitative research studies are unique to a small number of particular environments and individuals, it is impossible to demonstrate that the findings and conclusions will always apply or be transferable to other situations and populations” (Bloomberg & Volpe, 2019).
•Refers to the potential applicability of findings to other contexts or settings
•A study’s findings might apply to other similar experiences, contexts, or situations, but you should NOT claim that your findings are generalizable.
•Many students incorrectly assume that lack of generalizability is a limitation of their study. This is NOT a limitation in qualitative research since qualitative researchers do not seek to generalize their findings

Answer 15

Transferability

Question 16

Ways to Address Transferability

Answer 16

Readers (not researchers) make the decision of whether and to what extent the study could apply to other similar settings or contexts.

As the researcher you must provide very clear description of the research context (thick description).