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The research process of authoring a review paper constitutes a uniquely important context for interrogating tacit premises and presuppositions, especially when the review aspires to synthesize a methodologically diverse field of research. This article presents a reflexive recounting of a research experience with mixed methods team-based review paper authorship, showing how the function of a review paper may be differently conceptualized by scholars situated in methodological traditions that place their emphasis on drawing-together knowledge about the social world versus those situated in methodological traditions whose primary aim is to unpack accepted categories. The analysis thus offers insights into dimensions of methodological difference as they operate in practice, while underscoring the significance of reflexivity in the review paper context for purposes of advancing meaningfully inclusive maps of an intellectual community’s self-understanding(s).

The research process of authoring a review paper constitutes a uniquely important context for interrogating tacit premises and presuppositions, especially when the review aspires to synthesize a methodologically diverse field of research. This article presents a reflexive recounting of a research experience with mixed methods team-based review paper authorship, showing how the function of a review paper may be differently conceptualized by scholars situated in methodological traditions that place their emphasis on drawing-together knowledge about the social world versus those situated in methodological traditions whose primary aim is to unpack accepted categories. The analysis thus offers insights into dimensions of methodological difference as they operate in practice, while underscoring the significance of reflexivity in the review paper context for purposes of advancing meaningfully inclusive maps of an intellectual community's self-understanding(s). [ABSTRACT FROM AUTHOR]

This article examines the influence that digital life stories (DLS) can have on cancer research, using the PARCA1 project as an example. After describing the theoretical framework of DLS, we present the PARCA1 project. The PARCA1 project was anchored in the French context (Grand Est region) and aimed at producing knowledge on patients' experience of the cancer pathway through DLS. It involved 10 patients chosen to favor heterogeneity in profiles and experiences of illness. The paper describes the digital tool and the life stories methodology used to accompany the DLS. Next, it presents the methods and strategies used by participants to complete their DLS and the relationship between people with cancer and the accompanying researcher. Following this, we present (1) the impact of DLS on people with cancer, i.e., their progressive engagement in research, and (2) the impact on research, i.e., the methodological impact of people with cancer on research. In the discussion and conclusion, we explore how DLS can impact individuals who engage in them and their role in research. [ABSTRACT FROM AUTHOR]

There are a growing number of older adults with age-related vision loss (ARVL) for whom technology holds promise in supporting their engagement in daily activities. Despite the growing presence of technologies intended to support older adults with ARVL, there remains high rates of abandonment. This phenomenon of technology abandonment may be partly explained by the concept of self-image, meaning that older adults with ARVL avoid the use of particular technologies due to an underlying fear that use of such technologies may mark them as objects of pity, ridicule, and/or stigmatization. In response to this, the proposed study aims to understand how the decision-making processes of older adults with ARVL, as it relates to technology adoption, are influenced by the negotiation of identity. The study protocol will justify the need for this critical ethnographic study; unpack the theoretical underpinnings of this work; detail the sampling/recruitment strategy; and describe the methods which included a home tour, go-along, and semistructured in-depth interview, as well as the collective approach taken to analyze the data. The protocol concludes by examining the ethical tensions associated with this study, including a focus on the methods adopted as well as the ethical challenges inherent when working with an older adult population experiencing vision loss.

What continuities and contradictions can qualitative researchers discern among versions of the grounded theory method? How do contradictions within the method affect research practice? How do new versions of grounded theory advance research practice and critical inquiry? To answer these questions, this keynote address begins with a brief overview of grounded theory for those who are unfamiliar with the method and subsequently discusses the continuities and contradictions between versions of the method. Constructivist grounded theory (CGT) uses the methodological strategies of the original version but builds on its pragmatist heritage, shifts its epistemological foundations, and resolves contradictions in earlier versions of the method. The result means placing grounded theory in the social constructionist tradition, viewing data as co-constructed with research participants, puncturing deeply held methodological preconceptions, and subsequently fostering a heightened methodological self-consciousness. The practice of CGT assists researchers in interrogating their data, nascent analyses, research actions, and themselves each step along the way. Subsequently, researchers can gain awareness of the pervasiveness of Anglo-North American worldviews throughout inquiry. CGT not only aids theorizing and defining and developing emergent critical questions during the research process but also brings power into purview.

The Listening Guide (LG) is a relational, voice-centered method to analyzing qualitative research data. This article provides an account of how the LG was modified for a study that examined personal critical reflection papers written by 27 fourth-year dietetics university students after they participated in an arts-informed module on body image in a dietetics professional practice course. By relying on the main principles of the LG, we demonstrate how the LG can help us to listen and hear previously unnoticed and underappreciated voices. The purpose of this article is to serve as a source of guidance and support for researchers looking to implement the LG method beyond its original purpose, which was for transcribed interviews. [ABSTRACT FROM AUTHOR]

How and what do we make through method? This paper imagines the processes of designing and carrying out socio-environmental research through the lens of a slow, creative craft form: sewing a patchworked piece from hand-dyed fabric samples. In doing so, it contributes to thinking about how methodologies are pieced and stitched together from multiple parts. Based on early findings from an extended research project exploring the practice of natural textile dyeing in the UK, I offer a range of textile processes for thinking through the creative dimensions of the doing of methodological work. The quilt-like piece I am attempting to make from plant-dyed fabric is at once the object, objective, and method in this study. I draw on auto-ethnographic reflections on my attempts to begin learning natural dyeing and sewing skills, suggesting piecing, stitching, and steeping may be useful, tactile metaphors for thinking through the early, often messy and uncertain stages of multi-sited and multi-method qualitative research. As such, I build on and extend recent discussions about 'patchwork ethnography', an approach recognising that the realities of ethnographic research in practice are often fragmented, non-linear, and intricately shaped by researchers' everyday lives and commitments. The paper also offers insight into the potentials and pitfalls of intentionally 'slow' scholarship that aims to disrupt the urgent temporalities of research projects as they are often imagined. [ABSTRACT FROM AUTHOR]

This paper aims to identify possible actions universities can undertake to promote Insider Action Research (IAR) in a Doctor of Business Administration (DBA) program. DBA programs are an ideal setting for senior managers with intellectual curiosity willing to bridge the gap between academia and industry. These practitioner-scholars can benefit from using IAR, a methodology that fosters rigorous knowledge creation and practical relevance of management research conducted within the researcher's own company or industry. We conducted a series of semi-structured interviews with a sample of senior executives enrolled in a DBA program at a Spanish university. This sample gave us an ex-ante perspective of practitioner-scholar perceptions of the methodology's suitability and the four challenges to IAR identified in the extant literature (pre-understanding, role duality, managing ethics and politics, and community of inquiry). Based on the insights derived from these interviews, this paper proposes a series of actions universities can undertake to promote IAR in the context of a DBA, organized around three axes: education and training, the role of the dissertation advisor and other faculty, and communication. In this manner, we contribute to closing the gap between industry and academia. We also provide empirical evidence, analysis, and nuances of the interviewee's perceptions of the abovementioned challenges. [ABSTRACT FROM AUTHOR]

This paper builds on decolonizing educational research discourse. Rich, generative, and diverse forms of knowledge production, includes that of the Caribbean. Specifically, the paper uses the Black Caribbean method of Liming, which is an indigenous methodology. The paper illustrates how educational research practices can be enriched by Black and Caribbean ways of thinking, being and knowing. This diversity would support a pivot from Western methods. The author employs reflections from her dissertation writing and research experience, while highlighting the dire need to incorporate and institutionalize methods from Black scholars, Black communities, and the Global South. Via this paper, I illustrate how Liming has allowed for greater discourse, and learning with the diverse communities served. Liming's contributions are beneficial in educational research as well its utility for other areas of research. Lastly, this paper processes the idea that Caribbean, African-centric, and Black, knowledge- making such as Liming are liberatory. [ABSTRACT FROM AUTHOR]

This paper offers a reflective account of delivering art workshops in women's prisons in England, as one method in a larger, qualitative study around the role of food in prisons. We present reflections around the role of art workshops in building relationships and community between the researcher and the participants, and the participants themselves. We found that building connection through art workshops, in a hostile and challenging environment like prison, enabled us to gather richer and deeper data during the qualitive interviews that succeeded the art workshops. We propose that attention from researchers to the 'unintended consequences' can contribute to research projects which are impactful for both the participants and researchers. This paper addresses gaps in literature around the use of visual art as method in women's prisons and the role of arts-based methods in larger qualitative research projects in secure settings. [ABSTRACT FROM AUTHOR]

Despite being subject to criticism, qualitative research methodology remains a unique and valuable approach in collecting rich and informative data. However, this may vary from one context to another and researchers understanding of the context. Grounded on the decolonization notion of qualitative research, this paper explains leeways and obstacles in conducting research, reflecting upon the procedural and practical aspects that represent the reality in Tanzania based on two cases. Our paper emphasizes that it is essential to understand and capture the real-world reflective of the voices of the population whom the study targets, which may be easier for local/native researchers. This is because the local/native researchers may be able to explain the research processes and findings in consideration of the socio-cultural settings and political environment. The paper acknowledges that qualitative research requires patience and time, which may have financial implications. It also acknowledges that some populations are facing research fatigue exacerbated by inadequate research dissemination plans. Understanding the context of the study area or topic and applying appropriate methodological approaches to overcome obstacles and gather required adequate and relevant information is thus of importance. [ABSTRACT FROM AUTHOR]

This paper draws together critical learnings from diverse qualitative health research projects in Australia that sought to shift power and focus on the strengths and expertise of people with lived experience who are involved as co-researchers. These projects have included exploring and challenging identities, understanding experiences in treatment programs, critiquing and designing/re-designing services, and sharing experiences with the wider community in novel and innovative ways. Lived experiences included alcohol and other drug dependency, mental health, domestic, family or sexual violence, and living with HIV. This paper provides important learnings and actions about partnering with co-researchers with lived experience. In this paper we draw on a process of reflective discussions that occurred over six months with fortnightly online meetings between co-researchers, including co-authors with lived experience external to academia and university-based researchers, some of whom also have lived-experience that intersects with their research. From this, we distilled key learnings across seven themes: (1) the ethics of ethics, which highlights a need for constant reflection on the ethical issues in co-research; (2) recruiting co-researchers, which focuses on ensuring and integrating a diversity of voices; (3) creating safety for all, which must be a priority of engagement and support self-determination; (4) supporting different ways of partnering, which emphasises the need for diverse roles and ways to contribute on research teams; (5) capacity building and training, which requires ongoing evaluation of needs and tailored responses; (6) positioning, which highlights the need to transition from the idea of vulnerability to a strengths-based perspective of lived experience; and (7) power plays, reflecting the need to disrupt the dynamics and established hierarchies of privileging certain forms of knowledge and expertise. The paper includes recommendations for action against these seven themes. [ABSTRACT FROM AUTHOR]

Regarding debates over researcher insider/outsider positionalities in the field of migration studies, many scholars have proposed various explanations. Some scholars studying migrant populations note that migrant scholars who share identities such as nationality, language, religion, race, ethnicity etc. with their study participants are usually perceived as insiders. Other scholars, however, contend that dynamics of insider/outsider positionalities are situationally shaped during researcher-participant interactions in fieldwork. There is now wide consensus among many scholars that shared social identities between researchers and study participants do not automatically position researchers as insiders. Drawing on secondary literature and my fieldwork encounters, this paper contributes to these debates by proposing typologies for migration researchers to use as analytical tools. The three typologies that map out insider/outsider dynamics during researcher-participant encounters in fieldwork are presuming ethnic insiderness/outsiderness, presuming national insiderness/outsiderness and the indeterminate fieldwork context. This paper argues that researchers' insider/outsider positionalities should not be viewed as pre-determined or fixed formations but as uncertain and situationally constituted. I further argue that migration researchers should not enter the fieldwork with an assumption of automatic insiderness or outsiderness but that they need to view their insider or outsider positionalities as emerging during encounters with research participants. [ABSTRACT FROM AUTHOR]

In this paper, we outline our qualitative protocol for the largest, independent, mixed-method, evaluation of the High Volume-Low Complexity Surgical Hubs programme in England – The MEASURE study. In addition to serving as a protocol paper, we outline the key methodological considerations and adaptations that are needed when designing big qualitative studies – complex (multi-site, multi-stakeholder), multi-method (e.g. interviews, observations, documents) qualitative research involving a large number of participations (n = 100+). This paper expands on our previous methodological work, where we used our experience of undertaking a big qualitative study as part of a mixed-method evaluation of a national emergency care-based initiative, to outline the methodological considerations and uncertainties for designing and analysing "big" qualitative studies. In this paper, we put these considerations into practice by providing a transparent account of our qualitative study design. The methodological reflections which we present are centred around the areas where we feel there is the most uncertainty for big qualitative research: study design, sampling (of case sites and stakeholders) and analysis. Underpinning this uncertainty are broader challenges which utilising this approach incite. Namely, that striving for both breadth (national-level insights) and depth (local variation and context), challenges paradigmatic norms and expectations and forces either methodological innovation, or the adaption of existing qualitative methods. We hope this paper provides transparency and insight into an area of qualitative research which has, potentially due to a perception of "safety in numbers" been inherently trusted and rarely scrutinised. Ultimately, we hope that by providing a transparent account of our study design and the challenges we have faced that we continue to encourage discussion and innovation in this evolving area of qualitative research. [ABSTRACT FROM AUTHOR]

This scoping review offers insight into researcher well-being when working with sensitive and traumatic topics in a qualitative research context. The study identified existing empirical research concerning researcher well-being and mental health. The databases included SSCI, ASSIA < IBISS, Scopus, Social Policy and Practice, PsycInfo, Social Science Database/Social Science Premium Collection (Proquest), and Open Grey. An international search was conducted, with no time constraints on publication dates to gather as wide a selection as possible. 55 papers met the criteria. We found that the terminology used within the papers was not consistent which necessitated grouping the (self-) reflection/reflexive practices researchers used and categorizing them under the umbrella term SRR practices. The research questions were: 1. Which disciplines or fields are conducting SRR practices on sensitive topics? 2. What SRR practices do researchers employ in the context of sensitive research? 3. What were the self-reported outcomes from using SRR practices as a tool of researchers working on sensitive research? A key finding of the scoping review is that many researchers who work on sensitive topics feel unprepared and receive little or no training or support for SRR practices. This poses particular challenges for early career researchers. We also identified that qualitative researchers have developed a range of SRR practices to manage the emotional impact of their sensitive research work. Many authors of the scoped papers stress the importance of peer-support as well as formal and informal debriefing meetings. Another key SRR practice discussed by many researchers is reflexive journaling. Our scoping review suggests that if it is combined with other activities, self-reflexive journaling can be an excellent way to acknowledge and assess the emotional impact of sensitive research. [ABSTRACT FROM AUTHOR]

Background : Health research capacity strengthening (HRCS) has been deemed as a complex, multifaceted, and dynamic activity. Despite this, most studies that assess the effectiveness of health research capacity strengthening programmes have not employed complexity-aware approaches and therefore, evidence on how and why such programmes work across different contexts is underdeveloped. This realist study seeks to elicit the initial programme theories (IPTs) that describe how and why the 'Developing Excellence in Leadership, Training and Science Africa' (DELTAS Africa) programme – one of the flagship research capacity strengthening programmes in Africa – works to generate research capacity outcomes specifically in the participating African universities. Methods and Analysis : A realist review of the DELTAS Africa programme documents, and relevant published papers that report on similar research capacity interventions will be carried out. This will help to both identify the outcome pathways and underlying assumptions of the DELTAS Africa programme, as well as tacit theories as postulated by other researchers. The review evidence will inform the drafting of the initial programme theories (IPTs). Interviews with the DELTAS Africa programme designing team will be conducted using a realist interviewing technique to unearth ontologically deeper insights on context, mechanism, and outcomes. Using the realist context-mechanism-outcome configurational maps, we will identify how contexts (i.e., within the African universities) shape mechanisms (the processes, reasoning, or behaviours triggered by the HRCS activities) through which the programme brings about an outcome at institutional level. Conclusion: The initial programme theories will describe how and why health research capacity strengthening works, for whom and under what circumstances across the participating African universities. The programme theories will provide policy-relevant insights on the generative causal mechanisms of HRCS; evidence that is critically needed to inform the design, implementation, and evaluation of HRCS initiatives. [ABSTRACT FROM AUTHOR]

This paper, on qualitative thematic analysis (QTA) in social change research, falls somewhere between a reflective piece and a how-to guide. Using two examples from my own previous research, I discuss why QTA in the field of social change or social justice, which often analyzes the words of vulnerable, marginalized, or underserved populations, is so fraught, so contested, and so often dismissed. Qualitative thematic analysis of interviews or focus groups is a common research tool used in the field, but the guidelines, scope, and practices of this tool are varied and ill-defined. I have witnessed in my students' papers and in peer reviewing for journals that there are a handful of assumptions and misconceptions that appear repeatedly, for example around intercoder reliability and frequency counting, that reduce the quality of analysis. This paper focuses on how to conduct QTAs that address social change: complex social problems faced by underserved populations, such as those dealing with poverty and inequality. By discussing the methods used in two of my own social change research projects, this paper offers a balanced method for both promoting rigor and understanding the limits and strengths of this method. [ABSTRACT FROM AUTHOR]

Workshops provide a flexible approach to studying complex issues. This paper discusses the methodological considerations involved in doing research through workshops and aims to further the understanding of how workshops can facilitate interactive and creative knowledge practices in case study research. The paper builds on two research projects - where workshops were used to study the practices of professionals' use of digital tools at a consultancy firm and the everyday life of residents in a newly built city district. In the project about professional practices, three workshops were carried out with professionals from different disciplines and focused on their use of a specific digital tool, BIM. Post-its were used to introduce, explore and discuss different topics around everyday practices and digital tools, both individually and in various group arrangements. The three workshops built on each other and resulted in a concrete action plan for developing the company's work regarding BIM. In the research about the everyday life, the participants in five workshops were asked to draw a map of their home and other meaningful places in the city district. These individual "mental maps" were then used as a starting point for discussing the residents' everyday practices in a group setting. While the workshops in the two research projects targeted different groups and had different forms, they both made use of visual materials as a central aspect of workshops. Therefore, we analysed the workshops with a relational material framework to further understand how design choices affect research practice and research outcomes. From this lens, we analyse our choices in designing the workshops, the analytical processes and the consequences these choices have on what knowledge we create in interaction with the participants. [ABSTRACT FROM AUTHOR]

This paper seeks to contribute to the carving [of] spaces that enable researchers to acompañar [walk with/accompany] a process of those that hold both ancient and cosmic knowledge carried across generations through oral traditions. Thus, it presents a pathway to a qualitative research methodology used to gather Indigenous Women's experiences of inclusion/exclusion in a country in South America. More specifically, the goal of this paper is to discuss art-based methods and círculos de conversación [talking circles] as data gathering while following principles of reciprocity, solidarity, mutual respect and complementarity. Implications such as researchers needing to reposition in relation to occidental ethical principles that necessitate us to be neutral are discussed last. [ABSTRACT FROM AUTHOR]

Reflexively drawing on my experiences as a young researcher conducting collaborative research with young people from migrant backgrounds in rural Australia, this paper brings a critical lens to participatory or co-designed research processes with youth. Drawing on learnings from three relationships with young people involved, I explore some of the ethical complexities of participatory processes with young people, the nature of voice and listening, trust and reciprocity, and knowledge co-production. I argue that paradigms of youth participation and co-design should involve more than sharing projects. They should also involve sharing processes of co-imagining and co-creating accessible, ethical, enjoyable, and realistic forms of participation with young people—which vary across communities, places, and over time. Further, I explore what might be possible, in these processes, if we move beyond "word-centric" approaches to knowledge, "voice", and connection, and learn to listen with our whole selves. What new insights might emerge when we recognise participatory processes and voice itself as co-created, co-creative, and mutually transformative? [ABSTRACT FROM AUTHOR]

The application of both Indigenous and Western knowledge systems in research may provide a well-rounded understanding of health, illness, and wellbeing for Indigenous communities in colonised societies. While many researchers have used a dual approach to researching Indigenous communities in colonised societies, tensions continue to exist around the use of Indigenous and Western ways of knowing together. There are also ongoing tensions between Indigenous methodologies and ethics processes rooted in Western understandings of research. Kaupapa Māori research is an Indigenous Māori approach to research that is about being Māori, is connected to Māori philosophy, culture and knowledge, and centres priorities for Māori. Grounded theory is a Western scientific approach to produce a theory grounded in qualitative data. This paper presents a novice researcher's reflections on using kaupapa Māori research and grounded theory to explore the relational aspects of acute health care in Aotearoa, New Zealand. The research design attempts to utilise the ethics of kaupapa Māori research and the essential methods of grounded theory to develop a research approach that is robust and culturally appropriate. Conforming to conventional Western science-based research methods while endeavouring to privilege Indigenous realities is challenging and, at times, impossible. However, grounded theory can be flexible enough to adapt to the ethics of kaupapa Māori research. Research at the interface between Indigenous and Western knowledge systems presents opportunities for innovation in research design and can provide an ethical foundation for conducting research with Indigenous communities. [ABSTRACT FROM AUTHOR]

Article 12 of the United Nations Convention of the Rights of the Child (UNCRC) (1989) sets out the right for all children to be heard and for their opinions to be given due weight. However, the voices of children with disabilities often remain silenced as their perspectives are rarely consulted. This paper describes how a visual, participatory research method called Photovoice was used to elicit the voices of students with Intellectual Disabilities (ID) in mainstream post-primary schools in the Republic of Ireland. Thirteen students with ID in four schools across Ireland participated by taking photographs of aspects of their school life that were meaningful to them. Photographs focused on places, spaces, objects and examples of learning, including their role in decision making. This paper details the stages of the Photovoice method which was adapted to support students to participate in the research process. It provides guidance on how to address the ethical and methodological concerns which arise when researching with children. It outlines a two-step approach to analysis, where participating students interpreted and created meaning which was further developed by the Principal Investigator. Employing Photovoice repositions students in this study as co-researchers and co-creators of meaning. Its use operationalises Lundy's Model of Participation (2007) by providing space, voice, audience and influence which are necessary for children to express their views and have their voices heard in an ethical and inclusive manner. [ABSTRACT FROM AUTHOR]

The purpose of this paper is to offer a comprehensive guide for novice researchers (mostly applicable to PhD students and those new to qualitative research), teachers, and reviewers of qualitative psychology research methods. This paper delineates the main quality criteria across qualitative methods: providing a holistic framework that covers fundamental principles as well as nuanced, context-specific guidelines relevant to a chosen qualitative approach. First, we demonstrate why this overview is needed, in part because of an increasing emphasis on finding sound ways of appraising qualitative studies, the lack of agreement on quality markers, and the variety of qualitative research methodologies available. Next, we present general criteria for quality across all qualitative methods, before setting out method specific criteria for four commonly used qualitative research approaches: Reflexive Thematic Analysis (RTA), Interpretative Phenomenological Analysis (IPA), Critical Discursive Psychology/Discursive Psychology (CDP/DP) and Constructivist Grounded Theory (CGT). While the focus is on providing criteria specific to these methodological approaches, we also describe the broader philosophical foundations underpinning these approaches and other branches within these philosophies, recognising that methodological criteria can be contrasting and competing even within methodologies. The integration of general and approach-specific criteria cultivates a deeper understanding of both the philosophical underpinnings and practical intricacies of qualitative inquiry, empowering researchers to navigate the methodological landscape with critical acumen and intellectual humility. Finally, we compare the four methodologies in terms of key features and qualities they aim to achieve. The paper emphasizes that even though there are criteria that are common across the field, it is essential to maintain the specific stance of each individual methodological approach. [ABSTRACT FROM AUTHOR]

Arts-based research can provide pivotal avenues for researchers and participants to explore experiences that are difficult to put into words. Arts-based methods offer important opportunities for participants to develop reflexive understanding through material interaction with art and mark-making supplies. While sensorial and embodied experiences are entangled with arts-based methods, there is little methodological and theoretical work that puts arts-based research methods into conversation with sensory ethnography. This methods paper provides a detailed, critical reflection on the development and implementation of the sensorial arts-based exercise, Beneath the Surface, for research that examines solid-organ transplant recipients' embodied experiences through a crip/feminist/materialist framework. Adapted from art therapy practices, Beneath the Surface generated a novel context for the articulation of embodied experience, creating space for the expression of sensations and feelings that fall outside the dominant cultural narratives of transplant, such as the "gift of life" or a "second chance," that demand absolute gratitude. Beneath the Surface contributes to theoretical discussions surrounding embodiment, inscription, and interiority. The exercise also demands attention to ethical deliberations, highlighting the critical importance of developing trauma-informed research protocols and addressing the historically fraught relationship between critical disability studies and art therapy. [ABSTRACT FROM AUTHOR]

Practice-based case studies that describe learning from implementation are a useful source of evidence for policy makers, practitioners and researchers. Despite the value of narratives developed in context as a form of experiential or applied evidence, little is known about appropriate qualitative review and synthesis methods to deal with multiple practice-based case studies. This paper reports on a methodological study to develop and pilot a synthesis method using a sample of community wellbeing case studies focused on interventions to improve community infrastructure. The study was conducted in four interlinked phases: (i) literature review to scope synthesis methods (ii) piloting search and selection methods to identify a sample of relevant practice-based case studies that reported experiential learning (iii) undertaking cross case analysis and qualitative synthesis based on framework analysis methods (iv) review and reflection to produce a summative account of the method and agreed definition. The main output from the study was a staged approach to qualitative synthesis of practice-based case studies based on seven steps, which move from identification of a conceptual framework through to producing a narrative report. The potential transferability of this approach and its application in research and policy are critically discussed. Synthesis of case studies derived from community-based interventions could address knowledge gaps in the formal evidence base. While further methodological development is warranted, it is argued that study results form a credible qualitative framework for synthesising practice-based evidence. [ABSTRACT FROM AUTHOR]

Cross-language research involving translation is prevalent in the social sciences yet under-discussed in terms of its ethical impact on participants or the translator her/himself. This paper applies a feminist ethics of 'care' to the topic of translation in cross-cultural, cross-language research. We argue for the importance of emotional intelligence and awareness of emotional labor involved in meaningful, ethical translation between the researcher, translator, and participants. The paper itself is a reflexive conversation between a translator and researcher following six months of data collection involving over 120 interviews and 10 work-life histories. We discuss the opportunities and limitations for more emotionally evolved translation in cross-cultural research, discussing specific strategies for caring about, taking care of, caregiving and care receiving through translation. Applying the 'caring through translation' framework promotes deeper collaboration and relationality between researchers, translators, and participants, grounded in feminist ideals of equitable, ethical knowledge production. [ABSTRACT FROM AUTHOR]

Content analysis, initially a quantitative technique for identifying patterns in qualitative data, has evolved into a widely used qualitative method. However, this evolution has resulted in a confusing array of differing qualitative content analysis approaches that lack clear distinction from other methods. To address these issues, this paper introduces reflexive content analysis, a transtheoretical and flexible researcher-oriented method for the description and reduction of manifest qualitative data. RCA is used to identify patterns in the overt surface meanings of qualitative data through the use of a hierarchical structure of quantifiable analytical strata called codes, subcategories, and categories. Each stratum exists on a continuum of abstraction with codes being the closest to the original data and categories being the most abstract. During each stage of the RCA process, reflexivity is regarded as a valuable analytical resource that is crucial for ensuring adequate description of the data. RCA is intended to be used as method for data analysis, not a methodology, and therefore can be integrated with various methodological and epistemological approaches. This paper provides an introductory guide to conducting RCA. It first presents an overview of existing challenges in qualitative content analysis methods, followed by a rationale for the development of RCA. Then, the foundational principles of RCA and key concepts that support this method are discussed. The paper culminates by outlining the process for conducting an inductive RCA within a qualitative framework, using a previous application of this method as a reference point. [ABSTRACT FROM AUTHOR]

The aim of this paper is to analyze the dual contribution of action research (AR) both for research as well as business practice, and how this methodology puts into practice a win-win collaboration between researchers and practitioners. In order to get this, we define three specific objectives: first, we develop an evaluation framework to assess the contribution of AR methodology for research and practitioners in the field of management. Second, we use this framework to evaluate the dual contribution of AR in the specific field of operations management (OM) through a systematic literature review, which allows to analyze a set of 62 papers. Third, we identify opportunities and challenges to enrich the dual contribution of AR studies in OM. Main findings show that the evaluation framework developed represents a tool that may be useful to assess the dual contribution of any study based on AR in the field of management. Besides, the analysis of AR in the field of OM highlights that most of the papers identified are focused on "theory building" (research) and "implementation" (practice) as there are studies that have used AR to develop contributions based on "theory testing" and "theory elaboration," and also in terms of "diagnosis" and "proposals." Finally, this study signals that, with the aim to assure research rigor and relevance of practitioners' contribution of AR studies, it is relevant to give one step ahead and to develop actions such as the use of AR as a metamethodology, to highlight those relevant findings in the whole AR cycle and to develop tools and mechanisms that strengthen its dual contribution, in terms of both research and practice. [ABSTRACT FROM AUTHOR]

In the field of childhood pain, the knowledge and expertise of children has long been overlooked. Instead, adult knowledge has been privileged over child knowledge, despite contemporary understandings that the experience of pain is subjective in nature and can only be fully appreciated by the person experiencing it – regardless of age, stage, or status. In this paper, we report on a pilot study that combined virtual semi-structured interviewing methods with arts-based research methods (drawing or painting, produced offline in the time between virtual interviews) to explore children's experiences of chronic pain from their own perspectives. We use this study as a backdrop to make visible the 'behind the scenes' methodological work of arts-based research with children, paying particular attention to the ways in which our methodological approach created time and space for reflection, supported the co-production of knowledge, provided a means through which to visualize the effect of broader social influences on knowledge production, and provoked novel lines of analysis and inquiry. All these affordances call for deeply reflexive research practices. We suggest the methodological approach described in this paper can help amplify and add value to research with young children. The richness of the children's accounts concerning chronic pain add to the body of evidence demonstrating that 'even' young children have knowledge, expertise, and insights that should be elicited to expand understandings of children's pain and other similarly abstract topics, phenomenon, and lines of inquiry in health. [ABSTRACT FROM AUTHOR]

German philosopher Hans-Georg Gadamer is best known for his contribution to the development of philosophical hermeneutics, an interpretive approach to knowledge, understanding and meaning-making. It has become a well-established research approach in the health sciences to shed light on the lived experiences of people living with challenging chronic health conditions. Some feminist scholars have gravitated to Gadamer's hermeneutics for its steadfast rejection of positivism and its intention to uncover preunderstandings and prejudices. However, others have critiqued the approach for its lack of focus on prescribing action for social change and its reluctance to evaluate the prejudices present in its own tradition. In this paper, the authors will demonstrate how using feminist hermeneutics can help health researchers deepen their understanding of illness narratives by examining the power structures contributing to the marginalization of chronically ill people within and outside the healthcare system. They will juxtapose a reflexive investigation of the first author's experiences with a focused literature review of the dialogue between hermeneutics and feminism. By examining the first author's experiences with Gadamerian hermeneutics and feminist hermeneutics through self-study, she can in turn unearth her own preunderstandings. This approach will allow the authors to leverage the depth of interpretive understanding generated by hermeneutics while exploring the power structures involved in the complex process that is patient care, particularly that of people with chronic illness. They conclude that this combined approach of feminist hermeneutics allows health researchers to deepen their understanding of illness narratives with issue-specific and effective recommendations to clinicians and public health officials, leading to better-adapted services through a more just approach to chronically ill people. [ABSTRACT FROM AUTHOR]

There are many different methods or approaches that can be applied to the evaluation of complex programmes. This paper describes the use of the Most Significant Change (MSC) participatory technique to monitor and evaluate programmatic effects. The MSC is a form of monitoring because it occurs throughout the programme cycle and provides information to manage it. Further, MSC is an evaluation because it provides stories from which programmes' overall impact can be assessed. However, MSC, a participatory evaluation technique using qualitative approaches, is neglected by many researchers. We hope this study will convince relevant funders and evaluators of the value of the MSC technique and application. This paper offered step-by-step guidelines on how to use the MSC technique when evaluating a large-scale intervention covering perspectives of different beneficiaries within a limited period. The MSC process involves purposively selecting the beneficiaries, collecting the Most Significant (MS) stories, which are then systematically analysed by designated stakeholders and or implemented partners, selected through internal vetting, and external process by involving beneficiaries and stakeholders. The central question focuses on changes in the form of stories such as 'Who did what?'; 'When did the change occur?'; and 'What was the process?' Additionally, it seeks feedback to explain why particular a story was selected as MS and how the selection process was organised. The MSC technique further attempts to verify the validity, significant, relevant, sustainability of the change, and impact on marginalized or Gender Equality and Social Inclusion (GESI) groups brought by the programme. Furthermore, the technique seeks verification of the MS story by triangulating comprehensive notes and recordings. [ABSTRACT FROM AUTHOR]

Ethnographic researchers have long relied upon observation as a powerful means to learn about social relations. This paper discusses research observation that was conducted as a part of an institutional ethnography (IE) investigating how people use the language and ideas of neurodiversity across different settings. While our research protocol initially called for ethnographic observation to take place at in-person events in Southern Ontario, our approach needed to be re-formulated with the switch to online events during the COVID-19 pandemic. After the shift to online-only spaces, a total of 52 sessions at 7 online events related to neurodiversity or autism were observed by a team of 5 researchers: these events were no longer geographically restricted but were officially "hosted" by institutions in Canada, the US, and the UK. This paper reflects upon the challenges and opportunities we encountered as we conducted observations in digital spaces, including our experiences of navigating the "chat" feature. We discuss the need to analyze the format as well as the content of online events, and present findings on how neurodiversity appeared in these social spaces. Finally, we consider the implications of this research for people who are conducting ethnographic observation in an increasingly online world. [ABSTRACT FROM AUTHOR]

Images and texts, their qualities as empirical data, and their entanglements, have been the object of methodological and theoretical debates in social scientific research for a few decades now. Scholars have argued that images and texts are fundamentally different to the point of being incommensurable. Contrary to this line of reasoning, this paper suggests that images and texts are similar enough to be studied within the same framework, that of semiotics, understood as a non-reductive approach to the socio-cultural making of aesthetics, performances, and meanings in multi-media arrangements. Unfolding this argument, I do not suggest that 'images are like texts,' but instead propose that 'texts are like images.' Doing so, I discuss a few of the most frequently assumed properties of images, and how these may apply to texts. As such, this article sets the theoretical perimeters for more specific methodical approaches in social scientific research. [ABSTRACT FROM AUTHOR]

In this reflection paper, which stems from my PhD project and explores the gender arrangements and subjective experiences of female breadwinning couples (FBCs) in Pakistan, I delve into the distinctive challenges faced by a male researcher conducting gender research in a patriarchal cultural context. Drawing from both in-person and online fieldwork experiences, which began during the pre-pandemic period and extended through the pandemic into the post-pandemic era, this article unveils the layered intricacies posed by entrenched gender norms, societal expectations and the dynamics of a male researcher probing gendered issue. These challenges were further intensified in online mediums of interviewing, presenting obstacles from participant hesitations surrounding online privacy to inconsistent Internet connectivity and continuous disruptions. This paper also underscores the fluidity and multifaceted nature of the researcher's positionality, navigating interplays of gender, age, and cultural perceptions. My dual role, both an insider (by virtue of my cultural connection to the fieldwork area) and an outsider (owing to my affiliation with a Western academic institution), added layers of complexity to the fieldwork experiences. By juxtaposing in-person and online encounters, a rich tapestry unfolds, depicting both intersecting and unique challenges inherent to each mode of interviewing. Contributions of this reflection paper are multifold, which not only offers valuable insights for future researchers venturing into similar sociocultural contexts but also highlights the nuanced experiences of male-led gender research in predominantly patriarchal settings. The paper also contributes to the discourse on the fluidity of insider-outsider roles, reflexivity, and the methodological resilience and adaptability needed while conducting gender-focused fieldwork within specific cultural contexts. [ABSTRACT FROM AUTHOR]

This paper outlines my experience as an early career researcher engaging with my power and privilege embedded in my white, English-speaking identity while working with Mexican American male-identifying research participants. Utilizing critical race theory as a framework, this paper chronicles my reflections on un/hooking from whiteness within the context of scholarly inquiry. Specifically, I draw inspiration from a qualitative research project to anchor the discussion of privileged epistemologies and power structures embedded in the inquiry process and academia more broadly, and how race can intersect with how we negotiate our roles, methods, and subjectivities as qualitative scholars. More broadly, this paper explores notions of knowledge and agency in educational inquiry against the question of whose stories are told, how, for whom, and by whom. This paper contributes to the conversation and efforts toward disentangling from whiteness and the epistemologies around which research, higher education, and society are structured to instead magnify the voices and experiences of participants through more egalitarian inquiry practices. [ABSTRACT FROM AUTHOR]

Following trends are not limited to the fashion and beauty industry. Many researchers in papers, master's degree thesis, and PhD dissertations prefer to solve domain questions or problems with research methodologies previously used by others in the field, mainly, case study research in operations management and technology management studies. This paper is about to stress on adding design research methodology (DRM) as a very useful and practical methodology in management studies that can meet the main aim and concern facing researchers in management studies: produce and develop practical domain knowledge which meets the rigor and relevance functions of the research. This study unlocks all the aspects of DRM and represents a methodological perspective, and sheds light on the reasoning behind why and how DRM should be used more as a methodology in management studies in general, and operations and technology management specifically. [ABSTRACT FROM AUTHOR]

Thematic analysis is a highly popular technique among qualitative researchers for analyzing qualitative data, which usually comprises thick descriptive data. However, the application and use of thematic analysis has also involved complications due to confusion regarding the final outcome's presentation as a conceptual model. This paper develops a systematic thematic analysis process for creating a conceptual model from qualitative research findings. It explores the adaptability of the proposed process across various research methodologies, including constructivist methodologies, positivist methodologies, grounded theory, and interpretive phenomenology, and justifies their application. The paper distinguishes between inductive and deductive coding approaches and emphasizes the merits of each. It suggests that the derived systematic thematic analysis model is valuable across multiple disciplines, particularly in grounded theory, ethnographic approaches, and narrative approaches, while also being adaptable to more descriptive, positivist-based methodologies. By providing a methodological roadmap, this study enhances the rigor and replicability of thematic analysis and offers a comprehensive strategy for theoretical conceptualization in qualitative research. The contribution of this paper is a systematic six-step thematic analysis process that leads to the development of a conceptual model; each step is described in detail and examples are given. [ABSTRACT FROM AUTHOR]

Confronted with a range of methodological options, novice researchers often face the daunting dilemma of selecting a methodological route which best fits the purpose of their study. Following the decision-making process, all methodologies present challenges which need to be explored and addressed. This paper outlines the application of descriptive phenomenology for a doctoral study. Examples and insights are offered about how applied theoretical underpinnings can translate into research action. The central aim of descriptive phenomenology is to use first person accounts to clarify the essential meanings of defined phenomena. Therefore, attention is placed on how researchers can use the process of methodologically coherent bracketing to remain participant focussed. The metaphor of a stage play is used to illustrate the research process and identify issues relating to researcher positionality. A suggested prompt sheet is included to help readers practically consider the steps involved in undertaking a study using descriptive phenomenology. The paper concludes with the assertion that methodologically coherent descriptive phenomenology is a useful approach for gaining valuable understandings into human experience. This paper will be relevant for many disciplines and allied healthcare professionals who wish to consider descriptive phenomenology as an interesting and appropriate qualitative methodology. This paper seeks to provide an academic awareness into an established, yet growing methodology, providing methodological insights and an interdisciplinary recognition that descriptive phenomenology can be applied and implemented to support many areas of qualitative study. [ABSTRACT FROM AUTHOR]

Addressing Sexuality Education among learners in rural schools can be challenging when using traditional designs such as ethnography and phenomenology. This paper introduces Cyclical Longitudinal Ethnography as an innovative design for addressing Sexuality Education in South African rural farm schools. This design was developed as part of an engaged scholarship on HIV prevention in rural farm schools in Soutpansberg North Circuit, Limpopo Province, South Africa. The paper provides an overview of Sexuality Education at schools and the challenges thereof. It further provides the basics of ethnography and its limitation. The paper then introduces and describes cyclical ethnography as an alternative to original ethnography. The design allows researchers to still have a prolonged engagement with the community without gross disruption of other academic responsibilities such as tuition, academic citizenship, leadership, and administration. The design allows the researcher to visit the area several times over the years, enabling the researcher to observe variations of a phenomenon over time. The Cyclical nature of the design allows data collection, analysis, intervention, monitoring, and evaluation to be conducted iteratively. Though there are primary key informants, the findings could lead to other key informants, settings, and interventions which were not part of the initial plan and objectives. In this study, the target population was educators teaching Sexuality Education, but it ended up involving learners, parents, and community members. The Longitudinal nature of the design enables the researchers to see the impact of the interventions. [ABSTRACT FROM AUTHOR]

Despite representing a vast and global concern, the narratives of children who experience child sexual exploitation (CSE) and access associated services are marginalised within research. As an outcome, relatively little is known about how children cope with the impact and consequences of their experiences. This paper draws together methodological insights from researchers reflecting upon three distinct pieces of qualitative fieldwork conducted with children and young people considered 'vulnerable' to, and 'at risk of', CSE. In doing so, we seek to recognise the challenges encountered when conducting research with vulnerable populations and explore the 'blurry boundaries' that researchers tread in order to balance competing power dynamics. This paper will discuss potential safeguarding concerns that arise when conducting sensitive research and will share our experiences of supporting young people to take part in research around child sexual exploitation. We will reflect upon the research process to highlight some of the strategies adopted to enable young people to engage in data collection safely. We consider the dynamic ethical practices that take place in the moment of research encounters, alongside the framework of procedural ethics, to conclude that both are fundamental to enable meaningful participation in research. [ABSTRACT FROM AUTHOR]

Pierre Bourdieu's concept of habitus remains an important theoretical framework educational researchers draw upon to explore the learner identities of students as well as their learning trajectories. As scholars grapple with habitus, as both a theory and a method of working with the data, they have drawn upon different research methodologies. To date, what has been largely absent in Bourdieusian educational research is how narrative inquiry can enhance our understanding of how habitus shapes learner identities. Narrative inquiry, as a research approach, seeks to understand and interpret human experiences through the collection and analysis of participants' life stories. This article first explains how to operationalise Bourdieu's habitus to understand learner identities and aspirations. Second, narrative inquiry is introduced as a methodology. Third, the paper offers a case study of Chinese female STEM students' experiences in higher education where the first author reflects on how narrative inquiry allowed for a deeper exploration of the formation and maintenance of their habitus as learners. Lastly, the paper concludes with the first author's own reflexive deliberations on what narrative inquiry can offer researchers interested in habitus. In exploring the relationship between narrative inquiry and habitus the paper highlights the continual dialectical relationship between theory and method. [ABSTRACT FROM AUTHOR]

Qualitative researchers experience a myriad of emotions during fieldwork. Yet, a reluctance to display and openly discuss emotions in relation to research practice means little insight on how these can inform the research process exists. In this paper, we explore the researcher's emotions in an organizational ethnography of an emergency department during the COVID-19 pandemic. We identify three emotional triggers (uncertain field access, disrupted research practices, and researcher exposure) and discuss the researcher's embodied experiences and reflexive responses. We present four ways in which the researcher's emotions can be used as a resource for embodied reflexivity: (i) deepening field engagement through a focus on collective experiences, (ii) using the researcher's agency to refocus data collection and enhance creativity, (iii) merging inward and outward focus to reframe the research project, and (iv) visualizing emotions throughout the research process to avoid mind-body dualisms. This paper joins recent discussions on qualitative methods and reflexivity and answers calls for making the researcher's field presence visible in qualitative research. We contribute by delineating ways in which emotions, as a resource for embodied reflexivity, can inform qualitative research. [ABSTRACT FROM AUTHOR]

This essay is a provocation that seeks to contribute to the (re)naissance of African-centered scholarship through a critical interrogation and engagement of words or concepts that exude criticality yet are frequently used superficially. For Africans (globally), conceived by unfavorable imaginations, critical reflection is vital to enable them to engage in deep, reflective analysis of their thoughts, actions, and experiences. Having been dislocated in many ways, (re)examining assumptions, biases, and beliefs and (re)considering alternative perspectives and ideas must preoccupy African researchers. Through an onto-epistemic prism that centers on both Afrocentric assumptions and decolonial thought, the paper interrogates how the prefix "re" extends beyond simplistic meanings like "again" or "repeat" to offer potentialities for African agency. The paper seeks to contribute toward critical African thought and education as well as supporting the pathways for the African Renaissance. The aim is to explore how the prefix "re" can help to empower Africans to shape their own futures. [ABSTRACT FROM AUTHOR]

Researchers conducting fieldwork, especially in comparative social research, face the complex issue of conceptualizing and practicing positionality. How we position ourselves affects the research approach, the interpretation of the data and, therefore, the whole research process. This paper discusses my own in-between or 'in-out-sider' positionality during my fieldwork studying the experience of youths in social movements in Thailand and Myanmar in 2020 and 2021. Drawing on data from a visit to Thailand and interviews with 40 Myanmar and Thai youths who participated in the movements, this article documents my experience of the subtle nuances of multiple positionalities and how I navigated through the fieldwork as an in-out-sider researcher. In this comparative context, especially, I believe that my in-out-sider positionality facilitated the research process, from interviewing participants to conducting the field visit. The discussion of this contextually situated positionality challenges the typical explanations of the insider/outsider dichotomy, suggesting the need for a rethinking of certain aspects of this explanation, such as the background and experience of the researcher, and the context in which the researcher and the researched interact. This paper therefore contributes to knowledge around this subject and its application, particularly in the context of comparative social research which studies specific groups of youth activists or protestors. [ABSTRACT FROM AUTHOR]

GRADE-CERQual (Confidence in the Evidence from Reviews of Qualitative research) was developed to support the use of evidence from qualitative reviews within policy- and decision-making. To date, the approach has been applied predominantly to aggregative synthesis methodologies and descriptive review findings. GRADE-CERQual guidance recommends the approach be tested on more diverse review methodologies and outputs to support its evolution. This paper contributes to this evolution by reflecting on our experiences of applying GRADE-CERQual to findings that emerged from a recent Cochrane meta-ethnography on childhood vaccination. Specifically, we describe the similarities and differences, challenges and dilemmas we experienced applying the approach to more interpretive versus more descriptive review findings. We found that we were able to apply the core criteria and principles of GRADE-CERQual in ways that were congruent with the methodologies and epistemologies of a meta-ethnography and its findings. We also found that the practical application processes were similar across review finding types. The main differences related to the level of demand placed on the evidence and the level of complexity involved with the decisions. Compared to more descriptive findings, more interpretive findings required evidence that was richer, thicker, more contextually situated and methodologically stronger for us to have the same level of confidence in them. Making the assessments for these findings also involved more complicated forms of judgement. We provide practical examples to illustrate these complexities and how we approached them, which others applying GRADE-CERQual to more interpretive review findings could draw upon. We also highlight areas requiring further discussion, in the hope that this will offer a platform for engagement and the potential future refinement of the approach. Ultimately, this could enhance the usability of GRADE-CERQual for a larger range of qualitative review findings and in turn expand the kinds of knowledges that count within decision-making. [ABSTRACT FROM AUTHOR]

Traditional qualitative inquiry research methods exhort us to look for the 'good' story tellers who use metaphors to describe their experiences, emotions, and events. This privileges abled-bodied individuals, meaning that without full individual accessibility for people with disability is not achieved. The objective of this paper is to present a case study on inclusion of research participants who live with deafblindness. This case study posits where qualitative story telling spaces currently are; whose voices occupy these narratives; what is said and how it is said: and the performative aspects of the qualitative inquiry currently. Research including people with disability is reflected in the evidence base, however the question that if qualitative methods don't seek to explore and understand these differences, epistemic injustices will be perpetrated. The case study reflects on a research project whose methodology sought to solicit hospital experiences for those living with deafblindness. The Australian study of 18 deafblind participants with wide ranging communication needs, shared in-depth narrative inquiry stories told in: 'snapshots' of moments of disempowerment; through sign and vibrotactile communication; usage of the strong verb with metaphor rarely present except to exclusively describe instances of dehumanisation. Narrative inquiry method when used with people who are deafblind is predominately chaotic with some tense instability for non-signing participants. Emphasis is via repetition, altered pitch and expletives. Touch centricity is fundamental. Dissonance is evident between words used and stories told. The thematic analysis identified a need to reflect epistemically across the creation of any qualitative project from beginning to end, focussing on what is being said and how it is being said or signed or felt. The conclusion of the paper provides a roadmap for future projects to ensure improvements in the enhancing of awareness of different ways of being, doing and telling in qualitative research methods. [ABSTRACT FROM AUTHOR]