An alternative approach to conceptualizing interviews in HRD research

Wang, Jia; Roulston, Kathryn

doi:10.1002/hrdq.1199

Cited by 31 publications

(16 citation statements)

References 48 publications

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“…Throughout the history of qualitative research, verification of data, analytic categories, interpretations, and conclusions with members of groups from whom the data were originally collected has been accepted as an important technique for establishing credibility. Good‐quality submissions will explain their procedures for member checking. The absence of reflexivity on the part of the researcher in much published qualitative research in HRD is surprising, although Wang and Roulston () provided a useful discussion of this issue. Perhaps this results from a fear on the part of authors that it would be unprofessional or intrusive to disclose their personal characteristics and from a concern that editorial preferences might favor a ‘disinterested detachment’ from the phenomenon under research.…”

Section: Evaluation Criteria For Qualitative Researchmentioning

confidence: 99%

“…4. The absence of reflexivity on the part of the researcher in much published qualitative research in HRD is surprising, although Wang and Roulston ( 2007 ) provided a useful discussion of this issue. Perhaps this results from a fear on the part of authors that it would be unprofessional or intrusive to disclose their personal characteristics and from a concern that editorial preferences might favor a 'disinterested detachment' from the phenomenon under research.…”

Section: Evaluation Criteria For Qualitative Researchmentioning

confidence: 99%

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Criteria for Evaluating Qualitative Research

Anderson

2017

Human Resource Development Quarterly

100

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Section: Evaluation Criteria For Qualitative Researchmentioning

confidence: 99%

Section: Evaluation Criteria For Qualitative Researchmentioning

confidence: 99%

Criteria for Evaluating Qualitative Research

Anderson

2017

Human Resource Development Quarterly

100

View full text Add to dashboard Cite

“…Importantly, in forwarding thematic analysis, we are not suggesting that it is useful for all qualitative research designs or even that it is the most innovative approach. In fact, we caution against viewing thematic analysis as the end all, be all approach for analyzing qualitative data, agreeing with Wang and Roulston’s (2007) assessment that “the diverse field of qualitative inquiry offers many other data analysis techniques that have yet to be taken up by qualitative inquirers in HRD” (p. 181). Instead, we argue that learning how to conduct a thematic analysis serves as an important foundation for eventually making sense of other, more specialized forms of analysis.…”

Section: Thematic Analysismentioning

confidence: 82%

Learning to Do Qualitative Data Analysis: A Starting Point

Lester

Cho

Lochmiller

2020

Human Resource Development Review

275

157

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Given the vast and diverse qualitative analytic landscape, what might be a generative starting point for researchers who desire to learn how to produce quality qualitative analyses? This question is particularly relevant to researchers new to the field and practice of qualitative research and instructors and mentors who regularly introduce students to qualitative research practices. In this article, we seek to offer what we view as a useful starting point for learning how to do qualitative analysis. We begin by discussing briefly the general landscape of qualitative research methodologies and methods. To contextualize our suggestions, we review the qualitative analytic practices commonly used within human resource development (HRD). Following this, we describe thematic analysis in more detail, including why we believe it is a particularly useful analytic approach to consider when first learning about qualitative analysis. We share seven common practices or important considerations for carrying out a thematic analysis and conclude by highlighting key considerations for assuring quality when conducting a thematic analysis.

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“…In-depth interviews (Swanson, Watkins, & Marsick, 2005;Wang & Roulston, 2007) were used as the primary means of data collection. To ensure consistency of findings from different participants (Patton, 2002), we developed a semi-structured interview protocol consisting of nine open ended questions.…”

Section: Data Collectionmentioning

confidence: 99%

Exploring Instructors’ Practices in Student Engagement: A Collective Case Study

Arghode

Wang

Lathan

2017

JoSoTL

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Professors use various strategies to improve learning. To explore what professors perceived as critical aspects of engaging instruction, we conducted a qualitative case study with seven professors in the United States. Data was collected through individual face-to-face interviews. The conversations were audio-taped and transcribed verbatim. The analyses of the transcriptions were conducted using the constant comparative method. Findings from the study varied. Yet, participants agreed that an engaging instructor must focus on learning; consider various aspects of students' personal development including their cognitive, social, and emotional development; and take care of different student learning styles, for example, visual, auditory, and kinesthetic. Participants stressed the importance of student engagement. Body language, verbal and non-verbal cues, and eye contact were the main parameters used by the participants to evaluate student engagement. Participants also emphasized the importance of asking questions and assessing instructional effectiveness by evaluating the questions asked by students.

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An alternative approach to conceptualizing interviews in HRD research

Abstract: Qualitative researchers in human resource development (HRD) frequently use in-depth interviews as a research method. Yet reports from qualitative studies in HRD commonly

Cited by 31 publications

References 48 publications

Criteria for Evaluating Qualitative Research

Criteria for Evaluating Qualitative Research

Learning to Do Qualitative Data Analysis: A Starting Point

Exploring Instructors’ Practices in Student Engagement: A Collective Case Study

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