The construction and interpretation of vignettes in social research

Abstract

Vignettes refer to stimuli, including text and images, which research participants are invited to respond. Drawing on a range of social science sources, this paper focuses on two substantive areas concerning the use of vignettes in research. Considered first is the development and construction of vignettes. This section is concerned with internal reliability; research topics; participants; and interest, relevance, realism and timing. Considered second are vignette interpretations and responses, in particular open and closed questioning; vignette perspectives; and difficulties with interpreting and responding to vignettes. Together these explorations contribute to the wider appreciation of vignette methodologies used within the social sciences. The paper concludes by outlining the limitations of using vignettes in social research.

Perceptions of Caring Recruitment Among Older Adults

“…The two written vignettes were intentionally designed to be brief and concise at a fifth-grade reading level ( M = 5.7) and a high school reading comprehension level ( M = 80.4; Atzmüller & Steiner, 2010; Evans et al, 2015; Fongwa et al, 2010; R. Hughes & Huby, 2012; Zahra & Burr, 2018). Across the two written vignettes, the average word count was 255 words.…”

Exploring the complex cognitive, affective and behavioural processes of individuals with intellectual disabilities in financially abusive situations

“…To ensure the internal validity of the vignettes (Leung, 2015;Østby & Bjørkly, 2011), we pilot tested them with our advisors. Specifically, we presented and read the vignettes to the advisor and asked questions to ensure the vignettes were clear, authentic, understandable, meaningful, and relevant to individuals' experiences of financial abuse (Hellzen et al, 2018;Hughes & Huby, 2004). After, we modified the vignettes, and then presented them to another advisor and repeated the same procedure.…”

Using text-based vignettes in qualitative social work research

“…Vignettes are always incomplete, but this is not unlike social work practice. Social workers are often in a position where they need to make decisions based on incomplete information (Hughes and Huby, 2004; Zeijlmans et al, 2019), for example, when they receive a referral for a new family as in the above vignette (see also Falconer and Shardlow, 2018). How participants fill the gaps can offer interesting insights into professional thinking.…”

“…This can be a problem as realistic responses are required’. (Hughes and Huby, 2004: 40–41). Even when responding to a vignette as oneself ‘the hypothetical nature of the situation would be beneficial, as it distances the participants from the subject under study and reduces social desirability towards the researcher’ (Ghanem et al, 2018: 7; see also Wilks, 2004: 82).…”