Qualitative Research: 2-Part Series
Qualitative methodologies are the subject of an extensive body of scholarly publication, yet specific qualitative skill development is limited.
In this two-part webinar series, attendees can improve their qualitative research knowledge and skills in two areas: qualitative coding and writing limitations.
Each webinar is approved for 1.5 hours of CFLE continuing education credit. Attending both webinars would result in 3.0 hours of CFLE continuing education credit.
Single Pricing: $31 for NCFR student members / $52 for NCFR members & CFLEs / $94 for nonmembers & non-CFLEs / Become a member
Series Pricing: $52 for NCFR student members / $94 for NCFR members & CFLEs / $167 for nonmembers & non-CFLEs / Become a member
NCFR members receive discounts on their webinar registration. Become a member today and receive the full benefits of NCFR membership!
Webinar 1: An Introduction to the Art of Qualitative Coding
October 3, 2024 | 11 a.m. – 12:30 CST | Silvia L. Vilches, Ph.D., Sharmin Shoukat, M.Sc., and L. E. Parsons, M.S.
Qualitative methodologies are the subject of an extensive body of scholarly publication, yet there are few demonstrations of how to practice qualitative coding. Qualitative researchers agree coding processes are difficult to describe, do not follow precise steps, and must be adjusted to the unique needs of each research inquiry.
The presenters will use research study examples to demonstrate the evolution from an initial research question, through the coding processes, to higher level findings. Moving beyond coding to higher level findings, such as themes or models, implies a greater degree of complexity and potentially synthesizing more data into meaningful information. The messy middle of working toward higher level findings will be demonstrated during this webinar.
For those wishing to learn simple steps to analyze basic qualitative data, the presenters will start with demonstrating a deductive coding process, where the coding framework is predetermined. For those working on a mid-level inductive project, the presenters will show how an exploratory research question is linked to data that reflects social meaning, and the processes of repetitive coding data that builds precision and insight. The presenters will also demonstrate a constructivist approach using historically gathered stories from LGBTQ+ activists.
Through this introduction to coding, the presenters will demonstrate how systematic repetition of coding generates internal validity and how automated keyword searches have limited applications. Attendees will learn how to move from a predictive hypothesis through basic deductive coding, using a hypothetical example. Attendees will then see a study in coding progress and one way that coding frameworks develop. Attendees will understand how to begin developing an approach and the implications for coding, selecting from among the different approaches between deductive and inductive qualitative coding.
Attendees will leave this webinar with the ability to:
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Differentiate between validity of inductive and deductive approaches;
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Implement the steps of an inductive approach, from open coding, including starting clustering into categories, to developing themes; and
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Engage in deductive coding using a predetermined coding framework.
Approved for 1.5 hours of CFLE continuing education credit.
Purchase Access to Part 1 only
Purchase Access to Both Webinars
Already purchased part 1? Access on demand here
Webinar 2: Writing Limitations Sections in Qualitative and Grounded Theory Studies
October 17, 2024 | 11 a.m. – 12:30 CST | Silvia L. Vilches, Ph.D., and Darlaine Jantzen, Ph.D., RN
Qualitative research can generate insights into small, unique, or hard-to-reach populations, or serve as an exploratory tool to develop new in-depth insights. Yet, qualitative research is often undermined by pro forma or poorly determined limitation sections. The limitations section of qualitative studies should provide the reader with information to understand the research findings by clearly defining the scope and limitations of the results and contextualizing the findings. Readers are often left with little insight beyond limitations that reflect traditional quantitative studies, such as comments on small sample sizes or researcher bias. Thus, the limitations sections of qualitative research are often almost a footnote to a study.
While attempts have been made to standardize validity criteria (e.g., quality indicators), the attempts to do so are confounded by the variety of distinct qualitative methodologies and approaches, such as ethnographies, qualitative case studies, thematic analysis, or phenomenological studies. With an increase in methodological approaches across disciplines, authors need to establish a meaningful limitations section that can guide readers to an accurate assessment of the strengths and limitations of the research conclusions.
The presenters will highlight lessons learned from a systematic structured review of 44 limitations sections of published grounded theory studies. The review results suggest a need for limitations sections to better align with research designs and the research process to provide greater clarity for readers. The presenters will contrast the findings of their review with attempts to develop universal criteria, including guidance suggested by grounded theory methodologists and journal publishing guides and standards.
The presenters will demonstrate how a meaningful limitations section can guide readers to an accurate assessment of the strengths and limitations of the research conclusions, providing insight into the construction of limitations sections for grounded theory designs and recommendations for criteria to consider for other qualitative traditions (e.g., ethnography, case study, and narrative analysis). Methods to strengthen clarity and detail linked to the research design when writing the limitations section will be demonstrated.
The information from the webinar will complement information available in qualitative research texts as a useful resource for teaching academic writing and reviewing. Qualitative researchers and graduate students as well as editors and reviewers for peer-reviewed journals will benefit from the in-depth analysis of the often-overlooked limitations sections.
Attendees will leave this webinar with the ability to:
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Write a limitations section in qualitative research that provides relevant and appropriate recommendations;
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Using grounded theory, connect the research design and limitations; and
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Link the limitations section with results.
Approved for 1.5 hours of CFLE continuing education credit.
Purchase Access to Part 2 only
Purchase Access to Both Webinars
Already purchased part 2? Access on demand here
About the Presenters
The views expressed by the webinar presenters are their own.
Silvia Vilches, Ph.D., is an Extension Specialist and Associate Professor at Auburn University in the department of Human Development and Family Science. Her Extension research and service focuses on enhancing the capacity of families and children to achieve social emotional wellness through digital and in-person parenting education and outdoor physical play. Dr. Vilches has conducted three full grounded theory studies, an embedded case study, and some action and participatory action research projects. She serves as the NCFR Qualitative Family Research Network Chair.
Sharmin Shoukat, M.Sc., is a doctoral candidate in the Department of Consumer and Design Sciences. She is an experienced educator with over 7 years of teaching in textile and fashion. Ms. Shoukat's research expertise spans both qualitative and quantitative methodologies, focusing on consumer behavior, clothing and textiles, retail industry, conversational AI, and sustainability in textiles.
L. E. Parsons, M.S. (he/they) is a graduate student and teaching assistant at Auburn University in the Department of Human Development and Family Science. Parsons also serves as the lab coordinator for the Relationships and Health Lab at Auburn University working on projects regarding stigma, relationships, and mental health.
Darlaine Jantzen, Ph.D., RN, specializes in nursing education. Specific areas of interest include philosophy of nursing education, experiential learning theories, moral philosophy, ethics, and nurses’ experiences of organizational change. Dr. Jantzen is an Associate Professor at Trinity Western University and teaches both new undergraduate and graduate nursing students, including doctoral students. She is the Chair of the International Philosophy of Nursing Society (IPONS). Dr. Jantzen has conducted narrative inquiry and grounded theory research and co-led the Grounded Theory Club at the University of Victoria for over fifteen years. She has also completed a scoping review and a Qualitative Systematic Review.
On-Demand Webinar Recording
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Classroom Use
Webinars are a great resource to use in the classroom. Classroom and departmental use licenses allow faculty members to share the video in class or embed the video in their online learning management system. Departmental use licenses allow more than one faculty member to use the webinar in their class. We request that links or downloads not be shared with students.
Single Webinar Pricing
- License for classroom use by one professor is available for $141 for NCFR members, $215 for nonmembers.
- License for departmental use (multiple professors) is available for $194 for NCFR members, $341* for nonmembers.
- Departmental license for CFLE-approved programs is $167.
Series Webinar Pricing
- License for classroom use by one professor is available for $236 for NCFR members, $362 for nonmembers.
- License for departmental use (multiple professors) is available for $330 for NCFR members, $593* for nonmembers.
- Departmental license for CFLE-approved programs is $283.
