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Artigos de revistas sobre o tema "Qualitative"

Autor: Grafiati

Publicado: 4 de junho de 2021

Última modificação: 12 de julho de 2025

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1

Kelle, Udo, and Günter Tempel. "Verstehen durch qualitative Methoden – der Beitrag der interpretativen Sozialforschung zur Gesundheitsberichterstattung." Bundesgesundheitsblatt - Gesundheitsforschung - Gesundheitsschutz 63, no. 9 (September 2020): 1126–33. http://dx.doi.org/10.1007/s00103-020-03209-5.

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Zusammenfassung Gesundheitsberichterstattung basiert in aller Regel auf standardisiert erhobenen, quantitativen Daten; die Anwendung von Verfahren der qualitativen Sozialforschung ist die Ausnahme. Mit dem vorliegenden Beitrag soll der potenzielle Nutzen qualitativer Verfahren in der Gesundheitsberichterstattung dargestellt werden. Im Mittelpunkt stehen folgende Fragen: Was kennzeichnet qualitative Verfahren, was sind ihre theoretischen und methodischen Grundlagen und welchen spezifischen Beitrag können sie in der Gesundheitsberichterstattung leisten? Qualitativ orientierte Forschung geht davon aus, dass Menschen letztendlich aufgrund subjektiver Bedeutungen, die die Dinge in ihrer Umgebung und das Verhalten ihrer Mitmenschen für sie haben, handeln. Qualitative Methoden bieten hier sehr oft bessere Möglichkeiten als standardisierte Verfahren (in vielen Kontexten oft die einzigen), diese subjektiven Sichtweisen und Handlungsorientierungen zu eruieren. Aufgrund ihrer methodischen Besonderheiten sind qualitative Methoden geeignet für die Exploration gesundheitsrelevanter Wahrnehmungen, Einstellungen und Verhaltensweisen. Die Ergebnisse können helfen, die Passgenauigkeit von Präventionsprogrammen zu verbessern, sie können aber auch der Ausgangspunkt für weitere hypothesentestende quantitative Forschung sein. Die für qualitative Methoden charakteristische Offenheit bedeutet keine Beliebigkeit. Die Anwendung qualitativer Methoden setzt ausreichende Expertise voraus, darüber hinaus sind, wie in der quantitativen Forschung, Sorgfalt und ein regelgeleitetes Vorgehen erforderlich. Hinzu kommt Transparenz; die Daten sind genau zu dokumentieren und das Vorgehen bei der Analyse ist offenzulegen. Auch die Ergebnisse qualitativer Forschung müssen einer kritischen Würdigung standhalten können.

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Torreão, André D. Albuquerque, and Carla Viana Dendasck. "Advantages and disadvantages of using qualitative research in law." Núcleo do Conhecimento 09, no. 11 (November 23, 2021): 99–111. https://doi.org/10.32749/nucleodoconhecimento.com.br/law/qualitative-research.

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The production of scientific research in the field of law has presented a challenge to professionals who are accustomed to working with other forms of argumentation in their daily practice. Thus, this article emerges as a proposal for reflection through the following guiding question: What are the advantages and disadvantages of using qualitative research in law?

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Torreão, André D. Albuquerque, and Carla Viana Dendasck. "Avantages et inconvénients de l'utilisation de la recherche qualitative en droit." Núcleo do Conhecimento 09, no. 11 (November 23, 2021): 99–111. https://doi.org/10.32749/nucleodoconhecimento.com.br/droit/recherche-qualitative.

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La production de la recherche scientifique dans le domaine du droit s’est révélée être un défi pour les professionnels habitués à travailler avec d’autres formes d’argumentation dans l’exercice de leur fonction quotidienne. Ainsi, cet article se présente comme une proposition de réflexion à travers la question suivante : Quels sont les avantages et les inconvénients de l’utilisation de la recherche qualitative en droit ?

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Burzan, Nicole, and Miriam Schad. "Qualitative Ungleichheitsforschung." Rekonstruktive Ungleichheitsforschung 19, no. 1-2/2018 (December 10, 2018): 13–29. http://dx.doi.org/10.3224/zqf.v19i1-2.02.

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Der Beitrag gibt einen Überblick über neuere Veröffentlichungen, in denen vertikale Ungleichheiten mit qualitativen Methoden untersucht werden. Zu Beginn werden grundsätzliche Trends in der deutschsprachigen Ungleichheitsforschung beschrieben sowie jeweils spezifische Schwerpunktsetzungen in quantitativen und qualitativen Studien thematisiert. Eine Darstellung von ausgewählten Fachartikeln (2012 bis 2017) ermöglicht es, inhaltliche Fokussierungen der Beiträge und methodische Entwicklungen zu skizzieren. Dabei wird deutlich, welche Potenziale die Erforschung von Themen wie symbolischen Grenzziehungen, Prekarisierungs- oder auch intergenerationalen Transmissionsprozessen mit qualitativen Erhebungs- und Auswertungsmethoden haben. Die abschließende Betrachtung − mit einer Unterscheidung von drei analytischen Perspektiven auf Ungleichheit − verweist auf spezifische Stärken qualitativer Vorgehensweisen.

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Gottschalk, Ines, and Christoph Stamann. "Der Umgang mit Emotionen in qualitativen Lehrforschungsprojekten." Transformationen des Lehrens und Lernens qualitativer Forschung 31, no. 2 (2023): 65–85. http://dx.doi.org/10.30820/0942-2285-2023-2-65.

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Im Beitrag wird der Umgang mit Emotionen in der qualitativen Forschung fokussiert. Ausgangspunkt ist die Vorstellung, dass Emotionen integraler Bestandteil qualitativ-hermeneutischer Verstehensprozesse sind, die über Reflexivität zugänglich gemacht werden können. Ziel der Lehre qualitativer Forschung ist unter anderem die Einsozialisation in eine qualitative Weltsicht und Haltung. Lehrforschungsprojekte sind ein geeignetes Veranstaltungsformat sowohl für die Einsozialisation als auch – im Zuge dessen – für die reflexive Erschließung forschungsbezogener Emotionen seitens der Studierenden. In unserem Beitrag unterscheiden und systematisieren wir hierzu forschungsund lehrsettingbezogene in Abgrenzung zu feldbezogenen Anlässen, bei denen Emotionen relevant und herausfordernd werden können. Zugleich betrachten wir Gestaltungsmöglichkeiten und -erfordernisse studentischer Forschungsprozesse hinsichtlich der Sichtbarmachung und reflexiven Bearbeitung von Emotionen. Es werden Anforderungen an Lehrende bei der Gestaltung emotionssensibler Räume sowie für die Reflexion von Emotionen anschlussfähige qualitative Methodologien und Methoden vorgestellt.

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Anria, Santiago. "Qualitative literacy." Qualitative & Multi-Method Research 21, no. 1 (May 31, 2023): 10–11. https://doi.org/10.5281/zenodo.7921364.

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This is anthropology,” a senior political scientist told me years ago. I had just presented a work-in-progress using interview data in the context of a graduate seminar—a version of what people now call the “job market paper.” “Is it at least good anthropology?” I asked. “I would not know how to tell—as you know, I’m more drawn to quantitative analyses. But it’s well written.”

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Chesebro, James W., and Deborah J. Borisoff. "What Makes Qualitative Research Qualitative?" Qualitative Research Reports in Communication 8, no. 1 (October 15, 2007): 3–14. http://dx.doi.org/10.1080/17459430701617846.

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8

Barndt, William. "Qualitative methods textbooks." Qualitative & Multi-Method Research 1, no. 1 (March 31, 2003): 26–28. https://doi.org/10.5281/zenodo.998785.

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Over the past few years, the number of political science departments offering qualitative methods courses has grown substantially. The number of qualitative methods textbooks has kept pace, providing instructors with an overwhelming array of choices. But how to decide which text to choose from this exhortatory smorgasbord? The scholarship desperately needs evaluated. Yet the task is not entirely straightforward: qualitative methods textbooks reflect the diversity inherent in qualitative methods itself. Consequently, evaluating qualitative methods textbooks consists more of weighing competing strengths than identifying weaknesses. I undertake just such an evaluation in the following survey, which should be useful both to teachers of qualitative methods and to researchers keen to brush up on specific techniques.

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9

Mays, N., and C. Pope. "Qualitative Research: Rigour and qualitative research." BMJ 311, no. 6997 (July 8, 1995): 109–12. http://dx.doi.org/10.1136/bmj.311.6997.109.

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Aspers, Patrik, and Ugo Corte. "What is Qualitative in Qualitative Research." Qualitative Sociology 42, no. 2 (February 27, 2019): 139–60. http://dx.doi.org/10.1007/s11133-019-9413-7.

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Aylat-Yaguri, Tamar. "What is Qualitative about Qualitative Dialectic?" Kierkegaard Studies Yearbook 2011, no. 2011 (November 16, 2011): 263–78. http://dx.doi.org/10.1515/9783110236514.263.

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12

Binder, Annette, and Christine Preiser. "Kompetenter Einsatz qualitativer Methoden in der Suchtforschung." SUCHT 67, no. 5 (October 1, 2021): 273–80. http://dx.doi.org/10.1024/0939-5911/a000731.

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Zusammenfassung. Hintergrund: Qualitative Methoden ermöglichen bei unterschiedlichen Fragestellungen vertieften Erkenntnisgewinn im Feld der Suchtforschung. Allerdings ist der Zugang zu den entsprechenden Methoden nicht einfach, da ihre Komplexität und Vielfalt nicht leicht zu überblicken ist und die Umsetzung umfangreiches theoretisches und methodologisches Wissen erfordert. Bisher scheint der Einsatz qualitativer Methoden in der deutschen Suchtforschung nicht ausreichend methodisch untermauert zu sein. Wir fordern daher eine fundierte, reflektierte und methodisch korrekte Nutzung qualitativer Methoden im Feld der Suchtforschung. Ziel: Ziel dieses Artikels ist, anhand von Methodenliteratur und Originalarbeiten, in denen qualitative Methoden angewandt wurden, aufzuzeigen, wie qualitative Forschungsdesigns verstanden werden können, um Forschende zu ermutigen und zu befähigen, qualitative Methoden in angemessener Weise zu nutzen. In diesem Artikel werden mögliche Einsatzgebiete und grundlegende methodologische Überlegungen für die Entwicklung eines qualitativen Forschungsdesigns dargestellt. Dabei wird zusätzlich auf diverse Erhebungsmethoden sowie ethische Aspekte im Rahmen der Datengenerierung eingegangen.

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13

Miko-Schefzig, Katharina. "Qualitative Methodenzentren." Transformationen des Lehrens und Lernens qualitativer Forschung 31, no. 2 (2023): 42–64. http://dx.doi.org/10.30820/0942-2285-2023-2-42.

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Qualitative Methodenzentren sind universitäre Organisationseinheiten, die quer zu Studiengängen und curricularen Lehrveranstaltungen liegen. Sowohl im deutschsprachigen Raum als auch international, sind sie etablierte Orte der qualitativen Methodenberatung (Cabrera und McDougall 2002; Kalkstein und Mey 2021). Ihre Aufgabenbereiche sind mannigfaltig: von der Lehre innerhalb der methodischen Curricula bis zur Ausrichtung von Workshops und diversen Summer, Spring und Winter Schools. Vermehrt sind sie auch in relevanten Gremien, etwa Ethikbeiräten, tätig. Eigene Forschung gehört auch dazu. In diesem Beitrag gehe ich zum einen der Frage nach, welche Transformationen des Lehrens und Lernens aus der Notwendigkeit der Etablierung solcher Methodenzentren ableitbar sind. Zum anderen zeichne ich nach, welche Rolle die Methodenzentren bei der Verankerung qualitativer Forschung an Universitäten und Hochschulen spielen können.

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14

Natkaniec, Tomasz. "On points of qualitative semicontinuity." Časopis pro pěstování matematiky 110, no. 4 (1985): 337–42. http://dx.doi.org/10.21136/cpm.1985.118238.

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Karlsen, Leif Harald, and Martin Giese. "Qualitatively correct bintrees: an efficient representation of qualitative spatial information." GeoInformatica 23, no. 4 (April 13, 2019): 689–731. http://dx.doi.org/10.1007/s10707-019-00348-z.

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16

Stamer, M., C. Güthlin, C. Holmberg, U. Karbach, C. Patzelt, and T. Meyer. "Qualitative Studien in der Versorgungsforschung – Diskussionspapier, Teil 3: Qualität qualitativer Studien." Das Gesundheitswesen 77, no. 12 (December 29, 2015): 966–75. http://dx.doi.org/10.1055/s-0035-1565235.

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17

Moon, Seungho. "Korean Epistemology and Qualitative Research: A Case Study on Centering Local Epistemologies in Qualitative Inquiry." Asian Qualitative Inquiry Association 3, no. 2 (December 31, 2024): 89–99. https://doi.org/10.56428/aqij.2024.3.2.89.

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18

Kier, Elizabeth. "Designing a qualitative methods syllabus." Qualitative & Multi-Method Research 1, no. 1 (March 31, 2003): 24–26. https://doi.org/10.5281/zenodo.998816.

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After some initial trepidation, I was excited about teaching a graduate seminar in qualitative methods. It could hardly be a more interesting time. The publication of King, Keohane, and Verba’s Designing Social Inquiry reinvigorated interest in qualitative methods, and I wanted to design the course to profit from this emerging debate. Whereas KKV appealed to qualitative researchers to do their best to adopt quantitative methodological guidelines, I wanted to encourage students to think about whether that is always the best prescription for qualitative research. What is gained, and what is lost from evaluating case-oriented, comparative research from the perspective of large-N, variable-oriented research? What are the strengths and weaknesses of qualitative research, and what types of questions or issues are best addressed with it? How does a researcher make valid causal inferences about complex political phenomena on the basis of case-study or comparative case study methods? I hoped to teach students how to create and critique sophisticated case study and comparative research. I also wanted them to be able to explain their methodological decisions to quantitative researchers in terms that the latter could understand and appreciate.

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Munck, Gerardo. "Ten fallacies about qualitative research." Qualitative & Multi-Method Research 3, no. 1 (March 31, 2005): 2–5. https://doi.org/10.5281/zenodo.998196.

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Qualitative research, defined here in contrast to quantitative research as consisting of verbal as opposed to numerical statements or, more simply, of words as opposed to numbers, is an inextricable, necessary component of the social sciences. Moreover, for a variety of reasons, the bulk of existing knowledge in the social sciences has been generated through qualitative research and this form of research probably will continue to be the most commonly used path to knowledge. Yet a great part of the potential of qualitative research is not realized because the methodological foundation of this research is shaky.

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Benoit, Kenneth. "How qualitative research really counts." Qualitative & Multi-Method Research 3, no. 1 (March 31, 2005): 9–12. https://doi.org/10.5281/zenodo.998184.

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The main point of this essay is straightforward: The distinction between quantitative and qualitative research, when applied to empirical political analysis, is exaggerated and largely artificial. In fact, most political scientists can happily perform valid and useful research without being concerned about where they stand on the quantitative-qualitative divide. Furthermore, qualitative characterizations are often easily converted into quantitative characterizations, and many qualitative characterizations are implicitly quantitative to begin with. Finally, qualitative characterizations of the empirical world are almost always more useful when converted into quantitative ones.

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Bennett, Andrew. "Qualitative research: Progess despite imperfection." Qualitative & Multi-Method Research 9, no. 1 (March 31, 2011): 24–31. https://doi.org/10.5281/zenodo.933296.

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I have encountered what John Gerring aptly describes as a fear of “the specter of methodological perfectionism” in my students and colleagues. In my view this fear imputes to methodologists more optimism on the perfectibility of research methods and more pessimism on the contributions of imperfect methods than most of us actually hold, but like any phobia, this fear is sufficiently real in the minds of those who hold it that it deserves remediation

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Benzecry, Claudio, and Andrew Deener. "Symposium: What is Qualitative about Qualitative Research?" Qualitative Sociology 44, no. 4 (November 20, 2021): 565. http://dx.doi.org/10.1007/s11133-021-09502-2.

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Britten, N. "Qualitative Research: Qualitative interviews in medical research." BMJ 311, no. 6999 (July 22, 1995): 251–53. http://dx.doi.org/10.1136/bmj.311.6999.251.

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Neale, Bren, and Libby Bishop. "Qualitative and Qualitative Longitudinal Resources in Europe." IASSIST Quarterly 34, no. 3-4 (December 14, 2011): 6. http://dx.doi.org/10.29173/iq189.

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Waldner, David. "Teaching the metatheoretics of qualitative methodology." Qualitative & Multi-Method Research 1, no. 1 (March 31, 2003): 20–22. https://doi.org/10.5281/zenodo.998828.

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Logic, Bertrand Russell once wrote, teaches us “caution in inference.” Russell believed that we avoided inferential errors by studying philosophy, or what he called the “art of rational conjecture.” Few contemporary social scientists would readily assent with Lord Russell’s position. Today, we learn to avoid inferential errors by learning methodology. Methodology is a lineal descendant of philosophy, especially work on inductive logic. But as various techniques became codified, they acquired intellectual autonomy and could thus be further developed and taught without explicit reference to the philosophical understandings they embodied. Just as one can study and gainfully employ the central limit theorem without any familiarity with the philosophy of probability, one can master regression models without appreciating the bold epistemic shifts that permitted their development.

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Seawright, Jason. "Qualitative comparative analysisvis-a-vis regression." Qualitative & Multi-Method Research 2, no. 2 (September 30, 2004): 14–17. https://doi.org/10.5281/zenodo.998228.

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Qualitative Comparative Analysis (hereafter QCA) is a relatively recent set of techniques. Its emergence can be roughly dated to Charles C. Ragin’s (1987) book, The Comparative Method. Therefore, it is perhaps not surprising that QCA has not yet received the sustained evaluation of its inferential strengths and weaknesses that other techniques, such as regression analysis and comparative case study research, have benefited from.

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Bennett, Andrew. "Advancing the dialogue on qualitative methods." Qualitative & Multi-Method Research 4, no. 1 (March 31, 2006): 45–48. https://doi.org/10.5281/zenodo.997455.

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I thank my colleagues for their serious and careful reading of Alexander George’s and my book, and Jack Levy and John Gerring for organizing this symposium. Publishing a book is always something of a Rohrshach test—you offer up your “ink blots” and wait to see which of the points you were less sure of or committed to will be pounced upon or embraced, which of the arguments you felt the most defensible will garner praise or come in for unexpected criticism, and what patterns will emerge. I am pleased that there seems to be considerable convergence among the critiques on important issues that our book got right, and interested to find a bit more divergence on what it could have done better or differently. Given that research methods are fraught with trade-offs, to achieve any consensus is an accomplishment, and clarifying which points lack consensus helps advance the discourse on research methods. Thus, like our critics, I will focus only briefly on the considerable areas of consensus and direct most of my attention to areas of divergence in the hope that this will best move the dialogue forward.

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Reiter, Bernd. "The hermeneutic foundations of qualitative research." Qualitative & Multi-Method Research 4, no. 2 (September 30, 2006): 18–24. https://doi.org/10.5281/zenodo.997423.

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This article is the result of reflection that emerged while conducting qualitative field research on nationalism and exclusion in Portugal. The problem I confronted was when to stop interviewing. Stated more precisely, I was seeking an answer to the question of when one has collected enough empirical data to support or reject one’s hypotheses. This initial problem led me to a rather old discussion on the difference between natural and human sciences that has characterized German academic life for many years–in fact, since the early 19th century–producing some more heated phases of academic dispute, known as the Positivismusstreit in the 1930s and the 1960s.

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Moravcsik, Andrew. "Active citation and qualitative political science." Qualitative & Multi-Method Research 10, no. 1 (March 31, 2012): 33–37. https://doi.org/10.5281/zenodo.917652.

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This article presents a proposal for the adoption of "active citation," together with a discussion of why it is necessary, its possible advantages, and some potential concerns. Active citation envisages the use of rigorous, annotated citation hyperlinked to the sources themselves. The goal is to provide opportunities for scholars to be rewarded not just for more rigorous but also for richer and more diverse qualitative scholarship.

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Elman, Colin. "Qualitative data access and research transparency." Qualitative & Multi-Method Research 10, no. 1 (March 31, 2012): 28–31. https://doi.org/10.5281/zenodo.915496.

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This brief essay draws on recent conversations about data access and research transparency. It discusses some of the issues involved, and describes a vocabulary to handle them. Finally, it explores some of the challenges of increasing openness in the context of qualitative research.

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Goertz, Gary, and James Mahoney. "The third way of qualitative methodology." Qualitative & Multi-Method Research 11, no. 1 (March 31, 2013): 15–18. https://doi.org/10.5281/zenodo.910593.

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Qualitative methods in political science is in the midst of a third wave of research. The first wave consisted of works on case study and comparative methodology from the late 1960s and 1970s (e.g., Smelser 1967; Verba 1967; Przeworski and Teune 1970; Sartori 1970; Lijphart 1971; Campbell 1975; Eckstein 1975; George 1979). Another outpouring of work occurred in the aftermath of the publication of King, Keohane, and Verba’s Designing Social Inquiry (1994). Reactions to that work helped to spur a second wave of qualitative methodology that includes Mahoney and Rueschemeyer (2003), Brady and Collier (2004), George and Bennett (2005), Goertz (2005), Gerring (2007). Now, a new surge of publications on qualitative methods is taking place, as witnessed by this symposium of five new books (which are only a part of many new publications on qualitative methods). Yet it remains an open question whether this new work represents an amplification of themes from the second wave or a departure toward new issues.

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Wagemann, Claudius, and Carsten Schneider. "Transparency standards in qualitative comparative analysis." Qualitative & Multi-Method Research 13, no. 1 (March 31, 2015): 38–42. https://doi.org/10.5281/zenodo.893091.

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When judging the usefulness of methods, it is not only their technical principles that matter, but also how these principles are then translated into applied practice. No matter how well developed our techniques and methods are, if their usage runs against their spirit, they cannot be what the originally ancient Greek word “method” literally means: a “way towards a goal.” Standards of best practice are therefore important components of methodological advancement, if such standards are recognized for what they ought to be: transitory condensations of a shared understanding that are valid until improved.

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Mahoney, James. "Kendra Koivu: Remembering a Qualitative Methodologist." Qualitative & Multi-Method Research 17-18, no. 1 (August 21, 2020): 81–82. https://doi.org/10.5281/zenodo.3946849.

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I think fuzzy-set analysis is really useful.” Those are the words that I remember Kendra Koivu saying as she began to make a comment during an APSA meeting in which some leaders from the qualitative methods section were chatting with graduate students. Kendra was still a graduate student herself, and the context of the meeting was a brown bag lunch for students participating in the qualitative methods working group sponsored by APSA. I blushed as she began talking because she learned about fuzzy-set analysis from me, and I wanted to keep anything related to set-theoretic analysis out of the discussion. As she continued to speak, however, my emotion shifted from a twinge of discomfort to a sweeping feeling of admiration and pride. She spoke about the value of set-theoretic methods with authenticity, conviction, and intelligence. I thought her remarks were courageous. I never told Kendra that her comment was inspiring for me, but it was. I returned to that memory many times over the years.

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Sumathipala, Athula, Sisira Siribaddana, and Nandani De Silva. "Qualitative research." Ceylon Medical Journal 48, no. 4 (August 18, 2011): 136. http://dx.doi.org/10.4038/cmj.v48i4.3332.

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NISHIDA, Toyoaki. "Qualitative Reasoning." Journal of Japan Society for Fuzzy Theory and Systems 4, no. 4 (1992): 591–607. http://dx.doi.org/10.3156/jfuzzy.4.4_591.

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Delmont, Sara, and Jennifer Mason. "Qualitative Researching." British Journal of Sociology 48, no. 4 (December 1997): 709. http://dx.doi.org/10.2307/591613.

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Kalra, Sanjay, Vibha Pathak, and Bijayini Jena. "Qualitative research." Perspectives in Clinical Research 4, no. 3 (2013): 192. http://dx.doi.org/10.4103/2229-3485.115389.

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McGregor, John D. "Qualitative SIMPLE." Journal of Object Technology 7, no. 7 (2008): 7. http://dx.doi.org/10.5381/jot.2008.7.7.c1.

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Volante, Margaret. "Qualitative research." Nurse Researcher 16, no. 1 (October 2008): 4–6. http://dx.doi.org/10.7748/nr2008.10.16.1.4.c6749.

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