Validating visual data in qualitative research

20-Jan-2016 01:54 by 6 Comments

Validating visual data in qualitative research

: Assuming there are those who do pay attention to the dissemination of qualitative research findings, what can we learn from them?

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All three exemplars in this article go beyond the forms of dissemination that traditionally serve academic communities and attempt to address the communicative concern of qualitative research findings. " 4.2 Key exemplar 2: "Syncing Out Loud" and "Busting" 4.3 Key Exemplar 3: DIPEx 4.3.1 Evaluation of DIPEx 5.This is not to say that these modes of dissemination replace the scholarship of qualitative research and/or the peer-reviewed journal manuscript—far from it. Discussion 5.1 Ethical issues 5.2 A further challenge: the extent of evaluation of impact References Authors Citation 1.In disseminating qualitative data, researchers have an array of presentational styles and formats to choose from that best fit their research purposes, such as drama, dance, poetry, websites, video and evocative forms of writing. Key Exemplars 4.1 Key exemplar 1: "Handle with Care? Introduction Research dissemination, as the written or oral representation of project findings, usually happens at the end of a research project (BARNES, CLOUDER, PRITCHARD, HUGHES & PURKIS, 2003; WALTER, NUTLEY & DAVIES, 2003).We conclude by considering the ethical issues that may be involved in these forms of disseminating qualitative research, as well as the challenges for evaluating the impact of such strategies. In doing so, few authors of qualitative studies move beyond the dissemination of their work in the ubiquitous journal article.qualitative research, dissemination, communication, evaluation, ethical issues Table of Contents 1. Though the number of qualitative projects increases year on year, the implications of this work appear to remain on shelves and have little impact on practice, research, policy or citizens (FINFGELD, 2003; TROMAN, 2001). [] Is it because qualitative researchers simply do not wish to make a difference with their work?Or, is it because authors pay attention to the scientific concerns of qualitative research but not the communicative ones (SELLS, TOPOR & DAVIDSON, 2004; TODRES, 2004; WILLIS, 2004)?

Maybe it's because funders of research focus on the financial records of research activity and do not track the dissemination status of research projects (MCCORMACK, LOEWEN & JEWESSON, 2005).Perhaps qualitative researchers are blind to the fact that communicating research is now considered an obligation (POTOCNIK, 2005).Or is it simply because modes of dissemination that traditionally serve research communities, such as the journal article or conference presentation, often confine audiences to fellow academics (BARNES et al., 2003) and generally divorce researchers from practice and action (MULLEN, 2003)?Assuming there are those who do pay attention to the scientific ] In a recent literature review on the impact of research, WALTER et al.(2003) found that, although some studies had used qualitative approaches to evaluate and assess strategies to increase the impact of research in practice, focused on the dissemination of qualitative research findings.Provoked by this finding, we set about our own review of the literature.