Fluent Essays

Discussion Assignment Instructions The student must then post 2 replies of at least 250–300 words words by 11:59 a.m. (ET) on Friday of October 1, 2021. Each reply must incorporate at least 2 scholarly citations in APA format. Any sources cited must have been published within the last five years. The reply posts can integrate ideas and citations from the Learn materials. Integrate Biblical principles in all replies to peers. Due: by 11:59 a.m. (Eastern Time) on Friday, October 1, 2021. NO LATE WORK! Learn materials: Attached Jansen, Focus Groups As a researcher, interviewing groups of individuals simultaneously (i.e., a focus group or unstructured interview) helps gather qualitative data by observing the group’s dynamics, perceptions, and reactions (Maxfield & Babbie, 2018, p. 272). Although rarely used as a stand-alone technique (Nyumba et al., 2018), focus groups can help generate a hypothesis, add support to existing findings, or merge with data gathering methods, such as exploratory studies, participant observations, or ethnographies (Maxfield & Babbie, 2018). Well facilitated focus groups place participants at ease. The main reason why conversation focus-groups are more effective than interview guiding is that the moderator maintains the flexibility to move the discussion. Conversation focus-groups, rather than interview guiding, provide a collaborative research environment in which participants can freely raise and discuss issues of importance to them as related to the research study (Kristiansen & Grønkjær, 2018). Focus groups designed around casual conversation are more likely to generate the four principles that correlate with a successful group interview: interaction, informality, participation, and opinions (Bacigalupe, 2005). A knowledgeable mediator should use an informal and curious stance and incorporate a discursive approach to analyze and replicate what people do during conversations. Although the moderator’s stance is planned, the goal is for participants to utter words without being accountable. Accountability leads to justifications that prevent full participation and the expression of valuable opinions. Discursive psychological approaches examine how language is used in daily formal and informal talk or discourse (Augoustinos & Goodman, 2017). Conversation analysis in discursive approaches examines ordinary conversation in everyday natural settings. In social interaction, people typically use social categories to describe a particular person, group, or event, which apply and imply an intended or unintended identity. During focus groups, this translates to how people orient to their motives and the motives of others. Therefore, moderators must take caution in transcribing conversations to avoid the social exclusion and marginalization of vulnerable populations and minorities while avoiding racism of all types. Searching for Study Subjects In identifying potential participants for the focus group, the moderator should seek 6-12 participants (Maxfield & Babbie, 2018, p. 272), usually 8, to meet to explore and discuss a topic. Although, after studying focus group discussions conducted between 1996 and 2017, Nyumba et al. (2018) advise that researchers used anywhere from 3 to 21 participants with a median of 10 participants. Further, more than half the research studies failed to report the sample size or the group size, weakening the effect of the focus group design choice in gathering qualitative data. There are two basic types of focus groups. Natural focus group participants have an existing connection with the research topic, whereas the purpose of artificial groups is to avoid discussions affected by preexisting relationships. In artificial groups, homogeneous composition (e.g., gender, education, language) levels the playing field and reduces inhibitions among people who are strangers to each other. The moderator should decide which type of focus group would best serve the research design and then remember to overrecruit by 10-25% to obtain the desired number of participants (Nyumba et al., 2018). The next stage in the process is to determine the location of the focus group, which could occur in person or through an online community. Online platforms allow researchers to reach participants who are otherwise difficult to reach, create groups with new and different compositions, and use online collaborative tools not readily available during in-person focus groups (Stewart & Shamdasani, 2016). Brown et al. (2021) mention the ethical, regulatory, and research considerations associated with online focus groups yet also suggest web-based focus groups should be considered especially when working with youth. The next question a moderator must address is the number of focus groups that will be needed. Guest et al. (2016) suggest that three focus groups are adequate to identify all prevalent themes within a data set, with 80% of all themes discoverable using 2-3 focus groups and 90% of all themes discoverable within 3-6 focus groups. Although researchers historically have used an average of seven (Nyumba et al., 2018). Groups of interest to me that could claim me as an insider include: (a) retired probation/parole officer, (b) probation personnel with direct knowledge of GPS technology used to monitor sex offenders, (c) female with job-required firearm certification, and (d) North Carolina probation/parole officers. Christian Worldview No one individual is superior to another as we all have the capability to embrace Christ as the center of our thoughts and actions. Humans, as social creatures, congregate, interact, and communicate, and that is how we reflect, form our opinions, and better acquaint ourselves with our true selves. Researchers must remember to remain unbiased in communicating all aspects of our research, especially that which uses humans as subjects. However, our time and energy should first be directed to developing a relationship with God. Then, when we inject our Christian worldview into our work, we align our actions with what we know pleases God – i.e., placing God first in our lives (Christian Standard Bible, 1769/2017, Matthew 6:33). The Bible reminds us to love the Lord with all our heart, soul, strength, and mind (Luke 10:27), as this is the greatest and most important command (Matthew 22:38). Kescia, If I used to be interviewing a focus point group, I might make use of guiding questions. A guiding query is a query that inspires a scholar to do not forget the statistics they were taught, however, to come up with their very own solutions.  A guiding question must not consist of a proposal as to the 'correct answer. It can't ask 'why is x desirable/terrible?' this is the main query and will now not allow a student to forget all aspects of a topic (Fox, et. al. 2012).  At the core of a guiding query can seem afflicted by the identical propensity for generalities as the 'conventional' college curriculum. This notion would not survive exposure to guiding questions.  Guiding questions can be an excellent coaching device for those supplying 'English as a 2d Language' teaching services.  A 'traditional' listing of 'those are verbs, these are adjectives, do not forget them and use them in a sentence via subsequent week' is not likely to go away your pupil with a lasting sense of knowledge, and could now not give them a feeling of what it's like to apply the language. Language is private and social; expressive and restrictive; you could use it to reveal, or you can use it to hide. Your pupil cannot be expected to internalize and apprehend what it's far to apply a language through the use handiest of the 'conventional' listing of adjectives/verbs/adverbs. Ask them a few guiding questions, inspire them to engage with and reflect on the topic past memorization, and watch them apprehend.  The indiviual being interviewed is overly sensitive to all reactions by the interviewer. Taking benefit of this, the interviewer might also effortlessly steer the communication alongside the most productive channels. Slight infections inside the voice deliver encouragement. By using repeating terms already expressed, one finds the respondent increasing with info on a relevant issue. Sometimes, merely restating the response allows for mirrored image and pretty natural expansion or clarification of a point perhaps misplaced in the first verbalization. Phraseology, a question through rewording it right into a rhetorical one, gives the interviewee a period to assume via a detailed response (even though warnings have to be discovered that the "proper" words aren't positioned into the mind of the interviewee). The regularly posed maxim to the impact that we pay attention to what we want to listen to does not appear at the start look to be a statement (Fox, et. al. 2012). Yet, it concludes the mechanics that lie behind negative listening techniques. Individual biases and attitudes, in addition to function perceptions and stereotyping, all make contributions to the phenomenon of selective belief; for this reason, so one can gain sufficient viable facts, it's far vital that one be privy to his specific filters that generally tend to hinder if not save you clear and relatively undistorted reception of data (Fox, et. al. 2012). It is possible to hear at the charge of from a hundred and ten to a hundred and forty phrases in keeping with minute over sustained durations. Three, the wondering or notion projection price is about seven instances this parent. The conclusion is a surplus of thinking time over listening time. The manner wherein this surplus time is applied varies, of direction, with the person. However, it's far at this factor that the interviewer tends to assignment his thoughts into the interview technique, thereby removing out the interviewee's responses. One result is that he makes assumptions about the respondent and their statistics which can be like-minded now not so much with the interviewee as with what the interviewer has already concluded approximately the interviewee (Wibeck, 2007). Suffice it to mention that it is altogether extra worthwhile to spend this extra time in formulating hypotheses, which later may be showed or denied as more records are revealed, or in building a frame of reference for the ongoing interview, which permits obtained information to be categorized easily as it is given. The collected information must be approached and analyzed from factors of reference: the objective and the subjective. In evaluating information from a personal point of view, the interviewer is trying broadly speaking to assess emotions and attitudes. It is often argued that those intangibles don't have any apparent area in an interview in commercial enterprise surroundings. Yet, even though it is impossible to decide precisely how feelings and attitudes affect the facts transmitted, it's far though crucially essential that one be aware that those intangibles are effective, active marketers in growing critiques (Wibeck, et al, 2007). The last 10% of the interview is possibly the maximum critical since the most acceptable amount of information in step with a unit of time is usually exchanged in this time c language. In a sequence of taped interviews concerning appliance sales and income wherein tour arrangements were a component, it changed into determined that the income character often did not listen to vital facts offered toward the stop of the interview or after the sale. This disregarded records added approximately common misinterpretations, which, in turn, accounted for many later cancellations and unsettled complaints. All of this will be avoided if a small quantity of attention were exercised, which will save you an untimely termination of the interview. Part of the realization typically consists of a course of action—something to be executed or completed through either party. A clean, concise summary of this plan, as mentioned in advance, is a maximum beneficial method for achieving precise consequences. The precis is helpful to each event as it allows them to realize exactly what has been carried out and recognition on a final concordance. I have discovered in my research that a fashionable failing of interviewers is their lack of ability to document simply what occurred in a talk. They forget special notes in their standard—often premeditated—hurry to get to the following interview. In many instances, this impatience is simply behavior due to a self-gratifying need to show to themselves that they're busy. Adequate notation of essential occasions, impressions, and agreed-on statistics are of exquisite cost in reconstructing the interview later and supplying a framework for planning the next consultation (Fox, et. al. 2012). Using documenting a sequence of occasions, one can see things that might also fuse into meaningless, disconnected scenes in a landscape of many human happenings if merely left to the delicate human reminiscence. To be sure, too many recorded facts might also well cause a surfeit of records, a situation I have also determined in numerous interviewing places of work. Still, this excessive is effortlessly averted if a valid judgment is exercised (Lehoux et al, 2006) Another benefit of adequate documentation is that it offers the opportunity to reflect on a preceding event. By reviewing and considering these records, you could commonly find errors and flaws in the approach and improve this technique (Colucci, 2007). Without such a specific approach for getting to know, the identical mistakes tend to become routinized until the factor is reached. They become, by chance, a crucial part of the interviewer's approach.   Chapter 9: Survey Research 1 © 2018 Cengage Learning. All Rights Reserved. Learning Objectives • Understand that survey research involves the administration of questionnaires in a systematic way to a sample of respondents selected from some population • Describe how survey research is especially appropriate for descriptive or exploratory studies of large populations • Describe examples of surveys as the method of choice for obtaining victimization and self-reported offending data • Summarize differences between open-ended or closed-ended questions, and offer examples of the advantages and disadvantages of each • Recognize how bias in questionnaire items encourages respondents to answer in a particular way or to support a particular point of view 2 © 2018 Cengage Learning. All Rights Reserved. Learning Objectives, cont. • Describe different ways to administer questionnaires, and offer examples of how they can be varied • Recognize why it is important for interviewers to be neutral in face-to-face surveys • Provide examples of the advantages and disadvantages of each method of survey administration • Discuss how survey data can be somewhat artificial and potentially superficial • Understand how specialized interviews with a small number of people and focus groups are different from surveys as examples of collecting data by asking questions 3 © 2018 Cengage Learning. All Rights Reserved. Introduction • Survey research is perhaps the most frequently used mode of observation in sociology and political science, and surveys are often used in criminal justice research as well • You have no doubt been a respondent in some sort of survey, and you may have conducted a survey yourself 4 © 2018 Cengage Learning. All Rights Reserved. Survey Research Topics • Counting Crime: asking people about victimization counters problems of data collected by police • Self-Reports: dominant method for studying the etiology of crime – Frequency/type of crimes committed – Prevalence (how many people commit crimes) committed by a broader population 5 © 2018 Cengage Learning. All Rights Reserved. Survey Research Topics, cont. • Perceptions and Attitudes: To learn how people feel about crime and CJ policy • Targeted Victim Surveys: Used to evaluate policy innovations and program success • Other Evaluation Uses: e.g., measuring community attitudes, citizen responses, etc. – Chicago Community Policing Evaluation Consortium • General Purpose Crime Surveys 6 © 2018 Cengage Learning. All Rights Reserved. Guidelines for Asking Questions • How questions are asked is the single most important feature of survey research • Open-Ended: Respondent is asked to provide his or her own answer • Closed-Ended: Respondent selects an answer from a list – Choices should be exhaustive and mutually exclusive • Questions and Statements: Likert scale 7 © 2018 Cengage Learning. All Rights Reserved. Guidelines for Asking Questions, cont. • Make Items Clear: Avoid ambiguous questions; do not ask “double-barreled” questions • Short Items are Best: Respondents like to read and answer a question quickly • Avoid Negative Items: Leads to misinterpretation • Avoid Biased Items and Terms: Do not ask questions that encourage a certain answer • Designing Self-Report Items: Use of computer- assisted interviewing techniques 8 © 2018 Cengage Learning. All Rights Reserved. Questionnaire Construction • General questionnaire format: critical, must be laid out properly and uncluttered • Contingency Questions: Relevant only to some respondents—answered only based on the previous response • Matrix Questions: Same set of answer categories used in multiple questions 9 © 2018 Cengage Learning. All Rights Reserved. Ordering Questions • Ordering may affect the answers given • Estimate the effect of question order • Perhaps devise more than one version • Begin with most interesting questions • End with duller, demographic data – Do the opposite for in-person interview surveys 10 © 2018 Cengage Learning. All Rights Reserved. Self-Administered Questionnaires • Can be home-delivered – Researcher delivers questionnaire to home of sample respondent, explains the study, and then comes back later • Mailed (sent and returned) survey is most common – Researchers must reduce the trouble it takes to return a questionnaire 11 © 2018 Cengage Learning. All Rights Reserved. Warning Mailings & Cover Letters • Used to increase response rates • Warning Mailings: “Address correction requested” card sent out to determine incorrect addresses and to “warn” residents to expect questionnaire in mail • Cover Letters: Detail why survey is being conducted, why respondent was selected, why is it important to complete questionnaire – Include institutional affiliation or sponsorship 12 © 2018 Cengage Learning. All Rights Reserved. Self-Administered Questionnaires • Monitoring returns: Pay close attention to the response rate; assign #’s serially • Follow-up mailings: Nonrespondents can be sent a letter, or a letter and another questionnaire; timing • Acceptable response rates: 50% is adequate, 60% is good, and 70% is very good – Would we rather have a lack of response bias than a high response rate? 13 © 2018 Cengage Learning. All Rights Reserved. Computer-Based Self-Administration • Via Fax, Email, Web Site/Page • Issues – Representativeness – Mixed in with, or mistaken for, spam – Requires access to Web – Sampling frame? 14 © 2018 Cengage Learning. All Rights Reserved. Discussion Question 1 What if you administered a survey? Would you use the Internet? Why or why not? 15 © 2018 Cengage Learning. All Rights Reserved. In-Person Interview Surveys • Typically achieve higher response rates than mail surveys (80-85% is considered good) • Demeanor and appearance of interviewer should be appropriate; interviewer should be familiar with questionnaire and ask questions precisely • Can probe for additional responses • When more than one interviewer administers, efforts must be coordinated and controlled • Practice interviewing 16 © 2018 Cengage Learning. All Rights Reserved. Discussion Question 2 What if you were interviewed as part of a research project? How would you expect the researchers to behave? 17 © 2018 Cengage Learning. All Rights Reserved. Computer-Assisted Interviews • Reported success in enhancing confidentiality • Reported higher rates of self-reporting – Computer-assisted personal interview (CAPI): Interviewers read questions from screens and then type in answers from respondents’ – Computer-assisted self-interviewing (CASI): Respondent keys in answers, which are scrambled so that interviewer cannot access them 18 © 2018 Cengage Learning. All Rights Reserved. Telephone Surveys • 95.5% of all households have telephones (2005, U.S. Census Bureau) • Random-Digit Dialing – Obviates unlisted number problem – Often results in business, pay phones, fax lines • Saves money and time, provides safety to interviewers, more convenient • May be interpreted as bogus sales calls; ease of hang-ups 19 © 2018 Cengage Learning. All Rights Reserved. Computer-Assisted Telephone Interviewing • A set of computerized tools that aid telephone interviewers and supervisors by automating various data collection tasks • Easier, faster, more accurate, but more expensive • Formats responses into a data file as they are keyed in • Can automate contingency questions and skip sequences 20 © 2018 Cengage Learning. All Rights Reserved. Discussion Question 3 What if researchers called your landline or mobile and asked you to participate in a survey over the phone? Would you agree to do it? Why or why not? 21 © 2018 Cengage Learning. All Rights Reserved. Methods Comparison • Self-administered questionnaires are generally cheaper, better for sensitive issues than interview surveys • Using mail: Local and national surveys cost the same • Interviews: More appropriate when respondent literacy may be a problem, produce fewer incompletes, achieve higher completion rates • Validity low, reliability high in survey research • Surveys are also inflexible, superficial in coverage 22 © 2018 Cengage Learning. All Rights Reserved. Strengths of Survey Research • Particularly useful in describing large populations • Standardized questionnaires can ensure uniform responses and measurement • Protects against respondents interpreting concepts differently 23 © 2018 Cengage Learning. All Rights Reserved. Weaknesses of Survey Research • Standardized questionnaire items often represent the least common denominator in assessing people’s attitudes, orientations, circumstances, and experiences • Superficial coverage of complex topics • Survey research cannot readily deal with the specific contexts of social life • Some populations might be hard to contact through customary sampling methods 24 © 2018 Cengage Learning. All Rights Reserved. Should You Do It Yourself? • Consider start-up costs • Finding, training, and paying interviewers is time-consuming and not cheap, and requires some expertise • Mail surveys are less expensive, and can be conducted well by 1–2 persons • The method you use depends on your research question 25 Chapter 10: Qualitative Interviewing 1 © 2018 Cengage Learning. All Rights Reserved. Learning Objectives • Recognize when to use qualitative interviewing as a data-gathering tool • Understand that there are multiple meanings or constructions about reality • Know the advantages and disadvantages of semi-structured versus unstructured interviews • Understand the use of focus groups or interviewing a group of people simultaneously 2 © 2018 Cengage Learning. All Rights Reserved. Learning Objectives, cont. • Be able to describe how to approach and interact with participants • Learn how to record or log data • Understand ways to analyze and interpret qualitative data • Recognize how to enhance the quality of information gathered 3 © 2018 Cengage Learning. All Rights Reserved. Introduction • A qualitative interview is an interaction between an interviewer and a respondent where the interviewer has a general plan of inquiry, including topics to be covered • The interviewer might not have a specific set of questions to be asked in a particular order • Can be thought of as a purposeful conversation • Allows researchers to study more complex processes or the “hows” involving human perspective 4 © 2018 Cengage Learning. All Rights Reserved. Qualitative Interviewing • Qualitative interviews can be the sole way of gathering data in criminal justice studies • Allows the research to understand the subjects’ perspectives • Can gather firsthand accounts of their impressions and their lived experiences • Can also be used to understand how people feel about their roles and identities 5 © 2018 Cengage Learning. All Rights Reserved. Key Features of Qualitative Interviewing • Richness of human experience • Approach to learning • Critical realist perspective – Your stance about the nature of reality (ontology) – The nature of knowledge 6 © 2018 Cengage Learning. All Rights Reserved. Kinds of Qualitative Interviews • Interview schedule: The structure of the interview that may have predetermined questions or topical areas to be discussed • The interview schedule will influence how in- depth and interactive your interviews should be 7 © 2018 Cengage Learning. All Rights Reserved. Structured and Semi-Structured Interviews • A structured interview schedule consists of predetermined questions and answer sets • Structured interviews create standardized responses so respondents are given the same stimulus, allowing for responses to be compared • Semi-structured interview has standardized questions but allows the interviewer to explore themes that emerge during the interview • Researcher can probe for additional information 8 © 2018 Cengage Learning. All Rights Reserved. Unstructured Interviews • Unstructured interviews are the most open style of interviewing • Provides the most breadth, depth, and natural interaction with participants • Two main approaches: conversations and interview guide – Conversations is an informal “chat” where conversation flows organically – Interview guide includes a list of topical areas that you want to cover in the conversation 9 © 2018 Cengage Learning. All Rights Reserved. Focus Group Interviews • 6–12 people brought together to engage in guided group discussion of some topic • Focus groups can be used to generate hypotheses, or combined with other types of data gathering such as participant observation • Can show how opinions are produced, expressed, and exchanged in everyday life • Can be either natural groups or artificial groups – Natural groups have an existing connection – Artificial groups are made up of individuals selected according to some criteria and are brought together for research purposes 10 © 2018 Cengage Learning. All Rights Reserved. Discussion Question 1 Would you attend a focus group if asked? Why or why not? 11 © 2018 Cengage Learning. All Rights Reserved. Discussion Question 2 What if you interviewed a focus group? Would you choose conversation or interview guiding? Why? 12 © 2018 Cengage Learning. All Rights Reserved. Designing Qualitative Interview Questions • Interview questions can assume different forms • The branch approach involves having a main topic with branching questions • The river-and-channel approach involves many streams of questioning that lead into the main channel, with some streams diverging • Must also decide what order to tell the story – A diachronic delivery of material starts at the beginning and progresses chronologically – A synchronic framework does not depend on time 13 © 2018 Cengage Learning. All Rights Reserved. Interview Schedule • Best to create an outline of more categories of information you want to obtain before you start writing • You can create categories and nested sets of topical areas. • How a question is worded can affect the response • Be sure the questions encompass the overall subject, there is a good flow between questions, the order makes sense, and the language is appropriate • Avoid double-barreled questions, complex questions, difficult language, and affective words 14 © 2018 Cengage Learning. All Rights Reserved. Probes • Prompt participants to elaborate on responses by filling in more detail and depth • It is important to have built-in prompts in case you have quiet respondents • You can use an attention probe (e.g., lean in), a continuation probe (e.g., nod), clarification probe (e.g., ask the respondent to clarify), or follow-up questions 15 © 2018 Cengage Learning. All Rights Reserved. Gaining Access to Participants • Establish your role: determine if you are an insider or outsider • To gain access to a formal organization, you will need identify yourself as a researcher and make a formal request and receive formal approval • Best to use a four-step process: sponsor, letter, phone call, and meeting • To gain access to information subcultures, researchers can gain access using a sponsor or hang out where subjects hang out • Compensation might be necessary to encourage participation 16 © 2018 Cengage Learning. All Rights Reserved. Discussion Question 3 What if you were searching for study subjects? Are there any groups you would be interested in studying that would claim you as an insider? 17 © 2018 Cengage Learning. All Rights Reserved. Conducting Qualitative Interviews • Qualitative interviews can be in-person, on the phone, online, or through a survey • Face-to-face are most common • Reflexivity refers to your subjectivity and the meaning you give to information • It is important to remain critically conscious of your reflexivity when conducting qualitative interviews • During interviews, you will need to develop a rapport with respondents • This can be done through informal conversations or finding something you and the respondent have in common 18 © 2018 Cengage Learning. All Rights Reserved. Conducting Qualitative Interviews, cont. • Might need to conduct several conversations with the respondents • Active interviewing is a social exchange that allows for natural conversation and spontaneity • The respondents’ answers determine the subsequent questions • During an interactive interview, you are purposefully interactive • The researcher must put on a social performance where he or she must be the actor, director, and choreographer 19 © 2018 Cengage Learning. All Rights Reserved. Conducting Focus Group Interviews • Must decide whether to have a natural or artificial group, what the physical arrangement of the group should be, and the appropriate length of the interview • Need to be aware of groupthink and dominant group members • If you are gathering data on a sensitive topic, you must realize that participants can be upset by having to share such information and that you cannot ensure confidentiality 20 © 2018 Cengage Learning. All Rights Reserved. Recording Data • After recording information, researchers must transcribe the dialogue verbatim • After returning from interviews, you must write up field notes no later than the morning after • Memoing involves writing about your research process and is important to recognize subjectivity • Operational, coding, and analytic are three types of memos • Operational memos are steps that you took in the research process – Coding memos allow you to document how you coded data – Analytic memos provide ways to explore relationships in the data. 21 © 2018 Cengage Learning. All Rights Reserved. Data Analysis and Making Claims • Data is managed through tables, charts, and other visual displays • Data reduction involves putting aside information that seems irrelevant • Thinking units can also be used to sort stories • Lofland and Lofland (1995) suggests the following thinking units: meanings, practices, episodes, encounters, roles, relationships, groups, organizations, settlements, social worlds, and lifestyles 22 © 2018 Cengage Learning. All Rights Reserved. Identifying Codes and Themes • Coding assigns meaning to data • Process of organizing raw data into categories • Open coding involves exploring all possible meanings before assigning conceptual definitions • Microanalysis involves going deeper into the data and challenging your original frame of reference • The next step is to form categories and assign data to these categories • Data will have higher-level themes and lower-level categories 23 © 2018 Cengage Learning. All Rights Reserved. Quality and Rigor • To enhance the quality of qualitative analysis, researchers should have an established audit trail • An important check is to look for negative cases that contradict the emerging themes • Also perform member checks where other researchers read the descriptions and verify the accuracy of the work 24