Toolkits
Explore the outputs from the Real Life Methods project.
Ruth Bartlett, Health Sciences, University of Southampton, December 2011
Summary
This toolkit describes the use of written, photo and audio diary methods in mixed method research with people with dementia and considers how this approach affected the research process and findings. Using written and oral diaries allowed people more flexibility and control over their participation, as well as supporting recall. The toolkit discusses some of the practical aspects of using this approach, including how the method was implemented, and offers some useful advice for avoiding potential pitfalls.
- Using diaries in research with people with dementia toolkit
- Sample instruction leaflet given to written diarists
- Ruth Bartlett's staff web page
Other toolkits on participatory methods:
- Toolkit 17: Using participatory visual methods
- Toolkit 4: Participant produced video
- Toolkit 3: Participatory mapping: An innovative sociological method
Other toolkits on using a particular method in your research:
Naomi Richards, Department of Sociological Studies, University of Sheffield, October 2011
Summary
This toolkit shares insights from the ESRC 'Representing Self - Representing Ageing' project which used a variety of visual participatory methods: art therapy; photo therapy and community arts to research women's experiences of ageing.
Other toolkits on using a particular method in your research:
Nicola Allett, Emily Keightley and Michael Pickering (Loughborough University) October 2011
Summary
This toolkit describes the use of self-interviewing as one of the research methods used in the "Media of Remembering" project. The method involved participants using a small digital audio recorder to talk in their own time about their lives. The research team developed this method to give participants more opportunity to pause and reflect on the research topic, which in turn produced rich, useful data.
Hazel Burke, January 2011
Summary
The aim of this toolkit is to help you plan properly for sending your interview/focus group recordings to somebody else for transcribing, and save you time by helping you do this more efficiently.
It covers:
- budgeting for transcribing costs (see our cost calculator spreadsheet too)
- choosing a good transcriber
- managing the administrative side of the transcription process
- improving recording quality for accurate transcripts
- help with formatting transcripts
- ethical considerations
- checking your transcript
- Using an external agency or individual to transcribe your qualitative data
If you are transcribing all or some of your data yourself, see also our Toolkit 8: Transcribing your own qualitative data.
Annie Irvine, Social Policy Research Unit, University of York, September 2010
Summary
This toolkit explores the use of telephone interviews in qualitative research. It discusses the practical and methodological advantages of the approach, including minimal travel time and cost and increased anonymity for participants.
The two main methodological objections to telephone interviews are traditional: the difficulty of achieving rapport with participants; and the lack of non-verbal communication. The toolkit discusses whether these concerns are well-founded, and suggests that their significance may have been exaggerated.
The toolkit is based on a study at the Social Policy Unit at the University of York which compared face-to-face interviews and phone interviews conducted by the same researcher on the same research project to examine the difference that interview mode had on the data produced.
- For a more detailed consideration of this topic, see Irvine, A., Drew, P. and Sainsbury, R. (2010) Mode effects in qualitative interviews: a comparison of semi-structured face-to-face and telephone interviews using conversation analysis, Research Works, 2010-03, Social Policy Research Unit, University of York, York.
Other toolkits on using a particular method in your research:
Andrew Clark, University of Salford, and Nick Emmel, University of Leeds, August 2010
Summary
This toolkit discusses our experiences using walking interviews in outdoor urban environments, focusing on the practicalities of conducting these interviews and on ways of thinking about the data produced in the method, which we used as part of the Connected Lives project.
Further reading
Connected Lives was a multi-method project investigating neighbourhood, networks and community. For more about how the research team selected and used their research methods to answer their research questions, see:
- Emmel, N and Clark, A (2009) 'The Methods Used in Connected Lives: Investigating networks, neighbourhoods and communities'. ESRC National Centre for Research Methods, NCRM Working Paper Series 06/09.
Similar toolkits
Vanessa May, Morgan Centre, University of Manchester, July 2010
Summary
This toolkit focuses on the issue of data integration within mixed methods research. The term 'mixed methods' is used here to denote research that combines qualitative and quantitative data collection and analysis in one study.
One of the main issues facing many mixed methods researchers is the question of how to integrate data, with the particular problem of 'contradictory' data. Mixed methods research is perhaps particularly prone to 'contradictions' in data because of the different categories and levels of analysis, as well as contrasting explanatory logics, that are employed. This toolkit discusses different approaches to the issue of integration and 'contradictory' data.
Our other resources on mixing methods and data
- Toolkit 11: Practical considerations of leading and working on a mixed methods project
- Mason, J (2006) 'Six strategies for mixing methods and linking data in social research', Working paper 4
- Irwin, S (2006) 'Combining data, enhancing explanation', Working paper 02
- Mason, J (2006) 'Mixing methods in a qualitatively-driven way', Qualitative Research Vol 6 (1) 19-25
Vanessa May and Hazel Burke, Morgan Centre, University of Manchester, July 2010
Summary
The aim of this toolkit is to highlight key issues that might arise out of leading or working on a mixed methods research project. It will be useful for both Principal Investigators or project leaders, and other team members alike, and will offer a practical guide to help prepare for, design and carry out a mixed methods project.
The focus of this toolkit is in other words on the practical aspects of such work, covering some of the more common pitfalls that mixed methods projects might face: the importance of teamwork; the need to allow for extra time; issues around data analysis and integration; and publishing from mixed methods projects.
Our other resources on mixing methods and data
- Toolkit 12: What to do with contradictory data?
- Mason, J (2006) 'Six strategies for mixing methods and linking data in social research', Working paper 4
- Irwin, S (2006) 'Combining data, enhancing explanation', Working paper 02
- Mason, J (2006) 'Mixing methods in a qualitatively-driven way', Qualitative Research Vol 6 (1) 19-25
Helene Snee, University of Manchester, July 2010
Summary
This toolkit draws on experiences of a study in which blog analysis was used alongside interviews to explore young people’s representations of their gap year experiences. The toolkit outlines the methods I employed in the project and suggests the sorts of questions that can be answered using blog analysis alongside the issues that might arise.
Similar toolkits
Lucy Gibson, University of Manchester, June 2010
Summary
This toolkit draws on experiences of using email interviews in a qualitative, mixed method study of older music fans in three popular music ‘scenes’. This toolkit concentrates on my experiences of using email interviews, reflecting on how this method affected data collection and analysis, and discussing how the method works in practice.
Similar toolkits
Hazel Burke, Lisa Jenkins and Victoria Higham, May 2010
Summary
The aim of this toolkit is to help you plan properly for transcribing, and save you time by helping you do your transcribing more efficiently.
This toolkit deals with transcribing your own, or your team’s, data.
The toolkit includes advice on project planning for transcribing, tips for good quality recordings, advice on equipment and software and suggestions to help you save time while transcribing. Plus you can also use our spreadsheet to work out how long your transcribing will take and watch our mini-tutorial to show you how to add line numbers to your transcript.
Mini-tutorial showing how to add line numbers to your transcript (about 1 minute):
In Word, click on the first line you want to be numbered, then go to File > Page Set up > Layout tab - there is a drop-down box called 'Apply to' where you can select 'this point forward'.
Some comments on transcribing recordings using voice recognition software
Voice recognition software, such as Dragon Naturally Speaking or MacSpeech Scribe, is designed to turn speech into text on your computer. Though this sounds like a panacea for transcribing, there are some hitches connected with it. Mostly, these are to do with the fact that the software needs to be 'trained' to recognise a particular voice before it will work. As most interview/focus group data consists of lots of different voices this causes problems for the software.
However, a colleague has used voice recognition software to help with transcribing, as follows.
- Install a microphone and the voice recognition software on your computer and train the software to recognise your voice.
- Load your interview recording onto a laptop and plug in a pair of headphones. (You could use your digital recorder but this might give less accurate play/pause/rewind options.)
- Listen to the interview recording, press pause, and then speak the section you have just listened to into your computer.
This is obviously still a lengthy process, but once you are used to it you might find it quicker than typing your transcripts (our colleague reckons it takes around 4-5 hours per hour of interview). If you have problems using a keyboard, or if you type slowly, then this method might be worth a try!
If you have any other tips for working with voice recognition software for transcribing then do let us know so we can update our toolkit.
Nicola Allett, January 2010
Summary
This toolkit describes the use of music elicitation in group research with Extreme Metal fans as a way of researching the music experiences and memories. It explains why and how music elicitation was used in the project and gives some useful practical and technical points to consider if you are thinking of using music elicitation yourself.
See also Nicola Allett's working paper on this topic:
Hazel Burke, Realities/Morgan Centre, University of Manchester, June 2009
Summary
This toolkit, based on one of Real Life Ethics training workshop, highlights some of the issues around ethics within the research team and suggests some helpful approaches to ethical working relationships. Topics covered include: ethics and team roles, the role of a mentor and producing a publications strategy.
Katherine Davies, Realities/Morgan Centre, University of Manchester, July 2008
Summary
This toolkit explores the practice of recruiting participants for an interview study by knocking on doors in the chosen fieldsite. It outlines the benefits of this recruitment method and gives some tips on how to put doorknocking into practice in your study.
This toolkit refers to some sample documents:
Stewart Muir, Realities/Morgan Centre, University of Manchester, July 2008
Summary
This toolkit gives an introduction to asking research participants to produce their own videos about themselves and their lives. It briefly looks at the benefits of this technique and gives practical advice on how to approach the task, taken from experiences in the Family Background in Everyday Lives project.
Nick Emmel, University of Leeds, July 2008
Summary
This toolkit is an introduction to using participatory maps in your research. It explains some of the benefits of this approach, which can be used with individuals and groups, often together with more traditional interview techniques. It gives practical tips on how to approach this kind of research, taken from experiences in the Connected Lives project.
Hazel Burke, Realities/Morgan Centre, University of Manchester, July 2008
Summary
This toolkit is a guide to disseminating your research to a non-academic audience by putting on an exhibition. It covers budgets, choosing a venue, designing and producing the exhibition content, writing materials, and publicising your exhibition.
Katherine Davies, Realities/Morgan Centre, University of Manchester, July 2008
Summary
This toolkit aims to share experiences of seeking informed consent to use digital photographs made of participants' family photographs in the Living Resemblances project, where we employed photo elicitation methods during wider semi-structured interviews. It covers when to seek consent, getting different levels of consent, how to manage the process and some top tips!
This toolkit refers to some supporting documents: