The Final Project is comprised of the following six steps. . Use this list and the table to plan your time, and anticipate the due dates for each component and the final project.
Step I: Revising the Problem/Purpose Statement and Choosing the Approach (Week 5)
Step II: Developing an Interview Guide, Invitation and Data Collection Protocol (Weeks 6 and 7)
Step III: Conduct the Interviews, take notes and Journal (Week 8)
Step IV: Transcribe and Organize data and peer debrief (Week 9)
Step V: Considerations for Qualitative Analysis: Analysis Plan, Coding Strategies, Software Choices (Week 10)
Step VI: Research Trustworthiness, Reflection, Final Submission (Week 11)
2
QDA Software
Name
Institution
Course
Instructor
Date
QDA Software
Qualitative Data Analysis (QDA) software is a computer program made to help academics analyze qualitative information, including text, audio, and video. To assist with tasks like classifying and categorizing data, producing annotated summaries, and identifying relationships within the data (Schmieder 2020). The objective of QDA software is to improve the efficiency of the qualitative data analysis process while freeing up researchers to concentrate on interpreting the data. Examples of this software include: quirkos enables users to sort, manage and understand text data. ATLAS.ti, NexLP, NVivo, MAXQDA, and QDA Miner Lite are free and easy-to-use software that can be used to analyze textual data, including open-ended responses, interviews, and news transcripts.
NVivo is a proprietary purchased program that provides tools for analysis, coding, data exploration, and visualization, which allow researchers to break down complex research questions into manageable chunks. It also offers a range of features such as integration with Microsoft Office programs, the ability to capture large amounts of data at once using text analytics technology, real-time collaboration between team members on projects hosted online or within networked computers, sample templates for surveys and forms simplifying the process of collecting extra information from surveyed individuals (Dhakal 2022). The FAQs section gives detailed answers about installation requirements, usage tutorials, features, and support (NVivo, n.d.). Demos available explain how they can be effectively utilized while customer feedback helps its user bridge gaps in existing knowledge around product use cases by learning more advanced techniques used based on one’s personal experience when working with this suite. The limitations of NVivo include limited Mac functionality, the learning curve, and its expensive.
ATLAS.ti is a proprietary purchased application for QDA analysis for individuals who appreciate detail and focus on the big picture. The software provides users with unique features allowing for creation and modification of smart codes and revealing relationships and meanings. Its features include Unicode thought and undo/redo 100 steps (ATLAS.ti, n.d.). The computer-assisted qualitative data analysis program ATLAS.ti makes it easier to analyze qualitative data for mixed-methods, qualitative, and quantitative studies. Provides a detailed FAQ page full of helpful information about the product’s features and how it can be used successfully by researchers (ATLAS.ti, n.d.). Customers can also access instructional videos or webinars from ATLAS.ti’s online documentation. The program offers live chats for customers with immediate questions or concerns. Some features available in both include advanced analytics such as thematic analysis, visualization tools for effective presentation of data insights, and coding abilities that allow users to code quantitative or qualitative data by multiple criteria. ATLAS.ti is designed explicitly for qualitative research (Soratto et al. 2020).
References
ATLAS.ti. (n.d.).
Turn your data into qualitative insights, faster and easier.
https://atlasti.com/
Dhakal, K. (2022). NVivo.
Journal of the Medical Library Association,
110(2), 270-272.
https://doi.org/10.5195/jmla.2022.1271
NVivo. (n.d.).
Unlock insights with qualitative data analysis software. https://lumivero.com/products/nvivo/
Schmieder, C. (2020). Qualitative data analysis software as a tool for teaching analytic practice: Towards a theoretical framework for integrating QDAS into methods pedagogy.
Qualitative Research,
20(5), 684-702. https://doi.org/10.1177/1468794119891846
Soratto, J., Pires, D. E. P. D., & Friese, S. (2020). Thematic content analysis using ATLAS.ti software: Potentialities for research in health.
Revista brasileira de enfermagem,
73.
https://doi.org/10.1590/0034-7167-2019-0250
4
Major Considerations in QDA Software
Student’s name
Professor’s name
Course title
Institution
Date
Major Considerations in QDA Software
The organization, processing and analysis of data in organizations across various sectors and industries form integral parts of their operation. QDA plays an instrumental role in achieving the objectives of conducting data analysis. The effectiveness of utilizing the software forms one of the main reasons why it may be preferred over other tools. This quality along with the efficiency in analyzing large amounts of data make the tool the most suitable choice in many instances (Çayir & Saritaş, 2017). QDA provides users with a number of tools to choose from which is an added advantage as individuals can utilize any of them to their satisfaction. With the features that define the different QDA software, people can consider their preference qualities or specifications (Çayir & Saritaş, 2017). It is ideal and covenant that there are several QDA software which satisfactorily serve the analytical purpose.
There are other considerations that factor in applying QDA software in research. It is essential for researchers to code and sort through all findings and this should happen in a manner that is timely. QDA makes it much easier to break down information, and the text can be coded electronically making it possible to manipulate the data quickly (Çayir & Saritaş, 2017). The time factor is a major aspect in using the software as it helps enhance the speed of research. In the process, the software also helps ascertain that examination of research details is thorough. Sorting data into groups or categories influences the way researchers look at data (Çayir & Saritaş, 2017). Having different ways of assessing data can be vital in data analysis.
Coding using MS Word/Excel
The flexibility in using the QDA software is reflected in the role that Microsoft Office plays in conducting qualitative analysis. The experience of using Word and Excel has featured mixed outcomes. Utilizing word has been relatively simple to start given that the analysis relies on use of comments in the coding process. Use of the comments makes it easy to capture the themes that are evident across texts. As such, there have been no problems in regards to establishing particular codes. A key factor that has partly influenced success has entailed ensuring consistency in the comment labels as this is instrumental in accurate coding. One of the challenges has been the use of multi-word tags which requires that there is extraction before multi-layer tags can be retrofitted (Çayir & Saritaş, 2017). The use of multi-word tags has been integral in making the coding more comprehensive.
The first steps in applying Excel in the coding process are quite straightforward. The process generally entails activating the Developer tab and going to the Macros button. The Visual Basic for Applications should automatically come up. This factors in aiding the extraction of codes and this is where the process becomes relatively challenging especially for a beginner. Attention to detail is necessary for extraction of data from Microsoft Word (Çayir & Saritaş, 2017). The process gets relatively complicated but following the requisite step-by-step procedure generally leads to the desired outcomes. The major difference that makes Excel more involving during qualitative analysis as compared to Word is that there are several steps which if not followed to the latter can derail the analytical process. It was essentially challenging to swiftly code using Excel given that one of the major benefits of QDA software is to enhance the speed of analyzing data (Çayir & Saritaş, 2017). The situation has changed with more experience as much more practice has certainly made it easier to use the software.
Following the initial extraction of codes, adding more data is also relatively easier. It is possible to manually add columns which integrate more data for the analysis. Combining of all extracts into a singular sheet has been among the successes in the coding process. The Filter function serves a key role in aiding this process. It is vital to take advantage of this function as it helps in displaying certain codes specifically for a given subset. Overall, coding using Microsoft Word and Excel becomes easier and more efficient with time as one gets used to the different procedures and functions involved.
QDA Software Choices
The two choices amongst all QDA tools that are in use are ATLAS.ti and NVivo. The two tools have distinct features between them. The first things that pops up is the pricing of the software. ATLAS.ti is much cheaper compared to NVivo as the pricing of the former starts from as low as $10 per user while NVivo is quite expensive at $1249 flat rate. They however both have provision for using Microsoft Office programs. They both support analysis of qualitative and mixed method data. The similarities in other features can be seen in regards to data discovery, data visualization, query builder, reporting/analytics, self-service analytics and self-service data preparation (Friese, 2019; Phillips & Lu, 2018). The features which differentiate ATLAS.ti from NVivo include storytelling and natural language search. Overall, ATLAS.ti also has more functions as there are provisions for in person or live online training. Apart from the capability of using ATLAS.ti on smartphones, there is provision of phone support and chat support (Friese, 2019). NVivo is only web-based.
The choice of ATLAS.ti and NVivo is established on usability in qualitative analysis. They are two of the most commonly used tools and are effective in conducting data analysis. They allow data importation and exportation unlike some other tools. They have the features which are integral for analyzing data across small, medium or large businesses. It was also important that the focus solely lay in qualitative or mixed methods rather than inclusion of tools that integrate quantitative analysis. I am considering ATLAS.ti for my capstone project. The tool offers an alternative that is clearly advantageous.
References
Friese, S. (2019). Qualitative data analysis with ATLAS. ti.
Sage.
Phillips, M., & Lu, J. (2018). A quick look at NVivo.
Journal of Electronic Resources Librarianship,
30(2), 104-106.
https://doi.org/10.1080/1941126X.2018.1465535
Yakut Çayir, M., & Saritaş, M. T. (2017). Computer Assisted Qualitative Data Analysis: A Descriptive Content Analysis (2011-2016).
Necatibey Faculty of Education Electronic Journal of Science & Mathematics Education,
11(2).
https://www.researchgate.net/profile/Melike-Yakut/publication/322201435_Nitel_Veri_Analizinde_Bilgisayar_Kullanimi_Bir_Betimsel_Icerik_Analizi_2011-2016/links/5ae6d305a6fdcc3bea97a5d5/Nitel-Veri-Analizinde-Bilgisayar-Kullanimi-Bir-Betimsel-Icerik-Analizi-2011-2016
The interview questions include: How did you feel when you first learned about the death penalty for your family member? How has the death penalty affected your psychological well-being? What has been the most challenging part of coping with the death penalty for your family member? How has the death penalty impacted your relationships with other family members and friends? What do you think needs to be done to improve the death penalty system in Texas? (Phillips & Steidley, 2020). Do you believe that the death penalty should remain legal in Texas? How has the death penalty process changed since your family member’s execution?
In order to develop my interview questions, I considered the purpose statement of the research. This purpose statement is to investigate the psychological impacts of the death penalty on the immediate family members in the state of Texas. From this purpose statement, I created questions that would help answer the research questions posed in the purpose statement. I asked questions that focused on the family members’ feelings and emotions when they first learned of the death penalty, how it affected their psychological well-being, and the most challenging part of coping with it (Williams et al., 2019). I also asked questions about their views of the death penalty system in Texas, their relationships with other family members and friends, and the changes in their family’s life since the death penalty. Finally, I asked about their faith or belief system and the most favorable outcome of the death penalty.
My research question was: What is the psychological impact of the death penalty on the immediate family members of the victims in Texas? I wanted to explore the psychological well-being of the family members before and after the execution of their family members, as well as how they cope with the situation. I wanted to explore the emotions and feelings they experienced when they first heard of the death penalty, how it has impacted their relationships with other family members and friends, and how their faith or belief system has changed. I also wanted to explore the most challenging part of coping with the death penalty and what the most favorable outcome of the death penalty has been.
References
Phillips, S., & Steidley, T. (2020). A systematic lottery: The Texas death penalty, 1976 to 2016.
Williams, K. E., Votruba, A. M., Neuberg, S. L., & Saks, M. J. (2019). Capital and punishment: Resource scarcity increases endorsement of the death penalty. Evolution and Human Behavior, 40(1), 65-73.
2
An Interview and Response Question
Student’s Name
Institutional Affiliation
Course Name
Instructor’s Name
Date
Transcription of Interview 1:
Interviewer: Thank you for taking the time to talk with me about your experience with the death penalty. Can you tell me a bit about how you felt when you first learned about the death penalty for your family member?
Interviewee: When I first learned about the death penalty for my family member, I was in complete shock. I was overwhelmed with sadness and disbelief. I didn’t think the death penalty was something that could happen to someone I loved. It felt like a nightmare that I couldn’t wake up from.
Interviewer: How has the death penalty affected your psychological well-being?
Interviewee: The death penalty has greatly impacted my psychological well-being. It has caused me to experience various emotions, including guilt, anger, and grief. It has been challenging to process the reality of the situation, and I have had to seek counseling to help me cope.
Interviewer: What has been the most challenging part of coping with the death penalty for your family member?
Interviewee: The most challenging part of coping with the death penalty for my family member has been dealing with the finality of it. It is hard to accept that there is no hope for a different outcome and that I won’t be able to see my family member again. It has also been difficult to find a way to move forward and keep living my life.
Interviewer: How has the death penalty impacted your relationships with other family members and friends?
Interviewee: The death penalty has greatly impacted my relationships with other family members and friends. Discussing the situation with them has been challenging because it is a susceptible topic. Watching my family and friends grieve and try to make sense of it all has also been hard.
Interviewer: What do you think needs to be done to improve the death penalty system in Texas?
Interviewee: I think the death penalty system in Texas needs to be reformed in several ways. There needs to be more transparency in the process and a better understanding of the rights of the accused. I also think the appeals process needs to be improved so innocent people are not wrongly convicted. Lastly, I think that access to mental health services should be offered to family members of those who have been executed.
Interviewer: Do you believe the death penalty should remain legal in Texas?
Interviewee: I do not believe the death penalty should remain legal in Texas. I think that it is a cruel and inhumane punishment that does not provide justice for victims or their families. There are better ways to hold people accountable for their actions without resorting to capital punishment.
Interviewer: How has the death penalty process changed since your family member’s execution?
Interviewee: Since my family member’s execution, the death penalty process has become more stringent. The appeals process has been extended, and there is more oversight of the entire process. Additionally, mental health services are now available to family members of those who have been executed, providing more support and resources to those grieving.
Summary of Interview 2:
I interviewed a family member of a person who was executed in Texas. The interviewee felt shocked and disbelief when they first learned of the death penalty for their family member. The death penalty greatly impacted their psychological well-being, causing them to experience various emotions, including guilt, anger, and grief. The most challenging part of coping with the death penalty has been dealing with the finality of it and trying to find a way to move forward. The death penalty has also greatly impacted their relationships with other family members and friends, making it difficult to talk about the situation and watch their family members grieve. The interviewee believes that the death penalty should not remain legal in Texas, that the appeals process should be improved, and that more mental health services should be offered to family members of those who have been executed. Since their family member’s execution, the death penalty process has become more stringent, with an extended appeals process and more oversight.
Transcribing and summarizing an interview are two different ways of turning interviews into data. Transcribing an interview is a more detailed and direct way of capturing the participant’s experience, as it allows for a direct representation of their words and ideas. This approach enables an in-depth exploration of the participant’s emotions and thoughts and allows a more accurate picture of the interviewee’s experience (Alamri, 2019). Summarizing an interview, on the other hand, is a more efficient and effective way of capturing the main points of the interview. It allows for the identification of potential patterns and categories and the ability to identify key areas of focus quickly. However, it does not provide as in-depth an understanding of the participant’s experience as transcribing an interview.
References
Alamri, W. A. (2019). Effectiveness of qualitative research methods: Interviews and diaries.
International Journal of English and Cultural Studies, 2(1), 65-70.
6
Proposed Interview Procedures
1. Establish Interview Objectives: It is important to establish the research objectives before conducting interviews; this will help ensure that the questions asked and the responses gathered are relevant to the research (Oosterveld et al., 2019).
2. Choose Participants: Carefully consider who the participants are in the interview. It is important to select participants who are representative of the population being studied and have the knowledge and experience to provide useful information(Oosterveld et al., 2019).
3. Develop Interview Questions: Create questions relevant to the research objectives. Ensure that the questions are open-ended and allow the participant to provide their perspectives.
4. Prepare an Interview Environment: Ensure the environment is comfortable and conducive to a productive interview. Consider the setting, the seating arrangements, distractions, and the noise level (FAO, n.d.).
5. Begin the Interview: Introduce the purpose of the interview and the research objectives. Allow the participant to provide their background information, explain any ethical considerations, and ask for their consent to participate in the study (FAO, n.d.).
6. Conduct the Interview: Ask questions and actively listen to the participant’s responses. Record the responses and take notes as needed (FAO, n.d.).
7. End the Interview: Thank the participant for their time and effort. Provide them with a copy of the consent form and explain how their responses will be used (FAO, n.d.).
8. Analyze the Responses: Carefully analyze the responses to the interview questions. Use this information to draw meaningful conclusions about the research objectives (FAO, n.d.).
Justification of Each Procedure
1. Establish Interview Objectives: It is important to set objectives for the interview so that the questions and responses gathered are relevant to the research; this will help ensure the validity of the research(DeJonckheere & Vaughn, 2019).
2. Choose Participants: Careful selection of participants is necessary to ensure the study population’s representativeness. Selecting participants with the knowledge and experience to provide useful information will also help ensure the validity of the research(DeJonckheere & Vaughn, 2019).
3. Develop Interview Questions: Open-ended questions relevant to the research objectives will help ensure that useful information is gathered.
4. Prepare an Interview Environment: Creating a comfortable environment is important for productive interviews. Taking the setting, seating arrangements, distractions, and noise level into account will help ensure a successful interview(DeJonckheere & Vaughn, 2019).
5. Begin the Interview: Introducing the purpose of the interview, and the research objectives will help ensure that the participant understands what the interview is about and why they are being interviewed. Asking for consent to participate in the study is also important for ethical reasons.
6. Conduct the Interview: Asking questions and actively listening to the participant’s responses is important to ensure that the information gathered is accurate and relevant. Recording the responses and taking notes will also help ensure accuracy(DeJonckheere & Vaughn, 2019).
7. End the Interview: Thanking the participant for their time and effort is important to maintain a positive relationship with the interviewee. Providing a copy of the consent form and explaining how their responses will be used is also important for ethical reasons.
8. Analyze the Responses: Carefully analyzing the responses to the interview questions is important to draw meaningful conclusions about the research objectives; this will help ensure the research is valid and reliable(DeJonckheere & Vaughn, 2019).
I am considering interviewing people from the same demographic group my research focuses on. For example, if I am researching the impact of COVID-19 on college students, I would consider interviewing college students who have experienced the pandemic firsthand; this will ensure that the participants represent the studied population and have the knowledge and experience to provide useful information. The exact phrasing will be incorporated into the procedures as required; this includes information about the ethical principles guiding the research, the right to withdraw at any time, the right to refuse to answer questions, and the right to privacy and confidentiality.
Invitation, concluding statement, opening statement, and the interviews will all be included in the redesigned interview guide invitation will be personalized to the respondents and should contain the goal of the study, how the researchers will perform the study, the sort of questions that they will ask, interview length and any other pertinent information. The informed consent should explain the risks and benefits of participating in the study and the participant’s rights. The introductory statement should explain the purpose of the interview and the research objectives.
The interview questions should be relevant to the research objectives and allow the participant to provide their own perspectives. The concluding/closing statement should thank the participant for their time and effort. When deciding the interview format, consider the participants’ limitations and the research objectives. For example, if the participants cannot meet in person, an e-mail or phone interview may be more suitable. However, an in-person interview would be more appropriate if the research objectives require face-to-face interaction. I would include appropriate sources, such as scholarly articles, to support my choice.
Additionally, I would consider the pros and cons of each format. For example, e-mail interviews are convenient and cost-effective, but they need a more personal touch than in-person interviews. Phone interviews can provide more personal interaction but can be difficult to record. In-person interviews are the most personal but may require more planning and resources(DeJonckheere & Vaughn, 2019). After I have collected my data, I would arrange a peer debrief with one of my classmates; this can be done via phone or e-mail, depending on our availability.
The purpose of the debrief is to discuss what we have learned from the research and to provide feedback on the interview process; this will help ensure that the data collected is accurate and that the research objectives are met. Additionally, I would ensure to include a debriefing process for the participants, which includes informing them of the research results and how their participation has contributed to the study; this will help ensure their rights are respected throughout the process. It will also help ensure that the participants know the research outcomes and that their contribution is valued.
References
DeJonckheere, M., & Vaughn, L. M. (2019). Semistructured interviewing in primary care research: A balance of relationship and rigour.
Family Medicine and Community Health,
7(2), e000057.
https://doi.org/10.1136/fmch-2018-000057
FAO. (n.d.). Chapter 4: Questionnaire design. https://www.fao.org/3/w3241e/w3241e05.html
Oosterveld, P., Vorst, H. C., & Smits, N. (2019). Methods for questionnaire design: A taxonomy linking procedures to test goals. Quality of Life Research, 28(9), 2501-2512. https://doi.org/10.1007/s11136-019-02209-6
2
This research aims to investigate the psychological impacts of the death penalty on the immediate family members of victims in the state of Texas. This research will strive to answer the questions: How do families that have had one of their family members executed cope with the situation, and how does the execution impact their psychological well-being? Using a qualitative approach, this research will focus on the stories and experiences of immediate family members to examine the psychological impacts of the death penalty.
The study will use a qualitative approach to explore the psychological impacts of the death penalty on family members. Qualitative research is particularly useful for understanding a phenomenon’s complexities and examining individuals’ lived experiences (Guillen & Elida, 2019). Therefore, this approach will be used to understand the death penalty’s psychological impacts on the victims’ immediate families. This approach allows for examining the individual experiences of the immediate family members and will provide a deeper understanding of their psychological impacts.
The study will employ a phenomenological approach to qualitative research. This approach will allow the researcher to examine the experiences of the immediate family members and explore the meaning they attach to the experience (Guillen & Elida, 2019). This approach will also allow the researcher to understand how family members cope with the situation and how the execution impacts their psychological well-being.
The data collection process will involve semi-structured interviews with immediate family members. This will allow for an in-depth exploration of the experience and will provide detailed information about the psychological impacts of the death penalty on the family members (Mahat-Shamir et al., 2019). The interviews will be confidential and non-judgmental to ensure that the family members feel comfortable sharing their stories and experiences.
The data will be analyzed using thematic analysis. This will involve identifying themes and patterns in the data in order to answer the research questions (Kiger & Varpio, 2020). The study will also use a reflexive approach to ensure that the researcher’s own experiences, values, and beliefs do not influence the interpretation of the data.
In conclusion, this research will provide valuable insights into the death penalty’s psychological impacts on the victim’s immediate family. This research will help inform policymakers and practitioners and provide guidance on supporting family members affected by the death penalty.
References
Guillen, F., & Elida, D. (2019). Qualitative Research: Hermeneutical Phenomenological Method.
Journal of Educational Psychology – Propositos Y Representaciones,
7(1), 217–229. https://eric.ed.gov/?id=EJ1212514
Kiger, M. E., & Varpio, L. (2020). Thematic Analysis of Qualitative data: AMEE Guide no. 131.
Medical Teacher,
42(8), 1–9. NCBI. https://doi.org/10.1080/0142159X.2020.1755030
Mahat-Shamir, M., Neimeyer, R. A., & Pitcho-Prelorentzos, S. (2019). Designing in-depth semi-structured interviews for revealing meaning reconstruction after loss.
Death Studies,
45(2), 1–8. https://doi.org/10.1080/07481187.2019.1617388
1
R8360 Final Project: Building a Qualitative Research Plan
The purpose of the final project is to develop knowledge and practice skills that will prepare you for developing a qualitative dissertation proposal. In fact, most of
the assignments closely parallel the requirements for a qualitative research proposal as described in the Qualitative Checklist. This process is a hands-on
opportunity to develop an idea of interest or passion into a research plan. This includes intensive work on the alignment of your problem statement, purpose
statement and research question with a qualitative approach; developing an interview guide; practice conducting an interview; and preparing and analyzing data.
At the end of this assignment, you will also be asked to reflect on what you’ve learned, and what you make carry forward with you to the dissertation.
Beginning in Week 5 and extending through the rest of the course, you will work on the components that constitute your Final Project. The Final Project will be
produced in a stepwise fashion, and each week you will be working on a new step. You’ll receive feedback from your classmates and instructor on each step that
you will incorporate into the final document.
Be sure to watch the Final Project Guidelines video included in this week’s Media Resources in preparation for Final Project Step I.
The Final Project is comprised of the following six steps. These are presented in the video, and the instructions for each step are described in detail in the week
each occurs. Use this list and the table to plan your time, and anticipate the due dates for each component and the final project.
Step I: Revising the Problem/Purpose Statement and Choosing the Approach (Week 5)
Step II: Developing an Interview Guide, Invitation and Data Collection Protocol (Weeks 6 and 7)
Step III: Conduct the Interviews, take notes and Journal (Week 8)
Step IV: Transcribe and Organize data and peer debrief (Week 9)
Step V: Considerations for Qualitative Analysis: Analysis Plan, Coding Strategies, Software Choices (Week 10)
Step VI: Research Trustworthiness, Reflection, Final Submission (Week 11)
2
Step
Assignment
Start (development & 1st
submission)
Revise based on feedback
and submit to Instructor by
Final
I Revise the problem statement, purpose
statement, research question.
Week 1 Discussion & Workshop Week 5, Day 6
I Choose and justify the choice of approach. Week 2 Discussion & Assignment
Week 3 Discussion & Assignment
Week 4 Workshop & Assignment
Week 5, Day 6
II
Develop the interview Guide
Week 6 Workshop & Journal
Week 6, Day 7
II Revise the interview guide, develop the
invitation and data collection protocol
Week 7 Workshop, Journal, & Assignment 2 Week 7, Day 7
III
Conduct the Interview, take notes & journal
Week 8 Workshop & Journal
NA
I
V
Transcribe and organize data
Week 9 Workshop & Assignment
NA
IV Peer debrief Week 9 Workshop & Assignment;
Week 10 Workshop
NA
V
Analysis Plan
Week 10 Workshop & Assignment 1 & 2
Week 10
V
Develop codes & categories
Week 10 Workshop & Assignment 1 & 2
Week 10
V Compare hand-coding with QDA software
considerations
Week 10 Assignment 1 & 2 Week 10
VI
Research quality
Week 11
Workshop
Week 11
VI
Reflection
Week 11 Journal
Week 11
VI Final Project Week 11 Assignment
Week 11
3
Once you’ve assembled all of the pieces of your Final Project, use the template located in the course resources to organize and submit. The template has the
correct headings, sub-headings and page numbers to properly organize your work. And, this is practice for using templates required in the Dissertation process.
Your work will not be accepted unless it uses the template, and you will lose points for late submission.
Below is the outline you can follow to make sure you have correctly included
all of the materials needed for the final project.
I. Abstract Title page
II. Abstract (see instructions in template for what should be included)
III. Title Page
IV. Table of Contents
V. Chapter 1: Introduction to the Study
a. Background
i. Summarize literature from your prospectus, annotated
bibliography and articles you found in this course that points to
a gap in the research that is worthy of further study
b. Research Problem
i. State the research problem in terms of the gap in the
research
literature
ii. Frame the problem in terms of how further research could be of
benefit
c. Purpose Statement
i. Use the template to present your statement that includes
1. Target group/individual/organization/event of interest
2. Phenomenon of interest
3. Terminology that indicates the approach to be used
d. Research Questions
e. Conceptual or Theoretical Framework
i. Present the framework that you have revised from your
prospectus
VI. Chapter 2: Research Plan
a. Research Design: Choice of Approach
i. Describe the Phenomenon of Interest
ii. Description of Approach
iii. Rationale for Chosen Approach
b. Role of the Researcher
i. Reveal any personal and professional relationships you have
with the participants
ii. State how biases will be managed
c. Participant Selection
i. Describe the target group of interest
ii. Describe the sampling strategy and ideal sample size (if you
were to
conduct this as a real study)
iii. Describe the criterion for sample selection (if you were to
conduct this as a real study)
iv. Describe how participants were be contacted and invited for
this effort
d. Instrumentation
i. The Interview Guide
1. Describe the basis for development (literature, theory,
personal experience) of the interview questions)
2. Describe efforts to insure content validity and credibility
ii. Describe other data sources (e.g., journal, notes, video)
1. Describe how and how
e. Procedures for Data Collection
i. Please include a narrative of
1. Where/how the data were collected
2. Duration of data collection events
3. How data were recorded
4
4. How the participants were debriefed
5. Ethical procedures to protect the participants during the
recruiting, data collection and debriefing process.
f. Data Analysis Plan
i. Repeat the purpose and research question
ii. Describe the plan that best fits the chosen approach
iii. Describe examples of codes and categories you developed
iv. Describe considerations for choosing QDA software
g. Issues of Trustworthiness
i. For each dimension of trustworthiness describe (a) what you did
[if anything]; and (b) what other strategies could be considered if
this was your dissertation
ii. Credibility
iii. Transferability
iv. Dependability
v. Confirmability
VII. Chapter 3: Summary and Reflections
a. Introduction
i. Restate research purpose and question
b. Reflection on Social Change
i. Discuss the relevance of your proposed research to Walden’s
mission of social change
c. Reflection on Course Learning
i. Reflect on what was learned about conducting qualitative
research
d. Next Steps
i. Consider your next steps in preparation for the dissertation
VIII. References
2
QDA Software
Name
Institution
Course
Instructor
Date
QDA Software
Qualitative Data Analysis (QDA) software is a computer program made to help academics analyze qualitative information, including text, audio, and video. To assist with tasks like classifying and categorizing data, producing annotated summaries, and identifying relationships within the data (Schmieder 2020). The objective of QDA software is to improve the efficiency of the qualitative data analysis process while freeing up researchers to concentrate on interpreting the data. Examples of this software include: quirkos enables users to sort, manage and understand text data. ATLAS.ti, NexLP, NVivo, MAXQDA, and QDA Miner Lite are free and easy-to-use software that can be used to analyze textual data, including open-ended responses, interviews, and news transcripts.
NVivo is a proprietary purchased program that provides tools for analysis, coding, data exploration, and visualization, which allow researchers to break down complex research questions into manageable chunks. It also offers a range of features such as integration with Microsoft Office programs, the ability to capture large amounts of data at once using text analytics technology, real-time collaboration between team members on projects hosted online or within networked computers, sample templates for surveys and forms simplifying the process of collecting extra information from surveyed individuals (Dhakal 2022). The FAQs section gives detailed answers about installation requirements, usage tutorials, features, and support (NVivo, n.d.). Demos available explain how they can be effectively utilized while customer feedback helps its user bridge gaps in existing knowledge around product use cases by learning more advanced techniques used based on one’s personal experience when working with this suite. The limitations of NVivo include limited Mac functionality, the learning curve, and its expensive.
ATLAS.ti is a proprietary purchased application for QDA analysis for individuals who appreciate detail and focus on the big picture. The software provides users with unique features allowing for creation and modification of smart codes and revealing relationships and meanings. Its features include Unicode thought and undo/redo 100 steps (ATLAS.ti, n.d.). The computer-assisted qualitative data analysis program ATLAS.ti makes it easier to analyze qualitative data for mixed-methods, qualitative, and quantitative studies. Provides a detailed FAQ page full of helpful information about the product’s features and how it can be used successfully by researchers (ATLAS.ti, n.d.). Customers can also access instructional videos or webinars from ATLAS.ti’s online documentation. The program offers live chats for customers with immediate questions or concerns. Some features available in both include advanced analytics such as thematic analysis, visualization tools for effective presentation of data insights, and coding abilities that allow users to code quantitative or qualitative data by multiple criteria. ATLAS.ti is designed explicitly for qualitative research (Soratto et al. 2020).
References
ATLAS.ti. (n.d.).
Turn your data into qualitative insights, faster and easier.
https://atlasti.com/
Dhakal, K. (2022). NVivo.
Journal of the Medical Library Association,
110(2), 270-272.
https://doi.org/10.5195/jmla.2022.1271
NVivo. (n.d.).
Unlock insights with qualitative data analysis software. https://lumivero.com/products/nvivo/
Schmieder, C. (2020). Qualitative data analysis software as a tool for teaching analytic practice: Towards a theoretical framework for integrating QDAS into methods pedagogy.
Qualitative Research,
20(5), 684-702. https://doi.org/10.1177/1468794119891846
Soratto, J., Pires, D. E. P. D., & Friese, S. (2020). Thematic content analysis using ATLAS.ti software: Potentialities for research in health.
Revista brasileira de enfermagem,
73.
https://doi.org/10.1590/0034-7167-2019-0250
4
Major Considerations in QDA Software
Student’s name
Professor’s name
Course title
Institution
Date
Major Considerations in QDA Software
The organization, processing and analysis of data in organizations across various sectors and industries form integral parts of their operation. QDA plays an instrumental role in achieving the objectives of conducting data analysis. The effectiveness of utilizing the software forms one of the main reasons why it may be preferred over other tools. This quality along with the efficiency in analyzing large amounts of data make the tool the most suitable choice in many instances (Çayir & Saritaş, 2017). QDA provides users with a number of tools to choose from which is an added advantage as individuals can utilize any of them to their satisfaction. With the features that define the different QDA software, people can consider their preference qualities or specifications (Çayir & Saritaş, 2017). It is ideal and covenant that there are several QDA software which satisfactorily serve the analytical purpose.
There are other considerations that factor in applying QDA software in research. It is essential for researchers to code and sort through all findings and this should happen in a manner that is timely. QDA makes it much easier to break down information, and the text can be coded electronically making it possible to manipulate the data quickly (Çayir & Saritaş, 2017). The time factor is a major aspect in using the software as it helps enhance the speed of research. In the process, the software also helps ascertain that examination of research details is thorough. Sorting data into groups or categories influences the way researchers look at data (Çayir & Saritaş, 2017). Having different ways of assessing data can be vital in data analysis.
Coding using MS Word/Excel
The flexibility in using the QDA software is reflected in the role that Microsoft Office plays in conducting qualitative analysis. The experience of using Word and Excel has featured mixed outcomes. Utilizing word has been relatively simple to start given that the analysis relies on use of comments in the coding process. Use of the comments makes it easy to capture the themes that are evident across texts. As such, there have been no problems in regards to establishing particular codes. A key factor that has partly influenced success has entailed ensuring consistency in the comment labels as this is instrumental in accurate coding. One of the challenges has been the use of multi-word tags which requires that there is extraction before multi-layer tags can be retrofitted (Çayir & Saritaş, 2017). The use of multi-word tags has been integral in making the coding more comprehensive.
The first steps in applying Excel in the coding process are quite straightforward. The process generally entails activating the Developer tab and going to the Macros button. The Visual Basic for Applications should automatically come up. This factors in aiding the extraction of codes and this is where the process becomes relatively challenging especially for a beginner. Attention to detail is necessary for extraction of data from Microsoft Word (Çayir & Saritaş, 2017). The process gets relatively complicated but following the requisite step-by-step procedure generally leads to the desired outcomes. The major difference that makes Excel more involving during qualitative analysis as compared to Word is that there are several steps which if not followed to the latter can derail the analytical process. It was essentially challenging to swiftly code using Excel given that one of the major benefits of QDA software is to enhance the speed of analyzing data (Çayir & Saritaş, 2017). The situation has changed with more experience as much more practice has certainly made it easier to use the software.
Following the initial extraction of codes, adding more data is also relatively easier. It is possible to manually add columns which integrate more data for the analysis. Combining of all extracts into a singular sheet has been among the successes in the coding process. The Filter function serves a key role in aiding this process. It is vital to take advantage of this function as it helps in displaying certain codes specifically for a given subset. Overall, coding using Microsoft Word and Excel becomes easier and more efficient with time as one gets used to the different procedures and functions involved.
QDA Software Choices
The two choices amongst all QDA tools that are in use are ATLAS.ti and NVivo. The two tools have distinct features between them. The first things that pops up is the pricing of the software. ATLAS.ti is much cheaper compared to NVivo as the pricing of the former starts from as low as $10 per user while NVivo is quite expensive at $1249 flat rate. They however both have provision for using Microsoft Office programs. They both support analysis of qualitative and mixed method data. The similarities in other features can be seen in regards to data discovery, data visualization, query builder, reporting/analytics, self-service analytics and self-service data preparation (Friese, 2019; Phillips & Lu, 2018). The features which differentiate ATLAS.ti from NVivo include storytelling and natural language search. Overall, ATLAS.ti also has more functions as there are provisions for in person or live online training. Apart from the capability of using ATLAS.ti on smartphones, there is provision of phone support and chat support (Friese, 2019). NVivo is only web-based.
The choice of ATLAS.ti and NVivo is established on usability in qualitative analysis. They are two of the most commonly used tools and are effective in conducting data analysis. They allow data importation and exportation unlike some other tools. They have the features which are integral for analyzing data across small, medium or large businesses. It was also important that the focus solely lay in qualitative or mixed methods rather than inclusion of tools that integrate quantitative analysis. I am considering ATLAS.ti for my capstone project. The tool offers an alternative that is clearly advantageous.
References
Friese, S. (2019). Qualitative data analysis with ATLAS. ti.
Sage.
Phillips, M., & Lu, J. (2018). A quick look at NVivo.
Journal of Electronic Resources Librarianship,
30(2), 104-106.
https://doi.org/10.1080/1941126X.2018.1465535
Yakut Çayir, M., & Saritaş, M. T. (2017). Computer Assisted Qualitative Data Analysis: A Descriptive Content Analysis (2011-2016).
Necatibey Faculty of Education Electronic Journal of Science & Mathematics Education,
11(2).
https://www.researchgate.net/profile/Melike-Yakut/publication/322201435_Nitel_Veri_Analizinde_Bilgisayar_Kullanimi_Bir_Betimsel_Icerik_Analizi_2011-2016/links/5ae6d305a6fdcc3bea97a5d5/Nitel-Veri-Analizinde-Bilgisayar-Kullanimi-Bir-Betimsel-Icerik-Analizi-2011-2016
The interview questions include: How did you feel when you first learned about the death penalty for your family member? How has the death penalty affected your psychological well-being? What has been the most challenging part of coping with the death penalty for your family member? How has the death penalty impacted your relationships with other family members and friends? What do you think needs to be done to improve the death penalty system in Texas? (Phillips & Steidley, 2020). Do you believe that the death penalty should remain legal in Texas? How has the death penalty process changed since your family member’s execution?
In order to develop my interview questions, I considered the purpose statement of the research. This purpose statement is to investigate the psychological impacts of the death penalty on the immediate family members in the state of Texas. From this purpose statement, I created questions that would help answer the research questions posed in the purpose statement. I asked questions that focused on the family members’ feelings and emotions when they first learned of the death penalty, how it affected their psychological well-being, and the most challenging part of coping with it (Williams et al., 2019). I also asked questions about their views of the death penalty system in Texas, their relationships with other family members and friends, and the changes in their family’s life since the death penalty. Finally, I asked about their faith or belief system and the most favorable outcome of the death penalty.
My research question was: What is the psychological impact of the death penalty on the immediate family members of the victims in Texas? I wanted to explore the psychological well-being of the family members before and after the execution of their family members, as well as how they cope with the situation. I wanted to explore the emotions and feelings they experienced when they first heard of the death penalty, how it has impacted their relationships with other family members and friends, and how their faith or belief system has changed. I also wanted to explore the most challenging part of coping with the death penalty and what the most favorable outcome of the death penalty has been.
References
Phillips, S., & Steidley, T. (2020). A systematic lottery: The Texas death penalty, 1976 to 2016.
Williams, K. E., Votruba, A. M., Neuberg, S. L., & Saks, M. J. (2019). Capital and punishment: Resource scarcity increases endorsement of the death penalty. Evolution and Human Behavior, 40(1), 65-73.
2
An Interview and Response Question
Student’s Name
Institutional Affiliation
Course Name
Instructor’s Name
Date
Transcription of Interview 1:
Interviewer: Thank you for taking the time to talk with me about your experience with the death penalty. Can you tell me a bit about how you felt when you first learned about the death penalty for your family member?
Interviewee: When I first learned about the death penalty for my family member, I was in complete shock. I was overwhelmed with sadness and disbelief. I didn’t think the death penalty was something that could happen to someone I loved. It felt like a nightmare that I couldn’t wake up from.
Interviewer: How has the death penalty affected your psychological well-being?
Interviewee: The death penalty has greatly impacted my psychological well-being. It has caused me to experience various emotions, including guilt, anger, and grief. It has been challenging to process the reality of the situation, and I have had to seek counseling to help me cope.
Interviewer: What has been the most challenging part of coping with the death penalty for your family member?
Interviewee: The most challenging part of coping with the death penalty for my family member has been dealing with the finality of it. It is hard to accept that there is no hope for a different outcome and that I won’t be able to see my family member again. It has also been difficult to find a way to move forward and keep living my life.
Interviewer: How has the death penalty impacted your relationships with other family members and friends?
Interviewee: The death penalty has greatly impacted my relationships with other family members and friends. Discussing the situation with them has been challenging because it is a susceptible topic. Watching my family and friends grieve and try to make sense of it all has also been hard.
Interviewer: What do you think needs to be done to improve the death penalty system in Texas?
Interviewee: I think the death penalty system in Texas needs to be reformed in several ways. There needs to be more transparency in the process and a better understanding of the rights of the accused. I also think the appeals process needs to be improved so innocent people are not wrongly convicted. Lastly, I think that access to mental health services should be offered to family members of those who have been executed.
Interviewer: Do you believe the death penalty should remain legal in Texas?
Interviewee: I do not believe the death penalty should remain legal in Texas. I think that it is a cruel and inhumane punishment that does not provide justice for victims or their families. There are better ways to hold people accountable for their actions without resorting to capital punishment.
Interviewer: How has the death penalty process changed since your family member’s execution?
Interviewee: Since my family member’s execution, the death penalty process has become more stringent. The appeals process has been extended, and there is more oversight of the entire process. Additionally, mental health services are now available to family members of those who have been executed, providing more support and resources to those grieving.
Summary of Interview 2:
I interviewed a family member of a person who was executed in Texas. The interviewee felt shocked and disbelief when they first learned of the death penalty for their family member. The death penalty greatly impacted their psychological well-being, causing them to experience various emotions, including guilt, anger, and grief. The most challenging part of coping with the death penalty has been dealing with the finality of it and trying to find a way to move forward. The death penalty has also greatly impacted their relationships with other family members and friends, making it difficult to talk about the situation and watch their family members grieve. The interviewee believes that the death penalty should not remain legal in Texas, that the appeals process should be improved, and that more mental health services should be offered to family members of those who have been executed. Since their family member’s execution, the death penalty process has become more stringent, with an extended appeals process and more oversight.
Transcribing and summarizing an interview are two different ways of turning interviews into data. Transcribing an interview is a more detailed and direct way of capturing the participant’s experience, as it allows for a direct representation of their words and ideas. This approach enables an in-depth exploration of the participant’s emotions and thoughts and allows a more accurate picture of the interviewee’s experience (Alamri, 2019). Summarizing an interview, on the other hand, is a more efficient and effective way of capturing the main points of the interview. It allows for the identification of potential patterns and categories and the ability to identify key areas of focus quickly. However, it does not provide as in-depth an understanding of the participant’s experience as transcribing an interview.
References
Alamri, W. A. (2019). Effectiveness of qualitative research methods: Interviews and diaries.
International Journal of English and Cultural Studies, 2(1), 65-70.
6
Proposed Interview Procedures
1. Establish Interview Objectives: It is important to establish the research objectives before conducting interviews; this will help ensure that the questions asked and the responses gathered are relevant to the research (Oosterveld et al., 2019).
2. Choose Participants: Carefully consider who the participants are in the interview. It is important to select participants who are representative of the population being studied and have the knowledge and experience to provide useful information(Oosterveld et al., 2019).
3. Develop Interview Questions: Create questions relevant to the research objectives. Ensure that the questions are open-ended and allow the participant to provide their perspectives.
4. Prepare an Interview Environment: Ensure the environment is comfortable and conducive to a productive interview. Consider the setting, the seating arrangements, distractions, and the noise level (FAO, n.d.).
5. Begin the Interview: Introduce the purpose of the interview and the research objectives. Allow the participant to provide their background information, explain any ethical considerations, and ask for their consent to participate in the study (FAO, n.d.).
6. Conduct the Interview: Ask questions and actively listen to the participant’s responses. Record the responses and take notes as needed (FAO, n.d.).
7. End the Interview: Thank the participant for their time and effort. Provide them with a copy of the consent form and explain how their responses will be used (FAO, n.d.).
8. Analyze the Responses: Carefully analyze the responses to the interview questions. Use this information to draw meaningful conclusions about the research objectives (FAO, n.d.).
Justification of Each Procedure
1. Establish Interview Objectives: It is important to set objectives for the interview so that the questions and responses gathered are relevant to the research; this will help ensure the validity of the research(DeJonckheere & Vaughn, 2019).
2. Choose Participants: Careful selection of participants is necessary to ensure the study population’s representativeness. Selecting participants with the knowledge and experience to provide useful information will also help ensure the validity of the research(DeJonckheere & Vaughn, 2019).
3. Develop Interview Questions: Open-ended questions relevant to the research objectives will help ensure that useful information is gathered.
4. Prepare an Interview Environment: Creating a comfortable environment is important for productive interviews. Taking the setting, seating arrangements, distractions, and noise level into account will help ensure a successful interview(DeJonckheere & Vaughn, 2019).
5. Begin the Interview: Introducing the purpose of the interview, and the research objectives will help ensure that the participant understands what the interview is about and why they are being interviewed. Asking for consent to participate in the study is also important for ethical reasons.
6. Conduct the Interview: Asking questions and actively listening to the participant’s responses is important to ensure that the information gathered is accurate and relevant. Recording the responses and taking notes will also help ensure accuracy(DeJonckheere & Vaughn, 2019).
7. End the Interview: Thanking the participant for their time and effort is important to maintain a positive relationship with the interviewee. Providing a copy of the consent form and explaining how their responses will be used is also important for ethical reasons.
8. Analyze the Responses: Carefully analyzing the responses to the interview questions is important to draw meaningful conclusions about the research objectives; this will help ensure the research is valid and reliable(DeJonckheere & Vaughn, 2019).
I am considering interviewing people from the same demographic group my research focuses on. For example, if I am researching the impact of COVID-19 on college students, I would consider interviewing college students who have experienced the pandemic firsthand; this will ensure that the participants represent the studied population and have the knowledge and experience to provide useful information. The exact phrasing will be incorporated into the procedures as required; this includes information about the ethical principles guiding the research, the right to withdraw at any time, the right to refuse to answer questions, and the right to privacy and confidentiality.
Invitation, concluding statement, opening statement, and the interviews will all be included in the redesigned interview guide invitation will be personalized to the respondents and should contain the goal of the study, how the researchers will perform the study, the sort of questions that they will ask, interview length and any other pertinent information. The informed consent should explain the risks and benefits of participating in the study and the participant’s rights. The introductory statement should explain the purpose of the interview and the research objectives.
The interview questions should be relevant to the research objectives and allow the participant to provide their own perspectives. The concluding/closing statement should thank the participant for their time and effort. When deciding the interview format, consider the participants’ limitations and the research objectives. For example, if the participants cannot meet in person, an e-mail or phone interview may be more suitable. However, an in-person interview would be more appropriate if the research objectives require face-to-face interaction. I would include appropriate sources, such as scholarly articles, to support my choice.
Additionally, I would consider the pros and cons of each format. For example, e-mail interviews are convenient and cost-effective, but they need a more personal touch than in-person interviews. Phone interviews can provide more personal interaction but can be difficult to record. In-person interviews are the most personal but may require more planning and resources(DeJonckheere & Vaughn, 2019). After I have collected my data, I would arrange a peer debrief with one of my classmates; this can be done via phone or e-mail, depending on our availability.
The purpose of the debrief is to discuss what we have learned from the research and to provide feedback on the interview process; this will help ensure that the data collected is accurate and that the research objectives are met. Additionally, I would ensure to include a debriefing process for the participants, which includes informing them of the research results and how their participation has contributed to the study; this will help ensure their rights are respected throughout the process. It will also help ensure that the participants know the research outcomes and that their contribution is valued.
References
DeJonckheere, M., & Vaughn, L. M. (2019). Semistructured interviewing in primary care research: A balance of relationship and rigour.
Family Medicine and Community Health,
7(2), e000057.
https://doi.org/10.1136/fmch-2018-000057
FAO. (n.d.). Chapter 4: Questionnaire design. https://www.fao.org/3/w3241e/w3241e05.html
Oosterveld, P., Vorst, H. C., & Smits, N. (2019). Methods for questionnaire design: A taxonomy linking procedures to test goals. Quality of Life Research, 28(9), 2501-2512. https://doi.org/10.1007/s11136-019-02209-6
2
This research aims to investigate the psychological impacts of the death penalty on the immediate family members of victims in the state of Texas. This research will strive to answer the questions: How do families that have had one of their family members executed cope with the situation, and how does the execution impact their psychological well-being? Using a qualitative approach, this research will focus on the stories and experiences of immediate family members to examine the psychological impacts of the death penalty.
The study will use a qualitative approach to explore the psychological impacts of the death penalty on family members. Qualitative research is particularly useful for understanding a phenomenon’s complexities and examining individuals’ lived experiences (Guillen & Elida, 2019). Therefore, this approach will be used to understand the death penalty’s psychological impacts on the victims’ immediate families. This approach allows for examining the individual experiences of the immediate family members and will provide a deeper understanding of their psychological impacts.
The study will employ a phenomenological approach to qualitative research. This approach will allow the researcher to examine the experiences of the immediate family members and explore the meaning they attach to the experience (Guillen & Elida, 2019). This approach will also allow the researcher to understand how family members cope with the situation and how the execution impacts their psychological well-being.
The data collection process will involve semi-structured interviews with immediate family members. This will allow for an in-depth exploration of the experience and will provide detailed information about the psychological impacts of the death penalty on the family members (Mahat-Shamir et al., 2019). The interviews will be confidential and non-judgmental to ensure that the family members feel comfortable sharing their stories and experiences.
The data will be analyzed using thematic analysis. This will involve identifying themes and patterns in the data in order to answer the research questions (Kiger & Varpio, 2020). The study will also use a reflexive approach to ensure that the researcher’s own experiences, values, and beliefs do not influence the interpretation of the data.
In conclusion, this research will provide valuable insights into the death penalty’s psychological impacts on the victim’s immediate family. This research will help inform policymakers and practitioners and provide guidance on supporting family members affected by the death penalty.
References
Guillen, F., & Elida, D. (2019). Qualitative Research: Hermeneutical Phenomenological Method.
Journal of Educational Psychology – Propositos Y Representaciones,
7(1), 217–229. https://eric.ed.gov/?id=EJ1212514
Kiger, M. E., & Varpio, L. (2020). Thematic Analysis of Qualitative data: AMEE Guide no. 131.
Medical Teacher,
42(8), 1–9. NCBI. https://doi.org/10.1080/0142159X.2020.1755030
Mahat-Shamir, M., Neimeyer, R. A., & Pitcho-Prelorentzos, S. (2019). Designing in-depth semi-structured interviews for revealing meaning reconstruction after loss.
Death Studies,
45(2), 1–8. https://doi.org/10.1080/07481187.2019.1617388
1
R8360 Final Project: Building a Qualitative Research Plan
The purpose of the final project is to develop knowledge and practice skills that will prepare you for developing a qualitative dissertation proposal. In fact, most of
the assignments closely parallel the requirements for a qualitative research proposal as described in the Qualitative Checklist. This process is a hands-on
opportunity to develop an idea of interest or passion into a research plan. This includes intensive work on the alignment of your problem statement, purpose
statement and research question with a qualitative approach; developing an interview guide; practice conducting an interview; and preparing and analyzing data.
At the end of this assignment, you will also be asked to reflect on what you’ve learned, and what you make carry forward with you to the dissertation.
Beginning in Week 5 and extending through the rest of the course, you will work on the components that constitute your Final Project. The Final Project will be
produced in a stepwise fashion, and each week you will be working on a new step. You’ll receive feedback from your classmates and instructor on each step that
you will incorporate into the final document.
Be sure to watch the Final Project Guidelines video included in this week’s Media Resources in preparation for Final Project Step I.
The Final Project is comprised of the following six steps. These are presented in the video, and the instructions for each step are described in detail in the week
each occurs. Use this list and the table to plan your time, and anticipate the due dates for each component and the final project.
Step I: Revising the Problem/Purpose Statement and Choosing the Approach (Week 5)
Step II: Developing an Interview Guide, Invitation and Data Collection Protocol (Weeks 6 and 7)
Step III: Conduct the Interviews, take notes and Journal (Week 8)
Step IV: Transcribe and Organize data and peer debrief (Week 9)
Step V: Considerations for Qualitative Analysis: Analysis Plan, Coding Strategies, Software Choices (Week 10)
Step VI: Research Trustworthiness, Reflection, Final Submission (Week 11)
2
Step
Assignment
Start (development & 1st
submission)
Revise based on feedback
and submit to Instructor by
Final
I Revise the problem statement, purpose
statement, research question.
Week 1 Discussion & Workshop Week 5, Day 6
I Choose and justify the choice of approach. Week 2 Discussion & Assignment
Week 3 Discussion & Assignment
Week 4 Workshop & Assignment
Week 5, Day 6
II
Develop the interview Guide
Week 6 Workshop & Journal
Week 6, Day 7
II Revise the interview guide, develop the
invitation and data collection protocol
Week 7 Workshop, Journal, & Assignment 2 Week 7, Day 7
III
Conduct the Interview, take notes & journal
Week 8 Workshop & Journal
NA
I
V
Transcribe and organize data
Week 9 Workshop & Assignment
NA
IV Peer debrief Week 9 Workshop & Assignment;
Week 10 Workshop
NA
V
Analysis Plan
Week 10 Workshop & Assignment 1 & 2
Week 10
V
Develop codes & categories
Week 10 Workshop & Assignment 1 & 2
Week 10
V Compare hand-coding with QDA software
considerations
Week 10 Assignment 1 & 2 Week 10
VI
Research quality
Week 11
Workshop
Week 11
VI
Reflection
Week 11 Journal
Week 11
VI Final Project Week 11 Assignment
Week 11
3
Once you’ve assembled all of the pieces of your Final Project, use the template located in the course resources to organize and submit. The template has the
correct headings, sub-headings and page numbers to properly organize your work. And, this is practice for using templates required in the Dissertation process.
Your work will not be accepted unless it uses the template, and you will lose points for late submission.
Below is the outline you can follow to make sure you have correctly included
all of the materials needed for the final project.
I. Abstract Title page
II. Abstract (see instructions in template for what should be included)
III. Title Page
IV. Table of Contents
V. Chapter 1: Introduction to the Study
a. Background
i. Summarize literature from your prospectus, annotated
bibliography and articles you found in this course that points to
a gap in the research that is worthy of further study
b. Research Problem
i. State the research problem in terms of the gap in the
research
literature
ii. Frame the problem in terms of how further research could be of
benefit
c. Purpose Statement
i. Use the template to present your statement that includes
1. Target group/individual/organization/event of interest
2. Phenomenon of interest
3. Terminology that indicates the approach to be used
d. Research Questions
e. Conceptual or Theoretical Framework
i. Present the framework that you have revised from your
prospectus
VI. Chapter 2: Research Plan
a. Research Design: Choice of Approach
i. Describe the Phenomenon of Interest
ii. Description of Approach
iii. Rationale for Chosen Approach
b. Role of the Researcher
i. Reveal any personal and professional relationships you have
with the participants
ii. State how biases will be managed
c. Participant Selection
i. Describe the target group of interest
ii. Describe the sampling strategy and ideal sample size (if you
were to
conduct this as a real study)
iii. Describe the criterion for sample selection (if you were to
conduct this as a real study)
iv. Describe how participants were be contacted and invited for
this effort
d. Instrumentation
i. The Interview Guide
1. Describe the basis for development (literature, theory,
personal experience) of the interview questions)
2. Describe efforts to insure content validity and credibility
ii. Describe other data sources (e.g., journal, notes, video)
1. Describe how and how
e. Procedures for Data Collection
i. Please include a narrative of
1. Where/how the data were collected
2. Duration of data collection events
3. How data were recorded
4
4. How the participants were debriefed
5. Ethical procedures to protect the participants during the
recruiting, data collection and debriefing process.
f. Data Analysis Plan
i. Repeat the purpose and research question
ii. Describe the plan that best fits the chosen approach
iii. Describe examples of codes and categories you developed
iv. Describe considerations for choosing QDA software
g. Issues of Trustworthiness
i. For each dimension of trustworthiness describe (a) what you did
[if anything]; and (b) what other strategies could be considered if
this was your dissertation
ii. Credibility
iii. Transferability
iv. Dependability
v. Confirmability
VII. Chapter 3: Summary and Reflections
a. Introduction
i. Restate research purpose and question
b. Reflection on Social Change
i. Discuss the relevance of your proposed research to Walden’s
mission of social change
c. Reflection on Course Learning
i. Reflect on what was learned about conducting qualitative
research
d. Next Steps
i. Consider your next steps in preparation for the dissertation
VIII. References
2
QDA Software
Name
Institution
Course
Instructor
Date
QDA Software
Qualitative Data Analysis (QDA) software is a computer program made to help academics analyze qualitative information, including text, audio, and video. To assist with tasks like classifying and categorizing data, producing annotated summaries, and identifying relationships within the data (Schmieder 2020). The objective of QDA software is to improve the efficiency of the qualitative data analysis process while freeing up researchers to concentrate on interpreting the data. Examples of this software include: quirkos enables users to sort, manage and understand text data. ATLAS.ti, NexLP, NVivo, MAXQDA, and QDA Miner Lite are free and easy-to-use software that can be used to analyze textual data, including open-ended responses, interviews, and news transcripts.
NVivo is a proprietary purchased program that provides tools for analysis, coding, data exploration, and visualization, which allow researchers to break down complex research questions into manageable chunks. It also offers a range of features such as integration with Microsoft Office programs, the ability to capture large amounts of data at once using text analytics technology, real-time collaboration between team members on projects hosted online or within networked computers, sample templates for surveys and forms simplifying the process of collecting extra information from surveyed individuals (Dhakal 2022). The FAQs section gives detailed answers about installation requirements, usage tutorials, features, and support (NVivo, n.d.). Demos available explain how they can be effectively utilized while customer feedback helps its user bridge gaps in existing knowledge around product use cases by learning more advanced techniques used based on one’s personal experience when working with this suite. The limitations of NVivo include limited Mac functionality, the learning curve, and its expensive.
ATLAS.ti is a proprietary purchased application for QDA analysis for individuals who appreciate detail and focus on the big picture. The software provides users with unique features allowing for creation and modification of smart codes and revealing relationships and meanings. Its features include Unicode thought and undo/redo 100 steps (ATLAS.ti, n.d.). The computer-assisted qualitative data analysis program ATLAS.ti makes it easier to analyze qualitative data for mixed-methods, qualitative, and quantitative studies. Provides a detailed FAQ page full of helpful information about the product’s features and how it can be used successfully by researchers (ATLAS.ti, n.d.). Customers can also access instructional videos or webinars from ATLAS.ti’s online documentation. The program offers live chats for customers with immediate questions or concerns. Some features available in both include advanced analytics such as thematic analysis, visualization tools for effective presentation of data insights, and coding abilities that allow users to code quantitative or qualitative data by multiple criteria. ATLAS.ti is designed explicitly for qualitative research (Soratto et al. 2020).
References
ATLAS.ti. (n.d.).
Turn your data into qualitative insights, faster and easier.
https://atlasti.com/
Dhakal, K. (2022). NVivo.
Journal of the Medical Library Association,
110(2), 270-272.
https://doi.org/10.5195/jmla.2022.1271
NVivo. (n.d.).
Unlock insights with qualitative data analysis software. https://lumivero.com/products/nvivo/
Schmieder, C. (2020). Qualitative data analysis software as a tool for teaching analytic practice: Towards a theoretical framework for integrating QDAS into methods pedagogy.
Qualitative Research,
20(5), 684-702. https://doi.org/10.1177/1468794119891846
Soratto, J., Pires, D. E. P. D., & Friese, S. (2020). Thematic content analysis using ATLAS.ti software: Potentialities for research in health.
Revista brasileira de enfermagem,
73.
https://doi.org/10.1590/0034-7167-2019-0250
4
Major Considerations in QDA Software
Student’s name
Professor’s name
Course title
Institution
Date
Major Considerations in QDA Software
The organization, processing and analysis of data in organizations across various sectors and industries form integral parts of their operation. QDA plays an instrumental role in achieving the objectives of conducting data analysis. The effectiveness of utilizing the software forms one of the main reasons why it may be preferred over other tools. This quality along with the efficiency in analyzing large amounts of data make the tool the most suitable choice in many instances (Çayir & Saritaş, 2017). QDA provides users with a number of tools to choose from which is an added advantage as individuals can utilize any of them to their satisfaction. With the features that define the different QDA software, people can consider their preference qualities or specifications (Çayir & Saritaş, 2017). It is ideal and covenant that there are several QDA software which satisfactorily serve the analytical purpose.
There are other considerations that factor in applying QDA software in research. It is essential for researchers to code and sort through all findings and this should happen in a manner that is timely. QDA makes it much easier to break down information, and the text can be coded electronically making it possible to manipulate the data quickly (Çayir & Saritaş, 2017). The time factor is a major aspect in using the software as it helps enhance the speed of research. In the process, the software also helps ascertain that examination of research details is thorough. Sorting data into groups or categories influences the way researchers look at data (Çayir & Saritaş, 2017). Having different ways of assessing data can be vital in data analysis.
Coding using MS Word/Excel
The flexibility in using the QDA software is reflected in the role that Microsoft Office plays in conducting qualitative analysis. The experience of using Word and Excel has featured mixed outcomes. Utilizing word has been relatively simple to start given that the analysis relies on use of comments in the coding process. Use of the comments makes it easy to capture the themes that are evident across texts. As such, there have been no problems in regards to establishing particular codes. A key factor that has partly influenced success has entailed ensuring consistency in the comment labels as this is instrumental in accurate coding. One of the challenges has been the use of multi-word tags which requires that there is extraction before multi-layer tags can be retrofitted (Çayir & Saritaş, 2017). The use of multi-word tags has been integral in making the coding more comprehensive.
The first steps in applying Excel in the coding process are quite straightforward. The process generally entails activating the Developer tab and going to the Macros button. The Visual Basic for Applications should automatically come up. This factors in aiding the extraction of codes and this is where the process becomes relatively challenging especially for a beginner. Attention to detail is necessary for extraction of data from Microsoft Word (Çayir & Saritaş, 2017). The process gets relatively complicated but following the requisite step-by-step procedure generally leads to the desired outcomes. The major difference that makes Excel more involving during qualitative analysis as compared to Word is that there are several steps which if not followed to the latter can derail the analytical process. It was essentially challenging to swiftly code using Excel given that one of the major benefits of QDA software is to enhance the speed of analyzing data (Çayir & Saritaş, 2017). The situation has changed with more experience as much more practice has certainly made it easier to use the software.
Following the initial extraction of codes, adding more data is also relatively easier. It is possible to manually add columns which integrate more data for the analysis. Combining of all extracts into a singular sheet has been among the successes in the coding process. The Filter function serves a key role in aiding this process. It is vital to take advantage of this function as it helps in displaying certain codes specifically for a given subset. Overall, coding using Microsoft Word and Excel becomes easier and more efficient with time as one gets used to the different procedures and functions involved.
QDA Software Choices
The two choices amongst all QDA tools that are in use are ATLAS.ti and NVivo. The two tools have distinct features between them. The first things that pops up is the pricing of the software. ATLAS.ti is much cheaper compared to NVivo as the pricing of the former starts from as low as $10 per user while NVivo is quite expensive at $1249 flat rate. They however both have provision for using Microsoft Office programs. They both support analysis of qualitative and mixed method data. The similarities in other features can be seen in regards to data discovery, data visualization, query builder, reporting/analytics, self-service analytics and self-service data preparation (Friese, 2019; Phillips & Lu, 2018). The features which differentiate ATLAS.ti from NVivo include storytelling and natural language search. Overall, ATLAS.ti also has more functions as there are provisions for in person or live online training. Apart from the capability of using ATLAS.ti on smartphones, there is provision of phone support and chat support (Friese, 2019). NVivo is only web-based.
The choice of ATLAS.ti and NVivo is established on usability in qualitative analysis. They are two of the most commonly used tools and are effective in conducting data analysis. They allow data importation and exportation unlike some other tools. They have the features which are integral for analyzing data across small, medium or large businesses. It was also important that the focus solely lay in qualitative or mixed methods rather than inclusion of tools that integrate quantitative analysis. I am considering ATLAS.ti for my capstone project. The tool offers an alternative that is clearly advantageous.
References
Friese, S. (2019). Qualitative data analysis with ATLAS. ti.
Sage.
Phillips, M., & Lu, J. (2018). A quick look at NVivo.
Journal of Electronic Resources Librarianship,
30(2), 104-106.
https://doi.org/10.1080/1941126X.2018.1465535
Yakut Çayir, M., & Saritaş, M. T. (2017). Computer Assisted Qualitative Data Analysis: A Descriptive Content Analysis (2011-2016).
Necatibey Faculty of Education Electronic Journal of Science & Mathematics Education,
11(2).
https://www.researchgate.net/profile/Melike-Yakut/publication/322201435_Nitel_Veri_Analizinde_Bilgisayar_Kullanimi_Bir_Betimsel_Icerik_Analizi_2011-2016/links/5ae6d305a6fdcc3bea97a5d5/Nitel-Veri-Analizinde-Bilgisayar-Kullanimi-Bir-Betimsel-Icerik-Analizi-2011-2016
The interview questions include: How did you feel when you first learned about the death penalty for your family member? How has the death penalty affected your psychological well-being? What has been the most challenging part of coping with the death penalty for your family member? How has the death penalty impacted your relationships with other family members and friends? What do you think needs to be done to improve the death penalty system in Texas? (Phillips & Steidley, 2020). Do you believe that the death penalty should remain legal in Texas? How has the death penalty process changed since your family member’s execution?
In order to develop my interview questions, I considered the purpose statement of the research. This purpose statement is to investigate the psychological impacts of the death penalty on the immediate family members in the state of Texas. From this purpose statement, I created questions that would help answer the research questions posed in the purpose statement. I asked questions that focused on the family members’ feelings and emotions when they first learned of the death penalty, how it affected their psychological well-being, and the most challenging part of coping with it (Williams et al., 2019). I also asked questions about their views of the death penalty system in Texas, their relationships with other family members and friends, and the changes in their family’s life since the death penalty. Finally, I asked about their faith or belief system and the most favorable outcome of the death penalty.
My research question was: What is the psychological impact of the death penalty on the immediate family members of the victims in Texas? I wanted to explore the psychological well-being of the family members before and after the execution of their family members, as well as how they cope with the situation. I wanted to explore the emotions and feelings they experienced when they first heard of the death penalty, how it has impacted their relationships with other family members and friends, and how their faith or belief system has changed. I also wanted to explore the most challenging part of coping with the death penalty and what the most favorable outcome of the death penalty has been.
References
Phillips, S., & Steidley, T. (2020). A systematic lottery: The Texas death penalty, 1976 to 2016.
Williams, K. E., Votruba, A. M., Neuberg, S. L., & Saks, M. J. (2019). Capital and punishment: Resource scarcity increases endorsement of the death penalty. Evolution and Human Behavior, 40(1), 65-73.
2
An Interview and Response Question
Student’s Name
Institutional Affiliation
Course Name
Instructor’s Name
Date
Transcription of Interview 1:
Interviewer: Thank you for taking the time to talk with me about your experience with the death penalty. Can you tell me a bit about how you felt when you first learned about the death penalty for your family member?
Interviewee: When I first learned about the death penalty for my family member, I was in complete shock. I was overwhelmed with sadness and disbelief. I didn’t think the death penalty was something that could happen to someone I loved. It felt like a nightmare that I couldn’t wake up from.
Interviewer: How has the death penalty affected your psychological well-being?
Interviewee: The death penalty has greatly impacted my psychological well-being. It has caused me to experience various emotions, including guilt, anger, and grief. It has been challenging to process the reality of the situation, and I have had to seek counseling to help me cope.
Interviewer: What has been the most challenging part of coping with the death penalty for your family member?
Interviewee: The most challenging part of coping with the death penalty for my family member has been dealing with the finality of it. It is hard to accept that there is no hope for a different outcome and that I won’t be able to see my family member again. It has also been difficult to find a way to move forward and keep living my life.
Interviewer: How has the death penalty impacted your relationships with other family members and friends?
Interviewee: The death penalty has greatly impacted my relationships with other family members and friends. Discussing the situation with them has been challenging because it is a susceptible topic. Watching my family and friends grieve and try to make sense of it all has also been hard.
Interviewer: What do you think needs to be done to improve the death penalty system in Texas?
Interviewee: I think the death penalty system in Texas needs to be reformed in several ways. There needs to be more transparency in the process and a better understanding of the rights of the accused. I also think the appeals process needs to be improved so innocent people are not wrongly convicted. Lastly, I think that access to mental health services should be offered to family members of those who have been executed.
Interviewer: Do you believe the death penalty should remain legal in Texas?
Interviewee: I do not believe the death penalty should remain legal in Texas. I think that it is a cruel and inhumane punishment that does not provide justice for victims or their families. There are better ways to hold people accountable for their actions without resorting to capital punishment.
Interviewer: How has the death penalty process changed since your family member’s execution?
Interviewee: Since my family member’s execution, the death penalty process has become more stringent. The appeals process has been extended, and there is more oversight of the entire process. Additionally, mental health services are now available to family members of those who have been executed, providing more support and resources to those grieving.
Summary of Interview 2:
I interviewed a family member of a person who was executed in Texas. The interviewee felt shocked and disbelief when they first learned of the death penalty for their family member. The death penalty greatly impacted their psychological well-being, causing them to experience various emotions, including guilt, anger, and grief. The most challenging part of coping with the death penalty has been dealing with the finality of it and trying to find a way to move forward. The death penalty has also greatly impacted their relationships with other family members and friends, making it difficult to talk about the situation and watch their family members grieve. The interviewee believes that the death penalty should not remain legal in Texas, that the appeals process should be improved, and that more mental health services should be offered to family members of those who have been executed. Since their family member’s execution, the death penalty process has become more stringent, with an extended appeals process and more oversight.
Transcribing and summarizing an interview are two different ways of turning interviews into data. Transcribing an interview is a more detailed and direct way of capturing the participant’s experience, as it allows for a direct representation of their words and ideas. This approach enables an in-depth exploration of the participant’s emotions and thoughts and allows a more accurate picture of the interviewee’s experience (Alamri, 2019). Summarizing an interview, on the other hand, is a more efficient and effective way of capturing the main points of the interview. It allows for the identification of potential patterns and categories and the ability to identify key areas of focus quickly. However, it does not provide as in-depth an understanding of the participant’s experience as transcribing an interview.
References
Alamri, W. A. (2019). Effectiveness of qualitative research methods: Interviews and diaries.
International Journal of English and Cultural Studies, 2(1), 65-70.
6
Proposed Interview Procedures
1. Establish Interview Objectives: It is important to establish the research objectives before conducting interviews; this will help ensure that the questions asked and the responses gathered are relevant to the research (Oosterveld et al., 2019).
2. Choose Participants: Carefully consider who the participants are in the interview. It is important to select participants who are representative of the population being studied and have the knowledge and experience to provide useful information(Oosterveld et al., 2019).
3. Develop Interview Questions: Create questions relevant to the research objectives. Ensure that the questions are open-ended and allow the participant to provide their perspectives.
4. Prepare an Interview Environment: Ensure the environment is comfortable and conducive to a productive interview. Consider the setting, the seating arrangements, distractions, and the noise level (FAO, n.d.).
5. Begin the Interview: Introduce the purpose of the interview and the research objectives. Allow the participant to provide their background information, explain any ethical considerations, and ask for their consent to participate in the study (FAO, n.d.).
6. Conduct the Interview: Ask questions and actively listen to the participant’s responses. Record the responses and take notes as needed (FAO, n.d.).
7. End the Interview: Thank the participant for their time and effort. Provide them with a copy of the consent form and explain how their responses will be used (FAO, n.d.).
8. Analyze the Responses: Carefully analyze the responses to the interview questions. Use this information to draw meaningful conclusions about the research objectives (FAO, n.d.).
Justification of Each Procedure
1. Establish Interview Objectives: It is important to set objectives for the interview so that the questions and responses gathered are relevant to the research; this will help ensure the validity of the research(DeJonckheere & Vaughn, 2019).
2. Choose Participants: Careful selection of participants is necessary to ensure the study population’s representativeness. Selecting participants with the knowledge and experience to provide useful information will also help ensure the validity of the research(DeJonckheere & Vaughn, 2019).
3. Develop Interview Questions: Open-ended questions relevant to the research objectives will help ensure that useful information is gathered.
4. Prepare an Interview Environment: Creating a comfortable environment is important for productive interviews. Taking the setting, seating arrangements, distractions, and noise level into account will help ensure a successful interview(DeJonckheere & Vaughn, 2019).
5. Begin the Interview: Introducing the purpose of the interview, and the research objectives will help ensure that the participant understands what the interview is about and why they are being interviewed. Asking for consent to participate in the study is also important for ethical reasons.
6. Conduct the Interview: Asking questions and actively listening to the participant’s responses is important to ensure that the information gathered is accurate and relevant. Recording the responses and taking notes will also help ensure accuracy(DeJonckheere & Vaughn, 2019).
7. End the Interview: Thanking the participant for their time and effort is important to maintain a positive relationship with the interviewee. Providing a copy of the consent form and explaining how their responses will be used is also important for ethical reasons.
8. Analyze the Responses: Carefully analyzing the responses to the interview questions is important to draw meaningful conclusions about the research objectives; this will help ensure the research is valid and reliable(DeJonckheere & Vaughn, 2019).
I am considering interviewing people from the same demographic group my research focuses on. For example, if I am researching the impact of COVID-19 on college students, I would consider interviewing college students who have experienced the pandemic firsthand; this will ensure that the participants represent the studied population and have the knowledge and experience to provide useful information. The exact phrasing will be incorporated into the procedures as required; this includes information about the ethical principles guiding the research, the right to withdraw at any time, the right to refuse to answer questions, and the right to privacy and confidentiality.
Invitation, concluding statement, opening statement, and the interviews will all be included in the redesigned interview guide invitation will be personalized to the respondents and should contain the goal of the study, how the researchers will perform the study, the sort of questions that they will ask, interview length and any other pertinent information. The informed consent should explain the risks and benefits of participating in the study and the participant’s rights. The introductory statement should explain the purpose of the interview and the research objectives.
The interview questions should be relevant to the research objectives and allow the participant to provide their own perspectives. The concluding/closing statement should thank the participant for their time and effort. When deciding the interview format, consider the participants’ limitations and the research objectives. For example, if the participants cannot meet in person, an e-mail or phone interview may be more suitable. However, an in-person interview would be more appropriate if the research objectives require face-to-face interaction. I would include appropriate sources, such as scholarly articles, to support my choice.
Additionally, I would consider the pros and cons of each format. For example, e-mail interviews are convenient and cost-effective, but they need a more personal touch than in-person interviews. Phone interviews can provide more personal interaction but can be difficult to record. In-person interviews are the most personal but may require more planning and resources(DeJonckheere & Vaughn, 2019). After I have collected my data, I would arrange a peer debrief with one of my classmates; this can be done via phone or e-mail, depending on our availability.
The purpose of the debrief is to discuss what we have learned from the research and to provide feedback on the interview process; this will help ensure that the data collected is accurate and that the research objectives are met. Additionally, I would ensure to include a debriefing process for the participants, which includes informing them of the research results and how their participation has contributed to the study; this will help ensure their rights are respected throughout the process. It will also help ensure that the participants know the research outcomes and that their contribution is valued.
References
DeJonckheere, M., & Vaughn, L. M. (2019). Semistructured interviewing in primary care research: A balance of relationship and rigour.
Family Medicine and Community Health,
7(2), e000057.
https://doi.org/10.1136/fmch-2018-000057
FAO. (n.d.). Chapter 4: Questionnaire design. https://www.fao.org/3/w3241e/w3241e05.html
Oosterveld, P., Vorst, H. C., & Smits, N. (2019). Methods for questionnaire design: A taxonomy linking procedures to test goals. Quality of Life Research, 28(9), 2501-2512. https://doi.org/10.1007/s11136-019-02209-6
2
This research aims to investigate the psychological impacts of the death penalty on the immediate family members of victims in the state of Texas. This research will strive to answer the questions: How do families that have had one of their family members executed cope with the situation, and how does the execution impact their psychological well-being? Using a qualitative approach, this research will focus on the stories and experiences of immediate family members to examine the psychological impacts of the death penalty.
The study will use a qualitative approach to explore the psychological impacts of the death penalty on family members. Qualitative research is particularly useful for understanding a phenomenon’s complexities and examining individuals’ lived experiences (Guillen & Elida, 2019). Therefore, this approach will be used to understand the death penalty’s psychological impacts on the victims’ immediate families. This approach allows for examining the individual experiences of the immediate family members and will provide a deeper understanding of their psychological impacts.
The study will employ a phenomenological approach to qualitative research. This approach will allow the researcher to examine the experiences of the immediate family members and explore the meaning they attach to the experience (Guillen & Elida, 2019). This approach will also allow the researcher to understand how family members cope with the situation and how the execution impacts their psychological well-being.
The data collection process will involve semi-structured interviews with immediate family members. This will allow for an in-depth exploration of the experience and will provide detailed information about the psychological impacts of the death penalty on the family members (Mahat-Shamir et al., 2019). The interviews will be confidential and non-judgmental to ensure that the family members feel comfortable sharing their stories and experiences.
The data will be analyzed using thematic analysis. This will involve identifying themes and patterns in the data in order to answer the research questions (Kiger & Varpio, 2020). The study will also use a reflexive approach to ensure that the researcher’s own experiences, values, and beliefs do not influence the interpretation of the data.
In conclusion, this research will provide valuable insights into the death penalty’s psychological impacts on the victim’s immediate family. This research will help inform policymakers and practitioners and provide guidance on supporting family members affected by the death penalty.
References
Guillen, F., & Elida, D. (2019). Qualitative Research: Hermeneutical Phenomenological Method.
Journal of Educational Psychology – Propositos Y Representaciones,
7(1), 217–229. https://eric.ed.gov/?id=EJ1212514
Kiger, M. E., & Varpio, L. (2020). Thematic Analysis of Qualitative data: AMEE Guide no. 131.
Medical Teacher,
42(8), 1–9. NCBI. https://doi.org/10.1080/0142159X.2020.1755030
Mahat-Shamir, M., Neimeyer, R. A., & Pitcho-Prelorentzos, S. (2019). Designing in-depth semi-structured interviews for revealing meaning reconstruction after loss.
Death Studies,
45(2), 1–8. https://doi.org/10.1080/07481187.2019.1617388
1
R8360 Final Project: Building a Qualitative Research Plan
The purpose of the final project is to develop knowledge and practice skills that will prepare you for developing a qualitative dissertation proposal. In fact, most of
the assignments closely parallel the requirements for a qualitative research proposal as described in the Qualitative Checklist. This process is a hands-on
opportunity to develop an idea of interest or passion into a research plan. This includes intensive work on the alignment of your problem statement, purpose
statement and research question with a qualitative approach; developing an interview guide; practice conducting an interview; and preparing and analyzing data.
At the end of this assignment, you will also be asked to reflect on what you’ve learned, and what you make carry forward with you to the dissertation.
Beginning in Week 5 and extending through the rest of the course, you will work on the components that constitute your Final Project. The Final Project will be
produced in a stepwise fashion, and each week you will be working on a new step. You’ll receive feedback from your classmates and instructor on each step that
you will incorporate into the final document.
Be sure to watch the Final Project Guidelines video included in this week’s Media Resources in preparation for Final Project Step I.
The Final Project is comprised of the following six steps. These are presented in the video, and the instructions for each step are described in detail in the week
each occurs. Use this list and the table to plan your time, and anticipate the due dates for each component and the final project.
Step I: Revising the Problem/Purpose Statement and Choosing the Approach (Week 5)
Step II: Developing an Interview Guide, Invitation and Data Collection Protocol (Weeks 6 and 7)
Step III: Conduct the Interviews, take notes and Journal (Week 8)
Step IV: Transcribe and Organize data and peer debrief (Week 9)
Step V: Considerations for Qualitative Analysis: Analysis Plan, Coding Strategies, Software Choices (Week 10)
Step VI: Research Trustworthiness, Reflection, Final Submission (Week 11)
2
Step
Assignment
Start (development & 1st
submission)
Revise based on feedback
and submit to Instructor by
Final
I Revise the problem statement, purpose
statement, research question.
Week 1 Discussion & Workshop Week 5, Day 6
I Choose and justify the choice of approach. Week 2 Discussion & Assignment
Week 3 Discussion & Assignment
Week 4 Workshop & Assignment
Week 5, Day 6
II
Develop the interview Guide
Week 6 Workshop & Journal
Week 6, Day 7
II Revise the interview guide, develop the
invitation and data collection protocol
Week 7 Workshop, Journal, & Assignment 2 Week 7, Day 7
III
Conduct the Interview, take notes & journal
Week 8 Workshop & Journal
NA
I
V
Transcribe and organize data
Week 9 Workshop & Assignment
NA
IV Peer debrief Week 9 Workshop & Assignment;
Week 10 Workshop
NA
V
Analysis Plan
Week 10 Workshop & Assignment 1 & 2
Week 10
V
Develop codes & categories
Week 10 Workshop & Assignment 1 & 2
Week 10
V Compare hand-coding with QDA software
considerations
Week 10 Assignment 1 & 2 Week 10
VI
Research quality
Week 11
Workshop
Week 11
VI
Reflection
Week 11 Journal
Week 11
VI Final Project Week 11 Assignment
Week 11
3
Once you’ve assembled all of the pieces of your Final Project, use the template located in the course resources to organize and submit. The template has the
correct headings, sub-headings and page numbers to properly organize your work. And, this is practice for using templates required in the Dissertation process.
Your work will not be accepted unless it uses the template, and you will lose points for late submission.
Below is the outline you can follow to make sure you have correctly included
all of the materials needed for the final project.
I. Abstract Title page
II. Abstract (see instructions in template for what should be included)
III. Title Page
IV. Table of Contents
V. Chapter 1: Introduction to the Study
a. Background
i. Summarize literature from your prospectus, annotated
bibliography and articles you found in this course that points to
a gap in the research that is worthy of further study
b. Research Problem
i. State the research problem in terms of the gap in the
research
literature
ii. Frame the problem in terms of how further research could be of
benefit
c. Purpose Statement
i. Use the template to present your statement that includes
1. Target group/individual/organization/event of interest
2. Phenomenon of interest
3. Terminology that indicates the approach to be used
d. Research Questions
e. Conceptual or Theoretical Framework
i. Present the framework that you have revised from your
prospectus
VI. Chapter 2: Research Plan
a. Research Design: Choice of Approach
i. Describe the Phenomenon of Interest
ii. Description of Approach
iii. Rationale for Chosen Approach
b. Role of the Researcher
i. Reveal any personal and professional relationships you have
with the participants
ii. State how biases will be managed
c. Participant Selection
i. Describe the target group of interest
ii. Describe the sampling strategy and ideal sample size (if you
were to
conduct this as a real study)
iii. Describe the criterion for sample selection (if you were to
conduct this as a real study)
iv. Describe how participants were be contacted and invited for
this effort
d. Instrumentation
i. The Interview Guide
1. Describe the basis for development (literature, theory,
personal experience) of the interview questions)
2. Describe efforts to insure content validity and credibility
ii. Describe other data sources (e.g., journal, notes, video)
1. Describe how and how
e. Procedures for Data Collection
i. Please include a narrative of
1. Where/how the data were collected
2. Duration of data collection events
3. How data were recorded
4
4. How the participants were debriefed
5. Ethical procedures to protect the participants during the
recruiting, data collection and debriefing process.
f. Data Analysis Plan
i. Repeat the purpose and research question
ii. Describe the plan that best fits the chosen approach
iii. Describe examples of codes and categories you developed
iv. Describe considerations for choosing QDA software
g. Issues of Trustworthiness
i. For each dimension of trustworthiness describe (a) what you did
[if anything]; and (b) what other strategies could be considered if
this was your dissertation
ii. Credibility
iii. Transferability
iv. Dependability
v. Confirmability
VII. Chapter 3: Summary and Reflections
a. Introduction
i. Restate research purpose and question
b. Reflection on Social Change
i. Discuss the relevance of your proposed research to Walden’s
mission of social change
c. Reflection on Course Learning
i. Reflect on what was learned about conducting qualitative
research
d. Next Steps
i. Consider your next steps in preparation for the dissertation
VIII. References
2
QDA Software
Name
Institution
Course
Instructor
Date
QDA Software
Qualitative Data Analysis (QDA) software is a computer program made to help academics analyze qualitative information, including text, audio, and video. To assist with tasks like classifying and categorizing data, producing annotated summaries, and identifying relationships within the data (Schmieder 2020). The objective of QDA software is to improve the efficiency of the qualitative data analysis process while freeing up researchers to concentrate on interpreting the data. Examples of this software include: quirkos enables users to sort, manage and understand text data. ATLAS.ti, NexLP, NVivo, MAXQDA, and QDA Miner Lite are free and easy-to-use software that can be used to analyze textual data, including open-ended responses, interviews, and news transcripts.
NVivo is a proprietary purchased program that provides tools for analysis, coding, data exploration, and visualization, which allow researchers to break down complex research questions into manageable chunks. It also offers a range of features such as integration with Microsoft Office programs, the ability to capture large amounts of data at once using text analytics technology, real-time collaboration between team members on projects hosted online or within networked computers, sample templates for surveys and forms simplifying the process of collecting extra information from surveyed individuals (Dhakal 2022). The FAQs section gives detailed answers about installation requirements, usage tutorials, features, and support (NVivo, n.d.). Demos available explain how they can be effectively utilized while customer feedback helps its user bridge gaps in existing knowledge around product use cases by learning more advanced techniques used based on one’s personal experience when working with this suite. The limitations of NVivo include limited Mac functionality, the learning curve, and its expensive.
ATLAS.ti is a proprietary purchased application for QDA analysis for individuals who appreciate detail and focus on the big picture. The software provides users with unique features allowing for creation and modification of smart codes and revealing relationships and meanings. Its features include Unicode thought and undo/redo 100 steps (ATLAS.ti, n.d.). The computer-assisted qualitative data analysis program ATLAS.ti makes it easier to analyze qualitative data for mixed-methods, qualitative, and quantitative studies. Provides a detailed FAQ page full of helpful information about the product’s features and how it can be used successfully by researchers (ATLAS.ti, n.d.). Customers can also access instructional videos or webinars from ATLAS.ti’s online documentation. The program offers live chats for customers with immediate questions or concerns. Some features available in both include advanced analytics such as thematic analysis, visualization tools for effective presentation of data insights, and coding abilities that allow users to code quantitative or qualitative data by multiple criteria. ATLAS.ti is designed explicitly for qualitative research (Soratto et al. 2020).
References
ATLAS.ti. (n.d.).
Turn your data into qualitative insights, faster and easier.
https://atlasti.com/
Dhakal, K. (2022). NVivo.
Journal of the Medical Library Association,
110(2), 270-272.
https://doi.org/10.5195/jmla.2022.1271
NVivo. (n.d.).
Unlock insights with qualitative data analysis software. https://lumivero.com/products/nvivo/
Schmieder, C. (2020). Qualitative data analysis software as a tool for teaching analytic practice: Towards a theoretical framework for integrating QDAS into methods pedagogy.
Qualitative Research,
20(5), 684-702. https://doi.org/10.1177/1468794119891846
Soratto, J., Pires, D. E. P. D., & Friese, S. (2020). Thematic content analysis using ATLAS.ti software: Potentialities for research in health.
Revista brasileira de enfermagem,
73.
https://doi.org/10.1590/0034-7167-2019-0250
4
Major Considerations in QDA Software
Student’s name
Professor’s name
Course title
Institution
Date
Major Considerations in QDA Software
The organization, processing and analysis of data in organizations across various sectors and industries form integral parts of their operation. QDA plays an instrumental role in achieving the objectives of conducting data analysis. The effectiveness of utilizing the software forms one of the main reasons why it may be preferred over other tools. This quality along with the efficiency in analyzing large amounts of data make the tool the most suitable choice in many instances (Çayir & Saritaş, 2017). QDA provides users with a number of tools to choose from which is an added advantage as individuals can utilize any of them to their satisfaction. With the features that define the different QDA software, people can consider their preference qualities or specifications (Çayir & Saritaş, 2017). It is ideal and covenant that there are several QDA software which satisfactorily serve the analytical purpose.
There are other considerations that factor in applying QDA software in research. It is essential for researchers to code and sort through all findings and this should happen in a manner that is timely. QDA makes it much easier to break down information, and the text can be coded electronically making it possible to manipulate the data quickly (Çayir & Saritaş, 2017). The time factor is a major aspect in using the software as it helps enhance the speed of research. In the process, the software also helps ascertain that examination of research details is thorough. Sorting data into groups or categories influences the way researchers look at data (Çayir & Saritaş, 2017). Having different ways of assessing data can be vital in data analysis.
Coding using MS Word/Excel
The flexibility in using the QDA software is reflected in the role that Microsoft Office plays in conducting qualitative analysis. The experience of using Word and Excel has featured mixed outcomes. Utilizing word has been relatively simple to start given that the analysis relies on use of comments in the coding process. Use of the comments makes it easy to capture the themes that are evident across texts. As such, there have been no problems in regards to establishing particular codes. A key factor that has partly influenced success has entailed ensuring consistency in the comment labels as this is instrumental in accurate coding. One of the challenges has been the use of multi-word tags which requires that there is extraction before multi-layer tags can be retrofitted (Çayir & Saritaş, 2017). The use of multi-word tags has been integral in making the coding more comprehensive.
The first steps in applying Excel in the coding process are quite straightforward. The process generally entails activating the Developer tab and going to the Macros button. The Visual Basic for Applications should automatically come up. This factors in aiding the extraction of codes and this is where the process becomes relatively challenging especially for a beginner. Attention to detail is necessary for extraction of data from Microsoft Word (Çayir & Saritaş, 2017). The process gets relatively complicated but following the requisite step-by-step procedure generally leads to the desired outcomes. The major difference that makes Excel more involving during qualitative analysis as compared to Word is that there are several steps which if not followed to the latter can derail the analytical process. It was essentially challenging to swiftly code using Excel given that one of the major benefits of QDA software is to enhance the speed of analyzing data (Çayir & Saritaş, 2017). The situation has changed with more experience as much more practice has certainly made it easier to use the software.
Following the initial extraction of codes, adding more data is also relatively easier. It is possible to manually add columns which integrate more data for the analysis. Combining of all extracts into a singular sheet has been among the successes in the coding process. The Filter function serves a key role in aiding this process. It is vital to take advantage of this function as it helps in displaying certain codes specifically for a given subset. Overall, coding using Microsoft Word and Excel becomes easier and more efficient with time as one gets used to the different procedures and functions involved.
QDA Software Choices
The two choices amongst all QDA tools that are in use are ATLAS.ti and NVivo. The two tools have distinct features between them. The first things that pops up is the pricing of the software. ATLAS.ti is much cheaper compared to NVivo as the pricing of the former starts from as low as $10 per user while NVivo is quite expensive at $1249 flat rate. They however both have provision for using Microsoft Office programs. They both support analysis of qualitative and mixed method data. The similarities in other features can be seen in regards to data discovery, data visualization, query builder, reporting/analytics, self-service analytics and self-service data preparation (Friese, 2019; Phillips & Lu, 2018). The features which differentiate ATLAS.ti from NVivo include storytelling and natural language search. Overall, ATLAS.ti also has more functions as there are provisions for in person or live online training. Apart from the capability of using ATLAS.ti on smartphones, there is provision of phone support and chat support (Friese, 2019). NVivo is only web-based.
The choice of ATLAS.ti and NVivo is established on usability in qualitative analysis. They are two of the most commonly used tools and are effective in conducting data analysis. They allow data importation and exportation unlike some other tools. They have the features which are integral for analyzing data across small, medium or large businesses. It was also important that the focus solely lay in qualitative or mixed methods rather than inclusion of tools that integrate quantitative analysis. I am considering ATLAS.ti for my capstone project. The tool offers an alternative that is clearly advantageous.
References
Friese, S. (2019). Qualitative data analysis with ATLAS. ti.
Sage.
Phillips, M., & Lu, J. (2018). A quick look at NVivo.
Journal of Electronic Resources Librarianship,
30(2), 104-106.
https://doi.org/10.1080/1941126X.2018.1465535
Yakut Çayir, M., & Saritaş, M. T. (2017). Computer Assisted Qualitative Data Analysis: A Descriptive Content Analysis (2011-2016).
Necatibey Faculty of Education Electronic Journal of Science & Mathematics Education,
11(2).
https://www.researchgate.net/profile/Melike-Yakut/publication/322201435_Nitel_Veri_Analizinde_Bilgisayar_Kullanimi_Bir_Betimsel_Icerik_Analizi_2011-2016/links/5ae6d305a6fdcc3bea97a5d5/Nitel-Veri-Analizinde-Bilgisayar-Kullanimi-Bir-Betimsel-Icerik-Analizi-2011-2016
The interview questions include: How did you feel when you first learned about the death penalty for your family member? How has the death penalty affected your psychological well-being? What has been the most challenging part of coping with the death penalty for your family member? How has the death penalty impacted your relationships with other family members and friends? What do you think needs to be done to improve the death penalty system in Texas? (Phillips & Steidley, 2020). Do you believe that the death penalty should remain legal in Texas? How has the death penalty process changed since your family member’s execution?
In order to develop my interview questions, I considered the purpose statement of the research. This purpose statement is to investigate the psychological impacts of the death penalty on the immediate family members in the state of Texas. From this purpose statement, I created questions that would help answer the research questions posed in the purpose statement. I asked questions that focused on the family members’ feelings and emotions when they first learned of the death penalty, how it affected their psychological well-being, and the most challenging part of coping with it (Williams et al., 2019). I also asked questions about their views of the death penalty system in Texas, their relationships with other family members and friends, and the changes in their family’s life since the death penalty. Finally, I asked about their faith or belief system and the most favorable outcome of the death penalty.
My research question was: What is the psychological impact of the death penalty on the immediate family members of the victims in Texas? I wanted to explore the psychological well-being of the family members before and after the execution of their family members, as well as how they cope with the situation. I wanted to explore the emotions and feelings they experienced when they first heard of the death penalty, how it has impacted their relationships with other family members and friends, and how their faith or belief system has changed. I also wanted to explore the most challenging part of coping with the death penalty and what the most favorable outcome of the death penalty has been.
References
Phillips, S., & Steidley, T. (2020). A systematic lottery: The Texas death penalty, 1976 to 2016.
Williams, K. E., Votruba, A. M., Neuberg, S. L., & Saks, M. J. (2019). Capital and punishment: Resource scarcity increases endorsement of the death penalty. Evolution and Human Behavior, 40(1), 65-73.
2
An Interview and Response Question
Student’s Name
Institutional Affiliation
Course Name
Instructor’s Name
Date
Transcription of Interview 1:
Interviewer: Thank you for taking the time to talk with me about your experience with the death penalty. Can you tell me a bit about how you felt when you first learned about the death penalty for your family member?
Interviewee: When I first learned about the death penalty for my family member, I was in complete shock. I was overwhelmed with sadness and disbelief. I didn’t think the death penalty was something that could happen to someone I loved. It felt like a nightmare that I couldn’t wake up from.
Interviewer: How has the death penalty affected your psychological well-being?
Interviewee: The death penalty has greatly impacted my psychological well-being. It has caused me to experience various emotions, including guilt, anger, and grief. It has been challenging to process the reality of the situation, and I have had to seek counseling to help me cope.
Interviewer: What has been the most challenging part of coping with the death penalty for your family member?
Interviewee: The most challenging part of coping with the death penalty for my family member has been dealing with the finality of it. It is hard to accept that there is no hope for a different outcome and that I won’t be able to see my family member again. It has also been difficult to find a way to move forward and keep living my life.
Interviewer: How has the death penalty impacted your relationships with other family members and friends?
Interviewee: The death penalty has greatly impacted my relationships with other family members and friends. Discussing the situation with them has been challenging because it is a susceptible topic. Watching my family and friends grieve and try to make sense of it all has also been hard.
Interviewer: What do you think needs to be done to improve the death penalty system in Texas?
Interviewee: I think the death penalty system in Texas needs to be reformed in several ways. There needs to be more transparency in the process and a better understanding of the rights of the accused. I also think the appeals process needs to be improved so innocent people are not wrongly convicted. Lastly, I think that access to mental health services should be offered to family members of those who have been executed.
Interviewer: Do you believe the death penalty should remain legal in Texas?
Interviewee: I do not believe the death penalty should remain legal in Texas. I think that it is a cruel and inhumane punishment that does not provide justice for victims or their families. There are better ways to hold people accountable for their actions without resorting to capital punishment.
Interviewer: How has the death penalty process changed since your family member’s execution?
Interviewee: Since my family member’s execution, the death penalty process has become more stringent. The appeals process has been extended, and there is more oversight of the entire process. Additionally, mental health services are now available to family members of those who have been executed, providing more support and resources to those grieving.
Summary of Interview 2:
I interviewed a family member of a person who was executed in Texas. The interviewee felt shocked and disbelief when they first learned of the death penalty for their family member. The death penalty greatly impacted their psychological well-being, causing them to experience various emotions, including guilt, anger, and grief. The most challenging part of coping with the death penalty has been dealing with the finality of it and trying to find a way to move forward. The death penalty has also greatly impacted their relationships with other family members and friends, making it difficult to talk about the situation and watch their family members grieve. The interviewee believes that the death penalty should not remain legal in Texas, that the appeals process should be improved, and that more mental health services should be offered to family members of those who have been executed. Since their family member’s execution, the death penalty process has become more stringent, with an extended appeals process and more oversight.
Transcribing and summarizing an interview are two different ways of turning interviews into data. Transcribing an interview is a more detailed and direct way of capturing the participant’s experience, as it allows for a direct representation of their words and ideas. This approach enables an in-depth exploration of the participant’s emotions and thoughts and allows a more accurate picture of the interviewee’s experience (Alamri, 2019). Summarizing an interview, on the other hand, is a more efficient and effective way of capturing the main points of the interview. It allows for the identification of potential patterns and categories and the ability to identify key areas of focus quickly. However, it does not provide as in-depth an understanding of the participant’s experience as transcribing an interview.
References
Alamri, W. A. (2019). Effectiveness of qualitative research methods: Interviews and diaries.
International Journal of English and Cultural Studies, 2(1), 65-70.
6
Proposed Interview Procedures
1. Establish Interview Objectives: It is important to establish the research objectives before conducting interviews; this will help ensure that the questions asked and the responses gathered are relevant to the research (Oosterveld et al., 2019).
2. Choose Participants: Carefully consider who the participants are in the interview. It is important to select participants who are representative of the population being studied and have the knowledge and experience to provide useful information(Oosterveld et al., 2019).
3. Develop Interview Questions: Create questions relevant to the research objectives. Ensure that the questions are open-ended and allow the participant to provide their perspectives.
4. Prepare an Interview Environment: Ensure the environment is comfortable and conducive to a productive interview. Consider the setting, the seating arrangements, distractions, and the noise level (FAO, n.d.).
5. Begin the Interview: Introduce the purpose of the interview and the research objectives. Allow the participant to provide their background information, explain any ethical considerations, and ask for their consent to participate in the study (FAO, n.d.).
6. Conduct the Interview: Ask questions and actively listen to the participant’s responses. Record the responses and take notes as needed (FAO, n.d.).
7. End the Interview: Thank the participant for their time and effort. Provide them with a copy of the consent form and explain how their responses will be used (FAO, n.d.).
8. Analyze the Responses: Carefully analyze the responses to the interview questions. Use this information to draw meaningful conclusions about the research objectives (FAO, n.d.).
Justification of Each Procedure
1. Establish Interview Objectives: It is important to set objectives for the interview so that the questions and responses gathered are relevant to the research; this will help ensure the validity of the research(DeJonckheere & Vaughn, 2019).
2. Choose Participants: Careful selection of participants is necessary to ensure the study population’s representativeness. Selecting participants with the knowledge and experience to provide useful information will also help ensure the validity of the research(DeJonckheere & Vaughn, 2019).
3. Develop Interview Questions: Open-ended questions relevant to the research objectives will help ensure that useful information is gathered.
4. Prepare an Interview Environment: Creating a comfortable environment is important for productive interviews. Taking the setting, seating arrangements, distractions, and noise level into account will help ensure a successful interview(DeJonckheere & Vaughn, 2019).
5. Begin the Interview: Introducing the purpose of the interview, and the research objectives will help ensure that the participant understands what the interview is about and why they are being interviewed. Asking for consent to participate in the study is also important for ethical reasons.
6. Conduct the Interview: Asking questions and actively listening to the participant’s responses is important to ensure that the information gathered is accurate and relevant. Recording the responses and taking notes will also help ensure accuracy(DeJonckheere & Vaughn, 2019).
7. End the Interview: Thanking the participant for their time and effort is important to maintain a positive relationship with the interviewee. Providing a copy of the consent form and explaining how their responses will be used is also important for ethical reasons.
8. Analyze the Responses: Carefully analyzing the responses to the interview questions is important to draw meaningful conclusions about the research objectives; this will help ensure the research is valid and reliable(DeJonckheere & Vaughn, 2019).
I am considering interviewing people from the same demographic group my research focuses on. For example, if I am researching the impact of COVID-19 on college students, I would consider interviewing college students who have experienced the pandemic firsthand; this will ensure that the participants represent the studied population and have the knowledge and experience to provide useful information. The exact phrasing will be incorporated into the procedures as required; this includes information about the ethical principles guiding the research, the right to withdraw at any time, the right to refuse to answer questions, and the right to privacy and confidentiality.
Invitation, concluding statement, opening statement, and the interviews will all be included in the redesigned interview guide invitation will be personalized to the respondents and should contain the goal of the study, how the researchers will perform the study, the sort of questions that they will ask, interview length and any other pertinent information. The informed consent should explain the risks and benefits of participating in the study and the participant’s rights. The introductory statement should explain the purpose of the interview and the research objectives.
The interview questions should be relevant to the research objectives and allow the participant to provide their own perspectives. The concluding/closing statement should thank the participant for their time and effort. When deciding the interview format, consider the participants’ limitations and the research objectives. For example, if the participants cannot meet in person, an e-mail or phone interview may be more suitable. However, an in-person interview would be more appropriate if the research objectives require face-to-face interaction. I would include appropriate sources, such as scholarly articles, to support my choice.
Additionally, I would consider the pros and cons of each format. For example, e-mail interviews are convenient and cost-effective, but they need a more personal touch than in-person interviews. Phone interviews can provide more personal interaction but can be difficult to record. In-person interviews are the most personal but may require more planning and resources(DeJonckheere & Vaughn, 2019). After I have collected my data, I would arrange a peer debrief with one of my classmates; this can be done via phone or e-mail, depending on our availability.
The purpose of the debrief is to discuss what we have learned from the research and to provide feedback on the interview process; this will help ensure that the data collected is accurate and that the research objectives are met. Additionally, I would ensure to include a debriefing process for the participants, which includes informing them of the research results and how their participation has contributed to the study; this will help ensure their rights are respected throughout the process. It will also help ensure that the participants know the research outcomes and that their contribution is valued.
References
DeJonckheere, M., & Vaughn, L. M. (2019). Semistructured interviewing in primary care research: A balance of relationship and rigour.
Family Medicine and Community Health,
7(2), e000057.
https://doi.org/10.1136/fmch-2018-000057
FAO. (n.d.). Chapter 4: Questionnaire design. https://www.fao.org/3/w3241e/w3241e05.html
Oosterveld, P., Vorst, H. C., & Smits, N. (2019). Methods for questionnaire design: A taxonomy linking procedures to test goals. Quality of Life Research, 28(9), 2501-2512. https://doi.org/10.1007/s11136-019-02209-6
2
This research aims to investigate the psychological impacts of the death penalty on the immediate family members of victims in the state of Texas. This research will strive to answer the questions: How do families that have had one of their family members executed cope with the situation, and how does the execution impact their psychological well-being? Using a qualitative approach, this research will focus on the stories and experiences of immediate family members to examine the psychological impacts of the death penalty.
The study will use a qualitative approach to explore the psychological impacts of the death penalty on family members. Qualitative research is particularly useful for understanding a phenomenon’s complexities and examining individuals’ lived experiences (Guillen & Elida, 2019). Therefore, this approach will be used to understand the death penalty’s psychological impacts on the victims’ immediate families. This approach allows for examining the individual experiences of the immediate family members and will provide a deeper understanding of their psychological impacts.
The study will employ a phenomenological approach to qualitative research. This approach will allow the researcher to examine the experiences of the immediate family members and explore the meaning they attach to the experience (Guillen & Elida, 2019). This approach will also allow the researcher to understand how family members cope with the situation and how the execution impacts their psychological well-being.
The data collection process will involve semi-structured interviews with immediate family members. This will allow for an in-depth exploration of the experience and will provide detailed information about the psychological impacts of the death penalty on the family members (Mahat-Shamir et al., 2019). The interviews will be confidential and non-judgmental to ensure that the family members feel comfortable sharing their stories and experiences.
The data will be analyzed using thematic analysis. This will involve identifying themes and patterns in the data in order to answer the research questions (Kiger & Varpio, 2020). The study will also use a reflexive approach to ensure that the researcher’s own experiences, values, and beliefs do not influence the interpretation of the data.
In conclusion, this research will provide valuable insights into the death penalty’s psychological impacts on the victim’s immediate family. This research will help inform policymakers and practitioners and provide guidance on supporting family members affected by the death penalty.
References
Guillen, F., & Elida, D. (2019). Qualitative Research: Hermeneutical Phenomenological Method.
Journal of Educational Psychology – Propositos Y Representaciones,
7(1), 217–229. https://eric.ed.gov/?id=EJ1212514
Kiger, M. E., & Varpio, L. (2020). Thematic Analysis of Qualitative data: AMEE Guide no. 131.
Medical Teacher,
42(8), 1–9. NCBI. https://doi.org/10.1080/0142159X.2020.1755030
Mahat-Shamir, M., Neimeyer, R. A., & Pitcho-Prelorentzos, S. (2019). Designing in-depth semi-structured interviews for revealing meaning reconstruction after loss.
Death Studies,
45(2), 1–8. https://doi.org/10.1080/07481187.2019.1617388
1
R8360 Final Project: Building a Qualitative Research Plan
The purpose of the final project is to develop knowledge and practice skills that will prepare you for developing a qualitative dissertation proposal. In fact, most of
the assignments closely parallel the requirements for a qualitative research proposal as described in the Qualitative Checklist. This process is a hands-on
opportunity to develop an idea of interest or passion into a research plan. This includes intensive work on the alignment of your problem statement, purpose
statement and research question with a qualitative approach; developing an interview guide; practice conducting an interview; and preparing and analyzing data.
At the end of this assignment, you will also be asked to reflect on what you’ve learned, and what you make carry forward with you to the dissertation.
Beginning in Week 5 and extending through the rest of the course, you will work on the components that constitute your Final Project. The Final Project will be
produced in a stepwise fashion, and each week you will be working on a new step. You’ll receive feedback from your classmates and instructor on each step that
you will incorporate into the final document.
Be sure to watch the Final Project Guidelines video included in this week’s Media Resources in preparation for Final Project Step I.
The Final Project is comprised of the following six steps. These are presented in the video, and the instructions for each step are described in detail in the week
each occurs. Use this list and the table to plan your time, and anticipate the due dates for each component and the final project.
Step I: Revising the Problem/Purpose Statement and Choosing the Approach (Week 5)
Step II: Developing an Interview Guide, Invitation and Data Collection Protocol (Weeks 6 and 7)
Step III: Conduct the Interviews, take notes and Journal (Week 8)
Step IV: Transcribe and Organize data and peer debrief (Week 9)
Step V: Considerations for Qualitative Analysis: Analysis Plan, Coding Strategies, Software Choices (Week 10)
Step VI: Research Trustworthiness, Reflection, Final Submission (Week 11)
2
Step
Assignment
Start (development & 1st
submission)
Revise based on feedback
and submit to Instructor by
Final
I Revise the problem statement, purpose
statement, research question.
Week 1 Discussion & Workshop Week 5, Day 6
I Choose and justify the choice of approach. Week 2 Discussion & Assignment
Week 3 Discussion & Assignment
Week 4 Workshop & Assignment
Week 5, Day 6
II
Develop the interview Guide
Week 6 Workshop & Journal
Week 6, Day 7
II Revise the interview guide, develop the
invitation and data collection protocol
Week 7 Workshop, Journal, & Assignment 2 Week 7, Day 7
III
Conduct the Interview, take notes & journal
Week 8 Workshop & Journal
NA
I
V
Transcribe and organize data
Week 9 Workshop & Assignment
NA
IV Peer debrief Week 9 Workshop & Assignment;
Week 10 Workshop
NA
V
Analysis Plan
Week 10 Workshop & Assignment 1 & 2
Week 10
V
Develop codes & categories
Week 10 Workshop & Assignment 1 & 2
Week 10
V Compare hand-coding with QDA software
considerations
Week 10 Assignment 1 & 2 Week 10
VI
Research quality
Week 11
Workshop
Week 11
VI
Reflection
Week 11 Journal
Week 11
VI Final Project Week 11 Assignment
Week 11
3
Once you’ve assembled all of the pieces of your Final Project, use the template located in the course resources to organize and submit. The template has the
correct headings, sub-headings and page numbers to properly organize your work. And, this is practice for using templates required in the Dissertation process.
Your work will not be accepted unless it uses the template, and you will lose points for late submission.
Below is the outline you can follow to make sure you have correctly included
all of the materials needed for the final project.
I. Abstract Title page
II. Abstract (see instructions in template for what should be included)
III. Title Page
IV. Table of Contents
V. Chapter 1: Introduction to the Study
a. Background
i. Summarize literature from your prospectus, annotated
bibliography and articles you found in this course that points to
a gap in the research that is worthy of further study
b. Research Problem
i. State the research problem in terms of the gap in the
research
literature
ii. Frame the problem in terms of how further research could be of
benefit
c. Purpose Statement
i. Use the template to present your statement that includes
1. Target group/individual/organization/event of interest
2. Phenomenon of interest
3. Terminology that indicates the approach to be used
d. Research Questions
e. Conceptual or Theoretical Framework
i. Present the framework that you have revised from your
prospectus
VI. Chapter 2: Research Plan
a. Research Design: Choice of Approach
i. Describe the Phenomenon of Interest
ii. Description of Approach
iii. Rationale for Chosen Approach
b. Role of the Researcher
i. Reveal any personal and professional relationships you have
with the participants
ii. State how biases will be managed
c. Participant Selection
i. Describe the target group of interest
ii. Describe the sampling strategy and ideal sample size (if you
were to
conduct this as a real study)
iii. Describe the criterion for sample selection (if you were to
conduct this as a real study)
iv. Describe how participants were be contacted and invited for
this effort
d. Instrumentation
i. The Interview Guide
1. Describe the basis for development (literature, theory,
personal experience) of the interview questions)
2. Describe efforts to insure content validity and credibility
ii. Describe other data sources (e.g., journal, notes, video)
1. Describe how and how
e. Procedures for Data Collection
i. Please include a narrative of
1. Where/how the data were collected
2. Duration of data collection events
3. How data were recorded
4
4. How the participants were debriefed
5. Ethical procedures to protect the participants during the
recruiting, data collection and debriefing process.
f. Data Analysis Plan
i. Repeat the purpose and research question
ii. Describe the plan that best fits the chosen approach
iii. Describe examples of codes and categories you developed
iv. Describe considerations for choosing QDA software
g. Issues of Trustworthiness
i. For each dimension of trustworthiness describe (a) what you did
[if anything]; and (b) what other strategies could be considered if
this was your dissertation
ii. Credibility
iii. Transferability
iv. Dependability
v. Confirmability
VII. Chapter 3: Summary and Reflections
a. Introduction
i. Restate research purpose and question
b. Reflection on Social Change
i. Discuss the relevance of your proposed research to Walden’s
mission of social change
c. Reflection on Course Learning
i. Reflect on what was learned about conducting qualitative
research
d. Next Steps
i. Consider your next steps in preparation for the dissertation
VIII. References
2
QDA Software
Name
Institution
Course
Instructor
Date
QDA Software
Qualitative Data Analysis (QDA) software is a computer program made to help academics analyze qualitative information, including text, audio, and video. To assist with tasks like classifying and categorizing data, producing annotated summaries, and identifying relationships within the data (Schmieder 2020). The objective of QDA software is to improve the efficiency of the qualitative data analysis process while freeing up researchers to concentrate on interpreting the data. Examples of this software include: quirkos enables users to sort, manage and understand text data. ATLAS.ti, NexLP, NVivo, MAXQDA, and QDA Miner Lite are free and easy-to-use software that can be used to analyze textual data, including open-ended responses, interviews, and news transcripts.
NVivo is a proprietary purchased program that provides tools for analysis, coding, data exploration, and visualization, which allow researchers to break down complex research questions into manageable chunks. It also offers a range of features such as integration with Microsoft Office programs, the ability to capture large amounts of data at once using text analytics technology, real-time collaboration between team members on projects hosted online or within networked computers, sample templates for surveys and forms simplifying the process of collecting extra information from surveyed individuals (Dhakal 2022). The FAQs section gives detailed answers about installation requirements, usage tutorials, features, and support (NVivo, n.d.). Demos available explain how they can be effectively utilized while customer feedback helps its user bridge gaps in existing knowledge around product use cases by learning more advanced techniques used based on one’s personal experience when working with this suite. The limitations of NVivo include limited Mac functionality, the learning curve, and its expensive.
ATLAS.ti is a proprietary purchased application for QDA analysis for individuals who appreciate detail and focus on the big picture. The software provides users with unique features allowing for creation and modification of smart codes and revealing relationships and meanings. Its features include Unicode thought and undo/redo 100 steps (ATLAS.ti, n.d.). The computer-assisted qualitative data analysis program ATLAS.ti makes it easier to analyze qualitative data for mixed-methods, qualitative, and quantitative studies. Provides a detailed FAQ page full of helpful information about the product’s features and how it can be used successfully by researchers (ATLAS.ti, n.d.). Customers can also access instructional videos or webinars from ATLAS.ti’s online documentation. The program offers live chats for customers with immediate questions or concerns. Some features available in both include advanced analytics such as thematic analysis, visualization tools for effective presentation of data insights, and coding abilities that allow users to code quantitative or qualitative data by multiple criteria. ATLAS.ti is designed explicitly for qualitative research (Soratto et al. 2020).
References
ATLAS.ti. (n.d.).
Turn your data into qualitative insights, faster and easier.
https://atlasti.com/
Dhakal, K. (2022). NVivo.
Journal of the Medical Library Association,
110(2), 270-272.
https://doi.org/10.5195/jmla.2022.1271
NVivo. (n.d.).
Unlock insights with qualitative data analysis software. https://lumivero.com/products/nvivo/
Schmieder, C. (2020). Qualitative data analysis software as a tool for teaching analytic practice: Towards a theoretical framework for integrating QDAS into methods pedagogy.
Qualitative Research,
20(5), 684-702. https://doi.org/10.1177/1468794119891846
Soratto, J., Pires, D. E. P. D., & Friese, S. (2020). Thematic content analysis using ATLAS.ti software: Potentialities for research in health.
Revista brasileira de enfermagem,
73.
https://doi.org/10.1590/0034-7167-2019-0250
4
Major Considerations in QDA Software
Student’s name
Professor’s name
Course title
Institution
Date
Major Considerations in QDA Software
The organization, processing and analysis of data in organizations across various sectors and industries form integral parts of their operation. QDA plays an instrumental role in achieving the objectives of conducting data analysis. The effectiveness of utilizing the software forms one of the main reasons why it may be preferred over other tools. This quality along with the efficiency in analyzing large amounts of data make the tool the most suitable choice in many instances (Çayir & Saritaş, 2017). QDA provides users with a number of tools to choose from which is an added advantage as individuals can utilize any of them to their satisfaction. With the features that define the different QDA software, people can consider their preference qualities or specifications (Çayir & Saritaş, 2017). It is ideal and covenant that there are several QDA software which satisfactorily serve the analytical purpose.
There are other considerations that factor in applying QDA software in research. It is essential for researchers to code and sort through all findings and this should happen in a manner that is timely. QDA makes it much easier to break down information, and the text can be coded electronically making it possible to manipulate the data quickly (Çayir & Saritaş, 2017). The time factor is a major aspect in using the software as it helps enhance the speed of research. In the process, the software also helps ascertain that examination of research details is thorough. Sorting data into groups or categories influences the way researchers look at data (Çayir & Saritaş, 2017). Having different ways of assessing data can be vital in data analysis.
Coding using MS Word/Excel
The flexibility in using the QDA software is reflected in the role that Microsoft Office plays in conducting qualitative analysis. The experience of using Word and Excel has featured mixed outcomes. Utilizing word has been relatively simple to start given that the analysis relies on use of comments in the coding process. Use of the comments makes it easy to capture the themes that are evident across texts. As such, there have been no problems in regards to establishing particular codes. A key factor that has partly influenced success has entailed ensuring consistency in the comment labels as this is instrumental in accurate coding. One of the challenges has been the use of multi-word tags which requires that there is extraction before multi-layer tags can be retrofitted (Çayir & Saritaş, 2017). The use of multi-word tags has been integral in making the coding more comprehensive.
The first steps in applying Excel in the coding process are quite straightforward. The process generally entails activating the Developer tab and going to the Macros button. The Visual Basic for Applications should automatically come up. This factors in aiding the extraction of codes and this is where the process becomes relatively challenging especially for a beginner. Attention to detail is necessary for extraction of data from Microsoft Word (Çayir & Saritaş, 2017). The process gets relatively complicated but following the requisite step-by-step procedure generally leads to the desired outcomes. The major difference that makes Excel more involving during qualitative analysis as compared to Word is that there are several steps which if not followed to the latter can derail the analytical process. It was essentially challenging to swiftly code using Excel given that one of the major benefits of QDA software is to enhance the speed of analyzing data (Çayir & Saritaş, 2017). The situation has changed with more experience as much more practice has certainly made it easier to use the software.
Following the initial extraction of codes, adding more data is also relatively easier. It is possible to manually add columns which integrate more data for the analysis. Combining of all extracts into a singular sheet has been among the successes in the coding process. The Filter function serves a key role in aiding this process. It is vital to take advantage of this function as it helps in displaying certain codes specifically for a given subset. Overall, coding using Microsoft Word and Excel becomes easier and more efficient with time as one gets used to the different procedures and functions involved.
QDA Software Choices
The two choices amongst all QDA tools that are in use are ATLAS.ti and NVivo. The two tools have distinct features between them. The first things that pops up is the pricing of the software. ATLAS.ti is much cheaper compared to NVivo as the pricing of the former starts from as low as $10 per user while NVivo is quite expensive at $1249 flat rate. They however both have provision for using Microsoft Office programs. They both support analysis of qualitative and mixed method data. The similarities in other features can be seen in regards to data discovery, data visualization, query builder, reporting/analytics, self-service analytics and self-service data preparation (Friese, 2019; Phillips & Lu, 2018). The features which differentiate ATLAS.ti from NVivo include storytelling and natural language search. Overall, ATLAS.ti also has more functions as there are provisions for in person or live online training. Apart from the capability of using ATLAS.ti on smartphones, there is provision of phone support and chat support (Friese, 2019). NVivo is only web-based.
The choice of ATLAS.ti and NVivo is established on usability in qualitative analysis. They are two of the most commonly used tools and are effective in conducting data analysis. They allow data importation and exportation unlike some other tools. They have the features which are integral for analyzing data across small, medium or large businesses. It was also important that the focus solely lay in qualitative or mixed methods rather than inclusion of tools that integrate quantitative analysis. I am considering ATLAS.ti for my capstone project. The tool offers an alternative that is clearly advantageous.
References
Friese, S. (2019). Qualitative data analysis with ATLAS. ti.
Sage.
Phillips, M., & Lu, J. (2018). A quick look at NVivo.
Journal of Electronic Resources Librarianship,
30(2), 104-106.
https://doi.org/10.1080/1941126X.2018.1465535
Yakut Çayir, M., & Saritaş, M. T. (2017). Computer Assisted Qualitative Data Analysis: A Descriptive Content Analysis (2011-2016).
Necatibey Faculty of Education Electronic Journal of Science & Mathematics Education,
11(2).
https://www.researchgate.net/profile/Melike-Yakut/publication/322201435_Nitel_Veri_Analizinde_Bilgisayar_Kullanimi_Bir_Betimsel_Icerik_Analizi_2011-2016/links/5ae6d305a6fdcc3bea97a5d5/Nitel-Veri-Analizinde-Bilgisayar-Kullanimi-Bir-Betimsel-Icerik-Analizi-2011-2016
The interview questions include: How did you feel when you first learned about the death penalty for your family member? How has the death penalty affected your psychological well-being? What has been the most challenging part of coping with the death penalty for your family member? How has the death penalty impacted your relationships with other family members and friends? What do you think needs to be done to improve the death penalty system in Texas? (Phillips & Steidley, 2020). Do you believe that the death penalty should remain legal in Texas? How has the death penalty process changed since your family member’s execution?
In order to develop my interview questions, I considered the purpose statement of the research. This purpose statement is to investigate the psychological impacts of the death penalty on the immediate family members in the state of Texas. From this purpose statement, I created questions that would help answer the research questions posed in the purpose statement. I asked questions that focused on the family members’ feelings and emotions when they first learned of the death penalty, how it affected their psychological well-being, and the most challenging part of coping with it (Williams et al., 2019). I also asked questions about their views of the death penalty system in Texas, their relationships with other family members and friends, and the changes in their family’s life since the death penalty. Finally, I asked about their faith or belief system and the most favorable outcome of the death penalty.
My research question was: What is the psychological impact of the death penalty on the immediate family members of the victims in Texas? I wanted to explore the psychological well-being of the family members before and after the execution of their family members, as well as how they cope with the situation. I wanted to explore the emotions and feelings they experienced when they first heard of the death penalty, how it has impacted their relationships with other family members and friends, and how their faith or belief system has changed. I also wanted to explore the most challenging part of coping with the death penalty and what the most favorable outcome of the death penalty has been.
References
Phillips, S., & Steidley, T. (2020). A systematic lottery: The Texas death penalty, 1976 to 2016.
Williams, K. E., Votruba, A. M., Neuberg, S. L., & Saks, M. J. (2019). Capital and punishment: Resource scarcity increases endorsement of the death penalty. Evolution and Human Behavior, 40(1), 65-73.
2
An Interview and Response Question
Student’s Name
Institutional Affiliation
Course Name
Instructor’s Name
Date
Transcription of Interview 1:
Interviewer: Thank you for taking the time to talk with me about your experience with the death penalty. Can you tell me a bit about how you felt when you first learned about the death penalty for your family member?
Interviewee: When I first learned about the death penalty for my family member, I was in complete shock. I was overwhelmed with sadness and disbelief. I didn’t think the death penalty was something that could happen to someone I loved. It felt like a nightmare that I couldn’t wake up from.
Interviewer: How has the death penalty affected your psychological well-being?
Interviewee: The death penalty has greatly impacted my psychological well-being. It has caused me to experience various emotions, including guilt, anger, and grief. It has been challenging to process the reality of the situation, and I have had to seek counseling to help me cope.
Interviewer: What has been the most challenging part of coping with the death penalty for your family member?
Interviewee: The most challenging part of coping with the death penalty for my family member has been dealing with the finality of it. It is hard to accept that there is no hope for a different outcome and that I won’t be able to see my family member again. It has also been difficult to find a way to move forward and keep living my life.
Interviewer: How has the death penalty impacted your relationships with other family members and friends?
Interviewee: The death penalty has greatly impacted my relationships with other family members and friends. Discussing the situation with them has been challenging because it is a susceptible topic. Watching my family and friends grieve and try to make sense of it all has also been hard.
Interviewer: What do you think needs to be done to improve the death penalty system in Texas?
Interviewee: I think the death penalty system in Texas needs to be reformed in several ways. There needs to be more transparency in the process and a better understanding of the rights of the accused. I also think the appeals process needs to be improved so innocent people are not wrongly convicted. Lastly, I think that access to mental health services should be offered to family members of those who have been executed.
Interviewer: Do you believe the death penalty should remain legal in Texas?
Interviewee: I do not believe the death penalty should remain legal in Texas. I think that it is a cruel and inhumane punishment that does not provide justice for victims or their families. There are better ways to hold people accountable for their actions without resorting to capital punishment.
Interviewer: How has the death penalty process changed since your family member’s execution?
Interviewee: Since my family member’s execution, the death penalty process has become more stringent. The appeals process has been extended, and there is more oversight of the entire process. Additionally, mental health services are now available to family members of those who have been executed, providing more support and resources to those grieving.
Summary of Interview 2:
I interviewed a family member of a person who was executed in Texas. The interviewee felt shocked and disbelief when they first learned of the death penalty for their family member. The death penalty greatly impacted their psychological well-being, causing them to experience various emotions, including guilt, anger, and grief. The most challenging part of coping with the death penalty has been dealing with the finality of it and trying to find a way to move forward. The death penalty has also greatly impacted their relationships with other family members and friends, making it difficult to talk about the situation and watch their family members grieve. The interviewee believes that the death penalty should not remain legal in Texas, that the appeals process should be improved, and that more mental health services should be offered to family members of those who have been executed. Since their family member’s execution, the death penalty process has become more stringent, with an extended appeals process and more oversight.
Transcribing and summarizing an interview are two different ways of turning interviews into data. Transcribing an interview is a more detailed and direct way of capturing the participant’s experience, as it allows for a direct representation of their words and ideas. This approach enables an in-depth exploration of the participant’s emotions and thoughts and allows a more accurate picture of the interviewee’s experience (Alamri, 2019). Summarizing an interview, on the other hand, is a more efficient and effective way of capturing the main points of the interview. It allows for the identification of potential patterns and categories and the ability to identify key areas of focus quickly. However, it does not provide as in-depth an understanding of the participant’s experience as transcribing an interview.
References
Alamri, W. A. (2019). Effectiveness of qualitative research methods: Interviews and diaries.
International Journal of English and Cultural Studies, 2(1), 65-70.
6
Proposed Interview Procedures
1. Establish Interview Objectives: It is important to establish the research objectives before conducting interviews; this will help ensure that the questions asked and the responses gathered are relevant to the research (Oosterveld et al., 2019).
2. Choose Participants: Carefully consider who the participants are in the interview. It is important to select participants who are representative of the population being studied and have the knowledge and experience to provide useful information(Oosterveld et al., 2019).
3. Develop Interview Questions: Create questions relevant to the research objectives. Ensure that the questions are open-ended and allow the participant to provide their perspectives.
4. Prepare an Interview Environment: Ensure the environment is comfortable and conducive to a productive interview. Consider the setting, the seating arrangements, distractions, and the noise level (FAO, n.d.).
5. Begin the Interview: Introduce the purpose of the interview and the research objectives. Allow the participant to provide their background information, explain any ethical considerations, and ask for their consent to participate in the study (FAO, n.d.).
6. Conduct the Interview: Ask questions and actively listen to the participant’s responses. Record the responses and take notes as needed (FAO, n.d.).
7. End the Interview: Thank the participant for their time and effort. Provide them with a copy of the consent form and explain how their responses will be used (FAO, n.d.).
8. Analyze the Responses: Carefully analyze the responses to the interview questions. Use this information to draw meaningful conclusions about the research objectives (FAO, n.d.).
Justification of Each Procedure
1. Establish Interview Objectives: It is important to set objectives for the interview so that the questions and responses gathered are relevant to the research; this will help ensure the validity of the research(DeJonckheere & Vaughn, 2019).
2. Choose Participants: Careful selection of participants is necessary to ensure the study population’s representativeness. Selecting participants with the knowledge and experience to provide useful information will also help ensure the validity of the research(DeJonckheere & Vaughn, 2019).
3. Develop Interview Questions: Open-ended questions relevant to the research objectives will help ensure that useful information is gathered.
4. Prepare an Interview Environment: Creating a comfortable environment is important for productive interviews. Taking the setting, seating arrangements, distractions, and noise level into account will help ensure a successful interview(DeJonckheere & Vaughn, 2019).
5. Begin the Interview: Introducing the purpose of the interview, and the research objectives will help ensure that the participant understands what the interview is about and why they are being interviewed. Asking for consent to participate in the study is also important for ethical reasons.
6. Conduct the Interview: Asking questions and actively listening to the participant’s responses is important to ensure that the information gathered is accurate and relevant. Recording the responses and taking notes will also help ensure accuracy(DeJonckheere & Vaughn, 2019).
7. End the Interview: Thanking the participant for their time and effort is important to maintain a positive relationship with the interviewee. Providing a copy of the consent form and explaining how their responses will be used is also important for ethical reasons.
8. Analyze the Responses: Carefully analyzing the responses to the interview questions is important to draw meaningful conclusions about the research objectives; this will help ensure the research is valid and reliable(DeJonckheere & Vaughn, 2019).
I am considering interviewing people from the same demographic group my research focuses on. For example, if I am researching the impact of COVID-19 on college students, I would consider interviewing college students who have experienced the pandemic firsthand; this will ensure that the participants represent the studied population and have the knowledge and experience to provide useful information. The exact phrasing will be incorporated into the procedures as required; this includes information about the ethical principles guiding the research, the right to withdraw at any time, the right to refuse to answer questions, and the right to privacy and confidentiality.
Invitation, concluding statement, opening statement, and the interviews will all be included in the redesigned interview guide invitation will be personalized to the respondents and should contain the goal of the study, how the researchers will perform the study, the sort of questions that they will ask, interview length and any other pertinent information. The informed consent should explain the risks and benefits of participating in the study and the participant’s rights. The introductory statement should explain the purpose of the interview and the research objectives.
The interview questions should be relevant to the research objectives and allow the participant to provide their own perspectives. The concluding/closing statement should thank the participant for their time and effort. When deciding the interview format, consider the participants’ limitations and the research objectives. For example, if the participants cannot meet in person, an e-mail or phone interview may be more suitable. However, an in-person interview would be more appropriate if the research objectives require face-to-face interaction. I would include appropriate sources, such as scholarly articles, to support my choice.
Additionally, I would consider the pros and cons of each format. For example, e-mail interviews are convenient and cost-effective, but they need a more personal touch than in-person interviews. Phone interviews can provide more personal interaction but can be difficult to record. In-person interviews are the most personal but may require more planning and resources(DeJonckheere & Vaughn, 2019). After I have collected my data, I would arrange a peer debrief with one of my classmates; this can be done via phone or e-mail, depending on our availability.
The purpose of the debrief is to discuss what we have learned from the research and to provide feedback on the interview process; this will help ensure that the data collected is accurate and that the research objectives are met. Additionally, I would ensure to include a debriefing process for the participants, which includes informing them of the research results and how their participation has contributed to the study; this will help ensure their rights are respected throughout the process. It will also help ensure that the participants know the research outcomes and that their contribution is valued.
References
DeJonckheere, M., & Vaughn, L. M. (2019). Semistructured interviewing in primary care research: A balance of relationship and rigour.
Family Medicine and Community Health,
7(2), e000057.
https://doi.org/10.1136/fmch-2018-000057
FAO. (n.d.). Chapter 4: Questionnaire design. https://www.fao.org/3/w3241e/w3241e05.html
Oosterveld, P., Vorst, H. C., & Smits, N. (2019). Methods for questionnaire design: A taxonomy linking procedures to test goals. Quality of Life Research, 28(9), 2501-2512. https://doi.org/10.1007/s11136-019-02209-6
2
This research aims to investigate the psychological impacts of the death penalty on the immediate family members of victims in the state of Texas. This research will strive to answer the questions: How do families that have had one of their family members executed cope with the situation, and how does the execution impact their psychological well-being? Using a qualitative approach, this research will focus on the stories and experiences of immediate family members to examine the psychological impacts of the death penalty.
The study will use a qualitative approach to explore the psychological impacts of the death penalty on family members. Qualitative research is particularly useful for understanding a phenomenon’s complexities and examining individuals’ lived experiences (Guillen & Elida, 2019). Therefore, this approach will be used to understand the death penalty’s psychological impacts on the victims’ immediate families. This approach allows for examining the individual experiences of the immediate family members and will provide a deeper understanding of their psychological impacts.
The study will employ a phenomenological approach to qualitative research. This approach will allow the researcher to examine the experiences of the immediate family members and explore the meaning they attach to the experience (Guillen & Elida, 2019). This approach will also allow the researcher to understand how family members cope with the situation and how the execution impacts their psychological well-being.
The data collection process will involve semi-structured interviews with immediate family members. This will allow for an in-depth exploration of the experience and will provide detailed information about the psychological impacts of the death penalty on the family members (Mahat-Shamir et al., 2019). The interviews will be confidential and non-judgmental to ensure that the family members feel comfortable sharing their stories and experiences.
The data will be analyzed using thematic analysis. This will involve identifying themes and patterns in the data in order to answer the research questions (Kiger & Varpio, 2020). The study will also use a reflexive approach to ensure that the researcher’s own experiences, values, and beliefs do not influence the interpretation of the data.
In conclusion, this research will provide valuable insights into the death penalty’s psychological impacts on the victim’s immediate family. This research will help inform policymakers and practitioners and provide guidance on supporting family members affected by the death penalty.
References
Guillen, F., & Elida, D. (2019). Qualitative Research: Hermeneutical Phenomenological Method.
Journal of Educational Psychology – Propositos Y Representaciones,
7(1), 217–229. https://eric.ed.gov/?id=EJ1212514
Kiger, M. E., & Varpio, L. (2020). Thematic Analysis of Qualitative data: AMEE Guide no. 131.
Medical Teacher,
42(8), 1–9. NCBI. https://doi.org/10.1080/0142159X.2020.1755030
Mahat-Shamir, M., Neimeyer, R. A., & Pitcho-Prelorentzos, S. (2019). Designing in-depth semi-structured interviews for revealing meaning reconstruction after loss.
Death Studies,
45(2), 1–8. https://doi.org/10.1080/07481187.2019.1617388
1
R8360 Final Project: Building a Qualitative Research Plan
The purpose of the final project is to develop knowledge and practice skills that will prepare you for developing a qualitative dissertation proposal. In fact, most of
the assignments closely parallel the requirements for a qualitative research proposal as described in the Qualitative Checklist. This process is a hands-on
opportunity to develop an idea of interest or passion into a research plan. This includes intensive work on the alignment of your problem statement, purpose
statement and research question with a qualitative approach; developing an interview guide; practice conducting an interview; and preparing and analyzing data.
At the end of this assignment, you will also be asked to reflect on what you’ve learned, and what you make carry forward with you to the dissertation.
Beginning in Week 5 and extending through the rest of the course, you will work on the components that constitute your Final Project. The Final Project will be
produced in a stepwise fashion, and each week you will be working on a new step. You’ll receive feedback from your classmates and instructor on each step that
you will incorporate into the final document.
Be sure to watch the Final Project Guidelines video included in this week’s Media Resources in preparation for Final Project Step I.
The Final Project is comprised of the following six steps. These are presented in the video, and the instructions for each step are described in detail in the week
each occurs. Use this list and the table to plan your time, and anticipate the due dates for each component and the final project.
Step I: Revising the Problem/Purpose Statement and Choosing the Approach (Week 5)
Step II: Developing an Interview Guide, Invitation and Data Collection Protocol (Weeks 6 and 7)
Step III: Conduct the Interviews, take notes and Journal (Week 8)
Step IV: Transcribe and Organize data and peer debrief (Week 9)
Step V: Considerations for Qualitative Analysis: Analysis Plan, Coding Strategies, Software Choices (Week 10)
Step VI: Research Trustworthiness, Reflection, Final Submission (Week 11)
2
Step
Assignment
Start (development & 1st
submission)
Revise based on feedback
and submit to Instructor by
Final
I Revise the problem statement, purpose
statement, research question.
Week 1 Discussion & Workshop Week 5, Day 6
I Choose and justify the choice of approach. Week 2 Discussion & Assignment
Week 3 Discussion & Assignment
Week 4 Workshop & Assignment
Week 5, Day 6
II
Develop the interview Guide
Week 6 Workshop & Journal
Week 6, Day 7
II Revise the interview guide, develop the
invitation and data collection protocol
Week 7 Workshop, Journal, & Assignment 2 Week 7, Day 7
III
Conduct the Interview, take notes & journal
Week 8 Workshop & Journal
NA
I
V
Transcribe and organize data
Week 9 Workshop & Assignment
NA
IV Peer debrief Week 9 Workshop & Assignment;
Week 10 Workshop
NA
V
Analysis Plan
Week 10 Workshop & Assignment 1 & 2
Week 10
V
Develop codes & categories
Week 10 Workshop & Assignment 1 & 2
Week 10
V Compare hand-coding with QDA software
considerations
Week 10 Assignment 1 & 2 Week 10
VI
Research quality
Week 11
Workshop
Week 11
VI
Reflection
Week 11 Journal
Week 11
VI Final Project Week 11 Assignment
Week 11
3
Once you’ve assembled all of the pieces of your Final Project, use the template located in the course resources to organize and submit. The template has the
correct headings, sub-headings and page numbers to properly organize your work. And, this is practice for using templates required in the Dissertation process.
Your work will not be accepted unless it uses the template, and you will lose points for late submission.
Below is the outline you can follow to make sure you have correctly included
all of the materials needed for the final project.
I. Abstract Title page
II. Abstract (see instructions in template for what should be included)
III. Title Page
IV. Table of Contents
V. Chapter 1: Introduction to the Study
a. Background
i. Summarize literature from your prospectus, annotated
bibliography and articles you found in this course that points to
a gap in the research that is worthy of further study
b. Research Problem
i. State the research problem in terms of the gap in the
research
literature
ii. Frame the problem in terms of how further research could be of
benefit
c. Purpose Statement
i. Use the template to present your statement that includes
1. Target group/individual/organization/event of interest
2. Phenomenon of interest
3. Terminology that indicates the approach to be used
d. Research Questions
e. Conceptual or Theoretical Framework
i. Present the framework that you have revised from your
prospectus
VI. Chapter 2: Research Plan
a. Research Design: Choice of Approach
i. Describe the Phenomenon of Interest
ii. Description of Approach
iii. Rationale for Chosen Approach
b. Role of the Researcher
i. Reveal any personal and professional relationships you have
with the participants
ii. State how biases will be managed
c. Participant Selection
i. Describe the target group of interest
ii. Describe the sampling strategy and ideal sample size (if you
were to
conduct this as a real study)
iii. Describe the criterion for sample selection (if you were to
conduct this as a real study)
iv. Describe how participants were be contacted and invited for
this effort
d. Instrumentation
i. The Interview Guide
1. Describe the basis for development (literature, theory,
personal experience) of the interview questions)
2. Describe efforts to insure content validity and credibility
ii. Describe other data sources (e.g., journal, notes, video)
1. Describe how and how
e. Procedures for Data Collection
i. Please include a narrative of
1. Where/how the data were collected
2. Duration of data collection events
3. How data were recorded
4
4. How the participants were debriefed
5. Ethical procedures to protect the participants during the
recruiting, data collection and debriefing process.
f. Data Analysis Plan
i. Repeat the purpose and research question
ii. Describe the plan that best fits the chosen approach
iii. Describe examples of codes and categories you developed
iv. Describe considerations for choosing QDA software
g. Issues of Trustworthiness
i. For each dimension of trustworthiness describe (a) what you did
[if anything]; and (b) what other strategies could be considered if
this was your dissertation
ii. Credibility
iii. Transferability
iv. Dependability
v. Confirmability
VII. Chapter 3: Summary and Reflections
a. Introduction
i. Restate research purpose and question
b. Reflection on Social Change
i. Discuss the relevance of your proposed research to Walden’s
mission of social change
c. Reflection on Course Learning
i. Reflect on what was learned about conducting qualitative
research
d. Next Steps
i. Consider your next steps in preparation for the dissertation
VIII. References
2
QDA Software
Name
Institution
Course
Instructor
Date
QDA Software
Qualitative Data Analysis (QDA) software is a computer program made to help academics analyze qualitative information, including text, audio, and video. To assist with tasks like classifying and categorizing data, producing annotated summaries, and identifying relationships within the data (Schmieder 2020). The objective of QDA software is to improve the efficiency of the qualitative data analysis process while freeing up researchers to concentrate on interpreting the data. Examples of this software include: quirkos enables users to sort, manage and understand text data. ATLAS.ti, NexLP, NVivo, MAXQDA, and QDA Miner Lite are free and easy-to-use software that can be used to analyze textual data, including open-ended responses, interviews, and news transcripts.
NVivo is a proprietary purchased program that provides tools for analysis, coding, data exploration, and visualization, which allow researchers to break down complex research questions into manageable chunks. It also offers a range of features such as integration with Microsoft Office programs, the ability to capture large amounts of data at once using text analytics technology, real-time collaboration between team members on projects hosted online or within networked computers, sample templates for surveys and forms simplifying the process of collecting extra information from surveyed individuals (Dhakal 2022). The FAQs section gives detailed answers about installation requirements, usage tutorials, features, and support (NVivo, n.d.). Demos available explain how they can be effectively utilized while customer feedback helps its user bridge gaps in existing knowledge around product use cases by learning more advanced techniques used based on one’s personal experience when working with this suite. The limitations of NVivo include limited Mac functionality, the learning curve, and its expensive.
ATLAS.ti is a proprietary purchased application for QDA analysis for individuals who appreciate detail and focus on the big picture. The software provides users with unique features allowing for creation and modification of smart codes and revealing relationships and meanings. Its features include Unicode thought and undo/redo 100 steps (ATLAS.ti, n.d.). The computer-assisted qualitative data analysis program ATLAS.ti makes it easier to analyze qualitative data for mixed-methods, qualitative, and quantitative studies. Provides a detailed FAQ page full of helpful information about the product’s features and how it can be used successfully by researchers (ATLAS.ti, n.d.). Customers can also access instructional videos or webinars from ATLAS.ti’s online documentation. The program offers live chats for customers with immediate questions or concerns. Some features available in both include advanced analytics such as thematic analysis, visualization tools for effective presentation of data insights, and coding abilities that allow users to code quantitative or qualitative data by multiple criteria. ATLAS.ti is designed explicitly for qualitative research (Soratto et al. 2020).
References
ATLAS.ti. (n.d.).
Turn your data into qualitative insights, faster and easier.
https://atlasti.com/
Dhakal, K. (2022). NVivo.
Journal of the Medical Library Association,
110(2), 270-272.
https://doi.org/10.5195/jmla.2022.1271
NVivo. (n.d.).
Unlock insights with qualitative data analysis software. https://lumivero.com/products/nvivo/
Schmieder, C. (2020). Qualitative data analysis software as a tool for teaching analytic practice: Towards a theoretical framework for integrating QDAS into methods pedagogy.
Qualitative Research,
20(5), 684-702. https://doi.org/10.1177/1468794119891846
Soratto, J., Pires, D. E. P. D., & Friese, S. (2020). Thematic content analysis using ATLAS.ti software: Potentialities for research in health.
Revista brasileira de enfermagem,
73.
https://doi.org/10.1590/0034-7167-2019-0250
4
Major Considerations in QDA Software
Student’s name
Professor’s name
Course title
Institution
Date
Major Considerations in QDA Software
The organization, processing and analysis of data in organizations across various sectors and industries form integral parts of their operation. QDA plays an instrumental role in achieving the objectives of conducting data analysis. The effectiveness of utilizing the software forms one of the main reasons why it may be preferred over other tools. This quality along with the efficiency in analyzing large amounts of data make the tool the most suitable choice in many instances (Çayir & Saritaş, 2017). QDA provides users with a number of tools to choose from which is an added advantage as individuals can utilize any of them to their satisfaction. With the features that define the different QDA software, people can consider their preference qualities or specifications (Çayir & Saritaş, 2017). It is ideal and covenant that there are several QDA software which satisfactorily serve the analytical purpose.
There are other considerations that factor in applying QDA software in research. It is essential for researchers to code and sort through all findings and this should happen in a manner that is timely. QDA makes it much easier to break down information, and the text can be coded electronically making it possible to manipulate the data quickly (Çayir & Saritaş, 2017). The time factor is a major aspect in using the software as it helps enhance the speed of research. In the process, the software also helps ascertain that examination of research details is thorough. Sorting data into groups or categories influences the way researchers look at data (Çayir & Saritaş, 2017). Having different ways of assessing data can be vital in data analysis.
Coding using MS Word/Excel
The flexibility in using the QDA software is reflected in the role that Microsoft Office plays in conducting qualitative analysis. The experience of using Word and Excel has featured mixed outcomes. Utilizing word has been relatively simple to start given that the analysis relies on use of comments in the coding process. Use of the comments makes it easy to capture the themes that are evident across texts. As such, there have been no problems in regards to establishing particular codes. A key factor that has partly influenced success has entailed ensuring consistency in the comment labels as this is instrumental in accurate coding. One of the challenges has been the use of multi-word tags which requires that there is extraction before multi-layer tags can be retrofitted (Çayir & Saritaş, 2017). The use of multi-word tags has been integral in making the coding more comprehensive.
The first steps in applying Excel in the coding process are quite straightforward. The process generally entails activating the Developer tab and going to the Macros button. The Visual Basic for Applications should automatically come up. This factors in aiding the extraction of codes and this is where the process becomes relatively challenging especially for a beginner. Attention to detail is necessary for extraction of data from Microsoft Word (Çayir & Saritaş, 2017). The process gets relatively complicated but following the requisite step-by-step procedure generally leads to the desired outcomes. The major difference that makes Excel more involving during qualitative analysis as compared to Word is that there are several steps which if not followed to the latter can derail the analytical process. It was essentially challenging to swiftly code using Excel given that one of the major benefits of QDA software is to enhance the speed of analyzing data (Çayir & Saritaş, 2017). The situation has changed with more experience as much more practice has certainly made it easier to use the software.
Following the initial extraction of codes, adding more data is also relatively easier. It is possible to manually add columns which integrate more data for the analysis. Combining of all extracts into a singular sheet has been among the successes in the coding process. The Filter function serves a key role in aiding this process. It is vital to take advantage of this function as it helps in displaying certain codes specifically for a given subset. Overall, coding using Microsoft Word and Excel becomes easier and more efficient with time as one gets used to the different procedures and functions involved.
QDA Software Choices
The two choices amongst all QDA tools that are in use are ATLAS.ti and NVivo. The two tools have distinct features between them. The first things that pops up is the pricing of the software. ATLAS.ti is much cheaper compared to NVivo as the pricing of the former starts from as low as $10 per user while NVivo is quite expensive at $1249 flat rate. They however both have provision for using Microsoft Office programs. They both support analysis of qualitative and mixed method data. The similarities in other features can be seen in regards to data discovery, data visualization, query builder, reporting/analytics, self-service analytics and self-service data preparation (Friese, 2019; Phillips & Lu, 2018). The features which differentiate ATLAS.ti from NVivo include storytelling and natural language search. Overall, ATLAS.ti also has more functions as there are provisions for in person or live online training. Apart from the capability of using ATLAS.ti on smartphones, there is provision of phone support and chat support (Friese, 2019). NVivo is only web-based.
The choice of ATLAS.ti and NVivo is established on usability in qualitative analysis. They are two of the most commonly used tools and are effective in conducting data analysis. They allow data importation and exportation unlike some other tools. They have the features which are integral for analyzing data across small, medium or large businesses. It was also important that the focus solely lay in qualitative or mixed methods rather than inclusion of tools that integrate quantitative analysis. I am considering ATLAS.ti for my capstone project. The tool offers an alternative that is clearly advantageous.
References
Friese, S. (2019). Qualitative data analysis with ATLAS. ti.
Sage.
Phillips, M., & Lu, J. (2018). A quick look at NVivo.
Journal of Electronic Resources Librarianship,
30(2), 104-106.
https://doi.org/10.1080/1941126X.2018.1465535
Yakut Çayir, M., & Saritaş, M. T. (2017). Computer Assisted Qualitative Data Analysis: A Descriptive Content Analysis (2011-2016).
Necatibey Faculty of Education Electronic Journal of Science & Mathematics Education,
11(2).
https://www.researchgate.net/profile/Melike-Yakut/publication/322201435_Nitel_Veri_Analizinde_Bilgisayar_Kullanimi_Bir_Betimsel_Icerik_Analizi_2011-2016/links/5ae6d305a6fdcc3bea97a5d5/Nitel-Veri-Analizinde-Bilgisayar-Kullanimi-Bir-Betimsel-Icerik-Analizi-2011-2016
The interview questions include: How did you feel when you first learned about the death penalty for your family member? How has the death penalty affected your psychological well-being? What has been the most challenging part of coping with the death penalty for your family member? How has the death penalty impacted your relationships with other family members and friends? What do you think needs to be done to improve the death penalty system in Texas? (Phillips & Steidley, 2020). Do you believe that the death penalty should remain legal in Texas? How has the death penalty process changed since your family member’s execution?
In order to develop my interview questions, I considered the purpose statement of the research. This purpose statement is to investigate the psychological impacts of the death penalty on the immediate family members in the state of Texas. From this purpose statement, I created questions that would help answer the research questions posed in the purpose statement. I asked questions that focused on the family members’ feelings and emotions when they first learned of the death penalty, how it affected their psychological well-being, and the most challenging part of coping with it (Williams et al., 2019). I also asked questions about their views of the death penalty system in Texas, their relationships with other family members and friends, and the changes in their family’s life since the death penalty. Finally, I asked about their faith or belief system and the most favorable outcome of the death penalty.
My research question was: What is the psychological impact of the death penalty on the immediate family members of the victims in Texas? I wanted to explore the psychological well-being of the family members before and after the execution of their family members, as well as how they cope with the situation. I wanted to explore the emotions and feelings they experienced when they first heard of the death penalty, how it has impacted their relationships with other family members and friends, and how their faith or belief system has changed. I also wanted to explore the most challenging part of coping with the death penalty and what the most favorable outcome of the death penalty has been.
References
Phillips, S., & Steidley, T. (2020). A systematic lottery: The Texas death penalty, 1976 to 2016.
Williams, K. E., Votruba, A. M., Neuberg, S. L., & Saks, M. J. (2019). Capital and punishment: Resource scarcity increases endorsement of the death penalty. Evolution and Human Behavior, 40(1), 65-73.
2
An Interview and Response Question
Student’s Name
Institutional Affiliation
Course Name
Instructor’s Name
Date
Transcription of Interview 1:
Interviewer: Thank you for taking the time to talk with me about your experience with the death penalty. Can you tell me a bit about how you felt when you first learned about the death penalty for your family member?
Interviewee: When I first learned about the death penalty for my family member, I was in complete shock. I was overwhelmed with sadness and disbelief. I didn’t think the death penalty was something that could happen to someone I loved. It felt like a nightmare that I couldn’t wake up from.
Interviewer: How has the death penalty affected your psychological well-being?
Interviewee: The death penalty has greatly impacted my psychological well-being. It has caused me to experience various emotions, including guilt, anger, and grief. It has been challenging to process the reality of the situation, and I have had to seek counseling to help me cope.
Interviewer: What has been the most challenging part of coping with the death penalty for your family member?
Interviewee: The most challenging part of coping with the death penalty for my family member has been dealing with the finality of it. It is hard to accept that there is no hope for a different outcome and that I won’t be able to see my family member again. It has also been difficult to find a way to move forward and keep living my life.
Interviewer: How has the death penalty impacted your relationships with other family members and friends?
Interviewee: The death penalty has greatly impacted my relationships with other family members and friends. Discussing the situation with them has been challenging because it is a susceptible topic. Watching my family and friends grieve and try to make sense of it all has also been hard.
Interviewer: What do you think needs to be done to improve the death penalty system in Texas?
Interviewee: I think the death penalty system in Texas needs to be reformed in several ways. There needs to be more transparency in the process and a better understanding of the rights of the accused. I also think the appeals process needs to be improved so innocent people are not wrongly convicted. Lastly, I think that access to mental health services should be offered to family members of those who have been executed.
Interviewer: Do you believe the death penalty should remain legal in Texas?
Interviewee: I do not believe the death penalty should remain legal in Texas. I think that it is a cruel and inhumane punishment that does not provide justice for victims or their families. There are better ways to hold people accountable for their actions without resorting to capital punishment.
Interviewer: How has the death penalty process changed since your family member’s execution?
Interviewee: Since my family member’s execution, the death penalty process has become more stringent. The appeals process has been extended, and there is more oversight of the entire process. Additionally, mental health services are now available to family members of those who have been executed, providing more support and resources to those grieving.
Summary of Interview 2:
I interviewed a family member of a person who was executed in Texas. The interviewee felt shocked and disbelief when they first learned of the death penalty for their family member. The death penalty greatly impacted their psychological well-being, causing them to experience various emotions, including guilt, anger, and grief. The most challenging part of coping with the death penalty has been dealing with the finality of it and trying to find a way to move forward. The death penalty has also greatly impacted their relationships with other family members and friends, making it difficult to talk about the situation and watch their family members grieve. The interviewee believes that the death penalty should not remain legal in Texas, that the appeals process should be improved, and that more mental health services should be offered to family members of those who have been executed. Since their family member’s execution, the death penalty process has become more stringent, with an extended appeals process and more oversight.
Transcribing and summarizing an interview are two different ways of turning interviews into data. Transcribing an interview is a more detailed and direct way of capturing the participant’s experience, as it allows for a direct representation of their words and ideas. This approach enables an in-depth exploration of the participant’s emotions and thoughts and allows a more accurate picture of the interviewee’s experience (Alamri, 2019). Summarizing an interview, on the other hand, is a more efficient and effective way of capturing the main points of the interview. It allows for the identification of potential patterns and categories and the ability to identify key areas of focus quickly. However, it does not provide as in-depth an understanding of the participant’s experience as transcribing an interview.
References
Alamri, W. A. (2019). Effectiveness of qualitative research methods: Interviews and diaries.
International Journal of English and Cultural Studies, 2(1), 65-70.
6
Proposed Interview Procedures
1. Establish Interview Objectives: It is important to establish the research objectives before conducting interviews; this will help ensure that the questions asked and the responses gathered are relevant to the research (Oosterveld et al., 2019).
2. Choose Participants: Carefully consider who the participants are in the interview. It is important to select participants who are representative of the population being studied and have the knowledge and experience to provide useful information(Oosterveld et al., 2019).
3. Develop Interview Questions: Create questions relevant to the research objectives. Ensure that the questions are open-ended and allow the participant to provide their perspectives.
4. Prepare an Interview Environment: Ensure the environment is comfortable and conducive to a productive interview. Consider the setting, the seating arrangements, distractions, and the noise level (FAO, n.d.).
5. Begin the Interview: Introduce the purpose of the interview and the research objectives. Allow the participant to provide their background information, explain any ethical considerations, and ask for their consent to participate in the study (FAO, n.d.).
6. Conduct the Interview: Ask questions and actively listen to the participant’s responses. Record the responses and take notes as needed (FAO, n.d.).
7. End the Interview: Thank the participant for their time and effort. Provide them with a copy of the consent form and explain how their responses will be used (FAO, n.d.).
8. Analyze the Responses: Carefully analyze the responses to the interview questions. Use this information to draw meaningful conclusions about the research objectives (FAO, n.d.).
Justification of Each Procedure
1. Establish Interview Objectives: It is important to set objectives for the interview so that the questions and responses gathered are relevant to the research; this will help ensure the validity of the research(DeJonckheere & Vaughn, 2019).
2. Choose Participants: Careful selection of participants is necessary to ensure the study population’s representativeness. Selecting participants with the knowledge and experience to provide useful information will also help ensure the validity of the research(DeJonckheere & Vaughn, 2019).
3. Develop Interview Questions: Open-ended questions relevant to the research objectives will help ensure that useful information is gathered.
4. Prepare an Interview Environment: Creating a comfortable environment is important for productive interviews. Taking the setting, seating arrangements, distractions, and noise level into account will help ensure a successful interview(DeJonckheere & Vaughn, 2019).
5. Begin the Interview: Introducing the purpose of the interview, and the research objectives will help ensure that the participant understands what the interview is about and why they are being interviewed. Asking for consent to participate in the study is also important for ethical reasons.
6. Conduct the Interview: Asking questions and actively listening to the participant’s responses is important to ensure that the information gathered is accurate and relevant. Recording the responses and taking notes will also help ensure accuracy(DeJonckheere & Vaughn, 2019).
7. End the Interview: Thanking the participant for their time and effort is important to maintain a positive relationship with the interviewee. Providing a copy of the consent form and explaining how their responses will be used is also important for ethical reasons.
8. Analyze the Responses: Carefully analyzing the responses to the interview questions is important to draw meaningful conclusions about the research objectives; this will help ensure the research is valid and reliable(DeJonckheere & Vaughn, 2019).
I am considering interviewing people from the same demographic group my research focuses on. For example, if I am researching the impact of COVID-19 on college students, I would consider interviewing college students who have experienced the pandemic firsthand; this will ensure that the participants represent the studied population and have the knowledge and experience to provide useful information. The exact phrasing will be incorporated into the procedures as required; this includes information about the ethical principles guiding the research, the right to withdraw at any time, the right to refuse to answer questions, and the right to privacy and confidentiality.
Invitation, concluding statement, opening statement, and the interviews will all be included in the redesigned interview guide invitation will be personalized to the respondents and should contain the goal of the study, how the researchers will perform the study, the sort of questions that they will ask, interview length and any other pertinent information. The informed consent should explain the risks and benefits of participating in the study and the participant’s rights. The introductory statement should explain the purpose of the interview and the research objectives.
The interview questions should be relevant to the research objectives and allow the participant to provide their own perspectives. The concluding/closing statement should thank the participant for their time and effort. When deciding the interview format, consider the participants’ limitations and the research objectives. For example, if the participants cannot meet in person, an e-mail or phone interview may be more suitable. However, an in-person interview would be more appropriate if the research objectives require face-to-face interaction. I would include appropriate sources, such as scholarly articles, to support my choice.
Additionally, I would consider the pros and cons of each format. For example, e-mail interviews are convenient and cost-effective, but they need a more personal touch than in-person interviews. Phone interviews can provide more personal interaction but can be difficult to record. In-person interviews are the most personal but may require more planning and resources(DeJonckheere & Vaughn, 2019). After I have collected my data, I would arrange a peer debrief with one of my classmates; this can be done via phone or e-mail, depending on our availability.
The purpose of the debrief is to discuss what we have learned from the research and to provide feedback on the interview process; this will help ensure that the data collected is accurate and that the research objectives are met. Additionally, I would ensure to include a debriefing process for the participants, which includes informing them of the research results and how their participation has contributed to the study; this will help ensure their rights are respected throughout the process. It will also help ensure that the participants know the research outcomes and that their contribution is valued.
References
DeJonckheere, M., & Vaughn, L. M. (2019). Semistructured interviewing in primary care research: A balance of relationship and rigour.
Family Medicine and Community Health,
7(2), e000057.
https://doi.org/10.1136/fmch-2018-000057
FAO. (n.d.). Chapter 4: Questionnaire design. https://www.fao.org/3/w3241e/w3241e05.html
Oosterveld, P., Vorst, H. C., & Smits, N. (2019). Methods for questionnaire design: A taxonomy linking procedures to test goals. Quality of Life Research, 28(9), 2501-2512. https://doi.org/10.1007/s11136-019-02209-6
2
This research aims to investigate the psychological impacts of the death penalty on the immediate family members of victims in the state of Texas. This research will strive to answer the questions: How do families that have had one of their family members executed cope with the situation, and how does the execution impact their psychological well-being? Using a qualitative approach, this research will focus on the stories and experiences of immediate family members to examine the psychological impacts of the death penalty.
The study will use a qualitative approach to explore the psychological impacts of the death penalty on family members. Qualitative research is particularly useful for understanding a phenomenon’s complexities and examining individuals’ lived experiences (Guillen & Elida, 2019). Therefore, this approach will be used to understand the death penalty’s psychological impacts on the victims’ immediate families. This approach allows for examining the individual experiences of the immediate family members and will provide a deeper understanding of their psychological impacts.
The study will employ a phenomenological approach to qualitative research. This approach will allow the researcher to examine the experiences of the immediate family members and explore the meaning they attach to the experience (Guillen & Elida, 2019). This approach will also allow the researcher to understand how family members cope with the situation and how the execution impacts their psychological well-being.
The data collection process will involve semi-structured interviews with immediate family members. This will allow for an in-depth exploration of the experience and will provide detailed information about the psychological impacts of the death penalty on the family members (Mahat-Shamir et al., 2019). The interviews will be confidential and non-judgmental to ensure that the family members feel comfortable sharing their stories and experiences.
The data will be analyzed using thematic analysis. This will involve identifying themes and patterns in the data in order to answer the research questions (Kiger & Varpio, 2020). The study will also use a reflexive approach to ensure that the researcher’s own experiences, values, and beliefs do not influence the interpretation of the data.
In conclusion, this research will provide valuable insights into the death penalty’s psychological impacts on the victim’s immediate family. This research will help inform policymakers and practitioners and provide guidance on supporting family members affected by the death penalty.
References
Guillen, F., & Elida, D. (2019). Qualitative Research: Hermeneutical Phenomenological Method.
Journal of Educational Psychology – Propositos Y Representaciones,
7(1), 217–229. https://eric.ed.gov/?id=EJ1212514
Kiger, M. E., & Varpio, L. (2020). Thematic Analysis of Qualitative data: AMEE Guide no. 131.
Medical Teacher,
42(8), 1–9. NCBI. https://doi.org/10.1080/0142159X.2020.1755030
Mahat-Shamir, M., Neimeyer, R. A., & Pitcho-Prelorentzos, S. (2019). Designing in-depth semi-structured interviews for revealing meaning reconstruction after loss.
Death Studies,
45(2), 1–8. https://doi.org/10.1080/07481187.2019.1617388
1
R8360 Final Project: Building a Qualitative Research Plan
The purpose of the final project is to develop knowledge and practice skills that will prepare you for developing a qualitative dissertation proposal. In fact, most of
the assignments closely parallel the requirements for a qualitative research proposal as described in the Qualitative Checklist. This process is a hands-on
opportunity to develop an idea of interest or passion into a research plan. This includes intensive work on the alignment of your problem statement, purpose
statement and research question with a qualitative approach; developing an interview guide; practice conducting an interview; and preparing and analyzing data.
At the end of this assignment, you will also be asked to reflect on what you’ve learned, and what you make carry forward with you to the dissertation.
Beginning in Week 5 and extending through the rest of the course, you will work on the components that constitute your Final Project. The Final Project will be
produced in a stepwise fashion, and each week you will be working on a new step. You’ll receive feedback from your classmates and instructor on each step that
you will incorporate into the final document.
Be sure to watch the Final Project Guidelines video included in this week’s Media Resources in preparation for Final Project Step I.
The Final Project is comprised of the following six steps. These are presented in the video, and the instructions for each step are described in detail in the week
each occurs. Use this list and the table to plan your time, and anticipate the due dates for each component and the final project.
Step I: Revising the Problem/Purpose Statement and Choosing the Approach (Week 5)
Step II: Developing an Interview Guide, Invitation and Data Collection Protocol (Weeks 6 and 7)
Step III: Conduct the Interviews, take notes and Journal (Week 8)
Step IV: Transcribe and Organize data and peer debrief (Week 9)
Step V: Considerations for Qualitative Analysis: Analysis Plan, Coding Strategies, Software Choices (Week 10)
Step VI: Research Trustworthiness, Reflection, Final Submission (Week 11)
2
Step
Assignment
Start (development & 1st
submission)
Revise based on feedback
and submit to Instructor by
Final
I Revise the problem statement, purpose
statement, research question.
Week 1 Discussion & Workshop Week 5, Day 6
I Choose and justify the choice of approach. Week 2 Discussion & Assignment
Week 3 Discussion & Assignment
Week 4 Workshop & Assignment
Week 5, Day 6
II
Develop the interview Guide
Week 6 Workshop & Journal
Week 6, Day 7
II Revise the interview guide, develop the
invitation and data collection protocol
Week 7 Workshop, Journal, & Assignment 2 Week 7, Day 7
III
Conduct the Interview, take notes & journal
Week 8 Workshop & Journal
NA
I
V
Transcribe and organize data
Week 9 Workshop & Assignment
NA
IV Peer debrief Week 9 Workshop & Assignment;
Week 10 Workshop
NA
V
Analysis Plan
Week 10 Workshop & Assignment 1 & 2
Week 10
V
Develop codes & categories
Week 10 Workshop & Assignment 1 & 2
Week 10
V Compare hand-coding with QDA software
considerations
Week 10 Assignment 1 & 2 Week 10
VI
Research quality
Week 11
Workshop
Week 11
VI
Reflection
Week 11 Journal
Week 11
VI Final Project Week 11 Assignment
Week 11
3
Once you’ve assembled all of the pieces of your Final Project, use the template located in the course resources to organize and submit. The template has the
correct headings, sub-headings and page numbers to properly organize your work. And, this is practice for using templates required in the Dissertation process.
Your work will not be accepted unless it uses the template, and you will lose points for late submission.
Below is the outline you can follow to make sure you have correctly included
all of the materials needed for the final project.
I. Abstract Title page
II. Abstract (see instructions in template for what should be included)
III. Title Page
IV. Table of Contents
V. Chapter 1: Introduction to the Study
a. Background
i. Summarize literature from your prospectus, annotated
bibliography and articles you found in this course that points to
a gap in the research that is worthy of further study
b. Research Problem
i. State the research problem in terms of the gap in the
research
literature
ii. Frame the problem in terms of how further research could be of
benefit
c. Purpose Statement
i. Use the template to present your statement that includes
1. Target group/individual/organization/event of interest
2. Phenomenon of interest
3. Terminology that indicates the approach to be used
d. Research Questions
e. Conceptual or Theoretical Framework
i. Present the framework that you have revised from your
prospectus
VI. Chapter 2: Research Plan
a. Research Design: Choice of Approach
i. Describe the Phenomenon of Interest
ii. Description of Approach
iii. Rationale for Chosen Approach
b. Role of the Researcher
i. Reveal any personal and professional relationships you have
with the participants
ii. State how biases will be managed
c. Participant Selection
i. Describe the target group of interest
ii. Describe the sampling strategy and ideal sample size (if you
were to
conduct this as a real study)
iii. Describe the criterion for sample selection (if you were to
conduct this as a real study)
iv. Describe how participants were be contacted and invited for
this effort
d. Instrumentation
i. The Interview Guide
1. Describe the basis for development (literature, theory,
personal experience) of the interview questions)
2. Describe efforts to insure content validity and credibility
ii. Describe other data sources (e.g., journal, notes, video)
1. Describe how and how
e. Procedures for Data Collection
i. Please include a narrative of
1. Where/how the data were collected
2. Duration of data collection events
3. How data were recorded
4
4. How the participants were debriefed
5. Ethical procedures to protect the participants during the
recruiting, data collection and debriefing process.
f. Data Analysis Plan
i. Repeat the purpose and research question
ii. Describe the plan that best fits the chosen approach
iii. Describe examples of codes and categories you developed
iv. Describe considerations for choosing QDA software
g. Issues of Trustworthiness
i. For each dimension of trustworthiness describe (a) what you did
[if anything]; and (b) what other strategies could be considered if
this was your dissertation
ii. Credibility
iii. Transferability
iv. Dependability
v. Confirmability
VII. Chapter 3: Summary and Reflections
a. Introduction
i. Restate research purpose and question
b. Reflection on Social Change
i. Discuss the relevance of your proposed research to Walden’s
mission of social change
c. Reflection on Course Learning
i. Reflect on what was learned about conducting qualitative
research
d. Next Steps
i. Consider your next steps in preparation for the dissertation
VIII. References
2
QDA Software
Name
Institution
Course
Instructor
Date
QDA Software
Qualitative Data Analysis (QDA) software is a computer program made to help academics analyze qualitative information, including text, audio, and video. To assist with tasks like classifying and categorizing data, producing annotated summaries, and identifying relationships within the data (Schmieder 2020). The objective of QDA software is to improve the efficiency of the qualitative data analysis process while freeing up researchers to concentrate on interpreting the data. Examples of this software include: quirkos enables users to sort, manage and understand text data. ATLAS.ti, NexLP, NVivo, MAXQDA, and QDA Miner Lite are free and easy-to-use software that can be used to analyze textual data, including open-ended responses, interviews, and news transcripts.
NVivo is a proprietary purchased program that provides tools for analysis, coding, data exploration, and visualization, which allow researchers to break down complex research questions into manageable chunks. It also offers a range of features such as integration with Microsoft Office programs, the ability to capture large amounts of data at once using text analytics technology, real-time collaboration between team members on projects hosted online or within networked computers, sample templates for surveys and forms simplifying the process of collecting extra information from surveyed individuals (Dhakal 2022). The FAQs section gives detailed answers about installation requirements, usage tutorials, features, and support (NVivo, n.d.). Demos available explain how they can be effectively utilized while customer feedback helps its user bridge gaps in existing knowledge around product use cases by learning more advanced techniques used based on one’s personal experience when working with this suite. The limitations of NVivo include limited Mac functionality, the learning curve, and its expensive.
ATLAS.ti is a proprietary purchased application for QDA analysis for individuals who appreciate detail and focus on the big picture. The software provides users with unique features allowing for creation and modification of smart codes and revealing relationships and meanings. Its features include Unicode thought and undo/redo 100 steps (ATLAS.ti, n.d.). The computer-assisted qualitative data analysis program ATLAS.ti makes it easier to analyze qualitative data for mixed-methods, qualitative, and quantitative studies. Provides a detailed FAQ page full of helpful information about the product’s features and how it can be used successfully by researchers (ATLAS.ti, n.d.). Customers can also access instructional videos or webinars from ATLAS.ti’s online documentation. The program offers live chats for customers with immediate questions or concerns. Some features available in both include advanced analytics such as thematic analysis, visualization tools for effective presentation of data insights, and coding abilities that allow users to code quantitative or qualitative data by multiple criteria. ATLAS.ti is designed explicitly for qualitative research (Soratto et al. 2020).
References
ATLAS.ti. (n.d.).
Turn your data into qualitative insights, faster and easier.
https://atlasti.com/
Dhakal, K. (2022). NVivo.
Journal of the Medical Library Association,
110(2), 270-272.
https://doi.org/10.5195/jmla.2022.1271
NVivo. (n.d.).
Unlock insights with qualitative data analysis software. https://lumivero.com/products/nvivo/
Schmieder, C. (2020). Qualitative data analysis software as a tool for teaching analytic practice: Towards a theoretical framework for integrating QDAS into methods pedagogy.
Qualitative Research,
20(5), 684-702. https://doi.org/10.1177/1468794119891846
Soratto, J., Pires, D. E. P. D., & Friese, S. (2020). Thematic content analysis using ATLAS.ti software: Potentialities for research in health.
Revista brasileira de enfermagem,
73.
https://doi.org/10.1590/0034-7167-2019-0250
4
Major Considerations in QDA Software
Student’s name
Professor’s name
Course title
Institution
Date
Major Considerations in QDA Software
The organization, processing and analysis of data in organizations across various sectors and industries form integral parts of their operation. QDA plays an instrumental role in achieving the objectives of conducting data analysis. The effectiveness of utilizing the software forms one of the main reasons why it may be preferred over other tools. This quality along with the efficiency in analyzing large amounts of data make the tool the most suitable choice in many instances (Çayir & Saritaş, 2017). QDA provides users with a number of tools to choose from which is an added advantage as individuals can utilize any of them to their satisfaction. With the features that define the different QDA software, people can consider their preference qualities or specifications (Çayir & Saritaş, 2017). It is ideal and covenant that there are several QDA software which satisfactorily serve the analytical purpose.
There are other considerations that factor in applying QDA software in research. It is essential for researchers to code and sort through all findings and this should happen in a manner that is timely. QDA makes it much easier to break down information, and the text can be coded electronically making it possible to manipulate the data quickly (Çayir & Saritaş, 2017). The time factor is a major aspect in using the software as it helps enhance the speed of research. In the process, the software also helps ascertain that examination of research details is thorough. Sorting data into groups or categories influences the way researchers look at data (Çayir & Saritaş, 2017). Having different ways of assessing data can be vital in data analysis.
Coding using MS Word/Excel
The flexibility in using the QDA software is reflected in the role that Microsoft Office plays in conducting qualitative analysis. The experience of using Word and Excel has featured mixed outcomes. Utilizing word has been relatively simple to start given that the analysis relies on use of comments in the coding process. Use of the comments makes it easy to capture the themes that are evident across texts. As such, there have been no problems in regards to establishing particular codes. A key factor that has partly influenced success has entailed ensuring consistency in the comment labels as this is instrumental in accurate coding. One of the challenges has been the use of multi-word tags which requires that there is extraction before multi-layer tags can be retrofitted (Çayir & Saritaş, 2017). The use of multi-word tags has been integral in making the coding more comprehensive.
The first steps in applying Excel in the coding process are quite straightforward. The process generally entails activating the Developer tab and going to the Macros button. The Visual Basic for Applications should automatically come up. This factors in aiding the extraction of codes and this is where the process becomes relatively challenging especially for a beginner. Attention to detail is necessary for extraction of data from Microsoft Word (Çayir & Saritaş, 2017). The process gets relatively complicated but following the requisite step-by-step procedure generally leads to the desired outcomes. The major difference that makes Excel more involving during qualitative analysis as compared to Word is that there are several steps which if not followed to the latter can derail the analytical process. It was essentially challenging to swiftly code using Excel given that one of the major benefits of QDA software is to enhance the speed of analyzing data (Çayir & Saritaş, 2017). The situation has changed with more experience as much more practice has certainly made it easier to use the software.
Following the initial extraction of codes, adding more data is also relatively easier. It is possible to manually add columns which integrate more data for the analysis. Combining of all extracts into a singular sheet has been among the successes in the coding process. The Filter function serves a key role in aiding this process. It is vital to take advantage of this function as it helps in displaying certain codes specifically for a given subset. Overall, coding using Microsoft Word and Excel becomes easier and more efficient with time as one gets used to the different procedures and functions involved.
QDA Software Choices
The two choices amongst all QDA tools that are in use are ATLAS.ti and NVivo. The two tools have distinct features between them. The first things that pops up is the pricing of the software. ATLAS.ti is much cheaper compared to NVivo as the pricing of the former starts from as low as $10 per user while NVivo is quite expensive at $1249 flat rate. They however both have provision for using Microsoft Office programs. They both support analysis of qualitative and mixed method data. The similarities in other features can be seen in regards to data discovery, data visualization, query builder, reporting/analytics, self-service analytics and self-service data preparation (Friese, 2019; Phillips & Lu, 2018). The features which differentiate ATLAS.ti from NVivo include storytelling and natural language search. Overall, ATLAS.ti also has more functions as there are provisions for in person or live online training. Apart from the capability of using ATLAS.ti on smartphones, there is provision of phone support and chat support (Friese, 2019). NVivo is only web-based.
The choice of ATLAS.ti and NVivo is established on usability in qualitative analysis. They are two of the most commonly used tools and are effective in conducting data analysis. They allow data importation and exportation unlike some other tools. They have the features which are integral for analyzing data across small, medium or large businesses. It was also important that the focus solely lay in qualitative or mixed methods rather than inclusion of tools that integrate quantitative analysis. I am considering ATLAS.ti for my capstone project. The tool offers an alternative that is clearly advantageous.
References
Friese, S. (2019). Qualitative data analysis with ATLAS. ti.
Sage.
Phillips, M., & Lu, J. (2018). A quick look at NVivo.
Journal of Electronic Resources Librarianship,
30(2), 104-106.
https://doi.org/10.1080/1941126X.2018.1465535
Yakut Çayir, M., & Saritaş, M. T. (2017). Computer Assisted Qualitative Data Analysis: A Descriptive Content Analysis (2011-2016).
Necatibey Faculty of Education Electronic Journal of Science & Mathematics Education,
11(2).
https://www.researchgate.net/profile/Melike-Yakut/publication/322201435_Nitel_Veri_Analizinde_Bilgisayar_Kullanimi_Bir_Betimsel_Icerik_Analizi_2011-2016/links/5ae6d305a6fdcc3bea97a5d5/Nitel-Veri-Analizinde-Bilgisayar-Kullanimi-Bir-Betimsel-Icerik-Analizi-2011-2016
The interview questions include: How did you feel when you first learned about the death penalty for your family member? How has the death penalty affected your psychological well-being? What has been the most challenging part of coping with the death penalty for your family member? How has the death penalty impacted your relationships with other family members and friends? What do you think needs to be done to improve the death penalty system in Texas? (Phillips & Steidley, 2020). Do you believe that the death penalty should remain legal in Texas? How has the death penalty process changed since your family member’s execution?
In order to develop my interview questions, I considered the purpose statement of the research. This purpose statement is to investigate the psychological impacts of the death penalty on the immediate family members in the state of Texas. From this purpose statement, I created questions that would help answer the research questions posed in the purpose statement. I asked questions that focused on the family members’ feelings and emotions when they first learned of the death penalty, how it affected their psychological well-being, and the most challenging part of coping with it (Williams et al., 2019). I also asked questions about their views of the death penalty system in Texas, their relationships with other family members and friends, and the changes in their family’s life since the death penalty. Finally, I asked about their faith or belief system and the most favorable outcome of the death penalty.
My research question was: What is the psychological impact of the death penalty on the immediate family members of the victims in Texas? I wanted to explore the psychological well-being of the family members before and after the execution of their family members, as well as how they cope with the situation. I wanted to explore the emotions and feelings they experienced when they first heard of the death penalty, how it has impacted their relationships with other family members and friends, and how their faith or belief system has changed. I also wanted to explore the most challenging part of coping with the death penalty and what the most favorable outcome of the death penalty has been.
References
Phillips, S., & Steidley, T. (2020). A systematic lottery: The Texas death penalty, 1976 to 2016.
Williams, K. E., Votruba, A. M., Neuberg, S. L., & Saks, M. J. (2019). Capital and punishment: Resource scarcity increases endorsement of the death penalty. Evolution and Human Behavior, 40(1), 65-73.
2
An Interview and Response Question
Student’s Name
Institutional Affiliation
Course Name
Instructor’s Name
Date
Transcription of Interview 1:
Interviewer: Thank you for taking the time to talk with me about your experience with the death penalty. Can you tell me a bit about how you felt when you first learned about the death penalty for your family member?
Interviewee: When I first learned about the death penalty for my family member, I was in complete shock. I was overwhelmed with sadness and disbelief. I didn’t think the death penalty was something that could happen to someone I loved. It felt like a nightmare that I couldn’t wake up from.
Interviewer: How has the death penalty affected your psychological well-being?
Interviewee: The death penalty has greatly impacted my psychological well-being. It has caused me to experience various emotions, including guilt, anger, and grief. It has been challenging to process the reality of the situation, and I have had to seek counseling to help me cope.
Interviewer: What has been the most challenging part of coping with the death penalty for your family member?
Interviewee: The most challenging part of coping with the death penalty for my family member has been dealing with the finality of it. It is hard to accept that there is no hope for a different outcome and that I won’t be able to see my family member again. It has also been difficult to find a way to move forward and keep living my life.
Interviewer: How has the death penalty impacted your relationships with other family members and friends?
Interviewee: The death penalty has greatly impacted my relationships with other family members and friends. Discussing the situation with them has been challenging because it is a susceptible topic. Watching my family and friends grieve and try to make sense of it all has also been hard.
Interviewer: What do you think needs to be done to improve the death penalty system in Texas?
Interviewee: I think the death penalty system in Texas needs to be reformed in several ways. There needs to be more transparency in the process and a better understanding of the rights of the accused. I also think the appeals process needs to be improved so innocent people are not wrongly convicted. Lastly, I think that access to mental health services should be offered to family members of those who have been executed.
Interviewer: Do you believe the death penalty should remain legal in Texas?
Interviewee: I do not believe the death penalty should remain legal in Texas. I think that it is a cruel and inhumane punishment that does not provide justice for victims or their families. There are better ways to hold people accountable for their actions without resorting to capital punishment.
Interviewer: How has the death penalty process changed since your family member’s execution?
Interviewee: Since my family member’s execution, the death penalty process has become more stringent. The appeals process has been extended, and there is more oversight of the entire process. Additionally, mental health services are now available to family members of those who have been executed, providing more support and resources to those grieving.
Summary of Interview 2:
I interviewed a family member of a person who was executed in Texas. The interviewee felt shocked and disbelief when they first learned of the death penalty for their family member. The death penalty greatly impacted their psychological well-being, causing them to experience various emotions, including guilt, anger, and grief. The most challenging part of coping with the death penalty has been dealing with the finality of it and trying to find a way to move forward. The death penalty has also greatly impacted their relationships with other family members and friends, making it difficult to talk about the situation and watch their family members grieve. The interviewee believes that the death penalty should not remain legal in Texas, that the appeals process should be improved, and that more mental health services should be offered to family members of those who have been executed. Since their family member’s execution, the death penalty process has become more stringent, with an extended appeals process and more oversight.
Transcribing and summarizing an interview are two different ways of turning interviews into data. Transcribing an interview is a more detailed and direct way of capturing the participant’s experience, as it allows for a direct representation of their words and ideas. This approach enables an in-depth exploration of the participant’s emotions and thoughts and allows a more accurate picture of the interviewee’s experience (Alamri, 2019). Summarizing an interview, on the other hand, is a more efficient and effective way of capturing the main points of the interview. It allows for the identification of potential patterns and categories and the ability to identify key areas of focus quickly. However, it does not provide as in-depth an understanding of the participant’s experience as transcribing an interview.
References
Alamri, W. A. (2019). Effectiveness of qualitative research methods: Interviews and diaries.
International Journal of English and Cultural Studies, 2(1), 65-70.
6
Proposed Interview Procedures
1. Establish Interview Objectives: It is important to establish the research objectives before conducting interviews; this will help ensure that the questions asked and the responses gathered are relevant to the research (Oosterveld et al., 2019).
2. Choose Participants: Carefully consider who the participants are in the interview. It is important to select participants who are representative of the population being studied and have the knowledge and experience to provide useful information(Oosterveld et al., 2019).
3. Develop Interview Questions: Create questions relevant to the research objectives. Ensure that the questions are open-ended and allow the participant to provide their perspectives.
4. Prepare an Interview Environment: Ensure the environment is comfortable and conducive to a productive interview. Consider the setting, the seating arrangements, distractions, and the noise level (FAO, n.d.).
5. Begin the Interview: Introduce the purpose of the interview and the research objectives. Allow the participant to provide their background information, explain any ethical considerations, and ask for their consent to participate in the study (FAO, n.d.).
6. Conduct the Interview: Ask questions and actively listen to the participant’s responses. Record the responses and take notes as needed (FAO, n.d.).
7. End the Interview: Thank the participant for their time and effort. Provide them with a copy of the consent form and explain how their responses will be used (FAO, n.d.).
8. Analyze the Responses: Carefully analyze the responses to the interview questions. Use this information to draw meaningful conclusions about the research objectives (FAO, n.d.).
Justification of Each Procedure
1. Establish Interview Objectives: It is important to set objectives for the interview so that the questions and responses gathered are relevant to the research; this will help ensure the validity of the research(DeJonckheere & Vaughn, 2019).
2. Choose Participants: Careful selection of participants is necessary to ensure the study population’s representativeness. Selecting participants with the knowledge and experience to provide useful information will also help ensure the validity of the research(DeJonckheere & Vaughn, 2019).
3. Develop Interview Questions: Open-ended questions relevant to the research objectives will help ensure that useful information is gathered.
4. Prepare an Interview Environment: Creating a comfortable environment is important for productive interviews. Taking the setting, seating arrangements, distractions, and noise level into account will help ensure a successful interview(DeJonckheere & Vaughn, 2019).
5. Begin the Interview: Introducing the purpose of the interview, and the research objectives will help ensure that the participant understands what the interview is about and why they are being interviewed. Asking for consent to participate in the study is also important for ethical reasons.
6. Conduct the Interview: Asking questions and actively listening to the participant’s responses is important to ensure that the information gathered is accurate and relevant. Recording the responses and taking notes will also help ensure accuracy(DeJonckheere & Vaughn, 2019).
7. End the Interview: Thanking the participant for their time and effort is important to maintain a positive relationship with the interviewee. Providing a copy of the consent form and explaining how their responses will be used is also important for ethical reasons.
8. Analyze the Responses: Carefully analyzing the responses to the interview questions is important to draw meaningful conclusions about the research objectives; this will help ensure the research is valid and reliable(DeJonckheere & Vaughn, 2019).
I am considering interviewing people from the same demographic group my research focuses on. For example, if I am researching the impact of COVID-19 on college students, I would consider interviewing college students who have experienced the pandemic firsthand; this will ensure that the participants represent the studied population and have the knowledge and experience to provide useful information. The exact phrasing will be incorporated into the procedures as required; this includes information about the ethical principles guiding the research, the right to withdraw at any time, the right to refuse to answer questions, and the right to privacy and confidentiality.
Invitation, concluding statement, opening statement, and the interviews will all be included in the redesigned interview guide invitation will be personalized to the respondents and should contain the goal of the study, how the researchers will perform the study, the sort of questions that they will ask, interview length and any other pertinent information. The informed consent should explain the risks and benefits of participating in the study and the participant’s rights. The introductory statement should explain the purpose of the interview and the research objectives.
The interview questions should be relevant to the research objectives and allow the participant to provide their own perspectives. The concluding/closing statement should thank the participant for their time and effort. When deciding the interview format, consider the participants’ limitations and the research objectives. For example, if the participants cannot meet in person, an e-mail or phone interview may be more suitable. However, an in-person interview would be more appropriate if the research objectives require face-to-face interaction. I would include appropriate sources, such as scholarly articles, to support my choice.
Additionally, I would consider the pros and cons of each format. For example, e-mail interviews are convenient and cost-effective, but they need a more personal touch than in-person interviews. Phone interviews can provide more personal interaction but can be difficult to record. In-person interviews are the most personal but may require more planning and resources(DeJonckheere & Vaughn, 2019). After I have collected my data, I would arrange a peer debrief with one of my classmates; this can be done via phone or e-mail, depending on our availability.
The purpose of the debrief is to discuss what we have learned from the research and to provide feedback on the interview process; this will help ensure that the data collected is accurate and that the research objectives are met. Additionally, I would ensure to include a debriefing process for the participants, which includes informing them of the research results and how their participation has contributed to the study; this will help ensure their rights are respected throughout the process. It will also help ensure that the participants know the research outcomes and that their contribution is valued.
References
DeJonckheere, M., & Vaughn, L. M. (2019). Semistructured interviewing in primary care research: A balance of relationship and rigour.
Family Medicine and Community Health,
7(2), e000057.
https://doi.org/10.1136/fmch-2018-000057
FAO. (n.d.). Chapter 4: Questionnaire design. https://www.fao.org/3/w3241e/w3241e05.html
Oosterveld, P., Vorst, H. C., & Smits, N. (2019). Methods for questionnaire design: A taxonomy linking procedures to test goals. Quality of Life Research, 28(9), 2501-2512. https://doi.org/10.1007/s11136-019-02209-6
2
This research aims to investigate the psychological impacts of the death penalty on the immediate family members of victims in the state of Texas. This research will strive to answer the questions: How do families that have had one of their family members executed cope with the situation, and how does the execution impact their psychological well-being? Using a qualitative approach, this research will focus on the stories and experiences of immediate family members to examine the psychological impacts of the death penalty.
The study will use a qualitative approach to explore the psychological impacts of the death penalty on family members. Qualitative research is particularly useful for understanding a phenomenon’s complexities and examining individuals’ lived experiences (Guillen & Elida, 2019). Therefore, this approach will be used to understand the death penalty’s psychological impacts on the victims’ immediate families. This approach allows for examining the individual experiences of the immediate family members and will provide a deeper understanding of their psychological impacts.
The study will employ a phenomenological approach to qualitative research. This approach will allow the researcher to examine the experiences of the immediate family members and explore the meaning they attach to the experience (Guillen & Elida, 2019). This approach will also allow the researcher to understand how family members cope with the situation and how the execution impacts their psychological well-being.
The data collection process will involve semi-structured interviews with immediate family members. This will allow for an in-depth exploration of the experience and will provide detailed information about the psychological impacts of the death penalty on the family members (Mahat-Shamir et al., 2019). The interviews will be confidential and non-judgmental to ensure that the family members feel comfortable sharing their stories and experiences.
The data will be analyzed using thematic analysis. This will involve identifying themes and patterns in the data in order to answer the research questions (Kiger & Varpio, 2020). The study will also use a reflexive approach to ensure that the researcher’s own experiences, values, and beliefs do not influence the interpretation of the data.
In conclusion, this research will provide valuable insights into the death penalty’s psychological impacts on the victim’s immediate family. This research will help inform policymakers and practitioners and provide guidance on supporting family members affected by the death penalty.
References
Guillen, F., & Elida, D. (2019). Qualitative Research: Hermeneutical Phenomenological Method.
Journal of Educational Psychology – Propositos Y Representaciones,
7(1), 217–229. https://eric.ed.gov/?id=EJ1212514
Kiger, M. E., & Varpio, L. (2020). Thematic Analysis of Qualitative data: AMEE Guide no. 131.
Medical Teacher,
42(8), 1–9. NCBI. https://doi.org/10.1080/0142159X.2020.1755030
Mahat-Shamir, M., Neimeyer, R. A., & Pitcho-Prelorentzos, S. (2019). Designing in-depth semi-structured interviews for revealing meaning reconstruction after loss.
Death Studies,
45(2), 1–8. https://doi.org/10.1080/07481187.2019.1617388
1
R8360 Final Project: Building a Qualitative Research Plan
The purpose of the final project is to develop knowledge and practice skills that will prepare you for developing a qualitative dissertation proposal. In fact, most of
the assignments closely parallel the requirements for a qualitative research proposal as described in the Qualitative Checklist. This process is a hands-on
opportunity to develop an idea of interest or passion into a research plan. This includes intensive work on the alignment of your problem statement, purpose
statement and research question with a qualitative approach; developing an interview guide; practice conducting an interview; and preparing and analyzing data.
At the end of this assignment, you will also be asked to reflect on what you’ve learned, and what you make carry forward with you to the dissertation.
Beginning in Week 5 and extending through the rest of the course, you will work on the components that constitute your Final Project. The Final Project will be
produced in a stepwise fashion, and each week you will be working on a new step. You’ll receive feedback from your classmates and instructor on each step that
you will incorporate into the final document.
Be sure to watch the Final Project Guidelines video included in this week’s Media Resources in preparation for Final Project Step I.
The Final Project is comprised of the following six steps. These are presented in the video, and the instructions for each step are described in detail in the week
each occurs. Use this list and the table to plan your time, and anticipate the due dates for each component and the final project.
Step I: Revising the Problem/Purpose Statement and Choosing the Approach (Week 5)
Step II: Developing an Interview Guide, Invitation and Data Collection Protocol (Weeks 6 and 7)
Step III: Conduct the Interviews, take notes and Journal (Week 8)
Step IV: Transcribe and Organize data and peer debrief (Week 9)
Step V: Considerations for Qualitative Analysis: Analysis Plan, Coding Strategies, Software Choices (Week 10)
Step VI: Research Trustworthiness, Reflection, Final Submission (Week 11)
2
Step
Assignment
Start (development & 1st
submission)
Revise based on feedback
and submit to Instructor by
Final
I Revise the problem statement, purpose
statement, research question.
Week 1 Discussion & Workshop Week 5, Day 6
I Choose and justify the choice of approach. Week 2 Discussion & Assignment
Week 3 Discussion & Assignment
Week 4 Workshop & Assignment
Week 5, Day 6
II
Develop the interview Guide
Week 6 Workshop & Journal
Week 6, Day 7
II Revise the interview guide, develop the
invitation and data collection protocol
Week 7 Workshop, Journal, & Assignment 2 Week 7, Day 7
III
Conduct the Interview, take notes & journal
Week 8 Workshop & Journal
NA
I
V
Transcribe and organize data
Week 9 Workshop & Assignment
NA
IV Peer debrief Week 9 Workshop & Assignment;
Week 10 Workshop
NA
V
Analysis Plan
Week 10 Workshop & Assignment 1 & 2
Week 10
V
Develop codes & categories
Week 10 Workshop & Assignment 1 & 2
Week 10
V Compare hand-coding with QDA software
considerations
Week 10 Assignment 1 & 2 Week 10
VI
Research quality
Week 11
Workshop
Week 11
VI
Reflection
Week 11 Journal
Week 11
VI Final Project Week 11 Assignment
Week 11
3
Once you’ve assembled all of the pieces of your Final Project, use the template located in the course resources to organize and submit. The template has the
correct headings, sub-headings and page numbers to properly organize your work. And, this is practice for using templates required in the Dissertation process.
Your work will not be accepted unless it uses the template, and you will lose points for late submission.
Below is the outline you can follow to make sure you have correctly included
all of the materials needed for the final project.
I. Abstract Title page
II. Abstract (see instructions in template for what should be included)
III. Title Page
IV. Table of Contents
V. Chapter 1: Introduction to the Study
a. Background
i. Summarize literature from your prospectus, annotated
bibliography and articles you found in this course that points to
a gap in the research that is worthy of further study
b. Research Problem
i. State the research problem in terms of the gap in the
research
literature
ii. Frame the problem in terms of how further research could be of
benefit
c. Purpose Statement
i. Use the template to present your statement that includes
1. Target group/individual/organization/event of interest
2. Phenomenon of interest
3. Terminology that indicates the approach to be used
d. Research Questions
e. Conceptual or Theoretical Framework
i. Present the framework that you have revised from your
prospectus
VI. Chapter 2: Research Plan
a. Research Design: Choice of Approach
i. Describe the Phenomenon of Interest
ii. Description of Approach
iii. Rationale for Chosen Approach
b. Role of the Researcher
i. Reveal any personal and professional relationships you have
with the participants
ii. State how biases will be managed
c. Participant Selection
i. Describe the target group of interest
ii. Describe the sampling strategy and ideal sample size (if you
were to
conduct this as a real study)
iii. Describe the criterion for sample selection (if you were to
conduct this as a real study)
iv. Describe how participants were be contacted and invited for
this effort
d. Instrumentation
i. The Interview Guide
1. Describe the basis for development (literature, theory,
personal experience) of the interview questions)
2. Describe efforts to insure content validity and credibility
ii. Describe other data sources (e.g., journal, notes, video)
1. Describe how and how
e. Procedures for Data Collection
i. Please include a narrative of
1. Where/how the data were collected
2. Duration of data collection events
3. How data were recorded
4
4. How the participants were debriefed
5. Ethical procedures to protect the participants during the
recruiting, data collection and debriefing process.
f. Data Analysis Plan
i. Repeat the purpose and research question
ii. Describe the plan that best fits the chosen approach
iii. Describe examples of codes and categories you developed
iv. Describe considerations for choosing QDA software
g. Issues of Trustworthiness
i. For each dimension of trustworthiness describe (a) what you did
[if anything]; and (b) what other strategies could be considered if
this was your dissertation
ii. Credibility
iii. Transferability
iv. Dependability
v. Confirmability
VII. Chapter 3: Summary and Reflections
a. Introduction
i. Restate research purpose and question
b. Reflection on Social Change
i. Discuss the relevance of your proposed research to Walden’s
mission of social change
c. Reflection on Course Learning
i. Reflect on what was learned about conducting qualitative
research
d. Next Steps
i. Consider your next steps in preparation for the dissertation
VIII. References
2
QDA Software
Name
Institution
Course
Instructor
Date
QDA Software
Qualitative Data Analysis (QDA) software is a computer program made to help academics analyze qualitative information, including text, audio, and video. To assist with tasks like classifying and categorizing data, producing annotated summaries, and identifying relationships within the data (Schmieder 2020). The objective of QDA software is to improve the efficiency of the qualitative data analysis process while freeing up researchers to concentrate on interpreting the data. Examples of this software include: quirkos enables users to sort, manage and understand text data. ATLAS.ti, NexLP, NVivo, MAXQDA, and QDA Miner Lite are free and easy-to-use software that can be used to analyze textual data, including open-ended responses, interviews, and news transcripts.
NVivo is a proprietary purchased program that provides tools for analysis, coding, data exploration, and visualization, which allow researchers to break down complex research questions into manageable chunks. It also offers a range of features such as integration with Microsoft Office programs, the ability to capture large amounts of data at once using text analytics technology, real-time collaboration between team members on projects hosted online or within networked computers, sample templates for surveys and forms simplifying the process of collecting extra information from surveyed individuals (Dhakal 2022). The FAQs section gives detailed answers about installation requirements, usage tutorials, features, and support (NVivo, n.d.). Demos available explain how they can be effectively utilized while customer feedback helps its user bridge gaps in existing knowledge around product use cases by learning more advanced techniques used based on one’s personal experience when working with this suite. The limitations of NVivo include limited Mac functionality, the learning curve, and its expensive.
ATLAS.ti is a proprietary purchased application for QDA analysis for individuals who appreciate detail and focus on the big picture. The software provides users with unique features allowing for creation and modification of smart codes and revealing relationships and meanings. Its features include Unicode thought and undo/redo 100 steps (ATLAS.ti, n.d.). The computer-assisted qualitative data analysis program ATLAS.ti makes it easier to analyze qualitative data for mixed-methods, qualitative, and quantitative studies. Provides a detailed FAQ page full of helpful information about the product’s features and how it can be used successfully by researchers (ATLAS.ti, n.d.). Customers can also access instructional videos or webinars from ATLAS.ti’s online documentation. The program offers live chats for customers with immediate questions or concerns. Some features available in both include advanced analytics such as thematic analysis, visualization tools for effective presentation of data insights, and coding abilities that allow users to code quantitative or qualitative data by multiple criteria. ATLAS.ti is designed explicitly for qualitative research (Soratto et al. 2020).
References
ATLAS.ti. (n.d.).
Turn your data into qualitative insights, faster and easier.
https://atlasti.com/
Dhakal, K. (2022). NVivo.
Journal of the Medical Library Association,
110(2), 270-272.
https://doi.org/10.5195/jmla.2022.1271
NVivo. (n.d.).
Unlock insights with qualitative data analysis software. https://lumivero.com/products/nvivo/
Schmieder, C. (2020). Qualitative data analysis software as a tool for teaching analytic practice: Towards a theoretical framework for integrating QDAS into methods pedagogy.
Qualitative Research,
20(5), 684-702. https://doi.org/10.1177/1468794119891846
Soratto, J., Pires, D. E. P. D., & Friese, S. (2020). Thematic content analysis using ATLAS.ti software: Potentialities for research in health.
Revista brasileira de enfermagem,
73.
https://doi.org/10.1590/0034-7167-2019-0250
4
Major Considerations in QDA Software
Student’s name
Professor’s name
Course title
Institution
Date
Major Considerations in QDA Software
The organization, processing and analysis of data in organizations across various sectors and industries form integral parts of their operation. QDA plays an instrumental role in achieving the objectives of conducting data analysis. The effectiveness of utilizing the software forms one of the main reasons why it may be preferred over other tools. This quality along with the efficiency in analyzing large amounts of data make the tool the most suitable choice in many instances (Çayir & Saritaş, 2017). QDA provides users with a number of tools to choose from which is an added advantage as individuals can utilize any of them to their satisfaction. With the features that define the different QDA software, people can consider their preference qualities or specifications (Çayir & Saritaş, 2017). It is ideal and covenant that there are several QDA software which satisfactorily serve the analytical purpose.
There are other considerations that factor in applying QDA software in research. It is essential for researchers to code and sort through all findings and this should happen in a manner that is timely. QDA makes it much easier to break down information, and the text can be coded electronically making it possible to manipulate the data quickly (Çayir & Saritaş, 2017). The time factor is a major aspect in using the software as it helps enhance the speed of research. In the process, the software also helps ascertain that examination of research details is thorough. Sorting data into groups or categories influences the way researchers look at data (Çayir & Saritaş, 2017). Having different ways of assessing data can be vital in data analysis.
Coding using MS Word/Excel
The flexibility in using the QDA software is reflected in the role that Microsoft Office plays in conducting qualitative analysis. The experience of using Word and Excel has featured mixed outcomes. Utilizing word has been relatively simple to start given that the analysis relies on use of comments in the coding process. Use of the comments makes it easy to capture the themes that are evident across texts. As such, there have been no problems in regards to establishing particular codes. A key factor that has partly influenced success has entailed ensuring consistency in the comment labels as this is instrumental in accurate coding. One of the challenges has been the use of multi-word tags which requires that there is extraction before multi-layer tags can be retrofitted (Çayir & Saritaş, 2017). The use of multi-word tags has been integral in making the coding more comprehensive.
The first steps in applying Excel in the coding process are quite straightforward. The process generally entails activating the Developer tab and going to the Macros button. The Visual Basic for Applications should automatically come up. This factors in aiding the extraction of codes and this is where the process becomes relatively challenging especially for a beginner. Attention to detail is necessary for extraction of data from Microsoft Word (Çayir & Saritaş, 2017). The process gets relatively complicated but following the requisite step-by-step procedure generally leads to the desired outcomes. The major difference that makes Excel more involving during qualitative analysis as compared to Word is that there are several steps which if not followed to the latter can derail the analytical process. It was essentially challenging to swiftly code using Excel given that one of the major benefits of QDA software is to enhance the speed of analyzing data (Çayir & Saritaş, 2017). The situation has changed with more experience as much more practice has certainly made it easier to use the software.
Following the initial extraction of codes, adding more data is also relatively easier. It is possible to manually add columns which integrate more data for the analysis. Combining of all extracts into a singular sheet has been among the successes in the coding process. The Filter function serves a key role in aiding this process. It is vital to take advantage of this function as it helps in displaying certain codes specifically for a given subset. Overall, coding using Microsoft Word and Excel becomes easier and more efficient with time as one gets used to the different procedures and functions involved.
QDA Software Choices
The two choices amongst all QDA tools that are in use are ATLAS.ti and NVivo. The two tools have distinct features between them. The first things that pops up is the pricing of the software. ATLAS.ti is much cheaper compared to NVivo as the pricing of the former starts from as low as $10 per user while NVivo is quite expensive at $1249 flat rate. They however both have provision for using Microsoft Office programs. They both support analysis of qualitative and mixed method data. The similarities in other features can be seen in regards to data discovery, data visualization, query builder, reporting/analytics, self-service analytics and self-service data preparation (Friese, 2019; Phillips & Lu, 2018). The features which differentiate ATLAS.ti from NVivo include storytelling and natural language search. Overall, ATLAS.ti also has more functions as there are provisions for in person or live online training. Apart from the capability of using ATLAS.ti on smartphones, there is provision of phone support and chat support (Friese, 2019). NVivo is only web-based.
The choice of ATLAS.ti and NVivo is established on usability in qualitative analysis. They are two of the most commonly used tools and are effective in conducting data analysis. They allow data importation and exportation unlike some other tools. They have the features which are integral for analyzing data across small, medium or large businesses. It was also important that the focus solely lay in qualitative or mixed methods rather than inclusion of tools that integrate quantitative analysis. I am considering ATLAS.ti for my capstone project. The tool offers an alternative that is clearly advantageous.
References
Friese, S. (2019). Qualitative data analysis with ATLAS. ti.
Sage.
Phillips, M., & Lu, J. (2018). A quick look at NVivo.
Journal of Electronic Resources Librarianship,
30(2), 104-106.
https://doi.org/10.1080/1941126X.2018.1465535
Yakut Çayir, M., & Saritaş, M. T. (2017). Computer Assisted Qualitative Data Analysis: A Descriptive Content Analysis (2011-2016).
Necatibey Faculty of Education Electronic Journal of Science & Mathematics Education,
11(2).
https://www.researchgate.net/profile/Melike-Yakut/publication/322201435_Nitel_Veri_Analizinde_Bilgisayar_Kullanimi_Bir_Betimsel_Icerik_Analizi_2011-2016/links/5ae6d305a6fdcc3bea97a5d5/Nitel-Veri-Analizinde-Bilgisayar-Kullanimi-Bir-Betimsel-Icerik-Analizi-2011-2016
The interview questions include: How did you feel when you first learned about the death penalty for your family member? How has the death penalty affected your psychological well-being? What has been the most challenging part of coping with the death penalty for your family member? How has the death penalty impacted your relationships with other family members and friends? What do you think needs to be done to improve the death penalty system in Texas? (Phillips & Steidley, 2020). Do you believe that the death penalty should remain legal in Texas? How has the death penalty process changed since your family member’s execution?
In order to develop my interview questions, I considered the purpose statement of the research. This purpose statement is to investigate the psychological impacts of the death penalty on the immediate family members in the state of Texas. From this purpose statement, I created questions that would help answer the research questions posed in the purpose statement. I asked questions that focused on the family members’ feelings and emotions when they first learned of the death penalty, how it affected their psychological well-being, and the most challenging part of coping with it (Williams et al., 2019). I also asked questions about their views of the death penalty system in Texas, their relationships with other family members and friends, and the changes in their family’s life since the death penalty. Finally, I asked about their faith or belief system and the most favorable outcome of the death penalty.
My research question was: What is the psychological impact of the death penalty on the immediate family members of the victims in Texas? I wanted to explore the psychological well-being of the family members before and after the execution of their family members, as well as how they cope with the situation. I wanted to explore the emotions and feelings they experienced when they first heard of the death penalty, how it has impacted their relationships with other family members and friends, and how their faith or belief system has changed. I also wanted to explore the most challenging part of coping with the death penalty and what the most favorable outcome of the death penalty has been.
References
Phillips, S., & Steidley, T. (2020). A systematic lottery: The Texas death penalty, 1976 to 2016.
Williams, K. E., Votruba, A. M., Neuberg, S. L., & Saks, M. J. (2019). Capital and punishment: Resource scarcity increases endorsement of the death penalty. Evolution and Human Behavior, 40(1), 65-73.
2
An Interview and Response Question
Student’s Name
Institutional Affiliation
Course Name
Instructor’s Name
Date
Transcription of Interview 1:
Interviewer: Thank you for taking the time to talk with me about your experience with the death penalty. Can you tell me a bit about how you felt when you first learned about the death penalty for your family member?
Interviewee: When I first learned about the death penalty for my family member, I was in complete shock. I was overwhelmed with sadness and disbelief. I didn’t think the death penalty was something that could happen to someone I loved. It felt like a nightmare that I couldn’t wake up from.
Interviewer: How has the death penalty affected your psychological well-being?
Interviewee: The death penalty has greatly impacted my psychological well-being. It has caused me to experience various emotions, including guilt, anger, and grief. It has been challenging to process the reality of the situation, and I have had to seek counseling to help me cope.
Interviewer: What has been the most challenging part of coping with the death penalty for your family member?
Interviewee: The most challenging part of coping with the death penalty for my family member has been dealing with the finality of it. It is hard to accept that there is no hope for a different outcome and that I won’t be able to see my family member again. It has also been difficult to find a way to move forward and keep living my life.
Interviewer: How has the death penalty impacted your relationships with other family members and friends?
Interviewee: The death penalty has greatly impacted my relationships with other family members and friends. Discussing the situation with them has been challenging because it is a susceptible topic. Watching my family and friends grieve and try to make sense of it all has also been hard.
Interviewer: What do you think needs to be done to improve the death penalty system in Texas?
Interviewee: I think the death penalty system in Texas needs to be reformed in several ways. There needs to be more transparency in the process and a better understanding of the rights of the accused. I also think the appeals process needs to be improved so innocent people are not wrongly convicted. Lastly, I think that access to mental health services should be offered to family members of those who have been executed.
Interviewer: Do you believe the death penalty should remain legal in Texas?
Interviewee: I do not believe the death penalty should remain legal in Texas. I think that it is a cruel and inhumane punishment that does not provide justice for victims or their families. There are better ways to hold people accountable for their actions without resorting to capital punishment.
Interviewer: How has the death penalty process changed since your family member’s execution?
Interviewee: Since my family member’s execution, the death penalty process has become more stringent. The appeals process has been extended, and there is more oversight of the entire process. Additionally, mental health services are now available to family members of those who have been executed, providing more support and resources to those grieving.
Summary of Interview 2:
I interviewed a family member of a person who was executed in Texas. The interviewee felt shocked and disbelief when they first learned of the death penalty for their family member. The death penalty greatly impacted their psychological well-being, causing them to experience various emotions, including guilt, anger, and grief. The most challenging part of coping with the death penalty has been dealing with the finality of it and trying to find a way to move forward. The death penalty has also greatly impacted their relationships with other family members and friends, making it difficult to talk about the situation and watch their family members grieve. The interviewee believes that the death penalty should not remain legal in Texas, that the appeals process should be improved, and that more mental health services should be offered to family members of those who have been executed. Since their family member’s execution, the death penalty process has become more stringent, with an extended appeals process and more oversight.
Transcribing and summarizing an interview are two different ways of turning interviews into data. Transcribing an interview is a more detailed and direct way of capturing the participant’s experience, as it allows for a direct representation of their words and ideas. This approach enables an in-depth exploration of the participant’s emotions and thoughts and allows a more accurate picture of the interviewee’s experience (Alamri, 2019). Summarizing an interview, on the other hand, is a more efficient and effective way of capturing the main points of the interview. It allows for the identification of potential patterns and categories and the ability to identify key areas of focus quickly. However, it does not provide as in-depth an understanding of the participant’s experience as transcribing an interview.
References
Alamri, W. A. (2019). Effectiveness of qualitative research methods: Interviews and diaries.
International Journal of English and Cultural Studies, 2(1), 65-70.
6
Proposed Interview Procedures
1. Establish Interview Objectives: It is important to establish the research objectives before conducting interviews; this will help ensure that the questions asked and the responses gathered are relevant to the research (Oosterveld et al., 2019).
2. Choose Participants: Carefully consider who the participants are in the interview. It is important to select participants who are representative of the population being studied and have the knowledge and experience to provide useful information(Oosterveld et al., 2019).
3. Develop Interview Questions: Create questions relevant to the research objectives. Ensure that the questions are open-ended and allow the participant to provide their perspectives.
4. Prepare an Interview Environment: Ensure the environment is comfortable and conducive to a productive interview. Consider the setting, the seating arrangements, distractions, and the noise level (FAO, n.d.).
5. Begin the Interview: Introduce the purpose of the interview and the research objectives. Allow the participant to provide their background information, explain any ethical considerations, and ask for their consent to participate in the study (FAO, n.d.).
6. Conduct the Interview: Ask questions and actively listen to the participant’s responses. Record the responses and take notes as needed (FAO, n.d.).
7. End the Interview: Thank the participant for their time and effort. Provide them with a copy of the consent form and explain how their responses will be used (FAO, n.d.).
8. Analyze the Responses: Carefully analyze the responses to the interview questions. Use this information to draw meaningful conclusions about the research objectives (FAO, n.d.).
Justification of Each Procedure
1. Establish Interview Objectives: It is important to set objectives for the interview so that the questions and responses gathered are relevant to the research; this will help ensure the validity of the research(DeJonckheere & Vaughn, 2019).
2. Choose Participants: Careful selection of participants is necessary to ensure the study population’s representativeness. Selecting participants with the knowledge and experience to provide useful information will also help ensure the validity of the research(DeJonckheere & Vaughn, 2019).
3. Develop Interview Questions: Open-ended questions relevant to the research objectives will help ensure that useful information is gathered.
4. Prepare an Interview Environment: Creating a comfortable environment is important for productive interviews. Taking the setting, seating arrangements, distractions, and noise level into account will help ensure a successful interview(DeJonckheere & Vaughn, 2019).
5. Begin the Interview: Introducing the purpose of the interview, and the research objectives will help ensure that the participant understands what the interview is about and why they are being interviewed. Asking for consent to participate in the study is also important for ethical reasons.
6. Conduct the Interview: Asking questions and actively listening to the participant’s responses is important to ensure that the information gathered is accurate and relevant. Recording the responses and taking notes will also help ensure accuracy(DeJonckheere & Vaughn, 2019).
7. End the Interview: Thanking the participant for their time and effort is important to maintain a positive relationship with the interviewee. Providing a copy of the consent form and explaining how their responses will be used is also important for ethical reasons.
8. Analyze the Responses: Carefully analyzing the responses to the interview questions is important to draw meaningful conclusions about the research objectives; this will help ensure the research is valid and reliable(DeJonckheere & Vaughn, 2019).
I am considering interviewing people from the same demographic group my research focuses on. For example, if I am researching the impact of COVID-19 on college students, I would consider interviewing college students who have experienced the pandemic firsthand; this will ensure that the participants represent the studied population and have the knowledge and experience to provide useful information. The exact phrasing will be incorporated into the procedures as required; this includes information about the ethical principles guiding the research, the right to withdraw at any time, the right to refuse to answer questions, and the right to privacy and confidentiality.
Invitation, concluding statement, opening statement, and the interviews will all be included in the redesigned interview guide invitation will be personalized to the respondents and should contain the goal of the study, how the researchers will perform the study, the sort of questions that they will ask, interview length and any other pertinent information. The informed consent should explain the risks and benefits of participating in the study and the participant’s rights. The introductory statement should explain the purpose of the interview and the research objectives.
The interview questions should be relevant to the research objectives and allow the participant to provide their own perspectives. The concluding/closing statement should thank the participant for their time and effort. When deciding the interview format, consider the participants’ limitations and the research objectives. For example, if the participants cannot meet in person, an e-mail or phone interview may be more suitable. However, an in-person interview would be more appropriate if the research objectives require face-to-face interaction. I would include appropriate sources, such as scholarly articles, to support my choice.
Additionally, I would consider the pros and cons of each format. For example, e-mail interviews are convenient and cost-effective, but they need a more personal touch than in-person interviews. Phone interviews can provide more personal interaction but can be difficult to record. In-person interviews are the most personal but may require more planning and resources(DeJonckheere & Vaughn, 2019). After I have collected my data, I would arrange a peer debrief with one of my classmates; this can be done via phone or e-mail, depending on our availability.
The purpose of the debrief is to discuss what we have learned from the research and to provide feedback on the interview process; this will help ensure that the data collected is accurate and that the research objectives are met. Additionally, I would ensure to include a debriefing process for the participants, which includes informing them of the research results and how their participation has contributed to the study; this will help ensure their rights are respected throughout the process. It will also help ensure that the participants know the research outcomes and that their contribution is valued.
References
DeJonckheere, M., & Vaughn, L. M. (2019). Semistructured interviewing in primary care research: A balance of relationship and rigour.
Family Medicine and Community Health,
7(2), e000057.
https://doi.org/10.1136/fmch-2018-000057
FAO. (n.d.). Chapter 4: Questionnaire design. https://www.fao.org/3/w3241e/w3241e05.html
Oosterveld, P., Vorst, H. C., & Smits, N. (2019). Methods for questionnaire design: A taxonomy linking procedures to test goals. Quality of Life Research, 28(9), 2501-2512. https://doi.org/10.1007/s11136-019-02209-6
2
This research aims to investigate the psychological impacts of the death penalty on the immediate family members of victims in the state of Texas. This research will strive to answer the questions: How do families that have had one of their family members executed cope with the situation, and how does the execution impact their psychological well-being? Using a qualitative approach, this research will focus on the stories and experiences of immediate family members to examine the psychological impacts of the death penalty.
The study will use a qualitative approach to explore the psychological impacts of the death penalty on family members. Qualitative research is particularly useful for understanding a phenomenon’s complexities and examining individuals’ lived experiences (Guillen & Elida, 2019). Therefore, this approach will be used to understand the death penalty’s psychological impacts on the victims’ immediate families. This approach allows for examining the individual experiences of the immediate family members and will provide a deeper understanding of their psychological impacts.
The study will employ a phenomenological approach to qualitative research. This approach will allow the researcher to examine the experiences of the immediate family members and explore the meaning they attach to the experience (Guillen & Elida, 2019). This approach will also allow the researcher to understand how family members cope with the situation and how the execution impacts their psychological well-being.
The data collection process will involve semi-structured interviews with immediate family members. This will allow for an in-depth exploration of the experience and will provide detailed information about the psychological impacts of the death penalty on the family members (Mahat-Shamir et al., 2019). The interviews will be confidential and non-judgmental to ensure that the family members feel comfortable sharing their stories and experiences.
The data will be analyzed using thematic analysis. This will involve identifying themes and patterns in the data in order to answer the research questions (Kiger & Varpio, 2020). The study will also use a reflexive approach to ensure that the researcher’s own experiences, values, and beliefs do not influence the interpretation of the data.
In conclusion, this research will provide valuable insights into the death penalty’s psychological impacts on the victim’s immediate family. This research will help inform policymakers and practitioners and provide guidance on supporting family members affected by the death penalty.
References
Guillen, F., & Elida, D. (2019). Qualitative Research: Hermeneutical Phenomenological Method.
Journal of Educational Psychology – Propositos Y Representaciones,
7(1), 217–229. https://eric.ed.gov/?id=EJ1212514
Kiger, M. E., & Varpio, L. (2020). Thematic Analysis of Qualitative data: AMEE Guide no. 131.
Medical Teacher,
42(8), 1–9. NCBI. https://doi.org/10.1080/0142159X.2020.1755030
Mahat-Shamir, M., Neimeyer, R. A., & Pitcho-Prelorentzos, S. (2019). Designing in-depth semi-structured interviews for revealing meaning reconstruction after loss.
Death Studies,
45(2), 1–8. https://doi.org/10.1080/07481187.2019.1617388
1
R8360 Final Project: Building a Qualitative Research Plan
The purpose of the final project is to develop knowledge and practice skills that will prepare you for developing a qualitative dissertation proposal. In fact, most of
the assignments closely parallel the requirements for a qualitative research proposal as described in the Qualitative Checklist. This process is a hands-on
opportunity to develop an idea of interest or passion into a research plan. This includes intensive work on the alignment of your problem statement, purpose
statement and research question with a qualitative approach; developing an interview guide; practice conducting an interview; and preparing and analyzing data.
At the end of this assignment, you will also be asked to reflect on what you’ve learned, and what you make carry forward with you to the dissertation.
Beginning in Week 5 and extending through the rest of the course, you will work on the components that constitute your Final Project. The Final Project will be
produced in a stepwise fashion, and each week you will be working on a new step. You’ll receive feedback from your classmates and instructor on each step that
you will incorporate into the final document.
Be sure to watch the Final Project Guidelines video included in this week’s Media Resources in preparation for Final Project Step I.
The Final Project is comprised of the following six steps. These are presented in the video, and the instructions for each step are described in detail in the week
each occurs. Use this list and the table to plan your time, and anticipate the due dates for each component and the final project.
Step I: Revising the Problem/Purpose Statement and Choosing the Approach (Week 5)
Step II: Developing an Interview Guide, Invitation and Data Collection Protocol (Weeks 6 and 7)
Step III: Conduct the Interviews, take notes and Journal (Week 8)
Step IV: Transcribe and Organize data and peer debrief (Week 9)
Step V: Considerations for Qualitative Analysis: Analysis Plan, Coding Strategies, Software Choices (Week 10)
Step VI: Research Trustworthiness, Reflection, Final Submission (Week 11)
2
Step
Assignment
Start (development & 1st
submission)
Revise based on feedback
and submit to Instructor by
Final
I Revise the problem statement, purpose
statement, research question.
Week 1 Discussion & Workshop Week 5, Day 6
I Choose and justify the choice of approach. Week 2 Discussion & Assignment
Week 3 Discussion & Assignment
Week 4 Workshop & Assignment
Week 5, Day 6
II
Develop the interview Guide
Week 6 Workshop & Journal
Week 6, Day 7
II Revise the interview guide, develop the
invitation and data collection protocol
Week 7 Workshop, Journal, & Assignment 2 Week 7, Day 7
III
Conduct the Interview, take notes & journal
Week 8 Workshop & Journal
NA
I
V
Transcribe and organize data
Week 9 Workshop & Assignment
NA
IV Peer debrief Week 9 Workshop & Assignment;
Week 10 Workshop
NA
V
Analysis Plan
Week 10 Workshop & Assignment 1 & 2
Week 10
V
Develop codes & categories
Week 10 Workshop & Assignment 1 & 2
Week 10
V Compare hand-coding with QDA software
considerations
Week 10 Assignment 1 & 2 Week 10
VI
Research quality
Week 11
Workshop
Week 11
VI
Reflection
Week 11 Journal
Week 11
VI Final Project Week 11 Assignment
Week 11
3
Once you’ve assembled all of the pieces of your Final Project, use the template located in the course resources to organize and submit. The template has the
correct headings, sub-headings and page numbers to properly organize your work. And, this is practice for using templates required in the Dissertation process.
Your work will not be accepted unless it uses the template, and you will lose points for late submission.
Below is the outline you can follow to make sure you have correctly included
all of the materials needed for the final project.
I. Abstract Title page
II. Abstract (see instructions in template for what should be included)
III. Title Page
IV. Table of Contents
V. Chapter 1: Introduction to the Study
a. Background
i. Summarize literature from your prospectus, annotated
bibliography and articles you found in this course that points to
a gap in the research that is worthy of further study
b. Research Problem
i. State the research problem in terms of the gap in the
research
literature
ii. Frame the problem in terms of how further research could be of
benefit
c. Purpose Statement
i. Use the template to present your statement that includes
1. Target group/individual/organization/event of interest
2. Phenomenon of interest
3. Terminology that indicates the approach to be used
d. Research Questions
e. Conceptual or Theoretical Framework
i. Present the framework that you have revised from your
prospectus
VI. Chapter 2: Research Plan
a. Research Design: Choice of Approach
i. Describe the Phenomenon of Interest
ii. Description of Approach
iii. Rationale for Chosen Approach
b. Role of the Researcher
i. Reveal any personal and professional relationships you have
with the participants
ii. State how biases will be managed
c. Participant Selection
i. Describe the target group of interest
ii. Describe the sampling strategy and ideal sample size (if you
were to
conduct this as a real study)
iii. Describe the criterion for sample selection (if you were to
conduct this as a real study)
iv. Describe how participants were be contacted and invited for
this effort
d. Instrumentation
i. The Interview Guide
1. Describe the basis for development (literature, theory,
personal experience) of the interview questions)
2. Describe efforts to insure content validity and credibility
ii. Describe other data sources (e.g., journal, notes, video)
1. Describe how and how
e. Procedures for Data Collection
i. Please include a narrative of
1. Where/how the data were collected
2. Duration of data collection events
3. How data were recorded
4
4. How the participants were debriefed
5. Ethical procedures to protect the participants during the
recruiting, data collection and debriefing process.
f. Data Analysis Plan
i. Repeat the purpose and research question
ii. Describe the plan that best fits the chosen approach
iii. Describe examples of codes and categories you developed
iv. Describe considerations for choosing QDA software
g. Issues of Trustworthiness
i. For each dimension of trustworthiness describe (a) what you did
[if anything]; and (b) what other strategies could be considered if
this was your dissertation
ii. Credibility
iii. Transferability
iv. Dependability
v. Confirmability
VII. Chapter 3: Summary and Reflections
a. Introduction
i. Restate research purpose and question
b. Reflection on Social Change
i. Discuss the relevance of your proposed research to Walden’s
mission of social change
c. Reflection on Course Learning
i. Reflect on what was learned about conducting qualitative
research
d. Next Steps
i. Consider your next steps in preparation for the dissertation
VIII. References
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Formatting
Title Page
Citation
Outline
