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PART ONE: INTRODUCTION How to Use This Book What You Can (and Can't) Do with Qualitative Research Introduction Why Do Students Use Qualitative Methods? Are Qualitative Methods Always the Best? Should You Use Qualitative Methods? Concluding Remarks The Research Experience I Introduction Moira's Research Diary Sally's Research Diary Simon's Research Diary Concluding Remarks The Research Experience II Introduction Interviews Ethnographies Texts Audio Data Visual Data Multiple Methods Concluding Remarks What Counts as 'Originality'? Introduction Originality Being a 'Professional' Independent Critical Thought Concluding Remarks PART TWO: STARTING OUT Selecting a Topic Introduction Workable Research Questions Simplistic Inductivism The 'Kitchen Sink' Gambit The Grand Theorist Strategies for Simplistic Inductivists Strategies for 'Kitchen Sinkers' Strategies for Grand Theorists Strategies for All Researchers Concluding Remarks Using Theories Introduction How Theoretical Models Shape Research The Different Languages of Qualitative Research Theories, Models and Hypotheses Examples Concluding Remarks Choosing a Methodology Introduction Qualitative or Quantitative? Your Research Strategy Choosing a Methodology: A Case Study Naturally Occurring Data? Multiple Methods? Concluding Remarks Selecting a Case Introduction What Is a Case Study? Generalizing from Cases Types of Case Studies Combining Qualitative Research with Quantitative Measures of Populations Purposive Sampling Theoretical Sampling Generalizability Is Present in a Single Case Concluding Remarks Ethical Research Introduction The Standards of Ethical Research Why Ethics Matter for Your Research Ethical Guidelines in Practice Complex Ethical Issues Research Governance Conclusion: Managing Ethical Demands Writing a Research Proposal Introduction Aim for Crystal Clarity Plan before You Write Be Persuasive Be Practical Make Broader Links Concluding Remarks PART THREE: COLLECTING AND ANALYZING YOUR DATA Collecting Your Data Collecting Interview Data Collecting Ethnographic Data Concluding Remarks Developing Data Analysis Introduction Kick-Starting Data Analysis A Case Study Interviews Fieldnotes Transcripts Visual Data Concluding Remarks Using Computers to Analyze Qualitative Data - Clive Seale Introduction What CAQDAS Software Can Do For You Advantages of CAQDAS Limitations and Disadvantages Theory Building With CAQDAS Keyword Analysis Concluding Remarks Quality in Qualitative Research Introduction Validity Reliability Concluding Remarks Evaluating Qualitative Research Introduction Two Guides For Evaluating Research Four Quality Criteria Applying Quality Criteria Four Quality Issues Revisited Concluding Remarks PART FOUR: WRITING UP The First Few Pages Introduction The Title The Abstract The List of Contents The Introduction Concluding Remarks The Literature Review Chapter Recording Your Reading Writing Your Literature Review Practical Questions Principles Do You Need A Literature Review Chapter? Concluding Remarks The Methodology Chapter Introduction What Should The Methodology Chapter Contain? A Natural History Chapter? Concluding Remarks Writing Your Data Chapters Introduction The Macrostructure The Microstructure Tightening Up Concluding Remarks Your Final Chapter Introduction The Final Chapter as Mutual Stimulation What Exactly Should Your Final Chapter Contain? Confessions And Trumpets Theorizing As Thinking Through Data Writing For Audiences Why Your Final Chapter Can Be Fun Concluding Remarks PART FIVE: GETTING SUPPORT Making Good Use of Your Supervisor Introduction Supervision Horror Stories Student And Supervisor Expectations The Early Stages The Later Stages Standards Of Good Practice Concluding Remarks Getting Feedback Introduction Writing Speaking The Art Of Presenting Research Feedback From The People You Study Concluding Remarks PART SIX: REVIEW Effective Qualitative Research Introduction Keep It Simple Take Advantage Of Using Qualitative Data Avoid Drowning In Data Avoid Journalism Concluding Remarks PART SEVEN: THE AFTERMATH Surviving an Oral Examination Introduction Viva Horror Stories Preparing For Your Oral Doing The Oral Outcomes Revising Your Thesis After The Oral A Case Study Concluding Remarks Getting Published Introduction The Backstage Politics Of Publishing Strategic Choices What Journals Are Looking For Reviewers' Comments How To Write A Short Journal Article Concluding Remarks Audiences Introduction The Policy-Making Audience The Practitioner Audience The Lay Audience Concluding Remarks Finding a Job Introduction Learning About Vacancies Getting On A Shortlist The Job Interview Concluding Remarks

The book covers all the essential aspects of actually doing research, providing coverage of both quantitative and qualitative methods, and dealing with all the ...

PART ONE: THINKING ABOUT VISUAL ETHNOGRAPHY: HISTORICAL, THEORETICAL AND PRACTICAL PERSPECTIVES Visual Ethnography Across Disciplines Ways of Seeing, Knowing And Showing Planning And Practising Visual Ethnography PART TWO: PRODUCING KNOWLEDGE Photography In Ethnographic Research Video In Ethnographic Research Doing Visual Ethnography With The Web Making Meanings in Visual Ethnography PART THREE: REPRESENTING VISUAL ETHNOGRAPHY Photography And Ethnographic Writing Video In Ethnographic Representation Making Visual Ethnography Public Online/Digitally

Interpretive research in information systems (IS) is now a well-established part of the field. However, there is a need for more material on how to carry out such work from inception to publication. I published a paper a decade ago (Walsham, 1995) which addressed the nature of interpretive IS case studies and methods for doing such research. The current paper extends this earlier contribution, with a widened scope of all interpretive research in IS, and through further material on carrying out fieldwork, using theory and analysing data. In addition, new topics are discussed on constructing and justifying a research contribution, and on ethical issues and tensions in the conduct of interpretive work. The primary target audience for the paper is less-experienced IS researchers, but I hope that the paper will also stimulate reflection for the more-experienced IS researcher and be of relevance to interpretive researchers in other social science fields.

An accessible discussion and analysis of the theoretical methodological and practical aspects of doing sensory ethnography, drawing on examples and case studies from the growing literature on sensory ethnographic studies, and from the author's own work.

The purpose of this article is to advance a new understanding of gender as a routine accomplishment embedded in everyday interaction. To do so entails a critical assessment of existing perspectives on sex and gender and the introduction of important distinctions among sex, sex category, and gender. We argue that recognition of the analytical independence of these concepts is essential for understanding the interactional work involved in being a gendered person in society. The thrust of our remarks is toward theoretical reconceptualization, but we consider fruitful directions for empirical research that are indicated by our formulation.

Ear and Hearing: March 2011 - Volume 32 - Issue 2 - p 266 doi: 10.1097/AUD.0b013e31821473f7

Written in a lively, accessible style, this step-by-step guide provides answers to all the questions students ask when beginning their first research project. David Silverman demonstrates how to learn the craft of qualitative research by applying knowledge about different methodologies to actual data. He provides practical advice on key issues, such as: defining `originality' and narrowing down a topic; keeping a research diary and writing a research report; and presenting research to different audiences. Packed with case studies and examples of students' experiences, the book has many features to aid study, including overviews, summaries of key skills and a glossary of terms. Each stage in the research process is grounded in worked examples, with exercises designed both to test students' knowledge and to encourage the development of practical skills.

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暂无摘要（点击查看原文获取完整内容）

We examine self-control problems—modeled as time-inconsistent, present-biased preferences—in a model where a person must do an activity exactly once. We emphasize two distinctions: Do activities involve immediate costs or immediate rewards, and are people sophisticated or naive about future self-control problems? Naive people procrastinate immediate-cost activities and preproperate—do too soon—immediate-reward activities. Sophistication mitigates procrastination, but exacerbates preproperation. Moreover, with immediate costs, a small present bias can severely harm only naive people, whereas with immediate rewards it can severely harm only sophisticated people. Lessons for savings, addiction, and elsewhere are discussed. (JEL A12, B49, C70, D11, D60, D74, D91, E21)