Qualitative Research in Academic Practice

The presentation begins by highlighting a significant problem: despite the inherent human interest and importance of the subject matter, the writing of qualitative research often falls short. The author observes that qualitative research writing frequently becomes conventional, formulaic, and even stilted. This stylistic deficiency hinders the potential impact and persuasiveness of the research. The core question posed is: how can the potential of qualitative research findings be fully realised and effectively communicated through improved writing? This sets the stage for the entire presentation, framing the need for a more engaging and impactful approach to communicating qualitative research. The author's own experience, which includes a background in the NHS and a postgraduate degree, adds personal weight to the discussion, indicating practical experience alongside academic expertise. This personal touch emphasizes the connection between theory and practice within the field of qualitative research methodology and writing.

This section moves from identifying a problem to proposing solutions by introducing a framework for evaluating excellence in qualitative research. The author presents eight criteria, drawn from Tracy (2010)'s 'Big Tent' approach, for judging the quality of qualitative research. These criteria are not merely methodological; they encompass broader considerations of the research's impact and significance. The listed criteria include a worthy topic, rich rigor, credibility, resonance, meaningful coherence, sincerity, heuristic significance, and practical significance (methodologically). This comprehensive approach suggests a shift away from narrowly defined methodological standards towards a more holistic evaluation that considers the wider implications and value of the research. It implies that excellent qualitative research is not simply methodologically sound but also impactful, credible, and meaningful to its audience within the context of academic practice and higher education. The framework acts as a guide for researchers aiming to produce high-quality work that makes a significant contribution to the field.

The presentation emphasizes the close relationship between the quality of the research itself and the quality of its written presentation. The author argues that even the most rigorous and impactful qualitative research can fall flat if the writing is poorly executed. The challenge lies in finding ways to make qualitative research writing more lively and engaging, moving beyond the limitations of conventional styles that can hinder its reach and influence. The need to translate the richness and nuance of qualitative findings into compelling and accessible narratives is underscored. The presentation implicitly suggests that improving writing techniques is not just a matter of style, but a critical aspect of ensuring the wider dissemination and influence of high-quality qualitative research within academia. This section links the theoretical framework of excellence in qualitative research to the practical challenge of conveying those findings effectively through writing, emphasizing the integration of methodology and communication skills. The author highlights the importance of ensuring both methodological rigor and the communicative efficacy of the resulting writing.

The core challenge addressed is the inadequacy of current qualitative research writing. While acknowledging the inherent human interest in the subject matter of qualitative research, the author points out a significant shortcoming: the writing often falls short of its potential, becoming overly conventional, formulaic, and even stilted. This critique highlights a gap between the rich insights generated by qualitative research methodologies and the less-than-effective communication of these findings through written reports. The author emphasizes that the current state of qualitative writing often fails to capture the full potential of the research, preventing its maximum impact and influence. The presentation seeks to address this issue directly, aiming to provide strategies and recommendations for improving the writing of qualitative research to better reflect the depth and complexity of the methodologies and findings. This sets the stage for exploring how improved writing can strengthen the impact and accessibility of qualitative research within the broader academic context.

The author's personal journey and research experiences are interwoven with the discussion of writing challenges. The author's career timeline, including nine years in the NHS and subsequent work at Leeds Beckett University, is briefly mentioned, suggesting a foundation of practical experience that informs the academic perspective. The mention of the author's work on interprofessional learning (IPL) programs, detailed in a 2007 publication with Karban, indirectly highlights the complexities of conveying research findings across different professional contexts. This contextual element emphasizes that the writing challenges are not solely academic, but also relevant to applied research settings. The author’s research on BME student attainment at Leeds Beckett University is also alluded to, suggesting that diverse research areas encounter similar writing challenges. The inclusion of these experiences underscores the practical relevance of the writing issues, showcasing that it's not just a theoretical concern but a significant hurdle in effectively communicating impactful research results across various disciplines and practical contexts.

While not explicitly outlining specific strategies, this section implicitly points towards the need for improved writing as the solution to the identified problems. The author's focus on ‘livening up academic writing’ suggests a move away from conventional, formulaic approaches. This implies the need for more engaging and accessible writing styles that better capture the complexity and significance of the research findings. The question of how to fully realize the potential of qualitative work in the writing is central. This section implies a need for a more narrative-focused approach, one that prioritizes clarity, engagement, and a deeper connection with the audience. The author suggests that effective communication requires careful consideration not just of the methodology but also of the way findings are presented and interpreted for the reader. The implicit call to action centers on transforming the writing of qualitative research to better reflect the richness and depth of the research itself.

This section introduces eight criteria for evaluating excellent qualitative research. These criteria, adapted from Tracy (2010), move beyond purely methodological considerations to encompass broader aspects of research quality and impact. The presentation emphasizes that these criteria provide a holistic framework for assessing both the research process and the effectiveness of the communication of its findings. The criteria are presented as a 'Big Tent' approach, suggesting inclusivity and a multifaceted view of excellence in qualitative research. By including criteria like ‘worthy topic’ and ‘resonance,’ the framework underscores the importance of the research's relevance and impact beyond methodological soundness. The aim is to establish a comprehensive set of standards that facilitate the creation of high-quality, impactful qualitative research within the context of academic practice and higher education, recognizing that successful research requires both strong methodology and effective communication of the results.

The eight criteria are listed as follows: Worthy topic; Rich rigor; Credibility; Resonance; Meaningful coherence; Sincerity; Heuristically significant; and Practically significant (methodologically). While not individually elaborated upon in this section, the mere listing highlights the multifaceted nature of high-quality qualitative research. It moves beyond a narrow focus on technical aspects and integrates considerations of the research's broader context, its impact, and its resonance with the intended audience. The inclusion of terms like ‘sincerity’ and ‘meaningful coherence’ suggest a focus on the authenticity and clarity of the research process and its presentation. This emphasizes that impactful qualitative research demands not only methodological rigor but also ethical integrity and clear, compelling communication of the findings. The diverse criteria suggest the need for a holistic approach to qualitative research evaluation that considers both the process and the product within the larger context of academic contribution.

The presentation of these eight criteria implicitly emphasizes their relevance to academic practice. By defining the standards for excellent qualitative research, the presentation provides a benchmark for researchers to strive for. The framework suggests a way to enhance the quality and impact of future qualitative research projects. The criteria can be used to self-assess existing work and identify areas for improvement in research design, data analysis, and particularly, in the communication of findings. This provides a practical tool for researchers in higher education to improve the overall quality and effectiveness of their work. It implicitly links effective research methodology with effective communication of results, emphasizing that the rigor of the research is only fully realized when accompanied by clear and compelling writing. The presentation, therefore, serves as a guide for improving the quality of qualitative research, not just methodologically but also in terms of its communication and impact within academic discourse.