Guidelines qualitative theses – including common mistakes

Guidelines qualitative theses – including common mistakes
Writing in general
– Make your piece content-driven and avoid too much meta-communication (‘the teacher’s assignment is…’ or ‘as a student it is an important step to ‘) > shows how to continue do it.
– Keep in mind that you are always unfolding a story further to the reader. Keep the common thread through your piece in mind and be aware of the step you are taking with each paragraph. Keep coming back to that common thread. (So no pieces of text that purely show that you’ve read a lot.)
– Limit extensive reading guides by structure, and make the introduction of a chapter also content-driven (explain the structure in your story, linked to the substantive steps you will take in your argument). This is necessary to arrive at a concise thesis.
– I-form or impersonal depends on genre and personal preference (I vs. In any case, the researcher) > be consistent and make sure that there is a visible researcher in inductive theses.
– You don’t have to give away practical experience and personal commitment is a strength. But do adopt a curious, inquisitive and open attitude. Do not give opinions or make unsubstantiated statements > challenge and substantiate such gut feelings. (For example, use your practical knowledge to raise questions or make it plausible that something in the literature does not yet fully understand and therefore further investigate ek is needed.)
– Use language appropriate for more inductive/exploratory research. Be nuanced in claims (you can’t make them based on them. small, qualitative samples). The goal is not to test, demonstrate or prove, but to explore, explore, deepen and understand. Talk as little as possible about influence, effect, etc.
– Obviously: write Dutch correctly. Since it is a business piece, colloquialism is out of the question and every sentence must be grammatically complete. The grammar helps us to add the necessary nuance to statements. (So don’t use telegramstyle or sentences without subject/person form, which can be done in colloquial language. Pay particular attention to the correct use of “however” – this often goes wrong.)
– You write out numbers up to and including twenty, dozens and hundreds in full.
– Source references must be in accordance with APA guidelines (see other guidelines for details); notable,
2
common errors:
 If a reference concerns multiple authors and it is part of the main sentence, write “and” in full. If the source is shown in parentheses, it is ‘&’.
 Figures are always given a title and a number. If you copy a figure from a source, you treat it as a quote (> therefore abbreviated reference with page number).
 The reference section is not numbered. (Well the title ‘references’.)
 The formatting of the reference section: no white lines between the sources. Every second and subsequent line of a source gets an indentation.
3
Title page
If desired, a foreword
Short (management) summary (max 1 page)
Briefly identify the following issues: the management problem; the research purpose/research question; a summary of the results, conclusions and recommendations.
Table of contents
1. Introduction
– Description of the phenomenon (practical)
Describe the phenomenon that is central. You can use an anecdote in a specific context. However, make sure you make it clear fairly quickly what the broader relevance of the case in question is. So go beyond a specific business context, and think in terms of ‘a collection of similar phenomena’. This is necessary to make the theoretical link.
Furthermore, in the first part, problematizing is important – help the reader to follow your curiosity that results in your research question. That is the common thread. What is misunderstood, interesting, diffuse in what you present? What questions does it raise, which are ultimately translated into your research question? The reader must be convinced that it is very interesting to read further.
– Theoretical approach to the phenomenon/selection relevant academic debates
Common mistakes
– Don’t problematize – after sharing an “anecdote,” Make Sure you end up raising the question you’re raising.
– Specifically addressing your own company; This is rarely relevant. Your own work context can be your source of inspiration, or provide case studies for your empirical research. But in principle, it only plays a secondary role in your research – as an example to which your question relates -, and your broader question comes first.
– Continue with the practical description for too long. Limit this to at most one page. Over the course of page 2, you quickly lose the attention of the reader, who expects to read a scientific research report.
4
Choose one or a few lenses to look at the chosen phenomenon. Each lens is only one of many possible views, so the choice of focus is necessary. Give a global overview of the theoretical conversation that is being held in relation to that theoretical lens, and actively make the link to the phenomenon that is central. What is the expected added value of this lens? How can it provide more insight into the questions you have raised earlier? Make sure that all the terms that are central to your research (and your question) are covered here. The detailed discussion comes in Chapter 2.
>> Focus to a specific research area
The order of the central phenomenon and the theoretical treatment depends on the main starting point of the thesis and personal preference. However, the goal is the same: to create a logical line to your research question. You notice a gap in the existing knowledge, where there is indeed a need for such knowledge from practice .
– Research objective/focus/demarcation
Indicate what the goal of the thesis is (where knowledge development always comes first). If the line above has been carefully worked out, you can continue with it. Indicate what you intend to add to that gap and (globally) how you will do it. Be as concrete and specific as possible.
– Research question (possibly with sub-questions), including an argumentation behind it/relationship with the research goal; possibly naming the sensitizing concepts that are central
The empirical research question should logically follow from the foregoing. The question brings together the empirical perspective and the theoretical focus. The question clearly indicates who or what the subject of analysis is, and indicates the focus. With a good , defined question, it is possible to imagine quite intuitively how you would conduct your empirical research.
Sub-questions are not mandatory. But sometimes it is necessary to make a number of sub-steps to
Common mistakes
– Focus on the practical goal. Remember: in your thesis , knowledge development is always paramount > this is necessary to complete your studies. Other goals are secondary to this and this should also be reflected in your text.
5
clarify a more complex main question. This concerns the analytical parts of the main question.
Often you zoom in on a certain sector or target group. If you do this from a theoretical point of view,
i.e. because the specific sector is very interesting and needs to be investigated separately (for example, the army due to the unique context), you include the target group in the main question. If it is a pragmatic demarcation/methodological choice to delineate your research, you do not include this in the main question.
Common mistakes
– Asking questions that are not empirically researchable: Normative questions with terms like “successful”
Advice questions, formulated as ‘how can companies….’ (instead of ‘how do companies do it’)
Or combination questions from the previous options: ‘how should companies…’
– Including definition questions in the sub-questions > the sub-questions are all empirical or analytical steps in your research; definitions are not one of them. (This is a theoretical exercise, and it goes without saying that you will cover this in Chapter 2 of your thesis.)
– Insert additional terms, concepts or foci into the sub-questions compared to your main question ; sub-questions are parts of your main question.
– Ambiguity in your unit of analysis, or mixing , for example, manager and company (this is not impossible but requires complex methods).
– Too much information in the main question; In any case, NEVER include a company name in your question.
– Relevance and intended contribution of the thesis (academic and practical)
There is often some repetition in this compared to the previous sections. Nevertheless, this is a very important exercise to ensure that you have a good balance between the theoretical and practical angle. Start with the academic relevance and make the intended contribution specific. Name the topic, indicate with some key references which conversation in the literature you join,
6
indicate globally what we do know, to make the bridge to what we do not knowing (the ‘gap’). Make specific which knowledge you want to add and – from the problematization you have shared for your research question – you then argue why developing that knowledge is important. Then proceed to the
Practical relevance: which parties can benefit from your insights? Again , be as specific as possible. Why could that knowledge be relevant to them?
– Reading guide, possibly a preview of the research approach
2. Theoretical framework
– Introductory paragraph
Indicate how the chapter is structured and what the logical line is that you explain. The purpose of this chapter is to start your conceptualization (i.e. giving meaning to the concepts you use and discussing different dimensions, aspects, etc.). Unlike deductive research, you will arrive at less conclusive definitions, let alone hypotheses. In other words, in qualitative inductive research you start with your conceptualization, but you cannot complete this prior to your empirical research (otherwise you would not do inductive research). However, you show what is already known in the relevant research areas and where you find the starting points for your own research. It is explicitly the intention of an academic thesis to connect with existing literature/ongoing discussions. This is the chapter in which you consciously and concretely prepare that connection (and which you continue with in your discussion). Make sure that you make the introduction content-driven – it must provide a coat rack to be able to place the more specific information and your common thread to be able to follow. Naming your paragraphs in itself is much less informative and a waste of space/word count!
Common mistakes
– Staying too general > Make Concrete what and How you intend to Contribute with your research to which literature > for this you need references
– The fact that something has not been investigated before does not Make it relevant > so apart from demonstrating that something has not been done, you need arguments about the academic added value or your research (so don’t Come here with practical arguments ash ‘and my company is in the sector where it has never leg investigated’!!!)
7
– Where necessary, more background on the sector/empirical phenomenon you are researching
In some cases, the research question focuses on a specific sector, and this is also included in the main question. Then it is good to discuss in a paragraph the characteristics of the sector or target group, which are relevant to the question. After all, there is a good substantive reason to choose this focus . (Note – it’s specifically about a substantive focus. You do not discuss the case studies or demarcation needed to carry out your research here. That’s in Chapter 3.) You may also need to use non-academic sources here, but do so as little as possible. And continuously make the connection with your main question; Limit your discussion to what is necessary to follow your line of research.
– One paragraph per theoretical flow/concept
Although hard guidelines are difficult to give in inductive research , there are usually at least two clear concepts to be found in a research question. These concepts entail their own literature conversation . Discuss each academic conversation in a separate paragraph. Give a brief overview of the ‘state of the art’ and outline the main and relevant sidelines of ‘the conversation’ (here is often partial overlap with the introduction, already you really go into depth here).
Reflect how the concept is defined by others and describe it critically. In inductive research , it is not always possible to make a choice in advance for a specific definition. This is not a bad
Common mistakes:
– Indicate that the goal is to Explain to the Reader How something Works. > You are sharing your line of argument with the reader; not writing a substantive textbook
– Making the theory chapter an end in itself by taking all kinds of side paths. > Your research revolves around your main question. The Concepts in it Require Discussion or the relevant literature that you are affiliated with. The goal is to Make a Good Connection between the existing literature and your empirical research. Do no more, nor less than that, or – always keep the common thread in Mind!
– Writing an opinion piece or explaining How something ‘should Be done’. > You give a (critical) representation or the existing, relevant literature. You don’t write an advisory report or essay.
8
thing, but mention this and indicate how this relates to your research.
Then look for the relevant starting points in the literature that could play a role in the answer to your research question. (These are your sensitizing concepts that guide your empirical research > see last paragraph in this chapter.)
Common mistakesCommon mistakesCommon mistakesCommon mistakesCommon mistakesCommon mistakes Common mistakesCommon mistakesCommon mistakesCommon mistakesCommon mistakesCommon mistakes Common mistakes Using too many Using too manyUsing too manyUsing too many Using too manyUsing too many Using too manyUsing too manyUsing too many ‘quantitative’ ‘quantitative’ ‘quantitative’ ‘quantitative’ ‘quantitative’ ‘quantitative’ ‘quantitative’ ‘quantitative’ ‘quantitative’ ‘quantitative’ ‘quantitative’ ‘quantitative’ terms thatterms thatterms thatterms thatterms that terms thatterms thatterms thatterms that do not fit the qualitativenot fit the qualitativenot fit the qualitative not fit the qualitativenot fit the qualitativenot fit the qualitative not fit the qualitativenot fit the qualitativenot fit the qualitative not fit the qualitative not fit the qualitativenot fit the qualitativenot fit the qualitativenot fit the qualitativenot fit the qualitativenot fit the qualitativenot fit the qualitativenot fit the qualitative, inductive inductive inductive inductive inductive inductive inductive researchresearchresearchresearchresearchresearchresearchresearch > thinkthink thinkthink of hypotheses, of hypotheses, of hypotheses, of hypotheses, of hypotheses, of hypotheses, of hypotheses, of hypotheses, of hypotheses, of hypotheses, of hypotheses, dependent and independent variables dependent and independent variablesdependent and independent variables dependent and independent variablesdependent and independent variables dependent and independent variablesdependent and independent variablesdependent and independent variables dependent and independent variablesdependent and independent variablesdependent and independent variables dependent and independent variables dependent and independent variables dependent and independent variablesdependent and independent variables dependent and independent variablesdependent and independent variablesdependent and independent variablesdependent and independent variablesdependent and independent variablesdependent and independent variables dependent and independent variablesdependent and independent variables, proofs proofs proofsproofs, effect, etceteraeffect, etceteraeffect, etceteraeffect, etceteraeffect, etceteraeffect, etceteraeffect, etcetera effect, etceteraeffect, etceteraeffect, etceteraeffect, etceteraeffect, etceteraeffect, etceteraeffect, etceteraeffect, etcetera. > You can You can You can You can You can You can of course use both course use both course use both course use both course use both course use both course use both course use both course use both course use both quantitative quantitativequantitativequantitativequantitativequantitativequantitativequantitativequantitativequantitative and qualitative sources in and qualitative sources in and qualitative sources in and qualitative sources in and qualitative sources in and qualitative sources in and qualitative sources in and qualitative sources in and qualitative sources in and qualitative sources in and qualitative sources in and qualitative sources in and qualitative sources in and qualitative sources in and qualitative sources in and qualitative sources in and qualitative sources in and qualitative sources in and qualitative sources in and qualitative sources in your theory discussion.your theory discussion.your theory discussion. your theory discussion.your theory discussion.your theory discussion.your theory discussion.your theory discussion.your theory discussion. your theory discussion.your theory discussion.your theory discussion.your theory discussion.your theory discussion. your theory discussion.your theory discussion.your theory discussion.your theory discussion.your theory discussion. Sometimes it is useful to even use quantitative scales as Sometimes it is useful to even use quantitative scales as Sometimes it is useful to even use quantitative scales as Sometimes it is useful to even use quantitative scales as Sometimes it is useful to even use quantitative scales as Sometimes it is useful to even use quantitative scales as Sometimes it is useful to even use quantitative scales as Sometimes it is useful to even use quantitative scales as Sometimes it is useful to even use quantitative scales as Sometimes it is useful to even use quantitative scales as Sometimes it is useful to even use quantitative scales as Sometimes it is useful to even use quantitative scales as Sometimes it is useful to even use quantitative scales as Sometimes it is useful to even use quantitative scales as Sometimes it is useful to even use quantitative scales as Sometimes it is useful to even use quantitative scales as Sometimes it is useful to even use quantitative scales as Sometimes it is useful to even use quantitative scales as Sometimes it is useful to even use quantitative scales as Sometimes it is useful to even use quantitative scales as Sometimes it is useful to even use quantitative scales as Sometimes it is useful to even use quantitative scales as Sometimes it is useful to even use quantitative scales as Sometimes it is useful to even use quantitative scales as Sometimes it is useful to even use quantitative scales as Sometimes it is useful to even use quantitative scales as Sometimes it is useful to even use quantitative scales as Sometimes it is useful to even use quantitative scales as Sometimes it is useful to even use quantitative scales as Sometimes it is useful to even use quantitative scales as Sometimes it is useful to even use quantitative scales as Sometimes it is useful to even use quantitative scales as Sometimes it is useful to even use quantitative scales as Sometimes it is useful to even use quantitative scales as Sometimes it is useful to even use quantitative scales as Sometimes it is useful to even use quantitative scales as Sometimes it is useful to even use quantitative scales as Sometimes it is useful to even use quantitative scales as Sometimes it is useful to even use quantitative scales as Sometimes it is useful to even use quantitative scales as Sometimes it is useful to even use quantitative scales as Sometimes it is useful to even use quantitative scales as Sometimes it is useful to even use quantitative scales as input for one of the conceptsinput for one of the concepts input for one of the conceptsinput for one of the conceptsinput for one of the concepts input for one of the conceptsinput for one of the conceptsinput for one of the concepts input for one of the conceptsinput for one of the concepts input for one of the conceptsinput for one of the conceptsinput for one of the concepts input for one of the conceptsinput for one of the conceptsinput for one of the conceptsinput for one of the conceptsinput for one of the conceptsinput for one of the concepts input for one of the concepts. But always keepBut always keepBut always keep But always keepBut always keepBut always keep But always keepBut always keep But always keep But always keepBut always keep in in mind that mind that mind thatmind thatmind thatmind that your your your researchresearchresearchresearchresearchresearchresearchresearch is is inductive in nature, and do justice to that your choice of words.inductive in nature, and do justice to that your choice of words. inductive in nature, and do justice to that your choice of words.inductive in nature, and do justice to that your choice of words.inductive in nature, and do justice to that your choice of words.inductive in nature, and do justice to that your choice of words. inductive in nature, and do justice to that your choice of words.inductive in nature, and do justice to that your choice of words. inductive in nature, and do justice to that your choice of words.inductive in nature, and do justice to that your choice of words.inductive in nature, and do justice to that your choice of words.inductive in nature, and do justice to that your choice of words. inductive in nature, and do justice to that your choice of words.inductive in nature, and do justice to that your choice of words. inductive in nature, and do justice to that your choice of words.inductive in nature, and do justice to that your choice of words.inductive in nature, and do justice to that your choice of words. inductive in nature, and do justice to that your choice of words.inductive in nature, and do justice to that your choice of words. inductive in nature, and do justice to that your choice of words.inductive in nature, and do justice to that your choice of words. inductive in nature, and do justice to that your choice of words.inductive in nature, and do justice to that your choice of words.inductive in nature, and do justice to that your choice of words.inductive in nature, and do justice to that your choice of words. inductive in nature, and do justice to that your choice of words. inductive in nature, and do justice to that your choice of words.inductive in nature, and do justice to that your choice of words.inductive in nature, and do justice to that your choice of words.inductive in nature, and do justice to that your choice of words. inductive in nature, and do justice to that your choice of words.inductive in nature, and do justice to that your choice of words. inductive in nature, and do justice to that your choice of words.inductive in nature, and do justice to that your choice of words.inductive in nature, and do justice to that your choice of words. inductive in nature, and do justice to that your choice of words.inductive in nature, and do justice to that your choice of words.inductive in nature, and do justice to that your choice of words.inductive in nature, and do justice to that your choice of words.inductive in nature, and do justice to that your choice of words.inductive in nature, and do justice to that your choice of words. inductive in nature, and do justice to that your choice of words.inductive in nature, and do justice to that your choice of words. inductive in nature, and do justice to that your choice of words. inductive in nature, and do justice to that your choice of words.inductive in nature, and do justice to that your choice of words. inductive in nature, and do justice to that your choice of words. Strike too many needless side paths andStrike too many needless side paths andStrike too many needless side paths andStrike too many needless side paths andStrike too many needless side paths and Strike too many needless side paths and Strike too many needless side paths andStrike too many needless side paths andStrike too many needless side paths and Strike too many needless side paths and Strike too many needless side paths andStrike too many needless side paths andStrike too many needless side paths andStrike too many needless side paths andStrike too many needless side paths andStrike too many needless side paths and Strike too many needless side paths andStrike too many needless side paths andStrike too many needless side paths and Strike too many needless side paths and Strike too many needless side paths andStrike too many needless side paths andStrike too many needless side paths and Strike too many needless side paths andStrike too many needless side paths andStrike too many needless side paths and Losing Losing Losing Losing the essence/common thread.the essence/common thread.the essence/common thread. the essence/common thread.the essence/common thread.the essence/common thread.the essence/common thread.the essence/common thread.the essence/common thread.the essence/common thread.the essence/common thread. the essence/common thread.the essence/common thread.the essence/common thread.the essence/common thread. the essence/common thread.the essence/common thread.the essence/common thread.the essence/common thread.the essence/common thread.the essence/common thread. No Critical Reading or the literature by insufficiently ‘diving into No Critical Reading or the literature by insufficiently ‘diving intoNo Critical Reading or the literature by insufficiently ‘diving intoNo Critical Reading or the literature by insufficiently ‘diving intoNo Critical Reading or the literature by insufficiently ‘diving intoNo Critical Reading or the literature by insufficiently ‘diving intoNo Critical Reading or the literature by insufficiently ‘diving intoNo Critical Reading or the literature by insufficiently ‘diving intoNo Critical Reading or the literature by insufficiently ‘diving into No Critical Reading or the literature by insufficiently ‘diving intoNo Critical Reading or the literature by insufficiently ‘diving intoNo Critical Reading or the literature by insufficiently ‘diving intoNo Critical Reading or the literature by insufficiently ‘diving intoNo Critical Reading or the literature by insufficiently ‘diving intoNo Critical Reading or the literature by insufficiently ‘diving into No Critical Reading or the literature by insufficiently ‘diving intoNo Critical Reading or the literature by insufficiently ‘diving into No Critical Reading or the literature by insufficiently ‘diving intoNo Critical Reading or the literature by insufficiently ‘diving intoNo Critical Reading or the literature by insufficiently ‘diving into No Critical Reading or the literature by insufficiently ‘diving intoNo Critical Reading or the literature by insufficiently ‘diving intoNo Critical Reading or the literature by insufficiently ‘diving intoNo Critical Reading or the literature by insufficiently ‘diving intoNo Critical Reading or the literature by insufficiently ‘diving intoNo Critical Reading or the literature by insufficiently ‘diving intoNo Critical Reading or the literature by insufficiently ‘diving intoNo Critical Reading or the literature by insufficiently ‘diving into No Critical Reading or the literature by insufficiently ‘diving into No Critical Reading or the literature by insufficiently ‘diving into No Critical Reading or the literature by insufficiently ‘diving intoNo Critical Reading or the literature by insufficiently ‘diving into No Critical Reading or the literature by insufficiently ‘diving intoNo Critical Reading or the literature by insufficiently ‘diving intoNo Critical Reading or the literature by insufficiently ‘diving intoNo Critical Reading or the literature by insufficiently ‘diving intoNo Critical Reading or the literature by insufficiently ‘diving intoNo Critical Reading or the literature by insufficiently ‘diving intoNo Critical Reading or the literature by insufficiently ‘diving intoNo Critical Reading or the literature by insufficiently ‘diving into No Critical Reading or the literature by insufficiently ‘diving intoNo Critical Reading or the literature by insufficiently ‘diving into No Critical Reading or the literature by insufficiently ‘diving intoNo Critical Reading or the literature by insufficiently ‘diving intoNo Critical Reading or the literature by insufficiently ‘diving intoNo Critical Reading or the literature by insufficiently ‘diving intoNo Critical Reading or the literature by insufficiently ‘diving intoNo Critical Reading or the literature by insufficiently ‘diving into No Critical Reading or the literature by insufficiently ‘diving intoNo Critical Reading or the literature by insufficiently ‘diving intoNo Critical Reading or the literature by insufficiently ‘diving intoNo Critical Reading or the literature by insufficiently ‘diving into a ConversationConversationConversationConversationConversation ConversationConversation ConversationConversationConversation’ and randomly selecting aand randomly selecting aand randomly selecting a and randomly selecting aand randomly selecting aand randomly selecting aand randomly selecting a and randomly selecting aand randomly selecting a and randomly selecting aand randomly selecting aand randomly selecting aand randomly selecting aand randomly selecting aand randomly selecting aand randomly selecting aand randomly selecting aand randomly selecting a and randomly selecting a – seemingly seemingly seemingly seemingly seemingly seemingly seemingly – useful framework useful frameworkuseful frameworkuseful frameworkuseful framework useful frameworkuseful frameworkuseful frameworkuseful frameworkuseful frameworkuseful framework useful frameworkuseful framework. Always discuss Always discuss Always discuss Always discuss Always discuss Always discuss Always discuss Always discuss Always discuss Always discuss Always discuss
9
multiple sources and see how they fit together or not, and make sure you are up-to-date in terms of literature.
– Relying too much on books/textbooks > current conversations are largely conducted through magazines. (Academic) Books are certainly not prohibited, but for a critical review you cannot avoid the use of articles.
– Using dated sources, without giving a good reason . Sometimes it is relevant to indicate a starting point, it is still seen as relevant, or it contains an important element that you definitely want to take into account. But always show awareness of the publication date.
– Quoting too much indirectly, using the following construction: ‘as cited in…’. This is a rather unusual construction and is only used in special cases: for example, the original source is no longer accessible, written in a language that you do not master, or the very fact that the source you use this author cites is relevant. In all other cases, use the original source and include it in your reference list.
– Display figures or tables without discussing their content . > A figure or table never replaces the running text, but is only a tool for the reader.
– Not including page numbers with quotes or copying figures.
– A paragraph in which you bring the different elements together and build a bridge to your empirical research (for example by indicating the a priori codes that you take with you)
In the final paragraph, you bring together all the separately discussed elements. Where are the starting points? What are important aspects that already form a direction in answering your main question? (Relate always active on that!) You can also formulate questions that you hope to ( partly) answer with your empirical research. It helps to summarize the common thread here, by placing what is discussed in the context of your research question and phenomenon .
You list all the important starting points that you take from the literature review. In many cases, this will be an overview of sensitizing concepts that, for example, form input for your interview protocol. Given the huge variety in inductive approaches, other forms are possible.
10
Common mistakes
– Presenting a table without the explanation around it .
– Not relating the leads to your main question. > Check carefully for yourself, are these puzzle pieces that may be part of the answer to my question? CHeck the type or info (behavior, opinion, facts, emotions), the unit or analysis (company, person, sector) et Cetera.
– Making an incorrect connection with your empirical research. > This is done, for example, by indicating that you are now going to test whether this is correct, or by asking respondents to further describe the a Priori Codes. The named Concepts help you to focus your Gaze and help you prepare for your data collection. But it’s not more than that, and they can be set aside or changed as early as the first interview . The Aim or your research is to See How something Works in Practice but with Knowledge or the conversations you join.
11
3. Methodology
– Introduction with a brief preview of your approach (case study, interviews, discourse analysis, etc.)
An introductory paragraph on your chapter, which forms a bridge between what you have discussed before and what follows. It is often nice for the reader if you already indicate roughly what your study looks like. Name that you are doing qualitative research and why. Perhaps you already indicate whether you are doing case studies, interviews or something similar. Then indicate that the specific elements of the study follow further in this chapter. Given the standard structure of this chapter , listing the paragraphs is often not necessary.
– Basic logic behind your approach with possible insight into the process
In this section you discuss the broad lines of your approach. Discuss your strategy (do your interviews, cases, multi-method etc.). Please provide context . Indicate who or what your unit of analysis is and what you need to know about it in order to answer your research question . And indicate how you are going to obtain your data and why this is the most appropriate choice. (Please note that this is not yet about your specific method of data collection or instruments, but about the larger design choices, such as an approach. through multiple case studies, through in-depth interviews, through narrative interviews, through interviews within a specific context, or by comparing certain types of people or companies). Pay attention
Common mistakes
– Not dosing/structuring the information properly, which does not benefit transparency. In the introductory paragraph, you licorice some key terms to Prime the Reader. All Details Follow in the appropriate paragraph.
– Discussing the literature review associated with the research. This is not part of this chapter, which deals exclusively with empirical research. After all, the main function of this chapter is to create transparency about what you are going to say about the practice in the following chapters. (The transparency of your literature exploration lies in the consistent and precise use of references and a careful presentation of the content.)
– Discuss all the options you don’t choose (and why). Keep the emphasis on what you do do, and give argumgrafts for that.
12
that you substantiate all choices! In qualitative research, you often adjust your question during the ride or come to tightening up. Sometimes you also choose to collect your data in advance in phases in order to be able to make interim tightenings. You should provide insight into these types of process steps in this chapter. Sometimes you can put specific information in other paragraphs and just outline the broad lines in advance.
– Selectprocedure of cases, respondents, informants
Go through the selection steps for your final sample systematically here. Start generally, by reasoning from your unit of analysis (which is evident from your research question). Then you go through the steps: perhaps a specific company, a department, and ultimately specific respondents. The logic of the selection varies per approach.
In case of case study:
o indicate how many cases you include, what the selection criteria were for suitable cases, and how do the different cases relate to each other (opposites, similar, etc.);
o Within the cases, indicate which secondary sources you have used, how you have gained access to them and what information they should provide;
o Indicate how many people you interviewed per case and how you selected them.
In case of in-depth interviews
o indicate what the selection criteria were for your interviewees (> this may include additional criteria to arrive at a more homogeneous sample, or for example to be able to make a comparison between two groups);
o indicate how you selected the respondents (selection criteria);
o indicate how many people you interviewed and why;
– Method of data collection
Common mistakes:
– Determining your sample size based on theoretical saturation. This is a nice principle, but at the same time you can never name that number in advance. In your thesis this is necessary (for the sake of pragmatics and assessment criteria).
13
Indicate how you have collected your data in concrete terms. In many cases, it will be interviews. The specific interview protocol is included in the annex and is not part of the main text. However, make a link with the sensitizing concepts or theoretical discussions that you have previously shared. How does this come back in the interviews?
Indicate a number of other choices regarding the approach: which line did you choose in the interviews? How compelling was your interview protocol? How guiding did you want to be or not during the conversation? How important was it to get ‘top of mind’ answers versus careful considerations based on your input? How did you translate complex theoretical concepts into language relevant to the respondent (in parallel with operationalization in quantitative research)?
Indicate how long the interviews lasted, how you reported on the interviews and also where they were conducted. Include an overview in a table.
The purpose of this section is to provide insight into what your dataset consists of. If necessary, you can also discuss the phasing in the data collection here.
– Method of data analysis
Indicate how you have analyzed your data. It is very important to really provide insight into how you came to your codes or other insights from your raw data. This paragraph should therefore contain many examples. The goal is to show what your process has looked like. For that reason, this paragraph is often longer than the others. You can also discuss any dilemmas and how you have dealt with them.
– Criteria of good research
You will discuss some important quality criteria that you have taken into account in your studies. In some cases, this has affected your design (for example, in how you approached your analysis, or by sending results back to your respondents for a ‘member check’).
In other cases, it is more about your attitude and it mainly requires reflection on how that turned out. You can choose to include a reflection on this in this chapter, but you can also do this in chapter 6 if you discuss the ‘limitations of your study’.
Common mistakes:
– Presenting a ‘black box’ that prevents the reader from following how you conducted your analysis. You make a critical reading of your work impossible.
– Naming how it should be done, rather than how you did it.
14
The emphasis here is on discussing concrete interventions that you have made, so always finish that translation!
Common mistakes:
– Getting back into the company/Manager Role, if you collect your data in your own work environment. > Make sure you remain aware of what a case has to offer to your research. The fact that your company has a question, or that you work there, is never sufficient argumentation. First check what the criteria are that a Case must meet in order to Be relevant to your research. If your organization complies with this, you Can then choose your organization ‘for Pragmatic Reasons’ or ‘Open access’.
– In general in this chapter: too much emphasis on explaining how something should be done (methodological rules or theoristic discussions), instead of creating transparency About How the research wax carried out > the Latter is the Main goal
– Discuss theory again. You may refer to theory where relevant to your methodological choices, but you do not introduce New theoretical literature.
– Writing in the Future or present Tense. In this chapter you report on how you carried out research (i.e. looking back, so Fits tense).
15
4. Results
In this chapter you present your data, making a meaningful order for the reader. So it’s a record of your analysis of raw material. This has two global goals. First, you need to give the reader insight into the patterns you’ve found in the data. Secondly, you provide insight into how these insights are based on the data analysis, and thus you create transparency. You are looking for a balance between ‘show and tell’.
What this chapter looks like is actually different for every thesis. It’s about telling a followable story. For example, in case studies you can first give a short description of each case, then switch to certain relationships and patterns that you have within the cases. , and then move on to a comparison between the cases. For example, if you have a set-up where you first did one-on-one interviews that you then enrich with a focus group to arrive at deeper interpretation, That structure also makes sense to maintain in this chapter.
Often your research question and your methodology already provide direction for an order that is appropriate for you. Always indicate in an introductory paragraph which logic follows your structure. It often helps to present a global framework that has arisen from your data analysis at the start. You then color in the specific elements.
The following aspects are important for all theses:
 Make sure that your final results/found patterns are leading in the structure. That is the common thread; after all, that’s what you base your discussion on later.
 It is important that you support your claims well with pieces of data. This can be done, for example, by using quotes or naming typical examples.
 You have to help the reader in this chapter by inserting tables and figures. Often you have to deal with a large piece of text and the reader must be able to browse back to certain core insights. A highly visible structure is extremely important in this chapter. Please note that youalways indicate what the reader should get out of those tables/figures.
 Especially in this chapter, the visibility of the researcher is very important. Be aware that you are taking the reader through your findings.
Always end with a final paragraph in which you build a bridge to your next chapter that concerns the interpretation. If you include some key insights in the final paragraph, you have a good starting point for your discussion.
16
Common mistakesCommon mistakesCommon mistakesCommon mistakesCommon mistakesCommon mistakes Common mistakesCommon mistakesCommon mistakesCommon mistakesCommon mistakesCommon mistakes Common mistakes
– Not fiNot fi Not fiNot finding the right balance between “show and Tell”. At one extreme, reader only gets nding the right balance between “show and Tell”. At one extreme, reader only gets nding the right balance between “show and Tell”. At one extreme, reader only gets nding the right balance between “show and Tell”. At one extreme, reader only gets nding the right balance between “show and Tell”. At one extreme, reader only gets nding the right balance between “show and Tell”. At one extreme, reader only gets nding the right balance between “show and Tell”. At one extreme, reader only gets nding the right balance between “show and Tell”. At one extreme, reader only gets nding the right balance between “show and Tell”. At one extreme, reader only gets nding the right balance between “show and Tell”. At one extreme, reader only gets nding the right balance between “show and Tell”. At one extreme, reader only gets nding the right balance between “show and Tell”. At one extreme, reader only gets nding the right balance between “show and Tell”. At one extreme, reader only gets nding the right balance between “show and Tell”. At one extreme, reader only gets nding the right balance between “show and Tell”. At one extreme, reader only gets nding the right balance between “show and Tell”. At one extreme, reader only gets nding the right balance between “show and Tell”. At one extreme, reader only gets nding the right balance between “show and Tell”. At one extreme, reader only gets nding the right balance between “show and Tell”. At one extreme, reader only gets nding the right balance between “show and Tell”. At one extreme, reader only gets nding the right balance between “show and Tell”. At one extreme, reader only gets nding the right balance between “show and Tell”. At one extreme, reader only gets nding the right balance between “show and Tell”. At one extreme, reader only gets nding the right balance between “show and Tell”. At one extreme, reader only gets nding the right balance between “show and Tell”. At one extreme, reader only gets nding the right balance between “show and Tell”. At one extreme, reader only gets nding the right balance between “show and Tell”. At one extreme, reader only gets nding the right balance between “show and Tell”. At one extreme, reader only gets nding the right balance between “show and Tell”. At one extreme, reader only gets nding the right balance between “show and Tell”. At one extreme, reader only gets nding the right balance between “show and Tell”. At one extreme, reader only gets nding the right balance between “show and Tell”. At one extreme, reader only gets nding the right balance between “show and Tell”. At one extreme, reader only gets nding the right balance between “show and Tell”. At one extreme, reader only gets nding the right balance between “show and Tell”. At one extreme, reader only gets nding the right balance between “show and Tell”. At one extreme, reader only gets nding the right balance between “show and Tell”. At one extreme, reader only gets nding the right balance between “show and Tell”. At one extreme, reader only gets nding the right balance between “show and Tell”. At one extreme, reader only gets nding the right balance between “show and Tell”. At one extreme, reader only gets nding the right balance between “show and Tell”. At one extreme, reader only gets nding the right balance between “show and Tell”. At one extreme, reader only gets nding the right balance between “show and Tell”. At one extreme, reader only gets nding the right balance between “show and Tell”. At one extreme, reader only gets nding the right balance between “show and Tell”. At one extreme, reader only gets nding the right balance between “show and Tell”. At one extreme, reader only gets nding the right balance between “show and Tell”. At one extreme, reader only gets nding the right balance between “show and Tell”. At one extreme, reader only gets nding the right balance between “show and Tell”. At one extreme, reader only gets nding the right balance between “show and Tell”. At one extreme, reader only gets nding the right balance between “show and Tell”. At one extreme, reader only gets nding the right balance between “show and Tell”. At one extreme, reader only gets nding the right balance between “show and Tell”. At one extreme, reader only gets nding the right balance between “show and Tell”. At one extreme, reader only gets nding the right balance between “show and Tell”. At one extreme, reader only gets nding the right balance between “show and Tell”. At one extreme, reader only gets nding the right balance between “show and Tell”. At one extreme, reader only gets nding the right balance between “show and Tell”. At one extreme, reader only gets nding the right balance between “show and Tell”. At one extreme, reader only gets nding the right balance between “show and Tell”. At one extreme, reader only gets nding the right balance between “show and Tell”. At one extreme, reader only gets nding the right balance between “show and Tell”. At one extreme, reader only gets nding the right balance between “show and Tell”. At one extreme, reader only gets nding the right balance between “show and Tell”. At one extreme, reader only gets nding the right balance between “show and Tell”. At one extreme, reader only gets nding the right balance between “show and Tell”. At one extreme, reader only gets nding the right balance between “show and Tell”. At one extreme, reader only gets to See Quotes without Interpretations. to See Quotes without Interpretations.to See Quotes without Interpretations.to See Quotes without Interpretations. to See Quotes without Interpretations. to See Quotes without Interpretations. to See Quotes without Interpretations.to See Quotes without Interpretations. to See Quotes without Interpretations. to See Quotes without Interpretations.to See Quotes without Interpretations.to See Quotes without Interpretations.to See Quotes without Interpretations. to See Quotes without Interpretations.to See Quotes without Interpretations.to See Quotes without Interpretations.to See Quotes without Interpretations.to See Quotes without Interpretations.to See Quotes without Interpretations.to See Quotes without Interpretations.to See Quotes without Interpretations.to See Quotes without Interpretations.to See Quotes without Interpretations.to See Quotes without Interpretations.to See Quotes without Interpretations.to See Quotes without Interpretations.to See Quotes without Interpretations.to See Quotes without Interpretations.to See Quotes without Interpretations. Quotes really serve ash an example to your Lectures Quotes really serve ash an example to your Lectures Quotes really serve ash an example to your Lectures Quotes really serve ash an example to your Lectures Quotes really serve ash an example to your Lectures Quotes really serve ash an example to your Lectures Quotes really serve ash an example to your Lectures Quotes really serve ash an example to your Lectures Quotes really serve ash an example to your Lectures Quotes really serve ash an example to your Lectures Quotes really serve ash an example to your Lectures Quotes really serve ash an example to your Lectures Quotes really serve ash an example to your Lectures Quotes really serve ash an example to your Lectures Quotes really serve ash an example to your Lectures Quotes really serve ash an example to your Lectures Quotes really serve ash an example to your Lectures Quotes really serve ash an example to your Lectures Quotes really serve ash an example to your Lectures Quotes really serve ash an example to your Lectures Quotes really serve ash an example to your Lectures Quotes really serve ash an example to your Lectures Quotes really serve ash an example to your Lectures Quotes really serve ash an example to your Lectures Quotes really serve ash an example to your Lectures Quotes really serve ash an example to your Lectures Quotes really serve ash an example to your Lectures Quotes really serve ash an example to your Lectures Quotes really serve ash an example to your Lectures Quotes really serve ash an example to your Lectures Quotes really serve ash an example to your Lectures Quotes really serve ash an example to your Lectures Quotes really serve ash an example to your Lectures Quotes really serve ash an example to your Lectures Quotes really serve ash an example to your Lectures Quotes really serve ash an example to your Lectures Quotes really serve ash an example to your Lectures in
17
substantiate the data. They don’t replace you. At the other extreme, the reader sees nothing of the raw data, which makes it impossible to verify your interpretations .
– Don’t do any analysis at all . You do not collect your data to describe previously found sensitizing concepts or to provide examples of them. A descriptive thesis is not sufficient to be allowed to defend. Your analysis of connections and patterns is paramount.
– Not providing enough structure to the reader. In your analysis, you have given meaning to the knit of data. In this chapter you will show the reader step by step what that meaning is and how you ‘found’ it. Precisely because there is no standard structure for this chapter, extra attention is necessary to interpreting your intention and the line in your story.
– You also have to make it easy for the reader to find certain information quickly. So be strategic with tables and figures.
– You already discuss your findings in relation to the literature. In this chapter,the structure in your data is paramount. Sometimes it will be necessary to refer to literature, for example when it comes to your sensitizing concepts. However, the critical reflection on the literature (what do I add) belongs in the discussion.
– Talking about frequencies and percentages to explain your patterns. Of course it is interesting to mention that an answer is given by everyone, or just by someone. But qualitative data are by definition not suitable for making numerical statements about sizes of effects.
18
5. Discussion and conclusion
In your discussion, you bring together all the elements you discussed earlier. You will interpret the patterns you have found in your data and mirror them to the literature. Why did you find these patterns? And what does that mean? This is an important, but also difficult chapter. An important tip is that you follow your own findings – the goal is not to compulsively discuss all previous works, but to make the links where your data to request.
If all goes well, clear insights will already emerge from your discussion of the results. You can pick it up here. What also helps is to repeat your research question again at the start of this chapter, so that you have direction in writing.
It is important that on the one hand you look at things that correspond to the literature. But on the other hand, you also want to interpret new insights or surprising insights. You think about possible explanations, in dialogue with the literature. It may well be that you have to use new literature for this (compared to the literature discussed in chapter 2).
In terms of structure, there are few fixed guidelines to give. It is advisable to take a good look at your results and your question, to choose a number of topics from there that you want to discuss. To do this, think about important outcomes/insights that arise from your study. Structure always helps for the overview and persuasiveness of your piece. In general, you go from the most important insights to the ‘ by-catches’. Conclude the sections by specifying the contribution your study makes to the existing literature. These can, for example, take the form of ‘propositions’ about how connections work. Sometimes you can create a figure that makes connectionsbetween important aspects. And in other cases, a conceptual model is a godsend.
Common mistakes:
– Linger in what you Found instead or discussing why you Found it and what that says.
– Re-discussing concrete quotes or findings.
– Too little recourse to literature. Ultimately, in this chapter you want to come to contributions to the literature. This is only possible if you actively involve that literature.
– Discussing the patronen you’ve found without abstracting it to more general meanings. Ultimately, the goal is not to understand your dataset , but to gain insight into a phenomenon. You can’t prove anything (so you have to use appropriate language), but you want to come up with insights that can help the theory.
– Losing sight of your findings and instead taking the various sources from chapter 2 as a guide.
19
– Answer to your research question and contributions
In the end, you answer the research question asked. This is also an important check on the consistency in your piece. In principle, you no longer add anything new, but formulate a concise answer to your question. Then you briefly but powerfully specify the new insights that your study provides – these are your contributions to the theory. You link this to the structure with your discussion paper. Do not repeat too much, but make explicit what your study has yielded.
– Appreciation of your studies
Here you weigh the value of your findings. For example, the limitations of your study are discussed and you indicate the scope of your study. Here you can, for example, explain the consequences of certain (pragmatic) choices. Furthermore, you also give a reflection on your own role. This reflection comes from monitoring your own role in your research. Your participation in the study can have both positive and negative consequences on the outcomes . This information is important to the reader.
– Recommendations
There are two parts to this section.
You always start with the recommendations for follow-up research. Which insights from your research require follow-up research? What can someone else pick up as the next step? Substantiate it well.
And then you make recommendations for practice. Which insights can you translate to managers, governments or other target groups?
References Attachments
– Your interview protocol
– Your transcripts, or directions where to find them
– Other material that the reader should be able to check
Common mistakes:
– Don’t link your recommendations to your own results. The challenge is to translate your findings into (next) actions.
– In generalities, the recommendations for follow-up research stick. Think of: ‘this should now be tested quantitatively’. Always give a good reasoning about why that is a good step forward.
20
Common mistakes:
– Recording additional pieces of text that are not relevant to your thesis. You also don’t add new theory discussions. You include all your own written text that is relevant in your study in your main text.
– It does not refer to attachments in the body text. All attachments must already be mentioned in your text. Otherwise, the reader cannot interpret ze.