The International Congress of Qualitative Inquiry, 2017

This past weekend I attended the 13th meeting of the International Congress of Qualitative Inquiry at the University of Illinois, Urbana-Champaign. This conference is attended by scholars from all over the world and offers  a feast of different approaches to qualitative researchers. Over 1500 delegates from more than 75 nations registered for the conference.

This year, Special Interest Groups organized meetings for conference-goers interested in Autoethnography, Arts-Based Research, Critical Poststructural Psychology, Critical Qualitative Research, Digital Tools in Qualitative Research, Social Work and Global Qualitative Health Research. There were also meetings arranged for researchers involved in the Indigenous Inquiries Circle and Forum of Critical Chinese Qualitative Research, as well as days in Spanish and Portuguese. An Initiative for the Cooperation across the Social Sciences and the Humanities facilitated dialogue among different groups.

The keynote addresses were delivered on Thursday evening, 18 May 2017 by Susan Finley (Washington State University, US) on The Future of Critical Arts-Based Research and Graham Hingangaroa Smith  (University of Waikato, New Zealand) on ‘Transforming research’ as an issue of social justice and human rights for Indigenous Peoples. Both presentations received rousing receptions from a packed meeting room.

One of challenges that I always have when attending this conference is deciding what to go to, since any given time slot provides numerous sessions to attend; and of course, it is always fun to catch up with old friends and make new ones. What I love about attending ICQI is meeting colleagues from other institutions, learning about new work going on, and meeting up with former and current students.

Since I teach qualitative research methods I attended sessions on that topic, and learned about others’ creative and innovative approaches to pedagogy as well as how others incorporate arts-based methods into their teaching. I enjoyed attending a plenary presenting for the Coalition for Critical Qualitative Inquiry that included presentations by Yvonna Lincoln, Patti Lather, M. Francyne Huckaby, Janet Miller and Gaile Cannella.  I learned about Sarah Tracy’s YouTube Channel, Get Your Qual On ; Sally Campbell Galman’s work using visual methods; and Kakali Bhattacharya’s current work in developing the idea of super-heroes’ skills in teaching qualitative inquiry. And of course, this is just a minute fraction from a much larger conference of over 1600 presentations! Let others know what you attended in the comments box below. What did you attend?

On behalf of the book award committee, I had the great honor of presenting the Outstanding Qualitative Book award to the following books:

The 2017 Outstanding Book Award was presented to:

Bhattacharya, K., & Gillen, N. K. (2016). Power, race, and higher education: A cross-cultural parallel narrative. Rotterdam: Sense Publishers.

Kakali Bhattarcharya is pictured with me on the right below (unfortunately I missed getting a photo with her co-author Kent Gillen, who was also there to receive the award).


Honorable mention was awarded to:

Spry, T. (2016). Autoethnography and the other: Unsettling power through utopian performatives. New York and London: Routledge.

Tami Spry is pictured below.

Tami Spry

The call for nominations for next year’s book award will be issued later in the year. For more information on the awards, which include a Lifetime Achievement Award (which was this year awarded to Ronald Pelias) and Dissertation awards, see the ICQI website.

Next year’s conference theme is Qualitative Inquiry in Troubled Times, with scheduled keynote speakers including Bronwyn Davies (University of Melbourne and Western Sydney University) and Karen Staller (University of Michigan). The 14th ICQI conference is scheduled for May 16-19, 2018. Be sure to add that to your calendar!

Kathy Roulston

Tips for formulating interview questions

Asking questions of interviewees in ways that help them tell their stories is something of an art. It goes without saying that it is good practice to be well-prepared for interviews. This includes thinking about the physical setting for an interview and the technology one will need to record an interview. And there are so many choices: what will be used — a digital recorder, cell phone, tablet, pen and paper, telephone or synchronous online meeting room? If you are using a digital technology for the first time, it is always useful to test it, and check that the file form can be easily downloaded and made accessible for transcribing. This is because some digital recorders do not have a means to download files. Yet even before setting up the interview and asking the first question, one needs to have thought about the topics one wants to learn about, how these relate to the research questions posed, and the kinds of questions that might elicit information about those topics. In this blog post, I discuss tips for formulating interview guides. Continue reading “Tips for formulating interview questions”

Assessing “quality” in qualitative research

There is a very large body of literature devoted to thinking about how the “quality” of qualitative research should be assessed. From writing several decades ago in which the concepts of “validity” and “reliability” were redefined and applied to qualitative research (e.g.,  Goetz & LeCompte, 1983; LeCompte & Goetz, 1992), methodologists have argued for the rejection in qualitative inquiry (e.g., “validity”, Wolcott, 1990), re-conceptualized such terms as “validity,” (e.g., Lather, 1993; Scheurich, 2001), and proliferated new terms such as “crystallization” (Ellingson, 2009, 2011). It can be difficult for anyone new to conducting qualitative research to figure out where to begin when so much has been written. Here are a few ways to begin to think about what quality means in qualitative research. Continue reading “Assessing “quality” in qualitative research”

Memo writing as a way of being a researcher

In teaching qualitative data analysis, I’ve found that students are frequently surprised at the value of “memo writing.” This is perhaps because memo writing is frequently seen as an additional step in the process off data analysis that takes time out from the work of analyzing data. Yet, memo writing can serve an important role throughout the life of a qualitative research project – while conducting fieldwork and through data analysis. To quote Richardson and St. Pierre, “Writing is a method of inquiry” (Richardson & St. Pierre, 2005), and memo writing can play a part in that. Continue reading “Memo writing as a way of being a researcher”

Tips for observing and taking field notes in qualitative studies

Kathryn Roulston

Recently I was in a field setting observing a classroom. I thought about taking notes on my tablet or laptop, but I thought that might be distracting for those in the classroom. I went old school – I took a pad and hand wrote notes, and began by drawing an organizational map of the classroom. In the evening, I typed up the notes on my computer, and included as many details as I could recall. With permission of the administrators in the setting, I also took some photos in the classroom that provided context for my descriptions of what went on. Back in my office, I transcribed the interviews that I’d conducted within the next few days and then reviewed the transcripts slowly in order to write up a narrative about what I had learned and include relevant photos. What ended up in my field notes? Continue reading “Tips for observing and taking field notes in qualitative studies”

Managing fear and anxiety in inductive analysis of qualitative data

There comes a time when qualitative researchers must begin working with the data that they have accumulated throughout a project, make sense of it, and present findings to others. Qualitative methodologists frequently recommend that the analytic process be pursued from the very beginning of a project – and implore researchers to begin data analysis while collecting data. Yet, even when researchers do this, sometimes feelings of anxiety and fear ensue. It’s even possible to lose the initial questions as one begins to follow ideas observable in one’s data set. What are strategies to manage the fear and anxiety that sometimes surround the process of makings sense of data? Continue reading “Managing fear and anxiety in inductive analysis of qualitative data”

Using digital tools thoughtfully in qualitative research

There is no question that digital tools have revolutionized our work as researchers in numerous ways. For example, rather than writing down as much as I can recall from an interview after the event as Hortense Powdermaker (1966) describes in her tales of anthropological fieldwork completed over 50 years ago, all I need do is press “record” on my digital device to hear exactly what was said after the event. I don’t even have to connect my recording device to my computer to download the file – I can simply press a link in the recording app I use to upload the audio file to a cloud storage service. Yet, with all that digital devices add to my work, I still find it useful to consider some of the ways in which I need to be thoughtful in how I incorporate these in our research. Continue reading “Using digital tools thoughtfully in qualitative research”

11 thinking “tricks” when analyzing data

Kathryn Roulston

A number of authors who write about qualitative research have talked about “thinking” as it relates to doing qualitative research (Freeman, 2017; Jackson & Mazzei, 2012; Saldaña, 2015); and in particular doing qualitative data analysis. One older source that I still find helpful is Tricks of the trade: How to think about your research while you’re doing it, by sociologist Howard Becker (1998). Trained in the symbolic interactionist tradition, Becker outlines a number of strategies, what he calls “tricks,” that qualitative researchers can use to make sense of their data. Continue reading “11 thinking “tricks” when analyzing data”

Research integrity and the qualitative researcher

Kathryn Roulston

Trust is a crucial component of the enterprise of scientific research. That is because scholars trust others to

  • conduct research ethically with human subjects,
  • accurately report the methods that they used in research project,
  • fairly review manuscripts for publication, and
  • represent findings honestly.

Nevertheless, researchers do not always behave in honest and trustworthy ways. Continue reading “Research integrity and the qualitative researcher”