Quality Considerations in Qualitative Inquiry: Expanding Our Understandings for the Broader Dissemination of Qualitative Research
Quality Considerations in Qualitative Inquiry: Expanding Our Understandings for the Broader Dissemination of Qualitative Research
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定性探究中的质量考虑：扩大我们对定性研究更广泛传播的理解
DOI：
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发表时间：
2018
影响因子：
3.4
通讯作者：
A. Cirell
中科院分区：
文献类型：
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作者：
N. Kellam;A. Cirell
定性研究相对于其他类型的研究调查的力量和有用性来自于其无与伦比的解释过程和揭示复杂性的能力（Creswell，2013;麦克斯韦，2013）。虽然定量研究人员倾向于对数字表示感兴趣的特征，变量或概念感兴趣（参见Hjalmarson & Moskal，2018定量研究中的质量考虑因素），但定性研究人员更经常关注人，关系，情况，事件和过程（麦克斯韦，2013）。许多人认为定性研究可以揭示定量研究中经常错过的更大的图景（Alasutari，2010;麦克斯韦，2013）。鉴于最近对定性研究的认识，我们已经开始看到这种研究方法的增加，特别是在工程教育中。因为我们的最终目标是鼓励工程教育研究人员有兴趣的定性方法，以发展自己独特的“存在的方式”和“认识的方式”作为定性研究人员，我们试图在这篇社论中绘制灵活的标准，传播工程教育的定性研究。
The power and usefulness of qualitative research over other types of research inquiry comes from its unsurpassed ability to explain process and reveal complexity (Creswell, 2013; Maxwell, 2013). While quantitative researchers tend to be interested in numerically representing characteristics, variables, or concepts of interest (see Hjalmarson & Moskal, 2018 for quality considerations in quantitative research), qualitative researchers more often focus on people, relationships, situations, events, and processes (Maxwell, 2013). Many believe qualitative research can reveal the bigger picture often missed in quantitative research (Alasuutari, 2010; Maxwell, 2013). Given the recent recognition of qualitative research, we have begun to see an increase in this approach to inquiry, particularly in engineering education. Because our ultimate goal is to encourage engineering education researchers interested in qualitative methodologies to develop their unique “ways of being” and “ways of knowing” as qualitative researchers, we attempt to draw together flexible standards for the dissemination of engineering education’s qualitative research in this editorial.