Qualitative research in psychology: Attitudes of psychology students and academic staff

Abstract

Qualitative research is experiencing a resurgence within the field of psychology. This study aimed to explore the range of attitudes towards qualitative research in psychology held by students and academics, using the model of attitudes by Eagly and Chaiken as a framework. Twenty-one psychology students and academics were interviewed about their attitudes towards qualitative research. Interviews were transcribed and analysed using thematic analysis. While qualitative research was described as inherent to the psychology profession and useful for generating rich data, some participants felt that this approach was not well respected or considered as legitimate as quantitative methods. Reflecting common misperceptions about qualitative research, participants also expressed concerns that qualitative research was too subjective and had limited generalisability. Furthermore, some participants felt that they lacked the skills and confidence necessary to conduct qualitative research. Large investments in time and resources were identified as barriers to undertaking qualitative research. Identifying attitudes towards qualitative research provides a basis for future work in dispelling myths, promoting attitudinal change and increasing both the use and teaching of qualitative approaches in psychology.

The Future of Qualitative Research in Psychology: Accentuating the Positive

“…We must move beyond a quantitative/qualitative dichotomy and instead emphasise the craft of research inquiry within different epistemologies and methodologies. As Povee and Roberts (2014) have concluded, the goal 14 should be to equip students with understanding about a wide range of qualitative methodologies that can usefully be used to develop psychological knowledge. Moreover, it is important that academic psychologists also develop their skills and knowledge around qualitative methodologies so that they do not feel ignorant, intimidated or confused (see Povee & Roberts, 2014).…”

“…As Povee and Roberts (2014) have concluded, the goal 14 should be to equip students with understanding about a wide range of qualitative methodologies that can usefully be used to develop psychological knowledge. Moreover, it is important that academic psychologists also develop their skills and knowledge around qualitative methodologies so that they do not feel ignorant, intimidated or confused (see Povee & Roberts, 2014). Thus it is important to provide professional development opportunities to enable scholars to embrace methodological pluralism and grasp the heterogeneous nature of the field.…”

“…In this way future researchers will understand different modes of inquiry and that they produce different -yet legitimate -kinds of knowledge. A recent survey of psychology students and academic staff within an Australian university found that respondents viewed qualitative research as lacking in respect and legitimacy compared to quantitative methods (Povee & Roberts, 2014). As Brinkmann (2015) argues, this perception has become increasingly important as the evidence-based movement questions the legitimacy of qualitative research, and marginalises any form of knowledge produced outside a 'neo-positivist' framework.…”

Attitudes toward mixed methods research in psychology: the best of both worlds?

“…In this article, we report on findings pertaining to attitudes toward mixed methods research in psychology. For findings relating to attitudes toward qualitative research in psychology see Povee and Roberts (2013).…”

A brief measure of attitudes towards qualitative research in psychology

“…These include changes to the undergraduate psychology curriculum to include a greater emphasis on the history of psychology, philosophies of science and comparisons of epistemologies, the early introduction of a wide range of research methodologies, and the use of experiential learning techniques (Breen & Darlaston-Jones, 2010;Cooper, Chenail, & Fleming, 2012;Povee & Roberts, 2014a;Walsh-Bowers, 2002). In addition to these recommendations, Breen and Darlaston-Jones (2010) also proposed a research agenda to investigate attitudes towards methodological and epistemological pluralism, and the factors that facilitate and impede the movement within Australian schools and departments of psychology.…”