qualitative research types of questions

Root out friction in every digital experience, super-charge conversion rates, and optimize digital self-service

Uncover insights from any interaction, deliver AI-powered agent coaching, and reduce cost to serve

Increase revenue and loyalty with real-time insights and recommendations delivered to teams on the ground

Know how your people feel and empower managers to improve employee engagement, productivity, and retention

Take action in the moments that matter most along the employee journey and drive bottom line growth

Whatever they’re are saying, wherever they’re saying it, know exactly what’s going on with your people

Get faster, richer insights with qual and quant tools that make powerful market research available to everyone

Run concept tests, pricing studies, prototyping + more with fast, powerful studies designed by UX research experts

Track your brand performance 24/7 and act quickly to respond to opportunities and challenges in your market

Explore the platform powering Experience Management

• Free Account
• For Digital
• For Customer Care
• For Human Resources
• For Researchers
• Financial Services
• All Industries

Popular Use Cases

• Customer Experience
• Employee Experience
• Employee Exit Interviews
• Net Promoter Score
• Voice of Customer
• Customer Success Hub
• Product Documentation
• Training & Certification
• XM Institute
• Popular Resources
• Customer Stories

Market Research

• Artificial Intelligence
• Partnerships
• Marketplace

The annual gathering of the experience leaders at the world’s iconic brands building breakthrough business results, live in Salt Lake City.

• English/AU & NZ
• Español/Europa
• Español/América Latina
• Português Brasileiro
• REQUEST DEMO
• Experience Management
• Qualitative Research Questions

Try Qualtrics for free

How to write qualitative research questions.

11 min read Here’s how to write effective qualitative research questions for your projects, and why getting it right matters so much.

What is qualitative research?

Qualitative research is a blanket term covering a wide range of research methods and theoretical framing approaches. The unifying factor in all these types of qualitative study is that they deal with data that cannot be counted. Typically this means things like people’s stories, feelings, opinions and emotions , and the meanings they ascribe to their experiences.

Qualitative study is one of two main categories of research, the other being quantitative research. Quantitative research deals with numerical data – that which can be counted and quantified, and which is mostly concerned with trends and patterns in large-scale datasets.

What are research questions?

Research questions are questions you are trying to answer with your research. To put it another way, your research question is the reason for your study, and the beginning point for your research design. There is normally only one research question per study, although if your project is very complex, you may have multiple research questions that are closely linked to one central question.

A good qualitative research question sums up your research objective. It’s a way of expressing the central question of your research, identifying your particular topic and the central issue you are examining.

Research questions are quite different from survey questions, questions used in focus groups or interview questions. A long list of questions is used in these types of study, as opposed to one central question. Additionally, interview or survey questions are asked of participants, whereas research questions are only for the researcher to maintain a clear understanding of the research design.

Research questions are used in both qualitative and quantitative research , although what makes a good research question might vary between the two.

In fact, the type of research questions you are asking can help you decide whether you need to take a quantitative or qualitative approach to your research project.

Discover the fundamentals of qualitative research

Quantitative vs. qualitative research questions

Writing research questions is very important in both qualitative and quantitative research, but the research questions that perform best in the two types of studies are quite different.

Quantitative research questions

Quantitative research questions usually relate to quantities, similarities and differences.

It might reflect the researchers’ interest in determining whether relationships between variables exist, and if so whether they are statistically significant. Or it may focus on establishing differences between things through comparison, and using statistical analysis to determine whether those differences are meaningful or due to chance.

• How much? This kind of research question is one of the simplest. It focuses on quantifying something. For example:

How many Yoruba speakers are there in the state of Maine?

• What is the connection?

This type of quantitative research question examines how one variable affects another.

For example:

How does a low level of sunlight affect the mood scores (1-10) of Antarctic explorers during winter?

• What is the difference? Quantitative research questions in this category identify two categories and measure the difference between them using numerical data.

Do white cats stay cooler than tabby cats in hot weather?

If your research question fits into one of the above categories, you’re probably going to be doing a quantitative study.

Qualitative research questions

Qualitative research questions focus on exploring phenomena, meanings and experiences.

Unlike quantitative research, qualitative research isn’t about finding causal relationships between variables. So although qualitative research questions might touch on topics that involve one variable influencing another, or looking at the difference between things, finding and quantifying those relationships isn’t the primary objective.

In fact, you as a qualitative researcher might end up studying a very similar topic to your colleague who is doing a quantitative study, but your areas of focus will be quite different. Your research methods will also be different – they might include focus groups, ethnography studies, and other kinds of qualitative study.

A few example qualitative research questions:

• What is it like being an Antarctic explorer during winter?
• What are the experiences of Yoruba speakers in the USA?
• How do white cat owners describe their pets?

Qualitative research question types

Marshall and Rossman (1989) identified 4 qualitative research question types, each with its own typical research strategy and methods.

• Exploratory questions

Exploratory questions are used when relatively little is known about the research topic. The process researchers follow when pursuing exploratory questions might involve interviewing participants, holding focus groups, or diving deep with a case study.

• Explanatory questions

With explanatory questions, the research topic is approached with a view to understanding the causes that lie behind phenomena. However, unlike a quantitative project, the focus of explanatory questions is on qualitative analysis of multiple interconnected factors that have influenced a particular group or area, rather than a provable causal link between dependent and independent variables.

• Descriptive questions

As the name suggests, descriptive questions aim to document and record what is happening. In answering descriptive questions , researchers might interact directly with participants with surveys or interviews, as well as using observational studies and ethnography studies that collect data on how participants interact with their wider environment.

• Predictive questions

Predictive questions start from the phenomena of interest and investigate what ramifications it might have in the future. Answering predictive questions may involve looking back as well as forward, with content analysis, questionnaires and studies of non-verbal communication (kinesics).

Why are good qualitative research questions important?

We know research questions are very important. But what makes them so essential? (And is that question a qualitative or quantitative one?)

Getting your qualitative research questions right has a number of benefits.

• It defines your qualitative research project Qualitative research questions definitively nail down the research population, the thing you’re examining, and what the nature of your answer will be.This means you can explain your research project to other people both inside and outside your business or organization. That could be critical when it comes to securing funding for your project, recruiting participants and members of your research team, and ultimately for publishing your results. It can also help you assess right the ethical considerations for your population of study.
• It maintains focus Good qualitative research questions help researchers to stick to the area of focus as they carry out their research. Keeping the research question in mind will help them steer away from tangents during their research or while they are carrying out qualitative research interviews. This holds true whatever the qualitative methods are, whether it’s a focus group, survey, thematic analysis or other type of inquiry.That doesn’t mean the research project can’t morph and change during its execution – sometimes this is acceptable and even welcome – but having a research question helps demarcate the starting point for the research. It can be referred back to if the scope and focus of the project does change.
• It helps make sure your outcomes are achievable

Because qualitative research questions help determine the kind of results you’re going to get, it helps make sure those results are achievable. By formulating good qualitative research questions in advance, you can make sure the things you want to know and the way you’re going to investigate them are grounded in practical reality. Otherwise, you may be at risk of taking on a research project that can’t be satisfactorily completed.

Developing good qualitative research questions

All researchers use research questions to define their parameters, keep their study on track and maintain focus on the research topic. This is especially important with qualitative questions, where there may be exploratory or inductive methods in use that introduce researchers to new and interesting areas of inquiry. Here are some tips for writing good qualitative research questions.

1. Keep it specific

Broader research questions are difficult to act on. They may also be open to interpretation, or leave some parameters undefined.

Strong example: How do Baby Boomers in the USA feel about their gender identity?

Weak example: Do people feel different about gender now?

2. Be original

Look for research questions that haven’t been widely addressed by others already.

Strong example: What are the effects of video calling on women’s experiences of work?

Weak example: Are women given less respect than men at work?

3. Make it research-worthy

Don’t ask a question that can be answered with a ‘yes’ or ‘no’, or with a quick Google search.

Strong example: What do people like and dislike about living in a highly multi-lingual country?

Weak example: What languages are spoken in India?

4. Focus your question

Don’t roll multiple topics or questions into one. Qualitative data may involve multiple topics, but your qualitative questions should be focused.

Strong example: What is the experience of disabled children and their families when using social services?

Weak example: How can we improve social services for children affected by poverty and disability?

4. Focus on your own discipline, not someone else’s

Avoid asking questions that are for the politicians, police or others to address.

Strong example: What does it feel like to be the victim of a hate crime?

Weak example: How can hate crimes be prevented?

5. Ask something researchable

Big questions, questions about hypothetical events or questions that would require vastly more resources than you have access to are not useful starting points for qualitative studies. Qualitative words or subjective ideas that lack definition are also not helpful.

Strong example: How do perceptions of physical beauty vary between today’s youth and their parents’ generation?

Weak example: Which country has the most beautiful people in it?

Related resources

Qualitative research design 12 min read, primary vs secondary research 14 min read, business research methods 12 min read, qualitative research interviews 11 min read, market intelligence 10 min read, marketing insights 11 min read, ethnographic research 11 min read, request demo.

Ready to learn more about Qualtrics?

83 Qualitative Research Questions & Examples

Qualitative research questions help you understand consumer sentiment. They’re strategically designed to show organizations how and why people feel the way they do about a brand, product, or service. It looks beyond the numbers and is one of the most telling types of market research a company can do.

The UK Data Service describes this perfectly, saying, “The value of qualitative research is that it gives a voice to the lived experience .”

Read on to see seven use cases and 83 qualitative research questions, with the added bonus of examples that show how to get similar insights faster with Similarweb Research Intelligence.

What is a qualitative research question?

A qualitative research question explores a topic in-depth, aiming to better understand the subject through interviews, observations, and other non-numerical data. Qualitative research questions are open-ended, helping to uncover a target audience’s opinions, beliefs, and motivations.

How to choose qualitative research questions?

Choosing the right qualitative research questions can be incremental to the success of your research and the findings you uncover. Here’s my six-step process for choosing the best qualitative research questions.

• Start by understanding the purpose of your research. What do you want to learn? What outcome are you hoping to achieve?
• Consider who you are researching. What are their experiences, attitudes, and beliefs? How can you best capture these in your research questions ?
• Keep your questions open-ended . Qualitative research questions should not be too narrow or too broad. Aim to ask specific questions to provide meaningful answers but broad enough to allow for exploration.
• Balance your research questions. You don’t want all of your questions to be the same type. Aim to mix up your questions to get a variety of answers.
• Ensure your research questions are ethical and free from bias. Always have a second (and third) person check for unconscious bias.
• Consider the language you use. Your questions should be written in a way that is clear and easy to understand. Avoid using jargon , acronyms, or overly technical language.

Types of qualitative research questions

For a question to be considered qualitative, it usually needs to be open-ended. However, as I’ll explain, there can sometimes be a slight cross-over between quantitative and qualitative research questions.

Open-ended questions

These allow for a wide range of responses and can be formatted with multiple-choice answers or a free-text box to collect additional details. The next two types of qualitative questions are considered open questions, but each has its own style and purpose.

• Probing questions are used to delve deeper into a respondent’s thoughts, such as “Can you tell me more about why you feel that way?”
• Comparative questions ask people to compare two or more items, such as “Which product do you prefer and why?” These qualitative questions are highly useful for understanding brand awareness , competitive analysis , and more.

Closed-ended questions

These ask respondents to choose from a predetermined set of responses, such as “On a scale of 1-5, how satisfied are you with the new product?” While they’re traditionally quantitative, adding a free text box that asks for extra comments into why a specific rating was chosen will provide qualitative insights alongside their respective quantitative research question responses.

• Ranking questions get people to rank items in order of preference, such as “Please rank these products in terms of quality.” They’re advantageous in many scenarios, like product development, competitive analysis, and brand awareness.
• Likert scale questions ask people to rate items on a scale, such as “On a scale of 1-5, how satisfied are you with the new product?” Ideal for placement on websites and emails to gather quick, snappy feedback.

Qualitative research question examples

There are many applications of qualitative research and lots of ways you can put your findings to work for the success of your business. Here’s a summary of the most common use cases for qualitative questions and examples to ask.

Qualitative questions for identifying customer needs and motivations

These types of questions help you find out why customers choose products or services and what they are looking for when making a purchase.

• What factors do you consider when deciding to buy a product?
• What would make you choose one product or service over another?
• What are the most important elements of a product that you would buy?
• What features do you look for when purchasing a product?
• What qualities do you look for in a company’s products?
• Do you prefer localized or global brands when making a purchase?
• How do you determine the value of a product?
• What do you think is the most important factor when choosing a product?
• How do you decide if a product or service is worth the money?
• Do you have any specific expectations when purchasing a product?
• Do you prefer to purchase products or services online or in person?
• What kind of customer service do you expect when buying a product?
• How do you decide when it is time to switch to a different product?
• Where do you research products before you decide to buy?
• What do you think is the most important customer value when making a purchase?

Qualitative research questions to enhance customer experience

Use these questions to reveal insights into how customers interact with a company’s products or services and how those experiences can be improved.

• What aspects of our product or service do customers find most valuable?
• How do customers perceive our customer service?
• What factors are most important to customers when purchasing?
• What do customers think of our brand?
• What do customers think of our current marketing efforts?
• How do customers feel about the features and benefits of our product?
• How do customers feel about the price of our product or service?
• How could we improve the customer experience?
• What do customers think of our website or app?
• What do customers think of our customer support?
• What could we do to make our product or service easier to use?
• What do customers think of our competitors?
• What is your preferred way to access our site?
• How do customers feel about our delivery/shipping times?
• What do customers think of our loyalty programs?

Qualitative research question example for customer experience

• ‍♀️ Question: What is your preferred way to access our site?
• Insight sought: How mobile-dominant are consumers? Should you invest more in mobile optimization or mobile marketing?
• Challenges with traditional qualitative research methods: While using this type of question is ideal if you have a large database to survey when placed on a site or sent to a limited customer list, it only gives you a point-in-time perspective from a limited group of people.
• A new approach: You can get better, broader insights quicker with Similarweb Digital Research Intelligence. To fully inform your research, you need to know preferences at the industry or market level.
• ⏰ Time to insight: 30 seconds
• ✅ How it’s done: Similarweb offers multiple ways to answer this question without going through a lengthy qualitative research process. 

First, I’m going to do a website market analysis of the banking credit and lending market in the finance sector to get a clearer picture of industry benchmarks.

Here, I can view device preferences across any industry or market instantly. It shows me the device distribution for any country across any period. This clearly answers the question of how mobile dominate my target audience is , with 59.79% opting to access site via a desktop vs. 40.21% via mobile

I then use the trends section to show me the exact split between mobile and web traffic for each key player in my space. Let’s say I’m about to embark on a competitive campaign that targets customers of Chase and Bank of America ; I can see both their audiences are highly desktop dominant compared with others in their space .

Qualitative question examples for developing new products or services

Research questions like this can help you understand customer pain points and give you insights to develop products that meet those needs.

• What is the primary reason you would choose to purchase a product from our company?
• How do you currently use products or services that are similar to ours?
• Is there anything that could be improved with products currently on the market?
• What features would you like to see added to our products?
• How do you prefer to contact a customer service team?
• What do you think sets our company apart from our competitors?
• What other product or service offerings would like to see us offer?
• What type of information would help you make decisions about buying a product?
• What type of advertising methods are most effective in getting your attention?
• What is the biggest deterrent to purchasing products from us?

Qualitative research question example for service development

• ‍♀️ Question: What type of advertising methods are most effective in getting your attention?
• Insight sought: The marketing channels and/or content that performs best with a target audience .
• Challenges with traditional qualitative research methods: When using qualitative research surveys to answer questions like this, the sample size is limited, and bias could be at play.
• A better approach: The most authentic insights come from viewing real actions and results that take place in the digital world. No questions or answers are needed to uncover this intel, and the information you seek is readily available in less than a minute.
• ⏰ Time to insight: 5 minutes
• ✅ How it’s done: There are a few ways to approach this. You can either take an industry-wide perspective or hone in on specific competitors to unpack their individual successes. Here, I’ll quickly show a snapshot with a whole market perspective.

Using the market analysis element of Similarweb Digital Intelligence, I select my industry or market, which I’ve kept as banking and credit. A quick click into marketing channels shows me which channels drive the highest traffic in my market. Taking direct traffic out of the equation, for now, I can see that referrals and organic traffic are the two highest-performing channels in this market.

Similarweb allows me to view the specific referral partners and pages across these channels. 

Looking closely at referrals in this market, I’ve chosen chase.com and its five closest rivals . I select referrals in the channel traffic element of marketing channels. I see that Capital One is a clear winner, gaining almost 25 million visits due to referral partnerships.

Next, I get to see exactly who is referring traffic to Capital One and the total traffic share for each referrer. I can see the growth as a percentage and how that has changed, along with an engagement score that rates the average engagement level of that audience segment. This is particularly useful when deciding on which new referral partnerships to pursue.  

Once I’ve identified the channels and campaigns that yield the best results, I can then use Similarweb to dive into the various ad creatives and content that have the greatest impact.

These ads are just a few of those listed in the creatives section from my competitive website analysis of Capital One. You can filter this list by the specific campaign, publishers, and ad networks to view those that matter to you most. You can also discover video ad creatives in the same place too.

In just five minutes ⏰ 

• I’ve captured audience loyalty statistics across my market
• Spotted the most competitive players
• Identified the marketing channels my audience is most responsive to
• I know which content and campaigns are driving the highest traffic volume
• I’ve created a target list for new referral partners and have been able to prioritize this based on results and engagement figures from my rivals
• I can see the types of creatives that my target audience is responding to, giving me ideas for ways to generate effective copy for future campaigns

Qualitative questions to determine pricing strategies

Companies need to make sure pricing stays relevant and competitive. Use these questions to determine customer perceptions on pricing and develop pricing strategies to maximize profits and reduce churn.

• How do you feel about our pricing structure?
• How does our pricing compare to other similar products?
• What value do you feel you get from our pricing?
• How could we make our pricing more attractive?
• What would be an ideal price for our product?
• Which features of our product that you would like to see priced differently?
• What discounts or deals would you like to see us offer?
• How do you feel about the amount you have to pay for our product?

Get Faster Answers to Qualitative Research Questions with Similarweb Today

Qualitative research question example for determining pricing strategies.

• ‍♀️ Question: What discounts or deals would you like to see us offer?
• Insight sought: The promotions or campaigns that resonate with your target audience.
• Challenges with traditional qualitative research methods: Consumers don’t always recall the types of ads or campaigns they respond to. Over time, their needs and habits change. Your sample size is limited to those you ask, leaving a huge pool of unknowns at play.
• A better approach: While qualitative insights are good to know, you get the most accurate picture of the highest-performing promotion and campaigns by looking at data collected directly from the web. These analytics are real-world, real-time, and based on the collective actions of many, instead of the limited survey group you approach. By getting a complete picture across an entire market, your decisions are better informed and more aligned with current market trends and behaviors.
• ✅ How it’s done: Similarweb’s Popular Pages feature shows the content, products, campaigns, and pages with the highest growth for any website. So, if you’re trying to unpack the successes of others in your space and find out what content resonates with a target audience, there’s a far quicker way to get answers to these questions with Similarweb.

Here, I’m using Capital One as an example site. I can see trending pages on their site showing the largest increase in page views. Other filters include campaign, best-performing, and new–each of which shows you page URLs, share of traffic, and growth as a percentage. This page is particularly useful for staying on top of trending topics , campaigns, and new content being pushed out in a market by key competitors.

Qualitative research questions for product development teams

It’s vital to stay in touch with changing consumer needs. These questions can also be used for new product or service development, but this time, it’s from the perspective of a product manager or development team. 

• What are customers’ primary needs and wants for this product?
• What do customers think of our current product offerings?
• What is the most important feature or benefit of our product?
• How can we improve our product to meet customers’ needs better?
• What do customers like or dislike about our competitors’ products?
• What do customers look for when deciding between our product and a competitor’s?
• How have customer needs and wants for this product changed over time?
• What motivates customers to purchase this product?
• What is the most important thing customers want from this product?
• What features or benefits are most important when selecting a product?
• What do customers perceive to be our product’s pros and cons?
• What would make customers switch from a competitor’s product to ours?
• How do customers perceive our product in comparison to similar products?
• What do customers think of our pricing and value proposition?
• What do customers think of our product’s design, usability, and aesthetics?

Qualitative questions examples to understand customer segments

Market segmentation seeks to create groups of consumers with shared characteristics. Use these questions to learn more about different customer segments and how to target them with tailored messaging.

• What motivates customers to make a purchase?
• How do customers perceive our brand in comparison to our competitors?
• How do customers feel about our product quality?
• How do customers define quality in our products?
• What factors influence customers’ purchasing decisions ?
• What are the most important aspects of customer service?
• What do customers think of our customer service?
• What do customers think of our pricing?
• How do customers rate our product offerings?
• How do customers prefer to make purchases (online, in-store, etc.)?

Qualitative research question example for understanding customer segments

• ‍♀️ Question: Which social media channels are you most active on?
• Insight sought: Formulate a social media strategy . Specifically, the social media channels most likely to succeed with a target audience.
• Challenges with traditional qualitative research methods: Qualitative research question responses are limited to those you ask, giving you a limited sample size. Questions like this are usually at risk of some bias, and this may not be reflective of real-world actions.
• A better approach: Get a complete picture of social media preferences for an entire market or specific audience belonging to rival firms. Insights are available in real-time, and are based on the actions of many, not a select group of participants. Data is readily available, easy to understand, and expandable at a moment’s notice.
• ✅ How it’s done: Using Similarweb’s website analysis feature, you can get a clear breakdown of social media stats for your audience using the marketing channels element. It shows the percentage of visits from each channel to your site, respective growth, and specific referral pages by each platform. All data is expandable, meaning you can select any platform, period, and region to drill down and get more accurate intel, instantly.

This example shows me Bank of America’s social media distribution, with YouTube , Linkedin , and Facebook taking the top three spots, and accounting for almost 80% of traffic being driven from social media.

When doing any type of market research, it’s important to benchmark performance against industry averages and perform a social media competitive analysis to verify rival performance across the same channels.

Qualitative questions to inform competitive analysis

Organizations must assess market sentiment toward other players to compete and beat rival firms. Whether you want to increase market share , challenge industry leaders , or reduce churn, understanding how people view you vs. the competition is key.

• What is the overall perception of our competitors’ product offerings in the market?
• What attributes do our competitors prioritize in their customer experience?
• What strategies do our competitors use to differentiate their products from ours?
• How do our competitors position their products in relation to ours?
• How do our competitors’ pricing models compare to ours?
• What do consumers think of our competitors’ product quality?
• What do consumers think of our competitors’ customer service?
• What are the key drivers of purchase decisions in our market?
• What is the impact of our competitors’ marketing campaigns on our market share ? 10. How do our competitors leverage social media to promote their products?

Qualitative research question example for competitive analysis

• ‍♀️ Question: What other companies do you shop with for x?
• Insight sought: W ho are your competitors? Which of your rival’s sites do your customers visit? How loyal are consumers in your market?
• Challenges with traditional qualitative research methods:  Sample size is limited, and customers could be unwilling to reveal which competitors they shop with, or how often they around. Where finances are involved, people can act with reluctance or bias, and be unwilling to reveal other suppliers they do business with.
• A better approach: Get a complete picture of your audience’s loyalty, see who else they shop with, and how many other sites they visit in your competitive group. Find out the size of the untapped opportunity and which players are doing a better job at attracting unique visitors – without having to ask people to reveal their preferences.
• ✅ How it’s done: Similarweb website analysis shows you the competitive sites your audience visits, giving you access to data that shows cross-visitation habits, audience loyalty, and untapped potential in a matter of minutes.

Using the audience interests element of Similarweb website analysis, you can view the cross-browsing behaviors of a website’s audience instantly. You can see a matrix that shows the percentage of visitors on a target site and any rival site they may have visited.

With the Similarweb audience overlap feature, view the cross-visitation habits of an audience across specific websites. In this example, I chose chase.com and its four closest competitors to review. For each intersection, you see the number of unique visitors and the overall proportion of each site’s audience it represents. It also shows the volume of unreached potential visitors.

Here, you can see a direct comparison of the audience loyalty represented in a bar graph. It shows a breakdown of each site’s audience based on how many other sites they have visited. Those sites with the highest loyalty show fewer additional sites visited.

From the perspective of chase.com, I can see 47% of their visitors do not visit rival sites. 33% of their audience visited 1 or more sites in this group, 14% visited 2 or more sites, 4% visited 3 or more sites, and just 0.8% viewed all sites in this comparison. 

How to answer qualitative research questions with Similarweb

Similarweb Research Intelligence drastically improves market research efficiency and time to insight. Both of these can impact the bottom line and the pace at which organizations can adapt and flex when markets shift, and rivals change tactics.

Outdated practices, while still useful, take time . And with a quicker, more efficient way to garner similar insights, opting for the fast lane puts you at a competitive advantage.

With a birds-eye view of the actions and behaviors of companies and consumers across a market , you can answer certain research questions without the need to plan, do, and review extensive qualitative market research .

Wrapping up

Qualitative research methods have been around for centuries. From designing the questions to finding the best distribution channels, collecting and analyzing findings takes time to get the insights you need. Similarweb Digital Research Intelligence drastically improves efficiency and time to insight. Both of which impact the bottom line and the pace at which organizations can adapt and flex when markets shift.

Similarweb’s suite of digital intelligence solutions offers unbiased, accurate, honest insights you can trust for analyzing any industry, market, or audience.

• Methodologies used for data collection are robust, transparent, and trustworthy.
• Clear presentation of data via an easy-to-use, intuitive platform.
• It updates dynamically–giving you the freshest data about an industry or market.
• Data is available via an API – so you can plug into platforms like Tableau or PowerBI to streamline your analyses.
• Filter and refine results according to your needs.

Are quantitative or qualitative research questions best?

Both have their place and purpose in market research. Qualitative research questions seek to provide details, whereas quantitative market research gives you numerical statistics that are easier and quicker to analyze. You get more flexibility with qualitative questions, and they’re non-directional.

What are the advantages of qualitative research?

Qualitative research is advantageous because it allows researchers to better understand their subject matter by exploring people’s attitudes, behaviors, and motivations in a particular context. It also allows researchers to uncover new insights that may not have been discovered with quantitative research methods.

What are some of the challenges of qualitative research?

Qualitative research can be time-consuming and costly, typically involving in-depth interviews and focus groups. Additionally, there are challenges associated with the reliability and validity of the collected data, as there is no universal standard for interpreting the results.

Related Posts

What is a Niche Market? And How to Find the Right One

The Future of UK Finance: Top Trends to Watch in 2024

From AI to Buy: The Role of Artificial Intelligence in Retail

How to Conduct a Social Media Competitor Analysis: 5 Quick Steps

Industry Research: The Data-Backed Approach

How to Do a Competitive Analysis: A Complete Guide

Wondering what similarweb can do for you.

Here are two ways you can get started with Similarweb today!

Research Writing and Analysis

• NVivo Group and Study Sessions
• SPSS This link opens in a new window
• Statistical Analysis Group sessions
• Using Qualtrics
• Dissertation and Data Analysis Group Sessions
• Defense Schedule - Commons Calendar This link opens in a new window
• Research Process Flow Chart
• Research Alignment Chapter 1 This link opens in a new window
• Step 1: Seek Out Evidence
• Step 2: Explain
• Step 3: The Big Picture
• Step 4: Own It
• Step 5: Illustrate
• Annotated Bibliography
• Literature Review This link opens in a new window
• Systematic Reviews & Meta-Analyses
• How to Synthesize and Analyze
• Synthesis and Analysis Practice
• Synthesis and Analysis Group Sessions
• Problem Statement
• Purpose Statement
• Conceptual Framework
• Theoretical Framework
• Quantitative Research Questions

Qualitative Research Questions

• Trustworthiness of Qualitative Data
• Analysis and Coding Example- Qualitative Data
• Thematic Data Analysis in Qualitative Design
• Dissertation to Journal Article This link opens in a new window
• International Journal of Online Graduate Education (IJOGE) This link opens in a new window
• Journal of Research in Innovative Teaching & Learning (JRIT&L) This link opens in a new window

What’s in a Qualitative Research Question?

Qualitative research questions are driven by the need for the study. Ideally, research questions are formulated as a result of the problem and purpose, which leads to the identification of the methodology. When a qualitative methodology is chosen, research questions should be exploratory and focused on the actual phenomenon under study.

From the Dissertation Center, Chapter 1: Research Question Overview , there are several considerations when forming a qualitative research question. Qualitative research questions should

Below is an example of a qualitative phenomenological design. Note the use of the term “lived experience” in the central research question. This aligns with phenomenological design.

RQ1: “ What are the lived experiences of followers of mid-level managers in the financial services sector regarding their well-being on the job?”

If the researcher wants to focus on aspects of the theory used to support the study or dive deeper into aspects of the central RQ, sub-questions might be used. The following sub-questions could be formulated to seek further insight:

RQ1a.   “How do followers perceive the quality and adequacy of the leader-follower exchanges between themselves and their novice leaders?”

RQ1b.  “Under what conditions do leader-member exchanges affect a follower’s own level of well-being?”

Qualitative research questions also display the desire to explore or describe phenomena. Qualitative research seeks the lived experience, the personal experiences, the understandings, the meanings, and the stories associated with the concepts present in our studies.

We want to ensure our research questions are answerable and that we are not making assumptions about our sample. View the questions below:

How do healthcare providers perceive income inequality when providing care to poor patients?

In Example A, we see that there is no specificity of location or geographic areas. This could lead to findings that are varied, and the researcher may not find a clear pattern. Additionally, the question implies the focus is on “income inequality” when the actual focus is on the provision of care. The term “poor patients” can also be offensive, and most providers will not want to seem insensitive and may perceive income inequality as a challenge (of course!).

How do primary care nurses in outreach clinics describe providing quality care to residents of low-income urban neighborhoods?

In Example B, we see that there is greater specificity in the type of care provider. There is also a shift in language so that the focus is on how the individuals describe what they think about, experience, and navigate providing quality care.

Other Qualitative Research Question Examples

Vague : What are the strategies used by healthcare personnel to assist injured patients?

Try this : What is the experience of emergency room personnel in treating patients with a self-inflicted household injury?

The first question is general and vague. While in the same topic area, the second question is more precise and gives the reader a specific target population and a focus on the phenomenon they would have experienced. This question could be in line with a phenomenological study as we are seeking their experience or a case study as the ER personnel are a bounded entity.

Unclear : How do students experience progressing to college?

Try this : How do first-generation community members describe the aspects of their culture that promote aspiration to postsecondary education?

The first question does not have a focus on what progress is or what students are the focus. The second question provides a specific target population and provides the description to be provided by the participants. This question could be in line with a descriptive study.

• << Previous: Quantitative Research Questions
• Next: Trustworthiness of Qualitative Data >>
• Last Updated: Apr 29, 2024 1:16 PM
• URL: https://resources.nu.edu/researchtools

• (855) 776-7763

Training Maker

All Products

Qualaroo Insights

ProProfs.com

• Sign Up Free

Do you want a free Survey Software?

We have the #1 Online Survey Maker Software to get actionable user insights.

How to Write Qualitative Research Questions: Types & Examples

Qualitative research questions focus on depth and quality, exploring the “why and how” behind decisions, without relying on statistical tools.

Unlike quantitative research, which aims to collect tangible, measurable data from a broader demographic, qualitative analysis involves smaller, focused datasets, identifying patterns for insights.

The information collected by qualitative surveys can vary from text to images, demanding a deep understanding of the subject, and therefore, crafting precise qualitative research questions is crucial for success.

In this guide, we’ll discuss how to write effective qualitative research questions, explore various types, and highlight characteristics of good qualitative research questions.

Let’s dive in!

What Are Qualitative Research Questions?

Qualitative questions aim to understand the depth and nuances of a phenomenon, focusing on “why” and “how” rather than quantifiable measures.

They explore subjective experiences, perspectives, and behaviors, often using open-ended inquiries to gather rich, descriptive data.

Unlike quantitative questions, which seek numerical data, qualitative questions try to find out meanings, patterns, and underlying processes within a specific context.

These questions are essential for exploring complex issues, generating hypotheses, and gaining deeper insights into human behavior and phenomena.

Here’s an example of a qualitative research question:

“How do you perceive and navigate organizational culture within a tech startup environment?”

This question asks about the respondent’s subjective interpretations and experiences of organizational culture within a specific context, such as a tech startup.

It seeks to uncover insights into the values, norms, and practices that shape workplace dynamics and employee behaviors, providing qualitative data for analysis and understanding.

When Should We Use Qualitative Research Questions?

Qualitative research questions typically aim to open up conversations, encourage detailed narratives, and foster a deep understanding of the subject matter. Here are some scenarios they are best suited for:

• Exploring Complex Phenomena : When the research topic involves understanding complex processes, behaviors, or interactions that cannot be quantified easily, qualitative questions help delve into these intricate details.
• Understanding Contexts and Cultures : To grasp the nuances of different social contexts, cultures, or subcultures, qualitative research questions allow for an in-depth exploration of these environments and how they influence individuals and groups.
• Exploring Perceptions and Experiences : When the aim is to understand people’s perceptions, experiences, or feelings about a particular subject, qualitative questions facilitate capturing the depth and variety of these perspectives.
• Developing Concepts or Theories : In the early stages of research, where concepts or theories are not yet well-developed, qualitative questions can help generate hypotheses, identify variables, and develop theoretical frameworks based on observations and interpretations.
• Investigating Processes : To understand how processes unfold over time and the factors that influence these processes, qualitative questions are useful for capturing the dynamics and complexities involved.
• Seeking to Understand Change : When researching how individuals or groups experience change, adapt to new circumstances, or make decisions, qualitative research questions can provide insights into the motivations, challenges, and strategies involved.
• Studying Phenomena Not Easily Quantified : For phenomena that are not easily captured through quantitative measures, such as emotions, beliefs, or motivations, qualitative questions can probe these abstract concepts more effectively.
• Addressing Sensitive or Taboo Topics : In studies where topics may be sensitive, controversial, or taboo, qualitative research questions allow for a respectful and empathetic exploration of these subjects, providing space for participants to share their experiences in their own words.

How to Write Qualitative Research Questions?

Read this guide to learn how you can craft well-thought-out qualitative research questions:

1. Begin with Your Research Goals

The first step in formulating qualitative research questions is to have a clear understanding of what you aim to discover or understand through your research. There are two types of qualitative questionnaires or research – Ontological and Epistemological.

Finding out the nature of your research influences all aspects of your research design, including the formulation of research questions.

Subsequently:

• Identify your main objective : Consider the broader context of your study. Are you trying to explore a phenomenon, understand a process, or interpret the meanings behind behaviors? Your main objective should guide the formulation of your questions, ensuring they are aligned with what you seek to achieve.
• Focus on the ‘how’ and ‘why’ : Qualitative research is inherently exploratory and aims to understand the nuances of human behavior and experience. Starting your questions with “how” or “why” encourages a deeper investigation into the motivations, processes, and contexts underlying the subject matter. This approach facilitates an open-ended exploration, allowing participants to provide rich, detailed responses that illuminate their perspectives and experiences.

Take a quick look at the following visual for a better understanding:

So, if you are doing Ontological research, ensure that the questions focus on the “what” aspects of reality (the premise of your research) and opt for the nature of the knowledge for Epistemological research.

2. Choose the Right Structure

The structure of your research questions significantly impacts the depth and quality of data you collect. Opting for an open-ended format allows respondents the flexibility to express themselves freely, providing insights that pre-defined answers might miss.

• Open-ended format : These questions do not constrain respondents to a set of predetermined answers, unlike closed-ended questions. By allowing participants to articulate their thoughts in their own words, you can uncover nuances and complexities in their responses that might otherwise be overlooked.
• Avoid yes/no questions : Yes/no questions tend to limit the depth of responses. While they might be useful for gathering straightforward factual information, they are not conducive to exploring the depths and nuances that qualitative research seeks to uncover. Encouraging participants to elaborate on their experiences and perspectives leads to richer, more informative data.

For example, take a look at some qualitative questions examples shown in the following image:

3. Be Clear and Specific

Clarity and specificity in your questions are crucial to ensure that participants understand what is being asked and that their responses are relevant to your research objectives.

• Use clear language : Use straightforward, understandable language in your questions. Avoid jargon, acronyms, or overly technical terms that might confuse participants or lead to misinterpretation. The goal is to make your questions accessible to everyone involved in your study.
• Be specific : While maintaining the open-ended nature of qualitative questions, it’s important to narrow down your focus to specific aspects of the phenomenon you’re studying. This specificity helps guide participants’ responses and ensures that the data you collect directly relates to your research objectives.

4. Ensure Relevance and Feasibility

Each question should be carefully considered for its relevance to your research goals and its feasibility, given the constraints of your study.

• Relevance : Questions should be crafted to address the core objectives of your research directly. They should probe areas that are essential to understanding the phenomenon under investigation and should align with your theoretical framework or literature review findings.
• Feasibility : Consider the practical aspects of your research, including the time available for data collection and analysis, resources, and access to participants. Questions should be designed to elicit meaningful responses within the constraints of your study, ensuring that you can gather and analyze data effectively.

5. Focus on a Single Concept or Theme per Question

To ensure clarity and depth, each question should concentrate on a single idea or theme. However, if your main qualitative research question is tough to understand or has a complex structure, you can create sub-questions in limited numbers and with a “ladder structure”.

This will help your respondents understand the overall research objective in mind, and your research can be executed in a better manner.

For example, suppose your main question is – “What is the current state of illiteracy in your state?”

Then, you can create the following subquestions: 

“How does illiteracy block progress in your state?”

“How would you best describe the feelings you have about illiteracy in your state?”

For an even better understanding, you can see the various examples of qualitative research questions in the following image:

Types of Qualitative Research Questions With Examples

Qualitative survey questions primarily focus on a specific group of respondents that are participating in case studies, surveys, ethnography studies, etc., rather than numbers or statistics.

As a result, the questions are mostly open-ended and can be subdivided into the following types as discussed below:

1. Descriptive Questions

Descriptive research questions aim to detail the “what” of a phenomenon, providing a comprehensive overview of the context, individuals, or situations under study. These questions are foundational, helping to establish a baseline understanding of the research topic.

• What are the daily experiences of teachers in urban elementary schools?
• What strategies do small businesses employ to adapt to rapid technological changes?
• How do young adults describe their transition from college to the workforce?
• What are the coping mechanisms of families with members suffering from chronic illnesses?
• How do community leaders perceive the impact of gentrification in their neighborhoods?

2. Interpretive Questions

Interpretive questions seek to understand the “how” and “why” behind a phenomenon, focusing on the meanings people attach to their experiences. These questions delve into the subjective interpretations and perceptions of participants.

• How do survivors of natural disasters interpret their experiences of recovery and rebuilding?
• Why do individuals engage in voluntary work within their communities?
• How do parents interpret and navigate the challenges of remote schooling for their children?
• Why do consumers prefer local products over global brands in certain markets?
• How do artists interpret the influence of digital media on traditional art forms?

3. Comparative Questions

Comparative research questions are designed to explore differences and similarities between groups, settings, or time periods. These questions can help to highlight the impact of specific variables on the phenomenon under study.

• How do the strategies for managing work-life balance compare between remote and office workers?
• What are the differences in consumer behavior towards sustainable products in urban versus rural areas?
• How do parenting styles in single-parent households compare to those in dual-parent households?
• What are the similarities and differences in leadership styles across different cultures?
• How has the perception of online privacy changed among teenagers over the past decade?

4. Process-oriented Questions

These questions focus on understanding the processes or sequences of events over time. They aim to uncover the “how” of a phenomenon, tracing the development, changes, or evolution of specific situations or behaviors.

• How do non-profit organizations develop and implement community outreach programs?
• What is the process of decision-making in high-stakes business environments?
• How do individuals navigate the process of career transition after significant industry changes?
• What are the stages of adaptation for immigrants in a new country?
• How do social movements evolve from inception to national recognition?

5. Evaluative Questions

Evaluative questions aim to assess the effectiveness, value, or impact of a program, policy, or phenomenon. These questions are critical for understanding the outcomes and implications of various initiatives or situations.

• How effective are online therapy sessions compared to in-person sessions in treating anxiety?
• What is the impact of community gardening programs on neighborhood cohesion?
• How do participants evaluate the outcomes of leadership training programs in their professional development?
• What are the perceived benefits and drawbacks of telecommuting for employees and employers?
• How do residents evaluate the effectiveness of local government policies on waste management?

6. One-on-One Questions

The one-on-one questions are asked to a single person and can be thought of as individual interviews that you can conduct online via phone and video chat as well.

The main aim of such questions is to ask your customers or people in the focus group a series of questions about their purchase motivations. These questions might also come with follow-ups, and if your customers respond with some interesting fact or detail, dig deeper and explore the findings as much as you want.

• What makes you happy in regard to [your research topic]?
• If I could make a wish of yours come true, what do you desire the most?
• What do you still find hard to come to terms with?
• Have you bought [your product] before?
• If so, what was your initial motivation behind the purchase?

7. Exploratory Questions

These questions are designed to enhance your understanding of a particular topic. However, while asking exploratory questions, you must ensure that there are no preconceived notions or biases to it. The more transparent and bias-free your questions are, the better and fair results you will get.

• What is the effect of personal smart devices on today’s youth?
• Do you feel that smart devices have positively or negatively impacted you?
• How do your kids spend their weekends?
• What do you do on a typical weekend morning?

8. Predictive Questions

The predictive questions are used for qualitative research that is focused on the future outcomes of an action or a series of actions. So, you will be using past information to predict the reactions of respondents to hypothetical events that might or might not happen in the future.

These questions come in extremely handy for identifying your customers’ current brand expectations, pain points, and purchase motivation.

• Are you more likely to buy a product when a celebrity promotes it?
• Would you ever try a new product because one of your favorite celebs claims that it actually worked for them?
• Would people in your neighborhood enjoy a park with rides and exercise options?
• How often would you go to a park with your kids if it had free rides?

9. Focus Groups

These questions are mostly asked in person to the customer or respondent groups. The in-person nature of these surveys or studies ensures that the group members get a safe and comfortable environment to express their thoughts and feelings about your brand or services.

• How would you describe your ease of using our product?
• How well do you think you were able to do this task before you started using our product?
• What do you like about our promotional campaigns?
• How well do you think our ads convey the meaning?

10. In-Home Videos

Collecting video feedback from customers in their comfortable, natural settings offers a unique perspective. At home, customers are more relaxed and less concerned about their mannerisms, posture, and choice of words when responding.

This approach is partly why Vogue’s 73 Questions Series is highly popular among celebrities and viewers alike. In-home videos provide insights into customers in a relaxed environment, encouraging them to be honest and share genuine experiences.

• What was your first reaction when you used our product for the first time?
• How well do you think our product performed compared to your expectations?
• What was your worst experience with our product?
• What made you switch to our brand?

11. Online Focus Groups

Online focus groups mirror the traditional, in-person format but are conducted virtually, offering a more cost-effective and efficient approach to gathering data. This digital format extends your reach and allows a rapid collection of responses from a broader audience through online platforms.

You can utilize social media and other digital forums to create communities of respondents and initiate meaningful discussions. Once you have them started, you can simply observe the exchange of thoughts and gather massive amounts of interesting insights!

• What do you like best about our product?
• How familiar are you with this particular service or product we offer?
• What are your concerns with our product?
• What changes can we make to make our product better?

Ask the Right Qualitative Research Questions for Meaningful Insights From Your Respondents

Watch: How to Create a Survey Using ProProfs Survey Maker

By now, you might have realized that manually creating a list of qualitative research questions is a daunting task. Keeping numerous considerations in mind, it’s easy to run out of ideas while crafting qualitative survey questions.

However, investing in smart survey tools, like ProProfs Survey Maker, can significantly streamline this process, allowing you to create various types of surveys in minutes.

With this survey tool , you can generate forms, NPS surveys , tests, quizzes, and assessments.

It’s also useful for conducting polls, sidebar surveys, and in-app surveys. Offering over 100 templates and more than 1,000,000 ready-to-use examples of phenomenological research questions, this software simplifies the task immensely.

Equipped with the right tools and the professional tips shared here, you’re well-prepared to conduct thorough research studies and obtain valuable insights that drive impactful results.

Frequently Asked Questions

1. how do you choose qualitative research questions.

To choose qualitative research questions, identify your main research goal, focus on exploring ‘how’ and ‘why’ aspects, ensure questions are open-ended, and align them with your theoretical framework and methodology.

2. Why are good qualitative research questions important?

Good qualitative research questions are important because they guide the research focus, enable the exploration of depth and complexity, and facilitate the gathering of rich, detailed insights into human experiences and behaviors.

About the author

Emma David is a seasoned market research professional with 8+ years of experience. Having kick-started her journey in research, she has developed rich expertise in employee engagement, survey creation and administration, and data management. Emma believes in the power of data to shape business performance positively. She continues to help brands and businesses make strategic decisions and improve their market standing through her understanding of research methodologies.

Popular Posts in This Category

What is the Purpose of Surveys & What Are Its Benefits?

Guide to Create an Effective Employee Surveys [Questions + Templates]

20+ Exit Survey Questions to Track Employee Attrition

10 Best WPForms Alternatives & Competitors for 2024

6 Ways a Survey Maker Can Help You

Employee Pulse Surveys: Everything You Need To Know

Qualitative Research Questions: Gain Powerful Insights + 25 Examples

We review the basics of qualitative research questions, including their key components, how to craft them effectively, & 25 example questions.

Einstein was many things—a physicist, a philosopher, and, undoubtedly, a mastermind. He also had an incredible way with words. His quote, "Everything that can be counted does not necessarily count; everything that counts cannot necessarily be counted," is particularly poignant when it comes to research. 

Some inquiries call for a quantitative approach, for counting and measuring data in order to arrive at general conclusions. Other investigations, like qualitative research, rely on deep exploration and understanding of individual cases in order to develop a greater understanding of the whole. That’s what we’re going to focus on today.

Qualitative research questions focus on the "how" and "why" of things, rather than the "what". They ask about people's experiences and perceptions , and can be used to explore a wide range of topics.

The following article will discuss the basics of qualitative research questions, including their key components, and how to craft them effectively. You'll also find 25 examples of effective qualitative research questions you can use as inspiration for your own studies.

Let’s get started!

What are qualitative research questions, and when are they used?

When researchers set out to conduct a study on a certain topic, their research is chiefly directed by an overarching question . This question provides focus for the study and helps determine what kind of data will be collected.

By starting with a question, we gain parameters and objectives for our line of research. What are we studying? For what purpose? How will we know when we’ve achieved our goals?

Of course, some of these questions can be described as quantitative in nature. When a research question is quantitative, it usually seeks to measure or calculate something in a systematic way.

For example:

• How many people in our town use the library?
• What is the average income of families in our city?
• How much does the average person weigh?

Other research questions, however—and the ones we will be focusing on in this article—are qualitative in nature. Qualitative research questions are open-ended and seek to explore a given topic in-depth.

According to the Australian & New Zealand Journal of Psychiatry , “Qualitative research aims to address questions concerned with developing an understanding of the meaning and experience dimensions of humans’ lives and social worlds.”

This type of research can be used to gain a better understanding of people’s thoughts, feelings and experiences by “addressing questions beyond ‘what works’, towards ‘what works for whom when, how and why, and focusing on intervention improvement rather than accreditation,” states one paper in Neurological Research and Practice .

Qualitative questions often produce rich data that can help researchers develop hypotheses for further quantitative study.

• What are people’s thoughts on the new library?
• How does it feel to be a first-generation student at our school?
• How do people feel about the changes taking place in our town?

As stated by a paper in Human Reproduction , “...‘qualitative’ methods are used to answer questions about experience, meaning, and perspective, most often from the standpoint of the participant. These data are usually not amenable to counting or measuring.”

Both quantitative and qualitative questions have their uses; in fact, they often complement each other. A well-designed research study will include a mix of both types of questions in order to gain a fuller understanding of the topic at hand.

If you would like to recruit unlimited participants for qualitative research for free and only pay for the interview you conduct, try using Respondent  today. 

Crafting qualitative research questions for powerful insights

Now that we have a basic understanding of what qualitative research questions are and when they are used, let’s take a look at how you can begin crafting your own.

According to a study in the International Journal of Qualitative Studies in Education, there is a certain process researchers should follow when crafting their questions, which we’ll explore in more depth.

1. Beginning the process 

Start with a point of interest or curiosity, and pose a draft question or ‘self-question’. What do you want to know about the topic at hand? What is your specific curiosity? You may find it helpful to begin by writing several questions.

For example, if you’re interested in understanding how your customer base feels about a recent change to your product, you might ask: 

• What made you decide to try the new product?
• How do you feel about the change?
• What do you think of the new design/functionality?
• What benefits do you see in the change?

2. Create one overarching, guiding question 

At this point, narrow down the draft questions into one specific question. “Sometimes, these broader research questions are not stated as questions, but rather as goals for the study.”

As an example of this, you might narrow down these three questions: 

into the following question: 

• What are our customers’ thoughts on the recent change to our product?

3. Theoretical framing 

As you read the relevant literature and apply theory to your research, the question should be altered to achieve better outcomes. Experts agree that pursuing a qualitative line of inquiry should open up the possibility for questioning your original theories and altering the conceptual framework with which the research began.

If we continue with the current example, it’s possible you may uncover new data that informs your research and changes your question. For instance, you may discover that customers’ feelings about the change are not just a reaction to the change itself, but also to how it was implemented. In this case, your question would need to reflect this new information: 

• How did customers react to the process of the change, as well as the change itself?

4. Ethical considerations 

A study in the International Journal of Qualitative Studies in Education stresses that ethics are “a central issue when a researcher proposes to study the lives of others, especially marginalized populations.” Consider how your question or inquiry will affect the people it relates to—their lives and their safety. Shape your question to avoid physical, emotional, or mental upset for the focus group.

In analyzing your question from this perspective, if you feel that it may cause harm, you should consider changing the question or ending your research project. Perhaps you’ve discovered that your question encourages harmful or invasive questioning, in which case you should reformulate it.

5. Writing the question 

The actual process of writing the question comes only after considering the above points. The purpose of crafting your research questions is to delve into what your study is specifically about” Remember that qualitative research questions are not trying to find the cause of an effect, but rather to explore the effect itself.

Your questions should be clear, concise, and understandable to those outside of your field. In addition, they should generate rich data. The questions you choose will also depend on the type of research you are conducting: 

• If you’re doing a phenomenological study, your questions might be open-ended, in order to allow participants to share their experiences in their own words.
• If you’re doing a grounded-theory study, your questions might be focused on generating a list of categories or themes.
• If you’re doing ethnography, your questions might be about understanding the culture you’re studying.

Whenyou have well-written questions, it is much easier to develop your research design and collect data that accurately reflects your inquiry.

In writing your questions, it may help you to refer to this simple flowchart process for constructing questions:

Download Free E-Book 

25 examples of expertly crafted qualitative research questions

It's easy enough to cover the theory of writing a qualitative research question, but sometimes it's best if you can see the process in practice. In this section, we'll list 25 examples of B2B and B2C-related qualitative questions.

Let's begin with five questions. We'll show you the question, explain why it's considered qualitative, and then give you an example of how it can be used in research.

1. What is the customer's perception of our company's brand?

Qualitative research questions are often open-ended and invite respondents to share their thoughts and feelings on a subject. This question is qualitative because it seeks customer feedback on the company's brand. 

This question can be used in research to understand how customers feel about the company's branding, what they like and don't like about it, and whether they would recommend it to others.

2. Why do customers buy our product?

This question is also qualitative because it seeks to understand the customer's motivations for purchasing a product. It can be used in research to identify the reasons  customers buy a certain product, what needs or desires the product fulfills for them, and how they feel about the purchase after using the product.

3. How do our customers interact with our products?

Again, this question is qualitative because it seeks to understand customer behavior. In this case, it can be used in research to see how customers use the product, how they interact with it, and what emotions or thoughts the product evokes in them.

4. What are our customers' biggest frustrations with our products?

By seeking to understand customer frustrations, this question is qualitative and can provide valuable insights. It can be used in research to help identify areas in which the company needs to make improvements with its products.

5. How do our customers feel about our customer service?

Rather than asking why customers like or dislike something, this question asks how they feel. This qualitative question can provide insights into customer satisfaction or dissatisfaction with a company. 

This type of question can be used in research to understand what customers think of the company's customer service and whether they feel it meets their needs.

20 more examples to refer to when writing your question

Now that you’re aware of what makes certain questions qualitative, let's move into 20 more examples of qualitative research questions:

• How do your customers react when updates are made to your app interface?
• How do customers feel when they complete their purchase through your ecommerce site?
• What are your customers' main frustrations with your service?
• How do people feel about the quality of your products compared to those of your competitors?
• What motivates customers to refer their friends and family members to your product or service?
• What are the main benefits your customers receive from using your product or service?
• How do people feel when they finish a purchase on your website?
• What are the main motivations behind customer loyalty to your brand?
• How does your app make people feel emotionally?
• For younger generations using your app, how does it make them feel about themselves?
• What reputation do people associate with your brand?
• How inclusive do people find your app?
• In what ways are your customers' experiences unique to them?
• What are the main areas of improvement your customers would like to see in your product or service?
• How do people feel about their interactions with your tech team?
• What are the top five reasons people use your online marketplace?
• How does using your app make people feel in terms of connectedness?
• What emotions do people experience when they're using your product or service?
• Aside from the features of your product, what else about it attracts customers?
• How does your company culture make people feel?

As you can see, these kinds of questions are completely open-ended. In a way, they allow the research and discoveries made along the way to direct the research. The questions are merely a starting point from which to explore.

This video offers tips on how to write good qualitative research questions, produced by Qualitative Research Expert, Kimberly Baker.

Wrap-up: crafting your own qualitative research questions.

Over the course of this article, we've explored what qualitative research questions are, why they matter, and how they should be written. Hopefully you now have a clear understanding of how to craft your own.

Remember, qualitative research questions should always be designed to explore a certain experience or phenomena in-depth, in order to generate powerful insights. As you write your questions, be sure to keep the following in mind:

• Are you being inclusive of all relevant perspectives?
• Are your questions specific enough to generate clear answers?
• Will your questions allow for an in-depth exploration of the topic at hand?
• Do the questions reflect your research goals and objectives?

If you can answer "yes" to all of the questions above, and you've followed the tips for writing qualitative research questions we shared in this article, then you're well on your way to crafting powerful queries that will yield valuable insights.

Download Free E-Book

Asking the right questions in the right way is the key to research success. That’s true for not just the discussion guide but for every step of a research project. Following are 100+ questions that will take you from defining your research objective through  screening and participant discussions.

Fill out the form below to access free e-book! 

Recommend Resources:

• How to Recruit Participants for Qualitative Research
• The Best UX Research Tools of 2022
• 10 Smart Tips for Conducting Better User Interviews
• 50 Powerful Questions You Should Ask In Your Next User Interview
• How To Find Participants For User Research: 13 Ways To Make It Happen
• UX Diary Study: 5 Essential Tips For Conducing Better Studies
• User Testing Recruitment: 10 Smart Tips To Find Participants Fast
• Qualitative Research Questions: Gain Powerful Insights + 25
• How To Successfully Recruit Participants for A Study (2022 Edition)
• How To Properly Recruit Focus Group Participants (2022 Edition)
• The Best Unmoderated Usability Testing Tools of 2022

50 Powerful User Interview Questions You Should Consider Asking

We researched the best user interview questions you can use for your qualitative research studies. Use these 50 sample questions for your next...

How To ​​Unleash Your Extra Income Potential With Respondent

The number one question we get from new participants is “how can I get invited to participate in more projects.” In this article, we’ll discuss a few...

Understanding Why High-Quality Research Needs High-Quality Participants

Why are high-quality participants essential to your research? Read here to find out who they are, why you need them, and how to find them.

25 Qualitative market research questions (and how to write your own)

25 examples of qualitative research questions, how to write your own insightful qualitative market research questions, ask the right qualitative market research questions to the correct audience.

There’s something very satisfying about being asked a great question that really gets you thinking. And in qualitative market research, it’s especially valuable.

If you ask the right person the right question, you’ll be able to uncover next steps — both small ones and big leaps — that will lead you to a better brand.

If you approach qualitative research right, you can get rich and valuable insights into your customers’ behaviors, and how to play into them.

You’ll learn about how customers interact, their motivations, and how to be there when they need you. And, you’ll uncover things about your brand that are difficult to find out from the inside.

We’re about to show you 25 qualitative research questions across six categories, that will allow you to take a deep dive into your target customers’ brain. These research questions are perfect to use in focus groups or with Attest’s Video Responses feature .

Qualitative research questions come in all shapes and sizes. We’ve split them up in several categories to inspire you to mix it up in your next survey or interview and make them work for your choice of qualitative research question types and methods.

Descriptive qualitative research questions

Descriptive questions are effective qualitative research questions that allow participants to describe experiences, opinions and more.

• Describe how this product/service has changed the way you approach [specific task/activity]. This question digs into the tangible impacts of your product on daily life, revealing how it reshapes routines or approaches to tasks.It’s a great way to highlight the practical value and possibly discover unexpected benefits that your product brings to the table.
• If you were to introduce this product/service to a friend, what would you say? Asking this encourages users to put their experience into their words, almost like a personal pitch. It’s a fun and low barrier approach to find out what stands out to them and what they value most about your offering.
• What three words would you use to describe this product/service after your first use? If you’re looking for immediate, instinctive reactions, qualitative research questions like these work best.They allow the user to give a quick snapshot and not have to think long and hard about an answer. Encourage them to respond with the first thing that comes to mind — no wrong answers.
• What aspect of this product/service do you think is underrated? This seeks to uncover hidden gems within your product that may not be getting the spotlight they deserve — even internally.It’s a clever way to find out about features or benefits that might be flying under the radar but have the potential to be major selling points.

Understand the nuance from in your audience’s behaviors

Getting that nuance through qual research will help you explain thy why to your quant ‘whats’, and give you much-needed inspiration during ideation

Comparative qualitative research questions

Using comparative qualitative research questions you can invite respondents to talk about your brand, product or services in comparison to others. It can help you understand the differences between you and your competitors, from your consumers’ perspective.

These qualitative research questions are a great addition to numbers, scores and other numerical data derived from quantitative research questions in a quantitative study.

• What differences do you notice between this brand and its competitors in terms of value provided? This question invites customers to think critically about the unique advantages or shortcomings of your product compared to the competition.It’s insightful because it can highlight what customers value most about your brand and whether you are doubling down on the right USPs according to them.
• In what situation would you prefer this competitors’ product/service over ours? Asking this might seem a bit daring, but it’s a golden opportunity to gain honest feedback on where your product may fall short for certain users or use cases.Research questions like this can uncover specific features, price points, or scenarios where competitors have an edge, offering you clear directions for strategic improvements or innovations.
• How does the ease of use of this product/service compare to others you have used in the past? This question zeros in on usability, a crucial aspect of customer satisfaction. It offers direct feedback on how user-friendly your product is compared to others, highlighting areas where you excel or need improvement.
• When choosing between this product/service and others, what factor weighs most heavily on your decision? Understanding the key factors that influence choice can help you fine-tune your offerings and marketing messages to better meet customer needs and preferences.If you look at the answers and compare the marketing efforts of your own brand and main competitors, you’ll be able to spot where you could make improvements.
• Can you identify a feature in a competing product/service that you wish ours had? Sometimes asking what feature they’d love is tricky: it might be hard to dream up. But if you give users the opportunity to shop from your competitors’ features, it might be easier.Qualitative research questions like these are therefore a smart and straightforward way to identify gaps in your product from a user perspective.

Exploratory qualitative research questions

Exploratory qualitative research questions are used in qualitative methods to tap into potential opportunities, and uncover insights that haven’t been previously considered. Add these research questions to your qualitative research studies if you’re on the hunt for new ideas.

• What challenges are you currently facing that this product/service does not address? This question is a gem in qualitative studies because it shines a light on the gaps between what your product offers and what your users actually need.By understanding these challenges, you’re not just guessing; you’re directly addressing the needs that matter most to your users, making every feature more aligned with their real-world problems.
• If you could add any premium features to this product/service, big or small, while the price remains the same, what would it be? Research questions like these open up a playground for users’ imaginations, allowing you to peek into their deepest wishes.It’s a creative way to use qualitative research to uncover independent variables (new features) that could make your product indispensable.
• What would make you stop using this product/service tomorrow? This one might sound a bit scary, but it’s crucial. It helps you pinpoint the deal breakers that could push your users away.Think of it as a preventive measure; by understanding these thresholds, you can steer clear of them in your future updates or service improvements. This question is a cornerstone in crafting a research design that seeks to minimize risks and maximize satisfaction.
• What’s a feature you never knew you needed until you started using this product/service? These insights are gold for marketing and product development, revealing the unexpected delights that can turn casual users into loyal fans.Plus, it’s a great way to highlight the qualitative words or phrases that resonate most with your audience, giving you a direct line to what makes your product stand out.
• If this product/service no longer existed, what would be the biggest gap in your routine or activities? This qualitative question helps to understand the role your product plays in users’ lives, emphasizing its importance and potential areas for highlighting in marketing efforts.Knowing what would replace you also tells you a great deal about the value your product offers.

Experience-based qualitative research questions

These qualitative research questions focus on the personal experiences of your users, and try to understand their journey and interactions with the product or service deeply.

• Describe a situation where this product/service met or exceeded your expectations. The feedback from this research question can reveal the “wow” factors that differentiate your offering in the market. It’s a great way to identify the elements of your product or service that surprise and delight customers.These qualitative questions will also highlight the specific words they use for this will also be great to fine-tune your communications and choice of words. You might be describing the right benefits already, but maybe not in the words they relate to most.
• What’s missing from your experience with this product/service? This research question is a direct line to understanding your customers’ unmet needs and desires. It encourages them to share their thoughts on how your product or service could be more useful, enjoyable, or relevant to their lives.
• What was your initial impression of this product/service, and how has it evolved? A classic, but nonetheless a valuable qualitative research question. If peoples’ experiences with your product change their impression of it over time, it’s crucial you dig into what those experiences are, to better match your marketing to the real world.Especially if impressions tend to take a more negative turn after some experiences, but also when it’s the other way around — don’t undersell your product!

Behavioral qualitative research questions

Behavioral qualitative research questions seek to understand the actions and behaviors of consumers, particularly in relation to your product or service. Adding these to your qualitative study will make it more relevant to daily life applications.

• Have you been using products/services like ours in ways that you didn’t think you would initially? This is a good qualitative research question to learn about unconventional or alternative use cases of your product. Of course, it doesn’t mean you immediately need to pivot, but it can help you map out uncharted or ignored territory and find fans in niche parts of your market.
• Has this product/service replaced something else you used to rely on? If so, what? We’re going there: ask about the ”ex”. Knowing who or what came before you and why things didn’t work out will help you be better in many ways. So, make sure to follow up this question with another one digging into the reasons for the break-up.
• What activity or task do you most frequently pair with this product/service? This might not seem immediately relevant, but it can tell you a great deal about your customer’s behavior. Knowing what place you have in their routine or what products they combine yours with can help you uncover big possibilities for innovations or even partnerships.
• How has this product/service influenced your daily habits or routines? This question doesn’t just focus on the functional benefits of your product, but also how those manifest in someone’s daily life. Do people highlight time they won back, or pleasure gained? Have they made any other changes that are relevant to you? There’s a lot to learn from small habit changes!

Emotional qualitative research questions

These qualitative questions explore the emotional connections and reactions participants have towards a particular topic, product, service, or brand. The qualitative questions examples below specifically bring a human side to quantitative research.

• How does this product/service fit into the moments that matter most to you? This might not be interesting for every product or brand, but if your brand is aiming to significantly impact people’s lives and important moments, this is a must-ask. Are they taking your products along to big moments in their lives? Does it provide them with comfort, confidence or something else when they need it? Research questions like this go way beyond functionality and tap into emotional significance — which is great for brands who really want to integrate with people’s lives.
• How does using this product/service make you feel compared to not using it at all? Are people frustrated when they run out of your product? Sad? Do they miss it at all? This question can reveal some powerful feelings around your product.
• How does this product/service affect your mood? This is a fun question to ask and can give you a great insight into what emotions your product evokes in general. Maybe some people don’t think about how they feel with your product, but others might get a confidence boost out of it, or chuckle every time they read your product copy. This question can reveal teeny tiny details that could matter a lot.

How this team aced their pitch with qual insights

Qual research helped Barrows understand glasses wearers’ pain points and wow a prospective client.

Got a burning question? Here’s how to make it part of a successful qualitative research project.

1. Set clear objectives

Knowing why you’re asking something is what helps you ask it the right way. Ask yourself what your general research objective is and how each of your qualitative research questions helps you get to the main answer.

For every qualitative research question you ask, find out IF it leads you closer to your goals, and make sure you can explain HOW it does so.

2. Ask open-ended questions the right way

There’s an art in asking great open-ended questions. Here’s an example of both seemingly similar open-ended, qualitative research questions, but one’s good, and one’s not:

“Why do you think people say this new smartwatch is better than others on the market?”

“What feedback are you hearing about this smartwatch in comparison to other smartwatches you know?”

The first one already works with the assumption and bias that your product is great. You’re practically putting words into your respondent’s mouth/answer box. The next one lets them come up with their own, unbiased response.

Good qualitative research questions should be:

• Unbiased: avoid qualitative research questions that are leading or show any form of bias whatsoever.
• Clear: only ask one thing at a time, and make it clear what that actually is.
• Relevant: make sure your question makes sense. Not just in the whole qualitative research, but also in the place it has in your survey or interview.
• Truly open: some quantitative research questions are sometimes disguised as qualitative research questions. Make sure yours is truly open and qualitative.

If you tick these boxes, your respondents will feel encouraged to express their opinions and motivations freely, which in turn will add depth and context to your research findings.

3. Balance between structured questions and flexibility

Let’s talk about flow. Imagine the panic that would set in if your first question in a job interview would be ”and how do you tackle problems with coworkers?”

Timing matters. Mixing up the question matters. This will create a great flow and keep respondents engaged and enthusiastic, and will avoid confusion.

Make sure to give respondents space to add comments or feedback where needed, but do so in a structured way, so your data remains easy to analyze.

4. Take measures to avoid survey bias

We’re circling back to bias for a second, but just because there’s more to be said and done. Avoiding bias in your surveys and qualitative research questions isn’t just about avoiding certain words or biased language, it also helps to choose a well-mixed and representative audience. On top of that, make sure your survey churns out high-quality data, not just high-volume. Read more about how we work on keeping your data in great shape.

5. Conduct pilot testing before launching large surveys

Do a mic-check before you send your qualitative research survey out to thousands of people. With pilot testing, you make sure your survey’s research questions are as-to-the-point as you hoped it to be. Send it to a small slice of your total audience, but make sure that the pilot group is just as representative as the total one will be.

When you hit that sweet spot of the right qualitative research questions and a perfectly represented audience , the feedback you receive from qualitative research isn’t just data—it’s a roadmap to deeper understanding and connection with your audience. For those looking to dive into the rich world of conducting qualitative research, Attest offers the market research tools and audience reach you need to make every question count. Check out how Attest can help bring your qualitative research to life.

VP Customer Success 

Sam joined Attest in 2019 and leads the Customer Research Team. Sam and her team support brands through their market research journey, helping them carry out effective research and uncover insights to unlock new areas for growth.

Related articles

4 positioning strategies to grow and market your brand, attest sponsors burberry british diversity awards for third year running, product webinar: getting better insights with enhanced segments, subscribe to our newsletter.

Fill in your email and we’ll drop fresh insights and events info into your inbox each week.

* I agree to receive communications from Attest. Privacy Policy .

You're now subscribed to our mailing list to receive exciting news, reports, and other updates!

The Ultimate Guide to Qualitative Research - Part 1: The Basics

• Introduction and overview
• What is qualitative research?
• What is qualitative data?
• Examples of qualitative data
• Qualitative vs. quantitative research
• Mixed methods
• Qualitative research preparation
• Theoretical perspective
• Theoretical framework
• Literature reviews
• Introduction

Why are research questions so important?

Research question examples, types of qualitative research questions, writing a good research question, guiding your research through research questions.

• Conceptual framework
• Conceptual vs. theoretical framework
• Data collection
• Qualitative research methods
• Focus groups
• Observational research
• Case studies
• Ethnographical research
• Ethical considerations
• Confidentiality and privacy
• Power dynamics
• Reflexivity

Research questions

The research question plays a critical role in the research process, as it guides the study design, data collection , analysis , and interpretation of the findings.

A research paper relies on a research question to inform readers of the research topic and the research problem being addressed. Without such a question, your audience may have trouble understanding the rationale for your research project.

People can take for granted the research question as an essential part of a research project. However, explicitly detailing why researchers need a research question can help lend clarity to the research project. Here are some of the key roles that the research question plays in the research process:

Defines the scope and focus of the study

The research question helps to define the scope and focus of the study. It identifies the specific topic or issue that the researcher wants to investigate, and it sets the boundaries for the study. A research question can also help you determine if your study primarily contributes to theory or is more applied in nature. Clinical research and public health research, for example, may be more concerned with research questions that contribute to practice, while a research question focused on cognitive linguistics are aimed at developing theory.

Provides a rationale for the study

The research question provides a rationale for the study by identifying a gap or problem in existing literature or practice that the researcher wants to address. It articulates the purpose and significance of the study, and it explains why the study is important and worth conducting.

Guides the study design

The research question guides the study design by helping the researcher select appropriate research methods , sampling strategies, and data collection tools. It also helps to determine the types of data that need to be collected and the best ways to analyze and interpret the data because the principal aim of the study is to provide an answer to that research question.

Shapes the data analysis and interpretation

The research question shapes the data analysis and interpretation by guiding the selection of appropriate analytical methods and by focusing the interpretation of the findings. It helps to identify which patterns and themes in the data are more relevant and worth digging into, and it guides the development of conclusions and recommendations based on the findings.

Generates new knowledge

The research question is the starting point for generating new knowledge. By answering the research question, the researcher contributes to the body of knowledge in the field and helps to advance the understanding of the topic or issue under investigation.

Overall, the research question is a critical component of the research process, as it guides the study from start to finish and provides a foundation for generating new knowledge.

Supports the thesis statement

The thesis statement or main assertion in any research paper stems from the answers to the research question. As a result, you can think of a focused research question as a preview of what the study aims to present as a new contribution to existing knowledge.

Here area few examples of focused research questions that can help set the stage for explaining different types of research questions in qualitative research . These questions touch upon various fields and subjects, showcasing the versatility and depth of research.

• What factors contribute to the job satisfaction of remote workers in the technology industry?
• How do teachers perceive the implementation of technology in the classroom, and what challenges do they face?
• What coping strategies do refugees use to deal with the challenges of resettlement in a new country?
• How does gentrification impact the sense of community and identity among long-term residents in urban neighborhoods?
• In what ways do social media platforms influence body image and self-esteem among adolescents?
• How do family dynamics and communication patterns affect the management of type 2 diabetes in adult patients?
• What is the role of mentorship in the professional development and career success of early-career academics?
• How do patients with chronic illnesses experience and navigate the healthcare system, and what barriers do they encounter?
• What are the motivations and experiences of volunteers in disaster relief efforts, and how do these experiences impact their future involvement in humanitarian work?
• How do cultural beliefs and values shape the consumer preferences and purchasing behavior of young adults in a globalized market?
• How do individuals whose genetic factors predict a high risk for developing a specific medical condition perceive, cope with, and make lifestyle choices based on this information?

These example research questions highlight the different kinds of inquiries common to qualitative research. They also demonstrate how qualitative research can address a wide range of topics, from understanding the experiences of specific populations to examining the impact of broader social and cultural phenomena.

Also, notice that these types of research questions tend to be geared towards inductive analyses that describe a concept in depth or develop new theory. As such, qualitative research questions tend to ask "what," "why," or "how" types of questions. This contrasts with quantitative research questions that typically aim to verify an existing theory. and tend to ask "when," "how much," and "why" types of questions to nail down causal mechanisms and generalizable findings.

Whatever your research inquiry, turn to ATLAS.ti

Powerful tools to help turn your research question into meaningful analysis, starting with a free trial.

As you can see above, the research questions you ask play a critical role in shaping the direction and depth of your study. These questions are designed to explore, understand, and interpret social phenomena, rather than testing a hypothesis or quantifying data like in quantitative research. In this section, we will discuss the various types of research questions typically found in qualitative research, making it easier for you to craft appropriate questions for your study.

Descriptive questions

Descriptive research questions aim to provide a detailed account of the phenomenon being studied. These questions usually begin with "what" or "how" and seek to understand the nature, characteristics, or functions of a subject. For example, "What are the experiences of first-generation college students?" or "How do small business owners adapt to economic downturns?"

Comparative questions

Comparative questions seek to examine the similarities and differences between two or more groups, cases, or phenomena. These questions often include the words "compare," "contrast," or "differences." For example, "How do parenting practices differ between single-parent and two-parent families?" or "What are the similarities and differences in leadership styles among successful female entrepreneurs?"

Exploratory questions

Exploratory research questions are open-ended and intended to investigate new or understudied areas. These questions aim to identify patterns, relationships, or themes that may warrant further investigation. For example, "How do teenagers use social media to construct their identities?" or "What factors influence the adoption of renewable energy technologies in rural communities?"

Explanatory questions

Explanatory research questions delve deeper into the reasons or explanations behind a particular phenomenon or behavior. They often start with "why" or "how" and aim to uncover underlying motivations, beliefs, or processes. For example, "Why do some employees resist organizational change?" or "How do cultural factors influence decision-making in international business negotiations?"

Evaluative questions

Evaluative questions assess the effectiveness, impact, or outcomes of a particular intervention, program, or policy. They seek to understand the value or significance of an initiative by examining its successes, challenges, or unintended consequences. For example, "How effective is the school's anti-bullying program in reducing incidents of bullying?" or "What are the long-term impacts of a community-based health promotion campaign on residents' well-being?"

Interpretive questions

Interpretive questions focus on understanding how individuals or groups make sense of their experiences, actions, or social contexts. These questions often involve the analysis of language, symbols, or narratives to uncover the meanings and perspectives that shape human behavior. For example, "How do cancer survivors make sense of their illness journey?" or "What meanings do members of a religious community attach to their rituals and practices?"

There are mainly two overarching ways to think about how to devise a research question. Many studies are built on existing research, but others can be founded on personal experiences or pilot research.

Using the literature review

Within scholarly research, the research question is often built from your literature review . An analysis of the relevant literature reporting previous studies should allow you to identify contextual, theoretical, or methodological gaps that can be addressed in future research.

A compelling research question built on a robust literature review ultimately illustrates to your audience what is novel about your study's objectives.

Conducting pilot research

Researchers may conduct preliminary research or pilot research when they are interested in a particular topic but don't yet have a basis for forming a research question on that topic. A pilot study is a small-scale, preliminary study that is conducted in order to test the feasibility of a research design, methods, and procedures. It can help identify unresolved puzzles that merit further investigation, and pilot studies can draw attention to potential issues or problems that may arise in the full study.

One potential benefit of conducting a pilot study in qualitative research is that it can help the researcher to refine their research question. By collecting and analyzing a small amount of data, the researcher can get a better sense of the phenomenon under investigation and can develop a more focused and refined research question for the full study. The pilot study can also help the researcher to identify key themes, concepts, or variables that should be included in the research question.

In addition to helping to refine the research question, a pilot study can also help the researcher to develop a more effective data collection and analysis plan. The researcher can test different methods for collecting and analyzing data, and can make adjustments based on the results of the pilot study. This can help to ensure that the full study is conducted in the most effective and efficient manner possible.

Overall, conducting a pilot study in qualitative research can be a valuable tool for refining the research question and developing a more effective research design, methods, and procedures. It can help to ensure that the full study is conducted in a rigorous and effective manner, and can increase the likelihood of generating meaningful and useful findings.

When you write a research question for your qualitative study, consider which type of question best aligns with your research objectives and the nature of the phenomenon you are investigating. Remember, qualitative research questions should be open-ended, allowing for a range of perspectives and insights to emerge. As you progress in your research, these questions may evolve or be refined based on the data you collect, helping to guide your analysis and deepen your understanding of the topic.

Use ATLAS.ti for every step of your research project

From the research question to the key insights, ATLAS.ti is there for you. See how with a free trial.

100 Questions (and Answers) About Qualitative Research

• Lisa M. Given - Swinburne University, Australia, Charles Sturt University, Australia, RMIT University, Melbourne, Australia

“This is a great companion book for a course on qualitative methods and it is also a great resource as a ‘ready-reference,’ which should be a required companion for all graduate students who will be taking qualitative research methods.”

“It provides an overview of the subject on the nuances of qualitative research.”

“ Very precise in helping students determine if their study is appropriate for this type of research design.”

“The book appears to provide the right combination of breadth and depth . There are a lot of topics covered, but the book seems to provide a succinct, snapshot-like answer for each question.”

“A book like this can provide a useful supplement to major texts and be used as a reference.”

Lisa M. Given

• Privacy Policy

Home » Qualitative Research – Methods, Analysis Types and Guide

Qualitative Research – Methods, Analysis Types and Guide

Table of Contents

Qualitative Research

Qualitative research is a type of research methodology that focuses on exploring and understanding people’s beliefs, attitudes, behaviors, and experiences through the collection and analysis of non-numerical data. It seeks to answer research questions through the examination of subjective data, such as interviews, focus groups, observations, and textual analysis.

Qualitative research aims to uncover the meaning and significance of social phenomena, and it typically involves a more flexible and iterative approach to data collection and analysis compared to quantitative research. Qualitative research is often used in fields such as sociology, anthropology, psychology, and education.

Qualitative Research Methods

Qualitative Research Methods are as follows:

One-to-One Interview

This method involves conducting an interview with a single participant to gain a detailed understanding of their experiences, attitudes, and beliefs. One-to-one interviews can be conducted in-person, over the phone, or through video conferencing. The interviewer typically uses open-ended questions to encourage the participant to share their thoughts and feelings. One-to-one interviews are useful for gaining detailed insights into individual experiences.

Focus Groups

This method involves bringing together a group of people to discuss a specific topic in a structured setting. The focus group is led by a moderator who guides the discussion and encourages participants to share their thoughts and opinions. Focus groups are useful for generating ideas and insights, exploring social norms and attitudes, and understanding group dynamics.

Ethnographic Studies

This method involves immersing oneself in a culture or community to gain a deep understanding of its norms, beliefs, and practices. Ethnographic studies typically involve long-term fieldwork and observation, as well as interviews and document analysis. Ethnographic studies are useful for understanding the cultural context of social phenomena and for gaining a holistic understanding of complex social processes.

Text Analysis

This method involves analyzing written or spoken language to identify patterns and themes. Text analysis can be quantitative or qualitative. Qualitative text analysis involves close reading and interpretation of texts to identify recurring themes, concepts, and patterns. Text analysis is useful for understanding media messages, public discourse, and cultural trends.

This method involves an in-depth examination of a single person, group, or event to gain an understanding of complex phenomena. Case studies typically involve a combination of data collection methods, such as interviews, observations, and document analysis, to provide a comprehensive understanding of the case. Case studies are useful for exploring unique or rare cases, and for generating hypotheses for further research.

Process of Observation

This method involves systematically observing and recording behaviors and interactions in natural settings. The observer may take notes, use audio or video recordings, or use other methods to document what they see. Process of observation is useful for understanding social interactions, cultural practices, and the context in which behaviors occur.

Record Keeping

This method involves keeping detailed records of observations, interviews, and other data collected during the research process. Record keeping is essential for ensuring the accuracy and reliability of the data, and for providing a basis for analysis and interpretation.

This method involves collecting data from a large sample of participants through a structured questionnaire. Surveys can be conducted in person, over the phone, through mail, or online. Surveys are useful for collecting data on attitudes, beliefs, and behaviors, and for identifying patterns and trends in a population.

Qualitative data analysis is a process of turning unstructured data into meaningful insights. It involves extracting and organizing information from sources like interviews, focus groups, and surveys. The goal is to understand people’s attitudes, behaviors, and motivations

Qualitative Research Analysis Methods

Qualitative Research analysis methods involve a systematic approach to interpreting and making sense of the data collected in qualitative research. Here are some common qualitative data analysis methods:

Thematic Analysis

This method involves identifying patterns or themes in the data that are relevant to the research question. The researcher reviews the data, identifies keywords or phrases, and groups them into categories or themes. Thematic analysis is useful for identifying patterns across multiple data sources and for generating new insights into the research topic.

Content Analysis

This method involves analyzing the content of written or spoken language to identify key themes or concepts. Content analysis can be quantitative or qualitative. Qualitative content analysis involves close reading and interpretation of texts to identify recurring themes, concepts, and patterns. Content analysis is useful for identifying patterns in media messages, public discourse, and cultural trends.

Discourse Analysis

This method involves analyzing language to understand how it constructs meaning and shapes social interactions. Discourse analysis can involve a variety of methods, such as conversation analysis, critical discourse analysis, and narrative analysis. Discourse analysis is useful for understanding how language shapes social interactions, cultural norms, and power relationships.

Grounded Theory Analysis

This method involves developing a theory or explanation based on the data collected. Grounded theory analysis starts with the data and uses an iterative process of coding and analysis to identify patterns and themes in the data. The theory or explanation that emerges is grounded in the data, rather than preconceived hypotheses. Grounded theory analysis is useful for understanding complex social phenomena and for generating new theoretical insights.

Narrative Analysis

This method involves analyzing the stories or narratives that participants share to gain insights into their experiences, attitudes, and beliefs. Narrative analysis can involve a variety of methods, such as structural analysis, thematic analysis, and discourse analysis. Narrative analysis is useful for understanding how individuals construct their identities, make sense of their experiences, and communicate their values and beliefs.

Phenomenological Analysis

This method involves analyzing how individuals make sense of their experiences and the meanings they attach to them. Phenomenological analysis typically involves in-depth interviews with participants to explore their experiences in detail. Phenomenological analysis is useful for understanding subjective experiences and for developing a rich understanding of human consciousness.

Comparative Analysis

This method involves comparing and contrasting data across different cases or groups to identify similarities and differences. Comparative analysis can be used to identify patterns or themes that are common across multiple cases, as well as to identify unique or distinctive features of individual cases. Comparative analysis is useful for understanding how social phenomena vary across different contexts and groups.

Applications of Qualitative Research

Qualitative research has many applications across different fields and industries. Here are some examples of how qualitative research is used:

• Market Research: Qualitative research is often used in market research to understand consumer attitudes, behaviors, and preferences. Researchers conduct focus groups and one-on-one interviews with consumers to gather insights into their experiences and perceptions of products and services.
• Health Care: Qualitative research is used in health care to explore patient experiences and perspectives on health and illness. Researchers conduct in-depth interviews with patients and their families to gather information on their experiences with different health care providers and treatments.
• Education: Qualitative research is used in education to understand student experiences and to develop effective teaching strategies. Researchers conduct classroom observations and interviews with students and teachers to gather insights into classroom dynamics and instructional practices.
• Social Work : Qualitative research is used in social work to explore social problems and to develop interventions to address them. Researchers conduct in-depth interviews with individuals and families to understand their experiences with poverty, discrimination, and other social problems.
• Anthropology : Qualitative research is used in anthropology to understand different cultures and societies. Researchers conduct ethnographic studies and observe and interview members of different cultural groups to gain insights into their beliefs, practices, and social structures.
• Psychology : Qualitative research is used in psychology to understand human behavior and mental processes. Researchers conduct in-depth interviews with individuals to explore their thoughts, feelings, and experiences.
• Public Policy : Qualitative research is used in public policy to explore public attitudes and to inform policy decisions. Researchers conduct focus groups and one-on-one interviews with members of the public to gather insights into their perspectives on different policy issues.

How to Conduct Qualitative Research

Here are some general steps for conducting qualitative research:

• Identify your research question: Qualitative research starts with a research question or set of questions that you want to explore. This question should be focused and specific, but also broad enough to allow for exploration and discovery.
• Select your research design: There are different types of qualitative research designs, including ethnography, case study, grounded theory, and phenomenology. You should select a design that aligns with your research question and that will allow you to gather the data you need to answer your research question.
• Recruit participants: Once you have your research question and design, you need to recruit participants. The number of participants you need will depend on your research design and the scope of your research. You can recruit participants through advertisements, social media, or through personal networks.
• Collect data: There are different methods for collecting qualitative data, including interviews, focus groups, observation, and document analysis. You should select the method or methods that align with your research design and that will allow you to gather the data you need to answer your research question.
• Analyze data: Once you have collected your data, you need to analyze it. This involves reviewing your data, identifying patterns and themes, and developing codes to organize your data. You can use different software programs to help you analyze your data, or you can do it manually.
• Interpret data: Once you have analyzed your data, you need to interpret it. This involves making sense of the patterns and themes you have identified, and developing insights and conclusions that answer your research question. You should be guided by your research question and use your data to support your conclusions.
• Communicate results: Once you have interpreted your data, you need to communicate your results. This can be done through academic papers, presentations, or reports. You should be clear and concise in your communication, and use examples and quotes from your data to support your findings.

Examples of Qualitative Research

Here are some real-time examples of qualitative research:

• Customer Feedback: A company may conduct qualitative research to understand the feedback and experiences of its customers. This may involve conducting focus groups or one-on-one interviews with customers to gather insights into their attitudes, behaviors, and preferences.
• Healthcare : A healthcare provider may conduct qualitative research to explore patient experiences and perspectives on health and illness. This may involve conducting in-depth interviews with patients and their families to gather information on their experiences with different health care providers and treatments.
• Education : An educational institution may conduct qualitative research to understand student experiences and to develop effective teaching strategies. This may involve conducting classroom observations and interviews with students and teachers to gather insights into classroom dynamics and instructional practices.
• Social Work: A social worker may conduct qualitative research to explore social problems and to develop interventions to address them. This may involve conducting in-depth interviews with individuals and families to understand their experiences with poverty, discrimination, and other social problems.
• Anthropology : An anthropologist may conduct qualitative research to understand different cultures and societies. This may involve conducting ethnographic studies and observing and interviewing members of different cultural groups to gain insights into their beliefs, practices, and social structures.
• Psychology : A psychologist may conduct qualitative research to understand human behavior and mental processes. This may involve conducting in-depth interviews with individuals to explore their thoughts, feelings, and experiences.
• Public Policy: A government agency or non-profit organization may conduct qualitative research to explore public attitudes and to inform policy decisions. This may involve conducting focus groups and one-on-one interviews with members of the public to gather insights into their perspectives on different policy issues.

Purpose of Qualitative Research

The purpose of qualitative research is to explore and understand the subjective experiences, behaviors, and perspectives of individuals or groups in a particular context. Unlike quantitative research, which focuses on numerical data and statistical analysis, qualitative research aims to provide in-depth, descriptive information that can help researchers develop insights and theories about complex social phenomena.

Qualitative research can serve multiple purposes, including:

• Exploring new or emerging phenomena : Qualitative research can be useful for exploring new or emerging phenomena, such as new technologies or social trends. This type of research can help researchers develop a deeper understanding of these phenomena and identify potential areas for further study.
• Understanding complex social phenomena : Qualitative research can be useful for exploring complex social phenomena, such as cultural beliefs, social norms, or political processes. This type of research can help researchers develop a more nuanced understanding of these phenomena and identify factors that may influence them.
• Generating new theories or hypotheses: Qualitative research can be useful for generating new theories or hypotheses about social phenomena. By gathering rich, detailed data about individuals’ experiences and perspectives, researchers can develop insights that may challenge existing theories or lead to new lines of inquiry.
• Providing context for quantitative data: Qualitative research can be useful for providing context for quantitative data. By gathering qualitative data alongside quantitative data, researchers can develop a more complete understanding of complex social phenomena and identify potential explanations for quantitative findings.

When to use Qualitative Research

Here are some situations where qualitative research may be appropriate:

• Exploring a new area: If little is known about a particular topic, qualitative research can help to identify key issues, generate hypotheses, and develop new theories.
• Understanding complex phenomena: Qualitative research can be used to investigate complex social, cultural, or organizational phenomena that are difficult to measure quantitatively.
• Investigating subjective experiences: Qualitative research is particularly useful for investigating the subjective experiences of individuals or groups, such as their attitudes, beliefs, values, or emotions.
• Conducting formative research: Qualitative research can be used in the early stages of a research project to develop research questions, identify potential research participants, and refine research methods.
• Evaluating interventions or programs: Qualitative research can be used to evaluate the effectiveness of interventions or programs by collecting data on participants’ experiences, attitudes, and behaviors.

Characteristics of Qualitative Research

Qualitative research is characterized by several key features, including:

• Focus on subjective experience: Qualitative research is concerned with understanding the subjective experiences, beliefs, and perspectives of individuals or groups in a particular context. Researchers aim to explore the meanings that people attach to their experiences and to understand the social and cultural factors that shape these meanings.
• Use of open-ended questions: Qualitative research relies on open-ended questions that allow participants to provide detailed, in-depth responses. Researchers seek to elicit rich, descriptive data that can provide insights into participants’ experiences and perspectives.
• Sampling-based on purpose and diversity: Qualitative research often involves purposive sampling, in which participants are selected based on specific criteria related to the research question. Researchers may also seek to include participants with diverse experiences and perspectives to capture a range of viewpoints.
• Data collection through multiple methods: Qualitative research typically involves the use of multiple data collection methods, such as in-depth interviews, focus groups, and observation. This allows researchers to gather rich, detailed data from multiple sources, which can provide a more complete picture of participants’ experiences and perspectives.
• Inductive data analysis: Qualitative research relies on inductive data analysis, in which researchers develop theories and insights based on the data rather than testing pre-existing hypotheses. Researchers use coding and thematic analysis to identify patterns and themes in the data and to develop theories and explanations based on these patterns.
• Emphasis on researcher reflexivity: Qualitative research recognizes the importance of the researcher’s role in shaping the research process and outcomes. Researchers are encouraged to reflect on their own biases and assumptions and to be transparent about their role in the research process.

Advantages of Qualitative Research

Qualitative research offers several advantages over other research methods, including:

• Depth and detail: Qualitative research allows researchers to gather rich, detailed data that provides a deeper understanding of complex social phenomena. Through in-depth interviews, focus groups, and observation, researchers can gather detailed information about participants’ experiences and perspectives that may be missed by other research methods.
• Flexibility : Qualitative research is a flexible approach that allows researchers to adapt their methods to the research question and context. Researchers can adjust their research methods in real-time to gather more information or explore unexpected findings.
• Contextual understanding: Qualitative research is well-suited to exploring the social and cultural context in which individuals or groups are situated. Researchers can gather information about cultural norms, social structures, and historical events that may influence participants’ experiences and perspectives.
• Participant perspective : Qualitative research prioritizes the perspective of participants, allowing researchers to explore subjective experiences and understand the meanings that participants attach to their experiences.
• Theory development: Qualitative research can contribute to the development of new theories and insights about complex social phenomena. By gathering rich, detailed data and using inductive data analysis, researchers can develop new theories and explanations that may challenge existing understandings.
• Validity : Qualitative research can offer high validity by using multiple data collection methods, purposive and diverse sampling, and researcher reflexivity. This can help ensure that findings are credible and trustworthy.

Limitations of Qualitative Research

Qualitative research also has some limitations, including:

• Subjectivity : Qualitative research relies on the subjective interpretation of researchers, which can introduce bias into the research process. The researcher’s perspective, beliefs, and experiences can influence the way data is collected, analyzed, and interpreted.
• Limited generalizability: Qualitative research typically involves small, purposive samples that may not be representative of larger populations. This limits the generalizability of findings to other contexts or populations.
• Time-consuming: Qualitative research can be a time-consuming process, requiring significant resources for data collection, analysis, and interpretation.
• Resource-intensive: Qualitative research may require more resources than other research methods, including specialized training for researchers, specialized software for data analysis, and transcription services.
• Limited reliability: Qualitative research may be less reliable than quantitative research, as it relies on the subjective interpretation of researchers. This can make it difficult to replicate findings or compare results across different studies.
• Ethics and confidentiality: Qualitative research involves collecting sensitive information from participants, which raises ethical concerns about confidentiality and informed consent. Researchers must take care to protect the privacy and confidentiality of participants and obtain informed consent.

Also see Research Methods

About the author

Muhammad Hassan

Researcher, Academic Writer, Web developer

You may also like

Questionnaire – Definition, Types, and Examples

Case Study – Methods, Examples and Guide

Observational Research – Methods and Guide

Quantitative Research – Methods, Types and...

Qualitative Research Methods

Explanatory Research – Types, Methods, Guide

• make a call
• schedule an appointment
• Chat Loading...
• Request Info

855-725-7614

• Online Graduate Degree Programs
• School of Public Affairs
• Master of Public Administration and Policy
• MS in Counter-Terrorism and Homeland Security
• College of Arts and Sciences
• MA in Economics, Applied Economics Specialization
• MS in Nutrition Education
• School of Communication
• School of Professional and Extended Studies
• MS in Health Promotion Management
• MS in Human Resource Analytics and Management
• MS in Measurement & Evaluation
• MS in Sports Analytics and Management
• Online Graduate Certificates
• School of Professional and Extended Studies Graduate Certificate Programs
• Graduate Certificate in Human Resource Analytics and Management
• Graduate Certificate in Nutrition Education
• Graduate Certificate in Project Monitoring & Evaluation
• Graduate Certificate in Sports Analytics and Management
• Financial Aid and Tuition
• Scholarships
• International Students
• Military Students
• Schedule an Appointment
• University Registrar
• Campus Programs
• Why American University
• Accreditation and Rankings
• President's Message
• Online Student Life
• Virtual Open Houses & Webinars
• Frequently Asked Questions

Qualitative Methods in Monitoring and Evaluation: Qualitative Research Questions

• Online Degrees
• Program Resources

You are here

Selecting your research topic and crafting a qualitative research question from it is the first, and possibly the hardest, step of qualitative research. You will likely start with a topic, and as you start reading and do exploratory research, hone that topic into a research question that can be answered using qualitative methods.

I suggest that students start big and then narrow their topics. As you review the literature and current events around your larger topic, you will likely discover what questions academics and policymakers are asking about that topic. You should identify your topic’s puzzles, those questions that have yet to be answered. Then you should choose one of these puzzles to meld into your research question.

Throughout this process, you should constantly remind yourself of the purpose of qualitative inquiry. As researchers, we use qualitative data collection techniques to gather rich, emic data around a topic. That data highlights experiences and perceptions that help to provide explanation. As you explore your larger topic, focus on those puzzles that need qualitative explanation. As you hone your topic into possible research questions, ask yourself why qualitative data collection techniques would be the best way to provide insight into your topic and answer your research question. This is actually harder than you might think, as many of us tend towards the quantitative. Usually, crafting a qualitative research question means asking a why or a what explains question, NOT a how or a descriptive question.

The best qualitative research questions are:

• Interesting to you. Depending on the purpose of your research and your research output, you will likely spend a lot of time on your topic. Pick a topic that you find interesting, so that you will be engaged throughout the research process.
• Original. When we conduct primary research, we are not summarizing the research of others. We are coming up with our own research question and qualitative design to answer it. Your qualitative research could identify a brand new topic, or it could take a new spin on an old topic, or look at a new topic in a different light.
• Answerable. Your research question should be answerable using qualitative methods. Not every research question can and should be answered using qualitative data collection techniques. You should craft a question that is best answered using qualitative research.
• Manageable. Your research question should be manageable within your time, space, and budget constraints. Craft a question that fits within the purpose and scope of your research. Some qualitative questions might take an article length paper to answer, and some may take a book! Some questions might require a longer time to answer, travel that you are not able to do, or a larger budget than you have to support your research. Craft your question with these constraints and parameters in mind.

Once you have a research question, you will need to draft your qualitative research design. Your design will need to provide specifics on the qualitative data collection techniques you intend to use to answer your research question. You should think in advance about what kinds of data you will need, and what qualitative data collection techniques would be most useful to gather it. You have a number of tools available in your qualitative data collection toolkit, and you need to figure out which is most appropriate for your data collection need. You might use observation, participant observation , interviews , focus groups , or participatory tools , for example. You also need to think through how you will address missing or incomplete data, and how you will manage and analyze the data that you collect.

Qualitative Questions and Evaluation

When we conduct an evaluation , we usually start by crafting a logic model or Logical Framework (LogFrame) . As evaluators, we usually ask qualitative questions that help us to understand an organization’s logic model or to populate its LogFrame. We might ask a broad question such as: What explains this organization’s theory of change? Such a broad question would also have support questions such as: What does this organization do? Why does it do it that way? What are some examples of projects? How are those projects managed? Who are the beneficiaries? What are this organization’s challenges? What are this organization’s risks and assumptions?

Good qualitative research questions that help us to craft an evaluation might include questions around program need, and program conceptualization and design (Rossi, Lipsey, and Freeman, 2004). Depending on the purpose of the evaluation and your evaluation design, you might ask process-focused questions such as who, what, when, where, why, and how; or you might ask outcome focused questions around changes, effects, and impacts.

Your qualitative research and the answers to all of these questions could help you to develop a LogFrame that you could use to guide a future evaluation that asks questions around program operations and service delivery, program outcomes, or program cost efficiency. Your evaluation design would include evaluation questions that likely have a mixed method element that uses a combination of qualitative and quantitative data and methods to help measure progress or change. Our evaluation questions are not necessarily qualitative in nature; they are often questions that require mixed methods or quantitative tools and analyses to answer. However, we often use qualitative research questions and data collection techniques to help us craft our evaluation questions, LogFrame, and evaluation design.

Rossi, Peter, Mark Lipsey, and Howard Freeman. Evaluation: A Systematic Approach. 7th edition. Thousand Oaks, SAGE, 2004.

About The Author

Dr. Beverly Peters has more than twenty years of experience teaching, conducting qualitative research, and managing community development, microcredit, infrastructure, and democratization projects in several countries in Africa. As a consultant, Dr. Peters worked on EU and USAID funded infrastructure, education, and microcredit projects in South Africa and Mozambique. She also conceptualized and developed the proposal for Darfur Peace and Development Organization’s women’s crisis center, a center that provides physical and economic assistance to women survivors of violence in the IDP camps in Darfur. Dr. Peters has a Ph.D. from the University of Pittsburgh. Learn more about Dr. Peters.

To learn more about American University’s online MS in Measurement & Evaluation or Graduate Certificate in Project Monitoring & Evaluation, request more information or call us toll free at 855-725-7614.

(855) 725-7614

• Terms & Conditions
• About American University

Designing a Research Question

• First Online: 29 November 2023

Cite this chapter

• Ahmed Ibrahim 3 &
• Camille L. Bryant 3  

422 Accesses

This chapter discusses (1) the important role of research questions for descriptive, predictive, and causal studies across the three research paradigms (i.e., quantitative, qualitative, and mixed methods); (2) characteristics of quality research questions, and (3) three frameworks to support the development of research questions and their dissemination within scholarly work. For the latter, a description of the P opulation/ P articipants, I ntervention/ I ndependent variable, C omparison, and O utcomes (PICO) framework for quantitative research as well as variations depending on the type of research is provided. Second, we discuss the P articipants, central Ph enomenon, T ime, and S pace (PPhTS) framework for qualitative research. The combination of these frameworks is discussed for mixed-methods research. Further, templates and examples are provided to support the novice health scholar in developing research questions for applied and theoretical studies. Finally, we discuss the Create a Research Space (CARS) model for introducing research questions as part of a research study, to demonstrate how scholars can apply their knowledge when disseminating research.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

• Available as PDF
• Read on any device
• Instant download
• Own it forever
• Available as EPUB and PDF
• Compact, lightweight edition
• Dispatched in 3 to 5 business days
• Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

Onwuegbuzie A, Leech N. Linking research questions to mixed methods data analysis procedures 1. Qual Rep. 2006;11(3):474–98. https://doi.org/10.46743/2160-3715/2006.1663 .

Article   Google Scholar  

Creswell JW, Poth CN. Qualitative inquiry and research design: choosing among five approaches. 4th ed. Thousand Oaks: Sage; 2018.

Google Scholar  

Johnson B, Christensen LB. Educational research: quantitative, qualitative, and mixed approaches. Thousand Oaks: Sage Publications, Inc.; 2020.

White P. Who’s afraid of research questions? The neglect of research questions in the methods literature and a call for question-led methods teaching. Int J Res Method Educ. 2013;36(3):213–27. https://doi.org/10.1080/1743727x.2013.809413 .

Lingard L. Joining a conversation: the problem/gap/hook heuristic. Perspect Med Educ. 2015;4(5):252–3. https://doi.org/10.1007/s40037-015-0211-y .

Article   PubMed   PubMed Central   Google Scholar  

Dillon JT. The classification of research questions. Rev Educ Res. 1984;54(3):327–61. https://doi.org/10.3102/00346543054003327 .

Dillon JT. Finding the question for evaluation research. Stud Educ Eval. 1987;13(2):139–51. https://doi.org/10.1016/S0191-491X(87)80027-5 .

Smith NL. Toward the justification of claims in evaluation research. Eval Program Plann. 1987;10(4):309–14. https://doi.org/10.1016/0149-7189(87)90002-4 .

Smith NL, Mukherjee P. Classifying research questions addressed in published evaluation studies. Educ Eval Policy Anal. 1994;16(2):223–30. https://doi.org/10.3102/01623737016002223 .

Shaughnessy JJ, Zechmeister EB, Zechmeister JS. Research methods in psychology. 9th ed. New York: McGraw Hill; 2011.

DeCuir-Gunby JT, Schutz PA. Developing a mixed methods proposal a practical guide for beginning researchers. Thousand Oaks: Sage; 2017.

Book   Google Scholar  

Creswell JW, Guetterman TC. Educational research: planning, conducting, and evaluating quantitative and qualitative research. 6th ed. New York: Pearson; 2019.

Ely M, Anzul M, Friedman T, Ganer D, Steinmetz AM. Doing qualitative research: circles within circles. London: Falmer Press; 1991.

Agee J. Developing qualitative research questions: a reflective process. Int J Qual Stud Educ. 2009;22(4):431–47. https://doi.org/10.1080/09518390902736512 .

Johnson RB, Onwuegbuzie AJ. Mixed methods research: a research paradigm whose time has come. Educ Res. 2004;33(7):14–26. https://doi.org/10.3102/0013189x033007014 .

Creamer EG. An introduction to fully integrated mixed methods research. Thousand Oaks: Sage; 2018.

Swales J. Genre analysis: English in academic and research settings. Cambridge: Cambridge University Press; 1990.

Swales J. Research genres: explorations and applications. Cambridge: Cambridge University Press; 2004.

Kendall PC, Norris LA, Rifkin LS, Silk JS. Introducing your research report: writing the introduction. In: Sternberg RJ, editor. Guide to publishing in psychology journals. 2nd ed. Cambridge: Cambridge University Press; 2018. p. 37–53. https://doi.org/10.1017/9781108304443.005 .

Thomson P, Kamler B. Writing for peer reviewed journals: strategies of getting published. Abingdon: Routledge; 2013.

Lingard L. Writing an effective literature review: Part I: Mapping the gap. Perspectives on Medical Education. 2018;7:47–49.

Download references

Author information

Authors and affiliations.

Johns Hopkins University School of Education, Baltimore, MD, USA

Ahmed Ibrahim & Camille L. Bryant

You can also search for this author in PubMed   Google Scholar

Corresponding author

Correspondence to Ahmed Ibrahim .

Editor information

Editors and affiliations.

Johns Hopkins University School of Medicine, Baltimore, MD, USA

April S. Fitzgerald

Johns Hopkins Bloomberg School of Public Health, Baltimore, MD, USA

Gundula Bosch

Rights and permissions

Reprints and permissions

Copyright information

© 2023 The Author(s), under exclusive license to Springer Nature Switzerland AG

About this chapter

Ibrahim, A., Bryant, C.L. (2023). Designing a Research Question. In: Fitzgerald, A.S., Bosch, G. (eds) Education Scholarship in Healthcare. Springer, Cham. https://doi.org/10.1007/978-3-031-38534-6_4

Download citation

DOI : https://doi.org/10.1007/978-3-031-38534-6_4

Published : 29 November 2023

Publisher Name : Springer, Cham

Print ISBN : 978-3-031-38533-9

Online ISBN : 978-3-031-38534-6

eBook Packages : Medicine Medicine (R0)

Share this chapter

Anyone you share the following link with will be able to read this content:

Sorry, a shareable link is not currently available for this article.

Provided by the Springer Nature SharedIt content-sharing initiative

• Publish with us

Policies and ethics

• Find a journal
• Track your research

Chapter 1. Introduction

“Science is in danger, and for that reason it is becoming dangerous” -Pierre Bourdieu, Science of Science and Reflexivity

Why an Open Access Textbook on Qualitative Research Methods?

I have been teaching qualitative research methods to both undergraduates and graduate students for many years.  Although there are some excellent textbooks out there, they are often costly, and none of them, to my mind, properly introduces qualitative research methods to the beginning student (whether undergraduate or graduate student).  In contrast, this open-access textbook is designed as a (free) true introduction to the subject, with helpful, practical pointers on how to conduct research and how to access more advanced instruction.  

Textbooks are typically arranged in one of two ways: (1) by technique (each chapter covers one method used in qualitative research); or (2) by process (chapters advance from research design through publication).  But both of these approaches are necessary for the beginner student.  This textbook will have sections dedicated to the process as well as the techniques of qualitative research.  This is a true “comprehensive” book for the beginning student.  In addition to covering techniques of data collection and data analysis, it provides a road map of how to get started and how to keep going and where to go for advanced instruction.  It covers aspects of research design and research communication as well as methods employed.  Along the way, it includes examples from many different disciplines in the social sciences.

The primary goal has been to create a useful, accessible, engaging textbook for use across many disciplines.  And, let’s face it.  Textbooks can be boring.  I hope readers find this to be a little different.  I have tried to write in a practical and forthright manner, with many lively examples and references to good and intellectually creative qualitative research.  Woven throughout the text are short textual asides (in colored textboxes) by professional (academic) qualitative researchers in various disciplines.  These short accounts by practitioners should help inspire students.  So, let’s begin!

What is Research?

When we use the word research , what exactly do we mean by that?  This is one of those words that everyone thinks they understand, but it is worth beginning this textbook with a short explanation.  We use the term to refer to “empirical research,” which is actually a historically specific approach to understanding the world around us.  Think about how you know things about the world. [1] You might know your mother loves you because she’s told you she does.  Or because that is what “mothers” do by tradition.  Or you might know because you’ve looked for evidence that she does, like taking care of you when you are sick or reading to you in bed or working two jobs so you can have the things you need to do OK in life.  Maybe it seems churlish to look for evidence; you just take it “on faith” that you are loved.

Only one of the above comes close to what we mean by research.  Empirical research is research (investigation) based on evidence.  Conclusions can then be drawn from observable data.  This observable data can also be “tested” or checked.  If the data cannot be tested, that is a good indication that we are not doing research.  Note that we can never “prove” conclusively, through observable data, that our mothers love us.  We might have some “disconfirming evidence” (that time she didn’t show up to your graduation, for example) that could push you to question an original hypothesis , but no amount of “confirming evidence” will ever allow us to say with 100% certainty, “my mother loves me.”  Faith and tradition and authority work differently.  Our knowledge can be 100% certain using each of those alternative methods of knowledge, but our certainty in those cases will not be based on facts or evidence.

For many periods of history, those in power have been nervous about “science” because it uses evidence and facts as the primary source of understanding the world, and facts can be at odds with what power or authority or tradition want you to believe.  That is why I say that scientific empirical research is a historically specific approach to understand the world.  You are in college or university now partly to learn how to engage in this historically specific approach.

In the sixteenth and seventeenth centuries in Europe, there was a newfound respect for empirical research, some of which was seriously challenging to the established church.  Using observations and testing them, scientists found that the earth was not at the center of the universe, for example, but rather that it was but one planet of many which circled the sun. [2]   For the next two centuries, the science of astronomy, physics, biology, and chemistry emerged and became disciplines taught in universities.  All used the scientific method of observation and testing to advance knowledge.  Knowledge about people , however, and social institutions, however, was still left to faith, tradition, and authority.  Historians and philosophers and poets wrote about the human condition, but none of them used research to do so. [3]

It was not until the nineteenth century that “social science” really emerged, using the scientific method (empirical observation) to understand people and social institutions.  New fields of sociology, economics, political science, and anthropology emerged.  The first sociologists, people like Auguste Comte and Karl Marx, sought specifically to apply the scientific method of research to understand society, Engels famously claiming that Marx had done for the social world what Darwin did for the natural world, tracings its laws of development.  Today we tend to take for granted the naturalness of science here, but it is actually a pretty recent and radical development.

To return to the question, “does your mother love you?”  Well, this is actually not really how a researcher would frame the question, as it is too specific to your case.  It doesn’t tell us much about the world at large, even if it does tell us something about you and your relationship with your mother.  A social science researcher might ask, “do mothers love their children?”  Or maybe they would be more interested in how this loving relationship might change over time (e.g., “do mothers love their children more now than they did in the 18th century when so many children died before reaching adulthood?”) or perhaps they might be interested in measuring quality of love across cultures or time periods, or even establishing “what love looks like” using the mother/child relationship as a site of exploration.  All of these make good research questions because we can use observable data to answer them.

What is Qualitative Research?

“All we know is how to learn. How to study, how to listen, how to talk, how to tell.  If we don’t tell the world, we don’t know the world.  We’re lost in it, we die.” -Ursula LeGuin, The Telling

At its simplest, qualitative research is research about the social world that does not use numbers in its analyses.  All those who fear statistics can breathe a sigh of relief – there are no mathematical formulae or regression models in this book! But this definition is less about what qualitative research can be and more about what it is not.  To be honest, any simple statement will fail to capture the power and depth of qualitative research.  One way of contrasting qualitative research to quantitative research is to note that the focus of qualitative research is less about explaining and predicting relationships between variables and more about understanding the social world.  To use our mother love example, the question about “what love looks like” is a good question for the qualitative researcher while all questions measuring love or comparing incidences of love (both of which require measurement) are good questions for quantitative researchers. Patton writes,

Qualitative data describe.  They take us, as readers, into the time and place of the observation so that we know what it was like to have been there.  They capture and communicate someone else’s experience of the world in his or her own words.  Qualitative data tell a story. ( Patton 2002:47 )

Qualitative researchers are asking different questions about the world than their quantitative colleagues.  Even when researchers are employed in “mixed methods” research ( both quantitative and qualitative), they are using different methods to address different questions of the study.  I do a lot of research about first-generation and working-college college students.  Where a quantitative researcher might ask, how many first-generation college students graduate from college within four years? Or does first-generation college status predict high student debt loads?  A qualitative researcher might ask, how does the college experience differ for first-generation college students?  What is it like to carry a lot of debt, and how does this impact the ability to complete college on time?  Both sets of questions are important, but they can only be answered using specific tools tailored to those questions.  For the former, you need large numbers to make adequate comparisons.  For the latter, you need to talk to people, find out what they are thinking and feeling, and try to inhabit their shoes for a little while so you can make sense of their experiences and beliefs.

Examples of Qualitative Research

You have probably seen examples of qualitative research before, but you might not have paid particular attention to how they were produced or realized that the accounts you were reading were the result of hours, months, even years of research “in the field.”  A good qualitative researcher will present the product of their hours of work in such a way that it seems natural, even obvious, to the reader.  Because we are trying to convey what it is like answers, qualitative research is often presented as stories – stories about how people live their lives, go to work, raise their children, interact with one another.  In some ways, this can seem like reading particularly insightful novels.  But, unlike novels, there are very specific rules and guidelines that qualitative researchers follow to ensure that the “story” they are telling is accurate , a truthful rendition of what life is like for the people being studied.  Most of this textbook will be spent conveying those rules and guidelines.  Let’s take a look, first, however, at three examples of what the end product looks like.  I have chosen these three examples to showcase very different approaches to qualitative research, and I will return to these five examples throughout the book.  They were all published as whole books (not chapters or articles), and they are worth the long read, if you have the time.  I will also provide some information on how these books came to be and the length of time it takes to get them into book version.  It is important you know about this process, and the rest of this textbook will help explain why it takes so long to conduct good qualitative research!

Example 1 : The End Game (ethnography + interviews)

Corey Abramson is a sociologist who teaches at the University of Arizona.   In 2015 he published The End Game: How Inequality Shapes our Final Years ( 2015 ). This book was based on the research he did for his dissertation at the University of California-Berkeley in 2012.  Actually, the dissertation was completed in 2012 but the work that was produced that took several years.  The dissertation was entitled, “This is How We Live, This is How We Die: Social Stratification, Aging, and Health in Urban America” ( 2012 ).  You can see how the book version, which was written for a more general audience, has a more engaging sound to it, but that the dissertation version, which is what academic faculty read and evaluate, has a more descriptive title.  You can read the title and know that this is a study about aging and health and that the focus is going to be inequality and that the context (place) is going to be “urban America.”  It’s a study about “how” people do something – in this case, how they deal with aging and death.  This is the very first sentence of the dissertation, “From our first breath in the hospital to the day we die, we live in a society characterized by unequal opportunities for maintaining health and taking care of ourselves when ill.  These disparities reflect persistent racial, socio-economic, and gender-based inequalities and contribute to their persistence over time” ( 1 ).  What follows is a truthful account of how that is so.

Cory Abramson spent three years conducting his research in four different urban neighborhoods.  We call the type of research he conducted “comparative ethnographic” because he designed his study to compare groups of seniors as they went about their everyday business.  It’s comparative because he is comparing different groups (based on race, class, gender) and ethnographic because he is studying the culture/way of life of a group. [4]   He had an educated guess, rooted in what previous research had shown and what social theory would suggest, that people’s experiences of aging differ by race, class, and gender.  So, he set up a research design that would allow him to observe differences.  He chose two primarily middle-class (one was racially diverse and the other was predominantly White) and two primarily poor neighborhoods (one was racially diverse and the other was predominantly African American).  He hung out in senior centers and other places seniors congregated, watched them as they took the bus to get prescriptions filled, sat in doctor’s offices with them, and listened to their conversations with each other.  He also conducted more formal conversations, what we call in-depth interviews, with sixty seniors from each of the four neighborhoods.  As with a lot of fieldwork , as he got closer to the people involved, he both expanded and deepened his reach –

By the end of the project, I expanded my pool of general observations to include various settings frequented by seniors: apartment building common rooms, doctors’ offices, emergency rooms, pharmacies, senior centers, bars, parks, corner stores, shopping centers, pool halls, hair salons, coffee shops, and discount stores. Over the course of the three years of fieldwork, I observed hundreds of elders, and developed close relationships with a number of them. ( 2012:10 )

When Abramson rewrote the dissertation for a general audience and published his book in 2015, it got a lot of attention.  It is a beautifully written book and it provided insight into a common human experience that we surprisingly know very little about.  It won the Outstanding Publication Award by the American Sociological Association Section on Aging and the Life Course and was featured in the New York Times .  The book was about aging, and specifically how inequality shapes the aging process, but it was also about much more than that.  It helped show how inequality affects people’s everyday lives.  For example, by observing the difficulties the poor had in setting up appointments and getting to them using public transportation and then being made to wait to see a doctor, sometimes in standing-room-only situations, when they are unwell, and then being treated dismissively by hospital staff, Abramson allowed readers to feel the material reality of being poor in the US.  Comparing these examples with seniors with adequate supplemental insurance who have the resources to hire car services or have others assist them in arranging care when they need it, jolts the reader to understand and appreciate the difference money makes in the lives and circumstances of us all, and in a way that is different than simply reading a statistic (“80% of the poor do not keep regular doctor’s appointments”) does.  Qualitative research can reach into spaces and places that often go unexamined and then reports back to the rest of us what it is like in those spaces and places.

Example 2: Racing for Innocence (Interviews + Content Analysis + Fictional Stories)

Jennifer Pierce is a Professor of American Studies at the University of Minnesota.  Trained as a sociologist, she has written a number of books about gender, race, and power.  Her very first book, Gender Trials: Emotional Lives in Contemporary Law Firms, published in 1995, is a brilliant look at gender dynamics within two law firms.  Pierce was a participant observer, working as a paralegal, and she observed how female lawyers and female paralegals struggled to obtain parity with their male colleagues.

Fifteen years later, she reexamined the context of the law firm to include an examination of racial dynamics, particularly how elite white men working in these spaces created and maintained a culture that made it difficult for both female attorneys and attorneys of color to thrive. Her book, Racing for Innocence: Whiteness, Gender, and the Backlash Against Affirmative Action , published in 2012, is an interesting and creative blending of interviews with attorneys, content analyses of popular films during this period, and fictional accounts of racial discrimination and sexual harassment.  The law firm she chose to study had come under an affirmative action order and was in the process of implementing equitable policies and programs.  She wanted to understand how recipients of white privilege (the elite white male attorneys) come to deny the role they play in reproducing inequality.  Through interviews with attorneys who were present both before and during the affirmative action order, she creates a historical record of the “bad behavior” that necessitated new policies and procedures, but also, and more importantly , probed the participants ’ understanding of this behavior.  It should come as no surprise that most (but not all) of the white male attorneys saw little need for change, and that almost everyone else had accounts that were different if not sometimes downright harrowing.

I’ve used Pierce’s book in my qualitative research methods courses as an example of an interesting blend of techniques and presentation styles.  My students often have a very difficult time with the fictional accounts she includes.  But they serve an important communicative purpose here.  They are her attempts at presenting “both sides” to an objective reality – something happens (Pierce writes this something so it is very clear what it is), and the two participants to the thing that happened have very different understandings of what this means.  By including these stories, Pierce presents one of her key findings – people remember things differently and these different memories tend to support their own ideological positions.  I wonder what Pierce would have written had she studied the murder of George Floyd or the storming of the US Capitol on January 6 or any number of other historic events whose observers and participants record very different happenings.

This is not to say that qualitative researchers write fictional accounts.  In fact, the use of fiction in our work remains controversial.  When used, it must be clearly identified as a presentation device, as Pierce did.  I include Racing for Innocence here as an example of the multiple uses of methods and techniques and the way that these work together to produce better understandings by us, the readers, of what Pierce studied.  We readers come away with a better grasp of how and why advantaged people understate their own involvement in situations and structures that advantage them.  This is normal human behavior , in other words.  This case may have been about elite white men in law firms, but the general insights here can be transposed to other settings.  Indeed, Pierce argues that more research needs to be done about the role elites play in the reproduction of inequality in the workplace in general.

Example 3: Amplified Advantage (Mixed Methods: Survey Interviews + Focus Groups + Archives)

The final example comes from my own work with college students, particularly the ways in which class background affects the experience of college and outcomes for graduates.  I include it here as an example of mixed methods, and for the use of supplementary archival research.  I’ve done a lot of research over the years on first-generation, low-income, and working-class college students.  I am curious (and skeptical) about the possibility of social mobility today, particularly with the rising cost of college and growing inequality in general.  As one of the few people in my family to go to college, I didn’t grow up with a lot of examples of what college was like or how to make the most of it.  And when I entered graduate school, I realized with dismay that there were very few people like me there.  I worried about becoming too different from my family and friends back home.  And I wasn’t at all sure that I would ever be able to pay back the huge load of debt I was taking on.  And so I wrote my dissertation and first two books about working-class college students.  These books focused on experiences in college and the difficulties of navigating between family and school ( Hurst 2010a, 2012 ).  But even after all that research, I kept coming back to wondering if working-class students who made it through college had an equal chance at finding good jobs and happy lives,

What happens to students after college?  Do working-class students fare as well as their peers?  I knew from my own experience that barriers continued through graduate school and beyond, and that my debtload was higher than that of my peers, constraining some of the choices I made when I graduated.  To answer these questions, I designed a study of students attending small liberal arts colleges, the type of college that tried to equalize the experience of students by requiring all students to live on campus and offering small classes with lots of interaction with faculty.  These private colleges tend to have more money and resources so they can provide financial aid to low-income students.  They also attract some very wealthy students.  Because they enroll students across the class spectrum, I would be able to draw comparisons.  I ended up spending about four years collecting data, both a survey of more than 2000 students (which formed the basis for quantitative analyses) and qualitative data collection (interviews, focus groups, archival research, and participant observation).  This is what we call a “mixed methods” approach because we use both quantitative and qualitative data.  The survey gave me a large enough number of students that I could make comparisons of the how many kind, and to be able to say with some authority that there were in fact significant differences in experience and outcome by class (e.g., wealthier students earned more money and had little debt; working-class students often found jobs that were not in their chosen careers and were very affected by debt, upper-middle-class students were more likely to go to graduate school).  But the survey analyses could not explain why these differences existed.  For that, I needed to talk to people and ask them about their motivations and aspirations.  I needed to understand their perceptions of the world, and it is very hard to do this through a survey.

By interviewing students and recent graduates, I was able to discern particular patterns and pathways through college and beyond.  Specifically, I identified three versions of gameplay.  Upper-middle-class students, whose parents were themselves professionals (academics, lawyers, managers of non-profits), saw college as the first stage of their education and took classes and declared majors that would prepare them for graduate school.  They also spent a lot of time building their resumes, taking advantage of opportunities to help professors with their research, or study abroad.  This helped them gain admission to highly-ranked graduate schools and interesting jobs in the public sector.  In contrast, upper-class students, whose parents were wealthy and more likely to be engaged in business (as CEOs or other high-level directors), prioritized building social capital.  They did this by joining fraternities and sororities and playing club sports.  This helped them when they graduated as they called on friends and parents of friends to find them well-paying jobs.  Finally, low-income, first-generation, and working-class students were often adrift.  They took the classes that were recommended to them but without the knowledge of how to connect them to life beyond college.  They spent time working and studying rather than partying or building their resumes.  All three sets of students thought they were “doing college” the right way, the way that one was supposed to do college.   But these three versions of gameplay led to distinct outcomes that advantaged some students over others.  I titled my work “Amplified Advantage” to highlight this process.

These three examples, Cory Abramson’s The End Game , Jennifer Peirce’s Racing for Innocence, and my own Amplified Advantage, demonstrate the range of approaches and tools available to the qualitative researcher.  They also help explain why qualitative research is so important.  Numbers can tell us some things about the world, but they cannot get at the hearts and minds, motivations and beliefs of the people who make up the social worlds we inhabit.  For that, we need tools that allow us to listen and make sense of what people tell us and show us.  That is what good qualitative research offers us.

How Is This Book Organized?

This textbook is organized as a comprehensive introduction to the use of qualitative research methods.  The first half covers general topics (e.g., approaches to qualitative research, ethics) and research design (necessary steps for building a successful qualitative research study).  The second half reviews various data collection and data analysis techniques.  Of course, building a successful qualitative research study requires some knowledge of data collection and data analysis so the chapters in the first half and the chapters in the second half should be read in conversation with each other.  That said, each chapter can be read on its own for assistance with a particular narrow topic.  In addition to the chapters, a helpful glossary can be found in the back of the book.  Rummage around in the text as needed.

Chapter Descriptions

Chapter 2 provides an overview of the Research Design Process.  How does one begin a study? What is an appropriate research question?  How is the study to be done – with what methods ?  Involving what people and sites?  Although qualitative research studies can and often do change and develop over the course of data collection, it is important to have a good idea of what the aims and goals of your study are at the outset and a good plan of how to achieve those aims and goals.  Chapter 2 provides a road map of the process.

Chapter 3 describes and explains various ways of knowing the (social) world.  What is it possible for us to know about how other people think or why they behave the way they do?  What does it mean to say something is a “fact” or that it is “well-known” and understood?  Qualitative researchers are particularly interested in these questions because of the types of research questions we are interested in answering (the how questions rather than the how many questions of quantitative research).  Qualitative researchers have adopted various epistemological approaches.  Chapter 3 will explore these approaches, highlighting interpretivist approaches that acknowledge the subjective aspect of reality – in other words, reality and knowledge are not objective but rather influenced by (interpreted through) people.

Chapter 4 focuses on the practical matter of developing a research question and finding the right approach to data collection.  In any given study (think of Cory Abramson’s study of aging, for example), there may be years of collected data, thousands of observations , hundreds of pages of notes to read and review and make sense of.  If all you had was a general interest area (“aging”), it would be very difficult, nearly impossible, to make sense of all of that data.  The research question provides a helpful lens to refine and clarify (and simplify) everything you find and collect.  For that reason, it is important to pull out that lens (articulate the research question) before you get started.  In the case of the aging study, Cory Abramson was interested in how inequalities affected understandings and responses to aging.  It is for this reason he designed a study that would allow him to compare different groups of seniors (some middle-class, some poor).  Inevitably, he saw much more in the three years in the field than what made it into his book (or dissertation), but he was able to narrow down the complexity of the social world to provide us with this rich account linked to the original research question.  Developing a good research question is thus crucial to effective design and a successful outcome.  Chapter 4 will provide pointers on how to do this.  Chapter 4 also provides an overview of general approaches taken to doing qualitative research and various “traditions of inquiry.”

Chapter 5 explores sampling .  After you have developed a research question and have a general idea of how you will collect data (Observations?  Interviews?), how do you go about actually finding people and sites to study?  Although there is no “correct number” of people to interview , the sample should follow the research question and research design.  Unlike quantitative research, qualitative research involves nonprobability sampling.  Chapter 5 explains why this is so and what qualities instead make a good sample for qualitative research.

Chapter 6 addresses the importance of reflexivity in qualitative research.  Related to epistemological issues of how we know anything about the social world, qualitative researchers understand that we the researchers can never be truly neutral or outside the study we are conducting.  As observers, we see things that make sense to us and may entirely miss what is either too obvious to note or too different to comprehend.  As interviewers, as much as we would like to ask questions neutrally and remain in the background, interviews are a form of conversation, and the persons we interview are responding to us .  Therefore, it is important to reflect upon our social positions and the knowledges and expectations we bring to our work and to work through any blind spots that we may have.  Chapter 6 provides some examples of reflexivity in practice and exercises for thinking through one’s own biases.

Chapter 7 is a very important chapter and should not be overlooked.  As a practical matter, it should also be read closely with chapters 6 and 8.  Because qualitative researchers deal with people and the social world, it is imperative they develop and adhere to a strong ethical code for conducting research in a way that does not harm.  There are legal requirements and guidelines for doing so (see chapter 8), but these requirements should not be considered synonymous with the ethical code required of us.   Each researcher must constantly interrogate every aspect of their research, from research question to design to sample through analysis and presentation, to ensure that a minimum of harm (ideally, zero harm) is caused.  Because each research project is unique, the standards of care for each study are unique.  Part of being a professional researcher is carrying this code in one’s heart, being constantly attentive to what is required under particular circumstances.  Chapter 7 provides various research scenarios and asks readers to weigh in on the suitability and appropriateness of the research.  If done in a class setting, it will become obvious fairly quickly that there are often no absolutely correct answers, as different people find different aspects of the scenarios of greatest importance.  Minimizing the harm in one area may require possible harm in another.  Being attentive to all the ethical aspects of one’s research and making the best judgments one can, clearly and consciously, is an integral part of being a good researcher.

Chapter 8 , best to be read in conjunction with chapter 7, explains the role and importance of Institutional Review Boards (IRBs) .  Under federal guidelines, an IRB is an appropriately constituted group that has been formally designated to review and monitor research involving human subjects .  Every institution that receives funding from the federal government has an IRB.  IRBs have the authority to approve, require modifications to (to secure approval), or disapprove research.  This group review serves an important role in the protection of the rights and welfare of human research subjects.  Chapter 8 reviews the history of IRBs and the work they do but also argues that IRBs’ review of qualitative research is often both over-inclusive and under-inclusive.  Some aspects of qualitative research are not well understood by IRBs, given that they were developed to prevent abuses in biomedical research.  Thus, it is important not to rely on IRBs to identify all the potential ethical issues that emerge in our research (see chapter 7).

Chapter 9 provides help for getting started on formulating a research question based on gaps in the pre-existing literature.  Research is conducted as part of a community, even if particular studies are done by single individuals (or small teams).  What any of us finds and reports back becomes part of a much larger body of knowledge.  Thus, it is important that we look at the larger body of knowledge before we actually start our bit to see how we can best contribute.  When I first began interviewing working-class college students, there was only one other similar study I could find, and it hadn’t been published (it was a dissertation of students from poor backgrounds).  But there had been a lot published by professors who had grown up working class and made it through college despite the odds.  These accounts by “working-class academics” became an important inspiration for my study and helped me frame the questions I asked the students I interviewed.  Chapter 9 will provide some pointers on how to search for relevant literature and how to use this to refine your research question.

Chapter 10 serves as a bridge between the two parts of the textbook, by introducing techniques of data collection.  Qualitative research is often characterized by the form of data collection – for example, an ethnographic study is one that employs primarily observational data collection for the purpose of documenting and presenting a particular culture or ethnos.  Techniques can be effectively combined, depending on the research question and the aims and goals of the study.   Chapter 10 provides a general overview of all the various techniques and how they can be combined.

The second part of the textbook moves into the doing part of qualitative research once the research question has been articulated and the study designed.  Chapters 11 through 17 cover various data collection techniques and approaches.  Chapters 18 and 19 provide a very simple overview of basic data analysis.  Chapter 20 covers communication of the data to various audiences, and in various formats.

Chapter 11 begins our overview of data collection techniques with a focus on interviewing , the true heart of qualitative research.  This technique can serve as the primary and exclusive form of data collection, or it can be used to supplement other forms (observation, archival).  An interview is distinct from a survey, where questions are asked in a specific order and often with a range of predetermined responses available.  Interviews can be conversational and unstructured or, more conventionally, semistructured , where a general set of interview questions “guides” the conversation.  Chapter 11 covers the basics of interviews: how to create interview guides, how many people to interview, where to conduct the interview, what to watch out for (how to prepare against things going wrong), and how to get the most out of your interviews.

Chapter 12 covers an important variant of interviewing, the focus group.  Focus groups are semistructured interviews with a group of people moderated by a facilitator (the researcher or researcher’s assistant).  Focus groups explicitly use group interaction to assist in the data collection.  They are best used to collect data on a specific topic that is non-personal and shared among the group.  For example, asking a group of college students about a common experience such as taking classes by remote delivery during the pandemic year of 2020.  Chapter 12 covers the basics of focus groups: when to use them, how to create interview guides for them, and how to run them effectively.

Chapter 13 moves away from interviewing to the second major form of data collection unique to qualitative researchers – observation .  Qualitative research that employs observation can best be understood as falling on a continuum of “fly on the wall” observation (e.g., observing how strangers interact in a doctor’s waiting room) to “participant” observation, where the researcher is also an active participant of the activity being observed.  For example, an activist in the Black Lives Matter movement might want to study the movement, using her inside position to gain access to observe key meetings and interactions.  Chapter  13 covers the basics of participant observation studies: advantages and disadvantages, gaining access, ethical concerns related to insider/outsider status and entanglement, and recording techniques.

Chapter 14 takes a closer look at “deep ethnography” – immersion in the field of a particularly long duration for the purpose of gaining a deeper understanding and appreciation of a particular culture or social world.  Clifford Geertz called this “deep hanging out.”  Whereas participant observation is often combined with semistructured interview techniques, deep ethnography’s commitment to “living the life” or experiencing the situation as it really is demands more conversational and natural interactions with people.  These interactions and conversations may take place over months or even years.  As can be expected, there are some costs to this technique, as well as some very large rewards when done competently.  Chapter 14 provides some examples of deep ethnographies that will inspire some beginning researchers and intimidate others.

Chapter 15 moves in the opposite direction of deep ethnography, a technique that is the least positivist of all those discussed here, to mixed methods , a set of techniques that is arguably the most positivist .  A mixed methods approach combines both qualitative data collection and quantitative data collection, commonly by combining a survey that is analyzed statistically (e.g., cross-tabs or regression analyses of large number probability samples) with semi-structured interviews.  Although it is somewhat unconventional to discuss mixed methods in textbooks on qualitative research, I think it is important to recognize this often-employed approach here.  There are several advantages and some disadvantages to taking this route.  Chapter 16 will describe those advantages and disadvantages and provide some particular guidance on how to design a mixed methods study for maximum effectiveness.

Chapter 16 covers data collection that does not involve live human subjects at all – archival and historical research (chapter 17 will also cover data that does not involve interacting with human subjects).  Sometimes people are unavailable to us, either because they do not wish to be interviewed or observed (as is the case with many “elites”) or because they are too far away, in both place and time.  Fortunately, humans leave many traces and we can often answer questions we have by examining those traces.  Special collections and archives can be goldmines for social science research.  This chapter will explain how to access these places, for what purposes, and how to begin to make sense of what you find.

Chapter 17 covers another data collection area that does not involve face-to-face interaction with humans: content analysis .  Although content analysis may be understood more properly as a data analysis technique, the term is often used for the entire approach, which will be the case here.  Content analysis involves interpreting meaning from a body of text.  This body of text might be something found in historical records (see chapter 16) or something collected by the researcher, as in the case of comment posts on a popular blog post.  I once used the stories told by student loan debtors on the website studentloanjustice.org as the content I analyzed.  Content analysis is particularly useful when attempting to define and understand prevalent stories or communication about a topic of interest.  In other words, when we are less interested in what particular people (our defined sample) are doing or believing and more interested in what general narratives exist about a particular topic or issue.  This chapter will explore different approaches to content analysis and provide helpful tips on how to collect data, how to turn that data into codes for analysis, and how to go about presenting what is found through analysis.

Where chapter 17 has pushed us towards data analysis, chapters 18 and 19 are all about what to do with the data collected, whether that data be in the form of interview transcripts or fieldnotes from observations.  Chapter 18 introduces the basics of coding , the iterative process of assigning meaning to the data in order to both simplify and identify patterns.  What is a code and how does it work?  What are the different ways of coding data, and when should you use them?  What is a codebook, and why do you need one?  What does the process of data analysis look like?

Chapter 19 goes further into detail on codes and how to use them, particularly the later stages of coding in which our codes are refined, simplified, combined, and organized.  These later rounds of coding are essential to getting the most out of the data we’ve collected.  As students are often overwhelmed with the amount of data (a corpus of interview transcripts typically runs into the hundreds of pages; fieldnotes can easily top that), this chapter will also address time management and provide suggestions for dealing with chaos and reminders that feeling overwhelmed at the analysis stage is part of the process.  By the end of the chapter, you should understand how “findings” are actually found.

The book concludes with a chapter dedicated to the effective presentation of data results.  Chapter 20 covers the many ways that researchers communicate their studies to various audiences (academic, personal, political), what elements must be included in these various publications, and the hallmarks of excellent qualitative research that various audiences will be expecting.  Because qualitative researchers are motivated by understanding and conveying meaning , effective communication is not only an essential skill but a fundamental facet of the entire research project.  Ethnographers must be able to convey a certain sense of verisimilitude , the appearance of true reality.  Those employing interviews must faithfully depict the key meanings of the people they interviewed in a way that rings true to those people, even if the end result surprises them.  And all researchers must strive for clarity in their publications so that various audiences can understand what was found and why it is important.

The book concludes with a short chapter ( chapter 21 ) discussing the value of qualitative research. At the very end of this book, you will find a glossary of terms. I recommend you make frequent use of the glossary and add to each entry as you find examples. Although the entries are meant to be simple and clear, you may also want to paraphrase the definition—make it “make sense” to you, in other words. In addition to the standard reference list (all works cited here), you will find various recommendations for further reading at the end of many chapters. Some of these recommendations will be examples of excellent qualitative research, indicated with an asterisk (*) at the end of the entry. As they say, a picture is worth a thousand words. A good example of qualitative research can teach you more about conducting research than any textbook can (this one included). I highly recommend you select one to three examples from these lists and read them along with the textbook.

A final note on the choice of examples – you will note that many of the examples used in the text come from research on college students.  This is for two reasons.  First, as most of my research falls in this area, I am most familiar with this literature and have contacts with those who do research here and can call upon them to share their stories with you.  Second, and more importantly, my hope is that this textbook reaches a wide audience of beginning researchers who study widely and deeply across the range of what can be known about the social world (from marine resources management to public policy to nursing to political science to sexuality studies and beyond).  It is sometimes difficult to find examples that speak to all those research interests, however. A focus on college students is something that all readers can understand and, hopefully, appreciate, as we are all now or have been at some point a college student.

Recommended Reading: Other Qualitative Research Textbooks

I’ve included a brief list of some of my favorite qualitative research textbooks and guidebooks if you need more than what you will find in this introductory text.  For each, I’ve also indicated if these are for “beginning” or “advanced” (graduate-level) readers.  Many of these books have several editions that do not significantly vary; the edition recommended is merely the edition I have used in teaching and to whose page numbers any specific references made in the text agree.

Barbour, Rosaline. 2014. Introducing Qualitative Research: A Student’s Guide. Thousand Oaks, CA: SAGE.  A good introduction to qualitative research, with abundant examples (often from the discipline of health care) and clear definitions.  Includes quick summaries at the ends of each chapter.  However, some US students might find the British context distracting and can be a bit advanced in some places.  Beginning .

Bloomberg, Linda Dale, and Marie F. Volpe. 2012. Completing Your Qualitative Dissertation . 2nd ed. Thousand Oaks, CA: SAGE.  Specifically designed to guide graduate students through the research process. Advanced .

Creswell, John W., and Cheryl Poth. 2018 Qualitative Inquiry and Research Design: Choosing among Five Traditions .  4th ed. Thousand Oaks, CA: SAGE.  This is a classic and one of the go-to books I used myself as a graduate student.  One of the best things about this text is its clear presentation of five distinct traditions in qualitative research.  Despite the title, this reasonably sized book is about more than research design, including both data analysis and how to write about qualitative research.  Advanced .

Lareau, Annette. 2021. Listening to People: A Practical Guide to Interviewing, Participant Observation, Data Analysis, and Writing It All Up .  Chicago: University of Chicago Press. A readable and personal account of conducting qualitative research by an eminent sociologist, with a heavy emphasis on the kinds of participant-observation research conducted by the author.  Despite its reader-friendliness, this is really a book targeted to graduate students learning the craft.  Advanced .

Lune, Howard, and Bruce L. Berg. 2018. 9th edition.  Qualitative Research Methods for the Social Sciences.  Pearson . Although a good introduction to qualitative methods, the authors favor symbolic interactionist and dramaturgical approaches, which limits the appeal primarily to sociologists.  Beginning .

Marshall, Catherine, and Gretchen B. Rossman. 2016. 6th edition. Designing Qualitative Research. Thousand Oaks, CA: SAGE.  Very readable and accessible guide to research design by two educational scholars.  Although the presentation is sometimes fairly dry, personal vignettes and illustrations enliven the text.  Beginning .

Maxwell, Joseph A. 2013. Qualitative Research Design: An Interactive Approach .  3rd ed. Thousand Oaks, CA: SAGE. A short and accessible introduction to qualitative research design, particularly helpful for graduate students contemplating theses and dissertations. This has been a standard textbook in my graduate-level courses for years.  Advanced .

Patton, Michael Quinn. 2002. Qualitative Research and Evaluation Methods . Thousand Oaks, CA: SAGE.  This is a comprehensive text that served as my “go-to” reference when I was a graduate student.  It is particularly helpful for those involved in program evaluation and other forms of evaluation studies and uses examples from a wide range of disciplines.  Advanced .

Rubin, Ashley T. 2021. Rocking Qualitative Social Science: An Irreverent Guide to Rigorous Research. Stanford : Stanford University Press.  A delightful and personal read.  Rubin uses rock climbing as an extended metaphor for learning how to conduct qualitative research.  A bit slanted toward ethnographic and archival methods of data collection, with frequent examples from her own studies in criminology. Beginning .

Weis, Lois, and Michelle Fine. 2000. Speed Bumps: A Student-Friendly Guide to Qualitative Research . New York: Teachers College Press.  Readable and accessibly written in a quasi-conversational style.  Particularly strong in its discussion of ethical issues throughout the qualitative research process.  Not comprehensive, however, and very much tied to ethnographic research.  Although designed for graduate students, this is a recommended read for students of all levels.  Beginning .

Patton’s Ten Suggestions for Doing Qualitative Research

The following ten suggestions were made by Michael Quinn Patton in his massive textbooks Qualitative Research and Evaluations Methods . This book is highly recommended for those of you who want more than an introduction to qualitative methods. It is the book I relied on heavily when I was a graduate student, although it is much easier to “dip into” when necessary than to read through as a whole. Patton is asked for “just one bit of advice” for a graduate student considering using qualitative research methods for their dissertation.  Here are his top ten responses, in short form, heavily paraphrased, and with additional comments and emphases from me:

• Make sure that a qualitative approach fits the research question. The following are the kinds of questions that call out for qualitative methods or where qualitative methods are particularly appropriate: questions about people’s experiences or how they make sense of those experiences; studying a person in their natural environment; researching a phenomenon so unknown that it would be impossible to study it with standardized instruments or other forms of quantitative data collection.
• Study qualitative research by going to the original sources for the design and analysis appropriate to the particular approach you want to take (e.g., read Glaser and Straus if you are using grounded theory )
• Find a dissertation adviser who understands or at least who will support your use of qualitative research methods. You are asking for trouble if your entire committee is populated by quantitative researchers, even if they are all very knowledgeable about the subject or focus of your study (maybe even more so if they are!)
• Really work on design. Doing qualitative research effectively takes a lot of planning.  Even if things are more flexible than in quantitative research, a good design is absolutely essential when starting out.
• Practice data collection techniques, particularly interviewing and observing. There is definitely a set of learned skills here!  Do not expect your first interview to be perfect.  You will continue to grow as a researcher the more interviews you conduct, and you will probably come to understand yourself a bit more in the process, too.  This is not easy, despite what others who don’t work with qualitative methods may assume (and tell you!)
• Have a plan for analysis before you begin data collection. This is often a requirement in IRB protocols , although you can get away with writing something fairly simple.  And even if you are taking an approach, such as grounded theory, that pushes you to remain fairly open-minded during the data collection process, you still want to know what you will be doing with all the data collected – creating a codebook? Writing analytical memos? Comparing cases?  Having a plan in hand will also help prevent you from collecting too much extraneous data.
• Be prepared to confront controversies both within the qualitative research community and between qualitative research and quantitative research. Don’t be naïve about this – qualitative research, particularly some approaches, will be derided by many more “positivist” researchers and audiences.  For example, is an “n” of 1 really sufficient?  Yes!  But not everyone will agree.
• Do not make the mistake of using qualitative research methods because someone told you it was easier, or because you are intimidated by the math required of statistical analyses. Qualitative research is difficult in its own way (and many would claim much more time-consuming than quantitative research).  Do it because you are convinced it is right for your goals, aims, and research questions.
• Find a good support network. This could be a research mentor, or it could be a group of friends or colleagues who are also using qualitative research, or it could be just someone who will listen to you work through all of the issues you will confront out in the field and during the writing process.  Even though qualitative research often involves human subjects, it can be pretty lonely.  A lot of times you will feel like you are working without a net.  You have to create one for yourself.  Take care of yourself.
• And, finally, in the words of Patton, “Prepare to be changed. Looking deeply at other people’s lives will force you to look deeply at yourself.”
• We will actually spend an entire chapter ( chapter 3 ) looking at this question in much more detail! ↵
• Note that this might have been news to Europeans at the time, but many other societies around the world had also come to this conclusion through observation.  There is often a tendency to equate “the scientific revolution” with the European world in which it took place, but this is somewhat misleading. ↵
• Historians are a special case here.  Historians have scrupulously and rigorously investigated the social world, but not for the purpose of understanding general laws about how things work, which is the point of scientific empirical research.  History is often referred to as an idiographic field of study, meaning that it studies things that happened or are happening in themselves and not for general observations or conclusions. ↵
• Don’t worry, we’ll spend more time later in this book unpacking the meaning of ethnography and other terms that are important here.  Note the available glossary ↵

An approach to research that is “multimethod in focus, involving an interpretative, naturalistic approach to its subject matter.  This means that qualitative researchers study things in their natural settings, attempting to make sense of, or interpret, phenomena in terms of the meanings people bring to them.  Qualitative research involves the studied use and collection of a variety of empirical materials – case study, personal experience, introspective, life story, interview, observational, historical, interactional, and visual texts – that describe routine and problematic moments and meanings in individuals’ lives." ( Denzin and Lincoln 2005:2 ). Contrast with quantitative research .

In contrast to methodology, methods are more simply the practices and tools used to collect and analyze data.  Examples of common methods in qualitative research are interviews , observations , and documentary analysis .  One’s methodology should connect to one’s choice of methods, of course, but they are distinguishable terms.  See also methodology .

A proposed explanation for an observation, phenomenon, or scientific problem that can be tested by further investigation.  The positing of a hypothesis is often the first step in quantitative research but not in qualitative research.  Even when qualitative researchers offer possible explanations in advance of conducting research, they will tend to not use the word “hypothesis” as it conjures up the kind of positivist research they are not conducting.

The foundational question to be addressed by the research study.  This will form the anchor of the research design, collection, and analysis.  Note that in qualitative research, the research question may, and probably will, alter or develop during the course of the research.

An approach to research that collects and analyzes numerical data for the purpose of finding patterns and averages, making predictions, testing causal relationships, and generalizing results to wider populations.  Contrast with qualitative research .

Data collection that takes place in real-world settings, referred to as “the field;” a key component of much Grounded Theory and ethnographic research.  Patton ( 2002 ) calls fieldwork “the central activity of qualitative inquiry” where “‘going into the field’ means having direct and personal contact with people under study in their own environments – getting close to people and situations being studied to personally understand the realities of minutiae of daily life” (48).

The people who are the subjects of a qualitative study.  In interview-based studies, they may be the respondents to the interviewer; for purposes of IRBs, they are often referred to as the human subjects of the research.

The branch of philosophy concerned with knowledge.  For researchers, it is important to recognize and adopt one of the many distinguishing epistemological perspectives as part of our understanding of what questions research can address or fully answer.  See, e.g., constructivism , subjectivism, and  objectivism .

An approach that refutes the possibility of neutrality in social science research.  All research is “guided by a set of beliefs and feelings about the world and how it should be understood and studied” (Denzin and Lincoln 2005: 13).  In contrast to positivism , interpretivism recognizes the social constructedness of reality, and researchers adopting this approach focus on capturing interpretations and understandings people have about the world rather than “the world” as it is (which is a chimera).

The cluster of data-collection tools and techniques that involve observing interactions between people, the behaviors, and practices of individuals (sometimes in contrast to what they say about how they act and behave), and cultures in context.  Observational methods are the key tools employed by ethnographers and Grounded Theory .

Research based on data collected and analyzed by the research (in contrast to secondary “library” research).

The process of selecting people or other units of analysis to represent a larger population. In quantitative research, this representation is taken quite literally, as statistically representative.  In qualitative research, in contrast, sample selection is often made based on potential to generate insight about a particular topic or phenomenon.

A method of data collection in which the researcher asks the participant questions; the answers to these questions are often recorded and transcribed verbatim. There are many different kinds of interviews - see also semistructured interview , structured interview , and unstructured interview .

The specific group of individuals that you will collect data from.  Contrast population.

The practice of being conscious of and reflective upon one’s own social location and presence when conducting research.  Because qualitative research often requires interaction with live humans, failing to take into account how one’s presence and prior expectations and social location affect the data collected and how analyzed may limit the reliability of the findings.  This remains true even when dealing with historical archives and other content.  Who we are matters when asking questions about how people experience the world because we, too, are a part of that world.

The science and practice of right conduct; in research, it is also the delineation of moral obligations towards research participants, communities to which we belong, and communities in which we conduct our research.

An administrative body established to protect the rights and welfare of human research subjects recruited to participate in research activities conducted under the auspices of the institution with which it is affiliated. The IRB is charged with the responsibility of reviewing all research involving human participants. The IRB is concerned with protecting the welfare, rights, and privacy of human subjects. The IRB has the authority to approve, disapprove, monitor, and require modifications in all research activities that fall within its jurisdiction as specified by both the federal regulations and institutional policy.

Research, according to US federal guidelines, that involves “a living individual about whom an investigator (whether professional or student) conducting research:  (1) Obtains information or biospecimens through intervention or interaction with the individual, and uses, studies, or analyzes the information or biospecimens; or  (2) Obtains, uses, studies, analyzes, or generates identifiable private information or identifiable biospecimens.”

One of the primary methodological traditions of inquiry in qualitative research, ethnography is the study of a group or group culture, largely through observational fieldwork supplemented by interviews. It is a form of fieldwork that may include participant-observation data collection. See chapter 14 for a discussion of deep ethnography. 

A form of interview that follows a standard guide of questions asked, although the order of the questions may change to match the particular needs of each individual interview subject, and probing “follow-up” questions are often added during the course of the interview.  The semi-structured interview is the primary form of interviewing used by qualitative researchers in the social sciences.  It is sometimes referred to as an “in-depth” interview.  See also interview and  interview guide .

A method of observational data collection taking place in a natural setting; a form of fieldwork .  The term encompasses a continuum of relative participation by the researcher (from full participant to “fly-on-the-wall” observer).  This is also sometimes referred to as ethnography , although the latter is characterized by a greater focus on the culture under observation.

A research design that employs both quantitative and qualitative methods, as in the case of a survey supplemented by interviews.

An epistemological perspective that posits the existence of reality through sensory experience similar to empiricism but goes further in denying any non-sensory basis of thought or consciousness.  In the social sciences, the term has roots in the proto-sociologist August Comte, who believed he could discern “laws” of society similar to the laws of natural science (e.g., gravity).  The term has come to mean the kinds of measurable and verifiable science conducted by quantitative researchers and is thus used pejoratively by some qualitative researchers interested in interpretation, consciousness, and human understanding.  Calling someone a “positivist” is often intended as an insult.  See also empiricism and objectivism.

A place or collection containing records, documents, or other materials of historical interest; most universities have an archive of material related to the university’s history, as well as other “special collections” that may be of interest to members of the community.

A method of both data collection and data analysis in which a given content (textual, visual, graphic) is examined systematically and rigorously to identify meanings, themes, patterns and assumptions.  Qualitative content analysis (QCA) is concerned with gathering and interpreting an existing body of material.    

A word or short phrase that symbolically assigns a summative, salient, essence-capturing, and/or evocative attribute for a portion of language-based or visual data (Saldaña 2021:5).

Usually a verbatim written record of an interview or focus group discussion.

The primary form of data for fieldwork , participant observation , and ethnography .  These notes, taken by the researcher either during the course of fieldwork or at day’s end, should include as many details as possible on what was observed and what was said.  They should include clear identifiers of date, time, setting, and names (or identifying characteristics) of participants.

The process of labeling and organizing qualitative data to identify different themes and the relationships between them; a way of simplifying data to allow better management and retrieval of key themes and illustrative passages.  See coding frame and  codebook.

A methodological tradition of inquiry and approach to analyzing qualitative data in which theories emerge from a rigorous and systematic process of induction.  This approach was pioneered by the sociologists Glaser and Strauss (1967).  The elements of theory generated from comparative analysis of data are, first, conceptual categories and their properties and, second, hypotheses or generalized relations among the categories and their properties – “The constant comparing of many groups draws the [researcher’s] attention to their many similarities and differences.  Considering these leads [the researcher] to generate abstract categories and their properties, which, since they emerge from the data, will clearly be important to a theory explaining the kind of behavior under observation.” (36).

A detailed description of any proposed research that involves human subjects for review by IRB.  The protocol serves as the recipe for the conduct of the research activity.  It includes the scientific rationale to justify the conduct of the study, the information necessary to conduct the study, the plan for managing and analyzing the data, and a discussion of the research ethical issues relevant to the research.  Protocols for qualitative research often include interview guides, all documents related to recruitment, informed consent forms, very clear guidelines on the safekeeping of materials collected, and plans for de-identifying transcripts or other data that include personal identifying information.

Introduction to Qualitative Research Methods Copyright © 2023 by Allison Hurst is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License , except where otherwise noted.

How to Develop a Good Research Question? — Types & Examples

Cecilia is living through a tough situation in her research life. Figuring out where to begin, how to start her research study, and how to pose the right question for her research quest, is driving her insane. Well, questions, if not asked correctly, have a tendency to spiral us!

Image Source: https://phdcomics.com/

Questions lead everyone to answers. Research is a quest to find answers. Not the vague questions that Cecilia means to answer, but definitely more focused questions that define your research. Therefore, asking appropriate question becomes an important matter of discussion.

A well begun research process requires a strong research question. It directs the research investigation and provides a clear goal to focus on. Understanding the characteristics of comprising a good research question will generate new ideas and help you discover new methods in research.

In this article, we are aiming to help researchers understand what is a research question and how to write one with examples.

Table of Contents

What Is a Research Question?

A good research question defines your study and helps you seek an answer to your research. Moreover, a clear research question guides the research paper or thesis to define exactly what you want to find out, giving your work its objective. Learning to write a research question is the beginning to any thesis, dissertation , or research paper. Furthermore, the question addresses issues or problems which is answered through analysis and interpretation of data.

Why Is a Research Question Important?

A strong research question guides the design of a study. Moreover, it helps determine the type of research and identify specific objectives. Research questions state the specific issue you are addressing and focus on outcomes of the research for individuals to learn. Therefore, it helps break up the study into easy steps to complete the objectives and answer the initial question.

Types of Research Questions

Research questions can be categorized into different types, depending on the type of research you want to undergo. Furthermore, knowing the type of research will help a researcher determine the best type of research question to use.

1. Qualitative Research Question

Qualitative questions concern broad areas or more specific areas of research. However, unlike quantitative questions, qualitative research questions are adaptable, non-directional and more flexible. Qualitative research question focus on discovering, explaining, elucidating, and exploring.

i. Exploratory Questions

This form of question looks to understand something without influencing the results. The objective of exploratory questions is to learn more about a topic without attributing bias or preconceived notions to it.

Research Question Example: Asking how a chemical is used or perceptions around a certain topic.

ii. Predictive Questions

Predictive research questions are defined as survey questions that automatically predict the best possible response options based on text of the question. Moreover, these questions seek to understand the intent or future outcome surrounding a topic.

Research Question Example: Asking why a consumer behaves in a certain way or chooses a certain option over other.

iii. Interpretive Questions

This type of research question allows the study of people in the natural setting. The questions help understand how a group makes sense of shared experiences with regards to various phenomena. These studies gather feedback on a group’s behavior without affecting the outcome.

Research Question Example: How do you feel about AI assisting publishing process in your research?

2. Quantitative Research Question

Quantitative questions prove or disprove a researcher’s hypothesis through descriptions, comparisons, and relationships. These questions are beneficial when choosing a research topic or when posing follow-up questions that garner more information.

i. Descriptive Questions

It is the most basic type of quantitative research question and it seeks to explain when, where, why, or how something occurred. Moreover, they use data and statistics to describe an event or phenomenon.

Research Question Example: How many generations of genes influence a future generation?

ii. Comparative Questions

Sometimes it’s beneficial to compare one occurrence with another. Therefore, comparative questions are helpful when studying groups with dependent variables.

Example: Do men and women have comparable metabolisms?

iii. Relationship-Based Questions

This type of research question answers influence of one variable on another. Therefore, experimental studies use this type of research questions are majorly.

Example: How is drought condition affect a region’s probability for wildfires.  

How to Write a Good Research Question?

1. Select a Topic

The first step towards writing a good research question is to choose a broad topic of research. You could choose a research topic that interests you, because the complete research will progress further from the research question. Therefore, make sure to choose a topic that you are passionate about, to make your research study more enjoyable.

2. Conduct Preliminary Research

After finalizing the topic, read and know about what research studies are conducted in the field so far. Furthermore, this will help you find articles that talk about the topics that are yet to be explored. You could explore the topics that the earlier research has not studied.

3. Consider Your Audience

The most important aspect of writing a good research question is to find out if there is audience interested to know the answer to the question you are proposing. Moreover, determining your audience will assist you in refining your research question, and focus on aspects that relate to defined groups.

4. Generate Potential Questions

The best way to generate potential questions is to ask open ended questions. Questioning broader topics will allow you to narrow down to specific questions. Identifying the gaps in literature could also give you topics to write the research question. Moreover, you could also challenge the existing assumptions or use personal experiences to redefine issues in research.

5. Review Your Questions

Once you have listed few of your questions, evaluate them to find out if they are effective research questions. Moreover while reviewing, go through the finer details of the question and its probable outcome, and find out if the question meets the research question criteria.

6. Construct Your Research Question

There are two frameworks to construct your research question. The first one being PICOT framework , which stands for:

• Population or problem
• Intervention or indicator being studied
• Comparison group
• Outcome of interest
• Time frame of the study.

The second framework is PEO , which stands for:

• Population being studied
• Exposure to preexisting conditions
• Outcome of interest.

Research Question Examples

• How might the discovery of a genetic basis for alcoholism impact triage processes in medical facilities?
• How do ecological systems respond to chronic anthropological disturbance?
• What are demographic consequences of ecological interactions?
• What roles do fungi play in wildfire recovery?
• How do feedbacks reinforce patterns of genetic divergence on the landscape?
• What educational strategies help encourage safe driving in young adults?
• What makes a grocery store easy for shoppers to navigate?
• What genetic factors predict if someone will develop hypothyroidism?
• Does contemporary evolution along the gradients of global change alter ecosystems function?

How did you write your first research question ? What were the steps you followed to create a strong research question? Do write to us or comment below.

Frequently Asked Questions

Research questions guide the focus and direction of a research study. Here are common types of research questions: 1. Qualitative research question: Qualitative questions concern broad areas or more specific areas of research. However, unlike quantitative questions, qualitative research questions are adaptable, non-directional and more flexible. Different types of qualitative research questions are: i. Exploratory questions ii. Predictive questions iii. Interpretive questions 2. Quantitative Research Question: Quantitative questions prove or disprove a researcher’s hypothesis through descriptions, comparisons, and relationships. These questions are beneficial when choosing a research topic or when posing follow-up questions that garner more information. Different types of quantitative research questions are: i. Descriptive questions ii. Comparative questions iii. Relationship-based questions

Qualitative research questions aim to explore the richness and depth of participants' experiences and perspectives. They should guide your research and allow for in-depth exploration of the phenomenon under investigation. After identifying the research topic and the purpose of your research: • Begin with Broad Inquiry: Start with a general research question that captures the main focus of your study. This question should be open-ended and allow for exploration. • Break Down the Main Question: Identify specific aspects or dimensions related to the main research question that you want to investigate. • Formulate Sub-questions: Create sub-questions that delve deeper into each specific aspect or dimension identified in the previous step. • Ensure Open-endedness: Make sure your research questions are open-ended and allow for varied responses and perspectives. Avoid questions that can be answered with a simple "yes" or "no." Encourage participants to share their experiences, opinions, and perceptions in their own words. • Refine and Review: Review your research questions to ensure they align with your research purpose, topic, and objectives. Seek feedback from your research advisor or peers to refine and improve your research questions.

Developing research questions requires careful consideration of the research topic, objectives, and the type of study you intend to conduct. Here are the steps to help you develop effective research questions: 1. Select a Topic 2. Conduct Preliminary Research 3. Consider Your Audience 4. Generate Potential Questions 5. Review Your Questions 6. Construct Your Research Question Based on PICOT or PEO Framework

There are two frameworks to construct your research question. The first one being PICOT framework, which stands for: • Population or problem • Intervention or indicator being studied • Comparison group • Outcome of interest • Time frame of the study The second framework is PEO, which stands for: • Population being studied • Exposure to preexisting conditions • Outcome of interest

A tad helpful

Had trouble coming up with a good research question for my MSc proposal. This is very much helpful.

This is a well elaborated writing on research questions development. I found it very helpful.

Rate this article Cancel Reply

Your email address will not be published.

Enago Academy's Most Popular Articles

• Publishing Research
• Reporting Research

How to Optimize Your Research Process: A step-by-step guide

For researchers across disciplines, the path to uncovering novel findings and insights is often filled…

• Industry News
• Trending Now

Breaking Barriers: Sony and Nature unveil “Women in Technology Award”

Sony Group Corporation and the prestigious scientific journal Nature have collaborated to launch the inaugural…

Achieving Research Excellence: Checklist for good research practices

Academia is built on the foundation of trustworthy and high-quality research, supported by the pillars…

• Diversity and Inclusion

The Silent Struggle: Confronting gender bias in science funding

In the 1990s, Dr. Katalin Kariko’s pioneering mRNA research seemed destined for obscurity, doomed by…

• Promoting Research

Plain Language Summary — Communicating your research to bridge the academic-lay gap

Science can be complex, but does that mean it should not be accessible to the…

Setting Rationale in Research: Cracking the code for excelling at research

Research Problem Statement — Find out how to write an impactful one!

Experimental Research Design — 6 mistakes you should never make!

Sign-up to read more

Subscribe for free to get unrestricted access to all our resources on research writing and academic publishing including:

• 2000+ blog articles
• 50+ Webinars
• 10+ Expert podcasts
• 50+ Infographics
• 10+ Checklists
• Research Guides

We hate spam too. We promise to protect your privacy and never spam you.

I am looking for Editing/ Proofreading services for my manuscript Tentative date of next journal submission:

What should universities' stance be on AI tools in research and academic writing?

Types of Qualitative and Quantitative Research Questions

Nov 9, 2017

The research process entails many different steps from selecting a methodology to reporting. An often overlooked area of the research process is the development of research questions. However, we take this part of the process very seriously and incorporate a variety of techniques and best practices in our question development— because if you don’t ask the right questions, you won’t get the right answers. Depending on whether the objective is qualitative or quantitative in nature determines which type or types of research questions should be utilized.

Quantitative Question Types

As we know, quantitative research is typically used to determine how, what, when, and where. Questionnaires for quant research are in many ways easier to develop than qual, as once you determine what you need to learn, incorporating those questions into multiple choice, single-select, grid questions, and so on, is more intuitive. Because it’s gathering larger data sets of answers, quantitative methodologies include research questions that are typically more specific:

• Descriptive Questions:   Seek to describe the concept or topic in question. An example of this type would be understanding the usage of a product like the frequency, time of day, the purpose of use, etc.
• Comparative Questions:   Used to analyze the difference between two groups, concepts, or other variables. Examples of these types of questions include comparing the frequency of use between two products, men versus women’s preference for brands, etc.
• Relationship-Based Questions:   Or in some cases causal-based— these questions work to understand how one variable influences another, like how color influences the desire to purchase a particular product.

Qualitative Question Types

As we know, qualitative research is less quantifiable in nature and focuses more on discovering, understanding, and exploring meaning when it comes to an objective. Qual research questions are less direct and far more vague in nature:

• Exploratory Questions:   Similar to descriptive questions in quant research, this form of question looks to understand something— without influencing the results with preconceived notions. For example, asking how a product is used or perceptions around a certain topic are two types of exploratory questions.
• Predictive Questions:   As the name entails, these questions seek to understand the intent or future outcome surrounding a topic or action. An example of this type of question would include asking why a consumer behaves in a certain why or how they’d feel if a certain situation were to take place.
• Interpretive Questions:   Look to gather feedback on a certain topic or concept without influencing the outcome. For example, testing new product concepts and understanding how messaging claims are interpreted would fall under this type.

Well written questions, regardless of the methodology, provide an easy to understand outlet for respondents to provide their answers. They should not only answer objectives but also identify problems and opportunities. The types of questions above can be used to guide the objectives and the key question of the research or be implemented throughout a questionnaire in order to provide the most relevant insights. Check out our qual and quant eGuide to learn more about the differences between qualitative and quantitative research and how they can work together to build deeper insights.

Want to stay up to date latest GutCheck blog posts?

Follow us on, check out our most recent blog posts.

When Vocation and Avocation Collide

Jun 13, 2023

At GutCheck, we have four brand pillars upon which we build our business. One of those is to 'lead...

Reflections on Season 1 of Gutsiest Brands

Jun 1, 2023

Understanding people is at the heart of market research. Sure, companies want to know what ideas...

Permission to Evolve with Miguel Garcia Castillo

Apr 20, 2023

(highlights from Episode #22 of the Gutsiest Brands podcast) Check out the latest lessons from our...

Why GutCheck?

• Explore and Strategize
• Build Products and Ideas
• Promote and Communicate
• Brand Measurement and Tracking
• Case Studies
• Infographics
• Research Reports
• Press Releases
• Gutsiest Brands

1-877-990-8111 [email protected]

© 2023 GutCheck is a registered trademark of Brainyak, Inc. All rights reserved.

Privacy Policy , Cookies , & Acceptable Use , Do Not Sell My Information

© 2020 GutCheck is a registered trademark of Brainyak, Inc. All rights reserved.

Privacy Policy , Cookies , & Acceptable Use

An official website of the United States government

The .gov means it's official. Federal government websites often end in .gov or .mil. Before sharing sensitive information, make sure you're on a federal government site.

The site is secure. The https:// ensures that you are connecting to the official website and that any information you provide is encrypted and transmitted securely.

• Publications
• Account settings
• Browse Titles

NCBI Bookshelf. A service of the National Library of Medicine, National Institutes of Health.

StatPearls [Internet]. Treasure Island (FL): StatPearls Publishing; 2024 Jan-.

StatPearls [Internet].

Qualitative study.

Steven Tenny ; Janelle M. Brannan ; Grace D. Brannan .

Affiliations

Last Update: September 18, 2022 .

• Introduction

Qualitative research is a type of research that explores and provides deeper insights into real-world problems. [1] Instead of collecting numerical data points or intervene or introduce treatments just like in quantitative research, qualitative research helps generate hypotheses as well as further investigate and understand quantitative data. Qualitative research gathers participants' experiences, perceptions, and behavior. It answers the hows and whys instead of how many or how much. It could be structured as a stand-alone study, purely relying on qualitative data or it could be part of mixed-methods research that combines qualitative and quantitative data. This review introduces the readers to some basic concepts, definitions, terminology, and application of qualitative research.

Qualitative research at its core, ask open-ended questions whose answers are not easily put into numbers such as ‘how’ and ‘why’. [2] Due to the open-ended nature of the research questions at hand, qualitative research design is often not linear in the same way quantitative design is. [2] One of the strengths of qualitative research is its ability to explain processes and patterns of human behavior that can be difficult to quantify. [3] Phenomena such as experiences, attitudes, and behaviors can be difficult to accurately capture quantitatively, whereas a qualitative approach allows participants themselves to explain how, why, or what they were thinking, feeling, and experiencing at a certain time or during an event of interest. Quantifying qualitative data certainly is possible, but at its core, qualitative data is looking for themes and patterns that can be difficult to quantify and it is important to ensure that the context and narrative of qualitative work are not lost by trying to quantify something that is not meant to be quantified.

However, while qualitative research is sometimes placed in opposition to quantitative research, where they are necessarily opposites and therefore ‘compete’ against each other and the philosophical paradigms associated with each, qualitative and quantitative work are not necessarily opposites nor are they incompatible. [4] While qualitative and quantitative approaches are different, they are not necessarily opposites, and they are certainly not mutually exclusive. For instance, qualitative research can help expand and deepen understanding of data or results obtained from quantitative analysis. For example, say a quantitative analysis has determined that there is a correlation between length of stay and level of patient satisfaction, but why does this correlation exist? This dual-focus scenario shows one way in which qualitative and quantitative research could be integrated together.

Examples of Qualitative Research Approaches

Ethnography

Ethnography as a research design has its origins in social and cultural anthropology, and involves the researcher being directly immersed in the participant’s environment. [2] Through this immersion, the ethnographer can use a variety of data collection techniques with the aim of being able to produce a comprehensive account of the social phenomena that occurred during the research period. [2] That is to say, the researcher’s aim with ethnography is to immerse themselves into the research population and come out of it with accounts of actions, behaviors, events, etc. through the eyes of someone involved in the population. Direct involvement of the researcher with the target population is one benefit of ethnographic research because it can then be possible to find data that is otherwise very difficult to extract and record.

Grounded Theory

Grounded Theory is the “generation of a theoretical model through the experience of observing a study population and developing a comparative analysis of their speech and behavior.” [5] As opposed to quantitative research which is deductive and tests or verifies an existing theory, grounded theory research is inductive and therefore lends itself to research that is aiming to study social interactions or experiences. [3] [2] In essence, Grounded Theory’s goal is to explain for example how and why an event occurs or how and why people might behave a certain way. Through observing the population, a researcher using the Grounded Theory approach can then develop a theory to explain the phenomena of interest.

Phenomenology

Phenomenology is defined as the “study of the meaning of phenomena or the study of the particular”. [5] At first glance, it might seem that Grounded Theory and Phenomenology are quite similar, but upon careful examination, the differences can be seen. At its core, phenomenology looks to investigate experiences from the perspective of the individual. [2] Phenomenology is essentially looking into the ‘lived experiences’ of the participants and aims to examine how and why participants behaved a certain way, from their perspective . Herein lies one of the main differences between Grounded Theory and Phenomenology. Grounded Theory aims to develop a theory for social phenomena through an examination of various data sources whereas Phenomenology focuses on describing and explaining an event or phenomena from the perspective of those who have experienced it.

Narrative Research

One of qualitative research’s strengths lies in its ability to tell a story, often from the perspective of those directly involved in it. Reporting on qualitative research involves including details and descriptions of the setting involved and quotes from participants. This detail is called ‘thick’ or ‘rich’ description and is a strength of qualitative research. Narrative research is rife with the possibilities of ‘thick’ description as this approach weaves together a sequence of events, usually from just one or two individuals, in the hopes of creating a cohesive story, or narrative. [2] While it might seem like a waste of time to focus on such a specific, individual level, understanding one or two people’s narratives for an event or phenomenon can help to inform researchers about the influences that helped shape that narrative. The tension or conflict of differing narratives can be “opportunities for innovation”. [2]

Research Paradigm

Research paradigms are the assumptions, norms, and standards that underpin different approaches to research. Essentially, research paradigms are the ‘worldview’ that inform research. [4] It is valuable for researchers, both qualitative and quantitative, to understand what paradigm they are working within because understanding the theoretical basis of research paradigms allows researchers to understand the strengths and weaknesses of the approach being used and adjust accordingly. Different paradigms have different ontology and epistemologies . Ontology is defined as the "assumptions about the nature of reality” whereas epistemology is defined as the “assumptions about the nature of knowledge” that inform the work researchers do. [2] It is important to understand the ontological and epistemological foundations of the research paradigm researchers are working within to allow for a full understanding of the approach being used and the assumptions that underpin the approach as a whole. Further, it is crucial that researchers understand their own ontological and epistemological assumptions about the world in general because their assumptions about the world will necessarily impact how they interact with research. A discussion of the research paradigm is not complete without describing positivist, postpositivist, and constructivist philosophies.

Positivist vs Postpositivist

To further understand qualitative research, we need to discuss positivist and postpositivist frameworks. Positivism is a philosophy that the scientific method can and should be applied to social as well as natural sciences. [4] Essentially, positivist thinking insists that the social sciences should use natural science methods in its research which stems from positivist ontology that there is an objective reality that exists that is fully independent of our perception of the world as individuals. Quantitative research is rooted in positivist philosophy, which can be seen in the value it places on concepts such as causality, generalizability, and replicability.

Conversely, postpositivists argue that social reality can never be one hundred percent explained but it could be approximated. [4] Indeed, qualitative researchers have been insisting that there are “fundamental limits to the extent to which the methods and procedures of the natural sciences could be applied to the social world” and therefore postpositivist philosophy is often associated with qualitative research. [4] An example of positivist versus postpositivist values in research might be that positivist philosophies value hypothesis-testing, whereas postpositivist philosophies value the ability to formulate a substantive theory.

Constructivist

Constructivism is a subcategory of postpositivism. Most researchers invested in postpositivist research are constructivist as well, meaning they think there is no objective external reality that exists but rather that reality is constructed. Constructivism is a theoretical lens that emphasizes the dynamic nature of our world. “Constructivism contends that individuals’ views are directly influenced by their experiences, and it is these individual experiences and views that shape their perspective of reality”. [6] Essentially, Constructivist thought focuses on how ‘reality’ is not a fixed certainty and experiences, interactions, and backgrounds give people a unique view of the world. Constructivism contends, unlike in positivist views, that there is not necessarily an ‘objective’ reality we all experience. This is the ‘relativist’ ontological view that reality and the world we live in are dynamic and socially constructed. Therefore, qualitative scientific knowledge can be inductive as well as deductive.” [4]

So why is it important to understand the differences in assumptions that different philosophies and approaches to research have? Fundamentally, the assumptions underpinning the research tools a researcher selects provide an overall base for the assumptions the rest of the research will have and can even change the role of the researcher themselves. [2] For example, is the researcher an ‘objective’ observer such as in positivist quantitative work? Or is the researcher an active participant in the research itself, as in postpositivist qualitative work? Understanding the philosophical base of the research undertaken allows researchers to fully understand the implications of their work and their role within the research, as well as reflect on their own positionality and bias as it pertains to the research they are conducting.

Data Sampling 

The better the sample represents the intended study population, the more likely the researcher is to encompass the varying factors at play. The following are examples of participant sampling and selection: [7]

• Purposive sampling- selection based on the researcher’s rationale in terms of being the most informative.
• Criterion sampling-selection based on pre-identified factors.
• Convenience sampling- selection based on availability.
• Snowball sampling- the selection is by referral from other participants or people who know potential participants.
• Extreme case sampling- targeted selection of rare cases.
• Typical case sampling-selection based on regular or average participants. 

Data Collection and Analysis

Qualitative research uses several techniques including interviews, focus groups, and observation. [1] [2] [3] Interviews may be unstructured, with open-ended questions on a topic and the interviewer adapts to the responses. Structured interviews have a predetermined number of questions that every participant is asked. It is usually one on one and is appropriate for sensitive topics or topics needing an in-depth exploration. Focus groups are often held with 8-12 target participants and are used when group dynamics and collective views on a topic are desired. Researchers can be a participant-observer to share the experiences of the subject or a non-participant or detached observer.

While quantitative research design prescribes a controlled environment for data collection, qualitative data collection may be in a central location or in the environment of the participants, depending on the study goals and design. Qualitative research could amount to a large amount of data. Data is transcribed which may then be coded manually or with the use of Computer Assisted Qualitative Data Analysis Software or CAQDAS such as ATLAS.ti or NVivo. [8] [9] [10]

After the coding process, qualitative research results could be in various formats. It could be a synthesis and interpretation presented with excerpts from the data. [11] Results also could be in the form of themes and theory or model development.

Dissemination

To standardize and facilitate the dissemination of qualitative research outcomes, the healthcare team can use two reporting standards. The Consolidated Criteria for Reporting Qualitative Research or COREQ is a 32-item checklist for interviews and focus groups. [12] The Standards for Reporting Qualitative Research (SRQR) is a checklist covering a wider range of qualitative research. [13]

Examples of Application

Many times a research question will start with qualitative research. The qualitative research will help generate the research hypothesis which can be tested with quantitative methods. After the data is collected and analyzed with quantitative methods, a set of qualitative methods can be used to dive deeper into the data for a better understanding of what the numbers truly mean and their implications. The qualitative methods can then help clarify the quantitative data and also help refine the hypothesis for future research. Furthermore, with qualitative research researchers can explore subjects that are poorly studied with quantitative methods. These include opinions, individual's actions, and social science research.

A good qualitative study design starts with a goal or objective. This should be clearly defined or stated. The target population needs to be specified. A method for obtaining information from the study population must be carefully detailed to ensure there are no omissions of part of the target population. A proper collection method should be selected which will help obtain the desired information without overly limiting the collected data because many times, the information sought is not well compartmentalized or obtained. Finally, the design should ensure adequate methods for analyzing the data. An example may help better clarify some of the various aspects of qualitative research.

A researcher wants to decrease the number of teenagers who smoke in their community. The researcher could begin by asking current teen smokers why they started smoking through structured or unstructured interviews (qualitative research). The researcher can also get together a group of current teenage smokers and conduct a focus group to help brainstorm factors that may have prevented them from starting to smoke (qualitative research).

In this example, the researcher has used qualitative research methods (interviews and focus groups) to generate a list of ideas of both why teens start to smoke as well as factors that may have prevented them from starting to smoke. Next, the researcher compiles this data. The research found that, hypothetically, peer pressure, health issues, cost, being considered “cool,” and rebellious behavior all might increase or decrease the likelihood of teens starting to smoke.

The researcher creates a survey asking teen participants to rank how important each of the above factors is in either starting smoking (for current smokers) or not smoking (for current non-smokers). This survey provides specific numbers (ranked importance of each factor) and is thus a quantitative research tool.

The researcher can use the results of the survey to focus efforts on the one or two highest-ranked factors. Let us say the researcher found that health was the major factor that keeps teens from starting to smoke, and peer pressure was the major factor that contributed to teens to start smoking. The researcher can go back to qualitative research methods to dive deeper into each of these for more information. The researcher wants to focus on how to keep teens from starting to smoke, so they focus on the peer pressure aspect.

The researcher can conduct interviews and/or focus groups (qualitative research) about what types and forms of peer pressure are commonly encountered, where the peer pressure comes from, and where smoking first starts. The researcher hypothetically finds that peer pressure often occurs after school at the local teen hangouts, mostly the local park. The researcher also hypothetically finds that peer pressure comes from older, current smokers who provide the cigarettes.

The researcher could further explore this observation made at the local teen hangouts (qualitative research) and take notes regarding who is smoking, who is not, and what observable factors are at play for peer pressure of smoking. The researcher finds a local park where many local teenagers hang out and see that a shady, overgrown area of the park is where the smokers tend to hang out. The researcher notes the smoking teenagers buy their cigarettes from a local convenience store adjacent to the park where the clerk does not check identification before selling cigarettes. These observations fall under qualitative research.

If the researcher returns to the park and counts how many individuals smoke in each region of the park, this numerical data would be quantitative research. Based on the researcher's efforts thus far, they conclude that local teen smoking and teenagers who start to smoke may decrease if there are fewer overgrown areas of the park and the local convenience store does not sell cigarettes to underage individuals.

The researcher could try to have the parks department reassess the shady areas to make them less conducive to the smokers or identify how to limit the sales of cigarettes to underage individuals by the convenience store. The researcher would then cycle back to qualitative methods of asking at-risk population their perceptions of the changes, what factors are still at play, as well as quantitative research that includes teen smoking rates in the community, the incidence of new teen smokers, among others. [14] [15]

Qualitative research functions as a standalone research design or in combination with quantitative research to enhance our understanding of the world. Qualitative research uses techniques including structured and unstructured interviews, focus groups, and participant observation to not only help generate hypotheses which can be more rigorously tested with quantitative research but also to help researchers delve deeper into the quantitative research numbers, understand what they mean, and understand what the implications are.  Qualitative research provides researchers with a way to understand what is going on, especially when things are not easily categorized. [16]

• Issues of Concern

As discussed in the sections above, quantitative and qualitative work differ in many different ways, including the criteria for evaluating them. There are four well-established criteria for evaluating quantitative data: internal validity, external validity, reliability, and objectivity. The correlating concepts in qualitative research are credibility, transferability, dependability, and confirmability. [4] [11] The corresponding quantitative and qualitative concepts can be seen below, with the quantitative concept is on the left, and the qualitative concept is on the right:

• Internal validity--- Credibility
• External validity---Transferability
• Reliability---Dependability
• Objectivity---Confirmability

In conducting qualitative research, ensuring these concepts are satisfied and well thought out can mitigate potential issues from arising. For example, just as a researcher will ensure that their quantitative study is internally valid so should qualitative researchers ensure that their work has credibility.  

Indicators such as triangulation and peer examination can help evaluate the credibility of qualitative work.

• Triangulation: Triangulation involves using multiple methods of data collection to increase the likelihood of getting a reliable and accurate result. In our above magic example, the result would be more reliable by also interviewing the magician, back-stage hand, and the person who "vanished." In qualitative research, triangulation can include using telephone surveys, in-person surveys, focus groups, and interviews as well as surveying an adequate cross-section of the target demographic.
• Peer examination: Results can be reviewed by a peer to ensure the data is consistent with the findings.

‘Thick’ or ‘rich’ description can be used to evaluate the transferability of qualitative research whereas using an indicator such as an audit trail might help with evaluating the dependability and confirmability.

• Thick or rich description is a detailed and thorough description of details, the setting, and quotes from participants in the research. [5] Thick descriptions will include a detailed explanation of how the study was carried out. Thick descriptions are detailed enough to allow readers to draw conclusions and interpret the data themselves, which can help with transferability and replicability.
• Audit trail: An audit trail provides a documented set of steps of how the participants were selected and the data was collected. The original records of information should also be kept (e.g., surveys, notes, recordings).

One issue of concern that qualitative researchers should take into consideration is observation bias. Here are a few examples:

• Hawthorne effect: The Hawthorne effect is the change in participant behavior when they know they are being observed. If a researcher was wanting to identify factors that contribute to employee theft and tells the employees they are going to watch them to see what factors affect employee theft, one would suspect employee behavior would change when they know they are being watched.
• Observer-expectancy effect: Some participants change their behavior or responses to satisfy the researcher's desired effect. This happens in an unconscious manner for the participant so it is important to eliminate or limit transmitting the researcher's views.
• Artificial scenario effect: Some qualitative research occurs in artificial scenarios and/or with preset goals. In such situations, the information may not be accurate because of the artificial nature of the scenario. The preset goals may limit the qualitative information obtained.
• Clinical Significance

Qualitative research by itself or combined with quantitative research helps healthcare providers understand patients and the impact and challenges of the care they deliver. Qualitative research provides an opportunity to generate and refine hypotheses and delve deeper into the data generated by quantitative research. Qualitative research does not exist as an island apart from quantitative research, but as an integral part of research methods to be used for the understanding of the world around us. [17]

• Enhancing Healthcare Team Outcomes

Qualitative research is important for all members of the health care team as all are affected by qualitative research. Qualitative research may help develop a theory or a model for health research that can be further explored by quantitative research.  Much of the qualitative research data acquisition is completed by numerous team members including social works, scientists, nurses, etc.  Within each area of the medical field, there is copious ongoing qualitative research including physician-patient interactions, nursing-patient interactions, patient-environment interactions, health care team function, patient information delivery, etc. 

• Review Questions
• Access free multiple choice questions on this topic.
• Comment on this article.

Disclosure: Steven Tenny declares no relevant financial relationships with ineligible companies.

Disclosure: Janelle Brannan declares no relevant financial relationships with ineligible companies.

Disclosure: Grace Brannan declares no relevant financial relationships with ineligible companies.

This book is distributed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0) ( http://creativecommons.org/licenses/by-nc-nd/4.0/ ), which permits others to distribute the work, provided that the article is not altered or used commercially. You are not required to obtain permission to distribute this article, provided that you credit the author and journal.

• Cite this Page Tenny S, Brannan JM, Brannan GD. Qualitative Study. [Updated 2022 Sep 18]. In: StatPearls [Internet]. Treasure Island (FL): StatPearls Publishing; 2024 Jan-.

In this Page

Bulk download.

• Bulk download StatPearls data from FTP

Related information

• PMC PubMed Central citations
• PubMed Links to PubMed

Similar articles in PubMed

• Suicidal Ideation. [StatPearls. 2024] Suicidal Ideation. Harmer B, Lee S, Duong TVH, Saadabadi A. StatPearls. 2024 Jan
• Folic acid supplementation and malaria susceptibility and severity among people taking antifolate antimalarial drugs in endemic areas. [Cochrane Database Syst Rev. 2022] Folic acid supplementation and malaria susceptibility and severity among people taking antifolate antimalarial drugs in endemic areas. Crider K, Williams J, Qi YP, Gutman J, Yeung L, Mai C, Finkelstain J, Mehta S, Pons-Duran C, Menéndez C, et al. Cochrane Database Syst Rev. 2022 Feb 1; 2(2022). Epub 2022 Feb 1.
• Macromolecular crowding: chemistry and physics meet biology (Ascona, Switzerland, 10-14 June 2012). [Phys Biol. 2013] Macromolecular crowding: chemistry and physics meet biology (Ascona, Switzerland, 10-14 June 2012). Foffi G, Pastore A, Piazza F, Temussi PA. Phys Biol. 2013 Aug; 10(4):040301. Epub 2013 Aug 2.
• Review Evidence Brief: The Effectiveness Of Mandatory Computer-Based Trainings On Government Ethics, Workplace Harassment, Or Privacy And Information Security-Related Topics [ 2014] Review Evidence Brief: The Effectiveness Of Mandatory Computer-Based Trainings On Government Ethics, Workplace Harassment, Or Privacy And Information Security-Related Topics Peterson K, McCleery E. 2014 May
• Review Public sector reforms and their impact on the level of corruption: A systematic review. [Campbell Syst Rev. 2021] Review Public sector reforms and their impact on the level of corruption: A systematic review. Mugellini G, Della Bella S, Colagrossi M, Isenring GL, Killias M. Campbell Syst Rev. 2021 Jun; 17(2):e1173. Epub 2021 May 24.

Recent Activity

• Qualitative Study - StatPearls Qualitative Study - StatPearls

Your browsing activity is empty.

Activity recording is turned off.

Turn recording back on

Connect with NLM

National Library of Medicine 8600 Rockville Pike Bethesda, MD 20894

Web Policies FOIA HHS Vulnerability Disclosure

Help Accessibility Careers

• Open access
• Published: 20 April 2024

“I am in favour of organ donation, but I feel you should opt-in”—qualitative analysis of the #options 2020 survey free-text responses from NHS staff toward opt-out organ donation legislation in England

• Natalie L. Clark 1 ,
• Dorothy Coe 2 ,
• Natasha Newell 3 ,
• Mark N. A. Jones 4 ,
• Matthew Robb 4 ,
• David Reaich 1 &
• Caroline Wroe 2  

BMC Medical Ethics volume  25 , Article number:  47 ( 2024 ) Cite this article

257 Accesses

4 Altmetric

Metrics details

In May 2020, England moved to an opt-out organ donation system, meaning adults are presumed to be an organ donor unless within an excluded group or have opted-out. This change aims to improve organ donation rates following brain or circulatory death. Healthcare staff in the UK are supportive of organ donation, however, both healthcare staff and the public have raised concerns and ethical issues regarding the change. The #options survey was completed by NHS organisations with the aim of understanding awareness and support of the change. This paper analyses the free-text responses from the survey.

The #options survey was registered as a National Institute of Health Research (NIHR) portfolio trial [IRAS 275992] 14 February 2020, and was completed between July and December 2020 across NHS organisations in the North-East and North Cumbria, and North Thames. The survey contained 16 questions of which three were free-text, covering reasons against, additional information required and family discussions. The responses to these questions were thematically analysed.

The #options survey received 5789 responses from NHS staff with 1404 individuals leaving 1657 free-text responses for analysis. The family discussion question elicited the largest number of responses (66%), followed by those against the legislation (19%), and those requiring more information (15%). Analysis revealed six main themes with 22 sub-themes.

Conclusions

The overall #options survey indicated NHS staff are supportive of the legislative change. Analysis of the free-text responses indicates that the views of the NHS staff who are against the change reflect the reasons, misconceptions, and misunderstandings of the public. Additional concerns included the rationale for the change, informed decision making, easy access to information and information regarding organ donation processes. Educational materials and interventions need to be developed for NHS staff to address the concepts of autonomy and consent, organ donation processes, and promote family conversations. Wider public awareness campaigns should continue to promote the positives and refute the negatives thus reducing misconceptions and misunderstandings.

Trial registration

National Institute of Health Research (NIHR) [IRAS 275992].

Peer Review reports

In England May 2020, Max and Kiera’s Law, also known as the Organ Donation (Deemed Consent) Bill, came into effect [ 1 , 2 ]. This means adults in England are now presumed to have agreed to deceased organ donation unless they are within an excluded group, have actively recorded their decision to opt-out of organ donation on the organ donor register (ODR), or nominated an individual to make the decision on their behalf [ 1 , 2 ]. The rationale for the legislative change is to improve the organ donation rates and reduce the shortage of organs available to donate following brain or circulatory death within the UK [ 2 , 3 , 4 ]. This is particularly important considering the growing number of patients awaiting a transplant. Almost 7000 patients were waiting in the UK at the end of March 2023 [ 5 ]. Wales was the first to make the legislative change in December 2015, followed by Scotland in March 2021 and lastly Northern Ireland in June 2023 [ 2 ]. Following the change in Wales, consent rates had increased from 58% in 2015/16 to 77% in 2018/19 [ 6 ], suggesting the opt-out system can significantly increase consent, though it further suggests that it might take a few years to fully appreciate the impact [ 7 , 8 ]. Spain, for example, has had an opt-out legislation since 1979 with increases in organ donation seen 10 years later [ 9 ].

Research, however, has raised concerns from both the public and healthcare staff regarding the move to an opt-out system. These concerns predominantly relate to a loss of freedom and individual choice [ 9 , 10 ], as well as an increased perception of state ownership of organs [ 10 , 11 , 12 ] after death. Healthcare staff additionally fear of a loss of trust and a damaged relationship with their patients [ 9 , 11 ]. These concerns are frequently linked to emotional and attitudinal barriers towards organ donation, understanding and acceptance [ 9 ]. Four often referenced barriers include (1) jinx factor: superstitious beliefs [ 13 , 14 , 15 ]; (2) ick factor: feelings of disgust related to donating [ 13 , 14 , 15 ]; (3) bodily integrity: body must remain intact [ 13 , 14 , 15 ]; (4) medical mistrust: believing doctors will not save the life of someone on the ODR [ 13 , 14 , 15 ]. The latter barrier is mostly reported by the general public in countries with opt-out systems [ 13 , 14 , 16 ] although medical mistrust does feature as a barrier across all organ donation systems. In addition, it is a reported barrier healthcare staff believe will occur in the UK under an opt-out system [ 9 , 16 ].

Deceased donation from ethnic minority groups is low in the UK, with family consent being a predominant barrier in these groups. Consent rates are 35% for ethnic minority eligible donors compared to 65% for white eligible donors [ 5 ]. The reasons for declining commonly relate to being uncertain of the person’s wishes and believing it was against their religious/cultural beliefs. Healthcare staff, particularly in the intensive care setting, have expressed a lack of confidence in communication and supporting ethnic minority groups because of language barriers and differing religious/cultural beliefs to their own [ 17 ]. However, one study has highlighted that generally all religious groups are in favour of organ donation with respect to certain rules and processes. Therefore, increasing knowledge amongst healthcare staff of differing religious beliefs would improve communication and help to sensitively support families during this difficult time [ 18 , 19 ]. However, individually and combined, the attitudinal barriers, concerns towards an opt-out system, and lack of understanding about ethnic minority groups, can have a significant impact within a soft opt-out system whereby the family are still approached about donation and can veto if they wish [ 11 , 12 , 20 ].

The #options survey [ 21 ] was completed online by healthcare staff from National Health Service (NHS) organisations in North-East and North Cumbria (NENC) and North Thames. The aim was to gain an understanding of the awareness and support to the change in legislation. The findings of the survey suggested that NHS staff are more aware, supportive, and proactive about organ donation than the general public, including NHS staff from religious and ethnic minority groups. However, there were still a number who express direct opposition to the change in legislation due to personal choice, views surrounding autonomy, misconceptions or lack of information. This paper will focus on the qualitative analysis of free-text responses to three questions included in the #options survey. It aims to explore the reasons for being against the legislation, what additional information they require to make a decision, and why had they not discussed their organ donation decision with their family. It will further explore a subset analysis of place of work, ethnicity, and misconceptions. The findings will aid suggestions for future educational and engagement work.

Design, sample and setting

The #options survey was approved as a clinical research study through the integrated research application system (IRAS) and registered as a National Institute of Health Research (NIHR) portfolio trial [IRAS 275992]. The survey was based on a previously used public survey [ 22 ] and peer reviewed by NHS Blood and Transplant (NHSBT). The free-text responses used in #options were an addition to the closed questions used in both the #options and the public survey. Due to the COVID-19 pandemic, the start of the survey was delayed by 4 months, opening for responses between July to December 2020. All NHS organisations in the NENC and North Thames were invited to take part. Those that accepted invitations were supplied with a communication package to distribute to their staff. All respondents voluntarily confirmed their agreement to participate in the survey at the beginning. The COnsolidated criteria for REporting Qualitative research (COREQ) checklist was used to guide analysis and reporting of findings [ 23 ], see Supplementary material 1 .

Data collection and analysis

The survey contained 16 questions, including a brief description of the change in legislation. The questions consisted of demographic details (age, sex, ethnicity, religion), place of work, and if the respondent had contact with or worked in an area offering support to donors and recipients. Three of the questions filtered to a free-text response, see Supplementary material 2 . These responses were transferred to Microsoft Excel to be cleaned and thematically analysed by DC. Thematic analysis was chosen to facilitate identification of groups and patterns within large datasets [ 24 ]. Each response was read multiple times to promote familiarity and initially coded. Following coding, they were reviewed to allow areas of interest to form and derive themes and sub-themes. Additional subsets were identified and analysed to better reflect and contrast views. This included, at the request of NHSBT, the theme of ‘misconceptions’. The themes were reviewed within the team (DC, CW, NK, NC, MJ) and shared with NHSBT. Any disagreements were discussed and agreed within the team.

Overall, the #options survey received 5789 responses from NHS staff. The COVID-19 pandemic further impacted on NHS organisations from North Thames to participate, resulting in respondents predominantly being from NENC (86%). Of the respondents, 1404 individuals (24%) left 1657 free-text responses for analysis. The family discussion question elicited the largest number of responses, accounting for 66% of the responses ( n  = 1088), followed by against the legislation at 19% ( n  = 316) and more information needed at 15% ( n  = 253). The responses to the against legislation question provided the richest data as they contained the most information. Across the three questions, there were six main themes and 22 sub-themes, see Table  1 . The large number of free-text responses illustrate the multifaceted nature of individuals views with many quotes containing overlap between themes and sub-themes.

Respondent characteristics

In comparison to the whole #options survey respondents, the free-text response group contained proportionally more males (21% vs 27%), less females (78% vs 72%), and marginally more 18–24year-olds (7% vs 8%), respectively. There were 5% more 55 + year olds in the free-text group, however all other age groups were between 2–3% lower when compared to the whole group. Additionally, the free-text group were more ethnically diverse than the whole group (6.9% vs 15.4%), with all named religions also having a higher representation (3.9% vs 7.3%), respectively.

Question one: I am against the legislation – Can you help us understand why you are against this legislation?

Of the three questions, this elicited the largest number of responses from males ( n  = 94, 30%), those aged over 55 years ( n  = 103, 33%), and ethnic minority responders ( n  = 79, 25%). Subset analysis of place of employment indicates 27% were from the transplant centre ( n  = 84), 8% were from the mental health trust ( n  = 26), and 4% from the ambulance trust ( n  = 14). Thematic analysis uncovered four main themes and 12 sub-themes from the responses, with the predominant theme being a perceived loss of autonomy.

Theme one: loss of autonomy

Respondents’ reasons for a loss of autonomy were categorised into four sub-themes. Firstly, calling into question the nature of informed consent and secondly, peoples’ awareness of the legislative change. One respondent stated individuals need to be “fully aware and informed” [R2943] in order to have consented to organ donation. However, one respondent stated that they believe individuals have “not [been] informed well” [R930] and thus “if people are not aware of it, how are they making a choice on what happens to their organs” [R1166] . It was suggested that awareness of the change may have “been overshadowed by COVID” [R4119] .

Furthermore, there was concerns regarding the means to record an opt-out decision, specifically to those that are “not tech savvy” [R167] , “homeless” [R5721] , “vulnerable” [R4553] , and “elderly” [R2155] . Therefore, removing that individual’s right to record their decision due to being at a disadvantage.

Finally, respondents expressed concerns of a move to an authoritarian model of State ownership of organs. This elicited strong, negative reactions from individuals under the belief the State would own and “harvest” a person’s organs under a deemed consent approach, with some removing themselves as a donor consequently, “I am furious that the Government has decided that my organs are theirs to assign. It is MY gift to give, not theirs. I have now removed myself as a long-standing organ donor.” [R593] .

Theme two: consequences

Following respondents stating their reason for being against the legislative change, they discussed further what they believed to be the consequences of an opt-out legislation, with a focus on trust. Respondents cited a lack of trust towards the system, “I have no Trust in the UK government” [R5374] , with some surprisingly citing a lack of trust towards healthcare professionals, “Don’t trust doctors in regard to organ donation” [R3010], as well as a fear of eroding trust with the general public, “This brings the NHS Organ Donation directly into dispute with the public.” [R1237]. Respondents additionally believed the legislative change would lead to an increase in mistakes i.e., organ’s being removed against a person’s wishes by presuming, “not convinced that errors won't be made in my notifying my objection and that this won't be dealt with or handed over correctly” [R3018]. Finally, it is believed this change would also lead to, “additional upset” [R587], for already grieving families.

Theme three: legislation

Respondents were additionally against the legislation itself as they believed it lacked an evidence-base to prove it is successful at increasing the numbers of organs donated. As well as this, respondents perceived the legislation as one that removed the donor’s choice as to which organs they want to donate, some with a religious attribute “I don't mind donating but would like choice of what I like to i.e., not my cornea as for after life I want to see where I am going.” [R5274].

Theme four: religion and culture

Religion and culture was another common theme with sub-themes relating to maintaining bodily integrity following death and the lack of clarity around the definition of brain death. Many others stated that organ donation is against their religion or, were “unsure whether organ donation is permissible” [R1067].

Question two: I need more information to decide—What information would you like to help you decide?

This question elicited the most responses from females ( n  = 188, 74%), those aged over 55 years ( n  = 80, 32%), with 19% being from ethnic minority groups ( n  = 49). Subset analysis of place of employment indicates 18% were from the transplant centre ( n  = 46), 8% were from the mental health trust ( n  = 18), and 9% from the ambulance trust ( n  = 23). Thematic analysis uncovered a main theme of “everything” . There were many responses that did not specify what information was required, but indicated that more general information on organ donation was required, within this there were five sub-themes.

Sub-themes:

The first sub-theme identified a request for information around the influence a family has on the decision to donate and the information that will be provided to families. This included providing “emotional wellbeing” [R162] support, and information on whether families can “appeal against the decision” [R539] or “be consulted” [R923] following their loved one’s death. This was mainly requested by those employed by transplant centres.

The second request was for information on the “process involved after death for organ retrieval” [R171] , predominantly by ethnic minority groups and those employed by the mental health trusts, with specific requests on confirming eligibility. Other examples of requested information on the process and pathway included “how the organs will be used” [R1086] , “what will be donated” [R1629] , and “who benefits from them” [R3730] .

The third request was information regarding the publicity strategy to raise awareness of the legislative change. Many of the respondents stated they did not think there was enough “coverage in the media” [R3668]. Additional considerations of public dissemination were to ensure it was an “ easy read update” [R137 3 ] , specifically for “the elderly or those with poor understanding of English who may struggled with the process” [R1676] .

The fourth request was information around the systems in place to record a decision. There were additional requests for the opt-out processes if someone was within the excluded group and “what safeguards are in place” [R3777], as well as what if individuals change their mind and the ease of recording this new decision.

Finally, and similarly to the first question, the fifth request was information for an evidence-base. Respondents stated that they, “would like to know the reasons behind this change” [R3965] , believing that if they had a greater understanding then this might increase their support towards the legislative change.

Question three: Have you discussed your decision with a family member? If no, can you help us understand what has stopped you discussing this with your family?

The free-text responses to analyse were from those who responded “No” to, “Have you discussed your decision with a family member?”. This received 1430 responses with females ( n  = 1025, 27%) predominantly answering “No”. However, not everyone left a free-text response, leaving 1088 comments for analysis. These were predominantly made by those aged over 55 years ( n  = 268, 24%), with 5% being from ethnic minority groups ( n  = 49). Subset analysis of the 1088 responses regarding place of employment indicated 14% were from the transplant centre ( n  = 147), 7% were from the mental health trust ( n  = 78), and 9% from the ambulance trust ( n  = 96). The analysis uncovered a main theme of priority and relevance made up of five sub-themes.

The first sub-theme identified one reason to be that it was their “individual decision” [R3] and there would be “nothing to be gained” [R248] from a discussion. Some respondents stated that despite a lack of discussion, their family members would assume their wishes in relation to organ donation and support these, “I imagine they are all of the same mindset” [R4470]. However, some stated their reasons to be because they “don’t have a family” [R1127] to discuss this with or have “young ones whose understanding is limited about organ donation” [R356] . Positively, there were several respondents who suggested the question had acted as a prompt to speak to their family.

Another reason stated by respondents was that they found the topic to be too difficult to discuss due to “recent bereavements” [R444], “current environment” [R441] , and “a reluctance to address death” [R4486] . As evident in the latter quote, many respondents viewed discussions around death and dying as a “taboo subject” [R3285] , increasing the avoidance of having such conversations.

Finally, the fifth reason was that several respondents “had not made any decision yet” [R2478] . One respondent wanted to ensure they had reviewed all available information before deciding and having a well-informed discussion with them.

Misconceptions

A further subset analysis of responses coded as misconceptions was reviewed at the request of NHSBT, with interest in whether these occurred from healthcare staff working with donors and recipients. Misconceptions were identified across the three questions, with misconceptions accounting for 24% of the responses to the against the legislation question. Responses used emotive, powerful words with suggestions of State ownership of organs, abuse of the system to procure organs, change in treatment of donors to hasten death, religious and cultural objections, and recipient worthiness.

I worked in organ retrieval theatre during my career and I was uncomfortable with the way the operations were performed during this period. Although the 'brain dead' tests had been completed prior to the operation the vital signs of the patient often reflected that the patient was responding to painful stimuli. Sometimes the patient was not given the usual analgesia that is often given during routine operations. This made me rethink organ donation therefore I am uncomfortable with this. I always carried a donation card prior to my experience but subsequently would not wish to donate. This may be a personal feeling but that is my experience. [R660].

I think that this is a choice that should be left to individuals and families to make. After many years in nursing lots of it spent with transplant patients not all recipients embrace a 'healthy lifestyle' post-transplant with many going back to old lifestyle choices which made a transplant necessary in the first place. [R867].

Additional comments suggested certain medical conditions and advancing age precludes donation and that the ability to choose which organs to donate had been removed.

Most of them will be of no use as I have had a heart attack, I smoke and have Type 2 diabetes. [R595]

Further analysis indicated that 27% ( n  = 24) of these comments were made by individuals who worked with or in an area that supported donors and recipients.

In summary, this qualitative paper has evidenced that the ability to make an autonomous informed decision is foremost in the respondent’s thoughts regarding an opt-out system. This has been commonly cited as a reason throughout the literature by those against an opt-out system [ 9 , 10 , 25 , 26 ]. The loss of that ability was the primary reason for respondents being against the change in legislation with the notion that the decision is a personal choice cited as a reason for lack of discussion with family members. Respondents stated that the ability to make autonomous decisions needs to be adequately supported by evidence-based information that is accessible to all. If the latter is unavailable, they expressed concern for negative consequences. This includes an increase in the perceived belief of the potential for mistakes and abuse of the system, as well as family distress and loss of trust in the donation system and the staff who work in it, as supported by previous literature [ 9 , 11 ].

Our findings further coincide with that of previous literature, highlighting views suggesting that the opt-out system is a move towards an authoritarian system, illustrating the commercialisation of organs, and a system that is open to abuse and mistakes [ 10 , 11 , 12 , 27 , 28 , 29 ]. Healthcare staff require reassurance that the population, specifically the hard-to-reach groups like the elderly and homeless, have access to information and systems in order to be able to make an informed decision [ 30 , 31 ]. Whilst the findings from the overall #options survey demonstrated awareness is higher in NHS staff, there was a significant narrative in the free-text response regarding a lack of awareness and a concern the general public must also lack the same awareness of the system change. Some responses also reflected medical mistrust concerns of the general public [ 13 , 14 , 16 ] as well as expressing a fear of losing trust with the public [ 9 , 11 , 16 ], as found within previous work. Additional research articles raising awareness of the opt-out system in England suggest that despite publicising the change with carefully crafted positive messaging, negative views and attitudes are likely to influence interpretation leading to an increase in misinformation [ 28 ]. Targeted, evidence-based interventions and campaigns that address misinformation, particularly in sub-groups like ethnic minorities, is likely to provide reassurance to NHS staff and the general public, as well as providing reliable resources of information [ 28 ].

Respondents also requested more detailed information about the process of organ donation. The disparity of information and the knowledge of the processes of donation includes eligibility criteria, perceived religious and cultural exclusions, practical processes of brain and circulatory death, and subsequent organ retrieval. As well as, most importantly, more information on the care provided to the donor before and after the donation procedure. The gap of available factual knowledge is instead filled by misconceptions and misunderstandings which is perpetuated until new information and knowledge is acquired. It may also be attributed to the increased awareness of ethical and regulatory processes. These attitudes and views illustrate the complexity of opinions associated with religion, culture, medical mistrust, and ignorance of the donation processes [ 11 , 15 , 32 ]. There is evidently a need for healthcare staff to display openness and transparency about the processes of organ donation and how this is completed, particularly with the donor’s family. It further reinforces the need to increase the knowledge of differing religious and cultural beliefs to support conversations with families [ 18 , 19 ].

Both healthcare staff and the public would benefit from educational materials and interventions to address attitudes towards organ donation [ 19 , 28 , 33 ]. This would assist in correcting misconceptions and misunderstandings held by NHS staff, specifically those who support and work with organ donors and recipients. Previous work illustrates support for donation being higher in intensivists, recommending educational programmes to increase awareness across all healthcare staff [ 34 ]. The quantitative and qualitative findings of the #options survey would support this recommendation, adding that interventions need to be delivered by those working within organ donation and transplantation. This would build on the community work being conducted by NHSBT, hopefully leading NHS staff to become transplant ambassadors within their local communities.

A further finding was that of confusion and misunderstanding surrounding the role of the family, a finding also supported by the literature [ 11 ]. It was suggested that family distress would be heightened, and families would override the premise of opt-out. Literature also supports this could be further impacted if the family holds negative attitudes towards organ donation [ 20 ]. The uncertainty of the donors’ wishes was the most common reason for refusing from ethnic minority groups [ 35 ], further highlighting the need for family discussions. Without this, families feel they are left with no prior indication so they opt-out as a precaution. Making an opt-in decision known can aid the grieving process as the family takes comfort in knowing they are fulfilling the donors wishes [ 26 ] and reduces the likelihood of refusal due to uncertainty about their wishes [ 36 ]. The ambiguity around the role of the family, coupled with not explicitly stating a choice via the organ donor register or discussions with family can make it problematic for next of kin and NHS staff.

Limitations

It is acknowledged that the findings of this study could have been influenced by the COVID-19 pandemic beyond the changes to the research delivery plan including a shift in critical care priorities, initial increase of false information circulating social media, delayed specialist nurse training, and removal of planned public campaigns [ 37 , 38 ]. The degree of the impact is unknown and supports the view that ongoing research into healthcare staff attitudes is required. Additionally, the survey did not collect job titles and is therefore limited to combining all healthcare staff responses. It is understood not all staff, such as those working in mental health, would know in depth details of organ donation and legislation, but it is expected that their level of knowledge would be greater than that of the general public.

The quantitative analysis [ 21 ] of the #options survey showed that overall NHS staff are well informed and more supportive of the change in legislation when compared to the general public. This qualitative analysis of the free-text responses provides a greater insight into the views of the healthcare staff who against the change. The reasons given reflect the known misconceptions and misunderstandings held by the general public and evidenced within the literature [ 9 , 10 , 11 , 12 , 13 , 14 , 15 , 16 ]. There are further concerns about the rationale for the change, the nature of the informed decision making, ease of access to information including information regarding organ donation processes. We therefore propose that educational materials and interventions for NHS staff are developed to address the concepts of autonomy and consent, are transparent about organ donation processes, and address the need for conversations with family. Regarding the wider public awareness campaigns, there is a continued need to promote the positives and refute the negatives to fill the knowledge gap with evidence-based information [ 39 ] and reduce misconceptions and misunderstandings.

Availability of data and materials

The datasets analysed during the current study are available from the corresponding author on reasonable request.

Abbreviations

Coronavirus Disease 2019

Integrated research application system

North-East and North Cumbria

• National Health Service

National Health Service Blood and Transplant

National Institute of Health Research

Organ donor register

United Kingdom

NHS Blood and Transplant. Max and Keira’s Law come into effect in England, https://www.organdonation.nhs.uk/get-involved/news/max-and-keira-s-law-comes-into-effect-in-england (Accessed 24 Feb 2021).

NHS Blood and Transplant. Organ donation laws. https://www.organdonation.nhs.uk/uk-laws/ (Accessed 26 July 2023).

Human Tissue Authority. Human Tissue Act 2004: human tissue authority. 2017. https://www.hta.gov.uk/policies/human-tissue-act-2004 (Accessed 07 Apr 2023).

NHS Blood and Transplant. ODT clinical, donation after brainstem death. 2019. https://www.odt.nhs.uk/deceased-donation/best-practice-guidance/donation-after-brainstem-death/ (Accessed 07 Apr 2023).

NHS Blood and Transplant. Organ and Tissue Donation and Transplantation: Activity Report 2022/23. https://nhsbtdbe.blob.core.windows.net/umbraco-assets-corp/30198/activity-report-2022-2023-final.pdf (Accessed 26 July 2023).

NHS Blood and Transplant. Welsh Health Minister celebrates that ‘Opt-out organ donation scheme has transformed lives’. 2020. https://www.organdonation.nhs.uk/get-involved/news/welsh-health-minister-celebrates-that-opt-out-organ-donation-scheme-has-transformed-lives/#:~:text=Consent%20rates%20for%20donation%20have,from%20180%20in%202017%2F18 (Accessed 26 July 2023).

Noyes J, McLaughlin L, Morgan K, et al. Short-term impact of introducing a soft opt-out organ donation system in Wales: before and after study. BMJ Open. 2019;9: e025159. https://doi.org/10.1136/bmjopen-2018-025159 .

Article   Google Scholar  

Madden S, Collett D, Walton P, Empson K, Forsythe J, Ingham A, Morgan K, Murphy P, Neuberger J, Gardiner D. The effect on consent rates for deceased organ donation in Wales after the introduction of an opt-out system. Anaesthesia. 2020;75(9):1146–52. https://doi.org/10.1111/anae.15055 .

Rieu R. The potential impact of an opt-out system for organ donation in the UK. Law, ethics and medicine. 2010;36:534–8. https://doi.org/10.1136/jme.2009.031757 .

Miller J, Currie S, McGregor LM, O’Carroll RE. ‘It’s like being conscripted, one volunteer is better than 10 pressed men’: A qualitative study into the views of people who plan to opt-out of organ donation. 2020; 25: 257–274. https://doi.org/10.1111/bjhp.12406

Miller J, Currie S, O’Carroll RE. ‘If I donate my organs it’s a gift, if you take them it’s theft’: a qualitative study of planned donor decisions under opt-out legislation. BMC Public Health. 2019;19:1463. https://doi.org/10.1186/s12889-019-7774-1 .

Rudge CJ. Organ donation: opting in or opting out? British Journal of General Practice. 2018: 62–63. https://doi.org/10.3399/bjgp18X694445

Morgan SE, Stephenson MT, Harrison TR, Afifi WA, Long SD. Facts versus ‘feelings’: how rational is the decision to become an organ donor? J Health Psychol. 2008;13(5):644–58. https://doi.org/10.1177/1359105308090936 .

Clark NL, Copping L, Swainston K, McGeechan GJ. Attitudes to Organ Donor Registration in England Under Opt-Out Legislation. Progress In Transplantation. 2023; 0(0). doi: https://doi.org/10.1177/15269248231189869

Miller J, Currie S, O’Carroll RE. ‘What if I’m not dead?’ – Myth-busting and organ donation. Br J Health Psychol. 2019;24:141–58. https://doi.org/10.1111/bjhp.12344 .

Organ Donation Taskforce. The potential impact of an opt out system for organ donation in the UK. The National Archives. 2008:1–36.

Morgan M, Kenten C, Deedat S, Farsides B, Newton T, Randhawa G, et al. Increasing the acceptability and rates of organ donation among ethnic groups: a programme of observational and evaluative research on Donation, Transplantation and Ethnicity (DonaTE). Program Grants Appl Res. 2016;4(4):1–196. https://doi.org/10.3310/pgfar04040 .

Doerry K, Oh J, Vincent D, Fishcer L, Schulz-Jurgensen S. Religious and cultural aspects of organ donation: Narrowing the gap through understanding different religious beliefs. Pediatr Transplant. 2022;26: e14339. https://doi.org/10.1111/petr.14339 .

Witjes M, Jansen NE, van der Hoeven JG, Abdo WF. Interventions aimed at healthcare professionals to increase the number of organ donors: a systematic review. Crit Care. 2019;23:227. https://doi.org/10.1186/s13054-019-2509-3 .

Shepherd L, O’Carroll RE, Ferguson E. Assessing the factors that influence the donation of a deceased family member’s organs in an opt-out system for organ donation. Soc Sci Med. 2023;317: 115545. https://doi.org/10.1016/j.socscimed.2022.115545 .

Coe D, Newell N, Jones M, Robb M, Clark N, Reaich D, Wroe C. NHS staff awareness, attitudes and actions towards the change in organ donation law in England – results of the #options survey 2020. Archives of Public Health. 2023;81:88. https://doi.org/10.1186/s13690-023-01099-y .

Welsh Government Social Research. Survey of Public Attitudes to Organ Donation: Wave 2. 66/2013, Welsh Government, 2013. https://gov.wales/sites/default/files/statistics-and-research/2019-04/public-attitudes-organ-donation-wave-2.pdf (Accessed 29 June 2021).

Tong A, Sainsbury P, Craig J. Consolidated criteria for reporting qualitative research (COREQ): a 32-item checklist for interviews and focus groups. Int J Qual Health Care. 2007;19(6):349–57. https://doi.org/10.1093/intqhc/mzm042 .

Braun V, Clarke V. Using thematic analysis in psychology. Qual Res Psychol. 2006;3:77–101.

Cantrell TK. The ‘opt-out’ approach to deceased organ donation in England: A misconceived policy which may precipitate moral harm. Clin Ethics. 2019;14:63–9. https://doi.org/10.1177/1477750919851052 .

Hoeyer K, Jensen AMB, Olejaz M. Transplantation as an abstract good: practising deliberate ignorance in deceased organ donation in Denmark. Sociol Health Illn. 2015;37:578–93. https://doi.org/10.1111/1467-9566.12211 .

Dalal AR. Philosophy of organ donation: Review of ethical facets. World J Transplant. 2015;5:44–51. https://doi.org/10.5500/wjt.v5.i2.44 .

Faherty G, Williams L, Noyes J, McLaughlin L, Bostock J, Mays N. Analysis of content and online public responses to media articles that raise awareness of the opt-out system of consent to organ donation in England. Front Public Health. 2022. https://doi.org/10.3389/fpubh.2022.1067635 .

Koplin JJ. From blood donation to kidney sales: the gift relationship and transplant commercialism. Monash Bioeth Rev. 2015;33:102–22. https://doi.org/10.3389/fpubh.2022.1067635 .

Morgan M, Kenten C, Deedat S, et al. Attitudes to deceased organ donation and registration as a donor among minority ethnic groups in North America and the UK: a synthesis of quantitative and qualitative research. Ethn Health. 2013;18:367–90. https://doi.org/10.1080/13557858.2012.752073 .

Truijens D, van Exel J. Views on deceased organ donation in the Netherlands: A q-methodology study. PLoS ONE. 2019;14: e0216479. https://doi.org/10.1371/journal.pone.0216479 .

Irving MJ, Tong A, Jan S, Cass A, Rose J, Chadban S, Allen RD, Craig JC, Wong G, Howard K. Factors that influence the decision to be an organ donor: a systematic review of the qualitative literature. Nephrol Dial Transplant. 2012;27:2526–33. https://doi.org/10.1093/ndt/gfr683 .

Radunz S, Hertel S, Schmid KW, Heuer M, Stommel P, Fruhauf NR, Saner FH, Paul A, Kaiser GM. Attitude of Health Care Professionals to Organ Donation: Two Surveys Among the Staff of a German University Hospital. Transplant Proc. 2010;42:126–9. https://doi.org/10.1016/j.transproceed.2009.12.034 .

Umana E, Grant O, Curran E, May P, Mohamed A, O’Donnell J. Attitudes and knowledge of healthcare professionals regarding organ donation. A survey of the Saolta University health care group. Ir Med J. 2018;111:838.

Google Scholar  

Daga S, Patel R, Howard D, et al. ‘Pass it on’ - New Organ Donation Law in England May 2020: What Black, Asian or Minority Ethnic (BAME) Communities should do and Why? The Physician; 6. Epub ahead of print 5 May 2020. DOI: https://doi.org/10.38192/1.6.1.7 .

NHS Organ Donation. The UK Opt-Out Experience. https://www.youtube.com/watch?v=22oCq5NKoiE&t=3211s . YouTube 25 February 2021. Accessed 05 Dec 2023.

UK Parliament, House of Lords, Lords Chamber, Volume 803: debated 18 May 2020. Draft Human Tissue (Permitted Material: Exceptions) (England) Regulations 2020. https://hansard.parliament.uk/lords/2020-05-18/debates/1a7747af-1951-4289-b8d5-639493c85bb1/LordsChamber . 18 May 2020. Accessed 05 Dec 2023.

Miller J, McGregor L, Currie S, O’Carroll RE. Investigating the effects of threatening language, message framing, and reactance in opt-out organ donation campaigns. Ann Behav Med. 2022. https://doi.org/10.1093/abm/kaab017 .

Download references

Acknowledgements

With thanks to the NHSBT legislation implementation team for peer review of the questionnaire and the Kantar population survey data.

Funding for the project was gained from the Northern Counties Kidney Research Fund. Grant number 16.01.

Author information

Authors and affiliations.

South Tees Hospitals NHS Foundation Trust, Middlesbrough, North Yorkshire, England, UK

Natalie L. Clark & David Reaich

Newcastle-Upon-Tyne Hospitals NHS Foundation Trust, Newcastle Upon Tyne, Tyne and Wear, England, UK

Dorothy Coe & Caroline Wroe

Centre for Process Innovation, Sedgefield, County Durham, England, UK

Natasha Newell

NHS Blood and Transplant, Bristol, England, UK

Mark N. A. Jones & Matthew Robb

You can also search for this author in PubMed   Google Scholar

Contributions

NC, DC, and CW were responsible for the drafting and revising of the manuscript. NN, MJ, MR, DR, and CW were responsible for the design of the study. DC completed the qualitative analysis. NC, DC, NN, MJ, MR, DR, and CW read and approved the final manuscript.

Corresponding author

Correspondence to Caroline Wroe .

Ethics declarations

Ethics approval and consent to participate.

The research was carried out in accordance with the Declaration of Helsinki. The study was reviewed and approved by a Health Research Authority (HRA) and Health and Care Research Wales (HCRW) [REC reference: 20/HRA/0150] via the integrated research application system (IRAS) and registered as a National Institute of Health Research (NIHR) portfolio trial [IRAS 275992]. Informed Consent was obtained from all the participants and/or their legal guardians.

Consent for publication

Not applicable.

Competing interests

The authors declare no competing interests.

Additional information

Publisher's note.

Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

Supplementary Information

Supplementary material 1., supplementary material 2., rights and permissions.

Open Access This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article's Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article's Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/ . The Creative Commons Public Domain Dedication waiver ( http://creativecommons.org/publicdomain/zero/1.0/ ) applies to the data made available in this article, unless otherwise stated in a credit line to the data.

Reprints and permissions

About this article

Cite this article.

Clark, N.L., Coe, D., Newell, N. et al. “I am in favour of organ donation, but I feel you should opt-in”—qualitative analysis of the #options 2020 survey free-text responses from NHS staff toward opt-out organ donation legislation in England. BMC Med Ethics 25 , 47 (2024). https://doi.org/10.1186/s12910-024-01048-6

Download citation

Received : 19 September 2023

Accepted : 17 April 2024

Published : 20 April 2024

DOI : https://doi.org/10.1186/s12910-024-01048-6

Share this article

Anyone you share the following link with will be able to read this content:

Sorry, a shareable link is not currently available for this article.

Provided by the Springer Nature SharedIt content-sharing initiative

• Organ donation
• Legislation
• Qualitative

BMC Medical Ethics

ISSN: 1472-6939

• General enquiries: [email protected]

• Open access
• Published: 27 April 2024

Exploring health care providers’ engagement in prevention and management of multidrug resistant Tuberculosis and its factors in Hadiya Zone health care facilities: qualitative study

• Bereket Aberham Lajore 1   na1   nAff5 ,
• Yitagesu Habtu Aweke 2   na1   nAff6 ,
• Samuel Yohannes Ayanto 3   na1   nAff7 &
• Menen Ayele 4   nAff5  

BMC Health Services Research volume  24 , Article number:  542 ( 2024 ) Cite this article

42 Accesses

Metrics details

Engagement of healthcare providers is one of the World Health Organization strategies devised for prevention and provision of patient centered care for multidrug resistant tuberculosis. The need for current research question rose because of the gaps in evidence on health professional’s engagement and its factors in multidrug resistant tuberculosis service delivery as per the protocol in the prevention and management of multidrug resistant tuberculosis.

The purpose of this study was to explore the level of health care providers’ engagement in multidrug resistant tuberculosis prevention and management and influencing factors in Hadiya Zone health facilities, Southern Ethiopia.

Descriptive phenomenological qualitative study design was employed between 02 May and 09 May, 2019. We conducted a key informant interview and focus group discussions using purposely selected healthcare experts working as directly observed treatment short course providers in multidrug resistant tuberculosis treatment initiation centers, program managers, and focal persons. Verbatim transcripts were translated to English and exported to open code 4.02 for line-by-line coding and categorization of meanings into same emergent themes. Thematic analysis was conducted based on predefined themes for multidrug resistant tuberculosis prevention and management and core findings under each theme were supported by domain summaries in our final interpretation of the results. To maintain the rigors, Lincoln and Guba’s parallel quality criteria of trustworthiness was used particularly, credibility, dependability, transferability, confirmability and reflexivity.

Total of 26 service providers, program managers, and focal persons were participated through four focus group discussion and five key informant interviews. The study explored factors for engagement of health care providers in the prevention and management of multidrug resistant tuberculosis in five emergent themes such as patients’ causes, perceived susceptibility, seeking support, professional incompetence and poor linkage of the health care facilities. Our findings also suggest that service providers require additional training, particularly in programmatic management of drug-resistant tuberculosis.

The study explored five emergent themes: patient’s underlying causes, seeking support, perceived susceptibility, professionals’ incompetence and health facilities poor linkage. Community awareness creation to avoid fear of discrimination through provision of support for those with multidrug resistant tuberculosis is expected from health care providers using social behavioral change communication strategies. Furthermore, program managers need to follow the recommendations of World Health Organization for engaging healthcare professionals in the prevention and management of multidrug resistant tuberculosis and cascade trainings in clinical programmatic management of the disease for healthcare professionals.

Peer Review reports

Introduction

Mycobacterium tuberculosis, the infectious agent that causes multi-drug resistant tuberculosis (MDR-TB), is resistant to at least rifampicin and isoniazid. Direct infection can cause the disease to spread, or it can develop secondary to improper management of tuberculosis among drug susceptible tuberculosis cases and associated poor adherence [ 1 ].

Multidrug-resistant strains of mycobacterium tuberculosis have recently emerged, which makes achieving “End TB Strategy” more difficult [ 2 ]. Multi drug resistant tuberculosis (MDR-TB) has been found to increasingly pose a serious threat to global and Ethiopian public health sector. Despite the fact that a number of risk factors for MDR-TB have been identified through various research designs, the epidemiology of this disease is complex, contextual, and multifaceted [ 1 ]. Quantitative studies demonstrate that prior treatment history [ 3 , 4 , 5 , 6 , 7 ], interrupted drug supply [ 8 ], inappropriate treatments and poor patient compliance [ 3 , 7 , 9 ], poor quality directly observed treatment short course (DOTS), poor treatment adherence [ 10 ], age [ 5 ], and malnutrition [ 11 ] were factors associated with multi drug resistant TB.

Globally, an estimated 20% of previously treated cases and 3.3% of new cases are thought to have MDR-TB; these levels have essentially not changed in recent years. Globally, 160,684 cases of multidrug-resistant TB and rifampicin-resistant TB (MDR/RR-TB) were notified in 2017, and 139,114 cases were enrolled into treatment in 2017 [ 12 ]. A systematic review in Ethiopia reported 2% prevalence of MDR-TB [ 3 ] that is higher than what is observed in Sub-Saharan Africa, 1.5% [ 13 ]. The prevalence of MDR-TB, according to the national drug-resistant tuberculosis (DR-TB) sentinel report, was 2.3% among newly diagnosed cases of TB and 17.8% among cases of TB who had already received treatment,. This suggests a rising trend in the prevalence of TB drug resistance compared to the results of the initial drug-resistant TB survey carried out in Ethiopia from 2003 to 2005 [ 14 ].

Ethiopia has placed strategies into place that emphasize political commitment, case finding, appropriate treatment, a continuous supply of second-line anti-TB medications of high quality, and a recording system. Due to other competing health priorities, the nation is having difficulty accelerating the scale-up of the detection, enrollment and treatment of drug-resistant TB patients [ 15 , 16 ]. To address these issues, the nation switched from a hospital-based to a clinic-based ambulatory model of care, which has allowed MDR-TB services to quickly decentralize and become more accessible. Accordingly, the nation has set up health facilities to act as either treatment initiating centers (TIC) or treatment follow-up centers (TFC) or both for improved referral and communication methods [ 15 ].

One of the key components of the “End TB strategy” is engagement of health care professionals in the prevention and management of multidrug resistant tuberculosis [ 17 ]. Inadequate engagement of healthcare providers is one aspect of the healthcare system that negatively influences MDR-TB prevention and control efforts [ 17 ]. This may be manifested in a number of ways, including inadequate understanding of drug-resistant tuberculosis, improper case identification, failure to initiate treatment again, placement of the wrong regimens, improper management of side effects and poor infection prevention [ 1 ]. These contributing factors are currently being observed in Ethiopia [ 18 ], Nigeria [ 7 , 19 , 20 ] and other countries [ 21 , 22 ]. According to a study conducted in Ethiopia, MDR-TB was linked to drug side effects from first-line treatments, being not directly observed, stopping treatment for at least a day, and retreating with a category II regimen [ 17 ].

This may be the result of a synergy between previously investigated and other contextual factors that have not yet been fully explored, such as professional engagement, beliefs, and poor preventive practices. The engagement of health professionals in MDR-TB prevention and control is assessed using a number of composite indicators. Health professionals may interact primarily inside the healthcare facilities. Typically, they play a significant role in connecting healthcare services with neighborhood-based activities [ 17 ]. One of the main research areas that have not sufficiently addressed is evidence indicating the status of healthcare professionals’ engagement and contextual factors in MDR-TB prevention and management.

It is increasingly urgent to identify additional and existing factors operating in a particular context that contribute to the development of the disease in light of the epidemic of drug resistance, including multi-drug resistance (MDR-TB) and extensively drug resistant TB (XDR-TB) in both new and previously treated cases of the disease [ 23 ]. In order to develop and implement control measures, it is therefore essential to operationally identify a number of contextual factors operating at the individual, community, and health system level.

Therefore, the overall purpose of this study was to explore the level of engagement of health care providers and contextual factors hindering/enabling the prevention and provision of patient-centered care for MDR-TB in health facilities, DOTS services centers and MDR-TB treatment initiation center [TIC], in Hadiya Zone, Southern Ethiopia.

Qualitative approach and research paradigm

Descriptive phenomenological qualitative study design was employed to explore factors influencing engagement of health professionals in MDR-TB prevention and management and thematic technique was employed for the analysis of the data.

Researchers’ characteristics and reflexivity

Three Principal investigators conducted this study. Two of them had Masters of public health in Epidemiology and Reproductive health and PhD candidates and the third one had Bachelor’s degree in public health with clinical experience in the area of Tuberculosis prevention and management and MPH in Biostatistics. The principal investigators have research experience with published articles in different reputable journals. There were no prior contacts between researchers and participants before the study whereas researchers have built positive rapport with study participants during data collection to foster open communication and trust and had no any assumptions and presuppositions about the research topic and result.

Context/ study setting and period

The study was conducted between 2 and 9 May, 2019 in Hadiya Zone with more than 1.7 million people residing in the Zone. There are 300 health posts, 63 health centers, 3 functional primary hospitals and 1 comprehensive specialized hospital in the Zone. Also, there are more than 350 private clinics and 1 private hospital in the Zone. All of the public health facilities and some private health facilities provide directly observed short course treatment (DOTS) service for tuberculosis patients. There are more than eight treatment initiation centers (TICs) for MDR-TB patients in Hadiya Zone. MDR-TB (Multidrug-resistant tuberculosis) treatment initiation centers are specialized facilities that provide comprehensive care, diagnosis and treatment initiation, psychosocial support, and follow up services to individuals with MDR-TB. The linkage between MDR-TB treatment initiation centers and other healthcare facilities lies in the coordination of care, referral pathways, and collaboration to ensure comprehensive and integrated care for individuals with MDR-TB. Overall, healthcare providers play a crucial role in the management of MDR-TB by providing specialized care, ensuring treatment adherence, monitoring progress and outcomes, and supporting individuals in achieving successful treatment outcomes and improved health.

Units of study and sampling strategy

Our study participants were health care professionals working in MDR-TB TICs in both private and public health facilities, and providing DOTS services, MDR-TB program leaders in treatment initiation centers, as well as TB focal persons, disease prevention and health promotion focal person, and project partners from district health offices. The study involved four focus group discussion (FGDs) and five key informants’ interview (KII) with a total of 26 participants to gather the necessary information. Expert purposive sampling technique was employed and sample size was determined based on the saturation of idea required during data collection process.

Data collection methods and instruments

Focus group discussion and face to face key informants’ interviews were employed to collect the data. We conducted a total of four FGD and five key informants’ interviews with participants chosen from DOTS providing health facilities and MDR-TB program leaders in treatment initiation centers, as well as TB focal persons and project partners from district health offices and disease prevention and health promotion focal person. One of the FGDs was conducted among health professionals from the public MDR-TB treatment initiation centers. Three FGDs were conducted among disease prevention and health promotion focal persons, TB focal persons and DOTS providers in public health facilities (health centers).

An observation checklist was developed to assess the general infection prevention and control measures used by specific healthcare facilities in the study area. We used unstructured FGD guide, key informant interview guide, observation checklist and audio recorders to collect primary data and it was collected using local language called Amharic. Prior to data collection, three people who are not among principal investigators with at least a master’s degree in public health and prior experience with qualitative research were trained by principal investigators. Three of them acts as a tape recorder, a moderator, and as a note taker alternatively. The length of FGD ranged from 58 to 82 min and that of key informants’ interview lasted from 38 to 56 min.

Data processing and data analysis

Memos were written immediately after interviews followed by initial analysis. Transcription of audio records was performed by principal investigators. The audio recordings and notes were refined, cleaned and matched at the end of each data collection day to check for inconsistencies, correct errors, and modify the procedures in response to evolving study findings for subsequent data collection. Transcribed interviews, memos, and notes from investigator’s observation were translated to English and imported to Open Code 4.02 [ 2 ] for line by line coding of data, and categorizing important codes (sub theming). The pre-defined themes for MDR-TB prevention and control engagement were used to thematize the line-by-line codes, categories, and meanings using thematic analysis. Finally, the phenomenon being studied was explained by emerging categories and themes. Explanations in themes were substantiated by participants’ direct quotations when necessary.

Trustworthiness

Phone calls and face to face briefing were requested from study participants when some expressions in the audio seems confusing while transcripts were performed. To ensure the credibility of the study, prolonged engagement was conducted, including peer debriefing with colleagues of similar status during data analysis and inviting available study participants to review findings to ensure as it is in line with their view or not. Memos of interviews and observation were crosschecked while investigator was transcribing to ensure credibility of data as well as to triangulate investigator’s categorizing and theming procedures. For transferability, clear outlines of research design and processes were provided, along with a detailed study context for reader judgment. Dependability was ensured through careful recording and transcription of verbal and non-verbal data, and to minimize personal bias, scientific procedures were followed in all research stages. Conformability was maintained by conducting data transcription, translation, and interpretation using scientific methods. Researchers did all the best to show a range of realities, fairly and faithfully. Finally, an expert was invited to put sample of codes and categories to emerged corresponding categories and themes respectively.

Demographic characteristics of study participants

Four focus group discussions and five key informants’ interviews were conducted successfully. There were 26 participants in four focus group discussions, and key informants’ interview. Ages of participants ranges from 20 to 50 years with an average age of 33.4  ±  6.24 SD years. Participants have five to ten years of professional experience with DOTS services (Table  1 ).

Emergent themes and subthemes

The study explored how health care providers’ engagement in MDR-TB prevention and management was influenced. The investigation uncovered five major themes. These themes were the patient’s underlying causes, seeking support, perceived susceptibility, healthcare providers’ incompetence, and poor linkage between health facilities. Weak community TB prevention, health system support, and support from colleagues were identified subthemes in the search for help by health professionals whereas socioeconomic constraints, lack of awareness, and fear of discrimination were subthemes under patients underlying factors (Fig.  1 ).

Themes and subthemes emerged from the analysis of health professionals’ engagement in MDR-TB prevention and management study in Hadiya zone’s health facilities, 2019

The patient’s underlying causes

This revealed why TB/MDR-TB treatment providers believe health professionals are unable to provide standard MDR-TB services. The subthemes include TB/MDR-TB awareness, fear of discrimination, and patients’ socioeconomic constraints.

Socioeconomic constraints

According to our research, the majority of healthcare professionals who provided directly observed short-course treatment services mentioned socioeconomic constraints as barriers to engage per standard and provide MDR-TB prevention and management service. More than half of the participants stated that patients’ primary reasons include lack of money for house rental close to the treatment centers, inability to afford food and other expenses, and financial constraints to cover transportation costs.

In addition to this, patients might have additional responsibilities to provide food and cover other costs for their families’ need. The majority of health care professionals thought that these restrictions led to their poor engagement in MDR-TB prevention and management. One of the focus groups’ discussants provided description of the scenario in the following way:

“…. I have many conversations with my TB/MDR-TB patients. They fail to complete DOTS or treatment intensive care primarily as a result of the requirement of prolonged family separation. They might provide most of the family needs, including food and other expenses” (FGD-P01).

Lack of awareness about MDR-TB

This subtheme explains how MDR-TB patients’ knowledge of the illness can make it more difficult for health professionals to provide DOTS or TICs services. The majority of DOTS providers stated that few TB or MDR-TB patients were aware of how MDR-TB spreads, how it is treated, and how much medication is required. Additionally, despite the fact that they had been educated for the disease, majority of patients did not want to stop contact with their families or caregivers. A health care provider stated,

“…. I provided health education for MDR-TB patients on how the disease is transmitted and how they should care for their family members. They don’t care; however, give a damn about their families .” (FGD-P05).

Some healthcare professionals reported that some patients thought that MDR-TB could not be cured by modern medication. One medical professional described the circumstance as follows:

“…. I noticed an MDR-TB patient who was unwilling to be screened. He concluded that modern medication is not effective and he went to spiritual and traditional healers” (FGD-P02).

As a result, almost all participants agreed on the extent to which patient knowledge of TB and MDR-TB can influence a provider’s engagement to MDR-TB services. The majority suggested that in order to improve treatment outcomes and preventive measures, the media, community leaders, health development armies, one-to-five networks, non-governmental organizations, treatment supporters, and other bodies with access to information need to put a lot of efforts.

Fear of discrimination

According to our research, about a quarter of healthcare professionals recognized that patients’ fear of discrimination prevents them from offering MDR-TB patients the DOTS services they need, including counseling index cases and tracing contact histories.

HEWs, HDAs, and 1-to-5 network members allegedly failed to monitor and counsel the index cases after their immediate return to their homes, according to the opinions from eight out of twenty-six healthcare professionals. The patients began to engage in routine social and political activities with neighbors while hiding their disease status. A healthcare professional described this situation as follows:

“…. I understood from my MDR-TB patient’s words that he kept to himself and avoided social interaction. He made this decision as a result of stigmatization by locals, including health extension workers. As a result, the patient can’t attend social gatherings. …. In addition, medical professionals exclude MDR-TB patients due to fear of exposures. As a result, patients are unwilling to undergo early screening” (FGD-P04).

Professionals’ perceived risk of occupational exposure

This theme highlights the anxiety that healthcare workers experience because of MDR-TB exposure when providing patient care. Our research shows that the majority of health professionals viewed participation as “taking coupons of death.” They believed that regardless of how and where they engaged in most healthcare facilities, the risk of exposure would remain the same. According to our discussion and interview, lack of health facility’s readiness takes paramount shares for the providers’ risk of exposures and their susceptibility.

According to the opinion from the majority of FGD discussants and in-depth interviewees, participants’ self-judgment score and our observation, the majority of healthcare facilities that offer DOTS for DS-TB and MDR-TB did not create or uphold standards in infection prevention in the way that could promote better engagement. These include poor maintenance of care facilities, lack of personal protective equipment, unsuitable facility design for service provision, lack of patient knowledge regarding the method of MDR-TB transmission, and lack of dedication on the part of health care staff.

As one of our key informant interviewees [District Disease Prevention Head], described health professionals’ low engagement has been due to fear of perceived susceptibility. He shared with us what he learned from a community forum he moderated.

Community forum participant stated that “… There was a moment a health professional run-away from the TB unit when MDR-TB patient arrived. At least they must provide the necessary service, even though they are not willing to demonstrate respectful, compassionate, or caring attitude to MDR-TB patients” (KII-P01). Besides , one of the FGD discussants described the circumstance as follows:

“…. Emm…. Because most health facilities or MDR-TB TIC are not standardized, I am concerned about the risk of transmission. They are crammed together and poor ventilation is evident as well as their configuration is improper. Other medical services are causing the TICs to become overcrowded. Most patients and some medical professionals are unconcerned with disease prevention ” (FGD-P19).

Participants’ general fear of susceptibility may be a normal psychological reaction and may serve as a motivation for taking preventative actions. However, almost all participants were concerned that the main reasons for their fear were brought up by the improper application of programmatic management and MDR-TB treatment standards and infection prevention protocols in healthcare facilities.

Health care providers’ incompetence

This theme illustrates how professionalism and dedication impact participation in MDR-TB prevention and management. The use of DS-TB prevention and management by health professionals was also taken into account because it is a major factor in the development of MDR-TB. This theme includes the participants’ perspectives towards other healthcare workers involved in and connected to MDR-TB.

Nearly all of the participants were aware of the causes and danger signs of MDR-TB. The majority of the defined participants fit to the current guidelines. However, participants in focus groups and key informant interviews have brought up shortcomings in MDR-TB service delivery practice and attitude. We looked at gaps among healthcare professionals’ knowledge, how they use the national recommendations for programmatic management and prevention of MDR-TB, prevent infections, take part in community MDR-TB screenings, and collaborate with other healthcare professionals for better engagement.

More than half of the participants voiced concerns about their attitudes and skill sets when using MDR-TB prevention and management guideline. When asked about his prior experiences, one of the focus group participants said:

“…. Ok, let me tell you my experience, I was new before I attended a training on MDR-TB. I was unfamiliar with the MDR-TB definition given in the recommendations. When I was hired, the health center’s director assigned me in the TB unit. I faced difficulties until I received training” (FGD-P24). Furthermore , one of the key informant interview participants shared a story: “…. In my experience, the majority of newly graduated health professionals lack the required skill. I propose that pre-service education curricula to include TB/MDR-TB prevention and management guideline trainings” (KII-P01).

The majority of participants mentioned the skill gap that was seen among health extension workers and laboratory technicians in the majority of healthcare facilities. Some of the participants in the in-depth interviews and FGD described the gaps as follows:

“…. According to repeated quality assurance feedbacks, there are many discordant cases in our [ District TB Focal Person ] case. Laboratory technicians who received a discrepant result (KII-P01) are not given training which is augmented by shared story from FGD discussants, “According to the quality assurance system, laboratory technicians lack skill and inconsistent results are typical necessitating training for newly joining laboratory technicians” (FGD-P20).

Through our discussions, we explored the level of DOTS providers’ adherence to the current TB/MDR-TB guideline. As a result, the majority of participants pointed out ineffective anti-TB management and follow-up care. One of the participants remembered her practical experience as follows:

“…. In my experience, the majority of health professionals fail to inform patients about the drug’s side effects, follow-up procedures, and other techniques for managing the burden of treatment. Only the anti-TB drug is provided, and the patient is left alone. The national treatment recommendation is not properly implemented by them” (FGD-P04).

Many barriers have been cited as reasons that might have hindered competencies for better engagement of health professionals. Training shortage is one of the major reasons mentioned by many of the study participants. One of discussants from private health facility described the problem as

“…. We are incompetent, in my opinion. Considering that we don’t attend update trainings. Many patients who were diagnosed negative at private medical facilities turned out to be positive, and vice versa which would be risky for drug resistance” (FGD-P14) which was supported by idea from a participant in our in-depth interview: “…. We [Program managers] are running short of training for our health care providers at different health centers and revealed that four out of every five healthcare professionals who work in various health centers are unaware of the TB/MDR-TB new guideline” (KII-P02).

Seeking support

This theme focuses on the significance and effects of workplace support in the engagement of MDR-TB prevention and control. This also explains the enabling and impeding elements in the engagement condition of health professionals. Three elements make up the theme: coworkers (other health professionals) in the workplace, support from community TB prevention actors, and a healthcare system.

Support from community TB prevention actors

This subtheme includes the assistance provided to study participants by important parties such as community leaders, the health development army, and other stakeholders who were involved in a community-based TB case notification, treatment adherence, and improved patient outcomes.

Many of the study participants reported that health extension workers have been poorly participating in MDR-TB and TB-related community-based activities like contact tracing, defaulter tracing, community forums, health promotion, and treatment support. One study participant described their gap as follows:

“…. I understood that people in the community were unaware of MDR-TB. The majority of health extension workers do not prioritize raising community awareness of MDR-TB” (FGD-P13). This was supported by idea from a district disease prevention head and stated as: “…. There is no active system for contacts tracing. Health educators send us information if they find suspected cases. However, some patients might not show up as expected. We have data on three family members who tested positive for MDR-TB” (KII-P3).

Support from a health system

The prime focus of this subtheme is on the enabling elements that DOTS providers require assistance from the current healthcare system for better engagement. All study participants expressed at least two needs to be met from the health system in order for them to effectively participate in MDR-TB prevention, treatment, and management. All study participants agreed that issues with the health system had a negative impact on their engagement in the prevention, treatment, diagnosis, and management of MDR-TB in almost all healthcare facilities. Poor conditions in infrastructure, resources (supplies, equipment, guidelines, and other logistics), capacity building (training), supportive supervision, establishment of public-private partnerships, and assignment of motivated and trained health professionals are some of the barriers that needs to be worked out in order to make them engage better. One of the participants pronounces supplies and logistics problems as:

“…. The health center I worked in is listed as a DOTS provider. However, it lacks constant electricity, a working microscope, lab supplies, medications, etc, and we refer suspected cases to nearby health centers or district hospitals for AFB-examination and, “Sometimes we use a single kit for many patients and wait for the medication supply for three or more weeks and patients stops a course of therapy that might induce drug resistance” (FGD-PI04) which was augmented by statement from FGD participant who works at a treatment initiation center: “…. We faced critical shortage of supplies and hospital administrators don’t care about funding essential supplies for patient care. For instance, this hospital (the hospital in which this FGD was conducted) can easily handle N-95 masks. Why then they (hospital administrators working in some TIC) can’t do it?” (FGD-P18).”

Regarding in-service training on MDR-TB, almost all participants pointed out shortage of on-job training mechanisms. One of our FGD participants said:

“…. I missed the new training on MDRTB programmatic management guidelines. I’ve heard that new updates are available. I still work using the old standard” (FGD-PI05). A health professional working in private clinic heightens the severity of training shortage as: “…. We have not participated in TB/MDR-TB guidelines training. You know, most of for-profit healthcare facilities do not provide any training for their staff. I’m not sure if I’m following the (TB/MDR-TB) guideline” (FGD-P14). One of our key informant interview participants; MDR-TB center focal person suggested the need for training as: “…. I’ve received training on the MDR-TB services and public-private partnership strategy. It was crucial in my opinion for better engagement. It is provided for our staff [MDRTB center focal person]. However, this has not yet been expanded to other health facilities” (KII-P04).

Concerning infrastructures, transportation problem was one of the frequently mentioned obstacles by many participants that hinder engagement in MDR-TB/TB service. This factor had a negative impact to both sides (health professionals and patients). One of discussants said:

“…. I face obstacles such as transport cost to perform effective TB/MDR-TB outreach activities like health education, tracing family contacts and defaulters and community mobilization. Rural kebeles are far apart from each other. How can I support 6 rural Kebeles?” (FGD-P01). One of the participants; MDR-TB treatment centers supervisor/program partner seconded the above idea as: “…. I suggest government must establish a system to support health professionals working in remote health care facilities in addition to MDR-TB centers. I guess there are more than 30 government health centers and additional private clinics. We can’t reach them all due to transportation challenges” (KII-P05). One of the participants , a district disease prevention head added: “…. Our laboratory technicians take sample from MDR-TB suspects to the post office and then, the post office sends to MDR-TB site. Sometimes, feedback may not reach timely. There is no any system to cover transportation cost. That would make case detection challenging” (FGD-P02).

Support from colleagues

Study participants stated the importance of having coworker with whom they could interconnect. However, eight participants reported that they were discriminated by their workmates for various reasons, such as their perceived fear of exposure to infection and their perception as if health professionals working in TB/MDR-TB unit get more training opportunities and other incentives. One of the focus group discussants said:

“…. My colleagues [health professional working out of MDR-TB TICs] stigmatize us only due to our work assignment in MDR-TB clinic. I remember that one of my friends who borrowed my headscarf preferred to throw it through a window than handing-over it back safely. Look, how much other health professionals are scared of working in MDR-TB unit. This makes me very upset. I am asking myself that why have I received such training on MDR-TB?” (FGD-P04).

Some of the participants also perceived that, health professionals working in MDR-TB/TB unit are the only responsible experts regarding MDR-TB care and treatment. Because, other health professionals consider training as if it is an incentive to work in such units. One of the FGD discussants described:

“… Health professionals who work in other service units are not volunteer to provide DOTS if TB focal person/previously trained staffs are not available. Patients wait for longer time” (FGD-P11).

Health facilities’ poor linkage

This theme demonstrates how various healthcare facilities, including private and public healthcare facilities such as, health posts, health care centers and hospitals, and healthcare professionals working at various levels of the healthcare system in relation to TB/MDR-TB service, are inter-linked or communicating with one another.

Many study participants noted a lack of coordination between higher referral hospitals, TB clinics, health posts, and health centers. Additionally, the majority of the assigned healthcare professionals had trouble communicating with patients and their coworkers. A focus group discussant also supported this idea as

“…. There is a lack of communication between us [DOTS providers at treatment initiation centers] and health posts, health centers, and private clinics. We are expected to support about 30 public health facilities. It’s of too much number, you know. They are out of our reach. We only took action when a problem arose” (FGD-P16).

Significant number of participants had raised the problem of poor communication between health facilities and treatment initiation centers. One of the interviewees [program manager] said:

“…. I see that one of our challenges is the weak referral connections between treatment initiation centers and health centers. As a result, improper sample transfer to Gene- Xpert sites and irregular postal delivery are frequent” . “Our; DOTS staff at the MDR-TB center, DOTS staff at the health center, and health extension workers are not well connected to one another. Many patients I encountered came to this center [MDR-TB center] after bypassing both health post and health center. Poor linkage and communication, in my opinion, could be one of the causes. The same holds true for medical facilities that are both public and private ” (KII-P02).

Engagement of individual healthcare providers is one of the peculiar interventions to achieve the goal of universal access to drug resistance tuberculosis care and services [ 17 ]. Healthcare providers engagement in detecting cases, treating and caring for multidrug resistant tuberculosis (MDR-TB) may be influenced by various intrinsic (individual provider factors) and extrinsic (peer, health system, political and other factors) [ 15 ]. Our study explored engagement of individual DOTS providers and factors that influence their engagement in MDR-TB prevention and management service. This is addressed through five emergent themes and subthemes as clearly specified in our results section.

The findings showed patients’ socioeconomic constraints were important challenges that influence health professionals’ engagement, and provision of MDR-TB prevention and management services. Although approaches differ, studies in Ethiopia [ 24 ], South Africa [ 25 ] and India [ 26 , 27 ] documented that such factors influence health providers’ engagement in the prevention and management of multi drug resistant tuberculosis. Again, the alleviation of these factors demands the effort from patients, stakeholders working on TB, others sectors, and the healthcare system so that healthcare providers can deliver the service more effectively in their day-to-day activities and will be more receptive to the other key factors.

We explored participants’ experiences on how patients’ awareness about drug sensitive or multi drug resistant tuberculosis influenced their engagement. Accordingly, participants encountered numerous gaps that restricted their interactions with TB/MDR-TB patients. In fact, our study design and purposes vary, studies [ 28 , 29 , 30 ] indicated that patients awareness influenced providers decision in relation to MDR-TB services and patients’ awareness status is among factors influencing healthcare providers’ decision making about the care the MDR-TB patient receives. As to our knowledge, patients’ perceived fear of discrimination was not documented whether it had direct negative impact on reducing providers’ engagement. Therefore, patients’ awareness creation is an important responsibility that needs to be addressed by the community health development army, health extension workers, all other healthcare providers and stakeholder for better MDR-TB services and patient outcomes.

Our study indicates that healthcare providers perceived that they would be exposed to MDR-TB while they are engaged. Some of the participants were more concerned about the disadvantages of engagement in providing care to MDR-TB patients which were predominantly psychological and physical pressure. In this context, the participants emphasized that engagement in MDR-TB patient care is “always being at risk” and expressed a negative attitude. This finding is similar to what has been demonstrated in a cross-sectional study conducted in South Africa in which majority of healthcare providers believed their engagement in MDR-TB services would risk their health [ 21 ].

However, majority of the healthcare providers demonstrated perceived fear of exposures mainly due to poor infection prevention practices and substandard organization of work environment in most TB/MDR-TB units. This is essentially reasonable fear, and needs urgent intervention to protect healthcare providers from worsening/reducing their effective engagement in MDR-TB patient care. On the other side of the coin, perceived risk of occupational exposure to infection could be source for taking care of oneself to combat the spread of the infection.

In our study, healthcare provider’s capability (competence) also had an impact on their ability to engage in prevention and management of MDR-TB. Here, participants had frequently raised their and other healthcare providers’ experience regarding skill gaps, negative attitude towards the service unit they were working in, ineffective use of MDR-TB guideline, poor infection prevention practices and commitment. In addition, many health professionals report serious problems regarding case identification and screening, drug administration, and side effect management. These findings were supported by other studies in Ethiopia [ 7 ] and in Nigeria [ 19 , 20 ]. This implies an urgent need for training of health care worker on how to engage in prevention and management of multidrug resistant TB.

Moreover, our findings provide insights into the role of community TB prevention actors, currently functioning health system, and colleagues and other stakeholders’ regarding healthcare providers’ engagement. Participants emphasized that support from community TB prevention actors is a key motivation to effectively engage on management and prevention roles towards MDR-TB. Evidence shows that community TB prevention is one of the prominent interventions that study participants would expect in DOTS provision as community is the closest source of information regarding the patients [ 31 , 32 ].

Similarly, all participants had pointed out the importance of support from a health system directly or indirectly influence their engagement in the prevention, diagnosis, treatment, and management of MDR-TB. Researches indicated that health system supports are enabling factors for healthcare providers in decision making regarding TB/MDR-TB prevention and treatment [ 33 ]. This problem is documented by the study done in Ethiopia [ 22 ]. In addition, support from colleagues and other stakeholders was also a felt need to engage in MDR-TB which was supported by the World Health Organization guideline which put engagement in preventing MDR-TB and providing patients centered care needs collaborative endeavor among healthcare providers, patients, and other stakeholders [ 17 ].

Participants showed that there were poor linkage among/within DOTS providers working in health post (extension workers), health centers, hospitals and MDRTB treatment initiation centers. Our finding is consistent with a research in South Africa which shows poor health care attitude is linked to poor treatment adherence [ 34 ]. Our study implies the need for further familiarization especially on clinical programmatic management of drug resistant tuberculosis. Moreover, program managers need to follow health professionals’ engagement approaches recommended by the World Health Organization: End TB strategy [ 17 ].

Limitations of the study

There are some limitations that must be explicitly acknowledged. First, participants from private health facilities were very few, which might have restricted the acquisition and incorporation of perspectives from health care providers from private health care facilities. Second, healthcare providers’ engagement was not measured from patient side given that factors for engagement may differ from what has been said by the healthcare provides. Third, power relationships especially among focus group discussant in MDR-TB treatment initiation centers might have influenced open disclosures of some sensitive issues.

The study showed how healthcare provider’s engagement in MDR-TB management and prevention was influenced. Accordingly, patient’s underlying causes, seeking support, perceived occupational exposure, healthcare provider’s incompetence and health facilities poor linkage were identified from the analysis. Weak community TB prevention efforts, poor health system support and support from colleagues, health care providers’ incompetence and health facilities poor linkage were among identified factors influencing engagement in MDR – TB prevention and management. Therefore, measures need to be in place that avert the observed obstacles to health professionals’ engagement including further quantitative studies to determine the effects of the identified reasons and potential factors in their engagement status.

Furthermore, our findings pointed out the need for additional training of service providers, particularly in clinical programmatic management of drug-resistant tuberculosis. Besides, program managers must adhere to the World Health Organization’s recommendations for health professional engagement. Higher officials in the health sector needs to strengthen the linkage between health facilities and service providers at different levels. Community awareness creation to avoid fear of discrimination including provision of support for those with MDR-TB is expected from health experts through implementation of social behavioral change communication activities.

Abbreviations

Directly observed treatment short-course

Drug susceptible tuberculosis

Millennium development goals

Multidrug resistant tuberculosis

Sustainable development goals

Tuberculosis

Treatment initiation center

World Health Organization

Extensively drug resistant TB

WHO. Companion handbook to the WHO guidelines for the programmatic management of drug-resistant tuberculosis. WHO; Geneva, Switherland. 2014.

WHO. Implementing the end TB Strategy: The Essentials. WHO, Geneva. Switherland; 2015.

Eshetie S, Gizaw M, Dagnew M, Kumera G, Woldie H, Fikadu A. et.al. Multidrug-resistant tuberculosis in Ethiopian settings and its association with previous history of anti-tuberculosis treatment: a systematic review and meta-analysis Ethiopia: efforts to expand diagnostic services, treatment and care. BMC Antimicrobial Resist Infect Control. 2014;3:31.

Biadglegne F, Sack U, Rodloff AC. Multidrug-resistant tuberculosis in Ethiopia: efforts to expand diagnostic services, treatment and care. BMC Antimicro Resist Infect Control. 2014;3:31.

Lema NA, Majigo M, Mbelele PM, Abade AMIM. Risk factors associated with multidrug resistant tuberculosis among patients referred to Kibong’oto Infectious Disease Hospital in northern Tanzania. Tanzania J Health Res. 2016;18:4.

Mekonnen F, Tessema B, Moges F, Gelaw A, Eshetie S. G. K. Multidrug resistant tuberculosis: prevalence and risk factors in districts of metema and west armachiho, Northwest Ethiopia. BMC Infect Dis. 2015;15:461.

Selamawit H, Girmay M, Belaineh G, Muluken M, Alemayehu M, et al. PS. Determinants of multidrug-resistant tuberculosis in patients who underwent first-line treatment in Addis Ababa: a case control study. BMC Public Health 2013. 2013;13:782.

Google Scholar  

Safwat TM, Elmasry AA, Mohamed A. Prevalence of multi-drug resistant tuberculosis in abbassia Chest hospital from july 2006 to december 2009. Egyptian J Bronchol. 2011;5(2):124–30.

World Health Organization. WHO Global tuberculosis report 2015. Geneva: WHO. 2015.

Rifat M, Hall J, Oldmeadow C, Husain A, Hinderaker SG. AH. M. Factors related to previous tuberculosis treatment of patients with multidrug resistant tuberculosis in Bangladesh. BMJ Open. 2015;5.

Gupta KB, Gupta R, Atreja A, Verma MSV. Tuberculosis and nutrition. Lung India: Offic Organ of Indian Chest Soc. 2009;26(1):9–16. https://doi.org/10.4103/0970-2113.45198 . 2009.

World Health Organization. WHO Global tuberculosis report 2018. Geneva: WHO. 2018.

Deus L, Willy S, Kenneth M, George WK, Frank JCMJ. et al. Variation and risk factors of drug resistant tuberculosis in sub-Saharan Africa: a systematic review and meta-analysis. BMC Public Health 2015;15.

Federal Ministry of Health. Guidelines for Clinical and Programmatic Management of TB, TB/HIV and Leprosy in Ethiopia. Fifth Edition. Addis Ababa. March, 2013.

FDRE/MOH. Guidelines on programmatic management of drug resistant tuberculosis in Ethiopia. 2ND ED.2014 ADDIS ABABA. 2014.

CSIS. Center for Strategic and International Studies. As Ethiopia moves toward tuberculosis elimination, success requires higher investment: A report of CSIS global health policy center. CSIS, Washinton DC, America. 2016.

World Health organization. Framework for the engagement of all health care providers in the management of drug resistant tuberculosis. Geneva; Switherland. WHO 2015.

Vries G, Tsolova S, Anderson LF, Gebhard AC, Helda E, Hollo V. Health system factors influencing management of multidrug-resistant tuberculosis in four European Union countries - learning from country experiences. BMC Public Health. 2017;17:334.

Isara AR, Akpodiete A. Concerns about the knowledge and attitude of multidrug resistant tuberculosis among health care workers and patients in Delta State, Nigeria. Nigerian J Clin Pract. 2015;18:5.

Luka MI, Idris SH, Patrick N, Ndadilnasiya EW, Moses OA, Phillip P., et al. Health care workers’ knowledge and attitude towards TB patients under Direct Observation of Treatment in Plateau state Nigeria, 2011. Pan Afr Med J. 2014;18 (Supp1):8.

Malangu N, Adebanjo OD. Knowledge and practices about multidrug-resistant tuberculosis amongst healthcare workers in Maseru. Afr J Prm Health Care Fam Med. 2015;7:1.

Molla Y, Jerene D, Jema I, Nigussie G, Kebede T, Kassie Y. et.al. The experience of scaling up a decentralized, ambulatory model of care for management of multidrug-resistant tuberculosis in two regions of Ethiopia. J Clinic Tubercul Other Mycobacter Dis. 2017;7:28–33.

Merza MA, Farnia P, Tabarsi P, Khazampour M, Masjedi MR. AA. V. Anti-tuberculosis drug resistance and associated risk factors in a tertiary level TB centre in Iran: a retrospective analysis. J Infect Dev Ctries. 2011;5(7):511–19.

Gebremariam MK, Bjune GA. FJ. Barriers and facilitators of adherence to TB treatment in patients on concomitant TB and HIV treatment: a qualitative study. BMC Public Health. 2010;10:651.

Suri AGK. S. C. Voices from the Field: Perspectives from Community Health Workers on Health Care Delivery in Rural KwaZulu-Natal, South Africa. J Infect Dis. 2007;196:S505–11.

Deshmukh RD, Dhande DJ, Sachdeva KS, Sreenivas AN, Kumar AMV. M. P. Social support a key factor for adherence to multidrug-resistant tuberculosis treatment. Indian J Tubercul. 2017.

Samuel B, Volkmann T, Cornelius S, Mukhopadhay S, Mitra K, Kumar AM., et al. Relationship between Nutritional Support and Tuberculosis Treatment Outcomes in West Bengal, India. J Tuberc Res. 2016;4(4):213–19.

NC. E. The making of a public health problem: multi-drug resistant tuberculosis in India. Health Policy Plan 2013;28:375–85.

Gler MT, Podewils LJ, Munez N, Galipot M, Quelapio MID, Tupasi TE. Impact of patient and program factors on default during treatment of multidrug-resistant tuberculosis. Int J Tuberc Lung Dis. 2012;16(7):955–60. https://doi.org/10.5588/ijtld.11.0502 .

Article   CAS   Google Scholar  

Horter S, Stringer B, Greig J, Amangeldiev A, Tillashaikhov MN, Parpieva N., et al. Where there is hope: a qualitative study examining patients’ adherence to multidrug resistant tuberculosis treatment in Karakalpakstan, Uzbekistan. BMC Infect Dis. 2016;16:362.

Naidoo P, Niekerk MV, Toit ED, Beyers N, Leon N. Pathways to multidrug-resistant tuberculosis diagnosis and treatment initiation: a qualitative comparison of patients’ experiences in the era of rapid molecular diagnostic tests. BMC Health Serv Res. 2015;15:488.

WHO. ENGAGE-TB. Training of community health workers and community volunteers. Integrating community-based tuberculosis activities into the work of nongovernmental and other civil society organizations. 2015.

Gerard de Vries S, Tsolova FL, Anderson AC, Gebhard E, Heldal et al. Health system factors influencing management of multidrug-resistant tuberculosis in four European Union countries - learning from country experiences BMC Public Health. 2017;17:334. https://doi.org/10.1186/s12889-017-4216-9 .

Finlay A, Lancaster JHT, Weyer K, Miranda A. M. W. Patient- and Provider level risk factors associated with default from tuberculosis treatment, South Africa: a case control study. BMC Publich Health. 2012;12:56.

Download references

Acknowledgements

We would like to acknowledge Hosanna College of Health Sciences Research and community service directorate for providing us the opportunity and necessary fund to conduct this research. Our appreciation also goes to heads of various health centers, hospitals, district health and Hadiya Zone Health office for unreserved cooperation throughout data collection.

The authors declare that this study received funding from Hosanna College of Health Sciences. The funder was not involved in the study design, collection, analysis, interpretation of data, the writing of this article or the decision to submit it for publication.

Author information

Bereket Aberham Lajore & Menen Ayele

Present address: Hossana College of Health Sciences, Hosanna, SNNPR, Ethiopia

Yitagesu Habtu Aweke

Present address: College of Health Sciences, School of Public Health, Addis Ababa University, Addis Ababa, Ethiopia

Samuel Yohannes Ayanto

Present address: College of Health Sciences, Institute of Public Health, Department of -Population and Family Health, Jimma University, Jimma, Ethiopia

Bereket Aberham Lajore, Yitagesu Habtu Aweke and Samuel Yohannes Ayanto contributed equally to this work.

Authors and Affiliations

Department of Family Health, Hossana College of health sciences, Hossana, Ethiopia

Bereket Aberham Lajore

Department of Health informatics, Hossana College of Health Sciences, Hossana, Ethiopia

Department of Midwifery, Hossana College of Health Sciences, Hossana, Ethiopia

Department of Clinical Nursing, Hossana College of Health Sciences, Hossana, Ethiopia

Menen Ayele

You can also search for this author in PubMed   Google Scholar

Contributions

Bereket Aberham Lajore, Yitagesu Habtu Aweke, and Samuel Yohannes Ayanto conceived the idea and wrote the proposal, participated in data management, analyzed the data and drafted the paper and revised the analysis and subsequent draft of the paper. Menen Ayele revised and approved the proposal, revised the analysis and subsequent draft of the paper. Yitagesu Habtu and Bereket Aberham Lajore wrote the main manuscript text and prepared all tables. All authors reviewed and approved the final manuscript.

Corresponding author

Correspondence to Bereket Aberham Lajore .

Ethics declarations

All methods and report contents were performed in accordance with the standards for reporting qualitative research.

Ethics approval and consent to participate

Ethical approval was obtained from Institutional review board [IRB] of Hossana College of health sciences after reviewing the protocol for ethical issues and provided a formal letter of permission to concerned bodies in the health system. Accordingly, permission to conduct this study was granted by respective health facilities in Hadiya zone. Confidentiality of the information was assured and participants’ autonomy not to participate or to opt-out at any stage of the interview were addressed. Finally, informed consent was obtained from the study participants after detailed information.

Competing interests

The authors declare no competing interests.

Additional information

Publisher’s note.

Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

Electronic supplementary material

Below is the link to the electronic supplementary material.

Supplementary Material 1

Rights and permissions.

Open Access This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article’s Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article’s Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/ . The Creative Commons Public Domain Dedication waiver ( http://creativecommons.org/publicdomain/zero/1.0/ ) applies to the data made available in this article, unless otherwise stated in a credit line to the data.

Reprints and permissions

About this article

Cite this article.

Lajore, B.A., Aweke, Y.H., Ayanto, S.Y. et al. Exploring health care providers’ engagement in prevention and management of multidrug resistant Tuberculosis and its factors in Hadiya Zone health care facilities: qualitative study. BMC Health Serv Res 24 , 542 (2024). https://doi.org/10.1186/s12913-024-10911-6

Download citation

Received : 27 February 2023

Accepted : 27 March 2024

Published : 27 April 2024

DOI : https://doi.org/10.1186/s12913-024-10911-6

Share this article

Anyone you share the following link with will be able to read this content:

Sorry, a shareable link is not currently available for this article.

Provided by the Springer Nature SharedIt content-sharing initiative

• Healthcare providers

BMC Health Services Research

ISSN: 1472-6963

• General enquiries: [email protected]