an example of a qualitative research report

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Top 10 Qualitative Research Report Templates with Samples and Examples

“Research is to see what everybody else has seen, and to think what nobody else has thought, ” said Hungarian biochemist and Nobel laureate Albert Szent-Gyorgyi, who discovered Vitamin C. This fabulous statement on research as a human endeavor reminds us that execution matters, of course, but the solid pillar of research that backs it is invaluable as well.

Here’s an example to illustrate this in action.

Have you ever wondered what makes Oprah Winfrey a successful businesswoman? It's her research abilities. Oprah might not have been as successful as a news anchor and television show host if she hadn't done her exploratory research on key topics and public figures. Additionally, without the research and development that went into the internet, there was no way that you could be reading this post right now. Research is an essential tool for understanding the intricacies of many topics and advancing knowledge.

Businesses in the modern world are, increasingly, based on research. Within research too, the qualitative world of non-numerical observations, data, and impactful insights is what business owners are most interested in. This is not to say that numbers or empirical research is not important. It is, of course, one of the founding blocks of business.

In this blog, however, we focus on qualitative research PPT Templates that help you move forward and get on the profitable highway and take the best decisions for your business.

These presentation templates are 100% customizable, and editable. Use these to leave a lasting impact on your audience and get recall for your business value offering.

Top 10 Qualitative Research Report Templates

The goal of qualitative research methods is to monitor market trends and attitudes through surveys, analyses, historical research, and open-ended interviews. It helps interpret and comprehend human behavior using data. With the use of qualitative market research services, you may get access to the appropriate data that could help you make decisions.

After finishing the research portion of your assignment effectively, you'll need a captivating way to present your findings to your audience. Here, SlideTeam's qualitative research report templates come in handy. Our top ten qualitative research templates will help you effectively communicate your message. Let’s start a tour of this universe.

Template 1 : Qualitative Research Proposal Template PowerPoint Presentation Slides

For the reader to understand your research proposal, you must have well-structured PPT slides. Don't worry, SlideTeam has you covered. Our pre-made research proposal template presentation slides have no learning curve. This implies that any user may rapidly create a powerful professional research proposal presentation using our PPT slides. Download these PowerPoint slides in a way that will convince your reviewers to accept your strategy.

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Template 2 : Qualitative Research Powerpoint PPT Template Bundles

You may have observed that some brands have taken the place of generic words for comparable products in our language.  Even though we are aware that Band-Aid is a brand, we always ask for Band-Aid whenever we require a plastic bandage. The power of branding is quite astounding. This is the benefit that our next PPT template bundles will provide for your business. Potential customers will find it simpler to recognize your brand and correctly associate it with a certain good or service because of our platform-independent PowerPoint Slides. Download now!

Template 3 : Qualitative Research Interviewing Presentation Deck

Do you find it hard to handle challenging conversations at work? Then, you may conduct effective interviews employing this PowerPoint presentation. Our presentation on qualitative research interviews aimed to "give voice" to the subjects. It provides details on interviews, information, research, participant, and study methodologies. Download this PowerPoint Presentation if you need to introduce yourself effectively during a quick visual communication.

Template 4 : Thematic Analysis Qualitative Research PPT PowerPoint Presentation Outline Rules CPB

Thematic analysis is a technique used in qualitative research to arrive at  hidden patterns and other inferences based on a theme. Any research can employ our Thematic analysis qualitative research PPT. By using all the features of this adaptable PPT, you may convey information well. By including the proper icons and symbols, this presentation can be improved as an instructional tool and opened on any platform. Download now!

Template 5 : Comparative Analysis of Qualitative Research Methods

Conducting a successful comparison analysis is essential if you or your company wants to make sure that your decision-making process is efficient. With the help of our comparative analysis of qualitative research techniques, you can make choices that work for both your company and your clients. Focus Group Interviews, Cognitive Mapping, Critical Incident Technique, Verbal Protocol, Data Collection, Data Analysis, Research Scope, and Objective are covered in this extensive series of slides. Download today to carry out efficient business operations.

Template 6 : Five-Type of Qualitative Research Designs

Your business can achieve significant results with the help of our five  qualitative research design types. Given that it incorporates layers of case studies, phenomenology, historical studies, and action research, it qualifies as a full-fledged presentation. Download this presentation template to perform an objective, open-ended technique and to carefully consider probable sources of errors.

Template 7 : Key Phases for the Qualitative Research Process

Any attempt at qualitative research, no matter how small, must follow the prescribed procedures. The key stages of the qualitative research method are combined in this pre-made PPT template. This set of slides covers data analysis, research approach, research design, research aim, issue description, research questions, philosophical assumptions, data collecting, and result interpretation. Get it now.

Template 8 : Thematic Analysis of Qualitative Research Data

Thematic analysis is performed on the raw data that is acquired through focus groups, interviews, surveys, etc. We go over each and every critical step in our slides on thematic analysis of qualitative research data, including how to uncover codes, identify themes in the data, finalize topics, explore each theme, and analyze documents. This completely editable PowerPoint presentation is available for instant download.

Template 9 : Swot Analysis of Qualitative Research Approach

Use this PowerPoint set to determine the strengths, weaknesses, opportunities, and threats facing your company. Each slide comes with a unique tool that may be utilized to strengthen your areas of weakness, grasp opportunities, and lessen risks. This template can be used to collect statistics, add your own information, and then begin considering how you might get better.

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Template 10 : Qualitative Research through Graph Showing Revenue Growth

A picture truly is worth a thousand words even when it comes to summarizing your research's findings. Researchers encounter an unavoidable issue when presenting qualitative study data; to address this challenge, Slide Team has created a user-responsive Graph Showing Revenue Growth template. This slideshow graph could help you make informed decisions and encourage your company's growth.

Template 11 : Qualitative Research Data Collection Approaches and Implications

Like blood moving through the circulatory system, data moves through an organization. Businesses cannot run without data. The first step in making better decisions is gathering data. This presentation template includes all the elements necessary to create a successful business plan, from data collection to analysis of the best method to comprehend concepts, opinions, or experiences. Get it now.

Template 12 : Qualitative Research Analysis of Comments with Magnify Glass

The first step in performing a qualitative analysis of your data is gathering all the comments and feedback you want to look at. Our templates help you document those comments. These slides are fully editable and contain a visual accessibility function. The organization and formatting of the sections are excellent. Download it now.

PS For more information on qualitative and quantitative data analysis, as well as to determine which type of market research is best for your company, check out this blog.

FAQs on Qualitative Research 

Writing a qualitative research report.

A qualitative report is a summary of an experience, activity, event, or observation. The format of a qualitative report includes an abstract, introduction, background information on the issue, the researcher's role, theoretical viewpoint, methodology, ethical considerations, results, data analysis, limitations, discussion, conclusions, implications, references, and an appendix. A qualitative research report requires extensive detail and is typically divided into several sections. These start with the title, a table of contents, and an abstract; these form the beginning. Then, the meat of a qualitative report comprises an introduction, the literature review, an account of investigation, findings, discussion, and conclusions. The final section is references.

How do you Report Data in Qualitative Research?

A qualitative research report is frequently built around themes. You should be aware that it can be difficult to express qualitative findings as thoroughly as they deserve. It is customary to use direct quotes from sources like interviews to support the viewpoint. To develop a precise description or explanation of the primary theme being studied, it is also crucial to clarify concepts and connect them. There is the need to state about design, which is how were the subject choices made, leading through other steps to documenting that how the researcher verified the research’s findings/results.

What is an Example of a Report of Qualitative Data?

Qualitative data are categorical by nature. Reports that use qualitative data make it easier to present complex information. The semi-structured interview is one of the best illustrations of a qualitative data collection technique that provides open-ended responses from informants while allowing researchers to ask questions based on a set of predetermined themes. Since they enable both inductive and deductive evaluative reasoning, these are crucial tools for qualitative research.

How do you write an Introduction for a Qualitative Report?

A qualitative report must have a strong introduction. In this section, the researcher emphasizes the aims and objectives of the methodical study. It also addresses the problem that the systematic study aims to solve. In this section, it's imperative to state whether the research's goals were met. The researcher goes into further depth about the research problem in the introduction part and discusses the need for a methodical enquiry. The researcher must define any technical words or phrases used.

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Sample articles

Qualitative psychology ®.

• Recommendations for Designing and Reviewing Qualitative Research in Psychology: Promoting Methodological Integrity (PDF, 166KB) February 2017 by Heidi M. Levitt, Sue L. Motulsky, Fredrick J. Wertz, Susan L. Morrow, and Joseph G. Ponterotto
• Racial Microaggression Experiences and Coping Strategies of Black Women in Corporate Leadership (PDF, 132KB) August 2015 by Aisha M. B. Holder, Margo A. Jackson, and Joseph G. Ponterotto
• The Lived Experience of Homeless Youth: A Narrative Approach (PDF, 109KB) February 2015 by Erin E. Toolis and Phillip L. Hammack
• Lifetime Activism, Marginality, and Psychology: Narratives of Lifelong Feminist Activists Committed to Social Change (PDF, 93KB) August 2014 by Anjali Dutt and Shelly Grabe
• Qualitative Inquiry in the History of Psychology (PDF, 82KB) February 2014 by Frederick J. Wertz

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• What Is Qualitative Research? | Methods & Examples

What Is Qualitative Research? | Methods & Examples

Published on June 19, 2020 by Pritha Bhandari . Revised on June 22, 2023.

Qualitative research involves collecting and analyzing non-numerical data (e.g., text, video, or audio) to understand concepts, opinions, or experiences. It can be used to gather in-depth insights into a problem or generate new ideas for research.

Qualitative research is the opposite of quantitative research , which involves collecting and analyzing numerical data for statistical analysis.

Qualitative research is commonly used in the humanities and social sciences, in subjects such as anthropology, sociology, education, health sciences, history, etc.

• How does social media shape body image in teenagers?
• How do children and adults interpret healthy eating in the UK?
• What factors influence employee retention in a large organization?
• How is anxiety experienced around the world?
• How can teachers integrate social issues into science curriculums?

Table of contents

Approaches to qualitative research, qualitative research methods, qualitative data analysis, advantages of qualitative research, disadvantages of qualitative research, other interesting articles, frequently asked questions about qualitative research.

Qualitative research is used to understand how people experience the world. While there are many approaches to qualitative research, they tend to be flexible and focus on retaining rich meaning when interpreting data.

Common approaches include grounded theory, ethnography , action research , phenomenological research, and narrative research. They share some similarities, but emphasize different aims and perspectives.

Note that qualitative research is at risk for certain research biases including the Hawthorne effect , observer bias , recall bias , and social desirability bias . While not always totally avoidable, awareness of potential biases as you collect and analyze your data can prevent them from impacting your work too much.

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Each of the research approaches involve using one or more data collection methods . These are some of the most common qualitative methods:

• Observations: recording what you have seen, heard, or encountered in detailed field notes.
• Interviews:  personally asking people questions in one-on-one conversations.
• Focus groups: asking questions and generating discussion among a group of people.
• Surveys : distributing questionnaires with open-ended questions.
• Secondary research: collecting existing data in the form of texts, images, audio or video recordings, etc.
• You take field notes with observations and reflect on your own experiences of the company culture.
• You distribute open-ended surveys to employees across all the company’s offices by email to find out if the culture varies across locations.
• You conduct in-depth interviews with employees in your office to learn about their experiences and perspectives in greater detail.

Qualitative researchers often consider themselves “instruments” in research because all observations, interpretations and analyses are filtered through their own personal lens.

For this reason, when writing up your methodology for qualitative research, it’s important to reflect on your approach and to thoroughly explain the choices you made in collecting and analyzing the data.

Qualitative data can take the form of texts, photos, videos and audio. For example, you might be working with interview transcripts, survey responses, fieldnotes, or recordings from natural settings.

Most types of qualitative data analysis share the same five steps:

• Prepare and organize your data. This may mean transcribing interviews or typing up fieldnotes.
• Review and explore your data. Examine the data for patterns or repeated ideas that emerge.
• Develop a data coding system. Based on your initial ideas, establish a set of codes that you can apply to categorize your data.
• Assign codes to the data. For example, in qualitative survey analysis, this may mean going through each participant’s responses and tagging them with codes in a spreadsheet. As you go through your data, you can create new codes to add to your system if necessary.
• Identify recurring themes. Link codes together into cohesive, overarching themes.

There are several specific approaches to analyzing qualitative data. Although these methods share similar processes, they emphasize different concepts.

Qualitative research often tries to preserve the voice and perspective of participants and can be adjusted as new research questions arise. Qualitative research is good for:

• Flexibility

The data collection and analysis process can be adapted as new ideas or patterns emerge. They are not rigidly decided beforehand.

• Natural settings

Data collection occurs in real-world contexts or in naturalistic ways.

• Meaningful insights

Detailed descriptions of people’s experiences, feelings and perceptions can be used in designing, testing or improving systems or products.

• Generation of new ideas

Open-ended responses mean that researchers can uncover novel problems or opportunities that they wouldn’t have thought of otherwise.

Researchers must consider practical and theoretical limitations in analyzing and interpreting their data. Qualitative research suffers from:

• Unreliability

The real-world setting often makes qualitative research unreliable because of uncontrolled factors that affect the data.

• Subjectivity

Due to the researcher’s primary role in analyzing and interpreting data, qualitative research cannot be replicated . The researcher decides what is important and what is irrelevant in data analysis, so interpretations of the same data can vary greatly.

• Limited generalizability

Small samples are often used to gather detailed data about specific contexts. Despite rigorous analysis procedures, it is difficult to draw generalizable conclusions because the data may be biased and unrepresentative of the wider population .

• Labor-intensive

Although software can be used to manage and record large amounts of text, data analysis often has to be checked or performed manually.

If you want to know more about statistics , methodology , or research bias , make sure to check out some of our other articles with explanations and examples.

• Chi square goodness of fit test
• Degrees of freedom
• Null hypothesis
• Discourse analysis
• Control groups
• Mixed methods research
• Non-probability sampling
• Quantitative research
• Inclusion and exclusion criteria

Research bias

• Rosenthal effect
• Implicit bias
• Cognitive bias
• Selection bias
• Negativity bias
• Status quo bias

Quantitative research deals with numbers and statistics, while qualitative research deals with words and meanings.

Quantitative methods allow you to systematically measure variables and test hypotheses . Qualitative methods allow you to explore concepts and experiences in more detail.

There are five common approaches to qualitative research :

• Grounded theory involves collecting data in order to develop new theories.
• Ethnography involves immersing yourself in a group or organization to understand its culture.
• Narrative research involves interpreting stories to understand how people make sense of their experiences and perceptions.
• Phenomenological research involves investigating phenomena through people’s lived experiences.
• Action research links theory and practice in several cycles to drive innovative changes.

Data collection is the systematic process by which observations or measurements are gathered in research. It is used in many different contexts by academics, governments, businesses, and other organizations.

There are various approaches to qualitative data analysis , but they all share five steps in common:

• Prepare and organize your data.
• Review and explore your data.
• Develop a data coding system.
• Assign codes to the data.
• Identify recurring themes.

The specifics of each step depend on the focus of the analysis. Some common approaches include textual analysis , thematic analysis , and discourse analysis .

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Standards for Reporting Qualitative Research

A synthesis of recommendations.

O’Brien, Bridget C. PhD; Harris, Ilene B. PhD; Beckman, Thomas J. MD; Reed, Darcy A. MD, MPH; Cook, David A. MD, MHPE

Dr. O’Brien is assistant professor, Department of Medicine and Office of Research and Development in Medical Education, University of California, San Francisco, School of Medicine, San Francisco, California.

Dr. Harris is professor and head, Department of Medical Education, University of Illinois at Chicago College of Medicine, Chicago, Illinois.

Dr. Beckman is professor of medicine and medical education, Department of Medicine, Mayo Clinic College of Medicine, Rochester, Minnesota.

Dr. Reed is associate professor of medicine and medical education, Department of Medicine, Mayo Clinic College of Medicine, Rochester, Minnesota.

Dr. Cook is associate director, Mayo Clinic Online Learning, research chair, Mayo Multidisciplinary Simulation Center, and professor of medicine and medical education, Mayo Clinic College of Medicine, Rochester, Minnesota.

Funding/Support: This study was funded in part by a research review grant from the Society for Directors of Research in Medical Education.

Other disclosures: None reported.

Ethical approval: Reported as not applicable.

Disclaimer: The funding agency had no role in the study design, analysis, interpretation, writing of the manuscript, or decision to submit the manuscript for publication.

Supplemental digital content for this article is available at https://links.lww.com/ACADMED/A218 .

Correspondence should be addressed to Dr. O’Brien, Office of Research and Development in Medical Education, UCSF School of Medicine, Box 3202, 1855 Folsom St., Suite 200, San Francisco, CA 94143-3202; e-mail: [email protected] .

Purpose 

Standards for reporting exist for many types of quantitative research, but currently none exist for the broad spectrum of qualitative research. The purpose of the present study was to formulate and define standards for reporting qualitative research while preserving the requisite flexibility to accommodate various paradigms, approaches, and methods.

Method 

The authors identified guidelines, reporting standards, and critical appraisal criteria for qualitative research by searching PubMed, Web of Science, and Google through July 2013; reviewing the reference lists of retrieved sources; and contacting experts. Specifically, two authors reviewed a sample of sources to generate an initial set of items that were potentially important in reporting qualitative research. Through an iterative process of reviewing sources, modifying the set of items, and coding all sources for items, the authors prepared a near-final list of items and descriptions and sent this list to five external reviewers for feedback. The final items and descriptions included in the reporting standards reflect this feedback.

Results 

The Standards for Reporting Qualitative Research (SRQR) consists of 21 items. The authors define and explain key elements of each item and provide examples from recently published articles to illustrate ways in which the standards can be met.

Conclusions 

The SRQR aims to improve the transparency of all aspects of qualitative research by providing clear standards for reporting qualitative research. These standards will assist authors during manuscript preparation, editors and reviewers in evaluating a manuscript for potential publication, and readers when critically appraising, applying, and synthesizing study findings.

Qualitative research contributes to the literature in many disciplines by describing, interpreting, and generating theories about social interactions and individual experiences as they occur in natural, rather than experimental, situations. 1–3 Some recent examples include studies of professional dilemmas, 4 medical students’ early experiences of workplace learning, 5 patients’ experiences of disease and interventions, 6–8 and patients’ perspectives about incident disclosures. 9 The purpose of qualitative research is to understand the perspectives/experiences of individuals or groups and the contexts in which these perspectives or experiences are situated. 1 , 2 , 10

Qualitative research is increasingly common and valued in the medical and medical education literature. 1 , 10–13 However, the quality of such research can be difficult to evaluate because of incomplete reporting of key elements. 14 , 15 Quality is multifaceted and includes consideration of the importance of the research question, the rigor of the research methods, the appropriateness and salience of the inferences, and the clarity and completeness of reporting. 16 , 17 Although there is much debate about standards for methodological rigor in qualitative research, 13 , 14 , 18–20 there is widespread agreement about the need for clear and complete reporting. 14 , 21 , 22 Optimal reporting would enable editors, reviewers, other researchers, and practitioners to critically appraise qualitative studies and apply and synthesize the results. One important step in improving the quality of reporting is to formulate and define clear reporting standards.

Authors have proposed guidelines for the quality of qualitative research, including those in the fields of medical education, 23–25 clinical and health services research, 26–28 and general education research. 29 , 30 Yet in nearly all cases, the authors do not describe how the guidelines were created, and often fail to distinguish reporting quality from the other facets of quality (e.g., the research question or methods). Several authors suggest standards for reporting qualitative research, 15 , 20 , 29–33 but their articles focus on a subset of qualitative data collection methods (e.g., interviews), fail to explain how the authors developed the reporting criteria, narrowly construe qualitative research (e.g., thematic analysis) in ways that may exclude other approaches, and/or lack specific examples to help others see how the standards might be achieved. Thus, there remains a compelling need for defensible and broadly applicable standards for reporting qualitative research.

We designed and carried out the present study to formulate and define standards for reporting qualitative research through a rigorous synthesis of published articles and expert recommendations.

We formulated standards for reporting qualitative research by using a rigorous and systematic approach in which we reviewed previously proposed recommendations by experts in qualitative methods. Our research team consisted of two PhD researchers and one physician with formal training and experience in qualitative methods, and two physicians with experience, but no formal training, in qualitative methods.

We first identified previously proposed recommendations by searching PubMed, Web of Science, and Google using combinations of terms such as “qualitative methods,” “qualitative research,” “qualitative guidelines,” “qualitative standards,” and “critical appraisal” and by reviewing the reference lists of retrieved sources, reviewing the Equator Network, 22 and contacting experts. We conducted our first search in January 2007 and our last search in July 2013. Most recommendations were published in peer-reviewed journals, but some were available only on the Internet, and one was an interim draft from a national organization. We report the full set of the 40 sources reviewed in Supplemental Digital Appendix 1, found at https://links.lww.com/ACADMED/A218 .

Two of us (B.O., I.H.) reviewed an initial sample of sources to generate a comprehensive list of items that were potentially important in reporting qualitative research (Draft A). All of us then worked in pairs to review all sources and code the presence or absence of each item in a given source. From Draft A, we then distilled a shorter list (Draft B) by identifying core concepts and combining related items, taking into account the number of times each item appeared in these sources. We then compared the items in Draft B with material in the original sources to check for missing concepts, modify accordingly, and add explanatory definitions to create a prefinal list of items (Draft C).

We circulated Draft C to five experienced qualitative researchers (see the acknowledgments) for review. We asked them to note any omitted or redundant items and to suggest improvements to the wording to enhance clarity and relevance across a broad spectrum of qualitative inquiry. In response to their reviews, we consolidated some items and made minor revisions to the wording of labels and definitions to create the final set of reporting standards—the Standards for Reporting Qualitative Research (SRQR)—summarized in Table 1 .

To explicate how the final set of standards reflect the material in the original sources, two of us (B.O., D.A.C.) selected by consensus the 25 most complete sources of recommendations and identified which standards reflected the concepts found in each original source (see Table 2 ).

The SRQR is a list of 21 items that we consider essential for complete, transparent reporting of qualitative research (see Table 1 ). As explained above, we developed these items through a rigorous synthesis of prior recommendations and concepts from published sources (see Table 2 ; see also Supplemental Digital Appendix 1, found at https://links.lww.com/ACADMED/A218 ) and expert review. These 21 items provide a framework and recommendations for reporting qualitative studies. Given the wide range of qualitative approaches and methodologies, we attempted to select items with broad relevance.

The SRQR includes the article’s title and abstract (items 1 and 2); problem formulation and research question (items 3 and 4); research design and methods of data collection and analysis (items 5 through 15); results, interpretation, discussion, and integration (items 16 through 19); and other information (items 20 and 21). Supplemental Digital Appendix 2, found at https://links.lww.com/ACADMED/A218 , contains a detailed explanation of each item, along with examples from recently published qualitative studies. Below, we briefly describe the standards, with a particular focus on those unique to qualitative research.

Titles, abstracts, and introductory material. Reporting standards for titles, abstracts, and introductory material (problem formulation, research question) in qualitative research are very similar to those for quantitative research, except that the results reported in the abstract are narrative rather than numerical, and authors rarely present a specific hypothesis. 29 , 30

Research design and methods. Reporting on research design and methods of data collection and analysis highlights several distinctive features of qualitative research. Many of the criteria we reviewed focus not only on identifying and describing all aspects of the methods (e.g., approach, researcher characteristics and role, sampling strategy, context, data collection and analysis) but also on justifying each choice. 13 , 14 This ensures that authors make their assumptions and decisions transparent to readers. This standard is less commonly expected in quantitative research, perhaps because most quantitative researchers share positivist assumptions and generally agree about standards for rigor of various study designs and sampling techniques. 14 Just as quantitative reporting standards encourage authors to describe how they implemented methods such as randomization and measurement validity, several qualitative reporting criteria recommend that authors describe how they implemented a presumably familiar technique in their study rather than simply mentioning the technique. 10 , 14 , 32 For example, authors often state that data collection occurred until saturation, with no mention of how they defined and recognized saturation. Similarly, authors often mention an “iterative process,” with minimal description of the nature of the iterations. The SRQR emphasizes the importance of explaining and elaborating on these important processes. Nearly all of the original sources recommended describing the characteristics and role of the researcher (i.e., reflexivity). Members of the research team often form relationships with participants, and analytic processes are highly interpretive in most qualitative research. Therefore, reviewers and readers must understand how these relationships and the researchers’ perspectives and assumptions influenced data collection and interpretation. 15 , 23 , 26 , 34

Results. Reporting of qualitative research results should identify the main analytic findings. Often, these findings involve interpretation and contextualization, which represent a departure from the tradition in quantitative studies of objectively reporting results. The presentation of results often varies with the specific qualitative approach and methodology; thus, rigid rules for reporting qualitative findings are inappropriate. However, authors should provide evidence (e.g., examples, quotes, or text excerpts) to substantiate the main analytic findings. 20 , 29

Discussion. The discussion of qualitative results will generally include connections to existing literature and/or theoretical or conceptual frameworks, the scope and boundaries of the results (transferability), and study limitations. 10–12 , 28 In some qualitative traditions, the results and discussion may not have distinct boundaries; we recommend that authors include the substance of each item regardless of the section in which it appears.

The purpose of the SRQR is to improve the quality of reporting of qualitative research studies. We hope that these 21 recommended reporting standards will assist authors during manuscript preparation, editors and reviewers in evaluating a manuscript for potential publication, and readers when critically appraising, applying, and synthesizing study findings. As with other reporting guidelines, 35–37 we anticipate that the SRQR will evolve as it is applied and evaluated in practice. We welcome suggestions for refinement.

Qualitative studies explore “how?” and “why?” questions related to social or human problems or phenomena. 10 , 38 Purposes of qualitative studies include understanding meaning from participants’ perspectives (How do they interpret or make sense of an event, situation, or action?); understanding the nature and influence of the context surrounding events or actions; generating theories about new or poorly understood events, situations, or actions; and understanding the processes that led to a desired (or undesired) outcome. 38 Many different approaches (e.g., ethnography, phenomenology, discourse analysis, case study, grounded theory) and methodologies (e.g., interviews, focus groups, observation, analysis of documents) may be used in qualitative research, each with its own assumptions and traditions. 1 , 2 A strength of many qualitative approaches and methodologies is the opportunity for flexibility and adaptability throughout the data collection and analysis process. We endeavored to maintain that flexibility by intentionally defining items to avoid favoring one approach or method over others. As such, we trust that the SRQR will support all approaches and methods of qualitative research by making reports more explicit and transparent, while still allowing investigators the flexibility to use the study design and reporting format most appropriate to their study. It may be helpful, in the future, to develop approach-specific extensions of the SRQR, as has been done for guidelines in quantitative research (e.g., the CONSORT extensions). 37

Limitations, strengths, and boundaries

We deliberately avoided recommendations that define methodological rigor, and therefore it would be inappropriate to use the SRQR to judge the quality of research methods and findings. Many of the original sources from which we derived the SRQR were intended as criteria for methodological rigor or critical appraisal rather than reporting; for these, we inferred the information that would be needed to evaluate the criterion. Occasionally, we found conflicting recommendations in the literature (e.g., recommending specific techniques such as multiple coders or member checking to demonstrate trustworthiness); we resolved these conflicting recommendations through selection of the most frequent recommendations and by consensus among ourselves.

Some qualitative researchers have described the limitations of checklists as a means to improve methodological rigor. 13 We nonetheless believe that a checklist for reporting standards will help to enhance the transparency of qualitative research studies and thereby advance the field. 29 , 39

Strengths of this work include the grounding in previously published criteria, the diversity of experience and perspectives among us, and critical review by experts in three countries.

Implications and application

Similar to other reporting guidelines, 35–37 the SRQR may be viewed as a starting point for defining reporting standards in qualitative research. Although our personal experience lies in health professions education, the SRQR is based on sources originating in diverse health care and non-health-care fields. We intentionally crafted the SRQR to include various paradigms, approaches, and methodologies used in qualitative research. The elaborations offered in Supplemental Digital Appendix 2 (see https://links.lww.com/ACADMED/A218 ) should provide sufficient description and examples to enable both novice and experienced researchers to use these standards. Thus, the SRQR should apply broadly across disciplines, methodologies, topics, study participants, and users.

The SRQR items reflect information essential for inclusion in a qualitative research report, but should not be viewed as prescribing a rigid format or standardized content. Individual study needs, author preferences, and journal requirements may necessitate a different sequence or organization than that shown in Table 1 . Journal word restrictions may prevent a full exposition of each item, and the relative importance of a given item will vary by study. Thus, although all 21 standards would ideally be reflected in any given report, authors should prioritize attention to those items that are most relevant to the given study, findings, context, and readership.

Application of the SRQR need not be limited to the writing phase of a given study. These standards can assist researchers in planning qualitative studies and in the careful documentation of processes and decisions made throughout the study. By considering these recommendations early on, researchers may be more likely to identify the paradigm and approach most appropriate to their research, consider and use strategies for ensuring trustworthiness, and keep track of procedures and decisions.

Journal editors can facilitate the review process by providing the SRQR to reviewers and applying its standards, thus establishing more explicit expectations for qualitative studies. Although the recommendations do not address or advocate specific approaches, methods, or quality standards, they do help reviewers identify information that is missing from manuscripts.

As authors and editors apply the SRQR, readers will have more complete information about a given study, thus facilitating judgments about the trustworthiness, relevance, and transferability of findings to their own context and/or to related literature. Complete reporting will also facilitate meaningful synthesis of qualitative results across studies. 40 We anticipate that such transparency will, over time, help to identify previously unappreciated gaps in the rigor and relevance of research findings. Investigators, editors, and educators can then work to remedy these deficiencies and, thereby, enhance the overall quality of qualitative research.

Acknowledgments: The authors thank Margaret Bearman, PhD, Calvin Chou, MD, PhD, Karen Hauer, MD, Ayelet Kuper, MD, DPhil, Arianne Teherani, PhD, and participants in the UCSF weekly educational scholarship works-in-progress group (ESCape) for critically reviewing the Standards for Reporting Qualitative Research.

References Cited Only in Table 2

Supplemental digital content.

• ACADMED_89_9_2014_05_22_OBRIEN_1301196_SDC1.pdf; [PDF] (385 KB)
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Qualitative research: methods and examples

Last updated

13 April 2023

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Qualitative research involves gathering and evaluating non-numerical information to comprehend concepts, perspectives, and experiences. It’s also helpful for obtaining in-depth insights into a certain subject or generating new research ideas. 

As a result, qualitative research is practical if you want to try anything new or produce new ideas.

There are various ways you can conduct qualitative research. In this article, you'll learn more about qualitative research methodologies, including when you should use them.

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• What is qualitative research?

Qualitative research is a broad term describing various research types that rely on asking open-ended questions. Qualitative research investigates “how” or “why” certain phenomena occur. It is about discovering the inherent nature of something.

The primary objective of qualitative research is to understand an individual's ideas, points of view, and feelings. In this way, collecting in-depth knowledge of a specific topic is possible. Knowing your audience's feelings about a particular subject is important for making reasonable research conclusions.

Unlike quantitative research , this approach does not involve collecting numerical, objective data for statistical analysis. Qualitative research is used extensively in education, sociology, health science, history, and anthropology.

• Types of qualitative research methodology

Typically, qualitative research aims at uncovering the attitudes and behavior of the target audience concerning a specific topic. For example,  “How would you describe your experience as a new Dovetail user?”

Some of the methods for conducting qualitative analysis include:

Focus groups

Hosting a focus group is a popular qualitative research method. It involves obtaining qualitative data from a limited sample of participants. In a moderated version of a focus group, the moderator asks participants a series of predefined questions. They aim to interact and build a group discussion that reveals their preferences, candid thoughts, and experiences.

Unmoderated, online focus groups are increasingly popular because they eliminate the need to interact with people face to face.

Focus groups can be more cost-effective than 1:1 interviews or studying a group in a natural setting and reporting one’s observations.

Focus groups make it possible to gather multiple points of view quickly and efficiently, making them an excellent choice for testing new concepts or conducting market research on a new product.

However, there are some potential drawbacks to this method. It may be unsuitable for sensitive or controversial topics. Participants might be reluctant to disclose their true feelings or respond falsely to conform to what they believe is the socially acceptable answer (known as response bias).

Case study research

A case study is an in-depth evaluation of a specific person, incident, organization, or society. This type of qualitative research has evolved into a broadly applied research method in education, law, business, and the social sciences.

Even though case study research may appear challenging to implement, it is one of the most direct research methods. It requires detailed analysis, broad-ranging data collection methodologies, and a degree of existing knowledge about the subject area under investigation.

Historical model

The historical approach is a distinct research method that deeply examines previous events to better understand the present and forecast future occurrences of the same phenomena. Its primary goal is to evaluate the impacts of history on the present and hence discover comparable patterns in the present to predict future outcomes.

Oral history

This qualitative data collection method involves gathering verbal testimonials from individuals about their personal experiences. It is widely used in historical disciplines to offer counterpoints to established historical facts and narratives. The most common methods of gathering oral history are audio recordings, analysis of auto-biographical text, videos, and interviews.

Qualitative observation

One of the most fundamental, oldest research methods, qualitative observation , is the process through which a researcher collects data using their senses of sight, smell, hearing, etc. It is used to observe the properties of the subject being studied. For example, “What does it look like?” As research methods go, it is subjective and depends on researchers’ first-hand experiences to obtain information, so it is prone to bias. However, it is an excellent way to start a broad line of inquiry like, “What is going on here?”

Record keeping and review

Record keeping uses existing documents and relevant data sources that can be employed for future studies. It is equivalent to visiting the library and going through publications or any other reference material to gather important facts that will likely be used in the research.

Grounded theory approach

The grounded theory approach is a commonly used research method employed across a variety of different studies. It offers a unique way to gather, interpret, and analyze. With this approach, data is gathered and analyzed simultaneously.  Existing analysis frames and codes are disregarded, and data is analyzed inductively, with new codes and frames generated from the research.

Ethnographic research

Ethnography  is a descriptive form of a qualitative study of people and their cultures. Its primary goal is to study people's behavior in their natural environment. This method necessitates that the researcher adapts to their target audience's setting. 

Thereby, you will be able to understand their motivation, lifestyle, ambitions, traditions, and culture in situ. But, the researcher must be prepared to deal with geographical constraints while collecting data i.e., audiences can’t be studied in a laboratory or research facility.

This study can last from a couple of days to several years. Thus, it is time-consuming and complicated, requiring you to have both the time to gather the relevant data as well as the expertise in analyzing, observing, and interpreting data to draw meaningful conclusions.

Narrative framework

A narrative framework is a qualitative research approach that relies on people's written text or visual images. It entails people analyzing these events or narratives to determine certain topics or issues. With this approach, you can understand how people represent themselves and their experiences to a larger audience.

Phenomenological approach

The phenomenological study seeks to investigate the experiences of a particular phenomenon within a group of individuals or communities. It analyzes a certain event through interviews with persons who have witnessed it to determine the connections between their views. Even though this method relies heavily on interviews, other data sources (recorded notes), and observations could be employed to enhance the findings.

• Qualitative research methods (tools)

Some of the instruments involved in qualitative research include:

Document research: Also known as document analysis because it involves evaluating written documents. These can include personal and non-personal materials like archives, policy publications, yearly reports, diaries, or letters.

Focus groups:  This is where a researcher poses questions and generates conversation among a group of people. The major goal of focus groups is to examine participants' experiences and knowledge, including research into how and why individuals act in various ways.

Secondary study: Involves acquiring existing information from texts, images, audio, or video recordings.

Observations:   This requires thorough field notes on everything you see, hear, or experience. Compared to reported conduct or opinion, this study method can assist you in getting insights into a specific situation and observable behaviors.

Structured interviews :  In this approach, you will directly engage people one-on-one. Interviews are ideal for learning about a person's subjective beliefs, motivations, and encounters.

Surveys:  This is when you distribute questionnaires containing open-ended questions

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• What are common examples of qualitative research?

Everyday examples of qualitative research include:

Conducting a demographic analysis of a business

For instance, suppose you own a business such as a grocery store (or any store) and believe it caters to a broad customer base, but after conducting a demographic analysis, you discover that most of your customers are men.

You could do 1:1 interviews with female customers to learn why they don't shop at your store.

In this case, interviewing potential female customers should clarify why they don't find your shop appealing. It could be because of the products you sell or a need for greater brand awareness, among other possible reasons.

Launching or testing a new product

Suppose you are the product manager at a SaaS company looking to introduce a new product. Focus groups can be an excellent way to determine whether your product is marketable.

In this instance, you could hold a focus group with a sample group drawn from your intended audience. The group will explore the product based on its new features while you ensure adequate data on how users react to the new features. The data you collect will be key to making sales and marketing decisions.

Conducting studies to explain buyers' behaviors

You can also use qualitative research to understand existing buyer behavior better. Marketers analyze historical information linked to their businesses and industries to see when purchasers buy more.

Qualitative research can help you determine when to target new clients and peak seasons to boost sales by investigating the reason behind these behaviors.

• Qualitative research: data collection

Data collection is gathering information on predetermined variables to gain appropriate answers, test hypotheses, and analyze results. Researchers will collect non-numerical data for qualitative data collection to obtain detailed explanations and draw conclusions.

To get valid findings and achieve a conclusion in qualitative research, researchers must collect comprehensive and multifaceted data.

Qualitative data is usually gathered through interviews or focus groups with videotapes or handwritten notes. If there are recordings, they are transcribed before the data analysis process. Researchers keep separate folders for the recordings acquired from each focus group when collecting qualitative research data to categorize the data.

• Qualitative research: data analysis

Qualitative data analysis is organizing, examining, and interpreting qualitative data. Its main objective is identifying trends and patterns, responding to research questions, and recommending actions based on the findings. Textual analysis is a popular method for analyzing qualitative data.

Textual analysis differs from other qualitative research approaches in that researchers consider the social circumstances of study participants to decode their words, behaviors, and broader meaning. 

Learn more about qualitative research data analysis software

• When to use qualitative research

Qualitative research is helpful in various situations, particularly when a researcher wants to capture accurate, in-depth insights. 

Here are some instances when qualitative research can be valuable:

Examining your product or service to improve your marketing approach

When researching market segments, demographics, and customer service teams

Identifying client language when you want to design a quantitative survey

When attempting to comprehend your or someone else's strengths and weaknesses

Assessing feelings and beliefs about societal and public policy matters

Collecting information about a business or product's perception

Analyzing your target audience's reactions to marketing efforts

When launching a new product or coming up with a new idea

When seeking to evaluate buyers' purchasing patterns

• Qualitative research methods vs. quantitative research methods

Qualitative research examines people's ideas and what influences their perception, whereas quantitative research draws conclusions based on numbers and measurements.

Qualitative research is descriptive, and its primary goal is to comprehensively understand people's attitudes, behaviors, and ideas.

In contrast, quantitative research is more restrictive because it relies on numerical data and analyzes statistical data to make decisions. This research method assists researchers in gaining an initial grasp of the subject, which deals with numbers. For instance, the number of customers likely to purchase your products or use your services.

What is the most important feature of qualitative research?

A distinguishing feature of qualitative research is that it’s conducted in a real-world setting instead of a simulated environment. The researcher is examining actual phenomena instead of experimenting with different variables to see what outcomes (data) might result.

Can I use qualitative and quantitative approaches together in a study?

Yes, combining qualitative and quantitative research approaches happens all the time and is known as mixed methods research. For example, you could study individuals’ perceived risk in a certain scenario, such as how people rate the safety or riskiness of a given neighborhood. Simultaneously, you could analyze historical data objectively, indicating how safe or dangerous that area has been in the last year. To get the most out of mixed-method research, it’s important to understand the pros and cons of each methodology, so you can create a thoughtfully designed study that will yield compelling results.

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Qualitative research examples

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Qualitative research is a powerful tool that helps you unlock insights into the user experience—quintessential to building effective products and services. It provides a deeper understanding of complex behaviors, needs, and motivations. But what is qualitative research, and when is it ideal to use it? Let’s explore its methodologies and implementation with a few qualitative research examples.

What is qualitative research?

Qualitative research is a behavioral research method that seeks to understand the undertones, motivations, and subjective interpretations inherent in human behavior. It involves gathering nonnumerical data, such as text, audio, and video, allowing you to explore nuances and patterns that quantitative data can’t capture.

Instead of focusing on how many or how much, qualitative research questions delve into the why and how. This approach is instrumental in gaining a comprehensive understanding of a particular context, issue, or phenomenon from the perspective of those experiencing it. Examples of qualitative research questions include “How did you feel when you first used our product?” and “Could you describe your experience when you purchased a product from our website?”

Qualitative research methodology

Qualitative research design employs a variety of methodologies to collect and analyze data. The primary objective is to gather detailed and nuanced insights rather than generalizable findings. Steps include the following:

• Formulating research questions:  Qualitative research begins by identifying specific research questions to guide the study. These questions should align with the research objectives and provide a clear focus for data collection and analysis.  
• Selection of participants:  Participant selection is a critical step in qualitative research. You must recruit participants who provide relevant and diverse perspectives on the research topic. It involves purposive sampling, where participants are chosen based on their knowledge or experiences related to the research questions. ​​​​​​
• Data collection:  Qualitative research uses various methods to collect data, such as interviews, focus groups, observation, and document analysis. You often employ multiple methods to comprehensively understand the research topic.
• Data analysis:  Once the data is collected, it’s analyzed to identify recurring themes, patterns, and meanings. This analysis uses coding, thematic analysis, and constant comparison. The goal is to uncover the underlying perspectives of the participant.
• Interpretation and reporting:  This is the final step in which findings are synthesized and interpreted, revealing their significance to the research questions. You can present your findings through descriptive narratives, quotes, and illustrative examples to provide a rich understanding of the research topic. 

Types of qualitative research methods

The best qualitative research method primarily depends on your research questions and objectives. Different methods uncover different discernments.

One-on-one interviews

You often use one-on-one interviews to delve deep into a topic or understand individual experiences or perspectives. An interviewer asks a participant open-ended questions to understand their perspective, thoughts, feelings, and experiences regarding a specific topic, product, or service. Read about open ended vs closed ended questions to learn which questions will be most effective in an interview.

Say you’re developing a new electric vehicle mode. You can conduct one-on-one interviews to understand user experiences, probing into aspects such as comfort, design, driving experience, and more.

Focus groups

In-person or remote focus groups involve a small group of people (usually 6–10) discussing a given topic or question under the guidance of a moderator. This method is beneficial when you want to understand group dynamics or collective views. The interaction among group members can disclose awarenesses that may not arise in one-on-one interviews.

In the gaming industry, for example, you can use focus groups to explore player reactions to a new game design. You can encourage group interaction to spark discussions about usability, game mechanics, graphics, storyline, and other aspects.

Case study research

Case study research provides an in-depth analysis of a particular case (an individual, group, organization, event, etc.) within its real-life context. It’s a valuable method for exploring something in-depth and in its natural setting.

For instance, a healthcare case study could explore implementing a new electronic health record system in a hospital, focusing on challenges, successes, and lessons learned.

Ethnographic research

Ethnographic research (or an ethnographic stud y) involves an immersive investigation into a group’s behaviors, culture, and practices. It requires you to engage directly with the participants over a prolonged period in their natural environment. It can help uncover how people interact with products or services in natural settings.

A gaming organization may choose to study players in their natural gaming environments (such as home, game cafes, or e-sport tournaments) to understand their gaming habits, social interactions, and responses to specific features. These insights can inform the development of more engaging and user-friendly games.

Process of observation

The process of observation typically doesn’t involve the same level of immersion as ethnographic research. You observe and record behavior related to a specific context or activity. It can be in natural settings (naturalistic observation) or a controlled environment. It’s more about observing and recording specific behaviors or situations rather than cultural norms or dynamics.

For example, a consumer technology organization could observe how users interact with a new software interface, noting challenges, efficiencies, and overall user experience.

Record keeping

Record keeping refers to collecting and analyzing documents, records, and artifacts that provide an understanding of the study area. Record keeping allows you to access historical and contextual data that can be examined and reexamined. It’s a nonobtrusive method, meaning it doesn’t involve direct contact with the participants, nor does it affect or alter the situation you’re studying.

An online retailer might examine shopping cart abandonment records to identify at what point in the buying process customers tend to drop off. This information can help streamline the checkout process and improve conversion rates.

Qualitative research: Data collection and analysis

Data collection and analysis in qualitative research are closely linked processes that help generate meaningful and useful results.

Data collection

Data collection involves gathering rich, detailed materials to explain and understand the subject. These include interview transcripts, meeting notes, personal diaries, and photographs. 

There are various qualitative data collection methods to consider depending on your research questions and the context of your study. For example, you could use one-on-one interviews to understand personal user experiences with a financial services app. A moderated focus group may be more appropriate to discuss user preferences in a new media and entertainment platform.

Data analysis

Once data are collected, the analysis process begins. It’s where you extract patterns, themes, and insights from the collected data. It’s one of the most critical aspects of qualitative research, turning raw, unstructured data into valuable insights.

Qualitative data analysis usually takes place with several steps, such as:

• Organizing and preparing the data for analysis
• Reading through the data
• Coding the data
• Generating themes or categories
• Interpreting the findings and 
• Representing the data

Your choice of qualitative data analysis method depends on your research questions and the data type you collected. Common analysis methods include thematic, content, discourse, and narrative analysis. Some research platforms provide AI features that can do much of this analysis for researchers to speed up insight gathering.

When to use qualitative research

Qualitative techniques are ideal for understanding human experiences and perspectives. Here are common situations where qualitative research is invaluable:

• Exploring customer motivations, needs, behaviors, and pain points
• Gathering in-depth user feedback on products and services
• Understanding decision-making and buyer journeys
• Discovering barriers to adoption and satisfaction
• Developing hypotheses for future quantitative research
• Testing concepts , interfaces, or designs
• Identifying problems and improvement opportunities
• Learning about group norms, cultures, and social interactions
• Collecting evidence to develop theories and models
• Capturing complex, nuanced insights beyond numbers

Qualitative research methods vs. quantitative research methods

Qualitative and quantitative research  differ in their approach to data collection, analysis, and the nature of the findings. Here are some key differences:

• Data collection:  Qualitative research uses in-depth interviews , focus groups, observations, and analysis of documents to gather data. In contrast, quantitative research relies on structured surveys, experiments, and standard measurements.
• Analysis:  Qualitative research involves analyzing textual or visual data through coding, categorization, and theme identification techniques. Quantitative research uses statistical analysis to examine numerical data for patterns, correlations, and trends.
• Sample size:  Qualitative research typically involves smaller sample sizes, often selected through purposive sampling to ensure diversity and relevance. Quantitative research uses larger sample sizes to ensure statistical power and generalizability.
• Generalizability:  Qualitative research seeks in-depth insight into specific contexts or groups and does not prioritize generalizability. On the other hand, quantitative research seeks to draw conclusions that apply to a broader context.
• Findings:  Qualitative research generates descriptive and explanatory results that provide a deeper understanding of phenomena. Quantitative research produces numerical data that allows for statistical inferences and comparisons.
• Theory development:  Qualitative research often contributes to theory development by generating new concepts, theories, or frameworks based on the rich and context-specific data collected. However, quantitative research tests preexisting theories and hypotheses using statistical models.

Advantages and strengths of qualitative research

Qualitative research enriches your research process and outcomes, making it an invaluable tool in many fields, including UX research, marketing, and digital product development. 

In-depth understanding

Qualitative research provides a rich, detailed, in-depth understanding of the research subject.  Proactive qualitative research  takes this further with ongoing data collection, allowing organizations to continuously capture insights and adapt strategies based on evolving user needs.

Contextual data

Qualitative research collects contextually relevant data. It captures nuances that might be missed in numerically-based quantitative data, allowing you to understand the contexts in which behaviors and interactions occur.

Flexibility

The methods used in qualitative research, like interviews and focus groups, enable you to explore different topics in depth and adapt your approach based on the participants’ responses.

Human perspective

Qualitative research lets you capture human experiences and thoughts. It’s advantageous in fields such as UX research, where the human perspective is critical. 

Hypothesis generation

The exploratory nature of qualitative research helps you identify new areas for exploration or generate hypotheses you can test using quantitative methods.

Trendspotting

Qualitative research reveals trends in thought and opinions, diving deeper into the problem. This is helpful when trying to understand behaviors, culture, and user interactions.

Disadvantages and limitations of qualitative research

While qualitative research offers many advantages, it’s essential to acknowledge its limitations. 

Time-consuming

Collecting and analyzing qualitative data, particularly from in-depth interviews or focus groups, requires significant time investment.

Qualitative research relies on the skills and judgment of the researcher, introducing potential bias into the research process. The researcher may actively shape the research by posing questions, interpreting data, and influencing the findings.

Requires skilled researchers

The quality of qualitative research heavily depends on the researcher’s skills, experience, and perspective. A less experienced researcher may overlook important nuances, potentially affecting the depth and accuracy of the findings.

Lacks generalizability

Qualitative research often involves a smaller, nonrepresentative sample size than quantitative research. Therefore, the findings may not be generalizable to a larger context.

Limited numeric representation

Qualitative research usually focuses on words, observations, or experiences, so it doesn’t provide the numeric estimates often desired in research studies.

Challenging to replicate and standardize

Qualitative research’s inherent flexibility and context dependence make it challenging to repeat the study under the same conditions. This flexibility can often make it hard to standardize. Researchers approach and conduct the study in various ways, leading to inconsistent results and interpretations.

Difficult to measure reliability and validity

Assessing reliability and validity is more difficult with qualitative research since it relies on subjective human interpretation and has few established metrics and statistical tools compared to quantitative research. Triangulation and member checking add credibility but lack the discreteness of quantitative measures. However, there have been advancement s in the measurement of qualitative research that help to quantify its impact. 

Qualitative research gives you the opportunity to dive deep into human behavior, experiences, and perceptions. It offers a prolific, intricate perspective that quantifiable data alone can’t provide. Combine qualitative research methodologies with techniques like  A/B testing  to gain a more holistic understanding of user experiences and preferences. 

Despite its limitations, the depth and richness of data procured through qualitative research are undeniable assets. By understanding and utilizing its diverse methods, you will uncover detailed insights from your target audience and enhance your products or services to meet their needs. 

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Why is qualitative research important?

Qualitative research delves into subjective experiences and social contexts, providing in-depth insights and understanding. It provides a deep understanding of individuals’ needs, motivations, and preferences, allowing organizations to develop products and services that meet customer expectations.

What’s the difference between quantitative and qualitative methods?

Quantitative methods focus on numerical data and statistical analysis, aiming for generalizability and objectivity. Qualitative methods explore meanings, experiences, and behaviors, seeking in-depth understanding and detailed descriptions.

What are the main qualitative research approaches?

The main qualitative research approaches include one-on-one interviews, focus groups, case study research, ethnographic research, observation, and record-keeping. Each approach offers unique benefits and applications.

What is data collection?

Data collection in qualitative research involves gathering information through various methods such as interviews, focus groups, observations, and document analysis. It’s a critical step in generating meaningful insights and understanding human experiences.

How do you analyze qualitative data?

What are the ethical considerations in qualitative research.

Ethical considerations refer to the protection of participants’ rights, privacy, and confidentiality. You must obtain informed consent, maintain anonymity, and handle sensitive information responsibly. Additionally, maintaining transparency, addressing power imbalances, and conducting research unbiased and respectfully are vital ethical considerations in qualitative research.

How can I incorporate qualitative research into my study or project?

To incorporate qualitative research into your study, you must first define your research objectives to guide the choice of methodology. Next, choose a suitable qualitative method, such as interviews or focus groups. Then, collect and analyze the data using appropriate techniques and, finally, interpret and present the findings clearly and meaningfully. Remember to be mindful of the ethical considerations throughout the process.

How do you effectively communicate and present qualitative research findings to stakeholders?

For a quality presentation, create engaging visual representations, such as infographics or data visualizations, and use storytelling techniques to highlight key insights. Also, prepare concise and informative reports and organize interactive presentations or workshops to facilitate discussion and understanding.

How do you translate qualitative research findings into actionable insights?

Identify key themes linked to research goals and propose strategic solutions to address core needs and barriers. These solutions should be tailored to specific needs.

How can I ensure the validity and reliability of qualitative research findings?

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• What Is Qualitative Research? | Methods & Examples

What Is Qualitative Research? | Methods & Examples

Published on 4 April 2022 by Pritha Bhandari . Revised on 30 January 2023.

Qualitative research involves collecting and analysing non-numerical data (e.g., text, video, or audio) to understand concepts, opinions, or experiences. It can be used to gather in-depth insights into a problem or generate new ideas for research.

Qualitative research is the opposite of quantitative research , which involves collecting and analysing numerical data for statistical analysis.

Qualitative research is commonly used in the humanities and social sciences, in subjects such as anthropology, sociology, education, health sciences, and history.

• How does social media shape body image in teenagers?
• How do children and adults interpret healthy eating in the UK?
• What factors influence employee retention in a large organisation?
• How is anxiety experienced around the world?
• How can teachers integrate social issues into science curriculums?

Table of contents

Approaches to qualitative research, qualitative research methods, qualitative data analysis, advantages of qualitative research, disadvantages of qualitative research, frequently asked questions about qualitative research.

Qualitative research is used to understand how people experience the world. While there are many approaches to qualitative research, they tend to be flexible and focus on retaining rich meaning when interpreting data.

Common approaches include grounded theory, ethnography, action research, phenomenological research, and narrative research. They share some similarities, but emphasise different aims and perspectives.

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Each of the research approaches involve using one or more data collection methods . These are some of the most common qualitative methods:

• Observations: recording what you have seen, heard, or encountered in detailed field notes.
• Interviews:  personally asking people questions in one-on-one conversations.
• Focus groups: asking questions and generating discussion among a group of people.
• Surveys : distributing questionnaires with open-ended questions.
• Secondary research: collecting existing data in the form of texts, images, audio or video recordings, etc.
• You take field notes with observations and reflect on your own experiences of the company culture.
• You distribute open-ended surveys to employees across all the company’s offices by email to find out if the culture varies across locations.
• You conduct in-depth interviews with employees in your office to learn about their experiences and perspectives in greater detail.

Qualitative researchers often consider themselves ‘instruments’ in research because all observations, interpretations and analyses are filtered through their own personal lens.

For this reason, when writing up your methodology for qualitative research, it’s important to reflect on your approach and to thoroughly explain the choices you made in collecting and analysing the data.

Qualitative data can take the form of texts, photos, videos and audio. For example, you might be working with interview transcripts, survey responses, fieldnotes, or recordings from natural settings.

Most types of qualitative data analysis share the same five steps:

• Prepare and organise your data. This may mean transcribing interviews or typing up fieldnotes.
• Review and explore your data. Examine the data for patterns or repeated ideas that emerge.
• Develop a data coding system. Based on your initial ideas, establish a set of codes that you can apply to categorise your data.
• Assign codes to the data. For example, in qualitative survey analysis, this may mean going through each participant’s responses and tagging them with codes in a spreadsheet. As you go through your data, you can create new codes to add to your system if necessary.
• Identify recurring themes. Link codes together into cohesive, overarching themes.

There are several specific approaches to analysing qualitative data. Although these methods share similar processes, they emphasise different concepts.

Qualitative research often tries to preserve the voice and perspective of participants and can be adjusted as new research questions arise. Qualitative research is good for:

• Flexibility

The data collection and analysis process can be adapted as new ideas or patterns emerge. They are not rigidly decided beforehand.

• Natural settings

Data collection occurs in real-world contexts or in naturalistic ways.

• Meaningful insights

Detailed descriptions of people’s experiences, feelings and perceptions can be used in designing, testing or improving systems or products.

• Generation of new ideas

Open-ended responses mean that researchers can uncover novel problems or opportunities that they wouldn’t have thought of otherwise.

Researchers must consider practical and theoretical limitations in analysing and interpreting their data. Qualitative research suffers from:

• Unreliability

The real-world setting often makes qualitative research unreliable because of uncontrolled factors that affect the data.

• Subjectivity

Due to the researcher’s primary role in analysing and interpreting data, qualitative research cannot be replicated . The researcher decides what is important and what is irrelevant in data analysis, so interpretations of the same data can vary greatly.

• Limited generalisability

Small samples are often used to gather detailed data about specific contexts. Despite rigorous analysis procedures, it is difficult to draw generalisable conclusions because the data may be biased and unrepresentative of the wider population .

• Labour-intensive

Although software can be used to manage and record large amounts of text, data analysis often has to be checked or performed manually.

Quantitative research deals with numbers and statistics, while qualitative research deals with words and meanings.

Quantitative methods allow you to test a hypothesis by systematically collecting and analysing data, while qualitative methods allow you to explore ideas and experiences in depth.

There are five common approaches to qualitative research :

• Grounded theory involves collecting data in order to develop new theories.
• Ethnography involves immersing yourself in a group or organisation to understand its culture.
• Narrative research involves interpreting stories to understand how people make sense of their experiences and perceptions.
• Phenomenological research involves investigating phenomena through people’s lived experiences.
• Action research links theory and practice in several cycles to drive innovative changes.

Data collection is the systematic process by which observations or measurements are gathered in research. It is used in many different contexts by academics, governments, businesses, and other organisations.

There are various approaches to qualitative data analysis , but they all share five steps in common:

• Prepare and organise your data.
• Review and explore your data.
• Develop a data coding system.
• Assign codes to the data.
• Identify recurring themes.

The specifics of each step depend on the focus of the analysis. Some common approaches include textual analysis , thematic analysis , and discourse analysis .

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Qualitative Research Definition

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Table of Contents

Qualitative research seeks to understand people’s experiences and perspectives by studying social organizations and human behavior. Data in qualitative studies focuses on people’s beliefs and emotional responses. Qualitative data is especially helpful when a company wants to know how customers feel about a product or service, such as in user experience (UX) design or marketing . 

Researchers use qualitative approaches to “determine answers to research questions on human behavior and the cultural values that drive our thinking and behavior,” says Margaret J. King, director at The Center for Cultural Studies & Analysis in Philadelphia.

Data in qualitative research typically can’t be assessed mathematically — the data is not sets of numbers or quantifiable information. Rather, it’s collections of images, words, notes on behaviors, descriptions of emotions, and historical context. Data is collected through observations, interviews, surveys, focus groups, and secondary research. 

However, a qualitative study needs a “clear research question at its base,” notes King, and the research needs to be “observed, categorized, compared, and evaluated (along a scale or by a typology chart) by reference to a baseline in order to determine an outcome with value as new and reliable information.”

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Who Uses Qualitative Research?

Researchers in social sciences and humanities often use qualitative research methods, especially in specific areas of study like anthropology, history, education, and sociology. 

Qualitative methods are also applicable in business, technology , and marketing spaces. For example, product managers use qualitative research to understand how target audiences respond to their products. They may use focus groups to gain insights from potential customers on product prototypes and improvements or surveys from existing customers to understand what changes users want to see. 

Other careers that may involve qualitative research include: 

• Marketing analyst
• UX and UI analyst
• Market researcher
• Statistician
• Business analyst
• Data analyst
• Research assistant
• Claims investigator

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Good research begins with a question, and this question informs the approach used by qualitative researchers. 

Grounded Theory

Grounded theory is an inductive approach to theory development. In many forms of research, you begin with a hypothesis and then test it to see if you’re correct. In grounded theory, though, you go in without any assumptions and rely on the data you collect to form theories. You start with an open question about a phenomenon you are studying and collect and analyze data until you can form a fully-fledged theory from the information. 

Example: A company wants to improve its brand and marketing strategies. The company performs a grounded theory approach to solving this problem by conducting interviews and surveys with past, current, and prospective customers. The information gathered from these methods helps the company understand what type of branding and marketing their customer-base likes and dislikes, allowing the team to inductively craft a new brand and marketing strategy from the data. 

Action Research

Action research is one part study and one part problem-solving . Through action research, analysts investigate a problem or weakness and develop practical solutions. The process of action research is cyclical —- researchers assess solutions for efficiency and effectiveness, and create further solutions to correct any issues found. 

Example: A manager notices her employees struggle to cooperate on group projects. She carefully reviews how team members interact with each other and asks them all to respond to a survey about communication. Through the survey and study, she finds that guidelines for group projects are unclear. After changing the guidelines, she reviews her team again to see if there are any changes to their behavior.  

>>MORE: Explore how action research helps consultants serve clients with Accenture’s Client Research and Problem Identification job simulation .

Phenomenological Research

Phenomenological research investigates a phenomenon in depth, looking at people’s experiences and understanding of the situation. This sort of study is primarily descriptive and seeks to broaden understanding around a specific incident and the people involved. Researchers in phenomenological studies must be careful to set aside any biases or assumptions because the information used should be entirely from the subjects themselves. 

Example : A researcher wants to better understand the lived experience of college students with jobs. The purpose of this research is to gain insights into the pressures of college students who balance studying and working at the same time. The researcher conducts a series of interviews with several college students, learning about their past and current situations. Through the first few interviews, the researcher builds a relationship with the students. Later discussions are more targeted, with questions prompting the students to discuss their emotions surrounding both work and school and the difficulties and benefits arising from their situation. The researcher then analyzes these interviews, and identifies shared themes to contextualize the experiences of the students.

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Ethnography

Ethnography is an immersive study of a particular culture or community. Through ethnographic research, analysts aim to learn about a group’s conventions, social dynamics, and cultural norms. Some researchers use active observation methods, finding ways to integrate themselves into the culture as much as possible. Others use passive observation, watching closely from the outside but not fully immersing themselves. 

Example: A company hires an external researcher to learn what their company’s culture is actually like. The researcher studies the social dynamics of the employees and may even look at how these employees interact with clients and with each other outside of the office. The goal is to deliver a comprehensive report of the company’s culture and the social dynamics of its employees.

Case Studies

A case study is a type of in-depth analysis of a situation. Case studies can focus on an organization, belief system, event, person, or action. The goal of a case study is to understand the phenomenon and put it in a real-world context. Case studies are also commonly used in marketing and sales to highlight the benefits of a company’s products or services. 

Example: A business performs a case study of its competitors’ strategies. This case study aims to show why the company should adopt a specific business strategy. The study looks at each competitor’s business structure, marketing campaigns, product offerings, and historical growth trends. Then, using this data on other businesses, the researcher can theorize how that strategy would benefit their company.

>>MORE: Learn how companies use case study interviews to assess candidates’ research and problem-solving skills. 

Qualitative research methods are great for generating new ideas. The exploratory nature of qualitative research means uncovering unexpected information, which often leads to new theories and further research topics. Additionally, qualitative findings feel meaningful. These studies focus on people, emotions, and societies and may feel closer to their communities than quantitative research that relies on more mathematical and logical data. 

However, qualitative research can be unreliable at times. It’s difficult to replicate qualitative studies since people’s opinions and emotions can change quickly. For example, a focus group has a lot of variables that can affect the outcome, and that same group, asked the same questions a year later, may have entirely different responses. The data collection can also be difficult and time-consuming with qualitative research. Ultimately, interviewing people, reviewing surveys, and understanding and explaining human emotions can be incredibly complex.

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While qualitative research deals with data that isn’t easily manipulated by mathematics, quantitative research almost exclusively involves numbers and numerical data. Quantitative studies aim to find concrete details, like units of time, percentages, or statistics. 

Besides the types of data used, a core difference between quantitative and qualitative research is the idea of control and replication. 

“Qualitative is less subject to control (as in lab studies) and, therefore, less statistically measurable than quantitative approaches,” says King.

One person’s interview about a specific topic can have completely different responses than every other person’s interview since there are so many variables in qualitative research. On the other hand, quantitative studies can often be replicated. For instance, when testing the effects of a new medication, quantifiable data, like blood test results, can be repeated. Qualitative data, though, like how people feel about the medication, may differ from person to person and from moment to moment.

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You can show your experience with qualitative research on your resume in your skills or work experience sections and your cover letter . 

• In your skills section , you can list types of qualitative research you are skilled at, like conducting interviews, performing grounded theory research, or crafting case studies. 
• In your work or internship experience descriptions , you can highlight specific examples, like talking about a time you used action research to solve a complex issue at your last job. 
• In your cover letter , you can discuss in-depth qualitative research projects you’ve completed. For instance, say you spent a summer conducting ethnographic research or a whole semester running focus groups to get feedback on a product. You can talk about these experiences in your cover letter and note how these skills make you a great fit for the job. 

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Presenting and Evaluating Qualitative Research

The purpose of this paper is to help authors to think about ways to present qualitative research papers in the American Journal of Pharmaceutical Education . It also discusses methods for reviewers to assess the rigour, quality, and usefulness of qualitative research. Examples of different ways to present data from interviews, observations, and focus groups are included. The paper concludes with guidance for publishing qualitative research and a checklist for authors and reviewers.

INTRODUCTION

Policy and practice decisions, including those in education, increasingly are informed by findings from qualitative as well as quantitative research. Qualitative research is useful to policymakers because it often describes the settings in which policies will be implemented. Qualitative research is also useful to both pharmacy practitioners and pharmacy academics who are involved in researching educational issues in both universities and practice and in developing teaching and learning.

Qualitative research involves the collection, analysis, and interpretation of data that are not easily reduced to numbers. These data relate to the social world and the concepts and behaviors of people within it. Qualitative research can be found in all social sciences and in the applied fields that derive from them, for example, research in health services, nursing, and pharmacy. 1 It looks at X in terms of how X varies in different circumstances rather than how big is X or how many Xs are there? 2 Textbooks often subdivide research into qualitative and quantitative approaches, furthering the common assumption that there are fundamental differences between the 2 approaches. With pharmacy educators who have been trained in the natural and clinical sciences, there is often a tendency to embrace quantitative research, perhaps due to familiarity. A growing consensus is emerging that sees both qualitative and quantitative approaches as useful to answering research questions and understanding the world. Increasingly mixed methods research is being carried out where the researcher explicitly combines the quantitative and qualitative aspects of the study. 3 , 4

Like healthcare, education involves complex human interactions that can rarely be studied or explained in simple terms. Complex educational situations demand complex understanding; thus, the scope of educational research can be extended by the use of qualitative methods. Qualitative research can sometimes provide a better understanding of the nature of educational problems and thus add to insights into teaching and learning in a number of contexts. For example, at the University of Nottingham, we conducted in-depth interviews with pharmacists to determine their perceptions of continuing professional development and who had influenced their learning. We also have used a case study approach using observation of practice and in-depth interviews to explore physiotherapists' views of influences on their leaning in practice. We have conducted in-depth interviews with a variety of stakeholders in Malawi, Africa, to explore the issues surrounding pharmacy academic capacity building. A colleague has interviewed and conducted focus groups with students to explore cultural issues as part of a joint Nottingham-Malaysia pharmacy degree program. Another colleague has interviewed pharmacists and patients regarding their expectations before and after clinic appointments and then observed pharmacist-patient communication in clinics and assessed it using the Calgary Cambridge model in order to develop recommendations for communication skills training. 5 We have also performed documentary analysis on curriculum data to compare pharmacist and nurse supplementary prescribing courses in the United Kingdom.

It is important to choose the most appropriate methods for what is being investigated. Qualitative research is not appropriate to answer every research question and researchers need to think carefully about their objectives. Do they wish to study a particular phenomenon in depth (eg, students' perceptions of studying in a different culture)? Or are they more interested in making standardized comparisons and accounting for variance (eg, examining differences in examination grades after changing the way the content of a module is taught). Clearly a quantitative approach would be more appropriate in the last example. As with any research project, a clear research objective has to be identified to know which methods should be applied.

Types of qualitative data include:

• Audio recordings and transcripts from in-depth or semi-structured interviews
• Structured interview questionnaires containing substantial open comments including a substantial number of responses to open comment items.
• Audio recordings and transcripts from focus group sessions.
• Field notes (notes taken by the researcher while in the field [setting] being studied)
• Video recordings (eg, lecture delivery, class assignments, laboratory performance)
• Case study notes
• Documents (reports, meeting minutes, e-mails)
• Diaries, video diaries
• Observation notes
• Press clippings
• Photographs

RIGOUR IN QUALITATIVE RESEARCH

Qualitative research is often criticized as biased, small scale, anecdotal, and/or lacking rigor; however, when it is carried out properly it is unbiased, in depth, valid, reliable, credible and rigorous. In qualitative research, there needs to be a way of assessing the “extent to which claims are supported by convincing evidence.” 1 Although the terms reliability and validity traditionally have been associated with quantitative research, increasingly they are being seen as important concepts in qualitative research as well. Examining the data for reliability and validity assesses both the objectivity and credibility of the research. Validity relates to the honesty and genuineness of the research data, while reliability relates to the reproducibility and stability of the data.

The validity of research findings refers to the extent to which the findings are an accurate representation of the phenomena they are intended to represent. The reliability of a study refers to the reproducibility of the findings. Validity can be substantiated by a number of techniques including triangulation use of contradictory evidence, respondent validation, and constant comparison. Triangulation is using 2 or more methods to study the same phenomenon. Contradictory evidence, often known as deviant cases, must be sought out, examined, and accounted for in the analysis to ensure that researcher bias does not interfere with or alter their perception of the data and any insights offered. Respondent validation, which is allowing participants to read through the data and analyses and provide feedback on the researchers' interpretations of their responses, provides researchers with a method of checking for inconsistencies, challenges the researchers' assumptions, and provides them with an opportunity to re-analyze their data. The use of constant comparison means that one piece of data (for example, an interview) is compared with previous data and not considered on its own, enabling researchers to treat the data as a whole rather than fragmenting it. Constant comparison also enables the researcher to identify emerging/unanticipated themes within the research project.

STRENGTHS AND LIMITATIONS OF QUALITATIVE RESEARCH

Qualitative researchers have been criticized for overusing interviews and focus groups at the expense of other methods such as ethnography, observation, documentary analysis, case studies, and conversational analysis. Qualitative research has numerous strengths when properly conducted.

Strengths of Qualitative Research

• Issues can be examined in detail and in depth.
• Interviews are not restricted to specific questions and can be guided/redirected by the researcher in real time.
• The research framework and direction can be quickly revised as new information emerges.
• The data based on human experience that is obtained is powerful and sometimes more compelling than quantitative data.
• Subtleties and complexities about the research subjects and/or topic are discovered that are often missed by more positivistic enquiries.
• Data usually are collected from a few cases or individuals so findings cannot be generalized to a larger population. Findings can however be transferable to another setting.

Limitations of Qualitative Research

• Research quality is heavily dependent on the individual skills of the researcher and more easily influenced by the researcher's personal biases and idiosyncrasies.
• Rigor is more difficult to maintain, assess, and demonstrate.
• The volume of data makes analysis and interpretation time consuming.
• It is sometimes not as well understood and accepted as quantitative research within the scientific community
• The researcher's presence during data gathering, which is often unavoidable in qualitative research, can affect the subjects' responses.
• Issues of anonymity and confidentiality can present problems when presenting findings
• Findings can be more difficult and time consuming to characterize in a visual way.

PRESENTATION OF QUALITATIVE RESEARCH FINDINGS

The following extracts are examples of how qualitative data might be presented:

Data From an Interview.

The following is an example of how to present and discuss a quote from an interview.

The researcher should select quotes that are poignant and/or most representative of the research findings. Including large portions of an interview in a research paper is not necessary and often tedious for the reader. The setting and speakers should be established in the text at the end of the quote.

The student describes how he had used deep learning in a dispensing module. He was able to draw on learning from a previous module, “I found that while using the e learning programme I was able to apply the knowledge and skills that I had gained in last year's diseases and goals of treatment module.” (interviewee 22, male)

This is an excerpt from an article on curriculum reform that used interviews 5 :

The first question was, “Without the accreditation mandate, how much of this curriculum reform would have been attempted?” According to respondents, accreditation played a significant role in prompting the broad-based curricular change, and their comments revealed a nuanced view. Most indicated that the change would likely have occurred even without the mandate from the accreditation process: “It reflects where the profession wants to be … training a professional who wants to take on more responsibility.” However, they also commented that “if it were not mandated, it could have been a very difficult road.” Or it “would have happened, but much later.” The change would more likely have been incremental, “evolutionary,” or far more limited in its scope. “Accreditation tipped the balance” was the way one person phrased it. “Nobody got serious until the accrediting body said it would no longer accredit programs that did not change.”

Data From Observations

The following example is some data taken from observation of pharmacist patient consultations using the Calgary Cambridge guide. 6 , 7 The data are first presented and a discussion follows:

Pharmacist: We will soon be starting a stop smoking clinic. Patient: Is the interview over now? Pharmacist: No this is part of it. (Laughs) You can't tell me to bog off (sic) yet. (pause) We will be starting a stop smoking service here, Patient: Yes. Pharmacist: with one-to-one and we will be able to help you or try to help you. If you want it. In this example, the pharmacist has picked up from the patient's reaction to the stop smoking clinic that she is not receptive to advice about giving up smoking at this time; in fact she would rather end the consultation. The pharmacist draws on his prior relationship with the patient and makes use of a joke to lighten the tone. He feels his message is important enough to persevere but he presents the information in a succinct and non-pressurised way. His final comment of “If you want it” is important as this makes it clear that he is not putting any pressure on the patient to take up this offer. This extract shows that some patient cues were picked up, and appropriately dealt with, but this was not the case in all examples.

Data From Focus Groups

This excerpt from a study involving 11 focus groups illustrates how findings are presented using representative quotes from focus group participants. 8

Those pharmacists who were initially familiar with CPD endorsed the model for their peers, and suggested it had made a meaningful difference in the way they viewed their own practice. In virtually all focus groups sessions, pharmacists familiar with and supportive of the CPD paradigm had worked in collaborative practice environments such as hospital pharmacy practice. For these pharmacists, the major advantage of CPD was the linking of workplace learning with continuous education. One pharmacist stated, “It's amazing how much I have to learn every day, when I work as a pharmacist. With [the learning portfolio] it helps to show how much learning we all do, every day. It's kind of satisfying to look it over and see how much you accomplish.” Within many of the learning portfolio-sharing sessions, debates emerged regarding the true value of traditional continuing education and its outcome in changing an individual's practice. While participants appreciated the opportunity for social and professional networking inherent in some forms of traditional CE, most eventually conceded that the academic value of most CE programming was limited by the lack of a systematic process for following-up and implementing new learning in the workplace. “Well it's nice to go to these [continuing education] events, but really, I don't know how useful they are. You go, you sit, you listen, but then, well I at least forget.”

The following is an extract from a focus group (conducted by the author) with first-year pharmacy students about community placements. It illustrates how focus groups provide a chance for participants to discuss issues on which they might disagree.

Interviewer: So you are saying that you would prefer health related placements? Student 1: Not exactly so long as I could be developing my communication skill. Student 2: Yes but I still think the more health related the placement is the more I'll gain from it. Student 3: I disagree because other people related skills are useful and you may learn those from taking part in a community project like building a garden. Interviewer: So would you prefer a mixture of health and non health related community placements?

GUIDANCE FOR PUBLISHING QUALITATIVE RESEARCH

Qualitative research is becoming increasingly accepted and published in pharmacy and medical journals. Some journals and publishers have guidelines for presenting qualitative research, for example, the British Medical Journal 9 and Biomedcentral . 10 Medical Education published a useful series of articles on qualitative research. 11 Some of the important issues that should be considered by authors, reviewers and editors when publishing qualitative research are discussed below.

Introduction.

A good introduction provides a brief overview of the manuscript, including the research question and a statement justifying the research question and the reasons for using qualitative research methods. This section also should provide background information, including relevant literature from pharmacy, medicine, and other health professions, as well as literature from the field of education that addresses similar issues. Any specific educational or research terminology used in the manuscript should be defined in the introduction.

The methods section should clearly state and justify why the particular method, for example, face to face semistructured interviews, was chosen. The method should be outlined and illustrated with examples such as the interview questions, focusing exercises, observation criteria, etc. The criteria for selecting the study participants should then be explained and justified. The way in which the participants were recruited and by whom also must be stated. A brief explanation/description should be included of those who were invited to participate but chose not to. It is important to consider “fair dealing,” ie, whether the research design explicitly incorporates a wide range of different perspectives so that the viewpoint of 1 group is never presented as if it represents the sole truth about any situation. The process by which ethical and or research/institutional governance approval was obtained should be described and cited.

The study sample and the research setting should be described. Sampling differs between qualitative and quantitative studies. In quantitative survey studies, it is important to select probability samples so that statistics can be used to provide generalizations to the population from which the sample was drawn. Qualitative research necessitates having a small sample because of the detailed and intensive work required for the study. So sample sizes are not calculated using mathematical rules and probability statistics are not applied. Instead qualitative researchers should describe their sample in terms of characteristics and relevance to the wider population. Purposive sampling is common in qualitative research. Particular individuals are chosen with characteristics relevant to the study who are thought will be most informative. Purposive sampling also may be used to produce maximum variation within a sample. Participants being chosen based for example, on year of study, gender, place of work, etc. Representative samples also may be used, for example, 20 students from each of 6 schools of pharmacy. Convenience samples involve the researcher choosing those who are either most accessible or most willing to take part. This may be fine for exploratory studies; however, this form of sampling may be biased and unrepresentative of the population in question. Theoretical sampling uses insights gained from previous research to inform sample selection for a new study. The method for gaining informed consent from the participants should be described, as well as how anonymity and confidentiality of subjects were guaranteed. The method of recording, eg, audio or video recording, should be noted, along with procedures used for transcribing the data.

Data Analysis.

A description of how the data were analyzed also should be included. Was computer-aided qualitative data analysis software such as NVivo (QSR International, Cambridge, MA) used? Arrival at “data saturation” or the end of data collection should then be described and justified. A good rule when considering how much information to include is that readers should have been given enough information to be able to carry out similar research themselves.

One of the strengths of qualitative research is the recognition that data must always be understood in relation to the context of their production. 1 The analytical approach taken should be described in detail and theoretically justified in light of the research question. If the analysis was repeated by more than 1 researcher to ensure reliability or trustworthiness, this should be stated and methods of resolving any disagreements clearly described. Some researchers ask participants to check the data. If this was done, it should be fully discussed in the paper.

An adequate account of how the findings were produced should be included A description of how the themes and concepts were derived from the data also should be included. Was an inductive or deductive process used? The analysis should not be limited to just those issues that the researcher thinks are important, anticipated themes, but also consider issues that participants raised, ie, emergent themes. Qualitative researchers must be open regarding the data analysis and provide evidence of their thinking, for example, were alternative explanations for the data considered and dismissed, and if so, why were they dismissed? It also is important to present outlying or negative/deviant cases that did not fit with the central interpretation.

The interpretation should usually be grounded in interviewees or respondents' contributions and may be semi-quantified, if this is possible or appropriate, for example, “Half of the respondents said …” “The majority said …” “Three said…” Readers should be presented with data that enable them to “see what the researcher is talking about.” 1 Sufficient data should be presented to allow the reader to clearly see the relationship between the data and the interpretation of the data. Qualitative data conventionally are presented by using illustrative quotes. Quotes are “raw data” and should be compiled and analyzed, not just listed. There should be an explanation of how the quotes were chosen and how they are labeled. For example, have pseudonyms been given to each respondent or are the respondents identified using codes, and if so, how? It is important for the reader to be able to see that a range of participants have contributed to the data and that not all the quotes are drawn from 1 or 2 individuals. There is a tendency for authors to overuse quotes and for papers to be dominated by a series of long quotes with little analysis or discussion. This should be avoided.

Participants do not always state the truth and may say what they think the interviewer wishes to hear. A good qualitative researcher should not only examine what people say but also consider how they structured their responses and how they talked about the subject being discussed, for example, the person's emotions, tone, nonverbal communication, etc. If the research was triangulated with other qualitative or quantitative data, this should be discussed.

Discussion.

The findings should be presented in the context of any similar previous research and or theories. A discussion of the existing literature and how this present research contributes to the area should be included. A consideration must also be made about how transferrable the research would be to other settings. Any particular strengths and limitations of the research also should be discussed. It is common practice to include some discussion within the results section of qualitative research and follow with a concluding discussion.

The author also should reflect on their own influence on the data, including a consideration of how the researcher(s) may have introduced bias to the results. The researcher should critically examine their own influence on the design and development of the research, as well as on data collection and interpretation of the data, eg, were they an experienced teacher who researched teaching methods? If so, they should discuss how this might have influenced their interpretation of the results.

Conclusion.

The conclusion should summarize the main findings from the study and emphasize what the study adds to knowledge in the area being studied. Mays and Pope suggest the researcher ask the following 3 questions to determine whether the conclusions of a qualitative study are valid 12 : How well does this analysis explain why people behave in the way they do? How comprehensible would this explanation be to a thoughtful participant in the setting? How well does the explanation cohere with what we already know?

CHECKLIST FOR QUALITATIVE PAPERS

This paper establishes criteria for judging the quality of qualitative research. It provides guidance for authors and reviewers to prepare and review qualitative research papers for the American Journal of Pharmaceutical Education . A checklist is provided in Appendix 1 to assist both authors and reviewers of qualitative data.

ACKNOWLEDGEMENTS

Thank you to the 3 reviewers whose ideas helped me to shape this paper.

Appendix 1. Checklist for authors and reviewers of qualitative research.

Introduction

• □ Research question is clearly stated.
• □ Research question is justified and related to the existing knowledge base (empirical research, theory, policy).
• □ Any specific research or educational terminology used later in manuscript is defined.
• □ The process by which ethical and or research/institutional governance approval was obtained is described and cited.
• □ Reason for choosing particular research method is stated.
• □ Criteria for selecting study participants are explained and justified.
• □ Recruitment methods are explicitly stated.
• □ Details of who chose not to participate and why are given.
• □ Study sample and research setting used are described.
• □ Method for gaining informed consent from the participants is described.
• □ Maintenance/Preservation of subject anonymity and confidentiality is described.
• □ Method of recording data (eg, audio or video recording) and procedures for transcribing data are described.
• □ Methods are outlined and examples given (eg, interview guide).
• □ Decision to stop data collection is described and justified.
• □ Data analysis and verification are described, including by whom they were performed.
• □ Methods for identifying/extrapolating themes and concepts from the data are discussed.
• □ Sufficient data are presented to allow a reader to assess whether or not the interpretation is supported by the data.
• □ Outlying or negative/deviant cases that do not fit with the central interpretation are presented.
• □ Transferability of research findings to other settings is discussed.
• □ Findings are presented in the context of any similar previous research and social theories.
• □ Discussion often is incorporated into the results in qualitative papers.
• □ A discussion of the existing literature and how this present research contributes to the area is included.
• □ Any particular strengths and limitations of the research are discussed.
• □ Reflection of the influence of the researcher(s) on the data, including a consideration of how the researcher(s) may have introduced bias to the results is included.

Conclusions

• □ The conclusion states the main finings of the study and emphasizes what the study adds to knowledge in the subject area.

Qualitative Research : Definition

Qualitative research is the naturalistic study of social meanings and processes, using interviews, observations, and the analysis of texts and images.  In contrast to quantitative researchers, whose statistical methods enable broad generalizations about populations (for example, comparisons of the percentages of U.S. demographic groups who vote in particular ways), qualitative researchers use in-depth studies of the social world to analyze how and why groups think and act in particular ways (for instance, case studies of the experiences that shape political views).   

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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

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• Open access
• Published: 27 May 2020

How to use and assess qualitative research methods

• Loraine Busetto   ORCID: orcid.org/0000-0002-9228-7875 1 ,
• Wolfgang Wick 1 , 2 &
• Christoph Gumbinger 1  

Neurological Research and Practice volume  2 , Article number:  14 ( 2020 ) Cite this article

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This paper aims to provide an overview of the use and assessment of qualitative research methods in the health sciences. Qualitative research can be defined as the study of the nature of phenomena and is especially appropriate for answering questions of why something is (not) observed, assessing complex multi-component interventions, and focussing on intervention improvement. The most common methods of data collection are document study, (non-) participant observations, semi-structured interviews and focus groups. For data analysis, field-notes and audio-recordings are transcribed into protocols and transcripts, and coded using qualitative data management software. Criteria such as checklists, reflexivity, sampling strategies, piloting, co-coding, member-checking and stakeholder involvement can be used to enhance and assess the quality of the research conducted. Using qualitative in addition to quantitative designs will equip us with better tools to address a greater range of research problems, and to fill in blind spots in current neurological research and practice.

The aim of this paper is to provide an overview of qualitative research methods, including hands-on information on how they can be used, reported and assessed. This article is intended for beginning qualitative researchers in the health sciences as well as experienced quantitative researchers who wish to broaden their understanding of qualitative research.

What is qualitative research?

Qualitative research is defined as “the study of the nature of phenomena”, including “their quality, different manifestations, the context in which they appear or the perspectives from which they can be perceived” , but excluding “their range, frequency and place in an objectively determined chain of cause and effect” [ 1 ]. This formal definition can be complemented with a more pragmatic rule of thumb: qualitative research generally includes data in form of words rather than numbers [ 2 ].

Why conduct qualitative research?

Because some research questions cannot be answered using (only) quantitative methods. For example, one Australian study addressed the issue of why patients from Aboriginal communities often present late or not at all to specialist services offered by tertiary care hospitals. Using qualitative interviews with patients and staff, it found one of the most significant access barriers to be transportation problems, including some towns and communities simply not having a bus service to the hospital [ 3 ]. A quantitative study could have measured the number of patients over time or even looked at possible explanatory factors – but only those previously known or suspected to be of relevance. To discover reasons for observed patterns, especially the invisible or surprising ones, qualitative designs are needed.

While qualitative research is common in other fields, it is still relatively underrepresented in health services research. The latter field is more traditionally rooted in the evidence-based-medicine paradigm, as seen in " research that involves testing the effectiveness of various strategies to achieve changes in clinical practice, preferably applying randomised controlled trial study designs (...) " [ 4 ]. This focus on quantitative research and specifically randomised controlled trials (RCT) is visible in the idea of a hierarchy of research evidence which assumes that some research designs are objectively better than others, and that choosing a "lesser" design is only acceptable when the better ones are not practically or ethically feasible [ 5 , 6 ]. Others, however, argue that an objective hierarchy does not exist, and that, instead, the research design and methods should be chosen to fit the specific research question at hand – "questions before methods" [ 2 , 7 , 8 , 9 ]. This means that even when an RCT is possible, some research problems require a different design that is better suited to addressing them. Arguing in JAMA, Berwick uses the example of rapid response teams in hospitals, which he describes as " a complex, multicomponent intervention – essentially a process of social change" susceptible to a range of different context factors including leadership or organisation history. According to him, "[in] such complex terrain, the RCT is an impoverished way to learn. Critics who use it as a truth standard in this context are incorrect" [ 8 ] . Instead of limiting oneself to RCTs, Berwick recommends embracing a wider range of methods , including qualitative ones, which for "these specific applications, (...) are not compromises in learning how to improve; they are superior" [ 8 ].

Research problems that can be approached particularly well using qualitative methods include assessing complex multi-component interventions or systems (of change), addressing questions beyond “what works”, towards “what works for whom when, how and why”, and focussing on intervention improvement rather than accreditation [ 7 , 9 , 10 , 11 , 12 ]. Using qualitative methods can also help shed light on the “softer” side of medical treatment. For example, while quantitative trials can measure the costs and benefits of neuro-oncological treatment in terms of survival rates or adverse effects, qualitative research can help provide a better understanding of patient or caregiver stress, visibility of illness or out-of-pocket expenses.

How to conduct qualitative research?

Given that qualitative research is characterised by flexibility, openness and responsivity to context, the steps of data collection and analysis are not as separate and consecutive as they tend to be in quantitative research [ 13 , 14 ]. As Fossey puts it : “sampling, data collection, analysis and interpretation are related to each other in a cyclical (iterative) manner, rather than following one after another in a stepwise approach” [ 15 ]. The researcher can make educated decisions with regard to the choice of method, how they are implemented, and to which and how many units they are applied [ 13 ]. As shown in Fig.  1 , this can involve several back-and-forth steps between data collection and analysis where new insights and experiences can lead to adaption and expansion of the original plan. Some insights may also necessitate a revision of the research question and/or the research design as a whole. The process ends when saturation is achieved, i.e. when no relevant new information can be found (see also below: sampling and saturation). For reasons of transparency, it is essential for all decisions as well as the underlying reasoning to be well-documented.

Iterative research process

While it is not always explicitly addressed, qualitative methods reflect a different underlying research paradigm than quantitative research (e.g. constructivism or interpretivism as opposed to positivism). The choice of methods can be based on the respective underlying substantive theory or theoretical framework used by the researcher [ 2 ].

Data collection

The methods of qualitative data collection most commonly used in health research are document study, observations, semi-structured interviews and focus groups [ 1 , 14 , 16 , 17 ].

Document study

Document study (also called document analysis) refers to the review by the researcher of written materials [ 14 ]. These can include personal and non-personal documents such as archives, annual reports, guidelines, policy documents, diaries or letters.

Observations

Observations are particularly useful to gain insights into a certain setting and actual behaviour – as opposed to reported behaviour or opinions [ 13 ]. Qualitative observations can be either participant or non-participant in nature. In participant observations, the observer is part of the observed setting, for example a nurse working in an intensive care unit [ 18 ]. In non-participant observations, the observer is “on the outside looking in”, i.e. present in but not part of the situation, trying not to influence the setting by their presence. Observations can be planned (e.g. for 3 h during the day or night shift) or ad hoc (e.g. as soon as a stroke patient arrives at the emergency room). During the observation, the observer takes notes on everything or certain pre-determined parts of what is happening around them, for example focusing on physician-patient interactions or communication between different professional groups. Written notes can be taken during or after the observations, depending on feasibility (which is usually lower during participant observations) and acceptability (e.g. when the observer is perceived to be judging the observed). Afterwards, these field notes are transcribed into observation protocols. If more than one observer was involved, field notes are taken independently, but notes can be consolidated into one protocol after discussions. Advantages of conducting observations include minimising the distance between the researcher and the researched, the potential discovery of topics that the researcher did not realise were relevant and gaining deeper insights into the real-world dimensions of the research problem at hand [ 18 ].

Semi-structured interviews

Hijmans & Kuyper describe qualitative interviews as “an exchange with an informal character, a conversation with a goal” [ 19 ]. Interviews are used to gain insights into a person’s subjective experiences, opinions and motivations – as opposed to facts or behaviours [ 13 ]. Interviews can be distinguished by the degree to which they are structured (i.e. a questionnaire), open (e.g. free conversation or autobiographical interviews) or semi-structured [ 2 , 13 ]. Semi-structured interviews are characterized by open-ended questions and the use of an interview guide (or topic guide/list) in which the broad areas of interest, sometimes including sub-questions, are defined [ 19 ]. The pre-defined topics in the interview guide can be derived from the literature, previous research or a preliminary method of data collection, e.g. document study or observations. The topic list is usually adapted and improved at the start of the data collection process as the interviewer learns more about the field [ 20 ]. Across interviews the focus on the different (blocks of) questions may differ and some questions may be skipped altogether (e.g. if the interviewee is not able or willing to answer the questions or for concerns about the total length of the interview) [ 20 ]. Qualitative interviews are usually not conducted in written format as it impedes on the interactive component of the method [ 20 ]. In comparison to written surveys, qualitative interviews have the advantage of being interactive and allowing for unexpected topics to emerge and to be taken up by the researcher. This can also help overcome a provider or researcher-centred bias often found in written surveys, which by nature, can only measure what is already known or expected to be of relevance to the researcher. Interviews can be audio- or video-taped; but sometimes it is only feasible or acceptable for the interviewer to take written notes [ 14 , 16 , 20 ].

Focus groups

Focus groups are group interviews to explore participants’ expertise and experiences, including explorations of how and why people behave in certain ways [ 1 ]. Focus groups usually consist of 6–8 people and are led by an experienced moderator following a topic guide or “script” [ 21 ]. They can involve an observer who takes note of the non-verbal aspects of the situation, possibly using an observation guide [ 21 ]. Depending on researchers’ and participants’ preferences, the discussions can be audio- or video-taped and transcribed afterwards [ 21 ]. Focus groups are useful for bringing together homogeneous (to a lesser extent heterogeneous) groups of participants with relevant expertise and experience on a given topic on which they can share detailed information [ 21 ]. Focus groups are a relatively easy, fast and inexpensive method to gain access to information on interactions in a given group, i.e. “the sharing and comparing” among participants [ 21 ]. Disadvantages include less control over the process and a lesser extent to which each individual may participate. Moreover, focus group moderators need experience, as do those tasked with the analysis of the resulting data. Focus groups can be less appropriate for discussing sensitive topics that participants might be reluctant to disclose in a group setting [ 13 ]. Moreover, attention must be paid to the emergence of “groupthink” as well as possible power dynamics within the group, e.g. when patients are awed or intimidated by health professionals.

Choosing the “right” method

As explained above, the school of thought underlying qualitative research assumes no objective hierarchy of evidence and methods. This means that each choice of single or combined methods has to be based on the research question that needs to be answered and a critical assessment with regard to whether or to what extent the chosen method can accomplish this – i.e. the “fit” between question and method [ 14 ]. It is necessary for these decisions to be documented when they are being made, and to be critically discussed when reporting methods and results.

Let us assume that our research aim is to examine the (clinical) processes around acute endovascular treatment (EVT), from the patient’s arrival at the emergency room to recanalization, with the aim to identify possible causes for delay and/or other causes for sub-optimal treatment outcome. As a first step, we could conduct a document study of the relevant standard operating procedures (SOPs) for this phase of care – are they up-to-date and in line with current guidelines? Do they contain any mistakes, irregularities or uncertainties that could cause delays or other problems? Regardless of the answers to these questions, the results have to be interpreted based on what they are: a written outline of what care processes in this hospital should look like. If we want to know what they actually look like in practice, we can conduct observations of the processes described in the SOPs. These results can (and should) be analysed in themselves, but also in comparison to the results of the document analysis, especially as regards relevant discrepancies. Do the SOPs outline specific tests for which no equipment can be observed or tasks to be performed by specialized nurses who are not present during the observation? It might also be possible that the written SOP is outdated, but the actual care provided is in line with current best practice. In order to find out why these discrepancies exist, it can be useful to conduct interviews. Are the physicians simply not aware of the SOPs (because their existence is limited to the hospital’s intranet) or do they actively disagree with them or does the infrastructure make it impossible to provide the care as described? Another rationale for adding interviews is that some situations (or all of their possible variations for different patient groups or the day, night or weekend shift) cannot practically or ethically be observed. In this case, it is possible to ask those involved to report on their actions – being aware that this is not the same as the actual observation. A senior physician’s or hospital manager’s description of certain situations might differ from a nurse’s or junior physician’s one, maybe because they intentionally misrepresent facts or maybe because different aspects of the process are visible or important to them. In some cases, it can also be relevant to consider to whom the interviewee is disclosing this information – someone they trust, someone they are otherwise not connected to, or someone they suspect or are aware of being in a potentially “dangerous” power relationship to them. Lastly, a focus group could be conducted with representatives of the relevant professional groups to explore how and why exactly they provide care around EVT. The discussion might reveal discrepancies (between SOPs and actual care or between different physicians) and motivations to the researchers as well as to the focus group members that they might not have been aware of themselves. For the focus group to deliver relevant information, attention has to be paid to its composition and conduct, for example, to make sure that all participants feel safe to disclose sensitive or potentially problematic information or that the discussion is not dominated by (senior) physicians only. The resulting combination of data collection methods is shown in Fig.  2 .

Possible combination of data collection methods

Attributions for icons: “Book” by Serhii Smirnov, “Interview” by Adrien Coquet, FR, “Magnifying Glass” by anggun, ID, “Business communication” by Vectors Market; all from the Noun Project

The combination of multiple data source as described for this example can be referred to as “triangulation”, in which multiple measurements are carried out from different angles to achieve a more comprehensive understanding of the phenomenon under study [ 22 , 23 ].

Data analysis

To analyse the data collected through observations, interviews and focus groups these need to be transcribed into protocols and transcripts (see Fig.  3 ). Interviews and focus groups can be transcribed verbatim , with or without annotations for behaviour (e.g. laughing, crying, pausing) and with or without phonetic transcription of dialects and filler words, depending on what is expected or known to be relevant for the analysis. In the next step, the protocols and transcripts are coded , that is, marked (or tagged, labelled) with one or more short descriptors of the content of a sentence or paragraph [ 2 , 15 , 23 ]. Jansen describes coding as “connecting the raw data with “theoretical” terms” [ 20 ]. In a more practical sense, coding makes raw data sortable. This makes it possible to extract and examine all segments describing, say, a tele-neurology consultation from multiple data sources (e.g. SOPs, emergency room observations, staff and patient interview). In a process of synthesis and abstraction, the codes are then grouped, summarised and/or categorised [ 15 , 20 ]. The end product of the coding or analysis process is a descriptive theory of the behavioural pattern under investigation [ 20 ]. The coding process is performed using qualitative data management software, the most common ones being InVivo, MaxQDA and Atlas.ti. It should be noted that these are data management tools which support the analysis performed by the researcher(s) [ 14 ].

From data collection to data analysis

Attributions for icons: see Fig. 2 , also “Speech to text” by Trevor Dsouza, “Field Notes” by Mike O’Brien, US, “Voice Record” by ProSymbols, US, “Inspection” by Made, AU, and “Cloud” by Graphic Tigers; all from the Noun Project

How to report qualitative research?

Protocols of qualitative research can be published separately and in advance of the study results. However, the aim is not the same as in RCT protocols, i.e. to pre-define and set in stone the research questions and primary or secondary endpoints. Rather, it is a way to describe the research methods in detail, which might not be possible in the results paper given journals’ word limits. Qualitative research papers are usually longer than their quantitative counterparts to allow for deep understanding and so-called “thick description”. In the methods section, the focus is on transparency of the methods used, including why, how and by whom they were implemented in the specific study setting, so as to enable a discussion of whether and how this may have influenced data collection, analysis and interpretation. The results section usually starts with a paragraph outlining the main findings, followed by more detailed descriptions of, for example, the commonalities, discrepancies or exceptions per category [ 20 ]. Here it is important to support main findings by relevant quotations, which may add information, context, emphasis or real-life examples [ 20 , 23 ]. It is subject to debate in the field whether it is relevant to state the exact number or percentage of respondents supporting a certain statement (e.g. “Five interviewees expressed negative feelings towards XYZ”) [ 21 ].

How to combine qualitative with quantitative research?

Qualitative methods can be combined with other methods in multi- or mixed methods designs, which “[employ] two or more different methods [ …] within the same study or research program rather than confining the research to one single method” [ 24 ]. Reasons for combining methods can be diverse, including triangulation for corroboration of findings, complementarity for illustration and clarification of results, expansion to extend the breadth and range of the study, explanation of (unexpected) results generated with one method with the help of another, or offsetting the weakness of one method with the strength of another [ 1 , 17 , 24 , 25 , 26 ]. The resulting designs can be classified according to when, why and how the different quantitative and/or qualitative data strands are combined. The three most common types of mixed method designs are the convergent parallel design , the explanatory sequential design and the exploratory sequential design. The designs with examples are shown in Fig.  4 .

Three common mixed methods designs

In the convergent parallel design, a qualitative study is conducted in parallel to and independently of a quantitative study, and the results of both studies are compared and combined at the stage of interpretation of results. Using the above example of EVT provision, this could entail setting up a quantitative EVT registry to measure process times and patient outcomes in parallel to conducting the qualitative research outlined above, and then comparing results. Amongst other things, this would make it possible to assess whether interview respondents’ subjective impressions of patients receiving good care match modified Rankin Scores at follow-up, or whether observed delays in care provision are exceptions or the rule when compared to door-to-needle times as documented in the registry. In the explanatory sequential design, a quantitative study is carried out first, followed by a qualitative study to help explain the results from the quantitative study. This would be an appropriate design if the registry alone had revealed relevant delays in door-to-needle times and the qualitative study would be used to understand where and why these occurred, and how they could be improved. In the exploratory design, the qualitative study is carried out first and its results help informing and building the quantitative study in the next step [ 26 ]. If the qualitative study around EVT provision had shown a high level of dissatisfaction among the staff members involved, a quantitative questionnaire investigating staff satisfaction could be set up in the next step, informed by the qualitative study on which topics dissatisfaction had been expressed. Amongst other things, the questionnaire design would make it possible to widen the reach of the research to more respondents from different (types of) hospitals, regions, countries or settings, and to conduct sub-group analyses for different professional groups.

How to assess qualitative research?

A variety of assessment criteria and lists have been developed for qualitative research, ranging in their focus and comprehensiveness [ 14 , 17 , 27 ]. However, none of these has been elevated to the “gold standard” in the field. In the following, we therefore focus on a set of commonly used assessment criteria that, from a practical standpoint, a researcher can look for when assessing a qualitative research report or paper.

Assessors should check the authors’ use of and adherence to the relevant reporting checklists (e.g. Standards for Reporting Qualitative Research (SRQR)) to make sure all items that are relevant for this type of research are addressed [ 23 , 28 ]. Discussions of quantitative measures in addition to or instead of these qualitative measures can be a sign of lower quality of the research (paper). Providing and adhering to a checklist for qualitative research contributes to an important quality criterion for qualitative research, namely transparency [ 15 , 17 , 23 ].

Reflexivity

While methodological transparency and complete reporting is relevant for all types of research, some additional criteria must be taken into account for qualitative research. This includes what is called reflexivity, i.e. sensitivity to the relationship between the researcher and the researched, including how contact was established and maintained, or the background and experience of the researcher(s) involved in data collection and analysis. Depending on the research question and population to be researched this can be limited to professional experience, but it may also include gender, age or ethnicity [ 17 , 27 ]. These details are relevant because in qualitative research, as opposed to quantitative research, the researcher as a person cannot be isolated from the research process [ 23 ]. It may influence the conversation when an interviewed patient speaks to an interviewer who is a physician, or when an interviewee is asked to discuss a gynaecological procedure with a male interviewer, and therefore the reader must be made aware of these details [ 19 ].

Sampling and saturation

The aim of qualitative sampling is for all variants of the objects of observation that are deemed relevant for the study to be present in the sample “ to see the issue and its meanings from as many angles as possible” [ 1 , 16 , 19 , 20 , 27 ] , and to ensure “information-richness [ 15 ]. An iterative sampling approach is advised, in which data collection (e.g. five interviews) is followed by data analysis, followed by more data collection to find variants that are lacking in the current sample. This process continues until no new (relevant) information can be found and further sampling becomes redundant – which is called saturation [ 1 , 15 ] . In other words: qualitative data collection finds its end point not a priori , but when the research team determines that saturation has been reached [ 29 , 30 ].

This is also the reason why most qualitative studies use deliberate instead of random sampling strategies. This is generally referred to as “ purposive sampling” , in which researchers pre-define which types of participants or cases they need to include so as to cover all variations that are expected to be of relevance, based on the literature, previous experience or theory (i.e. theoretical sampling) [ 14 , 20 ]. Other types of purposive sampling include (but are not limited to) maximum variation sampling, critical case sampling or extreme or deviant case sampling [ 2 ]. In the above EVT example, a purposive sample could include all relevant professional groups and/or all relevant stakeholders (patients, relatives) and/or all relevant times of observation (day, night and weekend shift).

Assessors of qualitative research should check whether the considerations underlying the sampling strategy were sound and whether or how researchers tried to adapt and improve their strategies in stepwise or cyclical approaches between data collection and analysis to achieve saturation [ 14 ].

Good qualitative research is iterative in nature, i.e. it goes back and forth between data collection and analysis, revising and improving the approach where necessary. One example of this are pilot interviews, where different aspects of the interview (especially the interview guide, but also, for example, the site of the interview or whether the interview can be audio-recorded) are tested with a small number of respondents, evaluated and revised [ 19 ]. In doing so, the interviewer learns which wording or types of questions work best, or which is the best length of an interview with patients who have trouble concentrating for an extended time. Of course, the same reasoning applies to observations or focus groups which can also be piloted.

Ideally, coding should be performed by at least two researchers, especially at the beginning of the coding process when a common approach must be defined, including the establishment of a useful coding list (or tree), and when a common meaning of individual codes must be established [ 23 ]. An initial sub-set or all transcripts can be coded independently by the coders and then compared and consolidated after regular discussions in the research team. This is to make sure that codes are applied consistently to the research data.

Member checking

Member checking, also called respondent validation , refers to the practice of checking back with study respondents to see if the research is in line with their views [ 14 , 27 ]. This can happen after data collection or analysis or when first results are available [ 23 ]. For example, interviewees can be provided with (summaries of) their transcripts and asked whether they believe this to be a complete representation of their views or whether they would like to clarify or elaborate on their responses [ 17 ]. Respondents’ feedback on these issues then becomes part of the data collection and analysis [ 27 ].

Stakeholder involvement

In those niches where qualitative approaches have been able to evolve and grow, a new trend has seen the inclusion of patients and their representatives not only as study participants (i.e. “members”, see above) but as consultants to and active participants in the broader research process [ 31 , 32 , 33 ]. The underlying assumption is that patients and other stakeholders hold unique perspectives and experiences that add value beyond their own single story, making the research more relevant and beneficial to researchers, study participants and (future) patients alike [ 34 , 35 ]. Using the example of patients on or nearing dialysis, a recent scoping review found that 80% of clinical research did not address the top 10 research priorities identified by patients and caregivers [ 32 , 36 ]. In this sense, the involvement of the relevant stakeholders, especially patients and relatives, is increasingly being seen as a quality indicator in and of itself.

How not to assess qualitative research

The above overview does not include certain items that are routine in assessments of quantitative research. What follows is a non-exhaustive, non-representative, experience-based list of the quantitative criteria often applied to the assessment of qualitative research, as well as an explanation of the limited usefulness of these endeavours.

Protocol adherence

Given the openness and flexibility of qualitative research, it should not be assessed by how well it adheres to pre-determined and fixed strategies – in other words: its rigidity. Instead, the assessor should look for signs of adaptation and refinement based on lessons learned from earlier steps in the research process.

Sample size

For the reasons explained above, qualitative research does not require specific sample sizes, nor does it require that the sample size be determined a priori [ 1 , 14 , 27 , 37 , 38 , 39 ]. Sample size can only be a useful quality indicator when related to the research purpose, the chosen methodology and the composition of the sample, i.e. who was included and why.

Randomisation

While some authors argue that randomisation can be used in qualitative research, this is not commonly the case, as neither its feasibility nor its necessity or usefulness has been convincingly established for qualitative research [ 13 , 27 ]. Relevant disadvantages include the negative impact of a too large sample size as well as the possibility (or probability) of selecting “ quiet, uncooperative or inarticulate individuals ” [ 17 ]. Qualitative studies do not use control groups, either.

Interrater reliability, variability and other “objectivity checks”

The concept of “interrater reliability” is sometimes used in qualitative research to assess to which extent the coding approach overlaps between the two co-coders. However, it is not clear what this measure tells us about the quality of the analysis [ 23 ]. This means that these scores can be included in qualitative research reports, preferably with some additional information on what the score means for the analysis, but it is not a requirement. Relatedly, it is not relevant for the quality or “objectivity” of qualitative research to separate those who recruited the study participants and collected and analysed the data. Experiences even show that it might be better to have the same person or team perform all of these tasks [ 20 ]. First, when researchers introduce themselves during recruitment this can enhance trust when the interview takes place days or weeks later with the same researcher. Second, when the audio-recording is transcribed for analysis, the researcher conducting the interviews will usually remember the interviewee and the specific interview situation during data analysis. This might be helpful in providing additional context information for interpretation of data, e.g. on whether something might have been meant as a joke [ 18 ].

Not being quantitative research

Being qualitative research instead of quantitative research should not be used as an assessment criterion if it is used irrespectively of the research problem at hand. Similarly, qualitative research should not be required to be combined with quantitative research per se – unless mixed methods research is judged as inherently better than single-method research. In this case, the same criterion should be applied for quantitative studies without a qualitative component.

The main take-away points of this paper are summarised in Table 1 . We aimed to show that, if conducted well, qualitative research can answer specific research questions that cannot to be adequately answered using (only) quantitative designs. Seeing qualitative and quantitative methods as equal will help us become more aware and critical of the “fit” between the research problem and our chosen methods: I can conduct an RCT to determine the reasons for transportation delays of acute stroke patients – but should I? It also provides us with a greater range of tools to tackle a greater range of research problems more appropriately and successfully, filling in the blind spots on one half of the methodological spectrum to better address the whole complexity of neurological research and practice.

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Abbreviations

Endovascular treatment

Randomised Controlled Trial

Standard Operating Procedure

Standards for Reporting Qualitative Research

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Loraine Busetto, Wolfgang Wick & Christoph Gumbinger

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Busetto, L., Wick, W. & Gumbinger, C. How to use and assess qualitative research methods. Neurol. Res. Pract. 2 , 14 (2020). https://doi.org/10.1186/s42466-020-00059-z

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Did qualitative research say your project isn’t performing well? Are you unsure of how to resolve any issues in system gaps without the needed data? The way your projects perform can be reflected in your products’ and services’ quality. If a project doesn’t run smoothly, you will need to figure out what the problems are. To help you analyze your project performance, you might need to get your hands on this Performance Report Template . This template is 100% editable, so you don’t have to create a report for your research from scratch. Download this template now!

5. Report Outline Template

If you are planning on submitting your qualitative research report, you have to make sure its contents are organized. You have to make sure that all the necessary information can be found in your report. Especially with qualitative research, you need to make sure all the data collected is present. Just like a  project proposal , you need to make sure that the structure of your final report is seamless and well-made. For your convenience, you can try this Report Outline Template . It’s customizable, so you can be sure it’s premade content can fit with your research or case study. Check this template out now!

6. Annual Report Cover Page Template

Size: A4 & US Sizes

You can never be sure of your customer’s interest. What they prefer today may not be their cup of tea tomorrow. The market is always changing, so you need to keep up with what’s trending. You have to make sure that the product you are bringing in are relevant to the current landscape. That is why you must always have qualitative research. When submitting your qualitative research report, you have to make sure it has the right format. To start, you will need this Annual Report Cover Page Template . You can use it for your constant qualitative research and research proposals .

7. Board Meeting Report Template

• Editable PDF

During board meetings, the agenda talked about are always of import. From employee performance to quality policies , no topic is irrelevant and inessential. That is why someone should always jot down notes and minutes of the meeting. You never know, the data and language used in the meeting can be used for a company’s further improvement. If a company were to conduct qualitative research, data gathering from board meetings could be used as part of the research methodology. For a neat board meeting report that you can insert in your research into, take a peek at this free Board Meeting Report Template . 

8. Project Management Report Template

Are you collecting project report sheet samples for your research? Do you need data in a standardized writing format? Are you making a thematic analysis based on how a project is being handled? When collecting information, you need to be sure you understand what you are looking in to. What’s the point of reading so much if none of it makes any sense? To make sure that the sample reports you are reading are understandable, you can use this Project Management Report Template . This template will make your life hassle-free. It’s easily editable, conveniently printable, and downloadable. All that with no charge! 

9. Safety Report Template

The safety of an establishment solidifies its quality. If the structure is uninhabitable, this could make it seem like it has questionable quality and had improper spending of a construction budget. A building must always be checked on. There must always be documents to support its safety. That is why you should constantly submit safety reports. These reports inform you if there are components that need fixing and maintaining. If you plan on making a safety report, you can use this Safety Report Template . This template helps you construct your report in an organized manner. It’s professionally made and high-quality. Grab your copy now for free!

10. Qualitative Research Paper

Size: 1.6 MB

Do you need an idea of what is qualitative research? Are you unsure what to write in the report you plan on submitting? Qualitative research studies definitions and meaning and other factors that do not involve numbers. If you want to create a qualitative research report that is professional and high-quality, you can make use of these samples. These examples include the proper format and content needed in a qualitative researcher. You can use this as a guide for school or for real-world applications. A complete report is a surefire way of displaying successful research. 

Text prompt

• Instructive
• Professional

Generate a report on the impact of technology in the classroom on student learning outcomes

Prepare a report analyzing the trends in student participation in sports and arts programs over the last five years at your school.

Designing a Qualitative Action Research for DepEd Personnel: A Comprehensive Guide

The Department of Education (DepEd) in the Philippines acknowledges the critical role of research in enhancing educational practices and outcomes. Qualitative action research presents a valuable methodology for DepEd personnel to scrutinize and refine their professional practices. This comprehensive guide aims to equip DepEd staff with the knowledge and skills necessary to design and implement effective qualitative action research studies within the context of Philippine basic education.

Table of Contents

The Significance of Qualitative Action Research in Education

Qualitative action research is a methodical inquiry approach that empowers practitioners to investigate and improve their own professional practice. This research methodology combines the depth and richness of qualitative research with the practical, solution-oriented nature of action research. By engaging in qualitative action research, DepEd personnel can:

• Identify and address specific challenges in their educational environments
• Engage in reflective practice to enhance their teaching or administrative skills
• Generate context-specific knowledge that contributes to the broader understanding of Philippine basic education
• Foster a culture of evidence-based decision-making within the DepEd system
• Bridge the gap between educational theory and practice

The iterative nature of action research allows for continuous improvement and adaptation, making it particularly suitable for the dynamic educational landscape in the Philippines.

Aligning Research with DepEd Priorities

Before embarking on a qualitative action research project, DepEd personnel must familiarize themselves with the Department’s research priorities. The Basic Education Research Agenda, as outlined in DepEd Order No. 39, s. 2016, identifies four primary themes and three cross-cutting themes that should guide research efforts:

Primary Themes:

• Teaching and Learning
• Curriculum implementation
• Pedagogical practices
• Assessment strategies
• Learning resources and materials
• Child Protection
• School safety and security
• Mental health and well-being
• Anti-bullying initiatives
• Child rights awareness
• Human Resource Development
• Teacher training and professional development
• Leadership and management skills for administrators
• Performance evaluation systems
• Staff welfare and motivation
• School-based management
• Policy implementation and evaluation
• Stakeholder engagement
• Resource allocation and utilization

Cross-cutting Themes:

• Gender and Development
• Gender-responsive pedagogy
• Equal opportunities in education
• Addressing gender-based violence in schools
• Disaster Risk Reduction and Management
• School disaster preparedness
• Integration of DRRM in curriculum
• Resilient educational infrastructure
• Inclusive Education
• Special education needs
• Indigenous Peoples’ education
• Education for out-of-school youth and adults

By aligning their research with these themes, DepEd personnel can ensure that their studies contribute meaningfully to the Department’s strategic goals and address pressing issues in Philippine basic education.

Steps in Designing Qualitative Action Research

1. identifying the research problem.

The initial step in designing qualitative action research involves pinpointing a specific problem or issue within the researcher’s professional context. This problem should be:

• Relevant to the researcher’s practice
• Aligned with DepEd priorities
• Amenable to investigation and intervention

To identify a suitable research problem, DepEd personnel can:

• Reflect on challenges they face in their daily work
• Analyze school or division-level data to identify areas for improvement
• Consult with colleagues and supervisors to identify shared concerns
• Review DepEd reports and policy documents to identify systemic issues

Examples of research problems in the Philippine context might include:

• Low student engagement in distance learning modalities
• Challenges in implementing Mother Tongue-Based Multilingual Education in linguistically diverse classrooms
• Limited parental involvement in school governance processes
• Difficulties in providing inclusive education for students with disabilities in regular classrooms

2. Formulating Research Questions

Once the research problem is identified, the next step is to develop clear, focused research questions. These questions serve as the foundation for the study, guiding data collection and analysis. Effective research questions for qualitative action research should be:

• Open-ended: Allowing for exploration of complex issues
• Focused: Addressing specific aspects of the identified problem
• Contextual: Relevant to the particular setting of the study
• Actionable: Leading to potential interventions or improvements

Examples of well-formulated research questions include:

• How do students perceive the effectiveness of various distance learning strategies used in our school?
• What challenges do teachers face in implementing Mother Tongue-Based Multilingual Education, and how can these challenges be addressed?
• What factors influence parental participation in school governance, and how can schools enhance this participation?
• How can regular classroom teachers adapt their instructional practices to better support students with disabilities?

3. Conducting a Comprehensive Literature Review

A thorough literature review is crucial for situating the research within existing knowledge and identifying gaps that the study can address. DepEd personnel should consult a wide range of sources, including:

• Academic journals in education (e.g., Asia Pacific Education Review, International Journal of Educational Development)
• DepEd policy documents, orders, and reports
• Publications from Philippine educational research institutions (e.g., Philippine Normal University, University of the Philippines College of Education)
• International education databases (e.g., ERIC, Education Research Complete)
• Previous action research studies conducted in similar contexts

When reviewing literature, researchers should:

• Critically analyze the methodologies and findings of existing studies
• Identify trends and patterns in the research on their topic
• Note any contradictions or debates in the field
• Consider how their study can contribute to or extend current knowledge

The literature review should inform the research design, provide a theoretical foundation for the study, and help contextualize the findings within the broader educational landscape.

4. Selecting Participants and Research Setting

In qualitative action research, participants are typically individuals within the researcher’s professional environment. The selection of participants should be purposeful and aligned with the research questions. Potential participants may include:

• Students from specific grade levels or programs
• Teachers within a department or school
• School administrators and support staff
• Parents or community members involved in school activities

When selecting participants, researchers should consider:

• Sample size: Qualitative studies often use smaller samples to allow for in-depth exploration
• Diversity: Ensuring a range of perspectives and experiences are represented
• Accessibility: Considering practical constraints such as time and resources

The research setting is equally important and should be described in detail. This may include:

• Physical characteristics of the school or classroom
• Socio-economic context of the community
• Linguistic and cultural diversity of the student population
• Relevant policies or programs specific to the setting

Researchers must also address ethical considerations when selecting participants, particularly when working with minors or vulnerable populations. This includes:

• Obtaining informed consent from participants (and parents/guardians for minors)
• Ensuring confidentiality and anonymity
• Considering potential risks or benefits to participants
• Adhering to DepEd research ethics guidelines and obtaining necessary approvals

5. Choosing Appropriate Data Collection Methods

Qualitative action research employs various data collection methods to gather rich, detailed information. The choice of methods should be guided by the research questions and the nature of the problem being investigated. Common data collection methods include:

• Observations
• Participant observation: Researcher actively participates in the setting while observing
• Non-participant observation: Researcher observes without direct involvement
• Structured observation: Using predetermined categories or checklists
• Unstructured observation: Open-ended recording of events and behaviors
• Semi-structured interviews: Using a flexible guide of questions
• In-depth interviews: Exploring specific topics in detail
• Life history interviews: Focusing on participants’ personal experiences and narratives
• Focus Group Discussions
• Homogeneous groups: Participants with similar characteristics or experiences
• Heterogeneous groups: Participants with diverse backgrounds or perspectives
• Online focus groups: Conducted through digital platforms for remote participants
• Document Analysis
• School records and reports
• Lesson plans and curriculum materials
• Student work samples
• Policy documents and guidelines
• Visual Methods
• Photovoice: Participants take photographs to represent their experiences
• Video diaries: Participants record video logs of their thoughts and experiences
• Concept mapping: Visual representation of ideas and relationships
• Reflective Journals
• Researcher’s reflective notes on the research process
• Participant journals documenting their experiences and reflections

When selecting data collection methods, researchers should consider:

• Triangulation: Using multiple methods to enhance the validity of findings
• Feasibility: Choosing methods that are practical within time and resource constraints
• Cultural appropriateness: Ensuring methods are sensitive to local contexts and norms
• Participant preferences: Considering which methods will be most comfortable for participants

6. Planning Data Analysis Strategies

Data analysis in qualitative action research is an iterative process that often occurs concurrently with data collection. Researchers should plan their analysis strategies in advance to ensure a systematic approach. Key steps in qualitative data analysis include:

• Data Preparation
• Transcribing interviews and focus group discussions
• Organizing field notes and observational data
• Digitizing or scanning relevant documents
• Familiarization with Data
• Reading through all data multiple times
• Making initial notes on emerging patterns or ideas
• Developing a coding scheme based on research questions and emerging themes
• Applying codes to segments of data
• Using software (e.g., NVivo, ATLAS.ti) for large datasets
• Identifying Themes
• Grouping related codes into broader themes
• Creating thematic maps or matrices to visualize relationships
• Interpreting Findings
• Analyzing themes in relation to research questions and literature
• Identifying patterns, contradictions, or unexpected findings
• Considering alternative explanations for the data
• Ensuring Trustworthiness
• Member checking: Sharing interpretations with participants for feedback
• Peer debriefing: Discussing findings with colleagues or mentors
• Negative case analysis: Actively seeking data that contradicts emerging patterns
• Synthesizing Results
• Developing a coherent narrative that addresses the research questions
• Selecting illustrative quotes or examples to support findings
• Connecting findings to broader educational theories or practices

7. Developing an Action Plan

A distinctive feature of action research is the development and implementation of an action plan based on research findings. This plan should outline specific steps to address the identified problem or improve practice. Elements of an effective action plan include:

• Clear, measurable objectives
• Specific outcomes to be achieved
• Indicators of success
• Detailed strategies or interventions
• Step-by-step description of proposed actions
• Resources required for implementation
• Timeline for implementation
• Short-term and long-term goals
• Milestones and checkpoints
• Roles and responsibilities
• Identifying key stakeholders involved in implementation
• Assigning specific tasks to team members
• Monitoring and evaluation methods
• Tools for tracking progress
• Criteria for assessing effectiveness
• Contingency plans
• Anticipating potential challenges
• Developing alternative strategies

The action plan should be flexible and adaptable, allowing for modifications based on ongoing reflection and feedback during implementation.

8. Ethical Considerations in Qualitative Action Research

Ethical considerations are paramount in qualitative action research, particularly given the close relationships between researchers and participants. DepEd personnel must adhere to ethical guidelines throughout the research process:

• Informed Consent
• Providing clear information about the study’s purpose and procedures
• Ensuring participants understand their rights and the voluntary nature of participation
• Obtaining written consent from participants (and parents/guardians for minors)
• Confidentiality and Anonymity
• Protecting participant identities in all research outputs
• Securely storing and managing data
• Discussing limits of confidentiality (e.g., mandatory reporting of abuse)
• Minimizing Harm
• Assessing potential risks to participants
• Providing support or referrals if sensitive issues arise
• Balancing research goals with participant well-being
• Reciprocity and Benefit
• Ensuring research benefits participants and their communities
• Sharing findings with participants in accessible formats
• Involving participants in decision-making about research outcomes
• Power Dynamics
• Acknowledging and addressing power imbalances between researcher and participants
• Ensuring participants feel free to express their views without fear of repercussions
• Cultural Sensitivity
• Respecting local customs and values
• Adapting research methods to suit cultural contexts
• Involving community members in research design and interpretation
• Institutional Approval
• Obtaining necessary permissions from DepEd and school administrators
• Adhering to institutional review board requirements, if applicable

Special Considerations for Indigenous Peoples’ Education

When conducting research involving Indigenous Cultural Communities (ICCs), researchers must adhere to additional ethical protocols as outlined in DepEd Order No. 39, s. 2016:

• Free, Prior, and Informed Consent (FPIC)
• Conduct consent-seeking processes in accordance with customary governance practices
• Ensure consultations are free from coercion or implied benefits
• Provide comprehensive information about the research purpose, process, and potential impacts
• Community Ownership and Authorship
• Recognize ICCs as co-authors and co-owners of research focused on their Indigenous Knowledge Systems and Practices (IKSPs) or Indigenous Learning Systems (ILSs)
• Obtain permission from recognized community representatives for presentation or publication of research findings
• Protection of Intellectual and Cultural Property Rights
• Acknowledge that IKSPs and ILSs remain the communal property of ICCs
• Ensure research does not lead to unauthorized use or patenting of indigenous knowledge
• Culturally Appropriate Research Methods
• Adapt research approaches to respect and align with indigenous ways of knowing and sharing information
• Involve community members in the design and interpretation of research
• Benefit Sharing
• Ensure research outcomes directly benefit the participating ICC
• Develop mechanisms for sharing research findings with the community in accessible formats

By adhering to these ethical guidelines, researchers can ensure that their work respects and protects the rights and cultural heritage of Indigenous Peoples while contributing to the improvement of Indigenous Peoples’ Education.

Integrating Learning Action Cells (LACs) in Action Research

Learning Action Cells (LACs), as outlined in DepEd Order No. 35, s. 2016, are a school-based continuing professional development strategy that can be effectively integrated into the action research process. LACs provide a collaborative platform for teachers to engage in ongoing learning and problem-solving, making them an ideal complement to action research initiatives.

Benefits of Integrating LACs in Action Research:

• Collaborative Problem Identification
• LAC sessions can be used to collectively identify research problems relevant to the school context
• Group discussions can help refine research questions and objectives
• Peer Support and Feedback
• Regular LAC meetings provide opportunities for researchers to share progress and challenges
• Colleagues can offer constructive feedback and suggestions throughout the research process
• Collective Data Analysis
• LAC members can assist in analyzing and interpreting research data, providing multiple perspectives
• Group discussions can help identify emerging themes and patterns in the data
• Action Plan Development
• LACs can serve as a forum for collaboratively developing action plans based on research findings
• Group input can enhance the feasibility and effectiveness of proposed interventions
• Dissemination of Findings
• LAC sessions provide a platform for sharing research results with colleagues
• Findings can be immediately discussed and applied to improve teaching practices

Implementing LAC-Integrated Action Research:

• Establish Regular LAC Meetings
• Schedule consistent LAC sessions dedicated to action research discussions
• Ensure participation from all relevant staff members
• Create a Supportive Environment
• Foster a culture of open communication and constructive feedback
• Encourage all LAC members to contribute ideas and insights
• Align LAC Topics with Research Stages
• Structure LAC discussions to correspond with different phases of the action research process
• Use LAC sessions to address specific research challenges or questions
• Document LAC Contributions
• Keep detailed records of LAC discussions related to the research project
• Acknowledge LAC members’ contributions in research reports and presentations
• Evaluate LAC Impact
• Assess how LAC integration has influenced the research process and outcomes
• Use feedback to refine the integration of LACs in future action research projects

By effectively integrating LACs into the action research process, DepEd personnel can enhance the collaborative nature of their studies, improve the quality of their research, and promote a culture of continuous professional development within their schools.

Accessing the Basic Education Research Fund (BERF)

The Basic Education Research Fund (BERF) is a grant facility provided by DepEd to support education research initiatives. As outlined in DepEd Order No. 43, s. 2015 and further refined in DepEd Order No. 16, s. 2017, BERF aims to promote evidence-based policy formulation and decision-making within the Department.

Eligibility Criteria:

• Regular/Permanent DepEd employees (teaching and non-teaching)
• No pending administrative cases
• Have not yet availed of the grant for the given year
• Maximum of three research team members for group proposals

Research Scope and Maximum Grant Amounts:

• Nationwide or covering at least two regions: Up to PhP 500,000 (maximum 1 year duration)
• Region-wide or covering at least two divisions: Up to PhP 150,000
• Division-wide, district-wide, or covering at least two schools: Up to PhP 30,000
• School/Community Learning Center-wide: Up to PhP 30,000 (maximum 6 months duration)

Application Process:

• Submit a research proposal following the prescribed format (Annex 2 of DepEd Order No. 16, s. 2017)
• Include an endorsement from the immediate supervisor
• Provide an anti-plagiarism and absence of conflict of interest declaration

Evaluation and Approval:

• Proposals are evaluated by the appropriate Research Committee (National, Regional, or Schools Division)
• Evaluation criteria include relevance, methodology, feasibility, and potential impact
• Approved proposals must score at least 70% on the evaluation criteria

Fund Release and Liquidation:

• Funds are released in tranches based on the submission and acceptance of deliverables
• Liquidation follows standard government accounting and auditing rules

Reporting and Dissemination:

• Researchers must submit progress reports and a final research report
• Findings should be disseminated through appropriate channels (e.g., conferences, publications)
• Research outputs become co-owned by the researcher and DepEd

By accessing BERF, DepEd personnel can secure financial support for their action research projects, contributing to the Department’s goal of promoting a culture of research and evidence-based practice in Philippine basic education.

Research Management Guidelines

DepEd Order No. 16, s. 2017 establishes comprehensive Research Management Guidelines to ensure the effective conduct and utilization of research within the Department. These guidelines outline the roles and responsibilities of Research Committees at different levels of governance.

National Research Committee (NRC):

• Composition:
• Chair: Undersecretary for Planning and Field Operations
• Co-Chair: Undersecretary for Curriculum and Instruction
• Members: Directors of relevant DepEd bureaus and services
• Responsibilities:
• Provide guidance on the Basic Education Research Agenda
• Approve research proposals from central offices and those covering multiple regions
• Forge partnerships with academic and research institutions
• Recommend the release of research funds
• Ensure compliance with accounting and auditing rules

Regional Research Committee (RRC):

• Chair: Assistant Regional Director
• Co-Chair: Chief of Policy, Planning, and Research Division
• Members: Chiefs of relevant regional divisions
• Evaluate and approve research proposals at the regional level
• Confirm school research proposals endorsed by the Schools Division Research Committee
• Forge partnerships with local academic and research institutions
• Manage the regional allocation of the Basic Education Research Fund
• Provide feedback to the Regional Executive Committee on research initiatives

Schools Division Research Committee (SDRC):

• Chair: Assistant Schools Division Superintendent
• Co-Chairs: Chiefs of School Governance and Operations Division and Curriculum Implementation Division
• Members: Relevant division supervisors and representatives
• Evaluate and approve research proposals from schools and community learning centers
• Prepare and submit reports on division research initiatives to the RRC
• Ensure compliance with research ethics and guidelines
• Provide technical assistance to school-based researchers

These Research Committees play a crucial role in managing the research process, from proposal evaluation to dissemination of findings. They ensure that research initiatives align with DepEd priorities, maintain ethical standards, and contribute to evidence-based decision-making at all levels of the education system.

Capacity Building for Research

Developing research skills among DepEd personnel is crucial for promoting a culture of inquiry and evidence-based practice. The Department has implemented various capacity-building initiatives to support staff in conducting qualitative action research:

• Research Skills Training:
• Workshops on research methodologies, data analysis, and academic writing
• Training on the use of research tools and software
• Mentorship Programs:
• Pairing novice researchers with experienced mentors
• Providing ongoing guidance throughout the research process
• Research Conferences and Symposia:
• Organizing events for sharing research findings and best practices
• Facilitating networking among DepEd researchers
• Online Learning Resources:
• Developing e-learning modules on research methods
• Creating a repository of exemplary research studies
• Collaborative Research Projects:
• Encouraging cross-division and cross-region research teams
• Promoting partnerships with academic institutions
• Research Ethics Training:
• Providing guidance on ethical considerations in educational research
• Ensuring compliance with DepEd research ethics guidelines

By participating in these capacity-building activities, DepEd personnel can enhance their research skills, contributing to the overall quality and impact of action research within the Department.

Technical Writing for Research Proposals and Reports

Effective technical writing is essential for communicating research ideas and findings clearly. Based on the supplemental research guides provided in DepEd Memorandum No. 144, s. 2017, here are key considerations for technical writing in action research:

Research Proposal Writing:

• Concise and reflective of the research focus
• Engaging and informative
• Introduction and Rationale:
• Clearly state the research problem and its significance
• Provide context and background information
• Literature Review:
• Synthesize relevant previous studies
• Identify gaps in existing knowledge
• Research Questions:
• Clearly articulate the main questions guiding the study
• Ensure questions are specific, measurable, and aligned with the research problem
• Methodology:
• Describe and justify the chosen research design
• Detail sampling procedures, data collection methods, and analysis techniques
• Ethical Considerations:
• Address potential ethical issues and mitigation strategies
• Describe procedures for obtaining informed consent
• Timeline and Budget:
• Provide a realistic timeline for research activities
• Present a detailed budget with justifications for each item

Research Report Writing:

• Concise summary of the research problem, methods, findings, and implications
• Typically 150-300 words
• Introduction:
• Provide background and context for the study
• Clearly state the research problem and objectives
• Detailed description of research design, participants, and procedures
• Explain data collection and analysis methods
• Present findings in a logical, organized manner
• Use tables, charts, or graphs to illustrate key results
• Discussion:
• Interpret findings in relation to research questions and existing literature
• Address limitations of the study
• Conclusion and Recommendations:
• Summarize key findings and their implications
• Provide actionable recommendations based on the research
• References:
• Use APA format for citations and references
• Ensure all cited works are included in the reference list
• Appendices:
• Include supplementary materials such as data collection instruments or detailed statistical analyses

By following these guidelines, DepEd researchers can produce well-structured, clear, and professional research proposals and reports that effectively communicate their work to various stakeholders.

Action Research Template

Based on the supplemental research guides provided in DepEd Memorandum No. 144, s. 2017, here is a detailed outline of the action research template for DepEd personnel:

I. Title Page

Ii. abstract (150-300 words), iii. table of contents, iv. introduction.

A. Context and Rationale

• Description of the educational setting
• Explanation of the problem or issue being addressed
• Significance of the research

B. Research Questions

• Clear, focused questions guiding the study

V. Review of Related Literature

A. Theoretical Framework B. Related Studies C. Synthesis of Literature

VI. Methodology

A. Research Design B. Participants and/or Sources of Data

• Description of sample and sampling procedures C. Data Gathering Methods
• Detailed explanation of instruments and procedures D. Data Analysis Plan
• Description of analytical techniques to be used

VII. Results and Discussion

A. Presentation of Findings

• Organized by research questions or themes
• Use of tables, charts, or graphs as appropriate B. Analysis and Interpretation
• Connection of findings to literature and theory C. Reflection on the Action Research Process

VIII. Conclusions and Recommendations

A. Summary of Key Findings B. Implications for Practice C. Recommendations for Future Research or Action

IX. Action Plan

A. Objectives B. Proposed Interventions or Strategies C. Timeline for Implementation D. Resources Needed E. Monitoring and Evaluation Plan

X. References

Xi. appendices.

A. Data Collection Instruments B. Sample Consent Forms C. Additional Data or Analyses D. Other Relevant Materials

This template provides a comprehensive structure for DepEd personnel to organize their action research projects. Researchers should adapt the template as needed to suit the specific requirements of their study while ensuring all essential elements are included.

Designing qualitative action research offers DepEd personnel a powerful tool for examining and enhancing their professional practice while contributing to the improvement of the Philippine basic education system. By following a systematic approach, aligning studies with DepEd research priorities, and addressing ethical considerations, educators can generate meaningful insights that inform policy and practice.

The process of engaging in qualitative action research not only produces valuable knowledge but also fosters a culture of inquiry, reflection, and continuous improvement within the Department. As more DepEd staff embrace this research methodology, they contribute to a growing body of context-specific evidence that can drive positive change in Philippine education.

Through thoughtful design and implementation of qualitative action research, integration of Learning Action Cells, utilization of the Basic Education Research Fund, and adherence to Research Management Guidelines, DepEd personnel can become active agents of educational improvement. This approach bridges the gap between theory and practice, ultimately enhancing the learning experiences of students across the Philippines.

By developing their research capacity, engaging in collaborative inquiry, and producing high-quality technical writing, DepEd staff can contribute significantly to the evidence base that informs educational policies and practices. This commitment to research-driven improvement aligns with DepEd’s vision of providing quality, equitable, culture-based, and complete basic education for all Filipino learners.

Copyright Notice :

This article, “Designing a Qualitative Action Research for DepEd Personnel: A Comprehensive Guide,” was authored by Mark Anthony Llego and published on August 9, 2024.

Mark Anthony Llego

Mark Anthony Llego, a visionary from the Philippines, founded TeacherPH in October 2014 with a mission to transform the educational landscape. His platform has empowered thousands of Filipino teachers, providing them with crucial resources and a space for meaningful idea exchange, ultimately enhancing their instructional and supervisory capabilities. TeacherPH's influence extends far beyond its origins. Mark's insightful articles on education have garnered international attention, featuring on respected U.S. educational websites. Moreover, his work has become a valuable reference for researchers, contributing to the academic discourse on education.

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Estimating the impact of community business at the neighbourhood level:

Reporting on kantar public’s difference-in-difference analysis of the hyperlocal version of the community life survey.

November 2023

Chloe Nelson and Rachael Dufour, Power to Change

By Tim Davies-Pugh

Over the past eight years as a funder, innovator, advocate and champion, we have seen community business in action, and we have built the evidence to show that community business works.   

This Community Life Survey Hyperlocal Booster Report exemplifies our renewed commitment to evidencing the impact that community business has, amplifying what works and influencing change to create the conditions for community business to thrive. 

It shows, through a new and innovative use of the Community Life Survey, that clusters of community business can create resilience and build personal wellbeing in their local areas in times of crisis. It demonstrates that the Empowering Places programme made places better for the people who live there.   

This robust methodology can be replicated by others, to build the body of evidence on what works in place-based funding and community-led development, but more importantly, it offers significant opportunity to inform the way that we work to strengthen communities through community business – from the most local level to the national policy context.    

  Our place-based Empowering Places programme ran over five years and distributed over £8 million to community catalysts and businesses in Wigan, Leicester, Grimsby, Plymouth, Hartlepool and Bradford. The programme was designed to explore what happens when local anchor organisations are supported to catalyse community businesses in local places. Operating through local community hubs, these catalysts have nurtured, grown, and embedded community business within their local areas.   

For example, in Hartlepool, the Wharton Trust has proactively built a cluster of community businesses to meet social prescribing needs, by piloting a combined approach to tackling mental health in the area. The impact of this work is being felt locally and, excitingly, by residents beyond those directly engaged by the community businesses.   

The evidence presented in this report shows that when place-based funding is delivered in the right way – in a patient manner, to local organisations equipped with the support and freedom to deliver what matters for their areas – it can create tangible benefits for local people and communities resilient to the challenges ahead of us.

Power to Change commissioned Kantar Public* to conduct a ‘hyperlocal booster’ version of the Community Life Survey, focused on six places in England participating in our Empowering Places programme. Data was compared using a ‘difference-in-difference’ statistical technique to estimate change over time in the areas we supported, compared with changes seen in similar areas not involved in the programme.

The difference-in-difference analysis found statistically significant positive impacts of the Empowering Places programme between 2018 and 2022 on:  

•  general health in Braunstone (Leicester)  
•  personal wellbeing in Braunstone (Leicester), Dyke House (Hartlepool) and Nunsthorpe and Bradley Park (Grimsby)  
•  employment in Abram Ward (Wigan)  
•  satisfaction with local services and amenities in Nunsthorpe and Bradley Park (Grimsby)  
•  community pride and empowerment in Devonport and Stonehouse (Plymouth) and Dyke House (Hartlepool)   
•  civic participation in Braunstone (Leicester)  

These impacts are statistically significant ‘net positive increases’ compared with similar areas. They demonstrate that it is likely that community business and catalysts have contributed to positive change in the Empowering Places areas.  

The data from the hyperlocal version of the Community Life Survey shows that the Covid-19 pandemic and subsequent economic challenges have had a significant impact on people’s health and wellbeing, employment and volunteering opportunities, as well as their perspectives on their local areas. However, the difference-in-difference analysis shows that residents across all Empowering Places areas experienced greater resilience and less adverse impact on their wellbeing than their comparison areas.   

Although the Empowering Places areas mostly saw decreases in wellbeing between 2020 and 2022, this was to a lesser extent than in the comparison areas , which experienced consistent and large decreases between 2018 and 2022. The breadth and strength of the evidence, and the consistency in these trends, means we can reasonably conclude that clusters of community business at a hyperlocal level are likely to have contributed to increasing resilience and wellbeing in the Empowering Places areas in this period

While persistent challenges remain, we know from wider evidence that the Empowering Places programme has had an undeniably life-changing impact on the people that have been involved in the programme. It has helped provide new opportunities in response to community need, offered local jobs and local services through new community businesses, and rebalanced power by putting people at the heart of local decision making. 1  Our evidence shows the impact demonstrated through this research can be achieved by:  

• Putting local communities in charge  
• Flexible and longer-term funding  
• Appropriate funding alongside capacity support  
• Providing spaces and time for people to connection.  

This report demonstrates how long-term investment in community businesses can achieve real and lasting change for local people. However, as impact often takes time to materialise, we may only see the full impact of the Empowering Places programme by monitoring developments in Braunstone, Nunsthorpe and Bradley Park, Abram Ward, Devonport and Stonehouse, Dyke House, and Manningham, over the next five to ten years.

*Following Kantar Public’s divestment from Kantar Group in September 2022, they have now rebranded in all markets where they operate (Europe, APAC and the US), and from November 2023 are to be known as Verian. Due to the timings associated we have mutually agreed to continue to refer to them as ‘Kantar Public’ throughout this report. More information is available in this press release .

FOOTNOTES AND REFERENCES

1 O’Flynn, L., Jones, N., Jackson-Harmon, K., Chan, J. (2023) Five Years of Empowering Places: Evaluation Report, Renaisi/Power to Change, p. 43: https://www.powertochange.org.uk/wp-content/uploads/2023/08/Five-years-of-Empowering-places-Evaluation-report-no.5.pdf

• 1.1 Background
• 1.2 Empowering places
• 1.3 Methodology
• 1.4 Limitations and considerations
• 1.5 Key technical notes

1 | Introduction

1.1 | background.

At Power to Change, we have made significant investments in building the evidence base on the impact of community business on economic, social and environmental wellbeing, and our role in this. Our Empowering Places programme aimed to build more resilient communities by working with locally rooted ‘catalyst’ organisations to develop and nurture community businesses, and to provide benefits and opportunities for local people. In 2018, we wanted to understand whether our long-term investment in the six areas participating in Empowering Places could lead to quantifiable and statistically significant change.

We consequentially commissioned Kantar Public to conduct a ‘hyperlocal booster’ version of the Community Life Survey , an annual survey produced by the Department for Culture, Media and Sport. The evaluation uses a ‘difference-in-difference’ statistical technique, which estimates change over time in the areas in England participating in the Empowering Places programme, compared with changes seen in matched comparison areas (see Chapter 1.3 ).

Recognising how important it is to draw insights from both quantitative and qualitative evidence, this report shares Kantar Public’s findings, additional data analysis, and learning from the primarily qualitative evaluation of Empowering Places undertaken by Renaisi. This report has been written by Chloe Nelson and Rachael Dufour at Power to Change, with input from Kantar Public and Renaisi.

You can download the full report from Kantar Public and all other source material reports, including the qualitative evaluation from Renaisi, in Chapter 6 .

1.2 | EMPOWERING PLACES

Empowering Places was a unique five-year programme delivered from 2017 to 2022, designed by Power to Change to explore ways in which ‘locally rooted’ anchor organisations, operating in areas of high deprivation, could be supported to ‘catalyse’ new community businesses. The programme hypothesised that this, in turn, would contribute to an overarching vision of more prosperous places, with more jobs and opportunities for local people.

The programme provided a blend of funding and capacity-building support to locally rooted ‘catalyst’ organisations in six areas of high deprivation, to develop local networks and grow the sector at neighbourhood level. These catalyst organisations were:

• Wigan and Leigh Community Charity (WLCC) , formally Abram Ward Community Cooperative, in Abram, Wigan
• B-inspired  in Braunstone, Leicester
• Centre4  in Nunsthorpe and Bradley Park, Grimsby
• Made in Manningham , incubated by Participate in Manningham, Bradford
• Real Ideas  in Devonport and Stonehouse, Plymouth
• The Wharton Trust  in Dyke House, Hartlepool

Funded by Power to Change, and delivered by  Co-operatives UK  in partnership with the New Economics Foundation  (NEF) and the  Centre for Local Economic Strategies  (CLES), Empowering Places provided catalyst organisations with a combination of expert guidance from a ‘tech lead’, access to specialist skills and support, grant funding, and money to award seed grants. Each catalyst received up to £1 million (July 2017–2022), and 95 community businesses were supported across the six areas.

1.3 | METHODOLOGY

Since 2012, Kantar Public has carried out the national Community Life Survey (CLS) on behalf of the Department for Culture, Media and Sport (DCMS). This national survey covers topics such as health and wellbeing, employment, and community participation and engagement. It provides an opportunity to capture representative data from the general population on these key topics.

We commissioned Kantar Public to conduct a ‘hyperlocal booster’ version of the Community Life Survey, focused on the six places in England funded through the Empowering Places programme. 2 The ‘hyperlocal booster’ survey used the CLS national model and acted as a sample boost for the operational areas where the Empowering Places catalyst organisations operated. This survey, branded as the Neighbourhood Life Survey, contained the same measures, and used identical methods to the CLS for the purposes of difference-in-difference analysis and was conducted in 2018, 2020, and 2022. 3  This boosted data collection provides a large enough sample to enable meaningful analysis at a hyperlocal level.

As the CLS is a national survey, Kantar Public can create matched comparison areas from the CLS data set for each operational area. 4 This, combined with the multi-wave approach to the research, allows for the use of a statistical method known as ‘difference-in-difference’. This means that we can explore whether there have been changes in the local areas, and whether these changes can reasonably be attributed to the effects of our funding.

What is difference-in-difference?

Difference-in-difference analysis is a statistical technique that can estimate the effect of an intervention on a specific outcome. It does this by comparing the change in the outcome in the intervention group with change for a control group over the same time period.

In this report, the methodology looks at changes in the local areas participating in the Empowering Places programme, compared with matched comparison samples, and uses difference-in-difference to identify any statistically significant changes. If a change is statistically significant, it means that there is a reasonable chance it is a result of the intervention being evaluated. In this case, that is the Empowering Places programme or the areas in which the catalysts funded through the programme operate (sometimes referred to as ‘catalyst areas’).

In the difference-in-difference chart above, the dark blue line represents the local area participating in the Empowering Places programme. The orange line represents the change in the matched comparison sample for the Empowering Places area, drawn from the national Community Life Survey.

Respondents are not asked about community businesses as part of the ‘hyperlocal booster’ version Community Life Survey and we do not know if they are aware of Power to Change, the Empowering Places programme, the catalyst organisations, or community businesses funded through it. This means that we can understand whether any changes can be seen amongst residents more generally, rather than just those we know have come into direct contact with the community businesses that participated in Empowering Places. This methodology is a robust way of understanding and attributing change:

‘This type of analysis is called ‘difference-in-difference’ and, when combined with sample matching (as here), is one of the most robust impact evaluation methods outside of the randomised controlled trial. To our knowledge, this method has not been successfully implemented elsewhere in the third sector and therefore represents a step forward for evaluation of localised interventions.’ Kantar Public  5

However robust our approach, the measuring, evaluating, and understanding of place-based change remains challenging, especially where primarily quantitative measures are used. We explore these issues further in the next section.

1.4 | LIMITATIONS AND CONSIDERATIONS

Measuring, evaluating, and understanding place-based change can be complex and challenging. It is important, therefore, to treat the findings with some caution:

• Change is not always linear: Change, particularly place-based change, is not necessarily linear, and does not fit into neat patterns that evaluation may require. It is clear from the findings that change fluctuates, but surveys are only conducted at random points in time. Practically, change manifests in complex ways that do not conveniently fit neat timelines for research, or the programmes being evaluated. As this is particularly the case with quantitative approaches, it may still be too early to understand impact over the longer-term, and further fluctuations are possible.
• High threshold for impact: This methodology was delivered to test whether it was possible to see statistically significant quantitative change amongst respondents living in a local area as a result of long-term investment in community businesses in that area, relative to a comparison group. This means that we are looking for evidence of impact amongst those who may have not been directly involved with catalysts or community businesses that have received funding from Power to Change. Additionally, using statistical significance and a comparison group, the methodology imposes a much higher threshold for determining impact than many others commonly used when evaluating place-based change.
• Methodology and context: Kantar Public’s analysis primarily focuses on using difference-in-difference to assess impact and looking at trends within individual outcomes. However, as the survey provides a comprehensive data set that can also be used in multiple other ways, this report includes additional analysis from Power to Change, such as reviewing combined trends over time.
• External factors: A myriad of other factors affect the results of all interventions, but particularly locally-led place-based ones. Notably, the research was carried out in 2018, 2020, and 2022, during which the Covid-19 pandemic had a significant impact, and this is likely to be reflected in the data. Although imperfect, using comparison groups aims to mitigate the risk of distortion, as they are constructed to be similar to the Empowering Places areas.
• Representing disadvantage and marginalisation: The differing experience of the pandemic’s impact, more keenly felt in disadvantaged and marginalised places, also reflects the variety of ways in which any change can be felt and measured. Traditional evaluation methods often favour the majority (for example, by looking for change at a common enough level so as to be considered meaningful and representative), leaving people with experience of discrimination or marginalisation less well served. Although Kantar Public’s approach involved representative samples, accessible, web and paper versions, and incentives for participating in the survey, any quantitative approach will struggle to serve or capture change for everyone, everywhere.
• Expected change: Not all questions within the Community Life Survey map neatly onto the theory of change informing the evaluation of the Empowering Places programme. As a result, we should neither expect to see clear change across all responses (as change was not intended in these areas), nor treat any lack of findings as an absence of impact. As the survey does not capture the entirety of the programme’s impact, a lack of evidence of change does not mean that change is not actually present in those areas.

To supplement our insight in light of these factors, we also invested in a comprehensive qualitative evaluation across the six areas over the same time period, delivered by Renaisi.  Focusing on the experiences of those involved in the programme, Renaisi primarily drew from over 100 interviews and video ethnography with catalysts, community businesses, tech leads and stakeholders in the local areas, along with 13 interviews with programme delivery leads at Power to Change and Co-operatives UK. These two complementary approaches help build a more thorough picture of the impact of the programme.

1.5 | KEY TECHNICAL NOTES

• Methodology and response rate: This report primarily covers findings from the most recent round of research. Fieldwork for the 2022 wave took place between 4 August and 30 September 2022. 6 It is standard practice to send two reminders, a fortnight apart, for the Community Life Survey, with a third sent to a targeted subsample of addresses, mainly in deprived areas and/or with a younger household structure. Two paper questionnaires are included in the second reminder for a targeted subset of addresses. 7 All respondents who completed the survey received a £10 voucher to thank them for their contribution. The standardised individual response rate achieved in each operational area ranged from 19.5% to 21.8% as shown in Table 1.1. 8 As a benchmark comparison, the response rate for the survey in 2020–21 was 22.6%.

• Statistical significance: This difference-in-difference analysis uses a lower rate of statistical significance than ‘standard’ approaches, recognising the complexities involved:

‘The standard significance threshold is usually set at 5%. That means the only observed differences considered ‘statistically significant’ are those that would have a <=5% chance of being observed – due to random sampling error – if there was in fact no difference at the whole population level. However, with small sample sizes (as here), this threshold can lead to the risk of false negatives outweighing the risk of false positives. Consequently, the significance threshold has been shifted upwards: observed differences are considered statistically significant if they would have no more than a one in three (33%) chance of being observed if there was no population-level difference.’

Kantar Public 9

• Limiting long-term illness measure (Zdill/Zpdill). In Wave 1 and Wave 2 the answer code ‘prefer not to say’ was only accessible by clicking the next button without selecting an answer. However, to improve accessibility in Wave 3, this code was readily available for respondents to select as part of the response list on the first page. While this change affected both operational and comparison samples, it is not possible to identify its effect in the data.
• Interest in being more involved in local decision making (ZPCSat). The local decision-making measure was changed in Wave 3. The response ‘it depends on the issue’ was previously only accessible by clicking the next button without selecting an answer. In Wave 3 this option was made readily available to respondents as part of the response list, and there was, consequently, a large increase in the proportion of respondents selecting it in both the operational and comparison samples. As a result, we have not included this data within the report.
• Manningham, Bradford: It was not possible to create a comparison sample from the national Community Life Survey for Manningham in Bradford for the 2022 wave of fieldwork, and budget did not allow a bespoke comparison sample to be constructed instead. Although this third wave did not therefore include a boosted sample for Manningham, relevant difference-in-difference analysis from 2018 and 2020 has been included.
• Limited analysis: Additionally, budget constraints mean that not all responses from all areas have been analysed using difference-in-difference. Instead, Power to Change worked with the local catalyst organisations to provide Kantar Public with a series of hypotheses about their area, informing which sections of the survey were analysed. It is possible, therefore, that there are other changes in the data that have not been reported. However, the full data set has been included within other analysis where relevant or revealing, just not the difference-in-difference. You can download the full data set in Chapter 6 .
• Binary variables: Kantar Public used a binary variable approach when conducting the difference-in-difference analysis, using the most appropriate responses to signify change and comparing these with all other responses. Practically, this means grouping together responses such as ‘very high’ and ‘high’ as the data point for analysis.
• Comparison groups: Importantly, the approach uses ‘comparison’ and not ‘control’ groups. This is a quasi-experimental method with a robust approach to analysis. However, it is still an estimated counterfactual, rather than an actual and definitive one. 10 As Kantar Public notes:

‘ Because the samples from both the two operational areas and their respective comparison groups are imperfect, we urge caution in the interpretation of relative effects 11 …

  To detect impact, the Empowering Places catalyst organisation needs to have a reasonably large effect on its operational area and a relatively close comparison sample has to be identified from within the Community Life Survey national sample. This comparison sample should be large enough to ensure that there is sufficient statistical power to detect unusual effects within the operational area, but not so large that the comparison sample’s similarity to the operational area is lost …

  The analysis assumes that controlling for differences in key census statistics and indices of deprivation is enough to eradicate systematic differences between sampled operational areas on the one hand and comparison sample areas on the other.

The comparison sample for each operational area was a subset of respondents in the Community Life Survey 2021–22 who lived in the 10% of English neighbourhoods that are most similar to the operational area.’ Kantar Public 12

You can download Kantar Public’s full technical note, which elaborates on the key points made here, in Chapter 6.

Empowering Places

2 It was not possible to create a comparison sample from the national Community Life Survey for Manningham in Bradford for the 2022 wave of fieldwork, and budget did not allow a bespoke comparison sample to be constructed instead. As a result, while surveys were carried out in 2018 and 2020 in Manningham, the 2022 research does not cover this area.

3 Fieldwork was conducted in three waves. Wave 1: 16 May–5 August 2018; Wave 2; 13 July–28 August 2020; Wave 3: 4 August–30 September 2022.

4 The Empowering Places areas were surveyed in 2018, 2020, and 2022, with the accompanying comparison sample area surveyed in 2017–18, 2019–20, and 2021–22.

5 Ozer, A. L., Williams, J., Fitzpatrick, A. and Thaker, D, (2023) Empowering Places? Measuring the impact of community businesses at neighbourhood level: a difference-in-difference analysis, Kantar Public, p. 8.

6 Although the fieldwork was conducted in 2022, Kantar Public was unable to analyse the boosted sample data until the main national data set was archived on the UK Data Service by DCMS in April 2023. Kantar Public began the analysis in May 2023.

7 Respondents are not asked about community businesses as part of the Community Life Survey and we do not know if respondents are aware of Power to Change, the Empowering Places programme, or catalysts and the community businesses funded through it.

8 The ‘standardised’ response rate assumes that 92% of addresses contain households and those households contain an average of 1.9 people aged 16+. These are based on national surveys. In reality, both these numbers will vary from place to place, hence this is a ‘standardised’ response rate rather than a true response rate.

9 Ozer, A. L., Williams, J., Fitzpatrick, A. and Thaker, D, (2023) Empowering Places? Measuring the impact of community businesses at neighbourhood level: a difference-in-difference analysis, Kantar Public, pp. 8-9.

10 Counterfactual means ‘expressing what has not happened or is not the case’ . In evaluation, using a counterfactual helps to understand what would have happened if the intervention or investment being evaluated had not been in place. This approach uses comparison groups to do this but, as the investment has been made, it can only ever be estimated rather than precise.

11 The samples for all operational areas are subject to standard limitations of random probability surveying. The matched comparison samples are based on the 10% most similar neighbourhoods.

12 Ozer, A. L., Williams, J., Fitzpatrick, A. and Thaker, D, (2023) Empowering Places? Measuring the impact of community businesses at neighbourhood level: a difference-in-difference analysis, Kantar Public, pp. 7-9.

• 2.1 Personal wellbeing
• 2.2 General health

2 | Improving people’s health and wellbeing

Almost all community businesses (98%) say they have a positive impact on people’s health and wellbeing. 13 Evidence shows that people who are using, working, or volunteering for community businesses in the Empowering Places areas are experiencing benefits to their general health and wellbeing.

For example, in Hartlepool, LilyAnne’s Coffee Bar provides ‘socially-prescribed coffees’ to help reduce loneliness and isolation and improve mental health. The community café uses the informality of its space to draw people in and build trust. When they identify people with additional needs, they can refer them to other local community businesses, like mental health support group Minds for Men. In turn, Minds for Men provides training and work placements in the community shop.

Others have a focus on improving people’s physical health, such as Runfit , also in Hartlepool, which is a non-competitive running group accessible to everyone, regardless of ability. ER Crew in Leicester is a community-funded and volunteer run street dance and fitness group, helping children and young people to stay active and healthy.

There is encouraging evidence from the hyperlocal booster version of the Community Life Survey to suggest that the impact of these community businesses on local people’s health and wellbeing is beginning to emerge within the areas in which the catalysts operate. From Kantar Public’s difference-in-difference analysis, it appears that personal wellbeing is the area where the strongest positive evidence emerges across the programme.

Community as remedy: How B Inspired tackles health and social care

2.1 | personal wellbeing.

The data from the Hyperlocal Booster Community Life Survey shows that there are statistically significant positive trends in the proportion of residents reporting high life satisfaction, fulfilment, and happiness in both Braunstone (Leicester) and Bradley Park (Grimsby), against their comparison groups. 14

Abbreviations used in all tables:

• CB = local areas with clusters of community businesses and catalysts participating in Power to Change’s Empowering Places programme
• MCS = matched comparison sample
• DID = difference-in-difference result
• Italicised results = statistically significant

Data for both areas shows that the comparison groups started from a much higher position, with wellbeing showing a sustained decrease since 2018. In comparison, wellbeing in the two Empowering Places areas stayed largely consistent during the same time period (see Figures 2.1 and 2.2). This accounts for the positive difference-in-difference findings.

The difference-in-difference analysis for both areas shows that there are statistically significant positive findings across all three of these measures. In addition to the positive findings for life satisfaction, happiness, and fulfilment in Braunstone, Leicester , there were also statistically significant impact on anxiety levels. The proportion of Braunstone residents reporting low anxiety remained relatively consistent (49.3% to 50.2% between 2018 and 2022), whilst the comparison area levels of low anxiety decreased (whilst high levels of anxiety increased). The difference-in-difference estimates that there was a 5.9 percentage point (pp) relative increase in the proportion of Braunstone residents reporting low anxiety, relative to the comparison area.

These positive findings in Braunstone and Bradley Park are likely to be the result of the work of the Empowering Places catalysts, who use and improve the skills, capabilities, connections, and spaces within their local areas to benefit local people’s wellbeing. Centre4 in Bradley Park, Grimsby has supported several community businesses who support local people with their mental health and wellbeing. This includes Nunny’s Farm , which provides employment and learning opportunities that enable local people to work in nature. With a particular focus on encouraging young people with behavioural difficulties and disabilities to volunteer and interact with animals, it also provides space for local families and individuals to gather. These activities increase wellbeing, create connections, and reduce social isolation.

 ‘Bringing these community businesses to fruition, it really does make a massive impact, because it’s really having an impact on people’s mental health. The fact that people are able to come to a group, and otherwise they’ll just be isolated at home, or they’ll be lonely or they wouldn’t have that opportunity.’ Catalyst 15

There were also positive trends across these measures in Abram Ward (Wigan), but these were not found to be statistically significant. Table 2.4 shows that, personal wellbeing consistently fell between 2018 and 2022. However, wellbeing fell at a greater rate in the comparison sample, which is why the analysis finds ‘positive trends’. This means that although wellbeing has declined in similar areas, the presence of the Empowering Places programme in Abram Ward may have slowed the decline in this area. This is backed up by a positive difference-in-difference finding (1.9pp increase) in relation to those stating that they had low anxiety, although this finding is not statistically significant.

In Dyke House , Hartlepool, there were statistically significant positive findings in relation to anxiety. Although the proportion who said they had ‘low’ or ‘very low’ anxiety stayed relatively consistent in the area, there was a large drop in the matched comparison sample, which leads to a relative increase of 7.6pp. This suggests that the catalyst and community businesses they supported enabled people to maintain greater resilience during this time.

There were positive trends in other measures of personal wellbeing (life satisfaction, happiness, and fulfilment) in Dyke House . Although these figures saw decreases between 2018 and 2022, their matched comparison samples saw decreases to a greater extent. There are clear trends in this data, which show that wellbeing consistently increased in the catalyst areas between 2018 and 2020, indicating emerging positive impact, before dropping dramatically in 2022. In contrast, the matched comparison area saw consistent decreases between 2018, 2020, and 2022:

While these three measures are not statistically significant, the overall trends in Dyke House are broadly positive, and indicate a maintenance in multiple measures of wellbeing. The positive trends are consistent with the patterns seen in Braunstone , Bradley Park , and Abram Ward ; overall wellbeing has fallen, but it has not fallen as much in the areas in which catalysts operate.

Personal wellbeing decreased in Devonport and Stonehouse (Plymouth), but again, there were no statistically significant trends compared with the matched comparison sample. While Renaisi’s evaluation indicates how direct contact with the programme can have a strong impact on wellbeing – for example, Pillars of Wellness provides accessible information on wellness and wellbeing and runs low-cost or free events for the local community in Devonport – it may be too soon, or not widespread enough, to have an impact at a general population level.

The Community Life Survey also asks residents about their social support networks and feelings of loneliness. Only two areas were tested for these social isolation metrics – Nunsthorpe and Bradley Park (Grimsby) and Devonport and Stonehouse (Plymouth). The only statistically significant trend was a 4.8pp relative decrease in the proportion of Nunsthorpe and Bradley Park residents who reported that they have someone they can count on to listen.

Despite this finding, there is strong evidence to indicate that the efforts of the catalysts and the cumulative impacts of the community businesses they have supported have enabled communities to maintain better personal wellbeing during a time in which this was severely affected across the country by the Covid-19 pandemic and its aftermath. Matched comparison samples saw consistently negative trends across measures of wellbeing between 2018 and 2022. In contrast, Empowering Places areas mostly saw increases between 2018 and 2020, before decreasing in 2022, but to a lesser extent than in the comparison areas. In some areas, these positive differences were statistically significant across multiple measures of wellbeing. Other areas saw statistically significant positive findings in one measure, and positive trends in others. The breadth and strength of the evidence and consistency in these trends means we can reasonably assume that the catalysts are likely to have contributed to increased resilience and maintained wellbeing during this challenging time.

2.2 | General health

Personal wellbeing is inextricably linked with overall health, and many community businesses building wellbeing also support people’s physical health through creating accessible and equitable spaces and groups for beneficial activities, such as exercise or growing food. Wigan Cosmos Football Club , for example, took ownership of St John’s Street Playing Fields in their local area through a community asset transfer, from which they offer a wide range of inclusive competitive and social sports opportunities, to build skills, fitness, and wellbeing.

Around 9% of community businesses in England provide direct health and social care services to their community. 16 For example, Hartlepool Ambulance Charity , supported by The Wharton Trust , works in partnership with the community to improve quality of life through medical education, enhancing the health and wellbeing of local people, and fundraising jointly to help save local lives.

People’s health was severely affected during the pandemic, and evidence shows that deprived communities and minoritised ethnicity groups were disproportionately affected and are at greater risk of ill health. 17 As the Empowering Places programme serves areas of high deprivation, we would expect to see this reflected in the data. Since 2018, self-reported ‘good’ general health has seen small declines in all areas, except Braunstone. 18 These trends were not found to be statistically significant in the difference-in-difference analysis. Perhaps unsurprisingly, the majority saw a small increase between 2018–2020, indicating that health was improving before it fell in the wake of the Covid-19 pandemic.

Braunstone, in Leicester, showed a statistically significant positive trend in general health, where the proportion of residents who rated their health as ‘fair’, ‘good’ or ‘very good’ increased from 89.1% to 91.2% (4.6pp relative increase). This means that the catalyst organisation funded through Empowering Places may have contributed to people’s improvements in general health during this time.

The Hyperlocal Booster Community Life Survey asked people whether they have limiting long-term illnesses and health issues, which yielded mixed findings. With the exception of Devonport and Stonehouse, Figure 2.10 shows that limiting long-term illness saw very small changes between 2018 and 2020, before increasing in 2022.

Just one area (Dyke House) saw a statistically significant change relative to its comparison sample. As long-term illness was not an area of expected or intended impact for the programme, we remain cautious of drawing any conclusions about the programme’s impact on this indicator amongst residents living in the catalyst areas. 19 However, the data offers interesting findings beyond the difference-in-difference analysis, with consistent increases in limiting long-term illness likely resulting from the Covid-19 pandemic in 2020, aligning with other health and wellbeing data.

Overall, and considering both general trends and the difference-in-difference analysis, health and wellbeing findings show some clear positive impacts on personal wellbeing emerging amongst those who live in the areas surrounding local catalysts. There is strong evidence that residents across all Empowering Places areas enjoyed greater resilience and experienced less negative impact on their wellbeing as a result of the pandemic and its subsequent impacts, when viewed against their comparison areas. This change can be reasonably attributed to the work of the catalysts and community businesses funded through the Empowering Places. This evidence suggests that expanding long-term investment in place-based locally rooted catalyst organisations has the potential to yield significant social and economic benefits, cost savings in relation to the use of mental health services and economic inactivity, as research shows that mental health problems cost the UK economy at least £117.9 billion each year, equivalent to around 5% of UK’s GDP. 20

It is little surprise that, while the impact on general health and limiting long-term illness is less clear, the trends in findings and insight from the areas themselves show that the pandemic has had a notable impact on people’s health and wellbeing. This inevitably makes it hard for the Empowering Places programme to demonstrate clear and consistent increases over the time period – the positive impact is instead as a result of its ability to maintain wellbeing during an incredibly challenging time, in contrast to matched comparison areas.

Chapter 3 explores the impact of Empowering Places on employment, skills, and volunteering.

Wigan & Leigh Community Charity, Wigan

13 Power to Change and CFE Research (2022) Community Business Market Report 2022, Section 3: https://www.powertochange.org.uk/evidence-and-ideas/market-report-2022/better-places/#3-0

14 Significant positive trends in wellbeing measures include high and very responses to the questions: “How satisfied are you with your life as a whole nowadays?” (Life satisfaction), “How happy did you feel yesterday” (Happiness) and “To what extent do you feel like things in your life are worthwhile?” (Fulfilment).

15 O’Flynn, L., Jones, N., Jackson-Harmon, K., Chan, J. (2023) Five Years of Empowering Places: Evaluation Report, Renaisi/Power to Change, p. 27: https://www.powertochange.org.uk/wp-content/uploads/2023/08/Five-years-of-Empowering-places-Evaluation-report-no.5.pdf

16 Power to Change and CFE Research (2022) Community Business Market Report 2022: www.powertochange.org.uk/market-reports/market-report-2022/

17 Office for National Statistics (2020) Why have Black and South Asian people been hit hardest by Covid-19?: https://www.ons.gov.uk/peoplepopulationandcommunity/healthandsocialcare/conditionsanddiseases/articles/whyhaveblackandsouthasianpeoplebeenhithardestbycovid19/2020-12-14

18 As this question was only asked in the web-based version of the survey, it has a slightly lower response rate.

19 O’Flynn, L., Jones, N., Jackson-Harmon, K., Chan, J. (2023) Five Years of Empowering Places: Evaluation Report, Renaisi/Power to Change, p. 7: https://www.powertochange.org.uk/wp-content/uploads/2023/08/Five-years-of-Empowering-places-Evaluation-report-no.5.pdf

20 McDaid, D., Park, A-L., et al. (2022) The economic case for investing in the prevention of mental health conditions in the UK, Mental Health Foundation and London School of Economics and Political Science (LSE): https://www.mentalhealth.org.uk/sites/default/files/2022-06/MHF-Investing-in-Prevention-Full-Report.pdf

• 3.1 Employment
• 3.2 Volunteering

3 | Growing local economies

Community businesses play a vital role in their local economies through providing jobs, selling goods and services, and trading in response to local needs. Evidence shows that, compared with the private sector, a higher proportion of what they spend stays in their local community, and their trading income is invested in developing and delivering more services and facilities for local people. 21

The Empowering Places programme enabled the local catalyst organisations to seed and support 95 community businesses through incubation, championing individual entrepreneurialism, and being community-led. Around two-thirds of these community businesses remained operational at the end of the programme. 22 23 From the survey of more than 1,000 community businesses, our most recent Community Business Market Report (2022) indicates that the average community business has an estimated annual trading income of around £34,000, meaning that the 64 community businesses from Empowering Places could collectively generate around £2.2 million a year in revenue from trading in their local areas.

In many of the places, the catalysts funded through the programme have supported the transfer of local assets into community hands, which enable community businesses to trade and deliver vital services and improve social infrastructure by providing more spaces for the community to come together. For example, Empowering Places enabled B-inspired in Leicester to take on stewardship of The Grove, an unused council building transformed into a vibrant community hub. These activities provide volunteering opportunities, skills growth, employment, and generate financial and economic benefits for local areas.

Centre 4, Grimsby

3.1 | employment.

Our Community Business Market survey data shows that each community business employs an average of nine paid staff, with the majority living locally. This means that the community businesses supported by the Empowering Places catalysts are likely to provide employment to almost 500 paid staff from their local communities. 24 45% of these community businesses are likely to have employed someone who was formerly unemployed in the last year. For some community businesses supported through the programme, providing local and meaningful employment is at the heart of their mission. For example, the Ethical Recruitment Agency (ERA) in Grimsby helps local people develop the skills required to access employment opportunities, and works with businesses to place them in work. ERA has been highly successful, taken on several contracts and placed more than 108 people in permanent jobs, the majority of which were full-time, as well as an additional 180 into temporary work on their payroll. While not all of these jobs can be directly attributed to Empowering Places, some can. In Plymouth , the catalyst Real Ideas has identified around 20 paid employment opportunities as a result of the programme.

However, the extent to which this translates into improved employment opportunities in the six local areas, in areas of high deprivation facing persistent challenges, is unclear. It may well be too soon to be apparent – particularly given that areas are still recovering from the impacts of the Covid-19 pandemic and suffering from the current cost-of-living crisis – or interventions may not be large enough to have had an impact on those not directly involved in the programme yet.

Data from the ‘hyperlocal booster’ version of the Community Life Survey shows that, on the whole, self-reported employment has fallen between 2018 and 2022 in both the Empowering Places areas and their matched comparisons. This is in line with national trends indicating that employment in 2022 was still below pre-pandemic levels. 25

In 2022, levels of self-reported employment were lower in all catalyst areas compared with their matched comparison samples, but the catalyst areas also started from a lower point in 2018. This is an interesting finding, showing that the areas funded through the programme are likely to have lower levels of employment than their matched comparisons, despite other similar characteristics. This is indicative of the persistent levels of need in these places.

There were positive statistically significant employment trends in Abram Ward in Wigan, where self-reported employment increased 9.6pp relative to the comparison sample. The data shows that the positive impact is driven by a notable decrease in employment in the comparison sample, while employment stayed stable in Abram Ward over the same time period.

This may indicate that Abram Ward has demonstrated more resilience to external economic shocks as a result of the programme and local community businesses, in contrast with the comparison group.

‘It is possible that employment programmes like [Wigan and Leigh Community Charity] have had a positive impact [on this finding]. There is also a possibility of a floor effect under which employment in Abram Ward would typically not decrease unless the area experienced a highly extreme economic downtown. Alternatively, there could be external forces that impact the comparison group that are simply not present in Abram Ward. While it is difficult to ascertain with certainty which of these scenarios is the case, the data nonetheless shows the negative forces impacting similar areas have not impacted Abram to the same degree.’

-Kantar Public

These conditions could also apply where the inverse is true; employment has fallen in two areas at a greater rate than in their matched comparison samples. Nunsthorpe and Bradley Park (10.1pp relative decrease) and Devonport and Stonehouse (7.4pp relative decrease) both saw statistically significant decreases in self-reported employment. This was driven by falls in both the comparison and catalyst areas, but the rate of decline was greater in the catalyst areas. This could mean that the catalyst areas have been affected by external economic shocks to a greater extent than their comparison areas, or by different conditions that are not present in the comparison samples. There were no other statistically significant findings related to employment, and the mixed findings in this area make it difficult to determine a clear pattern.

Although the survey was not carried out in 2022 in Manningham, Bradford , data from previous waves shows that there was a statistically significant decrease in the proportion of people reporting that they were unemployed between 2018 and 2020, compared with the comparison sample. This corresponded with a decrease in those in employment in the comparison area, but this was not statistically significant.

While some positive findings on employment and enterprise are emerging in the Empowering Places areas, they are on the whole mixed. Employment levels are, perhaps, more likely to be affected by wider economic challenges, than interventions by local catalysts and community businesses. It also may be that broader change does not materialise for many years, by which point it becomes harder to determine attribution. Empowering Places was designed to seed new community businesses, and this meant, in many cases, starting with a ‘person with an idea’. At the end of the Empowering Places programme in 2023, only an estimated 40% of community businesses were in the growth or scale stage of their life cycle; the stages where broader impact typically tends to materialise. 26 It may be a while until these community businesses supported by Empowering Places realise their full potential and impact is felt on the community.

For example, the catalysts in both Wigan and Grimsby are using schools’ enterprise programmes to connect with young people and support their thinking about different career options, including social enterprise. This has ‘lifted the profile of social businesses to young people who are unemployed’. 27 Similarly, the Millan Centre in Manningham (Bradford), provides classes for women who haven’t had the opportunity or confidence to learn English before. In response to local demand, the centre also offers qualifications in health and wellbeing, and hairdressing and beauty, which could lead to positive impacts in this area in future:

‘I’ve come here to learn English because I need it for my little one, she’s starting school and I, I really want to help her … And maybe more learning is good for me in the future, to find work.’ Millan Centre beneficiary

3.2 | VOLUNTEERING

Volunteers play an essential role in running community businesses. They sit on boards and committees, deliver services, work in cafés, shops and other trading operations, provide administrative and back-office support, and support local people. The Empowering Places catalysts and the community businesses they have supported provide a multitude of volunteering opportunities in their local areas. For example, in Grimsby , a resident volunteered to run the community gym, and in Leicester , the community bar is being run by a group of local people with experience in hospitality. Although overall volunteering numbers have fallen since the Covid-19 pandemic, it is estimated that there are still 126,000 people volunteering in community businesses in England. 28 This translates to almost 900 volunteers within the community businesses in the Empowering Places areas, 92% of whom are likely to live locally. 29

Volunteering benefits community businesses, local people, and those undertaking the roles; reducing social isolation, improving wellbeing, building skills and personal achievement. 30 It also provides an important route to paid work, with many volunteers in community businesses moving into employment either with or outside the organisation. For example:

‘Two of the girls that are coming today started off as participants, and then became junior coaches. So, they came on board as staff, and we qualified them. They did an apprenticeship with us, and now they’ve been working with us for the last four years.’ Community business staff member

These positive impacts were evident for those volunteering with community businesses and catalysts participating in Empowering Places programme:

‘ In some cases, volunteers have improved their knowledge, skills and confidence to a point where they have either been taken on as staff by the community business or have found work elsewhere:

'It gave me the confidence to get back into work and then go in from a volunteer to paid hours and now I have, you know, a secure job, so to speak, what’s local and I’m giving back.' Volunteer

Through developing knowledge and skills, catalysts and community businesses have therefore grown the resources available to them, with each place developing an ever increasing pool of volunteers who not only want to support their community but who are also increasingly understanding the value of community business. ’ Renaisi 31

Despite strong impacts on volunteering for those directly involved with the Empowering Places programme, this has not yet had an impact on wider volunteering levels in the catalyst areas. The Community Life Survey asks residents whether they engage in formal and informal volunteering, and the frequency of their participation. Formal volunteering refers to giving unpaid help to groups or clubs, whilst informal volunteering is defined as giving unpaid help to individuals who are not a relative. The results from the hyperlocal version of the Community Life Survey show that numbers of volunteers have dropped across all measures of volunteering, in all areas, as well as within their comparison samples. For example, Figure 3.6 shows that the proportion of monthly formal volunteering has dropped across all Empowering Places areas.

This is not surprising, considering volunteering levels have largely decreased across the country since the Covid-19 pandemic. In 2021/22, national participation rates for monthly formal volunteering across the country are the lowest since the Community Life Survey started collecting data (16%, approximately 7 million people in England). 32 A recent report by Durham University on trends within community businesses similarly found that half (53%) of community businesses are finding it harder to hold onto regular volunteers, and about a third (35%) are losing volunteers who joined them during the pandemic. These challenges with volunteer retention were seen across all other third sector organisations. 33

These patterns consistently arise within the data from the Hyperlocal Booster Community Life Survey. For example, the analysis in Abram Ward, Wigan shows that volunteering, both formal and informal, mostly either increased or stayed consistent between 2018 and 2020, before dropping across Abram Ward and the comparison sample in 2022. The difference-in-difference analysis of this data did not find the changes to be statistically significant.

There were three statistically significant negative trends showing that volunteering has fallen in the Empowering Places areas against to their comparison groups. Interestingly, all three areas started with higher numbers of volunteers than their matched comparison samples. This may indicate that our areas have felt disproportionately large effects of the pandemic on volunteer numbers. Formal regular volunteering in Dyke House saw a relative decrease of 4.9pp compared with its comparison sample.

There was also a 5.6pp relative decrease in Braunstone, and a 9.8pp relative decrease in Dyke House for those engaging in informal help at least once a month.

Although Manningham, Bradford , was not surveyed in 2022, the difference-in-difference analysis for the area from 2020 backs up this trend, where there were statistically significant positive findings on providing informal help both once a month (20.3pp relative increase) and in the last 12 months (14.8pp relative increase).

Despite strong impacts on those who volunteer within the catalysts and community businesses supported through the Empowering Places programme, the Covid-19 pandemic has evidently had a big impact on the numbers and frequency of volunteering across the country. While the pandemic led to an initial spike in volunteering as communities worked together to deliver food, medicines, and vaccines, with community businesses at the heart of much of this community organising, over the longer term the number of opportunities have reduced. 35 Community businesses share that volunteers have needed to seek paid work opportunities due to the cost-of-living crisis, or because their health is declining. Unfortunately, this is reflected in the data in both the catalyst areas and their comparison samples and has arguably affected the extent to which this outcome is likely to materialise within the Hyperlocal Booster Community Life Survey results. It is possible, therefore, that the fall in volunteering levels seen in the data could be attributed to the wider impacts of the pandemic on volunteering within community businesses.

Chapter 4 looks at the data on local environment, community cohesion, and social action.

21 Power to Change and CFE Research (2022) Community Business Market Report 2022: www.powertochange.org.uk/market-reports/market-report-2022/

22 Of these 95, 64 are operational at the time of writing (October 2023).

23 O’Flynn, L., Jones, N., Jackson-Harmon, K., Chan, J. (2023) Five Years of Empowering Places: Evaluation Report, Renaisi/Power to Change: https://www.powertochange.org.uk/wp-content/uploads/2023/08/Five-years-of-Empowering-places-Evaluation-report-no.5.pdf

24 Power to Change and CFE Research (2022) Community Business Market Report 2022: www.powertochange.org.uk/market-reports/market-report-2022/

25 House of Commons Library (2022) Coronavirus: Impact on the labour market, research briefing, 9 August 2022: https://researchbriefings.files.parliament.uk/documents/CBP-8898/CBP-8898.pdf

26 O’Flynn, L., Jones, N., Jackson-Harmon, K., Chan, J. (2023) Five Years of Empowering Places: Evaluation Report, Renaisi/Power to Change, p. 34: https://www.powertochange.org.uk/wp-content/uploads/2023/08/Five-years-of-Empowering-places-Evaluation-report-no.5.pdf

27 O’Flynn, L., Jones. N., and Jackson-Harman, K. (2022) Empowering Places: Impact on the Community and Wider Place, Renaisi/Power to Change, p.11: https://eprints.icstudies.org.uk/id/eprint/408/1/PTC_3833_Empowering%20Places_Report_FINAL.pdf

28 Power to Change and CFE Research (2022) Community Business Market Report 2022: www.powertochange.org.uk/market-reports/market-report-2022/

29 Power to Change and CFE Research (2022) Community Business Market Report 2022: www.powertochange.org.uk/market-reports/market-report-2022/

30 Higton, J., Archer, R., Merrett, D., Hansel, M., and Spong, S. (2021) The role of volunteers in community businesses, CFE Research/Power to Change: https://www.powertochange.org.uk/wp-content/uploads/2021/06/PTC_CFE_Volunteers_Report_V2.pdf

31 O’Flynn, L., Jones, N., Jackson-Harmon, K., Chan, J. (2023) Five Years of Empowering Places: Evaluation Report, Renaisi/Power to Change, p. 24: https://www.powertochange.org.uk/wp-content/uploads/2023/08/Five-years-of-Empowering-places-Evaluation-report-no.5.pdf

32 Department for Culture, Media and Sport (2023) Community Life Survey 2021/22: https://www.gov.uk/government/statistics/community-life-survey-202122

33 Chapman, T. (2023) Community Businesses in England and Wales 2022: New findings from Third Sector Trends, Durham University/Power to Change: https://www.powertochange.org.uk/evidence-and-ideas/research-and-reports/community-business-in-england-and-wales-new-findings-from-third-sector-trends/

34 Higton, J., et al. (2021), The Community Business Market in 2021, CFE Research: https://www.powertochange.org.uk/wp-content/uploads/2021/12/Community-Business-Market-in-2021-Report.pdf

• 4.1 Local environment
• 4.2 Community engagement and social action

4 | Enhancing local spaces

Community business can improve local places by providing more spaces for the community to come together. In our 2022 Community Business Market Survey, 98% of community businesses said they had a positive impact on community cohesion. Community businesses can also play a vital role in community-led regeneration, helping recover local infrastructure and high streets. It is estimated that the total value of assets owned by the community business sector is £744 million and that 9% of community businesses have taken ownership of a new asset in the past year. 35

There is strong evidence that the catalysts supported through the Empowering Places programme, such as Centre 4 in Grimsby, have revitalised community hubs to deliver key services and activities to the community:

‘What lends itself really uniquely with Centre4 is the fact that this centre is situated at the heart of a housing estate … it used to be an old school … you’ve got rooms … you’ve got a big main hall, you’ve got the sports facilities, or you’ve got this field, and then obviously, you have the area where the farm is … it’s got all these different spaces to then be things that are on offer for the community to support them with a host of different services.’ Catalyst

The Empowering Places programme enabled many community businesses to transform unused or inaccessible spaces into places for the community, improve the reach of their existing community services and spaces, or take new assets into ownership. Community businesses were able to use or unlock local assets for community use, with the help of their local catalyst organisations.

For example, Hub 617 transformed a formerly run-down community space in Platt Bridge, Wigan , into a hub offering a safe space for care-leavers. It provides personal advisors to help care-leavers with training and job hunting, and to ease transition to adulthood. In Braunstone Leicester , community catalysts supported the development of a second-hand shop (Preloved@45 Community Shop) and bar (The Penalty Box Social Bar CIC), neither of which existed in Braunstone prior to the Empowering Places programme. Braunstone residents also commented that the development of a local football club, run by FSD Academy and currently with six active teams, meant their local park is not only more widely used in the evening, but also makes it feel like a nicer and safer place to be for the community as a whole. 36 Despite these strong direct impacts, the data reveals the difficulties of demonstrating this impact at a community-wide level, particularly among those who have not been involved directly with the Empowering Places programme.

4.1 | Local environment

Although there is clear evidence of the impact of Empowering Places on individuals and community businesses, it is harder to demonstrate the impact of improved local spaces on the community and wider place at this stage and in the context of recent pervasive challenges. The Community Life Survey asks about people’s satisfaction with their local area as a place to live. When looking at the hyperlocal data, trends show that two areas saw a consistent decline in satisfaction, whilst the other areas increased between 2018 to 2020, before dropping again in 2022.

There were statistically negative trends in three Empowering Places areas: Braunstone, Devonport and Stonehouse , and Dyke House . This is driven by satisfaction levels in the comparison samples increasing (Dyke House) or remaining consistent (Braunstone, Devonport and Stonehouse), while catalyst areas declined.

Similarly, there were statistically negative trends in Devonport and Stonehouse (12.7pp decrease) and Dyke House (5.3pp decrease) for whether the area has become a better place to live over the past two years.

It is unclear what caused these changes, though they are indicative of the persistent challenges that communities are facing. It may also be likely that it is too soon to demonstrate the impact of recent investment. In 2020/21, Plymouth received £16.1 million in grant funding, almost £7 million of which went towards Plymouth’s culture and sport voluntary and community sector organisations. 37  There is anecdotal evidence that this funding has improved local infrastructure and supported the local community with asset transfers. For example, licensing park land around Stiltskin Theatre has had a dramatic effect on ticket sales and community engagement, as well as restoring nature:

‘People are travelling to the space ... I know lots of families who will travel to the park for the [Stiltskin] theatre and then will enjoy the rest of the park. It’s that whole thing about breaking down barriers to what Devonport is all about. That whole space, that part of the park where they work now, is much more beautiful. And the fact that they have done festivals and activities there that have made it really beautiful has changed the whole atmosphere of the park.’ Stakeholder 38

Plymouth stakeholders have previously indicated that they believed a shift was occurring in the area and that Empowering Places grants and community businesses were part of the change taking place. 39

Community businesses create better access to a range of services for their local community. The hyperlocal focus of Empowering Places has meant that catalysts and community businesses have been able to develop opportunities for local people that are engaging and relevant for them. Evidence shows that local people are benefiting from the services and activities that the community businesses are delivering and that, even if people are not directly involved with the community business by using or working with them, the programme has provided a range of opportunities for individuals to engage with the community and share their views. 40

When reviewing the trend data from the Hyperlocal Booster Community Life Survey, it appears that most areas saw a small increase in levels of satisfaction with local services between 2018 and 2020, before falling again in 2022. Evidence from our Community Business Market surveys show how community businesses played a vital role in providing services directly to local people during the pandemic, which may be correlated with a spike during the 2020 wave.

There were two contrasting statistically significant difference-in-difference trends in resident satisfaction with local services and amenities from 2018 and 2022 – a 5.8pp comparative increase for Nunsthorpe and Bradley, Grimsby relative to the comparison area, and a 5.8pp decrease in Dyke House, Hartlepool .

The positive increase for satisfaction in Grimsby is supported by qualitative insight from Renaisi’s evaluation. Centre4 , the catalyst organisation and community hub in Nunsthorpe and Bradley Park , is currently home to a community shop, gym, farm, and recruitment agency in Grimsby and many of these community businesses were set up through the Empowering Places programme. Residents visiting Centre4 would find themselves using multiple services housed in and around the community hub, which could have improved visibility and therefore satisfaction with local services:

‘People will come in for the café and may then use the community library, then they might think “Oh, I need … the advice service” that they offer.’Stakeholder 41

In contrast, Dyke House in Hartlepool saw statistically significant negative trends in all three metrics on ‘local environment’ in the Hyperlocal Booster Community Life Survey, including local services and amenities, and perceptions of whether the area is getting better to live in. Hartlepool also has the lowest UK Social Fabric Index score (3.7, compared to a UK median of 4.9) of the six catalysts, suggesting more persistent challenges in this area than the others. This data and insight helps the catalyst decide how best to direct its efforts. For example, The Wharton Trust , the Dyke House catalyst, identified issues with unethical landlords and poor-quality and badly maintained housing, which have been exacerbated by the Covid-19 pandemic and cost-of-living crisis. 42 In response, they set up a new community business, The Annexe Housing Initiative , to provide good quality housing and train local people in the properties to be community organisers. These community organisers provide the community with access to someone to share and escalate their housing issues. Due to the time involved in community-led housing, this initiative is currently small, and it is likely that the impacts of this will not be felt in the Hyperlocal Booster Community Life Survey data for some time.

As noted elsewhere, the Empowering Places areas were purposely chosen because we knew that there were significant issues that needed addressing, many of which are systemic and were exacerbated by the pandemic and its aftermath. It is, therefore, not surprising to see these negative trends reflected in the data for Dyke House and other catalyst areas. Overall, it appears that the extent to which Empowering Places helps improve satisfaction with local spaces for those who haven’t been directly involved with the programme is mixed and not yet clear. However, there is strong evidence of the value of these services from those who engage with and use them.

4.2 | Community engagement and social action  

Community businesses can use the assets and knowledge in the community to address issues that the community faces. 43 It is hard to capture instances of how and where local empowerment and pride have improved. There is, however, evidence in the qualitative Empowering Places evaluation that local residents have started getting engaged in local decision making. For example, in Hartlepool , Wharton Trust staff described how local residents were beginning to identify challenges and needs, and approaching them with ideas about possible solutions and community businesses to help. The catalysts and community businesses have deliberately shaped services to empower local residents, which has a positive impact on those people involved. For example:

 ‘The catalyst facilitated people to come together to explore what would it mean to make that place a better place, the place where people want to live and thrive and grow and develop and be, a key role it plays is it’s not speaking on behalf of them, it’s not speaking for them.’ Stakeholder

A catalyst staff member at Wigan and Leigh Community Charity reflected that, since opening Platt Bridge Community Forum, residents had been coming with proposals to pick up and lead community activities independently, even taking on managing the community forum.

‘ ... people are running, you know, people taking action on it, and recognising it, and doing things and not being reliant upon other people, are reliant on themselves and with other people.’ Catalyst

The results from the Hyperlocal Booster Community Life Survey found limited observed differences between the Empowering Places areas and their matched comparison samples across specific measures of social action. The only statistically significant positive trend was in Braunstone, Leicester , where the proportion of residents reporting civic participation over the prior 12 months increased from 24.8% to 26.1% between 2018 and 2022. This was a 4.4pp relative increase relative to its comparison sample.

There were negative civic engagement trends elsewhere: a 2.3pp relative decrease in civic activism in the past year in Abram Ward, Wigan and 4.2pp decrease in civic consultation in Dyke House, Hartlepool . 44

The Community Life Survey asks whether residents had been personally involved in helping out with a local issue or activity, and if they were aware of other local people getting involved. This includes organising community events, and setting up, running, or preventing the closure of services for local residents. Analysis of the Hyperlocal Booster Community Life Survey found a 4.7pp relative decrease in the proportion of Braunstone residents reporting they had been personally involved in local issues of this kind.

Although Manningham in Bradford was not surveyed in 2022, the difference-in-difference analysis from the previous round of research in 2020 found a large statistically significant positive increase of 17.6pp in the proportion of those who reported being aware of others who were involved in local issues.

Overall, social action appears to be at a low point. In the national 2021/22 Community Life Survey, only 12% of total respondents had been involved in social action at least once in the last 12 months, which is the lowest ever recorded by the survey. Similarly, only 23% of national respondents reported awareness of other people being involved in social action, notably down on 2020 levels (30%).

The Community Life Survey also tracks community pride and engagement, where the only positive trend in the Hyperlocal Booster data was a 5.3pp relative increase in the importance of residents being able to influence decisions in the Devonport and Stonehouse area, which decreased at a slower rate than its comparison sample.

Other statistically significant negative trends were for the proportion of residents who agree that local people pull together to improve the neighbourhood in Braunstone (6.3pp relative decrease) and Devonport and Stonehouse (12.1pp relative decrease).

While the qualitative findings found strong impact in this area amongst those who had been directly involved in the Empowering Places programme, this is not yet appearing generally among those who live in the local area surrounding the catalyst organisations. The catalysts have been successful at seeding a number of new community businesses during the programme. However, this also means that many of these community businesses are still in their early stages of development, and may not, therefore, be yet realising their full potential. It could be that impacts in this area do not emerge until these community businesses are better established in their local areas and achieving the full range of impact that we know they can have. Additionally, the areas in which the programme operated and the people living there face multiple challenges, many of which have been exacerbated during and in the aftermath of the Covid-19 pandemic. These issues are widespread and deeply rooted across the country and require systemic responses which may have a bigger influence than the local catalyst organisations.

The lack of findings here also serves as a reminder that some outcomes are unlikely to be captured by the Hyperlocal Booster Community Life Survey, as it was not specifically designed to provide a comprehensive analysis of all areas of impact achieved by the Empowering Places programme. For example, while 72% of community businesses report that they have a positive impact on addressing the climate crisis at a local level, including those supported through the programme, the Hyperlocal Booster survey does not ask about engaging with nature regeneration or addressing the climate crisis. 45 For example, Pollenize CIC in Plymouth is just one of the many community businesses with addressing the climate crisis at the centre of their mission, and is introducing a network of community apiaries (beehive sites) to high profile buildings in the centre of urban communities to reverse pollinator decline and increase biodiversity.

Our closing chapter shares insight about how positive impacts on the wellbeing and sustainability of the social economy and the communities it serves can be replicated when providing place-based funding.

35 CFE Research and Power to Change (2022) Community Business Market Report 2022: https://www.powertochange.org.uk/evidence-and-ideas/market-report-2022/supporting-information/

36 O’Flynn, L., Jones, N., and Jackson-Harmon, K. (2022) Empowering Places: Impact on the Community and Wider Place, Renaisi/Power to Change: https://eprints.icstudies.org.uk/id/eprint/408/1/PTC_3833_Empowering%20Places_Report_FINAL.pdf

37 MyCake analysis of Companies House and Charity Commission Data, Office for National Statistics (April 2022) quoted in O’Flynn, L., Jones, N., Jackson-Harmon, K., Chan, J. (2023) Real Ideas profile: Empowering Places, Renaisi/Power to Change: https://www.powertochange.org.uk/wp-content/uploads/2023/09/90-PTC-Plymouth-Profile-V2.pdf

38 O’Flynn, L., Jones, N., and Jackson-Harmon, K. (2022) Empowering Places: Impact on the Community and Wider Place, Renaisi/Power to Change, p. 21: https://eprints.icstudies.org.uk/id/eprint/408/1/PTC_3833_Empowering%20Places_Report_FINAL.pdf

39 O’Flynn, L., Jones, N., and Jackson-Harmon, K. (2022) Empowering Places: Impact on the Community and Wider Place, Renaisi/Power to Change, p. 21: https://eprints.icstudies.org.uk/id/eprint/408/1/PTC_3833_Empowering%20Places_Report_FINAL.pdf

40 O’Flynn, L., Jones, N., Jackson-Harmon, K., and Chan, J. (2023) Five Years of Empowering Places: Evaluation Report, Renaisi/Power to Change, pp. 29–31: https://www.powertochange.org.uk/wp-content/uploads/2023/08/Five-years-of-Empowering-places-Evaluation-report-no.5.pdf

41 O’Flynn, L., Jones, N., Jackson-Harman, K., and Chan, J. (2023) Centre 4 profile: Empowering Places, p. 16: https://www.powertochange.org.uk/wp-content/uploads/2023/09/90-PTC-Grimsby-Profile-V2.pdf

42 O’Flynn, L., Jones, N., Jackson-Harman, K., and Chan, J. (2023) Five Years of Empowering Places: Evaluation Report, Renaisi/Power to Change, p. 14: https://www.powertochange.org.uk/wp-content/uploads/2023/08/Five-years-of-Empowering-places-Evaluation-report-no.5.pdf

43 Harries and Miller (2020) Community business: the power on your doorstep: https://www.powertochange.org.uk/wp-content/uploads/2021/03/Power-on-your-doorstep-Full-Report_FINAL.pdf

44 The survey defines civic consultation as taking part in consultation about local services or problems in the local area through completing a questionnaire, attending a public meeting or being involved in a face-to-face or online group. Civic activism is defined as involvement in activities in the local community such as being a local councillor, school governor, volunteer special constable or magistrate (for those aged 18 or over). Civic action also includes involvement in decision making groups in the local area (in person or online), e.g. making decisions about local health or education services, a tenants’ decision making group, or one set up to tackle local crime problems or to regenerate the local area.

45 Power to Change and CFE Research (2022) Community Business Market Report 2022: https://www.powertochange.org.uk/evidence-and-ideas/market-report-2022/better-places/#3-0 

• 5.1 Putting local communities in charge
• 5.2 Flexible and long-term funding
• 5.3 Appropriate funding alongside capacity support
• 5.4 Providing spaces and time for people to connect

5 | Enabling change

Overall, the analysis of the data collected through the Hyperlocal Booster Community Life Survey shows positive impact on personal health and wellbeing in the areas surrounding many of the catalyst organisations, indicating that clusters of community businesses can have a positive impact when incubated locally. There is also strong qualitative evidence of the impact that the Empowering Places catalysts and the community businesses have on the local residents directly engaging with them. It is important to understand how this impact is achieved and can be facilitated by others.

Through our work since 2015, we have learnt a significant amount about how best to support community businesses and what conditions, particularly in relation to providing funding, enable them to thrive. Applying these conditions to place-based investment – to understand how the interplay between place, people, and community businesses can build more resilient and prosperous communities – has been crucial to the impact demonstrated through this research.

Empowering Places was designed to explore what happens when local anchor organisations are supported to catalyse community businesses in local places. The programme hypothesised that investing in building the capacity of locally rooted and embedded organisations could enable them to catalyse and support the growth of new community businesses. In turn, these community businesses would support and develop the social economy of their communities.

Evidence shows that there are some key transferable enablers of change:

• Putting local communities in charge
• Flexible and longer-term funding
• Appropriate funding alongside capacity support
• Providing spaces and time for people to connect.

5.1 | PUTTING LOCAL COMMUNITIES IN CHARGE

Community businesses know what is best for their local areas, and providing them with the freedom, funding, and flexibility to do this has been proven, through robust research, to improve local people’s lives. Placing trust in local organisations to deliver in a way that works best for their local areas enables impact. The Empowering Places programme provided each catalyst with up to £1 million in grant and capacity building funding to:

• Support the development of new community businesses in their area
• Strengthen the catalyst organisations’ influence and reach locally, to improve their sustainability and to invest in strategic development.

Catalysts were given the freedom to use the funding and support in a way that they believed would work best in their local areas to stimulate and support community businesses. For some, this meant providing support to established community businesses to ensure their sustainability. Others focused on seeding more very early-stage organisations to try and grow the number of potential community businesses in the area. Importantly, each catalyst was given the freedom to determine what approach they thought would work best, and change and adapt this depending on needs and circumstances arising. This meant that they could capitalise on their own strengths, as well as the capabilities and potential within their communities. For example:

‘ Catalysts that previously provided business support, such as Made in Manningham and Real Ideas, typically had a strong focus on ‘individual entrepreneurialism’ and trading. For those catalysts, this approach was also enhanced by the context of their places, with Plymouth being a Social Enterprise City and Bradford having a strong history of entrepreneurialism amongst its South Asian population. Both catalysts used enterprise coaching which was an approach later adopted by the other catalysts. Real Ideas had what it termed an ‘open door’ approach where entrepreneurial community members were encouraged to come and share their ideas. This focus on individual entrepreneurism also included supporting community businesses with acquiring assets to support the sustainability of their own businesses. During the five-year programme they were able to unlock 15 assets for community businesses to operate from .’ Renaisi 46

Common factors used by the catalysts, that the evaluation found to be successful in building community businesses, are consistent with findings from other research, including:

• Providing early-stage support and seed funding to boost new ideas and confidence.
• Being person-centred and providing holistic support that responded to the specific needs of the person or group, rather than providing ‘off the shelf’ support.
• Being patient, allowing people to develop their business in their own time, was particularly important during challenging periods like the pandemic, when underserved communities were hardest hit. 47

There were three broad methods used in the Empowering Places programme to catalyse community businesses: incubation, being community-led and championing individual entrepreneurialism. All three approaches put local communities in charge by providing early-stage support to boost new ideas and confidence, being person-centred and providing holistic support that responded to specific needs of the person or group, and being patient. 48

Due to their embeddedness and high standing in the local areas, catalysts had the trust of local people and stakeholders. Catalysts were highly visible in their local areas, through renovating run-down buildings at the centres of communities and creating welcoming spaces for all community members.

5.2 | FLEXIBLE AND LONG-TERM FUNDING

Providing funding over a longer time period than usual, in this case five years, provided the time needed to engage locally, build relationships, and test different approaches. Evidence shows that all of these elements, which have been critical to the success of the programme, take time.

‘ It also allowed catalysts to nurture community businesses at an appropriate speed. One catalyst noted that they “ would have lost so many of those community businesses if it had been a year or two’s programme."' Renaisi 49

Power to Change was originally set up with a time-limited endowment, meaning that this investment was committed for as long as was possible. However, Renaisi’s evaluation found that the catalysts would have benefitted from even longer-term funding, particularly to support the sustainability of community businesses nurtured through the programme.

‘ It is notable that even after five years the majority of the community businesses are still in inception stage, or somewhere between inception and growth, suggesting that this was the minimum time needed. Realistically, all catalysts would have benefited from more time to support community businesses to become sustainable .’ Renaisi 50

As a funder, we did not set hard targets or expectations, and maintained open and regular conversations, which allowed catalysts to define their own outcomes, take risks, and learn from new ideas. Circumstances and contexts will inevitably change during long-term funding programmes, and it is therefore important for funders to be flexible, adaptive, and reactive to these changes, rather than setting a plan and sticking rigidly to it. This flexibility allowed us and local partners to learn both from what went well, and what didn’t quite work. If issues or needs emerged, we were able to respond to these, thus maximising impact. A longer-term, relational approach to funding allows funders to create more genuine relationships with grantees, meaning that funding is more likely to deliver greater impact as grantees trust that they can have honest conversations. For example, the catalyst in Plymouth shared that they had achieved more in relation to asset transfers and employment than was initially expected, because they had the flexibility to respond to emerging opportunities.

'Power to Change’s light touch, relational approach has given us a space to be honest about what hasn’t worked, I think has been terrific.' Catalyst 51

5.3 | APPROPRIATE FUNDING ALONGSIDE CAPACITY SUPPORT

The flexibility in the programme also meant that the funding could be used to support the core financial requirements of catalysts and the community businesses that they supported. Core funding is crucial to the longevity of community businesses. This is particularly important as costs continue to rise, especially as many community businesses support the most disadvantaged communities, who often cannot bear a burden of increased prices through trading activities. All activities require budget to cover staff time, administration, and operations. However, community businesses often tell us how difficult it is to find funding that can be used to support these core operating costs. Without core funding, community businesses are forced to absorb costs, which in turn reduces the potential impact of the programmes. If funding is to be impactful, it must recognise the full extent of the costs associated with running a sustainable community business while developing and providing crucial services for the community it serves.

As well as the flexible grant funding, the programme provided expertise and support for catalysts and community businesses via a capacity building support programme. This included access to a pool of expert providers, specialist ‘technical leads’, and to peer networking and learning opportunities. Many of the funding programmes we have delivered include this blend of grants, or other forms of finance (such as incentivised grants or match funding), and tailored, targeted support to build the capacity and capability of community businesses. This support should be relevant, delivered by experts with a diversity of backgrounds and expertise, and timely.

5.4 | PROVIDING SPACES AND TIME FOR PEOPLE TO CONNECT

Providing spaces and time for catalysts to connect with each other and other partners meant that they were able to learn from and inspire each other. Creating connections between the catalysts was an explicit goal in how the funding has been provided, and the evaluation finds that this has increased the reach and depth of impact. For example, the catalysts in both Leicester and Plymouth took an approach focused on helping community businesses to access local buildings from which to trade. Seeing this work in practice inspired both Wigan and Hartlepool to explore asset transfers of their own.

Catalysts had strong relationships in their local areas, and the programme enabled them to build and strengthen these. For example, the Wigan and Leigh Community Charity:

‘was felt to be well-connected at a strategic level with both the local authority and the wider region, as well as at a community level. Stakeholders identified the charity as the bridge between grassroots community businesses and anchor organisations, enabling both to achieve more.'  Renaisi

'… they’re connected in at lots of different levels really, where they need to be. So at the top end, where some of the decision-making is happening, but also at the bottom end, where the grassroots need our support as well. So they’re very, very well networked within different levels.' Stakeholder ’  52

  In Braunstone, Leicester , there was significant co-operation and collaboration between local agencies, which the catalyst, B-inspired, had played a central role in facilitating:

‘They’re able to pull together organisations ... so things feel very joined up and connected in the estate and I think a lot of that is down to B-inspired who run initiatives that always involve the councillors, the local partners and they seem to be able to create that shared sense of purpose.' Stakeholder 53

The local Impact of Empowering Places

The Covid-19 pandemic and subsequent economic challenges have had a significant impact on people’s health and wellbeing, employment and volunteering opportunities, as well as their perspectives on their local areas. However, the difference-in-difference analysis of the ‘hyperlocal booster’ version of the Community Life Survey shows that between 2018 and 2022, residents in places supported by Power to Change’s Empowering Places programme experienced greater resilience and less adverse impact on their wellbeing than their comparison areas.

The innovative use of difference-in-difference analysis and a ‘hyperlocal version’ of the Community Life Survey in this report can be replicated by others, to build the evidence on what works in place-based funding and community-led development. The strength of this robust difference-in-difference methodology means we can reasonably conclude that community businesses, at the hyperlocal level, are likely to have contributed to this increased resilience and wellbeing in those areas. While persistent challenges remain, we know that the Empowering Places programme has helped to provide new opportunities in response to community need, offer local jobs and services through new community business, and rebalance power by putting people at the heart of local decision making.

Our Empowering Places programme has proven that positive change can be achieved by putting communities in charge, providing flexible and longer-term funding, providing capacity support alongside appropriate funding, and by providing time and space for community organisations, catalysts and partners to learn from and inspire each other. It has shown that long-term investment in communities can achieve real and lasting change for local people.

46 O’Flynn, L., Jones, N., Jackson-Harmon, K., and Chan, J. (2023) Five Years of Empowering Places: Evaluation Report, Renaisi/Power to Change, p. 15: https://www.powertochange.org.uk/wp-content/uploads/2023/08/Five-years-of-Empowering-places-Evaluation-report-no.5.pdf

47 O’Flynn, L., Jones, N., Jackson-Harmon, K., and Chan, J. (2023) Five Years of Empowering Places: Evaluation Report, Renaisi/Power to Change, p. 17: https://www.powertochange.org.uk/wp-content/uploads/2023/08/Five-years-of-Empowering-places-Evaluation-report-no.5.pdf

48 O’Flynn, L., Jones, N., Jackson-Harmon, K., and Chan, J. (2023) Five Years of Empowering Places: Evaluation Report, Renaisi/Power to Change, p. 17: https://www.powertochange.org.uk/wp-content/uploads/2023/08/Five-years-of-Empowering-places-Evaluation-report-no.5.pdf

49 O’Flynn, L., Jones, N., Jackson-Harmon, K., and Chan, J. (2023) Five Years of Empowering Places: Evaluation Report, Renaisi/Power to Change, p. 41: https://www.powertochange.org.uk/wp-content/uploads/2023/08/Five-years-of-Empowering-places-Evaluation-report-no.5.pdf

50 O’Flynn, L., Jones, N., Jackson-Harmon, K., and Chan, J. (2023) Five Years of Empowering Places: Evaluation Report, Renaisi/Power to Change, p. 41: https://www.powertochange.org.uk/wp-content/uploads/2023/08/Five-years-of-Empowering-places-Evaluation-report-no.5.pdf

51 O’Flynn, L., Jones, N., Jackson-Harmon, K., and Chan, J. (2023) Five Years of Empowering Places: Evaluation Report, Renaisi/Power to Change, p. 41: https://www.powertochange.org.uk/wp-content/uploads/2023/08/Five-years-of-Empowering-places-Evaluation-report-no.5.pdf

52 O’Flynn, L., Jones, N., and Jackson-Harmon, K. (2022) Empowering Places: Impact on the Community and Wider Place, Renaisi/Power to Change, p. 29: https://eprints.icstudies.org.uk/id/eprint/408/1/PTC_3833_Empowering%20Places_Report_FINAL.pdf

53 O’Flynn, L., Jones, N., and Jackson-Harmon, K. (2022) Empowering Places: Impact on the Community and Wider Place, Renaisi/Power to Change, p. 30: https://eprints.icstudies.org.uk/id/eprint/408/1/PTC_3833_Empowering%20Places_Report_FINAL.pdf

6 | Further resources

Kantar Public's reports:

• Ozer, A. L., Williams, J., Fitzpatrick, A. and Thaker, D. (2023) Empowering Places? Measuring the impact of community businesses at neighbourhood level: a difference in difference analysis (2023), Kantar Public.
• Williams, J., Thaker, D., Fitzpatrick, A. and Ozer, A. L. (2023) Empowering Places? Measuring the impact of community businesses at neighbourhood level? Technical appendix, Kantar Public

Kantar Public's Community Life Survey Hyperlocal Booster data:

• Excel data tables
• Statistical Package for the Social Sciences (SPSS) dataset - available upon request

Empowering Places evaluation reports

Our embedded learning partners at Renaisi have been with us for the last three years of the programme. Renaisi have taken a development approach to evaluation Empowering  Places, producing a series of outputs which have helped Power to Change and partners understand and improve the programme as we went along whilst also offering wider learning about how to work well in places and how community businesses can drive local change. You can browse all the evaluation outputs from Renaisi here:

• Interim evaluation report : This report published in 2020 unpacks what Empowering Places is and examines early indications of the impact of the programme and some implications of Covid-19.
• Programme model and emerging impact : This report builds on the interim report and draws on findings from the first iteration of the six individual place profiles published in 2021. It looks more deeply at learning gathered from the first three and half years on the programme.
• Enablers and barriers delivering place based change through Empowering Places programme : This report explores key enablers (such as relationships and trust) and the barriers (such as time and resource) to delivering Empowering Places and place-based change.
• Change framework : Renaisi developed a 'change framework' three and a half years into the programme, using data collected during the evaluation.
• Empowering Places impact on community business : Produced four and a half years into the programme, this report provides an overview of the assistance that has been provided to the community businesses, a detailed case study and summary of findings of the impact of the programme to date.
• Empowering Places impact on community and wider place :  Produced four and a half years, this report includes an overview of the impact of the programme on the community and wider place, and highlights what enabled any changes.
• Five years of Empowering Places evaluation report : The sixth and final report from Renaisi tells the overall story of Empowering Places and offers important lessons for funders, places and other stakeholders looking to support similar work in the future.

Empowering Places catalyst and priority place profiles

If you are interested in a particular place, their approaches, and the local impact of the Empowering Places, you can read more about each place here:

• B-Inspired  in Braunstone, Leicester
• Centre 4 in Nunsthorpe and Bradley Park, Grimsby
• Made in Manningham incubated by Participate in Manningham, Bradford
• Real Ideas in Devonport and Stonehouse, Plymouth
• The Wharton Trust in Dyke House, Hartlepool
• Wigan and Leigh Community Charity (WLCC) , formally Abram Ward Community Cooperative, in Abram, Wigan.