Qualitative Research Clause Samples
The Qualitative Research clause defines the terms and conditions under which qualitative research activities, such as interviews, focus groups, or observational studies, are conducted within the scope of an agreement. It typically outlines the responsibilities of the parties regarding participant recruitment, data collection methods, confidentiality, and reporting of findings. By establishing clear guidelines for how qualitative research is to be performed and how its results are to be handled, this clause ensures that both parties understand their obligations and helps prevent disputes related to research processes or data use.
Qualitative Research. Studying How Things Work. New York, NY: Guilford Press. Suchman, M. C. 1995. Managing Legitimacy: Strategic and Institutional Approaches. The Academy of Management Review, 20(3): 571–610. Tan-Mullins, M. 2020. Smoothing the Silk Road through Successful Chinese Corporate Social Responsibility Practices: Evidence from East Africa. Journal of Contemporary China, 29(122):207-220. Tan-Mullins, M. and Hofman, P.S. 2014. The Shaping of Chinese Corporate Social Responsibility. Journal of Current Chinese Affairs, 43(4):3-18. Tan-Mullins and Mohan, G. 2013. The Potential of Corporate Environmental Responsibility of Chinese State-Owned Enterprises in Africa. Environment, Development and Sustainability, 15, 265-284. Tang,W., and Darr, B. 2012. Chinese Nationalism and its Political and Social Origins. Tang-Lee, D. 2016. Corporate Social Responsibility (CSR) and Public Engagement for a Chinese State-Backed Mining Project in Myanmar – Challenges and Prospects”. Resource Policy, 47, 28-37. Teets, J.C., 2013. Let Many Civil Societies Bloom: The Rise of Consultative Authoritarianism in China. The China Quarterly, 213, 19–38. Unger, J., and Chan, A. 1995. China, Corporatism, and the East Asian Model. The Australian Journal of Chinese Affairs, 33, 29–53. United Nations. n.d. Deliver Humanitarian Aid. Accessed October 19, 2022. https://www.un.org/en/our-work/deliver-humanitarian-aid Urban, F., Nordensvärd, J., Khatri, D. et al. 2013. An Analysis of China’s Investment in The Hydropower Sector in the Greater Mekong Sub-Region. Environment, Development and Sustainability 15, 301–324. Vaara, E. 2014. Struggles over Legitimacy in the Eurozone Crisis: Discursive Legitimation Strategies and their Ideological Underpinnings. Discourse & Society, 25(4):500-518. Vaara, E., Tienari, J., and Laurila, J. 2006. Pulp and Paper Fiction: on the Discursive Legitimation of Global Industrial Restructuring. Organization Studies, 27(6): 789–810. Van Huijstee, M. and Glasbergen, P. 2010. Business-NGO Interactions in a Multi- Stakeholder Context. Business and Society Review, 115 (3): 249-284. Van Leeuwen, T. 2007. Legitimation in Discourse and Communication. Discourse & Communication, 1(1): 91-111. Van Leeuwen, T., and Wodak, R. 1999. Legitimazing Immigration Control: a Discourse- Historical Analysis. Discourse Studies, 1 (1): 83-118. Wang, F. 2012. “中国扶贫基金会赴苏丹医疗志愿者🎧征仪式在京举行”, Sina. Com. 29 June. http://news.sina.com.cn/o/2012-06- 29/194724684325.shtml?from=www.hao10086.comWang, H., and Qian, C. 2011. ...
Qualitative Research. Phase 1 shall involve preparation for the project including an initial steering group meeting, working with the steering group to select and recruit local authorities, designing interview templates and question frameworks, and organising the fieldwork. Interview templates and question frameworks shall be agreed with the steering group. Phase 1 shall also involve an initial phase of qualitative research: · Interviewing key national stakeholders including policy officials, the IAA, the LGA and some major Academy Sponsors (a minimum of 6 interviews) · Undertake a fieldwork visit, lasting 1-2 days, to each of the 8 participating local authorities. During this visit the Contractor shall · conduct 2 face-to-face interviews with the Director of Children’s Services and the assistant director responsible for school improvement · carry out focus groups with primary headteachers, secondary headteachers, special school and PRU headteachers, local academy or free school sponsors in the area, and key staff leading on place planning, school intervention, SEN, education of looked after children, and admissions. · The findings of the fieldwork visits would be written up in a common template.
Qualitative Research. Interviews with individuals that earned college credit through the noncredit credit by exam mechanism and transitioned to the credit colleges were conducted in Fall 2021. The research objectives were:
Qualitative Research. The contractor shall conduct a minimum of 40 interviews as follows: Two online focus groups, 60-90 minutes each with 8-10 participants using the VisionsLive platform. Semi-structured telephone interviews with 20-24 graduates. These will last around 30 to 45 minutes and will be digitally recorded (with participants’ permission). A semistructured discussion guide will allow respondents to discuss in detail issues that are specific to their case while ensuring that key areas are covered. The contractor shall structure topic guides and interview schedules around the six questions identified by the DfE and will be used to explore in more depth short- and medium-term education and career decision-making, including issues related to career values and progression and job satisfaction. The contarctor shall agree these with DfE. From the above mentodologies, the contractor shall answer research question as set out in Table 1. Contract Ref No: DFERPPU/2018/060 Table 1 – Research questions, tasks and measures Research Question Research Task Relevant measures RQ1) What types of jobs do graduates of low-return subjects go into? Are these graduate-level jobs, and how do they compare to jobs that graduates of other subjects enter? Futuretrack analysis; LFS/APS analysis; DLHE/LDLHE analysis; Occupational measurres using SOC (inc. Professional/nonprofessional, graduate jobs SOC(HE)_2010_EP); Is qual/subject required/important; Industry/sectors that low-return graduates work in; Low-return vs avg/high-return subjects; Selected individual subjects;
Qualitative Research. We have made provision for 85 in-depth interviews as part of this study. This includes five in-depth interviews in each of the 17 communities. The purpose of the interviews would be to gain a deeper understanding of how consumers had responded to the different delivery approaches, explore in more detail what they considered the impact to be. Research would also take place with those who had refused measures to understand the extent to which they have realised benefits, and what if anything, might persuade them to take-up new measures. We believe that in-depth interviews will be more effective to explore these issues than group discussions as they will enable interviewers to probe on specific situations which led to the installation of CESP and CERT measures, as well as in-depth discussions about any resulting impact on the individual or household. We would recommend face-to-face depth interviews conducted in-home rather than telephone interviews. By placing the interview in the home the respondent can clearly highlight any benefits or misgivings they have about the installations, as well as the physical factors that shape their behaviour. The researchers will be able to observe the respondent in their own environment and to some degree how they behave which will add richness to the data.
Qualitative Research. Qualitative research is used as a way to understand phenomena and explain connections between groups. Qualitative research itself is an umbrella term for a large variety of different research practices. (▇▇▇▇▇, 2014.) A common thing with all these practices is that they do not provide clear numerical data. It is important to note that not all qualitative research is homogenous and uses the same practices and principles. ▇▇▇▇▇ and ▇▇▇▇▇▇▇▇▇ (2018) named seven different traditions for qualitative research, which all have their own special qualities. It is also sometimes stated that all the research which does not include numeric measurements and analysis is qualitative research. That is not the case as qualitative research needs a theoretical framework where the research is based and which is used to analyse empirical findings gathered in research. (▇▇▇▇▇ & Sarajärvi, 2018.) Qualitative research methods are logical choices when previous knowledge about the phenomenon remains scarce. It is hard to compare statistical differences between different cases when there is not enough understanding to create a reliable questionnaire for data collection. (Lincoln, 2021.) Or like in this case when the aim is to learn more about the phenomenon in one particular area and the target group is relatively small. Qualitative research looks for themes raised by the participants. Both the variety of different viewpoints and recurring themes can be used to develop a deeper understanding. (Lincoln, 2021.) The viewpoint from the public instance is not widely researched, which makes it logical to use qualitative research methods. In qualitative research data can be used to find different explanations and descriptions of phenomena in question. In qualitative research, it is almost impossible to collect enough cases to make the analysis statistically significant. (Alasuutari, 2012). So, qualitative research can develop an understanding of different concepts and phenomena, but it does not directly tell how different groups or individuals differ from each other.
Qualitative Research. An Introduction to Methods and Designs. San Francisco, CA, Wiley. ▇▇▇▇▇, ▇. (2000) Putting students at the centre in education reform, Journal of Educational Change [Internet], 1 pp 155 – 172. Available from: ▇▇▇▇▇://▇▇▇.▇▇▇/10.1023/A:1010024225888 [Accessed: 26 April 2018] Likert, R, (1932) A Technique for the Measurement of Attitudes. New York, Columbia University Press. Literacy Commission in Scotland (2008) Cross-party working party on literacy. Edinburgh, Scottish Executive. ▇▇▇▇▇, ▇, (2007) Voice Is Not Enough: Conceptualising Article 12 of the United Nations Convention on the Rights of the Child “. [Internet] British Educational Research Journal, 33, 927-942. Available from: ▇▇▇▇://▇▇.▇▇▇.▇▇▇/10.1080/01411920701657033 [Accessed: 26 April 2018] ▇▇▇▇▇▇▇▇, ▇., ▇▇▇▇▇▇▇▇▇, ▇., ▇▇▇▇▇▇▇, ▇. and ▇▇▇▇▇, ▇. (2003) Consulting pupils: A toolkit for teachers. [Internet] Cambridge: ▇▇▇▇▇▇▇ Publishing Available from: ▇▇▇▇://▇▇▇.▇▇▇▇▇▇▇▇▇▇▇▇▇▇▇▇▇.▇▇.▇▇/education/samples/S_498461.pdf [Accessed 25 April 2018] ▇▇▇▇▇▇, ▇.▇. (1970) Motivation and personality, 2nd edition. New York, ▇▇▇▇▇▇ and Row. ▇▇▇▇▇▇, ▇. (2002) Action research for professional development: Concise advice for new action researchers. 3rd edition. [Internet] Available from: ▇▇▇▇://▇▇▇.▇▇▇▇▇▇▇▇▇▇.▇▇▇/▇▇-▇▇▇▇▇▇▇.▇▇▇ [Accessed: 27 August 2018] ▇▇▇▇▇▇, ▇. and ▇▇▇▇▇▇▇▇▇, ▇. (2010) You and Your Action Research Project. London and New York, Routledge.
Qualitative Research. The qualitative research phase was conducted in three stages: data collection, item identification, and item review and finalization.
Qualitative Research. A guide to design and implementation. (4th Ed.). San Francisco: Jossey-Bass. MES (Ministry of Education and Science of the Republic of Kazakhstan). (2015). Otchet o realizatsii Gosudarstvennoy programmi razvitiya obrazovaniya Respubliki Kazakhstan na 2011-2020 gody [Report on the implementation of the State Program of Education Development of the Republic of Kazakhstan for the years 2011-2020]. Retrieved from ▇▇▇▇://▇▇▇.▇▇▇.▇▇/ru/page/deyatelnost/plani_i_otcheti/programmi MES (Ministry of Education and Science of the Republic of Kazakhstan). (2016a). Gosudarstvennaya programma razvitiya obrazovaniya i nauki Respubliki Kazakhstan na 2016-2019 gody [State Program of Education Development of the Republic of Kazakhstan for the years 2016-2019]. Retrieved from ▇▇▇▇://▇▇▇▇▇▇▇.▇▇▇.▇▇▇.▇▇/sites/default/files/gpron_ukaz_ot_1.03.2016_no2015_1.pdf MES (Ministry of Education and Science of the Republic of Kazakhstan). (2016b). Strategicheskiy plan Ministerstva obrazovaniya i nauki Respubliki Kazakhstan na 2017- 2021 gody [Strategic plan of the Ministry of Education and Science of the Republic of Kazakhstan for the years 2017-2021]. Official Internet-Resource of the Ministry of Education and Science of the Republic of Kazakhstan. Retrieved from ▇▇▇▇://▇▇▇.▇▇▇.▇▇▇.▇▇/ru/dokumenti/detail.php?ELEMENT_ID=2574 MES (Ministry of Education and Science of the Republic of Kazakhstan) & (IAC) JSC “Information-Analytical Centre”. (2016). Natsionalniy doklad o sostoyanii i razvitii systemi obrazovaniya Respubliki Kazakhstan po itogam 2015 goda (kratkaya versiya) [National Report on the State and Development of Education System of the Republic of Kazakhstan based on the results of the year 2015 (brief version)]. Retrieved from MES (Ministry of Education and Science of the Republic of Kazakhstan) & (NAS) National Academy of Science of the Republic of Kazakhstan. (2014). Astana-Almaty. Retrieved from ▇▇▇▇://▇▇.▇▇▇.▇▇▇.▇▇/storage/e2/e2cca5f0c1e012d0f846734d9139ea43.pdf MES (Ministry of Education and Science of the Republic of Kazakhstan) & (NAS) National Academy of Science of the Republic of Kazakhstan. (2016). Natsionalnyi doklad po nauke [National Report on Science] Astana-Almaty. Retrieved from ▇▇▇▇://▇▇▇▇▇- MES (Ministry of Education and Science of the Republic of Kazakhstan) & (NAS) National Academy of Science of the Republic of Kazakhstan. (2017). Natsionalnyi doklad po nauke [National Report on Science] Astana-Almaty. Retrieved from ▇▇▇▇://▇▇.▇▇▇.▇▇▇.▇▇/storage/34/343fbdce9dfa46...
Qualitative Research. In addition to the quantitative research described above, BC/TIP requests proposals for qualitative research that will address the eight topics for learning papers, outlined more fully below. The six thematic areas to be covered are: