Free Coursera online course: Qualitative Comparative Analysis (QCA)

Highly recommended! A well organised and very clear and systematic exposition. Available at: https://www.coursera.org/learn/qualitative-comparative-analysis

About this Course

Welcome to this massive open online course (MOOC) about Qualitative Comparative Analysis (QCA). Please read the points below before you start the course. This will help you prepare well for the course and attend it properly. It will also help you determine if the course offers the knowledge and skills you are looking for.

What can you do with QCA?

  • QCA is a comparative method that is mainly used in the social sciences for the assessment of cause-effect relations (i.e. causation).
  • QCA is relevant for researchers who normally work with qualitative methods and are looking for a more systematic way of comparing and assessing cases.
  • QCA is also useful for quantitative researchers who like to assess alternative (more complex) aspects of causation, such as how factors work together in producing an effect.
  • QCA can be used for the analysis of cases on all levels: macro (e.g. countries), meso (e.g. organizations) and micro (e.g. individuals).
  • QCA is mostly used for research of small- and medium-sized samples and populations (10-100 cases), but it can also be used for larger groups. Ideally, the number of cases is at least 10.
  • QCA cannot be used if you are doing an in-depth study of one case

What will you learn in this course?

  • The course is designed for people who have no or little experience with QCA.
  • After the course you will understand the methodological foundations of QCA.
  • After the course you will know how to conduct a basic QCA study by yourself.

How is this course organized?

  • The MOOC takes five weeks. The specific learning objectives and activities per week are mentioned in appendix A of the course guide. Please find the course guide under Resources in the main menu.
  • The learning objectives with regard to understanding the foundations of QCA and practically conducting a QCA study are pursued throughout the course. However, week 1 focuses more on the general analytic foundations, and weeks 2 to 5 are more about the practical aspects of a QCA study.
  • The activities of the course include watching the videos, consulting supplementary material where necessary, and doing assignments. The activities should be done in that order: first watch the videos; then consult supplementary material (if desired) for more details and examples; then do the assignments. • There are 10 assignments. Appendix A in the course guide states the estimated time needed to make the assignments and how the assignments are graded. Only assignments 1 to 6 and 8 are mandatory. These 7 mandatory assignments must be completed successfully to pass the course. • Making the assignments successfully is one condition for receiving a course certificate. Further information about receiving a course certificate can be found here: https://learner.coursera.help/hc/en-us/articles/209819053-Get-a-Course-Certificate

About the supplementary material

  • The course can be followed by watching the videos. It is not absolutely necessary yet recommended to study the supplementary reading material (as mentioned in the course guide) for further details and examples. Further, because some of the covered topics are quite technical (particularly topics in weeks 3 and 4 of the course), we provide several worked examples that supplement the videos by offering more specific illustrations and explanation. These worked examples can be found under Resources in the main menu. •
  • Note that the supplementary readings are mostly not freely available. Books have to be bought or might be available in a university library; journal publications have to be ordered online or are accessible via a university license. •
  • The textbook by Schneider and Wagemann (2012) functions as the primary reference for further information on the topics that are covered in the MOOC. Appendix A in the course guide mentions which chapters in that book can be consulted for which week of the course. •
  • The publication by Schneider and Wagemann (2012) is comprehensive and detailed, and covers almost all topics discussed in the MOOC. However, for further study, appendix A in the course guide also mentions some additional supplementary literature. •
  • Please find the full list of references for all citations (mentioned in this course guide, in the MOOC, and in the assignments) in appendix B of the course guide.

 

 

Story Completion exercises: An idea worth borrowing?

Yesterday, TheoNabben, a friend and colleague of mine and an MSC trainer, sent me a link to a webpage full of information about a method called Story Completion: https://www.psych.auckland.ac.nz/en/about/story-completion.html 

Background

Story Completion is a qualitative research method first developed in the field of psychology but subsequently taken up primarily by feminist researchers. It was originally of interest as a method of enquiring about psychological meanings particularly those that people could not or did not want to explicitly communicate. However, it was subsequently re-conceptualised as a valuable method of accessing and investigating social discourses. These two different perspectives have been described as essentialist versus social constructionist.

Story completion is a useful tool for accessing meaning-making around a particular topic of interest. It is particularly useful for exploring (dominant) assumptions about a topic. This type of research can be framed as exploring either perceptions and understandings or social/discursive constructions of a topic.

This 2019 paper by Clarke et al. provides a good overview and is my main source of comments and explanations on this page

How It Works

The researcher provides the participant with the beginning of the story, called the stem. Typically this is one sentence long but can be longer. For example…

“Catherine has decided that she needs to lose weight. Full of enthusiasm, and in order to prevent her from changing her mind, she is telling her friends in the pub about her plans and motivations.”

The participant is then asked by the researcher to extend that story, by explaining – usually in writing – what happens next. Typically this storyline is about a third person (e.g. a Catherine), not about the participant themselves.

In practice, this form of enquiry can take various forms as suggested by Figure 1 below.

Figure 1: Four different versions of a Story Completion inquiry

Analysis of responses can be done in two ways: (a) horizontally – comparisons across respondents, (B) vertically – changes over time within the narratives.

Here is a good how-to-do-it  introduction to Story Completion: http://blogs.brighton.ac.uk/sasspsychlab/2017/10/15/story-completion/ 

And here is an annotated bibliography that looks very useful: https://cdn.auckland.ac.nz/assets/psych/about/our-research/documents/Resources%20for%20qualitative%20story%20completion%20(July%202019).pdf

How it could be useful for monitoring and evaluation purposes

Story Completion exercises could be a good way of identifying different stakeholders views of the possible consequences of an intervention. Variations in the text of the story stem could allow the exploration of consequences that might vary across gender or other social differences. Variations in the respondents being interviewed would allow exploration of differences in perspective on how a specific intervention might have consequences.

Of course, these responses will need interpretation and would benefit from further questioning. Participatory processes could be designed to enable this type of follow-up. Rather than simply relying on third parties (e.g. researchers), as informed as they might be.

Variations could be developed where literacy is likely to be a problem. Voice recordings could be made instead, and small groups could be encouraged to collectively develop a response to the stem. There would seem to be plenty of room for creativity here.

Postscript

There is a considerable overlap between the Story Completion method and how the ParEvo participatory scenario planning process works.

The commonality of the two methods is that they are both narrative-based. They both start with a story stem/seed designed by the researcher/Facilitator. Then the respondent/participants add an extension onto that story stem describing what happens next. Both methods are future-orientated and largely other-orientated, in other words not about the storyteller themselves. And both processes pay quite a lot of attention after the narratives are developed, to how those narratives can be analysed and compared.

Now for some key differences. With ParEvo the process of narrative development involves multiple people rather than one person. This means multiple alternative storylines can develop, some of which die out, some which continue, and some of which branch into multiple variants. The other difference, already implied, is that the ParEvo process goes through multiple iterations, where is the Story Completion process has only one iteration. So in the case of ParEvo the storylines accumulate multiple segments of text, with a new segment added with each iteration.  Content analysis can be carried out with the results of Story Completion and ParEvo exercises. But in the case of ParEvo it is also possible to analyse the structure of people’s participation and how it relates to the contents of the storylines.