A reflective journal as learning process and contribution to quality and validity in Interpretative Phenomenological Analysis

Sarah Vicary, Alys Young, Stephen Hicks

Research output: Contribution to journalArticlepeer-review

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Abstract

Using selected, contemporaneous illustrations from the reflective journal of a doctoral student undertaking data analysis for the first time, this article examines the relationship between journaling as a learning process when undertaking computer assisted qualitative data analysis and establishing quality and validity in Interpretative Phenomenological Analysis (IPA). The writing of the journal is shown both to enact some potential validity criteria (e.g. in producing an audit trail) whilst also recording and reflectively prompting the process of learning, interpretation and bracketing, thus evidencing transparency. By using a journal inside the software package and alongside the stages of the IPA, analysis within the software package, it is argued that quality and validity become dynamic, not static constructs. These constructs are intimately linked to the researcher-learning-process and permit a critical stance to be taken.
Original languageEnglish
JournalQualitative Social Work
DOIs
Publication statusPublished - 29 Feb 2016

Keywords

  • Learning process, reflective journal, quality and validity, computer assisted qualitative data analysis, interpretative phenomenological analysis (IPA)

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