Qualitative Research Journal

Tanrikulu, Elif; Dortyol, Ibrahim Taylan

2024 Qualitative Research Journal

doi: 10.1108/qrj-05-2023-0070

Social exclusion is a complicated psychological phenomenon with behavioral ramifications that influences consumers' lifestyles and behaviors. In contrast, anthropomorphism is a phenomenon that marketing strategists employ and that occurs in customers' lives as a result of social isolation. The literature discusses these two complicated structures as ones that require investigation based on consumer judgments. The purpose of the current study is to understand the fundamental motivations that underlie the propensity for anthropomorphizing in people who suffer social isolation through their pets.Design/methodology/approachTo look into the motivations driving these themes, a study technique with three distinct components was created. Cyberball was employed as a technique to manipulate social exclusion in the initial stage of this research methodology. Two scenarios, one of which had an anthropomorphizing tendency and the other of which did not, were presented to participants who had suffered social exclusion and advanced to the second phase in order to determine the anthropomorphizing tendency. The Attachment to Pets Scale (LAPS), which Johnson et al. (1992) created based on the social support provided by pets, was utilized while creating the scenarios. The Zaltman method was applied as an interviewing technique in the third stage of the research design, with the interviewees being guided by visuals that reflected their emotions and thoughts.FindingsThe results of the data analysis were evaluated in light of social psychology. A more thorough expression of the complex relationship between anthropomorphism and those who experience social exclusion has been made. The findings showed that when people anthropomorphize their pets in response to feelings of social exclusion, the motivations that emerge include pure love, loyalty, animals' need for a human, living creature and embracing. The study emphasizes that these ideas will be helpful in customers' interactions with anthropomorphic objects.Practical implicationsAs a contribution to the literature, the study findings offer the five major motivations underpinning these beliefs. These findings may help marketing scientists comprehend social exclusion and anthropomorphism, thereby benefiting the individual and society.Originality/valueThe majority of research in the literature (Chen et al., 2017; Epley et al., 2008; Eyssel and Reich, 2013; Waytz et al., 2019) verified that people who were socially excluded would use anthropomorphism, but no studies were discovered about the motivations outlined in the current study. The results of this investigation should add to the body of knowledge in this area. The pet was employed as an anthropomorphism tool in the current study because it is the object that a person chooses to anthropomorphize deliberately and independently. It adds to the study's originality by explaining in the individual's own terminology how he will feel as a result of his social isolation, how he will make up for it and potential responses he may have. In addition to all of these contributions, the study's primary goal of analyzing the motivations behind anthropomorphism yields significant findings that are relevant to both industry and academic research.

Burke, Lynsey Anne; Mercieca, Duncan

2024 Qualitative Research Journal

doi: 10.1108/qrj-06-2023-0105

This paper offers a reflection of a research process aimed at listening to young children's voices in their everyday school life through a play-based context in a Scottish school. Throughout the research process, the complexity of conducting this research was kept in mind as listening to children's voices presents methodological and conceptual difficulties and tensions. Reflecting on the research process after the data was collected, the process was critiqued using Deleuze-Guattarian ideas. The critique aims at opening and challenging each researcher, allowing them to think-again about the next research project aimed at listening to children's voices.Design/methodology/approachThe research involved an observation study that took place over one week in a primary school in Central Scotland. As part of the educators' approach to play-based pedagogy, children had the opportunity to engage in free play throughout the day. Observations were chosen as the main approach to “capture” children's voices in their natural settings.FindingsThe empirical research brought forth two main ideas, that of children as agents, and how children amplify their voices through play. The reflective part offers the possibility of understanding the intensities and forces when conducting such research and the possibilities of engaging with these.Originality/valueThis paper offers a critique of research aimed at listening to children's voices. The aim is not to limit engagement in researching children's voices but to open, or make complex, such processes.

Hole, Lee

2024 Qualitative Research Journal

doi: 10.1108/qrj-08-2023-0132

The purpose of this paper is to support potential users of thematic analysis (as outlined by Virginia Braun and Victoria Clarke). Researchers with the intention of applying thematic analysis are advised to consider the theoretical framework of their work and how differing ontological and epistemological standpoints influences their approach to thematic analysis.Design/methodology/approachThis paper considers aspects of the work that has been done around thematic analysis to guide future potential users. The flexibility, recipe-like use and ease of thematic analysis are discussed, along with guidance being offered to avoid the seemingly common trip hazards of navigating the approach.FindingsUsers of thematic analysis seemingly continue to cite Braun and Clarke's thematic analysis whilst repeatedly contradicting the guidance of their work.Practical implicationsReaders of this paper that intend on using thematic analysis will be redirect to further learning, personal reflection and adjustments to the way in which they engage with, utilise and report their qualitative work using Braun and Clarke's approach to thematic analysis.Social implicationsIt is possible that past research that has been reported as using Braun and Clarke's approach to thematic analysis has been misinterpreted, misunderstood and misused. This as a result of researchers potentially having failed to embrace the need to engage in reflexive, epistemological and ontologically clear processes during the use of thematic analysis.Originality/valueWhile Braun and Clarke's approach to thematic analysis seems to have developed a significant level of popularity and use, the finer but impactful understanding of the approach has been overlooked. Other work has been done in relation to thematic analysis but there has not been anything to support thinking and learning around the suitable, accurate and knowledgeable use of the approach.

Guerrero Puerta, Laura; Lorente García, Rocío

2024 Qualitative Research Journal

doi: 10.1108/qrj-07-2023-0119

This article explores challenges faced by doctoral candidates using grounded theory (GT) in their theses, focusing on coding, theory development and time constraints. It also examines the impact of doctoral committees on GT dissertations, addressing epistemological clashes and the desire for familiarity over novelty.Design/methodology/approach Drawing from a multilevel autoethnography and related literature, this study offers pragmatic solutions and strategies for a seamless research journey.Findings Coding, theory development and time constraints pose universal challenges, requiring mentorship for effective navigation. Addressing committee dynamics is crucial for developing novel theoretical frameworks.Originality/value The article empowers researchers to overcome GT challenges, delving into various positions within the GT paradigm, fostering transparency and facilitating original contributions to their fields.

Zonca, Benjamin; Ambrosy, Josh

2024 Qualitative Research Journal

doi: 10.1108/qrj-08-2023-0131

Government primary schools in Australia increasingly take up the International Baccalaureate's Primary Years Programme (IB-PYP) to supplement government-mandated curriculum and governance expectations. The purpose of this paper is to explore how teachers navigate and contest dual policy-practice expectations in the Victorian Government IB-PYP context.Design/methodology/approachThis study used a narrative inquiry approach. The narratives of two teachers were generated through a narrative interview and then re-storied with participants through a set of conceptual lenses drawn out of the policy assemblage and affect studies theoretical spaces.FindingsThe stories participants told show that competing mandatory local policy expressions are experienced and contested both to stabilize a technocratic rationality and produce alternative critical-political educational futures.Originality/valueThere a few accounts of teachers' policy experience in government school settings implementing the IB-PYP. In addressing this gap, this paper directly responds to prior claims of the IB's failure to promote an emancipatory pedagogy, showing instead that when teachers who bring a more critical understanding of educational purpose to their work take up the IB-PYP policy to support the enactment of that purpose.

Zainal Abidin, Mohd Syahidan; Mokhtar, Mahani; Arsat, Mahyuddin

2024 Qualitative Research Journal

doi: 10.1108/qrj-05-2023-0090

Education for sustainable development (ESD) has gained significant attention, but integrating ESD into existing education systems is challenging. The study aims to explore the challenges of ESD experienced by school leaders, focusing on the context of Malaysian schools.Design/methodology/approachThe study uses a qualitative approach with a single-case study design. Eight school leaders involved in the Johor sustainable education action plan (JSEAP) were interviewed and analyzed. The study uses thematic analysis to identify the challenges and other causes associated with the implementation of ESD.FindingsThis study revealed that the school leaders perceived the ESD challenges at three levels. First, restriction to the standardized curriculum (systemic); second, resistance to change (organization) and third, awareness and readiness (individual). These themes stemmed from seven primary codes that school leaders encountered throughout the JSEAP program.Research limitations/implicationsThis paper is limited to a case study of the chosen schools and cannot be extrapolated to a larger population.Practical implicationsThe study benefits school leaders and educators concerned about ESD and its role in their schools and other academics interested in ESD.Originality/valueTo the authors' knowledge, this is the first study to investigate ESD challenges in Malaysia. The novel discovery of the three levels of ESD challenges helps readers better understand the recent phenomenon of ESD implementation and compare it to other settings.

Lim, Cynthia Ai Ming; Kaveri, G.

2024 Qualitative Research Journal

doi: 10.1108/qrj-10-2023-0156

The purpose of this research was to reflect on the enablers, challenges and ethical considerations in conducting qualitative research with young children using online methods. The aim was to suggest recommended practices to be put in place for researchers conducting online focus groups and interviews with young children.Design/methodology/approachThis research article explores the use of Zoom video conferencing as a tool to collect qualitative data with young children in Singapore, as an alternative to face-to-face interviews. Taking a child-centred participatory approach, children shared their perspectives of their experiences of child agency in school and at home through their drawings, pictures and dialogue in online group interviews. Schon's model of reflective practice was used to guide the researchers' process of reflections during the research project.FindingsScreen sharing and real-time nature of interactions of Zoom video conferencing enabled building of rapport and children's narratives to be developed while group size and the effect of parental influence provided challenges and ethical issues that needed to be addressed in the research process. Researcher withitness emerged as an essential quality in successful engagement of children in an online focus group discussion.Research limitations/implicationsOnline video conferencing platforms like Zoom provide a powerful alternative tool for participatory research with children. It challenges researchers to share control of the interactions and data collection process with children. However, parental interference and effect on data may present itself as a research limitation if not navigated well.Practical implicationsGroup size of the focus group has an impact on children's engagement levels and wait time for their turn to speak during group interviews. While parents' presence during the online interview ensured child safety and a comforting presence for the child, parents should also understand their role in the study to avoid interfering with the data collection process.Social implicationsThe Zoom platform resembled onsite interviews' spontaneity of exchanges which allowed the researchers to build rapport with children through small-talk and icebreaker activities. Establishing personal connections and building of trust were essential elements in ensuring children were comfortable participating in the interviews. Observing real-time behaviour and body language of children also allowed for indication of withdrawal of consent and participation by the children.Originality/valueThis research adds new insights to the emerging discussions on collecting data from children via online video platforms with suggestions of new strategies and recommendations to overcome challenges, as well as future implications and potential of using Zoom as an alternative tool for participatory research with children. This research conducted in Singapore provides an Asian context and is different from current literature on this topic, largely focused on western countries' reports.

Huda, Miftachul; Bakar, Abu

2024 Qualitative Research Journal

doi: 10.1108/qrj-07-2023-0123

The aim of this paper is to examine the strategic approach of culturally responsive and communicative teaching (CRCT) through a critical assessment of interracial teachers in their daily school interactions.Design/methodology/approachThe empirical data were obtained through interviews among ten interracial teachers. The analysis was made through a thematic approach to obtain substantial data from interviews.FindingsThe findings reveal that attempts to gain sufficient comprehension of CRCT are actualized through routine interaction in the multicultural school environment hence resulting in embedding self-awareness of cultural competence in a multicultural classroom, constructing emotional and social development on cultural awareness and internalizing responsive awareness on social engagement in global learning.Originality/valueThe contribution of this research provides an insightful value on expanding key consideration to support the multicultural classroom environment with an active engagement and enhancement of CRCT as fundamental basis of the multicultural classroom.