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I recommended you to read doctoral thesis and to see how they do it. Books are not specific

Ingrid

Carlo - Qualitative research is usually used to gain an understanding of underlying reasons, opinions, and motivations and insights into the problem or develop ideas or hypotheses for potential quantitative research. It is also used to uncover trends in thought and opinions, and dive deeper into the problem. There are a number of methods of data collection in qualitative research which include observations, textual or visual analysis and interviews (individual or group), focused group interviews etc. Mostly, qualitative researchers use five research designs such as 1) phenomenology 2) ethnography 3) grounded theory 4) case study 5) action research. Qualitative research focuses on criterion-based sampling techniques to reach their target group. There are three main types of qualitative sampling: purposeful sampling, quota sampling, and snowballing sampling. Data analysis is carried by systematically searching and arranging the interview transcripts, observation notes, or other non-textual materials that the researcher accumulates to increase the understanding of the phenomenon. For example, in social sciences coding is an analytical process in which data, in both quantitative form (such as questionnaires results) or qualitative form (such as interview transcripts) are categorized to facilitate analysis. The data is prepared and organized and codes are created and combined into themes and are finally put into the presentable form.

The following publications may further help:

• Edwards, R. and Holland, J. (2013) What is qualitative interviewing? London: Bloomsbury Academic.
• Flick, U. (2010) An Introduction to Qualitative Research. Fourth edn. London: SAGE Publications Ltd.
• Flick, U., von Kardorff, E. and Steinke (2004) A Companion to Qualitative Research. London: SAGE Publications Ltd.
• Kawulich, B. B. (2004) Data analysis techniques in qualitative research, Journal of Research in Education, 14, 1, pp. 96-113.
• Keen, M. F. (1996) Teaching Qualitative Methods: A Face-to-Face Encounter, Teaching Sociology, 24, 2, pp. 166-176.
• Mack, N., Woodsong, C., MacQueen, K. M., Guest, G. and Namey, E. (2005) Qualitative Research Methods: A Data Collector's Field Guide. North Carolina, US: Family Health International.
• Mason, J. (2002) Qualitative Researching. Thousand Oaks, California: SAGE Publications.
• Silverman, D. and Marvasti, A. (2008) Doing Qualitative Research: A Comprehensive Guide. California: SAGE Publications, Inc.

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Similar question was asked earlier, too.@

Dear Carlo Gualvez,

The so-called hard scientists, physicists for example, do not think much of qualitative research. Qualitative research is most used in social and human sciences.

Most of the time, qualitative research is exploratory in its very nature. One of the most used prcedures to perform qualitative research is to resort to semi-clinical and semi-structures interviews. The Swiss psychologist Jean Piaget has erected a monunmental theory of cognitive development, and almost of it is based on qualitative research. The same is the case of Lawrence Kohlberg's theory of moral development.

It suffices to say that Piaget's cognitive satges and Kohlberg's moral stages were weree conceptulalized with base on semi-clinical and semi-structed interviews. It is worth mentioned that qualitative reserach is not necessarily at odds with quantitative research. Piaget, for example, was interested in knowing the inner psychological processes underlying children's performance on his famous tasks. Due to this interest, Piaget was able to see that, say, conservant children, children who say, for instance, that the amount of elements in a set remains invariant regardless of their saptial arragement in the focal set, tend to justify their answers through what he called operational arguments (i.e., identity, reversibility, and compensation). These arguments are qualitative ways of thinking. However, we can count the number of times conservant children invoke each of the operational arguments on a given Piaget task. Thus, we have here quality (the invoked operational argument) and quantity (the number of times the focal element is invoked

Consider another example that shows that quality and quantity are not at complete variance with each other. Ice is a solid state (quality) when it is at 0 degrees Celsius (quantity). When the focal ice is heated at a certain temperature (quantity) it passes from the solid state to the liquid state (quality). if we keep heating the water (quantity)m it passes from the liquid state to the gaseous state (quality).

In a nutshell, we can perform qualitative research and analyze it both in terms of quality and quantity.

KInd regards,

Orlando

Be keen observer, sometimes qualitative research happen by just observing , analysing and several original research have been done by accidentally seeing something different i.e. rubber,steel and Raman effect

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Mehri

I suggest you to read the following book. It was the first book I read about qualitative research.

Richards, L., & Morse, J. M. (2012). Readme first for a user's guide to qualitative methods. Sage.

You can go on the website of the International Institute for Qualitative Methodology.

https://www.ualberta.ca/international-institute-for-qualitative-methodology

Thank you dear very much.

I am very much interested in Multidimensional research.

This starts with understanding SELF.

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