SfAA2016 Extended RQI Presentation

Rapid Qualitative Inquiry (RQI): A
Tool for Facilitating Team-based
Cross-cultural Intersections of Peoples
and Ideas
James Beebe
Portland State University and the Center for Rapid Qualitative Inquiry
WEDNESDAY 8:00-11:50

 Second Edition published
October 2014.
 Can be ordered from
Rowman and Littlefield or
from Amazon.com.
 The Rowman and
Littlefield web site
includes prepublication
reviews and other
updates.
 Link to the Rowman and
Littlefield website
 http://rapidqualitativeinqu
iry.com

The Second Edition
 The RAP/RQI approach is a tool in the
practitioner’s kit, and this book is an excellent
introduction to the perspective and approach. It
also provides an easily accessible introduction to
students in methods classes because it is
possible to conduct one or more complete
studies through the course of a semester-long
class. The book is to be recommended. Writing is
described as clear and straightforward. Makes
explicit use of systems thinking and reflects
sophisticated research in socioecology, and
Ecosystems. — Qualitative Health Research

The Second Edition
 Beebe’s Rapid Qualitative Inquiry is a timely
addition to the contemporary applied
anthropologist’s skillset and toolbox. This book is
a must read for interdisciplinary teams
conducting timely and responsible research that
seeks to identify and solve real-world problems
in the twenty-first century.— Guillermina Gina
Núñez-Mchiri, University of Texas at El Paso
 In addition to the ample discussion of how to do
this kind of research—including extensive
examples of real researchers using RAP/RQI—
Beebe delves into the why issues in a way that I
have rarely seen. — Juliana McDonald, University
of Kentucky

Definition
RQI is a team-based, applied research
approach that
(a) focuses on getting the insider’s or
emic perspective,
(b) uses multiple sources and
triangulation, and
(c) uses iterative data analysis and
additional data collection to quickly,
usually in less than several weeks,
develop a preliminary understanding of
a situation.

Definitions of rap (as in rap
music) that apply to RQI
To talk freely and frankly.
To communicate with
participants using their
vocabulary and rhythm.

CONTEXT: RQI, RAP, Mini-RAP, and
Related Approaches
 RQI-Newest generation rapid qualitative
research.
 RAP-Rapid Assessment Process, qualitative
research methodology, direct parent of RQI, (see
Beebe 2001) but with significant differences.
 Mini-RAP- Educational activity for learning RQI
and qualitative research. NOT a research
methodology or approach.

CONTEXT: RQI, RAP, Mini-RAP, and
Related Approaches
 Other related research methodologies and
approaches- sharing many, but not all, of the
characteristics of RQI. Rapid Assessment
Procedures, Participatory Rural Appraisal
(PRA), Rural Appraisal, Rapid Rural Appraisal,
Rapid Appraisal, Rapid Ethnography, and
others.

RQI and RAP
 The shift from calling the approach Rapid
Assessment Process (RAP) to calling it Rapid
Qualitative Inquiry (RQI) reflects both a
reconceptualization and refinement of the earlier
perspective based on extensive use by users,
reflection on what is unique about the approach,
and advances in the field of qualitative research.

RQI, Second Edition, and RAP
 A new chapter covers the use of technology that
can dramatically speed up and enhance rapid
research processes
 The “Additional Readings” at the end of each
chapter and the “Essential RQI/RAP Library” at
the end of the “Introduction” are such that the
second edition could be a core reading in an
applied research methods course drawing in
additional resources to elaborate specific
methods.” –Qualitative Health Research (2016)
 Significant expansion of the chapter on the RQI
family tree to provide context.
 A final chapter organized around key points
relating to rigor and some thoughts about the
future of RQI.

When Rapid Qualitative Inquiry
is Most Appropriate
Where issues are not yet
well defined.
Where there is not sufficient
time or other resources for
long-term, traditional
qualitative research.

RQI can be used
• To make preliminary decisions
about interventions or changes.
• To make decisions about
additional research.
• For monitoring and evaluation.
• To investigate intersectionality.
• In qualitative research classes to
develop expertise and skills.

RQI and Intersectionality
 RQI can facilitate exploring cross-cultural
intersectionality of peoples and ideas by
(a) identifying the different categories
that are used to define the
intersectionality and
(b) making individuals aware of the
vocabulary they are using and the
meaning associated with different words.

RQI and Intersectionality
 RQI could be relevant to exploring the
different categories that an individual uses
to define their identity and the “emic”
meaning the individual associates with the
options in a category.

Rapid Qualitative Inquiry and
Qualitative Research
Is Qualitative Research.
Shares many of the
characteristics of case
study and ethnography.

Is Based on a Broad
Understanding of Qualitative
Research
As noted in a recent review in Qualitative
Health Research(2016) RQI draws out and
navigates the many conflicting
perspectives on qualitative research and
identifies the implications of these
perspectives for RQI.
The RQI is described as “more a research
design” than an approach to “methods.”

Differs from traditional
qualitative research
INSTEAD OF LONG-TERM FIELDWORK
Uses teams of 2 to 5 individuals with
different discipline backgrounds.
When appropriate, includes insiders
on the team.
Uses intensive, team interaction.
Explicitly divides time between data
collection and data review/ analysis
before additional data collection.

RQI cannot be done
by one person.

The objective of RQI is to
develop understanding
as opposed to finding a
single truth.

Emic and Etic
The goal is to understand the
categories the local people use for
dividing up their reality and
identifying the terms they use for their
categories.
The categories used by the local
people are referred to as “emic.” The
categories used by outsiders including
researchers who are not insiders, are
“etic” categories.
Examples: colors, land “ownership,”
soils.

Emic and Etic
Qualitative research such
as RQI can improve
quantitative research by
identifying the categories
used by the insiders.

Qualitative Research including
RQI
Should not be used for
estimating numbers or
percents.
Quantitative research is the
appropriate research
methodology when numbers or
percents are needed

Results can be produced
in
• as few as about five days,
• but usually requires several
weeks.
• Longer time in the field
usually produces better
results.

Stories NOT Answers
The goal is to get the
insiders to tell their
stories and NOT
answer the questions
of the outsiders.

Semi-structured Interviews
Relaxed, semi-structured
interviewing that provides
respondents with time to
think can elicit stories.

Stories Should be Collected from a
Purposeful Sample. This often
Requires Seeking Out:
• the poorer,
• less articulate,
• more upset, and
• those least like the members
of the RQI team.

Teamwork
RQI is based on Interdisciplinary team
interaction throughout the research,
from question formulation, to
research, analysis, and write-up.

Teamwork
The success of RQI
depends upon the
quality of the
teamwork.

Intensive teamwork
Intensive teamwork for
both the data collection
and analysis is an
alternative to prolonged
fieldwork.

Team interviewing
RQI uses group discussion
involving all members of
the team and the local
participants (team
interviewing),
NOT sequential
interviewing by individual
members of the team.

Technology to Improve Quality
and Speed
 Transcribing software
 Social media
 Analysis software
 File collaboration
 Document capture
 Video
SMART PHONES

Successful RQI
Members of the RQI team need to
recognize:
• They don’t know enough to ask
questions,
• They don’t know enough to
provide the answers, but
• They do know enough to want to
empower others to solve their own
problems.

Practice Group
Discussion/Interview
 Possible topic: What is the biggest threat to
the quality of higher education?
 NOTE: This is NOT research, but is an
educational tool.

Iterative Analysis and
Additional Data Collection
Time is divided between
• blocks used for collecting
information and
• blocks when the team does
data analysis and considers
changes in the next round of
data collection.

Analysis
Analysis begins with the first
round of data collection.
Analysis involves:
• Coding the data,
• Displaying relationships in the
data, and
• Drawing conclusions.

Practice Mini-RAP
 A Mini-RAP is not a research methodology. It
is a way to learn to do Qualitative Research
and RQI.
 Groups of 4 or 5 persons.
 Topic: What would be necessary to improve
gender equity in your organizations.
 Most Mini-Raps are based on two 15 minute
interviews, but this can be expanded.

Practice Mini-RAP
 One member of the group will be the person
interviewed during the first interview.
 A second member of the group will be the
person interviewed during the second
interview.
 The other members of the group will be the
research team

Practice Mini-RAP
 The interview team prepares for the
interview by identifying a list of topics (often
confused with a list of research questions,
but should not be in the form of questions).
 Importance of getting stories and not
answers to questions.

Practice Mini-RAP
 Round one. Minimum of 15 minutes.
 STAY RELAXED!
 Keep up with time.
 TAKE NOTES. Normally would use a voice
recorder-maybe smart phone.

Practice Mini-RAP
 After the first round. Entire team meets to
discuss:
(a) what needs to be changed in the way
interview was conducted (speed, interaction
between members of the team, leading the
witness, focus on getting stories).
(b) what was learned in the interview, how
does this influence what is asked in the
second round.
(c) what might be some tentative preliminary
conclusions.

Practice Mini-RAP
 Round two:
Different person is interviewed
Builds on lessons learned in round one.

Practice Mini-RAP
 After the second round, the team reviews
lessons learned and continues to work on
identifying possible conclusion.
 May decide qualitative research is not
appropriate for the type of questions being
investigated.
 Entire team working together produces the
report.

Mini-RAP vs RQI
 RQI is the research approach.
 Mini-RAP is one way to learn qualitative
research or RQI.
 RQI requires multiple long interviews over
many days.
 Mini-RAP is based on two short interviews.
 RQI implemented with rigor can make
significant contributions to understand an
issues.

Use of RQI in Qualitative
Research Courses
 Review of the Second Edition in Qualitative
Health Research (2016) noted that this book
could be a core reading in an applied research
methods course and provides an easily
accessible introduction to students in methods
classes because it is possible to conduct one or
more complete studies through the course of a
semester-long class.
 The Second Edition includes instruction on the
use of RQI in research classes.

Ethical Issue:
Bogus Empowerment
In addition to the ethical issues associated with
qualitative research
 RQI encourages people to falsely believe
that their input will be acted upon.
 The RQI team needs to keep their promises
and make promises that they can keep.
 The RQI team needs to avoid the temptation
of engaging in hyperbole about the
democratic nature of the situation.

Examples of the Use of RQI
(and very similar approaches)
 Higher Education New Dean for Student
Services—Revealed lack of agreement on
who were the students and what were the
services.
 Proposal to convert agricultural cooperatives
to for-profit organizations—Revealed
tremendous variability with some successes
and confusion by managers on difference
between productivity and production.

Examples of the Use of RQI
(and very similar approaches)
 Labor as a constraint to increased
agricultural production—Revealed many
farmers close to urban centers spend
increasing time off the farm and need
innovations to part-time farmers.
 Fish consumption in culturally distinct
communities
 Role of social science in the Pacific fishery
management
 Sustainability of a commercial fishing
community in California

Published Examples of RQI
SAMPLES FROM MORE THAN 165
PUBLISHED REPORTS
 Retention of Fulani Muslim girls in school (Balde
2004)
 Mobile learning to teach reading to 9th grade
students (Brown, L 2008)
 Exploring HIV/AIDS knowledge and behavior of
university students in Botswana (Brown, M et
al.2008)
 Education and identity formation in Zimbabwe
Mpondi 2004)

 Youth, trash, and work in an African city
(Thieme 2010)
 Adult learning experience in a teacher
certification program (Walsh et al. 2005)
 Evidence-based nursing practice (Angus and
O’Brien-Pallas 2003)
 Computerized clinical decision support (Ash
et al. 2013)

 Sampling hard-to-reach youth on sexually
transmitted diseases (Auerswald et al. 2004)
 Home delivery in rural Ethiopia (Bedford et al.
2012)
 Use of prenatal micronutrients supplements
by working class Filipino women (Daack-
Hirsch and Gamboa 2011)
 Prescription opioid abuse in an urban setting
(Inciardi et al. 2009)

 HIV-infected patients in a clinical care setting
(Morin et al. 2004)
 Patient care using a panel approach (Neuwirth
et al. 2007)
 Rapid assessment of existing HIV prevention
programs (Solomon et al. 2007)
 Community interventions and AIDS (Trotter
and Singer 2005)

 Developing cross-cultural competency in the
military (Caligiuri et al. 2011)
 Perspectives on rehabilitation of patients with
polytruma (Friedemann-Sanchez et al. 2008)
 Rapid assessment and security sector reform
(Last 2005)
 Provider perspective on treating veterans with
mild traumatic brain injury (Sayer 2009)

 Rapid ethnographic assessment in the military
(Schultz et al. 2009)
 Evaluation of total force fitness programs in
the military (Walter et al. 2010)
 Improving the credibility of weather forecasts
(Pennesi 2007)
 The private press and democracy in Ethiopia
(Bonsa 2003)

The major challenge
Confusing
rapid with
rushed.

RQI/RAP is an idea whose
time has come.
?
Only if not oversold and
only if implemented rigorously.

Additional Information
 Visit the web site:
http://rapidqualitativeinquiry.com
 Contact me:
beebe@gonzaga.edu
 Facebook
http://facebook.com/rapidqualitativeinquiry
 Blog http://rapidqualitativeinquiry.blogspot.com/
 Book Review, Qualitative Health Research 2016 1-
2, John Brett

SfAA2016 Extended RQI Presentation

Recomendados

Recomendados

Mais conteúdo relacionado

Semelhante a SfAA2016 Extended RQI Presentation

Semelhante a SfAA2016 Extended RQI Presentation (20)

Último

Último (20)

SfAA2016 Extended RQI Presentation