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According to Creswell (2009), in a qualitative study, inquirers state research questions, not objectives. These research questions assume two forms: the central question, and associated subquestions. The central question is a broad question that asks for an exploration of the central phenomenon or concept in a study. The inquirer poses this question, consistent with the emerging methodology of qualitative research, as a general issue so as not to limit the inquiry. To arrive at this question, one should ask: ’What is the broadest question that I can ask in the study?’ Beginning researchers trained in quantitative research might struggle with this approach because they are accustomed to the reverse approach: identifying specific, narrow questions or hypotheses based on a few variables. In qualitative research, the intent is to explore the complex set of factors surrounding the central phenomenon, and present the varied perspectives or meanings that participants hold. Creswell (2009) also provides the guidelines for writing broad, qualitative research questions:
Ask one or two central questions followed by no more than five to seven subquestions. Several subquestions follow each general central question; the subquestions narrow the focus of the study, but leave open the questioning. The subquestions, in turn, can become specific questions used during interviews (or in observing or when looking at documents). In developing an interview protocol or guide, the researcher might ask an icebreaker question at the beginning, for example, followed by five or so subquestions in the study. The interview would then end with an additional wrap-up or summary question, or ask: ‘Who should I turn to, to learn more about this topic?’ (Asmussen & Creswell, 1995).
Relate the central question to the specific qualitative strategy of inquiry. For example, the specificity of the questions in ethnography at this stage of the design differs from that in other qualitative strategies. In ethnographic research, Spradley (1980) advanced a taxonomy of ethnographic questions that included a mini-tour of the culture-sharing group, their experiences, use of native language, contrasts with other cultural groups, and questions to verify the accuracy of the data. In critical ethnography, the research questions may build on a body of the existing literature. These questions become working guidelines rather than truths to be proven (Thomas, 1993, p. 35). Alternatively, in phenomenology, the questions might be broadly stated without specific reference to the existing literature or a typology of questions. Moustakas (1994) talks about asking what the participants experienced, and about the contexts or situations in which they experienced it. In grounded theory, the questions may be directed towards generating a theory of some process. In a qualitative case study, the questions may address a description of the case, and the themes that emerge from studying it.
Begin the research questions with the words what or how to convey an open and emerging design. The word why often implies that the researcher is trying to explain why something occurs, and this suggests a cause-and-effect type of thinking associated with quantitative research instead of the more open and emerging stance of qualitative research.
Focus on a single phenomenon or concept. As a study develops over time, factors will emerge that may influence this single phenomenon, but one should begin a study with a single focus to explore in great detail.
Use exploratory verbs that convey the language of emerging design:
discover (e.g. grounded theory);
seek to understand (e.g. ethnography);
explore a process (e.g. case study);
describe the experiences (e.g. phenomenology);
report the stories (e.g. narrative research).
Use these more exploratory verbs that are non directional rather than directional words that suggest quantitative research, such as ‘affect’, ‘influence’, ‘impact’, ‘determine’, ‘cause’, and ‘relate’.
Expect the research questions to evolve and change during the study in a manner consistent with the assumptions of an emerging design. In qualitative studies, the questions are often under continual review and reformulation (as in a grounded theory study). This approach may be problematic for individuals accustomed to quantitative designs, in which the research questions remain fixed throughout the study.
Use open-ended questions without reference to the literature or theory unless otherwise indicated by a qualitative strategy of inquiry.
If closed-ended questions, which are considered quantitative, are necessary (e.g. rating something/the satisfaction with something on a given scale), a text box should be added that asks for extra comments on why a specific rating was chosen, thus providing qualitative insights alongside their respective quantitative research question responses.
Specify the participants and the research site for the study, if the information has not been given yet.
Ensure that research questions are ethical and free from bias (it is always good to have another person check for unconscious bias).
Consider the language used, and make sure it is clear and easy to understand. Therefore, jargon, acronyms, and overly technical language should be avoided.
Do the quiz and test your knowledge on qualitative research:
