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Exemplifying
Published in Celia Lury, Rachel Fensham, Alexandra Heller-Nicholas, Sybille Lammes, Angela Last, Mike Michael, Emma Uprichard, Routledge Handbook of Interdisciplinary Research Methods, 2018
To give an example is always to give more than the example itself, to hint beyond the concrete at something larger, more general. Yet, there is no easy relationship between the example and that which it exemplifies. A single example cannot be generalized to the structure, theory, rule or argument without running into objections of external validity and academic rigour. Instead, as will be argued in this chapter, the example has its own logic, reworking established oppositions between the particular and the general, opening up new creative and imaginative relationships between them. Exemplifying, as a method, makes use of the capacity of the single instance to produce other forms of knowledge, by making intelligible complex contexts. It opens up its own space/time in which the part and the whole become known together. This essay will discuss this logic of exemplarity and the methodological implications of exemplifying. In doing so, it will consider how the example and the process of exemplifying relate to issues of interdisciplinarity.
Researching Proscribed Armed Groups
Published in Alison J. Williams, K. Neil Jenkings, Matthew F. Rech, Rachel Woodward, The Routledge Companion to Military Research Methods, 2016
The conceptualization of validity in phenomenological research differs significantly from the conceptualization of validity in quantitative methods (Smith, 2008). The dominance of quantitative methods within psychology often leads to criteria for validity mistakenly being applied to qualitative methods from quantitative methods (see Yardley, 2008). As IPA researchers, we acknowledge that participants will have a unique perspective on and interpretation of reality which is informed and influenced by their personal experiences and their sociocultural environs. Similarly, we acknowledge that different researchers will have their own unique perspectives that they draw on when interpreting and evaluating participants’ meanings. To enhance the qualitative validity of our research, we followed Yardley’s (2000) guidelines to ensure the themes raised were sensitive to the context, demonstrated rigour and were coherent, and that the analytic steps were transparent and that the findings had an appropriate level of impact and importance.
A path towards sustainability through social innovation
Published in Sergio Barile, Raul Espejo, Igor Perko, Marialuisa Saviano, Francesco Caputo, Cybernetics and Systems, 2018
Rossella Canestrino, Primiano Di Nauta, Pierpaolo Magliocca
The contribution presents the same limits that every single case study analysis has, the most common of which concern the inter-related issues of methodological rigour, researcher’s subjectivity and external validity (results generalization). Despite this, dealing with a single case study allowed the authors to collect much more information otherwise not available, as well as to fully understand the dynamics of the selected SfSI.
A Hands-Free Music Score Turner Using Google Glass
Published in Journal of Computer Information Systems, 2019
Satoko Kora, Billy B. L. Lim, James Wolf
Hevner et al. define rigor in design research as it is derived from the effective use of knowledge, theories, and methodologies. Rigor is not necessarily a collection of mathematically measured data. Hevner et al. suggest that “the principal aim is to determine how well an artifact works.”