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Generalizability in qualitative research

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  • Generalizability in qualitative research

HL Paper 3: Generalizability in qualitative research

This section focuses on the concept of "transferability" - which is how we describe generalizability in qualitative research.  It addresses the Paper 3 question: Discuss the possibility of generalizing/transferring the findings of the study.

Key concepts

Upon completion of this section, you should be able to discuss the following concepts:

  • Generalizability vs transferability
  • Inferential generalizability
  • Representational generalizability
  • Theoretical generalizability

text

Task I.  Presentation

Read through the following presentation on the three types of generalization that are used in qualitative research.  In the presentation, you will be asked questions to apply your understanding.  Take the time to try to answer the questions before going to the next slide.  The goal is to develop critical thinking strategies - and this only comes from practice, practice, practice!

Types of generalization

Representational: Can the findings be applied to the population from which the sample was drawn?

Inferential: Can the findings be applied (or transferred) to another population?

Theoretical: Can the findings be applied to another situation or context?

Checking for understanding

Read the following study below and then answer the three questions.

Researchers carried out a set of interviews to find out why students cheat. The sample was made up of 158 undergraduate students, all having completed at least two years of university. All students were responding to an advertisement on campus.  The study was advertised as "Why we cheat."  Students were asked to take part in a telephone semi-structured interview. The interview focused on getting students to define cheating, discuss examples of when they (or others) may have cheated, and their thoughts on why they (or others) cheat.

The study showed that two in three students admitted to cheating on some aspect of their coursework.  Plagiarism was the most common response. They found that as intrinsic motivation for a course drops, and/or as extrinsic motivation rises, cheating increased.  The less a subject matters to a person, or the more they are participating in it for instrumental reasons (such as fulfilling a requirement), the higher the risk for cheating.  They also found that most students look to their peers for cues as to what behaviors and attitudes are acceptable.

What questions or concerns do you have about the sample in order to determine whether it is representative of the population from which it was drawn? (representational generalization)

50 lines

What variables would we have to consider with regard to the sample or the environment of the study in order to determine if we could transfer the findings to another population? (inferential generalization)

50 lines

To what other contexts do you think that we could generalize the findings? (theoretical generalization)

50 lines

 

Exam Tip

When discussing the generalizability or transferability of a study, it is advisable to write about at least two of the three types of generalizability and not just focus on one.

Continue on to Ensuring Credibility