Consensual Qualitative Research (CQR)

Steps in Conducting Consensual Qualitative Research (CQR) Data Analysis

composition of team (3-5 members) Selection of auditor

Formulation of openended questionnaire

Initial Stage

Pilot testing

Collection of datadistribution and accomplishment of openended questionnaire

Conduct of interview/ FGD

analysis of responses
Coding domains and core ideas within cases
Within case analysis

Team discussion
Consensus making
Presentation to the auditor for review

Data Collection

1.Match the data collection format to the data desired and the needs of the study. 2.Record reactions to interviews; review tape or transcripts before subsequent interviews.

Domains

1.Develop the domains from the transcript or a start list. 2.The entire primary team codes the data into domains in the first several cases; the remaining coding can be done by 1 researcher and reviewed by the team.

Core Ideas

1.Use the participants words. 2.The entire primary team develops the core ideas for the first several cases; the remaining core ideas can be done by 1 researcher and reviewed by the team, or the entire primary team can work together to code the domains and construct the core ideas.

development of categories within/ domains across cases

Crossanalysis

presentation to the auditor

Cross-analysis
1.Use frequency labels to characterize data: o General applies to all or all but one case o Typical applies to more than half up to the cutoff for general o Variant applies to 2 cases up to the cutoff for typical o Rare applies to 2-3 cases when more than 15 cases are included

Table 6. 6. How do you catch up on an accumulated backlog of work after a vacation or conference?
Question No.

Responses

Frequency

Categories

N= P
Overtime work with extension work at home Extend work at home Report to office very promptly during weekdays Bring workloads at home Do overtime work w/o pay I do overtime after office hours and on weekends Go over workload, prioritize as to urgency, seriousness and gravity Sort the backlog according to priority & work on the top priority first Prioritize according to seriousness, urgency and gravity Address each category according to urgency & importance I prioritize accomplishing first the most urgent, serious or immediate tasks Delegate tasks to personnel/see that work is accomplished on time Delegate responsibilities/share accountability Delegate other that can be delegated Delegate some functions/work Guidance/decision are related to those left in-charge Tap members of the group according to talents, interests and attitude Creating High-Performance Team I finish everything before leaving the office. I manage my time very efficiently Maximize time to catch backlog I manage my time efficiently Backlog will not take place despite vacation or conference if time is well-managed & if tasks are done as they are there

N= NP

N= P

N= NP

11

Working overtime

Working overtime

Prioritizing

Prioritizing

10

11

Delegating

Delegating

Time Management

Time Management

Table 11 11. How do you keep everyone informed of what is going on in an organization?
Questi on No.

Responses
N= P

Frequency
N= NP

Categories
N= P N= NP

11

Meetings and conferences with personnel and stakeholders Conducting meetings and conferences Through meetings, conferences, consultations, dialogues for a briefings with internal and or external stakeholders Media exposure School heads are advised to visit the DepEd website Announcements in local media Written communication such as memo, circulars, bulletins,etc. Through memos/circulars/letters Having community billboard Telephone calls Yearly Education Summit in the division Monitoring of division personnel to the field Special feature from a school chosen by the division team in terms of academic or physical achievement will be shown to others to replicate Important information are downloaded to them

10

13

MANCOM, Quality Circles, Dialogue, Reporting

MANCOM, Quality Circles, Dialogues

Media

Media

16 1

20

Written Written communicati communicati on on Direct calls

1
2 0 1 1
Variant Field visit

Variant

Variant

Table 13 CQR Results on Sub-Competency: Information Monitoring

Categories (Core Ideas) Q

Passers

Non-Passers

Common Theme

F
10

% 38% 62% 12%

F 10 10 8 3
4

% 40% 40% 32% 12%

24% 80% 68% 32% Information dissemination strategies Information Management

Reporting/Communication
MIS, BEIS, EMIS

3 5 1

ICT Meetings Monitoring/Supervision

11

Written Communication
MANCOM, Quality Circles, Dialogues, Reporting

8 6 2 1 2

100% 75% 20% 12% 20%

20 17 8

Media Direct Calls Field Visit Education Summit

12%

CQR Results on Core Competency 1 (Strategic Thinking)

Categories
(Core Ideas)

Passers F N=8 8 8 4 1 0 6 8 7 4 6 6 2 2 1 1 1

Stakeholders Involvement Strategic Planning Situational Analysis Needs National policy/organizational mandate

Non-Passers F % % N=25 100% 21 84% 100% 21 84% 40% 13 52% 10% 8 32% 4 75% 100% 88% 50% 75% 75% 25% 25% 12% 12% 12% 11 16 9 8 16 9 6 7 16% 44% 64% 36% 32% 64% 36% 24% 28%

Common Theme

Creating a compelling vision

2 3

Strategic Planning Involvement/Sense of Ownership Current situation as baseline Environmental Scanning Participatory Management Aligning policies/practice Defining roles Communicating Empowerment M&E System of Reward

Acting on the vision Importance of current situation in creating a vision

Policies and strategies formulated to support the vision

Variant

Validation of results

administration of same questionnaire to new respondents

Final Stage

preparation of write-up
presentation to auditor for final comment

Validation of results

administration of same questionnaire to new respondents

 cqr sample study.pdf

Participants review Give transcripts of interviews and write-up of results to participants.

References
Hill, C. E. (1990). A review of exploratory in-session process research. Journal of Consulting and Clinical Psychology, 58, 288294. Hill, Knox, Thompson, Williams, Hess, & Ladany Hill, C. E., Thompson, B. J., & Williams, E. N. (1997). A guide to conducting consensual qualitative research. The Counseling Psychologist, 25, 517572. Ponterotto, J. G. (2005). Qualitative research in counseling psychology: A primer on research paradigms and philosophy of science. Journal of Counseling Psychology, 52, 126136.

sanncollano@ yahoo.com

Thank You!