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Selecting the methodological approach is a critical decision as it largely determines the effectiveness of the research. Encapsulating the research approach as a chapter in a thesis is often a challenge to many young researchers, despite the abundance of guides on PhD thesis writing and on the various approaches to research methodologies. However, most guides are descriptive and fail to provide appropriate illustrations of a methodology chapter especially in qualitative research. In a qualitative methodology chapter, key factors are the assumptions, theoretical lens, and worldviews on the topic, making qualitative methodology chapter less definite, more subjective and lacks a conventional model. This chapter addresses the need for qualitative research samples and aims to advance the understanding of writing a qualitative research methodology chapter by providing essential guidelines. The guidelines are drawn from an actual qualitative research methodology chapter of a PhD thesis in the field of tourism and social cohesion.

Research begins with a question that begs to be answered. The research question must be well articulated and specific. Once the research question is established, the methodology is chosen. Thus, it is the research question that determines the methodology. In the field of special education, many methodologies have been used to answer research questions. For example, Stoner et al. (2006c) used a single subject design to determine the effectiveness of the Picture Exchange Communication System (PECS) for adults with intellectual disabilities. Quasi-experimental methodology may be the appropriate methodology for determining the effectiveness of intervention with a group of students. The effectiveness of two math curricula for students at risk was conducted by Woodward and Brown (2006) using quasi-experimental research. If the research question centers on attitudes or opinions of a large group of individuals, then quantitative research may be used. Brown, Welsh, Haegle Hill, and Cipko (2008) reported on preservice teacher attitudes about teaching students with learning disabilities (LD). However, if one wants to broaden and enhance understanding and to fully and deeply comprehend the perspectives of individuals, then qualitative methodology would be used. For example, through the use of qualitative methodology, two studies (Bailey, Parette, Stoner, Angell, & Carroll, 2006a; Bailey, Stoner, Parette, & Angell, 2006b) described the perspectives of members of individual education plan (IEP) teams and perspectives of family members regarding augmentative and alternative communication (AAC) use in public schools. The findings of these studies (a) offered in-depth understanding of the process of obtaining AAC devices, (b) identified barriers and facilitators to AAC device use, and (c) provided strategies for effective use of AAC devices.

While qualitative work has a long tradition in the strategy field and has recently regained popularity, we have not paused to take stock of how such work offers contributions. We address this oversight with a review of qualitative studies of strategy published in five top-tier journals over an extended period of 15 years (2003–2017). In an attempt to organize the field, we develop an empirically grounded organizing framework. We identify 12 designs that are evident in the literature, or “designs-in-use” as we call them. Acknowledging important similarities and differences between the various approaches to qualitative strategy research (QSR), we group these designs into three “families” based on their philosophical orientation. We use these designs and families to identify trends in QSR. We then engage those trends to orient the future development of qualitative methods in the strategy field.

Homelessness research is identified as one example of sensitive social research that engages ‘vulnerable’ (Liamputtong, 2007, p. 4) participants as well as an area of difficult research practice. This chapter explores how using qualitative research methodologies have led us to reinterpret aspects of our research practice and to develop an inclusive approach in our work on homelessness. In articulating our approach, we explore influences shaping the context of our research practice and ideas that are effective in researching homelessness. We present these as key principles informing our approach, alongside strategies we have developed for enacting inclusive research practice.

Mixed methods research is an approach for blending quantitative and qualitative data analyses in a single study. It emerged as an alternative to the dichotomy of qualitative and quantitative traditions in the past 20 years. Some strengths of mixed methods research include the ability to generate and test theory, the capability to answer complex research questions, and the possibility of corroborating findings.

We argue the mixed methods approach fits well with comparative education studies because they seek to acquire data to make sound and meaningful comparisons about the experience and performance of education systems in different countries. By nature, comparative education attempts to explain why educational systems vary and to explore how education relates to wider social factors and forces. It consists of both confirmatory and exploratory inquiries that are based on the fundamental belief that education can be improved in all nations. Essentially, the mixed methods approach can adequately support the goals of comparative education studies, with its quantitative components serving the confirmatory objectives and the qualitative components attending to the exploratory end.

In this study, we conducted a survey of articles published between 2000 and 2014 in Comparative Education Review, Comparative Education, and Compare to discern the changes in patterns and preferences of dominant research methods. By surveying the three major journals in the field, we hope to reveal the means by which comparative education is conducted in its constituency. At the very least, we believe our study can provide important reference points for speculation about where comparative education might be headed in terms of methodology and methods.

This chapter critically discusses implications of working with ‘big data’ from the perspective of qualitative research and methodology. A critique is developed of the analytic troubles that come with integrating qualitative methodologies with ‘big data’ analyses and, moreover, the ways in which qualitative traditions themselves offer a challenge, as well as contributions, to computational social science.

The chapter draws on Interactionist understandings of social organisation as an ongoing production, tied to and accomplished in the actual practices of actual people. This is a matter of analytic priority but also points to a distinctiveness of sociological work which may be undermined in moving from the study of such actualities, suggesting an alternative coming crisis of empirical sociology.

A cautionary tale is offered regarding the contribution and character of sociological analysis within the ‘digital turn’. It is suggested that ‘big data’ analyses of traces abstracted from actual people and their practices not only miss and distort the relation of social practice to social product but, consequentially, can take on an ideological character.

The chapter offers an original contribution to current discussions and debates surrounding ‘big data’ by developing enduring critiques of sociological methodology and analysis. It concludes by pointing to contributions and interventions that such an empirical programme of qualitative research might make in the context of the ‘digital turn’ and is of value to those working at the interface of traditional and digital(ised) inquiries and methods.

The contributions of qualitative research to the study of behavioral–emotional disabilities, mild intellectual disabilities, and learning disabilities (the three types of high-incidence disabilities) are relatively recent and far from abundant. This chapter discusses qualitative, or “naturalistic” research by briefly examining the methodology used in such inquiry, reviewing many of the available studies concerning those with high-incidence disabilities, and providing implications from the existing empirical literature. It is not recommended that qualitative research takes the place of quantitative research in special education, but well-designed and executed naturalistic studies can contribute additional knowledge that is worthwhile to the field.