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• What Is Qualitative Research? | Methods & Examples

What Is Qualitative Research? | Methods & Examples

Published on 4 April 2022 by Pritha Bhandari . Revised on 30 January 2023.

Qualitative research involves collecting and analysing non-numerical data (e.g., text, video, or audio) to understand concepts, opinions, or experiences. It can be used to gather in-depth insights into a problem or generate new ideas for research.

Qualitative research is the opposite of quantitative research , which involves collecting and analysing numerical data for statistical analysis.

Qualitative research is commonly used in the humanities and social sciences, in subjects such as anthropology, sociology, education, health sciences, and history.

• How does social media shape body image in teenagers?
• How do children and adults interpret healthy eating in the UK?
• What factors influence employee retention in a large organisation?
• How is anxiety experienced around the world?
• How can teachers integrate social issues into science curriculums?

Table of contents

Approaches to qualitative research, qualitative research methods, qualitative data analysis, advantages of qualitative research, disadvantages of qualitative research, frequently asked questions about qualitative research.

Qualitative research is used to understand how people experience the world. While there are many approaches to qualitative research, they tend to be flexible and focus on retaining rich meaning when interpreting data.

Common approaches include grounded theory, ethnography, action research, phenomenological research, and narrative research. They share some similarities, but emphasise different aims and perspectives.

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Each of the research approaches involve using one or more data collection methods . These are some of the most common qualitative methods:

• Observations: recording what you have seen, heard, or encountered in detailed field notes.
• Interviews:  personally asking people questions in one-on-one conversations.
• Focus groups: asking questions and generating discussion among a group of people.
• Surveys : distributing questionnaires with open-ended questions.
• Secondary research: collecting existing data in the form of texts, images, audio or video recordings, etc.
• You take field notes with observations and reflect on your own experiences of the company culture.
• You distribute open-ended surveys to employees across all the company’s offices by email to find out if the culture varies across locations.
• You conduct in-depth interviews with employees in your office to learn about their experiences and perspectives in greater detail.

Qualitative researchers often consider themselves ‘instruments’ in research because all observations, interpretations and analyses are filtered through their own personal lens.

For this reason, when writing up your methodology for qualitative research, it’s important to reflect on your approach and to thoroughly explain the choices you made in collecting and analysing the data.

Qualitative data can take the form of texts, photos, videos and audio. For example, you might be working with interview transcripts, survey responses, fieldnotes, or recordings from natural settings.

Most types of qualitative data analysis share the same five steps:

• Prepare and organise your data. This may mean transcribing interviews or typing up fieldnotes.
• Review and explore your data. Examine the data for patterns or repeated ideas that emerge.
• Develop a data coding system. Based on your initial ideas, establish a set of codes that you can apply to categorise your data.
• Assign codes to the data. For example, in qualitative survey analysis, this may mean going through each participant’s responses and tagging them with codes in a spreadsheet. As you go through your data, you can create new codes to add to your system if necessary.
• Identify recurring themes. Link codes together into cohesive, overarching themes.

There are several specific approaches to analysing qualitative data. Although these methods share similar processes, they emphasise different concepts.

Qualitative research often tries to preserve the voice and perspective of participants and can be adjusted as new research questions arise. Qualitative research is good for:

• Flexibility

The data collection and analysis process can be adapted as new ideas or patterns emerge. They are not rigidly decided beforehand.

• Natural settings

Data collection occurs in real-world contexts or in naturalistic ways.

• Meaningful insights

Detailed descriptions of people’s experiences, feelings and perceptions can be used in designing, testing or improving systems or products.

• Generation of new ideas

Open-ended responses mean that researchers can uncover novel problems or opportunities that they wouldn’t have thought of otherwise.

Researchers must consider practical and theoretical limitations in analysing and interpreting their data. Qualitative research suffers from:

• Unreliability

The real-world setting often makes qualitative research unreliable because of uncontrolled factors that affect the data.

• Subjectivity

Due to the researcher’s primary role in analysing and interpreting data, qualitative research cannot be replicated . The researcher decides what is important and what is irrelevant in data analysis, so interpretations of the same data can vary greatly.

• Limited generalisability

Small samples are often used to gather detailed data about specific contexts. Despite rigorous analysis procedures, it is difficult to draw generalisable conclusions because the data may be biased and unrepresentative of the wider population .

• Labour-intensive

Although software can be used to manage and record large amounts of text, data analysis often has to be checked or performed manually.

Quantitative research deals with numbers and statistics, while qualitative research deals with words and meanings.

Quantitative methods allow you to test a hypothesis by systematically collecting and analysing data, while qualitative methods allow you to explore ideas and experiences in depth.

There are five common approaches to qualitative research :

• Grounded theory involves collecting data in order to develop new theories.
• Ethnography involves immersing yourself in a group or organisation to understand its culture.
• Narrative research involves interpreting stories to understand how people make sense of their experiences and perceptions.
• Phenomenological research involves investigating phenomena through people’s lived experiences.
• Action research links theory and practice in several cycles to drive innovative changes.

Data collection is the systematic process by which observations or measurements are gathered in research. It is used in many different contexts by academics, governments, businesses, and other organisations.

There are various approaches to qualitative data analysis , but they all share five steps in common:

• Prepare and organise your data.
• Review and explore your data.
• Develop a data coding system.
• Assign codes to the data.
• Identify recurring themes.

The specifics of each step depend on the focus of the analysis. Some common approaches include textual analysis , thematic analysis , and discourse analysis .

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What is qualitative research.

Qualitative research methodologies seek to capture information that often can't be expressed numerically. These methodologies often include some level of interpretation from researchers as they collect information via observation, coded survey or interview responses, and so on. Researchers may use multiple qualitative methods in one study, as well as a theoretical or critical framework to help them interpret their data.

Qualitative research methods can be used to study:

• How are political and social attitudes formed? 
• How do people make decisions?
• What teaching or training methods are most effective?  

Qualitative Research Approaches

Action research.

In this type of study, researchers will actively pursue some kind of intervention, resolve a problem, or affect some kind of change. They will not only analyze the results but will also examine the challenges encountered through the process. 

Ethnography

Ethnographies are an in-depth, holistic type of research used to capture cultural practices, beliefs, traditions, and so on. Here, the researcher observes and interviews members of a culture — an ethnic group, a clique, members of a religion, etc. — and then analyzes their findings. 

Grounded Theory

Researchers will create and test a hypothesis using qualitative data. Often, researchers use grounded theory to understand decision-making, problem-solving, and other types of behavior.

Narrative Research

Researchers use this type of framework to understand different aspects of the human experience and how their subjects assign meaning to their experiences. Researchers use interviews to collect data from a small group of subjects, then discuss those results in the form of a narrative or story.

Phenomenology

This type of research attempts to understand the lived experiences of a group and/or how members of that group find meaning in their experiences. Researchers use interviews, observation, and other qualitative methods to collect data. 

Often used to share novel or unique information, case studies consist of a detailed, in-depth description of a single subject, pilot project, specific events, and so on. 

• Hossain, M.S., Runa, F., & Al Mosabbir, A. (2021). Impact of COVID-19 pandemic on rare diseases: A case study on thalassaemia patients in Bangladesh. Public Health in Practice, 2(100150), 1-3.
• Nožina, M. (2021). The Czech Rhino connection: A case study of Vietnamese wildlife trafficking networks’ operations across central Europe. European Journal on Criminal Policy and Research, 27(2), 265-283.

Focus Groups

Researchers will recruit people to answer questions in small group settings. Focus group members may share similar demographics or be diverse, depending on the researchers' needs. Group members will then be asked a series of questions and have their responses recorded. While these responses may be coded and discussed numerically (e.g., 50% of group members responded negatively to a question), researchers will also use responses to provide context, nuance, and other details. 

• Dichabeng, P., Merat, N., & Markkula, G. (2021). Factors that influence the acceptance of future shared automated vehicles – A focus group study with United Kingdom drivers. Transportation Research: Part F, 82, 121–140.
• Maynard, E., Barton, S., Rivett, K., Maynard, O., & Davies, W. (2021). Because ‘grown-ups don’t always get it right’: Allyship with children in research—From research question to authorship. Qualitative Research in Psychology, 18(4), 518–536.

Observational Study

Researchers will arrange to observe (usually in an unobtrusive way) a set of subjects in specific conditions. For example, researchers might visit a school cafeteria to learn about the food choices students make or set up trail cameras to collect information about animal behavior in the area. 

• He, J. Y., Chan, P. W., Li, Q. S., Li, L., Zhang, L., & Yang, H. L. (2022). Observations of wind and turbulence structures of Super Typhoons Hato and Mangkhut over land from a 356 m high meteorological tower. Atmospheric Research, 265(105910), 1-18.
• Zerovnik Spela, Kos Mitja, & Locatelli Igor. (2022). Initiation of insulin therapy in patients with type 2 diabetes: An observational study. Acta Pharmaceutica, 72(1), 147–157.

Open-Ended Surveys

Unlike quantitative surveys, open-ended surveys require respondents to answer the questions in their own words. 

• Mujcic, A., Blankers, M., Yildirim, D., Boon, B., & Engels, R. (2021). Cancer survivors’ views on digital support for smoking cessation and alcohol moderation: a survey and qualitative study. BMC Public Health, 21(1), 1-13.
• Smith, S. D., Hall, J. P., & Kurth, N. K. (2021). Perspectives on health policy from people with disabilities. Journal of Disability Policy Studies, 32(3), 224–232.

Structured or Semi-Structured Interviews

Researchers will recruit a small number of people who fit pre-determined criteria (e.g., people in a certain profession) and ask each the same set of questions, one-on-one. Semi-structured interviews will include opportunities for the interviewee to provide additional information they weren't asked about by the researcher.

• Gibbs, D., Haven-Tang, C., & Ritchie, C. (2021). Harmless flirtations or co-creation? Exploring flirtatious encounters in hospitable experiences. Tourism & Hospitality Research, 21(4), 473–486.
• Hongying Dai, Ramos, A., Tamrakar, N., Cheney, M., Samson, K., & Grimm, B. (2021). School personnel’s responses to school-based vaping prevention program: A qualitative study. Health Behavior & Policy Review, 8(2), 130–147.
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Qualitative research: methods and examples

Last updated

13 April 2023

Reviewed by

Qualitative research involves gathering and evaluating non-numerical information to comprehend concepts, perspectives, and experiences. It’s also helpful for obtaining in-depth insights into a certain subject or generating new research ideas. 

As a result, qualitative research is practical if you want to try anything new or produce new ideas.

There are various ways you can conduct qualitative research. In this article, you'll learn more about qualitative research methodologies, including when you should use them.

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• What is qualitative research?

Qualitative research is a broad term describing various research types that rely on asking open-ended questions. Qualitative research investigates “how” or “why” certain phenomena occur. It is about discovering the inherent nature of something.

The primary objective of qualitative research is to understand an individual's ideas, points of view, and feelings. In this way, collecting in-depth knowledge of a specific topic is possible. Knowing your audience's feelings about a particular subject is important for making reasonable research conclusions.

Unlike quantitative research , this approach does not involve collecting numerical, objective data for statistical analysis. Qualitative research is used extensively in education, sociology, health science, history, and anthropology.

• Types of qualitative research methodology

Typically, qualitative research aims at uncovering the attitudes and behavior of the target audience concerning a specific topic. For example,  “How would you describe your experience as a new Dovetail user?”

Some of the methods for conducting qualitative analysis include:

Focus groups

Hosting a focus group is a popular qualitative research method. It involves obtaining qualitative data from a limited sample of participants. In a moderated version of a focus group, the moderator asks participants a series of predefined questions. They aim to interact and build a group discussion that reveals their preferences, candid thoughts, and experiences.

Unmoderated, online focus groups are increasingly popular because they eliminate the need to interact with people face to face.

Focus groups can be more cost-effective than 1:1 interviews or studying a group in a natural setting and reporting one’s observations.

Focus groups make it possible to gather multiple points of view quickly and efficiently, making them an excellent choice for testing new concepts or conducting market research on a new product.

However, there are some potential drawbacks to this method. It may be unsuitable for sensitive or controversial topics. Participants might be reluctant to disclose their true feelings or respond falsely to conform to what they believe is the socially acceptable answer (known as response bias).

Case study research

A case study is an in-depth evaluation of a specific person, incident, organization, or society. This type of qualitative research has evolved into a broadly applied research method in education, law, business, and the social sciences.

Even though case study research may appear challenging to implement, it is one of the most direct research methods. It requires detailed analysis, broad-ranging data collection methodologies, and a degree of existing knowledge about the subject area under investigation.

Historical model

The historical approach is a distinct research method that deeply examines previous events to better understand the present and forecast future occurrences of the same phenomena. Its primary goal is to evaluate the impacts of history on the present and hence discover comparable patterns in the present to predict future outcomes.

Oral history

This qualitative data collection method involves gathering verbal testimonials from individuals about their personal experiences. It is widely used in historical disciplines to offer counterpoints to established historical facts and narratives. The most common methods of gathering oral history are audio recordings, analysis of auto-biographical text, videos, and interviews.

Qualitative observation

One of the most fundamental, oldest research methods, qualitative observation , is the process through which a researcher collects data using their senses of sight, smell, hearing, etc. It is used to observe the properties of the subject being studied. For example, “What does it look like?” As research methods go, it is subjective and depends on researchers’ first-hand experiences to obtain information, so it is prone to bias. However, it is an excellent way to start a broad line of inquiry like, “What is going on here?”

Record keeping and review

Record keeping uses existing documents and relevant data sources that can be employed for future studies. It is equivalent to visiting the library and going through publications or any other reference material to gather important facts that will likely be used in the research.

Grounded theory approach

The grounded theory approach is a commonly used research method employed across a variety of different studies. It offers a unique way to gather, interpret, and analyze. With this approach, data is gathered and analyzed simultaneously.  Existing analysis frames and codes are disregarded, and data is analyzed inductively, with new codes and frames generated from the research.

Ethnographic research

Ethnography  is a descriptive form of a qualitative study of people and their cultures. Its primary goal is to study people's behavior in their natural environment. This method necessitates that the researcher adapts to their target audience's setting. 

Thereby, you will be able to understand their motivation, lifestyle, ambitions, traditions, and culture in situ. But, the researcher must be prepared to deal with geographical constraints while collecting data i.e., audiences can’t be studied in a laboratory or research facility.

This study can last from a couple of days to several years. Thus, it is time-consuming and complicated, requiring you to have both the time to gather the relevant data as well as the expertise in analyzing, observing, and interpreting data to draw meaningful conclusions.

Narrative framework

A narrative framework is a qualitative research approach that relies on people's written text or visual images. It entails people analyzing these events or narratives to determine certain topics or issues. With this approach, you can understand how people represent themselves and their experiences to a larger audience.

Phenomenological approach

The phenomenological study seeks to investigate the experiences of a particular phenomenon within a group of individuals or communities. It analyzes a certain event through interviews with persons who have witnessed it to determine the connections between their views. Even though this method relies heavily on interviews, other data sources (recorded notes), and observations could be employed to enhance the findings.

• Qualitative research methods (tools)

Some of the instruments involved in qualitative research include:

Document research: Also known as document analysis because it involves evaluating written documents. These can include personal and non-personal materials like archives, policy publications, yearly reports, diaries, or letters.

Focus groups:  This is where a researcher poses questions and generates conversation among a group of people. The major goal of focus groups is to examine participants' experiences and knowledge, including research into how and why individuals act in various ways.

Secondary study: Involves acquiring existing information from texts, images, audio, or video recordings.

Observations:   This requires thorough field notes on everything you see, hear, or experience. Compared to reported conduct or opinion, this study method can assist you in getting insights into a specific situation and observable behaviors.

Structured interviews :  In this approach, you will directly engage people one-on-one. Interviews are ideal for learning about a person's subjective beliefs, motivations, and encounters.

Surveys:  This is when you distribute questionnaires containing open-ended questions

• What are common examples of qualitative research?

Everyday examples of qualitative research include:

Conducting a demographic analysis of a business

For instance, suppose you own a business such as a grocery store (or any store) and believe it caters to a broad customer base, but after conducting a demographic analysis, you discover that most of your customers are men.

You could do 1:1 interviews with female customers to learn why they don't shop at your store.

In this case, interviewing potential female customers should clarify why they don't find your shop appealing. It could be because of the products you sell or a need for greater brand awareness, among other possible reasons.

Launching or testing a new product

Suppose you are the product manager at a SaaS company looking to introduce a new product. Focus groups can be an excellent way to determine whether your product is marketable.

In this instance, you could hold a focus group with a sample group drawn from your intended audience. The group will explore the product based on its new features while you ensure adequate data on how users react to the new features. The data you collect will be key to making sales and marketing decisions.

Conducting studies to explain buyers' behaviors

You can also use qualitative research to understand existing buyer behavior better. Marketers analyze historical information linked to their businesses and industries to see when purchasers buy more.

Qualitative research can help you determine when to target new clients and peak seasons to boost sales by investigating the reason behind these behaviors.

• Qualitative research: data collection

Data collection is gathering information on predetermined variables to gain appropriate answers, test hypotheses, and analyze results. Researchers will collect non-numerical data for qualitative data collection to obtain detailed explanations and draw conclusions.

To get valid findings and achieve a conclusion in qualitative research, researchers must collect comprehensive and multifaceted data.

Qualitative data is usually gathered through interviews or focus groups with videotapes or handwritten notes. If there are recordings, they are transcribed before the data analysis process. Researchers keep separate folders for the recordings acquired from each focus group when collecting qualitative research data to categorize the data.

• Qualitative research: data analysis

Qualitative data analysis is organizing, examining, and interpreting qualitative data. Its main objective is identifying trends and patterns, responding to research questions, and recommending actions based on the findings. Textual analysis is a popular method for analyzing qualitative data.

Textual analysis differs from other qualitative research approaches in that researchers consider the social circumstances of study participants to decode their words, behaviors, and broader meaning. 

Learn more about qualitative research data analysis software

• When to use qualitative research

Qualitative research is helpful in various situations, particularly when a researcher wants to capture accurate, in-depth insights. 

Here are some instances when qualitative research can be valuable:

Examining your product or service to improve your marketing approach

When researching market segments, demographics, and customer service teams

Identifying client language when you want to design a quantitative survey

When attempting to comprehend your or someone else's strengths and weaknesses

Assessing feelings and beliefs about societal and public policy matters

Collecting information about a business or product's perception

Analyzing your target audience's reactions to marketing efforts

When launching a new product or coming up with a new idea

When seeking to evaluate buyers' purchasing patterns

• Qualitative research methods vs. quantitative research methods

Qualitative research examines people's ideas and what influences their perception, whereas quantitative research draws conclusions based on numbers and measurements.

Qualitative research is descriptive, and its primary goal is to comprehensively understand people's attitudes, behaviors, and ideas.

In contrast, quantitative research is more restrictive because it relies on numerical data and analyzes statistical data to make decisions. This research method assists researchers in gaining an initial grasp of the subject, which deals with numbers. For instance, the number of customers likely to purchase your products or use your services.

What is the most important feature of qualitative research?

A distinguishing feature of qualitative research is that it’s conducted in a real-world setting instead of a simulated environment. The researcher is examining actual phenomena instead of experimenting with different variables to see what outcomes (data) might result.

Can I use qualitative and quantitative approaches together in a study?

Yes, combining qualitative and quantitative research approaches happens all the time and is known as mixed methods research. For example, you could study individuals’ perceived risk in a certain scenario, such as how people rate the safety or riskiness of a given neighborhood. Simultaneously, you could analyze historical data objectively, indicating how safe or dangerous that area has been in the last year. To get the most out of mixed-method research, it’s important to understand the pros and cons of each methodology, so you can create a thoughtfully designed study that will yield compelling results.

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Home Market Research

Qualitative Research Methods: Types, Analysis + Examples

Qualitative research is based on the disciplines of social sciences like psychology, sociology, and anthropology. Therefore, the qualitative research methods allow for in-depth and further probing and questioning of respondents based on their responses. The interviewer/researcher also tries to understand their motivation and feelings. Understanding how your audience makes decisions can help derive conclusions in market research.

What is qualitative research?

Qualitative research is defined as a market research method that focuses on obtaining data through open-ended and conversational communication .

This method is about “what” people think and “why” they think so. For example, consider a convenience store looking to improve its patronage. A systematic observation concludes that more men are visiting this store. One good method to determine why women were not visiting the store is conducting an in-depth interview method with potential customers.

For example, after successfully interviewing female customers and visiting nearby stores and malls, the researchers selected participants through random sampling . As a result, it was discovered that the store didn’t have enough items for women.

So fewer women were visiting the store, which was understood only by personally interacting with them and understanding why they didn’t visit the store because there were more male products than female ones.

Gather research insights

Types of qualitative research methods with examples

Qualitative research methods are designed in a manner that helps reveal the behavior and perception of a target audience with reference to a particular topic. There are different types of qualitative research methods, such as in-depth interviews, focus groups, ethnographic research, content analysis, and case study research that are usually used.

The results of qualitative methods are more descriptive, and the inferences can be drawn quite easily from the obtained data .

Qualitative research methods originated in the social and behavioral research sciences. Today, our world is more complicated, and it is difficult to understand what people think and perceive. Online research methods make it easier to understand that as it is a more communicative and descriptive analysis .

The following are the qualitative research methods that are frequently used. Also, read about qualitative research examples :

1. One-on-one interview

Conducting in-depth interviews is one of the most common qualitative research methods. It is a personal interview that is carried out with one respondent at a time. This is purely a conversational method and invites opportunities to get details in depth from the respondent.

One of the advantages of this method is that it provides a great opportunity to gather precise data about what people believe and their motivations . If the researcher is well experienced, asking the right questions can help him/her collect meaningful data. If they should need more information, the researchers should ask such follow-up questions that will help them collect more information.

These interviews can be performed face-to-face or on the phone and usually can last between half an hour to two hours or even more. When the in-depth interview is conducted face to face, it gives a better opportunity to read the respondents’ body language and match the responses.

2. Focus groups

A focus group is also a commonly used qualitative research method used in data collection. A focus group usually includes a limited number of respondents (6-10) from within your target market.

The main aim of the focus group is to find answers to the “why, ” “what,” and “how” questions. One advantage of focus groups is you don’t necessarily need to interact with the group in person. Nowadays, focus groups can be sent an online survey on various devices, and responses can be collected at the click of a button.

Focus groups are an expensive method as compared to other online qualitative research methods. Typically, they are used to explain complex processes. This method is very useful for market research on new products and testing new concepts.

3. Ethnographic research

Ethnographic research is the most in-depth observational research method that studies people in their naturally occurring environment.

This method requires the researchers to adapt to the target audiences’ environments, which could be anywhere from an organization to a city or any remote location. Here, geographical constraints can be an issue while collecting data.

This research design aims to understand the cultures, challenges, motivations, and settings that occur. Instead of relying on interviews and discussions, you experience the natural settings firsthand.

This type of research method can last from a few days to a few years, as it involves in-depth observation and collecting data on those grounds. It’s a challenging and time-consuming method and solely depends on the researcher’s expertise to analyze, observe, and infer the data.

4. Case study research

T he case study method has evolved over the past few years and developed into a valuable quality research method. As the name suggests, it is used for explaining an organization or an entity.

This type of research method is used within a number of areas like education, social sciences, and similar. This method may look difficult to operate; however , it is one of the simplest ways of conducting research as it involves a deep dive and thorough understanding of the data collection methods and inferring the data.

5. Record keeping

This method makes use of the already existing reliable documents and similar sources of information as the data source. This data can be used in new research. This is similar to going to a library. There, one can go over books and other reference material to collect relevant data that can likely be used in the research.

6. Process of observation

Qualitative Observation is a process of research that uses subjective methodologies to gather systematic information or data. Since the focus on qualitative observation is the research process of using subjective methodologies to gather information or data. Qualitative observation is primarily used to equate quality differences.

Qualitative observation deals with the 5 major sensory organs and their functioning – sight, smell, touch, taste, and hearing. This doesn’t involve measurements or numbers but instead characteristics.

Explore Insightfully Contextual Inquiry in Qualitative Research

Qualitative research: data collection and analysis

A. qualitative data collection.

Qualitative data collection allows collecting data that is non-numeric and helps us to explore how decisions are made and provide us with detailed insight. For reaching such conclusions the data that is collected should be holistic, rich, and nuanced and findings to emerge through careful analysis.

• Whatever method a researcher chooses for collecting qualitative data, one aspect is very clear the process will generate a large amount of data. In addition to the variety of methods available, there are also different methods of collecting and recording the data.

For example, if the qualitative data is collected through a focus group or one-to-one discussion, there will be handwritten notes or video recorded tapes. If there are recording they should be transcribed and before the process of data analysis can begin.

• As a rough guide, it can take a seasoned researcher 8-10 hours to transcribe the recordings of an interview, which can generate roughly 20-30 pages of dialogues. Many researchers also like to maintain separate folders to maintain the recording collected from the different focus group. This helps them compartmentalize the data collected.
• In case there are running notes taken, which are also known as field notes, they are helpful in maintaining comments, environmental contexts, environmental analysis , nonverbal cues etc. These filed notes are helpful and can be compared while transcribing audio recorded data. Such notes are usually informal but should be secured in a similar manner as the video recordings or the audio tapes.

B. Qualitative data analysis

Qualitative data analysis such as notes, videos, audio recordings images, and text documents. One of the most used methods for qualitative data analysis is text analysis.

Text analysis is a  data analysis method that is distinctly different from all other qualitative research methods, where researchers analyze the social life of the participants in the research study and decode the words, actions, etc. 

There are images also that are used in this research study and the researchers analyze the context in which the images are used and draw inferences from them. In the last decade, text analysis through what is shared on social media platforms has gained supreme popularity.

Characteristics of qualitative research methods

• Qualitative research methods usually collect data at the sight, where the participants are experiencing issues or research problems . These are real-time data and rarely bring the participants out of the geographic locations to collect information.
• Qualitative researchers typically gather multiple forms of data, such as interviews, observations, and documents, rather than rely on a single data source .
• This type of research method works towards solving complex issues by breaking down into meaningful inferences, that is easily readable and understood by all.
• Since it’s a more communicative method, people can build their trust on the researcher and the information thus obtained is raw and unadulterated.

Qualitative research method case study

Let’s take the example of a bookstore owner who is looking for ways to improve their sales and customer outreach. An online community of members who were loyal patrons of the bookstore were interviewed and related questions were asked and the questions were answered by them.

At the end of the interview, it was realized that most of the books in the stores were suitable for adults and there were not enough options for children or teenagers.

By conducting this qualitative research the bookstore owner realized what the shortcomings were and what were the feelings of the readers. Through this research now the bookstore owner can now keep books for different age categories and can improve his sales and customer outreach.

Such qualitative research method examples can serve as the basis to indulge in further quantitative research , which provides remedies.

When to use qualitative research

Researchers make use of qualitative research techniques when they need to capture accurate, in-depth insights. It is very useful to capture “factual data”. Here are some examples of when to use qualitative research.

• Developing a new product or generating an idea.
• Studying your product/brand or service to strengthen your marketing strategy.
• To understand your strengths and weaknesses.
• Understanding purchase behavior.
• To study the reactions of your audience to marketing campaigns and other communications.
• Exploring market demographics, segments, and customer care groups.
• Gathering perception data of a brand, company, or product.

LEARN ABOUT: Steps in Qualitative Research

Qualitative research methods vs quantitative research methods

The basic differences between qualitative research methods and quantitative research methods are simple and straightforward. They differ in:

• Their analytical objectives
• Types of questions asked
• Types of data collection instruments
• Forms of data they produce
• Degree of flexibility

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Research methods--quantitative, qualitative, and more: overview.

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About Research Methods

This guide provides an overview of research methods, how to choose and use them, and supports and resources at UC Berkeley. 

As Patten and Newhart note in the book Understanding Research Methods , "Research methods are the building blocks of the scientific enterprise. They are the "how" for building systematic knowledge. The accumulation of knowledge through research is by its nature a collective endeavor. Each well-designed study provides evidence that may support, amend, refute, or deepen the understanding of existing knowledge...Decisions are important throughout the practice of research and are designed to help researchers collect evidence that includes the full spectrum of the phenomenon under study, to maintain logical rules, and to mitigate or account for possible sources of bias. In many ways, learning research methods is learning how to see and make these decisions."

The choice of methods varies by discipline, by the kind of phenomenon being studied and the data being used to study it, by the technology available, and more.  This guide is an introduction, but if you don't see what you need here, always contact your subject librarian, and/or take a look to see if there's a library research guide that will answer your question. 

Suggestions for changes and additions to this guide are welcome! 

START HERE: SAGE Research Methods

Without question, the most comprehensive resource available from the library is SAGE Research Methods.  HERE IS THE ONLINE GUIDE  to this one-stop shopping collection, and some helpful links are below:

• SAGE Research Methods
• Little Green Books  (Quantitative Methods)
• Little Blue Books  (Qualitative Methods)
• Dictionaries and Encyclopedias  
• Case studies of real research projects
• Sample datasets for hands-on practice
• Streaming video--see methods come to life
• Methodspace- -a community for researchers
• SAGE Research Methods Course Mapping

Library Data Services at UC Berkeley

Library Data Services Program and Digital Scholarship Services

The LDSP offers a variety of services and tools !  From this link, check out pages for each of the following topics:  discovering data, managing data, collecting data, GIS data, text data mining, publishing data, digital scholarship, open science, and the Research Data Management Program.

Be sure also to check out the visual guide to where to seek assistance on campus with any research question you may have!

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Other Data Services at Berkeley

D-Lab Supports Berkeley faculty, staff, and graduate students with research in data intensive social science, including a wide range of training and workshop offerings Dryad Dryad is a simple self-service tool for researchers to use in publishing their datasets. It provides tools for the effective publication of and access to research data. Geospatial Innovation Facility (GIF) Provides leadership and training across a broad array of integrated mapping technologies on campu Research Data Management A UC Berkeley guide and consulting service for research data management issues

General Research Methods Resources

Here are some general resources for assistance:

• Assistance from ICPSR (must create an account to access): Getting Help with Data , and Resources for Students
• Wiley Stats Ref for background information on statistics topics
• Survey Documentation and Analysis (SDA) .  Program for easy web-based analysis of survey data.

Consultants

• D-Lab/Data Science Discovery Consultants Request help with your research project from peer consultants.
• Research data (RDM) consulting Meet with RDM consultants before designing the data security, storage, and sharing aspects of your qualitative project.
• Statistics Department Consulting Services A service in which advanced graduate students, under faculty supervision, are available to consult during specified hours in the Fall and Spring semesters.

Related Resourcex

• IRB / CPHS Qualitative research projects with human subjects often require that you go through an ethics review.
• OURS (Office of Undergraduate Research and Scholarships) OURS supports undergraduates who want to embark on research projects and assistantships. In particular, check out their "Getting Started in Research" workshops
• Sponsored Projects Sponsored projects works with researchers applying for major external grants.
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• Last Updated: Apr 25, 2024 11:09 AM
• URL: https://guides.lib.berkeley.edu/researchmethods

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Qualitative Research Methodology: Definition, Types, and examples

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A qualitative research methodology is a dynamic approach that allows you to study the complexities of human behavior, opinions, and experience through contextual, grounded insights. The method is well-suited to explore the why and how behind actions and perceptions. In this blog, we’ll unravel the essence of qualitative research and the unique contributions it makes to our understanding of our target audience.

What is qualitative research methodology?

Qualitative research is a research methodology that deals with understanding human beliefs, behavior, values, and perceptions of certain social or non-social issues within their own environmental contexts. Qualitative research methodology makes use of open-ended questions and motivates participants to express their thoughts and views openly with no limitations.

Qualitative research works towards understanding not only “what” people think but also “why” do they think in a particular way. The participants themselves explain their thought process behind a particular choice or opinions in their answers, and qualitative research methodology analyses the data gathered to result in conclusions that can be generalized for a larger population of similar kind.

Example: You can survey the participants from a seminar to know their views about the seminar conduction and the topic discussed. A qualitative survey will enable you to gauge their thoughts on the topic covered, their opinions on what was missing, and whether they would attend more seminars in the future and refer it to their friends.

Read how Voxco helped Modus Research increase research efficiency with Voxco Online, CATI, IVR, and panel system.

7 qualitative research types with examples.

Qualitative research methodology, with its various types of data collection techniques, helps the researcher get in touch with people according to their convenience. In this section, let’s get familiar with different qualitative research types and understand them thoroughly with examples for each:

01. Surveys:

Online surveys are the most preferred method of conducting qualitative research as they allow respondents to take the survey on any device and whenever they prefer. You can leverage open-ended questions to gather extensive customer opinions and use survey tools to uncover hidden patterns in the gathered data.

Example: You can add open-ended questions in your NPS or CSAT surveys to gather customer sentiment and get a first-hand insight into their perception of their experience.

02. Interviews

One-on-one interviews have been a common practice when it comes to qualitative research. It allows the interviewer to connect to the participant more and is open to asking them in-depth questions about a certain topic.

Interviews provide a precise amount of data with higher reliability as the interviewer gathers it first-hand. The key to having precise data is to frame the questionnaire well. The interviewer can also attempt to ask follow-up questions based on the main questions in case he needs a more detailed answer.

The ideal time of the interviews can be from 10 minutes to 2 hours or even more than that. It can be conducted on phone calls or face-to-face, though the previous one is highly preferred among the participants.

Example: A researcher conducts a one-on-one interview with residents of a city regarding its infrastructure.

03. Focus group

A focus group is a very effective qualitative research methodology. It starts with 6-10 respondents, where all of them are given a topic and begin to discuss. The researcher does not necessarily have to be involved in the discussion. He can just sit back and observe what the individuals think of the given issue.

Example: A company conducts focus group research to know their production efficiency and performance. Ten customers are randomly selected and asked to discuss the same, whereas an observer notices the conversation and notes how the topics are discussed.

04. Ethnographic research

Ethnographic research is observational research that examines the respondents in their natural environments. The researcher adopts the respondents’ environment and observes their behavior without personal intervention.

Ethnographic research aims to understand how cultural, environmental, and challenges affect the individual’s opinions and preferences.

The time needed for ethnographic research can range from several months to years as it allows an in-depth understanding of a particular group or an individual. Its success depends on how much the researcher can adapt and analyze the participant’s environment.

Example: A researcher enters the fashion industry as a model to understand whether men and women are treated equally.

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05. Case study research

The case study has evolved over the last few years to be the easiest and most common way to understand serious social, educational, or similar issues. It works by understanding deeply what the issue is and the factors that stand as a reason behind it.

A researcher takes a topic at hand, which can be an event or an organization, and moves ahead to understand its characteristics systematically.

Example: A researcher conducts a case study on people’s online shopping experiences and what their needs and expectations are.

06. Record keeping

It is a secondary data collection form of research where a researcher uses already existing information about a topic. It is a qualitative research methodlogy used when one is starting new research. The researcher can go through already existing research materials, documentaries, or interviews related to his topic.

Example: A researcher refers to previously researched diabetic patients to understand the effects of new drugs on them.

07. Observation

Qualitative observation focuses on deriving the data or information through observation. It makes use of the prime five sensory responses – hearing, smell, touch, taste, and sight.

The result of observational research is differences in quality and characteristics.

Example: A researcher observes a patient’s recovery under a new treatment given for some time.

Role played by survey tools in qualitative research analysis

Qualitative research methodology uses text and sentiment analysis to analyze and transform textual data into comprehensive insights. The advent of text and sentiment analysis tools has revolutionized the way you can unravel the intricacies of human emotion and experience.

Text analysis tools go beyond traditional manual coding and allow for a more nuanced data analysis. The text algorithm sifts through the vast amount of textual feedback, identifying patterns, themes, and sentiment.

Sentiment analysis, a subset of text analysis, focuses on discerning the emotional tone respondents convey in their feedback. It gauges the emotional understanding to identify emotional triggers influencing their experience.

The two qualitative data analysis methods add a layer of depth to the interpretation of customer experience. Voxco text analysis tool offers sophisticated solutions so researchers can extract meaningful insights efficiently, paving the way for more informed decision-making.

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Qualitative research methodology characteristics

• Qualitative research methodology provides real-time data as it is carried out at the exact time of the issues participants face.
• Qualitative research provides first-hand reliable data as it is conducted in the participants’ environment.
• It can use various available data-gathering sources such as interviews, focus groups, case studies, and so on to provide all kinds of information.
• Qualitative research makes the understanding of the research topic easy by breaking it down into small, detailed inferences and studying it individually.
• Participants tend to build trust with the researcher and provide real and unaltered information without any hesitation.
• Qualitative researchers are required to describe the cause and factors behind a phenomenon and understand the reasons behind it.
• Qualitative research allows minimum involvement of the researcher, hence eliminating the researcher biases from the results.
• It is participant-oriented, where the researcher should work to bring out what people think and not what other researchers and observers think.

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See how Voxco can enhance your research efficiency.

Qualitative research methodology enables researchers to navigate complex landscape of human interactions and provides nuanced insights that quantitative methods alone may not capture. This method remains invaluable in exploring the diversity of the human experience and social phenomena.

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Chapter 5. Sampling

Introduction.

Most Americans will experience unemployment at some point in their lives. Sarah Damaske ( 2021 ) was interested in learning about how men and women experience unemployment differently. To answer this question, she interviewed unemployed people. After conducting a “pilot study” with twenty interviewees, she realized she was also interested in finding out how working-class and middle-class persons experienced unemployment differently. She found one hundred persons through local unemployment offices. She purposefully selected a roughly equal number of men and women and working-class and middle-class persons for the study. This would allow her to make the kinds of comparisons she was interested in. She further refined her selection of persons to interview:

I decided that I needed to be able to focus my attention on gender and class; therefore, I interviewed only people born between 1962 and 1987 (ages 28–52, the prime working and child-rearing years), those who worked full-time before their job loss, those who experienced an involuntary job loss during the past year, and those who did not lose a job for cause (e.g., were not fired because of their behavior at work). ( 244 )

The people she ultimately interviewed compose her sample. They represent (“sample”) the larger population of the involuntarily unemployed. This “theoretically informed stratified sampling design” allowed Damaske “to achieve relatively equal distribution of participation across gender and class,” but it came with some limitations. For one, the unemployment centers were located in primarily White areas of the country, so there were very few persons of color interviewed. Qualitative researchers must make these kinds of decisions all the time—who to include and who not to include. There is never an absolutely correct decision, as the choice is linked to the particular research question posed by the particular researcher, although some sampling choices are more compelling than others. In this case, Damaske made the choice to foreground both gender and class rather than compare all middle-class men and women or women of color from different class positions or just talk to White men. She leaves the door open for other researchers to sample differently. Because science is a collective enterprise, it is most likely someone will be inspired to conduct a similar study as Damaske’s but with an entirely different sample.

This chapter is all about sampling. After you have developed a research question and have a general idea of how you will collect data (observations or interviews), how do you go about actually finding people and sites to study? Although there is no “correct number” of people to interview, the sample should follow the research question and research design. You might remember studying sampling in a quantitative research course. Sampling is important here too, but it works a bit differently. Unlike quantitative research, qualitative research involves nonprobability sampling. This chapter explains why this is so and what qualities instead make a good sample for qualitative research.

Quick Terms Refresher

• The population is the entire group that you want to draw conclusions about.
• The sample is the specific group of individuals that you will collect data from.
• Sampling frame is the actual list of individuals that the sample will be drawn from. Ideally, it should include the entire target population (and nobody who is not part of that population).
• Sample size is how many individuals (or units) are included in your sample.

The “Who” of Your Research Study

After you have turned your general research interest into an actual research question and identified an approach you want to take to answer that question, you will need to specify the people you will be interviewing or observing. In most qualitative research, the objects of your study will indeed be people. In some cases, however, your objects might be content left by people (e.g., diaries, yearbooks, photographs) or documents (official or unofficial) or even institutions (e.g., schools, medical centers) and locations (e.g., nation-states, cities). Chances are, whatever “people, places, or things” are the objects of your study, you will not really be able to talk to, observe, or follow every single individual/object of the entire population of interest. You will need to create a sample of the population . Sampling in qualitative research has different purposes and goals than sampling in quantitative research. Sampling in both allows you to say something of interest about a population without having to include the entire population in your sample.

We begin this chapter with the case of a population of interest composed of actual people. After we have a better understanding of populations and samples that involve real people, we’ll discuss sampling in other types of qualitative research, such as archival research, content analysis, and case studies. We’ll then move to a larger discussion about the difference between sampling in qualitative research generally versus quantitative research, then we’ll move on to the idea of “theoretical” generalizability, and finally, we’ll conclude with some practical tips on the correct “number” to include in one’s sample.

Sampling People

To help think through samples, let’s imagine we want to know more about “vaccine hesitancy.” We’ve all lived through 2020 and 2021, and we know that a sizable number of people in the United States (and elsewhere) were slow to accept vaccines, even when these were freely available. By some accounts, about one-third of Americans initially refused vaccination. Why is this so? Well, as I write this in the summer of 2021, we know that some people actively refused the vaccination, thinking it was harmful or part of a government plot. Others were simply lazy or dismissed the necessity. And still others were worried about harmful side effects. The general population of interest here (all adult Americans who were not vaccinated by August 2021) may be as many as eighty million people. We clearly cannot talk to all of them. So we will have to narrow the number to something manageable. How can we do this?

First, we have to think about our actual research question and the form of research we are conducting. I am going to begin with a quantitative research question. Quantitative research questions tend to be simpler to visualize, at least when we are first starting out doing social science research. So let us say we want to know what percentage of each kind of resistance is out there and how race or class or gender affects vaccine hesitancy. Again, we don’t have the ability to talk to everyone. But harnessing what we know about normal probability distributions (see quantitative methods for more on this), we can find this out through a sample that represents the general population. We can’t really address these particular questions if we only talk to White women who go to college with us. And if you are really trying to generalize the specific findings of your sample to the larger population, you will have to employ probability sampling , a sampling technique where a researcher sets a selection of a few criteria and chooses members of a population randomly. Why randomly? If truly random, all the members have an equal opportunity to be a part of the sample, and thus we avoid the problem of having only our friends and neighbors (who may be very different from other people in the population) in the study. Mathematically, there is going to be a certain number that will be large enough to allow us to generalize our particular findings from our sample population to the population at large. It might surprise you how small that number can be. Election polls of no more than one thousand people are routinely used to predict actual election outcomes of millions of people. Below that number, however, you will not be able to make generalizations. Talking to five people at random is simply not enough people to predict a presidential election.

In order to answer quantitative research questions of causality, one must employ probability sampling. Quantitative researchers try to generalize their findings to a larger population. Samples are designed with that in mind. Qualitative researchers ask very different questions, though. Qualitative research questions are not about “how many” of a certain group do X (in this case, what percentage of the unvaccinated hesitate for concern about safety rather than reject vaccination on political grounds). Qualitative research employs nonprobability sampling . By definition, not everyone has an equal opportunity to be included in the sample. The researcher might select White women they go to college with to provide insight into racial and gender dynamics at play. Whatever is found by doing so will not be generalizable to everyone who has not been vaccinated, or even all White women who have not been vaccinated, or even all White women who have not been vaccinated who are in this particular college. That is not the point of qualitative research at all. This is a really important distinction, so I will repeat in bold: Qualitative researchers are not trying to statistically generalize specific findings to a larger population . They have not failed when their sample cannot be generalized, as that is not the point at all.

In the previous paragraph, I said it would be perfectly acceptable for a qualitative researcher to interview five White women with whom she goes to college about their vaccine hesitancy “to provide insight into racial and gender dynamics at play.” The key word here is “insight.” Rather than use a sample as a stand-in for the general population, as quantitative researchers do, the qualitative researcher uses the sample to gain insight into a process or phenomenon. The qualitative researcher is not going to be content with simply asking each of the women to state her reason for not being vaccinated and then draw conclusions that, because one in five of these women were concerned about their health, one in five of all people were also concerned about their health. That would be, frankly, a very poor study indeed. Rather, the qualitative researcher might sit down with each of the women and conduct a lengthy interview about what the vaccine means to her, why she is hesitant, how she manages her hesitancy (how she explains it to her friends), what she thinks about others who are unvaccinated, what she thinks of those who have been vaccinated, and what she knows or thinks she knows about COVID-19. The researcher might include specific interview questions about the college context, about their status as White women, about the political beliefs they hold about racism in the US, and about how their own political affiliations may or may not provide narrative scripts about “protective whiteness.” There are many interesting things to ask and learn about and many things to discover. Where a quantitative researcher begins with clear parameters to set their population and guide their sample selection process, the qualitative researcher is discovering new parameters, making it impossible to engage in probability sampling.

Looking at it this way, sampling for qualitative researchers needs to be more strategic. More theoretically informed. What persons can be interviewed or observed that would provide maximum insight into what is still unknown? In other words, qualitative researchers think through what cases they could learn the most from, and those are the cases selected to study: “What would be ‘bias’ in statistical sampling, and therefore a weakness, becomes intended focus in qualitative sampling, and therefore a strength. The logic and power of purposeful sampling like in selecting information-rich cases for study in depth. Information-rich cases are those from which one can learn a great deal about issues of central importance to the purpose of the inquiry, thus the term purposeful sampling” ( Patton 2002:230 ; emphases in the original).

Before selecting your sample, though, it is important to clearly identify the general population of interest. You need to know this before you can determine the sample. In our example case, it is “adult Americans who have not yet been vaccinated.” Depending on the specific qualitative research question, however, it might be “adult Americans who have been vaccinated for political reasons” or even “college students who have not been vaccinated.” What insights are you seeking? Do you want to know how politics is affecting vaccination? Or do you want to understand how people manage being an outlier in a particular setting (unvaccinated where vaccinations are heavily encouraged if not required)? More clearly stated, your population should align with your research question . Think back to the opening story about Damaske’s work studying the unemployed. She drew her sample narrowly to address the particular questions she was interested in pursuing. Knowing your questions or, at a minimum, why you are interested in the topic will allow you to draw the best sample possible to achieve insight.

Once you have your population in mind, how do you go about getting people to agree to be in your sample? In qualitative research, it is permissible to find people by convenience. Just ask for people who fit your sample criteria and see who shows up. Or reach out to friends and colleagues and see if they know anyone that fits. Don’t let the name convenience sampling mislead you; this is not exactly “easy,” and it is certainly a valid form of sampling in qualitative research. The more unknowns you have about what you will find, the more convenience sampling makes sense. If you don’t know how race or class or political affiliation might matter, and your population is unvaccinated college students, you can construct a sample of college students by placing an advertisement in the student paper or posting a flyer on a notice board. Whoever answers is your sample. That is what is meant by a convenience sample. A common variation of convenience sampling is snowball sampling . This is particularly useful if your target population is hard to find. Let’s say you posted a flyer about your study and only two college students responded. You could then ask those two students for referrals. They tell their friends, and those friends tell other friends, and, like a snowball, your sample gets bigger and bigger.

Researcher Note

Gaining Access: When Your Friend Is Your Research Subject

My early experience with qualitative research was rather unique. At that time, I needed to do a project that required me to interview first-generation college students, and my friends, with whom I had been sharing a dorm for two years, just perfectly fell into the sample category. Thus, I just asked them and easily “gained my access” to the research subject; I know them, we are friends, and I am part of them. I am an insider. I also thought, “Well, since I am part of the group, I can easily understand their language and norms, I can capture their honesty, read their nonverbal cues well, will get more information, as they will be more opened to me because they trust me.” All in all, easy access with rich information. But, gosh, I did not realize that my status as an insider came with a price! When structuring the interview questions, I began to realize that rather than focusing on the unique experiences of my friends, I mostly based the questions on my own experiences, assuming we have similar if not the same experiences. I began to struggle with my objectivity and even questioned my role; am I doing this as part of the group or as a researcher? I came to know later that my status as an insider or my “positionality” may impact my research. It not only shapes the process of data collection but might heavily influence my interpretation of the data. I came to realize that although my inside status came with a lot of benefits (especially for access), it could also bring some drawbacks.

—Dede Setiono, PhD student focusing on international development and environmental policy, Oregon State University

The more you know about what you might find, the more strategic you can be. If you wanted to compare how politically conservative and politically liberal college students explained their vaccine hesitancy, for example, you might construct a sample purposively, finding an equal number of both types of students so that you can make those comparisons in your analysis. This is what Damaske ( 2021 ) did. You could still use convenience or snowball sampling as a way of recruitment. Post a flyer at the conservative student club and then ask for referrals from the one student that agrees to be interviewed. As with convenience sampling, there are variations of purposive sampling as well as other names used (e.g., judgment, quota, stratified, criterion, theoretical). Try not to get bogged down in the nomenclature; instead, focus on identifying the general population that matches your research question and then using a sampling method that is most likely to provide insight, given the types of questions you have.

There are all kinds of ways of being strategic with sampling in qualitative research. Here are a few of my favorite techniques for maximizing insight:

• Consider using “extreme” or “deviant” cases. Maybe your college houses a prominent anti-vaxxer who has written about and demonstrated against the college’s policy on vaccines. You could learn a lot from that single case (depending on your research question, of course).
• Consider “intensity”: people and cases and circumstances where your questions are more likely to feature prominently (but not extremely or deviantly). For example, you could compare those who volunteer at local Republican and Democratic election headquarters during an election season in a study on why party matters. Those who volunteer are more likely to have something to say than those who are more apathetic.
• Maximize variation, as with the case of “politically liberal” versus “politically conservative,” or include an array of social locations (young vs. old; Northwest vs. Southeast region). This kind of heterogeneity sampling can capture and describe the central themes that cut across the variations: any common patterns that emerge, even in this wildly mismatched sample, are probably important to note!
• Rather than maximize the variation, you could select a small homogenous sample to describe some particular subgroup in depth. Focus groups are often the best form of data collection for homogeneity sampling.
• Think about which cases are “critical” or politically important—ones that “if it happens here, it would happen anywhere” or a case that is politically sensitive, as with the single “blue” (Democratic) county in a “red” (Republican) state. In both, you are choosing a site that would yield the most information and have the greatest impact on the development of knowledge.
• On the other hand, sometimes you want to select the “typical”—the typical college student, for example. You are trying to not generalize from the typical but illustrate aspects that may be typical of this case or group. When selecting for typicality, be clear with yourself about why the typical matches your research questions (and who might be excluded or marginalized in doing so).
• Finally, it is often a good idea to look for disconfirming cases : if you are at the stage where you have a hypothesis (of sorts), you might select those who do not fit your hypothesis—you will surely learn something important there. They may be “exceptions that prove the rule” or exceptions that force you to alter your findings in order to make sense of these additional cases.

In addition to all these sampling variations, there is the theoretical approach taken by grounded theorists in which the researcher samples comparative people (or events) on the basis of their potential to represent important theoretical constructs. The sample, one can say, is by definition representative of the phenomenon of interest. It accompanies the constant comparative method of analysis. In the words of the funders of Grounded Theory , “Theoretical sampling is sampling on the basis of the emerging concepts, with the aim being to explore the dimensional range or varied conditions along which the properties of the concepts vary” ( Strauss and Corbin 1998:73 ).

When Your Population is Not Composed of People

I think it is easiest for most people to think of populations and samples in terms of people, but sometimes our units of analysis are not actually people. They could be places or institutions. Even so, you might still want to talk to people or observe the actions of people to understand those places or institutions. Or not! In the case of content analyses (see chapter 17), you won’t even have people involved at all but rather documents or films or photographs or news clippings. Everything we have covered about sampling applies to other units of analysis too. Let’s work through some examples.

Case Studies

When constructing a case study, it is helpful to think of your cases as sample populations in the same way that we considered people above. If, for example, you are comparing campus climates for diversity, your overall population may be “four-year college campuses in the US,” and from there you might decide to study three college campuses as your sample. Which three? Will you use purposeful sampling (perhaps [1] selecting three colleges in Oregon that are different sizes or [2] selecting three colleges across the US located in different political cultures or [3] varying the three colleges by racial makeup of the student body)? Or will you select three colleges at random, out of convenience? There are justifiable reasons for all approaches.

As with people, there are different ways of maximizing insight in your sample selection. Think about the following rationales: typical, diverse, extreme, deviant, influential, crucial, or even embodying a particular “pathway” ( Gerring 2008 ). When choosing a case or particular research site, Rubin ( 2021 ) suggests you bear in mind, first, what you are leaving out by selecting this particular case/site; second, what you might be overemphasizing by studying this case/site and not another; and, finally, whether you truly need to worry about either of those things—“that is, what are the sources of bias and how bad are they for what you are trying to do?” ( 89 ).

Once you have selected your cases, you may still want to include interviews with specific people or observations at particular sites within those cases. Then you go through possible sampling approaches all over again to determine which people will be contacted.

Content: Documents, Narrative Accounts, And So On

Although not often discussed as sampling, your selection of documents and other units to use in various content/historical analyses is subject to similar considerations. When you are asking quantitative-type questions (percentages and proportionalities of a general population), you will want to follow probabilistic sampling. For example, I created a random sample of accounts posted on the website studentloanjustice.org to delineate the types of problems people were having with student debt ( Hurst 2007 ). Even though my data was qualitative (narratives of student debt), I was actually asking a quantitative-type research question, so it was important that my sample was representative of the larger population (debtors who posted on the website). On the other hand, when you are asking qualitative-type questions, the selection process should be very different. In that case, use nonprobabilistic techniques, either convenience (where you are really new to this data and do not have the ability to set comparative criteria or even know what a deviant case would be) or some variant of purposive sampling. Let’s say you were interested in the visual representation of women in media published in the 1950s. You could select a national magazine like Time for a “typical” representation (and for its convenience, as all issues are freely available on the web and easy to search). Or you could compare one magazine known for its feminist content versus one antifeminist. The point is, sample selection is important even when you are not interviewing or observing people.

Goals of Qualitative Sampling versus Goals of Quantitative Sampling

We have already discussed some of the differences in the goals of quantitative and qualitative sampling above, but it is worth further discussion. The quantitative researcher seeks a sample that is representative of the population of interest so that they may properly generalize the results (e.g., if 80 percent of first-gen students in the sample were concerned with costs of college, then we can say there is a strong likelihood that 80 percent of first-gen students nationally are concerned with costs of college). The qualitative researcher does not seek to generalize in this way . They may want a representative sample because they are interested in typical responses or behaviors of the population of interest, but they may very well not want a representative sample at all. They might want an “extreme” or deviant case to highlight what could go wrong with a particular situation, or maybe they want to examine just one case as a way of understanding what elements might be of interest in further research. When thinking of your sample, you will have to know why you are selecting the units, and this relates back to your research question or sets of questions. It has nothing to do with having a representative sample to generalize results. You may be tempted—or it may be suggested to you by a quantitatively minded member of your committee—to create as large and representative a sample as you possibly can to earn credibility from quantitative researchers. Ignore this temptation or suggestion. The only thing you should be considering is what sample will best bring insight into the questions guiding your research. This has implications for the number of people (or units) in your study as well, which is the topic of the next section.

What is the Correct “Number” to Sample?

Because we are not trying to create a generalizable representative sample, the guidelines for the “number” of people to interview or news stories to code are also a bit more nebulous. There are some brilliant insightful studies out there with an n of 1 (meaning one person or one account used as the entire set of data). This is particularly so in the case of autoethnography, a variation of ethnographic research that uses the researcher’s own subject position and experiences as the basis of data collection and analysis. But it is true for all forms of qualitative research. There are no hard-and-fast rules here. The number to include is what is relevant and insightful to your particular study.

That said, humans do not thrive well under such ambiguity, and there are a few helpful suggestions that can be made. First, many qualitative researchers talk about “saturation” as the end point for data collection. You stop adding participants when you are no longer getting any new information (or so very little that the cost of adding another interview subject or spending another day in the field exceeds any likely benefits to the research). The term saturation was first used here by Glaser and Strauss ( 1967 ), the founders of Grounded Theory. Here is their explanation: “The criterion for judging when to stop sampling the different groups pertinent to a category is the category’s theoretical saturation . Saturation means that no additional data are being found whereby the sociologist can develop properties of the category. As he [or she] sees similar instances over and over again, the researcher becomes empirically confident that a category is saturated. [They go] out of [their] way to look for groups that stretch diversity of data as far as possible, just to make certain that saturation is based on the widest possible range of data on the category” ( 61 ).

It makes sense that the term was developed by grounded theorists, since this approach is rather more open-ended than other approaches used by qualitative researchers. With so much left open, having a guideline of “stop collecting data when you don’t find anything new” is reasonable. However, saturation can’t help much when first setting out your sample. How do you know how many people to contact to interview? What number will you put down in your institutional review board (IRB) protocol (see chapter 8)? You may guess how many people or units it will take to reach saturation, but there really is no way to know in advance. The best you can do is think about your population and your questions and look at what others have done with similar populations and questions.

Here are some suggestions to use as a starting point: For phenomenological studies, try to interview at least ten people for each major category or group of people . If you are comparing male-identified, female-identified, and gender-neutral college students in a study on gender regimes in social clubs, that means you might want to design a sample of thirty students, ten from each group. This is the minimum suggested number. Damaske’s ( 2021 ) sample of one hundred allows room for up to twenty-five participants in each of four “buckets” (e.g., working-class*female, working-class*male, middle-class*female, middle-class*male). If there is more than one comparative group (e.g., you are comparing students attending three different colleges, and you are comparing White and Black students in each), you can sometimes reduce the number for each group in your sample to five for, in this case, thirty total students. But that is really a bare minimum you will want to go. A lot of people will not trust you with only “five” cases in a bucket. Lareau ( 2021:24 ) advises a minimum of seven or nine for each bucket (or “cell,” in her words). The point is to think about what your analyses might look like and how comfortable you will be with a certain number of persons fitting each category.

Because qualitative research takes so much time and effort, it is rare for a beginning researcher to include more than thirty to fifty people or units in the study. You may not be able to conduct all the comparisons you might want simply because you cannot manage a larger sample. In that case, the limits of who you can reach or what you can include may influence you to rethink an original overcomplicated research design. Rather than include students from every racial group on a campus, for example, you might want to sample strategically, thinking about the most contrast (insightful), possibly excluding majority-race (White) students entirely, and simply using previous literature to fill in gaps in our understanding. For example, one of my former students was interested in discovering how race and class worked at a predominantly White institution (PWI). Due to time constraints, she simplified her study from an original sample frame of middle-class and working-class domestic Black and international African students (four buckets) to a sample frame of domestic Black and international African students (two buckets), allowing the complexities of class to come through individual accounts rather than from part of the sample frame. She wisely decided not to include White students in the sample, as her focus was on how minoritized students navigated the PWI. She was able to successfully complete her project and develop insights from the data with fewer than twenty interviewees. [1]

But what if you had unlimited time and resources? Would it always be better to interview more people or include more accounts, documents, and units of analysis? No! Your sample size should reflect your research question and the goals you have set yourself. Larger numbers can sometimes work against your goals. If, for example, you want to help bring out individual stories of success against the odds, adding more people to the analysis can end up drowning out those individual stories. Sometimes, the perfect size really is one (or three, or five). It really depends on what you are trying to discover and achieve in your study. Furthermore, studies of one hundred or more (people, documents, accounts, etc.) can sometimes be mistaken for quantitative research. Inevitably, the large sample size will push the researcher into simplifying the data numerically. And readers will begin to expect generalizability from such a large sample.

To summarize, “There are no rules for sample size in qualitative inquiry. Sample size depends on what you want to know, the purpose of the inquiry, what’s at stake, what will be useful, what will have credibility, and what can be done with available time and resources” ( Patton 2002:244 ).

How did you find/construct a sample?

Since qualitative researchers work with comparatively small sample sizes, getting your sample right is rather important. Yet it is also difficult to accomplish. For instance, a key question you need to ask yourself is whether you want a homogeneous or heterogeneous sample. In other words, do you want to include people in your study who are by and large the same, or do you want to have diversity in your sample?

For many years, I have studied the experiences of students who were the first in their families to attend university. There is a rather large number of sampling decisions I need to consider before starting the study. (1) Should I only talk to first-in-family students, or should I have a comparison group of students who are not first-in-family? (2) Do I need to strive for a gender distribution that matches undergraduate enrollment patterns? (3) Should I include participants that reflect diversity in gender identity and sexuality? (4) How about racial diversity? First-in-family status is strongly related to some ethnic or racial identity. (5) And how about areas of study?

As you can see, if I wanted to accommodate all these differences and get enough study participants in each category, I would quickly end up with a sample size of hundreds, which is not feasible in most qualitative research. In the end, for me, the most important decision was to maximize the voices of first-in-family students, which meant that I only included them in my sample. As for the other categories, I figured it was going to be hard enough to find first-in-family students, so I started recruiting with an open mind and an understanding that I may have to accept a lack of gender, sexuality, or racial diversity and then not be able to say anything about these issues. But I would definitely be able to speak about the experiences of being first-in-family.

—Wolfgang Lehmann, author of “Habitus Transformation and Hidden Injuries”

Examples of “Sample” Sections in Journal Articles

Think about some of the studies you have read in college, especially those with rich stories and accounts about people’s lives. Do you know how the people were selected to be the focus of those stories? If the account was published by an academic press (e.g., University of California Press or Princeton University Press) or in an academic journal, chances are that the author included a description of their sample selection. You can usually find these in a methodological appendix (book) or a section on “research methods” (article).

Here are two examples from recent books and one example from a recent article:

Example 1 . In It’s Not like I’m Poor: How Working Families Make Ends Meet in a Post-welfare World , the research team employed a mixed methods approach to understand how parents use the earned income tax credit, a refundable tax credit designed to provide relief for low- to moderate-income working people ( Halpern-Meekin et al. 2015 ). At the end of their book, their first appendix is “Introduction to Boston and the Research Project.” After describing the context of the study, they include the following description of their sample selection:

In June 2007, we drew 120 names at random from the roughly 332 surveys we gathered between February and April. Within each racial and ethnic group, we aimed for one-third married couples with children and two-thirds unmarried parents. We sent each of these families a letter informing them of the opportunity to participate in the in-depth portion of our study and then began calling the home and cell phone numbers they provided us on the surveys and knocking on the doors of the addresses they provided.…In the end, we interviewed 115 of the 120 families originally selected for the in-depth interview sample (the remaining five families declined to participate). ( 22 )

Was their sample selection based on convenience or purpose? Why do you think it was important for them to tell you that five families declined to be interviewed? There is actually a trick here, as the names were pulled randomly from a survey whose sample design was probabilistic. Why is this important to know? What can we say about the representativeness or the uniqueness of whatever findings are reported here?

Example 2 . In When Diversity Drops , Park ( 2013 ) examines the impact of decreasing campus diversity on the lives of college students. She does this through a case study of one student club, the InterVarsity Christian Fellowship (IVCF), at one university (“California University,” a pseudonym). Here is her description:

I supplemented participant observation with individual in-depth interviews with sixty IVCF associates, including thirty-four current students, eight former and current staff members, eleven alumni, and seven regional or national staff members. The racial/ethnic breakdown was twenty-five Asian Americans (41.6 percent), one Armenian (1.6 percent), twelve people who were black (20.0 percent), eight Latino/as (13.3 percent), three South Asian Americans (5.0 percent), and eleven people who were white (18.3 percent). Twenty-nine were men, and thirty-one were women. Looking back, I note that the higher number of Asian Americans reflected both the group’s racial/ethnic composition and my relative ease about approaching them for interviews. ( 156 )

How can you tell this is a convenience sample? What else do you note about the sample selection from this description?

Example 3. The last example is taken from an article published in the journal Research in Higher Education . Published articles tend to be more formal than books, at least when it comes to the presentation of qualitative research. In this article, Lawson ( 2021 ) is seeking to understand why female-identified college students drop out of majors that are dominated by male-identified students (e.g., engineering, computer science, music theory). Here is the entire relevant section of the article:

Method Participants Data were collected as part of a larger study designed to better understand the daily experiences of women in MDMs [male-dominated majors].…Participants included 120 students from a midsize, Midwestern University. This sample included 40 women and 40 men from MDMs—defined as any major where at least 2/3 of students are men at both the university and nationally—and 40 women from GNMs—defined as any may where 40–60% of students are women at both the university and nationally.… Procedure A multi-faceted approach was used to recruit participants; participants were sent targeted emails (obtained based on participants’ reported gender and major listings), campus-wide emails sent through the University’s Communication Center, flyers, and in-class presentations. Recruitment materials stated that the research focused on the daily experiences of college students, including classroom experiences, stressors, positive experiences, departmental contexts, and career aspirations. Interested participants were directed to email the study coordinator to verify eligibility (at least 18 years old, man/woman in MDM or woman in GNM, access to a smartphone). Sixteen interested individuals were not eligible for the study due to the gender/major combination. ( 482ff .)

What method of sample selection was used by Lawson? Why is it important to define “MDM” at the outset? How does this definition relate to sampling? Why were interested participants directed to the study coordinator to verify eligibility?

Final Words

I have found that students often find it difficult to be specific enough when defining and choosing their sample. It might help to think about your sample design and sample recruitment like a cookbook. You want all the details there so that someone else can pick up your study and conduct it as you intended. That person could be yourself, but this analogy might work better if you have someone else in mind. When I am writing down recipes, I often think of my sister and try to convey the details she would need to duplicate the dish. We share a grandmother whose recipes are full of handwritten notes in the margins, in spidery ink, that tell us what bowl to use when or where things could go wrong. Describe your sample clearly, convey the steps required accurately, and then add any other details that will help keep you on track and remind you why you have chosen to limit possible interviewees to those of a certain age or class or location. Imagine actually going out and getting your sample (making your dish). Do you have all the necessary details to get started?

Table 5.1. Sampling Type and Strategies

Further Readings

Fusch, Patricia I., and Lawrence R. Ness. 2015. “Are We There Yet? Data Saturation in Qualitative Research.” Qualitative Report 20(9):1408–1416.

Saunders, Benjamin, Julius Sim, Tom Kinstone, Shula Baker, Jackie Waterfield, Bernadette Bartlam, Heather Burroughs, and Clare Jinks. 2018. “Saturation in Qualitative Research: Exploring Its Conceptualization and Operationalization.”  Quality & Quantity  52(4):1893–1907.

• Rubin ( 2021 ) suggests a minimum of twenty interviews (but safer with thirty) for an interview-based study and a minimum of three to six months in the field for ethnographic studies. For a content-based study, she suggests between five hundred and one thousand documents, although some will be “very small” ( 243–244 ). ↵

The process of selecting people or other units of analysis to represent a larger population. In quantitative research, this representation is taken quite literally, as statistically representative.  In qualitative research, in contrast, sample selection is often made based on potential to generate insight about a particular topic or phenomenon.

The actual list of individuals that the sample will be drawn from. Ideally, it should include the entire target population (and nobody who is not part of that population).  Sampling frames can differ from the larger population when specific exclusions are inherent, as in the case of pulling names randomly from voter registration rolls where not everyone is a registered voter.  This difference in frame and population can undercut the generalizability of quantitative results.

The specific group of individuals that you will collect data from.  Contrast population.

The large group of interest to the researcher.  Although it will likely be impossible to design a study that incorporates or reaches all members of the population of interest, this should be clearly defined at the outset of a study so that a reasonable sample of the population can be taken.  For example, if one is studying working-class college students, the sample may include twenty such students attending a particular college, while the population is “working-class college students.”  In quantitative research, clearly defining the general population of interest is a necessary step in generalizing results from a sample.  In qualitative research, defining the population is conceptually important for clarity.

A sampling strategy in which the sample is chosen to represent (numerically) the larger population from which it is drawn by random selection.  Each person in the population has an equal chance of making it into the sample.  This is often done through a lottery or other chance mechanisms (e.g., a random selection of every twelfth name on an alphabetical list of voters).  Also known as random sampling .

The selection of research participants or other data sources based on availability or accessibility, in contrast to purposive sampling .

A sample generated non-randomly by asking participants to help recruit more participants the idea being that a person who fits your sampling criteria probably knows other people with similar criteria.

Broad codes that are assigned to the main issues emerging in the data; identifying themes is often part of initial coding . 

A form of case selection focusing on examples that do not fit the emerging patterns. This allows the researcher to evaluate rival explanations or to define the limitations of their research findings. While disconfirming cases are found (not sought out), researchers should expand their analysis or rethink their theories to include/explain them.

A methodological tradition of inquiry and approach to analyzing qualitative data in which theories emerge from a rigorous and systematic process of induction.  This approach was pioneered by the sociologists Glaser and Strauss (1967).  The elements of theory generated from comparative analysis of data are, first, conceptual categories and their properties and, second, hypotheses or generalized relations among the categories and their properties – “The constant comparing of many groups draws the [researcher’s] attention to their many similarities and differences.  Considering these leads [the researcher] to generate abstract categories and their properties, which, since they emerge from the data, will clearly be important to a theory explaining the kind of behavior under observation.” (36).

The result of probability sampling, in which a sample is chosen to represent (numerically) the larger population from which it is drawn by random selection.  Each person in the population has an equal chance of making it into the random sample.  This is often done through a lottery or other chance mechanisms (e.g., the random selection of every twelfth name on an alphabetical list of voters).  This is typically not required in qualitative research but rather essential for the generalizability of quantitative research.

A form of case selection or purposeful sampling in which cases that are unusual or special in some way are chosen to highlight processes or to illuminate gaps in our knowledge of a phenomenon.   See also extreme case .

The point at which you can conclude data collection because every person you are interviewing, the interaction you are observing, or content you are analyzing merely confirms what you have already noted.  Achieving saturation is often used as the justification for the final sample size.

The accuracy with which results or findings can be transferred to situations or people other than those originally studied.  Qualitative studies generally are unable to use (and are uninterested in) statistical generalizability where the sample population is said to be able to predict or stand in for a larger population of interest.  Instead, qualitative researchers often discuss “theoretical generalizability,” in which the findings of a particular study can shed light on processes and mechanisms that may be at play in other settings.  See also statistical generalization and theoretical generalization .

A term used by IRBs to denote all materials aimed at recruiting participants into a research study (including printed advertisements, scripts, audio or video tapes, or websites).  Copies of this material are required in research protocols submitted to IRB.

Introduction to Qualitative Research Methods Copyright © 2023 by Allison Hurst is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License , except where otherwise noted.

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Home » Research Methodology – Types, Examples and writing Guide

Research Methodology – Types, Examples and writing Guide

Table of Contents

Research Methodology

Definition:

Research Methodology refers to the systematic and scientific approach used to conduct research, investigate problems, and gather data and information for a specific purpose. It involves the techniques and procedures used to identify, collect , analyze , and interpret data to answer research questions or solve research problems . Moreover, They are philosophical and theoretical frameworks that guide the research process.

Structure of Research Methodology

Research methodology formats can vary depending on the specific requirements of the research project, but the following is a basic example of a structure for a research methodology section:

I. Introduction

• Provide an overview of the research problem and the need for a research methodology section
• Outline the main research questions and objectives

II. Research Design

• Explain the research design chosen and why it is appropriate for the research question(s) and objectives
• Discuss any alternative research designs considered and why they were not chosen
• Describe the research setting and participants (if applicable)

III. Data Collection Methods

• Describe the methods used to collect data (e.g., surveys, interviews, observations)
• Explain how the data collection methods were chosen and why they are appropriate for the research question(s) and objectives
• Detail any procedures or instruments used for data collection

IV. Data Analysis Methods

• Describe the methods used to analyze the data (e.g., statistical analysis, content analysis )
• Explain how the data analysis methods were chosen and why they are appropriate for the research question(s) and objectives
• Detail any procedures or software used for data analysis

V. Ethical Considerations

• Discuss any ethical issues that may arise from the research and how they were addressed
• Explain how informed consent was obtained (if applicable)
• Detail any measures taken to ensure confidentiality and anonymity

VI. Limitations

• Identify any potential limitations of the research methodology and how they may impact the results and conclusions

VII. Conclusion

• Summarize the key aspects of the research methodology section
• Explain how the research methodology addresses the research question(s) and objectives

Research Methodology Types

Types of Research Methodology are as follows:

Quantitative Research Methodology

This is a research methodology that involves the collection and analysis of numerical data using statistical methods. This type of research is often used to study cause-and-effect relationships and to make predictions.

Qualitative Research Methodology

This is a research methodology that involves the collection and analysis of non-numerical data such as words, images, and observations. This type of research is often used to explore complex phenomena, to gain an in-depth understanding of a particular topic, and to generate hypotheses.

Mixed-Methods Research Methodology

This is a research methodology that combines elements of both quantitative and qualitative research. This approach can be particularly useful for studies that aim to explore complex phenomena and to provide a more comprehensive understanding of a particular topic.

Case Study Research Methodology

This is a research methodology that involves in-depth examination of a single case or a small number of cases. Case studies are often used in psychology, sociology, and anthropology to gain a detailed understanding of a particular individual or group.

Action Research Methodology

This is a research methodology that involves a collaborative process between researchers and practitioners to identify and solve real-world problems. Action research is often used in education, healthcare, and social work.

Experimental Research Methodology

This is a research methodology that involves the manipulation of one or more independent variables to observe their effects on a dependent variable. Experimental research is often used to study cause-and-effect relationships and to make predictions.

Survey Research Methodology

This is a research methodology that involves the collection of data from a sample of individuals using questionnaires or interviews. Survey research is often used to study attitudes, opinions, and behaviors.

Grounded Theory Research Methodology

This is a research methodology that involves the development of theories based on the data collected during the research process. Grounded theory is often used in sociology and anthropology to generate theories about social phenomena.

Research Methodology Example

An Example of Research Methodology could be the following:

Research Methodology for Investigating the Effectiveness of Cognitive Behavioral Therapy in Reducing Symptoms of Depression in Adults

Introduction:

The aim of this research is to investigate the effectiveness of cognitive-behavioral therapy (CBT) in reducing symptoms of depression in adults. To achieve this objective, a randomized controlled trial (RCT) will be conducted using a mixed-methods approach.

Research Design:

The study will follow a pre-test and post-test design with two groups: an experimental group receiving CBT and a control group receiving no intervention. The study will also include a qualitative component, in which semi-structured interviews will be conducted with a subset of participants to explore their experiences of receiving CBT.

Participants:

Participants will be recruited from community mental health clinics in the local area. The sample will consist of 100 adults aged 18-65 years old who meet the diagnostic criteria for major depressive disorder. Participants will be randomly assigned to either the experimental group or the control group.

Intervention :

The experimental group will receive 12 weekly sessions of CBT, each lasting 60 minutes. The intervention will be delivered by licensed mental health professionals who have been trained in CBT. The control group will receive no intervention during the study period.

Data Collection:

Quantitative data will be collected through the use of standardized measures such as the Beck Depression Inventory-II (BDI-II) and the Generalized Anxiety Disorder-7 (GAD-7). Data will be collected at baseline, immediately after the intervention, and at a 3-month follow-up. Qualitative data will be collected through semi-structured interviews with a subset of participants from the experimental group. The interviews will be conducted at the end of the intervention period, and will explore participants’ experiences of receiving CBT.

Data Analysis:

Quantitative data will be analyzed using descriptive statistics, t-tests, and mixed-model analyses of variance (ANOVA) to assess the effectiveness of the intervention. Qualitative data will be analyzed using thematic analysis to identify common themes and patterns in participants’ experiences of receiving CBT.

Ethical Considerations:

This study will comply with ethical guidelines for research involving human subjects. Participants will provide informed consent before participating in the study, and their privacy and confidentiality will be protected throughout the study. Any adverse events or reactions will be reported and managed appropriately.

Data Management:

All data collected will be kept confidential and stored securely using password-protected databases. Identifying information will be removed from qualitative data transcripts to ensure participants’ anonymity.

Limitations:

One potential limitation of this study is that it only focuses on one type of psychotherapy, CBT, and may not generalize to other types of therapy or interventions. Another limitation is that the study will only include participants from community mental health clinics, which may not be representative of the general population.

Conclusion:

This research aims to investigate the effectiveness of CBT in reducing symptoms of depression in adults. By using a randomized controlled trial and a mixed-methods approach, the study will provide valuable insights into the mechanisms underlying the relationship between CBT and depression. The results of this study will have important implications for the development of effective treatments for depression in clinical settings.

How to Write Research Methodology

Writing a research methodology involves explaining the methods and techniques you used to conduct research, collect data, and analyze results. It’s an essential section of any research paper or thesis, as it helps readers understand the validity and reliability of your findings. Here are the steps to write a research methodology:

• Start by explaining your research question: Begin the methodology section by restating your research question and explaining why it’s important. This helps readers understand the purpose of your research and the rationale behind your methods.
• Describe your research design: Explain the overall approach you used to conduct research. This could be a qualitative or quantitative research design, experimental or non-experimental, case study or survey, etc. Discuss the advantages and limitations of the chosen design.
• Discuss your sample: Describe the participants or subjects you included in your study. Include details such as their demographics, sampling method, sample size, and any exclusion criteria used.
• Describe your data collection methods : Explain how you collected data from your participants. This could include surveys, interviews, observations, questionnaires, or experiments. Include details on how you obtained informed consent, how you administered the tools, and how you minimized the risk of bias.
• Explain your data analysis techniques: Describe the methods you used to analyze the data you collected. This could include statistical analysis, content analysis, thematic analysis, or discourse analysis. Explain how you dealt with missing data, outliers, and any other issues that arose during the analysis.
• Discuss the validity and reliability of your research : Explain how you ensured the validity and reliability of your study. This could include measures such as triangulation, member checking, peer review, or inter-coder reliability.
• Acknowledge any limitations of your research: Discuss any limitations of your study, including any potential threats to validity or generalizability. This helps readers understand the scope of your findings and how they might apply to other contexts.
• Provide a summary: End the methodology section by summarizing the methods and techniques you used to conduct your research. This provides a clear overview of your research methodology and helps readers understand the process you followed to arrive at your findings.

When to Write Research Methodology

Research methodology is typically written after the research proposal has been approved and before the actual research is conducted. It should be written prior to data collection and analysis, as it provides a clear roadmap for the research project.

The research methodology is an important section of any research paper or thesis, as it describes the methods and procedures that will be used to conduct the research. It should include details about the research design, data collection methods, data analysis techniques, and any ethical considerations.

The methodology should be written in a clear and concise manner, and it should be based on established research practices and standards. It is important to provide enough detail so that the reader can understand how the research was conducted and evaluate the validity of the results.

Applications of Research Methodology

Here are some of the applications of research methodology:

• To identify the research problem: Research methodology is used to identify the research problem, which is the first step in conducting any research.
• To design the research: Research methodology helps in designing the research by selecting the appropriate research method, research design, and sampling technique.
• To collect data: Research methodology provides a systematic approach to collect data from primary and secondary sources.
• To analyze data: Research methodology helps in analyzing the collected data using various statistical and non-statistical techniques.
• To test hypotheses: Research methodology provides a framework for testing hypotheses and drawing conclusions based on the analysis of data.
• To generalize findings: Research methodology helps in generalizing the findings of the research to the target population.
• To develop theories : Research methodology is used to develop new theories and modify existing theories based on the findings of the research.
• To evaluate programs and policies : Research methodology is used to evaluate the effectiveness of programs and policies by collecting data and analyzing it.
• To improve decision-making: Research methodology helps in making informed decisions by providing reliable and valid data.

Purpose of Research Methodology

Research methodology serves several important purposes, including:

• To guide the research process: Research methodology provides a systematic framework for conducting research. It helps researchers to plan their research, define their research questions, and select appropriate methods and techniques for collecting and analyzing data.
• To ensure research quality: Research methodology helps researchers to ensure that their research is rigorous, reliable, and valid. It provides guidelines for minimizing bias and error in data collection and analysis, and for ensuring that research findings are accurate and trustworthy.
• To replicate research: Research methodology provides a clear and detailed account of the research process, making it possible for other researchers to replicate the study and verify its findings.
• To advance knowledge: Research methodology enables researchers to generate new knowledge and to contribute to the body of knowledge in their field. It provides a means for testing hypotheses, exploring new ideas, and discovering new insights.
• To inform decision-making: Research methodology provides evidence-based information that can inform policy and decision-making in a variety of fields, including medicine, public health, education, and business.

Advantages of Research Methodology

Research methodology has several advantages that make it a valuable tool for conducting research in various fields. Here are some of the key advantages of research methodology:

• Systematic and structured approach : Research methodology provides a systematic and structured approach to conducting research, which ensures that the research is conducted in a rigorous and comprehensive manner.
• Objectivity : Research methodology aims to ensure objectivity in the research process, which means that the research findings are based on evidence and not influenced by personal bias or subjective opinions.
• Replicability : Research methodology ensures that research can be replicated by other researchers, which is essential for validating research findings and ensuring their accuracy.
• Reliability : Research methodology aims to ensure that the research findings are reliable, which means that they are consistent and can be depended upon.
• Validity : Research methodology ensures that the research findings are valid, which means that they accurately reflect the research question or hypothesis being tested.
• Efficiency : Research methodology provides a structured and efficient way of conducting research, which helps to save time and resources.
• Flexibility : Research methodology allows researchers to choose the most appropriate research methods and techniques based on the research question, data availability, and other relevant factors.
• Scope for innovation: Research methodology provides scope for innovation and creativity in designing research studies and developing new research techniques.

Research Methodology Vs Research Methods

About the author.

Muhammad Hassan

Researcher, Academic Writer, Web developer

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The Media and Sexual Violence Among Adolescents: Findings from a Qualitative Study of Educators Across Vietnam

• Original Paper
• Open access
• Published: 10 May 2024

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• Katherine M. Anderson   ORCID: orcid.org/0000-0001-9675-3653 1 ,
• Alicia Macler 1 ,
• Irina Bergenfeld   ORCID: orcid.org/0000-0003-2601-2854 2 ,
• Quach Thu Trang 3 &
• Kathryn M. Yount   ORCID: orcid.org/0000-0003-1917-1574 2 , 4  

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Growing access to technology and media has presented new avenues of influence on youth attitudes and norms regarding sexuality and sexual violence, as well as new technological pathways through which to perpetrate sexual violence. The aim of this research was to understand contextual influences on and needs for scale-up of sexual violence prevention programming in the media-violence context of Vietnam. We conducted 45 interviews with high school teachers ( n  = 15), university lecturers ( n  = 15), and affiliates from youth-focused community service organizations ( n  = 15) from across Vietnam. Additionally, we conducted four sector-specific focus groups with a sub-sample of interview participants ( k  = 4, n  = 22). Media and technology were brought up consistently in relation to sexual violence prevention and sexual health information. Key informants noted that, in Vietnam, generational differences in acceptability of sex and lack of comprehensive sexuality education intersect with new technological opportunities for exposure to sexual information and media. This creates a complex landscape that can promote sexual violence through priming processes, instigate mimicry of violent media, and presents new opportunities for the perpetration of sexual violence though technology. Development of comprehensive sexual education, including violence prevention education, is imperative, with consideration of age-specific needs for Vietnamese youth.

Avoid common mistakes on your manuscript.

Introduction

Prevalence of sexual violence globally in asia/pacific and in vietnam.

Sexual violence, defined as a sexual act committed or attempted in the absence of freely given consent, is a worldwide public health challenge (Basile et al., 2014 ). Sexual violence includes contact-based acts, such as non-consensual sexual intercourse, and non-contact-based acts, such as sexual harassment, unwanted exposure to sexual situations, and non-consensual filming and/or dissemination of explicit photographs (Basile et al., 2014 ). Globally, at least 35.6 percent of all women ages 15 years or older have reported experiencing sexual violence (World Health Organization (WHO), 2021 ). Men also may experience sexual violence; however, the global prevalence of exposure to sexual violence for men is much lower than for women (Institute for Health Metrics and Evaluation [IHME], 2017 ). Moreover, men are shown to perpetrate the majority of instances of sexual violence (James-Hawkins et al., 2019 ). Survivors of sexual violence are at heightened risk of experiencing immediate and long-term negative physical and mental health outcomes, as well as adverse social outcomes, such as diminished academic achievement (Amar & Gennaro, 2005 ; Fielding-Miller et al., 2021 ; Gonzales et al., 2005 ).

Southeast Asia has a high lifetime prevalence of physical or sexual violence by a partner or sexual violence by a non-partner; over 34% of women ages 15 to 49 in Southeast Asia report at least one of these experiences (WHO, 2021 ). In select countries of the Asia–Pacific region, 24.3% of men reported ever perpetrating sexual partner violence, and 10.9% of men had perpetrated non-partner rape in their lifetime (Fulu et al., 2013 ). Of men who reported non-partner rape, 57.6% reported perpetrating rape more than one time (Fulu et al., 2013 ). In Vietnam, sexual violence remains understudied and likely under-reported, though the available data suggest that sexual violence victimization is widespread (Pham, 2015 ; Winzer et al., 2019 ). According to the 2019 Vietnam survey of violence against women, 13.3% of women reported ever experiencing sexual violence by a husband or partner, and 9.0% reported ever experiencing sexual violence by a non-partner (MOLISA & UNFPA, 2020 ). However, other estimates gauge sexual violence victimization as more pervasive, with almost 20% of women 20 to 24 years reporting sexual violence victimization since the age of 15 (Le et al., 2019 ). Across age groups, adolescent women 15–19 years and young women 20–24 years are reported to experience the highest and second highest rates of non-partner sexual violence since age 15, at 24% and 17%, respectively (MOLISA & UNFPA, 2020 ).

Theories of Media and Violence

Several theories exist to explain how media influences cognition and behavior (Valkenburg et al., 2016 ), with variation by context, modality of the media, and predisposing personal factors. These include routine activity theory, which posits that individuals can be motivated to enact violence or another crime when an available victim, an offender, and the absence of a protective force or guardian for the potential victim converge (Aizenkot, 2022 ; Kumar et al., 2021 ; Madero-Hernandez & Fisher, 2012 ; Räsänen et al., 2016 ; Van Ouytsel et al., 2018 ) and social ecology theory, which emphasizes the role of the social environment (Lou et al., 2012 ; Stokols, 1992 ).

For purposes of the current analysis, we are informed by a combination of theories that conceptually overlap and build upon each other, including mimicry, sexual script theory, social cognitive theory, and cultivation theory. In the immediate aftermath of media exposure to violence, enacted violence is thought to operate through priming processes, arousal processes, and mimicking behaviors (Huesmann, 2007 ). The third of these, mimicry, is the imitation of behaviors seen in media (Huesmann, 2007 ), and is a common theme in theories of violence. Sexual script theory embraces the concept of mimicry by asserting that individuals model their sexual expectations, norms, desires, and decisions after portrayals of sex in their culture, such as in media (Wiederman, 2015 ), while social cognitive theory and social learning theory employ the similar concept of observational learning (Bandura, 2001 ; Bandura & Walters, 1977 ). Both social cognitive theory and social learning theory have been applied to the context of media, sexual activity, and violence (Brem et al., 2021 ; Hedrick, 2021 ; Hust et al., 2019 ; Marshall et al., 2021 ; Sun et al., 2016 ; Walker, 2021 ). Youth employ observational learning regularly as part of development (Fryling et al., 2011 ), including in cases of observed violence (Flannery et al., 2007 ). Observational learning typically occurs over time (Bandura, 2008 ), with replication of observed behaviors lasting well beyond the observed event (Fryling et al., 2011 ). According to cultivation theory, which also has been applied to media-violence research (Hedrick, 2021 ; Moorman, 2022 ), greater and repeated use of media is associated with greater acceptance of the norms and beliefs conveyed by that media (Morgan et al., 2014 ). Compounding this, repeated observation of arousing content can, in turn, cause desensitization, in which negative reactions to events like violence can become dampened over time, allowing viewing or participation in violence without negative affect (Huesmann, 2007 ). Notably, these theories lack significant consideration of youth as critical thinkers, with the assumption that they absorb witnessed behaviors with limited processing prior to reenactment. Literature supports more complex processes, such as emotion regulation and rumination (Brimmel et al., 2023 ; Felix et al., 2022 ; McComb & Mills, 2021 ), which we acknowledge and consider in our theoretical approach.

Pathways to Sexual Knowledge and Violence: Media Exposure and Use

Paradoxically, the global rise of technological connectivity has created new pathways to access sexual information and to execute sexual violence, the impacts of which may not be fully captured by existing data. Technology increasingly is used to access mass media sources, including informational media, such as news and informational websites, social media, such as social networking sites, or entertainment media, such as films. Most adolescents and young adults use the internet for health information-seeking (Buhi et al., 2009 ; Santor et al., 2007 ), with sexual health searched more often than any other health topic (Buhi et al., 2009 ). For many, the internet is the primary source of information, even with recognition that schools and medical professions may be better sources of information (Shih et al., 2015 ).

In Southeast Asia, an estimated 17% of individuals have used media to learn about sex (Gesselman et al., 2020 ). This gathering of information may lead to positive, neutral, or negative information about sex, to the extent that informational media and entertainment media may contribute indirectly to sexually violent behaviors, wherein content may reinforce harmful normative beliefs about sexual violence and may normalize or even promote contact- and non-contact forms of sexually violent behavior. This is aligned with theory of priming processes, wherein associations made in media are impressed upon viewers. Mobile sex-tech is technology used to enhance sexuality through information and connections with other people, such as through dating apps, among other activities (Gesselman et al., 2020 ). Sex-tech can be used for finding dating or sexual partners, and sending sexual images, videos, or message to others, known as sexting. In one study, an estimated 28.3% of individuals in Southeast Asia reported ever using sex-tech to find a sexual partner, and 60.1% had engaged in sexting, with approximately 45% having sent images and 28% having send videos (Gesselman et al., 2020 ). The anonymity of some of these platforms, as well as the independence with which they can be accessed by youth may lead to circumstances described by routine action theory, in which a lack of authority represents an opportunity for unhealthy action.

The rapid proliferation of internet and phone access also has vastly increased access to media that may contain biased framing of sexual violence, or sexually explicitly material (SEM), media demonstrating sexual acts, but not necessarily violent sexual acts (Owens et al., 2012 ; Peter & Valkenburg, 2016 ). An analysis of representation of sexual violence in German online news media found the perpetuation of rape myths and the portrayal of victims as weak and passive women (Schwark, 2017 ). In a study of English-language news articles from Pakistan, India, and the UK, it was found that gender-based violence messaging focused on rape, rather than sexual violence more broadly (Manzoor et al., 2023 ). Both studies demonstrate how prevailing ideologies normalizing sexual violence and minimizing different types of sexual violence may be perpetuated. While estimates of adolescent exposure to SEM vary globally (Peter & Valkenburg, 2016 ), studies in urban Vietnam confirm that large majorities of adolescents and emerging adults access SEM. A recent national study found that 84% of adolescents 15–18 years had ever been exposed to SEM (Nguyen et al., 2021 ), and a study of first-year male University students in Hanoi found that 41% had been exposed to media-based violent SEM in the prior 6 months (Bergenfeld et al., 2022a ). Direct viewing of this content may provoke mimicry of violence by viewers, in alignment with sexual script theory. Notably, exposure to SEM may occur through passive intake or through active seeking of explicit materials. A 2011 analysis demonstrated that 83% of the top 20 Nielsen-rated adolescent television shows contained SEM (Neilsen Company, 2011 ), while a more recent content analysis of popular Western television shows watched by teens and young adults reached similar conclusions about the common nature of sexual violence and sexual abuse (Kinsler et al., 2019 ). Other avenues for passive exposure to SEM include video games, music, music videos, and films (Peter & Valkenburg, 2016 ). In studies of pornography, which is inherently explicit and often actively sought out, 88% of videos included physical aggression or violence towards women (Bridges et al., 2010 ; Foubert et al., 2011 ). These represent additional opportunities for priming of the association of sex with violence, with cultivation theory suggesting that repeated use increases the likelihood of adopting the beliefs presented in media.

Some of these paths of exposure to media on sexual violence also are tools for sexually violent behavior. Initially consensual sexting may quickly transition to unwanted exposure to sexual images or videos if one party does not seek consent. Informational and social media forums to share comments can become a vehicle for written sexual harassment of an individual. Images or videos shared consensually with a partner can be harnessed for blackmail or nonconsensual sharing via media. These direct, non-contact forms of sexually violent behavior are known as Technology Facilitated Sexual Violence (TFSV). They may include the distribution of explicit photographs and videos without consent, the sharing of unsolicited explicit content, and the use of online platforms for sexual harassment (Powell & Henry, 2019 ). In some western countries, lifetime TFSV exposure may be as high as 17% (Patel & Roesch, 2022 ), with higher prevalence among youth (Gámez-Guadix et al., 2015 ; Powell & Henry, 2019 ). Moreover, social media provides opportunities to facilitate in-person contact and non-contact sexual violence. Conversations on social media, both anonymous and not, may become an opportunity to convince someone to have an in-person meeting, either consensually or through manipulation of power dynamics; one party may have the intent of perpetrating sexual violence, physically, through nonconsensual documentation of sexual behavior, or through other means.

Harms of Media/Technology on Violent Attitudes and Behavior

A growing body of evidence supports the harmful outcomes related to sexual material in media/technology, including the perpetuation of inequitable gender roles, rape mythology, negative self-worth, and sexually violent behavior. Several harmful outcomes also are associated with TFSV victimization, including technology use related to sex generally, such as sexting. In a Hong Kong-based study, individuals who took part in sexting had higher levels of body surveillance and shame than those who did not (Liong & Cheng, 2019 ); in some settings, youth may frame TFSV in dating relationships, such as demands to engage in sexting, as requests for “proof of love” (Fernet et al., 2023 ). Sexting itself has been associated with risky sexual behavior, substance use, depression (Gesselman et al., 2020 ) and self-harm among adolescents (Wachs et al., 2021 ).

In Western countries, exposure to SEM and especially violent SEM has been associated with more accepting attitudes about sexual violence and with sexually violent behavior (Rodenhizer & Edwards, 2019 ). In the global West and Asia, such exposure is associated with permissive sexual attitudes and gender-stereotypical sexual beliefs among adolescents (Peter & Valkenburg, 2016 ). Across studies, male study participants’ attitudes and behaviors regarding sexual and domestic violence were more strongly affected by exposure than females’ (Rodenhizer & Edwards, 2019 ). A recent meta-analysis found that greater overall media consumption was associated with higher rape myth acceptance (Hedrick, 2021 ), with general pornography, violent pornography, and sports media accounting for most of this association. In a recent longitudinal study in Vietnam, a dose–response relationship was observed between the frequency of exposure to violent SEM with non-contact and contact sexually violent (Bergenfeld et al., 2022a ).

Benefits of Media/Technology for Violence Prevention

Conversely, access and exposure to information on safe sexual behavior and the prevention of sexual violence can lead to positive outcomes among adolescents. Qualitative studies of women in the USA, Canada, and India have suggested that women who access non-violent sexual content associated this exposure with positive sexual exploration and development of sexual identity, opportunities for sex-positive education and exploration of readiness for sex, improved sexual connectedness in relationships, normalization of sexual desires, and improved acceptance of their bodies and sexualities (Arrington-Sanders et al., 2015 ; Attwood et al., 2018 ; Chowkhani, 2016 ; McKeown et al., 2018 ). Two qualitative studies conducted in urban Thailand and Vietnam found that adolescent girls use social media to develop their sexuality, express desires, and exercise sexual agency in settings where female expressions of sexuality are restricted and access to accurate sexual information is limited (Boonmongkon et al., 2013 ; Fongkaew & Fongkaew, 2016 ; Ngo et al., 2008 ). In a Hong Kong-based study, individuals who had participated in sexting had more comfort with nudity (Fernet et al., 2023 ), and sexting generally may contribute to increased emotional connection and satisfaction in relationships as well as freedom of sexual expression (Gesselman et al., 2020 ).

Social media also may provide a space for people to share sexual experiences and to seek support. In Hong Kong, “confessional” social media pages have enabled users to ask questions, seek advice around sex from peers, and receive peer support (Yeo & Chu, 2017 ). Social support, in turn, may indirectly reduce the risk of sexual violence victimization (Ybarra et al., 2015 ). In recent years, social media has been used strategically to disclose experiences of sexual violence and to provide social support to survivors (Alaggia & Wang, 2020 ), though some studies find that survivors of sexual violence do not reap the same benefits of public sharing of experiences as much as individuals who experienced less stigmatized trauma, such as a natural disaster (Delker et al., 2020 ). Also, the survivors of sexual violence may interpret and identify their experiences differently based on prevalence of sexual violence cases in the media (Newins et al., 2021 ).

Various forms of media have served as a tool to disseminate widely accurate and relevant information about sex and sexual violence to teen audiences (Todaro et al., 2018 ). Young people have cited increased comfort accessing information about sex online compared to other mediums (Lim et al., 2014 ), and reduced embarrassment for adolescents who are uncomfortable discussing sex with their parents (Lou et al., 2012 ). Qualitative research in Vietnam has found that parents would like accessible information about sex on the internet (Do et al., 2017 ). Numerous technology-based interventions relating to sexual violence exist, however, only a portion include content relating to violence prevention, rather than identification or survivor support, and those that do are largely focused on North America (Huang et al., 2022 ). In one systematic review of mobile sex-tech, which included 15 articles of technology-related interventions with sexual violence information, only 27% contained content on sexual violence prevention, and none contained information on the impacts of sexual violence (Huang et al., 2016 ). Nevertheless, two systematic reviews of tech-based interventions for intimate partner violence (IPV) found that IPV prevention in combination with access to telehealth services showed promise to reduce the risk of violence victimization (Anderson et al., 2021 ; El Morr & Layal, 2020 ), while a third did not identify any significant effects (Linde et al., 2020 ). Notably, the reviewed studies focused on interventions with women as potential victims, rather than men as potential perpetrators (Huang et al., 2022 ). While careful development is essential to prevent unintended consequences, such as increasing adherence to rape myths (Nicolla & Lazard, 2023 ), online programming in the U.S. and Vietnam have been successful in decreasing sexually violent behavior among university men (Yount et al., 2023b ; Salazar et al., 2014 ; Yount et al., 2020 ). In a randomized controlled trial of an “edutainment” program to reduce sexual violence, program participants had increased knowledge of the illegality of sexual violence and increased victim empathy (Yount et al., 2022 ), through which Vietnamese men had lower odds of past-year sexually violence behavior after program participation (Yount et al., 2023b ; Yount et al., 2020 ). This may demonstrate a pathway to reduced sexually violent behavior through the effective use of media with young people.

The aim of this paper is to elucidate the state of media usage relating to sexual violence among Vietnamese youth, according to educational and programmatic partners across Vietnam, using the research question “What is the perceived influence of social media on sexual violence among youth according to educators in Vietnam?” Further, we seek to describe the implications of media usage relating to sex and sexual violence, both positive and negative, and identify lessons and pathways to improve sexual health and sexual violence programming for Vietnamese youth. While literature is available on media, sex, and sexual violence globally and broadly in Southeast Asia, little of this research focuses on Vietnam specifically, and little from the perspective and framing of implementation of sexual violence prevention. This information may allow for effective, targeted programming and/or engagement in media to reduce sexual violence and promote gender equitable attitudes among youth.

Vietnam, located in Southeast Asia, is home to 96 million people, and 13.70% of the population are aged 15 to 24 years (General Statistical Office [GSO] of Vietnam, 2020 ). Fifty-four recognized ethnic groups are represented within the population of Vietnam, with 85% of individuals self-identifying as Kinh (Hiwasaki & Minh, 2022 ). Currently classified as a lower middle-income country, Vietnam’s population typically still resides in rural areas (70%) (World Bank, 2022 ); however, Vietnam has seen steady economic growth and diversification over the past 20 years, alongside declines in poverty (Do et al., 2021 ; Nguyen et al., 2020 ). Literacy is almost universal, and the gender gap in number of years of schooling is relatively narrow (United Nations Development Program [UNDP], 2022 ) though women less often participate in the workforce than men (69% v. 79%), and working women earn substantially less than their male counterparts (United Nations Development Program [UNDP]), 2022 ).

Nearly all individuals in urban and rural settings have access to electricity, and most (70%) of the Vietnamese population has access to the internet (Mobile Marketing Association, 2019 ). In 2019, there were 141 phone subscriptions per 100 inhabitants, and nearly all internet users are estimated to own a smartphone, such that over 80% of the population over age 15 is connected to online content (Mobile Marketing Association, 2019 ). Approximately 68% of the rural population own a smartphone, and as of 2019, was connected to the internet an average of 3 hours per day; of which 40% was spent on messaging apps in communication with others (Mobile Marketing Association, 2019 ).

As of 2019, 90% of young adults (18–29 years old) in Vietnam were using smartphones (Silver et al., 2019 ), while 72 million people (accounting for 73.7% of the population) use social media in Vietnam. Between January 2020 and January 2021 alone, the number of Vietnam’s social media users increased approximately by 10.8% (2021). Approximately 65% of Vietnamese youth (aged 16–30, N  = 1200) use the internet daily; a study of social media use among Vietnamese youth engage with social media for an average of 4.3 hours a day and primarily use it to talk with friends and receive updated news (Doan et al., 2022 ). Commonly used applications include Facebook, YouTube, and Zalo, with interactivity on YouTube and Zalo being highest with news and entertainment accounts (Doan et al., 2022 ; Hanns Seidel Foundation, 2021 ).

Social media in Vietnam is currently regulated under the Law on Cyber Security (National Assembly of Vietnam, 2018 ), and the Decision 874/QD-BTTTT (2021) on the Code of Conduct on social media, to protect “the national security,” relating to “moral values, culture, and traditions of Vietnamese people” (Ministry of Information & Communications, 2021 ; My, 2022 ) While no specific definition of these terms is provided, Decree 15/2020/ND-CP outlines financial punishment of 10 million VND to 20 million VND ($500—$1,000) for violation of regulations on use of social media, including “promoting bad customs, superstition, lustful materials which are not suitable for the nation’s fine customs and traditions.” In sum, access to smartphones, online media, and networking apps are widespread in Vietnam, particularly among youth, and laws regulating access to online content are nascent.

Participants

Recruitment strategies are described elsewhere (Yount et al., 2023a ). In brief, a multi-pronged approach was used to identify key informants from universities, high schools, and civil society organizations (CSOs) who conduct programs related to sexual and reproductive health and rights. Once initial potential participants were contacted, the research team employed snowball sampling to diversify the participant pool, with consideration to institutional setting (university, high school, CSO), region of Vietnam in which the institution was located (North, Central, South), and gender.

Participants were invited via email to complete interviews until a total sample of 45 was achieved, with an even distribution of 15 participants each from university, high school, and CSO settings. Of 45 interviewed participants, 32 were invited to participate in focus groups, based on their knowledge of sexual violence programming. A total of 22 individuals agreed to participate in focus group discussions, resulting in four focus groups: one with high school teachers ( n  = 7), two with university lecturers ( n  = 6 and n  = 3), and one with key informants from CSOs ( n  = 6).

Measures and Procedure

We conducted a qualitative study of key informants from high schools, universities, and civil society organizations (CSOs) across all regions of Vietnam, which included in-depth interviews and focus group discussions, a mixed-methods approach which is useful for research that has multiple objectives (Hennink et al., 2020 ). Overarching findings from the parent study are presented elsewhere (Yount et al., 2023a ). This analysis focuses on narrative segments related to the media, which was identified as a highly salient theme worthy of a separate, in-depth analysis.

In the parent qualitative study, the binational research team developed three guides for data collection. A semi-structured key informant interview guide contained open-ended questions about sexual violence among youth populations; gender and sexual norms among youth populations; causes, effects, and strategies to prevent sexual violence among youth; and factors influencing sexual violence prevention programming. Interviews were chosen to reduce social desirability bias, as recommended when discussing sensitive topics (Hennink et al., 2020 ). Two guides were developed for use in focus group discussions. Focus groups were selected for this objective as they allow for the identification of a range of perspectives and facilitate the justification of ideas (Hennink et al., 2020 ). First, a viewing guide elicited opinions and responses to the web-based sexual violence prevention program, GlobalConsent (Yount et al., 2022 ). The guide asked participants to rate on a five-point scale the feasibility and acceptability of program elements, and to elaborate upon their reasoning for the rating. The focus group facilitator collected the completed guides and used them in combination with a focus group guide to prompt discussion during the focus groups. The focus group guide aligned with the domains of the Consolidated Framework for Implementation Research (CFIR) (Damschroder et al., 2009 ). Questions were open-ended and assessed facilitators and barriers to sexual violence prevention programming, with prompts drawn from feedback in the viewing guide. This method was used to ascertain consensus, when possible. Of note, none of the data collection guides contained direct questions about social media, internet use, or technology-based sexual violence information dissemination other than reference to GlobalConsent. When participants raised these topics, facilitators asked follow-up questions to elucidate their opinions and experiences. All data collection forms have been previously published and are publicly available (Yount et al., 2023a ).

All data were collected using audio calls through the Zoom videoconferencing system. Two research staff members trained in qualitative research methods from the Center for Creative Initiatives in Health and Population completed data collection. At the beginning of each interview or focus group, the staff members explained the purpose of the study and reminded participants that they would not be asking for any private or potentially sensitive personal information. All interviews and focus groups were recorded using the Zoom videoconference platform. Interviews lasted 45–90 min, and focus groups lasted 120–150 min. Upon completion of data collection, interview participants were compensated with $20 USD. Focus group participants were compensated $30 USD for viewing GlobalConsent and completing the viewing guide materials, and $20 USD for participating in the focus group discussion.

Data Analysis

Data collectors saved digital recordings on a password-protected cloud-based research drive, and a professional transcription service transcribed all recordings verbatim. The research team verified random sections of the Vietnamese transcriptions against the original recordings. Verified Vietnamese transcripts then were translated into English, and a research team member proficient in the Vietnamese and English languages and cultures checked random segments of the English transcripts against the Vietnamese transcripts for accuracy of the translation and its meaning as intended in the original Vietnamese. Audio recordings were destroyed following quality checks of the written transcripts and translations.

Study team members analyzed the English transcripts using deductive and inductive techniques to identify initial themes and media-related sub-themes. Two doctoral-level study team members developed a codebook based on the interview guides and CFIR domains, inclusive of definitions, and revised it iteratively following repeated readings by other study team members. Team-based coding was used to code each transcript in MaxQDA.

All content related to media originally was coded using a single broad inductive code in the first round of coding. For this analysis, all coded segments related to media then were extracted and saved in a single document. Two graduate-level trained researchers independently reviewed this document to identify inductive sub-themes applicable to the data. The researchers then met to discuss the inductive sub-themes, reconcile discrepancies through inter-coder agreement, and to review the need for further theme identification. This latter step ultimately was not taken due to the high level of concurrence between the initially identified inductive subthemes. Inter-coder reliability was not calculated to avoid implied objectivity or undue precision (O’Connor & Joffe, 2020 ).

Finally, the coders created a salience matrix to visualize the presence or absence of each theme within each transcript, in order to qualitatively and quantitatively represent the salience of each them across all transcripts. Representative quotes for each sub-theme were identified to contextualize the findings with sector and gender of interview participants, and sector only for focus group participants, as statements were not individually identifiable in the focus groups. Participant characteristics are reported in Table  1 .

Accessibility and Quality of Information about Sex and Sexual Relationships

Many community partners, including more than half of participants employed as university lecturers or CSO affiliates, noted that media is highly accessible to young people in Vietnam, particularly through the internet, such that information about sex and sexual relationships can be easily found. Further, according to many participants, students seek out information independently, rather than rely upon schools to provide information. According to one participant, “Young people now have access to information easily, so they can learn things themselves. When we …distribute free condoms to advocate for safe sex, it comes to my surprise that students actually know about condoms” (University Lecturer, Woman). Another participant clarified that easy access to information about sex was generally a benefit of media access, specifically for young women, “ … nowadays, I think with the age of technology development, it would be easy for [young people] to look for information to help protect themselves [from unwanted pregnancy]” (University Lecturer, Woman).

A few participants described this high general access to information about sex as empowering for young people in Vietnam. One participant stated, for example, that “When they [the youth] need information, they are very proactive and find it very quickly themselves” (University Lecturer, Woman). However, several participants, and particularly participants affiliated with CSOs, expressed concern that the quality of available information on sex and sexual relationships is variable, and some “unregulated” available content may be inaccurate and may lack the comprehensiveness that adolescents need. One participant shared, “In recent years, access to the internet makes it easy for people to retrieve a lot of information, including unregulated ones, especially for adolescents and youth. People are not fully informed” (CSO Affiliate, Woman). Elaborating on this potential for youth to gain incomplete knowledge through internet sources, another participant noted, “…I can see that the young generation has learnt on their own via the internet … even though the young have somewhat an understanding about safer sex, their source of information is not adequate and they still lack orientation” (University Lecturer, Woman). This lack of orientation was seen as an important barrier to the practice of safe and consensual sex.

A few participants expressed additional concern about the volume and appropriateness of information available online, given the lack of formal sex/sexuality education, and given the willingness of students to actively see information themselves: “…sometimes the information is too much for them. …there really isn't anyone to teach them the skills to say no. So really they mostly depend on their instinct or information that they find out on their own rather than having orientation” (University Lecturer, Woman). When the information availabe online is “too much,” according to some participants, students may experience potentially harmful outcomes. Participants discussed how the abundance of ostensibly tempting, unregulated, and confusing information could overwhelm youth seeking information, with one participant explaining, “[online] we also receive many opinions, different kinds of feedback, even some pages, organizations, and activists …. I think it [creates] a rather chaotic environment …[Youth] can feel confused since they don't know which side to take, they are not sure which side is the right one” (CSO Affiliate, Woman).

About one third of participants from high school and university settings attributed this confusion to the lack of up-to-date “official” information, with one lecturer noting, “they have too much information and couldn’t find any official information,” calling the available official sources of information “extremely limited and old school” (University Lecturer, Woman). Many paricipants believed such official information was vital to provide young people with accurate information about sex. A CSO-affiliated participant shared,

Now it's easy, everyone has a smartphone. Google does not charge, so just google it. ... However, [youth] are not sure which document is official and standard. What they need the most is the most up-to-date materials with information and knowledge constantly updated. The source of information must be official and in accordance with the standards. (CSO Affiliate, Woman )

Despite substantial agreement across participants that youth needed more access to “official” information about sex, the meaning of “official” in the context of information on sex in the media varied. One participant distinguished information from medical sources and that from the government and schools, with the latter sources being indicated as preferrable, while medical sources, such as hospitals, may contribute to the potentially overwhelming, “unregulated” information online: “There are also many video clips or guideline on other social networks… Some hospitals also post these contents, both foreign and Vietnamese. [It’s] available, but maybe there’re too many, with no sources from the Government or schools.” (CSO Affiliate, Woman)

Other participants echoed the idea of “official” sources originating with the government, with one stating, “…online, I have not seen much. Besides, I think there is no official training program [on this topic] by the Ministry of Education yet” (CSO Affiliate, Woman). The absence of an official training program complicated the role of schools and universities, who were noted as potentially playing a significant role in the dissemination of information, but only once it exists: “And when the information is official, it will be shared by the school, the university, or the student community. It is also considered an official channel” (CSO Affiliate, Woman). Only one participant discussed non-governmental organizations as a source for “official” information: “If we talk about official sources of information, it is definitely the type of absolutely official sources like UNWOMEN or …multinational organizations working on gender. They provide much more credible information” (CSO Affiliate, Woman).

Media Depictions of Sexual Activity and Normalization of Sexual Violence

Some participants noted the lack of official information regarding sex and sexual relationships as intersecting meaningfully with narrow, sensational depictions of sexual violence and the normalization of sexual coercion, non-consent, and sugar-daddy relationships in the media. These depictions were described as occurring in the news media, television, and in online media content, including but not limited to pornography. One participant shared that the news media was not adept at conveying the complex nuances of sexual consent, arguing that this source of information was “unable to distinguish at a more delicate level, that things may start out as consensual, but could become non-consensual later” (University Lecturer, Woman). Only extreme cases of sexual violence were cited as worth covering by news media, masking other forms of sexual violence. As a focus-group discussion participant explained, “[the news media] only care about the major events … if there is a case where the students …make a girl to drink and it leads to a rape, and that spreads among students… [the media] will immediately jump in to investigate and interview” (University Lecturer). Further, according to another participant, the news media’s presentation of information on cases of sexual violence often ignore the voices and experiences of women and experts in the field.

Some participants also described the silencing of women’s experiences relating to sex and sexual violence as common in the movies. Some participants described movies from Southeast Asia as reinforcing rigid gender stereotypes, including women’s passivity and submission to masculine coercion, as well as the normalization of non-consent. A CSO affiliate shared, “…for example, in Chinese and Korean dramas, we may see scenes where the female character doesn't like it, but the male keeps kissing, and then, in the end, those two have a sweet night. I feel such things are injected into girls’ heads” (CSO Affiliate, Woman). One high-school teacher corroborated the above depiction of sex in Southeast Asian movies in this way:

…in Korean/Chinese movies or love novels that the young usually read and watch, the main characters typically force their partner into having unwanted sex or physical contacts, such as hugs or kisses. Consequently, the readers form a notion that it is okay for the male to force such activities, and the female does like it. (High School Teacher, Woman)

Reinforcing the normalization of sexual violence and non-consent in mainstream movies available to Vietnamese youth, some participants, particularly university lecturers, discussed how pornography contains harmful depictions of sexual activity that they believe drives a desire among men to imitate, including violent behaviors or behaviors that would make female partners uncomfortable. As demonstrated by the experiences of one university lecturer, exposure to pornographic material was expansive, and occurred from a young age:

…men from old to young have seen this type of [sexually explicit] film and are influenced by the erotic and sadistic elements in the film. These factors often stimulate the curiosity of men and make them want to try more. Young people are especially curious about this issue. I once did a project to provide computers for elementary schools …after 6 months of operation, when I accessed the search history, there were many pornographic websites in it. The 5th graders at that school watched sex movies. Even though they did not type the right words, they still watched and even discussed the contents of the movies. (University Lecturer, Man)

Some participants believed that youth generally were not aware that violent actions portrayed in such movies would be considered sexual violence, but rather normal sexual encounters that should be used as a guide. One university lecturer stated, “…young people think that if they do the same thing [as pornography], they will be professional, and this mindset causes young people to commit acts of sexual violence that they themselves do not know,” (University Lecturer, Woman). Several participants emphasized that the risk of imitating sexually explicit material, and at times violent sexually explicit material, was heightened because official information about healthy sexual relationships was lacking and so could not counter adolescents’ interpretations of SEM as normal forms of sexual interaction.

Concurrently, some participants, and particularly high school teachers, perceived a rise in portrayals of transactional sex in online media that capitalize on gender-stereotypical roles and economic power imbalances, particularly manifesting in “sugar-daddy” relationships among young people. One CSO affiliate shared, “… the most current trend [on dating apps] is sugar-daddy and sugar-mommy, which is why people nowadays joke that formerly, you could only purchase a single ticket for one-night stands, but now you can purchase a multiple-round ticket.” (CSO Affiliate, Woman). According to one high school teacher’s experience, sugar-daddy and sugar-mommy relationships were normalized in online media: “Last year, for example, there were so many cases of sugar babies—sugar daddies. They even made short clips to gain views and likes and created videos to post on YouTube to make money.” (High School Teacher, Woman). Another participant from a CSO contrasted her own personal experiences with those of youth only a few years younger: “My age is pretty close to them [but] when I was their age, those types of [transactional] relationships weren’t that common around me and not on the media either. Now it’s much more popular in the media…. These things are normalized because it’s common among young people” (CSO Affiliate, Woman).

Mixed Consequences and Opportunities from Young People’s Engagement with Media

To many focus group and interview participants, including many of high school teachers and university lecturers, increased access to and interaction with media, the lack of reliable information on sexual relationships and sexual violence, and media portrayals and normalization of non-consensual and violent relationships led to increased risk of sexual violence victimization among youth. The accessibility of communication with unknown persons provided by internet access was viewed as facilitating these cases of violence by providing opportunities for youth to be taken advantage of. A CSO affiliate spoke to this point, saying, “They [youth] often use communication apps to date or have sex (slang). Even those children of 15, 16 age… showed their bodies online as requested by older men” (CSO Affiliate, Man).

Several participants elaborated that youth they were familiar with also were at risk of non-consensual recording and distribution of content. Over one-third of high school teachers discussed these risks, and a participant who worked with a youth-centered CSO detailed them, saying, “…some people lure students into the toilet to secretly film them. … [some are] paying students to go to their living space to perform sex, then record clips…. On paid sex viewing websites, many videos with private sex scenes are posted to get money" (CSO Affiliate, Man). This non-consensual sharing of explicit sexual material was not limited to circumstances of non-consensual recording but could also originate in the consensual sharing of videos or images among youth, or between youth and adults. This content was described as potential material for blackmail and manipulation: “Four cases that I handled last year had to do with online erotic messaging via Zalo or text messages: boys and girls, they exchanged erotic images, but the boy saved those images and used them to blackmail the girl." (University Lecturer, Man) According to some participants, they didn’t believe youth understood the risks of content sharing, even to a single person: “The images uploaded on the Internet can be viewed by millions of people. People do not think of it as a danger to themselves. There are cases where private pictures/videos are spread out right in the school. Students did not think that it could be able to be exposed.” (CSO Affiliate, Man).

Conversely, some participants acknowledged benefits to increased access and exposure to media. The internet provides forums where youth who had experienced sexual violence could connect with other survivors, fostering social support: “Nowadays, the young can share their story with some groups or forums on the Internet. …though talking about their situations on the Internet didn’t get them the professional support they needed, they did receive a certain level of empathy and emotional support” (CSO Affiliate, Woman). Another participant noted that the internet provided a layer of privacy that could not be achieved through in-person contact, easing feelings of embarrassment or discomfort in seeking support: “I think they would talk to their friends… [but] talking [in person] could be embarrassing, and they would be afraid that someone might overhear them, so I think they would send messages over Zalo, Facebook.” (University Lecturer, Woman)

Furthermore, social forums on the internet were seen by some participants as providing space for young people to ask questions, to be exposed to different opinions, and to gather a variety of perspectives to inform themselves better: “In this era, information is very accessible. However, what really helps is a space where they feel safe to share their views on this topic. And after sharing, they can also listen to other people's opinions to conclude what is right, what is reasonable, what is not reasonable, and what is needed to be changed?” (University Lecturer, Woman).

Media as a Tool for Sexual Education and Sexual Violence Prevention

Despite participants’ perceptions of the mixed outcomes related to high accessibility of heterogeneous information about sex and sexual relationships and the high use by young people of media for this information, many participants noted that media was a powerful and important tool for disseminating information about sex and sexual violence and for engaging youth. One high school teacher shared, “…with the advance of technology in today's society, we can create websites, Facebook pages, or TikTok channels…to share information about sexual violence and ways to prevent it. I think this is a way for the young to access reliable sources of information more easily” (High School Teacher, Woman). How information is presented in media also was discussed, with some participants highlighting that media can be a tailored medium of information to youth. The flexibility of media as a medium, and particularly online media was noted as a major facilitator or tailoring information. An CSO-based participant shared: “We can run several media projects that propagate sex education content such as talk shows, minigames, etc.… There are certain levels of flexibility for communicating with students of this age, especially in a time when sex education is still something we are aiming at" (CSO Affiliate, Woman). Finally, some participants, particularly those affiliated with CSOs, noted a key feature of media as a potentially effective tool was the ability to reach large populations:

The biggest advantage of youth groups like us, or young NGOs working in the social field, we know about social media, and we use it quite proficiently… Hence, I feel that is our huge advantage, especially if we want to spread the knowledge about sexual violence on the media and social networks. That's quite true because, among our 150,000 followers, 78 - 80% of them are young people aged from 18-20 years old. (CSO Affiliate, Woman)

Other participants echoed these sentiments, with one university lecturer suggesting that existing institutional resources could be leveraged, saying, “I think the best method would be using websites, the ones that are familiar to students, or pages of the student community " (University Lecturer, Woman). This strategy was cited as providing the sense of an “official” channel of information, and more clearly delineating between “official” and “unofficial.” Other partnerships also were discussed, including working with media channels: “I think we can also use the help of media news channels and authorities to spread more awareness and attract attention to the topic of sexual violence.… By doing this, the young do not have to actively learn about it … their mindset about sexual violence can be formed unconsciously" (High School Teacher, Woman). By these means, participants recognized media as potentially facilitating norms change through the efforts of activists and educators, underscoring the perceived power of media as a tool, “…not just to inform people, but also advocate for public opinions.” (University Lecturer).

Despite the numerous positive features of media as an educational tool, a few participants noted limitations. One participant shared, “I can't force them to visit only this page, go to that page, or tell them that they can only read materials related to learning and mustn’t watch movies. That is very difficult" (High School Teacher, Woman). Another participant pointed out that, despite the accessibility of information on the internet, neither access to nor use of the internet to seek out information were universal, potentially leaving vulnerable populations out of media-based programming:

Not everyone can have access to social media, or to the internet. Not everyone has time…. For me, the people who don't … have the conditions to do it are the people we need to approach most. Because those people are people who don't have much access to the mass media, to both information and knowledge sources on gender and sexual violence. (CSO Affiliate, Woman)

Even with these limitations, several of participants acknowledged that media already has shifted norms in Vietnam. One participant said of the youth with whom they work, “With the influence of social media such as YouTube, Tiktok, or Facebook, young people view sexual intercourse at this age as something normal. They think it is no longer a shame as in older times; they even openly share about it instead of keeping it a secret as before" (CSO Affiliate, Woman). Another key informant shared the impact of media on independent decision-making among youth, stating that media has given youth freedom through access to information. Finally, one participant commented on the increasing globalization allowed by media, and the profound impacts of exposure to different ideas:

I believe that the power of media and other means of connecting people, such as social networks, is quite large… There is also the openness of social media, where Vietnamese adolescents are more exposed to Western culture through concepts like freedom of expression and self-expression. Furthermore, girls are no longer constrained by the old concept of virginity. Boys, on the other hand, have more opportunities to study abroad and interact with people from different cultures, resulting in more cultural exchange. There are also an increasing number of reality shows on television about love and romance. As a result, they have a wealth of resources at their disposal to learn more about sex. (CSO Affiliate, Woman)

Leveraging of these resources, participants agreed, could be used to promote sexual health and decrease sexual violence among Vietnamese youth, empowering adolescents to shift social norms and promote increased gender equity.

Summary and Interpretation of Findings

In interviews and focus groups regarding sexual violence prevention among adolescents in Vietnam, high school teachers, university lectures, and affiliates of youth-focused CSOs expansively discussed the role of media and technology in the context of sexual violence and sexual education for Vietnamese youth. Primarily, interview and focus group participants expounded upon the high availability of access to media through technology, and particularly media relating to sex. However, the information presented in this media varies widely, according to participants, with some media that is incorrect or inappropriate for youth, and few available sources of information that were classified as “official.” Respondents shared that the available media—including news media, informational websites, social networking platforms, video streaming platforms, and mobile applications—depict sexual activity that is coercive or violent, normalize transactional sex, reinforce normative beliefs about inequitable gender roles, and prompt mimicry of sexual violence.

Given the high prevalence of youth information-seeking about sex through media (Buhi et al., 2009 ; Santor et al., 2007 ), including in Southeast Asia (Gesselman et al., 2020 ; Ngo et al., 2008 ; Nguyen, 2007 ) and Vietnam, specifically, the availability of accurate and appropriate information on sex and sexual violence is imperative to the education of youth globally. In line with behavioral health theories that integrate mimicry and observational or social learning, such as sexual script theory (Wiederman, 2015 ) and social cognitive/social learning theory (Bandura, 2001 ; Bandura & Walters, 1977 ), participants stated that youth they were familiar with imitated the sexual situations and actions they viewed in media, including violent sexual acts without the consent of their partner. This echoes previous findings of the role of observational learning in the contexts of media, violence, and sexual activity, previously identified associations between exposure to SEM, sexual attitudes, and gender-stereotypical sexual beliefs in the global West and Asia (Gesselman et al., 2020 ; Peter & Valkenburg, 2016 ), and recent findings on a dose–response relationship between SEM and sexually violent behavior among young men in Vietnam (Bergenfeld et al., 2022a ). Participants stated that non-consent was normalized in movies and television, passively reinforcing the violent and coercive sexual behaviors, while news media both sensationalized and neglected to portray the nuances of sexual violence and consent. According to cultivation theory, repeated exposure to portrayals and normalization of sexual violence may promote greater acceptance of and desensitization to violence (Morgan et al., 2014 ), which may provide insight into why some participants reported that youth did not know that nonconsensual sexual acts were in fact sexual violence.

Participants also discussed the implications of this increased access to media relating to sex, with both negative and positive outcomes delineated. Media was cited as increasing opportunities for sexual violence in two main ways. First, youth were put at risk through connecting with unknown people via messaging or networking sites, leading to vulnerable in-person meetings. Indeed, almost 30% of individuals in Southeast Asia are thought to have used sex-tech for finding sexual partners (Gesselman et al., 2020 ), indicating willingness to put oneself in situations that may be conducive to sexual violence. Second, youth were put at risk through the sharing of their own sexually explicit media with others, either privately or publicly. An estimated 60.1% of individuals in Southeast Asia report sending sexually explicit messages, including images and videos (Gesselman et al., 2020 ), which have the potential to then be shared beyond the original recipient without consent. Non-sexually explicit photos posted on social media were also described as a pathway for sexual harassment or TFSV.

By contrast, media also provided forums for learning, exploration, and social support, which participants noted is promising for sexual education and prevention of sexual violence. Social media and blogs were cited as potential sources of diverse opinions and experiences, corroborating previous findings of young women in Southeast Asia using the internet to explore and develop sexual identities and gain accurate information about sex (Boonmongkon et al., 2013 ; Fongkaew & Fongkaew, 2016 ; Ngo et al., 2008 ), and seek advice and social support about sex and sexual violence (Alaggia & Wang, 2020 ; Yeo & Chu, 2017 ). The significant portion of Vietnamese young adults on social media (Silver et al., 2019 ) also marks this as an ideal pathway for education and prevention of sexual violence, as identified by interview and focus group participants.

Interestingly, while participants recognized the diversity of the sources of information on the internet and the impossibility of "forcing" students to view "official” channels, they did not discuss the importance of media literacy education, which may help students to identify the useful/good vs. harmful information. It may be important to emphasize students as agents for change—once they are equipped with the knowledge and skills to analyze media sources with discernment and more accurate knowledge of sexual violence and consent. Media literacy education in high school and university contexts may offer a normatively acceptable pathway to increased critical analysis of sexual and sexually violent content in media, and may not face the same barriers that have been outlined to implementing sexual violence prevention education in Vietnam (Yount et al., 2023a ). This strategy may complement ongoing violence prevention efforts, particularly in high schools given that average educational attainment is projected to exceed 12 years in Vietnam among children of school-entry age (United Nations Development Program (UNDP), 2022 ). Such programs that have been successfully implemented in the United States may be appropriate for adaptation to the context of Vietnam (Scull et al., 2018 , 2022 ).

Limitations and Strengths of Analysis

Some limitations and several strengths of this analysis are notable. First, qualitative research is not generalizable but generates salient themes that may be explored more systematically in future surveys involving representative samples of young people. Second, the data are perceptions of the behavior of young people from high-school teachers, university lecturers, and CSO affiliates and should not be interpreted as the actual behavior of young people. Relatedly, there is a possibility of polysemy in interpretation of media, wherein messaging may be interpreted semantically differently by different individuals (Ewoldsen et al., 2022 ), with implications for processing and actions taken following viewing. Educators may not only interpret media they see differently from their students, but students in one cultural group, class, or educational environment may view or interpret media differently from others, limiting the interpretations educators may be privy to. Only comprehensive inclusion of diverse educators—for the circumstances of this analysis—or youth can capture these multiple interpretations. While significant efforts were made to engage educators from across geographic regions and genders, these efforts may not be sufficient to capture all educator interpretations, let alone those of youth. Despite these caveats, the sample of participants is highly diverse, representing men and women living in urban and rural areas and key informants from diverse youth-serving institutions across all regions of Vietnam. Moreover, the participants in the study, because of their profession and high degree of interaction with young people, are important key informants to query, as knowledgeable adults from their own vantage point. Finally, the team used theory on media and violence to inform a nuanced interpretation of the data and its alignment with results from prior empirical research. The findings provide important insights about possible next steps to understand and to address young people’s use of the media and the diverse and sometimes countervailing ways in which it may help or harm young people’s encounters with sexual violence.

Implications for Research and Sexual Violence Prevention Programming

The findings from this analysis are a strong call for more research among youth in Vietnam, especially surrounding the needs for comprehensive sex education and TFSV. The increased prevalence of TFSV also warrants including this outcome in measures of sexual violence, such as those used in population-based surveys. Thus, large-scale surveys among high-school studies and university studies to document in representative school-based samples the various ways in which media and violence intersect, and at what developmental ages, would provide critical groundwork for developing educational programming that meets the most salient needs at each developmental stage. Expanded research is needed on youth media literacy and the needs of educational systems to facilitate implementation of sexual violence programming (Yount et al., 2023a ). Finally, given increasing access among youth globally to media-related technology and the internet, more work is needed to understand the implications of this access for sexual violence and sexual health, particularly among youth in low- and middle-income countries.

From the perspective of sexual health and sexual violence programming, the findings from this analysis are suggestive of some common and some age-specific needs of young people in Vietnam. First, there is a clear call for official, science-based curricula on sex and sexual violence that is developmentally tailored to high school and university students. A stronger need may exist for comprehensive sexuality education at the high-school level, including education on healthy relationships and media literacy. It may be beneficial to incorporate international standards, such as those suggested in the UNESCO Comprehensive Sexuality Education Implementation Toolkit (UNESCO, 2023 ), into newly developed curricula. Existing effective programs delivered through technology to university students (Yount et al., 2022 ) may be adaptable for the context of high school students, facilitating continuous sexual health and sexual violence education through high school and university. At the university level, there may be a more salient need for sexual violence prevention programming that educates adult students about the nature and scope of sexual violence, the importance of obtaining active consent for sex, the role of (media disseminated) gender norms in perpetuating myths about rape, masculine privilege, and ideas that are harmful to healthy sexual relationships (Bergenfeld et al., 2022b , 2022c ). Notably, peers themselves are an important source of norms about sexual violence alongside media; as such, comprehensive sexual violence prevention programming must address both media- and peer-related risk factors for sexually violent behavior (Yount et al., 2022 ). Furthermore, there is a need for education at both the high-school and university levels about the safety of online dating and social networking so that students are better informed about the risks at the outset of their engagement with online social-network and dating aps. Finally, there is a need for comprehensive education about the types of sexually explicit material that may heighten risks of sexually violent behavior for both groups, given the high prevalence of exposure at a young age in Vietnam (Bergenfeld et al., 2022a ).

Conclusions

The rise in availability and exposure to media among youth globally and in Vietnam has raised new educational needs on sexual violence prevention and sexual health information. New and adapted curricula, with age-specific programmatic elements, may help to mediate the impacts of media on perpetration of violence.

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Acknowledgements

We would like to thank the participants who generously contributed their time and thoughts to this research, as well as Dr. Minh Tran Hung, the site principal investigator for this research.

Funding was provided by the Anonymous Foundation.

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Anderson, K.M., Macler, A., Bergenfeld, I. et al. The Media and Sexual Violence Among Adolescents: Findings from a Qualitative Study of Educators Across Vietnam. Arch Sex Behav (2024). https://doi.org/10.1007/s10508-024-02869-7

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Received : 21 August 2023

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DOI : https://doi.org/10.1007/s10508-024-02869-7

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