The Qualitative Report The Qualitative Report
Volume 14 Number 1 Book Review 18
4-20-2009
Personal, Thorough, and Accessible: A Review of Carla Willig’s Personal, Thorough, and Accessible: A Review of Carla Willig’s
Introducing Qualitative Research in Psychology Introducing Qualitative Research in Psychology
Angela Yehl
Nova Southeastern University
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Yehl, A. (2009). Personal, Thorough, and Accessible: A Review of Carla Willig’s Introducing Qualitative
Research in Psychology.
The Qualitative Report
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(1), 95-98. https://doi.org/10.46743/2160-3715/
2009.2834
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Personal, Thorough, and Accessible: A Review of Carla Willig’s Introducing Personal, Thorough, and Accessible: A Review of Carla Willig’s Introducing
Qualitative Research in Psychology Qualitative Research in Psychology
Abstract Abstract
Carla Willig’s (2008) second edition of Introducing Qualitative Research in Psychology provides the novice
researcher with a solid foundation in the theoretical underpinnings of qualitative research, epistemology
and how it drives qualitative research, as well as the application of six qualitative methodologies to the
study of psychology.
Keywords Keywords
Qualitative Research and Psychology
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License.
This book review is available in The Qualitative Report: https://nsuworks.nova.edu/tqr/vol14/iss1/18
The Weekly Qualitative Report Volume 2 Number 16 April 20, 2009 95-98
http://www.nova.edu/ssss/QR/WQR/willig.pdf
Personal, Thorough, and Accessible: A Review of Carla Willig’s
Introducing Qualitative Research in Psychology
Angela Yehl
Nova Southeastern University, Fort Lauderdale, Florida USA
Carla Willig’s (2008) second edition of Introducing Qualitative Research
in Psychology provides the novice researcher with a solid foundation in
the theoretical underpinnings of qualitative research, epistemology and
how it drives qualitative research, as well as the application of six
qualitative methodologies to the study of psychology. Key Words:
Qualitative Research and Psychology
Carla Willig’s (2008) second edition of Introducing Qualitative Research in
Psychology provides the novice researcher with a solid foundation in the theoretical
underpinnings of qualitative research, epistemology and how it drives qualitative
research, as well as the application of six qualitative methodologies to the study of
psychology. Willig introduces the first chapter with a personal account of her own
perspective regarding research, which has evolved from the perception of research as
mechanical “recipes” (i.e., “how to apply the appropriate techniques to the subject
matter”) to creative “adventure” (how-can-I-find-out?). Before the book delves into the
six different approaches, Willig lays the groundwork with a simplified yet thorough
explanation of such theoretical concepts as epistemology, positivism, empiricism, and
hypothetico-deductivism, and how these perspectives influence the way we approach
research. She addresses how approaches differ with regard to their epistemological
stance, reflexivity, and critical language awareness. Additionally, she looks at issues of
validity and reliability in qualitative research, as well as issues of generalizability.
Next, Willig turns to practical aspects of the development of the qualitative
research question and selection of the appropriate methodology. The “Choosing the ‘right
method’” paragraph (p. 22) is one of the most salient throughout the book. In this section,
Willig instructs the reader to first identify the research question then select a method of
analysis, which is appropriate to the research question. She goes on to stress that
researchers should never collect data without first determining how the data will be
analyzed. These pragmatic components aid the reader in understanding the concepts as
they apply to the development of their own research. Other practical components include
demonstrations of how to identify and cluster themes in phenomenological research, and
the application of the six stages of Foucauldian Discourse Analysis to an interview
extract.
The selection of research methodology as “the way to the goal” is reiterated
throughout the book, and in order to emphasize the importance of selecting a
methodology based on the congruence between the research question and the
methodology’s epistemological roots, Willig addresses the following three questions for
each methodology:
Angela Yehl
96
1. What kind of knowledge does the methodology aim to produce?
2. What kinds of assumptions does the methodology make about the world? (i.e.,
ontological perspective) and
3. How does the methodology conceptualize the role of the researcher in the
research process (i.e., reflexivity)?
In ending each chapter by answering these three epistemological questions, Willig
provides an excellent summation of the approach and enables the reader to practice their
own consideration of these variables when determining the most appropriate approach.
Willig’s book is both introductory and scholarly, and is organized in such a way
that the reader is methodically guided through the basic tenets of qualitative research,
principles of design, specific methodologies, and finally, practical applications of
qualitative research. Also included in each chapter, is a helpful “how-to” guide for
writing up the research report, specific to each approach. Given the flexibility provided to
qualitative researchers in the way they write up their work, Willig provides guidance with
regard to the organization and necessary components of the qualitative research report.
The six approaches delineated throughout the book are: (a) Grounded Theory, (b)
Phenomenology, (c) Case Study, (d) Discursive Psychology, (e) Foucauldian Discourse
Analysis, and (f) Narrative Psychology/Memory Work.
Throughout each chapter, Willig provides an introduction to the approach,
describes the procedures involved in data collection and analysis, and discusses both
advantages and disadvantages, including limitations to using the approach. She also
addresses specific epistemological difficulties, such as the use of triangulation, and
generalizability in utilizing a case study approach. In addition to these constructs, she
discusses ethical considerations and the value of each approach, as well as prevalence of
use in the context of research in the area of psychology. Willig’s organization within and
among chapters facilitates understanding of the concepts as they build upon each other.
Her positioning of the chapters on Discursive Psychology and Foucauldian Discourse
Analysis to follow such concepts as phenomenology helps the reader first understand the
idea of perceptions constructing phenomena, then transition to the more complex
approaches which consider the role of language in managing “stake” in social interactions
and in constructing subject positions.
In the final chapter, Willig looks at how qualitative research is currently evaluated
in the field and puts forth a series of criteria by which “good” qualitative research is
measured. These include criteria established by both Henwood and Pidgeon (1992) and
Elliott, Fischer, and Rennie (1999), and include guidelines, which acknowledge both the
scientific rigor and unique attributes of qualitative research (i.e., creativity and
idiosyncrasy). These include such considerations as, the importance of fit, integration of
theory, reflexivity, providing credibility checks, coherence, documentation, theoretical
sampling and negative case analysis, sensitivity to negotiated realities, and transferability.
Inclusion of these sets of criteria provides the student researcher a check-list by which to
measure future qualitative research projects to ensure adherence to scientific value. In
this chapter, Willig does an exceptional job of bringing the reader back to the basic
principles of design outlined in Chapter 2, and emphasizes that a high quality research
97 The Weekly Qualitative Report April 16, 2009
study is one in which the objectives and the type of knowledge it set out to produce were
clear. Further, the type of data collection and analysis selected clearly match the proposed
objectives, and in order to evaluate the study’s contribution, the epistemological basis of
the research method must be apparent. Also included in this chapter is a table (Figure 2,
p. 155), which places each of the six approaches on a continuum between two
dichotomous epistemological positions: naïve realist and radical relativist. This provides
the reader with an excellent visual depiction of the methodologies as they relate to the
basic concepts of realism and relativism highlighted throughout the book.
Willig’s commitment to qualitative research is readily apparent; however, in a
seemingly objective fashion she is able to provide the reader with an accurate portrayal of
current criticisms both within and outside the field of qualitative research. She effectively
addresses challenges commonly encountered in both the data collection and data analysis
process. Ethical considerations are also competently addressed throughout each chapter
with regard to method (i.e., “the sensitive and ethical rapport between the interviewer and
interviewee (p. 25)” in the semi-structured interview) and methodology (i.e.,
confidentiality issues surrounding case study research). Within each chapter, Willig
includes real-world examples, which serve to reinforce and ground the material in
practical application. The example included in the chapter on Grounded Theory (p. 42),
“Negotiating commitment and involvement in the nurse-patient relationship” (Morse,
1992b), provided a relevant and concise application of concepts previously discussed in
the chapter and also effectively demonstrated how the focus of a grounded theory study
can shift dramatically over the course of a study. In places she does not include examples
(i.e., Repertory Grids in case study research, p. 76), Willig provides guidance regarding
where to access the information.
Willig’s strength is in her style of writing, which not only allows the reader to
easily grasp seemingly difficult and complex concepts; but also serves as a “how-to”
guide for the novice researcher. Despite her years of experience in the field of qualitative
research, her ability to relate to the needs of the student is remarkable. This was
especially apparent in her chapters on Discursive Psychology and Foucauldian Discourse
Analysis. Although her background is extensive in this particular area, she was able to
effectively explain the differences between these two approaches on an introductory
level, despite their inherent complexities. As a relative “beginner” in the field of
qualitative research myself, at no point throughout the book did I feel the material was
beyond my level of understanding. In addition, Willig stays true to the organization of the
material throughout each chapter, which makes it an easily accessible reference.
Textual Features and Extras
To enhance learning of the concepts and methodological procedures, Willig’s
book features a series of “interactive exercises” at the end of each chapter. These
exercises range from activities, which allow the reader to apply qualitative concepts (i.e.,
adopt a phenomenological attitude during an everyday activity) to practicing procedures
used in analysis (i.e., coding a newspaper article line-by-line). She also includes three
research reports written by third-year undergraduate psychology students, which serve to
illustrate the application of the methods previously outlined. These examples include a
series of annotations inserted by the author to highlight certain points. From a student’s
Angela Yehl
98
perspective, I found these examples to be accessible and to effectively reinforce the
application of the learned concepts.
The book’s web page can be found at Open University Press McGraw-Hill
Education (http://www.mcgraw-hill.co.uk/html/0335221157.html). In addition, you can
find more information on Carla Willig by visiting her web page located at
http://www.city.ac.uk/psychology/staff/willig.html.
Reference
Willig, C. (2008). Introducing qualitative research in psychology (2
nd
ed.). New York:
Open University Press.
Author Note
Angela Yehl is a doctoral student in clinical psychology (expected graduation
date: June, 2009), and is also currently enrolled in NSU’s Graduate Certificate Program
in Qualitative Research. Specific research interests include Psychological and
Psychoeducational Assessment, Neurodevelopmental Disorders (i.e., Autism Spectrum
Disorders, ADHD), and working with military veterans and their families. She can be
contacted at 3301 College Avenue, Fort Lauderdale, FL 33314-7796 USA; Telephone:
954.262.8299; Fax: 954.262.2917; E-mail: [email protected]
Copyright 2009: Angela Yehl and Nova Southeastern University
Article Citation
Yehl, A. (2009). Personal, thorough, and accessible: A review of Carla Willig’s
Introducing Qualitative Research in Psychology. The Weekly Qualitative Report,
2(16), 95-98. Retrieved from http://www.nova.edu/ssss/QR/WQR/willig.pdf
