Design and usage of narrative vignettes: an example from qualitative research

Journal title SOCIOLOGIA E RICERCA SOCIALE
Author/s Alice Spada, Fabio Gaspani
Publishing Year 2022 Issue 2022/127 Language Italian
Pages 18 P. 18-98 File size 211 KB
DOI 10.3280/SR2022-127005
DOI is like a bar code for intellectual property: to have more infomation click here

Below, you can see the article first page .

If you want to buy this article in PDF format, you can do it, following the instructions to buy download credits

Anteprima articolo

FrancoAngeli is member of Publishers International Linking Association, Inc (PILA), a not-for-profit association which run the CrossRef service enabling links to and from online scholarly content.

In social research, narrative vignettes are increasingly implied to explore mul- tiple themes, including sensitive ones. This article illustrates the characteristics of this research tool, as well as the ways in which it is used. Furthermore, through an example relating to the educational field, the present work intends to provide indications for the formulation of stimulus texts for qualitative research. The focus is on the translation of conceptual areas into descriptive scenarios by maintaining adherence to the investigated themes. Moreover, potentialities and weaknesses of the use of narrative vignettes are examined.

  1. F.H. Al Sadi, T.N. Basit (2017), «“I have Just Understood it from the Story…”: Using Vignettes in Educational Research to Investigate Cultural Tolerance», Research Papers in Education, 32, 2, pp. 183-196, DOI: 10.1080/02671522.2016.1158858
  2. C.S. Alexander, H.J. Becker (1978), «The Use of Vignettes in Survey Research», Public Opi- nion Quarterly, 42, 1, pp. 93-104, DOI: 10.1086/268432
  3. C. Anast Seguin, A.L. Ambrosio (2002), «Multicultural Vignettes for Teacher Preparation», Multicultural Perspectives, 4, 4, pp. 10-6, DOI: 10.1207/S15327892MCP0404_3
  4. C. Atzmüller, P.M. Steiner (2010), «Experimental Vignette Studies in Survey Research», Me- thodology: European Journal of Research Methods for the Behavioral and Social Sciences, 6, 3, pp. 128-138,
  5. W. Aujla (2020), «Using a Vignette in Qualitative Research to Explore Police Perspectives of a Sensitive Topic: “Honor”-Based Crimes and Forced Marriages», International Journal of Qualitative Methods, 19, pp. 1-10, DOI: 10.1177/1609406919898352
  6. C. Barter, E. Renold (1999), «The Use of Vignettes in Qualitative Research», Social Research Update, 25, 9, pp. 1-6.
  7. K.C. Barton (2015), «Elicitation Techniques: Getting People to Talk About Ideas They Don’t Usually Talk About», Theory & Research in Social Education, 43, 2, pp. 179-205, DOI: 10.1080/00933104.2015.1034392
  8. R. Bichi (2000a), «Il trattamento del testo parlato: questioni aperte nell’analisi del materiale non- standard», Studi di Sociologia, 38, 4, pp. 387-399, https://www.jstor.org/stable/23004972.
  9. R. Bichi (2000b), «La tecnica di intervista nelle storie di vita: il rimando neutro, forme e mo- dalità di riconoscimento tra aree di significato», Studi di Sociologia, 38, 2, pp. 175-188, https://www.jstor.org/stable/23004851.
  10. M. Bloor, F. Wood (2006), Keywords in Qualitative Methods. A Vocabulary of Research Con- cepts, London, Sage.
  11. G.J. Botvin (1996), Through Life Skills Training, in R.D. Peters, R.J. McMahon (eds.), Preventing Childhood Disorders, Substance Abuse and Delinquency, London, Sage.
  12. S. Brinkmann (2014), Unstructured and Semi-Structured Interviewing, in P. Leavy (ed.), The Oxford Handbook of Qualitative Research, Oxford, Oxford University Press.
  13. M. Cardano (2011), La ricerca qualitativa, Bologna, il Mulino.
  14. P. Corbetta (1999), Metodologia e tecniche della ricerca sociale, Bologna, il Mulino.
  15. D.K. Crawford, R.J. Bodine (2001), «Conflict Resolution Education: Preparing Youth for the Future», Juvenile Justice, 8, pp. 21-29, -- https://heinonline.org/HOL/P?h=hein.journals/ juvejstc8&i=21.
  16. S.A. Denham, K.A. Blair, E. DeMulder, J. Levitas, K. Sawyer, S. Auerbach-Major, P. Queenan (2003), «Preschool Emotional Competence: Pathway to Social Competence?», Child De- velopment, 74, 1, pp. 238-56, DOI: 10.1111/1467-8624.00533
  17. G. Desautels, S. Jacob (2012), «The Ethical Sensitivity of Evaluators: A Qualitative Study Using a Vignette Design», Evaluation, 18, 4, pp. 437-50, DOI: 10.1177/1356389012461192
  18. R.E. Fish (2017), «The Racialized Construction of Exceptionality: Experimental Evidence of Race/Ethnicity Effects on Teachers’ Interventions», Social Science Research, 62, pp. 317- 334,
  19. U. Flick (2008), Managing Quality in Qualitative Research, London, Sage.
  20. N. Golafshani (2003), «Understanding Reliability and Validity in Qualitative Research», The Qualitative Report, 8, 4, pp. 597-607.
  21. J. Hainmueller, D. Hangartner, T. Yamamoto (2015), «Validating Vignette and Conjoint Survey Experiments against Real-World Behavior», Proceedings of the National Academy of Scien- ces of the United States of America, 112, 8, pp. 2395-2400,
  22. M. Hammersley (1987), «Some Notes on the Terms “Validity” and “Reliability”», British Edu- cational Research Journal, 13, 1, pp. 73-82, DOI: 10.1080/0141192870130107
  23. A.W.M. Hoogveld, F. Paas, W.M.G. Jochems (2005), «Training Higher Education Teachers for Instructional Design of Competency-Based Education: Product-Oriented versus Process- Oriented Worked Examples», Teaching and Teacher Education, 21, 3, pp. 287-97,
  24. K. Howard, M. Swanson, P.S. Campbell (2014), «The Diversification of Music Teacher Edu- cation: Six Vignettes from a Movement in Progress», Journal of Music Teacher Education, 24, 1, pp. 26-37, DOI: 10.1177/1057083713494011
  25. R. Hughes (2008), Vignettes, in L.M. Given (ed.), The Sage Encyclopedia of Qualitative Rese- arch Methods, London, Sage.
  26. R. Hughes, M. Huby (2004), «The Construction and Interpretation of Vignettes in Social Re- search», Social Work and Social Sciences Review, 11, 1, pp. 36-51,
  27. M. Jackson, P. Harrison, B. Swinburn, M. Lawrence (2015), «Using a Qualitative Vignette to Explore a Complex Public Health Issue», Qualitative Health Research, 25, 10, pp. 1395- 409, DOI: 10.1177/1049732315570119
  28. N. Jenkins, M. Bloor, J. Fischer, L. Berney, J. Neale (2010), «Putting it in Context: The Use of Vignettes in Qualitative Interviewing», Qualitative Research, 10, 20, pp. 175-98, DOI: 10.1177/1468794109356737
  29. H.N. Kopnina (2014), «Education for Sustainable Development (ESD): Exploring Children’s Moral Reasoning about Sustainable Development and Environment through Vignettes», Studies in Educational Evaluation, 41, pp. 124-32,
  30. D. Leonardi (2021), «How to Use the Vignette Technique to Uncover Judgments, Values, Relationships with Norms. Methodological Reflections from a Research Project on Pro- fessional Discretion», Sociologia Italiana – AIS Journal of Sociology, 18, pp. 53-68, DOI: 10.1485/2281-2652-202118-3
  31. L. Leung (2015), «Validity, Reliability, and Generalizability in Qualitative Research», Journal of Family Medicine and Primary Care, 4, 3, pp. 324-7, DOI: 10.4103/2249-4863.161306
  32. A. Marradi (2005), Raccontar storie. Un nuovo metodo per indagare sui valori, Roma, Carocci. Miur – Ministero dell’Istruzione, dell’Università e della Ricerca (2012), Regolamento recante indicazioni nazionali per il curricolo della scuola dell’infanzia e del primo ciclo d’istruzione, a norma dell’articolo 1, comma 4, del decreto del Presidente della Repubblica 20 marzo 2009, n. 89, DM n. 254/2012.
  33. L. O’Dell, S. Crafter, G. de Abreu, T. Cline (2012), «The Problem of Interpretation in Vignette Methodology in Research with Young People», Qualitative Research, 12, 6, pp. 702-71, DOI: 10.1177/1468794112439003
  34. Parlamento Europeo (2006), Raccomandazione del Parlamento europeo e del Consiglio, del 18 dicembre 2006, sulle competenze chiave per l’apprendimento permanente, 2006/962/CE.
  35. M. Pellerey (2010), Competenze. Conoscenze, abilità, atteggiamenti, Napoli, Tecnodid.
  36. M. Poulou M. (2001), «The Role of Vignettes in the Research of Emotional and Beha- vioural Difficulties», Emotional and Behavioural Difficulties, 6, 1, pp. 50-62, DOI: 10.1080/13632750100507655
  37. J. Przeperski, B. Taylor (2020), «Cooperation in Child Welfare Decision Making: Qualitative Vignette Study», Child Care in Practice, pp. 1-16, DOI: 10.1080/13575279.2019.1701412
  38. A. Reisel (2017), «Practitioners’ Perceptions and Decision‐Making Regarding Child Sexual Exploitation – a Qualitative Vignette Study», Child & Family Social Work, 22, 3, pp. 1292- 301,
  39. H. Sampson, I.A. Johannessen (2019), «Turning on the Tap: the Benefits of Using ‘Real-Life’ Vignettes in Qualitative Research Interviews», Qualitative Research, 20, 1, pp. 56-72, DOI: 10.1177/1468794118816618
  40. C. Seale (1999), The Quality of Qualitative Research, London, Sage.
  41. D. Silverman (2014), Interpreting Qualitative Data, London, Sage.
  42. R.A.Jr Singleton, B.C. Straits (2012), Survey Interviewing, in J.F. Gubrium, J.A. Holstein, A.B. Marvasti, K.D. McKinney (eds.), The Sage Handbook of Interview Research: The Comple- xity of the Craft, London, Sage.
  43. K. Skilling, G.J. Stylianides (2020), «Using Vignettes in Educational Research: a Framework for Vignette Construction», International Journal of Research & Method in Education, 43, 5, pp. 541-556, DOI: 10.1080/1743727X.2019.1704243
  44. A. Spada (2022), Understanding the Effects of the Standardisation of Social Competences in the Italian Educational System: Teachers’ Conceptions in a Context of Normative Inde- terminacy, in H. Riese, L.T. Hilt, G.E. Søreide (eds.), Educational Standardisation in a Complex World, Bingley, Emerald Publishing Limited.
  45. N. Spalding, T. Phillips (2007), «Exploring the Use of Vignettes: from Validity to Trustworthi- ness», Qualitative Health Research, 17, 7, pp. 954-62, DOI: 10.1177/1049732307306187
  46. B.H. Spitzberg, G. Changnon (2009), Conceptualizing Intercultural Competence, in D.K. Dear-
  47. dorff (ed.), The Sage Handbook of Intercultural Competence, London, Sage.
  48. B.H. Spitzberg, W.R. Cupach (1988), Handbook of Interpersonal Competence Research, New York, NY, Springer-Verlag.
  49. B.H. Spitzberg, W.R. Cupach (2012), Interpersonal Skills, in M.L. Knapp, J.A. Daly (eds.), The Sage Handbook of Interpersonal Communication, London, Sage.
  50. G. Ten Dam, M. Volman (2003), «A Life Jacket or an Art of Living: Inequality in Social Compe- tence Education», Curriculum Inquiry, 33, 2, pp. 117-37, DOI: 10.1111/1467-873X.00254
  51. J. Törrönen (2002), «Semiotic Theory on Qualitative Interviewing using Stimulus Texts», Qua- litative Research, 2, 3, pp. 343-62, DOI: 10.1177/146879410200200304
  52. Unicef – United Nations International Children’s Fund (2012), Global Evaluation of Life Skills Education Programmes, New York.
  53. W.R. Veal (2002), «Content Specific Vignettes as Tools for Research and Teaching», The Elec- tronic Journal for Research in Science & Mathematics Education, 6, 4, pp. 1-37.
  54. K.D. Wason, M.J. Polonsky, M.R. Hyman (2002), «Designing Vignette Studies in Marketing», Australasian Marketing Journal, 10, 3, pp. 41-58, DOI: 10.1016/S1441-3582(02)70157-2
  55. P. West (1982), Reproducing Naturally Occurring Stories: Vignettes in Survey Research, Mrc Medical Sociology Unit.
  56. A. Zwaans, I. van der Veen, M. Volman, G. Ten Dam (2008), «Social Competence as an Educa- tional Goal: the Role of the Ethnic Composition and the Urban Environment of the School», Teaching and Teacher Education, 24, 8, pp. 2118-131,

Alice Spada, Fabio Gaspani, Formulare e utilizzare le storie: un esempio di ricerca qualitativa in "SOCIOLOGIA E RICERCA SOCIALE " 127/2022, pp 18-98, DOI: 10.3280/SR2022-127005