Q Methodology

Q_Methodology
Slide 1
Q Methodology
Section 1: Introduction
Welcome to the Q Methodology Tutorial.
The purpose of this tutorial is to outline the basics of Q methodology as a research design and
method. Emphasis is on determining the appropriateness of the Q methodology approach for a
research problem and examining the elements of Q methodology data collection and analysis. In
addition, the tutorial provides key resources for further exploration of the Q methodology
approach.
Slide 2
Upon successful completion of this tutorial, you will be able to:
Explain how Q methodology fits into the research continuum

Explain the basic theory, principles, and structural design components of Q methodology
Determine the appropriateness of Q methodology for a research purpose and research
questions
Describe data collection and analysis procedures for Q methodology
Summarize the strengths and limitations of Q methodology
Outline next steps to take regarding Q methodology
Slide 3
Tutorial Sections
This tutorial is organized into seven sections each of which includes tips and strategies
associated with a topic:
Introduction to the Q Methodology Tutorial

Background: What Is Q Methodology?
Q Methodology Alignment and Design
Process: How to Do Q Methodology
Next Steps: Is Q Methodology Right for You?
Additional Resources
Evaluation
Slide 1
Section 2: Background: What Is Q Methodology?
This section of the tutorial provides background information on Q methodology, including
definitions of the approach and an explanation of its origins.
This section also presents details about the benefits of using Q methodology and provides
examples of its use in various disciplines.
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2012 Laureate Education, Inc.
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Slide 2
In this section of the tutorial, focus on the following objectives:
Describe the characteristics of Q methodology
Identify the benefits of using Q methodology
Compare Q methodology to other approaches and methods
Explain how Q methodology is used by various disciplines
Slide 3
What Is Q Methodology?
Q methodology is a research approach for studying subjectivity, which is a large component of
how humans create and interpret their experiences. Its basic assumption is that every person
perceives the world differently, and Q methodology uses these subjective viewpoints to construct
typologies of different perspectives. Typologies can consist of organizations, behavioral patterns,
processes, and more.
For example, you could use Q methodology to explore the perspectives of teenagers to develop a
typology of parenting styles. Or you could use the Q methodology approach to examine the views
of law enforcement officers to generate a typology of crime organizations.
Slide 4
Q methodology involves a data collection technique known as a Q sort, as well as a data analysis
technique known as Q factor analysis.
Most typically, the process involves the researcher constructing a concourse, which is the field of
all possible opinions about a particular topic. From the concourse, the researcher selects a
representative sample of statements called the Q set and puts each item from the sample on a
card. Each participant, collectively called the P set, sorts the cards in a process called the Q sort.
The researcher performs the Q factor analysis by entering into a software program data about
how each participant sorted the cards. The researcher then interprets the results.
In Q methodology, Q sorting is the data collection method and Q factor analysis is a procedure for
statistical analysis. While you can use Q sorting and Q factor analysis independently, you can
also combine them, which allows you to benefit from both qualitative and quantitative research
approaches.
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Slide 5
Q methodology is:
Focused on the study of human subjectivity
A way to empower participants to offer their own meanings for their unique experiences
A systematic research approach that uses factor analysis statistical procedures
Supported by proven scientific foundations
A method that correlates people instead of tests
A sorting technique used to sort items in relationship with each other rather than in
isolation
Slide 6
Is Q Methodology Quantitative, Qualitative, or Mixed Method?
Some scholars view Q methodology as a mixed research method. A more accurate description of
Q methodology is as a qualitative and quantitative integrated (QQI) research method that may be
suited to studies that do not seem to fit squarely within more traditional quantitative, qualitative, or
mixed methods research paradigms.
Slide 7
Q Methodology and the Continuum of Inquiry
Q methodology falls in the middle section of the Continuum of Inquiry, indicating that it can
integrate the descriptive nature of qualitative studies with the idea-testing aspects of quantitative
approaches, and it can be used whether relatively little or much is known about a topic.
The Continuum of Inquiry description follows:
The Continuum of Inquiry depicts how the state of current knowledge aligns with both types of
inquiry and research approaches.
A horizontal line with an arrow on the right represents the state of current knowledge within a
paradigm or problem area.
The far left side of this axis represents a state where very little or nothing is known. This idea is
depicted in a box above the horizontal line representing the state of current knowledge. The far
right side represents a state where much is known, and this idea is depicted in a box above the
horizontal line representing the state of current knowledge. Each of these boxes contains an
arrow pointing down to the horizontal axis.
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A specific method of inquiry can be placed at a point either at or between the boxes to represent
that a particular method of inquiry applies when very little or nothing is known or when much is
known.
The method of inquiry would then align with a number of horizontal rectangles arranged below the
state of current knowledge, as follows.
Below the line representing the state of current knowledge are three rectangles of equal length.
The left rectangle represents descriptive studies. The middle rectangle represents correlational
studies. The right rectangle represents cause-and-effect studies.
Below these three rectangles of equal length are the following three rectangles of varying length,
stacked one atop the other.
The top rectangle represents qualitative approaches and it extends the length of the rectangles
above that represent descriptive studies and correlational studies. This line ends one-quarter of
the way through cause-effect studies.
Below qualitative approaches, the middle rectangle represents quantitative approaches. This
rectangle begins in alignment with the final quarter of descriptive studies. It then extends the
length of correlational studies and through the end of cause-effect studies.
The bottom and final rectangle represents mixed methods utility. This rectangle begins in
alignment with the final quarter of descriptive studies. It then extends the length of correlational
studies and ends at the first quarter of cause-effect studies.
Slide 8
Benefits of Using Q Methodology
A major benefit of the Q methodology approach is the flexibility it offers the investigator in terms
of research design. In addition, the following points apply to Q methodology:
Q methodology can be a means for small sample research

Q methodology can help with exploratory research
A well-developed theoretical body of literature guides and supports its usage
It captures subjectivity in operation
Participants do not need to be randomly selected
It may be administered over the Internet
Its analysis techniques help protect participants from the researchers influence
(Watts & Stenner, 2005)
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Slide 9
Origins of Q Methodology
The origins of Q methodology trace back to William Stephenson, a British physicist and
psychologist. In 1935, Stephenson wrote a brief letter published in NATURE. In this letter, he
proposed applying factor analysis to persons rather than to traits. By transposing the factor
analysis technique, Stephenson advanced a new methodology to study human behavior, as well
as a different application of statistical analysis he initially called Q-technique.
Through many studies, Stephenson demonstrated that human subjectivity is amenable to
scientific analysis when this subjectivity is understood on the basis of intraindividual rather than
interindividual differences.
In 1953, Stephenson wrote a book titled The Study of Behavior: Q Technique and Its
Methodology.
Slide 10
Scientific Underpinnings of Q Methodology
Q methodology has the following as its foundation:
Science of subjectivity (William Stephenson, 1953)

Factorial design (Ronald Fisher, 1935)
Representative sampling (Egon Brunswik, 1947)
Abductive reasoning (Charles S. Peirce, 1958)
Operant behavior (B. F. Skinner, 1953)
Interbehavioral psychological events (Jacob Kantor, 1965)
Slide 11
In support of the scientific basis for Q methodology, Stephenson described parallels between
quantum mechanics and Q methodology on conceptual and mathematical grounds (Stephenson,
1982). He also used Fishers factorial design technique (Fisher, 1935) as a guide for structuring
variables and their interconnections in Q studies.
Stephenson integrated Brunswiks concept of representative design, the idea that results are
generalizable only with regard to the circumstances or stimuli that were sampled (Brunswik,
1947). To ensure adequate representation of behaviors in a Q sample drawn from a universe of
possibilities, Stephenson included the replications of terms, such as attitudes, opinions, and
beliefs.
Stephenson adapted the process of abductive reasoning as the first stage of scientific inquiry in Q
methodology. Abductive reasoning involves intuitively developing hypotheses based on
observations or facts (Peirce, 1958). This type of logic, based on human intuition, supports
subjectivity. The human mind creates inferences and insights and uses indeterminate thinking in
the construction of theories.
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Slide 12
The notion of operant behavior suggests that individuals behave according to consequences
generated by prior experiences, so behavior is not immediately controlled by a stimulus (Skinner,
1953). Stephenson drew upon the concept of operant behavior to develop the concept of operant
subjectivity, which refers to the fact that the participants in a Q methodology study sort items
according to the subjective meanings they give the items, not by meanings built into the items.
Stephenson also incorporated Kantors interbehavioral psychology. Central to interbehavioral
psychology is the idea that as individuals interact with their surroundings, they are continually
developing an ever-changing history of interactions that influences everything they do (Kantor,
1965). Kantor developed a formula for analyzing the interrelated components that affect a
psychological event, which Stephenson adapted to strengthen his analysis of operant subjectivity.
Slide 13
Q Methodology Compared to Traditional Research Methods
The majority of traditional research has rested on a positivistic framework. In the strictly positivist
view, reality can be ultimately verified, and even predicted. The positivist knows, or claims to be
able to verify, exactly why things happen the way they do. Research associated with a traditional
positivist framework is sometimes referred to as R methodology, based on the Pearson r, which is
the coefficient produced by a popular statistical test used in survey data analysis.
Because Q methodology expands this positivistic framework to include subjectivity, the analytical
assumptions in R methodology research are not compatible with knowledge discovery
approaches used in Q methodology research. The letter Q distinguishes Q methodology as
different from R methodology. Some say Q represents Stephensons quansal units, an idea
derived from quantum physics. Quansal is a contraction of quantification of saliency and is
Stephensons name for the unit that demarcates the categories of statements after a Q-sorter has
sorted them (Webler, Danielson, and Tuler, 2009).
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Slide 14
Comparison to Traditional Research Methods
R Methodology:
Aims to measure (e.g., IQ, anger, depression)
Based on correlations (use of Pearsons r)
Positivistic hypothetical-deductive
Uses standardized instruments with pre-established psychometrics
Assumes independent responses by participants to normative scales
Measures traits in persons
Attempts prediction
Seeks to generalize to a larger population
Empowers the ideas (hypotheses) of the researcher
Q Methodology:
Aims to discover
Based on factor analysis (principal component analysis)
Constructivist operant-subjectivity
Uses concourse items generated in the research context
Assumes interdependent responses to items by participants
Assesses personal points of view
Measures attitudes of persons
Attempts in-depth explanations
Seeks to understand human complexity
Empowers the points of view of the participants
Slide 15
What Disciplines Use Q Methodology
Q methodology is applicable to any discipline. Researchers have used Q methodology in:
Psychology, to investigate adult personality structures (York & John, 1992) or adolescent
development (Hart & Chmiel, 1992)
Political science, to identify types of policy analysts (Durning & Osuna, 1994)
Public health, to study women with eating disorders (Bulik & Sullivan, 1993)
Business, to explore the uses of mobile phones by small business owners (Donner, 2004)
Education, to find out how university staff view their workloads (Wolf, 2010) or how
college students learn math (Wheeler & Montgomery, 2009)
In the next sections of this tutorial, several of the articles cited above will serve as examples to
illustrate Q methodology design and process.
Slide 16
Self-Assessment
Next, you will take a short self-assessment to check your comprehension of the information
presented in this section.
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Slide 17
Multiple Choice
From the multiple choice options listed below, please select the correct phrase to fill in the blank.
Q methodology is _________________________.
Fill in the circle of the correct answer:
a) using peoples subjective viewpoints to construct typologies of different perspectives
b) investigating organizations to find out what people really think of them
c) showing participants statements written by the researcher to see if they agree with them
d) collecting statistics on how often people think about a certain topic
Answer:
Q methodology is _________________________.
a) using peoples subjective viewpoints to construct typologies of different perspectives
Slide 18
Multiple Choice
Read the statement below and then choose whether it is true or false.
Q methodology may be suited to studies that do not seem to fit squarely within more traditional
quantitative, qualitative, or mixed methods research paradigms.
a) True
b) False
Answer:
Q methodology may be suited to studies that do not seem to fit squarely within more traditional
quantitative, qualitative, or mixed methods research paradigms.
a) True
Slide 19
Multiple Choice
From the multiple choice options listed below, please select the correct response to the question.
Q methodology has all of the following as its scientific foundation EXCEPT
a) factorial design
b) representative sampling
c) standardized instruments
d) operant behavior
Answer:
Q methodology has all of the following as its scientific foundation EXCEPT
c) standardized instruments
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Slide 20
Multiple Choice
The origins of Q methodology trace back to ________________, who advanced a different
application of statistical analysis he initially called Q-technique.
a) Egon Brunswik
b) William Stephenson
c) B. F. Skinner
d) Ronald Fisher
Answer:
The origins of Q methodology trace back to ________________, who advanced a different
application of statistical analysis he initially called Q-technique.
b) William Stephenson
Slide 21
Multiple Choice
The analytical assumptions in traditional research are perfectly compatible with the knowledge
discovery approaches used in Q methodology research.
Fill in the circle of the correct answer:
a) True
b) False
Answer:
The analytical assumptions in traditional research are perfectly compatible with the knowledge
discovery approaches used in Q methodology research.
b) False
Slide 1
Section 3: Q Methodology Alignment and Design
This section of the tutorial provides information on the types of research topics and questions
explored with Q methodology, along with examples illustrating the use of Q methodology with
other methodologies. In addition, this section discusses the role of the researcher, as well as
sample size and ethical considerations in doing Q methodology.
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Slide 2
Section 3: Q Methodology Alignment and Design
Identify appropriate types of research topics and questions explored with Q methodology
Examine the role of the researcher in doing Q methodology
Explain important theoretical and conceptual framework considerations
Understand ethical considerations in doing Q methodology
Slide 3
Research Topics for Q Methodology
In any research study, the research question drives the choice of research method. This section
of the tutorial includes examples of research topics and research questions suited for using Q
methodology.
According to Jones, Parke, and Pulos (1992), Q-sort methodology is especially good for
investigating patterns, processes, and change. Thus, a Q methodology approach should be most
appropriate for researchers who are interested in measuring individual styles, personal
development, learning outcomes, and organizational dynamics.
Q methodology might be the right research method for exploring diverse topics in emergent
knowledge areas. Q methodology has the power to provide a sharper focus on issues and elicit
more systematic insights from social values and individual preferences held by managers,
students, consumers, professionals, and other personnel in many fields.
Slide 4
Research Topics for Q Methodology: Examples
The previously cited articles covered these topics:
Adult personality structures (York & John, 1992)

Adolescent development (Hart & Chmiel, 1992)
Types of policy analysts (Durning & Osuna, 1994)
Women with eating disorders (Bulik & Sullivan, 1993)
Uses of mobile phones by small business owners (Donner, 2004)
How university staff view their workloads (Wolf, 2010)
How college students learn math (Wheeler & Montgomery, 2009)
Other topics explored with Q methodology include:
Teacher leadership (Lynch & Strodl, 1991)

Effective instructional communication (Kramer & Pier, 1997)
Attachment theory research (Vaughn & Waters, 1990)
Political opinions (Brown, 1980)
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Slide 5
Research Questions Explored With Q Methodology
The kinds of research questions best explored with Q methodology have to do with using human
points of view to explore patterns and processes. Q methodology research questions typically
emphasize participants perspectives to investigate experiences, attitudes, or needs.
Here are some examples of research questions explored with Q methodology.
What are the main personality types of women at midlife? (York & John, 1992)
How do academic staff members in a university department view their workloads? (Wolf,
2010)
How do defense mechanisms influence the development of moral judgment in

adolescence? (Hart & Chmiel, 1992)
What are the differences between bulimic women with and without comorbid alcohol
abuse or dependence, in terms of how they perceive their families? (Bulik & Sullivan,
1993)
Slide 6
Research Questions: Examples
Here are additional examples of research questions explored with Q methodology:
1. How do the perspectives of students enrolled at a small Midwestern community college
vary regarding mathematics learning?
2. In what ways do students demographic characteristics relate to perspectives of
mathematics learning?
3. In what ways does the theoretical interpretation of beliefs as availing and nonavailing
relate to perspectives of mathematics learning? (Wheeler & Montgomery, 2009, p. 293)
Slide 7
Research Questions: Examples
And here are additional examples of research questions explored with Q methodology:
1. To what extent do policy analysts and researchers resemble the ideal types suggested
by the scholars who have written on this topic?
2. If the ideal-type models do not describe policy analysts and researchers well, what
different types of policy analysts exist, what do these different types have in common,
and how do they differ most?
3. Which of the following factors seem strongly associated with those differences:
professional backgrounds, organizational contexts, or other characteristics? (Durning &
Osuna, 1994, p. 630)
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Slide 8
Using Q Methodology With Other Research Methods
You may combine Q methodology with other research approaches, such as grounded theory,
phenomenology, gestalt psychology, ethnography, field based action research, and others. Most
research designs (e.g., experimental, quasi-experimental, longitudinal, and cross-sectional) can
use a Q methodology approach as a data collection procedure.
A good example of the methodological flexibility of a Q-sort approach is Redburns (1975)
repeated measures study of undergraduate students attitudes toward urban affairs before and
after their internship experiences in local public agencies. In this study, the researcher was
interested in students movement through several theoretical dimensions of attitudes toward
urban affairs.
Slide 9
Theoretical and Conceptual Frameworks
As a researcher, you need to ground your study in a framework of some kind. This provides a
foundation for your study. You can base your framework in the literature, in established theory, or
in some comprehensive understanding of how a phenomenon operates. Q methodology
researchers may use many different theoretical and conceptual frameworks.
Slide 10
Theoretical and Conceptual Frameworks: Examples
Theoretical frameworks imply verifying or drawing upon the principles of a theory. For example, in
York and Johns study of adult personality structures (1992), the researchers used a theory
developed by psychologist Otto Rank, who proposed three types of adjustment to the adult
developmental process of individuation through separation from parents. By applying Rankian
theory to their study, York and John expected to identify three adult personality prototypes that
corresponded to Ranks typology.
A conceptual framework involves broader understandings or general ideas about the way the
world works. For example, in the Wolf study (2010), which examined university staff members
views of their workloads, the researcher could not base her study on any workload allocation
model that incorporates individual subjective assessment, because none exists. As a conceptual
backdrop for her study, the researcher used general principles about workload policies that were
consistent with a review of the literature and existing university policies.
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Slide 11
Sample Size Considerations for Q Methodology
In Q methodology, sample size may refer to the number of participants performing the Q sort or to
the number of items to include in a Q sort.
Here is information on participant sample size.
Participant Sample Size
Because Q methodology emphasizes individual subjectivity, traditional positivist sampling
techniques that focus on the need to generalize from the studied population using large
participant sample sizes are not relevant (Brown, 1996). The participant sampling process is
much more akin to the purposeful or strategic sampling characteristic of qualitative research
(Stenner & Marshall, 1995). Thus, researchers may select participants to obtain variety in
particular characteristics such as age, education, occupation, sex, political persuasion, cultural
background, or other factors relevant to the study.
Slide 12
For example, Wheeler and Montgomery (2009) used a participant sample of 74 students from two
different campuses, one a traditional residential campus in an urban setting and the other a
commuter campus in an urban setting. To achieve as much diversity as possible, they solicited
participants from both a remedial math course and a more advanced one, which provided a
variety of educational experiences among the sample.
While variation in sample size is evident in the literature, small samples are common. For
example, Wolf (2010) used a relatively small participant sample of 12, which comprised all the
members of the university department under study.
Slide 13
More typically, however, studies use use 3,040 participants on average to perform the Q sort. A
larger number of participants can be problematic, because they can negate the complexities and
fine distinctions that are essential features of qualitative techniques.
Watts and Stenner (2005) therefore argue that there is value in using smaller numbers and to
sample participants strategically, especially if they seem likely to express a particularly
interesting or pivotal viewpoint (p. 79).
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Slide 14
Here is information on Q sort sample size.
Q Sort Sample Size
Regarding the number of items to include in a Q sort, Kerlinger (1986) has recommended using
at least 60 items in order for the items to have statistical stability and reliability. Brown, Dunning,
and Selden (1999) have found other valid and reliable studies that have used Q sorts with fewer
items (e.g., 3,048 average). This implies that the number of items may be flexible and may
depend upon the specific topic under study.
For example, the Hart and Chmiel (1992) study of moral judgment development used a Q sort of
60 items. Durning and Osuna (1994) determined that their Q sample consisting of 39 statements
was sufficient for their study of policy analysts views. And the Bulik and Sullivan (1993) study of
bulimic women used a 101-item Q sort, including items about weight and appearance, in order to
provide a comprehensive view of family characteristics and functioning.
Slide 15
What Is the Role of the Researcher?
In a Q methodology study, the role of the researcher is to act as an independent observer. The
researcher must explain the study to potential participants, obtain documentation of consent,
develop the Q sample, administer (or supervise) the Q sort, and analyze the results.
Researcher bias may enter into a Q study in developing the Q sample. The researcher can
reduce bias by choosing Q statements verbatim from the concourse. By using natural statements
made by people, Q methodology can reduce researcher bias, although it cannot eliminate it
completely (Robbins & Krueger, 2000). In selecting Q statements, the researcher must still make
a value judgment.
Bias may also enter into a Q study during data analysis. The next section of this tutorial will give
examples of how researchers deal with this topic. The bottom line is that Q methodology is not a
template. It requires thinking and has all the messiness and difficult decision making of qualitative
methodology.
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Slide 16
General Ethical Considerations
In designing a Q methodology study, keep in mind the following general ethical principles, which
apply to all human subject research. Click on each principle to see more information.
Respect for Persons
Subjects should give proper and informed consent. Certain subject populations, such as children,
prisoners, and the mentally disabled, should receive additional protections.
Beneficence
Maximize anticipated benefits from the research, while minimizing possible harm to participants.
Examine the design of your study so that the risks are justified by the benefits of the research.
Justice
Be sure to treat subjects fairly. Do not select or exclude particular people or classes of people,
unless you have a scientifically valid reason. Do not include subjects who are not likely to benefit
from the research.
For more information on general ethical considerations in research, visit Waldens Office of
Research Integrity and Compliance at http://researchcenter.waldenu.edu/Office-of-ResearchIntegrity-and-Compliance.htm
Slide 17
Self-Assessment
Slide 18
Multiple Choice
Which of these research questions would be best explored with Q methodology?
a) Which types of pet foods are preferred by pets?
b) What are the main personality types of pet owners?
c) Is there a correlation between owning a pet and having a child?
d) How does owning a pet enhance human health?
Answer:
Which of these research questions would be best explored with Q methodology?
b) What are the main personality types of pet owners?
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Slide 19
Multiple Choice
You may never combine Q methodology with other research approaches, nor can you use Q
sorting as a data collection procedure for other research designs.
a) True
b) False
Answer:
b) False
Slide 20
Multiple Choice
In Q methodology, sample size may refer to the number of participants performing the Q sort or to
the number of items to include in a Q sort.
a) True
b) False
Answer:
b) False
Slide 21
Multiple Choice
From the multiple choice options listed below, please select the correct response to fill in the
blank.
Most typically, the number of participants used in a Q methodology study is
___________________.
a) Fewer than 5
b) 10 to 20
c) 30 to 40
d) 75 or more
Answer:
Most typically, the number of participants used in a Q methodology study is
___________________.
c) 30 to 40
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Slide 22
Multiple Choice
The number of items to include in a Q sort should never exceed 60.
a) True
b) False
Answer
The number of items to include in a Q sort should never exceed 60.
b) False
Slide 1
Section 4: Process: How to Do Q Methodology
This section of the tutorial presents information on data collection and analysis in Q methodology.
In addition, this section explains how to ensure quality in a Q methodology project.
Slide 2
Section 4: Process: How to Do Q Methodology
Describe data collection and analysis used in Q methodology

Explain how to ensure quality in a Q methodology project
Slide 3
Overview of the Q Methodology Research Process
Once you determine that Q methodology will best answer your research question, follow these
steps to conduct a Q methodology project:
1.
2.
3.
4.
5.
Construct a concourse.
Derive the Q set from the concourse.
Select participants for the P set.
Have the P-set participants perform a Q sort.
Analyze data using software and interpret the results.
The following pages will explain these steps in more detail. The procedure for Q methodology
research is an iterative process, meaning that you will repeat and revisit the steps of the process
throughout the research.
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Slide 4
How to Construct a Concourse
Once you determine that Q methodology is the best approach to answer your research question,
the first step in the process is to construct a concourse.
The concourse is the field of all possible opinions about a particular topic. It includes the pool of
material used for identifying the statements or questions that will comprise the Q set for
participants to sort during data collection. The goal is to build up a set of statements that identifies
different but recognizable assertions about the social phenomena under study with the aim of
being broadly representative of the opinion domain at issue (Watts & Stenner, 2005, p. 75).
Slide 5
How to Construct a Concourse: Types of Items
Most typically, the concourse and Q set consist of statements; however, they may also consist of
words, pictures, audio recordings, or other stimuli.
In early Q-methodological work, Stephenson (1953) used more unusual stimuli, including a Q set
of bottled fragrances to investigate the hedonic value of different odors. In more recent research,
scholars have utilized a set of photographs to represent different aspects of a discourse about
forest sector development (Swaffield & Fairweather, 2000).
Slide 6
How to Construct a Concourse: Examples
You may develop the concourse statements naturalistically (through interviews, focus groups,
and/or field-based needs assessment) or theoretically (based on research literature or readymade measures). You may also use a combination of these two approaches.
For example, Bulik and Sullivan (1993) used the Environmental Q Sort, an existing card sort with
92 items, and added 9 additional items pertinent to their study.
Wolf (2010) developed her concourse by asking university department staff members to
anonymously give their views about workloads. She also looked at department heads' memos to
staff. From these sources, she collected 151 distinct statements for her concourse. Examples of
statements include My biggest frustration is trying to do more and more work in less and less
time and It bothers me that workloads are said to be equitable (p. 251).
Slide 7
Deriving the Q Set From the Concourse
Once you construct the concourse, you then derive the Q set (or Q sample) from the concourse.
As discussed in Section 3, the number of items in the Q set usually ranges from 30 to 90, but may
be higher or lower depending on the needs of the study.
The Q set typically consists of statements placed on cards, collectively known as a Q-sort deck,
which is what the participants sort into piles when they perform the Q sort. A Q-sort deck is
essentially like a test or survey; like any other instrument, the items comprising a Q-sort deck
must be valid and reliable. Similar to well-written survey items, Q-sort items should contain only
one statement per card and should be written in language familiar to the participants.
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Slide 8
How to Select Q-Set Items
The literature suggests a variety of techniques for developing the Q sample from the concourse.
One technique involves creating a structured sample by thematically coding statements and
matching them to a matrix according to different dimensions of a discourse.
Alternatively, you may use a naturalistic approach. For example, Wolf (2010) selected her Q set
of 48 items from the 151-item concourse by using a naturalistic approach based on her sense
that four categories covered the overall discussion (p. 251). She then chose equal numbers of
statements from each category, aiming to sample the widest possible range of views (p. 251).
She checked the statements to make sure they were self-referent (could not be right or wrong)
and were not assertions of fact (with an implied right or wrong) (p. 251).
Slide 9
How to Select Q-Set Items
McKeown and Thomas (1988) argued that the naturalistic Q sample reduces the risk of
respondents misunderstanding and misinterpreting statement meaning, because the sample has
been drawn from participants with shared experiences, rather than being derived from some
external source.
Whatever technique you use, you should select Q-set items consistent with the aims of your
research. You should also consider time and practical constraints. Overall, you must ensure that
you have covered the breadth of opinions or themes that may circulate about a discourse; you
must also avoid unnecessary duplication as well as under- or oversampling.
Slide 10
Selecting Participants for the P Set
In Q research, the people doing the sorting are the variables; this set of people is called the P set.
You may choose the P set by convenience sampling (choosing people to whom you have access,
e.g., patients in a particular office or students in a particular classroom) or purposeful sampling
(choosing people you think would be appropriate for the study).
The sample should reflect the diversity in perspectives found in the population so that the P set is
a representative subset and to ensure sampling comprehensiveness. The breadth and type of
sample can reflect the type or degree of detail appropriate to the research question.
For example, Wolf (2010) used convenience sampling by using all the staff members in one
university department to whom she had access. Durning and Osuna (1994) used purposeful
sampling by selecting a diverse group of practicing policy analysts and researchers who worked
at various levels of government in a range of geographic areas.
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Slide 11
P-Set Participants Perform a Q Sort
Data collection for Q methodology occurs when the participants perform a Q sort by sorting or
rank-ordering cards into piles or categories according to the researchers instructions.
Before the participants perform the Q sort, you must select a response format. A response format
is simply the names chosen for the ranking dimensions. For instance, you might choose degree
of importance as the subjective area of interest; therefore, you would ask participants to rank
each Q statement using a continuum of most important to least important statements. Thus, the
response format would be a unidimensional continuum representing an individual's perceptions of
importance.
Slide 12
Q Sort: An Ipsative Approach
A Q sort is an ipsative approach (McKeown & Thomas, 1988), which means that all items are
dependent and interrelated. Thus, how a participant responds to one Q item will be dependent on
his or her answers to all other items.
For example, you might give participants 36 cards to sort and ask them to rank the cards based
on which items are most descriptive of their points of view. You would then know which items
participants perceived to be most and least important to them, while assuming that each item
provided a degree of influence on the profile of the ranked selections.
Slide 13
Q Sort: Free or Forced Sort
In addition to choosing the response format, you must also decide whether the participants will
perform a free sort or a forced sort of the cards. This decision has to do with giving out sorting
instructions or conditions to participants.
In a free sort condition, participants are the ones who determine how many piles (or categories)
they need in order to represent their self-perceptions. For example, one participant might sort into
five piles of seven cards, while another participant might sort the items into seven piles of five
cards.
In a forced sort condition, the researcher determines in advance the number of piles participants
must use for card sorting.
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Slide 14
Q Sort: Forced Sort Decision
When using a forced sort approach, you must make three decisions:
The number of piles participants must use for the sorting task
Whether or not to instruct the participants to place a specific number of cards in each
pile. For example, you could ask participants to sort items into five piles, and the top and
bottom piles must contain exactly two items each. By specifying the number of piles, and
the number of cards each pile must contain, the researcher influences the statistical
distribution of the total items sorted.
Whether to ask participants to rank the items within piles. For instance, you could ask
participants to sort items into five piles with each pile containing a specific number of
items, and then rank order the cards within each of the five piles. The benefit of this
approach is that it provides some structure to the task, as some participants could find
simultaneously ranking many items to be an overwhelming task.
Slide 15
Q Sort Recommendations
Using a forced sort has its benefits; however, some participants may find it difficult to remember
sorting instructions while sorting cards. You should provide all sorting rules in writing to the
participants, so that they can use their cognitive resources for ranking items, not for remembering
instructions.
The research question and the researchers desire to have the sorted cards fit a normal or quasinormal statistical distribution inform the decision of whether to use a forced-choice or free-sort
condition. With a forced-choice condition, a normal distribution will occur since the researcher
instructs participants to place fewer Q items in the top and bottom piles. Since this is a ranking
task, the items placed in the top and bottom piles reflect the participants' strongest views, which
typically contain the most important information. The middle piles contain the majority of Q-sort
cards, and reflect neutral items.
A forced choice procedure is recommended when there are a large number of cards to be sorted.
Slide 16
Options for Data Collection
Individual or Group:
You may collect data from participants individually or in a group setting. In addition to the Q sort
itself, you may make observations during the data collection process. For example, you may
observe sorting behaviors and log all verbal comments made by participants during the sorting
task and conduct qualitative interviews with each participant based on comments made during
the Q-sort process. This is an example of how you can use a Q-sort data collection procedure to
collect both qualitative and quantitative data for creating a more comprehensive picture of the
problem under study.
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Slide 17
Options for Data Collection
In Person or Through a Technology:
Often, data collection for Q methodology occurs when the participant and researcher are in a
face-to-face environment. This allows for spontaneity and community-shared experience. Todays
technologies afford the researcher and participant the same advantages and experiences through
online interaction.
Technologies that can be applied to data collection for Q methodology are:
Online meeting technologies or Skype
Avatar-based technology, such as Second Life or Sococco
Telepresence technologies, such as videoconferencing
Having options for data collection methods allows the researcher to reach a wider audience than
ever before, thus making possible certain studies that previously may not have been practical.
Slide 18
Data Analysis
Once the participants have completed the Q sorts, you can collect the raw data and enter it into a
Q methodology software program.
Typically, the researcher numbers each statement in a Q set and also uses numbers to associate
the different piles into which a participant sorts the cards. So the raw data, representing exactly
how each participant sorted the cards, consists of numbers that are then inputted into a software
program.
Although some standard statistics software such as SPSS have Q methodology capabilities, it is
advisable to use software specially made for Q analysis, as these programs provide richer data
for Q studies than do traditional software packages. Q methodology specific packages include PQ
Method, which is freeware and downloadable online, and PCQ analysis software, which is
Windows based.
Slide 19
Data Analysis
The final stage of the process of Q methodology is analysis, in which subjects responses are
typically factor-analyzed in order to identify patterns across individuals.
This is distinguishable from the traditional survey R methodology, which is concerned with
determining patterns across variables.
Individuals who load on the same factor have sorted the statement items similarly and
consequently will be those who have similar discursive positions.
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Slide 20
Data Analysis
Automation does not, of course, negate the importance of researcher analysis.
Brown (1980) recommended that researchers run from a seven-factor to a two-factor solution
before accepting a final solution. This process assists interpretation because the researcher is
continually positing possible explanations for the factors until the best explanation can be
developed. At a practical level, McKeown and Thomas (1988, pp. 5253) suggest that common
sense offers the best counsel when determining the importance of actorsthat is, their contextual
significance in light of the problems, purposes, and theoretical issues in the research project. (pp.
5253).
Statistical interpretation can contribute to elaborating the qualitative findings by identifying
distinguishing statements for each idealized sort. A distinguishing statement is defined as one that
is most different from other statements when they are rank-ordered in respect to each idealized
Q sort. By identifying distinguishing statements, Q researchers can create a distinct picture for
each factor array (Shemmings, 2006, p. 154).
Slide 21
Data Analysis
Q methodology is unique in that, when compared to other research methods, it is less concerned
with the ability to generalize the findings from the analysis, and it uses smaller, well-selected
samples to analyze variability within cases.
Q analysis does not yield statistically generalizable results because it does not require random
selection of participants. Instead, the results produce an in-depth portrait of the typologies of
perspectives that prevail in a given situation among individuals, which in Q methodology is called
operant communicability.
As McKeon and Thomas (1988) assert, Q methodology provides researchers and analysts with "a
systematic and rigorously quantitative [and qualitative] means for examining human subjectivity
(p. 8).
Slide 22
Interpreting Q Results
The interpretive process in Q methodology is guided by a series of summarized accounts that
are explicated in a factor array that exemplifies a particular groups point of view.
Thus, the input of subjective data results in the production of objective structures. Watts and
Stenner (2005) argue that this procedure reduces the ecological validity common to qualitative
methods, but at the same time, the presence of objective structures demands a great deal of the
interpreting researcher. (p. 85)
Bias may enter into a Q study during data analysis, since the researcher must make a value
judgment in selecting a particular factor solution. Some factors that emerge, even heavily
weighted ones, may be subject to externalities that change their statuses in the analysis.
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Slide 23
Interpreting Q Results
Researchers can verify their interpretations by returning to participants for follow-up interviews
(Brown et al., 1999, p. 625). Researchers should return only to those participants with a
significant factor loading in the factor array. At this stage it is important to keep in mind that each
factor array represents a groups shared viewpoint. Thus, interviewees do not have to provide a
veridical representation of a participants own opinion (Watts and Stenner, 2005, p. 85).
To further enhance accuracy and efficacy, some Q methodologists conduct interviews during the
Q sort process, asking participants to comment on their choices. These comments are recorded
to facilitate analysis.
In concluding a Q methodology study, the researcher thus has a map of subjectively expressed,
socially organized semantic patterns of how participants conceptualize or think about an issue. Q
methodologists cannot specify the frequency of an attitude or opinion, but they have knowledge of
its existence as well as its characteristic features or dimensions.
Slide 24
How to Ensure Quality When Using Q Methodology
When using Q methodology, one threat to trustworthiness includes bias that may enter the study
when the researcher derives the Q set from the concourse or during data analysis.
As discussed in an earlier section of this tutorial, the researcher can reduce bias by choosing Q
statements verbatim from the concourse. To reduce bias during data analysis, the researcher can
verify his or her interpretations by returning to participants for follow-up interviews.
Also, remember that the Q-sort deck is essentially like a test or survey, and like any other
instrument, the items comprising a Q-sort deck must be valid and reliable. Make sure you can
provide evidence that your Q items actually reflect the full range of participants views on the
topic. Also, similar to well-written survey items, Q-sort items should contain only one statement
per card and be written in vocabulary familiar to your participants.
Slide 25
How to Ensure Quality: General Strategies
Since Q methodology is a qualitative and quantitative integrated research method, you should
address indicators of quality for both qualitative and quantitative methods.
Quantitative studies should address threats to internal and external validity (Shadish,
Cook, & Campbell, 2001). See Section 6 of this tutorial for a resource on this topic.
Qualitative studies focus on trustworthiness, and there are four main indicators of
trustworthiness that a researcher should establish: credibility, transferability,
dependability, and confirmability. The following pages contain strategies you can use to
establish these aspects of trustworthiness.
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Slide 26
Credibility and Transferability
To establish credibility (internal validity), use the following strategies:
Triangulation (multiple methods, multiple data sources, multiple investigators, or multiple

theories)
Prolonged contact with participants around the phenomenon of interest
Respondent validation/member checks
Saturation (verify that an adequate amount of data has been examined to support that no
additional data would yield different findings)
Reflexivity (the use of field journals to capture ideas, connections, methodological notes,
etc., related to the understanding of the phenomenon)
Peer review of data and findings
Slide 27
Credibility and Transferability
To ensure transferability (external validity), use the following strategies:
Rich, thick description derived from the data

Confirmation that participant selection includes sufficient variation/typicalness
Slide 28
Dependability and Confirmability
To establish dependability (the qualitative counterpart to reliability use the following strategies:
Audit trail (research journal or memos)

Triangulation of investigators, data, methods, and theoretical perspectives
Peer review
Reflexivity (the use of field journals to capture ideas, connections, methodological notes,
etc., related to the understanding of the phenomenon)
Slide 29
Dependability and Confirmability
To ensure confirmability (the qualitative counterpart to objectivity), use the following strategies.
Prolonged contact with participants around the phenomenon of interest

Respondent validation/member checks
Saturation (verify that an adequate amount of data has been examined to support that no
additional data would yield different findings)
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Slide 30
Self-Assessment
Slide 31
Sequence
Arrange these items in the order that answers the question correctly.
For a Q methodology study, in what order would a researcher most typically perform these steps?
a) Analyze data using software and interpret the results.
b) Construct a concourse.
c) Derive the Q set.
d) Have the P set perform a Q sort.
Answer:
For a Q methodology study, in what order would a researcher most typically perform these steps?
a) Construct a concourse., b) Derive the Q set., c) Have the P set perform a Q sort., d) Analyze
data using software and interpret the results.
Slide 32
Multiple Choice
In Q methodology, the concourse is the _____________________________.
a) range of all possible outcomes of a certain event
b) scope of all possible facts that could be true about a subject
c) field of all possible opinions about a particular topic
d) realm of all possible emotions participants can feel
Answer:
In Q methodology, the concourse is the _____________________________.
c) field of all possible opinions about a particular topic
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Slide 33
Multiple Choice
The concourse and Q set always consist of statements placed on cards for the participants to
sort.
a) True
b) False
Answer:
The concourse and Q set always consist of statements placed on cards for the participants to
sort.
b) False
Slide 34
Multiple Choice
To derive the Q set, the best method is to randomly choose statements from the concourse.
a) True
b) False
Answer:
To derive the Q set, the best method is to randomly choose statements from the concourse.
b) False
Slide 35
Multiple Choice
From the multiple choice options listed below, please select the correct response to fill in the
blank.
In Q methodology, subjects responses are typically factor-analyzed in order
to__________________.
a) sort opinion patterns into piles
b) identify patterns across individuals
c) rank-order patterns of opinion
d) determine patterns across variables
Answer:
In Q methodology, subjects responses are typically factor-analyzed in order
to__________________.
b) identify patterns across individuals
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Slide 1
Section 5: Next Steps: Is Q Methodology Right for You?
This section of the tutorial provides guidance on determining whether Q methodology is suitable
for your research topic. In addition, this section presents information on what to do before
proceeding with Q methodology.
Slide 2
Section 5: Next Steps: Is Q Methodology Right for You?
Determine whether Q methodology may be appropriate for your research topic
Identify next steps to take before beginning a Q methodology project
Slide 3
Questions to Ask Yourself
In considering Q methodology for your research project, keep in mind the following
questions:
Is developing a typology of organizations, behavioral patterns, or processes relevant to

your research topic?
Do you need participants to sort subjective statements or items in order to answer your
research questions?
Can you develop skills with Q methodology analysis software?
Do you enjoy an analytical challenge, such as figuring out the pieces to a puzzle?
If the answer to the above questions is yes, then Q methodology may be an appropriate choice
for your research project.
Slide 4
Who Else Can Help You?
If you are interested in using Q methodology and believe it may be a good fit for your research
questions, talk to your advisor about it.
If your advisor is not very familiar with Q methodology, ask your department chair to help you find
someone who may be able to help.
You may also consider joining an online discussion group (see the Additional Resources) to
connect with Q methodology researchers via the Internet.
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Slide 5
What Else Can You Do on Your Own?
Here are other things you can do:
Search the library for articles and dissertations using Q methodology

terms include: Q methodology, Q study, Q sort, Q factor analysis).
Search the literature to get a sense of whether and how other researchers in your field
use Q methodology and the justification for using these methods. Find out what Q
methodology brings to research in your field.
Read books and articles about Q methodology to learn more. (See Section 6 for
resources.)
(key search
Slide 1
Section 6: Additional Resources
This section of the tutorial presents a summary of the tutorial content, a list of references used in
this tutorial, and a list of resources for more information on Q methodology.
Slide 2
Summary
Q methodology is a research approach for studying human subjectivity and constructing
typologies of different perspectives. Q methodology involves a data collection technique known
as a Q sort, as well as a data analysis technique known as Q factor analysis.
Most typically, the process involves the researcher constructing a concourse, which is the field of
all possible opinions about a particular topic. From the concourse, the researcher selects a
representative sample of statements called the Q set and puts each item on a card. The
participants, collectively called the P set, sort the cards in a process called the Q sort. The
researcher performs the Q factor analysis by entering the raw data into a software program and
interpreting the results.
Slide 3
Summary
In Q methodology, Q sorting is the data collection method and Q factor analysis is a procedure for
statistical analysis. While you can use Q sorting and Q factor analysis independently, you can
also combine them, which allows you to benefit from both qualitative and quantitative research
approaches.
Some scholars view Q methodology as a mixed research method. A more accurate description of
Q methodology is as a qualitative and quantitative integrated research method. A major benefit of
Q methodology is its flexibility in terms of research design. You may combine Q methodology
with other research approaches, and most research designs can use Q methodology as a data
collection procedure.
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Q_Methodology
Slide 4
Summary
Q methodology is applicable to any discipline. The Q methodology approach is most appropriate
for researchers who are interested in measuring individual styles, personal development, learning
outcomes, and organizational dynamics.
The kinds of research questions best explored with Q methodology have to do with using human
points of view to explore patterns and processes. Q methodology research questions typically
emphasize participants perspectives to investigate experiences, attitudes, or needs.
In terms of procedure, the main steps of Q methodology are to construct a concourse, derive the
Q set from the concourse, select participants, have the participants perform a Q sort, analyze
data using software, and interpret the results.
Slide 5
Summary
Researcher bias may enter the study when the researcher derives the Q set from the concourse
or during data analysis. In addition, the Q-sort deck is essentially like a test or survey. As with
any other instrument, the items comprising a Q-sort deck must be valid and reliable.
The bottom line is that Q methodology is not a template. While it employs some quantitative
methods, it has all the messiness and difficult decision making of qualitative methodology.
Slide 6
Additional Resources
There are numerous resources on Q methodology.
Books and Book Chapters
Brown, S. R. (1980). Political subjectivity: Applications of Q methodology in political science. New
Haven, CT: Yale University Press.
Brown, S. R. (1986). Q technique and method: Principles and procedures. In W. Berry & M. S.
Lewis-Beck (Eds.), New tools for social scientists: Advances and applications in research
methods (pp. 5777). Beverly Hills, CA: Sage.
Brown, S. R., Durning, D. W., & Selden, S. (1999). Q methodology. In G. J. Miller & M. L. Whicker
(Eds.), Handbook of research methods in public administration (pp. 599637). New York, NY:
Marcel Dekker.
Brunswik, E. (1947). Systematic and representative design of psychological experiments.
Berkeley and Los Angeles, CA: University of California Press.
Cattell, R. B. (1978). The scientific use of factor analysis in behavioral and life sciences. New
York, NY: Plenum Press.
Eisele, C. (Ed.). (1985). Historical perspectives on Peirces logic of science. New York, NY:
Mouton Publishers.
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Fisher, R. A. (1935). The design of experiments. Edinburgh, United Kingdom: Oliver & Boyd.
Kantor, J. R. (1965). Interbehavioral psychology: A sample of scientific system construction (3rd
ed.). Granville, OH: Principia Press.
Kerlinger, F. (1986). Foundations of behavioral research (3rd ed.). New York, NY: Holt, Rinehart
and Winston.
Kitzinger, C. (1988). The social construction of lesbianism. Thousand Oaks, CA: Sage.
McKeown, B. F., & Thomas, D. B. (1988). Q methodology (Quantitative applications in the social
sciences series, Vol. 66). Newbury Park, CA: Sage.
Peirce, C. S. (1958). Abduction, induction, and deduction. In A. W. Burks (Ed.), Collected papers
of Charles Sanders Peirce (Vol. 7, pp. 121125). Cambridge, MA: Belknap Press.
Shadish, W. R., Cook, T. D., & Campbell, D. T. (2001). Experimental and quasi-experimental
designs for generalized causal inferences. Boston, MA: Houghton Mifflin.
Skinner, B. F. (1953). Science and human behavior. Oxford, United Kingdom: Macmillan.
Stainton Rogers, R. (1995). Q methodology. In J. A. Smith, R. Harre, & L.Van Langenhove (Eds.),
Rethinking methods in psychology (pp. 178192). London, United Kingdom: Sage.
Stenner, P., & Stainton Rogers, R. (2004). Q methodology and qualiquantology: The example of
discriminating between emotions. In Z. Todd, B. Nerlich, S. McKeown, & D. D. Clark (Eds.),
Mixing methods in psychology: The integration of qualitative and quantitative methods in theory
and practice (pp. 99118). Hove, United Kingdom: Psychology Press.
Stephenson, W. (1953). The study of behavior: Q technique and its methodology. Chicago, IL:
University of Chicago Press.
Webler, T., Danielson, S., & Tuler, S. (2009). Using Q method to reveal social perspectives in
environmental research. Greenfield, MA: Social and Environmental Research Institute. Retrieved
from www.seri-us.org/sites/default/files/Qprimer.pdf
Articles Relating to Q Methodology
Brown, S. R. (1989). A feeling for the organism: Understanding and interpreting political
subjectivity. Operant Subjectivity, 12(3/4), 8197.
Brown, S. R. (1993). A primer on Q-methodology. Operant Subjectivity, 16(3/4), 91138.
Brown, S. R. (1996). Q methodology and qualitative research. Qualitative Health Research, 6(4),
561567.
Brown, S. R. (1998). Subjective science. Normal and abnormal (continued). Operant Subjectivity,
21(3/4), 92111.
Kantor, J. R. (1978). The principle of specificity in psychology and science in general. Revista
Mxicana de Anlisis de la Conducta, 4, 117132.
Redburn, F. S. (1975). Q factor analysis: Applications to educational testing and program
evaluation. Educational and Psychological Measurement, 35(4), 767778.
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Shemmings, D. (2006). Quantifying qualitative data: An illustrative example of the use of Q
methodology in psychosocial research. Qualitative Research in Psychology, 3(2), 147165.
Stephenson, W. (1984). Methodology for statements of problems: Kantor and Spearman
conjoined. The Psychological Record, 34(4), 575588.
Stephenson, W. (1982). Q-methodology, interbehavioral psychology, and quantum theory. The
Psychological Record, 32, 235248.
Stephenson, W. (1935, 24 August). Technique of factor analysis. [Letter to the editor]. NATURE,
136, 297.
Thomas, D. M., & Watson, R. T. (2002). Q-sorting and MIS research: A primer. Communications
of the Association of Information Systems, 8(9), 141156.
Watts, S., & Stenner, P. (2005). Doing Q methodology: Theory, method and interpretation.
Qualitative Research in Psychology, 2(1), 6791.
Examples of Q Methodology Articles
Bulik, C., & Sullivan, P. F. (1993). Comorbidity of bulimia and substance abuse: Perceptions of
family origin. International Journal of Eating Disorders, 13(1), 4956.
Denzine, G. M., & Pulos, S. (1995, April). Students' perceptions of faculty approachability: An
application of Q-methodology. Paper presented at the Rocky Mountain Psychological Association
conference, Boulder, CO.
Donner, J. (2004). Microentrepreneurs and mobiles: An exploration of the uses of mobile phones
by small business owners in Rwanda. Information Technologies and International Development,
2(1), 121.
Durning, D., & Osuna, W. (1994). Policy analysts roles and value orientations: An empirical
investigation using Q methodology. Journal of Policy Analysis and Management, 13(4), 629657.
Hart, D., & Chmiel, S. (1992). Influence of defense mechanisms on moral judgment development:
A longitudinal study. Developmental Psychology, 28(4), 722730.
Jones, E. E., Parke, L. A., & Pulos, S. M. (1992). How therapy is conducted in the private
consulting room: A multidimensional description of brief psychodynamic treatments.
Psychotherapy Research, 2(1), 1630.
Kramer, M. W., & Pier, P. M. (1997, November). A holistic examination of students perceptions of
effective and ineffective communication by college teachers. Paper presented at the annual
meeting of the National Communication Association (83rd), Chicago, IL. (ERIC Document
Reproduction Service No. ED 416 556)
Lynch, M., & Strodl, P. (1991, February). Teacher leadership: Preliminary development of a
questionnaire. Paper presented at the Conference of the Eastern Educational Research
Association, Boston, MA. (ERIC Document Reproduction Service No. ED 349 267)
Patterson, J. (1982). A Q study of attitudes of young adults about science and science news.
Journalism Quarterly, 59(3), 406413.
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Robbins, P., & Krueger, R. (2000). Beyond bias? The promise and limits of Q method in human
geography. Professional Geographer, 52(4), 636648.
Stenner, P., & Marshall, H. (1995). A Q methodological study of rebelliousness. European Journal
of Social Psychology, 25(6), 621636.
Swaffield, S. R., & Fairweather, J. R. (2000). Community perception of forest sector development
on the New Zealand East Coast: Likely and acceptable employment activities, infrastructure and
landscape change (Research Report No. 248). Canterbury, New Zealand: Lincoln University.
Vaughn, B. E., & Waters, E. (1990). Attachment behavior at home and in the laboratory: Q-sort
observations and strange situation classifications of one-year-olds. Child Development, 61(6),
19651973.
Wheeler, D. L., & Montgomery, D. (2009). Community college students views on learning
mathematics in terms of their epistemological beliefs: A Q method study. Educational Studies in
Math, 72(3), 289306.
Wolf, A. (2010). Orientations to academic workloads at department level. Educational
Management Administration & Leadership, 38(2), 246262.
York, K. L., & John, O. P. (1992). The four faces of Eve: A typological analysis of women's
personality at midlife. Journal of Personality and Social Psychology, 63(3), 494508.
Q Methodology Websites
Operant Subjectivity
http://operantsubjectivity.org/os/about
Journal published by the International Society for the Scientific Study of Subjectivity.
Q Methodology
http://www.qmethod.org
The official Q website of the International Society for the Scientific Study of Subjectivity (ISSSS).
This is a good resource for a bibliography of methods papers, tutorials, access to Q methodology
software, and an online discussion group moderated by Steven Brown, the foremost expert on Q
methodology.
Q Methodology Archive
http://facstaff.uww.edu/cottlec/QArchive/qindex.htm
A collection of papers archived by Charles Cottle at the University of WisconsinWhitewater
WebQ
http://schmolck.userweb.mwn.de/qmethod/webq/index.html
A free JavaScript application for Q-sorting questionnaire items online. Includes a sample WebQ to
give you a quick idea of how to sort Q statements
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Slide 1
Welcome to the Evaluation section.
This section of the tutorial contains a survey for you to provide feedback on this tutorial.
Slide 2
Tutorial Survey
Please click on https://waldenir.us2.qualtrics.com/SE/?SID=SV_cLNZoySe0cl2v2Y
to complete an evaluation of this course. Your feedback is appreciated.
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Explain how Q methodology fits into the research continuum

Introduction to the Q Methodology Tutorial

Describe the characteristics of Q methodology

Identify the benefits of using Q methodology

Compare Q methodology to other approaches and methods

Explain how Q methodology is used by various disciplines

Focused on the study of human subjectivity

A systematic research approach that uses factor analysis statistical procedures

Supported by proven scientific foundations

A method that correlates people instead of tests

Q methodology can be a means for small sample research

(Watts & Stenner, 2005)

Science of subjectivity (William Stephenson, 1953)

Adult personality structures (York & John, 1992)

Other topics explored with Q methodology include:

Teacher leadership (Lynch & Strodl, 1991)

How do defense mechanisms influence the development of moral judgment in

Describe data collection and analysis used in Q methodology

Triangulation (multiple methods, multiple data sources, multiple investigators, or multiple

Rich, thick description derived from the data

Audit trail (research journal or memos)

Prolonged contact with participants around the phenomenon of interest

Determine whether Q methodology may be appropriate for your research topic

Identify next steps to take before beginning a Q methodology project

Is developing a typology of organizations, behavioral patterns, or processes relevant to

Can you develop skills with Q methodology analysis software?

Search the library for articles and dissertations using Q methodology

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