Rapid qualitative approaches provide information relatively quickly that is ‘accurate enough’ to make decisions, such as whether further research is needed or how to implement an applied activity. They are widely deployed in situations where practical and resource constraints prevent a longer-term research engagement. In order to achieve a depth of understanding in a rapid assessment processes, it is recommended you:
- Draw on multi-disciplinary teams;
- Use multiple methods; and
- Include iterative processes of action and reflection.
When planning an assessment, be aware that the context (in particular the status of existing relationships and any live issues) is likely to be significant in determining how quickly you can proceed. You will probably need to adjust your plans as your understanding of the context, or the situation itself, changes.
However rapid your approach is, remaining flexible on timing and timeframes is one of the most important factors in successfully completing an assessment. Doing so:
- Supports the development of respectful relationships,
- Allows for participation from a wider range of respondents,
- Means the process can be responsive to emerging contexts, and
- Allows you to incorporate unanticipated opportunities.
Where to spend time?
It is likely to take longer to get started than you anticipate. The actions taken and relationships formed at the start of the process will impact on the subsequent trajectories of the assessment. It is worthwhile investing time up-front in developing relationships and your understanding of the context, even if it results in a squeeze on time later on.
Online platforms and social media seem to offer instant access, with a degree of familiarity uncommon during the early stages of in-person relationships. However, establishing good faith and credibility is still important before you can have a deeper engagement.
Don’t rush the process. What happens during an activity or discussion is as important for understanding as completing the task or reaching an agreement.
Allow time to appropriately conclude the process, this is respectful to participants and provides accountability. Whether there are any immediate plans for further collaboration or not, future community engagement may be affected by your research relationships.
How much time is required?
It is important to allow sufficient time for the iterative processes of action and reflection from which a depth of understanding emerges. Otherwise, the study risks superficial analysis and misunderstanding of the phenomena observed. In the case studies,
- a rapid study meant activities took between 1 to 2 weeks full-time equivalent spread over 1 to 3 months; and
- an extended study meant activities took approximately 3 to 4 weeks full-time equivalent spread over 6 to 10 months.
Alongside the full-time equivalent required for activities, consider the overall duration of the study. A longer duration allows for relationships and understandings to develop over time and through engaging with a community multiple times.
How does rapidity affect participation?
While there are some methods that require repeated engagements over several weeks, rapidity is not necessarily a barrier to adopting collaborative approaches and participatory methods.
Similarly, an extended timeframe is no guarantee of participation if there are other barriers to community involvement, in particular if there is no perceived community benefit or incentive to engage in the process.
Where and when activities are scheduled may be more important when it comes to participation than the speed of the assessment. You may well need to meet people in the evenings or at weekends, to avoid impinging on their other commitments, and at places of their choosing. The choice of location is not only a matter of logistics, but also finding somewhere people feel comfortable and able to engage freely in the activities.
How much of other people’s time are you asking for?
Participatory processes are often presented as an opportunity, but they are in most cases also a request for voluntary labour, with the implied expectation that participants have the free time to engage.
In more extended studies, or for participants involved in multiple activities, you may be asking for a significant time commitment. Even where this is not the case, requests for free time (together with timing and location) can present a barrier to engagement, resulting in gaps within the assessment.
Giving time to others, being prepared to wait, aligning with community processes, and working according to participants’ schedules goes some way towards redressing power imbalances. Conversely, demanding time from others can reinforce existing inequalities.