Huntsley, Jennifer ORCID: https://orcid.org/0000-0001-5613-5703 (2026) Plausibility as a “Measure” of Quality. In: BERA: The ECR Journey, 25th March 2026, Birmingham, UK. (Unpublished)

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Abstract

Trustworthiness (Lincoln & Guba, 1985) is frequently used in qualitative educational research as a measure of quality (e.g., Nowell et al., 2017) However, the indicators of trustworthiness - credibility, transferability, dependability, and confirmability – are critiqued as inherently positivist (Major & Savin-Baden, 2009). The positivist nature of these indicators undermines their suitability as a measure of quality for constructivist studies (Braun & Clarke, 2023), the research philosophy in which my doctoral study was situated. Therefore, I decided to adopt plausibility (Major & Savin-Baden, 2009) as an alternative core concept of quality.

Plausibility involves locating truths and realities within the study, indicating that there has been effort of the part of the researcher to show that their interpretation of data represents a version of reality (Major & Savin-Baden, 2009). Verisimilitude (the quality of seeming to be true) and criticality (the act of striving for critical analysis and awareness) are key concepts in supporting the pursuit of plausibility (Major & Savin-Baden, 2009). It also requires the researcher to articulate their stance, encompassing their reflexivity, honesties, and integrity (Major & Savin-Baden, 2009).

This presentation explores how plausibility was operationalised as the measure of quality within my doctoral study, coherent with its constructivist philosophy, Reflexive Thematic Analysis approach, and my position as an “insider” (Braun & Clarke, 2019; Trowler, 2011). It outlines practical ways researchers can demonstrate their pursuit of verisimilitude and criticality through dense descriptions and reflexive memo writing. It also suggests how to evidence researcher stance through explicit discussion of reflexivity, acknowledging honesties, and seeking integrity at each stage of the research process. In doing so, it offers a philosophically coherent and practically applicable alternative to trustworthiness for constructivist qualitative research.

Braun, V., & Clarke, V. (2019). Reflecting on reflexive thematic analysis. Qualitative Research in Sport, Exercise and Health, 11(4), 589–597. https://doi.org/10.1080/2159676X.2019.1628806

Braun, V., & Clarke, V. (2023). Is thematic analysis used well in health psychology? A critical review of published research, with recommendations for quality practice and reporting. Health Psychology Review, 17(4), 695–718. https://doi.org/10.1080/17437199.2022.2161594

Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. Sage Publications.

Major, C. H., & Savin-Baden, M. (2009). An Introduction to Qualitative Research Synthesis: Managing the Information Explosion in Social Science Research. Taylor and Francis.

Nowell, L. S., Norris, J. M., White, D. E., & Moules, N. J. (2017). Thematic Analysis: Striving to Meet the Trustworthiness Criteria. International Journal of Qualitative Methods, 16(1), 1609406917733847. https://doi.org/10.1177/1609406917733847

Trowler, P. (2011). Doing Insider Research in Universities. Prof Paul Trowler

Item Type:	Conference or Workshop Item (Speech)
Status:	Unpublished
Subjects:	L Education > L Education (General)
School/Department:	School of Education, Language and Psychology
URI:	https://ray.yorksj.ac.uk/id/eprint/15400

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