Describe the key characteristics, purposes, strengths, and limitations of qualitative research designs.
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Question description
Unit 3
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INTRODUCTION TO THE FIVE METHODOLOGIES
INTRODUCTION
There are five qualitative research methodologies generally considered acceptable at Capella University to guide a qualitative dissertation:
Ethnography.
Case study.
Phenomenology.
Grounded theory.
Generic qualitative inquiry.
TOGGLE DRAWERREAD FULL INTRODUCTION
OBJECTIVES
To successfully complete this learning unit, you will be expected to:
Explore the five major qualitative research design methodologies.
Describe the key characteristics, purposes, strengths, and limitations of qualitative research designs.
Review the different approaches to qualitative inquiry.
LEARNING ACTIVITIESCollapse All
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[U03S1] UNIT 3 STUDY 1
STUDIES
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Qualitative Research Proposal
Transcript
READINGS
Use your Qualitative Research & Evaluation Methods text to read Chapter 3, “Variety of Qualitative Inquiry Frameworks: Paradigmatic, Philosophical, and Theoretical Orientations,” pages 85–168. You started reading this chapter in Unit 2. Finish reading it in this unit.Use your Qualitative Inquiry and Research Design text to complete the following:
Read Chapter 1, “Introduction,” pages 7–14. Focus on the subsection “Selection of the Five Approaches.”
Read Chapter 4, “Five Qualitative Approaches to Inquiry,” pages 76–102. Focus on the following subsections:
“Phenomenological Research.”
“Grounded Theory Research.”
“Ethnographic Research.”
“Case Study Research.”
Use the Internet to read Tellis’s 1997 article, “Introduction to Case Study,” from The Qualitative Report, volume 3, issue 2.
MULTIMEDIA
Click Qualitative Research Proposal to launch the presentation. This presentation appears throughout the course to help guide you as you develop the various components of your course project. Boxcars will continue to be added to the train as you progress through the course. Each boxcar provides information regarding the development of individual components of a research.
PSY LEARNERS – ADDITIONAL REQUIRED READINGS
In addition to the other required unit readings, PSY learners are also required to read Percy, Kostere, and Kostere’s 2015 article, “Generic Qualitative Research in Psychology,” from The Qualitative Report, volume 20, issue 2, pages 76–85. This article summarizes the goals of the generic qualitative approach and how it differs from phenomenology. It provides details regarding generic qualitative design data collection and analysis.
Heuristics
Heuristics is a research model that places special emphasis on knowing through the self, by becoming one with the topic and experiencing it, as it exists in the world. Eric Craig (1978) defines heuristics in his work The Heart of the Teacher as: “A private discovery oriented approach to understanding how individuals experience themselves and their world” (p. 22). What has been said about phenomenology in general is applied to the heuristic approach as well, and now the researcher himself or herself becomes one of the participants. In most heuristics texts, the researcher and the participants are called co-researchers.There are two focusing or narrowing elements of heuristic inquiry within the larger framework of phenomenology. First, the researcher must have personal experience with and an intense interest in the phenomenon under study and be willing to be a participant (co-researcher in his or her own study). Second, the other participants (co-researchers) must share an intensity of experience with the phenomenon.PSY learners who are considering the use of heuristics as the research methodology should complete the following:
Read Douglass and Moustakas’s 1985 article, “Heuristic Inquiry: The Internal Search to Know,” from Journal of Humanistic Psychology, volume 25, issue 3, 39–55.
Read Moustakas’s 1990 e-book, Heuristic Research.
OPTIONAL PROGRAM-SPECIFIC CONTENT
Some programs have opted to provide program-specific content designed to help you better understand how the subject matter in this study is incorporated into your particular field of study. Check below to see if your program has any optional readings for you. You may choose to complete these readings.
PSL Learners
Use your Completing Your Qualitative Study text to complete the following:
Read Chapter 2, “Case Study,” pages 20–25.
Read Chapter 3, “Phenomenology,” pages 26–29.
Read Chapter 5, “Ethnography,” pages 34–42.
SOE Learners
Complete the following:
Read Baxter and Jack’s 2008 article, “Qualitative Case Study Methodology: Study Design and Implementation for Novice Researchers,” from The Qualitative Report, volume 13, issue 4, pages 544–559. This article focuses specifically on the steps involved in clearly defining a study using the case study qualitative research design.
Read Blase and Blase’s 2002 article, “The Dark Side of Leadership: Teacher Perspectives of Principal Mistreatment,” from Educational Administration Quarterly, volume 38, issue 5, pages 671–727. This article is an example of a grounded theory study.
Read Cavazos and Cavazos’s 2010 article, “Understanding the Experiences of Latina/o Students: A Qualitative Study for Change,” from American Secondary Education, volume 38, issue 2, pages 95–109. This article is an example of qualitative research.
Read Hessler’s 2009 article, “Physical Activity Behavior of Rural Preschoolers,” from Pediatric Nursing, volume 35, issue 4, pages 246–253. This article is an example of a mini ethnography.
Read Khiat’s 2010 article, “A Grounded Theory Approach: Conceptions of Understanding in Engineering Mathematics Learning,” from The Qualitative Report, volume 15, issue 6, pages 1459–1488.
Read Ray’s 2009 article, “A Template Analysis of Teacher Agency at an Academically Successful Dual Language School,” from Journal of Advanced Academics, volume 21, issue 1, pages 110–141. This article is an example of using the case study design.
Read Trotman’s 2006 article, “Interpreting Imaginative Lifeworlds: Phenomenological Approaches in Imagination and the Evaluation of Educational Practice,” from Qualitative Research, volume 6, issue 2, pages 245–265. This article is an example of phenomenological research.
COUN Learners
Complete the following:
Read Kahlke’s 2014 article, “Generic Qualitative Approaches: Pitfalls and Benefits of Methodological Mixology,” from International Journal of Qualitative Methods, volume 13, pages 37–52. This article offers a starting place for researchers interested in entering the literature on generic qualitative approaches and offers some guidance to help researchers appreciate the advantages of using a generic approach and navigate the potential pitfalls.
Read Caelli, Ray, and Mill’s 2003 article, “‘Clear As Mud’: Toward Greater Clarity in Generic Qualitative Research,” from International Journal of Qualitative Methods, volume 2, issue 2, pages 1–24. This article discusses the basic foundations of generic qualitative inquiry providing a discussion of how this approach is a departure from traditional qualitative research approaches.
SOBT Learners
Complete the following:
Read Eisenhardt and Graebner’s 2007 article, “Theory Building From Cases: Opportunities and Challenges,” from The Academy of Management Journal, volume 50, issue 1, pages 25–32. This article is a companion to the Eisenhardt 1989 paper. It provides additional guidance on the case study approach described in that paper.
Read Crouch and McKenzie’s 2006 article, “The Logic of Small Samples in Interview-Based Qualitative Research,” from Social Science Information, volume 45, issue 4, pages 483–499. This article provides guidance on sampling for qualitative studies, including determining or estimating an a priori sample size that will increase the odds of reaching saturation.
Read Guest, Bunce, and Johnson’s 2006 article, “How Many Interviews Are Enough?: An Experiment With Data Saturation and Variability,” from Field Methods, volume 18, issue 1, pages 59–82. This article provides guidance on sampling for qualitative studies, including determining or estimating an a priori sample size that will increase the odds of reaching saturation.
Reference
Craig, E. (l978). The heart of the teacher. Ann Arbor, MI: University Microfilms International.
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[U03S2] UNIT 3 STUDY 2
ASSIGNMENT – PREPARATION
RESOURCES
Topic Endorsement Scoring Guide.
Your Topic Endorsement assignment is due in Unit 4. Take some time in this unit to begin work on this assignment.To learn more about the requirements of the assignment, refer to the assignment description as well as the Topic Endorsement Scoring Guide (given in the resources).
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[U03D1] UNIT 3 DISCUSSION 1
SELECTING METHODOLOGIES
RESOURCES
Discussion Participation Scoring Guide.
For this discussion, complete the following:
Select a methodology from one of the five discussed in this unit, which you would use to design a qualitative study.
Demonstrate your understanding of the methodology by writing a one-page description of the methodology and a rationale for using the methodology to design a research study.
Support your choice and rationale with references from the assigned readings.
Response Guidelines
Respond to the post of at least one other learner. Address the following questions in your response:
Do you understand the learner’s description of the chosen methodology and the rationale for using this methodology to design a research study?
Are there areas that the learner has missed?
Is the learner’s rationale for choosing this methodology clear?
Do references from the assigned readings support the choice and rationale?
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