Department of Conflict Analysis & Resolution
Qualitative Research I
CARD 7110
Fall 2003
Instructor: Julia Chaitin,
Ph.D.
Office
hours: Mondays, 12:00 – 16:00 (EST) – or by appointment
Office
phone: 954-262-3021
Room: (if you want to
come visit) - T
507, East Campus
e-mail: chaitin@nova.edu
Description: This course is
designed to introduce the student to the world of qualitative research – its
rationales philosophies, traditions and methodologies. This course will focus
on helping you “think qualitatively,” construct a
research design, decide when to employ a qualitative research design, and learn
methods useful for collecting data and for the undertaking of preliminary
analyses of qualitative materials.
Goals
of the course:
o
To lead to the
understanding of the differences between positivistic and post-positivistic
theories, research thinking and methods
o
To expose the
student to the processes involved in the construction of a qualitative research
design and to choose among the wide range of research methodologies for their
work
o
To focus on major
issues connected to qualitative research such as: different methodologies,
sampling, reflexivity, ethical considerations, connection between theory and
practice, qualitative research standards and more
o
To teach data
collection methods and some basic, introductory methods for qualitative
analysis
How
will this class be taught? The class will combine lecture notes, discussion and
class exercises that will take place in chats. Qualitative research is a joint
and creative effort; therefore, participation and sharing of ideas will enhance
everyone’s learning experience!
Required
texts: You will be required to read the two following
books. In addition, I may send out attachments for class exercises and
recommend additional readings as we go along.
1. Marshall, C. & Rossman, G.B. (1999). Designing
Qualitative Research. 3rd Edition.
2. Creswell, J. W. (1998). Qualitative Inquiry and
Research Design: Choosing Among Five Traditions.
Requirements:
o
The students are
expected to keep up with the readings and the lecture notes and to actively
participate in the online discussions and exercises in the chat rooms. Active
participation means taking part in the discussions and exercises, sharing your
experiences, raising questions, and helping others think about the issues that
are raised. You will have an opportunity to participate in the discussions from
Mondays – Thursdays each week. I will drop in every now and then. Every
Thursday, at 21:00 EST, the discussion boards will be locked. Each Friday I
will read over the discussions posted over the week and then give you a grade
for the week.
o
Participation in
on-line discussions and chat room exercises = 2 points per discussion/chat.
o
Three short
assignments. Each assignment = 15 points
o
Submission of a
research proposal = 35 of the final grade.
Grading
scale:
On
each assignment/requirement, you will receive a number grade (from 0 – 100). At
the end of the course, your final number grade will be calculated, based on the
percentage given to each requirement, and that number will then be translated
into a letter grade.
90 –
100 = A
80 –
89 = B
70–
79 = C
69
and less = Fail
How
will you be graded for your work?
·
For the
discussions/chats – you will be given either 0 or 2 points for each assigned
discussion or chat if you contribute a comment/question/suggestion that has
thought behind it. (For example, answering “I agree” does not meet the requirement, you will need to be more forthcoming). Since
these are the main ways for us to interact with one another, this thoughtful
participation is important. The number of discussion boards and chats will vary
throughout the course, so the final maximum number of points given for this
requirement will be known at the end of the course. However, you will be able
to check your progress as we go along, so you’ll know where you stand at the
end of each week.
·
For the written
assignments and final paper (research proposal) – the grades will be based on
the following - incorporating the relevant lecture notes and readings into your
papers, insightfulness, clarity in writing and good organization of paper, proper
use of referencing and citation, and for answering all of the
questions/sections required. Qualitative research and writing is very creative
and does not tend to fall into strict formats. HOWEVER, this does not mean that
sloppy/disorganized and/or superficial papers are acceptable. The standards are
high so that we can be proud of our work.
A
word about class conduct and ethics:
While this is a research methods course (as opposed to a therapeutic/ group dynamics setting), carrying out qualitative research can become a very personal undertaking; most researchers choose topics of study that are important to them not only from a professional/academic standpoint, but from a personal one as well. Therefore, some of the discussion topics and exercises may elicit personal memories – sometimes difficult ones – that participants will choose to share with the rest of us. THEREFORE, YOUR PARTICIPATION IN THIS COURSE IS CONTINGENT UPON YOUR PROMISE TO KEEP ALL DISCUSSIONS CONFIDENTIAL. POSTS THAT ARE MADE TO EITHER THE DISCUSSION BOARDS OR CHATS ARE NOT TO BE DISCUSSED WITH ANYONE ELSE OUTSIDE OF THE CLASS.
And a word about ACADEMIC HONESTY
DCAR’s program, and peace building and reconciliation, are based on the importance of trust. Therefore, academic dishonesty of any kind will not be tolerated. This includes claiming another’s student’s work as one’s own or using published work without proper citation. Academic dishonesty will result in an “F” grade for the course and will be subject to the department’s disciplinary procedures. The Publication Manual of the American Psychological Association has explicit standards. Take a look at http://www.rbs2.com/plag.htm for more detailed information.
Anticipated
class schedule (expect some changes as we go along!)
September 8 - 11, 2003 – First week of class. Introduction to course and getting acquainted, class exercise (discussion board).
Exercise: Getting acquainted
·
Introduce yourself to the class participants
by telling us about your name. You can choose to tell us about any/all of your
names – first, middle, last, nickname etc.
Feel free to present yourself through your name in any way that feels
comfortable to you.
Lecture topics:
What is qualitative research? How do positivistic and post-positivistic methodologies differ from one another?
September
15- 18
Lecture and discussion topics:
How
do post-positivistic methods differ from positivistic methodologies and
thinking (continued)?
The typologies/traditions of qualitative research.
Creswell, Chapter 1 (pp. 1 – 12) & Chapter 5 (pp. 73 –
92)
September
22 – 25
Lecture and discussion topics: The qualitative
research design process.
Marshall & Rossman, Chapter 2 (pp. 21 – 54)
and Chapter 3 (pp. 55 – 103)
Creswell,
Chapter 2 (pp. 13 – 26) & Chapter 6 (93 – 108)
Recommended
reading: Chapter 3 (27 – 43)
September 29 –
October 2
Lecture and discussion topics: Research design
process (continued). Choosing the research tradition,
population, and theoretical sampling.
Recommended reading: Glaser &
Strauss (1967) The Discovery of Grounded Theory.
First assignment due by 18:00 (EST) -
September 29th.
October 7 – 9
– (Oct. 6th is Yom Kippur – no class/postings)
Lecture and discussion topics: We
will continue with theoretical sampling.
October 11 – 15 – Residential Institute
Please
bring with you to the residential:
A
photograph of yourself – from anytime during your life
A
CD/tape with music/song that has special meaning for you
Lecture and discussion topics: Seeing each other, face
to face. Data collection methods – interviews, observations,
use of documents, artifacts, media. Class exercises.
Creswell,
Chapter 7 (pp. 109 – 138).
Second assignment given: Ideas for two ways to collect data for
proposed research.
Lecture and discussion topics: Data
collection continued.
October 27 - 30
Lecture and discussion topics:
Data collection continued. Data management.
Second
assignment due by 18:00 EST on October 27th .
Lecture and discussion topics: Combining
multiple methods, triangulation. Standards for judging the
quality of qualitative research.
à Recommended: Lincoln, Y. & Guba, E.G. (1985). Naturalistic Inquiry.
Marshall &
Rossman, Chapter 7 (pp. 191 – 203)
Creswell, Chapter 10 (pp. 193 – 229)
November 10 – 13
Lecture and discussion topics: Ethical concerns, the
place of the researcher in the researcher.
November 17 – 20
Lecture and discussion topics: Preliminary
analyses – global analysis, delineation of themes and categories, coding,
“main” message.
Marshall
& Rossman, chapter 5 (pp. 147 – 165)
Creswell,
chapter 8 (139 – 166)
Third assignment due by 18:00 EST on
November 17th.
November 24 – 26 (Thanksgiving weekend)
Lecture and discussion topics:
Preliminary analyses (cont.)
December 1 – 4
Lecture and discussion topics: Preliminary analyses
(cont.) Last class.
Research
proposal due by 18:00 on December 2
Drop, Withdrawal and Incomplete Policy
Any student who
does not attend the first two class sessions and does not communicate a
satisfactory explanation for these absences will be administratively withdrawn
from the course. Students who wish to drop the class must formally withdraw by
completing an official withdrawal form that requires the signature of the
instructor and program coordinator.
A student must make a formal, written
request for an incomplete grade for family and other pre-approved emergencies;
such requests, unless there is an unexpected medical emergency, must be
approved before the last regularly schedule class. A student may request an
incomplete, or “I” grade for a period of one semester only. Students must discuss an “I” with the
instructor and obtain the instructor’s consent and signature before filing the
incomplete application form. The form includes a detailed description of the
work that needs to be completed. Faculty
is not allowed to initiate “I” grades.
They must assign a letter grade of “F” if a student has not filed an
“I” request form and has not completed the class assignments by the time
grades are due.
I do not grant incomplete requests
except in emergency situations outside of the student’s control and if
the student has kept up with all assignments up to the emergency situation and
if the student will not be missing more than 3 classes all semester, including
any time needed for the emergency.
Use of technology
All
assignments will be submitted electronically. Please make sure that you check
the class on a regular basis for e-mail, discussion board and chat room
announcements. All of you are encouraged to communicate with me electronically
for information and feedback but I will not check my e-mail for the course
every day. Of course, I DO promise to be available during my office hours noted
above (unless I inform you of a change in time) and I will check my e-mail
twice a week.
Qualitative References – Recommended Sources
There are MANY
good articles, books and Internet sites about qualitative research. Below
follows a very partial list of these. If you are interested in learning more
about qualitative research, this list should provide you with some of the
basics.
Denzin, N.K. and
Denzin, N.K. and
Glesne, C. (1999). Becoming
Qualitative Researchers.
Guba, E.G. &
Kvale, S. (1996). An Introduction to Qualitative Research Interviewing.
Lieblich, A. Tuval-Masshiach, R.
& Zilber, T. (1998). Narrative Research.
Lofland, J. & Lofland, L.H.
(1994). Analyzing Social Settings: A
Guide to Qualitative Observation and Analysis.
Miles, M.B. & A.M. Huberman
(1994). Qualitative Data Analysis.
Morgan, D. (1997). Focus Groups
as Qualitative Research. Qualitative Research
Methods Series 16.
Punch, M. (1986) The
Politics and Ethics of Fieldwork. Sage.
Schwandt, T.A. (1997). Qualitative Inquiry: A
Dictionary of Terms.
Strauss, A. & Corbin, J. (1998). Basics of
Qualitative Research: Techniques and Procedures for Developing Grounded Theory.
Wolcott, H.F. (1999). Ethnography:
Wolcott, H.F. (2001). Writing Up
Qualitative Research.
A few Internet sources:
Many
sources/links - http://kerlins.net/bobbi/research/qualresearch/
Many links
about narratives - http://web.lemoyne.edu/~hevern/narpsych.html
Discourse
analysis - http://bank.rug.ac.be/da/da.htm
Hermeneutics
- http://www.friesian.com/hermenut.htm
Handbook of
Ethnography - http://www.comp.lancs.ac.uk/sociology/VSOC/Handbook/Handbook.html
Postmodernism -
http://www.as.ua.edu/ant/Faculty/murphy/436/pomo.htm
Phenomenology
http://pratt.edu/~arch543p/help/phenomenology.html
Grounded theory
http://pratt.edu/~arch543p/help/phenomenology.html
http://www.mapnp.org/library/evaluatn/focusgrp.htm - Focus groups
Lists journals that accept
qualitative studies
http://www.nova.edu/ssss/QR/calls.html
The International Institute for
Qualitative Methodology – IIQM
The
research proposal will include the following:
Preface
– Topic chosen, why – personal and professional/academic interests.
Introduction – Literature review (relevant concepts/theories for your project). The lit review will include between 5 – 10 sources.
Research
questions: 2 – 3 questions
Methodology:
Research
tradition
Sample
Instruments
Data collection
Data analysis
Procedure
Expected
contributions of research
IMPORTANT
NOTE ABOUT CITATIONS:
All citations, both within the text and in the reference list, must be made according to either the APA or Chicago Style. Since all academic writing includes the use of citations, points will be deducted for incomplete/sloppy referencing.