DPLS 723--Qualitative Research: Theory and Design--3 credits
Summer 2002

The assumptions, theories, and practice of qualitative research are introduced. Students design, conduct, and report a pilot study that demonstrates their observational and interviewing skills.

COURSE OBJECTIVES

This course is designed to provide opportunities for developing specific qualitative research skills while gaining familiarity with theories, issues, and problems in qualitative research. The course examines the relationships between the theories and purposes of qualitative and quantitative inquiry. There is considerable focus on practicing selected research skills and the analysis and write-up of the results from these activities. 

• Explain the difference between qualitative and quantitative research and identify how they complement each other and identify when one might be more appropriate than another.
• Identify and compare different approaches to qualitative research.
• Demonstrate skills for interviewing and facilitating a focus group interview.
• Demonstrate skills in preparing field notes and research logs.
• Demonstrate skills in interpreting qualitative data.
• Demonstrate skills in writing up qualitative research in clear, easy to understand prose.
• Identify ethical issues related to the use of qualitative methods.
  

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QUALRS-L
Students are strongly encouraged to at least experiment with a subscription to the listserver QUALRS-L. QUALRS-L is an electronic discussion group for those interested in using qualitative research for studying humans. The scope and nature of qualitative research is one of the ongoing debates sometimes addressed by users of this list. The label "qualitative research" applies to inquiry that depends on elaborated accounts of what we see, hear, taste, touch, smell and experience. It has roots in cultural anthropology, field sociology, and the professional fields. Qualitative research includes field research, case study research, ethnography, document and content analysis, interview and observational research, community study, and life history and biographical studies. Other names sometimes used as synonyms for qualitative research are interpretive, naturalistic, phenomenological, and descriptive. Qualitative research is associated with such theories as symbolic interactionism, constructivism, and ethnomethodology. Qualitative researchers have a lot of fun, which sustains them through the aggravation, frustration, uncertainty, and sheer slipperiness of most of the approaches to inquiry considered qualitative.
To subscribe to QUALRS-L, send an email message from the address you will be using to:

listserv@uga.cc.uga.edu

The body of the message should be

subscribe QUALRS-L yourfirstname yourfamilyname

When you are successful in subscribing to a listserver, you will receive a welcome message that includes important information (like how to unsubscribe) that you need to keep.

Beebe, James. (2001) Rapid Assessment Process: An Introduction. Walnut Creek, CA: AltaMira

PLEASE TURN IN A PHOTO COPY OF YOUR RECEIPT FOR THIS BOOK AND I WILL DONATE MY ROALITY FROM THE SELL OF THE BOOK TO THE EMERGENCY FUND FOR STUDENTS IN THE DOCTORAL PROGRAM IN LEADERSHIP STUDIES

Creswell, John. (1998) Qualitative inquiry and research design:  Choosing among five traditions.  Thousand Oaks, CA:  Sage Publications.

Ely, Margot with Margaret Anzul, Teri Friedman, Diane Garner, and Ann McCormack Steinmetz. (1991) Doing qualitative research: circles within circles. London: The Falmer Press.

Miles, Matthew and A. Michael Huberman (1994) Qualitative data analysis: an expanded source book (2nd ed.). Thousands Oaks, CA: Sage Publications.

Morgan, David L. (1997) Focus groups as qualitative research (2nd ed.). Newbury Park, CA: Sage Publications.

Shank, Gary (2002). Qualitative research: A personal skills approach. Upper Saddle River, NJ: Merrill Prentice Hall.

American Psychological Association. (1994) Publication Manual Fourth Edition.  Washington DC: Author

Becker. Writing for Social Scientists.

Wolcott, Harry. F. (2001) Writing up qualitative research (2nd ed.). Newbury Park, CA: Sage Publications.

Student membership in the Society for Applied Anthropology: The Society for Applied Anthropology (SfAA) promotes the investigation of the principles of human behavior. SfAA represents the interests of professionals in a wide range of work settings - academia, business, law, education, health and medicine, public and government, etc. who use qualitative research in their work. Student membership is $25.00. Members receive Human Organization, Practicing Anthropology, the SfAA Newsletter as well as other benefits. Enroll on-line at:  https://sgi18.netservers.net/sfaa.net/memform.html

Everyone who completes all the assignments and actively participates can expect an A.  Students who do not complete all the assignments can expect an Incomplete until the assignments are done.  Problems getting the books and problems with technology are understood.  Assignments, however, should still be done as soon as possible even if delayed.  Timely completion of written assignments is critical, both for the individual and the other members of the class. Late submission of two or more written assignments (excluding the advanced assignment) that involve other students (assignments that are supposed to be posted to the Discussion Board can reduce your grade by a half letter (for example A to A-).  It is important to keep up.  Written assignments involving a review of other work will not be "graded" or commented upon by the instructor.  They are designed to facilitate mastery of the material covered in the course.  Assignments where you can expect written comments from the instructor are noted.

For more information contact docinfo@gonzaga.edu or write to Doctoral Program in Leadership Studies Gonzaga University Spokane, WA USA 99258 (509) 323-3490

Copyright 1998,99,00,01,02 Page maintained by  beebe@gonzaga.edu revised 06/25/2002