FMD+5130+Qualitative+Research

 __Mentor__  Dr. Eva Marie Mika is a clinical-community psychologist who practices in many capacities in the city of Chicago, Illinois. She obtained her doctorate degree in clinical-community psychology in 1998 and specializes in program evaluation, strategic planning, women’s issues, health psychology, and motivational interviewing. Dr. Mika works as a researcher for the Cook County Commission on Women’s Issues where she collects data about the status of women and girls in the county and crafts recommendations for legislators, elected officials, and policy makers. Key initiatives and accomplishments include: *Developed Cook County Violence in the Workplace training curricula *Compiled and disseminated report Girls Violence and Aggression: Problems and Solutions *Facilitated strategic planning for GIRLS LINK, a coalition advancing gender-responsive services for girls in detention. *Coordinated public hearing on Human Trafficking and the scope of the problem at a local level Dr. Mika teaches several graduate and undergraduate courses including Community Psychology, the Psychology of Women, and Health Psychology at several universities including Loyola University of Chicago and the Chicago School of Professional Psychology. Dr. Mika’s practice focuses on the use of motivational interviewing to promote healthy lifestyle changes and coaching. She also conducts process and impact program evaluations for grant funded interventions and community based projects: *Safe and Drug Free Schools, violence prevention program for Chicago Public Schools *Hospital Crisis Intervention Project at Cook County Hospital, model domestic violence program *PODER, community- based intervention for youth at risk for gang involvement *Youth Program Standards for After-School Programming, Chicago after-school programs. Finally, Dr. Mika has also developed and presented several seminars locally and nationally including: *Promoting Positive Lifestyle Changes, -series for health care professionals *Preventing Burnout, program for corporate employees *Motivating Yourself For Better Health, workshop for employees at Chicago’s Loop Domestic Violence: Treatment and Assessment, continuing education for counselors and psychologists *Stress Management, employees of American Red Cross of Greater Chicago. For additional information, Dr. Mika can be reached at her Chicago-based office at 312/603-1104.  __Course Essentials__  Mentors will demonstrate their understanding of qualitative research designs. This course will explore a variety of qualitative research designs, and the Mentor will select a qualitative inquiry that reflects the best approach to address a research problem. The central outcome of this course is to critically evaluate qualitative research problems and purpose statements and to propose strategies for collecting and analyzing qualitative data. Learning Outcomes  1. Evaluate qualitative problem statements.  2. Compare and contrast a variety of qualitative research designs.  3. Evaluate the qualitative research process.  4. Investigate various strategies for collecting data.  5. Analyze the validity, reliability (trustworthiness, credibility, and transferability) and ethics of qualitative research.  6. Analyze the principles of qualitative data collection.  7. Evaluate the data analysis, analytic tools, and the language used to summarize the qualitative data analysis process.  Course Concepts  1. Qualitative research designs  2. Qualitative research process  3. Strategies for collecting qualitative data  4. Validity, reliability and ethics of qualitative research <span style="display: block; font-family: verdana; font-size-adjust: none; font-size: 1.2em; font-stretch: normal; font-style: normal; font-variant: normal; line-height: normal;"> 5. Principles of qualitative data collection <span style="display: block; font-family: verdana; font-size-adjust: none; font-size: 1.2em; font-stretch: normal; font-style: normal; font-variant: normal; line-height: normal;"> 6. Data analysis, analytic tools, and language used to summarize the analyzed data

__Activities__ Section 1: Overview of Qualitative Research Design The purpose of a qualitative research study is to describe, interpret, verify, and evaluate (Leedy & Ormrod, 2001). The qualitative problem statement is the underlying rationale for the research study. The problem statement establishes the issue and/or phenomena in need of interpreting, evaluating, making sense of, defining, and/or describing. The problem statement is complemented by the purpose statement, and proposed research question (s). There are a variety of qualitative research designs including the case study, narrative study, ethnography, grounded theory, and phenomenology. The choice of design is based on what is most appropriate to the identified problem.

Required Reading: Creswell, J. W. (2007): Chapters 4, 5

Miles, M. B., & Huberman, A. (1998): Chapter 1

Dissertation Review Form (located on the Dissertation Center)

Identifying a research problem for a PhD dissertation (SOBHS link in the Dissertation Center)

Article on problem solving development (SOE link in the Dissertation Center)

Assignment 1 Evaluate and Review Problem Statement **__<span style="color: #404040; font-family: 'verdana','sans-serif'; font-size: 10pt;">Evaluate and Review Problem Statements __**

After completing the required reading for this week, please see the [|problem statements]located in the Additional Resources section and review each of the statements for the following:

Your evaluation should demonstrate thoughtful consideration of the ideas and concepts that are presented in the course and provide new thoughts and insights relating directly to this topic. Your evaluation should reflect scholarly writing and current APA standards.
 * 1) Does the problem statement meet the requirements specified in the dissertation review form? If not, why not? What would you change?
 * 2) Is the problem statement appropriate for qualitative inquiry? Why or why not?
 * 3) Choose one of the problem statements for use in the remaining assignments. Make sure that you revise the problem statement so that it meets the DRF specifications.

Submit your document in the Course Work area below the Activity screen.

Learning Outcome: 1 Assignment Outcomes Evaluate qualitative problem statements.

Activity 2
Section 1: Overview of Qualitative Research Design The purpose of a qualitative research study is to describe, interpret, verify, and evaluate (Leedy & Ormrod, 2001). The qualitative problem statement is the underlying rationale for the research study. The problem statement establishes the issue and/or phenomena in need of interpreting, evaluating, making sense of, defining, and/or describing. The problem statement is complemented by the purpose statement, and proposed research question (s). There are a variety of qualitative research designs including the case study, narrative study, ethnography, grounded theory, and phenomenology. The choice of design is based on what is most appropriate to the identified problem.

Required Reading: Creswell, J. W. (2007): Chapters 4, 5

Miles, M. B., & Huberman, A. (1998): Chapter 1

Dissertation Review Form (located on the Dissertation Center)

Identifying a research problem for a PhD dissertation (SOBHS link in the Dissertation Center)

Article on problem solving development (SOE link in the Dissertation Center)

Assignment 2 Rationale for Research Design **__<span style="color: #404040; font-family: 'verdana','sans-serif'; font-size: 10pt;">Rationale for Research Design __**

Select the research design that will generate data leading to the interpretation, evaluation, description, and/or discovery of your research problem. Write one or two paragraphs explaining the reason that the research design that you selected was the most appropriate to your research problem. Cite and document references at the end of the paragraphs.

Your rationale should demonstrate thoughtful consideration of the ideas and concepts that are presented in the course and provide new thoughts and insights relating directly to this topic. Your rationale should reflect scholarly writing and current APA standards.

Submit your document in the Course Work area below the Activity screen.

Learning Outcome: 2 Assignment Outcomes Compare and contrast a variety of qualitative research designs.

**Activity 3**

The purpose of a qualitative research study is to describe, interpret, verify, and evaluate (Leedy & Ormrod, 2001). The qualitative problem statement is the underlying rationale for the research study. The problem statement establishes the issue and/or phenomena in need of interpreting, evaluating, making sense of, defining, and/or describing. The problem statement is complemented by the purpose statement, and proposed research question (s). There are a variety of qualitative research designs including the case study, narrative study, ethnography, grounded theory, and phenomenology. The choice of design is based on what is most appropriate to the identified problem.

Required Reading: Creswell, J. W. (2007): Chapters 4, 5

Miles, M. B., & Huberman, A. (1998): Chapter 1

Dissertation Review Form (located on the Dissertation Center)

Identifying a research problem for a PhD dissertation (SOBHS link in the Dissertation Center)

Article on problem solving development (SOE link in the Dissertation Center)

Assignment 3 Purpose Statement


 * __<span style="color: #404040; font-family: 'verdana','sans-serif'; font-size: 10pt;">Develop a Purpose Statement __**

Write a purpose statement that corresponds to one of the revised problem statements identified in Activity 1 using the following guidelines:

//The purpose of this, qualitative research is to interpret and describe the evolution of democratic leadership phenomenon among 30 (number of participants) leaders and followers who are members of the Russian Rotary International Club (specific population) in Russia (location).//

Develop 2-3 research questions that align with the purpose statement. Make sure that the problem, purpose, and research questions are all in alignment with the research design.

Your submission should demonstrate thoughtful consideration of the ideas and concepts that are presented in the course and provide new thoughts and insights relating directly to this topic. Your submission should reflect scholarly writing and current APA standards.

Submit your document in the Course Work area below the Activity screen.

Activity 4
Section 2: The Qualitative Research Process Qualitative research is multi-method in focus, involving an interpretive, naturalistic approach to a phenomenon. This means that qualitative researchers study things in their natural settings, attempting to make sense of or interpret phenomena in terms of the meanings people bring to them. Qualitative research involves the collection of a variety of materials such as case studies, personal experiences, life story interviews, observations, historical, and meaning in individuals' lives in communities and families.

Required Reading: Denzin, N., & Lincoln, Y. (2008): Part 1, and Chapter 1

Patton, M.Q. (2002): Chapters 5, 6, 7

Assignment 4 Strategies for Data Collection **__<span style="color: #404040; font-family: 'verdana','sans-serif'; font-size: 10pt;">Strategies for Data Collection __**

After completing the readings for this week, propose specific strategies to collect your data based on your purpose statement from Activity 3. Please include a discussion of the advantages and disadvantages of each strategy. Cite and document references at the end of the paragraphs.

Your strategies should demonstrate thoughtful consideration of the ideas and concepts that are presented in the course and provide new thoughts and insights relating directly to this topic. Your submission should reflect scholarly writing and current APA standards.

Submit your document in the Course Work area below the Activity screen.

Learning Outcome: 3 Assignment Outcomes Evaluate the qualitative research process.

Activity 5
Section 2: The Qualitative Research Process Qualitative research is multi-method in focus, involving an interpretive, naturalistic approach to a phenomenon. This means that qualitative researchers study things in their natural settings, attempting to make sense of or interpret phenomena in terms of the meanings people bring to them. Qualitative research involves the collection of a variety of materials such as case studies, personal experiences, life story interviews, observations, historical, and meaning in individuals' lives in communities and families.

Required Reading: Denzin, N., & Lincoln, Y. (2008): Part 1, and Chapter 1

Patton, M.Q. (2002): Chapters 5, 6, 7

Assignment 5 Data Collection **__<span style="color: #404040; font-family: 'verdana','sans-serif'; font-size: 10pt;">Data Collection Timeline __**

After completing the readings for this week, propose the process that you will follow to prepare and collect data for your qualitative research. Add the timeline to each step. Include the proposed qualitative sampling procedures. Please discuss the role of the researcher. Cite and document references at the end of the paragraphs.

Your strategies should demonstrate thoughtful consideration of the ideas and concepts that are presented in the course and provide new thoughts and insights relating directly to this topic. Your submission should reflect scholarly writing and current APA standards.

Submit your document in the Course Work area below the Activity screen.

Learning Outcome: 4 Assignment Outcomes Investigate various strategies for collecting data.

Activity 6
Section 3: Credibility and Qualitative Research The elements of trustworthiness, credibility, and transferability determine the assessment of the quality and rigor of qualitative research. For example, researchers employ triangulation to increase confidence in qualitative findings. It is also important to anticipate the ethical issues that may or may not arise during the research process and the outcome of the data analysis.

Required Reading: Miles, M. B., & Huberman, A. (1998): Chapters 10, 11

Patton, M.Q. (2002): Chapter 9

Qualitative Validity. Retrieved from http://www.socialresearchmethods.net/kb/qualval.php

“Triangulation” found in the Dissertation Resource Center

Assignment 6 Triangulation **__<span style="color: #404040; font-family: 'verdana','sans-serif'; font-size: 10pt;">Outline Triangulation Efforts __**

Write one or two paragraphs that outline your efforts for triangulation. Cite and document references at the end of the paragraphs.

Your submission should demonstrate thoughtful consideration of the ideas and concepts that are presented in the course and provide new thoughts and insights relating directly to this topic. Your submission should reflect scholarly writing and current APA standards.

Submit your document in the Course Work area below the Activity screen.

Learning Outcome: 4 Assignment Outcomes Investigate various strategies for collecting data.

Activity 7
Section 3: Credibility and Qualitative Research The elements of trustworthiness, credibility, and transferability determine the assessment of the quality and rigor of qualitative research. For example, researchers employ triangulation to increase confidence in qualitative findings. It is also important to anticipate the ethical issues that may or may not arise during the research process and the outcome of the data analysis.

Required Reading: Miles, M. B., & Huberman, A. (1998): Chapters 10, 11

Patton, M.Q. (2002): Chapter 9

Qualitative Validity. Retrieved from http://www.socialresearchmethods.net/kb/qualval.php

“Triangulation” found in the Dissertation Resource Center

Assignment 7 Trustworthiness, Credibility, and Transferability **__<span style="color: #404040; font-family: 'verdana','sans-serif'; font-size: 10pt;">Strategies to Enhance Trustworthiness, Credibility, and Transferability __**

After completing the readings for this week, write two paragraphs or more that discusses specific strategies to enhance the trustworthiness and credibility and transferability of your research design. Cite and document references at the end of the paragraphs.

Your submission should demonstrate thoughtful consideration of the ideas and concepts that are presented in the course and provide new thoughts and insights relating directly to this topic. Your submission should reflect scholarly writing and current APA standards.

Submit your document in the Course Work area below the Activity screen.

Learning Outcome: 5 Assignment Outcomes Analyze the validity, reliability (trustworthiness, credibility, and transferability) and ethics of qualitative research.

Activity 8
Section 3: Credibility and Qualitative Research The elements of trustworthiness, credibility, and transferability determine the assessment of the quality and rigor of qualitative research. For example, researchers employ triangulation to increase confidence in qualitative findings. It is also important to anticipate the ethical issues that may or may not arise during the research process and the outcome of the data analysis.

Required Reading: Miles, M. B., & Huberman, A. (1998): Chapters 10, 11

Patton, M.Q. (2002): Chapter 9

Qualitative Validity. Retrieved from http://www.socialresearchmethods.net/kb/qualval.php

“Triangulation” found in the Dissertation Resource Center

Assignment 8 Ethical Considerations **__<span style="color: #404040; font-family: 'verdana','sans-serif'; font-size: 10pt;">Ethical Considerations __**

After completing the readings for this week, write two paragraphs or more that discusses specific strategies to enhance the trustworthiness and credibility and transferability of your research design. Cite and document references at the end of the paragraphs.

Your submission should demonstrate thoughtful consideration of the ideas and concepts that are presented in the course and provide new thoughts and insights relating directly to this topic. Your submission should reflect scholarly writing and current APA standards.

Submit your document in the Course Work area below the Activity screen.

Learning Outcome: 5 Assignment Outcomes Analyze the validity, reliability (trustworthiness, credibility, and transferability) and ethics of qualitative research.

Activity 9
Section 4: Overview of Qualitative Data Analysis There are several types of procedures for recording qualitative data. There are basic procedures for analyzing qualitative designs, such as case study data observational data, written documents, visual media, audio media and records, and interview data, and interpreting the results.

Required Reading: Miles, M. B., & Huberman, A. (1998): Appendix, Chapter 4

Patton, M.Q. (2002): Chapter 8

Assignment 9 Analytical Strategy **__<span style="color: #404040; font-family: 'verdana','sans-serif'; font-size: 10pt;">Proposed Analytical Strategy __**

After completing the readings for this week, write two paragraphs or more that describe a proposed analytical strategy that is appropriate to your proposed design and data collection strategies. Include the role of the researcher. Cite and document references at the end of the paragraphs.

Your submission should demonstrate thoughtful consideration of the ideas and concepts that are presented in the course and provide new thoughts and insights relating directly to this topic. Your submission should reflect scholarly writing and current APA standards.

Submit your document in the Course Work area below the Activity screen.

Learning Outcomes: 6, 7 Assignment Outcomes Analyze the principles of qualitative data collection. Evaluate the data analysis, analytic tools, and the language used to summarize the qualitative data analysis process.

Activity 10
Section 4: Overview of Qualitative Data Analysis There are several types of procedures for recording qualitative data. There are basic procedures for analyzing qualitative designs, such as case study data observational data, written documents, visual media, audio media and records, and interview data, and interpreting the results.

Required Reading: Miles, M. B., & Huberman, A. (1998): Appendix, Chapter 4

Patton, M.Q. (2002): Chapter 8

Assignment 10 Qualitative Software Analysis **__<span style="color: #404040; font-family: 'verdana','sans-serif'; font-size: 10pt;">Qualitative Software Analysis __**

Explore several qualitative software analysis programs available, such as NVivo, created by QSR International (Richards, 2002). These programs allow the qualitative data to be examined at increasing levels of understanding and generate an informed range of alternative solutions to complex issues and problems facing the qualitative researcher. Write two or three paragraphs describing the possible analysis program that you would be interested in using. Your paper should cover the intent of the program, the costs, the results that the program will offer, and the steps that the researcher takes to prepare the data before using the software. For example, data has to be coded, segmented, categories developed, segments coded, and category grouped before entering the data into the software program.

Data Sense offers excellent face-to-face and online training and project consultation to individuals and groups utilizing the most current version of QSR software.

Your analysis should demonstrate thoughtful consideration of the ideas and concepts that are presented in the course and provide new thoughts and insights relating directly to this topic. Your analysis should reflect scholarly writing and current APA standards.

Submit your document in the Course Work area below the Activity screen.

Learning Outcome: 7 Assignment Outcomes Evaluate the data analysis, analytic tools, and the language used to summarize the qualitative data analysis process.