QUALITATIVE DESIGN AND ANALYSIS
SYA 7933, Spring 2014, Turlington 2303
Wednesdays, Periods 6-8 (12:50-3:50pm)
K.L. Broad, Ph.D.Office Hours:
301 Ustler Hall (email) Mondays, 11:30-12:30pm
Phone: (352) 273-0389 (office) Thursdays, 11:30-1:20pm
Email:
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This courseemphasizes careful consideration of methodological issues associated with qualitative design and analysis. As such, this this course is designed to be a place for participants to “practice” research by designing research proposals and collecting and analyzing original data. In addition this course is structured to foster participants’ in-depth knowledge of one approach to analysis (Grounded Theory) and ability to distinguish between different approaches to qualitative inquiry (Narrative, Ethnography and Grounded Theory). Overall, this course aims to introduce qualitative design and analysis and to provide an arena for developing concrete skills necessary to be a successful qualitative researcher.
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COURSE OBJECTIVES/GOALS
This course is intended to be a seminar about qualitative inquiry that aims to meet the following objectives:
- Provide an opportunity for researchers to actively do qualitative inquiry in a collegial environment and participate in a community of qualitative researchers.
- Allow researchers to further develop their skills at utilizing core qualitative “tools” (i.e., methods of qualitative data collection/generation)
- Promote development of researchers’ qualitative design skills
- Actively and intensively develop researcher’s qualitative analysis skills.
- Advance researcher’sability to design a coherent and professional qualitative research proposal.
- Allow researchers familiarity with publication outlets and examples of published qualitative research.
- Participate in a process of producing a publishable manuscript
NOTE: Though I will try to remain as faithful as possible to this syllabus, I reserve the right to make changes, as long as they are announced in advance in class or via the class email list
GENERAL COURSE INFORMATION
ACADEMIC ETIQUETTE: This course is designed to be a working seminar, where all participants are both students of qualitative design and analysis and active qualitative researchers. Thus it is expected that participants will work together as colleagues to engage theoretical and methodological ideas, actively design research and conduct analysis, and provide each other with constructive criticism. This includes regular attendance. Participants should miss no more than one seminar meeting in the semester.
ACADEMIC INTEGRITY: The American Sociological Association Code of Ethics () details professional expectations that all members of this course will be expected to embrace.In addition, members of this course are expected to comply with the Honor Code of the University of Florida. The Dean of Students Office provides an online description of the Student Honor Code () including the honor pledge, a list of violations of the student honor code, and a list of possible sanctions.
ACCOMMODATIONS: Reasonable accommodations are available for students who have a documented disability with the Disability Resource Center, located at 0001 Building 0020 -Reid Hall ( ; Voice 352-392-8565; Fax, 352-392-8570). Please notify me within the first two weeks of class about any accommodations needed for the course. Late notification may cause the requested accommodation to be unavailable.
REQUIRED READING
Creswell, John W. 2013. Qualitative Inquiry & Research Design: Choosing Among Five Approaches, Third Edition. Los Angeles: Sage Publications.
Charmaz, Kathy. 2014. Constructing Grounded Theory: A Practical Guide Through Qualitative Analysis, Second Edition. Thousand Oaks: Sage Publications.
NOTE: In addition to the books listed above, the course will rely on some articles and web resources listed in the weekly schedule below.
COURSE ASSIGNMENTS
QUALITATIVE DESIGN ASSIGNMENT (50 points possible, 16 % of total grade):
One goal of this seminar is to discuss and review qualitative design issues. We will do so by reading about various qualitative approaches to research, designing projects via mini-research proposals and reviewing published research. To facilitate our work, the following will be a core assignment:
- Mini- Research Proposal 2 (40 points, 13% of total grade): In order to develop your skills in qualitative research design, you will be expected to write a 5-page proposal outlining either a narrative or an ethnographic research project.
- Published Research Example (10 points, 3 % of total grade): In conjunction, you will be expected to find an example of published research and turn in 1- page of notes (single-spaced, double-sided), outlining the research questions, participants, sampling, data, data analysis and writing strategy. You will be expected to present about to your colleagues about this article.
QUALITATIVE ANALYSIS ASSIGNMENTS:
Another goal of this seminar isfacilitate the development of qualitative analysis skills by actively doing such analysis, both independently and collaboratively. Thus, the seminar will operate as a working qualitative research group actively conducting the following two research projects during the semester (Note: Due dates listed on schedule):
PROJECT 1 – INDEPENDENT DATA ANALYSIS PAPER
(65 points possible, 22 % of total grade):
- Mini-proposal1(10 points possible, 4 % of total grade)– You will be expected to turn in and present a 2-page mini-proposal to class outlining your plan for a qualitative grounded theory document analysis project on a topic related to your research interests.
- Data analysis plan - mini-presentation(5 points possible, 1.5% of total grade) – You will be expected to bring an example of the documents you will use for analysis and present them, in addition to your plans for data analysis, to a small group of your class colleagues.
- Data analysis paper(50 points possible, 16% of total grade)– You will be expected to turn in a 10-15 page (double-spaced, 12-point font) paper detailing your “findings” from your independent data analysis project. Further details about the paper requirements will be decided upon collaboratively in class (based on class readings and review of published research). In addition, you will be expected to provide a brief but professional (PowerPoint) presentation about your “findings” to your class colleagues in class on Wednesday, April 8th.
PROJECT 2 – CLASS MANUSCRIPT(185 points possible, 61 % of total grade):
- Research collaboration participation points(15 points possible, 5% of total grade) - In order to work well collaboratively, we will be doing various small projects in class and outside of class (reviewing research materials, gathering community information, researching journal outlets, etc.).
- Grounded theory notes(5 points possible, 1.5 % of total grade): Once in the semester, you will be expected to write one page (single-spaced, double-sided) of notes about key aspects of the Grounded Theory analytic approach. These notes will be shared with your class colleagues.
- Interview transcripts(total possible 100 points, 50 points possible each, each = 16 % of total grade, total possible = 33 % of total grade): Twice during the semester you will be expected to turn in a complete interview transcript related to the class research project.
- Manuscript writing (65 points possible, 23 % of total grade): Twice in the semester you will work with colleagues to draft sections of the class manuscript. You will also be expected to participate in the final editing of the full class manuscript:
- Subsection 1draft(25 points possible, 9% of total grade)–You will be expected to turn in a draft of a subsection of the “Results” section of the class manuscript.
- Subsection 2draft(25 points possible, 9% of total grade)- You will be expected to turn in a draft of one of the subsections of the full class manuscript (Introduction, “Literature Review”, Methods, Discussion/Conclusion)
- Manuscript editing participation(15 points possible, 5 % of total grade) -Finally, on the last day of class you will be expected to attend and participate in the final editing session for the class manuscript.
WEEKLY SCHEDULE
Weds., Jan. 7thINTRODUCTION/ETHICS, IRB
Due: Mini-Proposal 1- for Independent Data Analysis Project
NSF “Workshop on Scientific Foundations of Qualitative Research Report” Pages 9-20.
Creswell, John. W. 2013. Qualitative Inquiry & Research Design, Third Edition.
Thousand Oaks: Sage Publications. CHAPTERS 1, 2, 3.
American Sociological Association Code of Ethics
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Required Reading and Training for UF Researchers using Human Subjects
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Weds., Jan. 14thGROUNDED THEORY – Day 1
Due:Grounded Theory notes – Group 1
Charmaz, Kathy. 2014. Constructing Grounded Theory: A Practical Guide Through Qualitative Analysis, Second Edition. Thousand Oaks: Sage Publications. PREFACE & CHAPTERS 1 & 2
Creswell, John. W. 2013. Qualitative Inquiry & Research Design, Third Edition.
Thousand Oaks: Sage Publications. CHAPTER7
Weds., Jan. 21stQUALITATIVE ANALYSIS WORKSHOP
Due:Data Analysis plan - mini-presentation
Recommended:
Atkinson, Paul A. and Amanda Jane Coffey and Sara Delamont. 2001. “A Debate about our Canon” Qualitative Research, 1; 5.
Denzin, Norman K. and Yvonna S. Lincoln. 2008. “Introduction” Pps. 1-43 in Collecting and Interpreting Qualitative Materials. Third Edition, Edited by Norman K. Denzin and Yvonna S. Lincoln. Thousand Oaks: Sage Publications.
Lincoln, Yvonna S. and William G. Tierney. 2004. “Qualitative Research and Institutional Review Boards” Qualitative Inquiry, 10; 219.
Weds, Jan. 28thGROUNDED THEORY – Day 2
Due:Grounded Theory notes – Group 2
Charmaz, Kathy. 2014. Constructing Grounded Theory: A Practical Guide Through Qualitative Analysis, Second Edition. Thousand Oaks: Sage Publications. CHAPTERS 3, 4, & 5
Creswell, John. W. 2013. Qualitative Inquiry & Research Design, Third Edition.
Thousand Oaks: Sage Publications. GROUNDED THEORY Readings (see TOC pg. xvii)
Weds., Feb. 4thQUALITATIVE ANALYSIS WORKSHOP
Recommended:
Hesse-Biber, Sharlene. 2014. “Feminist Approaches to In-Depth Interviewing,” Chapter 7 in Feminist Research Practice: A Primer. Hesse-Biber (Editor), Los Angeles: Sage Publications.
Kong, Mahoney and Plummer. 2002 “Queering the Interview,” In Handbook of Interview Research: Context & Method. Jaber F. Gubrium and James Holstein (Editors), Pps. 239-258.
Wenger, Clare. 2002 “Interviewing Older People,” In Handbook of Interview Research: Context & Method. Jaber F. Gubrium and James Holstein (Editors), Pps. 259-278.
Dunbar, Rodriguez and Parker 2002 “Race, Subjectivity and the Interview Process,” In Handbook of Interview Research: Context & Method. Jaber F. Gubrium and James Holstein (Editors), Pps. 279-298.
Weds., Feb. 11thQUALITATIVE ANALYSIS WORKSHOP
Due: Interview transcript 1
Recommended:
Lapadat, Judith C. and Anne C. Lindsay 1999. “Transcription in Research and Practice: From Standardization of Technique to Interpretive Positionings” Qualitative Inquiry 5; 64
Glaser, Barney G. and Anselm L. Strauss. 1967. The Discovery of Grounded Theory: Strategies for Qualitative Research. New York: Aldine De Gruyter.
Corbin, J. and Strauss, A.L. 2008. Basics of Qualitative Research, Third Edition. Los Angeles: Sage.
Weds., Feb. 18thGROUNDED THEORY – Day 3
Due:Grounded theory notes – Group 3
Charmaz, Kathy. 2014. Constructing Grounded Theory: A Practical Guide
Through Qualitative Analysis, Second Edition. Thousand Oaks: Sage Publications. CHAPTERS 6, 7 & 8
Weds., Feb. 25thNARRATIVE RESEARCH
Due: Mini- Research Proposal 2 and Research Example– Group 1
Creswell, John. W. 2013. Qualitative Inquiry & Research Design, Third Edition.
Thousand Oaks: Sage Publications. NARRATIVE RESEARCH Readings (see TOC pg. xvi)
Chase, Susan E. 2008. “Narrative Inquiry; Multiple Lenses, Approaches, Voices” Pps. 57-94 in Collecting and Interpreting Qualitative Materials. Edited by Norman K. Denzin and Yvonna S. Lincoln. Thousand Oaks: Sage Publications.
Weds., March 4thNO CLASS – UNIVERSITY HOLIDAY
Weds., March 11thQUALITATIVE ANALYSIS WORKSHOP
Due: Interview transcript 2
Charmaz, Kathy. 2014. Constructing Grounded Theory: A Practical Guide Through Qualitative Analysis, Second Edition. Thousand Oaks: Sage Publications. PREFACE & CHAPTERS 9 and 10
Recommended:
Gubrium, Jaber F. and James A. Holstein. 2009. Analyzing Narrative Reality. Los Angeles: Sage Publications.
Riessman, Catherine Kohler.1993. Narrative Analysis. Qualitative Research Methods Series 30, Newbury Park: Sage Publications.
Weds., March 18thETHNOGRAPHY
Due: Mini- Research Proposal 2 and Research Example– Group 2
Creswell, John. W. 2013. Qualitative Inquiry & Research Design, Third Edition.
Thousand Oaks: Sage Publications. ETHNOGRAPHY Readings (see TOC pg. xviii)
Weds., March 25thQUALITATIVE ANALYSIS WORKSHOP
Charmaz, Kathy. 2014. Constructing Grounded Theory: A Practical Guide Through Qualitative Analysis, Second Edition. Thousand Oaks: Sage Publications. PREFACE & CHAPTER 11 and 12
Recommended:
Hammersley, Martyn and Paul Atkinson. Ethnography: Principles in Practice (2nd edition). Routledge
Emerson, Robert M. and Rachel I. Fretz, Linda L. Shaw. 1995. Writing Ethnographic Fieldnotes. Chicago: University of Chicago Press. CHAPTERS 1, 2, 3, 4, 5, & 6
Weds., April 1stQUALITATIVE ANALYSIS WORKSHOP
Due: Subsection 1draft
Recommended:
Dey, I. 2004. “Grounded Theory,” In C. Seal, G. Gobo, JF Gubrium and D. Silverman (Editors), Qualitative Research Practice. London: Sage, Pp. 80-93.
Weds., April 8thDATA ANALYSIS PAPER PRESENTATIONS
Due: Data Analysis Paper
Weds., April 15thQUALITATIVE ANALYSIS WORKSHOP
Due: Subsection 2draft
Weds., April 22ndCLASS MANUSCRIPT EDITING DAY
Due:Manuscript editing
Recommended:
Wolcott, Harry F. 2001. Writing Up Qualitative Research, Second Edition. Thousand Oaks: Sage Publications.
SYA 7933: QUALITATIVE DESIGN AND ANALYSIS
Final grades will be available via ISIS on the evening of May 6, 2014
Grade %
A 95 - 100 %
A- 90 - 94%Please note: While this grading scale can be used
B+ 87 - 89%to help you calculate your grade, you should be
B 84 - 86%aware that in order to maintain good standing you
B- 80 - 83%must maintain a 3.0 GPA in graduate classes. In
C+ 77 - 79 %general, if you receive only B’s or below, you need
C 74 - 76 %to meet with your instructor to discuss how to bring
C-70 - 73%your work up to graduate level expectations.
D+ 67 - 69 %
D64 - 66%
D-60 - 63 %
Ebelow 60 %
QUALITATIVE DESIGN ASSIGNMENT (50 points possible, 16% of total grade)
Mini- Research Proposal 2 (40 points possible, 13% of total grade)______
Published Research Example (10 points possible, 3 % of total grade)______
QUALITATIVE ANALYSIS ASSIGNMENTS(250 points possible, 84% of total grade)
PROJECT 1 – INDEPENDENT DATA ANALYSIS PAPER
Mini-proposal 1(10 points possible, 4% of total grade)______
Data analysis mini-presentation (5 points possible, 1.5% total grade)______
Data analysis paper (50 points possible, 16% of total grade)______
PROJECT 2 – CLASS MANUSCRIPT
Research collaboration participation (15 points possible, 5 % total grade) ______
Grounded theory notes (5points possible, 1.5% of total grade)______
Interview Transcript 1 (50 points possible, 16% of total grade)______
Interview Transcript 2 (50 points possible, 16% of total grade)______
Subsection 1 draft (25 points possible, 9 % of total grade)______
Subsection 2 draft (25points possible, 9 % of total grade)______
Manuscript editing participation(15 points possible, 5 % total grade)______
TOTAL______
% (TOTAL/300) ______
GRADE =______