Challenges in Teaching Qualitative Methods Courses

Wednesday, November 4th

Drs. Kenneth Aigen and Catherine Schifter outlined considerations for teaching such courses. They discussed what methods are taught, how these methods are taught, and obstacles to overcome in order to provide the most effective learning environment. They covered issues including the role of IRB approval when having students do field research; methodological preferences as they differ from discipline to discipline; and factors that influence the place of qualitative methods within the larger pedagogy.

Recording of session

The Impact of Theory on Coding Qualitative Data/Qualitative Software Demonstration

Monday, April 20th, 2009

Using data provided by Cayce Hughes, a graduate student in Public Health, Sociology Professor Matt Wray and Public Health Professor Bob Whittaker demonstrated the impact of different theoretical approaches (such as grounded theory, phenomenological, and naturalistic) in coding text (using Atlas.ti). A discussion of the similarities and differences in the coding highlighted how different theories may lead to very different analyses of the material. Meeting Notes. Presentation.

Evaluation Criteria for Qualitative Research

Contrasting Evaluation Criteria for Qualitative Data

Held Tuesday, April 14, 2009

Sociology Professor Pablo Vila and History Professor Michael Eisman presented alternative theoretical approaches to evaluate qualitative data analysis. Meeting Notes.

Understanding IRB Requirements for Qualitative Research

Held Monday, December 1st 2008

Richard Throm, Director of the Internal Review Board & Regulatory Affairs, met with qualitative researchers to help them better understand the requirements that IRB places on them. Researchers asked many questions and engaged Mr. Throm in a very lively discussion! Those attending raised many concerns about the impact the IRB on qualitative research.

Topic: The Varied World of Qualitative Research

Panel Session held November 5, 2008

Four researchers (Jill Reese, a graduate student in Music Education, TL Hill, faculty in Business and Management, Ken Aigen, faculty in Music Therapy and Erin Horvat, faculty in Urban Education) described a qualitative research project or analytical tool that can be used in qualitative research. Meeting Notes.

Topic: Sampling Approaches in Qualitative Research Projects
Held Thursday, April 24th, 2008
Qualitative researchers can choose from a wide array of sampling approaches that vary according to their methodological goals, rigor, and practicality. Some of the most well-known sampling approaches include maximum variation sampling, theoretical sampling, convenience sampling, extreme or deviant case sampling, opportunistic or emergent sampling and snowball sampling. Random purposeful sampling, stratified purposeful sampling, criterion sampling and matched sampling are also frequently used in mixed-methods research projects. The process of deciding how a qualitative researcher is going to identify potential respondents for his or her study is a critical part of the research design process. However, sampling approaches are rarely described in a concrete, detailed fashion in research reports and grant proposals, which is a frequent criticism of qualitative research projects that can influence funding decisions and opportunities for publication in leading journals. This discussion will focus on the practical implications of different approaches to selecting potential respondents and the methodological and theoretical importance of sampling for qualitative research projects. In particular, the meeting will feature two complementary components: a case study examination of a research project that aims to utilize a matched sample of two hard-to-reach populations, former and active offenders and a group discussion on frequently asked questions about sampling such as “How many respondents are enough?” and “What are the best ways to identify suitable informants?.” Data. Notes

Different Conceptions of Qualitative Research

Held Monday, March 31st, 2008

The term “qualitative research” is used in different ways by different people, although three broad classes of usage can be determined. For some researchers, qualitative research is only distinguished from quantitative research by the form of the data used; for others, qualitative research is a form of knowledge acquisition with its own procedures and standards which exist as a complement to quantitative research; for still others, qualitative research is based upon a value system, world view, and underlying philosophy that are incommensurable with the foundations of quantitative research. This meeting will focus on issues that arise in various areas of scholarly activity (e.g., graduate student advising, dissertation committees, journal standards) from these multiple uses of one and the same term.

In addition other past sessions discussed:

• how to use grounded theory in the real world, and analyzed how researchers decide what to include in field notes and analytic memos and how the notes are used in the larger study, and
• the role of the research question when employing grounded theory as a guide for qualitative research.

April 2, 2007 Meeting Notes (Topic: Reliability and validity in qualitative work)