Essentials of a Qualitative Doctorate as Seen from Two Frames (original) (raw)
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Mastery of qualitative research and its methods can be a challenge for doctoral students who often have had more academic course exposure and practical experience with quantitative research. Qualitative courses frequently provide a theoretical preliminary understanding, but it is the rich ''on-the-ground'' experience of doing research that synthesizes the learning, allowing a student to fully appreciate qualitative research as their own. This article presents the experience of a doctoral advisor and a student in the process of coaching a qualitative dissertation. Individual reflexivity, dialogic meaning making, and meeting notes from the dissertation process comprise the data sources for this inquiry. The instructor's teaching approach is discussed as well as the student's knowledge, values, and skills employed during the learning process. Additionally, two ethical dilemmas encountered by the student are examined, as well as use of a newly minted special education PhD as a qualitative research consultant. Technological tools such as Skype and Dropbox were used to bridge the geographical distance between their locations. Both the advisor and student offer insight into the experience, highlighting what worked well for them, lessons learned, and recommendations for future student/instructor dyads. The student finished his dissertation in four semesters, and won an ''Outstanding Dissertation'' Award, and is now cowriting subsequent journal articles with his dissertation chair. Thus, it is concluded that teaching qualitative research during the dissertation process creates a bridge between graduate course
Forum Qualitative Social Research, 2009
In der Absicht, ein Buch zu schreiben, das moglichst umfassend die Wunsche aller Doktorand/innen bedient, die qualitativ forschen, prasentieren BLOOMBERG und VOLPE in "Completing Your Qualitative Dissertation" tatsachlich viele Werkzeuge und Ideen fur genau diese Personengruppe. Dennoch gibt es auch Problematisches: Das Buch ist durchzogen von einem zumeist implizit bleibenden, positivistischen Verstandnis von qualitativer Forschung und setzt ebenso implizit Lesende voraus, die mit dem Promotionssystem und -verfahren in Nordamerika vertraut sind. URN: urn:nbn:de:0114-fqs0903163
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In this article, a newly minted Ph.D. shares seven lessons learned during the process of preparing a dissertation based on qualitative research methods. While most of the lessons may be applicable to any kind of research, the writer focuses on the special challenges of employing a qualitative methodology. The lessons are: (1) Read, read, read; (2) Consult the experts; (3) Adhere to university regulations; (4) Pay attention to rigor and trustworthiness; (5) Give details of the methodology; (6) Don't be afraid to include numerical data; and (7) Prepare to publish.
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In qualitative doctoral research the methodological approach, and the research design are extremely important when ensuring the rigorousness of the work. This is particularly significant for all researchers, and even more for doctoral students who are still developing their research and analytical skills. This paper aims to support doctoral students in their research journey by highlighting some of the tensions involved in conducting qualitative research by unpicking the experiences of two doctoral students to learn from the concerns, questions and reflections on the use of qualitative methodology in their doctoral research projects. The findings reveal challenges and insights with regards to reflection, educational research and the developing identity of being a researcher. The paper discusses these reflections to support and guide doctoral students as early career researchers when planning and conducting qualitative research in educational settings.
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This article considers the desirability of the doctorate for a tertiary learning advisor (TLA), explains the process and experience of doctoral study, and affirms how doctoral study can enhance the effectiveness of a TLA in developing students’ academic literacies. Effectiveness relates not only to the pedagogical relationship between a TLA and students, but to enhanced visibility and credibility of the TLA and their team within their institution. But what is the doctoral journey actually like? This article will be of interest to curious individuals who may have wondered what the doctorate involves in terms of time and commitment, and whether the benefits outweigh the costs. This article seeks to demystify the process and encourage neophyte researchers who may be considering a qualitative project. Using an autoethnography approach, I take as a case study my own doctoral journey, touching on my initial motivation and sharing candid insights on the challenges and milestones as I perce...
Introduction: Approaches to Qualitative Research
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Abstract Undertaking a dissertation can be a daunting prospect, irrespective of whether a student is an undergraduate or a postgraduate. The idea of having to start with a blank sheet of paper and finish with anything between 15,000 words for an undergraduate dissertation, and 100,000 words of a PhD dissertation, is an arresting thought.