More: A Review of (original) (raw)
Related papers
Preparing a Qualitative Research-Based Dissertation: Lessons Learned
The Qualitative Report, 2005
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.
The qualitative doctoral dissertation proposal
The Teachers College Record, 2006
This article discusses the primary qualities of a doctoral dissertation proposal and how those qualities relate to the qualities of a dissertation and to the nature of a research university. Typical parts of a proposal are discussed-problem, significance, literature review, theoretical perspective, questions, methods, and ethics-and reasons are given for the role that each part plays in the development of a dissertation. Emphasis is placed on the nature of argument and on the integrity of the proposal as a whole. Examples, including notes on writing, are drawn from several qualitative proposals.
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
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
The Qualitative Report, 2021
The current article analyzes potential pitfalls that each emergent researcher might face during the qualitative research process and illuminates adequate strategies to cope with them effectively. The author's personal and professional experience in supervising doctoral and MA students in their qualitative research and students' own reflections on the pitfalls they have faced are used as resources for this paper. Eleven pitfalls are depicted in this paper, divided into four phases in the research process, beginning from the preparatory phase in which the researcher plans the research program, through data collection and analysis, to the final phase of writing the research report. The paper provides some practical strategies to cope with these pitfalls successfully and effectively.
Essentials of a Qualitative Doctorate as Seen from Two Frames
The Qualitative Report, 2016
Immy Holloway and Lorraine Brown, the authors of Essentials of a Qualitative Doctorate, explicitly identify their intended audience as “doctoral candidates who write their dissertations in English….” This review looks at the book from two frames, a professor who mentors doctoral students, and, imaginatively, as a student who is trying to write my first qualitative dissertation. I found the book has a number of strengths, most especially its broader focus than solely on a US Ph.D. However, the broad focus left many important details in the background. Essentials of a Qualitative Doctorate is probably best seen as a helpful reminder to a student in the writing phase of the dissertation of what the student should already have learned and mastered in prior course work.
A Doctoral Seminar in Qualitative Research Methods: Lessons Learned
International Journal of Doctoral Studies
New qualitative research methods continue to emerge in response to factors such as renewed interest in mixed methods, better understanding of the importance of a researcher’s philosophical stance, as well as the increased use of technology in data collection and analysis, to name a few. As a result, those facilitating research methods courses must revisit content and instructional strategies in order to prepare well-informed researchers. Approaches range from paradigm to pragmatic emphasis. This descriptive case study of a doctoral seminar for novice qualitative researchers describes the intricacies of the syllabus of a pragmatic approach in a constructivist/social constructionist learning environment. The purpose was to document the delivery and faculty/student interactions and reactions. Noteworthy were the contradictions and frustrations in the delivery as well as in student experiences. In the end, student input led to seminal learning experiences. The confirmation of the effect...
Qualitative doctoral research in educational settings: Reflecting on meaningful encounters
International Journal of Evaluation and Research in Education (IJERE), 2020
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.
Introduction: Approaches to Qualitative Research
2009
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.