Learning Qualitative Research Research Articles

Poetry in Teaching & Learning Qualitative Research

This article stems from a workshop presented at the 15th TQR conference on poetry in teaching and learning qualitative research. Over the last few decades, scholars have argued for the use of poetry and other arts-based techniques in qualitative research. Most of the research, however, focuses on using poetry for data analysis and representation. In this article, we shift the conversation to the use of poetry for teaching and learning qualitative research. Starting with a poem in three voices of educator, student, and researcher, we provide an overview of poetry use in qualitative inquiry. We then offer brief overviews of poetic forms such as found poetry, identity poems, haikus, and free verse poetry. Subsequently, we share examples of how we have used these poetic forms in our own teaching and learning of qualitative research. In sharing the reasoning, guidelines, and examples of poetry use in the qualitative research classroom, we invite others wanting to implement poetry in their work to try one or more of the practices.

Public Health Student Evaluation of Teaching Qualitative Research Using Interactive Methods

Abstract Background: Interactive teaching methods aid post graduate students in learning qualitative research. Four academic researchers from the United Kingdom had an opportunity to teach qualitative research methods, specifically consensus methods, to the Master of Public Health students (MPH) during a visit to India. This teaching formed part of a work package with All India Institute of Medical Sciences Rishikesh, India exploring the concept of family resilience among families with children under 6 years. Aims: To use the experiences of the MPH students to gain knowledge and create meaning about using the consensus methods. Participants: The participants were the MPH students. Methods: We used the workshop method to introduce the concept of family resilience by using the question, ‘What will be the three top public health priorities in India to support family resilience in the 21st century?’ as a central theme for all the workshops. Furthermore, we introduced qualitative research methods and hands on experience of consensus methods to the students. The students were introduced to Delphi and Group Concept Mapping (GCM) methods during workshop 1. Workshop 2 introduced Nominal Group Technique (NGT) through a short presentation followed by a practical hands on session using GCM data from workshop 1. The last workshop (3) focused on the World Café method. Results: The students evaluated the workshops highly and asked for online sessions on GCM, NGT, and World Café which will be planned in the future. Conclusion: We concluded that the post graduate curriculum for master’s in public health studies would benefit from teaching using interactive research methods which will enhance their critical thinking and autonomy. Second, although the MPH curriculum had quantitative methods in place, introducing qualitative consensus methods will open new avenues into future research. Finally, teaching using practical demonstration gives students a voice and makes learning effective and enjoyable.

Qualitative research in Indian postgraduate psychology and social work programmes: a study on curriculum content coverage and graduates’ perspectives

ABSTRACTAlthough gaining prominence in recent years, the qualitative research paradigm appears less taught and minimally employed across disciplines. In this context, the present study attempted to understand whether the Indian postgraduate psychology and social work programmes adequately covered qualitative research content in their curriculum. In addition, we explored the experiences and perspectives of graduates on the curriculum and learning qualitative research during their Master’s. The study was conducted in two phases. First, we have undertaken an on-desk research involving content analysis of the curriculum of Master’s programmes in psychology and social work across 71 publically funded universities in India. The second phase included qualitative interviews with 33 graduates who had completed their Master’s degrees from the selected universities, and the data were analyzed thematically. Most universities did not have a separate course on qualitative research (N = 65), and the research methods were taught through a single course dominated by the quantitative approach. Qualitative content is minuscule in the course, covering basic topics across universities. Furthermore, four themes emerged from the perspectives of graduates: minimal qualitative content, lack of qualitative traditions, least experts, and misconceptions. This study implies the importance of a diversified curriculum with different research paradigms to strengthen students’ capabilities.

Reflecting on Students’ Reflections: Exploring Students’ Experiences in Order to Enhance Course Delivery

Learning qualitative research skills can be a daunting process for students given characteristics such as its subjective and time-consuming nature. I therefore wanted to understand in detail my students’ course experiences by exploring the (i) literal and metaphorical language that they utilized to describe their experiences with qualitative research; (ii) challenges they faced in undertaking qualitative research; and (iii) personal and course triumphs shared by students. Using a generic qualitative research design, I undertook document analysis of a sample of written coursework reflections from 17 of my master’s level students. Findings showed that students had an emotional experience of lows and highs as they engaged with the qualitative research process, that they embraced the opportunity to engage with practical and experiential learning activities, that their appreciation for qualitative research grew, and that peer support was an important element in motivating them throughout the course. Thus, I recommend the integration of opportunities for more practical, experiential learning activities and peer work for those delivering qualitative research courses.

Cultivating Qualitative Researchers: Lessons Learned During a Pandemic

Under the best of circumstances, learning to conduct qualitative research is challenging, both intellectually and emotionally. Engaging in such learning in difficult situations, such as a global pandemic, may heighten challenges while creating opportunities for truly deep learning. The purpose of this paper is to provide methodological insights to guide the growth of new qualitative researchers and inform the design of introductory methods courses based on the learning experiences of a group of graduate students conducting their first qualitative research projects. We present students’ experiences with choosing and planning a project, navigating relationships with study participants, and conducting observations and interviews. Explicit connections to qualitative methodology are offered for every stage of student research engagement. An analysis of the student authors’ experiences highlights the associated learning and innovation necessary to adapt to adversity when conducting qualitative research. Advancements in research reciprocity and human connection are presented, as experienced by the student authors. We conclude with implications and insights for teaching and learning qualitative research and ethical considerations that transcend pandemic circumstances. It is the intent of this manuscript to support the development of deep reflexive practice for new qualitative researchers, effective instructional approaches for those who teach research methods, and an insight into the power of diverse student researchers learning new skills together for the global research community.

The Lived Experiences in Learning Qualitative Research: An Exploratory Analysis of Muffled Voices

Building and strengthening research skills in students is the immanent credo of postgraduate research studies in Pakistan. The downside is the stereotypical approach to conducting research and an urge for generalization that thwart students from learning contemporary paradigms. Thus contravening the probability of their excellence in all the other prevailing paradigms. This research study, wherefore,has its focuses on exploring students’ experiences of learning qualitative research approach. The data were collected through a semi-structured interview guide, in interviews with 10 students of the qualitative research approaches course enrolled in the MPhil degree program of a private university in Lahore. The data analysis revealed that studying this comparatively less common but emerging approach in Pakistan has challenged their fast-held beliefs and has provided them with a fresh perspective.Findings also revealed that a more practical, field-bound approach provides students with the underpinning knowledge required to complete their course and thesis successfully. Nevertheless, students struggled to grasp the concepts of reliability and validity of qualitative research studies, underscoring the significance of ethical practices.

Taking time for new ideas: learning qualitative research methods in higher sports education

ABSTRACT Even though qualitative research methods are considered important and have become more commonplace in research related to the sport sciences, there is little insight into the efforts made by sport science students to learn qualitative research methods. In this article, the authors use a course on qualitative methods inspired by a phenomenological approach to higher education in sport as a case study to examine students’ learning efforts. The data is based on qualitative interviews conducted with six students. Analysis of the interviews reveals the challenges in learning to think from a phenomenological perspective in an institutional context that emphasises quantitative methods. The study shows that it is challenging for students to shift from a linear, cause-and-effect approach to a more social, inter-body and subjective approach to learning and knowledge production. This becomes apparent both in the students’ views on the framework of the course and in their responses to teacher feedback. Our research indicates that the students’ previously established learning methods involved receiving unambiguous instructions and definitions from their teachers, but that they had not been taught to include themselves in the meaning-making process. Since phenomenological language has not yet become an embodied part of the students’ academic language, their experiences of the course are marked by preconceived ideas about teaching and research. The students’ experiences provide feedback on the quality of teaching and indicate that teachers are not sufficiently aware of how unfamiliar students are with the ideas and perspectives they are teaching, and that students need (more) time to fully understand these.

Becoming Holistic Teachers and Learners: A Review of Teaching Qualitative Research: Strategies for Engaging Emerging Scholars

In this review I offer an alternative perspective on the book Teaching Qualitative Research: Strategies for Engaging Emerging Scholars by emphasizing how the authors propose a holistic approach to learning qualitative research. Departing from the point of view of an emerging scholar, this piece was written as I was transitioning from a doctoral program to the professional world, learning with the authors what it is to teach qualitative research methods while being socialized as a scholar in the doing of qualitative research.

Deepening reflexivity through art in learning qualitative research

Reflexivity involves examining one’s background and perspectives in relation to the research topic, participants, and the processes and practices of research. Building on the growing field of utilizing arts-based practices in teaching qualitative research, in this article we examine how one doctoral student’s engagement with drawing and painting within and beyond a qualitative research class supported her developing reflexivity. Guided by an interactional ethnographic perspective, we conducted domain, taxonomic, and discourse analyses of the student’s art, reflection journals, video of a class presentation, and retrospective reflections she wrote three years later. Through these analyses we make visible that reflexivity through art creates potentials for understanding and transcending one’s background to create new opportunities for learning about self and research. We also argue that deepening reflexivity requires a commitment to engage in the discomforts of learning in order to develop new ways of thinking and researching.

Beginners’ Learning Experiences in Qualitative Research: Inputs for Curriculum Enhancement of Senior High School in Practical Research

‘Beginner Researchers’ refer to the Senior High School Students learning Qualitative Research for the first time. Qualitative Research is one of the Applied Track subjects offered for the SHS and is deemed relatively new for the students. This study aimed to describe the experiences of beginner researchers on learning Qualitative Research. Specifically, on the questions: How they find learning Qualitative Research for the first time; their learning strategies; teachers mentoring styles as experienced by them; Learners’ collaboration and leadership; their challenges and the implications to the teaching and learning process. This study utilized Descriptive Qualitative Research as a research design. There were two sets of focused group discussions conducted one group with eight participants and the other group with six participants during the actual interview. 'Beginner researchers’ view Qualitative Research as a rigorous process that requires good communication and social skill; a difficult subject; provides new knowledge and experiences; and interesting subject. Repetitive teaching and the prompt feedback mechanisms on students’ output were teacher’s mentoring strategies while learning together as co-learners; Learners’ collaboration; and delegation of tasks were the identified concepts on learners learning strategies. The challenges of the beginner research were on the group dynamics and the methodology’s technicality. The results implied reviewing the curriculum on Practical Research Subject and contextualized the process based on the actual needs of the students based on how it has been delivered for the past years of the Senior High School implementation;

Becoming a Qualitative Researcher with a Postcolonial Sensibility in South Korea

It seems that qualitative research has spread worldwide as a new research method beyond the Western world. Despite the fact that qualitative research in South Korea developed not only quantitatively but also qualitatively, there has not been enough effort to find out how the South Korean researcher grows into a qualitative researcher compared with the Western researcher. In this article, we try to approach the experience of becoming a qualitative researcher in South Korea with an autoethnography method. As a result, the experience and process of becoming a qualitative researcher in South Korea can be considered in three themes: learning qualitative research skills though field work, learning writing skills, and cultivating a postcolonial sensibility. This article can provide not only a new perspective on qualitative research and the process of becoming a qualitative researcher in South Korea but also a postcolonial perspective by conceptualizing that.

“I Found a Fit”: Doctoral Student Narratives of Coming to a Theoretical Home in a Qualitative Research Class

A critical aspect of learning qualitative research methodology in a doctoral program is to develop deep knowledge of the theoretical frameworks informing one’s research. An in-depth reading of those theories is necessary for them to be used to inform and guide dissertation research. Based in narrative inquiry, this study examined the journeys of 18 novice qualitative researchers as they came to understand theory and develop a theoretical home to inform their doctoral research. Findings include 1) the emotional concerns, uncertainty, and confusion when asked to engage with theory and theoretical frameworks to inform their research for the first time; 2) supports and strategies used to engage deeply with theories; and 3) students’ use of metaphors to describe their relationships with theories over the course of their doctoral studies as they came to a “theoretical home”. Implications for doctoral training in qualitative research include the need to engage pedagogically with students around the complexities and messiness of the role of theory in research.

Empirical verification of the “TACT” framework for teaching rigour in qualitative research methodology

PurposeThe purpose of this paper is to present a framework intended to guide students and novice researchers in learning about the necessary dimensions for assessing the rigour of qualitative research studies. The framework has four dimensions – (T)rustworthiness, (A)uditability, (C)redibility and (T)ransferability. The development of TACT is informed by various discourses of rigour in the qualitative research methods literature. Results of an empirical verification of TACT suggests that postgraduate students and faculty learning qualitative research found the framework useful for learning rigour in qualitative research methods. TACT also serves as an important theoretical tool for setting directions for further discourses on teaching and learning critical aspects of rigour in qualitative research methodology.Design/methodology/approachThe formal verification of the TACT started with a development of a rating tool. The tool consisted of a total of 16 items, 4 items per each dimension. The items were ranked on five-scale Likert points (1=very important, 2=important, 3=neutral, 4=less important, 5=not important). The instrument was piloted and tested for reliability revealing an overall Cronbach’s α (α=0.86), which indicates a good level of internal consistency (George and Mallery, 2003) among the dimensions. The tool was put online and sent out to participants enroled in workshops on “assessing rigour in qualitative research studies”.FindingsOverall, participants found TACT to be a useful framework for learning different dimensions for assessing qualitative research. They saw various benefits associated with the use of the framework including providing a better process for undertaking and reporting outcomes of qualitative research and for exploring different dimensions of rigour. Participants also indicated that using TACT facilitates reflexivity and fosters dependability of research outcomes. They stated that TACT could help researchers think about their personal relationship with a phenomenon being studied as well as the quality of data collected. Others said that TACT allows researchers to think about achieving transference and gaining confidence in the research findings.Research limitations/implicationsTACT is best suited as a teaching toolkit in qualitative research methodology courses. It is also useful as a platform for fostering a shared language in undertaking peer-review of methodological dimensions of qualitative research studies.Practical implicationsThough a general framework for accessing rigour in qualitative research studies is highly desirable, the usefulness of TACT in rendering rigour is subject to a particular academic tradition.Social implicationsTACT facilitates the exploration of different dimensions for assessing the outcome of qualitative research.Originality/valueTACT is a general framework drawn from the literature and teaching practice and empirically validated.

Research Methods and Applications for Student Affairs by J. Patrick Biddix

Reviewed by: Research Methods and Applications for Student Affairs by J. Patrick Biddix Becki Elkins Research Methods and Applications for Student Affairs J. Patrick Biddix San Francisco, CA: Jossey-Bass, 2018, 352 pages, $48 (hardcover) With Research Methods and Applications for Student Affairs, J. Patrick Biddix successfully blurs the line between "research" and "practice," contending the abilities to understand, read, evaluate, and apply research are skills fundamental to student affairs practice. His work answers complaints about the failings of research in terms of practical application. Biddix provides a text that not only argues for the relevance of research to practice but one that simultaneously illustrates its application through extensive use of examples. He disrupts the idea that research cannot be practical by making the content accessible and relevant to student affairs professionals. The book is organized in three layers: (a) frames, (b) foundations, and (c) methods. All chapters begin with learning outcomes that follow the same format, outlining what readers should be able to understand, differentiate, read, evaluate, and apply. The chapters also include pull-out boxes explaining key terminology and proffering perspectives from researchers and scholar-practitioners. Each chapter concludes with strategies for building one's research skillset. The author makes ample use of tables, bullet points, and graphics to illustrate and highlight crucial information. In fact, one of the book's greatest strengths stems from its structure and consistency from one chapter to the next. The research frames layer is comprised of the first four chapters of the book and covers studying, reading, and framing research as well as the consideration of ethics. In chapter 1, Biddix situates research as an integral part of student affairs work, noting that, early in the field's history, the Student Personnel Point of View (American Council on Education, 1937) built the case for using empirical evidence in practice. Biddix defines research as "a systematic approach to learning that involves asking and answering questions" (p. 4) with two primary purposes: contributing to knowledge and improving practice. The book distinguishes research from assessment while acknowledging that research focused on improving practice is conceptually similar to assessment. Chapter 2 highlights research literacy as a primary student affairs skill. The chapter provides detailed information generally not written elsewhere, including the elements of research literacy; sources of, and how to locate, published research; common publication formats; and the value of peer review. The third chapter specifically addresses four core components of methodology: perspective, type, design, and method. Biddix explains how perspectives (constructivism, postpositivism, pragmatism) guide the overarching approach to research and illustrates how the methods used in a study flow directly from decisions made about the type (qualitative, quantitative, or mixed) and the design (e.g., grounded theory, quasi experimental, sequential exploratory). Chapter 4 examines ethics in research, including human subjects and institutional review boards as well as potential ethical dilemmas in quantitative, qualitative, and mixed methods studies. Three nonsequential chapters comprise the research foundations layer. Chapter 5, Learning Qualitative Research, opens the section of the book that explores qualitative methods. [End Page 505] Biddix attempts to convey the fundamental information student affairs practitioners and researchers need to be able to understand, critique, and use qualitative methods. He uses the components of methodology—perspective, type, design, and methods—outlined in chapter 3 to introduce readers to qualitative strategies for data collection, sampling, and analysis. Chapter 9, Learning Quantitative Research, follows the same structure and seeks to provide similar foundational information, only for quantitative research. The author acknowledges the anxiety about quantitative research that perplexes many student affairs practitioners and provides an in-depth and clear introduction to quantitative methods. This chapter, in particular, answers one of the key complaints heard about standard statistics courses in graduate programs; that is, how does one practically use statistics? With this introduction, Biddix clearly lays out how to apply quantitative research to student affairs practice. Finally, chapter 14, Exploring Mixed Methods, examines the pragmatic approach to research questions and the mixing of qualitative and quantitative methods to conduct research to address practical problems. The third element, research methods, devotes a chapter to each of the methods noted in the foundational overviews. Chapters 6 through 8 address qualitative methods and cover...

Qualitative Research and Clinical Methods

<div class="WordSection1"><p>I am honored for being an alumnus of KEMC, and am delighted to write this editorial for the Annals. I have, ever since done my research and taught qualitative methods, felt that clinical methods are quite akin to qualitative research. Then, why only few clinical researchers use qualitative methods? A witness to this assumption is the research published in the Annals. In this treatise, I try to identify some parallels between the two types of methods and argue for the clinicians to invest in learning qualitative research methods to practice clinical methods well.</p><p> Qualitative research is to identify and interpret issues from the perspective of participants, their experience of: illness or disability, using health service, and to appreciate the meanings they give to the behaviour, events or objects in the context of their social and cultural norms. In this type of research, the emphasis is on exploring the associations and understanding the phenomenon in its holism; and not, like in quantitative research, from an outsider’s perspective and for certain specific aspects.<sup>1</sup> It requires participants with specific characteristics, selected purposely that can best inform the research topic. More participants, identified inductively during data collection, are added to develop full and multiple perspectives about the cases.<sup>2</sup></p><p> No preset data collection tool is used, instead qualitative researcher guided by a research question acts as an instrument, since the line of enquiry he changes during data collection as new understanding is gained and/or the situation changes.<sup>3</sup> The data for research is derived from the observation, interviews or verbal interactions, focus group discussions, document reviews, life histories etc. and the researcher asks why, how and under what circumstances things occur; and not just what, where and when. It is recorded in words or pictures and log book is used to record notes arising from interviews, observations, extracts from documents etc.</p><p> In health care settings patients are the subjects for clinical methods. The clinician, even prior to any verbal communication, observes the patient, e.g. for his gait and appearance. If in a bed or examination couch, his posture could give some clue to the illness. Inspection, a clinical method, is like systematic observation, which is qualitative method, should be holistic. In my third year during bedside teaching, Professor (late) Rashid Ahmed Qureshi said, <em>“patient has come to you as a whole and not his stomach in a tray”</em>, when a student straight went to examine abdomen of a patient with acute abdomen. History taking, another clinical method, is like conducting semi structured in depth interview – a qualitative research method. In both disciplines, we are told, <em>“not to ask leading, but follow up and probing questions”; </em>and Professor (late) Alamgir Khan, while teaching clinical methods, would add, <em>“if a good history is taken, you will establish diagnosis in over 65% of cases”. </em>Likewise, as part of history taking, documents related to patient’s illness history and treatment are reviewed similar to document review in qualitative research.</p><p> The two approaches however differ in how the data is analysed. In clinical practice, diagnosis is established based on the pathophysiological knowledge or patient’s clinical condition is discussed in clinicopathological conference.<sup>4</sup> On the other hand, qualitative research employs meaning based data analysis, whereby the qualitative data is transformed into some form of explanation, understanding or interpretation of people and situation that is investigated.<sup>5,6</sup></p><p> In conclusion, the history, the observation and the review of document related to patient are since obtainned using qualitative methods, the clinician trained in these methods could not only conduct these methods well but also interpret the data to identify and detect obstacles to the change in clinical condition and the reasons why improvement does or does not occur.<sup>7</sup> Finally, while it is heartening that research forums are organised in the institutions affiliated with KEMU, in order the research is richer, the researchers’ skills in qualitative research methods should be built.</p></div>

From understanding to insight: using reflexivity to promote students’ learning of qualitative research

Reflexivity is qualitative researchers’ thoughtful and self-aware examination of the intersubjective dynamics between themselves and study participants, evoking insightful understanding of others. Novice qualitative researchers need to acquire reflexive skills for their professional development. In this article, we examine reflexivity among Israeli students on a qualitative research course. We conducted thematic content analysis of the data gathered from the students’ written reflexive journals. Reflexivity was demonstrated by three dimensions in each stage of the students’ experience of learning qualitative research: (1) ‘I as a person’, relating to students’ critical personal perspective; (2) ‘I as a researcher’, referring to the students’ insights about their evolving competencies as researchers; and (3) ‘I as an individual in a sociocultural context’, stressing students’ awareness of their values, beliefs and norms. These findings are discussed, highlighting four key concepts in qualitative research: Taken-for-Granted Expectations; Experience of Discovery; Resonance, and Meaning Making and Insights.

Driving the Paradigm

In this article, I explore my fantasy qualitative classroom, one that promotes “paradigm driving,” rather than paradigm-driven research. I discuss how paradigm essentialism, ontologization, and idolization, although important to learning qualitative research, get in the way of creative, flexible, and ambiguous approaches to research design. I share strategies for disrupting these forces in the classroom. My exploration highlights the challenges of teaching with multiple epistemologies in mind. I conclude by welcoming failure as necessary to revise my ideals and to stave off the fascism involved in imposing a utopian fantasy and looking forward to how I will work with failure the next time.

A learning process within an education research group: an approach to learning qualitative research methods

This paper builds on the history of Esbrina, an established research group in Spain with almost 20 years’ experience and a deeply-rooted tradition of self-reflection and learning. We start by analysing the academic and social contexts in which the group was created and recognised. We make explicit team members’ backgrounds, dispositions and positionalities, to provide insight into the tensions aroused in deciding research topics, methodological approaches and research methods. Then we focus on two specific projects and explore the learning processes of those engaged in them: the first involves micro-ethnography, for which we examine our apprenticeship process through interviews, observation, inferential analysis and visual documentation. The second involves collaborative ethnography, for which we give an analytical account of how we created different ways of learning through collaborating and narrating. Throughout the paper, we reflect on our determination to create a methods-learning environment in which we constantly challenge our comfort zone by trying to do research on topics involving authentic learning. The most innovative aspect of the process is that senior and junior researchers, including group directors, play both the role of teachers and learners.

Marriage & Family Therapy Students Learning Qualitative Research: Frameworks Identified Through Participatory-Observation

In this study, we used participant-observation to achieve grounded theory as we constructed a model outlining how marriage and family therapy graduate students learn qualitative research methods. We identified three major learning frameworks: Pragmatism, Ethics/Morality, and Identity of the Researcher. We also found that certain learning modalities are most congruent for students holding these major frameworks. “Critical learning incidences” appeared to cause a shift or r e -balancing of students ’ frameworks as they learn qualitative research. Application of these findings may help guide instructors who are teaching students with little previous exposure qualitative methodology. Recommendations for future research are also included.

An Exemplar for Teaching and Learning Qualitative Research

In this article, we outline a course wherein the instructors teach students how to conduct rigorous qualitative research. We discuss the four major distinct, but overlapping, phases of the course: conceptual/theoretical, technical, applied, and emergent scholar. Students write several qualitative reports, called qualitative notebooks, which involve data that they collect (via three different types of interviews), analyze (using nine qualitative analysis techniques via qualitative software), and interpret. Each notebook is edited by the instructors to help them improve the quality of subsequent notebook reports. Finally, we advocate asking students who have previously taken this course to team-teach future courses. We hope that our exemplar for teaching and learning qualitative research will be useful for teachers and students alike.