IHMJ3101 Qualitative Research (2–3 cr)
The course is designed for PhD students at early stages of their research but should be useful for early career qualitative researchers in general. It consists of contact teaching and distance learning, thus, taking a blended approach to enhance learning. At first, we explore the ontological and epistemological foundations of qualitative research; only after getting a grasp of the hidden philosophical assumptions, we proceed with learning about the diverse ways in which rigour can be evaluated.
After the course the students will have an
overall perception of the premises of qualitative research
Completion modes: The enrolled students are expected to be physically present on both teaching days (no exceptions) and have read all required readings prior to attending the class. The course includes two assignments (pre-course assignment and one distance assignment) during distance periods. The course evaluation is based on attendance, completion of assignments and active engagement.
Levitt, H. M., Bamberg, M., Creswell, J. W., Frost, D. M., Josselson, R., & Suárez-Orozco, C. (2018). Journal article reporting standards for qualitative primary, qualitative meta-analytic, and mixed methods research in psychology: The APA Publications and Communications Board task force report. American Psychologist, 73(1), 26-46. http://dx.doi.org/10.1037/amp0000151 [Open Access]
Maxwell, J. (1992). Understanding and validity in qualitative research. Harvard Educational Review, 62, 279–301. Retrieved from http://www.msuedtechsandbox.com/hybridphd/wp-content/uploads/2010/06/maxwell92.pdf
Ponterotto, J. G. (2005). Qualitative research in counselling psychology: A primer on research paradigms and philosophy of science. Journal of Counseling Psychology, 52(2), 126-136.
Tracy, S. J., & Hinrichs, M. M. (2017). Big tent criteria for qualitative quality. The International Encyclopaedia of Communication Research Methods. Retrieved from https://onlinelibrary.wiley.com/doi/pdf/10.1002/9781118901731.iecrm0016
Anney, V. N. (2014). Ensuring the quality of the findings of qualitative research: Looking at trustworthiness criteria. Journal of Emerging Trends in Educational Research and Policy Studies, 5(2), 272-281. Retrieved from https://pdfs.semanticscholar.org/1419/f7b54e6b7f1215717a5056e0709f8946745b.pdf
Berry, K. & Kincheloe, J. (2004). Rigour and complexity in educational research. Open University Press.
Levitt, H. M., Motulsky, S. L., Wertz, F. J., Morrow, S. L., & Ponterotto, J. G. (2017). Recommendations for designing and reviewing qualitative research in psychology: Promoting methodological integrity. Qualitative