University of San Diego School of Leadership and Education Sciences. LEAD 608 Qualitative Researches Spring 2014

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1 Class Location: Room 259 MTLC Lab Time: 5:30-8:30 University of San Diego School of Leadership and Education Sciences LEAD 608 Qualitative Researches Spring 2014 Instructor: Teaching Assistant: Paula A. Cordeiro, Professor Maria Kelly, doctoral student Leadership Studies Leadership Studies Office: 205 Hill Hall Office: 259 Hill Hall Office Location: Room 205 Office Hours: Please the instructor or teaching assistant to set an appointment, or talk with us before or after class. COURSE DESCRIPTION This course explores the underlying philosophy of qualitative research, the type of research questions this method addresses and an overview of the major qualitative methodologies. Assignments provide guided practice in data collection, analysis, and presentation of research, moving gradually toward more complex qualitative methodologies. Students acquire beginning skills in qualitative research and are able to critically evaluate qualitative studies in the literature. Student Learning Objectives One way to discuss course objectives is to categorize them into the different types of knowledge: Declarative (factual); Procedural (how-to); Contextual; and Somatic (sensing). I have labeled each outcome according to the type of knowledge you will, hopefully, acquire. By the end of the course, students will be able to: 1. Complete a Certificate of Completion for Human Subjects. (D) 2. Describe the history of qualitative research and the reasons why social scientists have often used qualitative methods. (D) 3. Describe a variety of data collection and analysis strategies and practice using some of them in the course activities. (D, P, C) 4. Read and critique qualitative research proposals and dissertations. (D, P, C)

2 5. Transcribe, analyze, code, and provide a reflection of one interview (it will be given to you). (P, C, S) 6. Create an interview protocol, at least one research question, conduct one interview and provide a reflection. (P, C, S) Books and Required Readings Bryman, A. (2012) (4 th Ed.) Social research methods. Oxford: Oxford University Press. Read: Parts 1 and 3 Kvale, S., & Brinkman, S. (2009). (2 nd Ed.) Interviews: Learning the craft of qualitative interviewing. Thousand Oaks, CA: Sage. Read: Chapters 1-14 Others readings will be posted in dropbox or distributed in class. Recommended Readings and Videos Bernard, H. R., & Ryan, G. W. (2009). Analyzing qualitative data: Systematic approaches. Newbury Park, CA: Sage. Carspecken, P. F. (1996). Critical ethnography in educational research. New York: Routledge. Çlandinin, D.J. & Connelly, F.M. ( 2000). Narrative inquiry: Experience and story in qualitative research. San Francisco, CA: Jossey-Bass. Creswell, J.W. (2013). Research design: Qualitative, quantitative, and mixed methods approaches. Newbury, Park, CA: Sage. Denzin, N.K., & Lincoln, Y. S. (Eds.). (1998). Strategies of qualitative inquiry. Thousand, Oaks: Sage. Fetterman, D.M. (2009). Ethnography: Step-by-step. (3 rd. Ed.) Newbury Park, CA: Sage. Glesne, C. (2011). Becoming qualitative researchers: An introduction. (4th Ed.). Boston, MA: Pearson. Spradley, J.P. (1979). The ethnographic interview. Fort Worth, TX: Holt, Reinheart and Winston. Pyrczak, F., & Bruce, R.R. (2011). Writing empirical research reports: A basic guide for students of the social and behavioral sciences. (7th Ed.). Pyrczak Publishing. Wolcott, H. (2001). Writing up qualitative research. Newbury Park, CA: Sage. Wolcott, H. (1995). The art of fieldwork. Walnut Creek, CA: AltaMira Press. Ethnographic Case Studies/Ethnographies: Lewis, O. (1966). La Vida: A Puerto Rican family in the culture of poverty. New York: Random House Lewis, O. (1969). A death in the Sánchez family. New York: Random House. McQuillan, P.J. 1998). Educational opportunity in an urban American high school. Albany, NY: State University Press of America.

3 Peskin, A. (1986). God s choice: The total world of a fundamentalist Christian school. Chicago: The University of Chicago Press. Rutter, M., Maughan, B., Mortimore, P., & Ouston, J. (1979). Fifteen thousand hours. Cambridge, MA: Harvard University Press. Warnock Fernea, E. (1965). Guests of the sheik: Ethnography of an Iraqi village. New York: Doubleday. Willis, P. (1977). Learning to labor: How working class kids get working class jobs. New York: Columbia University Press. YouTube Videos: Dr. Jason Campbell has a series of different qualitative research videos. If you are unclear from our texts or class discussions, or simply want another viewpoint, these may be helpful. Capt. Linnea Axman has a good video that is an overview of qualitative research. Professor George Brown, University of Nottingham, describes the differences between qualitative and quantitative methods in one video. A list of the key qualitative journals in various disciplines can be found on this website. Course Outline of Topics and Weekly Assignments January 30 Syllabus Review and Assignments Complete research experience handout Overview of The Ghana Research Study - IRB Assignment for next class: Please visit: Complete IRB certification by February 6. Please give a copy of your certificate to Maria. Read handout: Ghana IRB and Consent Forms Read: Bryman Chapter 6 February 6 Topics: The Protection of Human Subjects The IRB Process Ethical issues in qualitative research Assignment for next class: Read Bryman pages February 13 Topics: Research design

4 The literature review Student presentation: the differences between qualitative and quantitative research Complete one transcription; send electronically to Maria, bring paper copy to class. Read Bryman Chapter 17 February 20 Topics: Formulating research questions Student presentation: qualitative research questions Research Groups: transcribing and analyzing and coding data Assignment for next class: Read Bryman Chapter 18 February 27* Topics: Sampling Student presentation: Purposive sampling Research Groups: transcribing and analyzing and coding data Assignment for next class: Read Bryman Chapter 19 March 6 Topics: Ethnography and Participant Observation Student presentation: ethnography Student presentation: participant observation create at least one research question; complete interview of your choosing; transcription; reflection due April 3 Begin reading Kvale and Brinkman Chapters 1-14 March 13 and March 20 No Class Spring Break; project work March 27 Topic: Qualitative Interviewing Part 1 Student presentation: The Interview Guide Interview transcript and reflection due April 3 Bryman Chapter 20 April 3 Topic: Qualitative Interviewing Part 2 Student presentation: Trustworthiness Student presentation: Member validation/member checking Student presentation: Reflexivity/Reflexive journal Read Bryman Chapter 21

5 April 10 Topic: Focus Groups Student Presentation: Focus groups Bryman Chapters 22 and 23 April 17 Topic: Documents as data Student presentation: semiotics Student presentation: hermeneutics Student presentation: grounded theory Student presentation: research memos Bryman chapter 24 April 24 Coding and Analyzing Qualitative Data Student presentation: thematic analysis Bryman chapter 25, 28, 29 May 1 Topics: CADAS; E-Research; Writing Up Qualitative Research Guest: Lisa Burgert Final group write-up for Ghana interviews due May 8 Final Class Three group presentations; discussion of data coding and analysis 1. Active Participation and Attendance Methods of Evaluation Participation is essential to the success of this course. All students are expected to attend and participate in every class meeting. Active participation is defined as paying attention to discussion and verbally contributing to class conversations on a regular basis. Students need to be active agents in their own learning. Participation should also show evidence that students have read and analyzed the course readings. Your course grade will be based on the following measures:

6 Active, thoughtful participation and attendance 30% This includes: class attendance and arriving on time, thoughtful comments on readings and class presentations, serving as a critical friend of classmates work, participating actively in class discussions, and successfully completing the IRB certification process. In class teaching session topic TBA 10% Ghana Interview Project (transcription; reflection) 20% Interview of your choosing (interview guide, transcription, reflection) 30% Group Project: analyzing data and writing up your findings 10% Class make up: If for some reason you have to miss a class, you and the instructor will identify a qualitative or mixed methods dissertation proposal or final defense for you to attend. Grade of Incomplete The grade of Incomplete ( I ) may be recorded to indicate (1) that the requirements of a course have been substantially completed but, for a legitimate reason, a small fraction of the work remains to be completed, and, (2) that the record of the student in the course justifies the expectation that he or she will complete the work and obtain the passing grade by the deadline. It is the student s responsibility to explain to the instructor the reasons for noncompletion of work and to request an incomplete grade prior to the posting of final grades. Students who receive a grade of incomplete must submit all missing work no later than the end of the tenth week of the next regular semester; otherwise the I grade will become a permanent F. Attendance Policy Since participation is integral to the learning process for all students, it is very important that students attend every class. If a student must miss a class, or is late to class or needs to leave class early s/he must inform the instructor in advance. If a student misses a class s/he has the obligation to make up any work that was missed, and to ask a colleague to collect any materials that were distributed in the class that was missed. If a student s absences or late arrivals and early departures exceed 25% of the total class time, the student will fail the class. Requests for Accommodation Reasonable accommodations in accordance with the Americans with Disabilities Act will be made for course participants with disabilities who require specific instructional and testing modifications. Students with such requirements must identify themselves to the University of San Diego Disability Services Office ( ) before the beginning of the course.

7 Every effort will be made to accommodate students needs, however, performance standards for the course will not be modified in considering specific accommodations. Academic Integrity All members of the University community share the responsibility for maintaining an environment of academic integrity since academic dishonesty is a threat to the University. Acts of academic dishonesty include: a) unauthorized assistance on an examination; b) falsification or invention of data; c) unauthorized collaboration on an academic exercise; d) plagiarism; e) misappropriation of resource materials; f) any unauthorized access of an instructor s files or computer account; or g) any other serious violation of academic integrity as established by the instructor. An act of academic dishonesty may be either a serious violation, or if unintentional, a nonserious violation of course rules, an infraction. If the instructor determines that an infraction or serious violation has occurred, the instructor can impose penalties that may include: a) reduction in grade; b) withdrawal from the course; c) requirement that all or part of the course be retaken; and d) a requirement that additional work be undertaken in connection with the course or exercise. Policies and procedures regarding academic integrity follow the guidelines established in the Student Honor Code Academic Integrity Pledge. Statement on Plagiarism Students are responsible for knowing what plagiarism is and avoiding it. Students who commit plagiarism are subject to penalties that may include suspension or expulsion from the university. Plagiarism occurs when individuals present the words and/or ideas of others as if they are their own. To avoid plagiarism, you must give credit to your source whenever you use: another person s idea, opinion, or theory; any facts, statistics, graphs, drawings any pieces of information that are not common knowledge; quotations of another person s actual spoken or written words; or a paraphrase of another person s spoken or written words. If you wish more information on what plagiarism is and how to avoid it, please see (The bulleted material above is from this website.) Environmental Sustainability and USD/SOLES USD and SOLES are committed to environmental sustainability. So, please remember the three R s of conservation/sustainability in order of importance: 1) REDUCE the amount of waste we generate where possible, 2) REUSE materials as much as possible, then, as a last resort, 3) RECYCLE as much as possible. Let s use our computers as much as possible so we can use paper judiciously. So, don t forget--all plastics ranging from resin codes 1-7 can now be recycled on campus. That s just about every kind of plastic used for consumer items. Also,

8 Be sure to use the blue recycle bins. Turn off lights, projectors and computers when you leave a room. SOLES Online Course Evaluation Student evaluations in SOLES are collected via an on-line system that maintains student anonymity. SOLES uses these evaluations for continuous improvement of course content and instruction and as a component of its regular performance review of faculty members, so please take them seriously. Course evaluations are available to students in their MySanDiego accounts via the Active Registration link on the One-Stop Services tab. Your instructor will provide you with instructions on how to access the evaluations once they are activated near the scheduled conclusion of your course. On the final day of our class, we will ask you to log in to the SOLES course evaluation website and complete this anonymous online course evaluation. Sir Ken Robison speaking at SOLES Spotlight Speaker Series January 16, 2014 You compose your life and it's a process of improvisation.