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LEAD 8302 – SP 2015 Page 1 of 26
University of Central Arkansas
College of Education
Leadership Studies
Advanced Qualitative Research
Spring 2015 3 Credit Hours
Saturdays 9:00 a.m. – 5:00 p.m.
January 10th
& 24th
; February 7th
& 28th
; March 14th
232 Mashburn Hall
Course Number: LEAD 8302
Prerequisites: None
Instructor Name: Lawrence J. Mrozek, Ph.D.
Office: 230F Mashburn Hall
Office Hours: T/R 11:00 a.m. – 12:00 p.m.
1:30 p.m. – 5:30 p.m.
or by appointment
Office: (501) 450-5209
FAX: (501) 852-2826
Cell & Text: (501) 499-0152
E-mail: [email protected]
Leadership Studies Ph.D. Program Objectives
The PhD Leadership program is designed to provide an interdisciplinary intensive preparation for
evolving educational and community leaders who have a willingness to address community problems. The
program will examine considerations such as,
Leadership for civic service and the collective good;
Different beliefs in and responses to this freedom and the resulting developmental limitations and
inequities within communities;
Research as a tool to understand and address human and community capabilities and
development;
The evolution of leadership as an integrative effort across various public arenas;
Leadership action that requires data, networking, and ethical decision-making.
Course Description
The course examines the theoretical, conceptual and epistemological frameworks for qualitative
research methods; including training in qualitative data analysis, qualitative methods including but not
limited to participant observation, organizational observation, semi- and non- structured interviewing,
interpretation, and presentation of original research. This class addresses standards in the following
professional fields: Educational Leadership Policy Standards (ISLLC) 1.B and 4.A; Council for the
Advancement of Standards (CAS) Subpart 5b.5 Assessment, Evaluation, and Research; Standards for
Excellence Code: and Ethics and Accountability Code for the Nonprofit Sector, Mission & Program: C.
Program Evaluation).
LEAD 8302 – SP 2015 Page 2 of 26
Required Course Texts
American Psychological Association. (2010). Publication manual of the American Psychological
Association (6th
ed.). Washington, DC: Author
Creswell, J. W. (2012). Qualitative inquiry and research design: Choosing among five approaches
(3rd
ed.). Thousand Oaks, CA: Sage Publications.
Jones, S. R., Torres, V., & Arminio, J. (2014). Negotiating the complexities of qualitative research
in higher education: Fundamental elements and issues (2nd
ed.). New York, NY:
Routledge.
Saldaña, J. (2012). The coding manual for qualitative researchers (2nd
ed.). Thousand Oaks, CA: Sage Publications.
Additional Text Resources
Brinkman, S., & Kvale, S. (2015). InterViews: Learning the craft of qualitative research
interviewing (3rd ed.). Thousand Oaks, CA: Sage.
Buchanan, D. A., & Bryman, A. (2009). The Sage handbook of organizational research methods.
Thousand Oaks, CA: Sage.
Denzin, N. K., Ed., & Lincoln, Y. S. (2000). Handbook of qualitative research. (2nd ed.).
Thousand Oaks, CA: Sage.
Jones, S. R., Torres, V., & Arminio, J. (2006c). Negotiating the complexities of qualitative
research in higher education: Fundamental elements and issues. New York, NY: Routledge.
Patton, M. Q. (2002a). Qualitative research & evaluation methods (3rd ed.). Thousand Oaks, CA:
Sage Publications.
Tashakkori, A., & Teddlie, C. (2003). Handbook of mixed methods in social and behavioral
science. Thousand Oaks, CA: Sage Publications.
Course Objectives
• To understand the basic theoretical and conceptual frameworks for qualitative research.
• To compare and contrast positivist and post-positivist epistemologies.
• To gain and understanding of interpretive, critical, and deconstructive paradigms.
• To gain and understanding of qualitative methodologies such as ethnography, case study, narrative
inquiry, grounded theory, phenomenology, etc.
• To gain skills in qualitative research methods such as observation, interviewing, focus groups,
document analysis, text analysis, and grounded surveys.
• To gain an understanding of tools and issues in qualitative research including the various types of
coding and other data analyses, trustworthiness, and positioning.
LEAD 8302 – SP 2015 Page 3 of 26
Conceptual Framework: “Educators as Reflective Decision Makers”
Faculty members involved in the preparation
of professional educators, as well as
professional education candidates and
higher education administrators share a
vision for the Professional Education Unit
at the University of Central Arkansas
(UCA). This vision is one of preparing
Educators as Reflective Decision Makers.
The vision encompasses the development
of candidates’ abilities to examine
problems, formulate options, consider
decisions and evaluate outcomes, while
embracing an awareness of and sensitivity to
human diversity. The vision is achieved by
candidates’ acquisition of reflective decision-making skills through self-understanding, course work and
field and internship experiences.
How do the goals reflect the conceptual framework?
The shared vision of the University of Central Arkansas’s professional education programs is one
of “Preparing Educators as Reflective Decision Makers.” This vision exemplifies the type of professional
who is needed to assist students in problem solving and coping with the myriad of issues impacting them.
The mission of the Education Leadership Programs is to “Prepare Candidates as Reflective Decision
Makers” in the education environment. To accomplish this goal we closely adhere to the national
standards as set forth in the Educational Leadership Policy Standards (ISLLC), Council for the
Advancement of Standards (CAS), Standards for Excellence Code, and Ethics and Accountability Code
for the Nonprofit Sector.
Diversity Statement
The University of Central Arkansas and its faculty and staff are committed to providing an equal
educational opportunity to all students. One of the facets of the university experience includes the
characteristics, which include, but are not limited to, racial, ethnic and cultural heritage, national origin,
opportunity to learn in an environment where there are other individuals from varied backgrounds and
socioeconomic status, family structure, age, sex identity, gender, gender identity, sexuality, religious and
spiritual beliefs, physical and mental status, academic ability and preparation, learning styles, immigrant
status, disability, developmental status, transfer status, and family situation. The University of Central
Arkansas does not condone harassment (or other forms of inappropriate conduct) against any student. These
matters are handled in the same procedural way as those involving sexual harassment. (For the procedure see
the UCA Sexual Harassment Policy in the Student Handbook). – Adapted from UCA Student Handbook and
Daily Planner 2014 – 2015. http://uca.edu/student/student-handbook/
Schools are not politically neutral places, and their inter-relations with the larger community are
filled with long-standing issues, vested interests, and inevitable conflicts. This course seeks to interrogate
and expand students’ conceptualization of diversity, which affects all aspects of schools and the society at
large. Thus, issues related to gender, race, class, language, spirituality, sexuality, politics, etc. will also be
explored. Guidelines for discussion are listed in Appendix A.
LEAD 8302 – SP 2015 Page 4 of 26
Title IX Disclosure
If a student discloses an act of sexual harassment, discrimination, assault, or other sexual misconduct
to a faculty member (as it relates to "student-on-student" or "employee-on-student"), the faculty member
cannot maintain complete confidentiality and is required to report the act and may be required to reveal the
names of the parties involved. Any allegations made by a student may or may not trigger an investigation.
Each situation differs and the obligation to conduct an investigation will depend on those specific set of
circumstances. The determination to conduct an investigation will be made by the Title IX Coordinator. For
further information, please visit: https://uca.edu/titleix.
Abilities
The office of Disability Resource Center (DRC) at the University of Central Arkansas offers a variety
of services for students with documented disabilities, including learning disabilities, deaf/hard of hearing,
blind/low vision, mobility limitations, attention deficit disorders (ADD/ADHD), psychiatric disorders, and
medical disabilities. We invite and encourage both prospective and enrolled students to learn more about
DRC services by going to the website at, http://www.uca.edu/disability, or calling the office (501-450-3613)
to make an appointment with a disability specialist. Any student who feels they may need an
accommodation based on the impact of a disability may also contact me privately to discuss specific needs.
Academic Integrity
The University of Central Arkansas affirms its commitment to academic integrity and expects all
members of the university community to accept shared responsibility for maintaining academic integrity.
Students in this course are subject to the provisions of the university's Academic Integrity Policy, approved
by the Board of Trustees as Board Policy No. 709 on February 10, 2010, and published in the Student
Handbook. Penalties for academic misconduct in this course may include a failing grade on an assignment, a
failing grade in the course, or any other course-related sanction the instructor determines to be appropriate.*
Continued enrollment in this course affirms a student’s acceptance of this university policy. – UCA Student
Handbook and Daily Planner 2014-2015.
http://uca.edu/student/student-handbook/
* Failure to adhere to the academic integrity standards outlined in the UCA Student Handbook and
Daily Planner 2014-2015 could result in a grade of “F” for the project or the course, or a referral to
the Academic Integrity and Discipline Committee.
Student Academic Appeals: Grade Appeals
The College of Education’s Student Academic Grade Appeal Policy offers additional guidelines from
that outlined in the University of Central Arkansas Student Handbook. It specifically defines a timeline for
the appeal process. A student who wishes to appeal the final grade in a course should follow the guidelines
found in the College of Education Student Academic Grade Appeal Policy. This policy is located on the
College of Education website: http://uca.edu/education/files/2013/07 /StudentAcademicAppeals_1.pdf
Emergency Procedures Summary
An Emergency Procedures Summary (EPS) for the building in which this class is held will be
discussed during the first week of this course. EPS documents for most buildings on campus are available at
http://uca.edu/mysafety/bep/. Every student should be familiar with emergency procedures for any campus
building in which he/she spends time for classes or other purposes. See Appendix C for the Mashburn Hall
Emergency Procedures Summary.
LEAD 8302 – SP 2015 Page 5 of 26
Grading
900 – 1,000 points A
800 – 899 points B
700 – 799 points C
600 – 699 points D
≤ 599 points F
Assignment Descriptions
(Assignment rubrics and further descriptions are available on Blackboard under COURSE CONTENT AND
ASSIGNMENTS/SYLLABUS, ASSIGNMENTS, AND RUBRICS)
Class Attendance and Participation (150 points). Given the importance of critical analysis,
discussion of class material, and the limited number of class meetings, attendance is required.
Missed class meetings will result in point deductions for the absence.
Collaborative Institutional Training Initiative (CITI) Training – (50 points).
Human Subjects Research Course/Research Investigators (Students, faculty, staff)
Social and Behavioral Responsible Conduct of Research (RCR)
No, I do not need to enroll in the HIPS course
All students will be required to complete the full behavioral sciences & RCR training through the
UCA Sponsored Programs Office. The link to the training site is https://www.citiprogram.org
/Default.asp?
Due January 10th
. (If you have already completed the training, please save a print a PDF copy of
the completion report and upload that on Blackboard under assignments.)
Journaling (150 points). Journaling is an essential component of qualitative research. Each segment will be devoted to the readings, class discussions and materials, and/or assignments. The reflection for each class, submitted on Blackboard under Journals (not under ASSIGNMENT
SUBMISSIONS), are due starting with the second class on Saturday, January 24th
– Due January
24th
; February 7th
, 28th
; March 14th
; April 17th
Study Epistemology and Paradigm (50 points). You will need to develop a 2-3 page discussion
and analysis of the epistemology and paradigm to be used in your research proposal. This needs to
be cited with support from the literature and fit within the focus of the research question. – Due
February 7th
Institutional Observation (100 points). You are to observe an area for 30 minutes within an
organization/institution and analyze the physical, social, and emotional environment. The coding
and notes are – Due February 28th
Interview and Transcription (200 points): For this assignment you need to interview a person in a leadership position for 30 minutes and record the interview. Ten minutes of the interview is to then be transcribed VERBATIM. A copy of the interview transcript is to be brought to class on
Saturday, March 14th
. An electronic copy of the transcript AND the interview file is to be
uploaded to Blackboard by – Due March 14th
Final Qualitative Research Proposal Presentation (50 points): You will need to prepare a 10-
minute presentation of your proposal ideas, with Q&A afterwards. Be prepared to defend your
proposal and your recommended methods. – Due March 14th
LEAD 8302 – SP 2015 Page 6 of 26
Assignment Descriptions (cont.)
Final Qualitative Research Proposal (250 points): Write a proposal for your research project
following the tradition that best fits your research question. Refer to the guidelines in Appendix B
for format guidelines. – Due April 17th
Late Assignments
Late assignments are assessed a 1 point deduction for EACH DAY late. Feedback on late
assignments will be limited and will be returned at a time that is at the discretion of the instructor.
Written Projects
All papers are submitted electronically, and must be,
o in American Psychological Association 6th
edition (American Psychological
Association, 2010) format,
o double spaced,
o have one (1) inch margins on all edges of the paper,
o have a cover page,
o and use a 12-point font (preferably Times New Roman).
Grade Breakdown
Assignment
Points
Due Date
Class Attendance and Participation 150 January 10th
, 24th
,
February 7th
, 28th
,
March 14th
CITI Training 50 January 10th
Journaling
150 January 24
th
February 7th
, 28th
March 14th
April 17th
Study Epistemology and Paradigm 50 February 7th
Institutional Observation 100 February 28th
Interview and Transcription 200 March 14th
Research Proposal Presentation 50 March 14th
Final Qualitative Research Proposal 250 April 17th
Total Points 1,000
LEAD 8302 – SP 2015 Page 7 of 26
Class Schedule and Assignments
Saturday
January 10th Introduction, Epistemologies, and Paradigms
Journaling
ASSIGNMENTS DUE
CITI Training – Basic Course and RCR – 50 points
READINGS DUE
(Creswell, 2012) Ch.1 – “Introduction” (Jones, 2002) “(Re)Writing the Word: Methodological Strategies and Issues
in Qualitative Research”
(Ladson-Billings, 1999) “Just What is Critical Race Theory and What’s It
Doing in a Nice Field Like Education?”
(Reviere, 2001)“Toward an Afrocentric Research Methodology”
(A. B. Ryan, 2006) “Post-positivist Approaches to Research”
(St. Pierre, 2000) “Poststructural Feminism in Education”
(Sullivan, 2003) “Ch. 1 – A Critical Introduction to Queer Theory”
(Sipe & Constable, 1996) “A Chart of Four Contemporary Research
Paradigms”
OPTIONAL RECOMMENDED READINGS
(Alvesson & Ashcraft, 2009) “Critical Methodology in Management and
Organization Research”
(Calás & Smircich, 2009) “Feminist Perspectives on Gender in Organizational
Research: What Is and Is Yet to Be” (Creswell, 2012) Ch. 2 “Philosophical Assumptions and Interpretive
Frameworks”
(Dilley, 1999) “Queer Theory: Under Construction”
(Fellner & Hamscha, 2014) “In a Different Light”: An Anthology of
Students’ Projects on Queer Theory
(Jones, et al., 2014) Ch. 3 “Incorporating Theoretical Perspectives”
(Kvale, 1992) Ten Standard Responses to Qualitative Research Interviews
(Milam, 1992) The Emerging Paradigm of Afrocentric Research
(Mirza, 1999) “Patricia Williams: Inflecting Critical Race Theory”
(Olesen, 2000) “Feminist and Qualitative Research at and Into the Millennium”
(Pasque & Wimmer, 2012a) Feminist Perspectives: An Annotated Bibliography
(Pasque & Wimmer, 2012b) Qualitative Inquiry in Higher Education & Student Affairs:
An Introduction : An Annotated Bibliography
(Schwandt, 2000) “Three Epistemological Stances for Qualitative Inquiry”
(Yanow & Ybema, 2009) “Interpretivism in Organizational Research”
LEAD 8302 – SP 2015 Page 8 of 26
Saturday
January 24th
Methodologies
Research Design
Institutional Observations
ASSIGNMENTS DUE
Journaling Entry – 30 points
READINGS DUE
(Charmaz, 2000) “Grounded Theory” (Creswell, 2012) Ch. 4 “Five Qualitative Approaches to Inquiry”
(Dowling & Cooney, 2012) “Research Approaches Related to Phenomenology”
(Errante, 2000) “But Sometimes You’re Not Part of the Story: Oral Histories
and Ways of Remembering and Telling”
(Jones, et al., 2014) Ch. 1 “Situating the Research: First Steps” (Stake, 2000) “Case Studies” (Sunderland, 2000) “Glancing Possibilities”
(Tedlock, 2000) “Ethnography and Ethnographic Representation”
OPTIONAL RECOMMENDED READINGS (Bowen, 2009) “Document Analysis as a Qualitative Research Method”
(Charmaz, 2008) “Constructionism and the Grounded Theory Method
(Creswell, 2012) Ch. 3 “Designing a Qualitative Study”
(Fitzgerald & Dopson, 2009) “Comparative Case Study Designs: Their Utility and
Development in Organizational Research”
(Goulding, 2009) “Grounded Theory Perspectives in Organizational Research”
(Hassard, 2009) “Researching Work and Institutions Through Ethnographic
Documentaries”
(Jones, et al., 2014) Ch. 4 “Designing Research”
(Moss, 2009) “Archival Research in Organizations in a Digital Age”
(Stake, 1978) “The Case Study Method in Social Inquiry”
(Strati, 2009) “'Do you do beautiful things?': Aesthetics and art in qualitative
methods of organization studies.”
(Taylor & Carroll, 2010) “Corporate Culture Narratives as the Performance of
Organisational Meaning”
LEAD 8302 – SP 2015 Page 9 of 26
Saturday February 7
th Methods
Participant Selection
Developing Questions for Qualitative Research
Data Collection
ASSIGNMENTS DUE Journaling Entry – 30 points Study Epistemology and Paradigm – 50 points
READINGS DUE
(Brinkman & Kvale, 2015) Five – “The Qualitative Research
Interview as Context”
(Brinkman & Kvale, 2015) Seven – “Conducting an Interview”
(Brinkman & Kvale, 2015) Nine – “Interview Quality”
(Creswell, 2012) Ch. 7 “Data Collection” (Jones, et al., 2014) Ch. 2 “Meeting the Obligations of High Quality Inquiry”
(Jones, et al., 2014) Ch. 5 “Perspectives on Sampling”
(Jones, et al., 2014) Ch. 6 “Challenges in Collecting Data”
(Lather, 1986) “Research as Praxis”
OPTIONAL RECOMMENDED READINGS (Coyne, 1997) “Sampling in Qualitative Research”
(Davis, 1997) “AIDS Education: A Conversation With an African American
Adolescent”
(Faber & Mazlish, 1999) Ch. 1 “Helping Children Deal With Their Feelings” (Grajales & Gonzalez, 2008) “Towards a New Concept of Research”
(Hawkins, 2009) Addressing Lather's Concerns (Suri, 2011) “Purposeful Sampling in Qualitative Research Synthesis”
(White & Drew, 2011) “Collecting Data or Creating Meaning?”
LEAD 8302 – SP 2015 Page 10 of 26
Saturday February 28
th Analyzing and Incorporating the Data Corpus
Goodness, Ethics, and Positioning
Mixed Methods
ASSIGNMENTS DUE Journaling Entry – 30 points
Institutional Observation – 100 points
READINGS DUE
(Brinkman & Kvale, 2015) Ten – “Transcribing Interviews” (Creswell, 2012) Ch. 8 “Data Analysis and Representation”
(Jones, et al., 2014) Ch. 7 “Issues in Analysis and Interpretation”
(Saldaña, 2012) Ch. One “An Introduction to Codes and Coding”
(Saldaña, 2012) Ch. Two “Writing Analytic Memos”
(Saldaña, 2012) Ch. Three “First Cycle Coding Methods”
(Saldaña, 2012) Ch. Five “Second Cycle Coding Methods”
(Swisher, 1998) “Why Indian People Should Be the Ones to Write About
Indian Education”
OPTIONAL RECOMMENDED READINGS
(Cho & Trent, 2006) “Validity in Qualitative Research Revisited”
(Clegg, 2009)“Doing Power Work”
(Creswell, 2012) Ch. 10 “Standards of Validation and Evaluation”
(Fine, Weis, Weseen, & Wong, 2000) “For Whom? Qualitative Research,
Representations, and Social Responsibilities”
(Jones, Torres, & Arminio, 2006a) “Choices and Consequences of Mixing
Methods in Qualitative Research”
(Jones, Torres, & Arminio, 2006b) “Ensuring Goodness of Qualitative
Research”
(Jones, et al., 2014) Ch. 8 “Anticipating and Navigating Ethical Issues”
(Lather, 2001) “Validity as an Incitement to Discourse: Qualitative Research
and the Crisis of Legitimation”
(Peterson, 2009) “Cross-Cultural Comparative Studies and Issues in International
Research Collaboration”
(G. W. Ryan & Bernard, 2000) “Data Management and Analysis Methods”
(Saldaña, 2012) Ch. Four “After First Cycle Coding Methods”
(Saldaña, 2012) Ch. Six “After Second Cycle Coding Methods”
(Saltmarsh, Sutherland-Smith, & Randell-Moon, 2011) “Best Foot Forward,
Watching Your Step, Jumping in with Both Feet, or Sticking Your Foot in It?
The Politics of Researching Academic Viewpoints.”
LEAD 8302 – SP 2015 Page 11 of 26
Saturday March 14
th Writing Assertions and Warrants
Final Proposals
Evaluations
ASSIGNMENTS DUE
Journaling Entry – 30 points Interview and Transcription – 200 points Final
Proposal Presentation – 50 points
READINGS DUE
(Cole, 2013) “Stories from the Lived and Living Fieldwork Process”
(Creswell, 2012) Ch. 9 “Writing a Qualitative Study”
(Donnelly, Gabriel, & Özkazanç-Pan, 2013) “Untold Stories of the Field and
Beyond: Narrating the Chaos” (Lambotte & Meunier, 2013)“From Bricolage to Thickness: Making the Most
of the Messiness of Research Narratives”
(Patton, 2002b) “Top Ten Pieces of Advice to a Graduate Student Considering
a Qualitative Dissertation”
OPTIONAL RECOMMENDED READINGS
Sample Autoethnographic Poetry
(Furman, 2006) “Autoethnographic Poems and Narrative Reflections: A
Qualitative Study on the Death of a Companion Animal”
Sample Art Expression (Draw-Write) and Narrative (Ogina & Nieuwenhuis, 2012) “Gaining Access to the Experiences of
Orphaned Children”
Sample Case Study
(Mayer & Boness, 2011) “Spiritual Insights in Cross-Cultural Conflicts and
Mediation in Ecclesiastical Organizations in Tanzania”
(Riessman, 2003) “Preforming Identities in Illness Narrative”
Sample Ethnography (Ladson-Billings, 2009) The Dream-Keepers: Successful Teachers of African
American Children
(Magolda & Ebben Gross, 2009) It’s All About Jesus: Faith as an
Oppositional Collegiate Subculture
Sample Grounded Theory
(Edwards & Jones, 2009) “Putting My Man-Face On”
(Torres & Baxter Magolda, 2004)“Reconstructing Latino Identity”
Sample Phenomenology (Arminio & McEwen, 1996) “White Connections of Family, Place, Race,
and Ethnicity”
Sample Chapter 3s
(Harper, 2003)Most Likely to Succeed – Ch. 3 (James Brown, 1995)Black Male Crisis in the Classroom
LEAD 8302 – SP 2015 Page 12 of 26
Friday
April 17th
Final Proposal Due
NO CLASS MEETING
ASSIGNMENTS DUE
Journaling Entry – 30 points
Final Qualitative Research Proposal – 250 points
LEAD 8302 – SP 2015 Page 13 of 26
References
Alvesson, M., & Ashcraft, K. L. (2009). Critical methodology in management and organization research. In
D. A. Buchanan & A. Bryman (Eds.), The Sage handbook of organizational research methods (pp.
61-77). Thousand Oaks, CA: Sage.
American Psychological Association. (2010). Publication manual of the American Psychological
Association (6th ed.). Washington, DC: Author.
Arminio, J. W., & McEwen, M. K. (1996). White connections of family, place, race, and ethnicity:
Implications for student affairs. Journal of College Student Development, 37, 315-323.
Bowen, G. A. (2009). Document analysis as a qualitative research method. Qualitative Research Journal,
9(2), 27-40.
Brinkman, S., & Kvale, S. (2015). InterViews: Learning the craft of qualitative research interviewing (3rd
ed.). Thousand Oaks, CA: Sage.
Buchanan, D. A., & Bryman, A. (2009). The Sage handbook of organizational research methods. Thousand
Oaks, CA: Sage.
Calás, M. B., & Smircich, L. (2009). Feminist perspectives on gender in organizational research: What is and
is yet to be. In D. A. Buchanan & A. Bryman (Eds.), The Sage handbook of organizational research
methods (pp. 246-269). Thousand Oaks, CA: Sage.
Charmaz, K. (2000). Grounded theory: Objectivist and constructivist theory. In N. K. Denzin & Y. S.
Lincoln (Eds.), Handbook of qualitative research (2nd ed., pp. 509-535). Thousand Oaks, CA: Sage
Publications.
Charmaz, K. (2008). Constructionism and the grounded theory method. In J. A. Holstein & J. F. Curium
(Eds.), Handbook of constructionist research (pp. 397-412). New York, NY: The Guilford Press.
Cho, J., & Trent, A. (2006). Validity in qualitative research revisited. Qualitative Research, 6, 319-340.
Clegg, S. (2009). Doing power work. In D. A. Buchanan & A. Bryman (Eds.), The Sage handbook of
organizational research methods (pp. 143-159). Thousand Oaks, CA: Sage.
LEAD 8302 – SP 2015 Page 14 of 26
Cole, C. E. (2013). Stories from the lived and living fieldwork process. Qualitative Research in
Organizations and Management, 8(1), 50-69. doi: 10.1108/17465641311327513
Coyne, I. T. (1997). Sampling in qualitative research. Purposeful and theoretical sampling; merging or clear
boundaries? Journal of Advanced Nursing, 26, 623-630.
Creswell, J. W. (2012). Qualitative inquiry & research design: Choosing among five approaches (3rd ed.).
Thousand Oaks, CA: Sage Publications.
Davis, M. (1997). AIDS education: A conversation with an African American adolescent. Journal for a Just
and Caring Education, 3, 289-297.
Denzin, N. K., & Lincoln, Y. S. (Eds.). (2000). Handbook of qualitative research (2nd ed.). Thousand Oaks,
CA: Sage Publications, Inc.
Dilley, P. (1999). Queer theory: Under construction. Qualitative Studies in Education, 12, 457-452.
Donnelly, P. F., Gabriel, Y., & Özkazanç-Pan, B. (2013). Untold stories of the field and beyond: Narrating
the chaos. Qualitative Research in Organizations and Management, 8(1), 4-15. doi:
10.1108/17465641311327540
Dowling, M., & Cooney, A. (2012). Research approaches related to phenomenology: Negotiating a complex
landscape. Nurse Researcher, 20(2), 21-27.
Edwards, K. E., & Jones, S., R. (2009). “Putting my man face on”: A grounded theory of college men’s
gender identity development. Journal of College Student Development, 50, 210-228.
Errante, A. (2000). But sometimes you're not part of the story: Oral histories and ways of remembering and
telling. Educational Researcher, 29(2), 16-27.
Faber, A., & Mazlish, E. (1999). How to talk so kids will listen & listen so kids will talk. New York, NY:
Avon Books.
Fellner, A. M., & Hamscha, S., (Eds.). (2014). "In a different light": An anthology of students' projects on
queer theory Retrieved from http://homepage.univie.ac.at/astrid.fellner/projects.htm
LEAD 8302 – SP 2015 Page 15 of 26
Fine, M., Weis, L., Weseen, S., & Wong, L. (2000). For whom? Qualitative research, presentations and
social responsibilities. In N. K. Denzin & Y. S. Lincoln (Eds.), Handbook of qualitative research
(2nd ed., pp. 107-131). Thousand Oaks, CA: Sage Publications.
Fitzgerald, L., & Dopson, S. (2009). Comparative case study designs: Their utility and development in
organizational research. In D. A. Buchanan & A. Bryman (Eds.), The Sage handbook of
organizational research methods (pp. 465-483). Thousand Oaks, CA: Sage.
Furman, R. (2006). Autoethnographic poems and narrative reflections: A qualitative study on the death of a
companion animal. Journal of Family Social Work, 9(4), 23-38. doi: 10.1300/J039v09n04_03
Goulding, C. (2009). Grounded theory perspectives in organizational research. In D. A. Buchanan & A.
Bryman (Eds.), The Sage handbook of organizational research methods (pp. 381-394). Thousand
Oaks, CA: Sage.
Grajales, T. E., & Gonzalez, S. (2008). Towards a new concept of research. Journal of Research on
Christian Education, 17, 153-172.
Harper, V. R. (2003). Most likely to succeed: The self-perceived impact of involvement on the experiences of
high-achieving African American undergraduate men at predominately White universities. (Indiana
University, Bloomington).)
Hassard, J. S. (2009). Researching work and institutions through ethnographic documentaries. In D. A.
Buchanan & A. Bryman (Eds.), The Sage handbook of organizational research methods (pp. 270-
282). Thousand Oaks, CA: Sage.
Hawkins, K. (2009). Addressing Lather's concerns: practicing in research endeavours what is preached in
theoretical formulations Paper presented at the Australian Association for Research in Education
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Appendix A
Rules to Promote Positive Race, Class, and Gender in Culturally Diverse Settingsa
1. Acknowledge that forms of oppression exist.
2. We are all systematically misinformed about our own and other groups.
3. Agree not to blame ourselves or others for the misinformation we have learned, but to
accept responsibility once we have learned otherwise.
4. Agree not to blame individuals for the condition of their lives.
5. Assume that individuals do the best they can, given their life experiences and
circumstances.
6. Share information about our groups with others, and never demean, deride, or in any way
“put down” people for their experiences.
7. Actively pursue information about our own groups and those of others.
8. Agree to combat actively the myths and stereotypes about own groups and other groups so we can break
down the walls that prohibit group cooperation and group gain.
9. Create a safe atmosphere for open discussion. What is said in the classroom stays in the
classroom.
a Adapted from, Weber Cannon, L. (1990). Rules to promote positive race, class and gender in culturally
diverse situation. Women's Quarterly, 1 & 2, 126-134.
Appendix B
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Proposal Guidelines (Chapter 1 & Chapter 3)
Blue text describes what is generally included in this section
Red text gives explanations on issues in the section and other comments.
CHAPTER 1
INTRODUCTION
(This section is about 5-10 pages in length)
Introduction – In APA 6th
edition you do not use the title “Introduction” but simply write up a brief
overview of the chapter and your intent in the chapter.
Background to Study
Sets the study and the societal and professional context of the research topic.
Theoretical Foundations
What theoretical and philosophical foundations are used to support the study and the direction of
inquiry? What research in the field directs your questions?
Statement of the Problem
What is being addressed and why is it an issue to be studied?
Significance and Purpose of the Study
Why is the study important and what do you hope to accomplish with it? Why are you doing it?
Research Question
What is your research question?
Definition of Terms
List any terms that are unique to the study or are not part of the general discourse in the profession.
This can include definitions of terms that are not standardized in the profession.
CHAPTER 3
(This section is about 5-10 pages in length, depending on the design; it can be longer.)
RESEARCH PERSPECTIVE, METHODOLOGY, AND METHODS
Introduction – In APA 6
th edition you do not use the title “Introduction” but simply write up a brief
overview of the chapter and your intent in the chapter. You can include an overview of your purpose of
the study, including your research question.
(Why was a qualitative design chosen?)
Appendix B (Continued).
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Epistemology and Paradigm
(Describe your epistemological approach to the study and the research paradigm.)
Participants, Population and Sampling
Setting and Environment
(What is the setting for your study and why was that setting chosen?)
Population
(Describe your population and the reasons for selecting that population. What makes this
population unique?)
Sampling Methods
(What sampling methods did you choose and why? What negotiations are necessary for access to
the setting and the population? Who are the key participants and gatekeepers?)
Methodology and Methods
Methodology
(Describe the methodology and the reasoning in selecting that methodology. Is the methodology
appropriate? Is the research trying to understand structure or process, or subjective meaning and
experiences?)
Methods
(Describe your methods and the criteria in selecting those methods. Are the methods consistent
with the methodology chosen?)
Data Collection and Analysis
(Describe your systematic approach to data collection and analysis. Are the criteria used consistent
with accepted methods for analysis? How will you manage the data collected?) (In the final METHODS
section of your dissertation/thesis, you would address here how the themes, categories and coding were
developed and actually implemented).
Positioning, Biases and Ethical Issues
(What is your relationship with the setting, population, and participants? Are there power
relationships within that relationship? Are there personal experiences that may influence your analysis;
with what lens are you seeing the data? How has confidentiality been addressed in the research
process? What are the potential consequences of the research study, and your interaction with the
population and environment? What effect could it have on the environment, population and
participants?)
Appendix B (Continued).
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Trustworthiness (rigor)
(Word in italics is sibling term in quantitative research but
DOES NOT mean the same thing)
Credibility (internal validity)
(What methods have you implemented to enhance credibility, i.e. member checking, peer review,
journaling, reflection, triangulation, prolonged engagement, negative case analysis, etc.?)
Transferability (external validity)
(What methods have you implemented to enhance transferability, i.e. rich participant
descriptions, thick descriptions, rich data, etc.?)
Dependability (reliability)
(What methods have you implemented to enhance dependability, i.e. member checking, multiple
data methods, journaling, reflection, audit trails, etc.?)
Confirmability (objectivity)
(What methods have you implemented to enhance confirmability, i.e. member checking, peer review,
audit trails. journaling, etc.?)
Summary
(Write up an overview of your research perspective, methodology, and methods).
References
APPENDICES
(Items such as, Consent Forms, Interview Questions, Observation Forms/Protocol, etc. This does
not include IRB materials.)
Anything written in color and italics are notes and are not included in the chapter. Additional
NOTES:
1. Provide theoretical support and justification (references) for criteria used to select research
perspectives, methodology and methods.
2. What are the strengths and weaknesses of your choices?
3. The titles of sections DO NOT necessarily need to include the exact same names but need to
include the content.
Appendix C
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Mashburn Hall Emergency Procedures Summary
Appendix C (Continued).
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