qualitative research manuscript critique

Assignment 1: Qualitative Research Manuscript Critique

In this module we expanded our knowledge about qualitative methodology. By the due date assigned,complete the following research manuscript critique for the Qualitative research manuscript you selected in Module 1. Provide feedback to at least two of your peers through the end of the module.

Manuscript Reference:

  • Type of Study: Qualitative
  • Research Topic:
  • Purpose of the Study:
  • Theoretical Framework: (Identify the theoretical/conceptual framework)
  • Specific Research Questions/ Philosophical Underpinnings:

Sample:

  • Qualitative Research method design: case study, ethnography, phenomenology, document reviews, etc.
  • Procedure/Paradigms: (How was the data collected? What was the sampling strategy used?)
  • Variables/Concepts: What was examined in this research?
  • Rigor: How was rigor assured? Discuss credibility, dependability, transferability and goodness as appropriate.
  • Data collection/ analysis: Discuss data collection, analysis and saturation.
  • Consent: What type of consent, if any, was obtained from the participants?

All written assignments and responses should follow APA rules for attributing sources.

Module 5 Overview (1 of 2)

Provides the learning outcomes on which the readings and assignments for this module are based.
  • Examine the purpose of a study, research methodology, and data collection methods.
  • Compare and contrast the characteristics of different research questions and possible methodologies.
  • Draft a methods section appropriate to research question(s).

Research Methods: Qualitative Approach

In Module 5 we focus on some myths and facts about qualitative research. In R7035 Methods and Analyses of Qualitative Research (your next sequence in the research curriculum), you will have further and more detailed discussions of qualitative research.

Several myths exist about qualitative research because of an insufficient understanding of its definition and characteristics. First, many students and beginning researchers have the mistaken belief that qualitative research is only about asking open-ended questions and analyzing the participants’ answers. Second, some people believe that qualitative research should only be used in areas where not enough information is available to do quantitative studies. Finally, some students choose to conduct qualitative studies for their dissertation research because they think it is easier than conducting quantitative ones (Heppner & Heppner, 2004). Creswell (2007) believes that, to undertake qualitative research, it requires a strong commitment to study a problem, to commit a lot of time and resources, to use rigorous research methodology, and it should not be viewed as an easy substitute for a statistical or quantitative study.

Furthermore, Creswell (2007) believes that qualitative inquiry is for the researcher who is willing to do the following (p. 41):

  • Commit to extensive time in the field.
  • Engage in the complex, time-consuming process of data analysis through the ambitious task of sorting through large amounts of data and reducing them to a few themes or categories.
  • Write long passages, because the evidence must substantiate claims and the writer needs to show multiple perspectives.
  • Participate in a form of social and human science research that does not have firm guidelines or specific procedures and is evolving and constantly changing.

Heppner and Heppner (2004) encourage doctoral students to consider the following questions before deciding to commit to qualitative research (p. 140):

  • Are the kinds of questions I have best answered through qualitative inquiry?
  • Am I conducting a qualitative dissertation/study for authentic reasons?
  • How have I equipped myself with the knowledge on the basic ontology, epistemology, and methodology of qualitative research?
  • Do I have the kind of coursework and research experience to conduct a quality investigation?
  • Do I have advisors and/or committee members who can provide the kind of expertise I need to conduct a qualitative investigation?
  • Am I psychologically ready to do through this journey? Read more about qualitative methods on the next page.

Module 5 Overview (2 of 2)

Research Methods: Qualitative Approach

Creswell’s (2009) chapter provides a brief summary of qualitative research design. His book (2007), Qualitative inquiry and research design: Choosing among five approaches, discusses the five approaches (narrative research, phenomenology, grounded theory, ethnography, and case study) more in detail. While there are similarities among the five approaches, in terms of the general process of research, there are differences in several areas, such as the type of data one would collect or analyze. For example, in narrative research, the researcher focuses on the stories told from the individuals and arranges the stories in chronological order. In ethnography, the focus is on setting the individuals’ stories within the context of their culture and culture-sharing group. In case study research, a single case is selected to illustrate an issue and the researcher compiles a detailed description for the case.

Listed below are some examples of qualitative studies.

Narrative Research:

Angrosino, M. V. (1994). On the bus with Vonnie Lee: Explorations in life history and metaphor. Journal of Contemporary Ethnography, 23, 14–28.

Phenomenological:

Anderson, E. H., & Spencer, M. H. (2002). Cognitive representations of AIDS. Qualitative Health Research, 12 , 1338– 352.

Grounded Theory:

Morrow, S. L., & Smith, M. L. (1995). Constructions of survival and copying by women who have survived childhood sexual abuse. Journal of Counseling Psychology, 42, 24–33.

Ethnography:

Haenfler, R. (2004). Rethinking subcultural resistance: Core values of the straight edge movement. Journal of Contemporary Ethnography, 33, 403–436.

Case Study:

Asmussen, K. J., & Creswell, J. W., (1995). Campus response to a student gunman. Journal of Higher Education, 66, 575–591.

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