DEVELOPING A RESEARCH TOPIC FOR QUALITATIVE STUDIES
INSTRUCTIONS
Write a paper that reflects your research topic. Use the Week 4 Assignment Template [DOCX] to structure your paper.
Write a research question based on this topic that is aligned with each of the ?ve methodological approaches using the research question examples provided this week as a guide. (In other words, write ?ve research questions and indicate which methodology each question represents.) The ?ve methodological approaches are:Ethnography.Case study.Grounded theory.Phenomenology.Generic qualitative inquiry.
Assignment: Developing a Research Topic for Qualitative Studies
Title
Learner’s Name
Capella University
XXX_7868 – Qualitative Design and Analysis
Instructor Name
Quarter, Year
Assignment: Developing a Research Topic for Qualitative Studies
Research Topic
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{You can change the headings from this assignment template as needed in the paper you
submit for this assignment}.
Topic Background
Heading 3
Topic Rationale
Heading 3
A Research Question for Each of the Five Methodological Approaches
Heading 3
How Each Methodological Approach Aligns With a Research Question
Heading 3
Assignment: Developing a Research Topic for Qualitative Studies
References
HAROLD ABEL SCHOOL OF SOCIAL AND BEHAVIORAL SCIENCES
Acceptable Research Methods and Research Designs for
PhD Dissertations in the Harold Abel School of
Psychology
Prepared by Drs. Angela Bruch, Malcolm Gray, Kim Kostere, Ray Narveson, and
Shana Pack
Introduction
This document reviews research methodologies and designs that are acceptable
for dissertation research in the Harold Abel School of Psychology (HASOP). An
acceptable PhD dissertation is an original research study that is designed to
advance scientific knowledge in the field. The scholar-practitioner model must
guide all dissertations in HASOP. In addition, an acceptable dissertation in HASOP
is determined by the degree to which the study has scientific merit. Scientific merit
means that the study has the potential to advance knowledge in the field and that
it has a sound methodology. A Capella dissertation must meet the criteria for
scientific merit. There are three main criteria for assessing scientific merit at
Capella: 1) Significance to the field, 2) Contributions to theory and 3) Hallmarks of
good research (has a sound methodology).
The approaches and designs presented here are general approaches to
dissertation research. The term research methodology in this document means the
way in which the methodological concepts can be categorized (either qualitative or
quantitative). The term research approach means those overarching categories of
methods that are most commonly referred to as belonging to an umbrella of
commonly accepted quantitative or qualitative methodologies. As such, research
designs are more precise than research methodology or research approaches, but
still require that researchers provide a clear articulation of how the data are
measured, collected, and analyzed.
Quantitative Methods
Quantitative research designs are one of the most common approaches for social
science based dissertation research such as found in SBS. For a post-positivist
perspective – a researcher tests a theory by specifying hypotheses (Creswell,
2009) – there are three main categorizations (Robson, 2002):
Experimental research design – Features the assignment of control and test
groups and the manipulation of selected variables while controlling all
others.
Quasi-experimental research design – An experimental like approach (control
and test groups) where participants are not randomly assigned, but at least
one variable is manipulated by the researcher.
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Non-experimental research design – The phenomena studied is not
manipulated but requires further explanation or understanding (Robson,
2002).
ABA Specialization Learners Only: Single-subject or within-subject
experimental design: an experimental design in which the participant is used
as their own control (Cooper, Heron, & Heward, 2007)
The bulk of most quantitative PhD studies pertinent to SBS Programs and
Specializations use non-experimental research designs, followed by quasiexperimental research designs, and finally, experimental research designs. HASOP
Specializations cover a wide range of academic disciplines. Some disciplines use
discipline specific research designs. Designs specific to a particular discipline are
acceptable if they meet the specified criteria and if they are determined to be
acceptable through the scientific merit review process. The PhD researcher must
justify with scholarly support that their design meets all of the quantitative
criteria.
The criteria for acceptable HASOP quantitative research designs are as follows:
Tests or verifies theories or explanations
Identifies variables to study
Relates variables in research questions and hypotheses
Uses standards of validity and reliability
Observes and measures information numerically
Uses unbiased approaches
Employs statistical techniques (Creswell, 2009, p, 17)
Answers research questions (single-subject designs only)
Given the large number of non-experimental research designs selected for
dissertations, doctoral researchers who seek to better understand phenomena
(within SBS specializations) tend to use the following designs:
Correlational Research – Correlational research (which includes regression
models) is used if the PhD researcher is testing for linear relationships.
Archival Research (Secondary Data Analysis) – Archival research involves
using records to answer research questions instead of collecting data from
active human participants. This approach commonly applies correlation
research designs used in academic disciplines relevant to SBS programs and
specializations.
Ex-Post Facto – This type of research design allows the researcher to
examine the effects of naturally occurring treatment conditions. Ex-post
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facto is typically involves testing for differences between two or more
groups.
Quantitative Methods Not Approved for PhD Dissertations in SBS
Action Research: Involves studying a system and concurrently collaborating with
members of the system to change the system.
Program Evaluation: Involves collecting and analyzing data that are designed to
provide information about the effectiveness of a particular program.
Meta-Analysis: Analyzes the results of several previously published studies that
address a set of related research hypotheses.
Descriptive Research: A quantitative descriptive study whose goal is to gather
opinions or count observations is not acceptable for a dissertation project in
HASOP.
Pre-experimental designs: These are designs that include an intervention but lack
a comparison group or condition (Shaddish, Cook & Campbell, 2002). Although
researchers make some attempt to manipulate an independent variable and
measure the dependent variable, such a design does not amount to a complete
experimental or quasi-experimental research design.
Mixed Methods Designs: These designs use both quantitative data and qualitative
data and/or approaches to triangulate or strengthen results. While this method is
becoming more common in the literature, it is not allowable for a Capella
dissertation for the following reasons:
Quantitative and qualitative designs ask different research questions. This
design would require a high level of skill to be able to devise complimentary
research questions.
It would require the dissertation researcher to obtain and demonstrate
doctoral level methodological rigor in both their chosen quantitative and
qualitative methods.
A mixed method dissertation design would require that mixed methods
learners take additional methods courses. This would mean a full
complement of both quantitative and qualitative design and data analysis
courses without adding to their Capella allotted maximum completion time.
Given that a mixed methods study often contains two parallel studies, the
time required to meet Capella quality standards for type of research would
often nearly double dissertation time and extend most learners beyond their
allotted completion time.
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It would require a mentor and committee that was sufficiently skilled in both
methodologies and such faculty may not be readily available.
Qualitative Methods
Qualitative research designs involve the PhD researcher in exploratory studies that
attempt to better understand phenomena. These research designs follow a
constructivist or advocacy approach (Creswell, 2009). The researcher seeks to
establish the meaning of phenomena from the viewpoint of participants (Creswell,
2009, p. 16). Qualitative research is about discovery and essentially addresses two
research arenas: experience and perception. It does not focus on variables, the
relationship between variables, group differences, or cause and effect. These are
the qualitative approaches accepted in HASOP:
Phenomenological – The researcher identifies lived experiences associated
with the phenomena (requires a strong background in psychology).
Specifically, the following phenomenological designs are permitted for
HASOP PhD dissertations:
o Transcendental (Moustakas, 1994)
o Descriptive (Giorgi, 2009)
Grounded Theory – The researcher derives a general abstract theory
grounded in the views of participants. Specifically, the following grounded
theory designs are permitted for HASOP PhD dissertations:
o Basic (Corbin & Strauss, 2015)
o Constructivist (Charmaz, 2014)
Ethnography – The researcher studies an intact cultural group over a
prolonged period of time (Fetterman, 2010).
Case study – The researcher explores in-depth, a program, event, activity,
or process of one or more individuals (Creswell, 2009, p. 13). It requires a
case focus based on a bounded system which must be defined and often
includes more then one set of data, e.g. interviews and field notes,
observations or other qualitative data.
Generic Qualitative Inquiry – According to Percy, Kostere and Kostere
(2015), generic qualitative inquiry can be used when a dissertation focuses
on people’s experiences or perceptions in the real world. This often includes,
but is not limited to, subjective opinions, attitudes, and/or beliefs. This
method is frequently used when the research question being asked does not
appropriately fit ethnography, case study, grounded theory, or
phenomenology. In HASOP PhD specializations, it is most often used when
learners want to use phenomenology and their research question does not fit
phenomenology because of the lack of internal focus, psychological depth or
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the question does not represent a clear phenomenon. Generic qualitative
has become the general utility method and is acceptable and effective when
using either the Braun and Clarke (2006) analytical model or the one
presented by Percy et al. (2015), as both represent acceptable steps in
thematic analysis. While many qualitative methodologists have addressed
generic qualitative inquiry, it should be noted that the Percy et al. (2015
paper is the only detailed compendium with clear guidelines for this
approach and should be considered the primary reference’s source.
Heuristics – Heuristics is a research approach that brings to the fore the
personal experience and insights of the researcher along with those of
participants. Heuristics is a research model that places special emphasis on
knowing through the self, by becoming one with the topic and experiencing
it, as it exists in the world. In the heuristic approach the researcher him- or
herself becomes one of the participants. In most heuristics texts, the
researcher and the participants are called “co-researchers.” Specifically, only
Moustakas’ (1990) heuristic design is permitted for HASOP PhD dissertations.
The researcher must provide a sound rationale and justification for the chosen
qualitative research approach and design by clearly and explicitly connecting with
authoritative sources on this design, by citing, discussing, and referencing these
sources: Phenomenology – Moustakas (1994), Giorgi (2009); Grounded theory –
Corbin & Strauss (2015), Charmaz (2014); Case study – Yin (2014), Stake
(1995); Heuristics – Moustakas (1990); Generic qualitative 1nquiry – Percy,
Kostere & Kostere (2016); Ethnography- Fetterman (2010).
All qualitative dissertation research in HASOP must follow the procedures outlined
in Percy et al.’s (2015) Qualitative Research Approaches in Psychology. This is an
in-depth set of guidelines with detailed explanation of the above acceptable
approaches, examples of analyses, and a thorough reference list for each
methodology.
Qualitative research provides a wealth of information concerning an observed
phenomenon. It is intended to better understand, explain, or define aspects of the
research question being asked. The methodology focuses more on open-ended
rather than closed-ended questions.
The most common instrument used for this type of research is t h e s e m i s t r u c t u r e d interview. However, each type of qualitative research has a
unique and defined process for collecting data based on that design’s
accepted methods and procedures.
Gathering this type of data requires planning, researcher experience and a
defined me tho do l o gy and strategy.
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The researcher must be aware of participant feelings, emotions, knowledge
and experience. The setting for conducting qualitative research must be
conducive to the research intent (e.g., a setting familiar to the participant).
The researcher is an “active” part of the research when interacting with
participants. It is critical to establish the role of the researcher, their overall
experience and expertise on the proposed topic and methodology as they will
guide and provide oversight for the research. The researcher is the key
measurement instrument. Research bias is always a consideration.
The research must determine whether additional consultants are needed
(e.g., counselors, translators, transcriptionists) to provide additional
expertise. If so, these individuals must also adhere to confidentiality
protocols as dictated by the IRB. For issues related to third party support,
learners should refer to the Use of Third-Party Services in Dissertation and
Doctoral Capstone Research https://assets.capella.edu/campus/doctoralprograms/ThirdPartyServicesDoctoralResearch.pdf
Multiple sources of data may be used (e.g., interview responses,
observations, document sources as long as they are qualitative in nature).
Participant experiences must be captured in depth and analyzed.
The researcher must use inductive analysis to search for emergent patterns
and themes; textures and structures; concepts identified via coding that
explain and interpret convergent and divergent information.
The researcher must convey the credibility and believability of the results.
A sample size is based on data saturation which is also called redundancy.
(See Patton (2014) for gaining a fuller understanding of data saturation and
redundancy.) For dissertation research, the minimum number of
participants is eight. Data collection should continue after eight until data
saturation can be demonstrated. Typically, this will result in a sample of 814 participants.
Methodologists (in the primary source texts) have a variety of different
approaches to data collection. While it is important for a researcher using
(for example) Giorgi’s (2009) descriptive phenomenological approach to
understand why he recommends unstructured interviews or for a researcher
using one of Yin’s (2009) models for case study to understand the array of
methods used in data collection, dissertation research in psychology requires
some common elements. To meet both academic rigor and to reduce risk to
participants, semi-structured interviews based on guiding questions are
required. In addition, researcher field notes or a memoing process should
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be employed. Additional forms of data collection may be used as needed,
but these two elements must be present.
When using any model of phenomenology or heuristics, in person interviews
are required for all participants. Part of the uniqueness of these models is
direct human interaction in data collection. When using grounded theory,
case study, or generic qualitative inquiry, in-person interviews are strongly
preferred. When in-person interviews are not possible because of significant
geographic distance or researcher or participant physical limitation, Skype,
Zoom, or some other similar technology can be used allowing for both audio
and visual interaction. In extreme cases, telephone interviews may be used
(as when participants do not have access to visual media and cell phones
that support visual media) but telephone interviews are strongly discouraged
because of the data communicated will likely be less rich than obtained in
face to face interviews. Please note that email communication,
questionnaires or surveys cannot be substituted for an actual interview.
The research question should be broad and communicate a focus on
exploring the topic of interest as a whole since the goal is to gather a rich
detailed description instead of the identification of and direction of the
relationship between variables. There are no variables in qualitative
research.
When interviews are conducted in a language other than English, transcripts
must be translated by a certified translator. This includes when the
researcher is fluent in the language in which the interview is conducted.
Data will ultimately be reported and presented in English. Because
translation itself as a form of interpretation, the translation needs to be kept
free from researcher bias.
Interviews must be audio recorded. It is recommended that two devices be
used. In keeping with IRB requirements, both audio recordings and
transcripts are kept for seven years. Audio recordings are the collected data
and transcripts are a copy of the collected data.
Interviews are a facilitated conversation. In-depth conversational interviews
are required to obtain enough rich detailed information to allow the
analytical method to be effective. The guiding interview questions can be
used to facilitate the conversation. They however, are not the question
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necessarily asked but provide direction for the interview. Guiding questions
are not to be used as survey questions and should not be leading or
presuppositional. Qualitative research is not used for verification but instead
for discovery.
Learners wishing to use focus groups must have a clear rationale for doing
so and IRB approval.
Conclusion
The research methodologies and designs discussed in this document are the most
common ones that are used in HASOP and they do represent the methods that are
approved.
To gain approval of any proposed dissertation project, regardless of the
methodological approach, the doctoral researcher must demonstrate doctoral-level
knowledge and expertise in presenting a scientifically meritorious study. There
needs to be consistency and alignment among the research problem, purpose, and
research questions, based on a critical review of the literature, and supported by a
methodologically sound research design.
References
Charmaz, K. (2014). Constructing grounded theory (2nd ed.). London: Sage.
Cooper, J. O., Heron, T. E., & Heward, W. L. (2007). Applied behavior analysis (2nd ed.).
Upper Saddle River, NJ: Merrill Prentice Hall.
Corbin, J., & Strauss, A. (2015). Basics of qualitative research: Techniques and
procedures for developing grounded theory (4th ed.). Newbury Park, CA: Sage.
Creswell, J. (2009). Research design: Qualitative, quantitative and mixed method
approaches. Thousand Oaks, CA: Sage Publications.
Fetterman, D.M. (2010) Ethnograhy: Step-by-step (3rd ed.). Thousand Oaks, CA:
Sage Publications, Inc.
Giorgi, A. (2009). The descriptive phenomenological method in psychology: A
modified Husserlian approach. Pittsburgh, PA: Duquesne University Press.
Glaser, B. G., & Strauss, A. L. (1967). The discovery of grounded theory. Chicago:
Aldine.
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Moustakas, C. (1990) Heuristic Research: Design, methodology and applications.
Newbury Park, CA: Sage.
Moustakas, C. (1994). Phenomenological research methods. Thousand Oaks, CA:
Sage.
Patton, M. Q. (2014). Qualitative inquiry and research methods (4th ed.). Thousand
Oaks, CA: Sage.
Percy, W., Kostere, K. & Kostere, S. (2015). Generic qualitative research in
psychology. The Qualitative Report, 20(2), 76-85. Retrieved from
http://www.nova.edu/ssss/QR/QR20/2/percy5.pdf
Percy, W. H., Kostere, K., & Kostere, S. (2016). Qualitative approaches in
psychology. Department of Psychology, Capella University.
http://assets.capella.edu/campus/doctoralprograms/PsychologyQualitativeResearchApproaches.pdf
Robson, C. (2005). Real world research. Malden, MA: Blackwell Publishing.
Shadish, W. R., Cook, T. D., & Campbell, D. T. (2002). Experimental and quasiexperimental designs for generalized causal inference. Boston: Houghton
Mifflin.
Stake, R. (1995). The art of case study research. Thousand Oaks, CA: Sage.
Yin, R. K. (2014) Case study research: Design and Methods (5th ed.). Thousand
Oaks, CA: Sage.
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