DIGI 750 Qualitative Research Methods

Advanced study of qualitative research methods including open-ended questionnaire, in-depth interview, media analysis, ethnography, and focus group in the communication field.

This course will offer an equal emphasis on theory and practice with the aim of helping each student come to appreciate both the experiential and theoretical dimensions of the ethnographic act. The issues raised in this class speak to the whole of life, not just the academic. The sacred cannot be divorced from the secular, one’s heart from one’s mind, or the God of reason from the God of history. Furthermore, the student should engage the content of this class as a communication scholar looking at theology, and not as a theologian looking at communication. This means that the student is to respond to questions raised in the class, or to specific class assignments, as a communication scholar speaking or writing to other scholars in the field. Although the professor provides a framework or structure for the class, it is the responsibility of the student to integrate the subject matter of the class into his/her own worldview. This class is intended to grow the student academically and spiritually, as a qualitative scholar. 

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After reading the Course Syllabus and Student Expectations, the student will complete the related checklist found in the Course Overview.

Discussions are collaborative learning experiences. Therefore, the student will complete discussions throughout the course. One Introductory discussion will be required. Typical length requirements for Discussion threads do not apply to the introductory discussion. The other 5 Discussions will consist of a review of sections of the book Sidewalk by Duneier. The student is required to post a review of that section and respond to the reviews of at least two of the student’s peers. Each thread must be at least 600 words in length and include at least one scholarly source, while each reply must be at least 300-400 words in length. Please note that the Peer Review Assignment will be posted as a Discussion but is graded individually.

The practica assignments will help the student engage the ideas presented in class as well as prepare for his/her final paper.

Practical Practica: Proposed Site and Phenomenon of Study Assignment

In 2—3-pages, the student will describe three potential field sites and/or group of participants for his/her study. For each, the student will discuss: A) The site or people he/she wants to work with and the general research issue(s) the student wants to explore; B) How the site or people of interest are complementary with the student’s theoretical, practical, or professional interests; C) How the student’s background and experience affects the ability to gain access to these contexts or people; and D) The student’s plan of having access to this site.

Practical Practica: Theoretical/Social Problem Assignment

In 2—3-pages, the student will describe a social and/or theoretical issue or “problem” he/she plans to explore in his/her research site. The student should phrase approach in the form of one or more research questions. Then, the student will describe why an emic qualitative study of this phenomenon is especially warranted and valuable. The student will also explain several sensitizing concepts from past experience or research that align with his/her interests. How will these concepts help focus the student’s research? These research issues/problems/questions may change; this is a place to start.

Practical Practica: Human Subjects Certification and Paperwork Assignment

The student will become familiar with the university’s human subjects requirements and complete the training. This training may have been completed for another course. The student will submit the certificate of completion.

Practical Practica: Fieldnotes Assignment

The student will write a set of fieldnotes that represents at least four hours of participant observation and reflects tips and guidelines for good field records and observation. The student will then provide an updated rendition of his/her guiding research question(s) at the top of the practicum.

Practical Practica: Interview Guide Assignment

The student will prepare an interview schedule or guide for use with his/her participants. Interviews are not a requirement for this project. However, they are often a part of ethnographic work. For this assignment, the student will write the questions he/she would ask if he/she had time to interview his/her subjects. The student will Identify the A) ideal sample, B) the type (or types) of interviews he/she is likely to engage in, and C) the stance(s) that the student will take. The student will also explain why these approaches are most appropriate for his/her research. Finally, the student will provide an updated rendition of his/her guiding research question(s) at the top of the practicum. (See Claxton & Mallory Ch. 6 for details.)

Each student will submit a proposal for his/her major ethnographic project. Such a proposal will include a brief literature review, justification for the project, proposed methodological approach to the subject, and any relevant theoretical possibilities. The proposal should be no longer than three pages with no abstract and not including a title page and references. No student will be allowed to submit his/her final paper until his/her proposal has been approved by the professor.

One critical book review will be required for this class. This assignment is designed to give the student experience in reading and understanding published works in the area of qualitative research. By reading, analyzing, and discussing a key book in the field, the student will gain better insight into the differing methodological issues confronting qualitative researchers. This paper is to be no longer than three pages. The student is free to choose a work of his/her choice in the area of ethnographic research.

The student will submit a 1—2-page paper (not including title page and references) discussing the art of ethnography from a Christian worldview. The paper should address why ethnographic research is/isn’t an effective tool for Christian researchers. The student will list and justify some types of Christ-centered research that he/she believes would benefit the Faith utilizing ethnographic methods. The student will consider why, for researchers operating from a Christian worldview, ethnography would/would not be a good choice of methods.

The student will submit a rough draft of his/her entire ethnographic research paper, including findings, implications, limitations, and future directions. This will be submitted through a Discussion.

Each student will submit a rough draft of his/her entire final paper, including findings, implications, limitations, and future directions on the appropriate Discussion. The student will write a 2—3-page peer review of one of a colleague’s papers, providing constructive advice and suggestions for further development. Each student can only have one reviewer. Thus, each student must choose a paper that has not been chosen. When a student decides which paper he/she will review, he/she should post a reply that indicates he/she will be reviewing it so other students are not working on the same submission. The student is then committed to completing that review.

The culminating project for this course is an 15—20-page paper based on the student’s ethnographic project. The fieldnotes collected during this course should serve as the research data. This paper will include a literature review, methodology section, analysis and interpretation of observational data, and theoretical orientation. All papers must follow Professional APA guidelines.