U10A1-68 – Qualitative Research Plan
The final project for this course is the completed qualitative research plan.
Throughout this course, you have received feedback from your peers and your instructor on the different pieces of your research plan.
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Integrate this feedback into your final project and review the requirements for the research plan.
When you are finished, submit your completed research plan using the Qualitative Research Plan Template to the assignment area.
Remember to complete Subsections 4.3 and 5.6 of the Qualitative Research Plan Template, which deals with ethics.
Be sure to follow current APA guidelines while filling out the template.
Please keep in mind that when conducting a qualitative study that will be used as a dissertation at the University, it is required to reference primary sources in support of the research methodology rather than textbooks such as those used in this course.
Examples of primary research include but are not limited to the following:
Giorgi and Moustakas for phenomenology.
Stake and Yin for case study.
Use your Qualitative Research & Evaluation Methods text to read Chapter 9, “Enhancing the Quality and Credibility of Qualitative Studies,” pages 652–743. This chapter discusses the quality and credibility of qualitative analysis.
Use your Qualitative Inquiry and Research Design text to read Chapter 10, “Standards of Validation and Evaluation,” pages 253–286.
Focus on the following subsections:
A. “Validity and Reliability in Qualitative Research.
B. “Evaluation Criteria.”
C. “Qualitative Perspectives.” (Phenomenological research, grounded theory research, ethnographic research, and case study research.)
D. “Comparing the Evaluation Standards of the Five Approaches.”
Complete the following:
Read Hart’s 2007 article, “Birthing a Research Project: Design,” from International Journal of Childbirth Education, volume 22, issue 1, pages 22–26.
Read Johnson’s 2001 article, “Toward a New Classification of Nonexperimental Quantitative Research,” from Educational Researcher, volume 30, issue 2, pages 3–13.
Read Walker’s 2005 article, “The Strengths and Weaknesses of Research Designs Involving Quantitative Measures,” from Journal of Research in Nursing, volume 10, issue 5, pages 571–582.
Use the Internet to read Winter’s 2000 article, “A Comparative Discussion of the Notion of ‘Validity’ in Qualitative and Quantitative Research,” from The Qualitative Report, volume 4, issue 3.
Locate an article that focuses on how to evaluate qualitative studies. You will use this article in the unit discussion.
Transcript Reading – Qualitative Research Proposal
INTRODUCTION – Credibility, Dependability, and Transferability
According to Patton (2001):
The credibility of the qualitative inquiry depends on three distinct but related inquiry elements: rigorous methods for doing field work that yield high-quality data that are systematically analyzed with attention to issues of credibility; the credibility of the researcher, which is dependent on training, experience, track record, status, and presentation of self; and philosophical belief in the value of qualitative inquiry, that is, a fundamental appreciation of naturalistic inquiry, qualitative methods, inductive analysis, purposeful sampling and holistic thinking. (pp. 552– 553)
The cornerstone for judging the overall quality of a qualitative research study hinges on three characteristics of the study:
Credibility refers to confidence in the accuracy of the data as reported, as well as a systematic and thorough interpretation by the researcher. It involves carrying out the study in a way that enhances the believability of the findings of the data over time and over conditions. Credibility is assessed by how well you demonstrate your understanding of your research methodology and how well you apply the methodology to data collection and data analysis.
Dependability is demonstrated by providing clear, detailed, and sequential descriptions of all procedures and methods, such that another researcher could repeat each of them faithfully.
Transferability is demonstrated by showing that the sample fairly represents the target population, as well as by showing
that the sample participants have the knowledge, experience, or expertise necessary to provide information that the discipline or field and the target population would find meaningful in regard to the topic.
Patton, M. Q. (2001). Qualitative research & evaluation methods (3rd ed.). Thousand Oaks, CA: Sage Publications.
To successfully complete this learning unit, you will be expected to:
1. Identify and explain threats to credibility, dependability, confirmability, and transferability.
2. Develop a qualitative research plan for a topic and research question applicable to a specific field of specialization.
3. Identify how to address a researcher’s pre-understanding, preconceptions, and biases about the research topic.