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Home > HCAS > HCAS_PUBS > HCAS_JOURNALS > TQR Home > TQR > Vol. 22 > No. 10 (2017)

 

Abstract

The US National Science Foundation (2013, 2015) surveys of earned doctorates in education show that between 2003 and 2014, over 20,000 degrees were granted in a field broadly defined as Educational Administration. It is then important to discuss the pedagogies of teaching not only the content area courses for educational leaders, but research as well. We highlight the intertwined tensions between different discourses: the ways of thinking about research that our students bring to the online classrooms, the course goals that we aspire to achieve, and the ways we teach qualitative research online. In doing so, we see our classes as spaces of the (not always smooth) interplay between the firm structure of expected goals and free-flowing nature of qualitative research.

Keywords

Teaching Qualitative Research, Online Teaching, Leadership Studies, Educational Leadership

Author Bio(s)

Maja Miskovic is professor of research and Director of Doctoral Programs at the College of Graduate Studies, Concordia University Chicago. She advises doctoral students and teaches qualitative research and research design. Correspondence regarding this article can be addressed directly to: maja.miskovic@cuchicago.edu.

Elena Lyutykh is associate professor of research at the College of Graduate Studies, Concordia University Chicago. She advises doctoral students and teaches qualitative research and research design. Correspondence regarding this article can also be addressed directly to: elena.lyutukh@cuchicago.edu.

Publication Date

10-15-2017

Creative Commons License

Creative Commons Attribution-Noncommercial 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 4.0 International License.

DOI

10.46743/2160-3715/2017.2618

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