Title

Integrating creativity and systematic methodology in teaching qualitative research

Location

1047

Format Type

Plenary

Format Type

Paper

Start Date

January 2019

End Date

January 2019

Abstract

Qualitative research is both a wide and deep field of study. It is difficult for the beginning researcher to navigate the various approaches within the qualitative paradigm to which s/he is introduced. This involves reading the maps of the territory, i.e. understanding the underlying philosophy and principles of the different approaches, choosing a route, and of course the journey itself—collecting and analyzing data. In many B.A. or M.A. programs in the social and behavioral sciences, students enroll in a one semester course in qualitative research, and some may embark on a one to two year supervised qualitative research project. In this presentation I will share my experiences as a teacher and supervisor of qualitative research with an emphasis on the dilemma of whether to emphasize developing skills in creative free-flowing interpretation or in structured systematic analysis. I will suggest a way of integrating these two approaches by using Interpretative Phenomenological Analysis (Smith, Flowers & Larkin, 2009). I will explain the principles and practices of IPA and will demonstrate the techniques I use to guide beginning students through what some initially experience as the quagmire of qualitative research.

Keywords

teaching qualitative research, interpretative phenomenological analysis, integrating qualitative approaches, creative textual analysis, systematic textual analysis

Comments

Breakout Session E

This document is currently not available here.

COinS
 
Jan 17th, 1:15 PM Jan 17th, 1:35 PM

Integrating creativity and systematic methodology in teaching qualitative research

1047

Qualitative research is both a wide and deep field of study. It is difficult for the beginning researcher to navigate the various approaches within the qualitative paradigm to which s/he is introduced. This involves reading the maps of the territory, i.e. understanding the underlying philosophy and principles of the different approaches, choosing a route, and of course the journey itself—collecting and analyzing data. In many B.A. or M.A. programs in the social and behavioral sciences, students enroll in a one semester course in qualitative research, and some may embark on a one to two year supervised qualitative research project. In this presentation I will share my experiences as a teacher and supervisor of qualitative research with an emphasis on the dilemma of whether to emphasize developing skills in creative free-flowing interpretation or in structured systematic analysis. I will suggest a way of integrating these two approaches by using Interpretative Phenomenological Analysis (Smith, Flowers & Larkin, 2009). I will explain the principles and practices of IPA and will demonstrate the techniques I use to guide beginning students through what some initially experience as the quagmire of qualitative research.