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
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.
Comments
Breakout Session E