I. Rationale

This course begins a four-semester sequence of doctoral research courses that prepare students for their roles in building and innovating social work knowledge and practice through systematic empirically based practice. The first course in this sequence focuses on naturalistic and other forms of qualitative inquiry.

This qualitative research course advocates that social work scholars choose research paradigms, questions, designs, methods, and skills that are consistent with our professional mission to empower diverse groups of people to achieve their life goals, and to transform the social environment in accordance with the principles of social justice and compassion. Naturalistic and other qualitative approaches to inquiry are consistent with this because they emphasize understanding people in a holistic way, taking into account their subjective experiences, perspectives, and systemic transactions with other people and the natural environment. These approaches are examined critically with regard to their philosophical, political, methodological, and technical qualities that support people’s strengths and further the progress of social justice.

This course provides a detailed overview of knowledge and skills in qualitative inquiry. It examines issues in the philosophy of science and paradigms for qualitative inquiry in social work. It emphasizes principles and procedures for qualitative inquiry design, including an introduction to data collection, analysis, and report writing, while attending to criteria for establishing trustworthiness.

II. Educational Outcomes

By the completion of SW 979, doctoral students will demonstrate abilities to:

A. Understand and critique positivist, postpositivist, and new or alternative philosophical paradigms for social work inquiry.

B. Formulate qualitative inquiry questions that are germane to the purposes and contexts of social work.

C. Design and implement a qualitative inquiry that appropriately matches research questions.

D. Understand and apply various common methods of qualitative data collection including individual and focus group interviews, observation, as well as examination of documents, records, and artifacts.

E. Understand and apply various common methods of qualitative data analysis, including the constant comparative method.

F. Understand use of qualitative research software packages.

G. Understand and apply criteria for rigor and trustworthiness in qualitative inquiry.

H. Identify ways to disseminate and utilize qualitative inquiry findings through paths such as dissertation, presentations, publications, teaching, and service.

III. Course Content and Readings

A. Required Textbooks:

Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. Newbury Park, CA: Sage.

Rodwell, M. K. (1998). Social work constructivist research. New York and London: Garland Publishing, Inc.

B. Recommended Textbooks:

Agar, M. H. (1996). The professional stranger (2nd ed.). San Diego: Academic Press.

Berg, B. L. (2001). Qualitative research methods for the social sciences (4th ed.). Boston: Allyn and Bacon.

Braud, W., & Anderson, R. (1998). Transpersonal research methods for the social sciences. Thousand Oaks, CA: Sage.

Crabtree, B. F., & Miller, W. L. (Eds.). (1999). Doing qualitative research (2nd ed.). Thousand Oaks, CA: Sage

Creswell, J. W. (1998). Qualitative inquiry and research design: Choosing among five traditions. Thousand Oaks, CA: Sage

Denzin, N. K., & Lincoln, Y. S. (Eds.). (2005). The Sage Handbook of qualitative research (3rd ed.). Thousand Oaks, CA: Sage Publications Inc.

Erlandson, D. A., et. al. (1993). Doing naturalistic inquiry. Newbury Park: Sage.

Fetterman, D. M. (1998). Ethnography: Step by step. Thousand Oaks, CA: Sage.

Krueger, R. A. (1994). Focus groups: A practical guide for applied research (2nd ed.). Newbury Park, CA: Sage.

Marshall, C., & Rossman, G. (1999). Designing qualitative research (3rd ed.). Thousand Oaks, CA: Sage.

Patton, M. Q. (2002). Qualitative research and evaluation methods (3rd ed.). Thousand Oaks, CA: Sage

Shaw, I., & Gould, N. (2001). Qualitative research in social work. Thousand Oaks, CA: Sage.

Tyson, K. (1995). New foundations for scientific and behavioral research: The heuristic paradigm. Boston: Allyn and Bacon

Wolcott, H. F. (2001). Writing up qualitative research (2nd ed.). Thousand Oaks, CA: Sage.

NOTE: Readings are listed in the schedule of sessions.

IV. Assignments

The main purpose of assignments and course policies is to encourage learning and professional/scholarly standards of conduct. I encourage everyone to meet with me individually by appointment so I can consider and support your particular learning interests, goals, and needs.

Attendance and Participation (prerequisite for satisfactory grade)

These participation issues are matters of courtesy and professional behavior. Good class participation reflects the same high standards expected in professional social work practice and academic professorial settings.

This course relies heavily on students' participation and mutual support. Therefore, regular attendance and participation are prerequisites for a satisfactory grade. Students sign a circulated attendance sheet before the end of each class. Students must attend every class with the exception of documented medical or personal emergency. Work schedule conflicts are not adequate reasons for missing classes. Pagers and cell phones with sound alarms are not permitted in class. Students are not to leave class to answer pagers or cell phones, except in the case of an emergency. If there is a critical situation that may require answering a phone or pager during class, the student should notify the instructor at the beginning of class.

An absence may be excused for reasons of bona fide personal emergencies (such as medical crisis). The student must obtain permission from the instructor in advance or as soon as possible after the crisis. See the following provisions for make-up essay in the case of excused and unexcused absences.

** If a student must miss a class, the student should notify the instructor with an email note ahead of time explaining the reason. The student must arrange with a fellow student to obtain class notes, handouts, and other materials or information. The student must also arrange to have the class audiotaped by a fellow student. (Note rule on audiotaping and copyright.) Based on all these materials, the student must prepare a brief essay (up to 400 words) typed in response to the class in order to demonstrate understanding of the material. This essay should consist of comments and questions regarding the class content (not just readings). If this is completed, the student will be given credit for attendance. The essay must be submitted to the instructor within 2 weeks of the missed date and no later than the last week of class.

If notification cannot be given ahead of time, due to an emergency, send the email explanation or phone message as soon as possible and contact a fellow student or instructor for materials.

Each excused absence with failure to complete the make-up essay will result in an automatic reduction of 5 points from the final course grade (e.g. 95% becomes 90%). ** Each unexcused absence with completion of the make-up essay will result in 5 points grade reduction. If a student has an unexcused absence and also does not complete the make-up essay, the final grade will be reduced by 10 points.

Students must arrive at class on time, except in the case of an emergency. Late arrivals may disrupt class activity.

Auditing: No one is permitted to audit this course without permission of the instructor.

Audiotaping or other recordings: All class presentations, handouts, and class discussions prepared by the instructor are the intellectual property of the instructor. They may not be recorded and shared beyond this class by any means without the instructor’s written permission. Students’ comments and discussions are confidential. Professional ethics apply to the use and misuse of class materials and interactions. However, audiotaping of class sessions will be permitted for the use of students in the class.

Students will be asked to explain their views on required readings in class discussions. Accuracy, clarity, and careful thinking in responses to readings are crucial for good quality interactions. Therefore, students must complete assigned readings prior to class and be prepared to answer spontaneous questions from the instructor and fellow students.

Students are expected to communicate between themselves and the instructor in a manner that encourages open dialogue, appreciates diversity, and tolerates disagreement. Lively, respectful debate encourages careful thinking and expression. A collaborative style supports everyone’s mutual learning.

Any self-disclosure that could result from the papers or class discussion will be voluntary on the part of the student. At no time should the confidentiality of clients or agencies be violated. Research projects must be conducted according to the standards for ethical research and the review process for human subjects protection at The University of Kansas.

Students who would like assistance to improve writing may contact the Writing Center for tutorials. See http://www.writing.ku.edu/students/group.shtml or call 4-2399. You may also contact the instructor to explore other suggestions.

Plagiarism, cheating, or other forms of grave academic misconduct will result in a grade of "F" and a report to the director of the doctoral program.

If the university closes due to inclement weather, announcements will be made on the media or you may call the inclement weather line, 864-SNOW after 6 a.m.; the University Information Center, 864-3506; or if hearing impaired and have TTY/TDD equipment, call (800) 76-3777. The instructor will also leave a message on voice mail. Even if class is being held, please use your own judgment about whether it is safe to come to class. Students should contact the instructor if classes are held but weather or driving conditions prevent them from coming to class.

Graded Assignments

Two papers and three outlines to accompany oral presentations are required. They are designed to help the student to critique and apply course content to any qualitative or naturalistic research project interests. The student will develop a small research project designed for the course or may utilize current experience with an actual ongoing research endeavor. Details on paper guidelines will be given in class. Prior to submitting each paper, the student will give an oral presentation accompanied by a detailed outline and supportive materials. An oral presentation will also be given for the first assignment.

(A) Paradigm Critique, Outline and Oral Presentation (due 9/12). Find any social work research based article using qualitative methodology. Address the following points: 1) Article citation; 2) 50 word article summary, including topic and methodology; 3) author’s paradigmatic assumptions; 4) student’s paradigmatic assumptions or evaluative standards; 5) evaluation of author’s use of paradigm. (20% of grade).

(B) Paper 1: Research Design Paper (due 10/17). This will state the design and rationale for a qualitative/naturalistic inquiry, including one’s paradigm for inquiry. This is an opportunity to begin thinking about possible dissertation topic areas if you wish. 15-17 pages. (30% of grade, including outline and presentation).

(C) Paper 2: Research Project Report Paper (due 12/12). This paper incorporates the revised design and describes its implementation to whatever extent is feasible within the limits of the course. It will demonstrate a technical understanding and application of methodology. 20-30 pages, plus references. (50% of grade, including outline and presentation).

All papers are to use current APA style (for citations and headings). They should reflect the style and quality of refereed scholarly social work journals, although they need not be publishable. This implies careful organization of ideas, mastery of relevant scholarly literature, clarity of expression and presentation, methodological appropriateness, and relevance to professional purposes. Outlines should be 2-5 pages double-spaced, clearly organized, detailed, concise and precise. Add charts and references as needed. Copies must be provided to instructor and each student.

V. Grading

Note: The final grade could be reduced due to absences as explained above.

Timelines

? Except for the final paper-- Late papers or other assignments without advance notice will be reduced 20% of the total score for each day late. Late papers, with explicit permission of the instructor, will be reduced 5% of the total score for each day late. If a paper will be late for an emergency, the student must notify the instructor in advance, or as soon as possible, to make an arrangement. In the case of medical emergencies or other legitimate exceptions for lateness, the student must obtain permission from the instructor and will not have a reduction of grade.

? The final paper will not be accepted late for a grade, unless an exception is given due to emergency circumstances. Incomplete grades are not given merely for convenience.

A grade of A (90-100) will signify excellent work that demonstrates outstanding grasp of course material, creativity and innovativeness in application of material, and clarity of expression. A grade of B (80-89) will signify satisfactory completion of all course requirements in both content and clarity of expression. A grade of C will signify unsatisfactory completion of course requirements. Plus and minus grades will be used. Incomplete grades are given in accord with university policy, with negotiation only in response to bona fide emergencies.

Final course grades will be assigned according to the following plus/minus scale:

A 90-100 (90-94=A-; 95-100=A)

B 80-89 (80-82=B-; 83-86=B; 87-89=B+)

C 70-79 (70-72=C-; 73-76=C; 77-79=C+)

F 69 and below

Procedure for Return of Assignments at End of Semester

In order to have the last writing assignment returned by mail, the student must supply a correct size, self-adhesive, self-addressed, stamped envelope. The student must be listed as both sender and receiver.

VI. Special Considerations

Students who have special educational needs of any kind, including those related to learning disabilities, other disabilities, English as a second language, or religious observance, should discuss necessary accommodations with the instructor within the first two sessions of the course. The university and School of Social Welfare are committed to provide supportive programs and accommodations to assist students who have special learning needs to successfully meet course expectations. In particular, students who feel that they have a disability that may require accommodation should advise the instructor of such disability and desired accommodation as soon as one obtains written documentation of the disability. The instructor will work with the student and the office of Services for Students with Disabilities to provide reasonable accommodations.

NOTE: On the following schedule, readings in the Lincoln and Guba book and in the Rodwell book are required. The Patton book is strongly recommended. Other readings are recommended. You may choose from those listed here or find others that are most useful to you.