COURSE TITLE DEPARTMENT INSTRUCTOR Course Type

University of Manitoba
COURSE TITLE
Qualitative Methods – 7420 A01
Graduate, Fall 2013
DEPARTMENT
Sociology
INSTRUCTOR
Dr. Dale C. Spencer
Email: [email protected]
Course Type
Credit Hours
Class Location
Seminar
3.000
216 Tier
Office Location and Phone Number 306 Isbister Building. (204) 480-1039
MEETING TIMES
Office Hours
Tuesday, 11:30 – 2:30 pm
Tuesday, 3:00 – 4:00 pm
COURSE DESCRIPTION
Calendar Course Description: This course provides an overview of the methods of
qualitative research. Discussion focuses on the philosophical foundations of qualitative
methods, the variety of techniques available within interpretive and conflict paradigms,
issues of sampling, analysis, validity, and report writing.
GENERAL COURSE DESCRIPTION
In this course, students will learn the logic of the qualitative research process from
conception to execution. We will survey the various methods related to qualitative research
in terms of data collection, ethics, data analysis, and write up. Students will be able to create,
evaluate and critique methodologically sophisticated qualitative research methodologies in
the social sciences. This course will involve student and guest presentations and to a lesser
extent, traditional lecture.
With such a variegated and complex tradition as qualitative research methods, some topics
are ineluctably covered more than others. In this course, more emphasis is placed on the
ethnographic tradition and ethical issues related to qualitative inquiry.
In this course, we will consider some fundamental questions related to qualitative methods:
How are qualitative methods different from quantitative methods? What are some of the
critiques of qualitative methods from a quantitative perspective? Does the field of qualitative
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methods have appropriate methodological responses to these criticisms? What philosophical
perspectives underpin qualitative methods? How is qualitative methods geared for theory
and concept development?
REQUIRED MATERIALS
Marshall, C. & Rossman, G.B. (2011). Designing Qualitative Research (5th
edition). Thousand Oaks: Sage.
Required and recommended course readings are available on Desire2Learn and the
University of Manitoba online library.
GRADES & SCORING
Percentage of Total
Grade
Due Date
10%
Weekly
Presentations (X2)
20%
See Sign Up Sheet
Major Paper Presentation
5%
Final Class
25%
October 8th, 2013
40%
December 3, 2013
Assignments
Class Participation
Ethics in Qualitative Research
Paper
Major Paper: Issues in Qualitative
Research Paper or
Autoethnography research paper
Grades: Percentage, Letter Grade and Descriptive Scale GPA
Grading Scheme: The following letter/percentage grading scheme will be adopted: A+=90% and above (Exceptional); A=80‐89% (Excellent); B+=76‐79% (Very Good); B=70‐75% (Good); C+=66‐69% (Satisfactory); C=60‐65% (Adequate); D=50‐59% (Marginal); F=under 50% (Failure). ASSIGNMENTS/REQUIREMENTS
Participation (10%)
Students who are not presenting are expected to attend each presentation and are responsible
for engaging in scholarly debate, posing critical questions, or raising scholarly points for
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discussion on the assigned readings and the presentation of the assigned readings (10%). It is
not enough to be in attendance to receive a participation grade; students must verbally
contribute to the discussion.
Presentation (25% - 12.5% per presentation)
Each student will conduct two presentations. See sign-up sheet.
Presentations will introduce the class to the major issues related to the designated topic, will
synthesize the required reading of the respective week, and will evaluate the material in
terms of its strengths and limitations (presenters are encouraged to include their own views,
criticisms, and interpretations).
The presenter will prepare a presentation of approximately 25-30 minutes in length. The
remainder of the class will be dedicated to a discussion of the issues. The use of visual aids
is encouraged as the aim of the presentation is to promote class discussion and debate not
only on the content of the material but also on the general theme.
Research Paper Discussion/Presentation (5%)
Students are required to present some of the main ideas of their research paper in a short
presentation (5-7 minutes) during the final seminar (December 3, 2013). This session will be
organized as a mini-conference or workshop where students can share ideas and receive
feedback on their work before submitting their final paper.
Ethics in Qualitative Research Assignment (25%) – October 8, 2013
The purpose of this assignment is to critically examine ethical issues in qualitative research.
Students are expected to develop a ethical position in relation to qualitative research by
drawing from course readings and external materials that speak to the principles that may
guide qualitative inquiry. Papers must address the initial and ongoing tensions between the
needs and goals of the research and the rights of participants. Questions to consider: What
should ethics imply in relation to qualitative research? At what junctures in the research
process does ethics matter? Does ethics matter in relation to qualitative research?
This assignment is to be no more than 1500 words (plus references) and will be evaluated on
the sophistication of your argument and the level of brevity in your response (i.e. how
adequately you keep to the word length).
Major Paper (40%) – December 3, 2013
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Students are to choose between the “Issues in Qualitative Research” paper and the
“Autoethnography” paper for the major paper assignment. Below is a description of the
respective assignments.
A. Issues in Qualitative Research Paper
For this assignment, students are required to choose one debate in the qualitative research
methods literature and offer a position piece. It is not enough to submit a literature review
for this assignment. Students will be evaluated on their ability to outline the debate and the
sophistication of their argument(s).
Papers shall be limited to 20 pages (plus references) and must be typed and double-spaced.
Students should format their essays according to the Harvard style.
Layout of “Issues in Qualitative Research” Paper
Introduction: The introduction presents the theme or issues explored in the essay. It briefly
outlines your approach to the topic and the major ideas and argument(s) advanced in the
main body of the essay. This section is usually 1 to 2 pages in length.
Main body of the research essay: This section develops and contains the central thesis or
argument(s) of the essay. This main body should review and assess the appropriate literature,
while providing an exposition of the central points. The research theme, together with ideas
relating to the central thesis, should be clearly presented and substantiated. Ideally, each
paragraph should focus upon a major point related to the central argument(s) or theoretical
framework. Internal headings and sub-headings are useful as a device to mark shifts in
discussion while, at the same time, maintaining an integration of points to the central theme.
This section is usually 15-18 pages in length.
Conclusion: This last section provides a brief summary of the essay's major argument(s)
within the context of the central theme addressed. The conclusion is usually 1 to 2 pages in
length.
Bibliography: Each research paper must make direct references to appropriate course
readings on your specific topic.
A minimum of twenty cited scholarly references is required including; at least five
references from course reading materials and at least ten separate scholarly journal articles or
academic quality book chapters on your selected topic by different reputable social scientific
authors.
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B. Autoethnography
Students will conduct an autoethnography of a subject of your choice for this assignment.
You are required to situate yourself in relation to the extant literature on autoethnography
and engage in the process and the product relevant to this approach. It is recommended that
students choosing this option start their autoethnography as soon as possible in order to be
able to give adequate time to conduct such a project.
Papers shall be limited to 20 pages (plus references) and must be typed and double-spaced.
Students should format their essays according to the Harvard style.
Layout of “Autoethnography” Assignment
Introduction: The introduction presents the theme or issues explored in the autoethnography.
It briefly outlines your approach to the topic and a brief commentary on how you conducted
your autoethnography. This section should be 1 to 2 pages in length.
Main body of the research essay: This section develops and contains the central thesis or
argument(s) of the essay. This main body should review and assess the appropriate literature,
while providing an exposition of the central points. The research theme, together with ideas
relating to the central thesis, should be clearly presented and substantiated. Ideally, each
paragraph should focus upon a major point related to the central argument(s) or theoretical
framework. Internal headings and sub-headings are useful as a device to mark shifts in
discussion while, at the same time, maintaining an integration of points to the central theme.
This section is usually 15-18 pages in length.
Conclusion: This last section provides a brief summary of the essay's major argument(s)
within the context of the central theme addressed. The conclusion is usually 1 to 2 pages in
length.
Bibliography: Each research paper must make direct references to appropriate course
readings on your specific topic.
A minimum of twenty cited scholarly references is required including; at least five
references from course reading materials and at least ten separate scholarly journal articles or
academic quality book chapters on your selected topic by different reputable social scientific
authors.
Citations
Citation of the sources must always be given for the following: all direct quotations;
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paraphrases of the statements of others; opinions, ideas, and theories not your own; and,
information which is not a matter of general knowledge. Even when using proper citation, it
is a mistake to place too much reliance on one source. Furthermore, direct quotations from
one or more authors should seldom occur in an essay and should not be longer than two or
three sentences in length. All quotations of over four text lines should be indented and single
spaced with quotation marks omitted. Quotations of any kind, however, must be
acknowledged by a reference to the source, and include the page number(s). Quotations
should be used as a way to emphasize a point or because the original author has an authority
of expertise that can be best expressed by her/him).
ATTENDANCE & TARDINESS POLICY
Students are expected to attend all seminars and read all required readings.
If you are tardy for class, try to minimize disruption when coming into class. You are not
that important that everyone else should be made aware of your late arrival.
Guide to Readings
Students come to methods classes with different strengths and academic
backgrounds with regards to qualitative methods. As such, the Marshall and
Rossman text is assigned as a primer to the material covered in class. Presenters
can use this text as a background to their presentations. At the risk of stating the
obvious, students are not required to read the recommended readings but can use
the recommended readings for their major paper.
*Students can expect to read 60 journal-article-length pages per week.
Weekly Breakdown
Week 1: Introduction and sign up week – September 10, 2013
Primer: Marshall and Rossman, Chapters 1 & 2
Week 2: Epistemological Underpinnings – September 17, 2013
Required:
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Bryman, A. (1984). The Debate about Quantitative and Qualitative Research: A
question of method or epistemology?’ British Journal of Sociology, 35(1), 75-92.
Becker, H. (1986). The Epistemology of Qualitative Research. Ethnography and
Human Development: Context and Meaning in Social Inquiry, Richard Jessor,
Anne Colby, Richard A. Shweder (eds.), p. 53-72. Chicago: University of Chicago
Press.
Katz, J. (2002). Start Here: Social Ontology and Research Strategy. Theoretical
Criminology, 6(3), 255-278.
Week 3: Ethics – September 24, 2013
Primer: Marshall and Rossman, Chapter 3
Required:
Fine, G.A. (1993). Ten Lies of Ethnography: Moral Dilemmas of Field Research.
Journal of Contemporary Ethnography, 22(3), 267-294.
Haggerty, K. D. (2004). Ethics Creep: Governing Social Science Research in the
Name of Ethics. Qualitative Sociology, 27(4), 391–414.
Hoonaard, W. C. van den. (2006). New Angles and Tangles in the Ethics Review of
Research. Journal of Academic Ethics, 4(1-4), 261–274.
Recommended:
Hoonaard, W. C. Van den. (2003). Is Anonymity an Artifact in Ethnographic
Research? Journal of Academic Ethics, 1(2), 141–151.
Cutcliffe, J. R., & Ramcharan, P. (2002). Leveling the Playing Field? Exploring the
Merits of the Ethics-as-Process Approach for Judging Qualitative Research
Proposals. Qualitative Health Research 12(7): 1000–1010.
Davies, D., & Dodd, J. (2002). Qualitative Research and the Question of Rigor.
Qualitative Health Research 12(2): 279–289.
González-López, G. (2011). Mindful Ethics: Comments on Informant-Centered
Practices in Sociological Research. Qualitative Sociology, 34(3), 447–461.
Guillemin, M., & Gillam, L. (2004). Ethics, Reflexivity, and “Ethically Important
Moments” in Research. Qualitative Inquiry, 10(2), 261–280.
Ellis, C. (2007). Telling secrets, revealing lives: Relational ethics in research with
intimate others. Qualitative Inquiry, 13, 3-29.
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Week 4: Sampling and Case Selections – October 1, 2013
Primer: Marshall and Rossman, Chapter 5
Required:
Merriam, S. B. (1995). What can you tell from an N of 1?: Issues of validity and
reliability in qualitative research. PAACE Journal of Lifelong Learning, 4(1), 5160.
Flyvbjerg, B. (2006). Five Misunderstandings About Case-Study Research.
Qualitative Inquiry, 12, (2), 219-245.
Small, M. L. (2009). ‘How many cases do I need?’ On science and the logic of case
selection in field-based research. Ethnography, 10(1), 5–38.
Recommended:
McClintock, C.C., D. Brannon and S. Maynard-Moody (1979). Applying the Logic
of Sample Surveys to Qualitative Case Studies: The Case Cluster Method.
Administrative Science Quarterly, 24(4), 612-629.
Walby, K. and M. Larsen (2012). Access to Information and Freedom of
Information Requests: Neglected Means of Data Production in the Social Sciences.
Qualitative Inquiry, 18(1), 31-42.
Week 5: Participant Observation – October 8, 2013
*Ethics Assignment Due
Primer: Marshall and Rossman, Chapter 6
Required:
Goffmann, E. (1989). On Fieldwork. Journal for Contemporary Ethnography,
18(2), 123-132.
Wolfinger, N. H. (2002). On writing fieldnotes: collection strategies and
background expectancies. Qualitative Research, 2(1), 85–93.
Gilliat-Ray, S. (2011). “Being there” the experience of shadowing a British Muslim
Hospital chaplain. Qualitative Research, 11(5), 469–486.
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Recommended:
Williams, M. (2007). Avatar watching: participant observation in graphical online
environments. Qualitative Research, 7(1), 5–24.
Week 6: Interviewing – October 15, 2013
Required:
Hermanowicz, J.C. (2002). The Great Interview: 25 Strategies for Studying People
in Bed. Qualitative Sociology, 25(4), 479-499.
Rapley, T. J. (2001). The art(fulness) of open-ended interviewing: some
considerations on analysing interviews. Qualitative Research, 1(3), 303–323.
Sturges, J. E., & Hanrahan, K. J. (2004). Comparing Telephone and Face-to-Face
Qualitative Interviewing: a Research Note. Qualitative Research, 4(1), 107–118.
Nunkoosing, K. (2005). The Problems With Interviews. Qualitative Health
Research, 15(5), 698–706.
Recommended:
Roulston, K. (2010). Considering quality in qualitative interviewing. Qualitative
Research, 10(2), 199–228.
Walby, K. (2010). Interviews as encounters: Issues of sexuality and reflexivity
when men interview men about commercial same sex relations. Qualitative
Research, 10(6), 639–657.
Wilson, S., Cunningham-Burley, S., Bancroft, A., Backett-Milburn, K., & Masters,
H. (2007). Young people, biographical narratives and the life grid: young people’s
accounts of parental substance use. Qualitative Research, 7(1), 135–151.
Week 7: Ethnography I – October 22, 2013
Required:
Foley, D. E. (2002). Critical ethnography: The reflexive turn. International Journal
of Qualitative Studies in Education, 15(4), 469–490.
Pink, S. 2008. An Urban Tour: The sensory sociality of ethnographic place-making,
Ethnography, 9(2), 175-196.
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Alexander, B.K. (2005). Performance ethnography. The re-enacting and inciting of
culture. In N. K. Denzin & Y. S. Lincoln (Eds.) Handbook of Qualitative Inquiry,
3rd edition,. (pp. 411-441). Thousand Oaks, CA: Sage.
Recommended:
Spencer, D.C. (2013). Sensing Violence: An Ethnography of Mixed Martial Arts.
Ethnography. doi:10.1177/1466138112471108
Okely, J. 2007. Fieldwork Embodied. In C. Shilling (ed), Embodying Sociology:
Retrospect, Progress and Prospects, pp. 65-78. Oxford: Blackwell.
Week 8: Ethnography II – October 29, 2013
Required:
Anderson, L. (2006). Analytic Autoethnography. Journal of Contemporary
Ethnography, 35(4), 373–395.
Ellis, C. (1999). Heartful Autoethnography. Qualitative Health Research, 9(5),
669–683.
Vannini, P. (2013). Popularizing ethnography: reflections on writing for popular
audiences in magazines and blogs. Qualitative Research.
Newmahr, S. (2008). Becoming a Sadomasochist Integrating Self and Other in
Ethnographic Analysis. Journal of Contemporary Ethnography, 37(5), 619–643.
Recommended:
Ellis, C., Adams, T. E., & Bochner, A. P. (2010). Autoethnography: An Overview.
Forum Qualitative Sozialforschung / Forum: Qualitative Social Research, 12(1).
Drummond, M. (2010). The Natural: An Autoethnography of a Masculinized Body
in Sport. Men and Masculinities, 12(3), 374–389.
Sparkes, A. C. (2000). Autoethnography and narratives of self: Reflections on
criteria in action. Sociology of Sport Journal, 17, 21-41.
Holt, N. L. (2003). Representation, legitimation, and autoethnography: An
autoethnographic writing story. International Journal of Qualitative Methods, 2(1),
18-28.
Humphreys, M. (2005). Getting Personal: Reflexivity and Autoethnograhic
Vignettes. Qualitative Inquiry, 11, 840-860.
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Week 9: Hermeneutics and Discourse Analysis – November 5, 2013
Primer: Marshall and Rossman, chapter 7
Hunt, A. (1993) “Discourse, Ideology, discourse, ideology, discourse, ideology…”
The British Journal of Sociology 44(3): 473-499.
Required:
Fairclough, N. (1992). Discourse and Text: Linguistic and Intertextual Analysis
within Discourse Analysis. Discourse & Society, 3(2), 193–217.
Freeman, M. (2011). Validity in Dialogic Encounters With Hermeneutic Truths.
Qualitative Inquiry, 17(6), 543–551.
Schwandt, T. A. (1999). On Understanding Understanding. Qualitative Inquiry,
5(4), 451–464.
Recommended:
Alvesson, M., & Karreman, D. (2000). Varieties of Discourse: On the Study of
Organizations through Discourse Analysis. Human Relations, 53(9), 1125–1149.
Dijk, T. A. van. (1993). Principles of Critical Discourse Analysis. Discourse &
Society, 4(2), 249–283.
Week 10: Historical Methods – November 12, 2013
Required:
Griffin, L.J. (1993). Narrative, Event-Structure Analysis, and Causal Interpretation
in Historical Sociology. American Journal of Sociology, 98(5), 1094–1133.
Abrams, P. (1980). History, Sociology, Historical Sociology. Past and Present 87,
3–16.
Skocpol, T. (1987). Social History and Historical Sociology: Contrasts and
Complementaries. Social Science History, 11(1), 17–30.
Recommended:
Aminzade, Ronald (1992). Historical Sociology and Time. Sociological Methods &
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Research, 20(4), 456–480.
Week 11: Narratives and Narrative Analysis – November 19, 2013
Required:
Squire, C. (2005). Reading Narratives. Group Analysis, 38(1), 91-107.
Doucet, A., & Mauthner, N. S. (2008). What can be known and how? Narrated
subjects and the Listening Guide. Qualitative Research, 8(3), 399–409.
Somers, M. R. (1994). The narrative constitution of identity: A relational and
network approach. Theory and Society, 23(5), 605–649.
Week 12: Writing and Quality in Qualitative Research – November 26, 2013
Required:
Lincoln, Y.S. (1995). Emerging Criteria for Quality in Qualitative and Interpretive
Research. Qualitative Inquiry, 1(3), 275-289.
Burawoy, M. (2003). Revisits: An Outline of a Theory of Reflexive Ethnography.
American Sociological Review, 68(5), 645-679.
Richardson, L. (1998). Writing: a method of inquiry. Pp.345-71 in Denzin, N.K.,
and Lincoln, Y.S. (Eds.), Collecting and Interpreting Qualitative Materials.
Thousand Oaks, CA: Sage.
Week 13: Wrap up and Research Paper Presentations – December 3, 2013
My Philosophy of Teaching
I believe that the purpose of education – my philosophy on life – is to inquire and
to reflect on the past, present, and future and to carry this quest for understanding
beyond this educational institution into the world. What I can promise is that what
you will learn and the skills acquired in this class will help you critically engage
with what you hear and see in the world. I am inimical to forms of education that
are predicated on indoctrination for conformity and the pursuit of a high grade
without actual reflection on the academic material.
Other matters
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Late Assignments: Late assignments will receive a 10% deduction for every day
the assignment is late. Only under exceptional circumstances (e.g., medical issues
accompanied by a valid doctor’s note) will a student be able to receive an
extension. To be clear, in the event of a medical issue or death in the family, you
must submit a doctor’s note or a death certificate. Unless you can demonstrate
through documentation that you need or deserve an extension, you will receive the
10% deduction for every day that your assignment is late. Students that miss their
presentations will receive ‘0’ their presentation grade.
Student Concerns/Complaints: From time to time students object to or have
concerns about the grade they receive on a given assignment. While students may
raise concerns regarding the grade they receive from me, you must wait two days
after the assignment was handed back and must put your specific reasoning of
why you deserve a higher grade in print. There is also a chance – upon
reevaluation of the grade you received – that you will receive a lower grade on
your assignment. To be clear, it is not enough to say that you worked really hard
on an assignment, that you get higher grades in other classes, or that you believe,
without a rationale, you deserve a higher grade.
Your feedback about the course: If you have any suggestions about the course,
they are encouraged at any time. I have incorporated a number of students’
suggestions in the past.
All final grades in this course are subject to the approval of the Department head.
Students must retain a clean hard copy of their assignments.
Voluntary Withdrawal: The final date for voluntary withdrawal from this course
is November 13, 2013. There are no refunds on this date – see the Fall/Winter
Calendar for details.
Academic Dishonesty: University policy on academic integrity will be enforced.
A full description of academic integrity matters, including plagiarism and cheating,
can be found in Section 8 of the General Academic Regulations and Requirements
of the University of Manitoba.
Unclaimed term work disposal: This statement must be included on course
outline. Any term work that has not been claimed by students will be held for four
(4) months from the end of the final examination period for the term in which the
work was assigned. At the conclusion of this time, all unclaimed term work will
become property of the Faculty of Arts and be destroyed according to FIPPA
guidelines and using confidential measures for disposal.
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Electronic Devices: Students are required to silence all electronic devices (cellular
phones, Blackberries, I-phones, pagers, ipods, etc.) when in the classroom. If there
is a reason that you require your device to remain on ‘ring’ mode (i.e., sick child at
daycare), please inform me at the start of the class. Students are not permitted to
send or receive text messages during class. If a student is found texting during
class or their phone rings, she or he will be asked to leave.
Classroom Disruptions: Students should recognize that excessive talking, late
arrival, or early departures from the classroom are disrupting for both the instructor
and classmates. Please be considerate of others in the class. Continual disruption by
a student may result in disbarment from the course. Please notify the instructor at
the onset of class if you need to leave early or if you have to come late to the next
class.
Religious Holidays: The University recognizes the right of all students to observe
recognized holidays of their faith, which fall within the academic year. With
instructor discretion, necessary arrangements can be made to ensure studies are not
jeopardized. The instructor should be notified of a student’s intended absence in
advance and at least three weeks notice of absence should normally be given where
special arrangements are sought.