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Welcome to DHS 610 -- Qualitative Research

Please read the information on this page before proceeding to the course assignments.

Prerequisites:  None    Credit Hours:  4 Semester Hours
 

About your Instructor

Welcome to DHS 610.  I am pleased to be the professor for this theory based research course.  I hold a doctorate in public health with an emphasis in environmental health and a minor in management from the School of Public Health, University of California, Los Angeles.  My master's degree is also in public health from UCLA's School of Public Health.  I have over 29 years of experience in environmental health and public health.

I have over 27 years collegiate teaching experience in three universities.  I have taught a wide range of environmental health/public health courses, as well as, research courses in the health sciences.  I have provided academic, technical and professional courses to graduate and undergraduate students.  I have also served on numerous doctorate dissertation committees over the years. 

Instructor Contact Information

Office Hours:        9:00A.M. - 5:00 P.M. & by Appointment

 

Email:  Anytime - We will reply most often within 24 hours

Office hours:   Monday-Friday,  9:00 A.M. - 5:00 P.M., Pacific Time

Email address and Telephone Number:  fgomez@tuiu.edu; 714.226.9840 x 2010

  Fax  714.226.9845


Course Description

Compares and contrasts qualitative research methods and modes of qualitative analysis. Examines issues in establishing plausibility, credibility and adequacy. Includes data gathering techniques, data recording and data analysis.

Course Overview

The purpose of this course is to introduce the student to the world of qualitative research.  Where as quantitative research is considered a "hard" science, qualitative research is considered a "soft" science.  What does this mean to the student?  That there is very little to learn!  No!  It can be difficult to grasp and practice for the student. 

Although qualitative research is considered a "soft" science,  some aspects of it are more difficult and challenging than quantitative research because the researcher is conducting a study in an area that may be extremely subjective, yet the researcher must establish the "truth" in an acceptable manner. This is the real challenge in qualitative research and as such it focuses on the skill of the researcher.  

Students will apply qualitative research models in evaluating various problems in the field of health.  We will trade on the individual experience and skill of the student to bring certain aspects of the course to "life".   The course will include such topics as : qualitative research methods and outcomes research, critique of qualitative research, and qualitative data collection.  Mastery of these skills will be demonstrated by the student through the completion of a session long application project.

DHS 610 is part of a course sequence in research for Ph.D. students.  In this course we will examine the various types of quantitative research methods and their method of analysis.  We will build upon the work you have already completed in DHS 604 and DHS 608.  Although students may take this course without having completing DHS 604 and DHS 608, they may find the course more challenging than for those students who have completed the courses. 

In this course, it is expected that each of you will study the application of different qualitative research methods to your individual experience, expertise, and research interests.  As you will soon understand, the success of qualitative research studies often depends on the skill and expertise of the researcher.

Our goal is to bring you to a level of understanding qualitatively-based and  academically-oriented health research that provides you with the knowledge and skills required to conduct that kind of research.

In DHS 604, we examined the ins-and-outs of data acquisition, the pitfalls of research, the value of research, obstacles of research, and credibility of research.  In DHS 608, we examined the ins-and-outs of data description and analysis, and the suitability of different research designs for certain types of research questions.  In this course, we will examine the appropriate application of qualitative research methods to health science issues and research needs.

Learning Objectives

By the end of this course, the student shall be able to satisfy the following outcomes expectations:

1.  Compare and discriminate between qualitative research methods and the underlying theory of each method in the context of the current body of knowledge in a specific area of study in the health sciences. (Modules 1-2)

2.  Construct a conceptual framework and assess its applicability to qualitative research. (Module 3)

 

3.  Examine and distinguish the differences between the types of qualitative research methods and the theory supporting each method. (Modules 1-2)

 

4.  Analyze and compare different qualitative research approaches to research in the health sciences. (Modules 3-4)

 

5. Assess the value and role of qualitative research in supporting quantitative studies. (Modules 4-5)

 

6.  Demonstrate an ability to make choices in qualitative research based on a reasoned argument of the theoretical application of qualitative research methodologies. (Module 5)

 

7.  Evaluate the validity of the findings from a qualitative study and assess the appropriateness of the use of a particular  qualitative method for studying a specific subject. (Module 5)

 

Course Content and Schedule

 

Module Topic
01

Qualitative vs. Quantitative Research   

 Characteristics of Qualitative Research

Qualitative Research Methods (Part I)

02

Qualitative Research Methods (Part II)     

Varieties and Features of Qualitative Research The Nature of Qualitative Data

03

Developing a Conceptual Framework In Qualitative Research      Formulating Research Questions and Defining the Case

04

The Critique Process for Qualitative Studies and Sampling  Within-Case Displays

Causation and Explanations

Drawing Study Conclusions and Findings   

05

Cross-Case Displays   --  What are They and   Why are They Valuable in Qualitative Research? 

Assessing Causality (A Discussion)

06

Summary of Course   

Standards for the Quality of Conclusions

Testing and/or Confirming Study Findings

   

 

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Course requirements

Case Assignments

 The case assignment (case study) is a written description of a problem or situation. "Most cases are a snapshot of a particular situation within a complex environment."

 The purpose of the case assignments in this course is to place the student in a position which will require research, synthesis of information and critical thought.  You will be asked to distinguish pertinent from peripheral facts, to identify central alternatives among several issues competing for attention, and to formulate strategies and recommendations. The method provides an opportunity to sharpen problem-solving skills and to improve your ability to think and reason rigorously.

Note that your response will require research, synthesis of information and critical thought.

The Case Assignments represent 60% of the student’s overall grade.


Session Long Project

The Session Long Project consists of an integrative project emphasizing the personalized application of each module's concepts from the course.  For Modules 1-5, students are required to engage in an original integrative project reflecting their comprehensive knowledge of and ability to apply the course materials.  Each component of the SLP will be graded on a modular basis.

The Session Long Project represents 30% of the student’s overall grade.


Threaded Discussions

The threaded discussions will afford the student opportunities for synchronous as well as asynchronous lecture/discussions.  The threaded discussion affords the student a forum for intellectually engaging other students in critical analysis and discussion of modular topics, as directed and moderated by the professor.  The minimum interaction expected of you is to respond to this question / topic during the first week of each module. During the 2nd week of each module, you are expected to read through responses by peers (from week 1 of the module) and post a 2nd response addressing 1 or more of the shared ideas.

The Threaded Discussions and HorizonLive Conferences represent 10% of the student’s overall grade.

Horizon Live Conferencing

As a "live course", I will be scheduling one live conference per module. The purpose of this course component is to provide further explanations of the concepts being addressed and answer any questions you may have. Your participation in 1 live conference for each module will contribute 5% toward your final course grade.

You will receive an email at the start of the session concerning the days / times in which these conferences will be held, along with additional details concerning the format of these conferences.

Together, the Threaded Discussions and HorizonLive Conferences represent 10% of the student’s overall grade.

Grading

 You will be evaluated on the quality and comprehensiveness of all written assignments submitted (case assignments and the Session Long Projects) as well as participation in weekly threaded discussions.  Grades will be awarded on an A through F scale with A being awarded for outstanding work and F being awarded for very poor or no work.  Your course grade will be based on the grades received on your assignments according the following weighting scale.

 

Case Assignments

60%

Session Long Project

30%

Threaded Discussions

10%

Total

100%


Assignment Due Dates

 

Be sure to review the TUIU Calendar for important module due dates.

 

Please note that assignment due dates are the Monday following the second Friday of each module.  For students not yet familiar with the model of instruction at TUIU, information is available about course navigation and the various components of TUIU courses.

 


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Policies

Grades of Incomplete

Ph.D. Students in Horizon Live Courses (live Courses) are not eligible to request a grade of Incomplete. The academic importance of the Live Courses is such that no extenuating circumstances will be considered.

Grade Appeal

All grade challenges and appeals shall follow TUIU Policy.  Please visit the TUIU catalog/website for the applicable policy and procedure.

Student Disabilities

 

Students with a documented disability who require assistance must provide appropriate documentation and request accommodations (based on disability) upon registration. Students must provide documentation from an appropriate professional verifying the presence and impact of the disability. The Director of Student Services reviews the documentation and determines eligibility for reasonable accommodations as permitted by applicable laws. 


Religious Holidays

 

In recognition of the various religious or faith beliefs of students and to ensure that the academic programs and services of TUIU shall be available to all qualified students who have been admitted to its programs, regardless of individual religious beliefs, students shall not be penalized for observances of religious holidays.

APA Style

TUIU requires all PhD work to be in APA form.  We also encourage all other students to comply with guidelines for proper citation of references.  You may use the information found on the following links:

http://owl.english.purdue.edu/handouts/research/r_apa.html

TUIU Style Sheet


Academic Integrity

TUIU demands a level of scholarly behavior and academic honesty on the part of students. Violations by students exhibiting dishonesty while carrying out academic assignments and the procedures for dealing with academic integrity are set forth in the TUIU student handbook.  Be sure you understand the meaning of plagiarism.  “Plagiarism is the act of using the work of another and representing it as your own. Plagiarism is one of the most serious infractions in an academic setting and subject to disciplinary action.”  Please familiarize yourself with the TUIU Policy on Plagiarism.


Copyright Notice

Materials used in connection with courses at TUIU may be subject to copyright protections and are intended solely for the use of students officially enrolled at TUIU.  The materials in each course are intended for private study, scholarship and research as associated with the requirements of the course, and may not be retained, duplicated or disseminated without express permission of the holder of the copyright.

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Course Materials / Bibliography

ATTENTION: This is a live course and there are no extensions or Incomplete grades. All course work must be submitted prior to the end of the session.

Module One

    Required Reading

Kathy Rudkin; Hemant Deo (2006). Ethnographic Methodology and Its Implications for Banking Studies, The Business Review, Cambridge; Dec 2006; 6, 2; ABI/INFORM Global, pg. 20 (ProQuest)

Ezzy, Douglas.(2001). Are qualitative methods misunderstood?. Australian and New Zealand Journal of Public Health;Canberra; Aug 2001.  Retrieved December 13, 2003, from Proquest database.

Katz, Jack (2001). From how to why - On luminous description and causal inference in ethnography (Part I), Ethnography, Vol 2(4): 443–473[1466–1381(200112)2:4;443–473;020413. Retrieved from the Web on July 14,2008 at http://www.sscnet.ucla.edu/soc/faculty/katz/pubs/FromHow2Why_pt1.pdf

Byrne, Michelle.(2001) Grounded theory as a qualitative research methodology.  Association of Operating Room Nurses. AORN Journal, Denver, June 2001

Chenail, Ronald J. Navigating the "Seven C's": Curiosity, Confirmation, Comparison, Changing,  Collaborating, Critiquing, and Combinations; The Qualitative Report, Volume 4, Numbers 3 & 4, March, 2000. Retrieved December 12, 2003 from  http://www.nova.edu/ssss/QR/QR4-3/sevencs.html

   Online Resources

Ethnographic Research (2008)  Retrieved from the Web at http://www2.chass.ncsu.edu/garson/PA765/ethno.htm

Methods - What is Ethnography? (n.d.) Retrieved from the Web at http://www.sas.upenn.edu/anthro/CPIA/methods.html

Module Two

    Required Reading

Daymon, Christine; Holloway, Immy. (2002) Chapter 10, Discourse Analysis and  Phenomenology. In Qualitative Research Methods in Public Relations & Marketing  Communications (pp. 140-153). London, UK: Routledge.  Retrieved from Ebrary.

McBride, Rob and John Schostak.  What is Qualitative Research? Retrieved December 5, 2003 from ProQuest database.

Nicholas Mays, Catherine Pope (2000) Qualitative Research in Health Care, Assessing quality in qualitative research. BMJ, 2000;320:50-52 ( 1 January ) Retrieved January 22, 2007 from the Web at http://www.bmj.com/cgi/content/full/320/7226/50

Nicholas Mays, Catherine Pope (1995) Qualitative Research: Observational methods in health care settings, BMJ 1995;311:182-184 (15 July). Retrieved January 22, 2007 from the Web at http://www.bmj.com/cgi/content/full/311/6998/182

Module Three

Required Reading

Tellis, Winston (1997). Application of a Case Study Methodology, The Qualitative Report, Volume 3, Number 3, September, 1997. (http://www.nova.edu/ssss/QR/QR3-3/tellis2.html)

Daymon, Christine; Holloway, Immy. (2002) Chapter 7, Case Studies. In Qualitative Research Methods in Public Relations & Marketing Communications (pp. 105-116). London, UK: Routledge. Retrieved from  Ebrary.

Bennett, A., Elman, Colin (2006). Complex Causal Relations and Case Study Methods: The Example of Path Dependence, Political Analysis (2006) 14:250–267

Rowley, Jennifer, Using case studies in research,  Management Research News, 2002. 

Pope, Catherine, Mays, Nick. (n.d.). Qualitative Research: Reaching the parts other methods cannot reach: an  introduction to qualitative methods in health and health services research. Retrieved October 22, 2003 from http://bmj.com/

Recommended Readings

Murray, Joanna. (1998) Qualitative methods, International Review of Psychiatry. Retrieved December 5, 2003 from ProQuest database.

Smith, Priscilla R. (1998) How do we understand practice? A qualitative approach. Families in Society; New York; Sep/Oct 1998. Retrieved December 5, 2003 from ProQuest database.

Mathieson, Cynthia M., Barrie, & Cecily M.(1998). Probing the prime narrative: Illness, interviewing, and identity, Qualitative Health Research. Retrieved December 5, 2003 from ProQuest database.

Maione, P. V., & Chenail, R. J. (1999). Qualitative inquiry in psychotherapy: Research on the common factors. American Psychological Association Press. (pp. 57-88). Washington, D.C. Retrieved November 17, 2002 from  http://www.nova.edu/~ron/chenail.htm.

 

Module Four

Required Reading

Daymon, Christine; Holloway, Immy. (2002) Chapter 7, Case Studies. In Qualitative Research Methods in Public Relations & Marketing Communications (pp. 105-116). London, UK:Routledge.  Retrieved from Ebrary.

Tellis, Winston (1997). Application of a Case Study Methodology, The Qualitative Report, Volume 3, Number 3, September, 1997. (http://www.nova.edu/ssss/QR/QR3-3/tellis2.html)

Bennett, A., Elman, Colin (2006). Complex Causal Relations and Case Study Methods: The Example of Path Dependence, Political Analysis (2006) 14:250–267Horton, Richard, The Hidden Research Paper, JAMA, Chicago: Jun 5, 2002. Vol. 287, Iss. 21.  This paper was published in JAMA for June 2002.     Retrieved from ProQuest.

Brits,Hans &  du Plessis, Linda. Application of Focus Group Interviews for Quality Management: An Action Research Project, Systemic Practice and Action Research. New York: Apr 2007. Vol. 20, Iss. 2; p. 117. Retrieved from ProQuest.

Rowley,Jennifer (2002). Using case studies in research, Management Research News, 2002.  Retrieved from ProQuest.

Mita Giacomini, Deborah J. Cook. (2002) A User's Guide to Qualitative Research in Health Care. (For the Evidence Based Medicine Working Group), Based on the Users' Guides to Evidence-based Medicine and reproduced with permission from JAMA. (2000 Jul 26;284(4):478-82) Copyright 2000, American Medical Association. Retrieved from the Web on February 17, 2007 at http://www.cche.net/usersguides/qualitative.asp

Recommended Reading

Mathieson, Cynthia M., Barrie, Cecily M.(1998) Probing the prime narrative: Illness, interviewing, and identity. Qualitative Health Research. Thousand Oaks; Sep 1998. Retrieved December 5, 2003 from ProQuest database.

Babchuk, Wayne A.(1997, October). Glaser or Strauss?: Grounded Theory and Adult Education. Conference conducted at the Midwest Research-To- Practice in Adult, Continuing and Community Education Conference, Michigan State University, East Lansing, Michigan. October 15-17, 1997. Retrieved July 23, 2002 from http://www.anrecs.msu.edu/research/gradpr96.htm

Smith, Priscilla R . How do we understand practice? A qualitative approach, Families in Society. New York; Sep/Oct 1998;  (Article can be retrieved through ProQuest)

Module Five

Required Reading

Richards, HM & Schwartz, L J. (2002) Ethics of qualitative research: are there special issues for health services research? Family Practice, Volume 19(2).April 2002.135-139. Retrieved December 15, 2003 from ProQuest database.

Higgins, Isabel. (1998) Pearls, pith, and provocation: Reflections on conducting qualitative research with elderly people. Qualitative Health Research; Thousand Oaks; Nov 1998. Retrieved March 3, 2005 from ProQuest database.

Munck, Gerardo L. (1998) Canons of research design in qualitative analysis, Studies in Comparative International Development; New Brunswick; Fall 1998. Retrieved  March 3, 2005 from ProQuest database.

Smith, Priscilla R. (1998) How do we understand practice? A qualitative approach, Families in Society; New York; Sep/Oct 1998. Retrieved March 3, 2005 from ProQuest  database.

Anderson, Robert M & Robins, Lynne S. (1998). How do we know? Reflections on qualitative research in diabetes. Diabetes Care; Alexandria; Sep 1998.

Horton, Richard. (2002). The hidden research paper. JAMA, Chicago; Jun 5, 2002. Retrieved December 15, 2005 from ProQuest database.

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