Exploring the Roles of Faculty Supervision: Improving Qualitative Doctoral Dissertation Methodology. Dan Kaczynski, PhD [email protected]. Research Problem. Shifting supervisory roles. More qualitative dissertations. Increasing emphasis on quality. Understand assessment practices - PowerPoint PPT Presentation
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Exploring the RolesExploring the Rolesof Faculty Supervision: of Faculty Supervision:
What is Good Qualitative Research?What is Good Qualitative Research?
What does good work look like?What does good work look like?
Identify indicators of Identify indicators of
quality in a thesis:quality in a thesis:
Identify common errors Identify common errors in a thesis:in a thesis:
What is Quality?What is Quality?
The researchers logic of The researchers logic of justificationjustification
“ “Flaws in the logic of justification can potentially Flaws in the logic of justification can potentially occur anywhere in the inquiry process. The occur anywhere in the inquiry process. The nature of such flaws and where they occur can nature of such flaws and where they occur can jeopardize the soundness of a study in one or jeopardize the soundness of a study in one or more ways.”more ways.”
((Piantanida & GarmanPiantanida & Garman 1999, p. 147) 1999, p. 147)
Types of Quality CriteriaTypes of Quality Criteria
Philosophical Criteria Philosophical Criteria (Lincoln, 1995; Lincoln & Guba, 1985)(Lincoln, 1995; Lincoln & Guba, 1985)
Standardized Procedural CriteriaStandardized Procedural Criteria(controversial checklists or guidelines)(controversial checklists or guidelines)
Does the title reflect the study focus?Does the title reflect the study focus? Is the problem socially important?Is the problem socially important? Is the literature review comprehensive?Is the literature review comprehensive? Has study conformed to ethics standards?Has study conformed to ethics standards? Are issues of sampling discussed?Are issues of sampling discussed? Did findings answer the questions?Did findings answer the questions? Was study written convincingly? Was study written convincingly? Are issues of trustworthiness addressed?Are issues of trustworthiness addressed?
Quantitative and Qualitative CriteriaQuantitative and Qualitative Criteriafor Assessing Research Quality and Rigorfor Assessing Research Quality and Rigor
Anfara, V. A., Brown, K. M., & Mangione, T. L. (2002) p. 30Anfara, V. A., Brown, K. M., & Mangione, T. L. (2002) p. 30
Quantitative Quantitative term term
Qualitative Qualitative termterm
Strategy employedStrategy employed
Internal validityInternal validity CredibilityCredibility Prolonged engagement in fieldProlonged engagement in fieldUse of peer debriefingUse of peer debriefingTriangulationTriangulationMember checksMember checksTime samplingTime sampling
Explore rich diversity of meaningsExplore rich diversity of meanings Sensitized appreciation of worthSensitized appreciation of worth Deeper assessment of analysisDeeper assessment of analysis Multiple paths to look inside Multiple paths to look inside Transparency strengthens credibilityTransparency strengthens credibility
Building knowledge and skillsBuilding knowledge and skills– Moving beyond superficial assessmentMoving beyond superficial assessment– Significance of researcher transparencySignificance of researcher transparency– Teaching students to self-assessTeaching students to self-assess
Building a community of practiceBuilding a community of practice– Strengthening qualitative research skillsStrengthening qualitative research skills– Sharing assessment strategiesSharing assessment strategies– Engaging in professional developmentEngaging in professional development
Stage 3 Findings:Stage 3 Findings:Role of TechnologyRole of Technology
Emerging research innovationsEmerging research innovationsmainstream adoption of QDASmainstream adoption of QDAS
Positioning quality research Positioning quality research standardsstandards
Future Research QuestionsFuture Research Questions
What does it mean to disclose or conceal the role What does it mean to disclose or conceal the role of technology?of technology?
Does nondisclosure of analysis software imply the Does nondisclosure of analysis software imply the presumption that the use of technology is presumption that the use of technology is ubiquitous and commonly accepted?ubiquitous and commonly accepted?
Does nondisclosure of QDAS suggest a student’s Does nondisclosure of QDAS suggest a student’s fear of the supervisor’s acceptance or fear of the supervisor’s acceptance or sanctioning?sanctioning?
In what ways and under what conditions does a In what ways and under what conditions does a technological tool become a barrier to the technological tool become a barrier to the learning process for the teacher and the learner? learning process for the teacher and the learner?