Going in thinking process, coming out transformed: Reflections and recommendations from a qualitative research course

This article presents reflections and suggestions of an instructor and students from a doctoral-level qualitative research course. Given qualitative research courses often lack guidance for best practices and the well-being of doctoral students learning qualitative research is often overlooked, the...

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Bibliographic Details
Published in:Social sciences & humanities open 2020, Vol.2 (1), p.100031, Article 100031
Main Authors: Mitchell, Donald, Byron, Elizabeth T., Cross, Jeffrey B., Oleka, O.J., Van Eps, Stephanie N., Clark, Phyllis L., Sajko, Natalie S.
Format: Article
Language:English
Subjects:
Instructor
Qualitative research
Reflections
Students
Teaching
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Summary:This article presents reflections and suggestions of an instructor and students from a doctoral-level qualitative research course. Given qualitative research courses often lack guidance for best practices and the well-being of doctoral students learning qualitative research is often overlooked, the purpose of this article is threefold: 1) to provide an introductory skeleton for designing a qualitative research course that is structured for classmates to interview each other throughout the semester, what the authors call a student-as-researcher-and-participant design; 2) to provide student reflections from the course; and finally, 3) to offer recommendations for using a student-as-researcher-and-participant design for a qualitative research course.
ISSN:2590-2911
2590-2911
DOI:10.1016/j.ssaho.2020.100031