HOW IS QUALITATIVE RESEARCH TAUGHT AT THE MASTER'S LEVEL?

This study examined how qualitative research is taught in foundation MSW courses using a content analysis of syllabi and a survey. The Council on Social Work Education required qualitative research content in 1994 and several authors advocate for greater inclusion of it. Yet no research about what q...

Full description

Saved in:
Bibliographic Details
Published in:Journal of social work education 2008, Vol.44 (1), p.85-101
Main Author: Drisko, James W.
Format: Article
Language:English
Subjects:
Accreditation
College Outcomes Assessment
College Programs
Content Analysis
Course Content
Course Descriptions
Curricula
Curriculum
Curriculum Development
Curriculum Evaluation
Curriculum planning
Data analysis
Data collection
Education
Educational Practices
Educational research
Field research
Interest groups
Masters Degrees
Methods
Observational research
Open systems
Qualitative Methods
Qualitative Research
Research design
Research Methodology
Research methods
Response rates
Sample size
Social Work
Social Work Education
Students
Studies
Study and teaching
Citations: Items that this one cites
Items that cite this one
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:This study examined how qualitative research is taught in foundation MSW courses using a content analysis of syllabi and a survey. The Council on Social Work Education required qualitative research content in 1994 and several authors advocate for greater inclusion of it. Yet no research about what qualitative content is included on syllabi is presently available. All accredited MSW programs were contacted, yielding 57 surveys and 48 syllabi. Wide variation in the numbers of course sessions, focal content, readings, and assignments was found nationally. Qualitative content was absent in 8% of syllabi, and only a single class session was the modal level of inclusion. Few syllabi included named qualitative research approaches. Further, very few assignments addressed qualitative research content. Recommendations for curriculum development are offered.
ISSN:1043-7797
2163-5811
DOI:10.5175/JSWE.2008.200500537