Determining the Value of Qualitative Designs
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Determining the Value of Qualitative Designs
Week 3 – Assignment: Justify the Use of Qualitative Designs: Case Study or Phenomenology
One of the many tasks involved in writing a dissertation or a research article is being able to justify the choice of one methodology over others. Just as critical to the feasibility of a study is the stated rationale for selecting a specific research design. This week, you are introduced to two research designs that have several features in common; there are also stark contrasts that are identifiable.
For this week’s assignment, consider what you have learned about the case study and phenomenological research designs. Using the same research problem developed in Week 1, how could you use these designs to gain insights to fulfill the purpose of your study?
Begin by selecting the approach that best fits the problem. Use the resources provided, and at least three other peer-reviewed articles to defend your choice (two pages minimum). Create a one-page critique of the other research design that includes arguments why the design may not suitable for researching your problem. Include a summary of the key arguments for your choice.
Length: 3-4 pages
Your assignment should demonstrate thoughtful consideration of the ideas and concepts presented in the course and provide new thoughts and insights relating directly to this topic. Your response should reflect scholarly writing and current APA standards.
Determining the Value of Qualitative Designs
Designs Part I: Case Study and Phenomenology
In Designs Part I, you are introduced to two of the many research designs used in qualitative research. Two common designs for qualitative business studies include case studies and phenomenology. This is not to say you can just choose one that you like; rather, the research question will help to determine which type of design you choose—just as the research question helps determine the methodology. Probably the most common design in qualitative dissertation research in the business field is case study design.
Case Study Design – The case study design is used when the research question requires the researcher to look at single or multiple cases in a particular situation with the proposed population in the proposed geographic location. Case studies do not require the researcher to be immersed in the situation or the culture. Case studies allow the researcher to ask questions or observe others regarding their own experiences to collect the data needed to answer the research question. A case study can require less research time on behalf of the researcher, which is often important when writing a dissertation.
Example – You are planning to research a problem that appears to be unique to industry and sector. The unique nature of the problem means that there will be few individuals available to give insights about the problem at hand. These circumstances make this an opportunity for a case study.
Phenomenological Design – The phenomenological research design applies to the behaviors of a group who have been affected by an identified event. An example of when this design would be appropriate is the discovery of gold in the western United States; this was a unique event that changed the lives of small groups of people across the country indifferently. Understanding the effect of the event would require the researcher to identify individuals who had a specific type of experience that was directly related to the Gold Rush. As with all qualitative research designs, the research question and problem will dictate the design chosen.
During the 1970s and 1980s, the opening of the Internet for personal and commercial use created numerous opportunities for business leaders to enhance services to customers; this was an identifiable event or trigger event. Up to that point in time, there were limited studies on the interactions between business and the Internet. This circumstance was ideal for phenomenological researchers.
Be sure to review this week’s resources carefully. You are expected to apply the information from these resources when you prepare your assignments.
Sources:
Developing longitudinal qualitative designs: lessons learned and recommendations for health services research
https://bmcmedresmethodol.biomedcentral.com/articles/10.1186/1471-2288-13-14
Determining the Value of Qualitative Designs
RUBRIC
Excellent Quality
95-100%
Introduction 45-41 points
The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned.
Literature Support
91-84 points
The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned.
Methodology
58-53 points
Content is well-organized with headings for each slide and bulleted lists to group related material as needed. Use of font, color, graphics, effects, etc. to enhance readability and presentation content is excellent. Length requirements of 10 slides/pages or less is met.
Average Score
50-85%
40-38 points
More depth/detail for the background and significance is needed, or the research detail is not clear. No search history information is provided.
83-76 points
Review of relevant theoretical literature is evident, but there is little integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are included. Summary of information presented is included. Conclusion may not contain a biblical integration.
52-49 points
Content is somewhat organized, but no structure is apparent. The use of font, color, graphics, effects, etc. is occasionally detracting to the presentation content. Length requirements may not be met.
Poor Quality
0-45%
37-1 points
The background and/or significance are missing. No search history information is provided.
75-1 points
Review of relevant theoretical literature is evident, but there is no integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are not included in the summary of information presented. Conclusion does not contain a biblical integration.
48-1 points
There is no clear or logical organizational structure. No logical sequence is apparent. The use of font, color, graphics, effects etc. is often detracting to the presentation content. Length requirements may not be met
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