Exploring the Roles of Faculty Supervision: Improving Qualitative Doctoral Dissertation Methodology

Research ProblemIncreasing emphasis roles... Open Discussionwithin and between:  Assessing Quality  Adoption of QDAS... Types of Quality CriteriaPhilosophical Criteria Lincoln, 1995;

Exploring the Roles

Research Problem

Increasing emphasis

roles

Open Discussion

in your research?

Open Discussion

within and between:

 Assessing Quality

 Adoption of QDAS

Qualitative Software

NVivo, MAXqda, Atlas ti, QDA Miner, Qualrus, Transana

Kaczynski (2004)

http://www.aare.edu.au/04pap/kac041065.pdf

What is Good Qualitative Research?

What does good work look like?

Types of Quality Criteria

Philosophical Criteria

(Lincoln, 1995; Lincoln & Guba, 1985)

Procedural Criteria

(Creswell, 1998)

Procedural Criteria

(open-ended interviews)

 Quality of data

(verbatim long transcripts)

 Quality of data analysis

(comprehensive data treatment)

(Silverman, 2004 [Sacks, 1984])

Standardized Procedural Criteria

(controversial checklists or guidelines)

Quantitative and Qualitative Criteria for Assessing Research Quality and Rigor

Anfara, V A., Brown, K M., & Mangione, T L (2002) p 30

Quantitative

Transparent Assessment

 Explore rich diversity of meanings

 Sensitized appreciation of worth

 Multiple paths to look inside

 Transparency strengthens credibility

Findings: Knowledge, Ability, and Confidence

Findings: Technology

Tools Used in Assessment

52% (None) 30% (Not applicable) 17% NVivo

Findings: Resources

Consulted for Expertise

83% Others 70% Publications 30% Conference

workshops 22% Campus

workshops 13% Continuing

education

Findings: Conceptualizations

of Quality (cont.)

AI

CE: Consideration of ethical issues

AG: Ability to generalize findings HC: Hierarchical code structure MC: Member-checking

TN: Triangulation VY

Stage 2 Findings: Critical Needs

 Building knowledge and skills

 Building a community of practice

Stage 3 Findings: Role of Technology

Study Findings

 Highly favorable attitudes toward

qualitative research

 Diverse conceptualizations of quality

 Need for alternative assessment

frameworks

 Need and desire to strengthen

knowledge and skills

Future Challenges

Mixed → Blended → Integrated

 Positioning quality research

standards

Future Research Questions

of technology?

presumption that the use of technology is

ubiquitous and commonly accepted?

fear of the supervisor’s acceptance or

sanctioning?

technological tool become a barrier to the learning process for the teacher and the learner?