THE UNIVERSITY OF NORTH CAROLINA AT CHAPEL HILL
SCHOOL OF SOCIAL WORK
COURSE NUMBER:
COURSE TITLE:
SEMESTER & YEAR:
SOWO 919
Qualitative Research Methods
Spring 2011, Mondays 2-4:50pm
Room # 107
INSTRUCTOR:
Marcie Fisher-Borne, PhD, MSW, MPH
School of Social Work
Tate-Turner-Kuralt Building, Campus Box 3550
Phone: (919) 260-3680
E-mail: fisherm@email.unc.edu
OFFICE HOURS:
Mondays before class and by appointment
COURSE
DESCRIPTION:
This course will introduce the application of qualitative research
methods for social work research.
COURSE OBJECTIVES:
The student who successfully completes this course will be able to:
1. Distinguish qualitative research from other research paradigms and understand the utility
of qualitative research methods in intervention research;
2. Define fundamental concepts of qualitative research including: interpretation, participant
meaning, and context;
3. Understand sampling and recruitment of participants and the ethical issues involved in
qualitative research with vulnerable participants;
4. Apply basic methods of study design, instrument development, data collection and data
analysis, and writing qualitative research reports; and
5. Understand rigor in qualitative research methods and critically appraise the rigor of
qualitative research studies.
EXPANDED DESCRIPTION
The objective of this course is to provide an overview of the fundamentals of the use of
qualitative research, particularly as it applies to intervention research. The focus of this class is
on the development of skills used by qualitative researchers. Particular attention will also be paid
to developing skill in the evaluation of qualitative research methods, designing rigorous, high
quality studies, and the protection of vulnerable research participants in qualitative studies.
REQUIRED TEXTS/READINGS
Hesse-Biber, S. N. & Leavy, P. (2011). The Practice of qualitative research (2nd ed.). Thousand
Oaks, CA: SAGE Publications. (Required)
Padgett, D. K. (1998). Qualitative methods in social work research: Challenges and rewards.
Thousand Oaks, CA: SAGE Publications. (Note: Recommended and will be used in
Measurement Course)
*Additional readings will be assigned throughout the semester.
TEACHING METHODS
Because learning and teaching are interdependent processes, I would encourage each of us to
view ourselves as having important ideas to teach and important ideas to learn. With this is mind,
there will be minimal lecture in this class. This class is a doctoral seminar so I expect a high
level of critical engagement both inside and outside of the classroom. Primarily we will engage
in group discussions and a workshop-style format. These discussions will require you to come
prepared having not only read the readings assigned for the week but prepared to engage them
fully within the class community.
The development of a supportive learning environment, reflecting the values of the social work
profession, is essential for the success of this class. A supportive learning environment is
fostered by listening to the ideas and view of others, being able to understand appreciate a point
of view which is different from your own, articulating clearly your point of view, and linking
experience to readings and assignments. It also includes creating space for those less
comfortable to be able to discuss their ideas and opinions. I will appreciate your contributions to
making this a safe and respectful class for learning and growth.
As we move through the semester if some things don’t work or make sense, say so. You are
responsible for your learning. I am responsible for creating a safe, accessible, and resource rich
context for your learning.
Attendance: Attendance is crucial to the learning experience of all students. Students with more
than one absence cannot earn an H. Students with more than two absences cannot earn a P.
Reading assignments: Students are responsible for reading all assigned material before the class
date for which the readings are assigned. Readings are subject to change as the research interests
and needs of the group become evident.
Cell Phone Use: Cell phone use in class is distracting and impacts the learning environment.
Please expect to have phones off (and away) when class begins.
SOWO 919, Fisher-Borne
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GRADING SYSTEM
Grades are assigned pursuant to the grading system adopted by the UNC Graduate School, as
follows:
H
P
L
F
Clear Excellence
Entirely Satisfactory
Low Passing
Failed
94-100 points
80-93 points
70-79 points
<70 points
POLICY ON ACCOMMODATIONS FOR STUDENTS WITH DISABILITIES
To obtain disability-related academic accommodations, students with disabilities must contact
the instructor and the Department of Disability Services as soon as possible. Students may reach
the Department of Disability Services at 919-962-8300 (Voice/TDD) or
http://disabilityservices.unc.edu. Pursuant to UNC policy, instructors are not permitted to give
accommodations without the permission and direction of the Department of Disability Services.
Students must obtain such permission in advance of the due date for the first assignment.
POLICY ON ACADEMIC DISHONESTY
Students are expected to complete assigned and independent readings, contribute to the
development of a positive learning environment, and demonstrate learning through written
assignments and class participation. Original written work is expected and required. The
University of North Carolina has a rich and longstanding tradition of honor. Carefully read the
Student Code of Honor. All submitted work must conform to the Honor Code of the University
of North Carolina as follows: I have neither given nor received any unauthorized assistance on
this assignment.
POLICY ON INCOMPLETES AND LATE ASSIGNMENTS
Written assignments are to be handed in to the instructor the start of class on the day they are
due. Late papers, including those needing substantial revisions, will be reduced by 10% for each
24-hour period for which they are late, without exception.
ASSIGNMENTS
Assignments
CITI Training
Qualitative Study:
Human Subjects Protection Plan
Intro, Lit Review & Research Questions
Methods
Results, Discussion
Presentation & Peer Feedback
Reflexivity/Positionality Paper
Due Date
Jan. 30
%
5
Feb. 6
Feb. 20
March 19
April 23
April 16, 23
April 9
10
20
15
25
15
10
ASSIGNMENT DESCRIPTIONS
CITI Human Subjects Protection Training
This training is required for any person conducting research with human subjects. It provides an
opportunity to review the history as well as current standards for ethical research that involves
people as participants. This on-line training is comprised of multiple sections with a practice quiz
at the end of each section. Please see directions at the end of the syllabus.
Qualitative Study
The qualitative study is the primary assignment for this course. In this assignment, students will
conduct an abbreviated qualitative research study to understand a construct of interest from the
perspective of a specific target population, with the intention of informing the design of future
intervention studies. Examples of constructs include: work-family balance, social support, helpseeking behavior, compliance with health guidelines, attitudes toward caregiving or care
receiving, role identity, and effective parenting. Target populations can be any population of
interest to social work scholars, practitioners or policy makers.
Choose construct, conduct a literature review, develop semi-structured interview guide to gain
understanding of the nature, scope and definition of the construct as perceived by members of
target population, interview 5-6 (or more) members of target population, and analyze interview
data using Atlas.ti.. The final product is a research paper describing the completed. This 18-20
page paper (excluding references and appendices) should include the following sections, which
are due sequentially, as noted in the table above. FOR A DETAILED EVALUATION
RUBRIC, SEE SAKAI.
Introduction, Literature Review & Research Question(s)
This introduction to the construct that is being studied should include its importance to the
profession. The theoretical literature review must critically analyze at least 6 scholarly articles
regarding the construct of interest and explicitly state the paradigm/s from which the author is
grounding the study and include reflection on researcher’s position.
Human Subjects Protection Plan (Appendix)
Students will develop a thoughtful and comprehensive plan that describes how vulnerable
research participants will be protected during the course of the research. Be concise, but address
each of the following points in turn. Please do not exceed 5 pages. (Note: these points are
abridged from the version used by the US Department of Education and this section will NOT
need to be completed if you are actually submitting IRB).

Human Subjects Involvement and Characteristics: Provide a description of the
proposed involvement of human subjects. Describe the characteristics of the subject
population, including their anticipated number, age range, and health status. Identify
the criteria for inclusion or exclusion of any subpopulation. Explain the rationale for
SOWO 919, Fisher-Borne
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



the involvement of special classes of subjects, such as children, children with
disabilities, adults with disabilities, persons with mental disabilities, pregnant women,
prisoners, institutionalized individuals, or others who are likely to be vulnerable.
Recruitment and Informed Consent: Describe plans for the recruitment of subjects
and the consent procedures to be followed. Include the circumstances under which
consent will be sought and obtained, who will seek it, the nature of the information to
be provided to prospective subjects, and the method of documenting consent. State if
the Institutional Review Board (IRB) has authorized a modification or waiver of the
elements of consent or the requirement for documentation of consent.
Potential Risks: Describe potential risks (physical, psychological, social, legal, or
other) and assess their likelihood and seriousness. Where appropriate, describe
alternative treatments and procedures that might be advantageous to the subjects.
Protection Against Risk: Describe the procedures for protecting against or
minimizing potential risks, including risks to confidentiality, and assess their likely
effectiveness. Where appropriate, discuss provisions for ensuring necessary medical or
professional intervention in the event of adverse effects to the subjects. Also, where
appropriate, describe the provisions for monitoring the data collected to ensure the
safety of the subjects.
Importance of the Knowledge to be Gained: Discuss the importance of the
knowledge gained or to be gained as a result of the proposed research. Discuss why
the risks to subjects are reasonable in relation to the anticipated benefits to subjects
and in relation to the importance of the knowledge that may reasonably be expected to
result.
Methods
The methods section should include a description of the qualitative methods used including: a
description of the sampling strategy and obtained sample for interviews, data collection
procedures, data management, and data analysis procedures for interview data. Attach as an
appendix the final semi-structured interview guide.
Results
The presentation of the findings should include the results of the analysis of interview data.
Based on the analysis of interview data, how does the targeted population define the nature and
scope of the construct? Attach as an appendix one coded interview transcript, process notes for
EACH interview and the codebook.
Discussion
This section of the paper discusses the findings and their significance, links the findings to the
existing research reviewed in the literature review, describes the limitations of the methods and
design; and offers an assessment of the implications for theory, social work intervention, and
future research. The discussion should be closely tied to points made in the introduction and to
the results of the research.
Presentation & Peer Feedback
Each student will briefly present their qualitative study to class in 20 minutes. The presentation
should include handouts and may include powerpoint. As audience participants, students will
provide constructive feedback to the presenters in order to support improved future research and
oral presentation skills.
Reflexivity Paper
One of the best ways to become a good qualitative researcher is to develop a strong understanding of your
philosophical and epistemological assumptions related to research. It is important to reflect on and
identify the questions and ideas that compel you, your personal style of learning and understanding, and
the critical experiences and turning points that have led you to where you are now and how you see the
world.
Use the framework offered by Creswell (See Sakai) and any additional class resource to explore your
personal assumptions and worldview as a researcher you will write a 3-4 page paper. Include the
following:

What are philosophical assumptions as a researcher?

What are your beliefs about how we come to know and understand?

What kinds of questions tend to be most compelling to you, and where to you think these
inclinations might have come from?

What did you notice through your observer notes following each interview about the process
of doing your study and its impact on you as a researcher. Your field note reflections should
be as specific as possible—avoid vague statements of learning.
You may organize this essay however you wish. However, each of the five assumptions described by
Creswell should be addressed somewhere in your work.
SOWO 919, Fisher-Borne
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DETAILED CLASS SCHEDULE
WEEK 1 – JANUARY 9
Topic:
Readings:
Welcome and introduction; overview of the course & qualitative research
Text: chapter 1
Additional Reading:
These American Lives, NY Times Magazine, Ira Glass (Dec. 22, 2011)
http://www.nytimes.com/interactive/2011/12/22/magazine/the-lives-theylived.html?scp=2&sq=ira%20glass&st=cse%23view=a_note_from_ira_glass#view=a_note_from
_ira_glass
Note: Click on “These American Lives”—NOT other individual names to access this story.
First story is Uneasy Rider.
JANUARY 16 – HOLIDAY & SSWR– NO CLASS
WEEK 2 – JANUARY 23
Topic:
Readings:
Qualitative research: approaches and research questions
Text: chapters 2 and 3
Additional Reading on Sakai:
*Each of you will find ONE journal article that captures assigned qualitative approach (will be
discussed in week one)
Guba, E. G., & Lincoln, Y. S. (1994). Competing paradigms in qualitative research. In N. K.
Denzin & Y. S. Lincoln (Eds.), Handbook of qualitative research (pp. 105-117). London: Sage.
Gilgun, J. F. & Abrams, L. (2002). The nature and usefulness of qualitative social work
research. Qualitative Social Work, 1 (1), 39-55
WEEK 3 – JANUARY 30
Topic:
Readings:
Sampling, Recruitment, Ethics and Vulnerable Populations
Text: chapter 4
Padgett chapter 5
Additional Reading: TBA
Due:
CITI training certificate. Also, be prepared to discuss your research question,
chosen construct, and population of interest.
WEEK 4 – FEBRUARY 6
Topic:
Listening)
Readings:
Due:
Data Collection: In-depth Interviews and Skills (Interviewing, Probing, Active
Text: Chapter 5
Human Subjects Protection Plan (or IRB), and draft of semi-structured interview
guide (please bring 5 copies)
Additional Reading: TBA
*Class activities:
Small groups review and revise interview guides
Review how to format Intro, lit review, and good research questions
WEEK 5 – FEBRUARY 13
Topic:
Readings:
Data Collection: Oral History and Ethnography
Text: Chapter 6 and 8
Additional Reading: TBA
WEEK 6 – FEBRUARY 20
Topic:
Readings:
Due:
Data Collection: Focus Group Interviews and Case Studies
Text: Chapters 7 and 10
Additional Reading: TBA
Qualitative Study – Introduction, Literature Review & Research Question
WEEK 7 – FEBRUARY 27
Topic:
Readings:
Data Analysis
Text: Chapter 12
Padgett chapter 8
Additional Reading: TBA
*Class activities:
Review Methods sections and discuss what to include and how to format.
Practice coding individually and in small groups.
MARCH 5 – SPRING BREAK, NO CLASS
PLEASE NOTE: INSTRUCTOR IS AVAILABLE THIS WEEK FOR CONSULTATION AS NEEDED
WEEK 8 – MARCH 12
NOTE: CLASS MEETS AT MANNING HALL ROOM 01 (BASEMENT)
FOR ATLAS.ti WORKSHOP WITH PAUL MIHAS
SOWO 919, Fisher-Borne
Page 8
Topic:
Readings:
Due:
Data analysis with Atlas ti
TBA
An electronic copy (in Word) of one interview transcript and field observer notes
on a flash drive
WEEK 9 – MARCH 19
Topic:
Readings:
Due:
The Writing and Representation of Qualitative Research: Results
Text: chapter 13
Additional Reading: TBA
Qualitative Study - Methods
*Class activities:
Review Results sections and discuss what to include and how to format.
WEEK 10 – MARCH 26
Topic:
Readings:
Quality in Qualitative Methods: Rigor and Relevance
Padgett chapter 8
Additional Reading: TBA
WEEK 11 – APRIL 2
Topic:
Readings:
Community-based participatory research. *Guest Speaker
TBA
Due:
1) 3 paper copies of one transcript and codebook
WEEK 12 – APRIL 9
Topic:
Readings:
Due:
Mixed Methods. * Guest speaker
Padgett chapter 10
Reflexivity Paper
WEEK 13 – APRIL 16
Topic:
Student Presentations
WEEK 14 – APRIL 23 – LAST CLASS
Topic:
Due:
Student Presentations & Course Evaluations
Complete Qualitative Study (including Results and Discussion)
Optional Readings
Aujoulat, I., Luminet, O. & Deccache, A. (2007). The perspective of patients on their
powerlessness. Qualitative Health Research, 17(6), 772-785.
Bradley, E. H., Curry, L. A. & Devers, K. J. (2007) Qualitative data analysis for health services
research: Developing taxonomy, themes, and theory. Health Research and Educational
Trust, 42(4), 1758 – 1772.
Davey, S.; Dziurawieck, S. & O’Brian-Malone, A. 2006. Men’s Voices: Postnatal depression
from the perspective of male partners. Qualitative Health Research, 16, 206-220.
Jurkowski, J. M. (2008) Photovoice as participatory action research tool for engaging people
with intellectual disabilities in research and program development. Intellectual and
Developmental Disabilities, 46(1), 1-11.
Kamat, V. 2006. ‘I thought it was only ordinary fever!’ cultural knowledge and the micropolitics
of therapy seeking for childhood febrile illness in Tanzania. Social Science and Medicine,
62, 2945-2959.
Macy, R. J., Giattina, M. C. Parish, S. L. & Crosby, C. (In press.) Domestic violence and sexual
assault services: Historical concerns and contemporary challenges. Journal of
Interpersonal Violence.
Munn, J. C., Dobbs, D., Meier, A., et al. (2008). The end-of-life experience in long-term care:
Five themes identified from focus groups with residents, family members, and staff. The
Gerontologist, 48(4), 485-494.
Parish, S. L., Magaña, S., & Cassiman, S. A. (2008). It’s just that much harder: Multilayered
hardship experiences of low-income mothers with disabilities raising their children.
Affilia: The Journal of Women and Social Work, 23, 51-65. [DOI:
10.1177/0886109907310463]
Pinto, K. (2004). Intersection of gender and age in health care: Adopting autonomy and
confidentiality for the adolescent girl. Qualitative Health Research, 14, 78-99.
Smokowski, P. R., Reynolds, A. J. & Bezruczko, N. (1999). Resilience and protective factors in
adolescence: An autobiographical perspective from disadvantaged youth. Journal of
School Psychology, 37(4), 425-448.
Wood, K., Maforah, F. & Jewkes, R. 1998. “He forced me to love him” Putting violence on the
adolescent sexual health agendas. Social Science and Medicine, 47, 233-242.
SOWO 919, Fisher-Borne
Page 10
CITI Training Description and Directions
This training is required for any person conducting research with human subjects. It provides
an opportunity to review the history as well as current standards for ethical research that
involves people as participants. This on-line training is comprised of multiple sections with a
practice quiz at the end of each section. You may take the quizzes as many times as you
need, but you must complete and pass all of them.
1. Log onto the CITI Course in the Protection of Human Research Subjects webpage at:
https://www.citiprogram.org
2. Click on the New Users Register Here link.
3. Use the pull down menu for the Participating Institutions option and click on University
of North Carolina at Chapel Hill.
4. Provide a username for yourself such as your name or email address
5. Provide your name and e-mail address information Click on Submit.
6. Provide your member information (For Department, type in ‘Social Work’. For your role
in human subject research, click on the Social Worker option)
7. Select Group 2: Social and Behavioral Research when given the option for which group
is appropriate to your research activities.
8. Click on Grade book link when you arrive at the learner menu.
9. You can stop and start as needed. You can also retake any quiz by going back to the same
section again.
10. Print out the certificate of completion with your name on it.