COMM 501: Qualitative Methods
COURSE DESCRIPTION
“Not everything that can be counted counts, and not everything that counts can be counted.”
--Albert Einstein
Qualitative research is an “umbrella term covering an array of interpretive techniques which seek to
describe, decode, translate and otherwise come to terms with the meaning, not the frequency, of
certain more or less naturally occurring phenomena in the social world” (Van Maanen, 1983, p. 9).
Qualitative inquiry necessitates a researcher’s engagement and dialogue with communities of study.
The purpose of a qualitative methods course is two-fold: 1) to increase your knowledge about the
tradition, theories, and methods of qualitative inquiry, and 2) to offer an opportunity to practice
qualitative research techniques. Although introductory in nature, this course will allow you to explore
theoretical underpinnings and consider methodological strategies in the process of designing a
qualitative research project.
The course is designed as a seminar format in which students are encouraged and expected to
participate in discussions, activities, and oral presentations.
COURSE OBJECTIVES
The goals of this course are the following:
1. To examine the theoretical perspectives underpinning qualitative inquiry.
2. To form research questions, locate research settings/contexts for investigation, and select
appropriate research methods.
3. To practice data collection strategies and analysis techniques used in qualitative research.
4. To interpret and write up findings from a qualitative study.
COURSE MATERIALS
Required:
• Lindlof, T.R., & Taylor, B.C. (2011). Qualitative communication research methods (3rd ed.).
Thousand Oaks, CA: Sage.
• Access to a portable audio recorder
Recommended:
• Publication Manual of the American Psychological Association (6th ed.)
TEACHING PHILOSOPHY
I believe that a teacher’s responsibility is not to prepare the path for the child, but to prepare the child
for the path. Today’s students will embark on numerous life and career paths, none of which can be
mapped or predicted in a world where perhaps the only constant is change. Success that was once
ensured by the mastery of a set body of knowledge now rests upon one’s ability to continuously learn
and relearn the skills required for increasingly diverse, changing, and challenging environments. As
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such, my goal as a teacher is not merely to impart content knowledge, but to construct an engaging
learning environment in which students can enhance their critical thinking, problem solving,
collaboration, and presentational skills.
POLICIES AND EXPECTATIONS
Attendance
You are expected to attend every class for the entire length of time scheduled. You are also
expected to be on time for each class meeting. If you have a problem, you should contact me before
class begins. If you miss two or more classes, you will be asked to withdraw from the course.
Arriving Late/Leaving Early.
You are expected to be on time for class. Attendance is defined as being present no later than 5
minutes after the start of class and includes being present until the end of the class session.
Tardiness will be considered an absence if you are not present when the attendance is taken—no
exceptions. Leaving early will also be considered an absence if you have not gained prior approval.
Assignment Due Dates
Deadlines are imposed to allow a reasonable amount of time to complete assignments and to give
and receive feedback in a timely manner. Assignments may be turned in any time before the due
date and must be turned in no later than the class meeting in which they are due. It is not acceptable
to miss class and email your assignment. Late papers will NOT be accepted unless other
arrangements have been made due to an excused absence. Oral presentations and in-class
activities cannot be made up.
In the event that the University cancels classes, such as for severe weather, you are expected to
continue with readings as originally scheduled. Any assignments scheduled during those missed
classes, such as an exam or paper, are due at the next class meeting unless you receive other
instructions.
Class Environment
To ensure we create an atmosphere conducive to student participation, you are expected to show the
utmost respect for all class members. This includes paying attention to others, participating in group
activities, and avoiding disruptive behaviors. Establishing a cooperative climate also means
supporting your peers, being open to new ways of thinking, and being considerate of others when
discussing different ideas.
Writing Expectations
You are expected to have developed the writing skills that are appropriate to graduate level study. At
a minimum, this includes grammatically correct sentences, well-developed paragraphs, and
organized, coherent patterns of thought. Papers must be typewritten in 12 point font, double-spaced
with 1” margins, and adhere to the APA (6th edition) Publication Manual. Papers must also be within
the page length indicated. Grammar, spelling, and other typographical errors will compromise your
grade. See APA manual for guidelines on organization and the use of various levels of headings.
Finally, papers must be submitted in hard copy unless requested otherwise.
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Cell Phone and Other Electronics
The standard departmental policy regarding cell phones is as follows:
Cell phones shall not be used for any purpose during class time. Any student with a cell phone in
hand or on his or her desk during class time will be asked to leave class and will be counted absent
for that day. This policy applies during student presentations as well as during lecture and
discussion. Any student using a cell phone during an exam will receive a zero on that exam and may
be subject to other university discipline.
Use of laptop computers will not be allowed in class without prior permission from the professor. Any
student seeking permission should make an appointment with me outside of class time.
COURSE ASSIGNMENTS/REQUIREMENTS
Participation 100 pts.
A collaborative learning environment will be both more interesting and beneficial for everyone. This
course is designed in a seminar format such that students should be fully engaged in the teaching
and learning process. Therefore, you are expected to participate fully in the course. This includes
reading assigned materials before class and being prepared to summarize, discuss, question, and
critique those readings.
Meaningful contributions to in-class discussions will demonstrate thoughtfulness, appropriateness,
respectfulness, understanding, and critical thinking, as well as an ability to synthesize and apply
material. Participation will be evaluated using letter grades that translate into the following points: A=
95 pts, B= 85 pts, C= 75 pts, D or F= 0 pts.
You will receive mid-semester feedback regarding your class participation. If you would like more
frequent feedback concerning your participation, don’t hesitate to ask.
Article Critique (4-5 pages) 100 pts.
Independently read and critique one empirical communication study that uses qualitative research
methods. The article must be published in an academic journal in the communication discipline within
the last 7 years. Prepare a 4-5 page write-up of your critique. Place the article citation at the top of
the first page. Begin by offering a 1 page summary of the study including the research question(s)
and findings. Next, based upon course readings and discussions, critique the following: statement of
purpose, researcher’s perceptivity and role, research design, participants and setting, data collection,
data analysis, interpretation, and application. Address what the author did well, what the author
omitted or failed to disclose to the reader, the degree to which the study met the criteria for effective
qualitative inquiry, and how the study could have been improved. Include a copy of the article.
Peer Critique (3-5 pages) 100 pts.
Students will be partnered and given a draft of each other’s final paper. You will then provide a
written and oral critique of the other student’s paper. The write up should be 3-5 pages (doublespaced) and include strengths, areas for improvement, specific suggestions, and ideas for additional
sources. Make two copies – one for me and one for your classmate. The oral critique should be
approximately 10 minutes and will be given in class.
Research Project (20-25 pages) 250 pts.
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Each student will complete a research project and submit a 20-25 page conference-worthy paper
including abstract, introduction, literature review, methodology, findings, and discussion. The write-up
should also include references and appendices including the IRB informed consent form and
interview guide.
In addition to the write-up, each student should submit supporting materials including all original
participant consent forms, copies of interview transcripts, and evidence of the coding and analysis
process. You must also submit all original audio interview tapes/files to be kept confidentially secure
per IRB compliance. Clearly label all tapes/files with participant names and interview dates and place
in an envelope, clearly labeled with your name and course.
Oral Presentation 50 pts.
Each student will give a 12-15 minute conference-style oral presentation of his/her research project
including a summary of literature, research questions, methodology, findings, and interpretations.
Reflection Paper 50 pts.
Each student should submit a 2 page reflection of the qualitative research process. The reflection
should include your thoughts on the experience of doing qualitative research including what you liked
and disliked, what you found to be most challenging, what you learned about the process, and what
you would do differently in your next qualitative study.
Assignments and Grading
Participation
Article Critique
Peer Critique
Research Project
Oral Presentation
Reflection Paper
Total
Points
100
100
100
250
50
50
650 points
Grade Distribution (in Points Earned)
A = 585-650
B = 520-584
C = 455-519
D = 390-454
F = 389 and below
NOTES ABOUT GRADES:
•
Final grades will be distributed according to the above scale. Do not expect final grades to be
curved, and do not ask to be awarded those couple of extra points needed to reach the next letter
grade. Remember throughout the semester that every point counts!
•
It is your responsibility to keep up with your point totals. If at any time you have a question
about a grade, it should be addressed within one week of receiving the grade. Grades will not be
reassessed or changed after that time period. In other words, do not wait until the end of the
semester to look at or question the points you have earned.
•
Grades will not be provided to students via e-mail.
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ACADEMIC INTEGRITY
Western Kentucky University maintains a “zero tolerance” policy on plagiarism and other forms of
academic dishonesty. As a student at Western Kentucky University, you are expected to
demonstrate academic integrity, as outlined in the University Statement on Student Rights and
Responsibilities (WKU Catalog, 260) in all coursework. Violations of this code of conduct include but
are not limited to cheating (by giving or receiving unauthorized information before or during an exam
or assignment), dishonesty (including misrepresentation and/or lying), and plagiarism.
Plagiarism consists of presenting work that is not your own without proper acknowledgment of its
origin—including quoting or paraphrasing material (orally or written) and not crediting the original
author through a citation, copying from a book, pasting text from web pages, or using an Internet
source to obtain a full paper or part of a paper. Student work may be checked using plagiarism
detection software.
Sanctions include but are not limited to assigning a failing grade for the course without possibility of
withdrawal, as well as presenting the case to the Office of the Dean of Student Life for disciplinary
sanctions (WKU Catalog).
STUDENT DISABILITY SERVICES
In compliance with university policy, students with disabilities who require accommodations
(academic adjustments and/or auxiliary aids or services) for this course must contact the Office for
Student Disability Services in DUC A-200 of the Student Success Center in Downing University
Center.
Please DO NOT request accommodations directly from the professor or instructor without a letter of
accommodation from the Office for Student Disability Services.
NOTE: The procedures and schedule in this course are subject to change as needed. Please check the course
Blackboard site regularly.
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COURSE SCHEDULE (tentative)
DATES
TOPICS/READINGS/ASSIGNMENTS
Introduction to Course and Qualitative Research
Denzin, N.K., & Lincoln, Y.S. (2000). Introduction: The discipline and practice of
qualitative research. In N.K. Denzin & Y.S. Lincoln (Eds.), Handbook of qualitative
research (2nd ed., pp. 1-29). Thousand Oaks, CA: Sage.
Paradigms
Lindlof & Taylor – Chapter 1
Lincoln, Y.S., & Guba, E.G. (2000). Paradigmatic controversies, contradictions, and
emerging confluences. In N.K. Denzin & Y.S. Lincoln (Eds.), Handbook of
qualitative research (2nd ed., pp.163-189). Thousand Oaks, CA: Sage.
ASSIGN: Research Project
CITI Training
IN CLASS: Research Interests and Topics
Planning and Designing Naturalistic Communication Research
Lindlof & Taylor – Chapters 3 and 4
Strauss, A., & Corbin, J. (1998). Practical considerations. In Basics of qualitative
research: Techniques and procedures for developing grounded theory (pp. 35-53).
Thousand Oaks, CA: Sage.
Optional Reading:
Janesick, V.J. (2000). The choreography of qualitative research design: Minuets,
improvisations, and crystallizations. In N.K. Denzin & Y.S. Lincoln (Eds.),
Handbook of qualitative research (2nd ed., pp. 379-400). Thousand Oaks, CA:
Sage.
Berg, B.L. (2007). Ethical issues. In Qualitative research methods for the social
sciences (6th ed., pp. 53-88). Boston: Allyn and Bacon.
ASSIGN: Article Critique
IN CLASS/DUE: Purpose Statement and Research Questions
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Collecting Qualitative Data – Documents and Observation
Lindlof & Taylor – Chapter 5
Creswell, J.W. (1998). Data collection. In Qualitative inquiry and research design:
Choosing among five traditions (pp. 109-137). Thousand Oaks, CA: Sage.
* Murphy, A.G. (1998). Hidden transcripts of flight attendant resistance. Management
Communication Quarterly, 11, 499-535.
* This is an empirical study exemplifying particular data collection techniques we will discuss this week.
Read this article for its methodology, not necessarily theories or findings.
Optional Reading:
Keyton, J. (2006). Qualitative methods of data collection. In Communication research:
Asking questions, finding answers (2nd ed., pp. 268-288). Boston: McGraw-Hill.
DUE: CITI Training completed (bring printed copy of completion certificate)
Collecting Qualitative Data – Interviewing and Focus Groups
Lindlof & Taylor – Chapter 6
Berg, B.L. (2007). Focus group interviewing. In Qualitative research methods for the
social sciences (6th ed., pp. 144-170). Boston: Allyn and Bacon.
Mize Smith, J., & Sypher, B.D. (2010). Philanthropy in the workplace: How a financial
institution communicates charitable giving values. Southern Communication
Journal, 75, 370-391.
IN CLASS: Begin writing interview protocol
Institutional Review Board Application
DUE: IRB application drafts including interview protocol
IN CLASS: Review, revise, and submit IRB applications
NO CLASS – Spring Break
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Analyzing/Coding Empirical Data
Lindlof & Taylor – Chapter 8 (pp. 241-271)
Saldana, J. (2009). An introduction to codes and coding. In The coding manual for
qualitative researchers (pp. 1-31). Thousand Oaks, CA: Sage.
Strauss, A., & Corbin, J. (1998). Open coding. In Basics of qualitative research:
Techniques and procedures for developing grounded theory (pp. 101-121).
Thousand Oaks, CA: Sage.
Analyzing/Coding Empirical Data
Strauss, A., & Corbin, J. (1998). Axial coding. In Basics of qualitative research:
Techniques and procedures for developing grounded theory (pp. 123-142).
Thousand Oaks, CA: Sage.
Strauss, A., & Corbin, J. (1998). Selective coding. In Basics of qualitative research:
Techniques and procedures for developing grounded theory (pp. 143-161).
Thousand Oaks, CA: Sage.
** Review Mize Smith & Sypher (2010) for an example of themes and categories
Evaluating Qualitative Research
Lindlof & Taylor – Chapter 8 (pp. 271-281)
Chen, V., & Pearce, W. B. (1995). Even if a thing of beauty, can a case study be a joy
forever? A social constructionist approach to theory and research. In W. LeedsHurwitz (Ed.), Social approaches to communication (pp. 135-155). New York:
Guilford Press.
Creswell, J.W., & Miller, D.L. (2000). Determining validity in qualitative inquiry. Theory
into practice, 29, 124-130.
Silverman, D. (2005). Quality in qualitative research. In Doing qualitative research
(2nd ed., pp. 209-226). Thousand Oaks, CA: Sage.
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Writing Up Qualitative Research
Lindlof & Taylor – Chapter 9
Berg, B.L. (2007). Writing research papers: Sorting the noodles from the soup. In
Qualitative research methods for the social sciences (6th ed., pp. 340-364).
Boston: Allyn and Bacon.
Creswell, J.W. (1998). Writing the narrative report. In Qualitative inquiry and research
design: Choosing among five traditions (pp. 167-172). Thousand Oaks, CA: Sage.
DUE: Article Critique
NO CLASS – Work on research projects
Interpreting Data, Writing the Discussion Section, and Applying Theory
Mize Smith, J. (in press). Philanthropic identity at work: Employer influences on the
charitable giving attitudes and behaviors of employees. Journal of Business
Communication.
Mize Smith, J. (in press). All good works are not created equal:
A qualitative case study exploring how employees make sense of corporate
philanthropy. Southern Communication Journal.
ASSIGN: Peer Critique
DUE: Research Paper Draft (bring 2 hard copies)
* Your discussion section may be incomplete at this point, but you
should have written up the findings.
In Class Work Day
DUE: Peer Critique
IN CLASS: Peer review/critique research papers
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Research Project Presentations
DUE: Research Project Paper
Hard copies of transcripts showing coding *
Code book *
Electronic files or audio tapes of interviews *
* Please place in a large envelope that can be closed, and clearly label with
your name, course, semester, and year
Research Project Presentations
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