QUALITATIVE DESIGN AND ANALYSIS
SYA 7933, Spring 2014, Turlington 2303
Wednesdays, Periods 6-8 (12:50-3:50pm)
K.L. Broad, Ph.D.
301 Ustler Hall
Phone: (352) 273-0389
Email: klbroad@ufl.edu
http://web.clas.ufl.edu/users/klbroad/
Office Hours:
(email) Mondays, 11:30-12:30pm
(office) Thursdays, 11:30-1:20pm
________________________________________________________________________
This course emphasizes careful consideration of methodological issues associated with
qualitative design and analysis. As such, this this course is designed to be a place for
participants to “practice” research by designing research proposals and collecting and
analyzing original data. In addition this course is structured to foster participants’ indepth knowledge of one approach to analysis (Grounded Theory) and ability to
distinguish between different approaches to qualitative inquiry (Narrative,
Ethnography and Grounded Theory). Overall, this course aims to introduce qualitative
design and analysis and to provide an arena for developing concrete skills necessary to
be a successful qualitative researcher.
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COURSE OBJECTIVES/GOALS
This course is intended to be a seminar about qualitative inquiry that aims to meet the
following objectives:
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Provide an opportunity for researchers to actively do qualitative inquiry in a collegial
environment and participate in a community of qualitative researchers.
Allow researchers to further develop their skills at utilizing core qualitative “tools”
(i.e., methods of qualitative data collection/generation)
Promote development of researchers’ qualitative design skills
Actively and intensively develop researcher’s qualitative analysis skills.
Advance researcher’s ability to design a coherent and professional qualitative
research proposal.
Allow researchers familiarity with publication outlets and examples of published
qualitative research.
Participate in a process of producing a publishable manuscript
NOTE: Though I will try to remain as faithful as possible to this syllabus, I reserve the right
to make changes, as long as they are announced in advance in class or via the class email list
GENERAL COURSE INFORMATION
ACADEMIC ETIQUETTE: This course is designed to be a working seminar, where all
participants are both students of qualitative design and analysis and active qualitative
researchers. Thus it is expected that participants will work together as colleagues to
engage theoretical and methodological ideas, actively design research and conduct
analysis, and provide each other with constructive criticism. This includes regular
attendance. Participants should miss no more than one seminar meeting in the
semester.
ACADEMIC INTEGRITY: The American Sociological Association Code of Ethics
(http://www.asanet.org/about/ethics.cfm) details professional expectations that all
members of this course will be expected to embrace. In addition, members of this
course are expected to comply with the Honor Code of the University of Florida. The
Dean of Students Office provides an online description of the Student Honor Code
(http://www.dso.ufl.edu/sccr/honorcodes/honorcode.php) including the honor pledge, a
list of violations of the student honor code, and a list of possible sanctions.
ACCOMMODATIONS: Reasonable accommodations are available for students who have
a documented disability with the Disability Resource Center, located at 0001 Building
0020 -Reid Hall (http://www.dso.ufl.edu/drc/; accessuf@dso.ufl.edu; Voice 352-3928565; Fax, 352-392-8570). Please notify me within the first two weeks of class about
any accommodations needed for the course. Late notification may cause the requested
accommodation to be unavailable.
REQUIRED READING
Creswell, John W. 2013. Qualitative Inquiry & Research Design: Choosing Among Five
Approaches, Third Edition. Los Angeles: Sage Publications.
Charmaz, Kathy. 2014. Constructing Grounded Theory: A Practical Guide Through
Qualitative Analysis, Second Edition. Thousand Oaks: Sage Publications.
NOTE: In addition to the books listed above, the course will rely on some articles and web
resources listed in the weekly schedule below.
COURSE ASSIGNMENTS
QUALITATIVE DESIGN ASSIGNMENT (50 points possible, 16 % of total grade):
One goal of this seminar is to discuss and review qualitative design issues. We will do so
by reading about various qualitative approaches to research, designing projects via miniresearch proposals and reviewing published research. To facilitate our work, the following
will be a core assignment:
 Mini- Research Proposal 2 (40 points, 13% of total grade): In order to develop
your skills in qualitative research design, you will be expected to write a 5-page
proposal outlining either a narrative or an ethnographic research project.
 Published Research Example (10 points, 3 % of total grade): In conjunction, you
will be expected to find an example of published research and turn in 1- page of
notes (single-spaced, double-sided), outlining the research questions,
participants, sampling, data, data analysis and writing strategy. You will be
expected to present about to your colleagues about this article.
QUALITATIVE ANALYSIS ASSIGNMENTS:
Another goal of this seminar is facilitate the development of qualitative analysis skills by
actively doing such analysis, both independently and collaboratively. Thus, the seminar
will operate as a working qualitative research group actively conducting the following two
research projects during the semester (Note: Due dates listed on schedule):
PROJECT 1 – INDEPENDENT DATA ANALYSIS PAPER
(65 points possible, 22 % of total grade):
 Mini-proposal 1 (10 points possible, 4 % of total grade)– You will be expected to
turn in and present a 2-page mini-proposal to class outlining your plan for a
qualitative grounded theory document analysis project on a topic related to your
research interests.
 Data analysis plan - mini-presentation (5 points possible, 1.5% of total grade) –
You will be expected to bring an example of the documents you will use for
analysis and present them, in addition to your plans for data analysis, to a small
group of your class colleagues.
 Data analysis paper (50 points possible, 16% of total grade) – You will be
expected to turn in a 10-15 page (double-spaced, 12-point font) paper detailing
your “findings” from your independent data analysis project. Further details
about the paper requirements will be decided upon collaboratively in class
(based on class readings and review of published research). In addition, you will
be expected to provide a brief but professional (PowerPoint) presentation about
your “findings” to your class colleagues in class on Wednesday, April 8th.
PROJECT 2 – CLASS MANUSCRIPT (185 points possible, 61 % of total grade):
 Research collaboration participation points (15 points possible, 5% of total
grade) - In order to work well collaboratively, we will be doing various small
projects in class and outside of class (reviewing research materials, gathering
community information, researching journal outlets, etc.).
 Grounded theory notes (5 points possible, 1.5 % of total grade): Once in the
semester, you will be expected to write one page (single-spaced, double-sided) of
notes about key aspects of the Grounded Theory analytic approach. These notes
will be shared with your class colleagues.
 Interview transcripts (total possible 100 points, 50 points possible each, each =
16 % of total grade, total possible = 33 % of total grade): Twice during the
semester you will be expected to turn in a complete interview transcript related
to the class research project.
 Manuscript writing (65 points possible, 23 % of total grade): Twice in the
semester you will work with colleagues to draft sections of the class manuscript.
You will also be expected to participate in the final editing of the full class
manuscript:
o Subsection 1 draft (25 points possible, 9% of total grade) – You will be
expected to turn in a draft of a subsection of the “Results” section of the
class manuscript.
o Subsection 2 draft (25 points possible, 9% of total grade) - You will be
expected to turn in a draft of one of the subsections of the full class
manuscript (Introduction, “Literature Review”, Methods,
Discussion/Conclusion)
o Manuscript editing participation (15 points possible, 5 % of total grade) Finally, on the last day of class you will be expected to attend and
participate in the final editing session for the class manuscript.
WEEKLY SCHEDULE
Weds., Jan. 7th
INTRODUCTION/ETHICS, IRB
Due: Mini-Proposal 1- for Independent Data Analysis Project
NSF “Workshop on Scientific Foundations of Qualitative Research Report”
Pages 9-20.
Creswell, John. W. 2013. Qualitative Inquiry & Research Design, Third Edition.
Thousand Oaks: Sage Publications. CHAPTERS 1, 2, 3.
American Sociological Association Code of Ethics
(http://www.asanet.org/about/ethics.cfm)
Required Reading and Training for UF Researchers using Human Subjects
(http://irb.ufl.edu/irb01/irb-01/required-reading.html)
Weds., Jan. 14th
GROUNDED THEORY – Day 1
Due: Grounded Theory notes – Group 1
Charmaz, Kathy. 2014. Constructing Grounded Theory: A Practical Guide
Through Qualitative Analysis, Second Edition. Thousand Oaks: Sage
Publications. PREFACE & CHAPTERS 1 & 2
Creswell, John. W. 2013. Qualitative Inquiry & Research Design, Third Edition.
Thousand Oaks: Sage Publications. CHAPTER 7
Weds., Jan. 21st
QUALITATIVE ANALYSIS WORKSHOP
Due: Data Analysis plan - mini-presentation
Recommended:
Atkinson, Paul A. and Amanda Jane Coffey and Sara Delamont. 2001. “A
Debate about our Canon” Qualitative Research, 1; 5.
Denzin, Norman K. and Yvonna S. Lincoln. 2008. “Introduction” Pps. 1-43 in
Collecting and Interpreting Qualitative Materials. Third Edition, Edited by
Norman K. Denzin and Yvonna S. Lincoln. Thousand Oaks: Sage Publications.
Lincoln, Yvonna S. and William G. Tierney. 2004. “Qualitative Research and
Institutional Review Boards” Qualitative Inquiry, 10; 219.
Weds, Jan. 28th
GROUNDED THEORY – Day 2
Due: Grounded Theory notes – Group 2
Charmaz, Kathy. 2014. Constructing Grounded Theory: A Practical Guide
Through Qualitative Analysis, Second Edition. Thousand Oaks: Sage
Publications. CHAPTERS 3, 4, & 5
Creswell, John. W. 2013. Qualitative Inquiry & Research Design, Third Edition.
Thousand Oaks: Sage Publications. GROUNDED THEORY Readings (see
TOC pg. xvii)
Weds., Feb. 4th
QUALITATIVE ANALYSIS WORKSHOP
Recommended:
Hesse-Biber, Sharlene. 2014. “Feminist Approaches to In-Depth Interviewing,”
Chapter 7 in Feminist Research Practice: A Primer. Hesse-Biber (Editor), Los
Angeles: Sage Publications.
Kong, Mahoney and Plummer. 2002 “Queering the Interview,” In Handbook of
Interview Research: Context & Method. Jaber F. Gubrium and James Holstein
(Editors), Pps. 239-258.
Wenger, Clare. 2002 “Interviewing Older People,” In Handbook of Interview
Research: Context & Method. Jaber F. Gubrium and James Holstein (Editors),
Pps. 259-278.
Dunbar, Rodriguez and Parker 2002 “Race, Subjectivity and the Interview
Process,” In Handbook of Interview Research: Context & Method. Jaber F.
Gubrium and James Holstein (Editors), Pps. 279-298.
Weds., Feb. 11th
QUALITATIVE ANALYSIS WORKSHOP
Due: Interview transcript 1
Recommended:
Lapadat, Judith C. and Anne C. Lindsay 1999. “Transcription in Research and
Practice: From Standardization of Technique to Interpretive Positionings”
Qualitative Inquiry 5; 64
Glaser, Barney G. and Anselm L. Strauss. 1967. The Discovery of Grounded
Theory: Strategies for Qualitative Research. New York: Aldine De Gruyter.
Corbin, J. and Strauss, A.L. 2008. Basics of Qualitative Research, Third Edition.
Los Angeles: Sage.
Weds., Feb. 18th
GROUNDED THEORY – Day 3
Due: Grounded theory notes – Group 3
Charmaz, Kathy. 2014. Constructing Grounded Theory: A Practical Guide
Through Qualitative Analysis, Second Edition. Thousand Oaks: Sage
Publications. CHAPTERS 6, 7 & 8
Weds., Feb. 25th
NARRATIVE RESEARCH
Due: Mini- Research Proposal 2 and Research Example– Group 1
Creswell, John. W. 2013. Qualitative Inquiry & Research Design, Third Edition.
Thousand Oaks: Sage Publications. NARRATIVE RESEARCH Readings (see
TOC pg. xvi)
Chase, Susan E. 2008. “Narrative Inquiry; Multiple Lenses, Approaches,
Voices” Pps. 57-94 in Collecting and Interpreting Qualitative Materials. Edited
by Norman K. Denzin and Yvonna S. Lincoln. Thousand Oaks: Sage
Publications.
Weds., March 4th
NO CLASS – UNIVERSITY HOLIDAY
Weds., March 11th
QUALITATIVE ANALYSIS WORKSHOP
Due: Interview transcript 2
Charmaz, Kathy. 2014. Constructing Grounded Theory: A Practical Guide
Through Qualitative Analysis, Second Edition. Thousand Oaks: Sage
Publications. PREFACE & CHAPTERS 9 and 10
Recommended:
Gubrium, Jaber F. and James A. Holstein. 2009. Analyzing Narrative Reality.
Los Angeles: Sage Publications.
Riessman, Catherine Kohler.1993. Narrative Analysis. Qualitative Research
Methods Series 30, Newbury Park: Sage Publications.
Weds., March 18th
ETHNOGRAPHY
Due: Mini- Research Proposal 2 and Research Example– Group 2
Creswell, John. W. 2013. Qualitative Inquiry & Research Design, Third Edition.
Thousand Oaks: Sage Publications. ETHNOGRAPHY Readings (see TOC pg.
xviii)
Weds., March 25th
QUALITATIVE ANALYSIS WORKSHOP
Charmaz, Kathy. 2014. Constructing Grounded Theory: A Practical Guide
Through Qualitative Analysis, Second Edition. Thousand Oaks: Sage
Publications. PREFACE & CHAPTER 11 and 12
Recommended:
Hammersley, Martyn and Paul Atkinson. Ethnography: Principles in Practice
(2nd edition). Routledge
Emerson, Robert M. and Rachel I. Fretz, Linda L. Shaw. 1995. Writing
Ethnographic Fieldnotes. Chicago: University of Chicago Press. CHAPTERS 1,
2, 3, 4, 5, & 6
Weds., April 1st
QUALITATIVE ANALYSIS WORKSHOP
Due: Subsection 1 draft
Recommended:
Dey, I. 2004. “Grounded Theory,” In C. Seal, G. Gobo, JF Gubrium and D.
Silverman (Editors), Qualitative Research Practice. London: Sage, Pp. 80-93.
Weds., April 8th
DATA ANALYSIS PAPER PRESENTATIONS
Due: Data Analysis Paper
Weds., April 15th
QUALITATIVE ANALYSIS WORKSHOP
Due: Subsection 2 draft
Weds., April 22nd
CLASS MANUSCRIPT EDITING DAY
Due: Manuscript editing
Recommended:
Wolcott, Harry F. 2001. Writing Up Qualitative Research, Second Edition.
Thousand Oaks: Sage Publications.
SYA 7933: QUALITATIVE DESIGN AND ANALYSIS
Final grades will be available via ISIS on the evening of May 6, 2014
Grade
A
AB+
B
BC+
C
CD+
D
DE
%
95 - 100 %
90 - 94%
87 - 89%
84 - 86%
80 - 83%
77 - 79 %
74 - 76 %
70 - 73%
67 - 69 %
64 - 66%
60 - 63 %
below 60 %
Please note: While this grading scale can be used
to help you calculate your grade, you should be
aware that in order to maintain good standing you
must maintain a 3.0 GPA in graduate classes. In
general, if you receive only B’s or below, you need
to meet with your instructor to discuss how to bring
your work up to graduate level expectations.
QUALITATIVE DESIGN ASSIGNMENT (50 points possible, 16% of total grade)
Mini- Research Proposal 2 (40 points possible, 13% of total grade)
_____________
Published Research Example (10 points possible, 3 % of total grade)
_____________
QUALITATIVE ANALYSIS ASSIGNMENTS (250 points possible, 84% of total grade)
PROJECT 1 – INDEPENDENT DATA ANALYSIS PAPER
Mini-proposal 1 (10 points possible, 4% of total grade)
_____________
Data analysis mini-presentation (5 points possible, 1.5% total grade)
_____________
Data analysis paper (50 points possible, 16% of total grade)
_____________
PROJECT 2 – CLASS MANUSCRIPT
Research collaboration participation (15 points possible, 5 % total grade) _____________
Grounded theory notes (5 points possible, 1.5% of total grade)
_____________
Interview Transcript 1 (50 points possible, 16% of total grade)
_____________
Interview Transcript 2 (50 points possible, 16% of total grade)
_____________
Subsection 1 draft (25 points possible, 9 % of total grade)
_____________
Subsection 2 draft (25 points possible, 9 % of total grade)
_____________
Manuscript editing participation (15 points possible, 5 % total grade)
_____________
TOTAL
_____________
% (TOTAL/300)
_____________
GRADE =
_____________