Carefully-selected SAGE Journal articles expand upon chapter material, and accompanying exercises offer practice in applying the concepts.

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Article 1: Turner. G. W., & Crane, B. (2016). Teaching and learning qualitative methods through the dissertation advising relationship: Perspectives from a professor and graduate. Qualitative Social Work, 15(3), 346-362.

Summary: In this paper, we reflect upon the process of teaching and learning qualitative research through the dissertation process, based on the experience of being a doctoral advisor and a graduate student.

Questions to Consider

1. Think about your own reflexivity. How might this impact your study?
2. What might an ideal relationship between an advisor and advisee look like as it pertains to a qualitative dissertation topic?

Article 2: Morse, J. M. (2003). A review committee’s guide for evaluating qualitative proposals.Qualitative Health Research, 13(6), 833-851.

Summary: In this article, the author corrects this deficit by presenting criteria to assess the relevance, rigor, and feasibility of qualitative research. These criteria are not a checklist but rather a series of questions that can aid a reviewer, adept in qualitative methods, to comprehensively evaluate and defend qualitative research.

Questions to Consider

1. Morse (2003) begins the article by discussing the “catch-22 situation” of quantitative proposal construction. Can you clearly explain the problem you are looking to research? Does it “grab” attention?
2. Use Table 1 (Dimension of Evaluation Criteria According to Components of the Proposal) to evaluate sections of your own proposal. How are the relevance, rigor, and feasibility of your proposal looking? 

Article 3: Chauvette, A., Schick-Makaroff, K., & Molzahn, A. E. (2019). Open Data in Qualitative Research. International Journal of Qualitative Methods, 18. https://doi.org/10.1177/1609406918823863

Summary: The changing technological landscape makes it possible to digitally store data, creating opportunity to both share and reuse data anywhere in the world for later use. This movement is growing rapidly and becoming widely accepted as publicly funded agencies are mandating that researchers open their research data for sharing and reuse. While there are numerous advantages to use of open data, such as facilitating accountability and transparency, not all data are created equally. Accordingly, reusing data in qualitative research present some epistemological, methodological, legal, and ethical issues that must be addressed in the movement toward open data.

Questions to Consider

1. Creswell discusses the importance of putting qualitative research into context. The article discusses in the context of research, that collected and retained data can later be shared and reused if ethical approval is in place. How can shared data be problematic for qualitative research?
2. The authors state, “Qualitative research offers valuable opportunities to obtain in-depth information about phenomena of interest. There is a unique engagement between participant and researcher in generating the data, which is often rich and contextual. “ Describe what you think the experience might be like if you were to conduct qualitative research compared to other methodologies.