Discussion: Designing Qualitative Research
Typically, when speaking of validity, qualitative researchers are referring to research that is credible and trustworthy, i.e., the extent to which one can have confidence in the study’s findings (Lincoln & Guba, 1985). Generalizability, a marker of reliability, is typically not a main purpose of qualitative research because the researcher rarely selects a random sample with a goal to generalize to a population or to other settings and groups. Rather, a qualitative researcher’s goal is often to understand a unique event or a purposively selected group of individuals. Therefore, when speaking of reliability, qualitative researchers are typically referring to research that is consistent or dependable (Lincoln & Guba, 1985), i.e., the extent to which the findings of the study are consistent with the data that was collected.
For this Discussion, you will explain criteria for evaluating the quality of qualitative research and consider the connection of such criteria to philosophical orientations. You will also consider the ethical implications of designing qualitative research.
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An explanation of two criteria for evaluating the quality of qualitative research designs. Next, explain how these criteria are tied to epistemological and ontological assumptions underlying philosophical orientations and the standards of your discipline. Then, identify a potential ethical issue in qualitative research and explain how it might influence design decisions. Finally, explain what it means for a research topic to be amenable to scientific study using a qualitative approach.
Be sure to support your Main Issue Post and Response Post with reference to the week’s Learning Resources and other scholarly evidence in APA Style.
*Please use the learning resources
Learning Resources
Required Readings
Golafshani, N. (2003). Understanding reliability and validity in qualitative research. The Qualitative Report, 8(4), 597–606. Retrieved from http://nsuworks.nova.edu/tqr/vol8/iss4/6
Burkholder, G. J., Cox, K. A., & Crawford, L. M. (2016). The scholar-practitioner’s guide to research design. Baltimore, MD: Laureate Publishing.
· Chapter 7, “Quality Considerations”
Smith, J. K. (1984). The problem of criteria for judging interpretive inquiry. Educational Evaluation and Policy Analysis, 6(4), 379–391.
The problem of criteria for judging interpretive inquiry by Smith, J. K. in Educational evaluation and policy analysis, 6(4), 379-391. Copyright 1984 by Sage Publications-Journals. Used with permission of Sage Publications-Journals via the Copyright Clearance Center.
Document: Trustworthiness (PDF)
Walden University: Center for Research Quality (2018). Research ethics & compliance: Documents and FAQs. Retrieved from https://academicguides.waldenu.edu/researchcenter/orec/documents
Download the “Research Ethics Planning Worksheet”. Read this document to understand the ethical standards that researchers must address during the research planning process.
Walden University: Center for Research Quality. (2015c). Research resources: Research planning & writing. Retrieved from http://academicguides.waldenu.edu/researchcenter/resources/planning
Download the “Litmus Test” document.
Walden University. (2015a). How do I find an article that reports on research that uses a specific methodology? Retrieved from http://academicanswers.waldenu.edu/faq/72633
Walden University: Writing Center. (2015). Common course assignments: Annotated bibliographies. Retrieved from http://academicguides.waldenu.edu/writingcenter/assignments/annotatedbibliographies
Required Media
Gjellstad, L. (nd). IRB Form for Ethics Review at Walden [online tutorial]. Retrieved from https://crq.adobeconnect.com/pz08vcneze53
Price, S. (2015). Annotated bibliographies [Online webinar]. Retrieved from https://waldencss.adobeconnect.com/p7d6uqxv8g3?launcher=false&fcsContent=true&pbMode=normal
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