Veteran qualitative researchers discuss challenges and opportunities as they arise in designing thoughtful and responsive research; considering purpose, context, potential participants and ethics; modifying the initial design based on emerging understandings of the context; and the conceptual and epistemological assumptions and their implications.
Researchers across the social sciences use qualitative methods to generate knowledge. At every step in the research process, we confront tensions, make critical decisions, and develop creative strategies. In this workshop, two researchers with extensive experience in qualitative research design and implementation will discuss challenges and opportunities as they arise in:
- Designing thoughtful and responsive research;
- Considering purpose, context, potential participants and ethics;
- Modifying the initial design based on emerging understandings of the context; and
- The conceptual and epistemological assumptions and their implications.
There will be opportunities for attendees to engage in small-group activities. This workshop assumes a working knowledge of the basic principles and strategies of qualitative research and an interest in pursuing various design options in a community of practice with critical friends.
Workshop runs May 12, 9 a.m. to 3 p.m. and May 13, 9 a.m. to 2 p.m. Lunch will be provided.
Gretchen Rossman is professor of international education and chair of the Department of Educational Policy, Research & Administration in the College of Education at the University of Massachusetts Amherst. With an international reputation as a qualitative methodologist, she has expertise in qualitative research design and methods, mixed methods monitoring and evaluation, and approaches to inquiry. Over the past 25 years she has co-authored nine books, two of which are major qualitative inquiry texts (Learning in the Field, 3rd ed., with Sharon F. Rallis [Sage Publications] and Designing Qualitative Research, 5th ed., with Catherine Marshall [Sage]).
Ezekiel W. Kimball is an assistant professor of higher education in the College of Education at the University of Massachusetts Amherst. His teaching focuses on qualitative methods, educational foundations, and learning and development in early adulthood. His published works include journal articles and book chapters on social theory, college admissions, and student affairs practice. A forthcoming book focuses on using theoretical insights to inform educational practice.