Qualitative Research in the Chinese Social Work Academy: Optimism and Invisible Disadvantages

2018 ◽  
Vol 49 (5) ◽  
pp. 1296-1316
Author(s):  
Yanfeng Xu ◽  
Corey Shdaimah ◽  
Fang Zhao ◽  
Deborah Gioia
Keyword(s):  
Qualitative Research ◽  
Social Work ◽  
Research Training ◽  
Institutional Review Boards ◽  
Early Developmental Stage ◽  
Structural Barriers ◽  
Social Work Research ◽  
Social Work Faculty ◽  
Methodological Challenges ◽  
Institutional Review

Abstract There has been much discussion about the contributions of qualitative research to social work knowledge, but the experiences of social work faculty engaged in qualitative research are rarely discussed. Social work is at the early developmental stage in China, which makes the country a useful laboratory to examine this question. The current study aimed to understand experiences of Chinese qualitative social work faculty and how their methodological orientation affected their career trajectories. Nine semi-structured, in-depth interviews were conducted and analysed. Thematic data analysis revealed three major themes: suitability, methodological challenges and structural barriers. Findings indicate that qualitative social work research has an optimistic future in China, but methodological challenges and structural barriers create invisible disadvantages. This study highlights the need for rigorous qualitative research training, including apprenticeship; translation of more qualitative learning materials into Chinese; and support for the purchase, training and use of qualitative software packages. The results also point to the need for institutional review boards or other ethical oversight mechanisms. More importantly, there must be greater consensus regarding what constitutes scientific rigour, which projects should be funded, what are evaluative criteria for publication, and whom to hire and promote.

scholarly journals What do social work students think social work research is?

2016 ◽  
Vol 24 (2) ◽  
pp. 19-26
Author(s):  
Anita Gibbs
Keyword(s):  
Social Justice ◽  
Social Work ◽  
New Zealand ◽  
Work Values ◽  
Research Training ◽  
Social Work Students ◽  
Service Users ◽  
Research Project ◽  
Social Work Research ◽  
Social Work Values

In New Zealand, social work students often undertake social work research training as part of their first qualification in social work. The focus of this article is to consider what social work students think social work research is and whether they think social work research should be part of normal, everyday practice or not. Forty-three social work students from Otago University participated in a small research project during 2009 aimed at exploring their constructions of social work research. They emphasised that social work research should be compatible with social work values like empowerment and social justice, and bring about positive change of benefit of service users. 

Implementation of the flipped residency research model to enhance residency research training

2019 ◽  
Vol 76 (9) ◽  
pp. 608-612 ◽  
Author(s):  
Kathryn A Morbitzer ◽  
Kamakshi V Rao ◽  
Denise H Rhoney ◽  
Ashley L Pappas ◽  
Emily A Durr ◽  
...  
Keyword(s):  
Research Training ◽  
Pharmacy Practice ◽  
Research Process ◽  
Practice Research ◽  
Institutional Review Boards ◽  
Research Model ◽  
High Quality Research ◽  
Research Activities ◽  
Institutional Review ◽  
The Impact

Abstract Purpose The attainment of fundamental research skills to create and disseminate new knowledge is imperative for the advancement of pharmacy practice. Research training is an important component of postgraduate residency training; however, the traditional model of performing residency research has several limitations that have hindered the ability of residents to complete high-quality research projects. Therefore, our institution developed and implemented the flipped residency research model with the 2013–2014 pharmacy practice residency class. Summary The flipped residency research model modifies the research timeline to better align research activities with residents’ abilities at specific time points during the year. In the 4 years following implementation of the flipped residency research model, our institution found improvements in a number of areas pertaining to the research process compared with an evaluation of the 7 years prior to implementation. A decrease in the number of reviews required from institutional review boards was observed, resulting in improved institutional review board efficiency. The flipped residency research model also addressed limitations surrounding manuscript development and submission, as demonstrated by an improved publication rate. Additionally, residents who participated in the flipped residency research model self-reported increased comfort with research-related abilities associated with study design, implementation, manuscript development and submission, and biostatistics. Conclusion The modified research timeline of the flipped residency research model better aligns research activities with resident experiences and abilities. This realignment has translated to demonstrable impact in the success of residency projects and dissemination of results. Research is needed to investigate the impact of the flipped residency research model on longer term scholarly success.

Qualitative research skills acquisition within social work doctoral education using project-based learning

2019 ◽  
Vol 19 (5-6) ◽  
pp. 864-881
Author(s):  
Fan Yang ◽  
Quentin R Maynard ◽  
Sarah R Young ◽  
Jennifer L Kenney ◽  
Brad Barber ◽  
...  
Keyword(s):  
Qualitative Research ◽  
Social Work ◽  
Doctoral Students ◽  
Quantitative Research ◽  
Doctoral Education ◽  
Qualitative Inquiry ◽  
Project Based Learning ◽  
Skills Acquisition ◽  
Research Traditions ◽  
Social Work Research

The future of social work research relies on the intellect and competence of current doctoral students. These future scholars who receive doctoral education that values qualitative inquiry will create a system where qualitative research traditions receive the same privilege as quantitative research traditions. Project-based learning provides learning opportunities that can challenge assumptions about what academia considers “real” research. This descriptive qualitative study explored key attributes of using project-based learning within two consecutive social work doctoral courses to encourage qualitative research skill development. Students and instructors participated in ideawriting and focus groups to assess the usefulness of PBL within these courses. The findings suggested that PBL may be useful for deepening knowledge about qualitative inquiry and reducing epistemological unconsciousness.

Improving outcomes with Qualitative Data Analysis Software: A reflective journey

2017 ◽  
Vol 18 (3) ◽  
pp. 436-442 ◽  
Author(s):  
Austin G Oswald
Keyword(s):  
Qualitative Research ◽  
Social Work ◽  
Data Analysis ◽  
Qualitative Data ◽  
Research Process ◽  
Digital Tools ◽  
Analysis Software ◽  
Qualitative Data Analysis ◽  
Social Work Research ◽  
Qualitative Data Analysis Software

Now more than ever, qualitative social work researchers are being called upon to conduct increasingly complex, multifaceted, and intersectional research. Given the heightened complexity of social work research, it is necessary that scholars learn strategies to streamline the research process and digital tools for qualitative research are a mechanism to do so. In this paper, I share insights gleaned from personal experience working with Qualitative Data Analysis Software, specifically MAXQDA 12, to support a larger study that explored the social lives of older gay men. This paper highlights the various functions of MAXQDA 12 and how qualitative social work researchers can use the program to improve the research process and outcomes. Despite the rapid growth in production of digital tools for qualitative research there remains a dearth in studies that explicitly address how digital tools are used in the extant literature on qualitative research. This paper sheds light on this noted gap in the literature by exploring the functionality of MAXQDA 12 and how it can be applied to improve qualitative social work research.

Qualitative Research and Institutional Review Boards

2004 ◽  
Vol 10 (2) ◽  
pp. 219-234 ◽  
Author(s):  
Yvonna S. Lincoln ◽  
William G. Tierney
Keyword(s):  
Qualitative Research ◽  
Institutional Review Boards ◽  
Institutional Review ◽  
Review Boards

scholarly journals Negotiating Responsibility for Navigating Ethical Issues in Qualitative Research: A Review of Miller, Birch, Mauthner, and Jessop’s (2012) Ethics in Qualitative Research, Second Edition

2015 ◽  
Author(s):  
Michelle McCarron
Keyword(s):  
Qualitative Research ◽  
Research Ethics ◽  
Ethical Issues ◽  
Ethics Committees ◽  
Institutional Review Boards ◽  
Research Ethics Committees ◽  
The United Kingdom ◽  
Institutional Review ◽  
Technological Advances ◽  
Research Ethics Boards

Ethics in Qualitative Research (Miller, Birch Mauthner, & Jessop, 2012), now in its second edition, uses a feminist framework to present a variety of issues pertinent to qualitative researchers. Topics include traditional challenges for qualitative researchers (e.g., access to potential participants, informed consent, overlapping roles), as well as those that have garnered more attention in recent years, particularly with regard to uses and consequences of technological advances in research. The book is critical of committees whose function it is to review proposed research and grant research ethics approval (e.g., University Research Ethics Committees [URECs], Research Ethics Boards [REBs], and Institutional Review Boards [IRBs]). The authors of this book are situated within the United Kingdom. The editors take the position that ethics oversight by the researchers themselves is preferable and that such boards and committees are not well equipped to review qualitative research. A rebuttal to this position is presented within this review. Ethics in Qualitative Research provides a good overview of ethical issues that researchers face and is effective in merging theory with practice. It would be strengthened by avoiding the debate over URECs or by offering concrete suggestions for how URECs can improve their reviews of qualitative research.

scholarly journals Pragmatism as a Research Paradigm and Its Implications for Social Work Research

2019 ◽  
Vol 8 (9) ◽  
pp. 255 ◽  
Author(s):  
Vibha Kaushik ◽  
Christine A. Walsh
Keyword(s):  
Social Justice ◽  
Social Work ◽  
Critical Review ◽  
Macro Level ◽  
Research Paradigm ◽  
Social Work Research ◽  
Methodological Challenges ◽  
Hard Evidence ◽  
Primary Focus ◽  
Work Knowledge

Debates around the issues of knowledge of, and for, social work and other social justice–oriented professions are not uncommon. More prevalent are the discussions around the ways by which social work knowledge is obtained. In recent years, social work scholars have drawn on the epistemology of pragmatism to present a case for its value in the creation of knowledge for social work and other social justice–oriented professions. The primary focus of this essay is on providing a critical review and synthesis of the literature regarding pragmatism as a research paradigm. In this essay, we analyze the major philosophical underpinnings and methodological challenges associated with pragmatism, synthesize the works of scholars who have contributed to the understanding of pragmatism as a research paradigm, articulate our thoughts about how pragmatism fits within social work research, and illustrate how it is linked to the pursuit of social justice. This article brings together a variety of perspectives to argue that pragmatism has the potential to closely engage and empower marginalized and oppressed communities and provide hard evidence for the macro level discourse.

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