Research Falling Out of Colorful Pages Onto Paper: Collage Inquiry

2019 ◽  
Vol 26 (3-4) ◽  
pp. 262-270
Author(s):  
Maria K. E. Lahman ◽  
Christina M. Taylor ◽  
Lindsay A. Beddes ◽  
Ivan D. Blount ◽  
Kimberli A. Bontempo ◽  
...  
Keyword(s):  
Qualitative Research ◽  
Poster Presentation ◽  
Doctoral Students ◽  
Entire Process ◽  
Research Representation

As part of an advanced doctoral course on representing qualitative research, the authors used collage to represent either who they were as researcher or the research they were conducting. The authors, comprised of the course professor and seven doctoral students, read about collage as inquiry and research representation and then participated reflexively in a course lecture on the background of collage, a collage creation activity, a gallery walk, written and oral reflection on each other’s collages, a research poster presentation at a campus research event, and a final reflection of the entire process. As the process unfolded the authors represented the experience in the form of a collective collage poem, and a methodological and pedagogical article. Elements of this article include a review of collage as an art and research inquiry form, an overview of the pedagogical experiences, and the authors’ experiences shared in the form of brief vignettes and collage images.

scholarly journals Disruptions, distractions, and discoveries: Doctoral students’ reflections on a pandemic

2020 ◽  
pp. 147332502097334
Author(s):  
Chinyere Y Eigege ◽  
Priscilla P Kennedy
Keyword(s):  
Qualitative Research ◽  
Social Work ◽  
Doctoral Students ◽  
Social Work Education ◽  
Research Priorities ◽  
Research Strategies ◽  
Current Events ◽  
Research Agendas ◽  
Work Education ◽  
The Impact

This paper describes the reflections of two social work PhD students based on their personal and professional experiences with the COVID-19 pandemic. The students describe their positionality and use that to expound on the impact of the pandemic on their lives. They reflect on the disruptions to their social work education and research priorities including transitioning to online learning and modifications to research agendas. They then discuss ongoing distractions such as worries about getting sick, mental health concerns, and financial constraints. They share their discoveries about glaring disparities in coronavirus infection and death rates, the need to adjust research agendas in response to current events, and the urgency for qualitative research strategies to add meaning to the numbers being reported. In addition, the authors describe shared experiences and intersections they discovered while writing this essay. Finally, recommendations for practice include recommitting to social work values to help surmount the ongoing waves of this pandemic; reimagining social work education so that disparities and injustice intersect with every subject taught and graduates become experts at leading social change; and harnessing the untapped potential of qualitative research to drive real, systemic change.

scholarly journals Experiences of Graduate Students in Turkish Education During the Covid-19 Pandemic Process

2021 ◽  
Vol 12 (5) ◽  
pp. 60
Author(s):  
Nurşat Bi̇çer ◽  
Yakup Alan ◽  
Fatih Can
Keyword(s):  
Qualitative Research ◽  
Content Analysis ◽  
Graduate Students ◽  
Doctoral Students ◽  
Study Group ◽  
Time Saving ◽  
Face To Face ◽  
Interview Guide ◽  
Technological Opportunities ◽  
Turkish Education

The aim of this study is to reveal the experiences of graduate students in the field of Turkish education during the pandemic process. Phenomenology design, one of the qualitative research methods, was used in the research. The sample of the research consists of graduate and doctoral students studying at different universities. Easily accessible case sampling was used to determine the study group. The data of the study were collected with the interview guide prepared by the researchers and given the final shape after the expert opinion was taken. The study group was reached by using internet tools (Zoom) and data were collected. The content analysis of data was made. As a result of the research, it was seen that during the pandemic process graduate students experienced advantages such as increased technological opportunities, accessing to online materials easily, time saving and efficient studying opportunities. However, disadvantages such as inefficient lessons, lack of interaction, inability to focus on lessons, data collection problems, and inability to benefit from libraries were also revealed as problems experienced by graduate students. Students expect technological opportunities to continue, but to ensure normalization in some issues that cannot be resolved with these opportunities. They think that face-to-face education is more qualified, communication is better, and research can be done more effectively.

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.

scholarly journals Complexity of Academic Socialization of Historically Underrepresented Doctoral Students: De-Privileging Distinctions Between Macro-and-Micro-Theoretical Approaches

JCSCORE ◽  
2018 ◽  
Vol 2 (2) ◽  
pp. 1-39
Author(s):  
Zarrina Talan Azizova
Keyword(s):  
Qualitative Research ◽  
Doctoral Students ◽  
Meaning Making ◽  
Academic Socialization ◽  
Diverse Populations ◽  
Individual Agency ◽  
Theoretical Approaches ◽  
Theoretical Assumptions ◽  
Analytical Tools ◽  
Conceptual Work

This article represents a conceptual work that critiques and challenges traditional linear theoretical assumptions of academic socialization and integration that are often applied to research of diverse populations in academia in general and doctoral education specifically. The article further proposes a new conceptual framework of academic socialization as a meaning-making act of historically underrepresented doctoral students. The ultimate goal of the proposed framework is to reconcile the restrictive use of sociological macro- and micro- orientations to foreground possibilities of a conceptual and empirical focus on an individual meaning making act (as a form of individual agency) of historically underrepresented doctoral students within the critical contexts of academia. The proposed framework offers methodological and analytical tools for a more complex qualitative research and institutional/individual practice to account for increasingly diverse populations in higher education.

scholarly journals Experience of Negotiating Access in the “Field”: Lessons for Future Research

2019 ◽  
Vol 6 (4) ◽  
pp. p503
Author(s):  
Siyabulela C. Fobosi
Keyword(s):  
Qualitative Research ◽  
Research Ethics ◽  
Doctoral Students ◽  
Global South ◽  
Future Research ◽  
Simple Process ◽  
Key Informants ◽  
Access To The Field ◽  
Conducting Research

Accessing the field for the purposes of conducting research often starts with negotiation and engagement with gatekeepers. This is the first requirement for the research to be conducted; however, this step has challenges. While research has been conducted on negotiating access and research ethics, very little is known about the experiences of doctoral students from the Global South on negotiating access in fieldwork, and thus giving an account of what it entails conducting qualitative research from the Global South. As such, this article engages with the challenges of negotiating access to the field for my PhD studies. Due to the nature of research for my thesis, I conducted interviews with key informants from the departments and participants from the taxi ranks. In this article, I problematize the view that gaining access to the field is a simple process, by exposing my own uncomfortable encounters during the process.

Learning and Teaching Qualitative Data Analysis in a US University

2015 ◽  
pp. 180-204
Author(s):  
Eleanor Drago-Severson ◽  
Pat Maslin-Ostrowski ◽  
Anila Asghar ◽  
Sue Stuebner Gaylor
Keyword(s):  
Qualitative Research ◽  
Data Analysis ◽  
Doctoral Students ◽  
Adult Development ◽  
Student Development ◽  
Doctoral Student ◽  
Course Structure ◽  
Learning And Teaching ◽  
Adult Development Theory ◽  
Us University

This chapter presents a case study that examines how the learning experience of graduate students enrolled in a seminar at a US university prepares them to conduct qualitative research, specifically data analysis. Adult development theory and literature related to doctoral student preparation for research and curriculum development informed the course design and data analysis. The research questions focus on course structure, pedagogical strategies, how doctoral students experience these aspects in learning qualitative research methods, and how faculty learned to identify and meet students' emerging needs. Findings include contextualized examples of how the course supported students, how students received feedback in developmentally different ways, and the role of student resistance and emotion in learning. This chapter highlights the need to create a context of supports and challenges for learners and illuminates the benefits of a constructivist curriculum with scaffolding for doctoral student development and learning to become a qualitative researcher.

Investigation of Phd students' initial qualitative research experiences via their diaries

2015 ◽  
Vol 5 (5) ◽  
pp. 549-568 ◽  
Author(s):  
Ali Ersoy
Keyword(s):  
Qualitative Research ◽  
Doctoral Students ◽  
Research Process ◽  
Methods Course ◽  
Research Experience ◽  
Qualitative Researcher ◽  
Research Experiences ◽  
Model Research ◽  
Analytical Research ◽  
Researcher Identity

The aim of this study is to understand initial qualitative research experience and the qualitative researcher identities they try to build via diaries they reflect. This research is a analytical research model. Research data were obtained 25 diaries which were selected by criterion sampling from 60 doctoral students' diaries that they wrote in qualitative research methods course between the years 2008 and 2014. Content analysis was applied to the data. As a result of the analysis, "becoming a qualitative researcher" category which consists of "I learned from my experiences", "I discovered my researcher identity", and "I discovered myself" have emerged. I learned from my experiences themes that compose "I learned from my mistakes", "I read, implemented, reflected", and found out that "I realized that I wasn't a qualitative researcher." I discovered my researcher identity theme includes subthemes such as "I should be open-minded", "I should try to understand", and "I should be patient." I discovered myself theme consists of subthemes such as "I realized my prejudices", "I learned criticizing myself", and "I saw the limits of my abilities." It has emerged that researcher diaries are functional tools to understand the research experiences of PhD students. Therefore, doctoral students can be encouraged to write diaries in the research process.

(Re)Forming Research Poetry

2011 ◽  
Vol 17 (9) ◽  
pp. 887-896 ◽  
Author(s):  
Maria K. E. Lahman ◽  
Katrina L. Rodriguez ◽  
Veronica M. Richard ◽  
Monica R. Geist ◽  
Roland K. Schendel ◽  
...  
Keyword(s):  
Doctoral Students ◽  
Graduate School ◽  
School Experiences ◽  
Free Form ◽  
Narrative Interviews ◽  
Writing Ability ◽  
Research Article ◽  
International Doctoral Students ◽  
The One ◽  
Research Representation

In this article, the authors reflect on an experience with research representation in which they deliberately engage to push their notion of what research poetry might be. The authors discuss the experience that began when they examined approximately 50 in-depth narrative interviews of international doctoral students’ graduate school experiences. The article discusses a traditional thematic qualitative research article that was written and published on the basis of data derived from the aforementioned narrative interviews. In the next part of the experience, the one specific to this article, the authors compose three research poems of varying styles—free form, elegy, and haiku. The authors challenge their current research, representation, and poetic understandings by comparing and contrasting the traditional qualitative article to the nontraditional poetic representations. The final step of this process includes the authors’ methodological reflections on poetic representations in the areas of accessibility, power of compressed form, and writing ability or good enough research poetry.

scholarly journals "Every Word is True": Stories of our Experiences in a Qualitative Research Course

2014 ◽  
Author(s):  
Janet Richards
Keyword(s):  
Qualitative Research ◽  
Doctoral Students ◽  
Research Methods ◽  
Qualitative Research Methods ◽  
Methods Course ◽  
Shared Stories ◽  
Narrative Framework ◽  
E Mail

There is a sparse body of literature about students' and instructors' experiences in graduate qualitative courses. In this study, 11 doctoral students and one instructor employed a narrative framework to uncover our perceived truths about our experiences as we interacted, studied, pondered, and journeyed through a qualitative research methods course. Data were my chronologically ordered notes documenting my thinking and perceptions about my students and me and the doctoral students' chronologically ordered e-mail stories to their peers and to me. The inquiry illuminated the doctoral students' growth as researchers and highlighted the power of shared stories. Our narratives captured our lives, and illuminated our joys, worries, intentions, and beliefs.

scholarly journals Prioritising Doctoral Students’ Wellbeing In Qualitative Research

2018 ◽  
Author(s):  
Stefania Velardo ◽  
Sam Elliott
Keyword(s):  
Qualitative Research ◽  
Doctoral Students ◽  
Vulnerable Populations ◽  
Ad Hoc ◽  
Research Training ◽  
Research Process ◽  
Support Structures ◽  
Emotional Wellbeing ◽  
University Support ◽  
Explicit Consideration

As novice researchers, doctoral students undertaking qualitative research become well-versed in strategies that should be adopted to minimise risk to participants. But what happens when a researcher is confronted with the complex, emotional account of a participant? Despite the consistent emphasis on participant safety, many doctoral students are not explicitly prompted to consider how they will negotiate their own emotional wellbeing throughout the research process. This is particularly important when conducting qualitative research with vulnerable populations. In these situations, sensitive and difficult topics are often discussed, with numerous risks to participants and researchers alike. However, concern for researcher wellbeing is seemingly ignored or addressed in an ad-hoc manner across all levels of the research process. This oversight is reinforced by ethics applications that require a compelling response surrounding potential burdens to participants, without prompting any explicit consideration of those individuals actually undertaking the research. While previous research acknowledges multiple vulnerabilities of doctoral students, with respect to generic anxiety and exhaustion, we suggest that researcher wellbeing might be further compromised due to the nature of the study. In this paper, we argue that current research training processes and university support structures are generally not sufficiently robust to protect novice researchers and participants and call for advances in research and practices to this end.

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